我國長期以來,無論是學校教育或社會價值觀,都只重視智育,輕忽德育、體育、群育、美育,使得生命教育被邊陲化,無法彰顯生命教育做爲全人教育的人本精神與人道關懷。社會許多亂象根源於最深層面的靈性疏離及匱乏,靈性是生命教育重要的部分,可是有關靈性學習卻一直沒有共通性的語言與理論,定義與內涵相當紛歧,其學理基礎仍薄弱,應被列入專業發展,成爲生命教育重要的學習理論。 本文首先透過文獻分析歸納整理生命教育、靈性的定義、內涵、目標,以行爲主義、認知主義、人本主義、社會學習、建構學習等五種不同取向來解構生命教育的靈魂-靈性學習,重塑生命教育的核心價值,最後說明靈性學習對實踐生命教育之啟示,最後對生命教育的教學者、學習者、課程內容及未來研究方向提出建議。
Recently, people neglect life education and spiritual learning in Taiwan. Life education is marginalized by all of the education system and society in Taiwan. Society violence was the cause of lacking perfect life education and spiritual learning. Although spiritual learning is an important life eduction, it always lacks the common definition, content and theories. First, the proposed project introduces the definition, content and the purpose of life education and spirit from literature analysis, and then explores spiritual learning and reconstructs core vision of life education from five different learning theories. Finally, the author illuminates the reflection about life education and spiritual learning, and then proposes suggestion for teachers, learners, curriculum and research for life education and spiritual learning.