靈性活動參與動機與學習歷程之個案研究

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Title:	靈性活動參與動機與學習歷程之個案研究
Other Titles:	A Case Study of Participation Motivation and Learning Process of Spiritual Activities
Authors:	陳玉娟 CHEN, YU-CHUAN
Contributors:	企業管理學系管理科學碩博士班涂瑞德 TWU, RUEY-DER
Keywords:	靈性學習;內在轉化;身心健康;情緒管理;人際關係 Spiritual Learning;Internal Transformation;Physical & Mental Health;Emotional Management;Interpersonal Relationship
Date:	2020
Issue Date:	2022-05-17 14:40:13 (UTC+8)
Abstract:	本研究目的在探討靈性活動參與動機與學習身心轉化之歷程，學習者所面臨學習歷程之困境與因應方式，以 5 位參與靈性活動學習者為研究對象，透過半結構式訪談方式、來進行資料蒐集與分析。　　研究發現歸納如下：靈性活動參與動機，馬斯洛的一九五四年出版的著作《動機與人格》（Motivation and personality(亞伯拉罕．馬斯洛著，民 109)中提出人類需求理論，需求層級分為五種且呈現為金字塔，最基本之需求就位在金字塔的底層，當滿足了基本需求即會往愈高的階層發，由下而上列出為：(一)生理的需求、(二)安全的需求、(三)愛與隸屬的需求、(四)尊重的需求、以及(五)自我實現的需求。　　身心轉化之歷程有改善人際關係的能力與正向思維的態度，靈性活動學習歷程之階段主要包括：(1)感知階段：「擱置成見」「轉移視角」 ”過去的模式產生內在衝突(2)自然流現階段：「放下我執」「接納當下」， (3)實現階段：「澄清意願」「建構原型」「形成體制」。　　靈性學習者認為造成目前學習困境的因素有： (1)無法相信靈性的真實存在；(2)心與深層我無法交融；(3)學習過程中很難面對學不會。　　受訪者對於靈性學習所採取的因應方式包括： (1)肉體必須做調整跟學習；(2)學會全然的信任與交託；(3)學習釋放小我的掌控性跟執著性；(4)把生命的主控權交回給靈性引領；(5)向內在的佛性學習與(6)內在高我智慧。　　The purpose of this study is to explore the motivation of spiritual activity participation and the process of learning the psychosomatic transformation, the dilemma and the way the learner faces the learning process. Taking five spiritual learners as the research object, the semi-structured interview method was used to collect and analyze data.　　Research findings are summarized as follows: Motivation for participation in spiritual activities, Maslow's writing 《 Motivation and Personality》, published in 1954 (by Abraham Maslow, 2020), proposed the theory of human needs, There are five levels and they are presented as pyramids. The most basic needs are at the bottom of the pyramid, When the basic needs are met, the higher class will develop, Listed from bottom to top as: (1) physiological needs, (2) security needs, (3) love and affiliation needs, (4) respect needs, and (5) self-actualization needs.　　The process of psychosomatic transformation has the ability to improve interpersonal relationships and positive thinking attitude . The phases of the spiritual activity learning process mainly include: (1) perception phase: shelter stereotypes＂ and ＂transfer perspectives＂; (2) natural emergence phase: ＂let's put down ego＂ and ＂accept the present＂; (3) realization stage: ＂clarify will＂, ＂build prototype＂ and ＂form system＂.　　Spiritual learners believe that the factors that cause the current learning dilemma are: (1) unable to believe in the true existence of spirituality; (2) unable to blend the heart and the deep self; (3) difficult to face learning during the learning process.　　The strategies adopted by the interviewees for spiritual learning include: (1) the body must adjust and learn; (2) learn full trust and trust; (3) learn to release the control and attachment of the individual; (4) return the master control of life to spiritual guidance; (5) inward learning of Buddha nature and (6) inner self and deep wisdom.
Appears in Collections:	[Department of Business Administration, Master/Ph.D Program in Management Sciences] Disserations and Theses(Master and Doctoral Program in Management Sciences)

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