Critical Education Quotes

We want education for our people that exposes the true nature of this decadent American society. We want education that teaches us our true history and our role in the present day society.

The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.

With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.

School is the advertising agency which makes you believe that you need the society as it is.

Education should prepare our minds to use its own powers of reason and conception rather than filling it with the accumulated misconceptions of the past.

Pedagogy is not about training, it is about critically educating people to be self reflective, capable of critically address their relationship with others and with the larger world. Pedagogy in this sense provides not only important critical and intellectual competencies; it also enables people to intervene critically in the world.

No man who worships education has got the best out of education... Without a gentle contempt for education no man's education is complete.

The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.

The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated.

The economy schoolchildren currently expect to live under and serve would not survive a generation of young people trained to think critically.

What we are seeing in cities such as Chicago, Athens and other dead zones of capitalism throughout the world is the beginning of a long struggle for the institutions, values and infrastructures that make critical education and community the center of a robust, radical democracy. This is a challenge for young people and all those invested in the promise of a democracy that extends not only the meaning of politics, but also a commitment to economic justice and democratic social change.

Children are nowhere taught, in any systematic way, to distinguish true from false, or meaningful from meaningless, statements. Why is this so? Because their elders, even in the democratic countries, do not want them to be given this kind of education.

We need to educate students to be critical agents, to learn how to take risks, engage in thoughtful dialogue, and taking on the crucial issue what it means to be socially responsible.

Just providing information about how bad things are, or the statistics and data on incarceration by themselves, does lead to more depression and resignation and is not empowering. The information has to be presented in a way that's linked to the piece about encouraging students to think critically and creatively about how they might respond to injustice, and how young people have responded to injustice in the past.

There is no genuine democracy without an informed public. While there are no guarantees that a critical education will prompt individuals to contest various forms of oppression and violence, it is clear that in the absence of a formative democratic culture, critical thinking will increasingly be trumped by anti-intellectualism, and walls and war will become the only means to resolve global challenges.

Students need to learn how to unlearn those elements of a market driven society that deform their sense of agency, reducing them to simply consumers or even worse to elements of a disposable population. So we need to understand who controls the means of public education and the larger forms of what Raymond Williams called the cultural apparatuses of permanent education both in terms of the dangers they pose and the possibilities they harbor.

It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

Part of what we have to do a better job of, if our democracy is to function in a complicated diverse society like this, is to teach our kids enough critical thinking to be able to sort out what is true and what is false, what is contestable and what is incontestable. And we seem to have trouble with that. And our political system doesn't help.