多元入學方案的系統性矛盾與統合：以辯證認識觀解析T大經驗

Abstract

教育部於2002年推行多元入學方案，希望能落實多元發展、社會公平及適性選擇等理念，但此方案如何影響學校及相關學生則需進一步探討。本研究以T大的施行經驗為例，透過教師、行政人員與學生的訪談，從辯證認識觀之微觀視角解析學校、各學系、不分系，以及學生等主體內與主體間所面臨的矛盾及其辯證型態。研究發現，多元入學方案一旦啟動，所涉及的便不只是招生方式的改變，它會觸發學術至上的傳統價值與學生多元化學習需求之間的衝突，進而引起學校、各學系、學生之間的系統性矛盾。故除了建立共識與相關配套措施之外，也需暢通溝通管道與對話機制，並藉由系統性思考問題之矛盾本質及其相對立場中的統合前景，在一系列價值反思以及制度規範變革中，尋求校園多元化願景之具體意義以及實際作為。

The Ministry of Education launched the Multiple Entrance Program in 2002 to realize principles such as diversified development, social justice, and adaptive prioritization. However, how this program affects universities and students at stake requires further investigations. We conducted a case study on University T, whose innovative student recruitment programs are well-known. We interviewed program-related students, teachers, and a staff member, and analyzed conflicts emerged from the data in accordance with the perspective of dialectical epistemology. We found that once the program is activated, it not only changes the practice of recruitment, but also triggers tensions and conflicts between the department tradition of academic supremacy and students’ diversified learning needs, invoking systemic conflicts among university, departments, and students. Therefore, in addition to building consensus and providing supporting measures, the university needs to promote active conversations among the involved parties, and to systematically examine the nature of conflicts and the prospects of integrations, in order to figure out what a diversity campus means to the university and how to achieve it through a series of policy and regulation modifications.