以隱喻抽取技術探討環境美學與生態意象應用於環境教育傳播取徑分析－以臺灣櫻花鉤吻鮭為例

Abstract

臺灣櫻花鉤吻鮭為臺灣特有亞種，是冰河時期孑遺生物。因其稀有與瀕臨絕種，在生物多樣性、物種遺傳、生態系統、棲地生態，及其關連的人類文化、學術研究、自然歷史、生態保育與環境教育等領域，皆有極高的價值與意義，同時也帶出臺灣森林溪流生態系統議題，乃至全球氣候變遷的課題。 在政府積極保育、學者專家多方研究、發揮多元文化創意，以及傳播媒體大肆報導下，臺灣櫻花鉤吻鮭有了「國寶魚」的美名。在許多設計與繪圖表現中，都經常出現臺灣櫻花鉤吻鮭的身影，促使其成為臺灣的代表意象和生態文化的重要圖騰。在呈現臺灣不同區域的特色與面向時，對於不同的受眾與用途，相關美學意象的內涵會針對物種特徵、美感呈現、生態保育、棲地連結、環境教育，展現不同的表現形式及不同的美學意象。 本研究目的在於建立臺灣櫻花鉤吻鮭的環境美學與生態意象分析架構，以圖像傳播理論，分析臺灣櫻花鉤吻鮭在傳播過程中的環境美學形式與內涵，以及生態意象代表類型與概念，然後探討將臺灣櫻花鉤吻鮭的環境美學及生態意象應用於環境教育傳播取徑之具體作法。本研究以隱喻抽取技術(Zaltman Metaphor Elicitation Technique, ZMET）針對政府機關相關工作人員、環境教育及傳播學者與相關圖像傳播及繪製人員，進行深度訪談。透過受訪者篩選出的各種臺灣櫻花鉤吻鮭代表圖像與訪談內容，進一步從圖像的外在形式、內在意涵、特殊連結等進行分析，呈現受訪者內心對於環境美學與生態意象的完整看法，發掘隱藏的視覺訊息與情感，釐清環境美學與生態意象之間的關係。 研究結果發現，受訪者對於圖像美感的關心多於生態內涵的表現；圖像的美感追求有時與事實違背，圖像生態內涵的真實表現有時容易喪失美感的表現，生態自然現實與個人情感認知不盡相同。然而，圖像風格與圖像功能可以互相呼應，因應不同的圖像功能要選擇不同的表現形式，才能發揮適當的效果。整體來說，環境美學與生態意象會因受訪者對於環境及生態的覺知、知識、態度、信念、行為等面向的不同，而產生不同程度的影響。 本研究的貢獻在於，過去的研究大多針對環境美學與生態意象個別分析，但是筆者基於長期對美學研究的基礎，特別將兩者同時納入分析架構，以敘明環境與生態是一體兩面，美學和意象兩者也不可分離，必須將環境美學與生態意象同時分析與探討，在進行環境教育時，才能就不同的傳播取徑來設計教材內容與實施方法，進而達成提升環境素養的目標。Taiwan Salmon (Oncorhynchus masou formosanus) is a unique subspecies of salmon in Taiwan since the Ice Age. Due to its rarity and endangered status, in terms of biodiversity, species inheritance, ecosystem, habitat, and its related human culture, natural history, academic research, ecological conservation, and environmental education, it presents extremely high value and significance. At the same time, it also brings out the issues of Taiwan's forest-stream ecosystem and even the ecological issues of climate change. With the government's years of efforts in conservation, the studies from scholars and experts, citizen’s creativity, and the reports from media, Taiwan Salmon has earned the name of “National Treasure Fish”. Taiwan Salmon appears in many creative works, becoming an important totem of Taiwan’s image and ecological culture. When presenting the characters and aspects in different places in Taiwan, relevant aesthetic imagery will be focused on species characteristics, aesthetic expression, ecological conservation, habitat connection, and environment education, showing distinct form and images. Based on cognitive psychology and communication theory, this study explores the environmental aesthetics and imagery connotation as well as the ecological imagery categories and concepts of Taiwan Salmon during the process of communication. Such is then discussed for actual application of its aesthetics and imagery on communication channel of environment education. The environmental education scholars, staffs in national parks, communication scholars, and the general public are invited for in-depth interviews with the approach of Zaltman Metaphor Elicitation Technique (ZMET). By screening various Taiwan Salmon’s specific images and the interview, the researcher analyzed the external form, internal connotation, and specific connections, presenting the complete idea of interviewees toward environment aesthetic and ecological imagery, discovering the hidden visual information and emotions, and clarified the correlation between the two. The research results show that they are concerned more about the aesthetics of the image than that of the expression of ecological connotation. However, I have seen that the aesthetic pursuit for the image sometimes acts against the reality. The true expression of the ecological connotation in such image could easily lose their aesthetic expression. Therefore, the ideals are not the same as the reality of nature. Yet, artists can respond to various expressions for selecting their style of presentation based on different image functions. Overall, the environment aesthetic and ecological imagery could change due to different views, perceptions, knowledge, attitudes, beliefs and behaviors of the interviewees, resulting in influences on different levels. As for the contribution of this study, most studies in the past mainly aim at separate analysis on environment aesthetic and ecological imagery, but the researcher have always integrated the both on the basis of great period spent on aesthetics, intending to explain that environment and ecology are two sides of the coin, which is inseparable. Both must be analyzed and considered at the same time for achieving the goal of enhancing environment quality by designing the materials and methods in different communication channels when conducting environmental education.