世界宗教博物館志工之生命意義觀點轉化學習研究

The Research on Transformative Learning in Life Meaning Perspectives of Volunteers in the Museum of World Religions

林雅慧(Ya-Hui Lin)

指導教授 ： 蔡怡君 博士

國立暨南國際大學/教育學院/成人與繼續教育研究所/碩士(2007年)

https://doi.org/10.6837/NCNU.2007.00193

摘要

本研究的目的主要在探索世界宗教博物館志工之服務經驗對其生命意義觀點轉化學習的影響。在此研究目的下所延伸出來的問題包含了三項：（一）宗博館的志工其生命意義觀點轉化的歷程為何？亦即他們的轉化經驗是如何發生？如何轉化？而後又如何依新觀點在生活中實踐？（二）影響宗博館志工生命意義觀點轉變的重要因素是什麼？（三）宗博館的志工其生命意義觀點產生了什麼重要的改變？
為達上述的研究目的與問題，研究者採深度訪談的方式並輔以半結構式的訪談大綱來蒐集本研究所需的資料。透過四位志工個案的生命故事描述，以瞭解個別志工之生命意義觀點轉化的歷程、影響轉化的因素及觀點轉化的內涵，再進行研究結果的討論。根據研究結果的討論，歸納出結論如下：
一、宗博館志工生命意義觀點轉化的歷程：
（一） 既有的意義結構深受從小所處的社會文化脈絡所影響
（二） 生活中的問題情境是促發生命意義觀點轉化學習的起點
（三） 在宗博館參與志工服務增進了生命意義觀點的轉化
（四） 觀點轉化後的行動實踐會促使志工對新觀點的再省思與再肯定
（五） 轉化學習是個錯綜複雜的歷程，而且各階段具有循環反覆的特性
二、影響宗博館志工生命意義觀點轉化的重要因素：
（一） 宗博館志工觀點轉化的經驗是三種脈絡隨著時間不斷交互影響的過程
（二） 持續對情感的覺察與反思是轉化學習的關鍵要素
三、宗博館志工生命意義觀點轉化的內涵：
（一） 每位志工對生命意義的感受不盡相同，但都藉由行動肯定了自己的生命意義
（二） 志工以正向的態度看待苦難與死亡，強化其對生命意義的追尋與實現
最後，基於上述之研究結果，本研究也針對個別志工或其他成人學習者、相關實務工作者（博物館機構、志工組織及成人教育者）、以及未來相關研究等方面提出建議。

關鍵字

生命意義 ； 轉化學習 ； 博物館學習 ； 志工

並列摘要

The purpose of this research was to explore the volunteers’ transformative learning in life meaning perspectives in the Museum of World Religions. For this purpose, the research aimed to answer three questions : 1). How are the museum volunteers’ transformative learning processes of life meaning perspectives? 2). What are the influential factors in their transformative leaning processes? 3). What are the essential changes of their perspectives in life meaning?
The research employed the in-depth interview approach. Four museum volunteers were interviewed and their life stories were accounted in order to understand their transformative learning experience, including the processes, the important factors and the changes in life meaning perspectives. With regard to three research questions, conclusions were made respectively as follows:
1. How are the museum volunteers’ transformative learning process of life meaning perspectives:
1). The volunteers’ previous meaning structures were deeply effected by the social- cultural contexts in which the volunteers grow up.
2). The problematic situations that the volunteers encountered in their lives initiate the transformative learning processes.
3). The volunteers’ participation in the museum voluntary service have helped forward their transformative learning processes.
4). The volunteers put their changed perspectives into action, which encourage the volunteers to reflect and re-recognize the new perspectives.
5). Transformative learning is a complex process; each stages of the process is circulating and repeating.

2. What are the influential factors in their transformative leaning processes?
1). The volunteers’ transformative learning is effected over time by the contextual factors of the Museum of World Religions, namely volunteer’s personal context, social-cultural context and the museum physical context.
2). Emotions and reflection are the key factors in the volunteers’ transformative learning process.

3. What are the essential changes of their perspectives in life meaning?
1). Each volunteer’s changed life perspective is not similar, but all of them embrace their new perspectives by taking action in their lives.
2). The volunteers adopt a more positive viewpoint towards the issues of suffering and death; their new attitude reinforce them to further search their life meaning and to live up to it.

Based on the above conclusions, the research proposed some suggestions as to how to foster the transformative leaning process for volunteers, adult learner and practitioners of museums. Further research directions were also recommended.

並列關鍵字

Life Meaning ； Transformative Learning ； Learning in the Museum ； Volunteer

參考文獻

一、中文部分

王文姬（2005）。女性志工意識覺醒與增能－以土城國小故事媽媽為例。國立台灣師範大學社會教育學系社會教育與文化行政碩士學位在職專班碩士論文。未出版。

王啟祥（2005）。博物館的非正規學習。載於中華民國成人及終身教育學會主編，非正規學習。台北：師大書苑。

世界宗教博物館（無日期）。展覽資訊。2006年3月20日取自：http://www.mwr.org.tw/library/ch.htm

余德慧（2003）。生死學十四講。台北：心靈工坊。