1. NCCU Academic Hub
  2. 學術產出
  3. College of Education
  4. Theses
  5. Item

學術產出-Theses

Article View/Open

Publication Export

Google ScholarTM

政大圖書館

Citation Infomation

  • No doi shows Citation Infomation
題名 Paulo Freire批判意識概念重建及其在社區大學實踐經驗之研究
作者 李天健
貢獻者 馮朝霖
李天健
關鍵詞 弗雷勒
批判意識
自覺
整體性
界限處境
越界行動
社區大學
知識解放
Paulo Freire
critical consciousness
self-awareness
totality
limit-situations
limit-acts
community university
emancipation of knowledge
日期 2006
上傳時間 17-Sep-2009 15:06:25 (UTC+8)
摘要 本研究旨在重建弗雷勒的批判意識概念，重建工作計有四個部份，六項步驟。首先是問題意識之釐析，藉由整理國內外學界關於弗雷勒思想的反省與爭議，指出弗雷勒思想的既有侷限與問題，以說明重建之必要與方向。第二部份則依據「人—世界」關係取向之詮釋框架，將弗雷勒批判意識概念，重建為三個基本向度：1.以批判性的自我覺察為前提，2.對於存在處境的整體性反思，3.超越界限處境以朝向人性化的越界行動。第三部份的兩項步驟，則分別藉助世界現象學、哲學詮釋學和批判理論、女性主義等當代主要哲學、社會、政治思想，來釐清並豐富這個概念架構所涉及的思想內涵，建立起一個更能處理當代核心問題的概念架構。第四部份亦分為兩項步驟，首先以此重建後的概念架構，反思台灣社區大學運動之知識解放理念，並透過一門課程的實踐經驗，詳細解析有助於學習者發展批判意識之課程結構、教材選擇以及教學方法；第二項步驟則是將批判意識概念三個基本向度，及其重建後的概念內涵，融入於「聆聽」這個人與自身以及世界的批判性互動，以提供一個發展批判意識的一般性實踐方案，如此方能從社大辦學整體的層次，探究有哪些重要的學習經驗，有助於學習者與自己以及與世界的關係的連結與深化，以說明就社大辦學的整體而言，其批判意識之實踐的方向與可能性。
This study is aiming at the reconstruction of Freire’s idea of critical consciousness. There have been four parts and six steps in this reconstruction. In the first part, some fundamental limitations of Freire’s thought have been identified, and the need of this reconstruction work and its orientation are thereby clarified. In the next, Freire’s idea of critical consciousness is reconstructed as three basic dimensions based on the framework of human-world relation as follows: 1. presupposed with critical self-awareness. 2. reflection of the totality of the existing situations. 3. limit-actions to transcend the limit-situations in order toward humanization. In the third part, there are two steps to discuss contemporary philosophical, political and social thought, such as the phenomenology of world, philosophical hermeneutics, critical theory and feminism, for the clarification of the meaning involved in this reconstructed framework of critical consciousness. The last part also has two steps. At first, the dispute regarding the fundamental spirit of Taiwan’s community university movement--emancipation of knowledge, is reviewed and settled via the reconstructed framework of critical consciousness. Based on this review, the practice of a curriculum--“Taiwan’s colonial experiences during Japan period”, is analyzed to demonstrate the principle and method for the design of curriculum, the selection and organization of teaching material, and the teaching method for the learner to develop critical consciousness. At last, the three basic dimensions of critical consciousness are combined into a critical way of human-world interaction—listening, as a general guideline for the practice in the community university. According to this general guideline, there are some learning experiences which are helpful to foster learner’s critical consciousness and can be created in all curriculum and learning activity. Therefore, it is possible for the community university to develop the critical consciousness in all their practices and this reconstruction work has provided clear elucidation.
參考文獻 西文文獻
Benhabib, Seyla (1986). Critique, norm, and utopia: A study of the foundations of critical theory. New York: Columbia University Press.
Benhabib, Seyla (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. Cambridge: Polity Press; Oxford: Blackwell Publishers.
Benhabib, Seyla (1994a). In defense of universalism--yet again! A response to critics of Situating the Self. New German Critique, 94, 173-189.
Benhabib, Seyla (et al.)(1994b). Feminist contentions: A philosophical exchange. New York: Routledge.
Benhabib, Seyla and Dallmayr, Fred R. (Ed.) (1990). The Communicative ethics controversy. Cambridge, Mass.: MIT Press.
Berger, Peter L. (1974). “Consciousness raising” and the vicissitudes of policy. In Pyramids of sacrifice: Political ethics and social change. 111-132. New York: Basic Books.
Bernstein, Richard J. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Oxford: B. Blackwell.
Canaday, Margot (2003). Promising alliances: The critical feminist theory of Nancy Fraser and Seyla Benhabib. Feminist review, 74, 50-69.
Dallmayr, Fred R. (1984). Polis and praxis: Exercises in contemporary political theory. Cambridge, Mass.: MIT Press.
Dunn, Edgar Streeter (1971). Economic and social development: A process of social learning. Baltimore, Johns Hopkins University Press.
Ellsworth, Elizabeth (1989). Why doesn’t this feel empowering? Working through the repressive Myths of Critical Pedagogy. Harvard educational review, 59:3, 297-324.
Facundo, Blanca (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation. from www.uow.edu.au/arts/sts/bmartin/dissent/documents/facundo/
Fraser, Nancy (1986). Toward a discourse ethic of solidarity. Praxis International, 5:4, 425-429.
Fraser, Nancy (1995). What’s critical about critical theory. Ch. 1 of Feminists read Habermas: Gendering the subject of discourse. Meehan, Johanna (Ed.) New York: Routledge.
Fraser, Nancy (1997). Justice interruptus: Critical reflections on the ‘Postsocialist’ condition. New York: Routledge.
Fraser, Nancy (1995). False antithesis: A response to Seyla Benhabib and Judith Butler. Ch. 3 of Feminist contentions: A philosophical exchange. Seyla Benhabib（et al.） New York: Routledge.
Freire, Paulo (1973). Education for critical consciousness. New York, Seabury Press.
Freire, Paulo (1978). Pedagogy in process: The letters to Guinea-Bissau. translated by Carman St. John Hunter New York: Seabury Press.
Freire, Paulo (1985). The politics of education: Culture, power and liberation. Basingstoke: Macmillan.
Freire, Paulo (1993). Pedagogy of the city. NY: Continuum.
Freire, Paulo (1994). Pedagogy of hope: Reliving Pedagogy of the oppressed. New York : Continuum
Freire, Paulo (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, Md.: Rowman & Littlefield Publishers.
Freire, Paulo (1970/1993). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New Revised 20-th Aniversary Edition. New York: Continuum.
Gadamer, Hans Georg (1995) Truth and method. second, revised edition, (translation revised by Joel Weinsheimer and Donald G. Marshall, with Afterword by H.G. Gadamer) New York: Continuum.
Gadotti, Moacir (1994). Reading Paulo Freire: His life and work. NY: State University of New York.
Greene, Maxine (1995). Releasing the imagination. San Francisco: Jossey-Bass.
Guignon, Charles (1984). Heidegger’s ‘authenticity’ revisited. Review of Metaphysics, 38:2, 321-339.
Habermas, Jürgen (1971). Knowledge and human interests. Cambridge: Polity Press.
Habermas, Jurgen (1979). Consciousness raising or redemptive criticism. New German Critique,17, 30-60.
Habermas, Jürgen (1982). Reply to my critics, in J. Thompson and D Held (eds.), Habermas: Critical Deabates. 219-283. Cambridge, Massachusetts: MIT Press.
Habermas, Jurgen (1986). A review of Gadamer’s Truth and Method. In Hermeneutics and modern philosophy. 243-276. Brice R. Wachterhauser (Ed.) Albany, NY: State University of New York Press.
Habermas, Jürgen (1987a). The theory of communicative action. Volume 1. translated by Thomas McCarthy. Boston: Beacon Press.
Habermas, Jürgen (1987b). The philosophical discourse of modernity: Twelve lectures. Cambridge, Mass.: MIT Press.
Habermas, Jürgen (1989). The theory of communicative action. Volume 2. translated by Thomas McCarthy. Boston: Beacon Press.
Habermas, Jürgen (1990). Moral consciousness and communicative action. Cambridge, Mass.: MIT Press.
Habermas, Jürgen (2001). On the pragmatics of social interaction: Preliminary studies in the theory of communicative action. Cambridge, Mass.: MIT Press.
Harasim, Linda M. (1983). Literacy and national reconstruction in Guinea-Bissau: A critique of the Freirean literacy compaign. Ph D. dissertation, OISE-University of Toronto.
Heidegger, Martin (1962). Being and time. Oxford, U.K.; Malden, Mass.: Blackwell.
Heidegger, Martin (1997). Introduction to metaphysics. New Haven, Conn.: Yale University Press.
Heidegger, Martin (1998). Pathmarks. Cambridge [England]; New York: Cambridge University Press.
Hekman, Susan J. (1986). Hermeneutics and the sociology of knowledge. Notre Dame, Ind.: University of Notre Dame Press.
Held, Klaus (1996). Authentic existence and the political world. Research in Phenomenology, v26, 38-53.
Johnson, Greg (2002). The Situated Self And Utopian Thinking. Hypatia, 17:3, 20-44
Jones, S. J. (1998). Subjectivity and class consciousness: The development of class identity. Journal of Adult Development, 5:3, 145.
Joós, Ernest (1991). Dialogue with Heidegger on values: Ethics for times of crisis. New York: P. Lang.
Kögler, Hans-Herbert (1996). The power of dialogue: Critical hermeneutics after Gadamer and Foucault. Cambridge, Mass.: MIT Press.
Kohli, Wendy (ed.) (1995). Critical conversations in philosophy of education. New York : Routledge.
Kompridis, Nikolas (1999). Heidegger’s Challenge and the Future of Critical Theory. Ch. 4 of Habermas: A Critical Reader. Peter Dews (Ed.) Oxford, U.K.; Malden, Mass.: Blackwell.
Kuhn, Thomas S. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press.
Laclau, Ernesto & Mouffe, Chantal (2000). Hegemony and socialist strategy. Wien [Austria]: Passagen Verlag.
Lafont, Cristina (2000). Heidegger, language, and world-disclosure. Cambridge, U.K.: New York: Cambridge University Press.
Lowith, Karl (1993). My last meeting with Heidegger in Rome. Ch. 7 of The Heidegger controversy: a critical reader. Cambridge, Mass: MIT Press.
Lukacs, Gyorgy (1971). History and class consciousness: Studies in Marxist dialectics. Cambridge, Mass.: MIT Press.
Lukes, Steven (1974). Power: A radical view. London; New York: Macmillan.
Macedo, Donaldo (1993). Dialogue with Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) London; New York: Routledge.
Mayo, Peter (1993). When does it work? Freire’s pedagogy in context. Studies in the Education of Adults, 25:1, 11-30.
Meehan, Johanna (Ed.)(1995). Feminists read Habermas: Gendering the subject of discourse. New York: Routledge.
Mezirow, Jack (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mills, C. Wright (2000). The sociological imagination. Oxford [England]; New York: Oxford University Press.
Morrow, Raymond Allen ＆ Torres, Carlos Alberto (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York: Teachers College Press.
Horton, Myles and Freire, Paulo (1990). We make the road by walking: Conversations on education and social change. edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press.
Olafson, Frederick A. (1998). Heidegger and the ground of ethics: A study of Mitsein. Cambridge, U.K.; New York: Cambridge University Press.
Ashworth, Peter D. (1997). The Meaning of Participation. Journal of Phenomenological Psychology. 28:1.
Ricoeur, Paul (1981). Hermeneutics and the Critique of ideology. Chapter 2 of Hermeneutics and the Human Sciences. Ed. and trans. J. B. Thompson Cambridge: Cambridge University Press.
Ricoeur, Paul (1991). From text to action: Essays in hermeneutics Ⅱ. Evanston, Ill.: Northwestern University Press.
Robert, Peter (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, Conn.: Bergin & Garvey.
Schmidt, Dennis (1988). The ubiquity of the finite: Hegel, Heidegger, and the entitlements of philosophy. Cambridge, Mass.: MIT Press.
Schugurensky, Daniel (1998). The legacy of Paulo Freire: A critical review of his contribution. Convergence, 31, 17-28.
Schürmann, Reiner (1990). Heidegger on being and acting: From principles to anarchy. Bloomington: Indiana University Press.
Shor, I. & Freire, Paulo (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garvey.
Smith, William (1976). The meaning of conscientizacao: The goal of Paulo Freire’s pedagogy. Amherst, MA: Center for International Education.
Taylor, Charles (2006). Engaged Agency and Background. Ch. 12 of The Cambridge Companion to Heidegger. Charles Guignon (Ed.) 北京：新知三聯書店。
Taylor, Paul V. (1993). The texts of Paulo Freire. Buckingham: Open University.
Torres, Carlos Alberto (1993). From the Pedagogy of the Oppressed to a Luta Continua: The political pedagogy of Paulo Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) 119-145. London; New York: Routledge.
Villa, Dana Richard (1996). Arendt and Heidegger: The fate of the political. Princeton, N.J.: Princeton University Press.
Vogel, Lawrence (1994). The fragile "we": Ethical implications of Heidegger`s Being and Time. Evanston, Ill.: Northwestern University Press.
Walker, J. (1980). The end of dialogue: Paulo Freire on politics and education. In Literacy and revolution: The pedagogy of Paulo Freire. R. Mackie (Ed.) 120-150. London; Pluto Press.
Warnke, Georgia (1992). Justice and interpretation. Cambridge, UK: Polity Press.
Warnke, Georgia (1994). Hermeneutics, tradition, and the standpoint of women. Ch.12 of Hermeneutics and truth. Evanston, Ill.: Northwestern University Press.
Weiler, Kathleen (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review 61:4, 449-474.
White, Stephen K. (1987). Hermeneutics and the sociology of knowledge. The journal of politics. 49, 909-911.
White, Stephen K. (1988). The recent work of Jürgen Habermas: Reason, justice, and modernity. Cambridge; New York: Cambridge University Press.
White, Stephen K. (1991). Political theory and postmodernism. Cambridge [England]; New York: Cambridge University Press.
Wolin, Richard (1990). The politics of being: the political thought of Martin Heidegger. New York: Columbia University Press.
Young, Iris Marion (1990) Justice and the politics of difference. Princeton University Press, Princeton, NJ.
Young, Iris Marion (1994). Comments on Seyla Benhabib, Situating the Self. New German Critique, 62, 165-173.
Young, Iris Marion (1997). Intersecting Voices. Princeton, N.J.: Princeton University Press.
Young, Iris Marion (2006). Education in the Context of Structural Injustice: A symposium response. Educational Philosophy and Theory, 38:1, 93-103.
中文文獻
王秋絨（1988）。包魯‧弗雷勒的對話教育思想評析。社會教育學刊，17，147-172。
王秋絨（譯）（1989）。J. L. Elias & S. Marriam著。激進的成人教育之歷史淵源與弗雷勒（Paulo Freire）的意識化理論。社教雙月刊，32，31-47。
王秋絨（1990）。Freire批判的成人教學模式研究。國立臺灣師範大學教育研究所博士論文，未出版，臺北市。
王琢（2004）。想像力論─大江健三郎的小說方法。上海：上海文化出版社。
王慧蘭（2006）。批判教育學：反壓迫的民主教育論述和多元實踐。批判教育學：臺灣的探索（李錦旭，王慧蘭主編），第三章。台北市：心理。
弗雷勒（Paulo Freire）（2003）。受壓迫者教育學。方永泉（譯）台北：巨流。
朱元鴻（2000）。這雙腳所經驗的階層：審美語言分析。我們活在不同的世界：社會學框作筆記，第六章。台北市：唐山。
何青蓉（2004）。邂逅《受壓迫者教育學》：「文化視窗課程」教學實踐的初步省思。論文發表於「2004年社區大學學術研討會：知識解放與學習革命」，宜蘭。
伽達瑪（Gademer, Hans-Ceorg）（1993）。眞理與方法Ⅰ：哲學詮釋學的基本特徵。洪漢鼎（譯）。臺北市：時報文化。
伽達瑪（Gademer, Hans-Ceorg）（1995）。眞理與方法Ⅱ：補充和索引。洪漢鼎（譯）。臺北市：時報文化。
吳怡歆（2005）。Paulo Freire「意識覺醒」觀對我國課程改革之啟示。碩士論文，國立臺北教育大學課程與教學研究所。
吳建興（2001）。Empowerment理論的實踐及反思－－以九年一貫教育改革能力教育教師工作坊為例。世新大學社會發展研究所碩士論文，未出版，台北。
呂迪格爾‧薩弗蘭斯基（Safranski, Riidiger）（1999）。海德格爾傳。靳希平（譯）。北京：商務印書館。
李丁讚（2004）。公共領域中的親密關係—對新港和大溪兩個造街個案的探討。公共領域在臺灣 : 困境與契機。李丁讚（主編）。臺北縣新店市：桂冠。
李天健（1997）。當青春筆記染成血腥悲劇：新竹少年虐殺事件調查報告。人本教育札記，101，62-69。
李天健（2007）。成人教育的創造力發展：一個轉化學習理論觀點的初構。論文發表於「2007年第五屆創新與創造力研討會」，台北。
李永薇（2003）。Paulo Freire對話教學論及其轉化。慈濟大學教育研究所碩士論文，未出版，台北。
李奉儒（2006）。Paulo Freire批判教學論的探索與反思。批判教育學：臺灣的探索（李錦旭，王慧蘭主編），第四章。台北市：心理。
汪文聖（1998）。從現象學意義的探源到世界的理解--克勞斯．黑爾德(Klaus Held)教授思想介紹。當代，133，77-85。
汪文聖（2002）。自我超越與生死問題間的弔詭性--胡塞爾與海德格對生死問題論述之比較。國立政治大學哲學學報，9，99-129。
汪文聖（2004）。亞里斯多德與海德格論存有的「剝奪」與「復原」--「疾病」與「療癒」的現象學意義溯源。揭諦，6，1-30。
汪文聖（2006）。生活世界中信度、效度與價值的可能性條件：對精神病學方法的哲學性反思。應用心理研究，29，101-129。
周育賢（1998）。意識覺醒相關概念對成人教育的啟示；從弗雷勒思想出發的探討。國立中正大學成人及繼續教育研究所碩士論文，未出版，台北。
周明泉（2004a）。伽達瑪「哲學詮釋」與哈伯瑪斯「批判理論」的論戰--從「真理與方法」開展的論諍。當代，79=197，14-33。
周明泉（2004b）。伽達瑪與哈伯瑪斯論辯「詮釋學普遍性」之對比分析。當代，82=200，76-97。
彼得‧比格爾（Peter Burger）（2002）先鋒派理論。高建平（譯）。北京市：商務印書館。
林孝信（2002）。成人教育傳統中的知識解放。衝撞集Ⅰ：知識解放質疑專號。板橋社區大學：台北縣。
林昱貞（2002）。批判教育學在臺灣：發展與困境。教育研究集刊，48：4，1-25。
林遠澤（2003）。意義理解與行動的規範性--試論對話倫理學的基本理念、形成與限度。人文及社會科學集刊，15：3，401-429。
思南（2004）。走在一起：可能的鄉村運動──世界社會論壇印度行之一。南方電子報，2004.05.28。
施宜煌（2005）。弗雷勒意識覺醒理論及其德育蘊義。博士論文，國立臺灣師範大學教育學系。
洪玉君（2004）。Freire與Noddings對話教學論及教師圖像之探究。碩士論文，國立中正大學教育研究所。
洪雪玲（2005）。國中國文教師課程批判意識之研究—以Paulo Freire批判教學論為基礎。碩士論文，國立中正大學教育研究所。
馬克思、恩格斯（1995）馬克思恩格斯選集：第一卷。北京：人民出版社。
張盈堃（2001）。性別與教育：批判教育學觀點。臺北市：師大書苑。
張錦華（2005）。多元文化課程如何深化結構性的批判意識。中華傳播學刊，7，17-29。
陸敬忠（2002）。「此有之為在世存有」中之辯證性張力：海德格「存有與時間」核心思想脈絡綜觀下之具體主體性初探。中原學報，30：4，531-550。
陸敬忠（2002）。伽達瑪哲學詮釋學之原理--理解之歷史性與詮釋學循環。國立臺灣大學哲學論評，25，頁211-260。
陸敬忠（2004）。海德格「基本存有學」與哲學詮釋學之緣起：「存有與時間」思路對高達美哲思啟始之效應歷史。中原學報，32：4，667-690。
湯仁燕（2003）。Paulo Freire對話教學理念與實踐之研究。國立臺灣師範大學教育研究所博士論文，未出版，台北。
黃武雄（1994）。童年與解放。人本教育基金會發行：台北。
黃武雄（2003）。學校在窗外。左岸：台北。
黃柏叡（2003）。潛在課程研究與批判意識的實踐。初等教育學報，16，143-160。
黃泰山（2002）。知識解放的兩條路線。衝撞集Ⅰ：知識解放質疑專號。板橋社區大學：台北縣。
黑爾德 (Held, Klaus)（2004）。世界現象學。孫周興等（譯）。臺北縣新店市：左岸文化出版。
楊雅婷（2005）。Paulo Freire解放教育學內涵及對台灣九年一貫課程改革之啟示。碩士論文，國立彰化師範大學教育研究所。
溫淳雅（2001）。Paulo Freire理論在台灣教育改革中的實驗研究——以W中學「教師工作坊」為例。世新大學社會發展研究所碩士論文，未出版，台北。
鄒皙（2004a）。「歷史性原則」與「意識形態」批判作為「理解策略」進路之論辯--伽達瑪與哈伯瑪斯在傳統問題上的歧見。當代，79=197，34-53。
鄒皙（2004b）。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -上-。當代，80=198，54-64。
鄒皙（2004c）。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -下-。當代，81=199，60-69。
劉韻竹(民94)。弗雷勒(Paulo Freire)的對話教學理論在博物館中的意涵。碩士論文，臺南藝術學院博物館學研究所。
蔡建福（1999）。從激進主義的觀點論臺灣鄉村社區的壓迫結構。聯合學報，16，95-102。
藍惠寧（1998）。保羅‧弗雷勒(Paulo Freire)解放教育(哲)學之研究。國立中央大學/哲學研究所/碩士論文，未出版，台北。
描述 博士
國立政治大學
教育研究所
90152501
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0901525011
資料類型 thesis
dc.contributor.advisor 馮朝霖zh_TW
dc.contributor.author (Authors) 李天健zh_TW
dc.creator (作者) 李天健zh_TW
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 15:06:25 (UTC+8)-
dc.date.available 17-Sep-2009 15:06:25 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 15:06:25 (UTC+8)-
dc.identifier (Other Identifiers) G0901525011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33019-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 90152501zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究旨在重建弗雷勒的批判意識概念，重建工作計有四個部份，六項步驟。首先是問題意識之釐析，藉由整理國內外學界關於弗雷勒思想的反省與爭議，指出弗雷勒思想的既有侷限與問題，以說明重建之必要與方向。第二部份則依據「人—世界」關係取向之詮釋框架，將弗雷勒批判意識概念，重建為三個基本向度：1.以批判性的自我覺察為前提，2.對於存在處境的整體性反思，3.超越界限處境以朝向人性化的越界行動。第三部份的兩項步驟，則分別藉助世界現象學、哲學詮釋學和批判理論、女性主義等當代主要哲學、社會、政治思想，來釐清並豐富這個概念架構所涉及的思想內涵，建立起一個更能處理當代核心問題的概念架構。第四部份亦分為兩項步驟，首先以此重建後的概念架構，反思台灣社區大學運動之知識解放理念，並透過一門課程的實踐經驗，詳細解析有助於學習者發展批判意識之課程結構、教材選擇以及教學方法；第二項步驟則是將批判意識概念三個基本向度，及其重建後的概念內涵，融入於「聆聽」這個人與自身以及世界的批判性互動，以提供一個發展批判意識的一般性實踐方案，如此方能從社大辦學整體的層次，探究有哪些重要的學習經驗，有助於學習者與自己以及與世界的關係的連結與深化，以說明就社大辦學的整體而言，其批判意識之實踐的方向與可能性。zh_TW
dc.description.abstract (摘要) This study is aiming at the reconstruction of Freire’s idea of critical consciousness. There have been four parts and six steps in this reconstruction. In the first part, some fundamental limitations of Freire’s thought have been identified, and the need of this reconstruction work and its orientation are thereby clarified. In the next, Freire’s idea of critical consciousness is reconstructed as three basic dimensions based on the framework of human-world relation as follows: 1. presupposed with critical self-awareness. 2. reflection of the totality of the existing situations. 3. limit-actions to transcend the limit-situations in order toward humanization. In the third part, there are two steps to discuss contemporary philosophical, political and social thought, such as the phenomenology of world, philosophical hermeneutics, critical theory and feminism, for the clarification of the meaning involved in this reconstructed framework of critical consciousness. The last part also has two steps. At first, the dispute regarding the fundamental spirit of Taiwan’s community university movement--emancipation of knowledge, is reviewed and settled via the reconstructed framework of critical consciousness. Based on this review, the practice of a curriculum--“Taiwan’s colonial experiences during Japan period”, is analyzed to demonstrate the principle and method for the design of curriculum, the selection and organization of teaching material, and the teaching method for the learner to develop critical consciousness. At last, the three basic dimensions of critical consciousness are combined into a critical way of human-world interaction—listening, as a general guideline for the practice in the community university. According to this general guideline, there are some learning experiences which are helpful to foster learner’s critical consciousness and can be created in all curriculum and learning activity. Therefore, it is possible for the community university to develop the critical consciousness in all their practices and this reconstruction work has provided clear elucidation.en_US
dc.description.tableofcontents 第一章 緒論 3
第一節 前言 3
第二節 台灣的弗雷勒研究現況 6
第三節 國外學界的理論反省與爭議 9
第一項 批判意識與意識化概念上的混淆 9
第二項 來自差異的挑戰 10
第四節 「人與世界」關係取向的重建 15
第二章 弗雷勒批判意識概念的三個基本向度 22
第一節 弗雷勒思想的社會脈絡與歷史經驗 22
第一項 拉丁美洲時期 22
第二項 非洲時期 24
第三項 回返巴西：1980～1997 25
第二節 批判意識概念的三個基本向度 26
第一項 以對自身存在方式的批判性覺察為前提 28
第二項 對於存在處境的整體性反思 30
第三項 超越界限處境以朝向人性化存在的越界行動 31
第三節 自覺經驗的構成條件與歷程 33
第一項 一位社大學員的自覺經驗 33
第二項 自覺經驗的三項構成條件 35
第三項 大江健三郎的童年回憶 37
第四項 Pam的階級自覺經驗 39
第四節 小結 41
第三章 世界的揭顯與有限性體驗 43
第一節 人與世界的關係 43
第二節 非課題性的世界揭顯 45
第三節 「在真理中」vs.「在非真理中」 50
第四節 本真的此在 55
第五節 驚奇體驗的有限性與創始性 58
第六節 契機的歷史性與未來性 64
第四章 詮釋意識與溝通理性 68
第一節 社大課堂中的歷史經驗 70
第二節 理解的歷史性與詮釋循環 72
第一項 詮釋循環 74
第二項 三個詮釋經驗例說 77
第三項 小結 84
第三節 溝通行動的理性意涵 87
第四節 論說倫理學的基本原則 90
第五節 女性主義的補充與修正 94
第一項 Seyla Benhabib的具體他人 95
第二項 Fraser的大規模歷史敘事 97
第三項 Young的不對稱性他者 98
第六節 小結 102
第五章 社區大學知識解放理念的路線反思 104
第一節 知識解放理念的路線爭議 104
第二節 批判性的自覺如何可能 106
第三節 經驗知識與套裝知識的區分 109
第四節 在歷史中看見自己與他人 111
第六章 社大辦學整體之批判意識實踐 121
第一節 聆聽三要 121
第一項 以關懷和尊重為前提的好奇心 122
第二項 懸置判斷的開放性 123
第三項 自覺與對存在處境的整體探究 124
第四項 兩個例說 126
第五項 小結 131
第二節 社大學員的參與體驗 133
第一項 意義觀點的轉換 134
第二項 參與體驗的現象學分析 135
第三項 小結 136
第七章 結論 139
第一節 重建工作之回顧 139
第二節 結語 149
附錄 「台灣的日本殖民經驗」課程說明 151
第一節 課程構想與結構 151
第二節 第一部分：影像敘事 152
第三節 第二部分：《寒夜三部曲》 156
第四節 第三部分：《米糖相剋》 162
第五節 第四部分：《亞細亞的孤兒》和《成為日本人》 165
第六節 第五部分：學期作業撰寫 167
參考文獻 171		zh_TW
dc.format.extent 52603 bytes-
dc.format.extent 74123 bytes-
dc.format.extent 76293 bytes-
dc.format.extent 17175 bytes-
dc.format.extent 79687 bytes-
dc.format.extent 579657 bytes-
dc.format.extent 600886 bytes-
dc.format.extent 676411 bytes-
dc.format.extent 629179 bytes-
dc.format.extent 693235 bytes-
dc.format.extent 592614 bytes-
dc.format.extent 680856 bytes-
dc.format.extent 567980 bytes-
dc.format.extent 614804 bytes-
dc.format.extent 509825 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0901525011en_US
dc.subject (關鍵詞) 弗雷勒zh_TW
dc.subject (關鍵詞) 批判意識zh_TW
dc.subject (關鍵詞) 自覺zh_TW
dc.subject (關鍵詞) 整體性zh_TW
dc.subject (關鍵詞) 界限處境zh_TW
dc.subject (關鍵詞) 越界行動zh_TW
dc.subject (關鍵詞) 社區大學zh_TW
dc.subject (關鍵詞) 知識解放zh_TW
dc.subject (關鍵詞) Paulo Freireen_US
dc.subject (關鍵詞) critical consciousnessen_US
dc.subject (關鍵詞) self-awarenessen_US
dc.subject (關鍵詞) totalityen_US
dc.subject (關鍵詞) limit-situationsen_US
dc.subject (關鍵詞) limit-actsen_US
dc.subject (關鍵詞) community universityen_US
dc.subject (關鍵詞) emancipation of knowledgeen_US
dc.title (題名) Paulo Freire批判意識概念重建及其在社區大學實踐經驗之研究zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 西文文獻zh_TW
dc.relation.reference (參考文獻) Benhabib, Seyla (1986). Critique, norm, and utopia: A study of the foundations of critical theory. New York: Columbia University Press.zh_TW
dc.relation.reference (參考文獻) Benhabib, Seyla (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. Cambridge: Polity Press; Oxford: Blackwell Publishers.zh_TW
dc.relation.reference (參考文獻) Benhabib, Seyla (1994a). In defense of universalism--yet again! A response to critics of Situating the Self. New German Critique, 94, 173-189.zh_TW
dc.relation.reference (參考文獻) Benhabib, Seyla (et al.)(1994b). Feminist contentions: A philosophical exchange. New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Benhabib, Seyla and Dallmayr, Fred R. (Ed.) (1990). The Communicative ethics controversy. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Berger, Peter L. (1974). “Consciousness raising” and the vicissitudes of policy. In Pyramids of sacrifice: Political ethics and social change. 111-132. New York: Basic Books.zh_TW
dc.relation.reference (參考文獻) Bernstein, Richard J. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Oxford: B. Blackwell.zh_TW
dc.relation.reference (參考文獻) Canaday, Margot (2003). Promising alliances: The critical feminist theory of Nancy Fraser and Seyla Benhabib. Feminist review, 74, 50-69.zh_TW
dc.relation.reference (參考文獻) Dallmayr, Fred R. (1984). Polis and praxis: Exercises in contemporary political theory. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Dunn, Edgar Streeter (1971). Economic and social development: A process of social learning. Baltimore, Johns Hopkins University Press.zh_TW
dc.relation.reference (參考文獻) Ellsworth, Elizabeth (1989). Why doesn’t this feel empowering? Working through the repressive Myths of Critical Pedagogy. Harvard educational review, 59:3, 297-324.zh_TW
dc.relation.reference (參考文獻) Facundo, Blanca (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation. from www.uow.edu.au/arts/sts/bmartin/dissent/documents/facundo/zh_TW
dc.relation.reference (參考文獻) Fraser, Nancy (1986). Toward a discourse ethic of solidarity. Praxis International, 5:4, 425-429.zh_TW
dc.relation.reference (參考文獻) Fraser, Nancy (1995). What’s critical about critical theory. Ch. 1 of Feminists read Habermas: Gendering the subject of discourse. Meehan, Johanna (Ed.) New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Fraser, Nancy (1997). Justice interruptus: Critical reflections on the ‘Postsocialist’ condition. New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Fraser, Nancy (1995). False antithesis: A response to Seyla Benhabib and Judith Butler. Ch. 3 of Feminist contentions: A philosophical exchange. Seyla Benhabib（et al.） New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1973). Education for critical consciousness. New York, Seabury Press.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1978). Pedagogy in process: The letters to Guinea-Bissau. translated by Carman St. John Hunter New York: Seabury Press.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1985). The politics of education: Culture, power and liberation. Basingstoke: Macmillan.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1993). Pedagogy of the city. NY: Continuum.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1994). Pedagogy of hope: Reliving Pedagogy of the oppressed. New York : Continuumzh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, Md.: Rowman & Littlefield Publishers.zh_TW
dc.relation.reference (參考文獻) Freire, Paulo (1970/1993). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New Revised 20-th Aniversary Edition. New York: Continuum.zh_TW
dc.relation.reference (參考文獻) Gadamer, Hans Georg (1995) Truth and method. second, revised edition, (translation revised by Joel Weinsheimer and Donald G. Marshall, with Afterword by H.G. Gadamer) New York: Continuum.zh_TW
dc.relation.reference (參考文獻) Gadotti, Moacir (1994). Reading Paulo Freire: His life and work. NY: State University of New York.zh_TW
dc.relation.reference (參考文獻) Greene, Maxine (1995). Releasing the imagination. San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Guignon, Charles (1984). Heidegger’s ‘authenticity’ revisited. Review of Metaphysics, 38:2, 321-339.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1971). Knowledge and human interests. Cambridge: Polity Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jurgen (1979). Consciousness raising or redemptive criticism. New German Critique,17, 30-60.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1982). Reply to my critics, in J. Thompson and D Held (eds.), Habermas: Critical Deabates. 219-283. Cambridge, Massachusetts: MIT Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jurgen (1986). A review of Gadamer’s Truth and Method. In Hermeneutics and modern philosophy. 243-276. Brice R. Wachterhauser (Ed.) Albany, NY: State University of New York Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1987a). The theory of communicative action. Volume 1. translated by Thomas McCarthy. Boston: Beacon Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1987b). The philosophical discourse of modernity: Twelve lectures. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1989). The theory of communicative action. Volume 2. translated by Thomas McCarthy. Boston: Beacon Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (1990). Moral consciousness and communicative action. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Habermas, Jürgen (2001). On the pragmatics of social interaction: Preliminary studies in the theory of communicative action. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Harasim, Linda M. (1983). Literacy and national reconstruction in Guinea-Bissau: A critique of the Freirean literacy compaign. Ph D. dissertation, OISE-University of Toronto.zh_TW
dc.relation.reference (參考文獻) Heidegger, Martin (1962). Being and time. Oxford, U.K.; Malden, Mass.: Blackwell.zh_TW
dc.relation.reference (參考文獻) Heidegger, Martin (1997). Introduction to metaphysics. New Haven, Conn.: Yale University Press.zh_TW
dc.relation.reference (參考文獻) Heidegger, Martin (1998). Pathmarks. Cambridge [England]; New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Hekman, Susan J. (1986). Hermeneutics and the sociology of knowledge. Notre Dame, Ind.: University of Notre Dame Press.zh_TW
dc.relation.reference (參考文獻) Held, Klaus (1996). Authentic existence and the political world. Research in Phenomenology, v26, 38-53.zh_TW
dc.relation.reference (參考文獻) Johnson, Greg (2002). The Situated Self And Utopian Thinking. Hypatia, 17:3, 20-44zh_TW
dc.relation.reference (參考文獻) Jones, S. J. (1998). Subjectivity and class consciousness: The development of class identity. Journal of Adult Development, 5:3, 145.zh_TW
dc.relation.reference (參考文獻) Joós, Ernest (1991). Dialogue with Heidegger on values: Ethics for times of crisis. New York: P. Lang.zh_TW
dc.relation.reference (參考文獻) Kögler, Hans-Herbert (1996). The power of dialogue: Critical hermeneutics after Gadamer and Foucault. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Kohli, Wendy (ed.) (1995). Critical conversations in philosophy of education. New York : Routledge.zh_TW
dc.relation.reference (參考文獻) Kompridis, Nikolas (1999). Heidegger’s Challenge and the Future of Critical Theory. Ch. 4 of Habermas: A Critical Reader. Peter Dews (Ed.) Oxford, U.K.; Malden, Mass.: Blackwell.zh_TW
dc.relation.reference (參考文獻) Kuhn, Thomas S. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Laclau, Ernesto & Mouffe, Chantal (2000). Hegemony and socialist strategy. Wien [Austria]: Passagen Verlag.zh_TW
dc.relation.reference (參考文獻) Lafont, Cristina (2000). Heidegger, language, and world-disclosure. Cambridge, U.K.: New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Lowith, Karl (1993). My last meeting with Heidegger in Rome. Ch. 7 of The Heidegger controversy: a critical reader. Cambridge, Mass: MIT Press.zh_TW
dc.relation.reference (參考文獻) Lukacs, Gyorgy (1971). History and class consciousness: Studies in Marxist dialectics. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Lukes, Steven (1974). Power: A radical view. London; New York: Macmillan.zh_TW
dc.relation.reference (參考文獻) Macedo, Donaldo (1993). Dialogue with Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) London; New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Mayo, Peter (1993). When does it work? Freire’s pedagogy in context. Studies in the Education of Adults, 25:1, 11-30.zh_TW
dc.relation.reference (參考文獻) Meehan, Johanna (Ed.)(1995). Feminists read Habermas: Gendering the subject of discourse. New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Mezirow, Jack (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Mills, C. Wright (2000). The sociological imagination. Oxford [England]; New York: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Morrow, Raymond Allen ＆ Torres, Carlos Alberto (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York: Teachers College Press.zh_TW
dc.relation.reference (參考文獻) Horton, Myles and Freire, Paulo (1990). We make the road by walking: Conversations on education and social change. edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press.zh_TW
dc.relation.reference (參考文獻) Olafson, Frederick A. (1998). Heidegger and the ground of ethics: A study of Mitsein. Cambridge, U.K.; New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Ashworth, Peter D. (1997). The Meaning of Participation. Journal of Phenomenological Psychology. 28:1.zh_TW
dc.relation.reference (參考文獻) Ricoeur, Paul (1981). Hermeneutics and the Critique of ideology. Chapter 2 of Hermeneutics and the Human Sciences. Ed. and trans. J. B. Thompson Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Ricoeur, Paul (1991). From text to action: Essays in hermeneutics Ⅱ. Evanston, Ill.: Northwestern University Press.zh_TW
dc.relation.reference (參考文獻) Robert, Peter (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, Conn.: Bergin & Garvey.zh_TW
dc.relation.reference (參考文獻) Schmidt, Dennis (1988). The ubiquity of the finite: Hegel, Heidegger, and the entitlements of philosophy. Cambridge, Mass.: MIT Press.zh_TW
dc.relation.reference (參考文獻) Schugurensky, Daniel (1998). The legacy of Paulo Freire: A critical review of his contribution. Convergence, 31, 17-28.zh_TW
dc.relation.reference (參考文獻) Schürmann, Reiner (1990). Heidegger on being and acting: From principles to anarchy. Bloomington: Indiana University Press.zh_TW
dc.relation.reference (參考文獻) Shor, I. & Freire, Paulo (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garvey.zh_TW
dc.relation.reference (參考文獻) Smith, William (1976). The meaning of conscientizacao: The goal of Paulo Freire’s pedagogy. Amherst, MA: Center for International Education.zh_TW
dc.relation.reference (參考文獻) Taylor, Charles (2006). Engaged Agency and Background. Ch. 12 of The Cambridge Companion to Heidegger. Charles Guignon (Ed.) 北京：新知三聯書店。zh_TW
dc.relation.reference (參考文獻) Taylor, Paul V. (1993). The texts of Paulo Freire. Buckingham: Open University.zh_TW
dc.relation.reference (參考文獻) Torres, Carlos Alberto (1993). From the Pedagogy of the Oppressed to a Luta Continua: The political pedagogy of Paulo Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) 119-145. London; New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Villa, Dana Richard (1996). Arendt and Heidegger: The fate of the political. Princeton, N.J.: Princeton University Press.zh_TW
dc.relation.reference (參考文獻) Vogel, Lawrence (1994). The fragile "we": Ethical implications of Heidegger`s Being and Time. Evanston, Ill.: Northwestern University Press.zh_TW
dc.relation.reference (參考文獻) Walker, J. (1980). The end of dialogue: Paulo Freire on politics and education. In Literacy and revolution: The pedagogy of Paulo Freire. R. Mackie (Ed.) 120-150. London; Pluto Press.zh_TW
dc.relation.reference (參考文獻) Warnke, Georgia (1992). Justice and interpretation. Cambridge, UK: Polity Press.zh_TW
dc.relation.reference (參考文獻) Warnke, Georgia (1994). Hermeneutics, tradition, and the standpoint of women. Ch.12 of Hermeneutics and truth. Evanston, Ill.: Northwestern University Press.zh_TW
dc.relation.reference (參考文獻) Weiler, Kathleen (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review 61:4, 449-474.zh_TW
dc.relation.reference (參考文獻) White, Stephen K. (1987). Hermeneutics and the sociology of knowledge. The journal of politics. 49, 909-911.zh_TW
dc.relation.reference (參考文獻) White, Stephen K. (1988). The recent work of Jürgen Habermas: Reason, justice, and modernity. Cambridge; New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) White, Stephen K. (1991). Political theory and postmodernism. Cambridge [England]; New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Wolin, Richard (1990). The politics of being: the political thought of Martin Heidegger. New York: Columbia University Press.zh_TW
dc.relation.reference (參考文獻) Young, Iris Marion (1990) Justice and the politics of difference. Princeton University Press, Princeton, NJ.zh_TW
dc.relation.reference (參考文獻) Young, Iris Marion (1994). Comments on Seyla Benhabib, Situating the Self. New German Critique, 62, 165-173.zh_TW
dc.relation.reference (參考文獻) Young, Iris Marion (1997). Intersecting Voices. Princeton, N.J.: Princeton University Press.zh_TW
dc.relation.reference (參考文獻) Young, Iris Marion (2006). Education in the Context of Structural Injustice: A symposium response. Educational Philosophy and Theory, 38:1, 93-103.zh_TW
dc.relation.reference (參考文獻) 中文文獻zh_TW
dc.relation.reference (參考文獻) 王秋絨（1988）。包魯‧弗雷勒的對話教育思想評析。社會教育學刊，17，147-172。zh_TW
dc.relation.reference (參考文獻) 王秋絨（譯）（1989）。J. L. Elias & S. Marriam著。激進的成人教育之歷史淵源與弗雷勒（Paulo Freire）的意識化理論。社教雙月刊，32，31-47。zh_TW
dc.relation.reference (參考文獻) 王秋絨（1990）。Freire批判的成人教學模式研究。國立臺灣師範大學教育研究所博士論文，未出版，臺北市。zh_TW
dc.relation.reference (參考文獻) 王琢（2004）。想像力論─大江健三郎的小說方法。上海：上海文化出版社。zh_TW
dc.relation.reference (參考文獻) 王慧蘭（2006）。批判教育學：反壓迫的民主教育論述和多元實踐。批判教育學：臺灣的探索（李錦旭，王慧蘭主編），第三章。台北市：心理。zh_TW
dc.relation.reference (參考文獻) 弗雷勒（Paulo Freire）（2003）。受壓迫者教育學。方永泉（譯）台北：巨流。zh_TW
dc.relation.reference (參考文獻) 朱元鴻（2000）。這雙腳所經驗的階層：審美語言分析。我們活在不同的世界：社會學框作筆記，第六章。台北市：唐山。zh_TW
dc.relation.reference (參考文獻) 何青蓉（2004）。邂逅《受壓迫者教育學》：「文化視窗課程」教學實踐的初步省思。論文發表於「2004年社區大學學術研討會：知識解放與學習革命」，宜蘭。zh_TW
dc.relation.reference (參考文獻) 伽達瑪（Gademer, Hans-Ceorg）（1993）。眞理與方法Ⅰ：哲學詮釋學的基本特徵。洪漢鼎（譯）。臺北市：時報文化。zh_TW
dc.relation.reference (參考文獻) 伽達瑪（Gademer, Hans-Ceorg）（1995）。眞理與方法Ⅱ：補充和索引。洪漢鼎（譯）。臺北市：時報文化。zh_TW
dc.relation.reference (參考文獻) 吳怡歆（2005）。Paulo Freire「意識覺醒」觀對我國課程改革之啟示。碩士論文，國立臺北教育大學課程與教學研究所。zh_TW
dc.relation.reference (參考文獻) 吳建興（2001）。Empowerment理論的實踐及反思－－以九年一貫教育改革能力教育教師工作坊為例。世新大學社會發展研究所碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 呂迪格爾‧薩弗蘭斯基（Safranski, Riidiger）（1999）。海德格爾傳。靳希平（譯）。北京：商務印書館。zh_TW
dc.relation.reference (參考文獻) 李丁讚（2004）。公共領域中的親密關係—對新港和大溪兩個造街個案的探討。公共領域在臺灣 : 困境與契機。李丁讚（主編）。臺北縣新店市：桂冠。zh_TW
dc.relation.reference (參考文獻) 李天健（1997）。當青春筆記染成血腥悲劇：新竹少年虐殺事件調查報告。人本教育札記，101，62-69。zh_TW
dc.relation.reference (參考文獻) 李天健（2007）。成人教育的創造力發展：一個轉化學習理論觀點的初構。論文發表於「2007年第五屆創新與創造力研討會」，台北。zh_TW
dc.relation.reference (參考文獻) 李永薇（2003）。Paulo Freire對話教學論及其轉化。慈濟大學教育研究所碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 李奉儒（2006）。Paulo Freire批判教學論的探索與反思。批判教育學：臺灣的探索（李錦旭，王慧蘭主編），第四章。台北市：心理。zh_TW
dc.relation.reference (參考文獻) 汪文聖（1998）。從現象學意義的探源到世界的理解--克勞斯．黑爾德(Klaus Held)教授思想介紹。當代，133，77-85。zh_TW
dc.relation.reference (參考文獻) 汪文聖（2002）。自我超越與生死問題間的弔詭性--胡塞爾與海德格對生死問題論述之比較。國立政治大學哲學學報，9，99-129。zh_TW
dc.relation.reference (參考文獻) 汪文聖（2004）。亞里斯多德與海德格論存有的「剝奪」與「復原」--「疾病」與「療癒」的現象學意義溯源。揭諦，6，1-30。zh_TW
dc.relation.reference (參考文獻) 汪文聖（2006）。生活世界中信度、效度與價值的可能性條件：對精神病學方法的哲學性反思。應用心理研究，29，101-129。zh_TW
dc.relation.reference (參考文獻) 周育賢（1998）。意識覺醒相關概念對成人教育的啟示；從弗雷勒思想出發的探討。國立中正大學成人及繼續教育研究所碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 周明泉（2004a）。伽達瑪「哲學詮釋」與哈伯瑪斯「批判理論」的論戰--從「真理與方法」開展的論諍。當代，79=197，14-33。zh_TW
dc.relation.reference (參考文獻) 周明泉（2004b）。伽達瑪與哈伯瑪斯論辯「詮釋學普遍性」之對比分析。當代，82=200，76-97。zh_TW
dc.relation.reference (參考文獻) 彼得‧比格爾（Peter Burger）（2002）先鋒派理論。高建平（譯）。北京市：商務印書館。zh_TW
dc.relation.reference (參考文獻) 林孝信（2002）。成人教育傳統中的知識解放。衝撞集Ⅰ：知識解放質疑專號。板橋社區大學：台北縣。zh_TW
dc.relation.reference (參考文獻) 林昱貞（2002）。批判教育學在臺灣：發展與困境。教育研究集刊，48：4，1-25。zh_TW
dc.relation.reference (參考文獻) 林遠澤（2003）。意義理解與行動的規範性--試論對話倫理學的基本理念、形成與限度。人文及社會科學集刊，15：3，401-429。zh_TW
dc.relation.reference (參考文獻) 思南（2004）。走在一起：可能的鄉村運動──世界社會論壇印度行之一。南方電子報，2004.05.28。zh_TW
dc.relation.reference (參考文獻) 施宜煌（2005）。弗雷勒意識覺醒理論及其德育蘊義。博士論文，國立臺灣師範大學教育學系。zh_TW
dc.relation.reference (參考文獻) 洪玉君（2004）。Freire與Noddings對話教學論及教師圖像之探究。碩士論文，國立中正大學教育研究所。zh_TW
dc.relation.reference (參考文獻) 洪雪玲（2005）。國中國文教師課程批判意識之研究—以Paulo Freire批判教學論為基礎。碩士論文，國立中正大學教育研究所。zh_TW
dc.relation.reference (參考文獻) 馬克思、恩格斯（1995）馬克思恩格斯選集：第一卷。北京：人民出版社。zh_TW
dc.relation.reference (參考文獻) 張盈堃（2001）。性別與教育：批判教育學觀點。臺北市：師大書苑。zh_TW
dc.relation.reference (參考文獻) 張錦華（2005）。多元文化課程如何深化結構性的批判意識。中華傳播學刊，7，17-29。zh_TW
dc.relation.reference (參考文獻) 陸敬忠（2002）。「此有之為在世存有」中之辯證性張力：海德格「存有與時間」核心思想脈絡綜觀下之具體主體性初探。中原學報，30：4，531-550。zh_TW
dc.relation.reference (參考文獻) 陸敬忠（2002）。伽達瑪哲學詮釋學之原理--理解之歷史性與詮釋學循環。國立臺灣大學哲學論評，25，頁211-260。zh_TW
dc.relation.reference (參考文獻) 陸敬忠（2004）。海德格「基本存有學」與哲學詮釋學之緣起：「存有與時間」思路對高達美哲思啟始之效應歷史。中原學報，32：4，667-690。zh_TW
dc.relation.reference (參考文獻) 湯仁燕（2003）。Paulo Freire對話教學理念與實踐之研究。國立臺灣師範大學教育研究所博士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 黃武雄（1994）。童年與解放。人本教育基金會發行：台北。zh_TW
dc.relation.reference (參考文獻) 黃武雄（2003）。學校在窗外。左岸：台北。zh_TW
dc.relation.reference (參考文獻) 黃柏叡（2003）。潛在課程研究與批判意識的實踐。初等教育學報，16，143-160。zh_TW
dc.relation.reference (參考文獻) 黃泰山（2002）。知識解放的兩條路線。衝撞集Ⅰ：知識解放質疑專號。板橋社區大學：台北縣。zh_TW
dc.relation.reference (參考文獻) 黑爾德 (Held, Klaus)（2004）。世界現象學。孫周興等（譯）。臺北縣新店市：左岸文化出版。zh_TW
dc.relation.reference (參考文獻) 楊雅婷（2005）。Paulo Freire解放教育學內涵及對台灣九年一貫課程改革之啟示。碩士論文，國立彰化師範大學教育研究所。zh_TW
dc.relation.reference (參考文獻) 溫淳雅（2001）。Paulo Freire理論在台灣教育改革中的實驗研究——以W中學「教師工作坊」為例。世新大學社會發展研究所碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 鄒皙（2004a）。「歷史性原則」與「意識形態」批判作為「理解策略」進路之論辯--伽達瑪與哈伯瑪斯在傳統問題上的歧見。當代，79=197，34-53。zh_TW
dc.relation.reference (參考文獻) 鄒皙（2004b）。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -上-。當代，80=198，54-64。zh_TW
dc.relation.reference (參考文獻) 鄒皙（2004c）。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -下-。當代，81=199，60-69。zh_TW
dc.relation.reference (參考文獻) 劉韻竹(民94)。弗雷勒(Paulo Freire)的對話教學理論在博物館中的意涵。碩士論文，臺南藝術學院博物館學研究所。zh_TW
dc.relation.reference (參考文獻) 蔡建福（1999）。從激進主義的觀點論臺灣鄉村社區的壓迫結構。聯合學報，16，95-102。zh_TW
dc.relation.reference (參考文獻) 藍惠寧（1998）。保羅‧弗雷勒(Paulo Freire)解放教育(哲)學之研究。國立中央大學/哲學研究所/碩士論文，未出版，台北。zh_TW