Problem-Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Alex J. Armonda
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引用次数: 0

Abstract

Examining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem-posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem-posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on the nature of the subject/object relation, while thinking new connections across the philosophical-analytical divide on questions of being, subjectivity, and politics. First, he discusses the onto-epistemic specificity of “the human” in Freire and situates it in relation to the split subject of the unconscious in Lacanian psychoanalysis. Second, he presents the subject/object encounter in Freire, demonstrating that a similar notion of the unconscious informs Freire's account and plays a central role in his understanding of the banking and problem-posing pedagogical experiences. Advancing a Lacanian reading of the problem-posing encounter, Armonda concludes by reflecting on key differences between the dialectical-materialist and psychoanalytical interpretations of Freire, and how the latter opens new perspectives on “reality” as an inconsistent space of contest, generating alternative ways of conceiving political subjectivity and the possibility of radical social transformation in the present.

重新审视提出问题的辩证法:批判哲学与精神分析学之间的自由之争
本文考察了教育理论家保罗·弗莱雷(Paulo Freire)的作品中仍未被充分探索的元素,从他声称提出问题的教育学作为一种“精神分析”开始。亚历克斯·阿蒙达(Alex Armonda)将弗莱尔置于批判哲学和精神分析传统之间,对提出问题的辩证法进行了新的解读,描绘了弗莱尔教育学和精神分析在主客体关系本质上的相似之处,同时思考了在存在、主体性和政治问题上跨越哲学分析分歧的新联系。首先,他讨论了弗莱雷“人”的本体论专一性,并将其与拉康精神分析中无意识的分裂主体联系起来。其次,他提出了弗莱雷的主体/客体遭遇,证明了弗莱雷的描述中有一个类似的无意识概念,并在他对银行和提出问题的教学经验的理解中发挥了核心作用。阿蒙达通过反思弗莱雷的辩证唯物主义和精神分析解释之间的关键差异,以及后者如何打开“现实”作为一个不一致的竞争空间的新视角,产生了构想政治主体性和当前激进社会转型可能性的替代方式,从而推进了拉康式的解读。
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来源期刊
EDUCATIONAL THEORY
EDUCATIONAL THEORY EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
0.00%
发文量
19
期刊介绍: The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.
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