A. Strati 組織美學取向的學校永續發展教育實踐

Applying A. Strati’s Organizational Aesthetics to School Practices of Education for Sustainable Development

有鑑於當代社會對於永續發展（Sustainable Development, SD）的需求日益提高，永續發展教育（Education for Sustainable Development, ESD）進而受到重視。基於義大利特倫託大學（University of Trento）組織學者A. Strati教授採用美學視角理解組織有意義社會行為以及生活中人際知識等觀點，有助於研究同時重視社會與環境議題的ESD實踐，故本研究乃應用Strati組織美學（organizational aesthetics）與個案研究（case study）設計，透過訪談法（interview）蒐集一所學校ESD實踐經驗資料，回應「Strati組織美學如何影響學校在推動ESD時的決策過程？」、「Strati組織美學觀點對於發展學校ESD組織氛圍有何啟示？」、「Strati組織美學如何詮釋ESD實踐下的學校組織管理？」、「學校領導在ESD實踐中，如何透過Strati組織美學意涵深化價值與文化的認同？」，以及「ESD實踐的教與學的意義與其美感經驗為何？」等問題。研究發現，學校決策整合校內外資源與聯繫正向互動關係形成ESD文化、學校凝聚永續發展共識實施相關專業發展活動形塑ESD氛圍、學校管理整合社會實踐與專業發展有助推動永續發展導向環境建構、學校領導整合ESD文化促進教育革新實現SDGs，以及學校ESD實踐提供學生社會參與機會深化永續發展意識。爰建議學校ESD決策應考量學生需要，統整可行措施與可用資源，整合環境規劃、ESD實踐與社會需求、跨處室ESD項目與組織美學，形塑ESD美感氛圍，彰顯組織美學價值，並深化學生學習。

In response to the increasing demand for sustainable development (SD) in contemporary society, education for sustainable development (ESD) has garnered significant attention. Professor A. Strati, an organizational scholar of the University of Trento, Italy, adopts an aesthetic perspective to understand meaningful social behavior within organizations and interpersonal knowledge in everyday life. This approach is beneficial for researching ESD practices that emphasize both social and environmental issues. This study applies Strati’s organizational aesthetics and a case study through interview, synthesizing findings from ESD-related practices within a school to address the following research questions: “How does Strati’s organizational aesthetics influence the decision-making processes in the school implementing ESD?,” “What insights does Strati’s perspective on organizational aesthetics offer for developing an ESD-oriented school culture?,” “How can Strati’s organizational aesthetics help interpret school organizational management under ESD practices?,” “In the practice of ESD, how can school leadership deepen value and cultural identity through the lens of Strati’s organizational aesthetics?,” and “What are the meanings and aesthetic experiences of teaching and learning in the context of ESD practice?.” The findings indicated that school decision-making integrates internal and external resources and fosters positive interactions to cultivate an ESD culture; schools foster a shared sustainable development consensus by implementing related professional development activities, shaping an ESD oriented atmosphere; school management integrates social practices and professional development to support sustainable development-oriented environmental construction; school leadership merges ESD culture to promote educational innovation and achieve the SDGs; as well as school ESD practices provide students with opportunities for social engagement, deepening their sustainable development awareness. Recommendation for schools: ESD-related decision-making should take into account students’ needs, integrating feasible measures with available resources, environmental planning, ESD practices, and social demands. It should also involve cross-departmental ESD projects and organizational aesthetics, shaping an aesthetic climate of ESD, highlight the value of organizational aesthetics, and further student learning.