[ 摘要 ]

原住民是大地的孩子，部落世代居處自然生態環境中，累積豐富且深厚的傳統生態知識系統，並透過部落文化脈絡中獨特的建構與傳承機制代代相傳。本研究以質性研究生命史研究法，藉由開放式、半開放式訪談、文件蒐集分析與參與觀察方式，回顧台東排灣族拉勞蘭部落之作家與文化工作者－亞榮隆‧撒可努之生命史，描繪出傳統生態知識建構與傳承的機制，而該機制包括內涵與要素兩部分：內涵具有「動植物與土地在地知識」、「土地資源管理系統」、「社會制度」與「宇宙觀」四個階層，並且透過個人日常生活中不同場域、社會網絡、途徑三要素進行建構與傳承。

傳統生態知識學習的內涵，因應社會環境變遷，由捕魚、農耕、狩獵等技巧及動、植物生態知識的學習，轉變為以精神層面為主的祭儀、禱詞、禁忌與尊重自然生態倫理的概念。傳承的要素：場域方面，由部落傳統生活領域跨越區域限制；社會網絡，則從家族、部落成員擴展至其他部落成員或社會大眾；傳承途徑則由聽講為主的口傳學習，轉變為文字著作、設立獵人學校等方式。至於影響撒可努傳統生態知識建構與傳承的因素，阻礙的因素可歸納為「部落社會結構與文化脈絡的改變」、「外來政權的支配」、「外來宗教的進入」、「文明物質的衝擊」、「主流教育的影響」、「教導者的消逝」、「傳遞者教導方式的不適當」七項；促進的因素方面則是「回復傳統民族意識的精神」、「生活領域的擴大與資訊交流方便」、「個人使命感」三項。

透過瞭解撒可努傳統生態知識建構與傳承機制的過去與現在，以及影響因素的探究，研究者提出部落成員未來進行傳統生態知識傳承上的建議：將傳統生態知識之傳承教育生活化、整合部落各社團組織資源，建構部落資料庫、將傳統生態知識傳承機制發展成部落特色生態旅遊或課程。

[ 英文摘要 ]

This research is a qualitative study using open and semi-opened interviews, data collections, and participated observations centered on a life history of Sakinu, a famous aboriginal writer and cultural worker from Paiwan tribe. By retracing Sakinu’s life history, the mechanism in construction of traditional ecological knowledge (TEK) and its transmission process are depicted. The mechanism can be discussed in two major aspects, the contents and the factors. The contents reflect from four dimensions: knowledge of indigenous animals and plants, land resources management system, social institutions, and world view. Furthermore, these four dimensions are constructed in daily life and passed through three main factors, which are different settings, social networks, and approaches.

The transformation and innovation occur not only in contents of TEK, but also in factors of mechanism in construction of TEK. The factors expanded from the scope of tribal traditional territory into beyond the original region and culture. The obstructive aspects of Sakinu’s TEK construction and transmission are alternation of tribal social structure and cultural context, the dominance of western political power, the invasion of western religions, the confrontation with material civilization, the effect of mainstream education, the loss of instructors, and the improper teaching ways. On the other hand, the promotive aspects are the awakening of traditional ethnic consciousness, the enlargement of living territory and information exchange, and the realization of personal responsibility.

Through the comprehension of Sakinu’s TEK construction and transmission mechanism in the past and present and the study on its affecting factors, the researcher suggests the tribal members to educate the TEK in daily life, to integrate resourse of all associations in the tribe, to establish tribal data base, and to use TEK as eco-curriculums of ecotourism in the near future.