社會性同理：大學學生參與社會運動經驗之探究

Abstract

本研究旨在探討社會性同理促發大學學生參與社會運動之可能性，具體研究目的有三：一、檢視社會性同理模型運用於大學學生社會運動經驗之妥適性；二、探究大學學生參與社會運動歷程中社會性同理運用之具體經驗；三、根據研究結論提出培養基於道德信念之社會性同理能力及後續研究之建議。 本研究首先探討社會性同理相關文獻，了解同理之歷程、發展性，及其與道德信念的互動關係，經參考諸多文獻進行社會性同理模型的概念增補及修訂，以作為探究社會運動經驗之理論基礎。接續檢閱社會運動相關文獻，以了解社會運動之概念、定義及其研究取向，再回歸臺灣的研究脈絡及社會運動之歷史發展，以描繪臺灣之大學學生參與社會運動之圖像。為了解社會性同理於社會運動歷程之具體經驗，本研究以焦點團體訪談及一對一訪談加以探究。 根據本研究發現作成八點結論：一、本研究修改後之社會性同理模型可解釋大學學生參與社會運動之經驗；二、藉由與社會議題特定當事人接觸能產生微觀同理；三、對於事件具備系統障礙的脈絡性理解乃社會性同理之必要歷程；四、巨觀同理有助於瞭解群體處境進而提升參與社會運動之動機；五、參與社會運動可促發社會性同理；六、影響社會運動參與有其輔助與阻礙因素；七、社會性同理不僅促進社會運動之參與亦有其他效應；八、社會性同理之道德信念可透過參與社會運動而彰顯。 基於本研究之結論提出以下建議：一、培養基於道德信念之社會性同理能力以促進社會運動參與；二、完備與深化大學學生參與社會運動經驗中社會性同理歷程之探究；三、增進社會性同理研究方法之多元性。This study aims to make an inquiry into the possibility that social empathy may serve as a prosocial motive, which will encourage university students to participate in social movements. The research purposes are: 1. to inspect the suitability of applying the social empathy model into university students' experiences in social movements; 2. to explore the actual experiences of social empathy of university students in social movements; 3. to provide a number of suggestions on how to foster the social empathy competence for moral educators and the academia. The literature review in this study firstly probes into the issue of social empathy, including its process, development, and the interaction between social empathy and moral commitments, with the intention to renew and revise the existing social empathy model in this study. Secondly, this study explores the theories of social movements so as to understand their concepts, definitions, research orientations, the historical development in Taiwan, and the role of the Taiwanese university students in social movements. To realize the concrete experiences of social empathy in the process of social movements, the method adopted in this study is focused-group interview, supplemented by one-on-one interview to realize the concrete experiences of social empathy in social movements. The conclusions drawn in this study are: 1. the revisedsocial empathy model in the research may approximately explain university students' experiences in social movements; 2. to contact with the specific people engaging in social movements can stimulate the university students’ micro-empathy; 3. contextual understanding of systematic barrier is necessary in the course of social empathy; 4. macro-empathy is helpful for university students to understand specific groups’ situation, and then to increase the motives of the participation in social movements; 5. participation in social movements can facilitate social empathy; 6. there are encouragements for or preventions from when university students facing participation in social movements; 7. social empathy can not only encourage the participation in social movements but also other effects triggered from it; 8. the moral commitment of social empathy can be manifested through participation in social movements. Based on the conclusions, the study proposes suggestions as follows: the first suggestion is to cultivate university students' abilities in social empathy to be concerned about the oppressed groups; the second suggestion is to encourage students to improve the society by participating in the social movements to remove the systematic barrier in the society; last but not least, to focus on the future researches that explore some issues not inquired in this study, as well as on methods that are adoptable for extensions in the concepts of social empathy in the experiences of social movements.