探究通識教育與環境教育融滲取徑

〈自由社會中的通識教育》書中( General Education in a Free Society，俗稱哈佛紅皮書) 提及通識教育並不是一般性的空泛教育，也不是無所不教的教育，而是在學生受教育中，讓其可以培養馬負責任的公民:書中也提出通識教育的目的在培養具備有效思考、溝通、適切判斷及認知價值的能力等四項條件，才能成為完整的個人。通識教育的命題在不同時代有著不同深刻的討論與省思'時至令日，通識教育與公民素養以及培育公民的責任息息相關。而在1990年，環境教育學者D avid Orr (譯為奧爾) 便提出「所有的教育都是環境教育」的論點，透過這一句話，連結起前述通識教育是培養公民的過程以及養成不同能力的途徑。通識教育也是環境教育得取徑之一，同時，環境教育所提的環境若以廣泛的定義去解釋，所有專業領域均與環境有著密不可分的關聯，本研究便是透過環境教育相關重要文獻與《自由社會中的通識教育》，進而與通識教育進行連結與對話，希冀透過如此對話，對通識教育的範疇產生一條不同的取徑與實踐，此取徑也能連結到真實社會。本文最終透過環境教育課程的實踐進而強調環境教育適合在真實環境中(in ) 進行教育、教育有關於(about)環境的知識、態度、技能，並且為( for) 實踐永續環境而進行教育，透過此三個層次的理念，連結至通識教育也是能進行延伸與對應，從《自由社會中的通識教育〉反思至今日的通識教育，也是希望可以在真實環境中進行教育:教授知識、態度與技能;最終希望能深化產生行動。而在環境教育中所重視的覺知與敏感度、概念知識、價值觀與態度、行動技能、行動經驗等，也是呼應與連結到書中所提及相關能力建構。在通識教育廣泛的範疇中，希冀透過環境教育的對話與連結，尋找到不同的取徑，而這一條取徑是能夠符合當代社會脈絡與思潮。

關鍵字

通識教育；環境教育；融滲；取徑

並列摘要

In the book ＂General Education in a Free Society＂, known as Harvard Red Book, mentions that general education is not a regular vague education and neither is it an education including everything. However , its purpose is to cultivate responsible citizens during the education of their student life. The book also proposes the purpose of general education is to nurture a complete person who is capable of the following four conditions : effective thinking, communication , adequate decision making and value perception ability. The term general education has different profound discussions and reflections at different times. To date, general education is closely related to civic literacy and nurture of civic responsibility. In 1990, environmental education scholar David Orr made an argument that all education is environmental education. Through these words it reveals that the foregoing general education is a process to cultivate citizens and a way to develop different abilities. Meanwhile, if the ＂environment＂ mentioned in environmental education is explained under a broad definition, all areas of expertise are closely related to the environment. This study created a connection with general education through relevant and important literatures of environmental education and the book ＂General Education in a Free Society＂ , hoping that through this connection there would be another path for the realm of general education that can link to the real society. The sample environmental education curriculum presented in this study emphasizes on giving the education ＂in＂ a real environment to educate knowledge, attitudes and skills ＂ a bout＂ environment that targets ＂ for＂ maintaining a long-lasting environment. Through the concept of these three levels it is able to extend and correspond by connecting to general education. To reflect on today's general education from ＂General Education in a Free Society＂, it is hoped to carry out education in a real environment, to lecture knowledge, attitude and skills that transforms into action at the end. The cognition and sensitivity, conceptual knowledge, values and attitudes, action skill s, operational experience and so on which are valued in environmental education, also echoes and links to the related capacity building mentioned in the book. In the broad realm of general education, it is hoped that through the connection with environmental education a different path could be found which comply to the contemporary social context and thought.