基于教师和真理的教育解放——比斯塔对弗莱雷和朗西埃教育解放观的反思和超越

Educational Liberation Based on Teachers and Truth——Bista's Reflection and Transcendence on Freire's and Ranciere's View of Educational Emancipation

弗莱雷的教育解放观要克服存储式教育的弊端,消除教师的权威,使学生作为主体,与教师联合创生知识,恢复师生正常的人性.朗西埃的教育解放认为学生无需被告知关于他们存在状态的真理,教育解放是师生在智力平等的前提下去感悟平等.比斯塔认为二者皆偏执于一端,无法真正实现解放.他在反思二者观点的基础上,提出了自己的教育解放观,即作为开端和开端者的学生,既要被教师教,又要被真理教,不断敞开其存在的无限可能性,达到主体性的不断完善,使学生以成熟的方式存在于世界.这一教育解放观基于教师和真理,朝向世界与他者,克服了解放观念的现代逻辑的矛盾性,超越了弗莱雷和朗西埃的观点.

Freire's view of emancipation seeks to overcome the disadvantages of stored education,elimi-nate the authority of the teacher,make the student the subject,create knowledge in association with the teacher,and restore the normal humanity of the teacher and students.Ranciere's educational emancipa-tion holds that students need not be told the truth about their state of being;emancipation is about teachers and students going to feel equal on the premise of intellectual equality.Bista believes that both views go to the extreme and cannot truly achieve emancipation.Based on the reflection on the two views,he proposes his own view of educational emancipation in which students,as beginners and initiators,are taught both by teachers and by the truth,constantly opening up to the infinite possibilities of their exist-ence and reaching the constant perfection of subjectivity so that they can exist in the world in a mature way.Based on the teacher and the truth,this view faces the world and the other,overcomes the paradox of the modern logic of the concept of emancipation,thus goes beyond Freire's and Ranciere's views.