Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2
Source: Project management for executives (1982), p. 2
Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)
“To realize oneself without adapting is the concept of creativity.”
From the Aphorisms http://www.prevale.net/aphorisms.html page of the official website of Prevale
Original: (it) Realizzarsi senza adeguarsi è il concetto di creatività.
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2
“Problem-posing education affirms men and women as beings in the process of becoming.”
Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2
On Contradiction (1937)
Original: (zh-CN) 人的概念的每一差异，都应把它看作是客观矛盾的反映。客观矛盾反映入主观的思想，组成了概念的矛盾运动，推动了思想的发展，不断地解决了人们的思想问题。
Source: 1920s, Prejudices, Third Series (1922), Ch. 3 "Footnote on Criticism", pp. 85-104
Context: Upon the low value of "constructive" criticism I can offer testimony out of my own experience. My books have been commonly reviewed at length, and many critics have devoted themselves to pointing out what they conceive to be my errors, both of fact and of taste. Well, I cannot recall a case in which any suggestion offered by a "constructive" critic has helped me in the slightest, or even actively interested me. Every such wet-nurse of letters has sought fatuously to make me write in a way differing from that in which the Lord God Almighty, in His infinite wisdom, impels me to write — that is, to make me write stuff which, coming from me, would be as false as an appearance of decency in a Congressman. All the benefits I have ever got from the critics of my work have come from the destructive variety. A hearty slating always does me good, particularly if it be well written. It begins by enlisting my professional respect; it ends by making me examine my ideas coldly in the privacy of my chamber. Not, of course, that I usually revise them, but I at least examine them. If I decide to hold fast to them, they are all the dearer to me thereafter, and I expound them with a new passion and plausibility. If, on the contrary, I discern holes in them, I shelve them in a pianissimo manner, and set about hatching new ones to take their place. But "constructive" criticism irritates me. I do not object to being denounced, but I can't abide being schoolmastered, especially by men I regard as imbeciles.
