「海洋詩性智慧」教學內涵之探究

A Study on the Pedagogical Implications of Marine Poetic Wisdom

吳靖國(Chin-Kuo Wu)

《海洋文化學刊》 6期 (2009/06) Pp. 171-199

https://doi.org/10.29473/OCJ.200906.0006

摘要

本文經由理論分析來掌握「詩性智慧」的美感要素，其中「想像」要素在促發美感心靈的萌生，「奧秘」要素在提供美感發展的空間，「虔敬」要素在展現美感境界的作為，三者共同朝向「和諧」的美感境界，進而構成了「詩性智慧美學」。從海洋教育來思維，「想像」要素的重點是「寓意於海」，主要在引發學生賦予海洋生命力，並使用隱喻的方式描述海洋的性質；「奧秘」要素的重點是「以善頌海」，主要在引發學生思考和欣賞海洋的神奇宏偉與無窮力量；「虔敬」要素的重點是「以誠贊海」，主要在讓學生從海洋精神中領會自己與海洋的相處之道。據此，乃進一步結合「含納」、「變易」、「開創」、「奔放」等四項海洋精神，共同發展出十項「海洋詩性智慧」的教學內涵。

關鍵字

詩性智慧 ； 海洋教育 ； 海洋精神 ； 教育美學

並列摘要

This study, by theoretical thinking, examines the aesthetic elements of 'poetic wisdom': imagination inspires aesthetic mind, mystery allows aesthetic to develop, piety performs aesthetic state sublimating, and the three develop towards the core value of 'harmony' and then form the 'aesthetics of poetic wisdom'. Furthermore in marine education, imagination which is 'speaking the ocean with implication' brings students to give the vitality into the ocean and describes the ocean in metaphor; Mystery which is 'praising the ocean with goodness' arouses students to think and to appreciate the magical, grand, infinite and powerful ocean; The 'piety' which is 'supporting the ocean with sincerity' takes students with marine spirit to get a good way to do with the ocean. In view of the above, it further combines marine spirits which are ”containing,” ”change,” ”initiative,” and ”ebullience”, to develop ten teaching implications of marine poetic wisdom.

並列關鍵字

poetic wisdom ； marine education ； marine spirit ； educational aesthetics