Paulo Freire意識覺醒理念及其對教育行政人員的啟示

Paulo Freire's Concept of Consciousness Awakening and It’s Implications for Educational Administrators

Freire主張教育應超越知識傳遞，成為解放和人性恢復的工具，這一理論深受無政府主義、馬克思主義等思潮影響。他提倡教育行政人員拒絕傳統壓迫性教育，透過對話和問題解決促進下屬的批判思考，以實現教育的人性化和民主化。本研究採用文獻分析法，針對Freire的主要著作及相關文獻進行系統整理，探討其意識覺醒理念的層次與內涵，並分析其在教育行政實務中的應用可能性。研究結果顯示，Freire意識覺醒的核心在於引導教育行政人員透過批判性反思和對話，逐步建立民主參與的組織文化，有助於突破傳統權力結構的壓迫，提升行政效能及教育品質。此理念強調教育行政人員既是領導者也是學習者，與下屬共同促進知識的互動與批判性理解，實現教育的人性化與解放。

Freire advocates that education should transcend the mere transmission of knowledge to become a tool for liberation and the restoration of humanity, influenced deeply by anarchism, Marxism, and other intellectual currents. He promotes the idea that educational administrators should reject traditional oppressive educational methods, encouraging critical thinking in subordinates through dialogue and problem-solving to achieve a humanized and democratized education. This study uses Document Analysis, systematically analyzing Freire's major works and related literature to examine the levels and essence of his consciousness awakening concept and its practical applications in educational administration. The results indicate that Freire's core idea lies in guiding educational administrators to establish a culture of democratic participation through critical reflection and dialogue, helping to overcome oppressive traditional power structures and improve administrative efficiency and educational quality. This concept emphasizes that educational administrators are both leaders and learners, collaborating with subordinates to facilitate interactive knowledge and critical understanding, ultimately realizing humanized and liberating education.