【作者】 张琨；

【导师】 涂艳国；

【作者基本信息】 华中师范大学 ， 教育学原理， 2007， 博士

【摘要】 本论文主要是研究弗莱雷的解放教育思想，紧紧围绕他的教育即解放的观点进行论述。教育首先是政治的解放。弗莱雷认为所有的教育活动都具有政治性，这正是他对教育领域所作出的杰出贡献。他认为有了政治民主才有教育的民主，有了政治的独立才有教育的独立，因此一个国家首先要解决的是政治上的解放独立问题。其次，教育是文化的解放。弗莱雷提出了“沉默文化”的概念，意指统治者通过控制学校和其他的机构来规定被压迫者的话语权，从而有效地湮没这一群体，使他们的声音被孤立、隔绝起来。在这种情况下，弗莱雷提出教育者的任务不仅是要教会人们读与写，而是要学会用这些词来命名世界，重新认识自己与社会的关系，从而培养一种批判意识，从原先被现实淹没的状态中脱颖而出。教育还是教学的解放。针对传统的灌输式教育，弗莱雷提出了“银行储蓄式教育”的概念。教师把他们的思想观念“存入”学生的大脑里，学生则是“存储器”，等待教师将它们灌满。这种驯化式的教育窒息了学生的创造力和批判意识，阻碍了解放的实践行为。针对这种银行储蓄式教育，弗莱雷提出了基于对话基础之上的解放教育。它反对单向的讲解和纯粹的知识储蓄，提倡教师与学生交流并同他们一起学习。知识处于不断的“形成”过程中，处于不断的创造过程中。对话成为重要的教学过程。在对话中，师生的思想常常得到再一次检验。通过批判性对话，师生开始深刻地理解他们以前未曾了解的世界，他们能认识到现实的挑战，能主动去改造世界。教育最终是人的解放。弗莱雷的整个教育理念都是建立在他的人性化思想基础之上的。他重视人的价值，认为人的理想之一就是人性化，或“成为更加完善的人”。人要获得自由，首先就要培养一种批判意识，从先前被压迫、被奴役的意识中挣脱出来。而要培养批判意识，弗莱雷认为只有通过教育才能达成。教育就是要帮助人们理解意识与现实世界之间的动态关系。通过这一过程，使人们批判性地参与到改造活动中去。全文除导言、结语之外共分为七章。第一章主要介绍弗莱雷的解放教育思想的产生、发展及其理论基础。第二、三、四章是本论文的重点，论述了弗莱雷的整个教育思想体系。第二章论述的是被压迫者教育学，弗莱雷提出教育即政治的观点，并提出意识解放是这一阶段的首要任务，然后通过政治行动、文化行动以及教育行动来完成第一阶段解放教育的任务，即改造压迫世界。第三章是希望教育学，弗莱雷论述了什么是希望，并通过教学的解放来促进民主教育的实现，并对民主教育中的教师作了种种鉴定。第四章是自由教育学，这是弗莱雷心目中最高阶段的理想教育学。弗莱雷论述了“人”以及“自由”的本质，提出自由教育就是人性化教育，目的是实现对人的最终解放。第五章介绍了弗莱雷的解放教育实践，包括他早期在巴西以及其他国家所做的成人教育实践，还有后期回国后的民主教育改革。第六章对弗莱雷的思想和实践作了一个简要的评述。他对教育领域做出了杰出的贡献，当然也有他的不足之处，本章对此做了一个客观的分析和评价。第七章主要是探讨弗莱雷解放教育的现实意义，即他的思想对我国的教育改革有什么样的启示。如教育的起点是什么?如何运用意识化的方法培养人们的批判意识?弗莱雷提出的“对话”与我们通常所说的对话有什么不同，对我们有什么借鉴意义?我们提出教育要回归生活的口号，弗莱雷为什么更提倡教育对社会的干预?对我们有什么样的启发?这都是本章要逐一论述的问题。更多还原

【Abstract】 The presented thesis is focused on Paulo Freire’s thoughts on "Education is Liberation". Freire thinks education is firstly the liberation of politics. Freire declares that all the educational activities are covered with the hue of politics, which is his best contribution to the field of education. He holds that only the democratization of politics is realized, can the democratization of education be reached. Therefore, the problem in one’s country that should firstly be solved is the problem of political liberation.Secondly, education is the liberation of culture. Freire puts forward the concept of "silent culture", meaning that the dominator prescribes the right of speaking through controlling the schools and other organizations to silence and isolate the voice of the people. Under this condition, Freire regards the tasks of a educator as not only to teach people how to read and write, but also to name the world with the words they have learned, to rebuild the relationship with the society and thus develop a critical consciousness, and emerge from the submerged situation.Thirdly, education is the liberation of teaching and learning. Against the traditional banking education, in which the teacher "deposit" and the students are "empty vessels" to be filled, Freire brings forward "liberating education", which advocating communication between the teachers and students. While banking education kills our creativity and critical consciousness, thus domesticate the students, liberating education opposes unilateral knowledge transferring, and through learning together, the knowledge is always in the process of "forming" and creating. Dialogue becomes the important teaching process. Through critical dialogue, the thoughts of the teachers and students are tested, and they begin to understand the world they know not before, so they can recognize the challenges of the reality and transform it actively.Finally, education is the liberation of human being. The whole educational thoughts of Freire are based on his idea about "humanization". He pays much attention on the value of human being, holding that the ideal of one is to be humanized or becoming more fully human. If one wants to be freed, he must develop a critical consciousness, breaking away from the former oppressed consciousness. But how to develop such a consciousness? Freire thinks that only education can achieve the goal. It can help people realize the dynamic relationship between the consciousness and the reality and as a result, people can take part in the reforming activities critically. The whole thesis is divided into seven parts apart from the introduction and the epilogue. The first chapter introduces the beginning and developing of Freire’s thoughts and the origin of his educational thoughts. Chapter Two, Three and Four are the keystones of the thesis, bringing forward the whole liberating educational system. Chapter Two discusses the oppressed pedagogy, in which Freire proposes that education be politics, and the liberation of consciousness is the main task of this stage, and then, through political action, cultural action and educating action, the task of the first stage-- to transform the oppressed society can be realized; Chapter Three is about pedagogy of hope.Freire explains to us his philosophy on hope and hopes to realize democratic education through the liberation of teaching and learning. In this chapter, Freire also gives us some judgments on thedemocratic teachers. In Chapter Four, Freire puts forward his most ideal education -- pedagogy offreedom, in which Freire explores the true meaning of "human being" and "freedom". Freire regards pedagogy of freedom as humanized education, through which the liberation of human being can be finally reached. Chapter Five introduces Freire’s liberating educational practices, including the literal education in Brazil and other countries, and also his democratic educational reforms after he returns to Brazil. Chapter Six briefly comments on Freire’s thoughts and practices, analyzing and evaluating his great original ideas and his weakness. Chapter Seven mainly discusses the practical significances of Freire’s liberating educational thoughts. What’s on earth his revelation on our educational reforms? For example, what’s the starting point of education? How to use "conscientization" to develop people’s critical consciousness? What’s the difference between Freire’s "dialogue" and that of our daily use, and what’s the use for reference? We advocate that education should return to our life, but why Freire advocates that education should intervene society? What enlightenment does it give us? The presented thesis is going to discuss them one by one.更多还原