檢驗「好公民」的認知轉變：比較脈絡下的臺灣公民

Testing the “Good Citizens” Theory: Taiwanese Citizens in a Comparative Context

本研究以Dalton的「好公民」研究為參照，從比較視野勾勒近年來大眾公民規範認知演變與樣態；其次，也以臺灣為個案解析個人如何獲取這項認知。透過ISSP兩年度調查資料的分析，本文發現公民規範認知應被區分為公民職責、自主參與以及社群責任等三方面內涵。其次，穩定民主國家、新興民主國家的認知儘管有所差異，但演變趨勢卻相當一致。當考慮個人年齡因素，跨國比較分析與臺灣實證分析的結果皆符合個人政治學習解釋的預期。本文除了從比較視野拓展Dalton的研究，針對臺灣的發現也意涵我國民主公民教育與公民精神的深化仍有相當大的改善空間。 With the consideration of Dalton’s “good citizens” theory, this study compares people’s normative beliefs about citizenship cross-nationally, and investigates individuals’ acquisition of citizenship norms by the case of Taiwan. By analyzing two waves of survey data of ISSP, we confirm that beliefs about citizenship norms can be divided into three aspects: civic responsibility, autonomous participation, and community duty. Also, respondents’ citizenship norms in old democracies are different from those in new democracies, but patterns in the two country groups change in the same direction. Taking individuals’ age into account, both our cross-national comparison and empirical analysis on Taiwanese respondents support the explanation of individuals’ political learning. This study not only extends Dalton’s research to a comparative context, but also implies that there is still much room for improvement in democratic civic education and the deepening of citizenship norms of Taiwan.

With the consideration of Dalton’s “good citizens” theory, this study compares people’s normative beliefs about citizenship cross-nationally, and investigates individuals’ acquisition of citizenship norms by the case of Taiwan. By analyzing two waves of survey data of ISSP, we confirm that beliefs about citizenship norms can be divided into three aspects: civic responsibility, autonomous participation, and community duty. Also, respondents’ citizenship norms in old democracies are different from those in new democracies, but patterns in the two country groups change in the same direction. Taking individuals’ age into account, both our cross-national comparison and empirical analysis on Taiwanese respondents support the explanation of individuals’ political learning. This study not only extends Dalton’s research to a comparative context, but also implies that there is still much room for improvement in democratic civic education and the deepening of citizenship norms of Taiwan.