The Mangyan Youth at the Center of a Transformative Learning Process

菲律賓孟仁族青年之轉化學習

The main focus of this paper is to start with and affirm the community’s worldview and IKSPs before introducing foreign concepts or processes. The learning process for many IP communities is a community act, thus the propensity to really work in groups. Thus, suddenly having individual activities or recitation can be a shock. In present efforts, there is a conscious effort to start with group activities before going into individual work, with individual work and achievement being valued by the whole class instead of being a basis for competitiveness among learners. As the Mangyan youth was being initiated into the dynamics of critical reflection, he/she manifested great discomfort at first but trusting the researcher, he/she became comfortable in the process. At a point there came a healthy and curious exchange of ideas as to the relevance of this exercise. As recipient of a typical Philippine educational mainstream instruction which is predominantly transmissional in the basic education stage, to critique and ask for the relevance of education was such a difficult task both for the researcher and the Mangyans. 本文旨在探究外來文化概念介入以前的原住民世界觀、知識體系及實踐，期望以此為始，確立族群世界觀及原住民知識體系實踐之架構。 原住民的學習往往以社群為單位，也習慣團體行動。因此當出現個人活動或公開演說時，往往令人訝異。近來研究指出，個人行為與活動背後通常有社群的支持，也從社群開始。因此個人的付出與成就也因此被整個族群視為更有價值的事，而不僅只是個體與個體之間的競爭。 當孟仁族青年開始參與族群思考研究時，一開始雖信任研究者，但卻感到極大的不適應，直到後來才能漸漸敞開胸懷。研究過程中，受訪青年有許多困惑與不解，與研究者之間交流較為不順暢。因為菲律賓在傳統基礎教育上，一向不鼓勵批判性思考與提出問題，這也使得研究工作進行一開始較為困難。