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題名：Paulo Freire意識覺醒歷程觀的回應--發展學生批判意識的教學方法
書刊名：教育實踐與研究
作者：施宜煌 引用關係
作者(外文)：Shih, Yi-huang
出版日期：2015
卷期：28:2
頁次：頁149-180
主題關鍵詞：批判意識；神奇意識；素樸意識；意識覺醒；Paulo Freire；Conscientização；Critical consciousness；Magical consciousness；Naive consciousness
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 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:2
  • 共同引用共同引用:115
  • 點閱點閱:98
意識覺醒（conscientização）是Paulo Freire（1921-1997）教育理論的核心觀點，欲瞭解Freire的意識覺醒理念，有必要分析意識覺醒的歷程。然意識覺醒與壓迫二者關係密切，故欲分析意識覺醒歷程前必先瞭解Freire 對壓迫關係的分析，方能契入「壓迫」的真正意涵。Freire對「壓迫」關係的分析，源自G. W. F. Hegel意識辯證論與K. Marx壓迫論的啟示。準此，本文透過哲學的文獻分析與理論詮釋的方式，首先探源Freire分析壓迫關係的源頭；其次，分析Freire 意識覺醒歷程觀，冀盼以此探思為基礎回應發展學生批判意識的教學方法。探思之後，這些教學方法分別為：(1)引導學生意識到我自身是自由的；(2)引導學生意識到意識形態神話的本質；(3)教師必須體認學生是具有意識的個體；(4)師生皆為教學活動的認知主體；(5)教師實踐提問與對話的教學；(6)誘發學生產生反省與行動結合的批判意識。
The idea of conscientização is the core concept in Paulo Freire's theory of education, and in order to understand the idea of conscientização, its process must be first explored. As there is a close relationship between conscientização and oppression, this study explores the analysis of oppression from Freire’s perspective to better understand conscientização. Freire's analysis of oppression is based on Hegel's “dialectic of the lord and bondsman＂ and Marx's ＂analysis of oppression.＂ For this reason, philosophical literature analysis and theoretical hermeneutics analysis are used. This study first analyzes the origin of Freire's analysis of oppression and it next analyzes the process of conscientização. Based on this exploration, teaching methods for developing students' critical consciousness are identified as follows: (1) guide students in the realization of individual freedom, (2) guide students to realize the nature of the ideological myth, (3) recognize that students are individuals with consciousness, (4) understand that teachers and students are all cognitive subjects in teaching activities, (5) teach through problem-posing and dialogue, and (6) develop students' critical consciousness with a combination of reflection and action.
期刊論文
1.洪鎌德(20050700)。馬克思的經濟思維與其哲學詮釋。哲學論集，38，181-202+281-283。new window  延伸查詢new window
2.Torres, C. A.(1994)。Education and the archeology of consciousness: Freire and Hegel。Educational Theory，44，429-445。  new window
3.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.湯仁燕(2004)。Paulo Freire對話教學理念與實踐之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.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
圖書
1.Freire, P.、Ramos, M. B.(1997)。Education for critical consciousness。New York：The Continuum。  new window
2.Freire, Paulo、Macedo, Donaldo、Giroux, Henry A.(1985)。The politics of education: Culture, power, and liberation。Bergin and Garvey Publishers。  new window
3.Passmore, J.(1980)。The philosophy of teaching。Cambridge：Harvard University Press。  new window
4.Freire, P.、Macedo, D.、Koike, D.、Oliveira, A.(1998)。Teachers as cultural workers: Letters to those who dare to teach。Boulder, CO：Westview Press。  new window
5.Freire, P.、Faundez, A.、Coates, T.(1992)。Learning to question: A pedagogy of liberation。New York：The Continuum。  new window
6.Hegel, G. W. F.、Miller, A. V.(1977)。Phenomenology of the spirit。Oxford University Press。  new window
7.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
8.Marx, K.(2001)。Capital。London：ElecBook。  new window
9.Elias, J. L.(1994)。Paulo Freire: Pedagogue of liberation。Malabar, FL：Krieger。  new window
10.Giddens, Anthony(1982)。Sociology: A Brief but Critical Introduction。London：Macmillan。  new window
11.Smith, William A.(1976)。The meaning of conscientizacao: The goal of Paulo Freire's pedagogy。Amherst, MA：University of Massachusetts。  new window
12.Cuff, E. C.、Sharrock, W. W.、Francis, D. W.(1998)。Perspectives in sociology。Routledge。  new window
13.Elias, J. L.、Merriam, S. B.(1995)。Philosophical foundations of adult education。Florida：Krieger Publishing Company。  new window
14.Freire, Paulo、Barr, Robert R.(1994)。Pedagogy of hope: reliving Pedagogy of the oppressed。New York, NY：Continuum。  new window
15.Gadotti, Moacir、Milton, John(1994)。Reading Paulo Freire: His life and work。Albany, NY：State University of New York Press。  new window
16.Roberts, Peter(2000)。Education, Literacy, and Humanization: Exploring the Work of Paulo Freire。Westport, CT：Bergin & Garvey。  new window
17.Taylor, P. V.(1993)。The texts of Paulo Freire。Open University Press。  new window
18.Freire, P.、Macedo, D.(1993)。Pedagogy of the city。New York, NY：The Continuum。  new window
19.Freire, P.、Wong, P. L.(1998)。Politics and education。Los Angeles, CA：University of California。  new window
20.Shor, Ira、Freire, Paulo(1987)。A pedagogy for liberation: dialogues on transforming education。South Hadley, Massachusetts：Westport, CT：Bergin & Garvey Publishers。  new window
21.傅偉勳(1999)。西洋哲學史。臺北：三民。  延伸查詢new window
22.Morrow, Raymond Allen、Torres, Carlos Alberto(2002)。Reading Freire and Habermas: Critical pedagogy and transformative social change。New York：Teachers College Press。  new window
23.Freire, Paulo、方永泉(2003)。受壓迫者教育學。臺北：巨流。  延伸查詢new window
24.Freire, Paulo、Ramos, Myra Bergman(2000)。Pedagogy of the Oppressed。Continuum。  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.Goulet, D.(1997)。Introduction。Education for critical consciousness。New York, NY：The Continuum。  new window
3.Torres, C. A.(1998)。Introduction。Politics and education。Los Angeles, CA：University of California。  new window
4.王慧蘭(2006)。批判教育學：反壓迫的民主教育論述和多元實踐。批判教育學：臺灣的探索。臺北：心理。new window  延伸查詢new window
5.方永泉(2006)。批判取向教育哲學的發展、議題及展望。批判教育學：台灣的探索。臺北：心理。new window  延伸查詢new window
6.Macedo, D.(2000)。Foreword。Pedagogy of the oppressed。New York, NY：The Continuum。  new window
7.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
8.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
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
 
 
 
 
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