Worlds Within, Part One: Awareness, Creativity, and Learning

綜合幾種已經發展完整的理論，包括教育學、詞彙教學法、心身醫學及心理學，我們將能對人們學習外語的過程、自我建構也同時建構世界的方式，終至於教學的方法，建立起更新的觀點。由此一新觀點出發，我們必須了解到自我與世界是互相依存的，且語言是由言談(discourse)而非由文法而構成，是由詞彙(lexis)而非由字彙(vocabulary)而構成。如此一來，教師的角色從過往單方面地傳授知識，改變為在學生自主學習語言的過程中從旁輔助。學習者的角色則必須從以往被動接受及模仿轉為採取自主的態度積極學習語言。這是根據學前兒童自然發展的學習過程發展而來的觀點。孩童們使用與生俱來的創造力（亦即心智能夠創造出一股不間斷且流動不息的思維、映像、威受、情緒，及相應的生理反應的能力）以前設的方式(pro-actively)探索世界，並根據從外界接收到的反應調整自身的行為。在此過程中，孩童們不僅逐步建立起自我的身分認同，並且開始體現他們使用第一語言（即母語）時所運用的自然創造力。這種前設式的探索開始於幼兒時期，但卻容易在往復求學受教育的階段消失。然而，這份能力仍然能透過內心醒察(mindfrlness)的訓練重新獲得。

關鍵字

教育學；詞彙教學法；創造力；內心醒察

並列摘要

Drawing upon several strands of disparate but established thought-the science education, the Lexical Approach, mind-body medicine, and psychology-allows the synthesis of a compelling alternative view of the way we learn foreign languages, the way we construct our world as we negotiate the on-going construction of self, and ultimately of the ways we teach. Such a view entails the recognition of self and world as interdependent and the perception of language as discourse, not grammar; as lexis, not vocabulary. The teacher's the imparting of knowledge to working with the students as they work with themselves using the language. The role of the learner changes from passive reception and imitation to active engagement with the self while working with the language. Such a view is based on the learning processes that children have mastered before they entered school. Children engage their innate creativity (the ability of the mind to produce a ceaseless flow of thoughts, images, feelings, moods, and resultant physiological states) as they pro-actively explore the new world into which they have been born and change their behavior using the feedback they receive from their environment. By doing so, children not only negotiate the construction of their self-identities but also begin the process of embodying the spontaneous creativity that comes with the fluent use of their first foreign language (i.e., their native language). The pro-active exploration of the world begun in childhood and lost through subsequent school education can be recovered through mindfulness training.