森林小學作為一個台灣非國家控制的新學校型態開創者，台灣第一所以人本教育為宗旨、以批判體制為精神的非體制學校，學校的成立本身就隱含著一種對抗型態的意涵，在個體的層次上，教師基於不同的個人生命歷程，又檢視著自我對教師角色與教育本質的體認，呈顯著不斷游移、變動的位置與狀態。 雖然傳遞著「學校作為國家所控制的一種意識型態，將學生社會化於主流社會，社會因此透過教育而再製。」但在森林小學的教師，沒有國家機器所掌握的師範體系培訓特定的心態、知識與技術下，森林小學教師培訓教育的課程安排與實施方式上出現許多變化，準老師因而擁有完全不同的「習性」，不僅表現出來的外在教師形象不同以往，其教學實踐的概念與作法也較為開放與創新。 隨著社會價值的改變，森林小學教師會依據不同的情境脈絡採取不同的詮釋、策略與行動，累積資本對已有的教師規範做修正與改變。教師必須不斷以本身認知過程中所建立的「習性」，與外在有形、無形的規範進行對話，在日常生活的行動中持續建構自身對「森林小學教師」意涵的認知與解釋，並且以之作為自我行動的檢覈標準。教師本身對「森林小學教師」概念的認知、解釋與相應的行動，並無固定不變的面貌，其所呈現於外在的現象與作為，是教師自身「習性」與外在環境或外部力量衝突、對話後的結果。換言之，是行動主體在客觀的「歷史脈絡」與「社會結構」交錯影響下不斷形塑與實踐的一個動態過程。 As a pioneer of the non-government sponsored, humanistic ideology-centered school in Taiwan, Forest elementary school is itself a manifestation of the resistance to the traditional education system. For the teachers in the school, they need to hold a critical and dynamic attitude towards the relationship between their own life experience, their professional role and the reflection of education. Although sociologists has long argued that school is an apparatus of state’s control, this study demonstrated that in Forest elementary school where the teacher training program is developed without the state control, the teachers have developed their alternative ‘habitus’ that enables them to develop critical yet innovative views towards educational practice. Findings show that the teachers in Forest elementary school have the ability to develop interpretations, strategies, and actions with the changing values in the society. They have built their own conception of being ‘teachers in Forest elementary school’ through their inner conversation with norms and daily practice. There is no fixed habitus possessed by the teachers in Forest elementary school, rather, teachers’ habitus is fluid and it keeps being refined through their own reflection on the their existing habitus and its relationship with social contexts.
