原住民文學作為大學通識教育教材的價值──以夏曼‧藍波安《冷海情深》為例

The Value of Using Aboriginal Literature as the Source for the University General Education: a Case Study of 《冷海情深》Written by Syaman Rapongan

本文思考大學通識教育應有培養學生反省、批判、引導當代文明之教學目標，藉由原住民文學特具對照當代文明特質與困境的特點說明原住民文學作為通識教育此目標的價值，並具體地以蘭嶼作家夏曼‧藍波安的《冷海情深》為例，說明其作品中深具對照、批判當代文明價值──如心靈的原鄉──萬物一體的生命觀、個人意識覺醒的存在感、知識份子的覺醒、基本價值的扭轉等價值。

This paper reflects that the objective of University General Education should cultivate students’ ability of introspection, criticism critical thinking, guiding the contemporary culture. In order to present the target of the general education, characteristics of aboriginal literature, compared to characteristics of contemporary civilization and features of difficulties, explain the value of aboriginal literature as a teaching material of general education. Take, as an example,《冷海情深》written by Syaman Rapongan, an Orchid Island writer. It describes several goals for its work with general education values. For instance, spiritual homeland stands for the life view of everything; the awakening of individual consciousness as the philosophy of existence stands for intellectual awakening; the reverse of the basic values stands for ethical practices; introspection and cultural heritage stands for the possibility of exceeding cultural conflicts.