《被压迫者教育学》中的文化行动理论研究-西方哲学史论文-哲学论文

《被压迫者教育学》中的文化行动理论研究-西方哲学史论文-哲学论文
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【题目】《被压迫者教育学》中的文化行动理论研究
【第一章】弗莱雷的文化行动思想探析绪论
【第二章】弗莱雷的成长历程
【3.1 3.2】压迫性的文化行动及其特征
【3.3 3.4】的文化行动及其特征
【第四章】的文化行动的实现方式对话
【第五章】弗莱雷的文化行动理论的贡献和局限
【致谢/参考文献】文化行动理论相关问题探析致谢与参考文献
摘要
弗莱雷是解放教育的代表，他的《被压迫者教育学》倡导被压迫者通过文化行动实现解放自身和压迫者的人性目标，他详细论述了渴望获得人性解放的被压迫者和企图维持压迫现状的压迫者之间不可调和的矛盾，试图通过唤醒被压迫者的批判性意识来实现解放的胜利。

他的思想充满了大无畏的探索精神，给人以激励和启发。

本文在第一章绪论中阐明了选题缘由与研究意义、国内外研
究现状；第二章简单的介绍了弗莱雷教育思想的演进，阐明了文化行动理论思想形成的背景及缘由；第三章详细解析了文化行动理论的主要内容，分析了文化行动理论的产生和宗旨，解析了文化行动理论中包含的两种截然相反的行动理论：压迫性的文化行动和的文化行动，并具体阐明了压迫性的文化行动的主要内容及其特征，的文化行动的主要内容及其特征以及两种文化行动的理论区别；第四章探讨了的文化行动理论的实现方式--对话，阐述了对话在具体实践中的实质、困境和条件；第五章总结了文化行动理论的贡献和局限，明了了文化行动理论的局限，展望了文化行动理论的前景。

弗莱雷认为，在解放的实践中，领袖和被压迫者不仅要克服被压迫者的自我双重性，而且要警惕压迫者的虚假慷慨，摆脱对压迫者的依附性，除去自身对自由的恐惧，彻底打破压迫和被压迫之间的压迫关系，避免解放沦为压迫者与被压迫者互换位置的工具。

弗莱雷的文化行动理论既有启迪他人的长处，也有一些过于幻想的缺陷，他对意识化的精辟概述、对压迫的深刻分析、关于教育即思想的大胆主张，为诸多理论领域的发展提供了思想源泉。

他独特新颖的思想充满了强烈的批判性和毫不妥协的战斗性，震撼了读者的心灵，勇敢而猛烈地向读者传达了对压迫的唾弃和对人性化的向往，给人无限启发；同时，他也夸大了文化行动理论的决定性作用，忽视了理论与实践行动的区别，过度强调培养人们批判性反思。

关键词：弗莱雷，文化行动，人性化，批判意识，压迫
Abstract
Freire is a famous liberation educator, his Pedagogy of the Oppressed holds the viewthat cultural action is the only way to achieve liberation ourselves and others. He analysesthe contradiction between oppressor and oppressed, he tries to through waking upoppressors critical consciousness to accomplish revolution. His idea is full of indomitableexploration spirit and enlightenment to the hearers.
Freire analyses the contradiction between oppressor and oppressed in detail and putforward dialogue is the only method to accomplish liberation revolution in the first part inhis book.In the second part, he elaborates dialogues feature in detail and holds dialoguesimportant states in resisting oppression. In the third part, he clarifies how to accomplishdialogue and how to resolves the realistic
problem. In the last part, Freire put his view onrevolution area,he boldly proposes cultural action and try to through it to help oppressor toresisting oppression, but dialogue is still the way to accomplish the task. His dialogue is thatpeople in order to rename the word via the dialogue.
Revolutionary road is tortuous, revolutionary leader and oppressed not only shouldhave overcome secularity, but also should watch out for oppresseds hypocrisy, get out ofdependence, get rid of fearing freedom. They should break with the relationship betweenoppressed and oppressor totally and avoid liberation revolution becoming the interchangetool for oppressed. Although Freires cultural action theory can enlightenment to the hearers,it is also criticized to fantasy in reality by some scholars. He have the advantage of sum upcritical consciousness exactly, profoundly analyses oppression and propose education isfirstly the liberation of politics, these advantages provision of new idea to academic research.
His idea full of great critical and very militant which shake the readers and convey theinformation of spurning oppression and look
forward to humanity. At the same time, heoverstates the importance of education in revolution, ignores the distinction between theoryand action, masters marxism limited and excessive stresses cultivating critical consciousness,these problems are deserved us to rethink profoundly.
Key words: Freire, culture action, humanization, critical consciousness, oppression
目录
摘要
Abstract
1 绪论
1.1 选题缘由与研究意义1.1.1 选题缘由
1.1.2 研究意义与目的1.2 文献综述及研究现状1.
2.1 国内研究现状
1.2.2 国外研究现状
2 弗莱雷的成长历程
2.1 生活的感悟
2.2 民族的守望
2.3 时代的变迁
2.4 批判的哲学
2.5 实践的回归
2.6 灵魂的超越
3 文化行动理论的主要内容
3.1 文化行动理论的产生和宗旨3.2 压迫性的文化行动及其特征3.3 的文化行动及其特征
3.4 两种文化行动区别
4 的文化行动的实现方式--对话4.1 对话的实质
4.2 对话的困境
4.3 对话的条件
5 弗莱雷的文化行动理论的贡献和局限
5.1 文化行动理论的贡献
5.2 文化行动理论思想的局限
致谢
参考文献
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