再探公民：反思高中《公民與社會》新課綱之訂定

Civic Education Revisited: Reflecting on the Making of New Course Outline for High School "Civics and Society"

10.6231/CME.2009(20)01

張茂桂(Mau-Kuei Chang)

公民教育 ； 課綱 ； 返身研究 ； 高中公民與社會 ； Civic education ； Curriculum outline ； reflexivity study ； high school civics and society

公民訓育學報

20期（2009 / 09 / 01）

1 - 31

繁體中文

本文強調高中《公民與社會》學科從（95）暫綱到（99）新課綱，均以養成未來公民資質為課程目標，並未嘗用社會科學概論來全盤取代公民教育。但同時認為，新的公民養成必須通過相關的社會科學知識的學習進行，而不是回到傳統文化與德育品格教育途徑。作者採取「參與客觀化」的立場，客觀化自身參與經驗，並「返身」檢視擔任「課綱小組」召集人任內的經歷與問題。本文視「課綱」為非獨立、非中立文本，為具有強制性與排他性之教育規範，其制訂乃「鑲嵌」在複雜的社會關係（包括權力、利益、甚至某些特殊關係）之中。本文陳述課綱之訂定，乃是一連串的社會與政治行動結果，受到政府本位主義、社會壓力團體、遊說、以及其他利益的介入等。本文同時陳述「課綱小組」的組成以及運作，並舉重大爭議為例加以說明。最後，本文列舉此次《公民與社會》課綱所呈現的部分特色，特別是對於人權教育的看重。

The article emphasizes that the goal of the ”Civics and Society” course at high school level, evolving from the (95) C.O. (Curriculum Outline) to the new (99) C.O., has been to cultivate future citizenship. It has not attempted to replace citizenship teaching completely with social science topics. And at the same time, the new C.O. made it clear that citizenship education will go through the learning of selected and relevant social science topics, not going back to traditionalistic culture or moral teaching. The author adopts a ”participant objectivation” approach and to objectify his own experiences, reflecting on his work and issues he faced while serving as the convener of the curriculum committee. This article does not view C.O. as pure neutral texts independent of power and interests. In fact, C.O. is treated as an official document that is endowed with normative, coercive and exclusive privileges in high school education. And the drafting of C.O. is embedded in complicated social relations. The article describes that the contents of C.O. is accomplished through a series of social and political actions. The process is also affected by government, intra-government, particularistic interests and lobbying pressures from social groups. The article describes the composition and operation of the curriculum committee with illustrations of serious intra-committee debates. In the end, the article highlights some of the new elements and features of the new C.O., especially on its implications for human rights education.