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Book Chapter 寫作中的同儕回饋

這次參與Karen副教授的專書章節寫作(book chapter),讓我有機會了解到澳洲學者(或說西方學術界)在學術合作上的工作倫理。

在確定找到合適的合作對象後,Karen副教授特地寄一份相當完整的編書合作計畫給每位合作撰稿人,裡面詳實地說明了她編輯這本書的背景、目的、可提問的問題、專書結構(預定的章節內容)、工作時間表、專書未來的讀者市場描述、編者介紹(相當詳細)、預計該書的學術品質,一共六頁詳實的編書計畫。

這份編書計畫的詳實內容,讓我感到編者的用心與做事的嚴謹態度。讓合作撰稿人可以明確的知道編書者的用意,以及該書的大方向。此外,合作撰稿人也橫跨了英國、法國、瑞典、芬蘭、葡萄牙、澳洲、美國德州、台灣不同的國家。這讓我對於編者Karen副教授相當敬佩,編書不是只找自己派系的人或自己的學生後輩,也非三言兩語就交代好撰寫的章節,隨意湊合主題。

更令我感佩的是合作的過程,多數的合作者都是大學裡的教授,或者是智庫機構的研究員,而我作為一個博士研究生,不僅被邀請一同參與,也受到平等的、尊重的待遇。例如,最近,我們正針對各自章節的草稿進行同儕回饋,Karen先將主題類似的作者分坐同一組,將彼此同一組的文章都寄給每一位組員,也就是說,我會收到同組內每個人的文章,然後利用一份回饋表提供回饋給同組的每一個人。簡言之,我就會收到同組的五位組員給的五份回饋,這樣,我就可以參考到不同合作撰稿人針對我的文章提供的不同(或相似的)建議。

這樣的同儕回饋,應該是相當難得的學習機會。

再者,這樣的同儕回饋工作坊並沒有因為誰是大學教授、誰是大學研究生、誰是機構研究員,就有所差別待遇。我可以針對教授的文章提出回饋,別人亦同。我感覺到,這在台灣可能是行不得的,至少我未曾聽聞。首先,敬老尊賢的輩分傳統、師生之間較遠的權力距離關係,可能就讓這樣的同儕回饋成為不可能了;再來,對於後生晚輩往往視之稚嫩淺薄(其實相反地另一面,是對自己過於自大傲慢),抑或是忌妒後進賢才,恨不得儘量壓之抑之。能有一視學術「同仁」的雅量乎?

知識,並沒有特別高貴。擁有知識,並不需自我矜貴。知識,是變動、是流變不已的,視需要與時俱進日日更新的。作為一位學術工作者,應該要能:追求知識、精進虔誠,懷抱知識、認真思考,捨離知識、無罣無礙。

知識除了要能追求之,更要有能力捨棄之,知識且非真理,抑無法企求真理,更不須傲慢地死守在知識的城塔中。

于煙絲林園   20141221

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