由冰品飲食反思中醫理論的建構

中醫往往強調冰品有害身體，是寒濕兩邪。然而這種觀念乃是建構的，我們可從不同的角度，建構冰品的正面價值。本文以自我敘事喚起讀者思考此問題，進一步透過正反辯證法，得出中醫主流思想建構「冰品是邪」的命題，即便有些道理，但也忽略命題往往存在先決條件；或犯下以個案否定整體，或誤整體之責為個案之責的錯誤；或忽略了極端事物亦有其合理性；或對冰品違反季節養生的解讀教條化；或對冰品形成伏邪的解讀太武斷；或欠缺藥食比例原則的考量。而冰品至少有幾個優點，至少在特定狀況下平衡陰陽，也能優化心情而強化心主神明的機能，且冰品具有營養而能成為食療之一種。中醫對於冰品的優點，未加以宣揚，而只關注於其中的缺點而給予打擊。中醫應關注於冰品的正面價值，教導群眾正確吃冰的觀念，並親自示範，以建構一個健康的冰淇淋文化。而中醫在建構命題時，應考量諸多因素，正反兩面都應顧及，且不宜以禁止式、教訓式的語法，來建構醫學語言。

關鍵字

中醫；自我民族誌；建構；命題；冰品

並列摘要

Traditional Chinese Medicine (TCM) claimed that ice eating may destroy the body because of the cold evil and dampness evil inside. This concept is a kind of construction. The positive value of ice eating can be constructed from another perspective. From the method of autoethnography and dialectic, the proposition of "ice food is evil" from TCM includes a lot of shortcomings: 1)it ignores the prerequisites of the proposition; 2) misunderstanding the whole responsibility in individual responsibility; 3) it ignores there is reasonableness even in extreme event or object; 4) the attitude of interpretation in the health preserving of seasons is too rigid; 5) it blames the ice food has hidden pathogen insides is too arbitrary; 6) it violates the principle of proportionality between medicine and food. However, the ice food has several advantages: 1) Yin-Yang gets the balance by ice food in the special situation; 2) it lets the mood gets better and strengthens the function of "heart controlling mental and emotional activities"; 3) ice food includes the nutrition and ice eating is a kind of dietary therapy. TCM ignores the advantages of ice food, strikes the ice food according to that disadvantages. This attitude violates the spirit of science that gets self-trapping in the crisis of paradigm shift and degenerates the research program. TCM should concern the positive value of ice food, teach the masses the correct method of ice eating, constructs healthy ice-cream culture. When construct the proposition of TCM should think about both positive and negative factors and other elements. The use of the didactical and prohibited context should be avoided to construct the proposition.