臺灣公民教育的再思:以認同能力為主軸的公民教育

The Reconsideration of Citizenship Education in Taiwan: Focus on the Capacities of Identity Construction

劉明隆(Ming-Lung Liu)

指導教授 ： 鄧志松

國立臺灣大學/社會科學院/國家發展研究所/碩士(2007年)

https://doi.org/10.6342/NTU.2007.01617

摘要

本研究之特徵在於從公民認同的角度出發，重新探討國家社會之公民問題與公民教育之意涵。眾所皆知的，臺灣目前的公民認同問題已極為嚴重，包括有異質認同間的衝突與對立，以及公民自我價值觀的混淆和迷思。而這些公民認同問題，在傳統的公民教育課程中，並無合適的方案給予學生相關能力的培育。為此，本研究擬針對台灣此類的認同問題進行深入探討，並規劃合適的公民教育以培植學生相對應之能力，此類能力在本文中即指稱公民的認同能力。
依據過去公民教育學者的論述與本研究的觀點，公民相關的認同能力可約略區分為兩個面向:反思面與良心面。反思面能力用以指涉公民跳脫自我認同脈絡，而從他者角度進行思考，或接受他者認同論述影響的能力;良心面能力則指稱公民以自我立場為出發點，而進行的思考邏輯、價值判斷之推演，甚至是以實際行動影響他者認同之能力。這兩面能力的運作與對話可使得公民認同的問題獲得解決，意即異質的公民認同間能夠進行實質且理性的對話，而公民自我的價值觀也得以適當地培養起來，公民的認同可因此維持平衡狀態，且公民認同的循環更得以控制在良性的狀態之中。
為培植學生此類的認同能力，本研究設計了相關的公民教育課程，涵括了學校中的潛在課程、正式課程，以及非正式課程。在本研究之中，潛在課程指稱教育者的觀念與態度，以及學校、班級長期經營的方式、氛圍所積累的學校文化風氣，其對於學生公民資格的造就具有長久且深遠之影響。其次，本研究建議正式課程運用案例教學法與議題中心教學模式兩種教學方法，此二種教學方式對於培養學生的認同能力都極有裨益。最後，非正式課程的施行主要為幫助學生如何實際地、務實地，在現實生活中實踐認同能力。透過這三部分課程的實施，可培育學生的公民認同能力，其中包含有良好的公民信念與態度，及公民的參與、實踐能力，進而建造台灣公民社會發展之基石。

關鍵字

公民教育 ； 公民認同 ； 認同衝突 ； 反思 ； 良心 ； 案例教學 ； 議題中心

並列摘要

The characteristic of this research is from the point of view of citizen identity to reconsider citizen problems and citizenship education. Taken as the analytic approach, citizen identity will clearly show the axis of citizen problems and citizenship education.
As is known to all, the problems of citizen identity in Taiwan is getting worse and worse, including not only the social aspect, such as continuing conflicts between parties, but the self aspect, like citizen’s confusion of values. Pitifully, in our traditional citizenship education, those problems of citizen identity in Taiwan have not been dealt with well. To this end, this thesis intends to focus on those problems and draws up one kind of ideal course of citizenship education, which may cultivate student’s corresponding abilities of identifying.
According to the researches of citizenship education, those abilities can be approximately divided into two aspects: reflectivity aspect and conscience aspect. The abilities of reflectivity aspect refer to disengaging from one’s original thinking context and thinking from others’ viewpoints, or even agreeing on others’ discourses. The abilities of conscience aspect mean the logical thinking and value-judging from personal point of view, or the practical action to influence others’ identities. Through the operations and dialogs of these two aspects of abilities, the problems of citizen identity can be dealt with properly, that is to say the different citizen identities can proceed rational and pragmatic negotiations. Moreover, individuals’ self-identities can be balanced in consequence.
To cultivate such students’ abilities of identifying, this thesis draws up one kind of ideal course of citizenship education, which includes three parts: hidden, formal, and informal curriculum. Firstly, the hidden curriculum refers to the attitudes of teachers and the atmosphere of school culture that would have deep and long-lasting effects on learners. Secondly, the formal curriculum embraces two kinds of pedagogies: case method and issue-centered method, proved to be capable of cultivating the students’ abilities of identifying. Lastly, the informal curriculum would provide learners with the opportunities of practicing the abilities of identifying in real life. Through the three parts of curriculum, the learners’ abilities of identifying can be cultivated properly, including the decent citizen attitudes and beliefs, as well as the practicing and participating abilities to develop the civil society in Taiwan.

並列關鍵字

Citizenship Education ； Citizen Identity ； Identity Conflicts ； Reflectivity ； Conscience ； Case Method ； Issue-centered Method

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