文化治療及其對多元文化教育之啟示

Cultural Therapy and Its Implications to Multicultural Education

本文介紹文化治療的理論基礎與相關研究，並說明其在多元文化教育上的啟示。文化治療是一種促使個人或團體文化覺醒的過程，建基於G.Spindler與 L.Spindler的文化理論，將個人或團體置於整體文化系統中，解析自我觀念、適應策略、工具性活動與能力所蘊涵的文化意義。許多教育人類學者將文化治療的基本原則運用於民族誌訪談、泛文化反思性訪談、團體討論、班級教學、學校改革方案之中，有相當不錯的研究成果。文化治療能促使個人或團體產生文化覺醒，與多元文化教育最近的發展有異曲同工之處。本文亦試圖指出文化治療對於多元文化教育的理念、課程、教學、師資、方案等方面的可能貢獻。

This article presents theoretical foundations and related research of cultural therapy. Cultural therapy is a process of cultural awareness, by which teachers and students will notice the cultural assumptions hidden in their everyday actions. It is based on the theory of instrumental activities model developed by G. Spindler and L. Spindler. The major concepts of the model include instrumental activities, instrumental comptences, enduring and situated self, self efficacy, and adaptive strategies. In a few research, educational anthropologists applied the basic ideas of cultural therapy in the following research techniques and settings: ethnographic interview, cross-cultural comparative reflective interview, group discussion, classroom instruction, and school change program. The ideal of cultural therapy matches the recent development in multicultural education. The author indicates how cultural therapy may invoke new concepts and practices im multicultural education.