臺灣高中公民教育的反思：以公民不服從與太陽花學運為例

Reflections on the Citizenship Education of Senior High School in Taiwan: Perspective from Civil-Disobedience and Reference to the Sunflower Movement

相較於臺灣解嚴以來諸多陳抗運動，太陽花學運有著根本性的不同，是第一次以「公民不服從」為由攻占官署而無罪。該理念是教育部於2008年納入高中「公民與社會」學科課程綱要必修課程，是我國公民教育史上首次倡議公民故意違法的課程內容。
本研究分析臺灣高中公民教育「公民不服從」議題設計及實踐意涵。首先追溯公民不服從的政治哲學源頭，檢視公民不服從的核心疑義；其次，據此考察高中公民與社會科課程綱要如何呈現「公民不服從」概念，並參照太陽花學運，以反思我國公民教育。研究發現，課綱將「公民不服從」理念置於公民參與的脈絡，雖然肯定政治參與行動的重要性，但由於相關概念連結的邏輯性與若干偏誤，導致有限的理解。本研究認為高中階段的公民不服從教育，除權利意識的強化外，更應從公民德行與義務角度，使之更符合公民教育之適切性與可行性。如此角度的轉換，也顯示目前我國公民教育中權利與義務失衡及忽略公民德行的偏差。

The Sunflower Movement was a momentous mass-protest of students and civic groups that occupied the Legislative Yuan from March 18th to April 10th, 2014. Additionally, the protesters later intruded the Executive Yuan. Based on civil disobedience, the demonstration protested against passing of the Cross-Strait Service Trade Agreement (CSSTA) without clause-by-clause review by the then ruling party Kuomintang (KMT). Coincidently, the concept of civil disobedience first appeared in the national curriculum guidelines of the senior high school course “Civic and Social Education” in 2008. It is my objective to argue that civil disobedience is a highly controversial concept in political philosophy to be included in high school curriculum, and it is also contradictory to the aim of citizenship education.
This article analyzes the design and practical implications of the topic “civil disobedience” in high school citizenship education in Taiwan. First, to examine the core suspicion of civil disobedience, the source of civil disobedience in political philosophy was traced. Second, based on the core suspicion of civil disobedience, I discuss how the design of civil disobedience in the Senior high school Civic and Social Education curriculum is implemented, and then refer to the Sunflower Movement to reflect on our citizenship education. It is found that the curriculum takes the concept of civil disobedience into the context of civil participation and thus affirms the importance of political participation. However, civil disobedience with limited understanding due to the logic of how the curriculum is arranged and several other deviations, is not conducive to the achievement of the goal of citizenship education. Therefore, civil disobedience as a unit of senior high school citizenship education, we believe, would encourage students to be conscious of their own liberal rights. On the other hand, we should never underestimate the importance of the sense of citizen obligation. With the influence of liberalism and civil obedience of the curriculum guidelines, there is a tendency of tilting towards liberal rights and ignoring citizen obligation, which, we suggest, has deviated from the essence of civil disobedience.