2026年6月

大學社會實踐中的節奏地域學：大學與地方共構差異空間的時空實踐路徑
Rhythmic Territoriology in University Social Practice: Spatio-Temporal Practice Paths for the University and Local Communities to Co-construct Differential Space

一般論文 Article

余炘倫
Himlûn Î

111-175

本文以列斐伏爾空間生產理論與「節奏地域學」框架，檢視臺灣高教機構參與地方實踐過程所涉及的時空權力動態。過去大學常將線性期程與成果 KPI 強加於地方，引發「節奏紊亂」，淪為高教體制的「二次規訓」。為避免此困境，本文分析四所執行國科會「人社實踐計畫」的大學團隊，梳理其時空調適策略。研究發現：進入場域初期，團隊需透過彈性的「節奏馭術」，與地方日常形成「一致的行動節奏」以建立信任；進階期則應引入媒介與制度，對主流抽象空間發起「節奏擾動」，轉化為多元兼容的複合律動。本文呼籲高教政策應賦予實踐團隊「節奏協商」的制度彈性，方能使學術知識與地方主體共譜旋律，將「抽象空間」轉化為共生共榮的「差異空間」。

Based on Henri Lefebvre’s theory of space production and “rhythmic territoriology,” this study re-examines the spatio-temporal dynamics and power structures of university social practices in Taiwan. Traditionally, higher education institutions have approached local communities with an “absolute view of space and time,” ignoring the impact of imposing linear project timelines and quantitative KPIs on localities. This imposition causes “arrhythmia” between the two parties, reducing academic intervention to a form of “secondary discipline.” To avoid this dilemma, this study analyzes the action trajectories of four universities participating in the NSTC’s “Humanities Innovation and Social Practice” project to map out progressive spatio-temporal adaptive strategies. The study argues that in the initial phase, university teams must employ flexible rhythmic dressage to achieve “rhythmic synchronization” with local daily cycles and social networks to build trust. In the mature phase, universities should introduce cultural mediators and institutional arrangements to actively initiate “rhythmic perturbations” against the dominant abstract spaces, transforming exclusive historical and capitalist logics into inclusive, polyrhythmic engagements. Ultimately, higher education policies must provide institutional flexibility for “rhythmic negotiation,” embracing curriculum-integrated and cyclically repetitive practices. Only then can academic knowledge and local agency compose a dynamic melody, transforming homogeneous “abstract spaces” into inclusive “differential spaces”.

節奏地域學, 大學社會實踐, 節奏協商, 差異空間, 二次規訓
Rhythmic Territoriology, University Social Practice, Rhythmic Negotiation, Differential Space, Secondary Discipline

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