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https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/34752
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| 题名: | 獵人學校 : 體驗式環境教育與族群文化發展的可能性 |
| 其它题名: | The hunter school : the possibility of a tribal-experience for environmental education and ethnic culture development. |
| 作者: | 柯亞璇;Ko, Ya-hsuan |
| 贡献者: | 淡江大學建築學系碩士班
鄭晃二;Jeng, Hoang-ell |
| 关键词: | 部落學校;集會所;魯凱族;排灣族;tribal school;assembly hall;Rukai Tribe;Paiwan Tribe |
| 日期: | 2009 |
| 上传时间: | 2010-01-11 05:34:20 (UTC+8) |
| 摘要: | 本論文研究的目的是透過位於台東排灣族拉勞蘭部落的獵人學校學習環境問題與潛力分析，探討當代原住民教育中族群文化發展的問題。透過文獻分析對於台灣體制內教育環境與原住民部落教育學習之議題作為討論的空間架構；另一方面也試圖從架構中分析影響台灣原住民學生學習動力與自我族群認同之教育價值觀點與問題，並進而提出當代社會文化距離與生活觀點不同在部落族群文化發展所帶來的衝擊。最後，以教育、族群文化與學習空間之分析向度提出部落體驗式之環境教育與族群文化發展的可能性。
研究背景從早期原住民傳統教育環境變革，在受到各階段外來殖民者控制的因素，而改變部落其原本社會組織的教育環境與文化發展價值觀，到近代研究者接受台灣體制內教育不同的文化學習經驗，以及參與國家政策在部落執行的相關文化工程經驗。從中提出此兩種不同學習環境型態對原住民部落族群文化發展的影響關係來進行分析。
研究方法主要採取兩個案例的研究分析，一為研究者出生的霧台部落魯凱族片刻生活經驗，二為參與拉勞蘭部落獵人學校課程及部落祭典體驗中所發現的族群文化發展契機，並交叉比對兩者之差異，再藉由部落教育環境中族群文化發展的相關議題與文獻蒐集做深入的探討。
在台灣原住民學習環境的變遷因素中，瞭解部落的族群文化在國家政策的運作下固然有其發展機制的重要性，而在本研究透過教育、族群文化與學習空間三個分析面向之問題意識中，也發現體驗式教育環境影響族群文化發展之重要因素如以下三項：
（一）部落自主性的學習機制，重建部落社會組織中族群的生活方式與空間使用，創造原住民部落新時代文化發展的族群社會倫理。
（二）重構原住民部落祭典儀式的發展意涵，可以有效的提昇族群對自身文化較高的學習行為，並共同推動部落的族群文化發展。
（三）排灣族「集會所」的學習情境，是延續部落族群文化發展的重要教育空間。
Abstract of thesis content:
The primary goal of the research for this thesis is to discuss the problem of ethnic culture development within the contemporary aborigine education system through analysis of the problem and potential of the learning environment in a hunter school of Taitung''s Paiwan Lalauran tribe. As a framework for discussion, this research uses literature analysis on the issue of the educational environment within Taiwan''s system and Taiwanese aboriginal tribal education. Additionally, within the framework, it attempts to analyze the educational values and problems that influence the learning motivation and tribal identification of Taiwanese aboriginal students. The study further brings up the conflict within tribal culture development brought about by differences in contemporary society and culture and differences in life perspectives. Lastly, through the dimensions of analysis of educational, ethnic culture, and learning space, it raises the possibility of a tribal-experience for environmental education and ethnic culture development.
The background for this research was thus: from early times, the traditional aborigine educational environment has been undergoing change; with both the environment and cultural development values of original aboriginal social structure being influenced by being controlled at different times by different foreign colonialist powers. Against a modern backdrop, the researcher accepted the foreign culture education experience within the Taiwan system and participated in the experience of cultural projects related to national policies administered amongst the tribes, and from this brought forth for analysis these two different learning environment models and how they affect the development of tribal culture.
The primary method of research was to research and analyze the following two cases:
1) The researcher''s brief experience of early life in the Wutai Rukai Tribe,
2) The turning point in ethnic culture development discovered during participation in tribal ceremonies and classes of the Lalauran tribe hunter school. and, comparing the differences between these two cases, review in-depth the issues and literature related to the tribal educational environment''s ethnic culture development.
Within the changing factors of the Taiwan aborigine learning environment, it must be understood that although subject to the operation of national policies, the development mechanisms of tribal ethnic culture still retain their importance. Through this research''s awareness of the problem of analyzing education, ethnic culture, and learning space, it also discovers, within the experiential-based educational environment, the following important three factors which influence ethnic culture development are found:
1. Autonomous tribal learning mechanisms rebuild the ethnic lifestyles and space usage of the tribal social organization, and create an ethnic social theory of a new cultural development era for aborigine tribes.
2. The meaning of development of rebuilding tribal ceremonial rituals lies within effectively increasing tribal cultural self-learning, jointly promoting the tribe''s ethnic culture development.
3. The learning environment of the Paiwan assembly hall is an important educational space for continuing tribal ethnic development. |
| 显示于类别: | [建築學系暨研究所] 學位論文
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