P. Freire's Critical Pedagogy and Its Implications for Teachers Implementing Educational Reforms in Taiwan
P. Freire的批判教學論對於教師實踐教育改革的啟示
- Keyword：
- Paulo Freire、Critical pedagogy、Educational reforms / 批判教學論、教育改革
Volume 49 No.3 - 2003-09-30
P. Freire's Critical Pedagogy and Its Implications for Teachers Implementing Educational Reforms in TaiwanFeng-Jihu Lee
P. Freire的批判教學論對於教師實踐教育改革的啟示 李奉儒
T. W. Adorno's Aesthetic Politics and Its Implications on Aesthetic EducationShen-Keng Yang* Chung-Ping Yang**
T. W. Adorno的審美政治學及其美育意涵楊深坑、楊忠斌
Reflections on the Characteristics of Play Culture in Modern Society and Its Implications on EducationYung-Chuan Fang
從「遊戲」意義的轉折來反思當代遊戲文化的特徵及其引發的教育思考方永泉
Some Clarification and Interpretation of J. Dewey's Aims in Education ConceptsShow-Jane Lin
J. Dewey教育目的論的辨明與詮釋林秀珍
The Establishment and Faculty of the Changhua's Local Government School in the Ching DynastyHuan-Sheng Peng* Chen-Lung Wu**
清代彰化縣儒學的建置與組織彭煥勝、吳正龍
Some Philosophical Reflections on the Innovation of Teaching Methods: From Analytic Philosophy to PostmodernismCheng-Hsi Chien
創新教學的哲學省思--從分析到後現代簡成熙
Genealogical Analysis of Moral EducationBo-Ruey Huang
道德教育的系譜學探究黃柏叡
Talking about Nothing, Doing without Thinking？--Reflections in/on the Practice of Curriculum Action ResearchPei-Hsuan Lin
空言無物、行之無悟？--課程行動研究中的實踐反省林佩璇
- Summary
- Chinese Summary
- Reference
- Scholarly references
This article analyzes Freirean pedagogy and draws some implications for teachers facing the challenges from recent educational reforms in Taiwan. The themes of Freirean pedagogy discussed include the following: (1) the praxis of humanization， (2) the process of critical consciousness-raising， (3) the praxis of libertarian education， (4) education as political action， (5) teachers as cultural workers， and (6) the pedagogy of dialogue and problem-posing. Based on Freirean pedagogy， a few guidelines are proposed for teachers to use when implementing educational reforms， including: (1) the praxis of humanizing pedagogy， (2) teachers as critical libertarian educators， (3) the employment of dialogue and problem-posing education in libertarian classrooms， (4) the de-mystification of educational reforms， and (5) teachers as actors of educational reforms.
今日臺灣教育改革風潮如火如荼地推動，但也激起各種批判與反省的聲音。有鑑於此，本文採取哲學思考的方法，分析Freire批判教學論的主張，並探究其對基層教師面對與實踐教育改革的可能啟示。本文首先探究Freire的主要教育議題，包括：1.恢復人性的實踐；2.批判意識的覺醒；3.解放教育的實踐；4.教育即是政治的行動；5.教師作為文化工作者；以及6.對話教育與提問教學。本文其次根據Freire批判教學論的反思，檢視臺灣目前的教育改革風潮，提出五個啟示作為教師面對教育改革可以作為的理念與原則，包括：1.實踐人性化的教學論；2.發展批判的解放教師；3.運用提問與對話的教學；4.揭露教育改革的神話；以及5.教師成為教育改革的推手。
