歷史變局下的台灣永續規劃與設計專業教育─對建城所發展方向及課程的建議

Taiwan's Professional Education in Sustainable Planning and Design under the Historical Changes: Some Suggestions on Future Development and Curriculum Reform for the Institute of Building and Planning, NTU

本文首先交代現今台灣在世界大環境中面臨的處境：永續發展理想抬頭、資訊與通訊技術的發展與應用、經濟全球化、民主分權浪潮；繼而分析在此大環境裡空間性所起的的質變與永續規劃與設計專業因而面臨的（價值的、技術的、教育的）困境；然後指出進步的永續規劃與設計專業（處於國家、資本與市民社會間）應聯合市民社會，促使國家的環境規劃與設計工作趨向社會公義與永續發展的理想；在依據上述分析與專業定位後，我們建議進步永續規劃與設計者應有的知識、能力及社會意識上的條件；在指出本所的兩個明顯傳統（「專業的通才」教育主張與對社會公義之堅持）以及制式專業分工的缺點後，我們建議「專業的通才」教育理想的落實可嘗試的手段之一是超領域知識與實踐的追求—一個以「空間」為實體對象，以「民主參與」、「社會正義」、「永續發展」為核心價值的，追求「理論與實踐」、「科學與倫理」、「專業與生活」等三面向的整合之企圖，而建城所的永續規劃與設計專業的取向可界定為：人民導向的永續地方營造與治理；最後，本文對建城所近程課程改革與遠程的組織發展提出初步建議：前者是以實習課為核心的課程結構與教學方式的改革；後者是聯合台大相關的資源，促成「永續發展學院」（以機動研究教學團隊為組織單元、以議題與政策為研究教學焦點的新學院）的設立。如果以台大土木工程研究所交通工程乙組的誕生為計算的起點，建城所成立迄今已經三十二年，我們針對台灣社會現實而提出的專業教育立場（包括所謂「專業的通才」主張）也有大約三十年的歷史了。這段時間裡，台灣與世界都經歷了非常重大的變遷。如果我們希望建城所的專業教育能跟上時代的腳步，它的發展方向確實應該再作一次比較徹底的檢討與釐清。個人願利用這次與眾多所友、同行聚首的難得機會，談談自己在這方面的看法與建議。

In the first part of the article the global conditions confronted by Taiwan are summarized: the rise of sustainable development as a universal ideal for humanity, the development and application of information and communication technologies, the economic globalization, and the world-wide spread of democracy and power decentralization. The second part is an analysis of the resulting fundamental changes in human spatiality and the (ideological, technological and educational) dilemmas thus faced by the profession of sustainable planning and design. We then point out that the progressive professionals, situated among the state, capital and civil society, should seek alliance with the latter in order to drive the former two toward the goal of social justice and sustainability, when dealing with environmental planning and design. Based on the role thus delineated, suggestions on knowledge, skills and social awareness are made for the progressive professionals. After re-emphasizing the two traditions of our Institute (a generalist professional education and the pursuit of social justice) and a criticism on the inadequacies of conventional specialization of the profession, we propose that one of the means to carry out our ideal of generalist professional education is to go after the knowledge as well as practice of transdisciplinarity - a pursuit of a three-aspect integration (theory vs. practice, science vs. ethics and professionalization vs. daily living), using ”space” as the physical subject, and democratic participation, social justice and sustainable development as the central values. And, we proclaim that the meaning of the profession of sustainable planning and design can be defined as ”people-based sustainable place making and management.”Finally, we make suggestions on the Institute's short-term pedagogical reform and long-term organizational reorientation: for the former, a studio-centered curriculum restructuring; and for the latter, by employing all the available resources of the University, promoting the establishment of a college of sustainable development where transdisciplinary learning and teaching happen in policies/issues-oriented, multidisciplinarily organized research teams.