能力取徑視野下的大學社會實踐

Abstract

面對全球化資本主義競爭邏輯下所造成的社會兩極化、環境惡化和民主倒退等問題，劇烈的社會經濟變遷直接影響每個人的生活和權益。這些結構性問題不但影響個人，並且導致當代高教體系發展更趨市場化。若不願停留在對高教崩壞的感嘆，大學身處高教轉型的關鍵時刻可以如何尋求突破困境？本文以科技部「人文創新與社會實踐計畫」為例，探討大學的角色在這樣的脈絡下如何透過社會實踐重新定位並發展特色。筆者採用 Nussbaum 的能力取徑（capabilities approach），把大學的社會實踐理解為促進參與者（包括社區合作伙伴和大學參與者）的能力養成。透過大學與社區共同定義問題，並扣緊核心能力清單中實踐理性（practical reason）和促進連帶（affiliation）這兩種能力的發揮，來展開一系列的行動。以社群連結為基礎，但連結社群的方法是以讓參與者能夠發揮實踐理性的方式去引導，也就是考量方案的延續性，方案的設計不但要理論上可欲，也要實際上可行，透過大學社區伙伴研究建構既「真」且「有用」的知識，並且讓一般人和組織都可以執行。雖然「人社實踐計畫」一開始是想與社區伙伴以共學共作的方式，相互協力回應社會問題，但在實際過程中，共學共作到哪個程度其實大家都難以拿捏，既不想落於依賴關係，面對進展緩慢又怕參與者失去信心和耐性。Nussbaum 的能力取徑讓共學共作的意義更為鮮明，讓大學和社區伙伴理解到能力養成的過程本身即是意義。此外，能力取徑也提供行動評估的基礎參考架構，參與者相互賦能，透過一起實踐建立認同、激發動機、並帶動從個人核心能力的養成，到群體形成共同承擔結果的義務，以落實社會正義。 Challenges stemming from global capitalism have led to increasing gaps between rich and poor, environmental degradation, and democratic setbacks. The logic of capitalism also infiltrates the higher education system, rendering education as more of a product than a right to be exercised. Nussbaum describes education for profit rather than education for democracy as the most important silent crisis currently facing higher education systems, with universities feeling increasing pressure to accept and adapt to this trend. This chapter uses The Humanity Innovation and Social Practice Project to show how social practices conducted by a university-community partnership are reshaping university tasks and research agendas. Nussbaum’s capabilities approach is used to analyze university social practices to cultivate the core capabilities of participants. The main premise is that universities and communities can form partnerships and work together to identify problems and find solutions based on “practical reason” and “affiliation.” Such partnerships are aimed at constructing knowledge that is not only theoretically meaningful, but also workable in practical terms. However, cross-disciplinary and cross-community collaboration is labor-intensive and time-consuming due to the complexity of communication and differences in working logic and cultures, therefore properly managing and sustaining university-community collaboration without generating a sense of dependency or losing patience are the most challenging tasks for university teams. Nussbaum’s capabilities approach provides a strong framework for co-learning and co-working in university-community partnerships, since the process of cultivating participant capabilities is the primary aim. Further, a capabilities approach can also serve as a standard for adjusting action plans—that is, social justice can be realized by cultivating the participants’ central capabilities and the solidarity of engaged communities.