翻越高牆，擁抱差異：人生哲學課學生對服務學習影響觀點轉換歷程的敘說

Climbing over a High Wall to Embrace the Difference: College Students' Perceptions of their Perspective Transformation Process through Service-learning

劉錦萍(Chin-Ping Liou)

《全人教育學報》 14期 (2016/03) Pp. 105-128

摘要

本研究旨在探討人生哲學課學生對服務學習體驗，如何影響其觀點轉換歷程的看法。人生哲學課為輔仁大學學生必修三大核心課程之一，旨在培養學生的批判思考能力、正確人生觀和價值觀。隨著服務學習理念的推廣，部分授課老師慢慢在課程中納入服務學習體驗實作單元，幫助學生以做中學的方式，達成學習目標。根據個人經驗及研究發現，參加服務學習體驗實作的學生，在認知、情意、行為方面，都獲得相當程度的正向轉變。但有關服務學習實作如何影響人生哲學課學生的觀點轉換歷程方面的研究，卻仍屬少見。本研究採用半結構深度訪談法，收集研究資料，以敘說分析法，進行資料分析。研究結果發現，透過服務學習獲得的觀點轉換歷程包括：1.翻越高牆，2.認知失調，3.批判反思，4.感情連結，5.立意改變五個環節。本研究認為，認知失調的經驗為啟動觀點轉換歷程的關鍵要素。建議推動服務學習的教育工作者，重視學生的認知失調經驗，活化反思機制，使之協助學生正視失調經驗的意涵，並從其中獲得觀點轉換和全人成長。

關鍵字

服務學習 ； 觀點轉換 ； 人生哲學

並列摘要

This narrative research sought to find out how college students perceive the process of their perspective transformation through service-learning. From a social constructivist perspective, holding that knowledge is co-constructed through a process of inter-subjective meaning making and story-telling, I adopt a qualitative narrative approach to the research. Nine participants were selected using a purposive sampling method. The sample is taken from students currently enrolled in the course philosophy of life at Fu Jen Catholic University and the selection criteria are spelled out as follows: 1. having successfully completed twice for 6-8 hours of service learning in the same institution, 2. having claimed to have had a deep transformative experience, and recommended by their respective philosophy of life course professors. The data were co-constructed between the researcher and the 9 participants using a semi-structured in-depth interview approach. Interview data were analysed using the holistic-content and the category-content approaches proposed by Lieblich, Tuval- Mashiach, and Zilber (1998). I adopt a reflexive attitude throughout the entire research process and make transparent to the reader those aspects of myself available to my consciousness. In doing so, I invite readers to assess the methodological and interpretative decisions which I made and come to their own conclusions about the trustworthiness of my research. The core themes emerging from the study including (1) climbing over a high wall, (2) dissonance, (3) critical reflection, (4) connecting, and (5) intent for changes represent college students' perception of their perspective transformation process through service-learning.

並列關鍵字

service-learning ； perspective transformation ； philosophy of life