Lodge Wilton
UCL Institute of Education, 20 Bedford Way, Bloomsbury, London, WC1H0AL UK.
Cult Stud Sci Educ. 2021;16(2):609-620. doi: 10.1007/s11422-021-10047-7. Epub 2021 Jul 27.
The focus of this response to Arthur Galamba and Brian Matthews's 'Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy' is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire's ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.
对亚瑟·加兰巴和布莱恩·马修斯的《科学教育应对法西斯和威权运动的兴起：走向民主教学法的发展》一文的回应重点在于支持一种批判性教学法，这种教学法可作为一股制衡力量，对抗科学课堂内的压制性意识形态。将科学教育置于批判性教学法的传统之中，能让我们审视一些曾给该领域带来挑战的历史、理论和实践矛盾，并将科学学习视为教育领域争取社会正义的更广泛斗争的一部分。我的分析特别借鉴了保罗·弗莱雷的思想观念，他的著作持续影响着具有理论、政治和教学重要性的诸多问题。作为教育实践领域的一位杰出社会思想家，弗莱雷拒绝接受那种主流的霸权观点，即课堂话语是一个脱离文化、历史、社会和政治背景的中立且无价值取向的过程。弗莱雷的思想为此次讨论提供了几个相关主题，包括他的教育储蓄概念、对话与觉悟，以及将教学视为一种政治活动。我试图展示如何利用这些主题来推动一种更具社会批判性和民主性的科学教学方法。
