本文旨在釐清社區大學的知識解放路線爭議，並提出解決方案。本文指出既有的路線爭議，主要導因於胃釐清批判性自覺的概念涵意與發生歷程，並提出兩類敘事：「包含有濃厚社會知識的個殊生命敘事」，「包含有社會結構分析，而能區辨宰制與屈從的經驗性歷史敘事」，做為批判性自覺得以可能，達成知識解放的主要與必要知識類型。由此，套裝知識與經驗知識的區分，並不合適於做為思考知識解放理念的主要框架；黃武雄刻畫經驗知識的三原則，則需轉化為「社會現象脈絡化」以及「(理論)知識問題化」。

This essay tries to examine and settle the dispute between different approaches to knowledge emancipation, which is the rationale of community university movement. It shows that the confusing meaning of critical self-awareness and its actual genesis have resulted in such dispute. The author thus introduces two narratives that provide the necessary condition for the emergence of critical self-awareness. To realize the idea of knowledge emancipation, two pedagogical methods are also recommended-one is called “contextualizing social phenomena,” and the other is called “problematizing theoretical knowledge.”