臺灣藝術教育志業者的精神性特質:吳正雄與丘永福的生命敘事研究

Abstract

本研究旨在了解以藝術教育為志業者，在藝術教育推展歷程的精神性表現，包括精神性在教育志業動機、藝術教師人格特質，以及在藝術教育推展的過程中的表現與影響。以立意取樣選擇吳正雄與丘永福兩位藝術教師，採敘事研究法，建置與探究其生命故事，並進行綜合分析，獲得研究結論如下： 一、 精神性對藝術教育之個案教師的動機表現與影響方面來說，精神性結合藝術教師確實能展現藝術教育志業動機，而其動機展現精神性的形式有：對文化原真性的認同，以及對人的情感所產生對生活目標遷移性認同的精神性形式；受重要他人影響的精神性形式；來自於特殊事件影響的精神性形式；具有對承諾的實踐的精神性形式；激發教育實踐動機的愛與完美追求的精神性形式；從編輯教科書獲得快樂、光榮與肯定的精神性體驗儀式。還有兩位研究個案在致力藝術教學的傳承，也確能展現出利他的教育志業動機。 二、 精神性在以藝術教育為志業者人格特質有：創造力特質、面對困境所顯現不服輸的堅強性格、樂觀積極的人生態度、實現理想重於名利的價值觀、體現和諧的人生觀、行動派特質、展現高度的覺察與後設之反省力、不怕挑戰的開創性格局、為著理想使命承擔的特質、展現成功就是分享的信念特質、感恩與處處關懷的精神，以及具備學習力以增強賦能的特質。 三、 在推廣藝術教育歷程中所展現的精神性面貌，包括：快樂、愛、真、善、美、社會公義與正義、社會責任、價值觀、人生觀、使命感與光榮感等，讓個體覺知，並產生轉化的意義，這些意義，也影響他們一生在藝術教育推廣中一直努力不懈。而精神性認同後轉化為無形的行動力，包括：使命的承擔力、精神性的感知力、覺察的後設反省力、覺知認同後的轉化力、解決問題的能力、轉化成具體作為的行動力、面對困境的轉換力、堅強的意志力、使命的達成力與持續前進的續航力、永不放棄的學習力、學習如何學習的能力、求新求變的創造力、對提昇藝術教學品質的堅持力、理想的追求欲與精神性的發展力，以及圓融的統合能力。另外兩位個案教師當精神性所轉化的使命或目標達成時，會再為藝術教育未來擘劃遠景，追求更高層次精神性，顯現精神性的與發展。 最後本研究依據結論，提出對當前藝術教師、大學學術單位、政府行政單位、藝術教育研究者，師資培訓單位，以及後續研究方向的建議。This study aims to understand those who pursue art education as a vocation, in terms of their spiritual expressions in promoting art education, including the performance and influence of spirituality in the motivation of education and character traits of art teachers. The objects of purposive sampling are the two art teachers Cheng-hsiung Wu and Yong-fu Chiu; a narrative research method was used to construct and explore their life stories. After the completion of theanalysis, the research conclusions are described as follows: 1. In regard to the motivational expression and impact of spirituality of the two art teachers, the combination of spirituality and art does represent the motivation for art education as a vocation. The spiritual forms of motivation include: an identification with the original nature of culture; life goals formed from emotional identification with others; the spiritual essence influenced by significant others and specific events; the spiritual effect of carrying out commitments; the spiritual form of love inspiring motivation for practice offering education and pursuing perfection; the spiritual experience of gaining happiness, honor and affirmation from editing textbooks. Furthermore, the two educators have devoted themselves to the heritage of art instruction, which also demonstrates altruistic motivation for education as a vocation. 2. The character traits of spirituality in those practicing art education as a vocation include: creativity, determination to overcome all difficulties, optimistic and positive life attitudes, valuing ideals over fame and profit, a harmonious perspective of life, action-oriented characteristics, highly perceptive and meta-reflective ability, innovative character that does not fear challenges, bearing responsibilities for achieving ideals and missions, believing that success involves sharing, gratitude and caring for everything, and being able to learn in order to enhance one’s abilities. 3. Spirituality demonstrated in the process of promoting art education includes: happiness, love, truth, goodness, beauty, social and public righteousness and justice, social responsibility, values, life views, as well as sense of mission and honor, so that individuals can perceive and produce transferred meanings. These meanings also affect them in their continued devotion to the promotion of art education. Identification with spirituality is converted into an intangible drive which includes: the ability to carry out missions, perceive spirituality, embrace meta reflections of perceptions, problem-solving ability, ability to act after conversion to concrete action, ability to convert in the face of difficulties, strong will, to never give up learning, learning how to learn, employing creativity to seek novelty and change, perseverance in elevating the quality of art instruction, the desire to pursue ideals and develop spirituality, as well as to smoothly integrate. In addition, when the two case teachers achieve the goals or missions converted by spirituality, they will create further visions for art education, seek higher levels of spirituality and demonstrate the development of spirituality. Finally, based on the conclusions, suggestions can serve as reference for current art teachers, academic institutions, governmental administrative departments, art education researchers, teacher training units, and subsequent researches.