A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire
A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire
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对教师角色的哲学考察：柏拉图、孔子、布伯和弗莱雷的综合
DOI：
10.1016/j.tate.2007.09.014
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发表时间：
2008
影响因子：
3.9
通讯作者：
Seung
中科院分区：
文献类型：
--
作者：
Seung
本研究通过对柏拉图、孔子、布伯和弗莱雷的考察，提出了教师的理想角色。教师不仅为个人和社会的发展做出贡献，而且通过教学实现自我实现。因此，教师的作用作为目标和手段都很重要。为了检验这种作用，本研究选择了四种主要的方法来理解教学。柏拉图认为教学是通过对原因的理性理解来引导客观知识。孔子视教书为先导修身。布伯认为教师的作用是与学生建立关系。弗莱雷专注于对受压迫情境的批判意识。本研究将教师的角色视为多方面的复合体。因此，它试图通过上述四种方法的综合和比较来更全面地理解教师的角色。
This study proposes the ideal role of teachers through the examination of Plato, Confucius, Buber, and Freire on the subject. Teachers not only contribute to the development of individuals and societies but also attain self-realization through teaching. As such, the role of teachers is important as a goal as well as a means. To examine such role, this study selects four major approaches to understanding teaching. Plato regards teaching as guidance into objective knowledge through the reasoned understanding of causes. Confucius regards teaching as leading self-cultivation. Buber sees the role of teachers as building a relationship with their students. Freire focuses on critical consciousness towards oppressed situations. This study regards the role of teachers as a complex of various aspects. Thus, it tries to show a more complete understanding of the role of teachers through the synthesis and comparison of these four aforementioned approaches.