英文摘要 |
"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 in-depth interviews were employed to investigate the experiences and perceptions of gifted students 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." |