影響環境行動者養成的重要生命經驗：一位花蓮光復地區木匠的個案研究

Redefining Self-Identity by Self-Narrative Base on Social Group Work

重要生命經驗研究（Significant Life Experience）在環境教育研究之中一直是很重要課題，主要的目的是想要藉由探討一個人過去的生命經驗中有哪些重要的因素促使其後產生環境行動。本研究採取個案研究的方式，以一位花蓮長期致力環境行動的水柳大哥作為研究對象，主要的研究問題為：（1）影響水柳大哥環境行動養成之重要生命經驗的類別與內涵；（2）探索水柳大哥的重要生命經驗，如何在環境、社會、文化、與個人特質的背景下，被建構成「重要的」生命經驗；（3）水柳大哥在參與環境問題解決過程中，當遭遇挫折沮喪時，希望與力量的來源。
本研究採取質性研究取徑，經由半結構性的深度訪談、非正式訪談、與參與觀察收集資料。研究結果發現：童年時期的自然經驗、閱讀與自省能力的養成、負面環境經驗、成人典範、生命信念的確立等，皆有助於水柳大哥環境行動的養成。同時，本研究亦發現經濟條件和教育背景的高低，並非成為一個積極的環境行動者的必要條件。
基於上述發現，本研究對於台灣的環境教育提出以下建議：創造於居住地的自然經驗並感受其環境問題、培養良好的閱讀與省思習慣、注重良好成人典範的陪伴與引導、環境教育中放入對於未來美好環境的想像，並融入生命故事的分享。最後，再針對後續的環境教育研究提出建議。

Significant Life Experience (SLE) research, which purposes to find factors that motivate one to take environmental action in one’s life path, has become a crucial issue in the field of environmental education. This case study takes Willow, a dedicated environmental activist in Hualien, as the subject. Research questions are as follows: (1) What are the categories and the cores of SLE that influence subject to take environmental actions? (2) How are those SLE constructed significantly in subject’s life in the context of environment, society, culture and personality? (3) How does the subject confront despair resulting from participating in the environmental issues? Where does his hope come from?
Qualitative research methods such as in-depth semi-structured interview, informal interview and observation are used to gather qualitative data. Results show that childhood nature experience, the ability of reading and introspection, the negative environmental experience, adult model, and the affirmation of beliefs empower the subject to take environmental actions. The result also indicates that income and educational background are not essential to foster an active environmental activist.
Based on the results, recommendations for environmental education in Taiwan are raised as follows: (1) Nature experiences and the awareness of local environmental issues should be created near one’s dwelling place. (2) Encouraging reading habits, fostering self-reflexivity abilities, providing adult model’s company, sharing life stories, and giving hopeful images for the future environment are important elements in environmental education. Recommendations for future research are given at last.