知識框架：臺灣的雙語教育是助力還是阻礙？

Knowledge Framing: Is Taiwan's Bilingual Education an Enhancement or a Hindrance?

本文介紹提出一個學習的新隱喻，「知識造局」（Knowledge Framing，KF。直譯應為知識架構，但以中文表達，知識造局與造局者更加傳神）。這是針對現有文獻有關學習隱喻的局限性而提出的。從面對科技發展與現行教育趨勢，知識造局比其它隱喻更能顯出其優越性。雖然知識建構（Knowledge Creation）這個學習隱喻，在教育界已廣被接納20餘年，它的局限已經慢慢浮現。如，太強調建構知識時的民主兼容過程，使之對即有知識的批判（Critical Disruption）稍嫌不足。知識造局把學習者視為造局者，藉著對即有知識的基本假設批判，來建構及優化知識框架。這樣的優化也體現在對決定知識正確與否的標準作重新的評估。當有新的資訊加入時，學習者身為造局者，要持續確保（優化）這些標準都是有效的。本文進一步討論KF與台灣雙語教育的關係。我們認為目前雙語教育的進行方式將不利知識造局的推廣。我們呼籲各界一起來探索一個更加整合的教育政策與作法，不要多頭馬車，相互掣肘。

This paper introduces Knowledge Framing as a new learning metaphor to address the limitations of current educational paradigms, particularly in the face of rapid technological changes in the current education landscape. While the Knowledge Creation metaphor has guided educational practices for over two decades by emphasising collective knowledge advancement, it is increasingly constrained by its reliance on democratic and constructive processes and its lack of focus on critical disruptive approaches. Knowledge Framing offers an alternative by integrating both constructive and disruptive processes, fostering a dialectical approach that rigorously examines and refines ideas. Knowledge Framing positions learners as framers of knowledge, shaping the community’s understanding by contesting and refining conceptual frames for critically examining assumptions underpinning established knowledge. Learners contribute to refining and reassessing the criteria by which knowledge is evaluated. They ensure these criteria remain credible and robust in light of new evidence or arguments. This paper discusses the Knowledge Framing metaphor in the context of Taiwan’s bilingual education, specifically responding to the Bilingual 2030 initiative and its implementation. We contend that its current implementation may be a hindrance to our pursuit of Knowledge Framing. We urgently call for further exploration for more integrative approaches that balance different educational agendas.