公民審議在通識教育中的教學實踐－以「多元文化與社會正義」課程為例

The Teaching Practice of Civic Deliberation in General Education-Taking the ＂Multicultural and Social Justice＂ Course as an Example

王冠生(Kuan-Sheng Wang)

《慈濟通識教育學刊》 14期 (2022/06) Pp. 32-68

https://doi.org/10.6755/TCJGE.202206_(14).0002

摘要

當代社會是一個價值多元的社會，人們在許多公共議題上產生難解的爭議，面對這些具爭議性的公共議題，審議式民主論者主張以審議溝通的模式形成決策，其認為「以溝通審議為核心的民主」比「以投票為核心的民主」更能夠確保決策的品質。縱使在審議之後無法形成共識，也能夠經由審議更了解彼此的立場。因此，溝通審議是當代社會公民必須具備的公民素養。筆者認為，在審議過程中，公民必須具備說理、傾聽、溝通、反思的能力，也必須具備同理心、和解、寬容、互惠、公民友誼的素養。為了提升同學具備公民審議的能力與素養，筆者在「多元文化與社會正義」課程中設計「小組審議、角色扮演、議題辯論、審議式提案」等教學活動，審議過程中要求同學遵循「論述可理解性、論述真實性、溝通真誠性、溝通正當性、相互性判準、公民素質的義務」的原則進行審議，也透過「問卷調查、公民審議素養評量尺規、質性意見回饋」等機制評估同學的學習成效。從上述學習成效評估機制的回饋顯示，本課程教學設計有助於提升同學關於審議式民主的知識、能力與素養，也擴大同學對於公共事務的關心。

關鍵字

審議式民主 ； 公共理性 ； 公民德性 ； 公民審議 ； 公民素養

並列摘要

Contemporary society is a society with multiple values. Citizens have intractable disputes on many public issues. How to make decisions on controversial public issues is an important issue in a democratic society. Deliberative democracies believe that democracy with communication and deliberation at its core can ensure the quality of decision-making better than democracy with voting as its core. Therefore, communication and deliberation are the civic qualities that citizens of contemporary society must possess. I believe that in the process of deliberation, citizens must have the ability to reason, listen, communicate, and reflect. In addition, they must also have the qualities of empathy, reconciliation, tolerance, reciprocity, and citizenship. In order to enhance the students' ability and literacy in civic deliberation, I designed teaching activities such as ＂group deliberation, role-playing, topic debate, and deliberation of proposals＂ in the course of ＂Multicultural and Social Justice＂. During the deliberation process, students are required to follow the principles of ＂discussion comprehensibility, discourse truthfulness, communication sincerity, communication legitimacy, the criterion of reciprocity, and the duty of civility＂. It also evaluates students' learning effectiveness through mechanisms such as ＂questionnaire surveys, civic review literacy scoring rules, and qualitative interviews＂. The feedback from the above-mentioned learning effectiveness evaluation mechanism shows that the teaching design of this course helps to enhance the students' knowledge, ability and literacy about deliberative democracy, and also expands students' concern for public affairs.

並列關鍵字

deliberative democracy ； public reason ； civic virtue ； civic deliberation ； civic literacy