The study in the traditional culture of Bunun for adapting to ethnic education in the primary school

• Main Authors: Mai-Lang Su, 蘇美琅
• Other Authors: Tian-Ming Shiu
• Format: Others
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/93695456504473218233

博士 === 國立東華大學 === 課程設計與潛能開發學系 === 103 === Abstract This research develops from two phases of study. The first phase analyzes how the Bunun children (before age 15, or the coming-of-age ceremony) learn, how the children are reared, how “children” is defined, and outlines the traditional culture of the Bunun. The second phase, based on the findings of the former part, establishes a course structure for the ethnic education of the Bunun in the primary school. Archival research and individual interviews constitute the first phase of this research. The major findings through the analysis are: 1.From the presence of children in stories, songs, and rites, the study observes the age range of children, the learning process, the features of child rearing, and thus defines the concept of “Bunun children.” 2.The Bunun learn from observing, imitating, active exploring, and then they develop innovatively. 3.The person who works for the Bunun society is evaluated through social judgment, and capability oriented; meanwhile the one is eager to achieve collective interests, be generous to the people, and leads the group to strengthen in union with balance. 4.“Nurturing morality” is the core of the Bunun education. Songs nurture the morality of harmony; rites nurture the morality of piety and reservation, and hunting nurtures the morality of cohesion and sharing, and universal spirituality nurtures the morality of treasuring the nature. Morality is not conveyed through disciplines or teaching but the process of nurturing. Based on the above findings, the research designs a draft of the course structure for the ethnic education of the Bunun in the primary school. Through three meetings of focused groups, the revised draft outlines: 1.The research summarizes eight cultural concepts: the worldview of the Bunun, the humanity of the Bunun, the social structure, the family ethics, the nurturing of morality, the simplicity of life, migration and history, labor and physical strengths etcetera. These are the foundations of the course structure. 2.The course structure for the ethnic education of the Bunun offers learning goals for students, a reference for the course design of teachers. The overall structure of the ethnic education emphasizes the subjectivity of the Bunun. Finally, the research provides suggestions for the education administration, the key schools of the indigenous peoples, and future research.