Problem. Throughout his writings, Paulo Freire asserted that education was an act of love, that educators must risk acts of love, and that education should aim at establishing a world where it would be easier to love. But, Freire neither defined love nor explained how education constitutes an act of love. To date, the centrality of love in Freire's thought has been ignored. Defining and interpreting Freire's concept of love constitutes a problem in the philosophy of education. Research Questions: The following interrelated questions will help uncover and clarify this theme in Freire's writings and place love in education in its proper philosophical context. (1) What is Freire’s theory of love as presented in Education as the Practice of Freedom and Pedagogy of the Oppressed? (2) What literature on love can help us understand his theory? and (3) How does his theory of love guide his educational theory?

Method. Taking Freire's writings as his effort to create a coherent pedagogy of the oppressed that both requires love and fosters it, a rhetorical analysis of his writings should yield an educational theory that encompasses a theory of love; comparison with recent philosophical ideals regarding love should give pointed definition to Freire's ideals.

Significance. This study will provide a new perspective on Freire's work and its place in educational philosophy. It aims at restoring the primacy of love in Freire's pedagogy of the oppressed and achieving an understanding of what love means in Freire's thought and practice.