一位永續教育教學者從「跨域自學」到「身教實踐」之敘說探究

From Interdisciplinary Self-Study to Modeled Practice: A Narrative Inquiry Approach to Education for Sustainable Development (ESD) for a University Teacher

周鴻騰(Hong-Teng,Chou)

《跨域自學力學報》 2期 (2022/06) Pp. 67-104

摘要

大學教師如何在生計、生理與心理逆境中跨域自學？又如何身教實踐成為學生的示範，引導學生向善翻轉人生？本研究以《修煉的軌跡：引動潛能的U型理論》理解《大學》之道修煉過程及其內在的關聯（知、止、定、靜、安、慮、得）作為學理基礎與分析模式。採用敘說探究法以及蒐集「自我生命故事紀錄」和「生命教育講座心得回饋」等兩大類質性資料來源，作為敘說的佐證與自我反思之依據。應用U型理論於跨域自學到身教實踐，歸納與反思如下：（1）察覺和懸掛後，跨領域自學有賴於真誠、同理心與換位思考（知）。（2）精熟曼陀羅與不斷自我論述，在腦海中漸進融通東西方學理與實務（止）。（3）放下執著，從不同宗教哲學與整全實踐典範得到養分，力行於教學實踐（定）。（4）創造心像，湧現「導師好比是交響樂團指揮家」的願景（靜）。（5）「親親、仁民、愛物」擁有普世價值，古為今用成為永續教育的藍圖（安）。（6）創造綠色大學永續生活實驗室、孝親安康學習模式之原型（慮）。（7）以USR產學一條龍之教學實踐，作為推動永續教育的支點與施力點（得）。此乃是從「腦」至「心」的整體修煉過程。結論：願景的澄明覺知湧現，能產生韌性克服逆境。善用曼陀羅思考法與心像法，提升跨域自學與身教實踐的效能。一以貫之系統思考、U型理論與整全實踐典範，推動教學與生活的變革，邁向健康與永續的未來。

關鍵字

永續發展教育 ； U型理論 ； 逆境與韌性 ； 跨域自學 ； 身教實踐

並列摘要

How can teachers engage in interdisciplinary self-study under conditions of economic, physical and psychological adversity (stress)? How can modeled practice guide students towards fulfilling lives? This research uses Otto Scharmer's ＂Theory U＂ as its theoretical and analytical basis, in order to understand the inner relationships among concepts from the Confucian text, The Great Learning (大學): awareness (知), stopping (止), calmness (定), stillness (靜), peace (安), true thinking (慮), and attainment (得). Using the narrative inquiry method, we collected qualitative data from two sources (＂autobiography＂ and ＂life education lecture feedback＂) to corroborate the narrative, and as a basis for self-reflection. After applying Theory U to the ESD teacher's interdisciplinary self-study and modeled practice, our conclusions are as follows: (1) After suspension, introduce methods of inter-disciplinary self-study (知, awareness). (2) Through constant self-analysis and visualization, integrate Eastern and Western academic theory and meditative practice (止, stopping). (3) Letting go of attachments, and taking nourishment from different religious philosophies and holistic practices, focus on teaching practice(定, calmness). (4) Presencing the mental image of the teacher as the conductor of a symphony orchestra (靜, stillness). (5) Embrace the universal values of ＂affection towards parents, compassion towards humanity, and kindness to animals＂ (親親、仁民、愛物) (Mencius 7, 45) as a blueprint for ESD (安, peace). (6) Create a prototype of a Green University＂ sustainable living laboratory＂, and a learning model based on filial piety (慮, true thinking). (7) Use University Social Responsibility (USR) teaching practice as a fulcrum and force point to promote ESD (得, attainment). In this way, cultivation proceeds from the ＂brain＂ to the ＂heart.＂ In conclusion, the emergence of a clear vision can generate resilience to overcome adversity. Utilizing ＂mandala thinking＂ and visualization methods can promote effective interdisciplinary self-study and modeled practice by ESD teachers. The integration of systems thinking, Theory U, and holistic practice paradigms can promote changes in teaching and life, and thus towards a healthy and sustainable future.

並列關鍵字

ESD ； Theory U ； Adversity and Resilience ； Inter-Disciplinary Self-Study ； Modeled Practice