中 文 摘 要
台灣民間環保團體是台灣環境運動的產物，具有草根、自主的特質，綜觀台灣重要的環保事件，會發現民間環保團體在各事件的發展上都扮演著要角。一九九0年代起，台灣的環境運動開始與教育結合，在非正規環境教育方面，民間環保團體向來具有「為人民發聲、向地方紮根」的特色，對台灣環保思潮的推進以及民眾環境素養的形成都有舉足輕重的角色。然而，十多年來民間環境教育的蓬勃發展，仍然追不上環境破壞的腳步。台灣環境教育是不是有缺失？問題何在？身為民間環境教育工作者，研究者認為，自我的反思與批判，重新檢視民間環境教育的困境與問題，可以讓民間環境教育做的更好，民間團體環境教育的提昇，對台灣環境應有相當助益。因此，本研究以民間環保團體為研究對象，並採用批判的環境教育觀點探討台灣民間環保團體的環境教育現況與社會實踐歷程。在研究方法方面，以問卷調查法與深入訪談法進行資料蒐集，本研究共寄出120份問卷，回收53份，回收率40%。問卷回收之後以SPSS 12.0分析軟體進行量化資料分析，並將研究結果分量化及質化兩部分來探討：
在量化方面：
1. 民間環保團體的規模成長有限，且政府委託計劃的經費補助是民間環保團體最大的經濟來源，顯示「民間」團體對政府的倚賴程度不低。
2. 民間環保團體的環境教育以成人(77.4%)教育為主。但「弱勢族群」、「婦女」與「環境受害者」這三個社會中較易成為「被壓迫者」的族群並沒有受到特別的注意。
3. 民間環保團體的最關切的環境問題由「環境污染」相關問題，轉向對「環境政策」的檢討。而「社區環境問題」居第五位，應與近年「社區營造」觀念受重視有關，且對民眾的「增能」有實際助益。「環境正義」與「環境倫理」是環保團體所關心的環境問題中較為弱勢的項目，這一點與鄰避設施(核廢料問題)排名落後的現象相呼應。
4. 從民間環保團體最關切的環境議題（環境政策）與主要採用的教學策略（室內演講與戶外教育）來看，民間團體在環境教育目標與策略運用方面有不一致性的隱憂
5. 民間團體環境教育欠缺對全球環境問題的關注及系統性思維，此乃台灣民間環境教育之不足。
在質化方面：
1. 民間環保團體目前仍易循「知識—態度—行為」的線性行為理論邏輯為其環境教育發展的基礎理念。
2. 環境教育應發生在實際的社會實踐中，才能真正培養出參與者的民主與環境政治素養與行動技能。而批判的環境教育精神、理念與策略也較有可能在該情境下彰顯。
3. 民主意識與環境意識是兩個相互影響的因子，也是批判的環境教育得以發生的基礎。
4. 在集體參與的行動中，民間環保團體應適度扮演著中介的角色，而非越殂代庖式的主導，才能協助參與的民眾增能。
5. 民間環保團體本身透過與民眾在參與環境議題的過程中，與其他參與者的對話，進行自我價值澄清。
6. 有些民間環保團體在與地方社區長期互動之下，會將台灣地方性的環境議題與國際的社會結構、全球化現象進行扣合，從發展出宏觀，真正能有益於在地的課程。
7. 民眾的能力是在長期參與集體行動中，認清並解構「權力結構」。而在議題參與過程中，民眾可能因為長期的環境關懷而增能，環境工作者(即環境教育的提供者)本身也在環境行動中不斷與學習者、與自己產生對話與互動，反思與價值澄清，在這個過程中增能，並且幫助自己從社會既定的角色與壓力中解放，重新詮釋生命的意義。
關鍵詞：環境教育、批判教育、增能、民間團體

Abstract
The target of this research is non-governmental environmental organizations in Taiwan. I have employed a critical environmental education frame of reference to probe into the current status of environmental education in Taiwan and how critical environmental education could be put into practice in society. Research methods involved collecting information through a mailing survey and in-depth interviews. Out of a total of 120 questionnaires sent out, 53 were sent back for a response rate of 40%. Data from returned surveys were entered into SPSS 12.0 analysis software for quantitative analysis. Research results are discussed under the two methods of quantitative and qualitative analysis as summarized below:
Quantitative analysis:
6. Environmental NGOs in Taiwan have not grown much over the past 7 years. Financial support from government-sponsored projects is the largest source of funding for environmental NGOs, showing that “non-governmental” groups rely on government assistance to a considerable degree.
7. The target group of environmental education efforts by civic environmental organizations is primarily adults (77.4%). Three social groups that are comparatively more likely to suffer oppression – disadvantaged minority groups, women, and victims of environmental degradation – do not receive special attention in environmental education efforts.
8. The most pressing environmental problem as seen by environmental NGOs has shifted from environmental pollution to review of environmental policy. Community environmental problems is rated as fifth most pressing issue, most likely influenced by emphasis on the concept of community building in recent years. This has led to practical benefits in the area of to citizen empowerment. Environmental justice and environmental ethics were topics of comparatively less concern by environmental groups. This is also apparent in the low ranking of NIMBY facilities (such as nuclear waste) on the list of environmental concerns.
9. With environmental policy as the item of greatest concern for most environmental groups, and indoor lectures and outdoor education as the major education strategies adopted today, civic groups show inconsistencies in their EE goals and their educational strategies.
10. Evironmental NGOs lack concern or systematic thinking about global environmental problems.
Qualitative analysis:
8. Environmental NGOs in Taiwan currently still follow linear behaviorism (knowledge àstance? àaction) as their basis for developing environmental education strategies and programs..
9. Only through manifestation in actual social practices is environmental education able to genuinely cultivate a participatory democracy, environmental politics and effective action. In turn, the essence, concept and strategies of critical environmental education are more likely to be able to manifest themselves under such circumstances.
10. Democracy awareness and environmental awareness influence each other; this is the foundation of critical environmental education.
11. In collective actions, environmental NGOs should play an intermediary role to an appropriate extent, rather than attempting to lead in areas that are better suited to other groups. Only by playing an appropriate role will environmental groups be able to facilitate participatory citizen empowerment.
12. The extent to which citizens are empowered can be clearly seen through long-term participation and collective action in environmental issues.
13. Environmental NGOs themselves continually undergo a process of values clarification when participating in environmental issues with other citizens, and through dialogue with other participants.
14. After experiencing long-term interaction with local communities, some non-governmental environmental organizations link Taiwan’s local environmental issues with international social structures and globalization, and have found a holistic framework can be useful in the development of local curriculums
15. While participating in issues, citizens may become empowered through long-term concern for the environment. Those contributing to environmental education) are continually together with learners during environmental actions, allowing them to engage in dialogue and interaction with others. This provides opportunities for introspection and values clarification and can lead to further empowerment. This in turn helps them to liberate themselves from social pressures and their fixed role in society, and to open up to a renewed interpretation of the meaning of life.
Keywords:
Environmental Education
Critical Pedagogy
Empowerment
Non-governmental organizations

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