The Contemporary Educational Value And Reflection Of Paul Freire's Dialogue Education Thought

Paulo Freire is one of the most influential and creative educational thinkers of the twentieth century and is known as the “legendary when he is alive”.In the book “Pedagogy of the Oppressed”,he proposed the dialogic education thought,which is the core of his theoretical system of liberation education.This thought has important enlightening significance for current educational reform and development.But at the same time there are certain limitations and shortcomings in this thought.Therefore,seriously reflecting and criticizing Freire's dialogic education thought has important practical significance for promoting the healthy development of education.Catholic theology,Marxism,Existentialism,and Phenomenology constitute the theoretical basis of Freire's dialogic education thought.According to Catholic theology,Freire believes that "humanization" is the ontological mission of human.But injustice,oppression,exploitation and so on hinder people's path to perfect humanity.To this end,believers should resist oppression and fight for liberation with God and all others.The realistic oppression and the wrong religious view of people guide Freire to Marx.Through the use of Marxism to analyze reality,Freire emphasized that it is necessary to change the existing social structure,and must be fully committed to the struggle practice of transforming reality,otherwise it will not be able to fundamentally eliminate exploitation.The expositions of Existentialism and Phenomenology on the concepts of consciousness,existence and dialogue also provide the important theoretical basis for Freire to criticize oppression and advocate the implementation of liberated,democratic and dialogic education in order to obtain freedom and liberation.Freire's dialogic education has rich connotations,including the purpose,content,methods,process and teacher-student relationship of dialogic education.In Freire's view,the purpose of dialogic education lies in the “conscientization” of people,that is,to awaken people's critical consciousness.He emphasized that dialogic education should choose “generative thematics” as the basic content of education.On the basis of criticizing banking concept education,Freire advocates that dialogic education should adopt the method of “dialogue”.The essence of“dialogue” lies in reflection and action.Dialogue needs to be based on certain conditions and foundations.The process of dialogic education is a process of mutual education between teachers and students.Dialogic education must break the traditional oppressive teacher-student relationship and rebuild a democratic,equal,and cooperative dialogic teacher-student relationship.The revelation of Freire's dialogic education thought to contemporary education is mainlyreflected in the following aspects: First,stick to the essence of education and educate students from the concept of “humanization”;Second,adjust the abstract and rigid educational content to make education closer to student life;Third,reform the one-way inculcation of educational methods and promote dialogue and exchanges between teachers and students;Fourth,respect the subjective status of students and cultivate students' critical consciousness and innovative spirit;Fifth,strengthen the interaction between teachers and students,and build a democratic and equal dialogic teacher-student relationship.It should be noted that Freire's dialogic education thought itself also has certain theoretical defects: on the one hand,although Freire advocates instructional education,but his explanation of the role of teachers in dialogic education often gives people a non-guidance misunderstanding,and the guiding and non-guidance boundaries are also elusive;on the other hand,Freire's interpretation of “conscientization” is too general,and“conscientization” itself has limitations.The defects of the theory itself and the dilemma of social practice led to the dialogic education thought is too ideal and difficult to put into practice.