風險社會與大學課程：台灣博雅書院興起之探究   免費試閱

Risk Society and University Curriculum: The Rise of Liberal Arts Colleges in Taiwan

「風險社會」的概念與討論興起於1980年代中期，當代社會的風險主要為環境污染、生物科技及其倫理、種族文化衝突、全球資本主義宰制及貧富差距擴大等問題。風險社會是工業化與現代化的結果，其主要成因包含：現代化的進程、專家系統的限制及科技的不可預測性。為了加速科學的發展與專家的培養，大學課程也被迫做了基本的改變，專業分工的大學教學組織成了不可避免的發展。面對現代風險社會的不確定性，如何透過課程改革以整合專業與通識教育、拓廣學生視野及社會關懷能力，並強化其風險意識及應變能力，是不少大學亟思改善之處。台灣近年來興起的博雅書院教育雖然仍屬高等教育系統中的少數，或可視為大學對於風險社會在課程與教學上的省思與具體回應。雖其成效尚有待觀察，但這種調整教育方式、主動面對風險的態度，還是值得肯定。本文透過文獻、文件之分析及比較等方法，由現代化及風險社會的角度，探討台灣書院教育的興起及其內涵與意義。本文首先分析風險社會的成因及其影響，其次由歐美國家的經驗探究現代化對大學課程的衝擊，最後以台灣3所大學的博雅書院為例，探討其內涵及進行方式，以做為大學進行相關課程改造的參考。

The discussions about ‘risk society’ rose in the 1980s. The risks of contemporary societies include environmental pollutions, bio-tech and relevant ethical issues, racial confrontations, the enlarging of poverty gap, etc. The risks are mainly the consequences of the modernization process, limitations of the experts system and the unpredictability of technology. Responding to the needs of industrialization and modernization, university curriculum has been increasingly specialized. However, facing the challenges posed by risk society, Taiwan's university curriculum needs another reform in order to readdress the balance between the generalist and specialist education, to enlarge the visions of the students and their social concern, risk awareness and risk management. The paper examines three liberal arts colleges established by universities and concludes that though the effects of the three colleges remained to be observed, as an innovative combination of the Western liberal education and the Chinese college tradition, Taiwan's experiment may illustrate a feasible way of preparing students for the challenges of risk society. By literature review, document analysis and comparison, the article discusses the rise and implications of Liberal Arts Colleges in Taiwan in light of the process of modernization and risk society. The article first analyzes the causes and impact of risk society, followed by a discussion of the changes of university curriculum shared by some economically advanced countries. Finally, the article turns to study three of the pioneering liberal arts colleges set by universities as a curriculum reform responding to ever-intensifying risk society.