藝術人的終身學習：生命故事敘說的教學實踐

Arts Practitioners as Lifelong Learners: A Practice of Narrative Learning

吳愼愼(Shen-Shen Wu)

生命故事 ； 敘說學習 ； 終身學習 ； 通識課程 ； 藝術教育 ； Arts Education ； General Education ； Life Story ； Lifelong Learning ； Narrative Learning

藝術教育研究

12期（2006 / 12 / 01）

1 - 38

繁體中文

二十一世紀終身學習新的典範所標榜的學習是貫穿個人生命歷程的，生命全方位的和具有生命深度的學習。因應變遷快速，充滿不確定性的生命情境，藝術人的終身學習必須以自我的反思性學習為核心，培養「書寫生命故事的能力」方可在多元糾葛的社會關係中建構自我認同，活出自已。本文從反思性終身學習的脈絡探討當代藝術人終身學習的意涵，提出以經驗為核心，重視連結的認知和反思轉化的生命故事敘說學習取向。除了說明敘說學習的知識論述、理論與實踐經驗，並以作者在台北藝大「藝術人的生命故事」通識教育課程的教學實踐為例，說明生命故事的敘說學習在藝術大學之教學應用與發展。最後，就課程實踐歷程所蒐集的資料，整理分析提出藝術人生命故事敘說的學習探究。

The emergent paradigm of lifelong learning in the 21(superscript st) century not only focuses on the concept of lifelong, but also life-wide and life-deep. In times of changes and uncertainty, it is essential for individuals to be reflexive lifelong learners with biographical competences. To support arts practitioners as lifelong learners, the paper suggests a curricular project of narrative approach. It is to be used as an entry point to help learners for their own career. The first section of this paper addresses theoretical perspectives in the literature of lifelong learning. The paper then turns to issues concerning narratives/life stories and its implications in narrative learning and the making of arts practitioners as lifelong learners. This is followed by an introduction to a general education curriculum, ”Life Stories of Arts Practitioners”, facilitated by the author from 2003-2005 in Taipei National University of the Arts. The curricular plan includes course plan, goal, learning/teaching process and evaluation, etc.. Finally, data collected from the teaching/learning process reveals that learners gain significant insights from the course by connecting learning, reflexivity, dialogue and class interactions. Discussions of the exploration are also made in the last part of this paper.

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