Paulo Freire and Transformative Education
Paulo Freire and Transformative Education
复制标题
保罗·弗莱雷和变革性教育
DOI：
10.1057/978-1-137-54250-2_10
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Satchwell C
中科院分区：
文献类型：
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作者：
Satchwell C
从学习者的角度理解概念是教育中一个至关重要但经常被忽视的概念。我们认为，儿童的概念基于成人并不总是识别或认可的逻辑，因此在设计课程时并不总是考虑儿童的观点。我们的论文讨论了教学方法以及弥合多样性和社区的桥梁。我们研究中的例子表明我们同意弗莱雷（《被压迫者教育学。连续体》，纽约，1970）的观点：“如果不尊重人们对世界的特定看法，就不能指望从教育或政治行动计划中获得积极的结果。”
Understanding concepts from the perspective of the learner is a crucial but often overlooked notion in education. We argue that children’s concepts are based in a logic which is not always identified or acknowledged by adults, and therefore the children’s perspective is not always taken into account when designing the curriculum. Our paper addresses pedagogical approaches and bridging diversity and communities. Examples from our research illustrate our agreement with Freire (Pedagogy of the Oppressed. Continuum, New York, 1970) that: “One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people.”