构建“解放”与“希望”的教育乌托邦——吉鲁和弗莱雷的相遇
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摘要
作为批判教育的重要代表人物,吉鲁和弗莱雷的教育思想产生了广泛而深远的影响。弗莱雷在被压迫教育中为自由而战,而吉鲁则在"差异"与"边界"的基础上进一步发展了激进批判教育,他们在各自的教育"三部曲"中共同指向了充满"解放"与"希望"的教育乌托邦的构建,期望通过教师角色的多重定位、课程内容的有效设置以及批判性语言的运用,推动教育公共价值的实现。他们对教育的批判性分析和未来设想,为审视当代教育问题提供了一种独特的视角和思路。
Important representatives of critical pedagogy,both Giroux and Freire exerted a widespread and far-reaching influence on the philosophies of education. Freire fought against the oppressed education for freedom,while Giroux further developed critical pedagogy featured by radicalism on the basis of "diversity" and "borders." In their "trilogy" on education,they both pointed to the construction of educational utopia with liberty and hope,expecting to promote the realization of the public value of education by means of teachers' multi-roles,the effective devising of the curriculum,and the use of critical language. Their critical analysis of education and prospects for the future offer a unique perspective for the survey of contemporary educational problems.
Important representatives of critical pedagogy,both Giroux and Freire exerted a widespread and far-reaching influence on the philosophies of education. Freire fought against the oppressed education for freedom,while Giroux further developed critical pedagogy featured by radicalism on the basis of "diversity" and "borders." In their "trilogy" on education,they both pointed to the construction of educational utopia with liberty and hope,expecting to promote the realization of the public value of education by means of teachers' multi-roles,the effective devising of the curriculum,and the use of critical language. Their critical analysis of education and prospects for the future offer a unique perspective for the survey of contemporary educational problems.
引文
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[2][3][21]亨利·A.吉鲁.教师作为知识分子——迈向批判教育学[M].北京:教育科学出版社,2008.英文版序IV、IV、49.
[4][6][8][12]保罗·弗莱雷.被压迫者教育学[M].上海:华东师范大学出版社,2001.序1、序14、4、97.
[5]乔伊·帕尔默.教育究竟是什么——100位思想家论教育[M].北京:北京大学出版社,2008. 668.
[7]Elias,John L. Paulo Freire:Pedagogy of Liberation[M].Cambridge:Westview,1994. 42.
[9] Henry A. Giroux. Public Pedagogy and the Politics of Resistance:Notes on a Critical Theory of Educational Struggle[J].Educational Philosophy and Theory,2003,(1).
[11]刘潇璘.亨利·吉鲁的教师观研究[D].济南:山东师范大学,2012.
[13] Henry A. Giroux,Peter McLaren. Between Border,Pedagogy and the Politics of Cultural Studies[M]. New York and London:Routledge,1994. 52.
[14]奥兹门,克莱威尔.教育的哲学基础[M].北京:中国轻工业出版社,2006. 341.
[15][17][19][22]保罗·弗莱雷.十封信[M].南京:江苏人民出版社,2006. 107、115、29、4.
[16]建捷.安南强调“教育是实现全球和平的关键所在”[J].外国教育资料,1997,(4).
[20][26]费尔南多·萨瓦特尔.哲学的邀请——人生的追问[M].北京:北京大学出版社,2007. 56、60.
[23]董毓.批判性思维原理和方法——走向新的认知和实践[M].北京:高等教育出版社,2010. 67.
[24]Freire. Conscientization[A]. Freire The Goal Is Liberation[M].Geneva:United Council of Churches,1974. 2.
[25] Henry A. Giroux. The Politics of Dismagination and Pathologies of Power[EB/OL]. http://truthout.org,2013-03-13.
[27]亨利·A.吉鲁.教育中的理论与抵制[M].北京:教育科学出版社,2016.序1.
[28]卡洛斯·阿尔伯托·托里斯.教育、权力与个人经历:当代西方批判教育家访谈录[M].济南:山东教育出版社,2013. 110.
[29]亨利·A.吉鲁.教育与公共价值的危机[M].北京:中国人民大学出版社,2011. 68.