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題 名 | 由生態教育理念探討弗拉瑞(Paulo Freire)的教育學理論=An Inquiry into Paulo Freire's Pedagogical Theory--A Perspective of Ecological Education |
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作 者 | 郭實渝; | 書刊名 | 社會文化學報 |
卷 期 | 11 2000.12[民89.12] |
頁 次 | 頁1-28 |
分類號 | 520.14 |
關鍵詞 | 生態教育; 被壓制的教育學; 意識覺醒; 批判思考; 自由主義教育學; 現代化; Ecological education; Pedagogy of the oppressed; Conscientization; Liberalism; Modernization; |
語 文 | 中文(Chinese) |
中文摘要 | 以生態教育理念為主的教育哲學觀點,來探討弗拉瑞的教育學理論,發現後者的教育理論出發點是以壓制者與被壓制者的二分法設定教育目的。此一教育目的是由被壓制者的角度,針對囤積式的教育方式的抗爭,建立一個以批判及對話形式的教育學。然而在考慮以未來為導向及生態文化永續的教育目的時,弗拉瑞的教育學就彰顯出其以現代化思索為取向的教育理論,而現代思索是目前生態危機的主要源頭之一。生態教育哲學家,包華士教授對弗拉瑞的教育理論有著強烈的批評,包括將弗拉瑞的理論列入屬於自由主義教育學的觀點;以西方化、識字、及科技知識等作為受教育者獲得解放的途徑等。 |
英文摘要 | From ecological education point of view, education should be future-oriented activities. When we consider educating our next generation, we should have been maintaining the sustainable living environment for seven generations in mind. From this standpoint, we find that the pedagogical theory of Paulo Freire cannot meet this premise. Dr. C. A. Bowers delivered a very hard criticism on Freire's theory. First, he stated that Freire's theory is a doctrine of liberalism. The liberal tradition of Western thought is considered to be a part of reason which induces our environmental degradation. Second, when we study Freire's theory in depth, we find that the main purpose of his educational programs is modernization, which includes development of industrial monoculture, individualization, and rational critical pedagogy. Thus, Freire's educational revolution still is not radical enough to correct our thought on exploitation of natural environment. |
本系統中英文摘要資訊取自各篇刊載內容。