- 學位論文
研究生之死-社工教育中的師生關係
The Death of a Graduate Student -Relationship between Faculties and Students in Social Work Education
摘要
我死了，我在社工教育中死了。我在社工教育中不明不白的死了。而且，我還發現，死的不只我一個…… 為了幫自己與其他孤魂野鬼們找到死因。我開始與自己、文獻和社工師生們對話，企圖刻畫出社工教育現場的真實情境。 對話後，我與對話者們描繪出了三條社會工作的學習路徑。第一條是know how的學習路徑，它只能讓學習者是「知其然，不知其所然」，或是「不知其然，不知其所然」，第二條是know how in doing，它讓學生「知其何以然」，而第三條則是know how & know how to do，它則可以讓學生「知其然，知其何以使其然」。而其中第二、三條學習路徑是一種知行合一的學習路徑，它不僅能幫助學生「知道社會工作」，更可以讓學生「認識社會工作」。 然而，想要以知行合一的學習路徑促使學生有效學習，往往需要的是安全的學習環境，而安全的學習環境則有賴於師生彼此的關係與互動。但鑲嵌在體制中的社工教育，被傳統教育文化與國家體制所捆綁，填鴨式與囤積式的教學風格讓社工教育充滿了保守、傳統的色彩，社工師生的關係也因而疏離。這種關係抹煞了學生在教學環境中冒險的意願，也使學生的學習永遠都停留在know how之中。再加上國家對於社工「社會控制」的期待，以及社會工作想要在專業中佔有一席之地的野心，使得社工教育成為政治教育，它的教育重點已經不再是「人」，是滿足政治目的。這樣的學習歷程消耗了學生對於學習社會工作的熱忱，也迷失了追求社工價值的方向，社工學子就在這樣的學習歷程中死亡。 相較於死不瞑目的學習者，社工教學者之所以能在教育體制結構中維持生命跡象，在於國家需要他們來鞏固自己操作國家機器的合法性，因此know how的教學方式就成為了國家給予老師們賴以為生的呼吸器。然而，雖然老師能夠僥倖逃過滅口的危機，但卻也使老師必須一輩子依附與順從體制的宰制，同時犧牲了學習者的學習機會。 而現在，這些已經死亡的社工學子想要大聲地告訴體制結構：「別讓老師成為扼殺學生的工具！」，同時也想告訴老師：「請別再消費學生，讓我們一起對抗體制」。
並列摘要
I died. I died in the process of social work education. I “unclearly” died. And I found, I was not the only dead people in social work education…… I tried to dialogue with these dead people, literatures and faculties in order to help myself to find out the cause of death--- in an attempt to piece together the real situation of social work education. After dialoguing, three paths of learning social work knowledge have been identified. The first one is “know-how”, second one is “know-how in doing”, and the last one is called “know-how & know how to do”. And I am convinced that the second and third ones can assist students not only “know”, but also “realize” what the social work is. However, to make students realize social work, it needs safe spaces for learning which have comfortable faculty-student interaction. But educational culture and state system chain social work education to a conservative, traditional spoon-fed education, and have led to the alienation of faculty-student relationship. This kind of relationship have blotted out the students’ expectation to avoid taking risk in the classroom, and which keep their study always remain in the stage of “know how”. In addition, the role of “social control” of the state is possessed social work, and the professionalism of social work makes social work education rather become political education. The goal of social work education, eventually, does not truly care about people, but cared about political goal. As a result, students loss their passion and confuse about the purpose of learning, and then died by inches during the learning process. Comparing students, faculties can exist in the system because the state needs them to teach students form “know-how” style to consolidate its legitimation. However, although faculties have not died yet, they are restricted by the rules of academic system that sacrifice students’ spontaneity of learning at the same time. And now, the dead students want to tell the education system loudly: “Don’t make teacher become killer of social work education,” and tell the teachers: “Don’t consume students anymore, and let us fight with the system together! ”