Educational Implications of Paulo Freire’s Theory of Dialogic Action Based on a Subjective Perspective and Five Criteria
Author: Yu-Nan Su(Department of Educational Administration and Management, National Dong Hwa University)
Vol.&No.：Vol. 59, No. 2
Date：June 2014
Pages：89-109
DOI：10.6209/JORIES.2014.59(2).04
Abstract：
Under a hegemonic structure, critical pedagogy creates the dynamic cultures concept. The interaction of mutual relationships is believed to produce energy, and thereby promote structural evolution and subject emancipation. This initiated relationship and interaction is represents the concept of dialogic action proposed in Freire’s theory. This study focused on Freire’s theory of dialogic action to identify an interrecognized foundation of dialogic theory, which was influenced by Hegel and Marx, and his previous assumption was based on moral concerns. This study addressed five topics: (1) love, (2) humility, (3) confidence, (4) expectations, and (5) criticism. Finally, the methods of applying this theory in education were analyzed by conducting follow-up research.
Keywords：critical pedagogy, ethics of education, theory of dialogic action
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References：
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