期刊目錄列表 - 59卷(2014) - 【教育科學研究期刊】59(2) 六月刊
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Freire對話行動理論的主體觀點及五個規準
作者:蘇鈺楠(國立東華大學教育行政與管理學系)

卷期:59卷第2期
日期:2014年6月
頁碼:89-109
DOI:10.6209/JORIES.2014.59(2).04

摘要:

    面對著包括意識形態在內的宰制結構,批判教育學秉持著動態文化觀,相信主體間互動所產生的能量可以帶動結構的更新與主體的解放,而此種互動的開始便是P. Freire所提出的對話行動理論。本研究旨從主體觀點來探究Freire對話行動理論,發掘在交互肯認的基礎上其對話理論深受G. W. F. Hegel和K. Marx之影響,且其先前假定係以倫理關懷做出發,在內容上包括了愛、謙遜、信心、希望及批判等五個部分,最後則據此提出在教育上之涵義。

關鍵詞:批判教育學、教育倫理、對話理論

《詳全文》 檔名

參考文獻:
    1. 宋文里(2006)。「批判教育學」的問題陳顯。載於李錦旭、王慧蘭(主編),批判教育學:臺灣的探索(頁3-21)。臺北市:心理。【Soong, W.-L. (2006). Conscientizing a critical pedagogy. In J.-S. Lee & H.-L. Wang (Eds.), Critical pedagogy explore in Taiwan (pp. 3-21). Taipei, Taiwan: Psychological.】
    2. 李奉儒(2003a)。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。【Lee, F.-J. (2003a). P. Freire’s critical pedagogy and its implications for teachers implementing educational reforms in Taiwan. Bulletin of Educational Research, 49(3), 1-30.】
    3. 李奉儒(2003b)。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究,3(2),113-150。【Lee, F.-J. (2003b). Teachers as agents to perform justice-based educational reform. Taiwan Journal of Sociology of Education, 3(2), 113-150.】
    4. 李奉儒(2004)。閱讀Paulo Freire:批判教學論的發軔與理論主張。教育研究月刊,121,22-35。【Lee, F.-J. (2004). Read Paulo Freire: The conceptual origin and theory perspective of critical pedagogy. Journal of Education Research, 121, 22-35.】
    5. 李奉儒、詹家惠(2002)。檢視高中多元入學方案-批判教學論觀點。教育研究月刊,101,60-71。【Lee, F.-J., & Jan, C.-H. (2002). Review the multiple enrollment programs for general high school- Perspective from critical pedagogy. Journal of Education Research, 101, 60-71.】
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中文APA引文格式蘇鈺楠(2014)。Freire 對話行動理論的主體觀點及五個規準。教育科學研究期刊59(2),89-109。doi:10.6209/JORIES.2014.59(2).04
APA FormatSu, Y.-N. (2014). Educational Implications of Paulo Freire’s Theory of Dialogic Action Based on a Subjective Perspective and Five Criteria. Journal of Research in Education Sciences, 59(2), 89-109. doi:10.6209/JORIES.2014.59(2).04

Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(2)】June
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Educational Implications of Paulo Freire’s Theory of Dialogic Action Based on a Subjective Perspective and Five Criteria
Author: Yu-Nan Su(Department of Educational Administration and Management, National Dong Hwa University)

Vol.&No.:Vol. 59, No. 2
Date:June 2014
Pages:89-109
DOI:10.6209/JORIES.2014.59(2).04

Abstract:

    Under a hegemonic structure, critical pedagogy creates the dynamic cultures concept. The interaction of mutual relationships is believed to produce energy, and thereby promote structural evolution and subject emancipation. This initiated relationship and interaction is represents the concept of dialogic action proposed in Freire’s theory. This study focused on Freire’s theory of dialogic action to identify an interrecognized foundation of dialogic theory, which was influenced by Hegel and Marx, and his previous assumption was based on moral concerns. This study addressed five topics: (1) love, (2) humility, (3) confidence, (4) expectations, and (5) criticism. Finally, the methods of applying this theory in education were analyzed by conducting follow-up research.

Keywords:critical pedagogy, ethics of education, theory of dialogic action