從情緒經驗探究禪修學習者轉化學習歷程之研究

A Study on Meditation Learners' Emotional Experience in the Transformative Learning Process.

徐潔華(Jie-Hua Xu)

指導教授 ： 蔡怡君

國立暨南國際大學/教育學院/終身學習與人資專班/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00116

摘要

本研究旨在探討禪修學習者透過情緒經驗，於禪修學習之脈絡下進行轉化學習之歷程。希望透過研究，達到以下目的：
一、瞭解情緒經驗運用於禪修學習的過程。
二、瞭解禪修學習者透過情緒經驗而引發轉化學習的過程。
三、瞭解禪修學習者之轉化學習對其生活、工作態度與人際互動的影響。
四、瞭解禪修學習者轉化學習的過程與Mezirow所提轉化學習歷程之異同。
本研究採質化深度訪談的方式進行，並輔以半結構式訪談大綱，來蒐集研究所需之資料。訪談對象乃透過中台禪寺埔里分院普天精舍之大眾法師推薦，參與禪修學習時間較久，且可於平日言行、互動中感受到因參與禪修學習而產生具體行為改變之學員六名為受訪對象。此六名受訪者，共計男性一位、女性五位，參與禪修學習時間從四年至十二年不等，年齡介於31至53歲之間。透過六位禪修學習者觀點轉化之經驗之分享，以瞭解禪修學習者結合情緒經驗於禪修學習脈絡下進行轉化學習之歷程。經過資料之歸納分析與綜合討論後，獲致主要結論如下：
一、禪修學習者運用情緒經驗於禪修學習的共同過程包括：認同禪修學習可以改善情緒經驗，在禪修學習過程中會透過情緒經驗練習反思內觀，並以正向情緒經驗作為學習成果的回饋。
二、禪修學習者透過情緒經驗引發轉化學習的歷程包括：覺知負向情緒經驗、反思和釐清自己原抱持的觀點與信念、坦白面對自己既有觀點可能是不周延的以及建立替代性的新觀點。
三、禪修學習者於替代性觀點形成後，會佐以禪修方法運用新觀點並以正向回饋確認替代性觀點為更具整合性與區辨性之新觀點，且體認到內化新觀點需要透過練習。
四、禪修學習者所養成的反思能力與內省習慣，加上可融入生活中的佛法思維，使禪修學習對學習者的生活態度，產生包括釐清生命意義等全面性的影響，甚至有可能開展禪修學習者的靈性成長。
五、禪修學習者之轉化學習歷程與Mezirow所提之轉化學習歷程，兩者的不同點包括：對情緒的重視程度不一致、新觀點應用的廣度不同以及禪修學習者的轉化學習是在一個具有結構性的學習脈絡下進行。
最後，本研究根據上述研究結果，針對禪修學習者、實務工作者及未來相關研究提出具體建議。

關鍵字

情緒經驗 ； 禪修學習者 ； 轉化學習

並列摘要

The purpose of this study is to explore, through meditation learners' emotional experience, the transformative learning process they undergo. It is hoped that this study can achieve the following goals:
1. The understanding of the application of emotional experience in the meditation
learning process
2. The understanding of meditation learners' transformative learning process triggered by their emotional experience
3. The understanding of the influence of meditation learners' transformative learning on their lives, work attitude and interpersonal interaction
4. The understanding of the difference between the transformative learning process undergone by meditation learners and the one raised by Mezirow
In this study, the necessary data were collected through qualitative in-depth interviews assisted with semi-structured interview outlines. Through the recommendation by DaZhong Dharma Master at Pu Tien Meditation Center, Chung Tai Chan Monastery, six meditation learners were interviewed. These six meditation learners had been practicing meditation for longer time and apparent changes had been found in their daily words and deeds as well as interpersonal interactions. Their ages were between 31 and 53. One of them was male and the other five were female. All of them had been practicing meditation for four to twelve years. Through these 6 meditation practitioners' sharing of their viewpoint transformation experience, their emotional experience in transformative learning process was understood. After regression analysis and general discussion, the following conclusions were reached:
1.The common process of practitioners' application of their emotional experience in
their meditation include: Practitioners believed that meditation can improve their
emotional experience. During meditation, they can practice examining themselves through emotional experience and see their positive emotional experience as the feedback of their meditation learning.
2.The transformative learning process triggered by meditation learners' emotional
experience include: perceptionally negative emotional experience, the reflection on and the definition of one's original viewpoint and conviction, one's facing up to the fact that his viewpoint might be flawed and the construction of new viewpoint.
3. After a replacement viewpoint is formed, meditation practitioners will apply their meditation method to this new viewpoint and confirm this replacement viewpoint with positive feedback to make it more integrating and differentiable. Additionally, they realized that a new viewpoint needs to be internalized through practice.
4. The reflection ability and introspection habit cultivated by the meditation learners coupled with Buddhist thinking that can be integrated in their daily lives can have an across-the-board influence on their definition of the meaning of life, and sometimes even become the beginning of their spiritual growth.
5. Meditation practitioners' transformative learning process is different from the one raised by Mezirow in terms of the emphasis on emotion, the application scope of a new viewpoint and the transformative learning process the meditation learners undergo in a structured learning system.
Lastly, suggestions were made based on the above study results to meditation learners, related personnel in this field and for the related studies in the future.

並列關鍵字

Emotional Experience ； Meditation Learners ； Transformative Learning

參考文獻

卓妙如（2002）。兒童及青少年靈性需求評估。護理雜誌，49（3），30-36。

參考文獻

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