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題 名 | 批判教育學新近的發展及爭議--兼論Gur-Zeev的「反向教育」觀念=Recent Controversies and Developments of Contemporary Critical Pedagogy--And An Inquiry of “Counter-Education” Concept of Illan Gur-Zeev |
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作 者 | 方永泉; | 書刊名 | 市北教育學刊 |
卷 期 | 40 2011.12[民100.12] |
頁 次 | 頁55-82 |
分類號 | 520.11 |
關鍵詞 | 批判教育學; 批判理論; 離散哲學; 反向教育; 消極烏托邦; Critical pedagogy; Critical theory; Diasporic philosophy; Counter-education; Negative utopia; |
語 文 | 中文(Chinese) |
中文摘要 | 本文的主要目的在探討批冹教育學的新近發展。本文首先說明了批冹教育學所本的理論基礎─批冹理論,次再分析了批冹教育學的主要論點及重要爭議。本文作者認為,除了其他理論陣營從外部所進行的批冹外,批冹教育學必頇正視的是來自與其相關理論甚或其陣營內部所提出的挑戰。本文即以與批冹教育學有密切關係,專研批冹理論的學者Gur-Ze‟ev所提出的「離散哲學」及「反向教育」為例說明當代的批冹教育學在融入了受壓迫者教育學及後現代的邊界教育學後所可能產生的爭議。在Gur-Ze‟ev的看法中,批冹教育學所標榜的「積極烏托邦」理想,反會使其流於一種壓抑性的批冹教育學,他因而主張後期批冹理論理論所提倡的「消極烏托邦」及「離散哲學」的觀念,認為「反向教育」可促成教育關係中愛、創造以對他人「他者性」的關注。而除了Gur-Zeev的觀點外,批冹教育學陣營尚有其他理論的加入(如生態教育學等),作者認為,若是批冹教育學能正視這些不同的聲音,這些不同視角的理論都將使得批冹教育學不會輕易喪失其自我批冹與反思甚至超越的活力。 |
英文摘要 | The aim of this article is to probe into the recent controversial issues and developments of critical pedagogy. The author firstly explores the theoretical foundation of critical pedagogy—critical theory—and then analyzes the main ideas and debates of critical pedagogy. The author argues that critical pedagogy has to face the challenges originating from the interior and relevant theories seriously besides the external critiques from other standpoints of theories. Hence this article focuses on the works by Illan Gur-Ze‟ev, the Hebrew scholar, who is attached to critical theory and critical pedagogy very closely but at same time proposes the “diasporical philosophy” framework and the concept “counter-education” in order to illustrate the challenges from the interior of critical pedagogy. Gur-Ze‟ev integrates later critical theory views about negative theology and diasporic philosophy into his theory of counter-education, examines and criticizes the possible controversies that Freire‟s “pedagogy of the oppressed” and Giroux‟s “border pedagogy” entailed. From the viewpoint of Gur-Zeev, the ideal of “positive utopia” that critical pedagogy holds could possibly lead to a “repressive” critical pedagogy. Thus he argues that concepts of “negative utopian” and “diasporic philosophy” that later critical theory proposed and their corresponding “counter-education” would contribute to more emphases on loving, creativity, and other‟s “otherness” in educational relationships. Lastly, the author also identifies other important trends in the developments of contemporary, such as critical ecopedagogoy, etc.. Only if critical pedagogy cherishes these different and oppositional “voices” and “viewpoints”, it would not lose its primordial capacities for self-reflection and self-transcending. |
本系統中英文摘要資訊取自各篇刊載內容。