批判教育解釋學論綱

Essentials of Critical Education Hermeneutics

批判教育解释学源于批判理论和解释学的发展，是基于批判教育学与批判解释学的融合，使解释学同社会批判、意识形态批判相结合，霸权是其针对性。再现是限制性原则，描述了前批判的解释；批判反思描述了批判的解释，称作可能性原则。批判教育解释学的实践有助于促进真正让我们超越受到限制的交流而达到反思性的解放，建立一种真正解放的合意，致力于人的解放和确保有利于人的解放的社会。“培育主体的批判意识、建立厚民主对话情境、造就批判的和可能性的语言、秉持反思性改造和转化行动”成为批判教育解释学的兴趣。

Critical Education Hermeneutics， originated from Critical Themy and Hermeneutics， coalescing Critical Pedagogy with Critical Hermeneutics， and combining hermeneutic with social criticism and ideology criticism， regards Hegemony as its target. Reproduction is the constraint principle， describing the precritical interpretation. Critical reflection describing the critical interpretation can be called the possibility principle. The praxis of Critical Education Hermeneutics helps to actually move us beyond constrained communication to a reflective emancipation， to establish a consensus of the true emancipation， and to devote to personal emancipation and the society in favor of personal emancipation. ＂Cultivating a critical consciousness of the subjects， establishing a circumstance of thick democratic dialogue， creating a language of critique and possibility， and adhering to an action of reflective remoulding and transformation＂ become the interests of Critical Education Hermeneutics.