風險社會中的地方知識建構研究 - 以環境教育課程的規劃與實作為例

風險社會以「反身性現代化」思維對全球化中環境、科技、政治、文化乃至個人主義化的生存處境與知識學習進行反思。本論文從反思模式的經驗研究出發，目的在於探求全球風險社會情境中，異質教學場域如何透過知識建構與教學策略的反思與轉化，產生屬於地方的知識與實作理論結構，以此回應風險社會對反身性現代化的關懷。質性研究主要包括反身性的詮釋與紮根理論「資料驅動」和「理論驅動」雙重詮釋方法，蒐集資料的方法則為參與式觀察和個案研究，以「南港社區大學南港學學群」與「元智大學桃園文化廊道 USR 與地方多元文化課群」做為兩先導研究，以「學習型社區營造三維結構理論模型」驗證兩場域在知識建構與實踐過程中與地方社區連結的心態、活動與策略等維度。主要的個案研究以元智大學通識教學部「生態與環境想像」的環境教育課堂為主體，資料蒐集時間從 2016 到 2021 年，對象是課程參與的教師與學生，以 MAXQDA 紮根理論方法分析 320 名校外教學學生心得，從課程校外走讀後的個人書寫行動可形塑能動性的微觀角度，發展出「校外走讀教學三明治結構模型」，此結構透過編碼過程發現參與課程的學生能產生出對「地方知識建構」、「全球地方感」與「風險社會中的反思」三個向度的書寫，可見課程有助於地方事實、概念、程序與後設認知知識的建構，這種探索式的知識建構也有助於釐清價值觀。透過知識建構與連結真實地方情境的學習規劃，有助參與者深化與表達反思，也可推論對風險社會可能衍生的問題與副作用的反思能力原本就存在每位成人學習者自身。結論部分對照理論結構模型與三個研究案例，導出結構賦能、參與能動與學習永續的觀點，也就是知識建構與教學實踐的互動對話可使課程建構的結構與參與者的能動相互驗證、平衡與調節。結構賦能，透過反身思考，可激勵能動者在跨越時空的複製中藉此結構進行自我調整與創新，也能回頭催化結構自身進行內部調整，讓對過往的思考與未來的創造產生連結與互動。透過地方知識建構的理念營造出複數、多樣化的學習場域和社群，而作為課程參與者的社會大眾透過持續參與、互動和反思「地方」，也能激發持續社會建構的學習型理性與對未來的創造型思維。將此創造型知識融入真實生活情境中，亦有助於面對充滿未來不確定性的風險社會。

關鍵字

風險社會；地方知識建構；全球地方化；反身性現代化；環境教育

並列摘要

Risk society reflects on the concern of environment, technology, politics, culture, individualistic circumstances and knowledge via “reflexive modernization” in the social context of glocalization. This empirical research is based on reflective approaches, and its purpose is to explore how heterogeneous teaching fields construct local knowledge and generate practical theoretical structure via the reflection on the transformation of perspective of local knowledge construction and teaching. The major approach is qualitative, which includes reflexive interpretation and double hermeneutic in terms of data-driven and theory-driven methods of grounded theory. Participatory observation and case study are used to collect research data. “Nangang Community College and Nangang Study” and “Yuan Ze University Taoyuan Cultural Corridor USR and Local Multicultural curriculum”are used as pilot studies, in which the“three-dimensional structural model of learning community” is used to verify the dimensions of mentality, activities, and strategies that connect with the process of knowledge construction and practice of local communities. The main case study explains the teaching implementation of a curriculum about environmental education, “Ecology and Environmental Imagination.”The duration of data collection for this case is from 2016 to 2021, and the main research subjects are teachers and students who used to participate in this curriculum. To understand the learning experience of 320 students from the perspective of how personal writing shape personal agency through outdoor teaching, MAXQDA as a tool of grounded theory is used to analyze the responses of student participants. The structure of“outdoor teaching sandwich model”is generated and can be interpreted from three dimensions: local knowledge construction,”"global sense of place” and the“reflection in risk society.” It is suggested that such exploratory knowledge construction help with the clarification of values, contributing to the construction of facts, concepts, procedures, and metacognitive knowledge. The planning of a curriculum through knowledge construction and connection to real local fields helps to deepen and express the concept of reflection itself, and it can also be inferred that the ability to reflect on issues and side effects that may arise from risk society originally exists in each adult learner. Knowledge construction and learning planning connecting to real local environment can help with the depth and expression of such reflective ability. In the conclusion, the theoretical structural models and three research cases are synthetically compared, and the viewpoints of enabling of structuration, participation agency and learning sustainability are generated. Through the enabling of structuration and reflexive thinking, the agent can adjust and innovate the structure itself via the replication of structure across time and space, and can also catalyze the internal adjustment of the structure itself. By doing so, the action of reflection of the past and creation of the future can be connected and interacted. Through the concept of local knowledge construction, multiple and diverse learning fields and communities can be created, and the general public as participants can further stimulate learning rationality and a sense of future through continuous participation, interaction and reflection on the concept of “place.” Integrating such creative knowledge into real-life situations does help people to face risky society full of future uncertainties.