2023-01-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/654220本計畫從永續發展教育的觀點出發，以「循環學習」（Circular Learning）的概念，打造具有生命力的學習生態環境，以循環過程取代從義務教育到終生學習之社區大學的線性過程。本計畫從一期計畫持續關注與探討臺灣資源不均與教育不平等問題脈絡，指出永續發展教育不只應以地方本身為核心並進行在地整合，更重要的是需要在整合過程中將外部資源同時導入系統學習，將優質教育作為驅動地方覺察自身問題與需求、自主產生永續發展的方法。 在前期計畫基礎上，我們發現宜蘭場域已經出現因應重建與創造永續發展生活型態而產生的學習行動量能。因而本計畫提出「生活博物館」概念整合地方知識網絡，並透過課程合作、工作坊、跨域學程、博物館群的合作，逐步引入多元的學習資源，期能藉由向地方學習的「友善永續生活型態」作為教育目標，發展「淡蘭道」移動式學習模式，建立一個可活化不同「社區」聚集的學習網絡，即「全球在地學習基地」，讓不同「社區」（communities）的行動者，可以透過網路平台、移地教學、公共參與形成一個具有活力與創造力的「社群」（Community）。大場域與小場域相互開放作為優化永續發展教育的模式 a. 以地方生活節奏為本：大場域（全球在地學習基地）與小場域（教師授課課堂）相互開放多元並置的意義在於尊重地方休養生息與互相學習的倫理，才能建⽴盛期且永續的運作模式。 b.培育具有多元視野的關係人口：從地方角度出發，帶入「觀光以上、移住未滿」的人流，以「向外學」、「人來學」⽅式來創造社會在地連結。 c.反思「地方」的永續模式：地方作為人口與在地知識流動的開放場域，永續關鍵在於各種關係人口的養成。 This project begins with the idea of education for sustainable development. Taking the principle of circular learning into account, it aims to create a vital learning ecology. We adopt the notion of circular learning process to substitute the linear learning model programming from compulsory education to life-long learning of community college. Having been investigating the issues of resource disparities and educational inequality in Taiwan since Phase one of this project, our team indicates that the implement of education for sustainable development depends on not merely the locally based and integrated mechanism, but also the introduction of external resources into systemic learning during the process of local integration. Consequently, education excellence becomes the drive to enable local communities to be aware of their own issues and needs and further to engender the solutions for sustainable development by their own. During the project’s initial phase, we discovered that the Yilan region has been producing learning momentum in response to the needs for reestablishing and creating lifestyles of sustainable development. Proposing the concept of “living museum” to integrate local knowledge and resources, the project has been introducing diverse mand multiple learning resources by means of course collaboration, workshops, programs of multidisciplinary studies, and inter-museum cooperation. Through learning from the local community, we value the ‘environmentally-friendly, sustainable lifestyles’ as the educational goal of this project. To achieve the goal, the project aims at developing a Tamsui-Kavalan Trails mobile learning model to build a learning web that assemble and revitalize different ‘communities’; that is, ‘a global base for local learning’ that allow actors from different communities to forge one Community that is vital and creative through internet platform, mobile learning, and public participation. Large-scale and small-scale learning zones opening to each other as a model for optimizing education for sustainable development a. a local-centered design of education: The significance of the model is its emphasis on the mutually opened and juxtaposed multiple learning zones between large-scale global base for local learning and small-scale classroom of the university. We take the rhythms of local life and local perspectives into account. Only by respecting local revitalization efforts and the ethics of interactive learning can ideal, sustainable operating models be built. b. Cultivating a kankei jinko (“connected population”) with multiple perspectives: This project starts with local perspectives, bringing in people longing for the experience of “more than just tourism, but less than permanent relocation.” We adopt “learning outward bound” and “who comes, learns” methods to create local social connections. c. Reassessing “local” sustainability models: Locales serve as the open zone for the flow of populations and local knowledge. Cultivating all kinds of kankei jinko is the key to sustainability.循環學習;社區;社群;Circular Learnin;communitie;Communit