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 Conscientizao 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, Conscientizao, Critical Consciousness, Moral Education |
論文種類: | 學術論文 |
相關次數: | 點閱:261 下載:130 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
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 conscientizao, 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
conscientizao, 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 conscientizao. In the end, the researcher will illuminate Paulo Freire’s theory of conscientizao, 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 conscientizao. Hence, this research intends to explore Paulo Freire’s theory of conscientizao, 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 conscientizao, 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.
中文部分
王文科 (1991)。教育研究法。台北市:五南。
王昇 (1991)。國父思想。台北市:黎明。
王秋絨 (1988)。包魯‧弗雷勒(Paulo Freire)的對話教育思想評
析。社會教育學刊,17,147-172。
王秋絨 (1990)。弗雷勒批判的成人教學模式研究。國立台灣師範大
學教育研究所博士論文,未出版,台北市。
王秋絨 (1991)。批判教育論在我國教育實習制度規劃上的意義。台
北市:師大書苑。
王秋絨 (1992)。批判的成人對話教育家-弗雷勒。載於劉焜輝 (主
編) ,人類航路的燈塔-當代教育思想家 (頁192-238)。台北
市:正中。
王秋絨 (1997)。成人教育的思想與實務-現代、後現代的論辯。台
北市:心理。
王連生 (1992)。教育哲學研究。台北市:五南。
王崇堯 (1992)。解放神學與馬克思主義。台北市:永望。
方永泉(譯) (2003)。Paulo Freire著。受壓迫者教育學(Pedagogy
of the Oppressed)。台北市:巨流。
方志華 (2000)。諾丁關懷倫理學之理論發展與教育實踐。國立台灣
師範大學教育研究所博士論文,未出版,台北市。
田培林 (1975)。教育史。台北市:正中。
田培林 (1995a)。教育是生長嗎。載於賈馥茗 (主編) ,教育與文
化《上冊》(頁148-151)。台北市:五南。
田培林 (1995b)。自由與平等。載於賈馥茗 (主編) ,教育與文化
《上冊》(頁152-155)。台北市:五南。
田培林 (1995c)。教育與文化。載於賈馥茗 (主編) ,教育與文化
《上冊》(頁12-71)。台北市:五南。
石元康 (1998)。從中國文化到現代性:典範轉移。台北市:東大。
但昭偉 (1997)。日常生活道德觀與身教。載於郭實渝 (主編) ,當
代教育哲學論文集II (頁167-188)。台北市:中央研究院歐美研
究所。
余欲弟、尤淑雅、王同禹 (譯) (1990)。Edwin Taylor 編。巴西
(Brazil)。台北市:台灣英文雜誌社。
吳康 (1960)。道德基本概念-善惡與自由。台灣省立師範大學教育
研究所集刊,3,1-20。
吳湘湘 (1986)。晏陽初傳-為全球鄉村改造奮鬥六十年。台北市:
時報文化。
李奉儒 (2003)。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。
李奉儒 (2004)。九年一貫課程中實施道德教育的困境與突破。學生
輔導,92,38-55。
李琪明 (1996)。德育的政治意識型態批判─海峽兩岸義務教育階段
德育之比較研究。國立台灣師範大學教育研究所博士論文,未出
版,台北市。
李琪明 (2004)。我國國中小校園道德氣氛之調查研究。師大學報:
教育類,49 (1),1-20。
肖巍 (1999)。女性主義關懷倫理學。北京市:北京出版社。
沈清松 (1996)。倫理學理論與專業倫理教育。通識教育季刊,3
(2),1-17。
沈清松 (2002)。中西哲學的現況與展望。載於沈清松 (主編) ,哲
學概論 (頁461-502)。台北市:五南。
邱天助 (1993)。Bourdieu文化再製理論之研究。國立台灣師範大學
教育研究所博士論文,未出版,台北市。
林玉体 (2001)。幼兒教育思想。台北市:五南。
林清江 (1996)。教育社會學新論。台北市:五南。
林逢祺 (1987 )。皮德思道德教育思想研究。國立台灣師範大學教育
研究所碩士論文,未出版,台北市。
非洲及拉丁美洲資料中心 (1963)。巴西的經濟。台北市:非洲及拉
丁美洲資料中心。
周德偉 (1971)。西方的自由哲學與中國的聖學。孔孟學報,22,
133-166。
洪仁進 (2003)。〈何謂教育實踐?〉述評。載於林逢祺、洪仁進
(主編) ,教育哲學述評 (頁183-208)。台北市:師大書苑。
洪鎌德 (1998)。社會學說與政治理論-當代尖端思想之介紹。台北
市:揚智。
洪鎌德 (2000)。人的解放-21世紀馬克思學說新探。台北市:揚
智。
洪鎌德 (2003)。導言:當代社會科學的哲學。哲學與文化,30
(11),1-36。
洪鎌德 (2004)。黑格爾哲思的活頭泉水。嘉義大學通識學報,2,1-
22。
洪鎌德 (2005a)。憲法與社會的互動-憲政主義之哲學分析。臺灣民
主季刊,2 (2),101-140。
洪鎌德 (2005b)。馬克思的經濟思維與其哲學詮釋。哲學論集,38,
181-202。
段玉裁 (1976)。說文解字注。台北市:黎明。
施宜煌 (2003a)。省思台灣當前的教育:孔子思想的觀照。中等教
育,54(2),158-168。
施宜煌 (2003b)。以薩‧柏林的「自由」理念在幼兒學習上的教育意
涵。幼兒教育年刊,15,155-172。
施宜煌 (2004a)。一位國小原住民女學童同儕關係發展之探討。國教
學報,16,279-306。
施宜煌 (2004b)。當基因科技對教育研究產生衝擊時:教育研究倫理
議題的探討。初等教育學刊,19,71-98。
施宜煌 (2004c)。一位教育家教育實踐的探究-田培林。國民教育研
究學報,13,73-99。
晏陽初 (1993)。晏陽初教育論著選。北京市:人民教育出版社。
殷鼎 (1990)。理解的命運。台北市:東大。
夏孝川 (譯) (1991)。Louer著。巴西的教育與國家發展(The
Education and National Development in Brazil)。載於瞿葆
奎 (主編) ,印度、埃及、巴西教育改革 (頁587-605)。北京
市:人民教育出版社。
孫周興 (譯) (1993)。Martin Heidegger著。走向語言之途(The
Road to Language)。台北市:時報文化。
孫周興 (譯) (1996)。Martin Heidegger著。海德格爾選集(The
Selected Readings of Heidegger)。上海市:商務。
高思謙 (譯) (1978)。Souto Maior著。巴西史(Historia do
Brasil)。台北市:商務。
高毅、高煜 (譯) (2001)。M. Ignatiff 著。他鄉:以撒‧柏林傳
(Isaiah Berlin:A life)。台北市:立緒。
高興宇、王貴郎、黃興隆 (2002,8月8日)。兩兇嫌當年犯案僅11、
15歲。中國時報,1版。
馬秋帆 (1993)。晏陽初教育論著選-本卷前言。載於晏陽初
(著) ,晏陽初教育論著選 (頁1-5)。北京市:人民教育出版
社。
梁福鎮 (1999)。教育的內容。載於歐陽教 (主編) ,教育哲學 (頁
235-276)。高雄市:麗文。
郭生玉 (1994)。心理與教育研究法。台北市:精華。
陳文團、溫明麗 (1988)。批判理論與教育危機。載於中國教育學會
(主編),現代教育思潮 (頁201-230)。台北市:師大書苑。
陳文團 (1990)。理性與方法。台大哲學論評,13,207-228。
陳文團 (1993)。批判理論與教育。台大哲學論評,16,121-159。
陳文團 (1996)。差異-去異-合-~對於意識形態對話的反省。台
大哲學論評,19,1-48。
陳文團 (1998)。政治與道德。台北市:台灣書店。
陳文團 (1999)。意識形態教育的貧困。台北市:師大書苑。
陳文團 (2002)。政治哲學。載於沈清松 (主編) ,哲學概論 (頁
337-372)。台北市:五南。
陳伯璋 (1985)。潛在課程研究。台北市:五南。
陳伯璋 (1998)。意識型態與教育。載於陳伯璋 (編著) ,意識型態
與教育 (頁1- 8)。台北市:師大書苑。
陳朝陽 (1994)。國民小學道德教育之探討。教師之友,35 (2),20-
26。
陳鼓應 (1992)。存在主義簡介。載於陳鼓應 (編著),存在主義 (頁
3-30)。台北市:台灣商務印書館。
陳榮華 (1993)。《走向語言之途》導讀。載於孫周興 (譯) ,《走
向語言之途》(頁vii-xi)。台北市:時報文化。
陳曉林 (1986)。自由四論與人文心靈-譯序。載於陳曉林 (譯) ,
自由四論。台北市:聯經。
國立編譯館 (1993)。三民主義課本(上冊)。台北市:正中。
崔光宙 (1985)。先秦儒家禮樂教化思想在現代教育上的涵義與實
施。台北市:私立東吳大學中國學術著作獎助委員會。
許紹龍 (1985)。易經的奧秘。台北縣:龍泉。
張文忠 (1989)。晏陽初社會教育思想之研究。國立台灣師範大學社
會教育研究所碩士論文,未出版,台北市。
張建成 (2002)。批判的教育社會學研究。台北市:學富。
張春興、林清山 (1989)。教育心理學。台北市:東華。
張雙利、陳祥群 (2000)。解放神學。台北市:揚智。
黃志成 (2003)。被壓迫者的教育學-弗萊勒解放教育理論與實踐。
北京市:人民教育出版社。
黃政傑 (1992)。課程改革。台北市:漢文。
黃瑞祺 (1990)。曼海姆。台北市:風雲論壇。
傅偉勳 (1999)。西洋哲學史。台北市:三民。
馮朝霖 (1999)。啟蒙、團結與責任-論教師組織之實踐理性。教育
研究,66,76-85。
馮朝霖 (2000a)。教育哲學專論-主體、情性與創化。台北市:元
照。
馮朝霖 (2000b)。化渾沌之情、原天地之美-從情意教育到教育美
學。載於崔光宙、林逢祺 (主編) ,教育美學 (頁1-31)。台北
市:五南。
馮朝霖 (2000c)。生命尊嚴、人權教育與公民社會。教育研究,71,
16-20。
馮朝霖 (2004)。駱駝‧獅子與孩童:尼采精神三變說與批判教育學
及另類教育學的起源。教育研究,121,5-13。
單文經 (2002)。課程與教學。台北市:師大書苑。
鄔昆如 (1976)。存在主義論文集。台北市:先知。
詹棟樑 (1989a)。教科書與意識形態。載於中華民國比較教育學會
(主編) ,各國教科書比較研究 (頁1-37)。台北市:台灣書店。
詹棟樑 (1989b)。論成人識字教育與教科書的關係-兼論巴西弗雷勒
成人識字教育之教科書編印。載於中華民國比較教育學會 (主
編) ,各國教科書比較研究 (頁69-89)。台北市:台灣書店。
詹棟樑 (1989c)。思想的激盪-弗雷勒的壓迫教育學。社教月刊,
32,26-30。
詹棟樑 (1994)。巴西成人識字教育運動。成人教育,31,30-34。
詹棟樑 (1995)。現代教育思潮。台北市:五南。
詹棟樑 (2005)。成人教育學。台北縣:冠學。
萬俊人 (2000)。弗洛姆。香港:中華。
賈馥茗 (1976)。田培林先生的教育思想簡述。載於賈馥茗、黃昆輝
(主編) ,教育論叢(二) (頁1- 46)。台北市:文景。
賈馥茗 (1991)。東周的教育及學術思想(三)。教育研究所集刊,
33,1-35。
溫明麗 (1994)。自主性自律、傳統文化與現代化:台灣經驗。載於
中華民國比較教育學會 (主編) ,文化傳統與教育的現代化 (頁
95-146)。台北市:師大書苑。
溫明麗 (1997a)。批判性思考教學-哲學之旅。台北市:師大書苑。
溫明麗 (1997b)。哈伯馬斯論辯倫理學及其時代意義。載於郭實渝
(主編),當代教育哲學論文集II (頁43-74)。台北市:中央研究
院歐美研究所。
溫明麗 (1998)。道德教育篇。載於溫明麗、黃奕清 (合著) ,國民
小學道德與健康教材教法 (頁1-105)。台北市:師大書苑。
溫明麗 (2000)。教育哲學的進步:由當代台灣教育哲學典範之轉移
談起。載於中國教育學會 (主編) ,跨世紀教育的回顧與展望
(頁47-73)。台北市:揚智。
葉學志 (2004)。品格與道德教育。教育研究,120,5-14。
楊深坑 (1988)。理論‧詮釋與實踐-教育學方法論論文集(甲輯)。
台北市:師大書苑。
楊深坑 (1997)。溝通理性、生命情懷與教育過程─哈伯馬斯的溝通
理性與教育。台北市:師大書苑。
楊深坑 (2002)。科學理論與教育學發展。台北市:心理。
楊國榮 (2002)。道德形上學引論。台北市:五南。
楊國樞 (2003)。人文社會科學研究者的反省。載於李遠哲、蕭新煌
(主編) ,傑出學者給年輕學子的67封信 (頁248-253)。台北
市:天下遠見。
楊森源 (1992)。新約「愛」之理念及其教育涵義。國立台灣師範大
學教育研究所碩士論文,未出版,台北市。
廖春文 (1991)。哈伯馬斯溝通行動理論及其在教育行政上的適用
性。國立台灣師範大學教育研究所博士論文,未出版,台北市。
趙祥麟 (2002)。外國教育家評傳。上海市:上海教育出版社。
趙雅博 (1993)。倫理道德教育與性教育。台北市:台灣書店。
趙衛民 (1993)。老子的道初論。鵝湖,19 (3),10-16。
鄭慧玲 (譯) (1984)。Dr. H. True著。幽默就是力量(Humor
power)。台北市:遠流。
蔡進松、曹逢甫、余玉照、馮隆盛、陳獻忠、李銘珠、劉世惠、王嫻
聖、王福祥 (1999)。文馨當代英漢辭典。台北市:文馨。
歐陽教 (1988)。學生的自由與自律。載於國立台灣師範大學學術研
究委員會 (主編) ,《當前校園活動與教育》(頁49-60)。台北
市:文笙。
歐陽教 (1990)。教師的情理觀。教育研究,13,18-24。
歐陽教 (1996)。道德判斷與道德教學。台北市:文景。
歐陽教 (1994)。群育的哲學分析。國立台灣師範大學教育研究所集
刊,35,1-18。
歐陽教 (1997)。德育原理。台北市:文景。
歐陽教 (1998)。教育的概念分析。載於歐陽教 (主編) ,教育概論
(頁1-32)。台北市:師大書苑。
歐陽教 (1999)。教育學概說。載於歐陽教、陳奎、楊思偉 (主
編) ,教育學入門 (頁1-10)。台北市:商鼎。
賴鑫城 (1992)。國中學生自我概念、學業成就、師生關係對學校態
度之研究。國立高雄師範大學教育研究所碩士論文,未出版,高
雄市。
盧德允 (2004,12月17日)。監院報告:教改躁進、輕忽德育。聯合
報,C7版。
繆靜芬 (譯) (2002)。Apa Publications Gmbh & Co 編。巴西
(Brazil)。台北市:恆久。
簡成熙 (2004)。「缺德」的道德教育如何實施。教育研究,121,
94-109。
蘇永明 (2005)。從康德的「對他人的義務」來看人權的道德意涵。
中等教育,56 (1),4-18。
西文部分
Aloni, N. (2004). Humanistic education. Retrieved December
27, 2004,from http://www.sst.hr/ENCYCLOPEDIA/humanistic-
cation.htm
Alschuler, A. (1976). Foreword. In W. A. Smith (Ed.), The meaning of conscie
ntizacao: The goal of Paulo Freire (pp.v-viii). Amherst, MA: Center for
International Education.
Angeles, P. A. (1981). Dictionary of philosophy. New York : Haper & Row.
Apple, M. W. (1990). Ideology and curriculum. London: Routledge.
Aristotle (1987). The nature of moral virtue. In G. Sher (Ed), Moral
philosophy: Selected readings (pp.67-82). London: Harcourt Brace
Jovanovich.
Aronowitz, S. (1981). Preface. In H. A. Giroux (Ed.), Ideology, culture & the
process of schooling (pp.1-4). Philadelphia: Temple University Press.
Ashely, B. J., Cohen, H., & Slatter, R. G. (1971). An introduction to the
sociology of education. London: Macmillan.
Audi, R. (1999). The cambridge dictionary of philosophy. London: Cambridge
University Press.
Banks, O. (1972). The sociology of education. London:Batsford.
Beck, C. (1995). Postmodernism, ethics, and moral education. In W. Kohli
(Ed.), Critical conversations in philosophy of education (pp.127-136).
New York: Routledge.
Becker, L. S., & Becker, C. B. (Eds.) (1992). Encyclopedia of ethics. London:
Garland.
Bender, E. (1990). Brazil. New York: Chelsea House.
Berlin, I. (1969). Four essays on liberty. Oxford, England: Oxford University
Press.
Berlin, I. (1997). Isaiah Berlin: The proper study of mankind. London:
Chatto & Windus Limited.
Berthoff, A. E. (1987). Foreword. In P. Freire & D. Macedo (Ed.), Literacy:
Reading the word and the world (pp.xv-xxvii). London: Routledge &
Kegan Paul.
Blackham, H. J. (1976). Humanism. New York: International.
Bigge, M. L. (1982). Educational philosophies for teachers. Columbus, OH: A
Bell & Howell.
Boston, B. O. (1978). Paulo Freire: Notes of a loving critic. In S. M.
Grabowski (Ed.), Paulo Freire: A revolutionary dilemma for the adult
educator (pp.83-92). New York : Syracuse University.
Bottery, M. (1990). The morality of the school: The theory and practice of
values in education. London: Cassell.
Bourdieu, P., & Passerson, J. C. (1977). Reproduction in education, society and
culture. London: Sage.
Bourdieu, P. (1991). Language and symbolic power. Cambridge, England:
Polity Press.
Brezinka, W. (1992). Philosophy of educational knowledge: An introduction to
the foundations of science of education, philosophy of education and
practical pedagogics. London: Kluwer Academic.
Bridges, D. (1997). Introduction. In D. Bridges (Ed.), Education, autonomy and
democratic citizenship: Philosophy in a changing world (pp.1-12).
London: Routledge.
Brook, D. (2004). Human education should be humanistic: A progressive
philosophy of teaching. Retrieved December 27, 2004, from
http://www.angelfire.com/or3/tss2/dbteach.html
Buber, M. (1970). I and thou. In H. Ozmon (Ed.), Contemporary critics of
education (pp.43-50). New York: Haper & Row.
Carnoy, M. (1997). Foreword. In P. Freire (Ed.), Pedagogy of the heart
(pp.7-16). New York: The Continuum.
Carr, D. (1991). Educating the virtues: An essay on the philosophical
psychology of moral development and education. London: Routledge.
Carr, D. (2000). Professionalism and ethics in teaching. London: Routledge.
Catron, C. E. (1993). Early childhood curriculum: A creative play model.
Upper Saddle River, NJ: Prentice-Hall.
Cheng, C. Y. (1985). Confucius, Heidegger and philosophy of the I-Ching.
Bulletin of The Chinese Philosophical Association, 3, 594-628.
Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations
in education. New York : Teachers College Press.
Chilcote, R. H. (1990). Power and the ruling classes in northeast Brazil: Juazei
ro and Petrolina in transition. London: Routledge.
Clarke, P. (1998). Translator’s notes. In P. Freire (Ed.), Pedagogy of freedom:
Ethics, democracy, and civic courage (pp.ix-x). New York: Rowman &
Littlefield.
Clover, D., & Strawbridge, S. (1985). The sociology of knowledge. Ormskirk,
England: Causeway Press.
Coben, D. (1998). Radical heroes: Gramsci, Freire, and the politics of adult
education. London : Garland.
Collins, D. E. (1977). Paulo Freire: His life, works, and thought. New York:
Paulist Press.
Cooper, D. E. (Ed.)(1999). Epistemology: The classic reading. Oxford,
England: Blackwell.
Coutinho, J. da V. (1975). Preface. In P. Freire (Ed.), Cultural action for
freedom (pp.v-viii). Cambridge, MA: Harvard Educational Review.
Crittenden, B. (1993). Moral and religious education: Hirst’s perception of their
scope and relationship. In R. Barrow & P. White (Eds.), Beyond liberal
education: Essays in honour of Paul H. Hirst (pp.129-149). London:
Routledge.
Cuff, E. C., Sharrok, W. W., & Francis, D. W. (1998). Perspectives in sociology. New York: Routledge.
Darwall (2005). Ethics. Retrieved January 2, 2005, from http://www.google.
com.tw/search?q=cache:XWedTUTKiEAJ:www-personal.umich.edu/~
sdarwall/361n1
Dearden, R. F. (1984). Theory and practice in education. London : Routledge
& Kegan Paul.
Detmer, D. (1988). Freedom as a value: A critique of the ethical theory
Jean-Paul Sartre. La Salle, IL: Open Court.
Dewey, J. (1966). Democracy and education. New York: The Free Press.
Dworkin, M. S. (1959). Dewey on education. New York: Teachers College
Press.
Dworkin, R. (1991). Two concepts of liberty. In A. M. Enda & A. Margalit
(Eds.), Isaiah Berlin: A celebration (pp.100-109). London : Routledge
& Kegan Paul.
Eighinger, L. F. (2005). Condensed version of the study of ethics. Retrieved
January 1, 2005, from http://www.google.com.tw/search?q=cache:3JpCxQ
ZbrPkJ:www.theinterpretersfriend.com/Terpsent/6.ht
Elias, J. L. (1976). Conscientization and deschooling: Freire’s and Illich’s
proposals for reshaping society. Malabar, FL: Krieger.
Elias, J. L. (1994). Paulo Freire: Pedagogue of liberation. Malabar, FL:
Krieger.
Elias, J. L., & Merriam, S. B. (1995). Philosophical foundations of adult
education. Malabar, FL: Krieger.
Fenstermacher, G. D. (1990). Some moral considerations on teaching as a
profession. In J. I. Goodlad, R. Soder & K. A. Sirotnik (Eds), The moral
dimensions of teaching (pp.130-151). San Francisco: Jossey Bass.
Findlay, P. (1994). Conscientization and social movements in Canada: The
relevance of Paulo Freire’s ideas in contemporary politics. In P. L.
McLaren & C. Lankshear (Eds), Politics of liberation: Paths from Freire
(pp.108-109). London: Routledge.
Fishman, S. (1998). Nested dualisms underlying Dewey’s student-curriculum:
integration. In S. M. Fishman & L. McCarthy (Eds.), John Dewey and the
challenge of classroom practice (pp.29-45). New York: Teachers College
Press.
Frankena, W. K. (1976). Perspectives on morality. Notre Dame, IN: University
of Notre Dame Press.
Freire, A. M. A., & Macedo, D. (1998). Introduction. In A. M. A. Freire & D.
Macedo (Eds), The Paulo Freire reader (pp.1-44). London: Routledge.
Freire, P. (1975). Cultural action for freedom. Cambridge, MA: Harvard
Educational Review.
Freire, P. (1978). Pedagogy-in-process: The letters to Guinea-Bissau. New
York: The Seabury Press.
Freire, P. (1985). The politics of education: Culture, power, and liberation.
South Hadley, MA: Bergin & Garvey.
Freire, P., & Macedo, D. (1987b). Literacy: Reading the word and the world.
London: Routledge & Kegan Paul.
Freire, P. (1987c). Letters to North-American teachers. In I. Shor (Ed.), Freire
for the classroom: A sourcebook for liberatory teaching (pp.211-214).
New York: The Continuum.
Freire, P. (1992). Learning to question: A pedagogy of liberation. New York:
The Continuum.
Freire, P. (1993a). Pedagogy of the city. New York: The Continuum.
Freire, P. (1993b). Foreword. In P. Mclaren & P. Leonard (Eds.), Paulo Freire:
A critical encounter (pp.ix-xii). London: Routledge.
Freire, P. (1994). Pedagogy of hope. New York: The Continuum.
Freire, P., & Macedo, D. (1995). A dialogue: Cultural, language, and race.
Harvard Educational Review, 65(3), 377-402。
Freire, P. (1996). Letters to Cristina: Reflections on my life and work. London:
Routledge.
Freire, P. (1997a). Education for critical consciousness. New York: The
Continuum.
Freire, P. (1997b). Pedagogy of heart. New York: The Continuum.
Freire, P., Fraser, J. W., Macedo, D., Mckinnon, T., & Stokes, W. T. (1997c).
Introduction. In P. Freire, J. W. Fraser, D. Macedo, T. Mckinnon & W. T.
Stokes (Eds), Mentoring the mentor: A critical dialogue with Paulo Freire
(ppxi-xix). New York: Peter Lang.
Freire, P. (1998a). Teachers as cultural workers: Letters to those who dare to
teach. Boulder, CO: Westview Press.
Freire, P. (1998b). Pedagogy of freedom: Ethics, democracy, and civic courage.
New York: Rowman & Littlefield.
Freire, P. (1998c). Politics and education. Los Angeles, CA: University of
California.
Freire, P. (2000). Pedagogy of the oppressed. New York: The Continuum.
Funk, R. (2000). Erich Fromm: His life and ideas. New York: The Continuum.
Gadamer, H. (1975). Truth and method. London: Sheed & Ward.
Gadotti, M. (1994). Reading Paulo Freire: His life and work. Albany, NY: State
University of New York Press.
Gadotti, M. (1996). Pedagogy of praxis: A dialectical philosophy of education.
Albany, NY: State University of New York Press.
Gadotti, M. (1998). The political-pedagogical praxis of Paulo Freire. In P.
Freire (Ed.), Politics and education (pp.105-112). Los Angeles, CA:
University of California.
Gallagher, S. (1992). Hermeneutics and education. Albany, NY: State
University of New York Press.
Gibson, R. (1986). Critical theory and education. London: Hodder &
Stoughton.
Giddens, A. (1982). Sociology: A brief but critical introduction. London: The
Macmillan Press.
Giroux, H. A. (1981). Ideology, culture & the process of schooling.
Philadelphia: Temple University Press.
Giroux, H. A. (1985). Introduction. In P. Freire (Ed.), The politics of education:
Culture, power, and liberation (pp.xi-xxv). South Hadley, MA: Bergin &
Garvey.
Giroux, H. A., & Freire, P. (1989). Introduction. In D. E. Purpel (Ed.), The
moral & spiritual crisis in education: A curriculum for justice and
compassion in education (pp.xi-xxv). Granby, MA: Bergin & Garvey.
Goulet, D. (1997). Introduction. In P. Freire (Ed.), Education for critical
consciousness (pp.vii-xiv). New York: The Continuum.
Green, T. F. (1969). A Topology of the theaching concept. In C. J. B.
Macmillan & T. W. Nelson (Eds.), Concepts of teaching (pp.28-62).
Chicago: Rand McNally & Company.
Gregory, W. T. (2003). Heidegger on traditional language and technological
language. Retrieved April 2, 2003, from http://www.bu.edu/wcp/Papers/
/Cont/ContGreg.htm
Habermas, J. (1984). The theory of communicative action: Reason and the
rationalization of society. Boston: Beacon Press.
Habermas, J. (1987). Knowledge and human interests. Oxford, England: Polity
Press.
Hall, M. M., & Garcia, A. G. (1989). Urban Labor. In M. L. Conniff & F. D.
McCann (Eds.), Modern Brazil: Elites and masses in historical
perspective (pp.161-191). Lincoln, NE: University of Nebraska Press.
Halstead, J. M., & McLaughlin, T. H. (1999). Introduction. In J. M. Halstead &
T. H. McLaughlin (Eds.), Education in morality (pp.1-4). London:
Routledge
Harker, R. (2000). Bourdieu-education and reproduction. In S. J. Ball (Ed.),
Sociology of education: Major themes (pp.831-854). London: Routledge
Falmer.
Haussman, F., & Haar, J. (1978). Education in Brazil. Hamden, CT: The Shoe
String Press.
Havighurst, R. J., & Moreira, J. R. (1965). Society and education in Brazil.
Pittsburgh, PA: University of Pittsburgh Press.
Haviland, R. (1973). An introduction to the writtings of Paulo Freire. Adult
Education, 45(5), 280-285.
Haydon, G. (1999). Morality in the narrow sense. Journal of Philosophy of
Education, 33(1), 31-40.
Heidegger, M. (2003). The basic problems of phenomenology. Retrieved April
2, 2003, from http://www.marxists.org/reference/philosophy/works/ge/
heidegge.htm
Hegel, G. W. F. (1977). Phenomenology of the spirit. Oxford, England: Oxford
University Press.
Hegel, G. W. F. (1991). The philosophy of history. New York: Prometheus
Book.
Hooks, B. (1993). Bell Hooks speaking about Paulo Freire─The man, his
work. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical
encounter (pp.146-154). London: Routledge.
Hume, D. (1987). Morality and natural sentiment. In G. Sher (Ed), Moral
philosophy: Selected readings (pp.272-292). London: Harcourt Brace
Jovanovich.
Huxley, A. (1970). Tomorrow and tomorrow and tomorrow. In H. Ozmon (Ed.),
Contemporary critics of education (pp.95-103). New York: Haper & Row.
Imai, Y. (2003). Walter Benjamin and John Dewey: The structure of difference
between their thoughts on education. Journal of Philosophy of Education,
37(1), 109-125.
Jones, W. T. (1975). The twentieth century to Wittgenstein and Sartre. New
York: Harcourt, Brace Jovanovich.
Kant, I. (1784). Foundations of the metaphysics of morals and what is
enlightenmen. New York: Bobbs-Merrill.
Karabel, J. & Halsey, A. H. (1977). Educational research: A review and
interpretation. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in
education (pp.1-85). New York: Oxford University Press.
Kirkwood, G., & Kirkwood, C. (1989). Living adult education: Freire in
Scotland. Philadelphia: Open University Press.
Kirschenbaum, H. (1995). 100 ways to enhance values and morality in schools
and youth settings. London: Allyn & Bacon.
Klein, G. (1993). Education towards race equality. London: Gassell.
Kohlberg, L. (1976). The moral atmosphere of the school. In D. Purpel & K.
Ryan (Eds.), Moral education: It comes with the Territory (pp.196-220).
Berkeley, CA: McCutchan.
Kohli, W. (1995). Educating for emancipatory rationality. In W. Kohli (Ed.),
Critical conversations in philosophy of education (pp.103-115). New
York: Routledge.
Kozol, J. (1978). Foreword. In P. Freire (Ed.), Pedagogy-in-process: The letters
to Guinea-Bissau (pp.1-4). New York: The Seabury Press.
Kozol, J. (1981). Foreword. In R. Mackie (Ed.), Literacy and revolution: The
pedagogy of Paulo Freire (pp.xi-xvii). New York: The Continuum.
Kristjansson, K. (1992). What’s wrong with negative liberty. Social Theory and
Practice, 18(3), 289-310.
Landow, G. P. (2004). Freud and Freudism. Retrieved December 1, 2004, from
http://www.victorianweb.org/science/freud/intro.html
Law, S. (2003). The child’s mind. Journal of Philosophy of Education, 37(1),
184-192.
Lechte, J. (1944). Fifty key contemporary thinkers. New York: Routledge.
Lickona, T. (1985). Parents as moral educators. In M. W. Berkowitz & F. Oser
(Eds.), Moral education: Theory and application (pp.127-146). Hill
Sdale, NJ: Lawrence Erlbaum Associates.
Macedo, D., & Freire, A. M. A. (1998a). Foreword. In P. Freire (Ed.), Teachers
as cultural workers: Letters to those who dare to teach (pp.ix-xix).
Boulder, CO: Westview Press.
Macedo, D. (1998b). Foreword. In P. Freire (Ed.), Pedagogy of freedom: Ethics
, democracy, and civic courage (pp.xi-xxxii). New York: Rowman &
Littlefield.
Macedo, D. (2000). Foreword. In P. Freire (Ed.), Pedagogy of the oppressed
(pp.11-27). New York: The Continuum.
Macedo, D. (2001). Preface. In A. M. A. Freire (Ed.), Chronicles of love: My
life with Paulo Freire (pp.1-9). New York: Peter Lang.
Mackie, R. (1981). Literacy and revolution: The pedagogy of Paulo Freire.
New York: The Continuum.
Mannheim, K. (1991). Ideology and utopia: An introduction to the sociology of
knowledge. London: Routledge & Kegan Paul.
Marguerite, P., & Rivage-Seul, M. (1994). Critical thought and moral
imagination. In P. L. Mclaren & C. Lankshear (Eds), Politics of
liberation: Paths from Freire (pp.41-61). London: Routledge.
Maritain, J. (1965). Man’s nature and the aims of his education. In W. K.
Frankena (Ed.), Philosophy of education (pp.37-43). New York:
Macmillan.
Marshall, J. D. (1995). Needs, interests, growth, and personal autonomy:
Foucault on power. In W. Kohli (Ed.), Critical conversations in
philosophy of education (pp.364-378). New York: Routledge.
Marshall, J. D. (1996). Michel Foucault: Personal autonomy and education.
London: Kluwer Academic.
Mayer, A. E. (1950). The development of education in the twentieth century.
New York: Englewood Cliffs.
Mayer, R. E. (1987). Educational psychology: A cognitive approach. Boston:
Little, Brown and Company.
McLaren, P., & Leonard, P. (1993). Editors’ introduction. In P. McLaren & P.
Leonard (Eds), Paulo Freire: A critical encounter (pp.1-7). London:
Routledge.
McNeely, S. L. (1997). Observing students and teachers through objective
strategies. Boston: Allyn & Bacon.
Mendus, S. (1998). De-moralizing education. In G. Haydon (Ed.), 50 years of
philosophy of education (pp.41-58). London: Institute of education.
Merton, R. K. (1996). On social structure and science. Chicago:The University
of Chicago Press.
Mitchell, S. (1981). Introduction. In S. Mitchell (Ed), The logic of poverty: The
case of the Brazilian Northeast (pp.1-9). London: Routledge & Kegan
Paul.
Morrow, P. A., & Torres, C. A. (2002). Reading Freire and Habermas: Critical
pedagogy and transformative social change. New York: Teachers College
Press.
Noddings, N. (1995). Care and moral education. In W. Kohli (Ed.), Critical
conversations in philosophy of education (pp.137-148). New York:
Routledge.
Noddings, N. (1998). Caring. In P. H. Hirst & P. White (Eds.), Philosophy of
education: Major themes in the analytic tradition (Volume IV) (pp.40-50
). London: Routledge.
Nucci, L. P. (2001). Education in the moral domain. Cambridge, England:
Cambridge University Press.
Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform
in liberal education. Cambridge, MA: Harvard University Press.
Oakeshott, M. (1967). Learning and teaching. In R. S. Peters (Ed.), The concept
of education (pp.156-176). London: RKP.
O’Hear, A. (1998). Moral education. In P. H. Hirst & P. White (Eds.)
Philosophy of education: Major themes in the analytic tradition (Vulume
IV) (pp.11-26). London: Routledge
Outhwaite, W. (Ed) (1996). The Habermas reader. Cambridge, England: Polity
Press.
Oxford English Dictionary (1976). The concise Oxford dictionary. Oxford,
England: Oxford University Press.
Passmore, J. (1980). The philosophy of teaching. Cambridge, MA: Harvard
University Press.
Patterson, C. H. (1973). Humanistic education. Englewood Cliffs, NJ:
Prentice-Hall.
Peters, R. S. (1966). Ethics and education. London: Allen & Unwin.
Peters, R. S. (1981). Essays on education. London: Routledge & Kegan Paul.
Peukertruth, H. (1993). Basic problems of a critical theory of education.
Journal of Philosophy of Education, 27(2), 158-170.
Pojman, L. P. (1999). Ethics: Discovering right and wrong. Belmont, CA:
Wadsworth.
Purpel, D. E. (1989). The moral & spiritual crisis in education: A curriculum
for justice and compassion in education. Granby, MA: Bergin & Garvey.
Reese, W. L. (1980). Dictionary of philosophy and religion. Atlantic Highlands,
NJ: Humanities Press.
Rich, J. M. (1971). Humanistic foundations of education. Worthington, OH:
Jones.
Roberts, P. (2000). Education, literacy, and humanization: Exploring the work
of Paulo Freire. London: Bergin & Garvey.
Rockmore, T. (1999). More Hegelian doubts about discourse ethics. In G. B.
Madison & M. Fairbairm (Eds.), The ethics of postmodernity: Current
trends in continental thought (pp.56-73). Evanston, IL: Northwestern
University Press.
Rorty, R. (1999). Philosophy and social hope. London: Penguim Books.
Saracho, O. N., & Spodek, B. (1997). Issues in early childhood educational
assessment and evaluation- Introduction. In O. N. Saracho & B. Spodek
(Eds.), Issues in early childhood educational assessment and evaluation
(pp.1-6). New York: Teachers College Press.
Shaull, R. (1993). Foreword. In P. Freire (Ed.), Pedagogy of the oppressed
(pp.11-16). New York: The Continuum.
Sher, G., & Bennett, W. J. (1987). Moral education and indoctrination. In G.
Sher (Ed), Moral philosophy: Selected readings (pp.102-112). London:
Harcourt Brace Jovanovich.
Shor, I., & Freire, P. (1987a). A pedagogy for liberation: Dialogues on
transforming education. South Hadley, MA: Bergin & Garvey.
Shor, I. (1993). Education is politics: Paulo Freire’s critical pedagogy. In P.
McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter
(pp.25-35). London: Routledge.
Sidorsky, D. (2001). The third concept of freedom and the politics of identity.
Partisan Review, 68(4), 536-561.
Singer, I. (1987). The nature of love. Chicago: The University of Chicago press.
Smith, B. O. (1969). A concept of teaching. In C. J. B. Macmillan & T. W.
Nelson (Eds.), Concepts of teaching (pp.11-16). Chicago: Rand McNally
& Company.
Smith, W. A. (1976). The meaning of conscientizacao: The goal of Paulo
Freire’s pedagogy. Amherst, MA: Center for International Education.
Soltics, J. F. (1993). Demoracy and education. Journal of Philosophy of
Education, 27(2), 149-158.
Soltis, J. (1990). A critical theory of education. New York: Teachers College
Press.
Spring, J. (1994). Wheels in the head: Educational philosophies of authority,
freedom, and culture from Socrates to Paulo Freire. New York:
McGraw-Hill.
Spring, J. (2004). How educational ideologies are shaping global society:
Intergovernmental organizations, NGOS, and the decline of the
nation-state. Mahwah, NJ: Lawrence Eribaum Associates.
Stevenson, D. B. (1976). Freud’s levels of consciousness. Retrieved December
1, 2004, from http://www.victorianweb.org/science/freud /intro.html
Straughan, R. (1982). Can we teach children to be good. London: George Allen
& Unwin.
Straughan, R. (1989). Beliefs, behaviour and education. London: Cassell.
Strike, K. A., & Soltics, J. F. (1992). The ethics of teaching. New York:
Teachers College Press.
Tait, G. (2005). Free will, moral responsibility and ADHD. Retrieved January 1, 2005, from http://www.google.com.tw/search?q=cache:Hc3mVeitBeQJ
:www-educationarena.com./educationarena/sa
Taylor, C. (1989). Sources of the self: The making of the modern identity.
Cambridge, MA: Harvard University Press.
Taylor, P. A. (1993). The texts of Paulo Freire. Philadelphia: Open University
Press.
Teigas, D. (1995). Knowledge and hermeneutic understanding: A study of the
Habermas-Gadamer debate. London: Associated University Press.
Tibber, J. W. (1966). The development of the study of education. In J. W.
Tibber (Ed.), The study of education (pp.1-28). London: Routledge &
Kegan Paul.
Time-Life Books (Ed) (1986). Brazil. Amsterdam: Time-Life Books.
Torres, C. A. (1993). From the pedagogy of the oppressed to a luta continua:
The political pedagogy of Paul Freire. In P. McLaren & P. Leonard (Eds.),
Paulo Freire: A critical encounter (pp.119-145). London: Routledge.
Torres, C. A., & Freire, P. (1994a). Twenty years after pedagogy of the
oppressed: Paulo Freire in conversations with Carlos Albert Torres. In P.
L. McLaren & C. Lankshear (Eds.), Politics of liberation: Paths from
Freire (pp.100-107). London: Routledge
Torres, C. A. (1994b). Education and the archeology of consciousness: Freire
and Hegel. Educational Theory, 44, 429-445.
Torres, C. A. (1994c). Foreword: A land of contrasts and a pedagogy of
contradiction. In M. Gadotti (Ed.), Reading Paulo Freire: His life and
work (pp.ix-xii). Albany, NY: State University of New York Press.
Torres, C. A. (1998a). Education, power, and personal biography: Introduction
to dialogues with critical educators. London: Routledge.
Torres, C. A. (1998b). Introduction. In P. Freire (Ed.), Politics and education
(pp.1-16). Los Angeles, CA: University of California.
Tran, V. D. (2000). The poverty of ideological eductaion. Cardinal Station, WA:
The Council for Research in Values and Philosophy.
Turner, J. H. (1999). The structure of sociological theory. Belmont, CA:
Wadsworth.
Verhoef, H., & Michel, C. (1997). Studying morality within the African
context: A model of moral analysis and construction. Journal of Moral
Education, 26(4), 389-407.
Verkuyten, M. (2002). Making teachers accountable for students’ disruptive
classroom behaviour. British Journal of Sociology of Education, 23(1),
107-122.
Wacquant, L. J. D. (1989). Toward a reflective sociology: A workshop with
Pierre Bourdieu. Sociological Theory,7, 26-63.
Walker, J. C., & Evers, C. W. (1999). Research on education: Epistemological
issues. In J. P. Keeves & Lakomski (Eds.), Issues in educational research
(pp.40-56). New York : Elsevier Science.
Wilson, J. (1990). A new introduction to moral education. London: Cassell.
Wiredu, K. (1991). Morality and religion in Akan thought. In N. Allen (Ed.),
African-American humanism: An anthology (pp.210-222). New York:
Prometheus Books.
Yu, T. (2004). In the name of morality: Character education and political
control. New York: Peter Lang.