- 學位論文
以參與式設計反省當前的台灣建築設計教育 －教育部「創意學養計畫」鐵板經驗之研究
Participatory Design as the Pedagogical Reflection on the Architectural Design Education in Taiwan－ “Creative Education Program” in Tieban, Matsu
摘要
論文摘要 當前台灣的建築設計教育發生了問題，市民社會已經浮現，建築設計教育卻依然裹足不前！社會對建築專業的期待已因社會時勢的推波助瀾需要而拓展了視野與期許，但當前的建築專業，仍未將「參與式設計」排上專業教育議程，以致專業教育之倫理價值觀點反落後於社會之期待。 筆者參與九十二年「新房動員計畫」進入馬祖南竿鄉的鐵板村，爾後於教育部「創意學養計畫」的推波助瀾下延續社造，生活學習過程中筆者有了另一個家園的感動與想像。「創意學養計畫」是將社區參與結合設計課程，試圖以參與式設計作為建築設計教育的改革，讓學生面對「真實」。然而，筆者在參與及執行計畫的過程中發現，在大聲疾呼改革之際，許多教學、學習上的問題與落差是需要被重視的，因此本研究將從學生的主體學習經驗及老師的教學觀點，以學養計畫的參與經驗為論述的素材做深入的探討。本研究內容主要分為以下四大部分： 一、文獻回顧部分，從台灣建築教育的發展脈絡進行分析，了解「參與式設計」的發展動機及其社會背景為何。在此基礎下，探尋現今建築設計教育發生的危機。 二、在馬祖動員歷程的紀錄部分，本研究採取參與觀察之研究，以實際參與的經驗來描述社區動員過程。藉著對活動歷程的回饋分析，來了解設計課程結合社區參與的學習成效，以及後續效應。 三、調查訪談與個案研究之分析部分，為了進一步了解參與式設計在學生操作設計上的影響，及釐清筆者對建築設計教育的疑慮，本研究擬定問卷，透過訪談、個案研究的方式，歸納、分析出共同的現象及問題，找出現今台灣建築設計教育的問題本質，作為下一章節的論述基礎。 四、對建築設計教育提出反思，提出新的建築設計教育思維，即「換一個腦袋思考」。本研究結論先針對各時期的動員提出行動後的反省，發現團隊迄今操作上的問題。爾後論當前建築設計教育遭遇的困境，說明建築系學生在脫離人與現實社會的學習危機之問題本源為何。最後提出一個「鐵板」觀點，如下： 1.學生在進行社區參與掌握的互動關鍵為引動、流動、攪動。 2.以「看見與被看見」的概念來說明團隊與社區互動的過程 。 3.從「可動與不可動」來看建築設計手法的限度及參與式設計的不可取代性。 4.建立一套可提供後續參與的溝通工具。 5.以「走出教室、進入社區」的「服務－學習」 關鍵字：社區設計,建築設計教育,參與式設計,真實,設計
並列摘要
Abstract The architectural design education in Taiwan has reached a serious deadlock. It lingered in the outdated formula of architectonics when people in Taiwan society stepped into the phase of Civil Society. Under the current and expectation of envisioning new architectonics, people in Taiwan do little to enlist the Participatory Design as the pedagogy on the agenda of architecture. In that case, the specialized education of architecture is easy to fall behind what Taiwan people have expected. I went to Tieban village of Nangan township in Matsu in 2003, in which I participated a program—“Community Mobilization Plan of Rebuilding.” After that experience, I took part in “Creative Education Program” programmed by Ministry of Education, which is held to rebuild Tieban community. Through the rebuilding experiences, I therefore learned how to blueprint another picture of homeland. By means of Participatory Design, “Creative Education Program” is an attempt to connect the community participation and the designed curriculum to make students learn to face “Reality.” Along with the experiences of both participating and executing the program, I found that not only lecturing but also learning need to be improved. There are some practical problems that require people to pay more attention to. This thesis is a study of “Creative Education Program,” which I mainly work on from the perspectives of students’ learning experiences as well as teachers’ lecturing experiences. There are four chapters in my thesis. Chapter one is a review of architectural education in Taiwan. I contextualize Participatory Design along with the social context. Via the contextualization I can hence analyze and research on why architectural design education nowadays in Taiwan is in the deadlock. Chapter two is both a record and description of our community mobilization in Matsu. I focus on my practical experiences of Participatory Design in this chapter. Also, how to successfully make the Tieban people mobilize themselves is also included. Chapter three is involved in three interests, including my analysis of Tieban case, the filed investigation on both staff and stuff, and the interview with Tieban people. By doing this, I hope to explain and to get a kernel of why the architectural education in Taiwan is outdated. Chapter four is a reflection on the outdated architectural education in Taiwan. I conclude with the review of our mobilization in Matsu and then try to propose a new pedagogy as architectural design education according to Tieban case. I take five points into consideration: 1. Students play the key role in our mobilization in Matsu. In the community, they subvert the fixed right/power among people’s relations; they succeed in getting the mobility in crossing-filed; they initiate the new. 2. “Seeing and Being Seen” as the way for our team to interact with the community. 3. “Changeable and Unchangeable” as the concept to convey the limit of outdated architectural design and the uniqueness of Participatory Design. 4. To establish a sort of platform as well as communicating tool of architectural pedagogy for next generation. 5. “Off Classroom, Within Community” as the ultimate goal of service-learning to reach a combination of integration and reciprocation between the society and the academia.