「知行合一」對通識環境教育課程設計的啟發

Inspiration on Environmental Education Curriculum Design of General Education from the View of the Unity of Theory and Practice

環境教育課程很重要的使命就是促進學生對環境倫理的理解與落實環境友善行為，因此在大學開設環境相關的通識課程，應首重態度建立的情境而非零星知識的灌輸。從環境素養的研究中，我們了解知與行的隔斷是嚴重的，本文透過對陽明學中知行合一理念的反思來釐清環境教育的困境，並進而建立以喚起良知為核心價值的教學系統，屏除傳統知為先的設計，重新思考認識與實踐之間的關係而設計出知行互發的課程，本篇論文以「環境保護與自然文學」課程為例，說明如何透過閱讀綠色經典、欣賞自然文學作品、哲學性的價值思辨、環境議題案例的分析、體驗性的服務學習以及自發性行動方案的執行等教學策略來形塑學生正向的環境倫理觀並進而提升學生的環境素養。

The prime mission of environmental education is to encourage students to better understand environmental ethics and to practically engage themselves in the environmental friendly behaviors. Therefore, as a general education course in college, it is far more important to foster the correct attitudes than to exchange randomly and fragmentally the environmental information. From the studies of environment accomplishments, we have learned that there's been a huge gap between to know and to do. Thus, this article will reflect the predicament of environmental education with the philosophy of ”Unity in Knowing and Doing” from Yangmin Study. Based on the core value of conscience awakening, we design a systematic way for teaching the courses. By dismissing the traditional concept of 'knowing is everything' we re-evaluate the connections between knowing and doing and design a course offering with intensive interactions between them. This article will take the course of ”Environmental Protection & Literature of Nature” as an example to elaborate how we, through the reading of green literature, debating over environmental issues, learning with environmental community services and executing the self-promoted projects, are able to positively raise the students' awareness for environmental ethics and increase their environment accomplishments.