|
══════════════════【立報】═══════════════════ |
| 教 育 專 題 深 入 報 導《2005-01-14》 |
| 本期內容 | |
| ◎ 2005國際專題：傷痛過後，還能多做些什麼？ | |
| ◎ 台灣立報徵文啟事 | |
| 2005國際專題：傷痛過後，還能多做些什麼？ | |
| 策劃、編譯■成怡夏 | |
|
編者的話：放置傷痛者的影像，非企圖尋求視覺刺激，而是期望站穩教育立足點，提醒迫切尋求理解的閱讀者，讓自己好好扮演幫助孩子理解南亞大海嘯，並獲得心靈平靜的重要角色。 在每場悲劇發生後，老師總會成為學生想要尋求解惑的對象。 上週三中午，一名英國的中學老師要求七年級歷史課上的學生低下頭、閉起眼睛，為受到南亞大海嘯影響的人們默哀3分鐘。3分鐘後，老師溫柔地把學生從沉思中喚醒，讓他們回到課堂上。她說：「911事件發生時，整個學校都期待歷史老師站出來為孩子解答疑問，當時所有的課程都暫時中止，大家一起告訴孩子到底發生了什麼事情；海嘯發生時，地理老師成為眾所矚目的焦點，學生們想要知道災難究竟是在哪裡發生、怎樣發生，並如何影響陸地和當地的觀光。孩子們都很聰明，他們知道該如何理解事情。」 不過對那些災區的人來說，家園殘破並非他們的選擇。在受創最嚴重的印尼亞齊省，據報導有1千名老師失蹤，50％的學校遭到破壞，還有14萬小學生和2萬中學生沒有地方上學。斯里蘭卡當局則表示，該國有112所學校受到毀壞或波及，另有244所學校被設為災民的暫時收容所。至於在馬爾地夫島上，有數百間學校受到海嘯的破壞，現在只剩下斷垣殘壁，所有的課桌椅、設備和書本都蕩然無存。 「救救斯里蘭卡的孩子」這個公益組織的課程主任Priya Coomaraswamy表示：「學校在幫助孩子從這個悲劇走出來的過程中，扮演了重要的角色，其重要性不能被低估。孩子對發生的事情感到身心交瘁、極為震驚，失去了家園、朋友和家庭對他們產生了巨大的衝擊，在這段混亂又充滿危機的時刻，應該儘快地讓他們回到生活常軌中。」 聯合國兒童基金會把讓孩子回到學校列為第一優先順位，把這件事當成讓孩子恢復常態生活的一種方式，從那裡得到社群的心理支持。他們到處分散「學校箱」（school-in-a-box）給災區學校，裡面的文具與補給品可供一名老師和80名學生使用。 在英國的教室內，老師們也面對艱鉅的課題。牛津搜荒救濟委員會表示，他們收到數十通老師打來的電話，詢問該如何答覆學生的問題。其發展教育部經理葛盧塞爾表示：「對孩童來說，有機會去談論這場可怕的災難是很重要的；同樣重要的是，讓他們了解，日復一日，貧窮如何破壞了人們的生活，不只是亞洲，這是遍及全球的問題。」牛津餓饉救濟委員會準備了備課資料供老師索取。 公民基金會則提供課程資料供公民課程索取，這項課程目前被英國列為16歲以前的學生的必修課程。他們的資料主要提供海嘯規模以及災難相關議題等資訊，以幫助學校設計課程，他們說：「學校義不容辭應提出世界公民的觀念，讓孩子體會到自己是地球村的成員之一。這場災難重創了印度洋沿岸的國家，公民老師可以帶領學生去理解這事件背後的世界公民責任，否則學生會以為這件事情沒有發生過。這是個難能可貴的機會。」 另外，Giving Nation這個團體也發展出課程，從討論海嘯後的貸款救濟到個人可以做些什麼，幫助老師教導學生理解國際社會對這場災難的回應。透過這些課程和新聞，督促學生參與其中，捐款表示關懷。（資料來源╱英國衛報） Polly Curtis reports on how schools in this country and the disaster zone itself are playing a vital part in helping children come to terms with the aftermath of the Indian Ocean tsunami On Wednesday at noon Becky Pringle asked her year 7 history class to put their heads down on their desks, close their eyes and think about the people affected by the Boxing Day tsunami in the Indian Ocean. The class in the normally bustling north London girls' school was unnaturally still for the whole of the three-minute silence to respect and remember the dead. At 12.03 Ms Pringle had to gently rouse them from their private thoughts to get back to the lesson. "When September 11 happened the whole school looked towards the history teachers. Lessons stopped and we taught what was going on in the news," she says. "With the tsunami the geography department has taken the lead. They want to know where the disaster happened, how it happened and the effects on the land and tourism. Kids are smart. They know where to find things out." After any tragedy schools become a focus for pupils' questions. But for pupils in the affected region whose lives have been destroyed, this is not an option. In the worst affected region of Aceh in Indonesia, officials report that 1,000 teachers are missing and 50% of schools have been destroyed, leaving 140,000 elementary and 20,000 junior-high students with nowhere to study. The Sri Lankan authorities report that 112 schools were damaged or destroyed; another 244 schools are being used as temporary shelter by refugees. Meanwhile, hundreds of schools in the Maldive islands were damaged by the tsunami or are now only debris. Furniture, equipment and books have been completely washed away. Priya Coomaraswamy, programme manager of Save the Children in Sri Lanka said: "Schools will play a critical role in helping children move on from the tragedy they have all faced and their importance cannot be underestimated in situations like this. Children have been devastated by what has happened. Losing their homes, friends and families has had a huge impact on them and during this time of confusion and crisis, it is essential for children to be able to return to some form of routine in their lives as quickly as possible." Unicef have made it a priority to get pupils back to school, as a way of providing some sort of normality for them, and the psychological support that a community brings with it. They are distributing "school-in-a-box" packages to the affected areas containing supplies and materials for a teacher and 80 pupils. Inside British classrooms teachers are facing difficult questions. Oxfam say they have received dozens of calls from teachers asking for advice on how to respond to issues raised by inquiring minds. Ange Grunsell, Oxfam's development education manager says: "It is important that young people are given the chance to talk about this dreadful disaster. But it is also important that they understand that poverty destroys the lives and livelihoods of people not just in Asia but around the world day after day." Oxfam has now produced some materials to help teachers plan classes. The Citizenship Foundation, which provides materials for use in citizenship classes, which are now compulsory up to the age of 16, is circulating information to schools on how to adapt its materials to structure classes around the issue of disasters on the scale of the tsunami. With it they have added a statement reading: "It is incumbent upon schools to raise the notion of global citizenship in such a way that pupils can feel a part of the 'global village'. "The disaster that has struck the nations that rim the Indian Ocean clearly has been reported in such a manner that it opens the way for citizenship teachers to explore this notion and feel secure that pupils will have a sense of understanding that perhaps would not have been apparent had this disaster not happened. It provides an opportunity to engage pupils in such a way that they may feel closer to the notion than ever before." Meanwhile the Giving Nation has devised a lesson plan which helps teachers debate the international response to the disaster from the debates over debt relief to how individual pupils can help. Because learning about the disasters, in the news and in the classroom, is prompting pupils to get involved to raise money to help the affected areas. Yesterday, the International Baccalaureate Organisation announced a ￡2m fundraising appeal to help rebuild schools wiped out by the waves. Around 200,000 pupils around the world do the IB, including those at 58 schools in the affected country. None were damaged but the pupils there want to help rebuild those on the coast that were. Pupils who do the IB have to do some voluntary community work. Around the world IB students, and others, will be fundraising. But pupils at ordinary schools are doing the same. According to messages posted on the BBC's Newsround website, pupils are organizing sponsored fasts and "stay-awakes", walks and sales at their schools. Sumaiyah, aged 10, from Leicester writes: "It's really shocking that this can happen in such a beautiful ?place. I've given ￡11. I make beautiful clay roses and sell them. Then the money goes to the tsunami disaster appeal." Emily, 14, from Salisbury adds: "I've just been studying about tsunami's in my GCSE geography lessons and this disaster has really hit home for me. I just pray and hope that the world will come together and help everyone pull through." 神啊！為什麼降下大災難？ 目前因海嘯死亡的人數已經攀升到15萬人以上，整個美國都在對付這場心靈餘震。這場以史詩規模造成的死亡與殘破，觸動了無數人的內心，追究這個集合大水、斷垣殘壁和一個個不被說出的痛苦故事的事件，其內在意義究竟何在？ 要找到這個哲學問題「為什麼會發生這樣的事情？」的答案，幾乎就像在那個遙遠的地方被海水沖刷後，要找到生還者一樣困難。許多人感覺上帝的心意隱藏許久，如今下定決心揭露祂自己的意思。住在南佛羅里達州的正統猶太教徒艾倫‧郭德寶這麼說：「我不認為我們有必要得到答案，不過我們確實得到一些方向，這對我來說是個行動召喚。」其它的信徒也意識到類似的使命，全國155個猶太人聯盟募得超過3百萬美元的海嘯救助金。天主教的救援服務機構也收集了超過1千4百萬美元，而他們的終極目標是2千5百萬美元。美國回教組織則捐給災區1千萬美元。 在信仰團體內部，所有努力都伴隨著「在這場災難中上帝扮演的角色」這個話題的熱烈討論，英國坎特伯里樞機主教威廉斯上週日在報紙上，以〈當然，這讓我們懷疑上帝的存在〉為題發表專欄文章。雪梨聖公會主教傑森則說這場大禍是「上帝的警告」。雅加達郵報中，回教徒爭論說，海嘯很可能是上帝所傳遞的訊息。宗教網站Beliefnet.com也從不同的角度討論。其中之一是由納粹大屠殺的受害者所發起的「如何和孩童談論這場災難？」，他說：「我信仰太陽，即使它沒有照耀大地；我信仰愛，即使在感覺不到時；我信仰上帝，即使它保持沉默。」 與捐款同時進行的，是宗教領袖持續指導信徒尋求「更高目的」。北美伊斯蘭教法律協調會主席穆山米爾‧西迪奇說，海嘯是上帝用來改變並讓人類變得更好的工具，「我們把這個視為上帝對我們的考驗，看我們如何對那些受苦的貧窮人們回應，」他說：「除了上帝的旨意之外，這世上所發生的事情都無所謂好壞，其終極目標是要讓我們更加的謙卑、實際、同情、博愛，並且提醒我們，我們不可能活在忽略彼此的生活中。」 另一群人則較不傾向把海嘯看成是上帝的作為。位在馬利蘭州布蘭德立山的基督長老教會牧師安德魯認為，上帝創造了自然界，並按照一定的法則運作，這裡面並沒有所謂的神性的干預；不過上帝仍然可以透過毀壞創造好的事物。她的教會即將參與一個遭海嘯吞沒的村莊的重建工作，她說：「海嘯發生前我們不會這麼做，但現在我們會從靈性上和物質上重建關係，這不是件壞事。」（資料來源╱基督教科學箴言報） 衛星探測海底微波 建立預警機制 【中央社訊】4個不同國家、環繞地球運行的人造衛星，傳回海嘯期間紀錄與拍攝的資料，有助於美國國家海洋暨大氣總署的科學家針對海底微波進行研究，在未來建立海嘯預警機制。 雖然海嘯高度在岸邊高達數十英呎，但它在海底卻往往是難以辨識的微波。科學家發現，在印尼大地震引發海嘯後兩小時，海底波長只有60公分。再過1小時又15分鐘，海底波長僅剩41公分。在8小時之後，波長僅剩5到10公分，雖然在孟加拉灣的部份區域波長仍有25公分。 印度洋深層地震使海底板塊和大量海水位移，造成海嘯，波浪由震央向四週擴散直達海岸。海嘯不同於一般海洋表面的波浪，它深達海底板塊，導致波浪抵達岸邊時，往往有數十呎的高度。加州巴沙迪納噴射推進實驗室科學家指出，這些觀察資料對海嘯的觀察極為重要，有助於建立海嘯模型和預警機制。 自然低科技解決海嘯法：紅樹林 【編譯成怡夏整理報導】正當許多國家在討論印度洋海嘯早期預警系統的計畫，環境科學家則指出一個可以讓災難減到最小、且相當自然又經濟的方式：種植紅樹林。上個月，沿海種植的樹林和灌木拯救了印度地區數百條生命，保護當地村落免於直接受到波浪的攻擊。據悉，若進一步植樹，未來若發生類似的事件，則可以挽救上千條生命。 紅樹林是村落與波濤洶湧的大海之間的天然屏障，未來可以在國際努力建立預警系統和找出撤退程序時，作為一種可靠的緩衝力量。據了解，在印度災區的泰米爾納都省一個漁村村落有172個家庭免於海嘯之難，只因為沿岸種了繁茂密集的樹林；另有3個村落也因沿岸種植這種水生植物，受到災害降到最低。這是因為儘管海嘯會毀壞紅樹林的第一層，但其力道卻也因此大大地被削弱。 過去70年間，一向在河口地區特別繁茂的紅樹林遭到大量的砍伐，被印度的村民當成燃料或是飼料使用，這些乾涸的地區吸收了海水後，土壤加速鹽化，植被也遭到破壞。為改善這個問題，印度政府自1990年代起就在東印度海岸地區，致力於把海水導引出去、並引入新鮮的淡水的工程，然而至今仍成效有限。環境科學家期望在大海嘯後，海岸線的植被問題可以真正受到重視。（資料來源╱基督教科學箴言報） |
|
| （回目錄） | |
| 台灣立報徵文啟事 | |
|
本報誠徵閱讀經驗分享，歡迎教師、家長及學生分享經驗，題材包括如何推動學生閱讀、啟發學生閱讀興趣、學生閱讀心得或小書評，文長500～1500字皆可，投至fiveguys@ms19.hinet.net，凡經採用，敬奉薄酬。 |
|
| （回目錄） | |
|
參觀立報： |
http://www.lihpao.com |
|
寫信給小編 e-mail： |
fiveguys@ms19.hinet.net |
|
立報地址： |
台北縣新店市復興路43號一樓 |