登山團體成員學習Leave No Trace之行動能力轉變歷程

Abstract

本研究之動機，起自高山環境因山岳遊憩活動蓬勃發展而面臨威脅，研究目的在探究登山者「環境行動能力」的來源與影響因素。本研究採質性研究的取徑，以參與觀察、訪談、文件資料及研究札記為主要資料來源，研究對象有六名（皆為參與台灣登山學校舉辦之Leave No Trace推廣活動的學員)，歷時約兩年。

研究者藉由領導、參與、反思Leave No Trace的推廣歷程中，得知三個重要面向，包括參與者行動能力的培養因子，團體學習扮演的角色，以及他們在學習過程中的轉變。

研究發現，參與者在信念、行動能力及推廣態度三方面皆有轉變。信念部分，由認定Leave No Trace是限制個人行為的規範，轉為尋求適合環境及適合自己的行動依據。行動力部分，從親身實踐到與人分享最後成為推廣者。推廣態度部分，從責備轉為同理他人難處，且包容和支持不同的選擇。

在行動能力培養因子中，分成直接行動和間接行動兩部分。直接行動仰賴批判性的思辯討論、民主開放的學習情境，運用兩難的議題及鼓勵替代方案等。而間接行動的促進須先引發參與動機，創造行動機會，並提供Leave No Trace的在地知識，及培養溝通能力。同時，團體因素亦不容忽視，例：團體的規範、團體的行動及情感的凝聚，都會在無形中增強個人的歸屬感及有力感。Owing to the undue mountaineering activities, the alpine areas have been under the threats of environmental impacts. Inspired by this issue, the purpose of this study is to explore the motives and the impact factors of environmental action competence of hikers. In this research, six persons--who participated in the Leave No Trace program (holding by Taiwan Wilderness Education Association)--are the objects of this study. Qualitative research is the approach of this study, and the main information sources are: participants' observations, in-depth interviews, documental analyses, and the field journals. The duration of this research is about two years.

By leading, reviewing, and participating in the process of promoting Leave No Trace, the researcher acknowledged three important aspects: the empowerment factors of action competence, the functions of group learning, and the transformations of the participants. Three areas of transformation--participants' conviction, action competence, and the attitude toward promoting Leave No Trace--are summarized as below:

1.Transition of Conviction: from presuming Leave No Trace was the norms of personal behavior to searching for action guidance that both suited themselves and the environment. 2.Transition of Action Competence: from doers to sharers, and eventually became promoters. 3.Transition of Promoting Attitude: from rebuking others to understanding their difficulties, tolerating and supporting different choices.

The factors in developing action competence can be categorized into two types: direct action and indirect action. Direct actions rely on: censorious debate and thoughts, the operation of moral dilemma issues, the encouragement on applying diversity solutions, and democratic and open learning ambiance. To accelerate indirect actions, in advance, one must trigger the motivation of participants, create opportunities for actions, offer local knowledge of Leave No Trace, and develop communication competence. Furthermore, group factors--such as group norms, group actions, and group affections--shouldn't be overlooked, these factors strengthened personal sense of belonging and power imperceptibly.