[ 摘要 ]

這份研究是基於研究者對於「人的感興」開始的。而此人正是求學、人生路途中不斷給予我影響的父親。在「瞥見生命的驚鴻」裡我寫道自己的父親在過去教職退休以後，在一次健康檢查中罹患肝癌，我感慨於為什麼父親在教育界貢獻大半輩子了，最後的人生卻有點悲劇似的，退休後必須還要跟病魔纏鬥。因此，引發我想要為父親的教育生涯做一番紀錄。

他，身為一個「漢人校長」願意投注自己的生命，十年來蓽路藍縷，投入原住民教育上。我的父親既非原住民，卻投入在此地，為何生命能夠如此不凡，背後的意義是什麼? 回顧過去關於同樣是教育人員生命層級的研究，可以明顯看出趨勢，從客觀科學實證的觀點走向主觀的個人/群體的生命史研究。這象徵著學術界對主體的重視，個人自傳性的故事更能貼近教育人員的生命，給予他們發聲的機會，透過他們彌足珍貴的故事，我們可以重新理解個體生命事件，提供我們再反思的機會。

本研究嘗試以「生命史研究法」作為探究父親生命經驗的途徑，透過訪談、手稿、出版文件敘寫父親生命故事，在故事敘寫與詮釋理解之間，可以歸納出父親兩個生命課題，其一，教育如何成為使他「階級翻轉」（社會改造、社會流動）的力量；其二，從教育場域中改變自身，如何再藉由教育來幫助「他者」（弱勢族群、中輟生）。

透過我的第一手經驗性研究，可以理解父親的失學經驗是民國四十年代社會貧農階級所塑造的一個樣品；以及看見父親如何超越自卑，透過教育使他達社會流動，這是一個實質的案例。在順應主流社會的文憑機制之時，也能看見父親發展他對於「弱勢者教育」的社會興趣。什麼是教育工作者真正所關心的？透過該研究，傳達出一份真實力量，教育工作者在堅持理想、秉持教育愛的行動之時，儘管這是一條不易行走的道路，但您們終究是令人肯定的。



[ 英文摘要 ]

The research is base on “ human beings.” And the man who I decided to study is my father who influences me a lot, not only in my study but also in my life. My research

motive, “get a shock glimpse of the life”, is about：my father who found that he got liver cancer after retiring from the educational world. I am a little indignant why my father

has to fight with such the cancer in the last of his life , after he contributed himself to educational work more than half of his life. And therefore, I decided to do something for my father, and that is to record my father’s education career.

My father, “a Hans principal”, spent his life on aboriginal education over ten years

in the past. Although my father is not an aborigines, he invested his life in the field of education about aboriginal students. Why can his life be so unusual ? what is the

meaning of the background ? From reviewing the past studies about other teachers’ life, we can obviously find out that the trend has changed from objective science studies into the subjective individual / the life history of the groups or persons. we can see that subject is important to academic world, and the personal autobiography which is written in the form of story can easily show the educator’s life meaning.Through their precious

stories , we can understand the individual life again. And then it affords us one more opportunity to introspect myself.

This study searches for my father’s experiences with the method of “ life history’’.

By interviewing with my father, his manuscript, and some publications , the study would sum up the following two life subjects：（1）How could the education become the power to change his social class（social transformation / society mobility）;（2）Since

he changed his social class by education, how does he help “the others”（the oppressed minority group , or the drop-out student）.

Through my frist-hand experience research, it could be understood that my father was unable to go to scool is a sample which the poor peasant’s class formed in the society of the forties. And see how my father overcome the sense of inferiority , and make him reach the society mobility by education, this is a case of a essence. In the situation of valuing diploma, I can see how my father developed his social interest in

“oppressed education”. What do the educators really care about？Through this study, I want to express a true strength, that is while educators are insist the ideal and the action of educational love, they are confirmed eventually, though it’s a difficult road.