@misc{Sun, author = {Sun, Danan}, title = {Humanization, Conscientization and Liberation - On the Ethics of Freire's Dialogic Education, Master thesis, Ethics, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, China 2023. [doi.org/10.27766/d.cnki.gzjcj.2022.000625]}, abstract = {[Chinese abstract not available] Paulo Freire is regarded as the initiator of the >third revolution< in the history of educational theory since Herbart and Dewey, and the first educational philosopher who applied critical theory and its related concepts to the field of education in modern times. He proposes a kind of dialogic education as opposed to >banking education<. This study takes >how can education realize humanization< as the core issue to explore the ethics of Freire's dialogic education, reveal the critical value of his thought, and hope to provide a reference for educational ethics. Freire's dialogic education confronts the reality of Brazilian education, that is, educational inequality caused by colonialism and cultural invasion.- In the first chapter of this paper, it is pointed out that Freire criticized the >dehumanization< oppression of the educated in >banking education<, and pointed out that >banking education< denied the subjective value of the educated under the premise of the dichotomy between man and the world, and destroyed the educated's reflective and critical ability by deifying knowledge or instilling mechanical content, which eventually led to the alienation of the relationship between teachers and students. Out of the ethical concern and moral response to the oppressed, Freire took education as a field to fight against the dehumanization's situation, and proposed a kind of >dialogic education< aimed at realizing the ontological mission of >humanization<. Freire's dialogic education is based on complex philosophy, which is characterized by eclecticism. The second chapter of this paper explains the philosophical basis of dialogic education in a systematic way, and lays a theoretical foundation for the ethical connotation of the next chapter. Specifically, this paper discusses the philosophical basis of dialogic education from three dimensions: methodology, ontology and axiology. Firstly, this paper analyzes the structural contradiction of >oppressor-oppressed< in >banking education< with reference to the psychological and pathological mechanism of Hegel's >master-slave dialectic< and Fromm's >sadism-masochism<, and puts forward that its methodological basis lies in dialectics. Secondly, based on Marx's >false consciousness<, >alienated labor< and Sartre's >presupposition of absolute human freedom<, this paper analyzes the alienation of >oppressor-oppressed< and the fear of freedom in education, and puts forward that its existential basis lies in human freedom and the possibility of dehumanization. Thirdly, this paper analyzes the eclectic attitude of dialogic education with the reference of Christian humanism and Marxist emancipation of mind, and puts forward that its axiological basis is based on the realization of the soundness of human nature. Based on the relevant theories of philosophical foundations, the third chapter of this paper explains the ethical content of dialogic education from three aspects: ethical principles, educational process, and ethical purposes. Taking Freire's ontological mission of humanization, autonomy and motivation of love as the ethical principles of dialogic education, it urges people to reconstruct their cognition of themselves and society from a critical perspective, and returns the right to voice to the marginalized people who are drowning in the >culture of silence<. Dialogic education is a process of awakening consciousness and conscience, which aims at achieving equality, solidarity and emancipation among subjects. At the same time, the ethical purpose of dialogic education is to maintain the openness of dialogue through critical reading and writing, and to develop a specific way of being and acting for human emancipation.- The fourth chapter focuses on the two challenges faced by dialogic education, namely, the conflict between guidance and equal dialogue in the process of dialogic education, and the implicit inequality in the process of conscience awakening. This paper argues that we should distinguish between directive, permissive, and manipulative behaviors of educators in the educational process, and find a balance between directive and democratic teaching to achieve an equal ethical relationship between educators and educated people. At the same time, our interpretation of Freire's thought should be comprehensive and objective, instead of clinging to his early works. We should face up to the ethical purpose of Freire's dialogic education, that is, to realize human liberation in the process of facing universal human ethics. All in all, Freire's ethical position is consistent. He always takes the realization of >humanization< as his educational vision, pays attention to the life and communication of the oppressed bottom groups, and emphasizes the rights of vulnerable groups or minorities. He affirmed the ethical connotation of >education< and strived to promote >education as a truly good cause<. Therefore, dialogic education has always sought the liberation of all people as its ultimate goal, and its purpose finally points to a kind of >universal human ethics which is indispensable to human communication life<. [Translation: www.cnki.net, 1/2024]}, language = {zh} }