弗莱雷论儿童的有限境况和自由教育

A Study of Paulo Freire’s Ideas on Limit-Situations and Pedagogy for Freedom of Children

弗莱雷被认为是20世纪中叶以来最重要的教育家之一,其自由教育思想影响着全球教育。人性问题一直是弗莱雷关注的焦点,他将重重教育困境归因于人性假设,揭示出自由教育面临困境根源于人们对人性的不完美性和历史性的曲解。弗莱雷的教育思想直面教育现实,对限制儿童自由的现实进行批判,指出自由教育面临着儿童被视为绝对无知者、教学过程成为忍耐的过程和儿童对自由恐惧的有限境况。弗莱雷希望将儿童视为知识的永久再创造者、教学过程转变为创造的过程和养成儿童的批判意识,以此冲破有限境况的控制,解放儿童和人性,重获自由教育。

Freire is considered to be the most important educator since the mid-20th century. His ideas on pedagogy for freedom have influenced global education. Freire always focuses on the matter of human nature. Freire attributes the dilemma of education to the hypothesis of human nature, revealing that the dilemma of pedagogy for freedom is rooted in the misunderstanding of human nature. Freire’s education thoughts faces the education reality. He criticizes the reality of restricting children’s freedom, pointing out that pedagogy for freedom faces three kinds of limit-situations: children are regarded as absolutely ignorant;teaching becomes a process of endurance;and children fear freedom. Freire hopes that children can be regarded as permanent re-creators of knowledge, the process of teaching can be transformed into the process of creation and the formation of critical thinking of children. Children can break through the control of limit-situations, liberate human nature, and regain pedagogy for freedom through these ways.