paulofreire意识觉醒历程观的回应—发展学生批判意识的教学方法.pdfVIP

教育實踐與研究 研究筆記 第 28 卷第 2 期，149-180 ，2015 年 12月 Paulo Freire 意識覺醒歷程觀的回應— 發展學生批判意識的教學方法 ∗ 施宜煌 意識覺醒（ conscientização ）是Paulo Freire （1921-1997）教育理論的核心 觀點，欲瞭解 Freire的意識覺醒理念，有必要分析意識覺醒的歷程。然意識覺 醒與壓迫二者關係密切，故欲分析意識覺醒歷程前必先瞭解 Freire 對壓迫關係 的分析，方能契入「壓迫」的真正意涵。 Freire 對「壓迫」關係的分析，源自 G. W. F. Hegel意識辯證論與 K. Marx壓迫論的啟示。準此，本文透過哲學的文 獻分析與理論詮釋的方式，首先探源 Freire 分析壓迫關係的源頭；其次，分析 Freire意識覺醒歷程觀，冀盼以此探思為基礎回應發展學生批判意識的教學方 法。探思之後，這些教學方法分別為：(1)引導學生意識到我自身是自由的； (2)引導學生意識到意識形態神話的本質；(3)教師必須體認學生是具有意識的 個體；( 4)師生皆為教學活動的認知主體；(5)教師實踐提問與對話的教學；(6) 誘發學生產生反省與行動結合的批判意識。 關鍵詞：批判意識、神奇意識、素樸意識、意識覺醒、 Paulo Freire ∗施宜煌：經國管理暨健康學院幼兒保育系助理教授（通訊作者：shih262@ ） - 149 - 教育實踐與研究 研究筆記 第 28 卷第 2 期，149-180 ，2015 年 12月 A Response to the Perspective of Paulo Freire’s Process of Conscientização: Teaching Methods for Developing Students’ Critical Consciousness Yi-Huang Shih∗ The idea of conscientização is the core concept in Paulo Freire’s theory of education, and in order to understand the idea of conscientização, its process must be first explored. As there is a close relationship between conscientização and oppression, this study explores the analysis of oppression from Freire’s perspective to better understand conscientização. Freire’s analysis of oppression is based on Hegel’s “dialectic of the lord and bondsman” and Marx’s “analysis of oppression.” For this reason, philosophical literature analysis and theoretical hermeneutics analysis are used. This study first analyzes the origin of Freire’s analysis of oppression an