運動中的另類學校：學校變革的組織分析

Abstract

對另類學校而言，唯有「變革」才是永恆的「不變」。「文化」尤為啟動變革的關鍵，卻少有研究者關注。本文將描繪全人中學的改革史，指出另類學校如何觀察、判定學生是否達成教育目的，以提出學校本位的改革任務。而不同時期校內、校外權力關係的改變，又如何決定學校成員所認知的「問題」與學校變革的「方向」。 本文將學校視為「開放系統」，引用組織制度論的理論框架，以解釋「另類學校如何達成目的」。我企圖指出，另類學校達成目的的方式，是透過一組賦權的師生關係，以及一組以學生為起點的教育傳遞模式，容許師生透過不斷的「試誤」過程，修正、挑戰、生產學校的制度，以達成教育自主、自治人的目的。 正是另類教育所設定的前提，其導致的師生賦權關係，使全人中學校內的組織方式，必須來自教師文化、學生文化的交融。此種學校文化的再設定，促成校內獨特的組織方式：一、創造活動、社團、實作課、節慶等融合正式、非正式結構的組織中介。二、生產性的學校制度。三、教師、學生共同參與的評量系統。四、不斷自我觀察、自我評量的學校組織。

最後，本文意圖提出一種觀點上的反省，指出從結構／過程的辯證，來重新理解另類學校，以及從蘊含時間性的基本分析單位─事件，以精準的把握學校的現實的必要性。 關鍵字：另類學校、開放系統、學校變革、學校組織、全人教育實驗中學

“To change” is the only rule unchanged in the shaping of alternative schools in Taiwan, and culture as the main promoter for these changes is carelessly ignored by almost all researchers. This article focusing on the changes had detailed the reforming history of Holistic Education School highlights how alternative school fulfilled their task as a” reformer” to education by observing and evaluating the students, and how pressure from in and out of the school play an important role in the problems solving and direction changing of the school. Using organizational institutionalism approach to answer my question: “how does the alternative school achieve its goal?” First, the alternative school achieve its goal by making teachers and students share equal-power relationship, so teacher refrain their power, in order to foster students’ ability of power-demonstration as much as possible. Second, using student-centered teaching paradigm, so that teachers and students can join together to create the school system. Through history of Holistic Education School, I try to indicate Alternative School’s dynamic trajectory achieved four special organizational feature, to achieve teacher-student culture：First, “intermediary” connect formal and informal organization, just like activities, festivals, and practical curriculums. Second, productive school system. Third, the evaluative system handled by both the teachers and the students. Last but not least, this article intends to add a possible view on analyzing school historically. Only by analyzing the dialectic of structure and process from historical perspective and by basic temporal analysis unit—“event”. We can have a better understanding of the school education.