老子沖虛哲理對教師情緒管理之啟示

Lao Zi’s Philosophical Concept of Chong Xu and Its Implications for Teachers’ Emotional Management

林冠華(Lin Kuan-Hua)

指導教授 ： 林秀珍

國立臺灣師範大學/教育學院/教育學系/碩士(2017年)

https://doi.org/10.6345/NTNU202202226

摘要

本研究旨在探討老子的沖虛哲理在教師情緒管理上之啟示。首先是探究情緒理論，針對心理學與哲學領域的情緒相關論述進行文獻分析，接著歸納教師情緒之成因與類型，用以釐清教師情緒管理之可行途徑，包含：訂定宏觀的目標概念、理性地詮釋目標結局、轉換負面的覺知信念、檢視意向性對象的真實性、累積正向的情緒經驗，以及建立適當的自我價值感等六大方針。
　　再者，針對老子思想的各家詮釋進路進行文獻分析與比較分析，擇取生命智慧之詮釋方向，以哲學義理之角度探討老子思想內涵，歸納其中有關沖虛之天道玄理與人生修養意涵。從中瞭解到沖虛即是「無」，是天道之所以能發揮生成作用的生成原理，是為「無而有」的玄妙之理。此沖虛的「無」係透過道體「虛而不竭」、「無心自然」、「和光同塵」與「緜緜若存」來展現，其不僅在展現的同時成就「有」的生成作用，且是在生成作用成就的同時發揮「有而無」的玄德。透過對天道的體認，人的沖虛則是以「致虛守靜」、「滌除玄覽」、「無心無為」與「功成弗居」等修養工夫來體現，不僅使自己素樸常足，亦能不帶傷害地常善救人，最終在不居功的同時真正成全實有的理想抱負。
　　最後，本研究開展沖虛哲理對教師情緒管理之啟示，發現沖虛實為六大情緒管理途徑的實現原理。教師在無執著、無分別的修養中反省，才得檢視意向性對象與理性對事物進行詮釋；以自知自勝的洞見瞭解自形上天道而來之德性，才能建立屹立不搖的自我價值根源；並在明白四達的視野中，觀照他者之獨特與美好，如此在虛靜觀復的和諧中穩定情緒，也在無心自然地付出中常保幸福，故能化解實務中的負向情緒，並同時在自我認同、無私付出與不自恃的服務歷程中，涵養正向情緒。
　　綜上所述，本研究以老子沖虛哲理對教師情緒管理之方向提出啟示，並建議教師應意識到自我精神修養之重要性，同時自覺與懷抱對教育的價值理想。總結有以下三點結論：

1、老子沖虛哲理源自天道「無而有」的生成原理，在人間則是能實現所懷抱之情意理想的修養工夫。
2、教師之沖虛修養係轉化負向情緒之原理，同時也是建立穩定之正向情緒的基礎。
3、教師在產生情緒時具有主動性，當其實踐作為六項情緒管理途徑之原理的沖虛修養，始得管理在人際互動中形成之正負向情緒。

關鍵字

老子 ； 沖虛 ； 教師情緒管理

並列摘要

The purpose of this study is to develop Lao Zi’s philosophical concept of Chong Xu(沖虛) and its implications for teachers’ emotional management. The first step is to discover emotion theories in the fields of psychology and philosophy. Then, induction is used to ascertain the causes and the types of teachers’ emotions. Last, it will lead to six policies from what has been clarified above: setting macro goals, rationally interpreting the result of target, transforming negative beliefs, examining the authenticity about the object of emotion, experiencing plenty positive emotions at work, and establishing the sense of self-worth appropriately.
In addition, the perspective of life wisdom is selected to explore the meaning of Chong Xu after examining various interpretations of Lao Zi’s ideology through document analysis and comparative analysis. Under the scope of life wisdom, the concept of Wu(無; none) reveals the creation of Dao as the primary principle of Lao Zi’s ideology and the origin of the entire universe. Wu is shown on xu er bu jie(虛而不竭; empty, yet giving a supply that never fails), wu xin zi ran(無心自然; acting without a certain purpose), he guang tong chen(和光同塵; being calm and steady but not bombastic), and mian mian ruo cun(緜緜若存; being effective slightly but endlessly), which cause yo(有) (the opposite of Wu, means Dao’s creating) at the same time. Moreover, while Dao plays the role of Creator, it also shows Wu. In other words, Wu and Yo happen together. According to this principle, Lao Zi advocates that Chong Xu is the wisdom which people can learn from Dao. When Wu is shown in people’s lives as zhi xu shou jing(致虛守靜; returning to one’s pure mind), di chu xuan lan(滌除玄覽; keeping an innocent and non-biased mind in interpersonal interact), wu xin wu wei(無心無為; doing and letting nature take its course), and gong cheng fu ju(功成弗居; laying claim to no credit), it can make their life simple and happy enough, make others at ease and comfortable, and make them achieve their goals without any harm.
Finally, the implications for practice and future research are discussed to conclude this paper. Chong Xu is the theory behind the six policies of teachers’ emotional management. Based on Chong Xu, teachers can check the authenticity about the object which trigger their emotions. Teachers can also interpret things more rationally when they clear their mind to be without any stubbornness or inflexible standard which is used to distinguish and evaluation others or affairs during the time they reflect their emotional experiences and themselves. Also, teachers will be able to establish the positive sense of self-worth without being shaken by others because they know they were born to be as honorable as Dao. Last, teachers can discover others’ uniqueness and wonderfulness when they show Chong Xu in their lives. By practicing the above implications, teachers are capable to stabilize the emotion and keep being happy. Therefore, Chong Xu helps teachers resolve negative emotions and cultivate positive emotions.
In summary, this study find out the ideology of Chong Xu and its implications for teacher’s emotional management and suggests that teachers realize the importance of self-cultivation and be aware of their ideal of education. Conclusions are as the following:

1.Lao Zi’s ideology of Chong Xu is derived from the principle of Dao’s creating. Chong Xu equals to Wu, which meanwhile contributes to Yo. People can achieve their goals without any harm only when they learn and practice the principle step by step.
2.For teachers, Chong Xu can be utilized to resolve negative emotions and also to be the basis for cultivating positive emotions.
3.Based on Chong Xu, teachers can apply the six policies of emotional management. They can spontaneously, effectively and feasibly manage both positive and negative emotions that occur during the interpersonal interactions.

並列關鍵字

Lao Zi ； Chong Xu ； teachers’ emotional management

參考文獻

林建福（2010）。情緒教育的哲學探究：迷思、重要性與建議。教育研究集刊，56（4），1-26。

郭生玉（1987）。教師工作心厭與背景因素關係之研究。教育心理學報，20，37-54。

郭生玉（1994）。影響教師工作心厭因素之分析研究。教育心理學報，27，63-79。

壹、中文部分

一、古代典籍