Paulo Freire批判解放導向的課程觀點及其啟示

Paulo Freire's Critical Curricular Approach for Liberation: Perspectives and Implications

10.6384/CIQ.200510.0057

湯仁燕(Ren-Yen Tang)

保羅．弗雷勒 ； 批判教學論 ； 課程理論 ； Paulo Freire ； critical pedagogy ； curricular theory

課程與教學

8卷4期（2005 / 10 / 01）

57 - 76

繁體中文

課程的哲學思維，是課程發展與實踐的重要根據，不同的課程思考典範，提供我們多元的取徑和觀點，來探究課程問題，藉以對課程有更整全的瞭解。本文深究Freire批判解放導向的課程觀點與啟示，藉以開啟觀看課程的另類視野，思考課程探究與實踐的更大可能性。透過Freire的主要著作及相闗文獻的分析，本文首先檢視Freire在知識假定與課程知識的哲學思維與立場，作為解析其課程觀點的基礎；其次從解構政治性的課程本質、彰顯可能性的課程論述、開展批判性的課程意識、建構提問式的課程內涵、導向解放性的課程實踐等層面，析論其批判教學論所蘊涵的課程本質、課程論述、課程目標、課程內容及課程實踐等主要觀點和內涵；最後，從Freire課程觀點中的批判性、對話性、與實踐性三個核心特質，提出其對課程探究、教師角色、與課程實踐的啟示。

Based on the ideas of Freire's critical pedagogy and liberating education, this article attempts to explore Freire's critical curricular approach for liberation and its implications. Firstly, the author examines the philosophy of Freire's epistemology and the hypothesis of curricular knowledge. For Freire, knowing, as a praxis, is a process of becoming and transformation through critical dialogue. Curricular knowledge is constructed, forged within particular social and political formations, and is always grounded in human practice. Secondly, building upon Freire' theory of knowledge, the author probes into Freire's curricular perspectives from five aspects, which are: (1) curricular nature of politics; (2) curricular discourse of possibility; (3) curricular aim for critical consciousness; (4) curricular content composed of problem-posing; (5) curricular praxis for liberation. Finally, according to the main feature of Freire's liberating curricular perspectives, which is critical, dialogical, and praxical, the author provides implications for curricular inquiry, teacher's role, and curricular practice.

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