外展課程的四大支柱

Horace Vernet, Scene from the Mexican Expedition

教育部正式發佈的《中小學綜合實踐活動課程指導綱要》，立足於立德樹人的根本任務，對綜合實踐活動的課程目標做了明確規定。例如高中階段的具體目標，在價值體認方面，提出“通過研學旅行，深化社會規則體驗、國家認同、文化自信，初步體悟個人成長與社會進步、國家發展與人類命運共同體的關係，增強具有中國特色社會主義共同理想和國際視野。”

作為全球範圍內體驗式學習的鼻祖，Outward Bound（簡稱OB或外展教育）是如何通過課程核心價值來實現綜合育人目標的呢？以下雙語短文試圖科普外展教育的設計宗旨，從而引發對廈門研學旅行課程設計的思考與討論。

外展課程四大支柱

四大支柱是外展教育所有課程與計劃的根基，由此四支柱所發展出的核心價值與設計宗旨提供了課程設計的架構。此概念最早由教育家柯漢（Kurt Hahn）提出：“試著想像一座羅馬廟堂，訓練課程就是其屋頂，不論是山、海或其他地形，都能運用為培育青年人格的媒介；而屋頂必以四個支柱撐起。”四大支柱包括了：

• 獨立自主（Self-reliance）
• 體適能（Physical Fitness）
• 技能（Craftsmanship）
• 服務（Service）

獨立自主（Self-reliance）

在Outward Bound的冒險與荒野倫理中，強調能在儉樸生活中的獨立自主能力。柯漢以為，西方社會對機械以及相關發明的完全依賴，導致現代人無法應付儉樸生活的基本需求。因此，教導學員不需仰賴機械或他人就能掌握周遭環境，是 Outward Bound的使命；熟稔生活技能則是培養獨立自主的訓練重點。

體適能（Physical Fitness）

有鑑於運動不足所造成的體力衰退，體適能訓練在外展教育草創時期即為課程核心。

技能（Craftsmanship）

20 世紀前，男孩向父親習得經商手法或是向工匠師傅拜師，女孩則與母親一起工作，學習生活技能。隨著識字率的提高與工業革命，大環境所強調的是書面學習，導致傳統技能的衰退。柯漢為彌補此教育的不足，設計需要新技能的教育計劃，這項技能需要發展「第六知覺」（Sixth Sense）。以體驗學習為主軸的技能訓練，不僅能學到技巧，還有全方位的角色和期許，而這也是外展教育延續至今的教育哲學。換言之，Outward Bound的教育環境會立即讓學生體驗到技巧熟稔的必要性。

服務（Service）

柯漢提出教育的秘訣在於指導學員經由服務人群，鍛鍊內在力量。在Outward Bound各中心，學生須接受救援訓練，且時常有實作機會服務他人。目前的服務課程主要讓學生有所警覺並團結致力。服務課程讓學生有分享共同經驗的渠道，也讓他們體會到自己是群體中的重要一環。

Four Pillars of OB

Outward Bound programs are held aloft by four pillars:

1. Self-Reliance

2. Physical Fitness

3. Craftsmanship

4. Service

These pillars provide the philosophical foundation for all Outward Bound courses and programs. The Core Values and Design Principles grew out of the Pillars and provide the structure for course design. Hahn said, "Imagine a Roman Temple; the roof is the training program. It does not matter whether the mountains, the sea or any other topographical medium is used for the activities which help to develop the boy's character. The roof must be held aloft by four pillars."

Self-Reliance

Hahn described the need for self-reliance by outlining the following as one of his "four decays of western man":" The almost complete reliance on mechanical gadgets and contrivances and the inability to cope with the basic requirements of simple life." Thus, it is our task to teach our students how to master all aspects of their environments and keep themselves safe without relying on technical equipment or help from others. Mastery of skills is central in training our students to be self-reliant.

Physical Fitness

Fitness training has been a cornerstone of Outward Bound since its earliest days, when Kurt Hahn lamented the decay of the body due to taking insufficient healthful exercise.

Craftsmanship

Until the 20th century, boys learned trades working closely with their fathers, or as apprentices to master craftsman, while girls worked with and learned skills from their mothers. With the growth of literacy and the industrial revolution, came an emphasis on book learning and a decline in traditional craftsmanship. Kurt Hahn addressed this educational loss by assigning projects requiring new skills, skills that would develop the "sixth sense." This theory of experience based education - of craftsmanship as a means of learning not only a skill but also a whole range of roles and expectations - remains at the center of Outward Bound educational philosophy today. We put students in an environment where the need for skill mastery is immediately apparent.

Service

Hahn suggested that the secret of education was to teach people the inner strength that comes from serving others. At Hahn's boarding schools, students were trained in rescue skills and frequently got the opportunity to employee this training in the service of others. Today, service is designed to expose our students to an ethic of awareness and connection. Service gives students an opportunity to share in a common experience, as well as to see themselves as an important part of a community group.