作者

　　林季怡(Chi-I Lin)

關鍵字

　　Ecocriticism; environmental education; pedagogy; sustainability; Shakespeare.

摘要

　　This study reports a one group intervention design using drama and a place-based ecocritical approach to promote university students’ environmental consciousness and biocentric thought, and offers educators a step-by-step classroom practice which engages students in exploring changing conceptions of nature as exemplified in the early modern socio-ecological ideology reflected by Shakespeare’s play texts. A series of drama activities focusing on the thematic topic of nature is arranged for the course entitled: “Approaching Shakespeare: On page and on stage”. Fifty university students, enrolled in this general education course in the academic year of 2015, participated in this investigation. Three major class session designs are introduced: (1) textual interpretation of two crucial scenes excerpted from the plays King Lear and The Tempest; (2) drama game and role-play; and (3) fieldwork in the local community. Empirical evidence is collected from students’ classroom discussion, group presentation using photo-images, and a final written report on their personal notions and reflections about the modern wilderness and landscape. Data collected from classroom observations and discourse analysis of students’ perceptions revealed: (1) the community-based ecocritical approach is effective in fostering the critical thinking which empowers students to take action and responsibility regarding environmental issues; and (2) drama activity deepens students’ observation of human intervention and evokes the perception of the lifeworld as relationships. This study concludes that a post positivist ecocritical pedagogy fosters a biocentric worldview and cultivates a culture of care for the environment.

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