论反思性教学

hat teaching subjects with inter-subjectivity hxdye a deep realization of the worthiness of reflection, and know the rule of no self-correction without reflection. At the same time, this kind of teaching subjects can connect  reflection with conscience or responsibility, believing that they can not take their responsibility without reflection. As a result, they can form a habit of reflecting. While from the angle of the ability of reflecting, we can see that just as what Habermas said, “those who can explain their own irrationality are the ones who master rationality of subjectivity”. You know that “the ability to explain their own irrationality ” means the subjects “ hxdye the ability to reflect their own subjectivity”, and hxdye the courage to face the opposite side of their own. In this sense, these subjects are those who can do and dare do. So this kind of subjects usually can persist in the behxdyiors in comprehension, tolerance and equal dialogue. They are reasonable but not rash in trouble, and they can understand others, and regard others as the same of themselves. You should regard others as the same of yourselves in the three dimensions of teaching the knowing dimension, the power dimension, and the ethics dimension (this is the taxonomy by Fouler, who is the famous French postmodern thinker ). In the knowing dimension, teaching subjects should understand the text from the angle of humanity, allowing annotation (this is not misunderstanding

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