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題名：Paulo Freire意識覺醒理念及其對教師教學理念的啟示
書刊名：新竹教育大學教育學報
作者：施宜煌 引用關係
作者(外文)：Shih, Yi-huang
出版日期：2015
卷期：32:2
頁次：頁1-34
主題關鍵詞：批判意識；意識覺醒；Paulo Freire；Critical consciousness；Conscientização
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:131
  • 點閱點閱:85
Paulo Freire（1921-1997），一位巴西教育家，在其《受壓迫者教育學》一書揭櫫激進的意識覺醒理念，於不同學術領域為人們所關注。本文欲圖探究Freire意識覺醒理念對教師教學理念的啟示，首先論述分析意識覺醒的意涵；其次，闡析意識覺醒者的性質；繼之，探討提問式教育與意識覺醒間的關聯性；終而，詮釋意識覺醒理念對教師教學理念的啟示。這些啟示如：一、師生共同制定紀律，尊重學生的自願性；二、教師應體認學生亦是思考的主體，允許學生有發聲的機會；三、教師應體悟教學相長的真實意義，尊重學生所知；四、師生皆要做出真實的行動，偕同選擇教與學的內涵；五、教師不應與學生的自由處於對立的立場，師生互為教學活動的認知主體。冀望以此探究為基礎，誘發教育現場教師洞識Freire意識覺醒理念的基調，進而實踐人性化的教學，使師生成為更完善之人。
In his Pedagogy of the Oppressed, the Brazilian educator Paulo Freire (1921–1997) described a radical idea of conscientização, which attracted much attention from various fields. This essay discusses Paulo Freire's idea of conscientização and its implications for teachers' teaching ideas. First, this essay explores the meaning of conscientização. Second, it illuminates the characteristics of people who can raise their consciousness to critical consciousness. Third, it explores the relationship between problem-posing education and conscientização. Finally, the essay explores Freire’s idea of conscientização and its implications for teaching ideas. The implications are as follows: (a) teachers and students should develop discipline, and teachers should respect students voluntariness; (b) teachers should recognize that students are also thinking subjects and allow students opportunities to voice their opinions; (c) teachers should realize the true meaning of teaching and learning and have respect for what the students know; (d) teachers and students should make real actions and select the content of teaching and learning together; and (e) teachers and students should not oppose freedom, and teachers and students are both cognitive subjects in teaching activities. On the basis of the aformentioned explorations of Paulo Freire's idea of conscientização, teachers can further understand the key idea and practice humanistic teaching, which will help teachers and students learn more humanity-based values.
期刊論文
1.Freire, P.(1985)。Reading the World and Reading the Word: An Interview with Paulo Freire。Language Arts，62(1)，15-21。  new window
2.唐文慧、鄭英耀(20100600)。性別平等通識教育課程的建構與實施：以「性別與社會」為例。教育學刊，34，33-67。new window  延伸查詢new window
3.Torres, C. A.(1994)。Education and the archeology of consciousness: Freire and Hegel。Educational Theory，44，429-445。  new window
4.Haydon, G.(1999)。Morality in the narrow sense。Journal of Philosophy of Education，33(1)，31-40。  new window
5.馮朝霖(20040500)。駱駝．獅子與孩童--尼采精神三變說與批判教育學及另類教育學的起源。教育研究，121，5-13。new window  延伸查詢new window
6.李奉儒(20030900)。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49(3)，1-30。new window  延伸查詢new window
學位論文
1.施宜煌(2005)。弗雷勒意識覺醒理論及其德育蘊義(博士論文)。國立臺灣師範大學，台北市。new window  延伸查詢new window
2.李天健(2007)。PauloFreire批判意識概念重建及其在社區大學實踐經驗之研究(博士論文)。國立政治大學。new window  延伸查詢new window
3.林怡萱(2004)。女性主義教育學與媒體識讀教育：一個行動研究的成果(碩士論文)。國立中山大學。  延伸查詢new window
4.王秋絨(1990)。弗雷勒批判的成人教學模式研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.周育賢(1999)。意識覺醒相關概念對成人教育的啟示：從弗雷勒思想出發的探討(碩士論文)。國立中正大學，嘉義。  延伸查詢new window
圖書
1.黃志成(2003)。被壓迫者的教育學：弗萊雷解放教育理論與實踐。北京市：人民教育。  延伸查詢new window
2.Collins, D. E.(1977)。Paulo Freire: His life, works, and thought。New York：Paulist Press。  new window
3.Coben, D.(1998)。Radical Heroes: Gramsci, Freire and the Politics of Adult Education。New York：Garland。  new window
4.Lewis, T. E.(2012)。The Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Ranciere and Paulo Freire。New York, NY：The Continuum。  new window
5.Elias, J. L.(1994)。Paulo Freire: Pedagogue of liberation。Malabar, FL：Krieger。  new window
6.Freire, P.(1997)。Education for critical consciousness。New York：The Continuum。  new window
7.Smith, William A.(1976)。The meaning of conscientizacao: The goal of Paulo Freire's pedagogy。Amherst, MA：University of Massachusetts。  new window
8.弗郎茲‧法農、陳瑞華(2005)。黑皮膚，白面具。臺北：心靈攻仿文化事業公司。  延伸查詢new window
9.Elias, J. L.、Merriam, S. B.(1995)。Philosophical foundations of adult education。Florida：Krieger Publishing Company。  new window
10.Mackie, R.(1981)。Literacy and Revolution: The Pedagogy of Paulo Freire。New York, NY：Continuum。  new window
11.Roberts, Peter(2000)。Education, Literacy, and Humanization: Exploring the Work of Paulo Freire。Westport, CT：Bergin & Garvey。  new window
12.Taylor, P. V.(1993)。The texts of Paulo Freire。Open University Press。  new window
13.Freire, P.(1998)。Pedagogy of freedom: Ethics, democracy, and civic courage。New York, NY。  new window
14.Freire, P.、Macedo, D.(1993)。Pedagogy of the city。New York, NY：The Continuum。  new window
15.Freire, Paulo、Barr, Robert R.(1994)。Pedagogy of hope: Reliving pedagogy of the oppressed。New York：Continuum。  new window
16.Freire, P.、Wong, P. L.(1998)。Politics and education。Los Angeles, CA：University of California。  new window
17.Freire, P.(1985)。The politics of education: Culture, power, and liberation。New York：Continuum。  new window
18.Freire, Paulo、Macedo, D.、Koike, D.、Oliverira, A.(1998)。Teachers As Cultural Workers. Letters to Those Who Dare Teach。Cumnor Hill。  new window
19.Shor, Ira、Freire, Paulo(1987)。A pedagogy for liberation: dialogues on transforming education。South Hadley, Massachusetts：Westport, CT：Bergin & Garvey Publishers。  new window
20.Freire, Paulo(1975)。Cultural action for freedom。Cambridge, MA：Harvard Educational Review。  new window
21.Freire, P.、Faundez, A.(1989)。Learning to Question: A Pedagogy of Liberation。New York, NY：Continuum。  new window
22.張建成(2002)。批判的教育社會學研究。學富文化。  延伸查詢new window
23.Peters, Richard Stanley(1966)。Ethics and education。George Allen and Unwin。  new window
24.Freire, Paulo、Ramos, Myra Bergman(2000)。Pedagogy of the Oppressed。Continuum。  new window
25.Elias, J. L.(1976)。Conscientization and deschooling: Freire's and Illich's proposals for reshaping society。Malabar, FL。  new window
26.Gadotti, Moacir(1994)。Reading Paulo Freire: His life and work。Albany, NY：State University of New York Press。  new window
圖書論文
1.Boston, B. O.(1978)。Paulo Freire: Notes of a loving critic。Paulo Freire: A revolutionary dilemma for the adult educator。New York, NY：Syracuse University。  new window
2.Alschuler, A.(1976)。[The meaning of conscientizacao: The goal of Paulo Freire] Foreword。The meaning of conscientizacao: The goal of Paulo Freire。Amherst, MA：Center for International Education。  new window
3.McLaren, P.、Leonard, P.(1993)。Editors' introduction。Paulo Freire: A critical encounter。London：Routledge。  new window
4.Shaull, R.(2000)。[Pedagogy of the oppressed] Foreword。Pedagogy of the oppressed。New York, NY：The Continuum。  new window
5.李奉儒(2006)。Paulo Freire批判教學論的探索與反思。批判教育學：臺灣的探索。臺北：心理。new window  延伸查詢new window
6.馮朝霖(2006)。希望與參化--Freire教育美學推演與補充之嘗試。批判教育學--臺灣的探索。臺北市：心理出版社。new window  延伸查詢new window
7.Giroux, H. A.(1985)。[The politics of education: Culture, power, and liberation] Introduction。The politics of education: Culture, power, and liberation。South Hadley, MA：Bergin & Garvey。  new window
8.Hooks, Bell(1993)。Bell hooks speaking about Paulo Freire--The man, his work。Paulo Freire: A critical encounter。New York：Routledge。  new window
9.Luke, C.(1992)。Feminist politics in radical pedagogy。Feminisms and critical pedagogy。New York：London：Routledge。  new window
10.Ellsworth, E.(1992)。Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy。Feminisms and critical pedagogy。New York, NY。  new window
11.Torres, C. A.(1993)。From the pedagogy of the oppressed to a luta continua: The political pedagogy of Paul Freire。Paulo Freire: A critical encounter。London：Routledge。  new window
 
 
 
 
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