真知，才能相助

Truly know, to help each other

藉著在第一線「實踐」，我們變得更像薛西弗斯，能夠從存在的荒謬性，企圖去理解社會的不平等與困境的成因。藉著「實踐」的哲學，教師成為一個陌生人，可以去質疑那定義整個世界的結構，努力的從無知走向真知之途。

By "practicing" on the front line, we become more like Sisyphus, able to look at the absurdity of existence and attempt to understand the causes of social inequalities and dilemmas. Through the philosophy of "practice," the teacher becomes a stranger who can question the structures that define the world as a whole, striving to move from ignorance to true knowledge.

文章主題：弱勢教育、社區關懷
關鍵字：參與式行動研究、教育剝奪、關懷關係

Article Topic: Disadvantaged Education, Community Care
Key Words: participatory action research, educational deprivation, caring relationships

論文摘要

顧瑜君、廖千惠、石佳儀、蘇素珍〈真知，才能相助〉一文發表於2014年10月，《課程與教學季刊》，第十七卷四期，頁25-48。

本文以教學敘事的方式，呈現一個非學校型態教學現場的實踐歷程。此研究以行動研究方式進行，研究者「我」在一個非學校型態場域「五味屋」，以參與式觀察的方式進行探究：從實際的行動策略中探究如何理解與幫助弱勢學習者。

五味屋是社區弱勢孩子的聚集地，作為教育工作者的研究者與工作團隊並沒有企圖要改變這些孩子，只是想「向孩子學習」──理解他們所處的貧窮與教育剝奪的真實處境。在彼此「共舞」的過程中，研究者以 Maxine Greene提出的「教師即陌生人」之概念為理論依據，以微觀的角度解析教育工作者專業發展的可能性，試圖找出實踐此抽象概念的具體模式。

最後，研究者的「心靈的眼睛與耳朵」因受孩子感動和改變而開啟，發展出「看見」的能力，看懂和聽見他們的生命需要。不但造就陪伴弱勢者的深度與價值，也深刻理解到「真知，才能相助」的道理。

Abstracts of Essays

The article "True knowledge can only help each other" was published in Curriculum and Instruction Quarterly, Vol. 17, No. 4, pp. 25-48, October 2014 by Yujun Gu, Chien-Huei Liao, Chia-Yi Shih, and Su Su-Jin.

This article presents the practice of a non-school type of teaching in a narrative way. The research was conducted as an action research study in which the researcher, "I," conducted participant observation in a non-school setting, "Five Flavors House," to explore how to understand and help disadvantaged learners through practical action strategies.

The researcher and team, as educators, did not seek to change these children, but rather to "learn from them" - to understand the realities of poverty and educational deprivation in which they find themselves. In the process of "dancing" with each other, the researcher used Maxine Greene's concept of "teacher as stranger" as a theoretical basis to analyze the possibilities of educators' professional development from a microscopic perspective, trying to find a concrete model to put this abstract concept into practice.

Finally, the researcher's "eyes and ears of the heart" are opened by the children's touch and change, developing the ability to "see", to see and hear their needs in life. This not only creates the depth and value of companionship with the disadvantaged, but also a deep understanding of the truth that "only through true knowledge can we help each other".

給教育工作者的話

Maxine Greene（2005）說：「教師即陌生人」。她提醒做為孩子陪伴者的大人們（教師），以「返家者」的角色，看待過去習慣的環境，挑戰既有的、習以為常的信念。《Teacher as stranger》這本書的目的，就是要讓好為人師、自詡為助人者的大人們，能夠正視自己。如果教師同意讓自己在體系中被淹沒，如果我們甘心讓別人的觀點來主宰自己，就是放棄自己「觀看、理解與表達」的自由。但是反過來說，如果我們能夠採取有如「返家者」的觀點，縱使面對著習以為常的事情，卻能創造出一種新的觀點。這種教學和陪伴才有可能會變成一種人性的規劃，向著孩子們（學生）及整個世界開啟。

A Message to Educators

Maxine Greene (2005) says, "Teachers are strangers. She reminds adults (teachers) who accompany children to take on the role of "homecomers," to look at the environment they have become accustomed to, and to challenge established, commonly held beliefs. The purpose of the book, Teacher as Stranger, is to enable adults who are good teachers and self-proclaimed helpers to look at themselves. If teachers agree to allow themselves to be submerged in the system, if we willingly allow others' perspectives to dominate us, we are giving up our freedom to "see, understand, and express" ourselves. But conversely, if we can adopt the perspective of a "homecomer," we can create a new perspective even when faced with the usual. This kind of teaching and companionship can become a humanistic plan that opens up to the children (students) and the world at large.

給教育研究者的話

在田野現場做參與式行動研究時，如何能「透過行動中的探究讓現場的發展有充分的主導性、流動更多的訊息，同時亦不帶給當事人『這是研究』的突兀感」？這篇論文寫出研究者累積多年的經驗，特別是在「二、研究方法」這一大段中，說明極為詳盡。

A Message to Educational Researchers

When doing participatory action research in the field, how can "the inquiry in action allow the development of the field to be fully directed and more information to flow, without giving the participants the abrupt feeling that this is research"? This paper presents the accumulated experience of the researcher, especially in the paragraph "Research Methodology", which is extremely detailed.