原住民族知識－－布農族家屋選址在永續發展教育的實踐與觀察

永續發展教育(ESD)並不是常見的永續發展目標(SDGs)，永續發展教育是一種轉化教育，如何引導社會朝向永續發展方向邁進，高等教育和地方社會要扮演什麼角色及合作的方式是什麼?這些都是永續發展教育所探討的。因此研究目的，提出以永續發展教育結合原住民族知識的課程活動設計，透過住宅選址議題，引導學生以布農族家屋選址文化反思現代住宅，並分析學生課堂中跨文化能力的展現。
以世界觀導向學習架構(WOLF)為基礎，結合體驗式教育、社會性科學議題，在大學端與授課老師搭配，設計4 週的課程活動設計。本研究透過觀察及聆聽，來學習布農族相關的家屋文化知識，在行徑山路間透過身體感更實體的感受布農族的族群特性，也展現出原住民族知識是透過不斷的實踐而累積的過程。在住宿選址議題的部分，本研究會從「人與自然環境關係」及「人與人之間情感的聯繫」作為切入點分析，現代住宅與布農族家屋選址間文化上的差異，然而本研究在自我覺察及對自身住宅文化背景的不熟悉，導致無法做更進一步的分析。在相關課程活動設計上，要引導學生論證及分析的能力的部分，並更多去說明以「自身為利益」的部分，或著原住民族知識背後「社會-生態系統」的部分。

Education for Sustainable Development (ESD) is not synonymous with the Sustainable Development Goals (SDGs). ESD is a transformative education that aims to guide society towards sustainable development. The roles and modes of collaboration between higher education and local communities in promoting sustainable development are central to the inquiry of ESD. Therefore, this study aims to propose a curriculum activity design that combines ESD with Indigenous knowledge, specifically focusing on the issue of residential site selection. The objective is to guide students in reflecting on modern housing through the lens of the Bunun indigenous culture’s house site selection practices and analyze the manifestation of students’ intercultural competence in the classroom.
Building upon the Worldview-Oriented Learning Framework (WOLF), experiential education, and socio-scientific issues, a 4-week curriculum activity design is developed in university. Through observation and listening, students learn about Bunun cultural knowledge related to housing. By physically experiencing the mountain trails, they gain a more tangible understanding of the characteristics of the Bunun indigenous group, highlighting that indigenous knowledge is accumulated through continuous practice. In the context of residential site selection, students analyze the cultural differences between modern housing and Bunun traditional house site selection by exploring the relationship between ’’human and natural environment’’ and ’’emotional connections among people.’’ However, students’ lack of self-awareness and unfamiliarity with their own housing cultural background hindered their ability to conduct a thorough analysis.Regarding the curriculum activity design, the study aims to guide students in developing their argumentation and analytical skills, emphasizing the ’’self-interest’’ aspect or the underlying ’’socio-ecological systems’’ of indigenous knowledge.
In response to the ’’whole-people indigenous education’’ movement, the study’s proposed teaching module and lesson plans can be applied in related Indigenous courses at universities or in workshops, camps, and other activities. This will break the limitations of this study and provide more time to learn about traditional Bunun housing cultural knowledge and its integration with relevant socio-scientific issues for further discussion.