平民化的生機課程:一個另類教育者 的行動敘說

Egalitarian and Organic Curriculum: a Narrative-Action Inquiry of an Alternative Educator

張維國(Wei-Kuo Chang)

指導教授 ： 成虹飛

國立清華大學/竹師教育學院/教育與學習科技學系/博士(2017年)

摘要

摘要

本敘說行動探究論文，在第一章方法論之後，總共分為兩大部分。第一部分是從1978-2013呈現我在台灣出生及接受教育的養成過程。第二部分時間從2003年到2017年，呈現我在四所另類學校的旅程。

第一部分的敘事探究，我透過收集家譜、曾祖輩的堪輿書籍以及父母的生命敘說，來勾勒了我的原生家族的風貌。接著，當我接受越多的教育，心靈上我越遠離家鄉，也遠離生養我的原生文化，並進入現代西方主流教育與文化的歷程。

第二部分的敘事探究以四所另類學校為主軸，分別為2004年7月私立「仰東哲」實驗學校、2009年9月桃園市公立「梁山泊華德福」、2013年9月新竹縣公立「竹林深」華德福、2014年9月新竹市公立「托塔造」華德福分校—獨立後改名「哪叱」華德福實驗學校。在這四所學校的敘事中，呈現了造校歷程、課程發展、教師團隊形成、教學安排、學生故事、以及三位德國資深華德福教師的生命敘事。

論文的的最後，在「平民化」的視野下，我提出用「理念認同力」、「移動力」與「經濟力」三者來審視另類學校的入學門檻，以幫助台灣的另類教育和華德福教育能夠拉開更完整的教育選擇權光譜，讓「平民化」的另類學校也有機會在台灣生根，讓天命緣份不同的學生與家長都能有教育的選擇權，如此，教師有機會在不同光譜的另類學校中移動，這將成為台灣師資養成的重要一頁。當不同光譜位置的另類學校彼此合作，這些有經驗的另類學校將成為對台灣教育領域的祝福。

在課程方面，我提出「課程對焦」的概念，我形容這個課程決定與實踐，是一種對上焦的時刻。這樣的對焦，同時貫穿著教師生命史、人智學的發展階段論與現場孩子的生命。在尋找「生機課程」的探究，我找到「生機課程」是一種天、地、人彼此交織創造的課程，這種課程活在另類教育者的協同網絡中。

如同史蒂方所言，華德福的教育學是未完成的。這篇論文期許能發出召喚的聲音，並為這時代的華德福教育，獻上一朵有真實氣息的花束。

關鍵字：華德福、課程理解、新儒家、教育選擇權、敘說行動研究、華語文化

關鍵字

華德福 ； 課程理解 ； 新儒家 ； 教育選擇權 ； 敘說行動研究 ； 華語文化

並列摘要

Summary
This is a paper of Narrative-Action Inquiry. This paper contains two parts. The first part is from 1978-2013, showing my story of birth and education in Taiwan. The second part is from 2003 to 2017, and this is my journey in four alternative schools.

In the first part of the Narrative Inquiry, I collected the genealogy, the ancestor’s geomancy books and my parents' life narrative to sketch the picture of my native family. Then, I entered the education of Taiwan and I showed the process of studying. The more I get in education, the more the school education takes me away from home and away from the birth of my native culture. I gradually became the so-called modern people.

The second part of the narrative is based on the experience of my four alternative schools as the main story lines. The four schools ( pseudonym) are the private "Yang Dong zhe" experimental school (July 2004), Taoyuan City Public "Liangshan Park" Waldorf School (September 2009), Hsinchu County Public "Bamboo Deep" National Primary School (September 2013), Hsinchu City Public "Tuo Tai Zao " Waldorf School (September 2014) - renamed as " Na Chi " Waldorf Experimental School, after setting up an independent school. In the narrative of the four schools, it includes the creation of the schools, curriculum development, the formation of teacher team, teaching arrangements, student stories, and three German experienced Waldorf teachers' life narrative.

At the end of the paper, in the perspective of " Egalitarian ", I have proposed to use the concept of "identity", "mobile ability" and "economic power" to observe the entry threshold of schools. It will help Taiwan's alternative education and Waldorf education to open the spectrum of educational option more completely. The" Egalitarian "of alternative school have the opportunity to take root in Taiwan. Students and parents of different backgrounds have the right to choose education. Teachers have the opportunity to move in different schools on the spectrum, which will become an important page for Taiwan teachers to develop themselves. When the alternative schools in different spectrum can cooperate with each other healthily, these experienced alternative schools will be blessings in the field of education in Taiwan.

In the curriculum theory, I propose the concept of "curriculum focus". Curriculum decision is a "focus process", when the focus is successful, the curriculum will run through the history of teachers, the development of Anthroposophy theory and the children’s life. In the search for " Organic Curriculum ", I found that " Organic Curriculum " is a curriculum to interweave "heaven", "earth", and "Being" with each other. This curriculum is living in the alternative education of the collaborative network.

As Steven said, Waldorf's pedagogy was unfinished. This paper is expected to be able to issue the voice of the call. And it want to offer a real bouquet of breath for Waldorf education in this era.

Key words: Waldorf, curriculum understanding, Neo-Confucianism, educational option, Narrative-Action Inquiry, Chinese culture

並列關鍵字

Waldorf ； curriculum understanding ； Neo-Confucianism ； educational option ； Narrative-Action Inquiry ； Chinese culture

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