Research on development of seedling experimental elementary school: becoming a democratic school by parents, teachers and students

台灣另類教育除了是體制教育外的選擇，也是教育民主化的象徵。2014年「實驗教育三法」通過後，新創實驗團體和學校如雨後春筍。新創實驗學校急需現已穩定發展的體制外學校之辦學經驗，來協助面對創校的挑戰。同時，近年來面臨生源問題而選擇轉型成實驗學校的郊區學校，也需要有別於體制學校的辦學經驗。因此，對另類學校進行辦學經驗的整理，實有其研究價值與意義。本研究的目的包括：一、通過收集與整理另類教育相關研究文獻，逐步梳理另類教育的發展歷史脈絡。二、通過彙整台灣實驗三法後實驗學校的成立與發展資料，建構實驗學校的最新圖像。三、對一所實驗學校進行自創辦至今的發展研究，建構實驗學校發展歷程圖像。從詞義來看，本研究的主要概念實際上指向一組意義相近的詞彙，包括「另類教育」、「實驗教育」、「民主教育」、「開放教育」等。其中，「另類教育」可算是具批判、反思和創化意涵的哲學代名詞；而「實驗教育」則是非主流體制外學校的歷史代名詞。台灣另類學校的最新發展顯示體制教育對多元的壓迫，導致民間紛紛選擇跳脫宰制的主流意識型態而創立多元的另類學校。另外，本研究對種籽實小的研究結果顯示，種籽的創辦是創校家長「意識覺醒」的行為表現。面對體制教育的壓迫，創校家長選擇另行開創「民主」與「自主」的教育空間，建構一所親師生的民主學校。通過分析種籽實小創辦與發展歷程，本研究發現台灣的民主實驗學校發展歷程可化約為四個階段：解放期、初步建設期、矛盾與開拓期、以及教師團自主期。最後，本研究嘗試說明種籽實小從創辦至今，本質上是處於一種動態性平衡（dynamics equilibrium）的學校。Alternative education in Taiwan is not only choice against main-stream education system, but also a symbol for democracy of education. New experimental education groups and schools sprang up like mushrooms after three experimental-education related acts were passed in 2014. These new experimental schools urged for experience of running school from well-established non-mainstream schools to overcome their challenges. Meanwhile, rural schools which lack in source of students are transforming towards experimental schools and urging for experience which is different from main-stream schools. Thus, it is significant to study on the experience of alternative schools. The purposes of this study are: 1. To draw the development context of “alternative education” through literature review. 2. To draw the latest picture of development of experimental schools in Taiwan. 3. To construct a development picture of an experimental schools since its establishment. The core idea of this study is a group of terms with similar meaning such as “alternative education”, “experimental education”, “democratic education”, “open education” and others. “Alternative education” is a philosophical pronoun with critical, reflective and creative connotation while “experimental education” is a historical pronoun for non-main-stream school. The latest picture for alternative schools in Taiwan explicated oppression faced by pluralism thereafter people tried to escape from dominated ideologies by founding diversified alternative schools. Besides, the study on Seedling Experimental Elementary School explicated its establishment was an awakening action by parents. They chose to create democracy and free educational space against the oppression of main stream education system. The study on the development of Seedling School showed that the process of development for democratic school in Taiwan might include 4 phases: liberation, initial development, conflicts and grow, and lastly autonomous. Finally, this study attempted to illustrate Seedling School as a dynamics equilibrium school since its establishment