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研發「溝通與修行」課程之自我覺察=A Research and Development on Communication as A Way of Cultivation |
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| 著者 |
釋果光 (著)=Guo-Guang Shi (au.)
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| 掲載誌 |
2021 第八屆漢傳佛教與聖嚴思想國際學術研討會
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| 出版年月日 | 2021.06.29 |
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| 出版者 | 財團法人聖嚴教育基金會 |
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| 出版サイト |
https://www.shengyen.org.tw/index.aspx?lang=cht
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| 出版地 | 臺北, 臺灣 [Taipei, Taiwan] |
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| 資料の種類 | 會議論文=Proceeding Article |
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| 言語 | 中文=Chinese |
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| キーワード | 溝通=Communication; 修行=Cultivation; 自我覺察=Self-awareness; 五遍行法=Five Ever-Present Mental States; 質性研究=Qualitative Research |
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| 抄録 | 筆者於2017 年6 月至2019 年5 月，帶領團隊研發一門以「自我覺察」為核心的「溝通與修行」課程；師資包括佛教修行者及心理諮商師的跨領域合作。本研究以八位課程研發團隊成員為研究對象，探索課程之研發過程與「自我覺察」內涵，企圖回答幾個問題：研發過程方面，研發團隊成員之心路歷程？課程教案之次第脈絡？團隊成員於過程中面臨何等困難？有何自我覺察與突破？於「自我覺察」內涵方面，透過研發團隊成員的經驗，是否能更瞭解「自我覺察」？包括詮釋、養成方式、覺察經驗及關鍵元素？
為解答上述問題，本研究採質性研究方法，研究期間自2019 年9 月1 日至2020年6 月30 日止。本文首先就「溝通與修行」及「自我覺察」兩個領域進行文獻回顧，瞭解兩者的研究脈絡。其次，說明本文採質性研究方法，包含文獻分析法及訪談法，訪談八位研究參與者。第三，探索教案研發過程，以「自我覺察」為課程核心主軸，開發出「五遍行法」—觸、作意、受、想、思之自我覺察模式，架構出自我覺察之四個層次：觀察、感受、想法、價值觀；並探討課程研發過程中團隊成員們的覺察及反思。第四，探討心理學及佛教修行之「自我覺察」，包括覺察的定義與範圍、養成經驗及覺察的體驗；從研究參與者的訪談中萃取出「自我覺察」之六項關鍵元素：孤獨、安定、距離、明覺、敏銳、好奇，再進一步回應教案設計如何融入及運作此六項元素，發揮自我轉化的力量。最後，總結佛教修行與心理學合作之體用融合及相輔相成，並提出未來後續相關課程研發之建議。
This study is based on the development and implementation of the self-awareness based course “Communication as A Way of Cultivation”, led by myself from June 2017 to May 2019. The purpose of the study is to explore the mental experiences of the participating team members during the process, including the structural revisions of teaching plans, the project implementation process, and the challenges and breakthroughs encountered by the faculty. Additionally, to determine whether, during the process, the class helped improve the participants’ sense of self-awareness. Could the developed teaching plan be applied to reallife human communication?
This study, scheduled for September 1, 2019 to June 30, 2019, uses the qualitative
research method to compile relevant material collected from 2017 to 2019. This article first
reviews the literature on the two fields of "Communication as A Way of Cultivation" and
"self-awareness", and explores the research context of the two fields.
Secondly, explain the qualitative research methods used in this article, including
literature analysis and interview methods. Third, explore the process of research and
development of teaching plans, take "self-awareness" as the core of the curriculum, and
develop a self-awareness model of " Five ever-present mental states"—contact, attention,
sensation, perception, intention, which structure four levels of self-awareness: awareness,
feeling, attention, and values; and explore the awareness and reflection of team members
during the course development process.
Fourth, explore the "self-awareness" of psychology and Buddhist practice, including
the definition and scope of awareness, the cultivation experience and the experience of
awareness. The six key elements of "self-awareness"–isolation, stability, distance/stop,
clear aware, keenness, and curiosity–are extracted from the interviews of the research
participants. And then further respond to how to integrate and operate these six elements in
the design of the lesson plan, and exert the power of self-transformation. Finally, it
summarizes the integration and complementarity of Buddhist practice and psychological
cooperation, and puts forward suggestions for the future development of related courses.
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| ヒット数 | 476 |
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| 作成日 | 2022.06.13 |
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| 更新日期 | 2022.06.13 |
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