批判教育學的生態轉向－以Richard Kahn的生態素養觀點為例
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2020
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Abstract
本研究旨在探究批判教育學因應當今生態危機的出現，而進行的生態轉向，並以Kahn的生態素養觀點為例，運用批判詮釋學方法，閱讀Kahn的重要著作，詮釋其宇宙論、科技觀、生態教育學運動等觀點。
研究目的如下：（一）藉由Kahn的思想，了解批判教育學的生態轉向。（二）探究Kahn生態素養的理論淵源。（三）運用Kahn的生態素養內容，提供教育理論進行生態變革的方向。
研究結果如下：（一）當今美洲的批判教育學由Paulo Freire吹起生態轉向的號角，進而開始關注生態議題，而Kahn的著作具有生態教育學的代表性。（二）作為批判的後人類主義學者，Kahn提倡了「野蠻－生命模態（savage-zoömorphic）」的架構，作為支持生態變革的理論基礎，並與其生態教育學及生態素養密切相關。（三）Kahn的生態素養以批判素養為核心，涵蓋了科技、社會運動、物種階層和文化四個面向，顯示出生態教育學之複雜，以及其整合各學科領域的必要。
研究者在教育理論的研究建議方面，透過對於Kahn的異域教育學及生態教育學之認識，教育不再是以「安身立命」為目標，而是改以追求「離開家」的動態歷程，進行跨域與異質連結；在教育應用的層面，建議當前十二年國教之核心素養須納入生態素養，尤以批判素養為其核心，進行個人生命與社會之變革。
This study aims to explore the eco-turn of critical pedagogy in response to the emergence of today's ecological crisis. Taking the perspective of Kahn's ecoliteracy as an example, through the critical hermeneutics method, I read Kahn's important works and interpret his theory of cosmology, science and technology, ecopedagogy movement, and etc. The research objectives are as follows: (1) To understand the eco-turn of critical pedagogy by taking Kahn's ideas as an example. (2) To explore the theoretical origin of Kahn's perspectives of ecoliteracy. (3) To use Kahn's perspectives of ecoliteracy to provide directions for ecological transformation of educational theories. The research results are as follows: (1) The eco-turn of critical pedagogy began with Paulo Freire's advocacy, and Kahn's works of ecopedagogy are representative. (2) As a critical posthumanist, Kahn advocated the "savage-zoömorphic " framework as a theoretical basis to support ecological transformation which is related to his ecopedagogy and ecoliteracy. (3) Kahn's perspectives of ecoliteracy is centered on critical literacy, covering the four dimensions of technology, social movement, species hierarchy and culture, showing the complexity of ecopedagogy and the necessity of integrating various disciplines. In terms of research suggestions on educational theory, with Kahn’s exopedagogy and ecopedagogy, education no longer aims to "settle down", but pursues a dynamic process of "the unhomely", making heterogeneous connections out of bounds. At the aspect of educational application, it is recommended that the core competency of the current Curriculum Guidelines of 12-Year Basic Education should include ecoliteracy, which especially contains critical literacy as the core, to create the individual and social transformation.
This study aims to explore the eco-turn of critical pedagogy in response to the emergence of today's ecological crisis. Taking the perspective of Kahn's ecoliteracy as an example, through the critical hermeneutics method, I read Kahn's important works and interpret his theory of cosmology, science and technology, ecopedagogy movement, and etc. The research objectives are as follows: (1) To understand the eco-turn of critical pedagogy by taking Kahn's ideas as an example. (2) To explore the theoretical origin of Kahn's perspectives of ecoliteracy. (3) To use Kahn's perspectives of ecoliteracy to provide directions for ecological transformation of educational theories. The research results are as follows: (1) The eco-turn of critical pedagogy began with Paulo Freire's advocacy, and Kahn's works of ecopedagogy are representative. (2) As a critical posthumanist, Kahn advocated the "savage-zoömorphic " framework as a theoretical basis to support ecological transformation which is related to his ecopedagogy and ecoliteracy. (3) Kahn's perspectives of ecoliteracy is centered on critical literacy, covering the four dimensions of technology, social movement, species hierarchy and culture, showing the complexity of ecopedagogy and the necessity of integrating various disciplines. In terms of research suggestions on educational theory, with Kahn’s exopedagogy and ecopedagogy, education no longer aims to "settle down", but pursues a dynamic process of "the unhomely", making heterogeneous connections out of bounds. At the aspect of educational application, it is recommended that the core competency of the current Curriculum Guidelines of 12-Year Basic Education should include ecoliteracy, which especially contains critical literacy as the core, to create the individual and social transformation.
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批判教育學, 生態轉向, Richard Kahn, 批判的後人類主義, 生態素養, Critical pedagogy, eco-turn, Richard Kahn, critical posthumanism, ecoliteracy