The Mangyan Youth at the Center of a Transformative Learning Process

菲律賓孟仁族青年之轉化學習

10.29910/TJIS.201310_6(3).0001

Carole Raymundo-Diamante

社區世界觀 ； 轉化學習 ； 孟仁族 ； community's worldview ； Transformative Learning ； Mangyan youth

台灣原住民族研究季刊

6卷3期（2013 / 10 / 01）

1 - 34

英文

本文旨在探究外來文化概念介入以前的原住民世界觀、知識體系及實踐，期望以此為始，確立族群世界觀及原住民知識體系實踐之架構。原住民的學習往往以社群為單位，也習慣團體行動。因此當出現個人活動或公開演說時，往往令人訝異。近來研究指出，個人行為與活動背後通常有社群的支持，也從社群開始。因此個人的付出與成就也因此被整個族群視為更有價值的事，而不僅只是個體與個體之間的競爭。當孟仁族青年開始參與族群思考研究時，一開始雖信任研究者，但卻感到極大的不適應，直到後來才能漸漸敞開胸懷。研究過程中，受訪青年有許多困惑與不解，與研究者之間交流較為不順暢。因為菲律賓在傳統基礎教育上，一向不鼓勵批判性思考與提出問題，這也使得研究工作進行一開始較為困難。

The main focus of this paper is to start with and affirm the community's worldview and IKSPs before introducing foreign concepts or processes.The learning process for many IP communities is a community act, thus the propensity to really work in groups. Thus, suddenly having individual activities or recitation can be a shock. In present efforts, there is a conscious effort to start with group activities before going into individual work, with individual work and achievement being valued by the whole class instead of being a basis for competitiveness among learners.As the Mangyan youth was being initiated into the dynamics of critical reflection, he/she manifested great discomfort at first but trusting the researcher, he/she bacame comfortable in the process. At a point there came a healthy and curious exchange of ideas as to the relevance of this exercise. As recipient of a typical Philippine educational mainstream instruction which is predominantly transmissional in the basic education stage, to critique and ask for the relevance of education was such a difficult task both for the researcher and the Mangyans.

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