根據圖書館查詢的結果,一種在中南美洲與北美洲產生的批判教育學,也就是以包婁•傳瑞雷為發起人的激進教育主張,在台灣鮮少有引介、評論的文字出現。這種社會情境裡隱含著諱言的系統,因此在設法做正面引介之前,必須(根據批判教育學本身的理念)直接以問題陳顯的方式來談本地教育環境和批判教育學之間所以互相杆格不入的可能原因。傳瑞雷的教育理想是要把教育和文化政治等同,而這種主張和本地教育圈中諱言政治的文化氣氛恰成鮮明的對比。為了打開「諱」的僵局,傅瑞雷所倡議的問題陳顯方法在此做了一次例示。文中提到注音符號作為標注國音的符號系統,是文化政治在教育系統中現身的更細微的例子。
A result of library search indicates that the Freirean Critical Pedagogy is almost non-existent in Taiwan. The culture of silence became first of all an issue before introducing Freire and the North American critical pedagogy. The author discusses a few basic conceptions developed by Freire, Giroux, McLaren on the one hand and tries on the other hand to conscientize a self-knowledge about the absence of cultural-political discourse in Taiwan. An example of problem-posing method is supplied on how the use of the phonetic symbol system (zhu-in-fu-hao) in literacy education is a serious problem of cultural politics.