从保罗·弗莱雷的被压迫者教育学看环境教育

H. Spínola
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引用次数: 0

摘要

1968年,著名哲学家、教育家保罗·弗莱雷(1921-1997)完成了《被压迫者的教育学》一书[1]。他在巴西的军事独裁统治下(1964-1985)流亡了16年(1964-1980),这只能被看作是他思想演变的决定性背景。自从保罗·弗莱雷写了《被压迫者的教育学》[2]这本书以来,世界发生了很大的变化。人口增加了一倍多,能源消耗增加了两倍,机动车数量增加了七倍,二氧化碳排放量增加了四倍,生态足迹增加到比地球本身还要大75%[3-6]。气候变化的必然结果是,人类面临着严重的全球生态危机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Environmental education in the light of Paulo Freire’s pedagogy of the oppressed
In 1968, Paulo Freire (1921–1997), a well-known and recognized philosopher and pedagogue, completed the writing of the book ‘Pedagogy of the Oppressed’ [1]. The exile to which he was subjected by the Military Dictatorship in Brazil (1964–1985) lasted for 16 years (1964–1980) and can only be seen as a determining context for the evolution of his thought. Since Paulo Freire wrote the book ‘Pedagogy of the Oppressed’ [2] the world has changed a lot. Human population more than double, energy consumption tripled, motor vehicles are now seven times bigger, carbon dioxide emissions quadrupled, and ecological footprint rose to be 75% bigger than the Planet itself [3–6]. As a corollary, climate change arose confronting humanity with a serious and global ecological crisis.
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