臺灣外展教育發展之研究

Abstract

「Outward Bound」於1941年由猶太裔德國人Kurt Hahn在英國創立，為近代冒險教育（Adventure Education）之濫觴。Outward Bound以野外環境，進行對自己或團隊的挑戰，運用實際體驗的模式去達成核心價值：「熱切的好奇心」、「不可被打敗的精神」、「探求事理的韌性」、「準備好為眾人犧牲的服務意念」，以及超越在這些特質之上，所被更加重視的「憐憫心」。Outward Bound目前已推廣至五大洲超越34個國家，並且在各國發展出具有地方特色的活動與教育方向，在臺正式翻譯為「外展教育」，Outward Bound Taiwan於2008年成立，讓外展教育正式在臺灣開始發展。 本研究以質性研究為主，研究架構分為兩大主軸，為「課程」與「組織」兩個方向來探討，運用深度訪談、內容分析等方法做資料整合進行研究。 本研究結果發現，臺灣外展教育發展的歷程與申請加入國際外展組織會員的流程相關，分為2005年前的「醞釀階段」、2005年到2008年的「觀察階段」和2008年以後的「起飛階段」。臺灣外展教育的推展符合外展教育原則與理念，但活動與訓練上有在地化的轉化。結合成立外展組織前的資源和臺灣得天獨厚的環境，使得融入Project Adventure活動與引導技巧元素和登山課程為臺灣發展外展教育的主要特色，近期並積極拓展海洋運動課程。但因為人文背景的影響，使得臺灣外展教育課程較少超過連續五日的長天數戶外營隊，以及經典28天戶外課程，這成為未來課程努力之方向。 臺灣外展組織為「臺灣外展教育發展基金會（Outward Bound Taiwan）」，由臺灣法規監督下以非營利組織形式運作。研究發現組織運作尚需加強「志工人力」及「資金募款」兩區塊的發展，能讓外展教育在臺灣的發展更貼近宗旨。The purpose of the study is to investigate the implementation of Outward Bound in Taiwan. Outward Bound, innovated by Kurt Hahn in England in 1941, practices the core values of education by engaging in challenging experiences in wild environments. Outward Bound has been implemented in over 34 nations and was adapted to various localized modes of education. In Taiwan, Ourward Bound Taiwan was formally established in 2008 and began to develop since then. The study aims to investigate the implementation (i.e. organizations and curriculum activities) and the application process (i.e. historical development, including three phases in the past, present and future) of Outward Bound in Taiwan. Qualitaive research methods, such as interviewed and content analysis, were utilized to analyze the data. The findings of the study indicates that the development of Outward Bound in Taiwan is highly related to the application process for the membership in Outward Bound International. The historical develeopment process is defined into a) the preparation phase—prior to 2005, b) observation phase—from 2005 to 2008, and c) implementation phase—post 2008. The implementation of Outward Bound in Taiwan conforms to the disciplines and ideals of Outward Boud and yet is localized in terms of training and activities. The unique natural environment in Taiwan has made mountain-climbing curricula and Project Adventures with falicitation skills the main features of Outward Bound in Taiwan. Also, marine sports recently enjoy much attention. However, due to the social background of Taiwan, the Outward Bound curricula rarely last for over five days, not to mention the classic 28-day curricula. Outward Bound Taiwan is operated in the form of non-profit organization. The research findings also indicates the needs for increasing volumteers and fund raising. To solve the above-mentioned problems, curriculum design should be improved, including the incresase of parental education in order to encourage more participation from teenagers and the increase of instructors with the establishment of certificates for instructors. Moreover, the popularlization and design of Expeditionary Learning Outward Bound should be adapted to the present educational system. Plus, organizational improvements, such as intergrated volunteer resources, increased promotions, and the establishment of inner encouraging system, also help to develop Outward Bound in Taiwan.