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Is student union the communication channel between school with students?
自治團體是學校與學生間的溝通管道？
Sometimes some Student Representatives consider themselves are the "breidge",
to communicate other students woth school officials. Be a "bridge", it implies
a hypothetical condition that one stand need to be communicated. Or we need
the third position to help us to begin the communication.
時常看到學生代表自認是學生與校方之間溝通的橋樑，然而作為「橋樑」卻隱含了一個預設的情況，即某一方是需要溝通的，或是需要第三者協助兩方進行對話。
This hypothesis, unfortunately, often saw at the behavior of the "autonomic
team." For example, a forum that students, school officials and student union
attended, what's the Student Representatives' role? A detached representative
means a non- Voiced Representative.
這樣的假定，實際上並非誇張地，因為常會顯現在自治團體的作為，而並非侷限在學生會，使得我們可以在普選產生的學生代表身上，看到了立場混淆的現象，舉例而言，在一場學生、校方、自治團體三方同時參與的校務座談會裡，學生代表又是扮演怎樣的角色？一位立場超然的座談主持人，即一位失聲噤語的學生代表。
The problem is why the Representative can choose the detached
position?
問題是，學生代表為何可以選擇「中立」的立場？
Based to the source of his right, How can he avoid the duty, be a tongue of
his voters? Maybe some persons think the public is not always rational, and
we need a calm and neutral stand people help us to sit and thinking. I donot
deny some voice from studnets maybe emotional, but that does not mean the Representative
can choose to pick them up and neglect this part. Because these quesiotn "Are
their opinions valuable? important? rational? and so on." should judged by a
norm (decided by vote at the meeting of the Student Conference), and should
not judge personally.
回歸到學生代表的權利來源，基於眾多選票匯聚的代表資格人，為何可以迴避了代表應負的責任？一旦學生代表不為民喉舌，難道不該被稱作「失聲噤語」？或許有人以為學生並非總是理性的，所以才需要冷靜理性的他人－－中立的第三人，來幫忙大家坐下來思考，筆者不否認，學生的意見裡可能夾雜著情緒，但不代表學生代表可以有選擇地忽視了這部分的聲音，甚至以為這是少數人的意見，可以不加理會，因為學生意見的價值性與否、代表性與否、重不重要？這些問題可由一套經由學生代表大會表決的程序規範產生，而不能純粹經由個人主觀判斷。
For example, some students request 24-hour-hot-shower in their dorm. the Representative
replied that School does not have sufficient funds. The problem is what's the
difference between the school officials with Student Representative?
例如，學生要求宿舍２４小時熱水，自治團體立即以學校資源不足駁回，在這邊筆者並非要指責，而是想點明自治團體認知上不足，已經造成了自身立場的搖擺而不自知！自治團體或許因為平常與校方接觸，可能較一般同學瞭解學校實務面上的困難，因此在回覆同學問題時，基於時效很快地解答同學疑惑，但是這樣的解答與一般學校行政人員何異？
The Representative can choose another positive method. Under the limit funds,
we can choose to use fund in a proper prder. The Representative negotiate with
school officials to decide what fee should be lateer or earlier.
自治團體也許在做法上可以積極點，畢竟在資源有限的情況下，也有經費使用的彈性，先前學生會公佈了學生相關預算經費使用的先後順序，例如針對學生安全攸關的宿舍電梯工程列為優先實施的項目等等，自治團體在面對學生其他要求時，同時也面臨了不同經費干戈的排擠效應，這樣的利益衝突應當是自治團體去折衝處理的，甚至經由程序討論出來的經費順位實施的長期追蹤，也是具備行政資源的自治團體所應為的。
初稿：May 15 2001
相關連結：公投不是行使環境權的全部 http://www.gcaa.org.tw/env_news/199712/86121804.htm
學生會是社團！？ by orbis
http://tw.groups.yahoo.com/group/art-ccu/message/27
自治團體是學校與學生間的溝通管道？
Sometimes some Student Representatives consider themselves are the "breidge",
to communicate other students woth school officials. Be a "bridge", it implies
a hypothetical condition that one stand need to be communicated. Or we need
the third position to help us to begin the communication.
時常看到學生代表自認是學生與校方之間溝通的橋樑，然而作為「橋樑」卻隱含了一個預設的情況，即某一方是需要溝通的，或是需要第三者協助兩方進行對話。
This hypothesis, unfortunately, often saw at the behavior of the "autonomic
team." For example, a forum that students, school officials and student union
attended, what's the Student Representatives' role? A detached representative
means a non- Voiced Representative.
這樣的假定，實際上並非誇張地，因為常會顯現在自治團體的作為，而並非侷限在學生會，使得我們可以在普選產生的學生代表身上，看到了立場混淆的現象，舉例而言，在一場學生、校方、自治團體三方同時參與的校務座談會裡，學生代表又是扮演怎樣的角色？一位立場超然的座談主持人，即一位失聲噤語的學生代表。
The problem is why the Representative can choose the detached
position?
問題是，學生代表為何可以選擇「中立」的立場？
Based to the source of his right, How can he avoid the duty, be a tongue of
his voters? Maybe some persons think the public is not always rational, and
we need a calm and neutral stand people help us to sit and thinking. I donot
deny some voice from studnets maybe emotional, but that does not mean the Representative
can choose to pick them up and neglect this part. Because these quesiotn "Are
their opinions valuable? important? rational? and so on." should judged by a
norm (decided by vote at the meeting of the Student Conference), and should
not judge personally.
回歸到學生代表的權利來源，基於眾多選票匯聚的代表資格人，為何可以迴避了代表應負的責任？一旦學生代表不為民喉舌，難道不該被稱作「失聲噤語」？或許有人以為學生並非總是理性的，所以才需要冷靜理性的他人－－中立的第三人，來幫忙大家坐下來思考，筆者不否認，學生的意見裡可能夾雜著情緒，但不代表學生代表可以有選擇地忽視了這部分的聲音，甚至以為這是少數人的意見，可以不加理會，因為學生意見的價值性與否、代表性與否、重不重要？這些問題可由一套經由學生代表大會表決的程序規範產生，而不能純粹經由個人主觀判斷。
For example, some students request 24-hour-hot-shower in their dorm. the Representative
replied that School does not have sufficient funds. The problem is what's the
difference between the school officials with Student Representative?
例如，學生要求宿舍２４小時熱水，自治團體立即以學校資源不足駁回，在這邊筆者並非要指責，而是想點明自治團體認知上不足，已經造成了自身立場的搖擺而不自知！自治團體或許因為平常與校方接觸，可能較一般同學瞭解學校實務面上的困難，因此在回覆同學問題時，基於時效很快地解答同學疑惑，但是這樣的解答與一般學校行政人員何異？
The Representative can choose another positive method. Under the limit funds,
we can choose to use fund in a proper prder. The Representative negotiate with
school officials to decide what fee should be lateer or earlier.
自治團體也許在做法上可以積極點，畢竟在資源有限的情況下，也有經費使用的彈性，先前學生會公佈了學生相關預算經費使用的先後順序，例如針對學生安全攸關的宿舍電梯工程列為優先實施的項目等等，自治團體在面對學生其他要求時，同時也面臨了不同經費干戈的排擠效應，這樣的利益衝突應當是自治團體去折衝處理的，甚至經由程序討論出來的經費順位實施的長期追蹤，也是具備行政資源的自治團體所應為的。
初稿：May 15 2001
相關連結：公投不是行使環境權的全部 http://www.gcaa.org.tw/env_news/199712/86121804.htm
學生會是社團！？ by orbis
http://tw.groups.yahoo.com/group/art-ccu/message/27
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