- 學位論文
探究成人靈性轉化學習 －以生涯轉換者為例
The Research on Transformative Learning in Spirituality of Career Transitioners
摘要
本研究探究成人的靈性轉化學習，研究對象為具備靈性轉化學習經驗的生涯轉換者，希望透過研究，達到以下目的： 一、 探究生涯轉換者靈性轉化學習的內涵。 二、 探究生涯轉換者靈性轉化學習的歷程。 三、 探究生涯轉換者靈性轉化學習對其生涯轉換的影響。 四、 探究生涯轉換者的靈性轉化學習過程與Mezirow及其他學者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。研究對象以立意取樣的方式，透過研究者認識的朋友及由親友推薦，選取六位受訪者，選取原則為受訪者在本研究定義的靈性學習四個面向「信任靈性直覺」、「尊重靈異或神祕現象」、「與超越個人的存在脈絡聯結」及「靈性在生命意義與人生使命的展現」中至少有一項以上的觀點改變，且採取生涯轉換行動。此六位受訪者在性別方面，男性三位、女性三位；在宗教信仰方面，一位天主教徒、一位基督徒、二位佛教徒，以及二位無特定宗教信仰；目前年齡介於42至52歲之間；採取生涯轉換行動的年紀則介於30至51歲之間。根據研究發現，獲致主要結論如下： 一、 六位生涯轉換者在靈性轉化學習內涵共同呈現出「靈性在生命意義與人生使命的展現」，五位呈現出「信任靈性直覺」、四位呈現出「尊重靈異或神祕現象」及五位呈現出「與超越個人的存在脈絡聯結」。 二、 生涯轉換者靈性轉化學習的歷程經歸納共有四種觸媒作用，且促發之後會經歷靈性反思、往外在或內在學習、形成新的靈性觀點或認知後再於工作或生活中實踐新觀點，同時圖像、情緒和想像力是靈性轉化學習的重要媒介。 三、 生涯轉換者的靈性轉化學習對其職涯轉換的影響為：靈性轉化學習後改變觀點重視職涯要能對社會有益、發現自己與原職涯的價值觀不合，以及發現原職涯與新的人生使命不符。 四、 生涯轉換者靈性轉化學習對其廣義的生涯轉換之影響為：抱著謙卑心與內在或大自然及更高的意識對話、與人交往更深入靈性層面、連結更多資源，以及生活趨向自由與單純。 五、 生涯轉換者的靈性轉化學習過程與Mezirow的轉化學習歷程相異處為：靈性轉化學習的觸媒不盡然是單一的促發事件；靈性轉化學習中的反思強調放下理性認知；靈性轉化學習運用了很多跟內在或超越界連結的學習方法；Mezriow的轉化學習理論並不重視或未提到的情緒、想像力、能量感知力、神秘現象或靈異經驗是靈性轉化學習歷程中很重要的媒介或經驗；及靈性轉化學習後的行動乃源於靈性直覺或受到更高存有的召喚。生涯轉換者的靈性轉化學習過程與其他學者對靈性轉化學習歷程的論述之相異處為：生涯轉換者的靈性轉化學習觸媒很多元然而不見得是面臨心靈的困境，在靈性轉化學習中的反思不強調「批判」，因此有助於轉化在批判反思時可能伴隨的負面情緒而達到平靜；受訪者的靈性轉化學習歷程並不必然呈現如Tisdell說的螺旋狀型態。 最後，依據研究結論，本研究針對生涯轉換者、有意辦理促進靈性轉化學習教學方案之成人教育實務工作者、以及未來靈性轉化學習相關研究提出建議。 關鍵字：靈性轉化學習、生涯轉換
並列摘要
The purpose of this study is to explore transformative learning in spirituality of career transitioners. It is hoped that this study can achieve the following goals： 1. The understanding of the essential changes of career transitioners’ transformative learning in spirituality. 2. The understanding of the process of career transitioners’ transformative learning in spirituality. 3. The understanding of the influence of career transitioners’ transformative learning in spirituality on their career transition. 4. The understanding of the difference between the process of career transitioners’ transformative learning in spirituality and the one raised by Mezirow. The understanding of the difference between the process of career transitioners’ transformative learning in spirituality and the supplementary statements made by the other scholars to expend Mezirow’s theory. In this study, the necessary data were collected through qualitative in-depth interviews assisted with semi-structured interview outlines. The researcher uses purposeful sampling method to choose six career transitioners who were the researcher’s friends or recommended by the researcher’s friends. They were chosen because they had at least one essential change of the four learning aspects in spirituality defined by this study:trusting spiritual intuition, respecting paranormal or mystical experiences, connecting with the transpersonal existence and manifesting of spirituality on life meaning and life purpose; and thus changed their career. Three of them were male and the other three were female. One of them was Catholic, one was Christian, two were Buddhist and the other two did not obey any specific religion. Their ages were between 42 and 52. They changed their caree when they were between 30 and 51 years old. According to the research findings, the conclusions are: 1. These six career transitioners all have essential changes in manifesting of spirituality on life meaning and life purpose. Five of them have essential changes in trusting spiritual intuition. Four of them have essential changes in respecting paranormal or mystical experiences. Five of them have essential changes in connecting with the transpersonal existence. 2. The process of career transitioners’ transformative learning in spirituality are triggered by four situations. Then they will undergo spiritually reflecting, further learning inward or outward, forming new spiritual perspectives and living according to their new ones. Pictures, emotions and imagination play important roles in their transformative learning in spirituality. 3. The influence of career transitioners’ transformative learning in spirituality on their work transition includes: emphasizing their new work to be a benefit to the society, finding their new values of work different from old ones, and finding their old jobs disaccording to their new life purpose. 4. The influence of career transitioners’ transformative learning in spirituality on their career transition includes: having dialogue with inner heart or the nature humbly, interacting with the other people more spiritually, connecting with more resources, and living more freely and simply. 5. The diffirence between the process of career transitioners’ transformative learning in spirituality and the one raised by Mezirow is as following: I. The process of transformative learning in spirituality has been started not only by one single triggering event as stated by Mezirow. II. The reflection in transformative learning in spirituality stresses the let-go of the cognitive-rational knowing. III. Career transitioners focused on turning their attention inward and connecting themselves with the transcendant existanc in transformative learning in spirituality. IV. Emotions, imagination, the ability of sensing energy, and paranormal or mystical experiences are the important media in transformative learning in spirituality, while Mezirow didn’t pay much attention to those spiritual media. V. Career transitioners acted according to spiritual intuition or the calls from the higher existence after they transformed spiritual perspectives. The difference between the process of career transitioners’ transformative learning in spirituality and the supplementary statements made by the other scholars to expend Mezirow’s theory includes: I. The process of transformative learning in spirituality has been started not necessarily by the spiritual struggle. II. The reflection in transformative learning in spirituality does not stress the ‘critical’ aspect. Hence the transformative learning in spirituality can help to transform the negative emotion maybe experienced by the learners in the critical inflection into peaceful state. III. The process of transformative learning in spirituality is not necessarily like the spiral learning mentioned by Tisdell. Finally, according to the conclusions, this study presents suggestions to career transitioners, related personnel in the adult eduction field and the related studies in the future. Key words: transformative learning in spirituality; career transition