| 摘要: | 古今學者必有師，為人師表者憑藉專業知識於講堂執經傳道之際，無論自覺抑或不自覺，必有遭遇困惑與不足之處，即謂教學盲區。肇因知識浩瀚無垠，人壽形體有盡，以有盡追逐無垠，既疲且難矣！況乎飽學之士難免有其聞道先後、術業專攻、雅俗濡沫……之差異，致使難以萬般全知，難免蒙上違背實際、不求甚解、時間迷思、深蘊不足、眾口鑠金等弊病，本文皆逐一舉證。知恥知弊之餘，必予改革，否則誤人子弟，影響深遠。解決途徑在於：釐清定義、唯勤是岸、勿盡信書、適度懷疑等方案，雖無法全面治本，但仍須努力「七年之病求三年之艾」以治標，近能求其安頓生命，生活幸福；遠能圖謀社稷祥和，安邦定國。
In old and modern times those who wanted to learn would seek out a teacher. A teacher, with expertise, transmits knowledge in class. However, the fact that a teacher is not a polymath means that he also has doubts and confusion—whether or not he is aware of this lack of knowledge. Such a lack of knowledge is called the “teacher’s blind spot.” Due to the immensity of philosophy and science, it is impossible for a man, with limits of time and energy, to acquire all knowledge. Even though an erudite scholar is disciplined in many fields of knowledge, he still cannot know everything. Thus the teacher’s blind spot involves critical problems as such: lack of full understanding, myth of learning time, superficial learning, and following up general opinions. In this paper, I will indicate the problems with the teacher’ blind spot. When the problems are found out, they need to be addressed. If not, students would be educated in a wrong way. The possible solutions are: to define the teacher’s blind spot, to study hard, to be skeptical about the knowledge in books. Although it is difficult to provide a total solution, we can still deal with some of the critical issues. By doing so, we can settle down and pursue happiness at a personal level, and at a social level, our society will grow stronger and powerful. |
