本研究以公辦民營之另類學校宜蘭慈心華德福中小學為例，研究台灣另類學校家長教育選擇權意識之發展。研究方法以質性研究之深度訪談為主，探討家長教育選擇權意識發展歷程。並施以量化研究之問卷調查為輔，探究影響慈心家長教育選擇權之因素。 經研究者將訪談內容歸納整理後，將慈心家長教育選擇權意識發展歷程歸納為意識覺醒期、意識成形期、賦權增能期及意識分化期。 (一)意識覺醒期：受家長成長的省思及對目前教育的不滿與批判，喚醒家長意識到教育選擇權為其本應具有的權力。 (二)意識成形期：經過家庭協商以建立子女教育共識，並藉由對慈心老師的信任轉而信任華德福的教育。再經由對慈心華德福教育的參與，形塑家長的教育理念。 (三)賦權增能期：家長經由華德福教育的參與及社群成立，強化家長的共同理念，進而體驗到華德福教育的重要性，積極爭取慈心設立國中部。 (四)意識分化期：在孩子自主的自覺及家長責任的承擔下，對於社會價值觀的改變，讓選擇意識分化轉向選擇體制教育。但在多年參與華德福教育後的認同與滿意更堅定家長對慈心的教育理念，並將理念轉化為信念。 / The purpose of the study is to investigate the formation of parental awareness of educational choice, taking an alternative school in Taiwan, Ci-Xing Waldorf School, a private management of public school in Yilan County, as an example. In-depth interviews were conducted to examine the formation of parental awareness of educational choice, with the aid of questionnaire data analysis on the factors that affected parents’ educational choice. Based on the analysis of the interviews, we can divide the formation of parental awareness of educational choice into the following four periods: awareness raising period, awareness developing period, parental empowerment period and awareness differentiating period. (A)Awareness-raising period Impacted by the reflection upon parental growth and dissatisfaction with the current education, parents were awakened to realize the educational choice was their original basic choice. (B)Awareness-developing period Through family negotiation to reach children education consensus, faith in Ci-Xing Waldorf School education from trusting their teachers, and participation in Ci-Xing, parents gradually formed their education belief. (C)Awareness -empowering period From engaging in Ci-Xing Waldorf School affairs and setting up community, parents reinforced their consensus and actively sought to establish a junior high school after perceiving the importance of Waldorf education. (D)Awareness-differentiating period Under the influence of children’s self-consciousness raising, parent’s responsibilities sharing and change in social values, parents chose school system over diversifying beliefs. But thoughts turned into beliefs after years of participation in school, leading parents to content and identify with Waldorf School more.

2002年慈心華德福實驗小學以公辦民營小學在宜蘭縣創立，集結了創校者、教師、家長與宜蘭縣政府教育局各方力量的投入，才得以成就華德福教育方案由托兒所向上延伸至小學。在整個創校及爭取公辦民營的奮鬥史中，當時1999年草創初期有五位家長，願意在寄讀學籍之條件下，讓自己的子女接受小學階段的華德福教育實驗。家長們從探詢與公立學校合作的可能性，向縣府進行遊說爭取公部門的教育資源，到籌措基金成立人智學基金會辦學的種種行動中，充分體現了民主社會中家長教育選擇權的行使。本研究從參與辦學行動的五位家長中，選擇其中核心參與者，從生命史觀探究其家長教育選擇權意識之形塑歷程，即家長在何種生命經驗之促發下做出將孩子送至另類學校就讀的選擇。       本研究採德國社會學者F. Schütze發展之「敘述訪談法」採集個案口述傳記資料，並以其所提出之理論建構分析方案，進行敘述內涵意義的理解與詮釋，透過敘述文本之再建構，闡述出文本主體「邁向開展生命的實踐道路」之家長教育選擇權意識形成圖像。個體家長教育選擇權意識之形成動態歷程：符應學校教育之學習規範－抗拒囤積式學校教育結構－批判馴化式學校教育－尋求解放教育與覺醒，刻劃成長於威權戒嚴時期社會體制下，學校教育體制仍呈現高度政治化和技術化基本性格之社會個體，如何超越社會體制壓迫結構及與社會他者連結的生命融入過程，即生命主體在行使家長教育選擇權，為其下一代選擇能提供並滋養生命健康成長的教育方案之歷程中，尋獲與世界及社會他者共存共融之智慧；社會系統中所存在移植至歐洲文明的華德福教育，所形構之身心靈全人發展人類圖像，及「成人之美」之教育圖像，引領著關注社會教育體制如何改善的批判生命主體之覺醒，體察乃回歸教育本質的探究，開展內在對每個生命及人類圖像的理解與敬畏，方能朝向開展生命的理想教育實踐道路上行進。       本研究個案揭示了社會教育體制的轉化，有賴社會個體成員對教育之政治性本質及其所存在的意識形態運作之覺醒，且教育工作如未能回歸至教育專業倫理價值理性典範的探究，而僅求之於技術理性典範的追求，將難以生發形成具轉化性意義的教育改造工程。實踐另類教育之社會場域，之於意欲教育改革之社會個體而言，乃是一生命學習及增權賦能的社會學習平台，其扮演著建構轉化社會教育體制有機網絡之前線基地的角色。

本研究採用質性研究方法，以開放系統理論為架構，從組織運作的角度來探究個案學校─種籽親子實驗國民小學之日常生活和教育實踐，從而描繪出這所另類學校的學校圖像，並分析該校穩健存續的因素。本研究之研究結果如下： 一、本研究分別以「學生學習的制度」和「學校運作的制度」來描繪種籽親子實驗國民小學之學校圖像。前者包含課程學習及生活學習的各項制度，開展出師生自由自主、和諧共融的家校生活；後者敘述親師合作辦學治校，以及攸關教師成長的各項制度，開展出親師互信互賴、共同成長的家校生活。這兩個圖像共同呈現該校特殊的「家校生活」面貌：親師生皆能自在地以其本然面貌所展現的個別性，在學校共同生活。親師生和諧共融、互信互賴的基礎正在於鼓勵個人真實呈現自我的制度與文化。「家校生活」不僅意味著親師生在學校能延續著各自在家庭裡個人化的樣貌，更顯示家庭與學校之間資源互通、成員交流，學校呈現出由一個個學生家庭及教師團成員的家庭所組成的共同體。學校生活能自然融合、連結個人生活的其他面向，個別親師生因而在學校展現出一個個自主自在的完整學習個體的面貌。 二、種籽親子實驗國民小學的內部系統特性及其外部環境關係，如下數端： （一）結構系統呈現低度科層體制特性 （二）討論文化的底蘊是「支持個別差異的開放文化」與「有機體的合作文化」 （三）教師個人系統與家長、學生個人系統彼此協調而互有影響 （四）政治系統顯現個人範疇權力的運用與組織需求的轉化能解決衝突 （五）學校與地方教育主管機關互動良好但疏於經營與所在社區的關係 三、自我組織（self-organization）的組織本質是種籽親子實驗國民小學穩健存續的因素。以內部系統來看，該校的文化系統強韌並與個人系統協調，使其維持低度科層結構並得以化解組織衝突，內部系統顯現調和一致性。以學校組織的整體系統來看，該校是文化系統運作顯著的開放系統，文化系統具自主性的「調節回饋」本質，使學校形成「自我組織」，能因應內部系統與外部環境的擾動或壓力，得以穩健存續。 四、對於種籽親子實驗國民小學的建議： （一）親師生合力建構「種籽學」論述，做為自我改革學校變革的系統性基礎 （二）建立師資培育模式，踐行公共化使命 五、本研究對於國民教育的啟示： （一）朝向彈性的「自我組織」發展，學校更具創新變革能力 （二）建立有利於「自我創化教師」生成的學校環境 （三）親師生共同建構學校信念，形成「信任連結」關係為學校發展基礎 （四）以種籽親子實小的經驗看「實驗教育」的挑戰與因應 1. 「學校評鑑」方式應以協助學校發展為目的，宜更具彈性、因校制宜 2. 主管機關宜促進另類學校與一般學校深度交流或彼此成果分享 3. 種籽親子實驗國民小學的學校運作模式可為偏地小校轉型再生的參考 / This dissertation applies qualitative research method and the “open systems theory” to amplify on an alternative school picture of Seedling Experimental Elementary School, and inquiries the elements on the sustainable development of the alternative school. The results of this dissertation upon the case study on Seedling Experimental Elementary School are as follows. 1. By describing and analyzing the manners and systems of student learning and school operating, this dissertation points out that the school picture of Seedling Experimental Elementary School is home-school life of trustful coupling relationship among parents, teachers, and students. 2. The organizational characteristics of Seedling Experimental Elementary School are as below. (1) It seems as if Seedling Experimental Elementary School is a bureaucratic organization, but just at a modest rate, is not typical bureaucracy. (2) The intrinsic qualities of discussing culture are supporting individual differences and cooperation. (3) The individual systems of parents, teachers, and students are congruent. (4) Invoking individual power and transferring the need for organization can reconcile conflicts in the political system of organization. (5) Seedling Experimental Elementary School has the good relationship with the authorities, but has the aloof relationship with the local community. 3. The innate character of Seedling Experimental Elementary School is “self-organization” that can reconcile the inner systems of the school organization and embrace the challenges or stress come from outer systems. Seedling Experimental Elementary School as a self-organization can be developing steady. 4. This dissertation makes two suggestions to Seedling Experimental Elementary School. First of all, parents, teachers, and students can collectively build the “Seedling knowledge”. Secondly, Seedling Experimental Elementary School can accomplish educational mission for the public by establishing the method and program of teacher education based on “Seedling knowledge”. 5. This dissertation makes some suggestions for national education. (1) The authorities could assist schools to be “self-organization-orientated” school organizations. (2) The authorities could assist schools to cultivate teachers to be “self-creation-orientated” teachers. (3) A school principal could lead parents, teachers, and students to work up the school belief and vision, which may develop trustful coupling relationship that could be the base of school. (4) Three suggestions for experimental education: first, school evaluation for schools which are proceeding with experimental education should be flexible and expediential; secondly, the authorities can boost the communication and promote the cooperation between alternative schools and common schools; finally, the school operating model of Seedling Experimental Elementary School could be the reference and resource for the transformation of small schools in rural.