自由書寫在課程革新上的啟思 ： 以法國「佛賀內教育學」為例

A Study on Free Writing and Its Implication on Curriculum Innovation: The Case of French Freinet Pedagogy

法國佛賀內教育學（la pédagogie Freinet）是當代法國與歐陸重要的教育思 想與實踐，亦是法國近年來教育改革的重要參照。佛賀內教育學中的「自由書 寫」（le texte libre），在弱勢地區所進行的課程革新，有著重大的成就。本文由 理論與實際層面，分析佛賀內自由書寫的思想與實踐。自由書寫的教育意涵為： 從生命的整體性意義出發，自由書寫引起學生能以多樣的形式敘寫與敘說自己 的生命經驗，因而「自由書寫為教育場域中每個主體的生命敘寫與敘說」；自由 書寫促使學生彼此之間不同的文化脈絡，透過書寫互動、邂逅、相逢、對話與 理解。而在自由、但同時具有制度、嚴謹且相互合作的書寫歷程中，蘊含的是 從「素寫」（l’écrivance）到「書寫」（l’écriture）在教育上所具有的共好積極性 意義，因而「自由書寫為不同的主體彼此之間協同合作的文化書寫」。最後，自 由書寫本身即是一種實驗，因此「自由書寫乃教育的自我批判與課程革新」。

The Freinet Pedagogy (la pédagogie Freinet) is one of the important theories and practices of experimental education in contemporary France and continental Europe. Furthermore， in recent years， the Freinet Pedagogy has also become the important reference of educational reform in France. “Free writing” is one of the main concepts in the Freinet Pedagogy， and it has made a great impact in the curriculum innovation in disadvantaged areas. This study is aimed at analyzing the theory and practice of “free writing” of the Freinet Pedagogy from the theoretical and practical point of view. The pedagogical significances the “free writing” embodies are as follows: by approaching life from a more comprehensive point of view， “free writing” becomes a driving force which enabled students to write and narrate their life experiences in diverse ways. Therefore， “free writing is the life writings and narratives of every subject in the field of education.” Moreover， “free writing” also provides an opportunity for students to encounter， to understand， and to hold a dialogue between people within different cultural backgrounds and cultural contexts. While writing freely， seriously， systematically and collaboratively along the way， “free writing” reveals an innovation from “writing”（l’écrivance）to “writing （proper）”（l’écriture) — a positive significance of education as a way of seeking the common good. Hence， “free writing is a way of collaborative cultural writing between different subjects. Moreover， since “free writing” itself is an experiment， “free writing” therefore could be seen as a kind of self-critique as well as curriculum innovation in education.