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  • 學位論文

探究環境倫理為核心之校園規劃設計策略

The Study of Environmental Ethics-based as the Core Concept in the Planning and Design Strategies for Campus

指導教授 : 張子超
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摘要


近年來,全球環境備受各界關注,環境議題漸漸浮上檯面,各界爭議在不同立基上產生相互衝突與對立,一般大眾與環境的連結漸漸被撕裂、產生鴻溝,忘卻最核心價值思維。2011年06月05日實施環境教育法,對環境教育定義為「促進國民瞭解個人及社會與環境的相互依存關係,增進全民環境倫理與責任,進而維護環境生態平衡、尊重生命、促進社會正義,培養環境公民與環境學習社群,以達到永續發展。」由此定義可瞭解環境教育重要核心價值在於增進人類的環境倫理與責任,環境倫理是一種價值觀,以及人對自然環境的態度,能修補人與環境連結鴻溝方式,透過環境教育是達成此目標重要且關鍵取徑之一。 由上述脈絡中思考,環境倫理需透過環境教育媒介傳達與深植。人類發展過程,中小學為價值觀建構關鍵時期,外在環境是影響人重要潛移默化媒介;透過環境倫理在中小學教育與校園環境中實踐,期以縮短學子與環境間鴻溝,並啟發深植環境倫理觀。環境倫理為人對環境態度的基本價值以及共同溝通的語言,環境教育為傳遞此價值觀重要取徑,需透過真實環境潛移默化與教育,讓學子深刻瞭解以及拉近與環境的距離;本研究基於此理念發展以環境倫理為核心之校園規劃設計,因環境倫理整全與多元,希冀能為校園環境規劃設計帶入不同的思維模式。本研究另一重要的目的在於將環境倫理哲學與抽象的思維,實踐於生活面向,而校園環境、學校建築對人類發展而言是初始與重要環境之一(僅次於家庭環境),因而成為本研究出發的第一步。 本研究問題意識包含三大面向。第一,本研究環境倫理思維突破;基於傳統環境倫理分野(人類中心、生命中心、生態中心),過於相互排擠與衝突,現今社會上同時存在於這三種環境倫理視野,本研究以剖析、解構、再建構方式,重新提出屬於現今社會,整全的環境倫理觀。第二,以重新再建構環境倫理觀為基礎,發展、轉化、實踐於校園環境、學校建築的規劃設計原則;本研究所提出之規劃設計原則,除理論上探究外,也針對實務該如何操作,進行說明與探討。第三,本研究所建構出來之原則,與現今社會上針對校園環境、學校建築主要參考準則,包含綠建築、永續校園與以永續發展為核心校園規劃設計,進行理論對話,如此能讓此領域的專家學者、規劃設計者、學校學習使用者,了解本研究所提出原則,與現今主流脈絡間關係;而本研究也試圖與實務接軌,以本研究所提出環境倫理為核心之校園規劃設計策略實踐原則與檢核表,利於實務工作者參考與使用。 本研究經過環境倫理與學校建築兩部份文獻歸納、分析、演繹、解構、再建構,提出以環境倫理為核心之校園規劃設計策略;透過模糊德菲法與深入訪談進行驗證與修正,再與不同理論進行對話;從以上研究歷程中,得到以下研究結果。 一、剖析、解構後,重新建構整全環境倫理觀 透過人類探索真實世界哲學觀(本體論、價值論、知識論)剖析傳統環境倫理(人類中心、生命中心、生態中心),剖析後以本體、知識、價值重新建構環境倫理,但為不被哲學觀框架限制其思維,再將以本體、知識、價值建構出的環境倫理原則解構,再解構與建構後,研究者進而思考環境倫理是人與環境對話的過程,而本研究發現馬斯洛人類需求理論,是人自我的對話與成長發展過程。因此透過與馬斯洛人類需求理論對話,藉由此過程,發展出環境倫理金字塔。 二、建構以環境倫理為核心之校園規劃設計原則:學校建築需求金字塔 校園環境為一種以集約方式,將人長時間限縮於一個環境中;學生長時處在校園中,必須面對不外乎就是人與環境的不同思維與挑戰;因此在校園環境中必須同時探究人類發展需求,與環境倫理需求,透過本研究所提之環境倫理需求理論,加上馬斯洛人類需求理論,共同建構出學校建築需求理論,稱為學校建築需求金字塔。本研究所提出之學校建築需求金字塔主要有四大主要構面,分別為呼應環境土地、尊重個體互動、認同族群差異、實踐永續發展。 三、本研究提出之規劃設計原則與綠建築、永續校園進行對話發現 本研究提出之規劃設計原則與綠建築、永續校園相關原則,進行對話後,分別有不同的發現。綠建築指標較多符應呼應環境土地與尊重個體互動兩大主構面,可以發現綠建築屬於基本人類需求基礎,因此符合綠建築為最基本之必要條件,必須符合綠建築,才能往上追求更高層次理想與目標。 而永續校園與綠建築其實踐重點相當雷同,但永續校園更加強調環境教育與參與式規劃設計的重要性,因此與本研究所提出之原則有更多符應之處,但在於族群關懷部分還是較少碰觸。由此可知,本研究提出之原則與永續校園符合程度較高,但永續校園中提及的健康建材為本研究原則未提及的部份。本研究,有提出另一以永續發展教育為核心之校園規劃原則,因永續發展教育與環境倫理思維較接近,因而進行比較分析過程中,最為契合。 透過如此不同原則理論對話過程,企圖產生更多元的思維模式碰撞並產生火花,透過對話,能讓第一線的規劃設計者與學習使用者,更加了解因地制宜概念,而並不是將所有原則套用在一塊土地上,就是最好的環境規劃設計。

並列摘要


In recent years, the global environment has been a great concern for all parties. In this case, environmental issues remain hotly disputed since people have different viewpoints. Their conflict and confrontation obstruct gradually the connection between the general public and the environment, making people forget the core value and perspective of environmental ethics. The Environmental Education Act was implemented on Jun. 5, 2011, defining environmental education as follows, “to help citizens nationwide understand the mutual dependent relationship between individuals, society, and the environment, to enhance their environmental ethics and responsibility so as to maintain the environment and ecology balanced, to respect lives, to promote social justice, to cultivate green citizens and environmental learning communities, and to achieve sustainable development.” From this definition, it is understandable that the core value of environmental education lies in increasing people’s environmental ethics and responsibility. Moreover, environmental ethics is considered a value and an attitude of how people treat the nature. In this case, environmental education will be an important and critical approach in terms of amending the link and way of communication between people and the environment. The concept of environmental ethics requires the help of environmental education to convey and develop. In the process of growing up, middle and primary school life seem to be the most critical periods for such a value to be absorbed and grow. The outer environment is regarded as an important medium in terms of influencing people in a subconscious manner. When implementing environmental ethics via middle and primary school education and its campus, the gap between school children and the environment is expected to be narrowed and these young students will be inspired with the concept of environmental ethics, which concerns the fundamental value of how people treat the nature and the language of communication for both parties. The key of conveying such a value relies heavily on environmental education. Through education in real environment, students may be influenced and changed unobtrusively. In this case, they are more likely to know their surroundings better and get closer to the environment. This study is aimed at designing the campus based on the concept of environmental ethics. Since this concept is comprehensive and diversified, this study is hoping to present a different perspective for school environment planning. Besides, this study is also aimed at practicing the ideology of environmental ethics in real life. Since campus and school buildings are one of the initial and vital environments for human development (second to family environment), this study decides to adopt school to be the subject. This study divides its discussion into three dimensions as follows. Firstly, this study is aimed at creating the breakthrough of environmental ethics concept. Traditionally, the concept of environmental ethics is established on three perspectives: human, life, and ecology, with one overlapping and contradicting another. Therefore, this study proposes a new comprehensive value of environmental ethics suitable for the modern society by means of analyzing, deconstructing and reconstructing present perspectives. Secondly, on the basis of reconstructing the concept of environmental ethics to make it transformed and implemented on school environment, this study will create a set of principles to design the campus and school buildings. In addition to exploring theories related to environmental ethics, this study will also explain and discuss how these principles can be carried out practically. Thirdly, this study compares the principles it develops with the theories modern schools adopt as a reference to design their green buildings, sustainable campus, and school environment based on sustainable development so that specialists, designers, and users of this field may understand the relationship between these principles and the main stream. After conducting the literature review regarding environmental ethics and school buildings in the manner of compiling, analyzing, interpreting, deconstructing and reconstructing, this study then proposes its principles to design middle and primary school campus based on the value of environmental ethics. After verifying and adjusting the principles by means of fuzzy Delphi method and in-depth interview, this study has concluded its results as follows. I. A New Comprehensive Perspective of Environmental Ethics This study attempts to reconstruct the perspective of environmental ethics by applying the philosophy of ontology, axiology, and epistemology to analyze the traditional concept of environmental ethics related to human, life and ecology. Afterwards, this study deconstructs the previously concluded perspective so that such a perspective may not be restricted by the philosophical view. In the process of deconstructing and reconstructing, this study is aimed at discovering the dialogue between human and the nature. That is, environmental ethics. According to this study, Maslow's Hierarchy of Needs is actually the process of human conversing with themselves and growing up. Therefore, this study develops a hierarchy of environmental ethics based on Maslow’s ideology. II. Principles to design the campus based on the concept of environmental ethics: the hierarchy of school buildings The school seems to confine students to one place in an intensive manner. Since students are required to spend long hours on the campus, they have to deal with various perspectives and challenges concerning man and nature. In this case, both the need of human development and the need of environmental ethics have to be taken into consideration. Therefore, this study generates a theory of school building needs, named the Hierarchy of School Buildings, based on its hypothesis of environmental ethics needs and Maslow's Hierarchy of Needs. This hierarchy includes four dimensions in relation to four aspects respectively: environment and earth, mutual respect, group difference recognition, and sustainable development. III. The comparison between the design principles and the reference of green buildings and sustainable campus It is discovered that the indications of green buildings focus on mainly the dimension of environment and earth and that of mutual respect. Therefore, it can be concluded that green buildings appeal to the fundamental needs of human beings and the design principles this study develops have to conform to those of green buildings. In other words, to pursue a higher level of ideals and goals, it is necessary for the design to be in conformity with green buildings. In fact, the implementation of sustainable campus is very similar to that of green buildings. However, sustainable campus puts more emphasis on environmental education and the importance of participatory design. In this case, the principles of sustainable campus are more likely to conform to those of this study. Nevertheless, sustainable campus deals less with group concern and the healthy building materials it has mentioned are missing from this study. In this case, this study proposes another set of principles to design the campus based on sustainable development education since the education of sustainable development and the concept of environmental ethics are in higher conformity in the process of analysis and comparison. Through the dialogues between different principles and theories, this study is hoping to generate more diversified thoughts so that designers and users may know how to adjust the concept to suit the place and their needs better to make their design the most appropriate one.

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