以大學「農耕與生命化育」課程實踐永續發展學習：一個協同行動研究

Implementing Sustainable Development Learning through University Farming and Life Cultivation Courses: A Collaborative Action Research

本研究旨在探討永續發展學習如何能運用於大學教學，並以一個大學課程「農耕與生命化育」系列課（簡稱「耕讀學堂」）一整年的教學實踐經驗，作為協同行動研究的探究核心。本研究以課程敘事探究為取徑，研究發現耕讀學堂以永續發展學習實踐的意義如下：一、耕讀學堂以永續發展學習實踐的認識論，是參與的認識論；二、耕讀學堂以永續發展學習建構的課程，是生機式的課程圖像；三、耕讀學堂以永續發展學習生成的學習環境，是有機體的學習環境；四、耕讀學堂以永續發展學習構築的師生關係，是協作、對話與轉化；五、耕讀學堂以永續發展學習滋養的身心靈，是「意志、情感、思考」整合的全人發展；六、耕讀學堂以永續發展學習創生的大學社會實踐，是愛自己、愛他人、愛世界的道路；七、耕讀學堂以實踐創發了「外在世界耕耘與內在世界鍛鍊」來回呼吸流動的永續發展學習圖像。

This article aims to explore how “sustainable development learning” can be applied in university pedagogy, using a university course “Farming and Life Cultivation” as the core of an action research inquiry based on a year-long teaching practice. Through a narrative inquiry approach, the study finds that the implications of practicing “sustainable development learning” in the Farming and Learning Garden are as follows: 1. The epistemology of practicing “sustainable development learning” in the Farming and Learning Garden is a participatory epistemology. 2. The curriculum constructed through “sustainable development learning” in the Farming and Learning Garden is a biodynamic curriculum. 3. The learning environment generated through “sustainable development learning” in the Farming and Learning Garden is an organic learning environment. 4. The teacher-student relationships built through “sustainable development learning” in the Farming and Learning Garden are characterized by collaboration, dialogue, and transformation. 5. The body, soul, and spirit nurtured through “sustainable development learning” in the Farming and Learning Garden contribute to holistic development integrating will, heart, and mind. 6. The university social practice created through “sustainable development learning” in the Farming and Learning Garden is a path of loving oneself, loving others, and loving the world. 7. The practice of “sustainable development learning” in the Farming and Learning Garden has inspired an image of sustainable development learning that involves the reciprocal breathing and flow between cultivating the external world and refining the internal world.