| 英文摘要 |
In his Pedagogy of the Oppressed, the Brazilian educator Paulo Freire (1921–1997) described a radical idea of conscientização, which attracted much attention from various fields. This essay discusses Paulo Freire’s idea of conscientização and its implications for teachers’ teaching ideas. First, this essay explores the meaning of conscientização. Second, it illuminates the characteristics of people who can raise their consciousness to critical consciousness. Third, it explores the relationship between problem-posing education and conscientização. Finally, the essay explores Freire’s idea of conscientização and its implications for teaching ideas. The implications are as follows: (a) teachers and students should develop discipline, and teachers should respect students voluntariness; (b) teachers should recognize that students are also thinking subjects and allow students opportunities to voice their opinions; (c) teachers should realize the true meaning of teaching and learning and have respect for what the students know; (d) teachers and students should make real actions and select the content of teaching and learning together; and (e) teachers and students should not oppose freedom, and teachers and students are both cognitive subjects in teaching activities. On the basis of the aformentioned explorations of Paulo Freire’s idea of conscientização, teachers can further understand the key idea and practice humanistic teaching, which will help teachers and students learn more humanity-based values. |
