審議式公民教育的圖像：從教師審議素養之探究論起

Picture of Deliberative Civic Education: Perspectives from Study on Teachers' Deliberative Competence

10.6284/NPUSTHSSR.2010.4(3)6

林純雯(Chun-Wen Lin)

審議式民主 ； 審議式公民教育 ； 教師審議素養 ； Deliberative Democracy ； Deliberative Civic Education ； Teachers' Deliberative Competence

人文社會科學研究

4卷3期（2010 / 09 / 01）

132 - 160

繁體中文

觀乎當今社會公民參與公共事務的動機逐漸低落，可能導因於民眾參與公共事務後的不理想經驗，舉凡訊息不得而知、無處表達心聲、無法暢所欲言、難以獲得回應等均是。此時，審議式民主以能補憲政民主與程序民主之不足的姿態，因涵容弱勢及增進相互理解而備受學者青睞，是以為提升公民的民主素養，從融入審議素養的公民教育改革入手，當可提升公民的議事溝通知能、技巧與判斷，進而重燃關心公共事務的熱衷。然欲實踐審議式公民教育，以推動審議式民主促進公共參與，應自公眾審議素養之育成著手；又欲涵詠公民的審議知能，則學校教師是否具備審議素養以啟迪學生公民學習即成關鍵。基此，本文首先藉由文獻探討釐析審議式民主的概念，以及審議式公民教育之內涵；其次，則透過工具編製與問卷調查，探究教師具備審議素養之現況；再次，依據現況論述透過增能教師的審議素養以實踐審議式公民教育的途徑。研究發現：教師審議素養包括七大層面：道德理性、知情討論、程序公開、主動論辯、互利互惠、涵容弱勢、共識形成；而欲達致審議式公民教育，應提升教師公開的審議素養，鼓勵學生見習公民共和論述的政治參與；涵詠教師的道德、知情審議素養，培育學生自由公民之自我認同；育成教師互惠、共識的審議素養，形塑校園成員共善的價值；充實教師涵容、論辯的審議素養，助益學生批判政治知能之習得。

The reasons why citizens' motivation of participation in public affairs are declining in contemporary society might be the imperfect experiences in participation in public affairs, lack of well-informed information, no place to voice their views, and unsatisfied response to voices. Meanwhile, deliberative democracy which emphasizes the process where citizen voluntarily and freely participate in discussions on public issues through which political decisions are made and attempt to foster political inclusion and mutual understanding for amending the deficit of procedural and constitutional democracy, was advocated by political theorists. For enhancement of citizenship, practice of civic education through deliberative competence was proposed for promotion of citizen communicative skills, technique and judgment as to facilitate the motivation for actively participation in public affair. This study incorporates the perspective of teachers' deliberative competence in proposing a deliberative civic education for the sake of enhancement the democratic skills of citizenship and understanding of democratic practice. In order to practice deliberative civic education and promotion public participation by deliberative democracy, deliberative competence among citizens should be cultivated. To achieve the above educational goal, teachers' deliberative competence is postulated for students' civic learning. First, with the usage of literature review, the research analyzed the conception of deliberative democracy and deliberative civic education. Then, through the assessment of reliability and validity of the instrument and questionnaire survey, current status of teachers' deliberative competence was surveyed and described. Third, the strategies on promotion of teacher's deliberative competence and practice of deliberative civic education were discussed. Finally, according to the results of survey, some reflections and suggestions were made in order to improve the practice of civic education. The major finding of the results reveals teachers' deliberative competencecould be mostly explained by seven deliberative components including 'inclusion', 'morality', 'publicity', 'well-informed', 'discursion', 'reciprocity', and 'consensus'. In order to achieve deliberative civic education, we recommend that (1) teachers' deliberative competence should be promoted for support students to discover republican citizenship and to participate in politics; (2) teachers' deliberative competence in morality and well-informed should be advanced for enlightening students to recognize themselves as free citizens; (3) teachers' deliberative competence in reciprocity and consensus must be cultivated for facilitated stakeholders to pursuit of common good in schools; (4) teachers' deliberative competence in inclusion and discursion should be accomplished for assisting students to ascertain politics criticism.

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