自我書寫與生命創化：以蘆荻社大學員蕃薯的故事爲例

Self-Narrative and Life Transformation: A Learning Story of Fan-Shu at Lu-Di Community University

賴誠斌(Cheng-Pin Lai) ； 丁興祥(Shing-Shiang Ting)

《應用心理研究》 25期 (2005/03) Pp. 73-114

摘要

本文是以蘆荻社大學員「蕃薯」的學習故事，說明使用「自我敘說」(self-narrative)化爲文本作爲主體探索自身生活世界的教育取徑，使其産生自我理解與創化的教育歷程。以此學習歷程爲例，自我書寫不僅需要學習主體在不同自我文本中理解、詮譯、對話與重構，也需要有意義的「他者」、追求公義且良善的敘說氛圍、協同者敘說場境的規劃，更需要將書寫中的自我理解與真實生活中的人我關係往返驗證修正，才能將理解自我放置到更大的社會理解，達致自我創化。在這個置於社會場境的教育歷程中，教學者視爲一個文本詮釋的積極參與者與敘說協同規劃者，而非權威的知識傳授者；如此協同所追求的並非客觀定律式的知識，而是生命經驗的美感與感知，其具有生命情意教育、弱勢發聲與社會實踐的積極意義。

關鍵字

自我敘說 ； 社會實踐 ； 成人教育

並列摘要

As an educational approach to inquiry ”life world”, writing the self activity in certain conditions can achieve a student's self-comprehension and self-transformation. The learning process of the student Fan Shu at Lu Di Community University makes a good illustration.
In this case, the narrator needs to learn how to refram her life experiences, and make a dialogue between different self-narrative texts to reconstruct her life story. To plan and built a fair and friendly narrating climate is the key to advance self-narrative writing. Also, it is necessary for the members in class to become the ”understanding significant others”, ”active listener” and ”supporting companies” so as to help the narrator to move on. Consequently, self-transformation processes would take place when the narrator confronts social narrative scenarios and interpersonal relationships in real life. Self-understanding by such inquiring is promoted to broader sense of the communion and more complicated human relations. The ”role of the teacher” in this study is not an authority who is interested in pursuit of impersonal nomothetic knowledge. Instead, he is a ”collaborative planner” and ”intersubjective interpreter” to pursue life-transformation of students by advancing the narrations of the narrator. Thus, self-narrative writing activity is not only a co-authorship process but also turns into a creation of life aesthetics and co-existentialism.
Such adult education of social praxis implies that students can reactivate their affectivity, and the minority can find their own voices and identity through reconstructing their stories. By empowering and consolidating themselves, the civil society elevates as well.

並列關鍵字

self-narrative ； adult education ； social praxis

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