Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/11627
Title: Freire對話行動理論的主體觀點及五個規準
Other Titles: Educational Implications of Paulo Freire’s Theory of Dialogic Action Based on a Subjective Perspective and Five Criteria
Authors: 蘇鈺楠
Yu-Nan Su
Issue Date: Jun-2014
Publisher: 國立臺灣師範大學
National Taiwan Normal University
Abstract: 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。
Under a hegemonic structure, critical pedagogy creates the dynamic cultures concept. The interaction of mutual relationships is believed to produce energy, and thereby promote structuralevolution 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.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/11627
Other Identifiers: 3141C541-9D81-C230-07D9-B24A6627C169
Appears in Collections:教育科學研究期刊

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