生命教育中之生命教育

Abstract

「我」在此自我敘說的論文中，寫下的是二十七歲至四十四歲之間的一種生命流動的狀態，就是我生活的樣子。在這其中雖經歷了生命重大的危機與轉機，實亦交疊地映照出從小至大的生命長成的若干狀態。在敘寫之中，我來來回回地邊寫邊看自己，現下敘寫的我，與過往時光中所出現的我，去做了一場又一場深入內心的對話。 在此，我所承載著的不僅僅是自己的人生；不免地亦承載著人際關係之中他者的部分人生。然而我必須承認的是，這都是我自己主觀上所感知的、所認知的世界，甚至可以說是我筆下的世界。關係中的他/她們，於此字跡之下雖默默無言，卻早已悄然地形就了「我－生命如是」的同行者。 每一段的歷程都連結著過去的影響，每一段的旅程也都影響著未來的腳步。此與彼、彼與此，那坦然對視的相見正好，在此敘說行旅中遂成為了共創生命的對象。 一個人的生命基調、生命課題、人性探索等，就在這一步一腳印的敘說「我」、敘事「它」之中，漸漸地整理出一種「多重面向我」的真實樣態。 妳問︰生命教育是什麼呢？我說︰走入法鼓文理學院生命教育學程的學習場域，靜靜地傾聽穿越生命歷程的真摯回應。妳將會看見的。

What I expressed in this self-narrative was about my living conditions in age 27 to 44. During this period, I suffered from several critical human crises as well as underwent my personal transformation. In the meanwhile, those experiences were mirroring some shapes of my growing time. Through the self-reflective writing, I encountered with the past me back and forth and we did inner self-dialogue, again and again. What I carry was not only my own life, but also the part of life in connection with others. I must admit whatever presents itself here, it was actively my perception and sense of the world, even though the narrative towards my seeing world. It was I the person living in the world with others, alone yet inseparable from the interpersonal relationship. They seemed speechless in characters, but those who were certainly my living partners in the world. Every track relates with the past incidence, every journey influences the future pace. The right timing of the narrative journey to co-create and co-discover what my life would be like. My keynote of life, life course, and human nature exploration were gradually revealed in self-narration step by step as the multidimensional self in reality. You asked, what is life education? I said, walking into the learning field of life education program in Dharma Drum Institute of Liberal Arts, listening quietly through the true corresponding of your life course. You will see.