體驗區
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| 篇名 |
论批判教育学的乌托邦想象
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| 並列篇名 |
On the Utopian Imagination of Critical Pedagogy
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| 作者 |
张家军(ZHANG Jiajun)
、黄晓彬(HUANG Xiaobin)
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| 中文摘要 |
作为教育的原生内核，乌托邦想象并非是美好未来的不切实际的幻想，其旨在激发人们知觉当下，并为美好未来的实现付诸行动，因此它不仅能够为教育实践赋生，同时也为教育学赋予了新的希望。批判教育学所蕴含的乌托邦想象力，构建了希望与解放的教育乌托邦，赋予教育美好未来的可能性；注重个体发展，培养具有批判性思维的新型未来公民；跨越边界寻求教育平等，实现社会公平与正义。但与此同时，批判教育学的乌托邦想象在理论与实践方面也存在不足之处“什么”和“谁的”追问下非此即彼的知识选择、政治性与教育性拉锯下陷入两难的教师角色，以及晦涩难懂的语言和去效率化倾向交织下的实践难题。
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| 英文摘要 |
As the primary core of education, utopian imagination is a realistic fantasy of a better future. It aims to inspire people to be aware of the present and act for the realization of a better future. Therefore，it gives birth to educational practice and hopes to pedagogy. The utopian imagination, contained in Critical Pedagogy, constructs an educational utopia of hope and liberation which provides a possibility of education with a bright future. It emphasizes individual development, and cultivates future citizens with critical thinking. It pursues educational equality by transgression so that we can realize social justice. At the same time, however, the utopian imagination of critical pedagogy also has shortcomings in theory and practice: the dilemma of choose "what" or "whose" knowledge, the imbalance between the political and educational nature of the Teacher's role, the lack of practice caused by obscure language and the de-efficiency trend.
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| 頁次 |
097-104
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| 關鍵詞 |
批判教育学
、教育想象力
、乌托邦
、Critical Pedagogy
、educational imagination
、utopia
、CSSCI
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| 卷期 |
42:9
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| 日期 |
202009
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| 刊名 |
比較教育研究
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| 出版單位 |
北京師範大學/研究所
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