臺灣高等教育服務－－學習課程發展脈絡之研究

A Research on the Development Context of Service-Learning in Taiwan's Higher Education

美國高等教育從1960年代倡導服務，到1980年代興起服務－學習，1990年因Boyer首次提出「連結公共服務的學術」一詞，挑戰傳統學術定義，認為學術應超越研究，涵蓋到教學、應用與整合。自1990年代後，許多專業團體及學者，紛紛積極呼籲學術不再只是獨立於社會的專業知識，應走向連結與整合社會議題，從服務-學習（service-learning）轉變為「連結公共服務的學術」（scholarship of engagement），實踐公民社會目標。反觀臺灣，服務－學習課程發展脈絡，約可分為三個重要階段：（一）1980年代倡導志願服務～1990年代服務教育興起；（二）2007年～2012年服務－學習課程蓬勃發展；（三）2013年後大專校院攜手中小學、民間團體全面拓展服務－學習。本文藉由回顧美國及臺灣高等教育服務－學習發展脈絡，期望能以美國從服務－學習走向連結公共服務學術的趨勢走向，作為臺灣高等教育發展之啟示。

The higher education of the United States of America advocated services in the 1960s. Later, the concept and practice of service-learning emerged in the 1980s, and in the 1990s Ernest Boyer initiated the 'scholarship of engagement,' which posed much challenge to traditional definitions of scholarship with a proposition that scholarship should go beyond researches and should be expanded to include teaching, application, and integration. Ever since the 1990s, many professional institutions and scholars have actively advocated that the academia should cease to be merely a realm of professional knowledge standing apart from the society. On the contrary, it should move toward connecting and integrating social issues with a transformation from 'service-learning' to 'scholarship of engagement' in order to put the objectives of civil society into practice. As for Taiwan, the development context of service-learning courses can, approximately, be separated into three major stages respectively as: (1) from the initiative of voluntary services in the 1980s to the rise of educational services in 1990s; (2) the flourish of service-learning courses from 2007 to 2012; and, (3) the full expansion of service-learning by colleges, which work along with secondary schools, elementary schools, and civil groups after 2013. By reviewing the development context of the service-learning courses in both the U.S.'s and Taiwan's higher education, this paper aims to find out some inspirations for the development of Taiwan's higher education from how the U.S. developed successfully from service-learning to the scholarship of engagement.