How to Promote Sustainable Development in Campus: Reflections on The Experience of TNNUA Team in Sustainable Campus Project

• Main Authors: Chen, Shing-Wei, 陳星瑋
• Other Authors: Zeng, Xu-Zheng
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/66hn6w

碩士 === 國立臺南藝術大學 === 建築藝術研究所 === 104 === With the international pursuit of “sustainable development” and the promotion of education reform, the concept of “sustainability” has come into contact with the campus in Taiwan. For more than 20 years, the Ministry of Education (MOE), R.O.C. has made schools fields of learning and education, promoting its educational policies and sustainable environmental development through projects such as the Yilan experience, New Campus Movement, Green Campus Project and the Taiwan Sustainable Campus Project, which was launched recently. Several hundreds of schools have been granted a subsidy to renovate their environment and adjust their education guidelines. The momentum of “sustainable development” has been increasing on campuses, with considerable progress in terms of environmental policies, infrastructure, curriculum and teaching, community resources, teachers and students’ participation, and so forth. However, many schools have encountered common or similar difficulties in promoting sustainable campus projects in various school years. The MOE’s promotion on Taiwan Sustainable Campus Project was launched in 2003. From 2004 to 2012, the Graduate Institute of Architecture, TNNUA has cooperated with partner schools to figure out the ways that were fit with the spirit of the sustainable school project and was high acclaimed by the MOE. The policies implemented included the combination of construction with curriculum, inter-school cooperation, vertical learning, foundation of clubs, hiring laborers and purchasing materials, and working holidays. The spirit inside those methods included learning from hands-on experiences, the elder leading the younger, the more experienced leading the less. During those processes, the attitude of staff, teachers and students was changed, and more opportunities for learning and improvement were created. In conclusion, the influences and values created by participatory environmental construction include: (1) a change in children’s learning process—from precept to environmental education, (2) the creation and increase of emotional attachments, (3) a change in teachers’ teaching attitude, (4) school environment gaining educational implications, and (5) the co-op learning effects created by synergic education. Some suggestions on implementation are elaborated in four aspects including: (1) administrative structure, (2) teaching and curriculum, (3) the ways of implementation, and (4) professional assistance.