反思「臺北市終身學習運動」
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Date
1999-06-??
Authors
陳雪雲
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學社會教育學系
Department of Adult and Continuing Education, NTNU
Department of Adult and Continuing Education, NTNU
Abstract
國家與民間社會、公部門與私部門合力推展的終身學習運動搭起21世紀的教育橋 樑。本文主要目的在檢討台北市政府推動終身學習運動的成效，並論述國家在終身學習社 會中的角色，以及民眾所應具備的基本素養。台北市終身學習運動的特色是官辦為主，兼 及公設民營；以培養民眾的基本生活和職業知能為主，並輔以藝術欣賞和藝能訓練，至於 帶動「全人學習」的社區大學剛起步。當社會邁向全球化，公民社區生活、經濟生活和媒 介文化生活均發生質變，因此，成人應具備多重素養（世界公民素養、政治與經濟素養、 工作素養、家庭素養和媒介╱科技素養等），素養內涵是：多元知識領域、學習如何學習 和批判思考技巧，以及尊重文化差異、環境倫理和生命意義等價值觀。
Lifelong learning will provide educational bridge to the 21 century. The principle concern in this article is that governments need to emphasize lifelong learning through fostering regional and transnational alliances and building relationships with private and the third sectors in order to contribute to the large learning networks. At first, I present an overview on the lifelong learning programs ran be Taipei City Government from 1997 to the present. Then multiliteracies pedagogy including civic literacy, political and economic literacy, work literacy, family literacy, information and media literacy, ABE/literacy with health education are suggested in order to account for both radical changes occurring in the nature of public community and economic life, and growing a variety of text forms associated with information and multimedia technoogies. Under the conditions of a risk society, I argue that lifelong education has its own specific mission to foster a variety of knowledge, a critical attitude and a value in the creation of human potential.
Lifelong learning will provide educational bridge to the 21 century. The principle concern in this article is that governments need to emphasize lifelong learning through fostering regional and transnational alliances and building relationships with private and the third sectors in order to contribute to the large learning networks. At first, I present an overview on the lifelong learning programs ran be Taipei City Government from 1997 to the present. Then multiliteracies pedagogy including civic literacy, political and economic literacy, work literacy, family literacy, information and media literacy, ABE/literacy with health education are suggested in order to account for both radical changes occurring in the nature of public community and economic life, and growing a variety of text forms associated with information and multimedia technoogies. Under the conditions of a risk society, I argue that lifelong education has its own specific mission to foster a variety of knowledge, a critical attitude and a value in the creation of human potential.