資優生慈悲心靈之情意發展：理解與建構生命存有的另一種可能
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Date
2020-08-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文旨在探討「慈悲心靈」(compassionate mind) 對資優生情意發展的意義，透過半結構式的深度訪談，探索資優生對慈悲這樣的情意有何經驗與想法；同時回顧相關文獻，反思以慈悲為基礎發展資優生情意的重要內涵與途徑。結果發現資優生對慈悲心靈的洞察，有不同層次的認知；慈悲包含感知與行動，培養溫暖心境的感受力、心之共鳴，是發展慈悲感知的基礎；勇敢跨出以自我為中心的世界，深刻的反思經驗，覺知苦難的因果，領悟萬物互相效力的關，由衷升起的責任與承諾，是慈悲行動的關鍵。最後，闡述以慈悲為基礎的情意發展方案之設計理念、目標、實施原則、教學重點等。期能提供未來研究及課程教學參考，以促進資優生的心理健康，裨益理解與建構生命存有的另一種可能。
The aim of this article was to examine the definition of the "compassionate mind" and its meaning in the affective development of gifted students. The semi-structured indepth interviews were employed to investigate the experiences and perceptions of giftedstudents about compassion. A review of relevant literature for articulating the important connotations and ways of developing gifted students' compassion for self and others through compassionate mind training were illustrated as well. The results showed that the gifted students had different levels of viewpoints of compassionate mind. Compassion included awareness and action. Cultivating the sensibility and resonance of mind was the foundation for the development of compassion awareness. The essences of compassionate actions included bravely stepping out of the self-centered world, profoundly reflecting on their own experiences, being aware of the causes and effects of suffering, understanding the interconnection of all things, and sincerely arising responsibilities and commitments. Consequently, the rationale, goals, implementation principles, teaching priorities and strategies of the compassion-based affection development program were recommended. The current research as another possibility of understanding and constructing human beings is expected to inspire much research on curriculum and instruction to promote gifted students' mental health in the future.
The aim of this article was to examine the definition of the "compassionate mind" and its meaning in the affective development of gifted students. The semi-structured indepth interviews were employed to investigate the experiences and perceptions of giftedstudents about compassion. A review of relevant literature for articulating the important connotations and ways of developing gifted students' compassion for self and others through compassionate mind training were illustrated as well. The results showed that the gifted students had different levels of viewpoints of compassionate mind. Compassion included awareness and action. Cultivating the sensibility and resonance of mind was the foundation for the development of compassion awareness. The essences of compassionate actions included bravely stepping out of the self-centered world, profoundly reflecting on their own experiences, being aware of the causes and effects of suffering, understanding the interconnection of all things, and sincerely arising responsibilities and commitments. Consequently, the rationale, goals, implementation principles, teaching priorities and strategies of the compassion-based affection development program were recommended. The current research as another possibility of understanding and constructing human beings is expected to inspire much research on curriculum and instruction to promote gifted students' mental health in the future.