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研究生: 施宜煌
Shih Yi-huang
論文名稱: 弗雷勒意識覺醒理論及其德育蘊義
Paulo Freire's Theory of Conscientizao and Its Implications on Moral Education
指導教授: 歐陽教
Ouyang, Jiao
陳文團
Chen, Wen-Tuan
學位類別: 博士
Doctor
系所名稱: 教育學系
Department of Education
論文出版年: 2005
畢業學年度: 94
語文別: 中文
論文頁數: 384
中文關鍵詞: 弗雷勒意識覺醒批判意識道德教育
英文關鍵詞: P. Freire, Conscientizao, Critical Consciousness, Moral Education
論文種類: 學術論文
相關次數: 點閱:261下載:130
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  • 本研究旨在豁顯弗雷勒的意識覺醒理論,並以此開顯我國道德教育的
    視野。執此研究旨趣,本研究即藉由內容分析、歷史詮釋與批判詮釋學的方法,漸次條縷分析並詮釋弗雷勒的生命歷程、意識覺醒理論的背景及內涵;最後,則探討弗雷勒意識覺醒理論對我國道德教育的蘊義,進而掘發出實踐人性化道德教育方式的建議,以為革新我國道德教育方案的參酌,形塑人性化道德教育情境的基礎,以致增益師生的道德批判能力,重建更符合人性發展的道德教育圖象。
    基此認識,本研究分別從理念與實務探討弗雷勒意識覺醒理論對我國
    道德教育的蘊義。首先,在意識覺醒理論對我國道德教育理念開展的蘊義方面,本研究認為我國教師在進行道德教育實踐時,可以融入下列的理念:
    (一)解放的教師應致力於消解受教者對自由的恐懼;(二)師生應致力於破除統治階級所捏造的神話;(三)師生應凝聚共識致力實踐人性化的道德教育。其次,在意識覺醒理論對我國道德教育實務開展的蘊義方面,本研究認為我國教師在進行道德教育實踐時,可以融入提問式及對話式的教育理念與活動。
    若藉上述理念及實踐指引,人性化的道德教育方有實現的可能。而師
    生的意識才能提昇至批判意識,批判反省不合理的現實,進而覺醒自身是自由的、主體性的、人性化的、實踐的、關係的、意識的、歷史的及語言的等多面向的存有,以致獲致解放,讓自身成為更完善之人。

    ABSTRACT

    This research aims at exploring Paulo Freire’s theory of conscientizao, and illuminating its implications on moral education in our country. In order to achieve the above research purpose, this research make use of the research methods, including content analysis, historical hermeneutics, and critical hermeneutics.
    Furthermore, before embarking upon Paulo Freire’s theory of
    conscientizao, the researcher will, first of all, attempt to illustrate Paulo Freire’s lifetime. In addition, the researcher will focus on the exploration,
    which is mainly concerned with the social and philosophical background of thought of conscientizao. In the end, the researcher will illuminate Paulo Freire’s theory of conscientizao, and inquire its implications on the praxis of humanizing moral education.
    More precisely speaking, in other words, this research aims to emphasize and develop the importance of humanizing moral education, which is based on Paulo Freire’s theory of conscientizao. Hence, this research intends to explore Paulo Freire’s theory of conscientizao, and illuminate its implications on moral education. The educational implications are made as follows:1. the liberating teachers should do their best to abolish the fear of freedom of students;2. teachers and students should engage in getting rid of various myths which the ruling class produces;3. teachers and students should try to develop
    the humanizing moral education. Besides, teachers should develop the humanizing moral education which involves the praxis of problem-posing education and dialogical education.
    Based on the above implications on moral education which results from Paulo Freire’s theory of conscientizao, teachers and students, in the praxis of humanizing moral education, are able to raise their consciousness to critical consciousness, and liberate themselves from the oppressive reality that crushes them. Namely. they can conscientize themselves. Above all, through the liberating praxis of moral education, teachers and students can become a more fully human.

    第一章 緒 論…………………………………………………...1 第一節 研究問題背景…………………………………………2 第二節 研究動機與目的………………………………14 第三節 研究方法與步驟…………………………………….30 第四節 研究資料、範圍與限制……………………………….37 第二章 弗雷勒意識覺醒理論的背景……...…………..47 第一節 生命歷程………………………………………………..47 第二節 巴西的社會背景………………………………………..71 第三節 當代學術思潮的影響……………………….………….86 第三章 弗雷勒意識覺醒的意涵、歷程與性質….……115 第一節 意識覺醒的意涵……………………………….…….120 第二節 意識覺醒的歷程……………………………………..132 第三節 意識覺醒者的性質…………………………………..165 第四節 本章綜要……………………………………………..182 第四章 弗雷勒意識覺醒的實踐方法………………….181 第一節 意識覺醒的實踐方法:理念的關照………………..181 第二節 意識覺醒的實踐方法:實務的關照..……………....192 第三節 本章綜要..……………………………………………229 第五章 弗雷勒意識覺醒理論的評析….………….……237 第一節 評析意識覺醒理論的原創性…….…………..……...237 第二節 評析意識覺醒理論蘊含烏托邦思想….…………….241 第三節 評析意識覺醒理論的貢獻.………………………..248 第六章 弗雷勒意識覺醒理論對我國道德教育實踐的 蘊義……………………………………………….....253 第一節 我國道德教育實踐的批判…..…………………….253 第二節 意識覺醒理論對我國道德教育的蘊義…………...273 第七章 結論與建議………………….…………….…….…331 第一節 結 論…………………………………………….331 第二節 建 議…..………………………………………...338 參考文獻……………………………………………………..……363 表 次 表2-1 巴西社會階級分化情形表……………………………………77 表5-1《受壓迫者教育學》與《具體的辯證》二書章節比較表….239 圖 次 圖1-1 研究理念構想圖………………………………………………30

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