丹下健三在台北聖心女子大學興建案的設計實踐

本文以台北聖心女子大學興建案為研究對象。該校園由天主教聖心修女會為恢復遷台前的教育體系而創辦，於1964年邀請日本建築師丹下健三（Kenzō Tange）進行設計，並由台灣團隊和睦建築師事務所協助繪製基本圖說。本案原有四期施作計畫，1967年完成第一期工程範圍後，因中華民國退出聯合國與國民政府經濟政策的轉向，導致女大在1972年被迫停辦，原計畫的四期工程亦只能完成其一，然而藉由施工圖說全區規劃的願景，以及後續使用與增改建過程，依然能推導出富有理論背景且具當時代背景之歷史意涵的創作脈絡，故本文之研究目的有二：1.台北聖心女子大學創辦時機之始末關係。2.探尋丹下健三於本案思想脈絡的實踐。本研究以典藏於國立台灣博物館的設計圖說、聖心女中提供的照片、丹下健三的公開演講與著作等為主要研究史料，另輔以不同時期女大校舍使用者的訪談紀錄，並與歷史事件、丹下健三的思考脈絡等進行交叉比對，藉此釐清、彌補文獻資料之不足。本文主要發現有三：其一，聖心女大校舍的興建，為聖心校園總體規劃的再檢視。1965年第二次大公會議後，不同樣式的校舍得以在有限的校地內進行新的嘗試與挑戰，而作為建立完整教育體系的最後一塊拼圖，聖心女大的全區規劃正是丹下健三透過在地環境的限制與設計理論，試圖整合並彌補校園功能之不足，完整了聖心修女會來台復學的最終階段。其二，丹下在聖心女大的創作脈絡，同步於日本當代社會發展。憑藉著在日本對傳統建築的研究，以及為戰後都市復興所發展出的理論基礎，丹下透過地域性觀察的經驗，使聖心女大的興建案得以因應在地環境做出調整，令本案成為回應在地環境條件、因地制宜的台灣地域性建築作品。其三，聖心修女會在台灣創辦校園的過程，紀錄了台灣當代的社會需求。台灣歷史因多次政治殖民而形成斷代，國民政府於國共內戰後的遷台，除作為分水嶺帶來大量的中式建築思潮，戰後第一代建築因接受美援等現代主義風潮的洗禮，令戰後20年成為台灣建築發展最特殊的一個階段，如此斷代、混搭的狀態亦造就現今本土文化之表現，而台北聖心女大的興建案正是戰後由日本所引進台灣的一則文化脈絡，亦是台灣建築史上與國際交流、多元文化融合的契機。

關鍵字

聖心女子大學；丹下健三；新陳代謝派

並列摘要

This article uses the construction project of Taipei Sacred Heart Girls University as a case study. The school was founded by the Catholic Missionary Sisters of the Sacred Heart as part of an effort to repair the education system in Taiwan before relocating to the island. In 1964, Kenzō Tange, a Japanese architect, was invited to design the school campus while a Taiwanese team from Hemu Architects helped create the basic shop drawings. There were initially four construction phases. However, upon the completion of the first phase in 1967, the withdrawal of the Republic of China from the United Nations and the changes in the National Government’s economic policy led to the closure of the university in 1972. As a result, only one of the four construction phases was completed. Nonetheless, the vision of the shop drawings, the subsequent use of the structure, as well as its expansion and redevelopment process allow us to infer the creative context that embodies both a theoretical background and historical implications. The objectives of this research are to first examine the beginning and end of Taipei Sacred Heart Girls University, and then to explore the way through which Kenzō Tange expressed his thought process. This research referenced historical materials including the design drawings from the National Taiwan Museum, photographs provided by Sacred Heart High School for Girls, and public speeches given by Kenzō Tange. In addition to conducting interviews with people who have spent time on the campus during different periods of time, the research also made cross comparisons between the historical events and the thought process of Kenzō Tange so as to clarify and fill up the gaps in existing literature. This research has three major findings. First, the construction of Taipei Sacred Heart Girls University was a re-evaluation of the overall planning of the Sacred Heart campus. After the second ecumenical council in 1965, different types of campuses experimented with new attempts and challenges in their limited space. Being the last piece of the puzzle in a comprehensive education system, the campus development of Taipei Sacred Heart Girls University was Kenzō Tange’s attempt to overcome the shortcomings of the campus by making use of the geographic limitations and design theories. The development project was the very last step before the Missionary Sisters of the Sacred Heart continued its education mission in Taiwan. Second, the creative context in which Kenzō Tange designed the Taipei Sacred Heart Girls University campus was on par with the social development in Japan at the time. Based on his studies in traditional architecture in Japan and the theoretical foundation developed during the period of post-war urban rejuvenation, Tange leveraged his experiences doing observations in different regions to finetune the construction project of Taipei Sacred Heart Girls University based on the local geographic conditions, thus creating the signature architecture in Taiwan. Third, the founding of the school in Taiwan by the Missionary Sisters of the Sacred Heart reflected the social needs in Taiwan at the time. Taiwan experienced a division of history due to several instances of colonization. The National Government relocated to Taiwan following the Chinese Civil War. This was not only a watershed moment that brought about a large number of Chinese architecture’s schools of thought to Taiwan, but also preceded the first wave of post-war modern architecture resulted from Taiwan’s reliance on US assistance, making the twenty years following the civil war the most distinct period of time in the history of Taiwan’s architecture. The divisions in history and the mix of architecture styles have given rise to today’s local cultures. And the construction project of Taipei Sacred Heart Girls University was a post-war cultural development imported into Taiwan from Japan, opening the door of opportunity for international and cultural exchange.