本研究旨在透過Gadamer詮釋學方法探究Bowers文化共有和語言隱喻之生態教育思想，主要目標如下：（一）探究Bowers對當前教育隱含之非永續性的反省與批判。（二）理解Bowers生態教育理論中有助於生態永續之文化型態。（三）分析Bowers生態教育理論中的語言運作。（四）透過Bowers生態教育理論中教育改革理念的論述，擬具建議以獲得我國現今教育之啟示。根據前述分析，可以歸納以下四項結論：（一）Bowers對於生態問題的反思源於其時代背景以及思想脈絡，依此對當代教育進行批判，發展其重視文化和語言的教育理論。（二）Bowers批判消費文化，並以文化共有的概念提出較不依賴金錢，且拉近人土關係的永續文化觀。（三）Bowers以語言作為進路，思考語言隱喻對於文化成員思維與價值觀的形塑及改變，藉此提出有助永續之生態智慧思維。（四）Bowers從教育本質與目的、課程、教師三方面提出其生態教育理念。以Bowers生態教育觀點反思我國教育，可發現我國教育本質與目標、課程知識內容的選擇與呈現、教師角色以及專業基礎均有改善的空間。若以生態、共有概念重構教育本質與目的，重視課程內容中低位知識與口述呈現的重要性，在師資培育過程中加入文化和語言議題。如此一來教育將更能確實回應生態危機。

This study investigates the cultural commons and language metaphor ecological educational theory of Bowers, The objects of the study includes: (1) To analyze Bowers critics and reflection on the issues of education and the ecological crisis. (2) To understand the sustainable cultural patterns in the ecological education theory of Bowers. (3) To interpret Bowers view of the role of language in the process of education. (4) To propose recommendations based on the findings above, considering current situation and development of education in Taiwan.
Through Gadamer hermeneutics, the results includes: (1) Bowers formed his theory with the reflection of the connection between ecological crisis and education parctice in his time. His theory emphasis on the culture and language perspective of ecological crisis. (2) Bowers critique consumer culture, and proposed the cultural commons. Cutural commons has less dependent on the money, and the close relations of human and environment. (3) Based on the concept of language mataphor, Bowers studys the shaping and changing of cultural members thinking and values, and put forward to development sustainable ecological intelligence. (4) With the idea of Bowers, the educational aims and nature, curriculum, role of teacher still need to be imroved.
The suggests includes: (1)Education aims must be based on the revitalizing of the commons, and education nature should be considered as ecology. (2)Curriculum should contain the local knowledge, and used orality based-language appropriately (3)Teacher’s professional should be based on the understanding of connection between cultural patterns and language metaphor.

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