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題 名 | 批判教學論:Richard Rorty新實用主義者的重新描述=Critical Pedagogy: Richard Rorty Neo-Pragmatist's Redescription |
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作 者 | 周毓芳; | 書刊名 | 中正教育研究 |
卷 期 | 5:2 民95.11 |
頁 次 | 頁113-134 |
分類號 | 520.11 |
關鍵詞 | 批判教學論; 世界主義; 新語言; 世界-社會; Critical pedagogy; Richard Rorty; Cosmopolitanism; New language; World-society; |
語 文 | 中文(Chinese) |
中文摘要 | 近來承襲啓蒙傳統的批判教學論面臨了集體式壓迫迷思,以及缺乏明確「理性」定義等質疑。本文先以Paulo Freire與Henry Giroux觀點分析批判教學論的圖像為:追求解放與轉化的理想,強調意識醒悟與理性,主張在對話中開展實踐,且帶有集體式反霸權傾向。最後透過Richard Rorty觀點對該圖像進行重新描述,歸結批判教學論或可由解放轉向世界主義的論述,重新體認理性概念,以「新語言」開啓實踐,並修正集體式反霸權論述。這樣的批判教學論將不再以解放教育實踐的基礎理論自居,而是協助修正教育實踐的論述,擴大個體對痛苦的感受力,並為世界-社會的建構而努力。 |
英文摘要 | Critical pedagogy which followed Enlightenment tradition has faced some challenges about collectively repressive myth and the absence of a definite definition of reason recently. This paper starts from the viewpoint of Paulo Freire and Henry Giroux, and analyzes the picture of critical pedagogy. The four characteristics of this picture are: pursuing the ideals of emancipation and transformation, emphasizing conscientization and reason, carrying out praxis in the conversation, and having the aptitude for collective counter-hegemony. This article goes on to redescribe the picture in Richard Rorty's place and concludes that each characteristic may make some revision. When critical pedagogy tries to convert the discourse of emancipation into cosmopolitanism, reperceive the idea of reason, evolve praxis in a ”new language”, and revise the discourse of collective counter-hegemony, it will not consider itself to be the fundamental theory of liberating educational practice any more. On the contrary, it will provide help to correct the discourse of educational practice, broaden individual's pain sensitivity, and make a bid for the construction of world-society. |
本系統中英文摘要資訊取自各篇刊載內容。