The Self-reflective Educator: Experiment and Practice
實驗教育已經成為臺灣教育工作者熟知的用語，在實驗教育三法通過後，相關 的文章論述、案例更是豐富，本文擬為想投入實驗教育的第一線工作者而寫，從根本提 問「為什麼需要實驗教育？誰需要實驗教育？實驗什麼？誰被誰實驗？實驗朝向哪裡移 動？誰需要這樣的移動？」為出發，作為本文問題意識成形的動源，以案例為材，介紹 兩個可操作課程哲學概念，提供實驗教育投入者實踐的參酌。若用簡化的說法：實驗教 育是在現行的學校教育的對立面投入行動，為了注入改變與開創新的教育運作模式，從 教育哲學／價值觀到實際操作，從學校硬體空間到師生互動與課程，從鉅觀到微觀， 從公共範疇到私人領域，是實施「與之不同」的教育行動（運動）。本文打算先懸置 （suspend）「不同」，對差異暫時存而不論，回到所有教育工作者都需要的共同位置來 談實驗教育∼一起來熟悉兩個聽起來拗口「反身性思考」（reflexiveness）、「課程教學 慎思（deliberation）」概念，或許，不管從哪個位置投入教育，都將帶來改變。
Experimental education has become a well-known term among educators in Taiwan. Since the passage of Taiwan’s three sets of legislation governing experimental education, there have been numerous applications, and a rich stock of relevant articles, essays and case studies has built up. The aim of this paper is to support front-line workers who want to invest in experimental education, by asking the fundamental questions “Why do we need experimental education? Who needs it? What is the experiment? Who is experimented upon and by whom? What does the experiment move toward? Who needs such a movement?” At the outset, reflecting the source of these questions and based on case studies, the paper introduces two philosophical concepts which are realizable in the curriculum. This is done in order to provide practical input to experimental educators. In simple terms, experimental education means to enact a system which is the opposite of current school education in order to inject changes and create new educational operation modes. Such modes range from educational philosophy/values to practical operation, from school facilities to teacher-student interaction and curriculum, from the macroscopic to the microscopic, and from the public realm to the private realm, and together they implement an educational action (movement) that is “different from it”. Regardless of the temporary or conditional existence of this difference, this paper proposes to first suspend the notion “different”, and return to a common position, which is that all educators need to talk about experimental education. Let’s get familiar with the sounds of the words “reflexiveness” and “deliberation in curriculum teaching”. Then perhaps the concept of deliberation in teaching, no matter the specific angle from which it is applied, will bring about change in education.
|關鍵詞||教師反身性、實驗教育、課程教學慎思、teacher reflexiveness、experimental education、deliberation in curriculum teaching|