| 孙刚成,拓丹丹.教育的解放及其实现——弗莱雷《被压迫者教育学》的当代诠释[J].陕西学前师范学院学报,2017,33(11):34-39 |
| 教育的解放及其实现——弗莱雷《被压迫者教育学》的当代诠释 |
| The Liberation of Education and Its Realization—The Contemporary Interpretation of Pedagogy of the Oppressed by Paulo Freire |
| 投稿时间：2017-06-08 修订日期：2017-06-22 |
| DOI：10.11995/j.issn.2095-770X.2017.11.008 |
| 中文关键词: 被压迫者教育学 对话教育 解放教育 幸福教育 精神自由 |
| 英文关键词: the oppressed pedagogy dialogue education the liberation of education happiness education the freedom of spirit |
| 基金项目:陕西省重大招标课题（ZDKT1615）；陕西省高水平大学建设专项资金资助项目（2015SXTS01） |
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| 中文摘要: |
| 灌输与强制服从的教育是一种“压迫教育”或“奴化教育”，这种教育扼杀了人的创造性思维，逐步把人引向思维定势，无法适应以创新为核心的未来社会发展。为此，以弗莱雷为首的“被压迫者教育学”理念倡导者开始倡导教育的革命与人的解放，形成了以反对灌输为主的知识传递方式和提倡以对话为主旨的教育形式为核心的基本理论。以此为启发，提出通过实现人性化追求人的解放与超越的教育变革选择，认清受教育者的解放与教育者的解放的和谐统一，去追求基于批判性思维重建的自我实现，可以导向对教育的真正解放和人类创造能力喷发与幸福感激增的理想状态 |
| 英文摘要: |
| The infusion and compulsory obedience in education kill people's creative thinking and gradually make people inflexible mind-set, which cannot adapt to the highly developed society. Therefore, Freire and his followers advocated the education revolution of the liberation, which mainly is to against the indoctrination of the knowledge and promote the form of teaching-learning communication theory. This paper studied the way of implementing the liberation and reform strategies, to realize the harmony and unity between the students and educators, to pursue the reconstruction of self-realization. |
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