从“异化”到“人性化”——对弗莱雷“人的解放”思想的逻辑审视  

From“Alienation”to“Humanization”:A Logical Review of Freire's Human Liberation of Thought

作　　者：王夏雨 WANG Xia-yu

机构地区：[1]中国政法大学社会学院

出　　处：《北京社会科学》2025年第2期117-128,共12页Social Sciences of Beijing

摘　　要：保罗·弗莱雷的《被压迫者教育学》批判传统灌输式教育,主张以对话和提问式教育培养个体的批判意识,实现社会变革。围绕着“人的解放”这一核心议题,梳理了弗莱雷思想的本体论、认识论、方法论和实践论。弗莱雷思想继承并发展了马克思的异化理论,在本体论上,认为压迫性社会结构导致个体“非人性化”,表现为“阶级无意识”和“对自由的恐惧”,主张通过教育激发个体主体性,打破被压迫者的依附性思维,实现“人性化”的转变。具体而言,以“提问式教育”作为认识论,通过对话和提问取代传统的灌输式教育,促进个体与社会的双重解放;以“主题调查”作为方法论,帮助个体深入理解自身所处的“有限境况”,并通过对话和反思形成“生成主题”;以对话的文化行动作为实践论,通过“对话式”的“文化合成”取代“反对式”的“文化侵犯”,推动被压迫者通过教育寻求解放。Paulo Freire's“Pedagogy of the Oppressed”criticizes traditional indoctrination education and advocates for the cultivation of individual critical consciousness through dialogue and questioning education to achieve social transformation.This article focuses on the core issue of“human liberation”and examines Freire's ontology,epistemology,methodology,and practice theory.The research finds that this theory inherits and develops Marx's theory of alienation.Ontologically,it argues that oppressive social structures lead to individual“dehumanization,”manifested as“class unconsciousness”and“fear of freedom.”It proposes to stimulate individual subjectivity through education,break the dependent thinking of the oppressed,and achieve the transformation of“humanization.”Specifically,it takes“questioning education”as the epistemology,replacing traditional indoctrination education with dialogue and questioning to promote the dual liberation of individuals and society;it takes“theme investigation”as the methodology,helping individuals deeply understand their own“limited situation”and form“generative themes”through dialogue and reflection;it takes the cultural action of dialogue as the practice theory,replacing“oppositional cultural invasion”with“dialogic cultural synthesis”to promote the oppressed to seek liberation through education.

关 键 词：弗莱雷 《被压迫者教育学》 人性化 人的解放 提问式教学 

分 类 号：C0[社会学]