The Lee Shau Kee school is for students who want to develop their art and creativity skills. They created an environment allowing kids to have as much space as possible to express their ideas. The critique day I got to see was a regular event where students are asked to share their project results and give feedback to each other. There were even invited professionals from outside of the school to visit and comment on students works.

Two things that amazed me:

1. The energy in the campus - Unlike the ones with only lecture-oriented classes, this school allows the teachers AND the students to turn the learning activities into what they feel like organically.

2. The results delivered by these 15-year old students were actually fascinating. One may find it same level as college freshmen’s works. And this is just these high school students’ first semester! This demonstrates that adolescents have so mcuh potential and they can keep surprising you as long as you provide them opportunities and supports.

Another highlight is the “democracy wall” in the middle of the school buildings. This place allows students to share thoughts and opinions about school affairs on a giant blackboard. And regular summits will be held to discuss these topics equally. This is a common pratice in democratic education schools and I’m happy to see it kept in Hong Kong.

Mr. Liu and I also discussed the challenges we’re facing in nowadays schools. Kids are facing more emotion difficulties than ever. With all the extra information coming from the social media, on one hand adolescents are obtaining many more opportunities from it, on the other hand they lack guidance to live independently from the internet and dissolve the information anxiety.

Our education is at a crucial turning point. With the advanced technology and accessibility to young adults, there’s a huge opportunity for educators to empower them and hop away from the traditional paradigm. But we also have to be extra careful with our strategies to engage these young adults in this fast-paced world.

Chiang, Y.-C., Nguyen, H.-M.. (2025 November 1). Social Media-Specific Epistemology and its Relationship with Media Literacy in Taiwanese and Vietnamese University Students. [Conference presentation]. APERA-TERA 2025 International Conference. Kaohsiung, Taiwan.

Abstract

The study conducted among university students in Vietnam and Taiwan explored the relationship between social media-specific epistemological beliefs (SMEB) and new media literacy (NML). There were 101 participants in total, including 53 Vietnamese and 48 Taiwanese students. The participants completed validated scales measuring three SMEB dimensions: Simplicity and Certainty of Knowledge (SCK), Source of Knowledge (SK), and Justification for Knowing (JK), as well as four dimensions of NML: Functional Consumption (FC), Critical Consumption (CC), Functional Prosumption (FP), and Critical Prosumption (CP).

Pearson correlation analyses showed that JK was significantly and positively correlated with all four NML dimensions. In contrast, SCK and SK were not significantly correlated with any media literacy constructs. Independent-sample t-tests revealed that Taiwanese students scored significantly higher than Vietnamese students in Functional Prosumption (p = .003) and Critical Prosumption (p = .023). There is a difference in NML scores between the two groups of students. (p = .024)

These findings demonstrate the importance of Justification for Knowing in correlation with media literacy in digital environments and suggest potential cultural influences on how students engage in media production. The study contributes to cross-cultural epistemology research and may inform future media literacy interventions in higher education.

1. Introduction

In today’s social media environment, young people especially those in adolescence are increasingly exposed to conflicting truth claims and questionable authorities online. A primary concern is their vulnerability to “false authorities” (fake and unintended authorities) who spread false information instead of valid knowledge (Jäger, 2024). These so-called “false authorities” harm not only individual knowledge acquisition but also their development in perspective-taking, social-learning behaviors, and epistemological beliefs.

Though social media can be used to achieve various goals, including the positive ones, we’ve observed it used in improper activities. For example, spear phishing, political manipulation, digital hate speech, etc. (Mercy Corps, 2019). Particularly, social media has been used to spread disinformation and propaganda, which further achieve a variety of political, economic, or military objectives (Huang, 2020).

As media has evolved, critically interpreting, evaluating, and engaging with it has become increasingly important. Koc and Barut (2016) developed a conceptual framework to assess how well adolescents can navigate digital environments in which epistemic challenges are frequently encountered.

Adolescence is a crucial time in epistemological development. Chandler points out that relativistic epistemology emerges during adolescence. Because the development of meta-cognitive abilities and perspective-taking skills in adolescence is sufficient to lead to relativism (as cited in Pillow, 1999).

As Chandler notes, the emergence of relativistic thinking and the sense of uncertainty trigger an intellectual crisis that can manifest as dogmatism or skeptical doubt. That means adolescents face the uncertainty of the validity of one’s beliefs, coupled with their diverse ways of dealing with doubt. Furthermore, the proliferation of social media as a dominant source of information makes this process even more complicated.

Regarding the multidimensional epistemology model, much of our knowledge is not directly acquired but attained through others, especially those who are experts for issues we are not experts for (Bromme et al, 2010). Therefore, everyday epistemological issues related to improving judgments of knowing to understand how specialized knowledge is distributed (who knows what) and to evaluate expert sources (whom to believe).

This situation is more sensitive in online environments where authorities are often constructed through popularity rather than expertise. In King & Kitchener’s research on epistemic cognition (2012), it was identified that college students started to demonstrate quasi-reflective thinking. This means that late adolescents in this stage have the ability to accept the ambiguity of knowledge and critically examine the perceived information.

On the other hand, Sharon and Encarnación (2024) examine the growing decline in trust of emerging adults in major institutions such as business and government. Accompanying with the polarized digital discourse and media-saturated society, young people are confronted with epistemic development challenges, described as a sense of “vague(ness)” in their personal belief.

In this situation, epistemic relativism may lead to epistemic nihilism or echo-chamber thinking, thereby restricting the intellectual openness essential for mature belief formation. Moreover, analyzing adolescents’ epistemological beliefs without taking into account their level of media literacy may result in an incomplete picture. Because how they perceive authority and knowledge online may be influenced by their literacy in decoding and responding to digital content.

Given that personal epistemology and media literacy both touch on individuals’ cognition activities and perceptions, we would like to explore late adolescents’ epistemology beliefs regarding the social media aspect and its relations with media competencies.

• RQ1) What is the relationship between university students’ epistemology beliefs on social media and their media literacy?

• RQ2-1) Are there differences in university students’ epistemology beliefs on social media between countries?

• RQ2-2) Are there differences in university students’ media literacy performance between countries?

2. Literature Review

2.1 Cultural–cognitive traditions

Hofer, B.K. (2008)) argues that research on epistemology should be considered about the sensitivity of cultural contexts in multiple aspects, as well as considering the changing nature of cultural influence. She cites in one cross-cultural study between Chinese and US students, the Chinese students showed different cognitive developmental patterns than the US students in the study. This result can be interpreted by the differences of cognitive development due to person-environment interaction complexity.

Furthermore, she also points out the translation issue when transporting in another culture. For example, a study of teacher education students in Hong Kong found that dimensions differed from the factors Schommer has identified in ways that were interpretable by culture (Chan and Elliott, 2002). While other research (Chai et al., 2006) claims for the cultural basis of beliefs and district nature of epistemic beliefs in Confucian cultures.

These informed the current study of the needs of investigating epistemology topics under different cultural contexts. While two researchers are from Vietnam and Taiwan, two Asian countries with very different culture, society structure, and political systems, we are curious if there is any difference in these two countries. After searching, we didn’t find many studies around country comparison in terms of social media epistemology, particularly in the two countries. This study was developed from this research gap.

2.2 The relationship between Media Literacy & Epistemology Beliefs

Studies of epistemology have developed the concept of epistemic thinking, which is related broadly to knowledge and knowing. This concept is referred to in numerous terms in literature, including personal epistemology, epistemological or epistemic beliefs, epistemic cognition and epistemological resources (Barzilai, S., Chinn, C.A, 2024)

Based on this concept, Chinn, C. A et al (2014) proposed the AIR Framework, which characterizes epistemic thinking through three interrelated components: 1) Epistemic aims refer to the purposes for which individuals seek knowledge, shaping their motivations and efforts in knowledge acquisition. 2) Epistemic ideals represent the standards used to evaluate whether these aims have been achieved and to assess the quality of the resulting knowledge. 3) Reliable epistemic processes are the strategies or methods individuals employ to pursue their epistemic aims in ways consistent with their epistemic ideals. (as cited in Barzilai & Chinn, 2024).

Celik et al. (2021) argued that epistemological beliefs play a crucial role in how individuals evaluate information on social media. Critically questioning the sources and credibility of information is an essential skill for individuals who are new media literate, and this evaluative process is greatly influenced by their underlying epistemological beliefs. In other words, a person’s beliefs about the nature of knowledge and knowing can shape how they engage with and assess digital content.

As conceptualized through the AIR Framework, new media literacy (NML), including critical consumption and prosumption, can be seen as a set of reliable epistemic processes. It is through these processes that individuals are able to navigate complex digital environments where epistemic challenges are common. As a result, the connection between personal epistemology and new media literacy becomes more clear: epistemological beliefs provide the epistemic goals and ideals that drive the development of advanced media literacy skills.

2.3 Digital landscapes in Taiwan and Vietnam

According to a survey report from the Taiwan Network Information Center (2024), the percentage of Internet users acquiring information from social media has been increasing in the past years. The majority of Taiwan’s issues in social media comes from the People’s Republic of China’s (PRC) ambition due to these two countries’ special diplomatic relationship.

PRC, similar to some other totalitarian regimes, applies the concept of “Social Media Weaponization” (Waltzman, 2017; Singer & Brooking, 2018). Its goal is, by weakening Taiwan’s social stability, to further lower its international influence and ability to defend itself. There are several pillars of PPC’s social media strategy. For example, using social media to spread positive information about its image to the world. Or, leveraging platform algorithms to promote content and collaborate with foreign influencers to produce material that beautifies their reputation.

During the U.S.-China trade war, PPC’s Ministry of Foreign Affair used social media to “tell the story of China” and to “facilitate exchange and promote mutual understanding” (Huang & Wang, 2021). The U.S. government has officially warned the world that PPC has been trying to reshape the global information environment with social media strategies (U.S. DEPARTMENT of STATES, 2023).

As a result, Taiwan faces one of the most vulnerable digital environments around the globe. In a research conducted by the V-Dem Institute (2024), an international think tank, identified that Taiwan is the most-affected country by online disinformation in the world, followed by Latvia and Palestine. On the other hand, a report from Taiwan’s National Security Bureau (2024) stated that there were 2.4 million cyber attacks attempted per day on Taiwan in 2024, mostly conducted by PRC.

While Taiwan faces external threats, Vietnam’s digital environment presents a challenge from internal control to centralized regulation. The Vietnamese government focuses on shaping its domestic information space through strict media governance.

Vietnam operates under a highly centralized political system, where digital platforms and social media influencers are subject to increasing state oversight. Despite actively embracing new media technologies to foster economic growth and global integration, the country insists that these technologies adhere to state-imposed guidelines. For instance, all social media accounts with over 10,000 followers must register their contact information with government authorities. Platforms are also required to remove content flagged by officials, reinforcing the state’s control over online discourse (Le, 2022).

In May 2024, Vietnam’s Ministry of Information and Communications ordered domestic telecom providers to block Telegram access. The decision was made following allegations that 68% of the 9,600 Telegram channels and groups operating in Vietnam were involved in illegal activities, such as online fraud, drug trafficking, and even terrorist activities (Guarascio & Nguyen, 2024).

As Bui (2016, as cited in Le, 2022) noted, the balance of power in the Vietnamese digital space heavily favors the state and platforms, who ultimately determine what content is visible and allowed to circulate.

2.4 Media literacy

Many approaches and actions were raised in order to tackle the issue of social media information. One of the most recognized methods is through media literacy education/empowerment. Numerous scholars have provided theories and frameworks regarding media literacy and its corresponding skills. First, Chen et al. (2011) published a media literacy framework, which divided the media literacy skills into two dimensions — Prosuming v.s. consuming; Critical v.s. Functional.

Successively, Lin et al. (2013) developed an enhanced version of new media literacy (NML) based on Chen et al.’s study. It argued that the prior framework was vague with the exact skills. Lin and the fellow scholars developed a refined version of NML, which provides clearer definitions of NML under the four types. Under the four types, they developed 10 categories of media literacy. These then became a strong foundation of how future researchers look at media literacy.

In Vietnam, a quantitative study of 652 young people aged 18 to 30 found a positive correlation between media literacy and trust in government, support for anti-pandemic regulations, and vaccine readiness (Vu, 2024). These findings suggest that media literacy is shaped not only by individuals’ cognitive abilities or knowledge, but also by the broader sociopolitical context and level of social development. As the study argues, media literacy can function as an effective tool for pandemic management and serve as a type of social vaccine to end the infodemic, which is to combat the spread of misinformation during public health crises (Vu, 2024).

Because of the vulnerable digital environments, Taiwan has put significant efforts and resources into related education. Media literacy education has been integrated in its education policies. In the latest national curriculum guidelines implemented in 2019, one of the nine core competences is Technology and media literacy. In 2023, the Ministry of Education in Taiwan released the “Whitepaper of media literacy education in the digital age”.

3. Methodology

This study applies the quantitative approach as it enables us to examine the differences and relationships between variables. Two variables will be measured in this study based on our research questions.

3.1. Measuring Personal epistemology regarding social media usage

To understand individuals’ personal beliefs when it comes to social media, we use the social media-specific epistemological beliefs scale (SMEBS) developed by Celik (2019). This is the only epistemological scale specifically developed for the social media domain that we are aware of. Three factors were identified as the result of a 15-item scale. They are Simplicity and certainty of knowledge (SCK), Source of knowledge (SK), and Justification for knowing (JK).

Some examples in the scale include “A problem that is discussed in social media has more than one correct answer.” (SCK), “The knowledge in a subject shared by a person with more followers on social media is more trustworthy for me.” (SK), and “I check whether the knowledge I read on social media is logical or not on different Internet sites.” (JK).

3.2 Measuring Media literacy

Koc & Barut (2016) developed a new media literacy scale (NMLS) to understand the media literacy performance of university students. It applied the new media literacy measuring framework from Lin et al. (2013), which consists of two dimensions, four aspects. The 35-item questionnaire includes questions across Functional consumption (FC), Critical consumption (CC), Functional prosumption (FP), and Critical prosumption (CP).

Example questions include “I know how to use searching tools to get information needed in the media.” (FC), “I am able to determine whether or not media contents have commercial messages.” (CC), “It is easy for me to create user accounts and profiles in media environments.” (FP), and “I am skilled at designing media contents that reflect critical thinking of certain matters.” (CP).

3.3 Survey Process

Two questionnaires are implemented in the form of an online survey (Google form). The survey contains three parts - Participant demographic information, Social media-specific epistemology, and social media literacy. Survey forms were distributed to the universities students with researchers’ connection for convenient sampling. On Vietnam’s side, ten (10) universities in Ho Chi Minh city were surveyed. In Taiwan, two (2) public universities, one in Taipei (northern Taiwan) and one in Kaohsiung (southern Taiwan), were surveyed.

Given that both questionnaires are originally in English, researchers utilize generative AI translation tools to translate the items into Traditional Mandarin and Vietnamese. The translation results are reviewed and modified by native speakers (the researchers themselves).

3.4 Pilot test and Data collection

Even since scholars started to conduct cross-cultural studies, there has been a strong need for multi-language instruments. Sechrest & Fay (1972) pointed out that scale translation may have an impact on the effectiveness. Given that the original scales this study applies were in English and we translated them to Traditional Chinese and Vietnamese, we conducted a pilot test to verify the internal consistency.

​​A pilot test of the Vietnamese versions of the Simplicity and Certainty of Knowledge (SCK) and Source of Knowledge (SK) scales was conducted with 30 Vietnamese students. The results showed relatively low internal consistency, with Cronbach’s Alpha of .382 and .517 for SCK and SK, respectively. Several items exhibited low or even negative corrected item-total correlations (e.g., SCK5 and SK3). During the pilot test, some participants gave feedback about the difficulty of understanding the questions’ meaning, especially in SMEBS.

Based on these findings, the research team carefully revised and improved the Vietnamese translations of these scales to better align with the original meanings while ensuring clarity and cultural appropriateness for use in the main study. However, the construct Justification for Knowing (JK) demonstrated good reliability (Cronbach’s Alpha = .805) and therefore the Vietnamese translation was retained without modifications.

The pilot test results also showed that the Vietnamese translation of the NML scales exhibited good to excellent internal consistency, with Cronbach’s Alpha ranging from .842 to .920 across the four constructs: Critical Prosumption (α = .919), Functional Prosumption (α = .920), Critical Consumption (α = .900), and Functional Consumption (α = .842). These constructs can therefore be used directly in the main survey without further revision.

A separate pilot test was conducted with Taiwanese students to evaluate the internal consistency of the translated Traditional Chinese versions of the SMEBS (N = 15) and NMLS (N =12). For NMLS, results indicated that the Critical Consumption (α = .802), Functional Prosumption (α = .744), and Critical Prosumption (α = .818) scales demonstrated good to excellent reliability. However, the construct Functional Consumption showed relatively low internal consistency (α = .486)

However, same as the Vietnamese version, the SMEBS failed to meet the reliability requirements. The Simplicity & Certainty of Knowledge and Source of Knowledge construct exhibited lower reliability with (α =.527) and (α = .520), respectively. The Justification for Knowing scale showed marginally acceptable reliability (α = .645). These findings support the use of NMLS in the main study, while SMEBS requires further adaptation for cross-cultural validity.

Given that the purpose of this study is not on evaluating instruments or developing new ones, we still adopted SMEBS as our measurement to respect the original scales, while acknowledging this as the study’s limitation. We continued to collect the official data from two countries. An incentive (prize lottery) was given to promote the response rate. 53 responses from Vietnam and 48 responses from Taiwan were collected from May 17th to 30th, 2025.

4. Result

4.1 Reliability of data

Responses collected from Google form were compiled into readable files and imported into the SPSS tool for the analysis process. Though the pilot testing data did not yield acceptable reliability, we conducted the reliability testing with the official data again.

The main survey data collected from the SMEBS demonstrated improvement in internal consistency, compared to the pilot test. From Vietnam’s data,the SCK offered an acceptable level of reliability (α = .621), and the SK showed good improvement (α = .669), while JK remained good reliability (α = 761). As for Taiwan’s data, the Cronbach’s Alphas of all three constructs increased, while SK (α = .771) and JK (α =. 814) rose significantly and SCK (α = .583) slightly.

Despite the enhancement, certain items (e.g., SCK4, SCK5, SK3) may still warrant further review in future studies. These results might suggest that the enhanced translation process contributed to more coherent item responses, or the pilot test performance was due to low amounts of responses.

Regarding the NML measures, the main survey data show as good reliability as the pilot test. On Vietnam’s side, all four constructs showed good to excellent reliability: CP (α = .894), FP (α = .822), CC (α = .840), and FC (α = .745). Same on Taiwan’s side - CP (α = .818 ), FP (α = .818), CC (α = .870), and FC (α = .755).

4.2 RQ1: Examining the relationship between SMEB and NML

After running a Pearson correlation analysis, the result revealed that JK was significantly and positively correlated with all four dimensions of new media literacy, including FC (r = .389, p < .001), CC (r = .582, p < .001), FC (r = .419, p < .001), and CP (r = .380, p < .001). In contrast, SCK and SK showed no significant correlation with any literacy constructs.

Among the NMLS constructs, strong intercorrelations were found, notably between Functional and Critical Consumption (r = .693), and between Functional and Critical Prosumption (r = .667)

4.3 RQ2-1: Comparing Taiwan and Vietnam in SMEB.

An independent sample t-test was conducted to compare the total mean of SMEBS between Vietnamese and Taiwanese students. The result p = .237 showed that there was no significant difference in SMEB between two countries.

When we break it down by the three aspects, there was no significant difference in all three constructs: Simplicity and Certainty of Knowledge, t(99) = -0.852, p = .396, Justification for Knowing, t(99) = 0.210, p = .834, and Source of Knowledge, t(91.67) = –1.871, p = .065.

4.4 RQ2-2: Comparing Taiwan and Vietnam in NML

An independent sample t-test was conducted to compare NML between Vietnamese and Taiwanese students. The result p = .024 indicated that there was significant difference in NML between two countries. And Taiwan out-performed Vietnam in the overall NML.

If we break it down by the three aspects, results showed that Taiwanese students scored significantly higher than their Vietnamese counterparts in Functional Prosumption (t(99) = –3.039, p = .003) and Critical Prosumption (t(99) = –2.317, p = .023). No significant difference was found in Critical Consumption (p = .532), while Functional Consumption showed a near-significant trend (p = .052). These findings suggest that Taiwanese students may be more engaged and critically aware in content production on social media.

5. Conclusion

Out of the three constructs in social media-epistemology belief, we found that Justification of Knowing (JK) matters the most, while the other two factors are relatively unrelated to the literacy outcomes.

While there are significant differences between countries in terms of media literacy performance, the main difference comes from the prosumption aspects. On the other hand, epistemic beliefs in the social media context appear to be culturally neutral, suggesting similar beliefs about social media knowledge across the two selected countries, Taiwan and Vietnam.

6. Discussion & Limitation

As the study motivation presumes, Taiwan and Vietnam present different performance in most media literacy skills. This may reflect that the education initiatives made by the government were successful. On the other hand, Vietnam’s relatively tight media landscape and political environment can potentially explain the lower prosumption skills.

The state’s regulation over online content, restrictions on public expression could discourage critical participation, especially in politically sensitive domains. This sociopolitical context may shape not only behavioral norms but also epistemic stances toward information sharing online.

In terms of practical implication, the current study informs the importance of teaching justification strategies while JK was highlighted in the result. Examples include knowledge source comparison, logic checks, etc. It also suggests that only empowering students with tools or mindsets can be insufficient.

It also aligns with the AIR Framework, which indicates that reliable epistemic processes, such as source evaluation, critical reasoning, and information synthesis, are activated and shaped by an individual’s epistemic aims and ideals.

In this case, the strong relationship between Justification for Knowing and media literacy suggests that students who value justification are more likely to engage in sophisticated media-literacy behaviors, especially under epistemically complex conditions like social media environments.

The researchers would also like to acknowledge a few limitations in this study. First of all, as the pilot test results suggest, the reliability of the translated SMEB scale did not meet the requirements. Even though the official survey showed better internal consistency, there is still improvement to be made.

During the pilot test process, a few participants gave feedback that the questions in the SMEBS were difficult to understand. Some were due to the phrases used in the questions and some were because of the reverse question design (the original scale contains 7 reverse items out of 15 total items).

We believe that distinct online media environments can cause very different understanding toward the descriptions of such questions. Therefore, even though the size of collected data was modest, there is a need of re-evaluating the SMEBS under different cultural and language contexts. Future researchers can explore the possibility of constructing new scales to measure individuals’ social media-specific epistemology belief.

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Various approaches have been implemented and tested to tackle this challenge. While we started to realize that we can never catch the speed of producing fake news, researchers turned their approach to empowering the media audience or social media users with better competence of recognizing these messages.

Following this approach, a group of scholars from University of Cambridge designed an online game that applies the psychological inoculation theory. They wanted to know if such a gamification approach has educational effect on people’s information resilience.

But first, what is the concept of psychological inoculation?

The inoculation theory is proposed by William J. McGuire (1961). It applied the concept of “vaccine” in the public health area, which helps people become immune to certain virus by providing a tiny amount of it.

When it’s applied to the psychology field, it means we expose individuals to a weakened version of statement that is against their knowledge beliefs. The process is called “prebunking”. By doing so, the individual’s brain kind of get alerted to these types of information, and become more resistant against further manipulated ones.

How is the game “Bad News” designed?

So how does the game work? The players are given an ultimate objective where they have to build an online media that spread fake news. The goal is to gain the audience trusts. Through the game experience, the system will provide the users series of options of actions they can take. For example, the news headlines that players want to use or the tweet content they want to post.

On the other hand, based on the theories, they integrate six different approaches that guide the players to reach their goals. These are the most common strategies identified that problematic media would use. They are:

1. Impersonating people online.

2. Using emotional language.

3. Group polarization.

4. Floating conspiracy theories and building echo chambers.

5. Discrediting opponents.

6. Trolling people online and false amplification.

You can play this game at https://www.getbadnews.com/en

The experiments and findings

To test if the game actually works, they conducted three different experiments.

Study 1 (Roozenbeek & van der Linden, 2019)

First, they compare the abilities of a same group of users before and after playing the games. Players are prompted to rate the reliability of a series of fake news before they play game. Afterward, they need to rate them again.

Result found that the reliability scores were significantly lowered after the game, which means that the players are more abled to recognize the problematic information. More importantly, this effect applies to all demographic groups (gender, political tendency, ideology, etc.)

Study 2 (Basol et al., 2020)

Second, they compare two groups of people. One group would plays the game “Bad news”. The other group would just play an irrelevant game “Tetris”.

Similarly, all individuals are prompted to rate reliability before and after the games. But this time, they also need to rate “how confident they are with the score they give to each news”.

They compare the pre and post scores again. The result shows that not only are the reliability scores from the groups who played “Bad News” lowered significantly more than the other group. But, their confidence rose as well! Especially on those news they “correct” their opinions.

Study 3 (Maertens et al., 2021)

Lastly, you might wonder how long can these effected last? After all, the previous experiments were done in a very short period of time (the game takes approximately 15 minutes). So the scholars conducted longitude studies.

To test this, they extend the experiments to up to 3 months. In one of them, participants were provided a post-test right after the game and another one 9 weeks after that. In another experiment, they provided a series of post-tests at multiple time points: 1 week, 5 weeks, and 13 weeks after the game.

Interestingly, the inoculation effect decayed in the first experiment. However, the decay in the second one wasn’t significant. This shown that the effect can last even months after the game, but only if the individuals are exposed to environments every once a while.

What does this inform us?

As an educator, I have talked to many teachers who care about this topic. One of the biggest struggles is how to effectively provide instructions in classes.

I once worked with a group of pre-service teachers and they were testing out a curriculum where they wanted to guide the students on how to spot problematic information in news. They designed a series of written news and invited the students to circle the sentences that could be incorrect (these are not actual news identified online, but materials made for lesson use).

The materials were written in en exaggerated way because they wanted to make it possible for the students. However, we quickly found out that lacking of the real experiences of “fake news”, the students have nowhere to begin with.

The case of this gamified approach have us rethink an innovative way to facilitate such curriculum. By creating a virtual but real experience for the learners, it serves as a starting point for teachers to bring out this important topic.

References

• Basol, M., Roozenbeek, J., & Linden, S. van der. (2020). Good News about Bad News: Gamified Inoculation Boosts Confidence and Cognitive Immunity Against Fake News | Journal of Cognition. https://doi.org/10.5334/joc.91

• Maertens, R., Roozenbeek, J., Basol, M., & van der Linden, S. (2021). Long-term effectiveness of inoculation against misinformation: Three longitudinal experiments. Journal of Experimental Psychology: Applied, 27(1), 1–16. https://doi.org/10.1037/xap0000315

• McGuire, W. J. (1961). Resistance to persuasion conferred by active and passive prior refutation of the same and alternative counterarguments. The Journal of Abnormal and Social Psychology, 63(2), 326–332. https://doi.org/10.1037/h0048344

• Roozenbeek, J., & van der Linden, S. (2019). Fake news game confers psychological resistance against online misinformation. Palgrave Communications, 5(1), 65. https://doi.org/10.1057/s41599-019-0279-9

This guide is designed based on UNESCO’s “International technical guidance on sexuality education”. This technical guidance provide a high-level understanding of how modern sexuality education should focus on, what considerations educators must take, evidence base, and the key topics. Taiwan’s sexuality education guide utilizes this umbrella and transform it into practical guidances for the educators that are somewhat suitable to the Taiwan context.

Key Takeaways

There are 3 key takeaways when I examine this sexuality education instructional guide.

1. I recognize that this is a great improvement stepping toward from the previous guide materials we had. When the major news of underage sexual exploitation by a famous variety show host bursted out earlier, people realized that we’ve done too little in terms of sexuality education.

2. If we look up the materials provided by MOE before this guide, you would find them designed into policy propagandas with a passive prevention approach. They only informs the underages about dangers and perhaps a little bit of strategies (regardless of useful or not). But it doesn’t really enables them with the deeper understanding of sexuality topics.

   We can see the intention of the current guide trying to respond to this issue, by using a more proactive approach to lead the learners to exploring the sexuality topics.

   The current guide is a collaborative work among the government, field scholars, non-profits in this field, and even visual designers. By bringing in more diverse opinions and the additional capacities from the private sector, the guide was able to become truly “comprehensive”.

   This not only make a huge difference in the narratives in the guide, but bring more energies to the

3. The way this guide was designed took big practical consideration. At the end of the day, we need something the educators can and will use in the classrooms. Each module in this guide not only gives clear explanation of its importance and deep meaning, but also comes with practical content such as

   • Instructional designs that can be implemented into classes.

   • Connection with the current curriculum guidelines so it gains more authenticities.

   • Non-academic or policy education materials from the private sectors (such as YouTuber videos or books) that are educational AND entertaining.

   • Communication materials that the educators would need in order to create a safe space to give lessons.

Introducing the 10 modules in this guide

There are ten modules in this guide and the section is my brief capture of the key values of each of them.

Disclaimer: The subject of each module was originally in Mandarin. I invited generative AI to translate them considering the context. I then modified them based on my interpretation if needed.

1. Menstruation: Facts, Care, and Challenging Stigma - This module provides essential knowledge of menstruation in order to break the stigma and even the taboo discussing it. It aims to have students look at it with a more positive, equal attitude.

2. The Penis: Anatomy, Function, and Myth-busting - This module tried to deconstruct the exaggeration and stereotype of penises. It guides students to understand the facts by critical thinking from physiological, culture, and personal experience angles.

3. Understanding Masturbation: Normalcy, Self-Care, and Consent - It emphasizes the importance of Bodily Autonomy by normalizing masturbation. The module also invites learners to reflect on how to openly discuss this topic while respecting different voices and cultures.

4. Inclusive Condom Education: Skills for High School Students with Disabilities - UNECOS’s guidance exclusively points out that the learning rights of students with disabilities should be treated equally. This module enables these learners correct way of using condoms and its importance so they are enabled to protect themselves and others.

5. Sexuality in Popular Culture: Critical Media Literacy - The popular culture contains a lot of stereotypes toward sex. Traditional media and social media influence the underage audience through content and marketing. The students are expected to reflect on this phenomenon and learn to respect diverse gender expression.

6. Meeting People Online: Safety, Boundaries, and Recognizing Exploitation - Making friends on online platforms becomes almost inevitable in this digital age. Therefore, this modules empowers the students with strategies interacting with people online, while being able to recognize potential threats and ask for assist when needed.

7. Talking About Sex: Skills for Respectful, Informed Dialogue - Discussing sex topics is usually seen awkward in many Asian cultures, even in schools. The module hopes to provide learners proper impressions and languages when they have the needs to have such conversations.

8. Relationships & Sexual Decision-Making: Consent, Protection, and Responsibility - According to Taiwan’s law, it is legal for people over 16 to have sex, which includes most high school students. This module talks about the importance of affirmative consent, legal regulations, and efficient communication with partners. It aims to enable the learners to make healthy and mature decision regarding sex.

9. Unintended Pregnancy: Options, Support, and Accessing Care - When younger people got unintended pregnant, they usually feel lost and overwhelmed. This module provides physiological knowledge of reproduction, birth control methods, and how to ask for help if needed. At the same time, it encourages learners to reflect on the topic of family’s form, commitment, and raising children.

10. HIV: Science, Stigma Reduction, and Ending the Epidemic - The core values of this module is providing correct understanding and perception of HIV/AIDS. It provides the learners proper approaches to prevent Sexually Transmitted Infection (STI). More importantly, it aims to end the discrimination toward patients and create a supportive society.

Notes

I write this article hoping to share this experience from Taiwan with more countries. It can be one of the references if any country needs a starting point to build their own guide. And through learning from different sources, we have more potential to achieve the collective goal altogether, which is saving the children from harms.

Also, the steps of continuously improving what we have right now shouldn’t be stopped. Expanding the ecosystem is the fundament of that. So if you have any feedback to this guide, of if you’re looking for connecting with any points in this ecosystem I’m happy to be the bridge for you.

References

• You, M.-H., & Hsiao, C.-J.. (Ed.). (2025). Comprehensive guide to sexuality guide in middle school. K-12 Education Administration, Ministry of Education, Taiwan. Retrieved October 18, 2025, from https://www.k12ea.gov.tw/Tw/Common/DownloadDetail?filter=043F1AEB-690C-4F45-924E-D1C90AE7694E&id=cf7638e4-a3b6-4d6d-9d4a-746ba1564605

• Women, U. N., & UNICEF. (2018). International technical guidance on sexuality education: an evidence-informed approach. UNESCO Publishing. https://doi.org/10.54675/UQRM6395

Chiang, Y.-C. (2025 August 23-24). An exploration of the stakeholders in Taiwan’s e-Learning ecosystem. [Poster session]. The 29th JURE 2025 Pre-Conference. Graz, Austria.

Introduction

In recent years, e-learning, or digital learning, has emerged as one of the most critical components of the educational landscape around the world. Most of the previous studies in Taiwan focused on isolated aspects such as the learning outcomes, policy initiatives, tools adoption, etc.

There is a notable gap in the literature that fails to picture the e-learning landscape from a macro perspective, where all stakeholders and their interactions are viewed as part of a larger, interconnected system.

Inspired by the concept of “innovation ecosystem”, this study aims to identify the stakeholders in Taiwan’s e-learning context. The result is expected to provide a foundation of a clear overview to the policymakers or future studies in this area.

Literature Review

What is an Innovation Ecosystem?

The innovation ecosystem can be defined as a set of actors, activities, and artifacts that are constantly evolving, as well as the relevant institutions and relationships that are important for the innovation performance (Granstrand & Holgersson, 2020).

The idea of the innovation ecosystem has been applied to the education context. Hannon et al. (2019) dived deeply into nine local cases around the world, providing empirical evidence of how learning ecosystems can benefit learners.

What does it look like in e-learning context?

While the field started to implement e-learning strategies in early 2000s, scholars had already discussed the future direction of e-learning and outlined the ecosystem picture (Uden et al., 2007). Decades after, more studies have been conducted to understand how the e-learning ecosystem works.

• van de Heyde & Siebrits (2019) constructed a five-layer EeL model in higher education from a biotic point of view. The food chain consists of Learning Management System, Primary Producers, Primary Consumers, Secondary Consumers, Tertiary Consumers, and the Society.

• de Souza Rodrigues et al. (2020) identified ten major factors that play significant roles in the e-learning ecosystem that would impact the stakeholders within.

Applying the Quadruple Helix model as a multi-stakeholder approach

The Quadruple Helix model states that a (eco)system consists of four major sectors - The academia field, the industry, the government, and the public society (Carayannis & Campbell, 2009). This serves as an umbrella for this study to analyze the identified subjects in the ecosystem.

Research Method

This study applies a qualitative research approach with the content analysis method. At this preliminary stage of research, we applied the grey literature approach for data collection. We search for related stakeholders by looking at open sources in the local context including:

• Journal articles regarding e-learning tools and policies.

  • Hsueh (2019) proposed a practical strategy to conduct differentiated instruction with a online learning platform.

• Public awards of e-learning initiatives and resources.

  • A educational media in Taiwan has a subsidy “EDU-Inno Hub” which hosts an educational innovation award every year. They selects a hundred of innovated practices in education field. The latest award can be found here.

• Government policies and contract records.

  • Taiwan’s Ministry of Education has a one-stop website for the “Digital Learning Enhancement Plan”.

  • Taoyuan City had a government contract with a online learning software company as a part of their Digital Leaning Enhancement Plan.

• Industry or news reports.

After collecting the data, the study applies the Quadruple Helix Model to conduct content analysis. A second layer of stakeholder types were identified under the original four sectors. Exact codes were informed by previous e-learning ecosystem literatures.

Results

After the initial research, the study has identified seven stakeholders in Taiwan's e-learning ecosystem. The following summary provides a condensed explanation of each role.

1. Policymakers - The administrators in the public sector who form the guidelines and determine the direction of e-learning development. In the Taiwan context, the Ministry of Education has a dedicated department handling this area.

2. Pioneer teachers - To help front-line teachers adopt the idea of e-learning more easily, local governments in many cities have built groups of pioneer teachers to work in this area. These teachers act as bridges between policymakers and school teachers. They pass their knowledge and experience to in-service teachers to yield success in e-learning.

3. Hardware providers - After the Taiwan government established the policy goal that each student would have a tablet device to use in schools, it became critical to determine where the devices would come from. In the Taiwan context, the government partnered with device manufacturers to achieve this goal. On the other hand, we also see corporations stepping in to manufacture devices such as electronic whiteboards for teachers to use in teaching.

4. Learning tools developers - For actual learning to happen, the corresponding tools and content must emerge. We see for-profit companies, nonprofit organizations, and academic scholars working on developing quality tools and content for teachers and students to utilize.

5. Business sponsors - Many corporations in the business world have demonstrated their corporate social responsibility by providing financial sponsorship in this area. Either directly partnering with the public sector or supporting nonprofits largely eases the financial challenge of developing the e-learning ecosystem.

6. Infrastructure developers - Accessibility is the foundation for any e-learning activities to happen. This varies from the infrastructure for students in all areas to be able to access the internet, to the software systems that can be applied to the hardware and tools.

7. Schools - Schools are the endpoints where the eventual e-learning activities happen. On the other hand, they also serve as a critical source of providing the actual needs and feedback that accurately respond to the educational purposes of e-learning.

The study result serves as a foundation for framing the e-learning ecosystem.

1. First, for Taiwan itself and other countries at a similar stage in the e-learning area, the study result provides a good starting point for policymakers to view the e-learning ecosystem more holistically. For each stakeholder, they can also obtain a clearer idea of their individual roles in this field.

2. Second, for countries that are at an earlier stage of building the e-learning ecosystem, the study serves as a valuable examination reference for what could be the starting points or missing pieces.

3. Last but not least, the concept of an innovation ecosystem also emphasizes the interactions between different stakeholders. Building on the result of this study, researchers can further investigate the interactions among the identified roles. Doing so will provide an even more complete overview of the e-learning ecosystem.

Discussion & Feature Direction

• To further understand the interactions and relationships among the identified stakeholders, we can apply the actor network theory (ANT). Potentially, deeper themes can be found out from this approach. For example, “pioneer teachers prefer certain types of e-learning tools” or “business sponsors focus on specific results when sponsoring the policy”.

• Given that the e-learning ecosystems have been developed for a short period of time, there are ongoing, wide discussion on how to leverage the resources and put them to the right place. With the foundation of the understanding each stakeholder’s role and the interaction within the ecosystem, we can further investigate what the critical spots are.

  • The “System mapping” technique is an approach to systematically examine the relationship and dynamic among factors within a complex system (Barbrook-Johnson & Penn, 2022). With this approach, there’s a potential direction toward identifying the “leverage points” in the e-learning ecosystem, which can inform future policy-making and investments.

• As this preliminary study serves as an attempt to examine this field with an ecosystem point of view, the current study lacks a rigorous data collection process. Further study should design a systematic data collection method to enrich the foundation and better support its results.

References

• Barbrook-Johnson, P., & Penn, A. S. (2022). Systems Mapping: How to build and use causal models of systems (p. 186). Springer Nature.

• Carayannis, E. G., & Campbell, D. F. (2009). 'Mode 3'and'Quadruple Helix': toward a 21st century fractal innovation ecosystem. International journal of technology management, 46(3-4), 201-234.

• de Souza Rodrigues, M. A., Chimenti, P., & Nogueira, A. R. R. (2021). An exploration of eLearning adoption in the educational ecosystem. Education and Information Technologies, 26(1), 585-615.

• Granstrand, O., & Holgersson, M. (2020). Innovation ecosystems: A conceptual review and a new definition. Technovation, 90, 102098.

• Hannon, V., Thomas, L., Ward, S., & Beresford, T. (2019). Local learning ecosystems: emerging models. Innovation Unit.

• Uden, L., Wangsa, I. T., & Damiani, E. (2007, February). The future of E-learning: E-learning ecosystem. In 2007 inaugural IEEE-IES digital ecosystems and technologies conference (pp. 113-117). IEEE.

• van de Heyde, V., & Siebrits, A. (2019). The ecosystem of e-learning model for higher education. South African Journal of Science, 115(5-6), 1-6.

• 薛雅純（2019）。以均一教育平台實施差異化教學之實務見解。臺灣教育評論月刊，8(1)，245-248。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201901-201901170008-201901170008-245-248

如同近年來其他的社會運動與選舉，社群媒體平台扮演了重要的角色，包括去中心的公民串聯、金援與物資支援等。作為關注網路社群議題的組織，我們也持續觀察社群平台上的狀況，想把一些我們認為很重要的提醒或發現分享給大家，其中有部分是未來要繼續推動改變勢必需要大家一起來思考的。

1️⃣ 願意在社群平台上表態、分享想法的人變多了！

有些人花了很大的力氣持續在社群媒體上分享資訊、進行對話，試著讓身邊的親朋好友理解自己的想法，所以現在感到氣力放盡了。但等休息夠了、有力氣了，我們鼓勵大家持續用自己的方式發聲，發揮個人影響力的行動應該成為日常。

在單一政治活動期間，說話或許無可避免地顯得帶有目的，所以我們平常就要找到自己有興趣的事情，用自己習慣、舒服的方法分享，讓議題溝通融入生活，才有機會一點一滴累積成改變，也不白費這段時間創造出來的能量。

2️⃣ 社群極化加劇，對突破現狀不利。

陸陸續續有人發現，社群媒體上極化的狀況似乎更加嚴重了，有人表示因為立場不同刪除、封鎖了許多朋友，有人覺得社群沒有用、要放棄對話了，更有許多滿意這次罷免運動結果的人認為，這就是輕易指控別人是中共同路人的結果。

社群媒體的演算法喜歡推播討論熱烈的文章——不管它是在討論還是吵架——因此會一直讓我們看見極端意見或是引戰文。而說到底，少了見面的三分情，社群媒體很早就不被認為是可以好好討論事情的地方。

但我們也想提醒大家，當社會更加對立，所有人都不願和立場相左的人試著找到共識，甚至認為彼此都是被洗腦的，我們就更不可能團結，也掉進了敵意國家的如意算盤。

3️⃣ 資訊詮釋的操弄導致溝通失焦、成本大幅上升。

過去有很長的一段時間，網路社群面對的挑戰主要是不實訊息、謠言的散佈，在維護資訊環境的重點在於訊息澄清，並試著從根源阻絕這類資訊的傳播。雖然還是沒能完全解決這個問題，但查核並修正訊息的運作概念還算是單純的。

我們發現，現在要面對的資訊環境挑戰更複雜了，相比過去，反而已經相對少看到那種很明確的錯誤訊息，相對地，我們遇到更多「基於事實的偏頗詮釋」。

這是什麼意思呢？簡單來說，當一件事發生時會有可直接描述的客觀事實，例如「A去了甲地和B見面」，但這句話沒說的有很多：他為什麼去？他們見面做了什麼？有其他人也在這個場合嗎？這些延伸的資訊就帶來了操弄的空間，也是很多惡意解讀的來源。

要回應這樣的訊息，往往只能被動地把更多細節都交代清楚，但因為這更需要帶進深入的脈絡，這會大大增加資訊澄清的成本，也會提高接收者的理解門檻，更麻煩的是，一連串的討論下來往往導致議題整個發散、失焦了。

要怎麼回應這樣的新挑戰，我目前也還沒有一個很清晰的答案，但社群上的大家可能需要準備好接下來要持續面對這樣的困境。這會仰賴社群使用者更高層次批判性思考能力，怎麼在風向最亂的此刻保有自己意見的獨立性，會是我們再來很重要的課題。

無論如何，民間的自發力量創造了許多前所未有的光景，成就了台灣（甚至是世界上）少見徹底行使公民權的案例。我們也看到許多人跨出第一步，第一次嘗試把自己新學到的法律知識分享給周遭、第一次在社群上表達自己的立場、甚至第一次走上街頭和陌生人對話。

這種從自己開始接觸、影響周邊的方式，是共創健康公民環境很棒的基礎，很期待看到這個能量可以被持續放大，推動社群往這種「每個人都發揮正面影響力」的方向發展。

投票結束後，面對選擇「維持現狀」的民意，我們知道發起罷免的公民團體感到失望、沮喪、甚至氣憤，這些情緒非常正常，如果你有這些感受，此時可以遠離一下網路，回到理念相同的支持群體中，或讓自己淨空一下。

社群媒體平台經過過去 20 年的發展，已經呈現與最初完全不同的樣貌。當初臉書發明並被大家所廣泛使用時，最核心的使用情境仍是以社交為主，人們可以在網路上和自己的親朋好友互動、維繫關係。然而，現在的社群媒體逐漸失去了早期「社交」的本質，更多使用者逐漸習慣成為內容的被動接受者，而非主動參與對話或互動。在這樣的背景下，許多人開始思考我們是否應該尋求轉變了？

影響力編輯室接下來將以「替代性社群之路」系列文章，希望透過現況的挑戰、困境，和大家一起討論「未來的社群媒體應該長什麼樣？」

現今社群媒體平台的困境

🗣️ 演算法造成的「回聲室效應」

社群媒體平台當然希望讓他的使用者留在平台上的時間越久越好，我們常聽到的演算法，就是透過你的使用習慣，交由系統判斷你會喜歡什麼樣的內容，並且不斷把這些內容推薦給你，讓你不斷地留在平台上看下去。

可以一直看到自己有興趣的內容聽起來沒什麼不好對吧？如果使用者只是為了看些娛樂性的內容當然沒有問題，但當我們已經習慣從社群媒體接收和公眾事務、時事等資訊時，這樣的機制就容易使我們只能看到與自己相近的觀點，而沒辦法看到更多元、不同的聲音。

這樣的效應又被稱作「回聲室效應」，形容使用者被困在演算法中，不斷地聽到、看到類似的內容，最後大家便漸行漸遠，更難產生有效的對話、取得共識。這也反映在社群使用者的實際感受上，根據 2024 年的台灣網路報告，有高達 82.12% 的台灣網路使用者認為，網路上的留言環境整體是呈現對立狀態的，而且這個數據有逐年升高的趨勢。

🗳️ 政治操弄與影響力的集中化

還有另外一個大問題是，現在的社群環境局限於幾個主流平台，掌握在私人企業、甚至個人手中。舉例來說，在 2024 美國大選競選期間，光是馬斯克 (Elon Musk) 一個人在 X 平台的推文觀看次數，竟然是所有美國國會議員加起來的 15 倍之多！

除了像馬斯克這樣的科技巨頭以外，平台上的網紅、影響力者，在掌握流量的同時也掌握了議題的話語權，我們已經多次看到網紅運用自身流量發生、對社會議題進行評論，但卻因為缺乏專業度、甚至看了錯假資訊，反而對社會造成負面影響的案例。

當社會議題的討論主導權掌握在少數影響力人士或網紅手上時，公眾很難即時、有效地理解現況並進行討論。舉例來說，2024 年台灣總統大選期間，有網紅發布誤導性的言論，因缺乏即時有效的應對，導致許多閱聽人接收到錯誤訊息，逐漸產生對選舉制度的不信任，甚至引發對民主制度本身的質疑。

許多調查也發現使用者們正認知到這個困境，像是聯合國教科文組織針對網路假資訊的跨國研究報告發現，人們認為在眾多資訊管道中，社群媒體的資訊是最不可信的。而在台灣的情境中，則是有超過七成的使用者認為，網路上針對公眾事務的資訊，很多背後都是特定組織在進行操弄。

💻 平台的言論審查與資料安全問題

另外，平台本身用什麼策略處理自己的扮演的角色也是一個議題，像是臉書就不斷被人質疑，是否有針對用戶的言論進行審查，像是透過演算法降低政治性或特定立場的內容觸及率。更明確的例子，也有像是抖音被證實將用戶資料傳送至中國，遭到各國政府開罰、甚至勒令出售的情況。

有關這些狀況，台灣不僅無法獨善其身，更是處於挑戰的最前線。先前，臉書前員工吹哨揭露並於美國國會作證，公司與中國政府達成協議，主動審查與台灣、香港有關的敏感內容。此外，根據國際智庫「民主多樣性機構 (The V-Dem Institute)」的調查，台灣因特殊的政治環境，早就成為全球受到來自中國錯假訊息影響最嚴重的國家之一，資訊戰的強度遠超過其他民主國家。

對社群媒體的未來想像

🥸 我們曾經做了什麼嘗試？

縱觀這些挑戰，社群媒體雖仍具備高度影響力，但作為公共討論與社會參與的環境顯然有諸多缺陷。這不禁讓我們思考，若希望未來社群媒體能扮演更健康的公共角色，我們應該怎麼做？

因應這些挑戰，過去幾年來各國政府、民間團體試著透過不同的策略回應。例如澳洲政府在 2023年推出了全球最嚴格的規範，禁止未滿 16 歲的青少年使用包括 TikTok、Instagram 在內的所有社群媒體，以避免青少年過度沉迷、或被不良資訊影響。

相對地，歐盟則透過《數位服務法》（Digital Services Act），要求主流社群媒體必須定期揭露演算法推薦邏輯與審查標準，試圖透過監管、提高透明度來降低社群媒體對公共討論的不良影響。受歐盟啟發，台灣也曾為了處理「無法可管」的狀況，試圖推動類似的「數位中介法」，但由於尚未取得社會共識而暫時擱置。

🔮 對新型態社群媒體的想像？

而除了試圖直接改變、限制這些主流平台，亦有許多嘗試希望能夠發展出「替代品」，畢竟當初的臉書、TikTok也是橫空出世，掌握人們的注意力，在下個 20 年，有沒有不一樣的可能性？

My first touch on music

I grew up in an environment full of music for as long as I can remember. At home, my mom filled our home with all kinds of music throughout the day. Later, I realized that this was also because her dad, my grandpa, was also a music enthusiast.

During primary school, I used to stay at my parents' hair salon a lot. If you try to picture the background sound of it, you probably would get it right. There were always soft but somehow energetic voices played on the stereo such as ABBA, Céline Dion, etc.

Growing up while witnessing the format changes of music

The format of music also developed over time. In the car, we used to play all the CDs (of course, they were mostly copied versions at that time) which I could remember the whole sequence of songs! We would also switch between radio channels to look for surprises.

Looking back, I was probably one of the few in my generation who has possessed various devices including Walkman, MP3 player, MP4 player, etc. I didn’t realize how privileged I was at the time!

When it comes to online resources, it was still a time when pirated music files were all over the place. I remember learning how to use the P2P platform "Foxy" to download music and input it to my devices.

Later on, I became an early user of KKBOX, one of the earliest music streaming platforms in Taiwan. I reluctantly switched to Spotify when I moved abroad because KKBOX didn't allow overseas usage at that time.

Discovering and developing my musical tastes

It is always a joy recalling how I got to know some of my favorite artists. For example, I watched a singing contest show with my mom when I was a child. Naturally, I started to follow her and listen to Yoga Lin, her favorite contestant on the show. Later on, he became one of my favorite singers in Taiwan as well.

In my last year of high school, we stayed late at school every day to study for the college entrance exam. Usually, I left the school at around 9 P.M. and waited for the last bus home. One day, I found out about a radio show hosted by a Taiwanese singer, "Waa Wei". Very quickly, I fell in love with her hosting style, and it became my routine to relax after long days.

That was probably the first time I had such a strong feeling — it's such a beautiful thing to be able to share music with people and bring positive, warm vibes to them.

After years, I've listened to more and more music genres: from Western Pop classics (I used to listen to Richard Marx to sleep) to Mandarin Indie; from Classical to Britpop; from City Pop to Jazz…

Ontology of music

I often can't help but think about music from an ontological point of view. It seems obvious to me that music exists at the intersection of objectivity and subjectivity. Here's how I view it:

When you examine a song closely, you see the structure of it — the notes, the chords, the beats, etc. It communicates its form and character to the listener by itself.

Yet on the other hand, the moment music is heard, it becomes subjective. Each listener brings their own context — emotions, memories, stories — and in doing so, reshapes the music's meaning. The same piece of music may bring various feelings to different listeners. And it IS the listener who ultimately gives the music its own meanings.

In this way, music's being is dual, which is what gives music its powerful emotional and cultural resonance. That's why I believe there's no right or wrong approach to interacting with music. Random streaming on Spotify? Repeating one track endlessly? Savoring a full album start to finish? Even irrational criticism on an artist? All valid. No problem.

Looking up to the giants

Our beloved, departed piano master Sakamoto-san demonstrated a wonderful example of how music should not be limited. His art consists of various elements spread across different styles. It is impossible to define him and his work in a single way.

His works were also tied closely to his personal life. In different stages of his life, he created songs that reflected the present moment, and I find it fascinating.

While I may not be an artist myself, I’ve been thinking about how I might contribute beyond simply listening (which is good enough!). There's one example that I recently started to look up to — one of the most famous women in jazz history, Pannonica de Koenigswarter.

Nica was a legend. She played such a huge part in supporting hundreds and hundreds of jazz artists. It is fair to say that without her contribution and passion, we never would have had so many great jazz classics to listen to right now. I might not have the great wealth that Nica did, but I wish to contribute to my generation in a similar way as she did...

Whether as a listener, a curator, or a supporter, I believe we each have a role to play in the life of music, and music has a role to play in the life of each of us.

台灣的歷史中的「白色恐怖」時期，是一段威權統治下的黑暗歲月。許多人因為不同的政治信仰、言論或是甚至是莫須有的罪名，而遭到逮捕、審判，甚至犧牲性命。這段歷史不只是教科書裡的一頁，更是我們今日自由生活的基石。

雖然我們多少在課本上有看過，但這樣的歷史，對於沒經歷過的人來說，其實很難產生非常真切的感受。要更深入了解白色恐怖的歷史，進一步透過其中的故事反思現在的生活，除了書籍、影視作品外，音樂也是一種觸動人心、傳遞歷史記憶的媒介。

有許多台灣音樂人用旋律與歌詞訴說這段過去，讓我們透過音樂，更貼近當時的人們所經歷的一切。我們挑選了幾首歌曲，以不同角度呈現白色恐怖的故事，讓我們透過音樂，感受歷史的重量。

1. 美秀集團《昨暝阿爸無轉來（昨晚爸爸沒回來）》

美秀集團是這幾年相當熱門的樂團，他們鮮明、大膽的風格受到很多年輕歌迷的喜愛。這首「昨暝阿爸無轉來」，描寫了白色恐怖時期，許多政治犯的家庭一夕之間破碎，以孩子的視角，訴說白色恐怖時期家破人亡的悲劇。

這樣的故事並不遙遠，在當年，許多家庭的親人遭到逮捕後，便杳無音訊，有些人被判刑，有些人甚至被處決，卻連家屬都不知情。這首歌讓我們能夠站在當時孩子的角度，感受突如其來的失去與恐懼。

• 你可以思考……

  • 如果你是歌曲中的主角，面對自己的家人無故消失、生死未卜，你會有什麼感受？

  • 現在的台灣社會還會發生這樣的狀況嗎？法治社會為什麼比較不會這種狀況？

  • 歌曲的最後不斷重複歌詞「做你的青天白日夢」，象徵的是什麼？為什麼作詞人會這樣寫？

• 延伸閱讀：

  • 歷史上的今天：丁窈窕、施水環受難日

2. 雷光夏《明朗俱樂部》

這首歌的名稱來自白色恐怖時期的一個普通互助團體——「明朗俱樂部」。概念上很類似現在的工會，但實質上力量小很多，也沒有任何政治性質。然而，他們卻被當局者當成異議份子，進行打壓。

雷光夏在寫了這首歌後發現，自己的外祖父李漢湖先生當初就是明朗俱樂部的一員。李漢湖在遭受嚴刑拷問後，仍拒絕出賣其他人，最後犧牲性命。

雷光夏在歌曲中，把主角設定為一位拍動翅膀、準備飛行的青年，象徵了當年李漢湖為了後代的自由，堅決向世界訣別的態度。透過這首歌，我們用詩意的方式悼念那些為後代自由而付出生命的人。

• 你可以思考……

  • 如果當時李漢湖選擇供出同伴，或許他就能活下來，但他為什麼沒有這麼做？

  • 李漢湖先生曾在遺書中寫到，希望遺留在人世間的家人、後代能自由生活。當時的人們所追求的「自由」，到底指的是什麼？

• 延伸閱讀：

  • 不想忘記的聲音，雷光夏（by 馬世芳）

  • 重建台灣音樂史的轉型正義（上）：白色恐怖陰影下的民間學者李哲洋

3. 謝銘祐 《我是誰》

這首歌是紀錄片《尋找湯德章》的主題曲，由謝銘祐創作並演唱。 湯德章是台南的一位律師，在台南地區接各種民眾受到人權侵犯的訴訟案。他致力於為弱勢者發聲，也因此受到民眾的愛戴。

在二二八事件爆發後，他因為為許多人辯護而被指控叛亂，遭到槍決。因此這首歌曲以「我是誰」的觀點，描述那個時代的台灣人無法掌控自己的命運，只能在面對各種挑戰的過程中，一次次承受挫折，慢慢找到自己的身份與尊嚴。

• 你可以思考……

  • 湯德章先生在面對不公待遇時，選擇為其他人挺身而出，你認為他為什麼願意這樣做？

  • 歌曲中不斷提到「尊嚴」兩個字，你覺得什麼樣的人生才稱得上是一個「有尊嚴的人生」？

• 延伸閱讀：

  • 不該被遺忘的湯德章——《尋找湯德章》展開一場台灣近代血淚史的探索

  • 謝銘祐創作《尋找湯德章》電影主題曲〈我是誰〉 紀念幾乎被遺忘的民族鬥士

  • 湯德章（二二八事件紀念基金會）

4. 以莉・高露《優雅的女士》

這首歌的背後，是白色恐怖時期的原住民政治犯「高一生」。他是嘉義地區的重要人物，卻因「叛亂罪」被槍決。歌名中的「優雅的女士」，指的就是他的女兒，高菊花。

高菊花的人生，從小因為父親的遭遇蒙上陰影，但她選擇堅強生活，成為一位優雅而堅韌的女性。歌曲用詩意的詞句，描繪了她的堅持與壓抑，也呈現了在動盪時代中，女性所承受的苦難。一方面令人敬佩，卻也更加諷刺、悲傷。

• 你可以思考……

  • 為什麼當初的政府會害怕高一生先生在原住民社群的影響力？

  • 高菊花女士面對父親的悲劇，仍努力用自己的方式繼續生活，是什麼樣的特質讓他能夠這樣撐下去？

• 延伸閱讀：

  • 誰是那位優雅的女士？（by馬世芳）

  • 歷史上的今天：陳文成事件紀念日

  • 陳冠宇／化為千風的優雅女士：那年教我們唱歌的菊花阿姨

5. 生祥樂隊《百年追求》

林義雄先生因為參與美麗島事件，而被當作政治犯關進監獄，他在牢中的期間，在家的兩個女兒還有自己的母親竟然在家中遭人殘忍殺害。這首歌是林生祥先生這個故事啟發，所寫來記念該事件以及死者的。

這起事件又被後人稱作「林宅血案」，由於當時的各種資訊、以及調查機關都被當權者壟斷，數十年來一直沒有案件的真相，也成為近年來推動「轉型正義」的重要指標。

• 你可以思考……

  • 你認為這首歌的歌名和歌詞提到的「百年追求」，到底是在追求什麼？

  • 為什麼林宅血案的事件真相這麼難以調查？我們又為什麼在過了這麼多年後，還是要試著查出真相呢？

• 延伸閱讀：

  • 監委蔡崇義、范巽綠提出「林宅血案結案報告」

  • 血濺二二八：林宅血案調查報告彙整

「人與權力之對抗，實乃記憶與遺忘之對抗。」- 米蘭·昆德拉《笑忘書》

這些歌曲不只是音樂，更是歷史的見證。它們讓我們聽見那些被遺忘的故事，感受到當時人們的恐懼、悲痛與堅持。

透過音樂，我們不只是回顧歷史，更能夠思考： 我們今天所擁有的自由，究竟是如何得來的？

I won’t talk about how it did an unbelievable job here. Many experts have explained that already. Instead, I’m more interested in the role Sal Khan played here. In the video, he was the person giving prompts to the AI tutor and connecting it with his son.

Ever since I got into the digital learning/teaching world, I’ve strongly believed that real human teachers do not have to worry about being replaced by digital tools. This idea was established back when we didn’t have generative AI, and I still hold that belief today.

If we look at the example in the video, there are plenty of elements besides the teaching itself. Who gave the tool to the learner? Who pointed the AI tutor in the right teaching direction? Who supervised the whole learning process to ensure it went as expected? These tasks are still done by real humans. Of course, many of these can potentially be developed into AI capabilities as well, but the role of facilitators is always needed.

Ultimately, these tasks can be done by the students themselves, too. And that is exactly what we want to achieve! We’re cultivating the students’ ability to set the appropriate learning environment and plan for themselves as true learners, also known as self-regulated learning skills. These skills do not exist from day one. It takes time to accumulate experience, navigation skills, resourcefulness, etc. And we need teachers to be there until the job is done. 

I know many teachers out there are anxious about adopting AI in their teaching work. If that’s too much for you for now, just put it aside. You’re already doing an amazing job as a teacher. Just see this as a potential opportunity. Ultimately, we want to help students grow into better learners and individuals, and AI can be a real partner for you to focus on leading students to learn how to learn. See it as your partner, not your competitor.

I originally learned about this song when I was a kid. Of course, I discovered it years after its release… At that time, Michael Jackson had passed away, and I started to learn his songs, including this one. MJ was considered one of the most important leads behind the creation of “We are the World”. He was also one of the biggest reasons why this song was such a success.

Artists behind the scene

In the film, we also got to see what each artist brought to this masterpiece. There were Stevie Wonder and Cyndi Lauper, whose vibrant personalities added both energy and unpredictability to the process.

There were Bob Dylan and Bruce Springsteen, who, despite their legendary status, remained humble and gave their all.

Of course, there was Quincy Jones, who managed to do an unbelievable job organizing the voices of all these superstars.

And then there’s Lionel Richie.

Putting things together

Among all these stars, one presence quietly held everything together: Lionel Richie. Having the greatest talents working with each other on what they are best at is not an easy task. Each of them has their own opinion on the song. They might want to out-perform the others. Or they might not be engaged enough because they don't feel the need.

Lionel was incredible for navigating through all these artists and skillfully diffusing tension and guiding the room.

He was able to handle the situation by giving clear instructions, but at the same time not seeming bossy.

He offered encouragement when the group hit a wall, lifting spirits with empathy and ease.

He gave credits and praises to the participants while putting himself last.

To me, this is what true leadership looks like. It isn’t always loud or front-and-center. Often, it’s about humility, emotional intelligence, and quiet confidence.

Even though we might first associate this song with Michael Jackson. Or people talk mostly about other singers’ performances in the song. Lionel Richie is the one who made this song, this part of history, possible. And that is the kind of leader I want to be.

台北藍調的表演不分知名度，都極有水準，偶爾會有的大師演出，還會讓人懷疑用這個門票價在這邊聽，真的是可以的嗎？？？開一支葡萄酒還可以抵兩位門票，當作約會地點超級適合，推薦給大家。

變形蟲爵士樂團正是 Blue Note Taipei 例行表演陣容之一，三月中看到表演的訊息，得知王部長竟然是創團團員，還是吹奏迷人的中音薩克斯風，很是驚喜！可惜當天沒辦法上台北一趟見證合體。

我認為不論是什麼行業的工作者，都應該要有個人的興趣，政治人物更是如此。政治是服務眾人的專業，但在這之前把自己的心境照顧好，更能好好發揮這份照顧其他人的專業！

The 228 incident has a complex historical context, making it difficult to fully comprehend. This page aims to provide an introduction to the significance of this Memorial Day in Taiwan.

The 228 Peace Memorial Day commemorates the massacre that occurred in 1947. It stemmed from the defected administration of the Republic of China (R.O.C.) government, which was new to Taiwan. Before that, Taiwan was colonized by Japan for 50 years, which ended after World War II.

The R.O.C. government was unfamiliar with Taiwanese culture and customs, which generated numerous complaints. Under the R.O.C. government, prices of daily commodities skyrocketed, unemployment rose, and discrimination against Taiwanese citizens (v.s. Chinese) was prevalent. On February 27th, 1947, a botched investigation by the Monopoly Bureau into a tobacco vendor led to severe injuries and death.

This incident sparked widespread dissatisfaction. The following day, strikes and protests erupted across multiple Taiwanese cities, quickly becoming a political incident. The government responded by killing thousands of people, both during and after the unrest, in an attempt to quell the demonstrations and reinforce the power.

The 228 Massacre is one of the most tragic events in Taiwanese history. In 1995, February 28th was designated a national memorial day in Taiwan to remind people of this incident and to value the peace currently enjoyed.

What do people do on this day and how you can get involved?

• Public event

  There has always been a political color of this day because the regime in power at that time is still one of the major political parties now. Nevertheless, in the past decades, it has gradually become a consensus among the whole country to acknowledge the truth of the incident. The president and leaders would give public speeches on this day.

  👉🏼 **Watch: [President Tsai attends a 228 memorial event in Tainan, speaks about victims’ suffering](

• Education

  Teachers and parents are also encouraged to talk to their kids about history and educate them to cherish what we have today.

  💡 Take some time to think about the peace we have today and try to acknowledge its vulnerability.

• Memorial spaces

  There are parks or monuments entitled after 228 in many cities in Taiwan. For example, Taipei, Kaohsiung, and Chiayi, etc. When visiting Taiwan next time, spare some time to visit these places!

Additional Resources

• The Memorial Foundation of 228: You can find a more thorough introduction on the website of this official foundation established by the government. The purpose of this foundation is to research, educate, and compensate the victims of the 228 massacre.

• White Terror in Taiwan - Cold War DOCUMENTARY: Besides the 228 incident, the White Terror was another period between 1950 to 1990, where tens of thousands of people were killed by the dictatorship government.

• China v Taiwan: explained: It’s almost impossible to fully understand these incidents in Taiwan without learning about the historical context of China, Taiwan, the People’s Republic of China (PRC), and the Republic of China (ROC).

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讓我們一起想像一個平行時空中的情境。在這個時空中，實體的學校不再存在，孩子們只需要透過數位裝置在家中學習。他們可以觀看各種課程影片來取得學習內容。因為是數位模式，不受課堂人數限制，所以市面上只剩下少數由最專業、學生接受度最高的老師所錄製的教學影片。

至於作業和考試，則都透過電子試卷進行，再由電腦程式自動批閱並給予結果。此外，孩子們還可以在遇到問題時向先進的人工智慧提問並獲得解答。在這樣的情境下，現在的老師角色似乎變得微不足道，甚至沒有存在的價值。作為一個老師，我們應該如何面對？

老師的工作內容，是否會被新科技所取代？

我們先來想想，是什麼樣的脈絡會引申出這樣的問題。其實在前面描繪的平行時空中，我們就可以一窺一二了，迅速進步的各式科技產品、技術，已經可以取代人們原本在做的許多工作。

世界經濟論壇 (WEF) 在 2020 年發布的研究報告便指出，在所有工作中，由機器代為運作的比例將由 1/3 上升到 2025 年的 1/2。而「人工智慧之父」李開復在 2019 專訪時更是做出預測，認為再過 15–20 年，將有 40% 的工作種類會被人工智能所取代。

在這些工作中，老師是其中之一嗎？

傳統上，當我們想到老師們的工作時，總是會直接地描述為「傳道、授業、解惑」，也就是傳遞知識給孩子們並解答他們的問題。

然而，現在資訊取得管道多元且又方便，老師不再是學生們得到知識的唯一管道，有太多的領域專家都不藏私地在網路上分享他們的專業。更不用說現在當人們有疑問時，只要花幾分鐘在各大平台發問，不消多少時間，就有來自世界各地的「大神」為你解惑。

顯然，這樣的工作內容已不再是老師們的優勢，也不是未來的趨勢了，那些重複性高、沒有太多變動性的活動，將無可避免地遭到新科技取代。那麼，我們是否就要悲觀地認為，文章開頭所描繪的情境就要成真，老師們應該趕緊去找新頭路 (thâu-lōo) 了呢？

我不這麼認為。當時，沒有生命的圍棋高手 AlphaGo 橫空出世，連續擊敗世界冠軍，然而人們依舊醉心於人類高手們之間的頂尖對弈。所以，我們真正應該問的，是老師有什麼獨特的價值，是我們依舊想看到的。

許多老師所能帶來的價值，是科技所無法取代的

縱使高效率又便利的教學模式很吸引人，但當我們想到那些和孩子們互動、激盪出他們學習的火花、看見他們一次次突破自我向上成長的過程，身為教育工作者的我們便不會願意就此離開。

儘管有很多事可以被電腦取代，但還有很多老師所能帶來的價值，是獨一無二、不容複製的。我們能夠透過實體的互動，察覺孩子們的情緒波動，做出適時的調整。在面對不同背景、先備能力的孩子時，我們可以運用專業做出判斷，給予差異化的教學模式，達到更佳的學習成效。我們更可以建立自己的教育哲學，在孩子失敗、犯錯的時候，堅定地陪著他學取經驗、陪伴他成長。

這些價值，都是在教育過程中同樣重要，卻是科技不易取代的。我認為，未來我們應該更專注於發揮這些價值，最大化人類老師的角色，並輔以數位工具在其他部分的效率，讓孩子們的學習品質更向上提升。

三個例子，闡述我們可以如何發揮這些價值

實務上我們最關心的，是究竟要怎麼做到這件事？這裡挑了幾個常見的例子，試著給出可能的做法，供老師們參考。

1. 提問與引導

如果我們運用預錄的教學影片讓孩子們進行自主學習，無論是老師自己錄製的影片，或網路上找來的學習資源，都是固定不可變動的。螢幕裡的講師沒辦法和觀看者有任何互動，更不用說即時回答同學觀看時產生的疑問。

在這種時候，老師們便可以在過程中適當地插入提問、引導等環節，一方面確保同學們的注意力還在，另一方面也可以確認對學習內容是否確實理解了。

有時候，老師們也可以透過了解同學們的先備知識，來調整影片內容的節奏。如果有透過線上影片進行學習的經驗，很可能有遇過一個狀況：影片中的某一段已經是你很熟悉的內容，為了想加快學習速度，你決定跳轉到後面的段落。但因為不知道影片的架構，可能一下跳過頭、跳回來又跳太多，來回操作下不只沒省到不只沒省到時間，學習節奏也亂了。

老師們可以運用簡單的前測或提問，了解同學對該堂課的認知在哪裡，而因為已經了解影片的內容與架構，就可以輕易地選擇合適的段落，讓同學們銜接上。

2. 協助孩子挑選合適的工具

我們有許許多多輔助學習的數位工具，對於沒有經驗、概念的同學們來說，可能不曉得在什麼情況下，適合用哪樣的工具。而在這個時候，老師們便能運用自己的經驗，提供同學們建議。

像是如果要做一份報告，雖然老師已不再負起給予資訊的責任，但仍舊能夠告訴他們，針對該主題有哪些適合的管道可以蒐集資訊。在產出的階段，則是可以和他們討論這些內容適合用什麼樣的形式呈現，而該形式又有哪些好用的工具可以使用（例如用 X 工具將成果轉化為簡報）。

3. 培養孩子的資訊識別能力

先前有提到，在這個資訊爆炸的時代，網路上多元的管道已成為獲取資訊的主要來源。然而，哪些資訊可信、哪些又是刻意製造出來的假資訊，則成為現代公民不可或缺媒體識讀素養。

在這樣的情況下，老師們可以和孩子們分享辨別他們的方法、依據，並慢慢建立孩子們的思辨能力。像是閱讀一篇新聞時，引導同學去查找該媒體、作者的背景與立場，去讀出新聞內容的言外之意。這樣的能力，在孩子離開學校後，也會持續受用。

面對數位時代不必害怕，只需專注於發揮自己的價值

現在，再讓我們重新回想一次文章開頭的那個平行時空，是否有不同的感受呢？沒有實體學校也沒關係，因為我們知道就算是遠端授課，也可以透過陪伴的過程和孩子們建立緊密的關係。同學們觀看的教學影片裡不是自己也無妨，因為我們才是那個可以即時掌握孩子學習狀態、成效並作出反應的角色。

既然這些是我們有自信，作為一個教學者可以做到的，那麼面對數位學習的世代便不必害怕。因為作為一個教育工作者，我們能夠發揮的價值絕對不遜於那些新科技。相反地，透過這些數位工具的輔助，一定能成為一個更優秀的教師。

（本文寫於 2021 年 6 月）

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在談論到數位學習的時候，時常會聽到一些老師提出疑問或質疑，例如：

• 我按照過往的教學方法已經運作得很順暢，為什麼還要融入數位的元素？

• 進行數位學習很麻煩，要了解、準備很多新東西，還不如把時間心力拿來精進原本的教學內容。

• 網路上的東西五花八門，如果開了這扇窗，我們很難管控孩子們會接收到什麼內容。

各個想法都有其背後的道理，在某些情境下也都是成立的。不過反過來說，數位學習本來就不是萬能的，強加的模式也不適合。

筆者並不試著在本篇文章裡，針對以上幾點一一辯駁，我希望可以後退一步，看看這個世代下的教學，應該具備哪些價值與目標，然後來與數位學習具備的特色進行對照，看看他們可以如何幫我們達到這些目標。

這世代教育所強調的三個價值目標

我們可以思考看看在現在的教學環境中，有哪些重要的目標？這裡舉三個：

1. 與真實世界接軌並和生活情境建立連結

過去數十年的學習方式，常著重於灌輸（學科方面的）知識，並且試圖達到精熟。而近年來，教學場域中越來越強調除了知識的學習以外，也要能夠有辦法將他們運用在真實生活中，解決各種問題。

最直接的例子，就是 108 課綱所強調的「素養」。這個世界正處於一個不斷變動的狀態，而我們的重要任務之一，便是讓孩子們在學習的過程中，養成能夠面對這樣世界的能力。

2. 培養自主發展的能力

時常聽到有同學完成數年的基礎教育後，因為失去了預先被規劃好的路徑，就喪失了方向，不曉得應該如何繼續個人發展。幸運一點的人可能在大學裡四處嘗試，慢慢摸索出自己的興趣，但也有更多的人，等到出了社會後，才硬著頭皮做著自己沒有熱誠的工作，然後度過一生。

探索自我是一個漸進式的過程，並非一夕之間就可以達到的，我們不可能在孩子們 18 歲以前都埋首讀書，然後一成年就馬上要他們找到自己一輩子的志向。

此外，這樣的過程應該讓孩子們盡可能主導，而非又以填鴨式的方式強行提供給他們。因此，在基礎教育的階段，我們便應該讓孩子們主動慢慢嘗試、探索不同的可能性，並在過程中越來越了解自己的方向。

3. 發展多元文化的思維

隨著工業技術與科技的發展、實踐，全球化已不再是想像中的願景，而是真實發生的情境。

在這兩年 (2020–21) 疫情期間更能夠感受到這件事，像是許多原先預計前往海外留學的學生，因為疫情反而一整年都待在國內進行學業，我們也看到不少在國外的工作者，透過這個機會回到自己的國家，用遠端的方式進行工作。

可以預期的是，未來會有越來越多的機會，實際與不同國家、地區的人們互動，在這樣的情況下，是否能夠了解、同理不同的文化背景，就成為了重要的能力之一。

數位學習如何達到這三個目標？

接著讓我們一起來看看，數位學習有哪些特色，可以讓孩子們更接近上述三種目標。

首先，這個世代的孩子們面對的世界，已是一個高度數位化的環境，這是一個鐵錚錚的事實。當他們離開學校、出了社會，無論是生活中或工作上，都將面臨使用數位技能的需求。

如果我們可以在基礎教育的階段，讓孩子們慢慢開始習慣、學習運用數位工具，而非只是把電子產品拿來當作社交、娛樂的載體，那麼他們就更有機會在未來面對真實世界，需要這樣的能力時，把他展現出來。這點呼應到了上述第一個價值目標。

其次，在數位學習的模式中，由於很多時候不受時間、空間限制，學習者有機會發展更強的學習自主性，不再像以往一樣，學習被受限於物理世界中的教室裡，被動接受老師提供的學習內容與教學模式。

為了能夠發揮出這樣的彈性，同學們得以有意識地感受學習的過程，無論是調整自己的學習步調，還是選擇自己想要、需要的學習內容。這點呼應到了上述第二個價值目標。

最後，透過數位的管道，我們可以接觸的資訊變得更加多元與豐富，當孩子接收資訊的來源不再侷限於學校裡的老師或課本，他們看見的世界就變得更大了。

他們可能、可以透過網路影片看到其他國家全然不同的風景，或者和素昧平生、不同背景的人隔空交流學習經驗，透過這些機會，大大增加了孩子們了解國際上、或者本土其他角落文化的可能性。這點呼應到了上述第三個價值目標。

結語與討論

本文從三個面向，說明為什麼數位學習可以幫助我們，達到這個世代教育所期待的價值與目標。除了上面提到的這幾點，老師們也可以思考看看，自己在教學場域中希望達到哪些目的，而我們又可以如何透過數位學習達成。

當然，教育的目標還有很多，其中一定有許多層面，是沒辦法、或不適合透過數位模式所達到的。因此，我們也不應該認為數位學習可以達到所有願望。

本文想傳達的是，儘管進行改變、創新的過程中，有許許多多的阻力或成本，但如果這些真的是孩子們需要、而且對他們有幫助的，那麼作為教育工作者的我們，便應該抱持著這樣的思維，面對這些未知與挑戰。

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數位工具的多元性，讓我們能夠運用在更廣的學習情境中，也提供了更多的彈性。我們可以依據需求使用、甚至創造不同的工具，不過我觀察到，或許正是因為這樣的特性，我們常常會太執著於工具本身，而忽略背後的學習思維，甚至產生一些迷思。

在這篇文章中，我依據在教學現場中常聽到、觀察到的現象，列出了在進行數位學習的時候，應該注意的五件事。希望老師們有了這些概念後，能夠少走冤枉路，並在教學過程中發揮出更大的效果。

一、從需求與情境出發，不要為用而用

「以需求者為中心」是大家很熟悉的概念，這在各行各業都可以看見例子。像是一間開餐廳的老闆要去了解消費者的口味喜好、一個產品設計師要洞悉使用者想利用產品解決的問題、一個民意代表要去傾聽選民的聲音。

同樣的概念也可以套用在教學情境中，過去我們總是會強調，不要為教而教、為學而學，而是要從「什麼樣的內容、方法最能引起孩子的動機，並且能真正回應孩子的疑問」的角度去進行課程設計。所以一樣的道理，我們運用數位工具在學習情境中，出發點都應該是來自特定的教學目的。

在這些情況下，我們應先該去思考真正想達到的目的是什麼，再來看看有哪些工具可以幫助我們，加以使用，而非只是為了迎合趨勢而做。

二、數位學習不是萬靈丹，無法解決所有的教學問題

雖然數位的趨勢帶來了越來越豐富、多元的資源，但我們還是必須認清一件事：再多的工具都只是輔助的角色，最終還是得回到教育的本質來思考。

我們可能可以用遊戲式學習平台提升動機，但如果要把這些動機轉換成真正的學習成效，還是必須仰賴其他手段去延伸這股量能。

我們也或許能透過資訊共享平台，和家長們達到更有效率的溝通，但遇到家庭功能失能的狀況，還是要引進專業輔導機制介入處理。

教育環境作為整體社會的面向之一，其中的問題往往牽扯到各種不同的角色、領域的狀況。教師待遇、城鄉資源不平等常見的大議題，都必須透過系統性、從不同面向切入的改變，才有機會一點一滴慢慢改善。數位工具當然可以在其中幫助我們施上力，但絕對不是全部。

三、不要想把一個工具套用到所有情境

之前曾經主講一場數位學習主題的教師研習，那時我設計了分組討論的工作坊，希望帶著老師們一步一步，從檢視教學現場遇到的狀況、需求，慢慢收斂到產出以數位工具作為輔助的解方。

當時由於時間上的限制，我捨棄了多介紹一些工具的環節，希望多花點時間引導老師們進行發想。然而很可惜的是，很多組別的老師們儘管提出了很精闢的觀察與討論，但在最後產出的解方卻還是圍繞在那些常見的學習平台（如均一、PaGamO、學習吧等）。

這裡當然不是在說這些平台不好，而是因為不同的數位工具，在設計時都是依據不同的使用情境，試圖改善不同的教育問題。舉例來說，如果我們試圖把提升孩子學習動機的工具，拿來改善和家長之間溝通的問題，那不止沒辦法改善狀況，甚至可能事倍功半。

在運作時，我們可以先去思考想改善的這些現象，背後真正的問題根源是什麼。如果在原先認識的有限工具中，找不到針對該問題的工具也沒關係，網路永遠是我們最好的朋友，很多問題早已有許多人遇過，也有相對應的解決工具了。

四、數位工具不一定是高科技，不用把他想得太複雜

有的時候，我們聽到「數位」、「科技」等詞，就會直覺認為好像會很困難、很複雜，可能是因為過去因為對數位的不熟悉，或是過去曾接觸不適合的工具，產生不好的回憶。

不過就像先前所說，工具的發明永遠應該來自人們的需求，很多時候透過很簡單的設計就可以達到目標。一個好的數位學習工具，有時候可能就只是透過數位的媒介，把很棒的資源放置到一個網站上，讓使用者進行瀏覽。

所以，在考慮進行數位學習的時候，我們不用自己嚇自己，好像非得培養什麼高超的資訊能力才能運作。透過簡單的小工具，也可以發揮出很好的效果！

五、考量使用者數位能力，先求有再求好

承接上述的第四點，有些時候我們面對的是數位能力還比較不足的孩子，可能是年齡層較小、或者平時比較少有機會接觸到，也有些時候是老師本身還沒有那麼熟悉數位模式。

這種時候，我們不用想著一步登天，做到那些很酷炫的組合技，而是先從那些簡單、卻同樣能切中要害的工具下手。要記得，能達成教學目的才是我們關心的，如果選擇那些複雜的工具，卻弄得老師和孩子都一個頭兩個大，反而本末倒置了！

如果你不確定哪些工具的門檻比較低，不妨請身邊比較有經驗的老師做推薦，或是看看有哪些是網路上比較多老師在使用的，通常都滿適合作為入門使用。

隨著運作的過程拉長，累積了越來越多的操作經驗，我們也會越來越熟悉數位領域的各種概念。先求有，再求好，所有人都是一步一步走過來了，期待老師們的加入！

Inside Education and Society * A podcast on Spotify for Podcasters

Why I started and what the show is about?

At the end of last year, I started a podcast show called “Inside education and society”. The idea came from my education philosophy which believes that education is fundamental to our society and that they are strongly connected.

I’d love to share this perspective with people who also care about our world. As the project grew little by little, it also became a way to enrich my portfolio as an independent worker.

In the show, I talked to my guests from all over the world about their thoughts on this topic. By doing so, I hope to make the audience think differently and more diverse when it comes to education and society issues.

On the other hand, since my guests are from different countries and live in different cultures, the podcast also aims for bringing diversity to listeners.

How do I run the show?

The process of producing episodes is relatively simple compared to other shows. So far I’ve been inviting people around me in related fields as guests since it’s not so easy to have famous experts on the show at the beginning stage. I talk to them and see if there’s anything they’re working on or thoughts and experiences they have that suit the topic of the show.

After that, I’ll do my own research on these ideas to make out the interview outlines. Thanks to the nice and thoughtful guests that I’ve had, I’ve been able to manage this part quite effortlessly.

Of course, I have to edit the conversations to make them sound more smooth in the end and publish them to make more people know about them.

The difficulties

During the journey, I’ve encountered quite a lot of difficulties, especially as a podcast rookie.

First of all, my English sucks. It’s good enough in daily conversation, but sometimes I’m not able to construct accurate sentences when it comes to formal interviews. This brings me more problems since I’m not doing the recording face-to-face, so it takes more time to edit.

Second, it’s difficult to find guests in related fields constantly. I mentioned that I’ve been looking for people around me most of the time, but that’s just not enough. Luckily, through the network of my guests, I’ve been able to reach out to more second or third-layer people.

Lastly, promotion is always considered an important work for podcasters. I’m not so-called a marketing expert but I tried some typical methods of spreading out my content. Especially for this kind of tough, solid topic, it’s even more difficult to reach the target audience.

The gains

Despite all the difficulties, I still learn a lot. Within the process, I got the opportunity to know various topics that I’ve never thought of digging deeper into.

Not only did I learnt about them, but I got to learn from the amazing thoughts and ideas of my guests. Through this experience, I believe that I myself start to think differently and more diverse, which is exactly what I wanted to achieve with the show.

Besides all these, I also appreciate all the people I’ve got to know, either my guests, people working with me (I’d like to take this chance here shouting out to Harry), and those potential guests who I’ve contacted but did not make out.

All of these make not only my podcast more attractive, but also make me a better person. I’ll definitely absorb these experiences and make them the nutrient of my future work.

What’s next?

So what am I planning next steps? For sure I’m going to keep running this show and try to produce more and more high-quality content. What can be expected is that I’ll try to invite more people with stronger professions and experiences in related fields, and share their works, ideas with my listeners.

Second, I’ll be putting a lot of effort into improving my interviewing skills. I’ve been told by some of my audience that they really liked the questions I asked the guests about. But sometimes I sound too “flat” and it doesn’t make people feel like keep listening. So it’s something that I’ll be working on.

Last but not least, is to promote the show further. No matter how great the content is, it’s nothing if there’s no listener. Although there’s a lot of know-how that I’m not familiar with, I’ll try still try my best and take it as a great learning opportunity.

Conclusion

I truly appreciate living in such a digital era that empowers people to access information and other people around the world. It makes me able to produce this podcast and have more people know about it. I’ll keep doing so.

If you find my show interested valuable, I now invite you to share it with people around you who might also be interested.

Also, please leave a comment or contact me at ycchiang0609@gmail.com if you have any suggestions or guests recommendation.

You can find the Inside Education and Society podcast on the mainstream platform. I’ll provide the links below. See you on the show!

Inside Education and Society * A podcast on Spotify for Podcasters

由於突如其來升溫的中國武漢肺炎 (新冠肺炎、COVID-19) 疫情，教育部宣布全國各級學校自 5 月 19 日起停止到校上課，改採線上教學。不同於 109–2 學期高中以下學校延後開學，實質上並沒有影響到學期長度，當時就算採取「停課不停學」措施，充其量也只是額外的補充學習，減低寒假延長所擴大的學習滑坡。這次改採線上教學視同正式課程，現場老師們則須面對「如何在教學模式轉變的情況下，仍能盡可能維持孩子學習成效」的課題。

由於對數位工具的不熟悉，或者狀況來得突然而缺乏事前準備，許多老師在進行線上授課時遇到大量的困難。然而，經過幾天的瀏覽與梳理，筆者發現其中很大一部份事實上在實體課堂中就存在了，只是線上授課的模式更凸顯了這些狀況。

要特別強調的是，筆者所提到的教學「問題」一詞，並非是要把責任歸咎到單一個人或單一件事上。在教育場域中，任何問題都是由很多不同層面所疊加起來的。

同樣地我們也要注意，教學現場出現的狀況絕對不只在教學端，也包含政策面主管機關與學校端的資訊同步與信任問題、城鄉間數位資本的差距、家庭環境等，此文僅先針對教學端進行討論，其他部分留待未來有機會在探討。

盤點常見的線上教學困境

筆者整理了三個比較常聽到，在線上教學時老師所遇到的教學困難，並描述為何這些狀況其實在實體課程就存在了。

1. 線上教學時，孩子很難管控：

如果把全國各地老師反應的所有狀況做成排行榜，這點大概會排在第一名而且遙遙領先。由於孩子們不在同一個空間中，老師較難一一確認孩子的狀態，或者馬上把孩子「拉回來」。然而，筆者認為在學習環境中，教師的任務之一本來就是透過課程設計引發孩子主動投入課堂的動機。

我們可以透過簡單的學習活動安排，讓孩子在過程中有自主進行的時間，或者將課堂切為數個短的區塊 (Session)，確保孩子能夠處於專注的狀態。反過來說，若是 40 分鐘的線上單調講述沒有辦法讓孩子全程坐在螢幕前聆聽，沒有理由在實體課堂就行得通了，我們只是讓他們看起來好像如此而已。

2. 對數位工具、資源的不熟悉：

當採取線上授課已成定局，我們可以看到許多老師四處詢問有哪些工具可以使用，或者不曉得怎麼順暢地運用他們。

筆者從過去於教學現場推廣數位學習的經驗中觀察到，因為相對於業界其他工作環境，學校裡的教學工作較沒有運用數位工具的需求，所以很多已經習慣傳統教學模式的老師甚至只會使用基礎的文書處理工具。

事實上，這反應出的問題在於，教學現場的運作模式並沒有跟上真實世界的變動趨勢，而疫情下的教學則凸顯了「數位化」這個趨勢的重要性。未來若遇到其他的特殊情況，也可能被迫面對其他的趨勢改變，因此老師們除了鞏固原有的教學專業，也應該不斷更新自己的能力。

3. 無法維持既有的作業與考試模式：

在一般的教學模式中，筆者認為這點背後的關鍵之一在於，大部分的評測仍舊是以封閉式問題的方式進行，而遠端的情況我們很難確認孩子有沒有認真做。

不過事實上，評測的目的除了檢驗學生的學習成效，還有同樣重要的目的在於透過評測的安排，確認孩子的參與、投入程度，無論是線上還是實體課程皆然。筆者就有看到老師將作業減量，並以「一頁學習單」的方式呈現，孩子寫完拍一張照上傳即可，不但省事也能同樣檢視他們是否用心。

至於大考的部分，由於離期末還有一段時間，停課的時候又滿多學校剛考完第二次段考，所以目前還相對較少聽到有關期末考的擔憂，不過一些想得比較遠的老師確實已經開始討論這件事。考試和作業其實概念上是類似的，最大的差別在於，考試作為檢視孩子學習成效的工具，對其成績的影響也更大。

然而若我們換個角度思考，在真實世界中處理問題時，本來就會參考各式書籍、網路資源。我們不妨藉此機會採取「開放資源」的考試內容，設計一些更高層次的開放式的問題，讓孩子不是只要翻翻書或 Google 一下就可以得到「正確答案」。

化危機為轉機，重塑我們的教學模式

筆者無意批評任何教學現場認真的老師，事實上，我認為這段時間最辛苦的就是那些試著提供同樣優質的學習內容、情境給孩子們的老師，我也十分敬佩許多平時對數位工具不熟悉，但為了此段特別時期硬著頭皮去學習的老師們。

然而，既然上述問題在實體課堂就存在，只是因為實體課堂、傳統教學模式更容易「掌控」一切，而疫情下的教學把他們凸顯了出來，那我們何不試著拋棄試圖掌控課堂的思維，轉而營造孩子們會願意主動投入的課堂？

此外，不可否認的是，確實還有很多情境是實體課程才做得到，或是能運作得更好的。這也是為什麼筆者認為，我們更應該好好把握這個機會，盤點這些狀況，然後運用疫情結束重回校園之初的時間，大家專注度最高狀態最好的時機，做出教學上的調整。

這個世代的孩子們面臨的是一個比過去變化速度更快、更劇烈的世界，而這次的疫情真真切切地讓教學現場體會到這點。在這個強調素養導向教育的當下，若希望孩子們能具備面對這樣的大環境的素養，作為引領他們的老師，我們更應該不斷調整、修正自己的教學模式與思維。

囤積式教育與提問式教育

在《受壓迫者教育學》中，Freire 在第二章中談到了「囤積式 (Banking) 教育」與「提問式教育」的概念與比較。所謂的囤積式教育，是從傳統講述型教學延伸出來的，在這樣的教育模式中，教師和學生的關係是上對下的，並且由教師來決定課堂中的學習內容、目標、進行方式。

相對於囤積式教育，Freire 認為受壓迫者教育學應該實踐的，是所謂提問式的教育。在提問式的教育場域中，師生間的權力不對等關係被打破，雙方透過平等的對話、溝通，一同建立起學習內容與方向。

在囤積式的教學下，由於內容是教師所決定的，因此，壓迫者將盡可能地將能夠鞏固自身壓迫地位的內容「存放 (Deposit)」至學生身上。在這種情況，學習是反動的，學生被填鴨以既有的知識、價值，而喪失思考的機會，更遑論批判能力，而成為鞏固壓迫架構的工具。

在提問式的教學中，首先要處理的是教師與學生間的矛盾關係，只要在教學過程中仍舊包含以「權威」為基礎的論證行為，例如教師仍舊預設既定的學習目標，便不算真正的提問式教學。

另外，提問只是形式的一種，真正的核心概念在於教師與學生以平等的角色進行對話，而教師在教導的過程中同時也在學習、學生在學習的過程中也在教導，而「身為學生的教師 (teacher-student)」與「身為教師的學生 (student-teacher)」概念油然而生。反過來說，教師也並非不能提出既有的知識，而只是不能以權威的角色強迫學生接受。

個人經驗的實踐

我初次讀到《受壓迫者教育學》，是在杜賓根大學選修批判教育學的時候，這本書作為該堂課主要教材。當時，Wortmann 教授為了實踐其概念，便在整學期的課堂中拋棄囤積式教育的模式。（事實上，教授也開宗明義地說光是他「決定」這麼做，便已不算完全的受壓迫者教育學。）

每次課堂開始前，所有參與者陸續到達教室便圍著桌子坐成一圈，教授可能坐在任何一個位子，而他不會做出任何示意或指令告訴大家要開始討論，而是等待大家自發地針對該週文本拋出想法或問題。

對於這樣的課程進行方式之描述，我印象最深刻的一句話是教授認說：「我認為這樣的課堂的最理想的情境，是沒有任何人意識到我作為教授的這個身份。」然而，儘管他極度弱化自己的角色，但當討論狀況很不理想的時候，他還是得跳進來引導。

另外，其教授的身份不管如何就是擺在那邊，其他人很難完全忽視，就算看似對等地拋出自己的看法或意見，也還是常常向教授確認自己的理解是否正確。不過我認為，由於我們就是習慣既有的教學模式，因此在轉變的過程中有這樣的狀況都是很合理的。

這樣的經驗對我有很大的啟發，受壓迫者教育學的概念也很大程度形塑了我的教育理念，因此我也盡可能地在各式教育場域中試圖實踐。過去在一些對老師的研習場合中，情況允許時我喜歡大量使用提問、討論的方式進行。

雖然常常會開玩笑說，是因為懶得準備講述的內容和簡報，但實際操作過就會知道，討論課準備起來一點都不會講述課輕鬆。面對各種可能發生的狀況，都要能準備好應對方式，因此對內容的掌握度也要更高。

相對起來，講述法不會有太多的突發狀況要反應，一切都在掌握之內，對講師來說輕鬆許多。不過實際操作過後就會發現，以老師們作為對等的主體所一同創造出來的研習氛圍和成果，其效果是更強而且更深刻的。

從教育中實踐提問式教學開始，將能夠重新形塑臺灣社會樣貌

在臺灣一般學校課堂中，囤積式教育是很常見到的，除了這是大家習以為常的教學模式，還要考量到台灣社會文化在過去數十年的發展，本來就已充斥著大量的權力不對等情境，在社會與教育場域的交互影響下，必定體現在教學環境中。

不過反過來說，若我們從教育開始實踐受壓迫者教育學，當孩子從小開始習慣這樣平等的對話、思考模式，在未來離開學校後，便能夠帶著這樣的教育成果，一同重新形塑社會。

不過具體要怎麼實踐，我認為有幾個可以嘗試的方向。首先，在心態上，教師和學生必須盡量拋下原先對各自角色的想像，學生不必是被動接受學習內容、挑戰教師就如同和其他同儕間的討論一般自然，同理，教師也不一定是知識的權威。剛開始一定會不適應，不過長久下來不斷互相提醒自然可以度過。

我們不用試圖一蹴可幾，可以從小範圍的課程開始嘗試起，例如某堂課、某單元、甚至單一知識點。除了師生可以慢慢適應這樣的教學方式以外，也可以從中探討可以改善的地方，後續擴大操作便不至於有難以抹滅的傷害。

要記得，在提問式教學中，教師同時也是學習者，學生同時也是教師，當我們從這樣的角度去思考，就不用去擔心教學的成效不好。因為當課堂是教師和學生一同以對等的身份建立的，每個參與者都能驅動課堂往自己認為理想的方向邁進。

議題倡議工作也是實踐提問式教育的重要情境

最後，想簡單延伸出另一個議題，我認為社會中有另一個情境，也很貼近上文所述的教育場域，那就是近年越來越常見且多元的議題倡議。在做倡議或推廣的過程中，與教學一般，倡議者或推廣者同樣是在試圖將自己認同的知識或價值傳遞給大眾，並讓其接受。

在進行這樣的工作時，若是倡議者以囤積式教育進行，僅僅將議題以講述的方式傳遞出來，而非與大眾進行溝通，是很難有真正且長久的成效的。作為受倡議者的大部分民眾，各自都有其關心、在乎的點，倡議者透過提問、對話的方式進行倡議工作，可以更真切地與大眾一同建構議題。

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延伸閱讀：

從〈受壓迫者教育學〉看臺灣教育困境：臺灣教育環境中的壓迫結構

藍佩嘉教授《拚教養》一書，雖然取名如此，但實際上完全不是一本教養書，而是真切的社會觀察研究結果。我們永遠可以找到很多很有道理的教養模式，並且搭配其成功的案例，坊間成堆的教養書籍正是最好的例子。而此書在描繪的，其實是從社會學的角度探討不同型態家庭中的家長，在經濟條件、自身成長經歷等背景不同的情況下，是如何建立下一代的教養環境。

有別於過去聯考時代「唯有讀書高」的主流風氣，各個階級都期望靠著升學體制促成向上流動，歷經數代教改台灣的教育制度已呈現截然不同的樣貌。從「背多分」的知識導向填鴨式教育，走向強調「素養」的開放式教學，而無論是學校型態或升學體制，也出現越來越多元的模式。

於此同時，面對與過去成長經歷截然不同的環境，這一代的家長在規劃孩子的成長道路，便產生了他們的焦慮與課題。有資源的家長四處尋覓各種管道，希望讓孩子在名為「多元入學」的軍備競賽中脫穎而出，同時也不希望帶給孩子痛苦的童年。而勞動階級的家長在缺乏相關知識的情況下，將希望寄託在學校中，並在維持生活與提供孩子更好的成長環境中掙扎。

此外，藍佩嘉教授的研究往往帶入全球化趨勢的背景，這點體現在 21 世紀以來的教養思維轉變，從過去流行讓孩子接受額外的美語學習，到現在 108 課綱已將「國際理解」納入核心素養。這時只會語言已經不夠了，還得了解不同的文化才行，否則可能在未來失去競爭力，而這也讓家長在建立教養模式時更多擔憂。

我認為本書的副標題「全球化、親職焦慮與不平等童年」下得非常到位，透過簡單三個關鍵字，不只將此研究的核心概念描繪出來，更帶了點相互牽連影響的意味。

經濟與文化資本所帶來的巨大教養差異

書中出現的家庭型態，首先可依照經濟條件，先分為中產階級以及勞動階級。在全球化的浪潮下，中產階級家庭普遍認為讓孩子接觸各式特別是國際文化是重要的，而其中又包含經濟、文化資本更高一籌的家庭，投入大量資源盡可能讓孩子用各種方式接觸國際文化，像是出國留學、就讀國際學校等。

而在中產家庭中最常見的，應該是都會區公立學校中大部分的孩子，這些家庭通常因為經濟能力並沒有雄厚到能夠讓孩子透過直接管道接觸國際文化，因此透過如補習班、書籍等教養資源，盡可能讓孩子能夠「多元發展」。此外，還有另外一部分的家庭，則是透過新型態的實驗教育模式，試圖提供孩子不同的成長經歷。

在這些中產階級的家長們身上，我們會觀察到在時代的演變下，他們特別強調希望帶給孩子不同於上一代的成長環境，這一部份來自於社會觀念的轉變，而也有很大的關鍵是家長自身的成長經歷。

在過去普遍威嚴式、填鴨式的教養環境成長下的他們，不希望讓孩子再次經歷自己的過去，而他們的經濟、文化資本則成為最好的工具。然而，家長不曾經歷此種成長模式的家長，也往往遇到所謂「教養矛盾」，希望提供孩子開放、多元、尊重的成長環境的同時，回過頭來卻發現自己似乎再次落入傳統教養思維，只是用不同的方式呈現出來，因此陷入焦慮。

至於勞動階級的家庭，無論在經濟能力或文化資本都處於社會較弱勢，不只分布在大部分人直覺會想到的「偏鄉地區」，更有許多位於城市邊緣的區域，這些孩子就讀的學校通常對應到教育部認定的「偏遠學校」與「非山非市學校」。

這類家庭的家長，部分同樣有認知到社會環境的變遷，也試圖提供孩子不同於過去的教養模式，期待階級流動的發生，但往往受限於經濟能力，要嘛心有餘而力不從，要嘛為此犧牲生活品質。另外，也有部分家長因為相關知識較缺乏，生活環境中也沒有太多接觸管道，儘管希望帶給孩子「好」的成長資源，卻苦無著力點。

降低親職焦慮，是教育工作者應該投入更多心力之處

無論是在書中論述，或者描寫到和研究對象的對話時，作者常常提起「教養沒有好壞的分別，只是在不同的環境、背景，產生不同的教養方式」。雖然說本來就很清楚這個道理，但隨著讀這本書的過程，越來越能體會這件事，事實上，從這個角度來看，前述的摘要或許都還顯得太以偏概全。

我們在討論社會議題時，往往只看到自己身邊的世界，當實務上需要去規劃方法的時候，就很容易忽略那些潛在的問題，到頭來白忙一場還弄得大家都不愉快。

以教育圈來說，時常可以看到教育局規劃了一套政策，希望學校們能夠推動，但往往因為沒有考量到不同教學現場實際的狀況，造成政策窒礙難行甚至第一線教師、家長反彈的狀況發生。

在《拚》書中可以看到，親職焦慮的存在是非常真實而且普遍，他以不同的樣貌在各式各樣的家長身上呈現。我過去幾年在許多社交平台的家長社群中觀察，每天都可以看到許多家長針對各種教育新聞、經歷做提問、交流，而其他的家長們則會根據自己所知或經驗提供資訊。

在網路時代下，家長們面對比過去更多的資訊來源，多了更多篩選、思考什麼適合自己孩子的課題。而在另外一面，尚未適應網路趨勢的家長則處於資訊落差的弱勢方，想尋求方法但管道硬是比別人少。

我認為，無論是教育工作者在做議題倡議，或是局處在做政策規劃、推動時，都應該投入更多心力於減少這類的親職焦慮上。一方面能夠減少家長們的無所適從感，更重要的是，透過更多的溝通、交流，也有助於我們看到更多不同樣貌的家庭，進而完善政策內容或論述方式。

從書中概念反思自身成長經驗

在讀完這本書後，我希望可以實踐看看這樣的研究方法，所以我直接找了自己的父母透過訪談的方式，試圖勾勒出自己成長過程中經歷的教養模式。畢竟作為教育工作者嘛，不知道自己是怎麼長成現在這個樣子的，也說不太過去。

當然，訪談過程中我盡可能抽離關係，以對等的訪談者/受訪者角色進行對話，而內容則是以書中提到的幾個影響教養模式的為主軸：

• 在開始扶養孩子後，如何設定教養方向或方式，以及是透過哪些管道、模式取得資訊？

• 你們過去的成長經歷有哪些部分影響了後來對自己孩子的教養方式？

• 過去家庭中的經濟環境如何影響教養模式與提供孩子的教育資源？

• 有關學校以外的學習資源，是用什麼方式尋找、評估、決定的？

• 與身邊家長社群、以及學校老師之間的互動關係。

在書中結論環節，作者將教養風格透過家長資本總和以及教養方向劃分為四象限，儘管特別強調大多數家長通常在座標軸中混用不同的模式，沒有辦法完全精準定位，但這還是能夠幫助我們理解地更清楚。

在訪談開始前，我原先猜測自己經歷的教養模式大約會位於中間偏第四象限 (X 軸 +20%, Y 軸 -30%) 的位置。這是由於父母的職業依照常見的階級劃分，屬於偏向勞力生產屬性，且過去皆非屬於高學歷族群。另外，在求學過程中，自身仍舊獲得不少額外的學習資源，如閱讀習慣的培養與才藝等。

經過梳理後，我將這個位置調整到中間偏左 (X 軸 -25%, Y 軸 0) 的位置。在父母資本總和的部分，儘管經濟條件並非十分充足，但仍舊可以在維持生活狀況的前提下，盡可能提供孩子成長資源。另外，也透過書籍、網路等管道，獲取相關教養資訊，並篩選合適的部分參考。

至於學習資源的部分，除了閱讀習慣以外，大多都是以「嘗試」的概念讓孩子接觸，當發現不排斥且有一定興趣，才繼續發展。這些資源往往也非特別積極尋找而來，而是從周遭家長、教師等角色被動得知。

當然，這個訪談的用意並非錨定座標位置，而是希望透過實踐看到不同於《拚》一書中提到的教養樣貌。舉例來說，有關父母自身的成長經歷如何影響了自己的教養方式，除了極少數的情境，我的受訪者並不像書中大多數的研究對象有明顯的影響。

而這便反應在「教養矛盾」的存在上，由於並沒有刻意做出與上一代不同的教養差異（儘管呈現出來如此），自然不容易在過程中遇到這方面的矛盾與焦慮。

基於這樣的觀察，我對於未來整體社會的教養矛盾減少感到樂觀，隨著時代繼續演變，每一代將會接觸到更多元的教養方法，且能從中找到合適與不合適的部分，而非概括式地全盤否定，這有助家長們慢慢從上一代教養模式脫離。

在訪談過程中，我也意識到全球化的影子沒有消失，在談及與其他家長的互動以及觀察時，受訪者數次以「亞洲父母」一詞勾勒多數家長的樣貌，並在某些情況下試圖做出教養模式的區別。

有關這個部分，我則認為家長在面對不同文化中的教養模式時，應該抱持謹慎的態度。臺灣過去常見的教養模式固然有其弊病，歐美的風格也必定有值得我們借鏡之處，所以我們可以用文化或地區來描述特定樣貌，但在選擇的時候必須連同整個社會文化與環境一同考量，而非照單全收。