保罗·弗莱雷

Agora

保罗·弗莱雷

1921–1997

初步了解有意简化——人物介绍讲得更多

教育不应当把事实灌输给被动的学生，而应当通过对话帮助被压迫者理解并改变他们的世界。

定位

拉丁美洲与加勒比哲学 · 拉丁美洲与加勒比 · 社会与历史, 政治与法, 伦理学

巴西教育家：反对“储蓄式”教育，被压迫者在对话中学习阅读文字与世界——意识化（conscientização）是通向解放的道路。

核心思想

被压迫者教育学
对储蓄式教育的批判
意识化（conscientização）

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影响

受影响于 8

格奥尔格·威廉·弗里德里希·黑格尔

受其影响
Freire drew on Hegel’s master–slave dialectic to argue that only the oppressed, by freeing themselves, can also free their oppressors (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); G. W. F. Hegel, Phänomenologie des Geistes (1807)
依据: AI 草稿
格奥尔格·威廉·弗里德里希·黑格尔 › 1770–1831
卡尔·马克思

受其影响
Freire took from Marx praxis as the unity of reflection and action and cited his thesis that the educator must be educated (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); K. Marx, Thesen über Feuerbach (1845)
依据: AI 草稿
卡尔·马克思 › 1818–1883
格奥尔格·卢卡奇

受其影响
In Pedagogy of the Oppressed (ch. 1) Freire took up Lukács’s demand, in his book on Lenin (1924), that the party “explain to the masses their own action” – but as dialogue with the people rather than explanation to them. P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 1; G. Lukács, Lenin (1924)
依据: AI 草稿
格奥尔格·卢卡奇 › 1885–1971
卡尔·曼海姆

受其影响
In Education as the Practice of Freedom (1967) Freire repeatedly cited Mannheim and took up his “fundamental democratisation” of mass society; Vanilda Paiva argued that Mannheim’s sociology of education was a pillar of Freire’s early pedagogy. P. Freire, Educação como prática da liberdade (1967); K. Mannheim, Man and Society in an Age of Reconstruction (1940); V. Paiva, Paulo Freire e o nacionalismo-desenvolvimentista (1980)
依据: AI 草稿
卡尔·曼海姆 › 1893–1947
让-保罗·萨特

受其影响
Against “banking” education Freire cited Sartre’s formula from his essay on Husserl’s intentionality – consciousness and the world are “given at one stroke” – in Pedagogy of the Oppressed (1968, ch. 2). P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 2; J.-P. Sartre, “Une idée fondamentale de la phénoménologie de Husserl: l’intentionnalité” (1939), Situations I
依据: AI 草稿
让-保罗·萨特 › 1905–1980
弗朗茨·法农

受其影响
Freire drew on Fanon’s account of the colonised who internalise the oppressor and turn violence against their own (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968; Eng. 1970; Portuguese ed. 1974); F. Fanon, Les Damnés de la terre (1961)
依据: AI 草稿
弗朗茨·法农 › 1925–1961

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埃里希·弗洛姆

受其影响
Freire took Fromm’s distinction of necrophilous and biophilous character to describe oppression as a love of control over the living (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); E. Fromm, The Heart of Man (1964)
依据: AI 草稿
埃里希·弗洛姆 › 1900–1980
阿米尔卡·卡布拉尔

受其影响
Freire built his literacy work in Guinea-Bissau on Cabral’s call for the ‘re-Africanisation of mentalities’ and the ‘class suicide’ of the petty bourgeoisie (Cartas à Guiné-Bissau, 1977). P. Freire, Cartas à Guiné-Bissau: Registros de uma experiência em processo (1977; Eng. Pedagogy in Process, 1978); A. Cabral, Unity and Struggle (1979)
依据: AI 草稿
阿米尔卡·卡布拉尔 › 1924–1973

影响了 2

史蒂夫·比科

影响了
Biko and the South African Students’ Organisation used Freire’s conscientisation in literacy and community projects of the early 1970s to build Black self-reliance. L. Hadfield, Liberation and Development: Black Consciousness Community Programs in South Africa (2016); S. Biko, I Write What I Like (1978); P. Freire, Pedagogia do oprimido (1968)
依据: AI 草稿
史蒂夫·比科 › 1946–1977
贝尔·胡克斯

影响了 ✓
bell hooks took up Freire’s critique of ‘banking’ education and his idea of conscientisation for an engaged pedagogy, teaching as a practice of freedom (Teaching to Transgress, 1994). b. hooks, Teaching to Transgress: Education as the Practice of Freedom (1994); P. Freire, Pedagogia do oprimido (1968)
依据: 亦见于 Wikidata · Wikidata
贝尔·胡克斯 › 1952–2021

作品

1968被压迫者教育学
在智利流亡期间写成：教育要么驯化，要么解放——学习是师生共同命名并改造其世界的对话。

立场

Freire attacked “banking” education, in which teachers deposit knowledge in passive students and so reproduce domination. Education is never neutral: it either domesticates or liberates. In genuine dialogue, teachers and learners work with the “generative words” of their own lives and learn to read not only the word but the world. Through conscientização – critical awareness – the oppressed come to see their situation as changeable and act to change it; here Freire drew on Hegel’s master–slave dialectic, Marx and Fanon. Liberation cannot be handed down by leaders; it must be won together with the oppressed. Freire shaped critical pedagogy and popular education worldwide, as well as liberation theology.

生平与背景

Paulo Freire was born in Recife, Brazil, in 1921 and studied law. In adult education he developed a literacy method with which, in 1963 in Angicos, some three hundred workers learned to read in forty-five days. After the military coup of 1964 he was briefly jailed and went into exile in Bolivia, Chile and later Geneva. Returning in 1980, he became education secretary of São Paulo; he died in 1997.

其他主要作品

Education as the Practice of Freedom (Educação como prática da liberdade, 1967)
Pedagogy of the Oppressed (Pedagogia do oprimido, written 1968, first published 1970)
Pedagogy of Hope (Pedagogia da esperança, 1992)