以Freire對話行動理論觀點對教育改革之批判與省思

The Critiques and Reflections on Educational Reform by Freire's Theories of Dialogical Action

梁金都(Chin-Tu Liang)

《教育科學期刊》 8卷2期 (2009/12) Pp. 21-35

https://doi.org/10.6388/JES.200912.0021

摘要

本文試圖以Freire 的對話行動理論爲架構，對《教育改革總諮議報告書》、九年一貫課程、多元入學方案、大學教育數量急遽增加等教育改革議題，進行批判與省思。最後提出省思層面包含：重視師生互爲主體的真誠對話，以及相互融爲一體，以引發合作迎向有效的革新；教育領導者應與師生共同的聯合，經由「去意識型態化」之意識醒悟，以進行根本的文化改造工程；從「對話」的歷程中，將民眾組織起來，凝聚眾人的共識，並在大家共同意志下形成「自由生成的權威」，落實改革方案；「和學生一起學習」，傾聽其深層的吶喊，並穿越文化侵略的障礙，以相互支持的「文化統合」改革路線，讓革新能跨越差異而更加精鍊，進行真正的教育改革。

關鍵字

對話 ； 對話行動理論 ； 教育改革

並列摘要

This study tried to criticize and reflect issues of educational reform by Freire's theories dialogical action-”Final Report of Council on Education Reform”, ”Grade 1-9 Curriculum”, ”Multiple Entrance Program”, and ”University Explosion”. Reflections were offered as follows: First, emphasis was put on an intersubjective, sincere dialogue between teachers and students as a whole for eliciting cooperation to reform effectively. Second, educational leaders should dedicate themselves to unity between teachers and students in order to engage in cultural reconstruction through awakening awareness of de-ideologizing. Third, people were organized, and their common consensus was agglomerated in the process of dialogue to form ”freedom-become-authority” under the consensus to put educational reform into practice. Finally, learning with students to listen attentively to their deep thoughts and surmounting the obstacles of cultural invasion allowed the reform to pass the differences for further turning out to be refined to achieve the real educational reform by reformative ways of mutually supportive cultural synthesis.

並列關鍵字

Dialogue ； Theories of Dialogical Action ； Educational Reform

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