教室裡「有」正義

Justice in the classroom

王秀津(Hsiu-Chin Wang)

《台灣人權學刊》 6卷1期 (2021/06) Pp. 135-148

摘要

本文是筆者從事小學人權教育工作23年來的教學正義點滴。1998年，參加市教大辦理的「人權種子教師工作坊」後，我就嘗試透過跨學科的教學設計，將「尊重、人身自由、隱私、正義、環境」等核心概念融入教學。企圖讓小學生了解教室裡涉及的人權概念，懂得做聰明選擇，學做一位對自己行為負責的學生。因此，在個人層面，能展現關愛、善於交流、堅持原則、及時反思、勇於嘗試和勤於思考的行為特質；遇事能蒐集多方訊息去理解事與事、人與事、人與人的差異與平衡，在行動和態度上也能展現出智慧和品德。同時，學生能關注更廣的社群，成為一位既具行動力，又為美好的校園、社會做出努力的人。此文涵蓋偏見與歧視問題「哭哭的資優生」、「笑笑的紅衣男孩」、「脫韁的小四生」教學事例，以及召開「停課」公民會議。全篇分享教室裡「有」正義的教學經驗。

關鍵字

程序正義 ； 匡正正義 ； 分配正義 ； 自由 ； 公民會議

並列摘要

This article describes a 22-year journey of human rights education in an elementary school. In 1998, I participated in the ＂Train the Trainer: Human Rights Workshop＂ organized by the University of Taipei (formerly known as Taipei Municipal University of Education) and have incorporated ever since the core concepts of ＂freedom, justice and environment＂ into my teaching through an interdisciplinary curriculum design. This is an attempt to help elementary students understand the concept of justice in the classroom, make smart choices, and learn to be responsible for their actions. At the individual level, students learn to be caring, communicative, persistent, reflective, adventurous and diligent in thinking. They are able to gather information from various sources to understand the difference and balance between things, people, and individuals. Students have demonstrated wisdom and character in their actions and attitudes, and at the same time taken an interest in the wider community and become individuals who are motivated to act and to contribute to their campus and society. This article covers how prejudice and discrimination can be addressed, with examples of 'The crying straight A student', 'The smiling boy in red', 'The 4th grader who went berserk' and a consensus conference to call for 'suspension of classes', through which I share my experiences of teaching with 'justice' in the classroom.

並列關鍵字

procedural justice ； correctional justice ； distributive justice ； freedom ； consensus conference