重建全球公民教育的道德核心──以關懷倫理探析臺灣服務學習課程之實踐

Reclaiming Ethical Global Citizenship Education: A Taiwanese Service-Learning Case through the Care Ethics

本文以「關懷倫理」作為理論框架，探討臺灣一所中學以全球公民教育為架構的服務學習課程，如何在真實社會脈絡中實踐道德教育。本研究採詮釋取向之質性個案研究，透過文件分析與文本詮釋進行資料分析。研究者蒐集課程設計文件、教師反思文本與公共電視紀錄片等多元資料，並依據Noddings與Tronto之關懷倫理理論進行詮釋。研究結果顯示，個案學校的服務學習課程具有連續性與生成性，學生在行動與反思的循環中，由「施予者」轉化為「關係中的學習者」，展現從情感關懷到倫理行動的發展歷程。進一步分析發現，學生之關懷行動由人際互動逐漸擴展至公共實踐，顯示關懷倫理在服務學習中、由個人關係延伸至公共參與的發展趨勢。教師亦在過程中成為共學者，使學校成為連結社群與世界的倫理場域。研究指出，當服務學習以關懷倫理為核心設計原則時，能突破知識導向的全球公民教育框架，培育學生的公民責任、文化理解與社會正義意識。本論文亦顯示關懷倫理可作為重建道德本位全球公民教育的重要途徑。

This study applies the theoretical framework of Care Ethics to examine how a four-year service-learning program in a Taiwanese secondary school, framed within Global Citizenship Education (GCE), enacted moral education in authentic social contexts. Adopting an interpretive qualitative case study approach, the research employed document analysis and textual interpretation of multiple data sources, including curriculum design documents, teacher reflective writings, and a public television documentary, interpreted through the care ethics perspectives of Noddings and Tronto. Given that the researcher served as both curriculum designer and practitioner, a re-interpretation stance was adopted to maintain analytical distance from the data.
Findings reveal that service learning functions as a continuous and generative moral learning process, in which students evolve from“givers”to“learners-in-relationship,”demonstrating a developmental trajectory from emotional care to ethical action through cycles of action and reflection. Further analysis indicates that students’caring practices gradually expanded from interpersonal relationships to public engagement, reflecting the extension of care ethics from personal relations to broader civic participation. Teachers also became co-learners, transforming the school into a shared learning space connecting the community and the wider world.
The study concludes that when guided by care ethics, service learning moves beyond knowledge-oriented and instrumental models of GCE, fostering civic responsibility, intercultural understanding, and social justice, and demonstrates that care ethics can serve as a foundation for reconstructing ethical GCE.