從「本體性安全」論「反思性學習」的必要條件

The Essential Conditions for Reflective Learning Based on ‘Ontological Security

本文主要的目的，在從人類最根本的「本體性安全」，也就是根據人們存在的安全和自我認同的穩定性和連續性，探討反思性學習產生的必要條件。根據本文的分析，唯有當個體遭逢可能威脅本體性安全的「危機事件」，才會較積極 地去修正既有的知識庫，或尋見其他可行的問題解決之道。可是單靠外在足以引 發個體存在焦慮的危機事件，並無法讓個體發生反思性學習，因為反思的產生必須有「另類新觀點」作為參照，才有檢討既有知識庫，或其他用以詮釋生活事件的意義基模的依據。此外，反思性行動也必須建立在個體與其所屬環境結構及重 要他人之間，存在一定程度的信任關係上，這樣一來，個體才可能在免於存在性焦慮以及自我認同之穩定性和連續性的威脅下，預測並克服嘗試另類新觀點可能招致的不確定風險，進而完成反思性學習。為有效促進成人反思性學習，成人教育者除了必須從建立自助團體的方式著手，藉以增強學習者嘗試新觀點所需之本體性安全的信任基礎，並提供另類的新參照觀點外，還得透過終身學習政策以及社會福利政策的制定，保障學習者參與反思性學習方案的機會以及基本的經濟安全。因為，唯有當人們的存在性安全獲得確保，自我認同亦維持一定程度的穩定性和連續性，反思性學習方有產生的可能。

This paper explores the essential conditions that have the potential to facilitate reflective learning, in an account of “ontological security”. According to our investigation that, people will reflect their biographies and change the stock of knowledge or routine lifestyle, only when they meet with the accidents that great enough to hurt their bodies, or disturb their satisfaction in feelings and economic need. That is to say, their futures are in uncertainty, unknown and with unintended consequences. But only depending on the stimulation from great accidents won’t sufficient enough for those people who enmesh in danger escape themselves from risk, they also need some alternative options to compare their situation with, and assure the new one might work perfectly well in their contexts now. Without this, they can’t have better reference to change. Beside this, it suggests that adult educators also must secure the learners’ ontological security against existential anxieties by associating learners’ network and groups based on trust. Furthermore, educators still need to provide sufficient economic resources through lifelong learning and social welfare policies making, for all learners in each lifecycle can participate in reflective learning programs, and get economic autonomy status from dependent on others’control in their adulthood.