Aesthetic Education Policy or Purely Aesthetic Policy? One teacher's perspective on the gap between policy and practice
教育部在民國102 年通過「美感教育中長程計畫」並宣布103 年為「美感教育年」，要讓美感普及到各級學校。長久以來，政策到實務間的推動存在極大矛盾；政策理念常是人本情懷的訴求，實務推動卻是充斥工具理性的思維。本文擬從研究者自身的視角書寫一位關切美感教育的國小教師在面對政策執行間的發現與質疑。研究者以為除了政策本身，執行的方式更是關鍵，研究者以為這是一種「粗魯的執行」所致。在績效與科層體制結合的結構下，隱晦性文化如「陽奉陰違」、「虛應故事」因此產生，這種與美感背道而馳的負面文化將是政策推動的困頓所在。因此本文提出「美感教育」推動應聚焦於營造與善待美感教育生成的人事物。不只形式推動，更應觀照潛在文化的環境。
In 2013, the Ministry of Education approved the Mid- to Long-Term Aesthetic Education Project and named 2014 the Year of Aesthetic Education, to promote aesthetics in schools at varying levels. Nonetheless, for a long time there has been a tremendous gap between policy and practice. Policies often make gentle appeal to humanistic sentiments, whereas practices tend to be based on harsh instrumental rationality. This study aims to examine this gap between policy and practice. The researchers teaching experience and observations indicated that, beyond the basic question of policy feasibility, the obstacles encountered during actual implementation constitute even more critical problems. This situation is caused by "violent implementation", which arises from cultures that are oriented toward performance and bureaucracy. The combination of performance and bureaucracy leads to passive aggressive conventions which contradict the basic appeal for aesthetic education. Therefore, this study maintains that in addition to policy implementation, policymakers and educators should focus more on cultivating and maintaining an environment supportive of aesthetic education. Policy implementation should not be a mere formality; rather, it should reflect and respect the local hidden culture.
|關鍵詞||美感教育、教育政策、教師自我敘說、Aesthetic Education、Education Policy、Teacher's self-narrative|