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    프레이리와 랑시에르의 해방교육론 비교 = A comparison Freire and Ranciere on the emancipation education

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    https://www.riss.kr/link?id=A99702317

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    A purposes of this study is to comparatively analysis Freire`s emancipation education theory and Ranciere`s one. The results of study are as follows. 1. the common views which two theories share First, Educational activities are value laden because they are involved with political activities. Second, Teacher`s explanation centered teaching, named ``banking concept of education`` or ``making fool education`` is a bad teaching which is against human nature, and makes student a fool and the oppressed. It cause community to irrational and unequal one. Third, emancipation is not a work on social class but a job on recovering the human nature, so the emancipation have to be done by education. Forth, the practical strategies of emancipation education that two emancipation education theorists suggest were based on the educational experiences and the educational achievements 2. the different views that two theories have, and what the differences came from are as follows. First, Freire`s emancipation education, called ``problem posing education``, focuses on the dialogue between teacher and students on the ordinary living with that the students daily face, whereas Ranci?re`s emancipation education, called ignorant teacher`s education, focused a on interaction student and their text books. Second, In Freire`s emancipation education, the separation between teacher and student come to vanishes, and teacher and student become co-worker, whereas in Ranci?re`s emancipation education, separation between teacher and student is sticked, authority of teacher is kept on. Third, Freire`s education give weight to make the society without oppression, whereas Ranciere`s education give weight to expend personal intellectual freedom. Forth, The differences between Freire`s education and Ranci?re`one come from differences of time and place that two scholars live in and experience, and differences of academic atmosphere that they were exposed.
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    A purposes of this study is to comparatively analysis Freire`s emancipation education theory and Ranciere`s one. The results of study are as follows. 1. the common views which two theories share First, Educational activities are value laden because th...

    A purposes of this study is to comparatively analysis Freire`s emancipation education theory and Ranciere`s one. The results of study are as follows. 1. the common views which two theories share First, Educational activities are value laden because they are involved with political activities. Second, Teacher`s explanation centered teaching, named ``banking concept of education`` or ``making fool education`` is a bad teaching which is against human nature, and makes student a fool and the oppressed. It cause community to irrational and unequal one. Third, emancipation is not a work on social class but a job on recovering the human nature, so the emancipation have to be done by education. Forth, the practical strategies of emancipation education that two emancipation education theorists suggest were based on the educational experiences and the educational achievements 2. the different views that two theories have, and what the differences came from are as follows. First, Freire`s emancipation education, called ``problem posing education``, focuses on the dialogue between teacher and students on the ordinary living with that the students daily face, whereas Ranci?re`s emancipation education, called ignorant teacher`s education, focused a on interaction student and their text books. Second, In Freire`s emancipation education, the separation between teacher and student come to vanishes, and teacher and student become co-worker, whereas in Ranci?re`s emancipation education, separation between teacher and student is sticked, authority of teacher is kept on. Third, Freire`s education give weight to make the society without oppression, whereas Ranciere`s education give weight to expend personal intellectual freedom. Forth, The differences between Freire`s education and Ranci?re`one come from differences of time and place that two scholars live in and experience, and differences of academic atmosphere that they were exposed.

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    참고문헌 (Reference)

    1 홍은광, "희망의 교육을 향한 해방의 삶" 14 : 242-270, 2003

    2 Freire, Paulo, "페다고지" 한국천주교평신도사제협의회 1979

    3 김부태, "파울루 프레이리의 신자유주의 교육 비판론 고찰" 한국교육개발원 34 (34): 3-26, 2007

    4 심성보, "왜 지금 다시 페다고지를 다시 읽어야 하는가?" (7) : 273-288, 2001

    5 목영해, "바람 든 한국교육" 문음사 2009

    6 양창렬, "무지한 스승" 궁리 2008

    7 Ranciere, Jacques, "무지한 스승" 궁리 2008

    8 목영해, "랑시에르의 교육관이 학력양극화 해결에 주는 시사점" 한국교육사상연구회 26 (26): 91-112, 2012

    9 Freire, Paulo, "교육과 의식화" 새밭 1979

    10 Galloway, Sarah, "Reconsidering Emancipatory Education : Staging a Conversation between Paulo Freier and Jacques Ranciere" 62 (62): 39-59, 2012

    1 홍은광, "희망의 교육을 향한 해방의 삶" 14 : 242-270, 2003

    2 Freire, Paulo, "페다고지" 한국천주교평신도사제협의회 1979

    3 김부태, "파울루 프레이리의 신자유주의 교육 비판론 고찰" 한국교육개발원 34 (34): 3-26, 2007

    4 심성보, "왜 지금 다시 페다고지를 다시 읽어야 하는가?" (7) : 273-288, 2001

    5 목영해, "바람 든 한국교육" 문음사 2009

    6 양창렬, "무지한 스승" 궁리 2008

    7 Ranciere, Jacques, "무지한 스승" 궁리 2008

    8 목영해, "랑시에르의 교육관이 학력양극화 해결에 주는 시사점" 한국교육사상연구회 26 (26): 91-112, 2012

    9 Freire, Paulo, "교육과 의식화" 새밭 1979

    10 Galloway, Sarah, "Reconsidering Emancipatory Education : Staging a Conversation between Paulo Freier and Jacques Ranciere" 62 (62): 39-59, 2012

    11 Hallward, Peter, "Politics and Aesthetics : an Interview" 8 (8): 191-193, 2003

    12 Roberts, Peter, "Pedagogy, Neoliberalism and Postmoderinity: Reflections on Freier's Later Work" 35 (35): 451-465, 2003

    13 Arsenjuk, Luka, "On Jacques Ranciere"

    14 Bingham, Charles, "Jacques Ranciere: Education, Truth, Emancipation" Continuum 2010

    15 Pelletier, Caroline, "Emancipation, Equality and Education : Ranciere's Critique of Bourdieu and the Question of Performativity" 30 (30): 137-150, 2009

    16 "CNMTL"

    17 Biesta, Gert, "A new logic of emancipation : the methodology of Jacques Ranciere" 60 (60): 163-184, 2010

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    2026 평가 재인증평가 신청대상 (재인증)
    2020-01-01 등재 등재학술지 유지 (재인증) KCI등재
    2017-01-01 등재 등재학술지 유지 (계속평가) KCI등재
    2013-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2011-03-29 학술지명변경 한글명 : 교육철학 -> 교육철학연구 KCI등재
    2011-03-22 학회명변경 한글명 : 교육철학회 -> 한국교육철학학회
    영문명 : 미등록 -> The Korean Philosophy of Education Society
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    2010-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2008-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2005-05-30 학술지명변경 외국어명 : The Korean Philosophy of Education Society -> The Korean Journal of Philosophy of Education KCI등재
    2005-01-01 등재 등재학술지 선정 (등재후보2차) KCI등재
    2004-01-01 등재 등재후보 1차 PASS (등재후보1차) KCI등재후보
    2003-01-01 등재 등재후보 1차 FAIL (등재후보1차) KCI등재후보
    2001-07-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
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    학술지 인용정보

    학술지 인용정보
    기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
    2016 0.75 0.75 0.86
    KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
    0.84 0.88 1.27 0.33
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