年輕世代的實驗教育課程新思維：臺灣「青（少）年蒲公英族」社會現象的浮現與教育啟示 New Perspectives on the Curriculum of Experimental Education for New Generation: The Emerging of the Social Phenomenon of 'Youth Precariat' in Taiwan and Its Implications for Education

隨著社會不斷變遷，學校教育必須隨之調整，方能保有動能與新意。相較於傳統學校教育體制，實驗教育因較富多元性與彈性，故更能創新課程。受到全球化以及新自由主義氛圍的影響，現今社會已產生新樣貌，臺灣實驗教育的辦理，勢必要與之脈動。據此，本研究旨在探討面對此新型社會與年輕世代時，未來推動實驗教育之課程新思維。首先，本研究認為臺灣社會中的「青（少）年蒲公英族」已儼然成形；再者，面對這群學業、經濟、社會與文化等方面皆處於漂流狀態的年輕世代，未來實驗教育課程的設計需有如下思維：讓學生學會與「不穩定」相處、學會「失去」、學會「說重點」及學會「找亮點」。如此或能幫助這群臺灣「青（少）年蒲公英族」，提升競爭力與適應力。 Along with the changing of the society, educational system should adjust itself accordingly in order to keep the momentum and creativity. Compared with traditional education, experimental education, known for the traits of diversity and fl exibility, can be more suitable to reinvent the curriculum. The society, nowadays, influenced by the atmosphere of globalization and neoliberalism, has been changed, so the implementation of experimental education should be adjusted simultaneously. To this end, this article aimed to illustrate some new perspectives on how to design the curriculum of experimental education to deal with the given society as well as the new generation. First, the article asserted that the “youth precariat” in the Taiwanese society has emerged. Second, for the new generation which has been drifting academically, economically, socially, culturally, and living a unstable life, the design of the curriculum of experimental education in the future should include: teach students how to get along with “being unstable,” how to “lose,” how to “pinpoint,” and how to “be spotlighted”. By doing so, the competitiveness and adjustability of the group of youth precariat in Taiwan, to so extent, could be enhanced.