以社會學習觀點探討成龍溼地社區學習參與計畫

Abstract

隨著都市化與全球化發展，人對自然環境的影響日漸加重，環境問題也對人類的生活空間產生威脅與衝擊，因此全球展開了一系列推動永續發展的方案，期望將永續發展的相關理念融入於學習體系並在地方情境中落實。「成龍溼地社區學習參與計畫」是一項涵蓋政府、非營利組織、學校及社區，透過各項學習策略，協助地方朝向永續發展的優質案例，多年來已累積豐碩的經驗與成果，值得更深入的探究。因此，本研究藉由社會學習觀點，對這項計畫之發展歷程、方案內容、推動策略及相關參與者之學習與成長有更深入的剖析，理解公部門、非營利組織、學校與社區之間如何協力合作，共同促進地方之永續發展。並採質性研究的方式進行，以深度訪談、參與觀察、文件分析作為資料搜集的方法。

研究結果發現，這項計畫提供了開放的學習平台及多樣的學習形式，內容兼顧生活、生態、生產三個面相，讓關注社區環境或社區事物的人，有機會能夠聚集在一起，並且經歷了很長時間的內化與內造歷程，從培力核心團隊開始，重新建立人與自己、人與社會及人與自然之間的連結，進而使社區整體帶來改變。以社會學習觀點來看，礙於社區能力不足、對公共事務冷漠、典範價值不同⋯等限制下，使得目前這項計畫的主輔關係仍舊是明顯的，加上是在已預設目標的前提下執行，因此尚未能如社會學習所期待，讓所有利害關係人站在平等的立場上，拋出自己的經驗、想法，在充分的互動與討論下，共同協商出解決問題的辦法。但多年的深耕與努力並非白費，不論是孩子、學校、成人或社區，最大的改變在於地方感的提升，並因著參與產生了更多的人際交流與互動，感受到彼此皆身為家鄉的一份子，共同肩負者著守護家鄉、讓家鄉更好的使命感。這些學習與成長，為地方累積了厚實的社會資本，亦是讓社區邁向永續發展的重要基石。With urbanization and globalization, human impact on the natural environment has gradually worsened, and environmental problems now pose a threat to human life. Therefore, a series of programs have launched around the world to promote sustainable development, so that the concept of sustainable development integrates into the learning system and becomes practical in the local context. "Cheng-Long wetlands community learning and participation project" is a good model to help local people strive toward sustainable development, through various learning strategies with the participation of government, non-profit organizations, schools and communities. The purposes of this study are to explore this project from a social learning perspective to understand the development process, the program contents, strategies to promote learning, and what the participates learned from this project.This study uses qualitative research methods and collecting data from interviews, participant observations and documents.

The results from the project provide an open platform and diverse way of learning, with the program taking into account the economy, environment, and society. It allows people in the community that are concerned for the environment to have an opportunity to come together. This project took a long time to re-connect the link between people, society and nature, thereby enabling the whole community to transform by using a more sustainable lifestyle. From the social learning perspective, because of the lack of community empowerment, indifference to public affairs, and different value systems, the relationship between the facilitator and the participator in this project is not equal. The facilitator still takes care of the primary work and decision-making. Social learning's expectations are where all the stakeholders can come together to share their experiences, ideas and values, and make a solution to a problem after full discussions and negotiations. These attempts at social learning however are not in vain. The input from children, schools, and adults in the community itself are not of most importance but instead, it is the enhanced their sense of place and interaction with other people. It eventually leads to learning and growth that is an important cornerstone for communities working towards sustainable development.