探索劉力學的重要生命經驗與環境行動在環境教育上的意義

Exploring the significant life experience of Pierre Loisel and the magnificence of environmental action to environmental education

黃建榮(aaron)

指導教授 ： 周 儒

國立臺灣師範大學/理學院/環境教育研究所/碩士(1999年)

摘要

摘 要
重要生命經驗﹙Significant Life Experience以下簡稱SLE﹚的研究，是Tanner在1980年所開啟的，歷經了二十年後，已然成為環境教育研究上的一個領域。這個領域的研究，致力於從解構一個人的生命經驗，去了解影響其環境行為的重要因素。SLE研究的重要性在於傳統以量化為主的環境教育研究中，它是一個質性研究，所探討的重點不只是在於知道人們做什麼？更要知道為什麼？因此它的重要性，在於從解構的過程中，重新建構環境教育的精神和內涵。此外，行動能力﹙Action Competence﹚是最近在丹麥環境教育學會上討論的主題，其影響力已經蔚為另一股環境教育的新典範，這個領域的特色是強調環境教育的焦點應該放在環境議題上，以及培養學生的行動能力上。
國內有關這兩方面的研究，都尚處於起步的階段。研究者有幸，在幾位老師的指導之下，接觸到了這兩個研究領域，且研究的理論架構剛好可以適用，因此研究者就以質性研究的方式來進行個案的研究。一開始的研究動機，只是對於發生在本土的一位外籍人士—劉力學﹙Pierre Loisel﹚他個人的環境行為感到十分的好奇與興趣，想要瞭解他在台灣這三十幾年來所從事過的環境行動經驗，探索他是如何有效達成的？是什麼樣的因素，促使他去做這些事情？同樣的情況之下，為什麼台灣人辦不到？這些答案在環境教育上可以提供什麼意義？
因此本研究的重點在於探索劉力學的重要生命經驗與其日後從事保護環境行動之間的關係，試圖探討他承諾保護環境的源動力，以及有效行動的構成要素，並進一步將研究的發現與結果轉移到環境教育的實施上。
本研究的結果顯示：「承諾保護環境的源動力」與「有效行動構成要素」的各項因素之間具有交互作用的關係，透過本研究的分析可進一步將其架構成運作模式，且兩個運作模式之間具有密切的相關。這些模式有別於現存的許多環境行為模式，這樣的結果提供了環境教育工作者一個反思和批判的機會，重新檢視環境教育的真實內涵、相關實施方式，以及需要加強的地方。

關鍵字

重要生命經驗 ； 環境行動 ； 環境教育

並列摘要

ABSTRACT
Research in the field of Significant Life Experiences (SLE for short) was initiated by Thomas Tanner in 1980. It has become a serious research sector for environmental education 20 years down the road. Deconstructing a person's major underlying life experiences, to reveal the relevant factors that resulted in a person's environmental behavior, is the focus of this
field of studies. SLE is a qualitative approach, different from, but supplement to the traditional quantitative approach to study environmental behavior. The approach is designed not only to study what people are doing, but also why they are doing. As a result, it is importance is to reconstruct the context and spirit of environmental education, which was based upon the
deconstructing procedure previously accomplished. Meanwhile, action competence is the theme among Danish environmental education research and practices recently. Its impact gradually becomes a new research paradigm. The model of action competence emphasizes upon environmental issues along with their resolutions, and the potential of raising students' action competence.
We just begin our effort in these two fields. Both of them are in the explorative stage. This researcher has the honor, under the careful supervision of some university faculty members, to touch these fields. More important, the research framework can apply to this research project. As a result, this researcher used the qualitative approach, the case study, to
begin the investigation. When the researcher just began his investigation, he was interested in a foreigner's, Pierre Loisel, environmental behavior, and was very curious about Loisel's environmental action during the past thirty years in Taiwan. This researcher wanted to know how Loisel could have accomplished so much so effectively? What factors pushed him to do all of these? Why couldn't Taiwanese do that when the same situation applied? Could all of these answers provide some insights to environmental education?
Therefore, the study focused upon Loisel's significant life experiences, his environmental action, and the potential relationship between them. It is the researcher's attempt to investigate the motivation of Loisel's commitment to take environmental action, and the important factors influencing effective environmental action, and finally, the potential implication of the research
results to the implementation of environmental education.
Research results indicated the followings: There is interacted relationship in between the motivation of a person's commitment to take environmental action, and the relevant factors of the effective action. Working models can be established through the analysis from this study, and the two models have close relationship to each other.
These models are quite different from many models currently accepted by most
environmental educators. The results of this study provide a chance for environmental educators to reflect, and criticize upon. It is time to seriously evaluate the true context, the proper approach to implement environmental education.

並列關鍵字

significant life experience ； environmental action ； environmental education

參考文獻

吳美真譯 (Aldo Leopold 著) (1997)：《沙郡年記》。台北：天下文化。

許世璋﹙2000﹚：〈大學環境教育課程對於學生環境行動與其他環境素養變相之成效

Breiting, S. & Mogensen, F. (1999). Action Competence and Environmental Education.

Cambridge Journal of Education, 29(3), pp.349-353.

Chawla, L. (1998a). Significant life experiences revisited: a review of research on