Green Campuses: A Dozen Years in the Making(b)

Chiang notes that sustainable campuses are living organisms nce they are started, there are no limits. Once students and instructors experience the value of sustainability, they won't be satisfied with taking only a step or two before giving up. Currently, among Taiwan's 3,400 plus primary and secondary schools, over 1,700 have started down this path, with many schools having done so for years.

Why must sustainable campuses be tied to the communities? Chiang explains that once ecological cycles are formed on campuses, they will extend outward. Conversely, if the communities lack open campus spaces, it would be difficult for the cycles to form.

To establish a reciprocal relationship between communities and schools requires planned action. In recent years, many schools, when retrofitting their buildings and constructing permeable pavements, have replaced prior construction contracts with a program in which the school purchases materials and hires skilled community carpenters, builders, and gardeners that do their part. "Taiwan really has plenty of enthusiasts who will quietly work for sustainable campuses and their communities," says Chiang proudly.

There have been numerous difficulties encountered in the implementation. For example, schools have to propose teaching and curriculum plans, and the Ministry of Education has a strict approval mechanism, causing extra burdens for instructors. Also, administrative procedures often put the squeeze on available work time, forcing schools to cut corners. What's more, the rotation of school presidents can also lead to projects being interrupted. Despite all these factors, there are still plenty of interested people who delight in working to build healthy, sustainable environments. It is heartening to know that the green seeds sown over a decade ago have become pioneers in establishing low-carbon communities everywhere.

　　江哲铭指出，永续校园是 1 个活的有机体，一旦开始，就没有止境，学校师生体验到永续的价值后，也不会满足于只走 1、2 步就打住。目前全台湾 3 千 4 百多所国中小学，有 1 千 7 百多所学校已上路，许多学校都执行多年。

　　永续校园为何一定要和小区『绑』在一起？江哲铭指出，校园形成生态循环后，会向周边延伸，让循环不断链；相反地，小区若缺乏校园的开放空间也很难形成循环。

　　如何让小区和学校成为『生活共同体』，则需刻意制造机会。近年许多学校在进行校舍改造、透水铺面等工程时，以『雇工购料』的方式代替以往的工程发包，由校方采购材料，请小区擅长木工、土木、植栽等民众共襄盛举。『台湾真的有一群傻瓜为永续校园、小区默默地付出。』江哲铭骄傲地说。

　　由于推动过程遭遇不少困难，例如学校必须提出教案和课程计划，教育部也有严格的审核机制，形成老师额外的负担。其次，行政程序常压缩施工时间，造成校方因时间压力而向质量妥协，学校校长的轮调也可能造成工作中断，但仍有不少有心人，为了营造出永续、健康环境乐此不疲。可喜的是，10年前洒下的绿色种子，已然成为遍布各地的低碳小区尖兵。

本社为尊重《台湾光华杂志》，中文原文注销，仅供参考，中英文如有不尽相符之处，敬请包涵。