終身學習者對於提升自我心理幸福感與個體成熟度的六個提問

Six Questions for Lifelong Learners to Improve Their Psychological Well-being and Maturity

大學之道就是終身學習之道，目標即是在全人教育的學習歷程中，逐漸鑄造成為一個具有獨立、成熟、健全人格，及高度心理幸福感的個體，此即梅貽琦所謂的「學問成熟之人」，也是本文所稱的「終身學習者」。本文意在探討終身學習者在此動態過程中，其個體的成熟與心理幸福感提升的關係為何？可以如何深入理解心理幸福感的六項要素？以及藉由「六個提問」來探討終身學習者如何透過提升心理幸福感來邁向成熟。經分析「六項要素」後發現，終身學習者的心理幸福感與個體成熟度之間有「個體層面」、「群體層面」及「動向層面」三層關係，而「六項要素」不但是心理幸福感的重要組成要素，也是個體邁向成熟的關鍵參考指標。此外，藉由「六個提問」的概念內涵分析可以進一步理解「六項要素」的深層意涵，並得知終身學習者在個體層面透過「我是誰？」及「我可以對『我是誰』承擔起責任嗎？」兩個提問來反思個體如何看待自己，以及能否認知到邁向心智成熟是自己一生的課題與責任。在群體層面，藉由「身旁的人如何看待我是誰？」及「我如何回應別人對我的看法？」將自我的認知放進群我關係中進行探索求證。個體釐清了群我關係中的自我認知，也具備了回應群體的主體能動性，再來就是從動向層面的兩個提問：「我想成為怎樣的人？」及「我能成為怎樣的人？」來處理人生的深層意義與目的問題。對終身學習者來說，個體心智成熟就是意義及目的本身。個體要不斷拓展自我界限、邁向成熟，就要充分認知熵的力量與影響，並能有效阻抗熵增，以減少混亂，重建秩序。

“Da Xue Zhi Dao” is the way of lifelong learning. The goal is to gradually forge an individual with independent, mature, sound personality, and a high sense of psychological well-being in the learning process of whole-person education. mature people”. The purpose of this paper is to explore the relationship between individual maturity and psychological well-being of lifelong learners in this dynamic process. How can we better understand the six elements of psychological well-being? And through the “six questions” to explore how lifelong learners can achieve maturity by improving psychological well-being. After analyzing the “six elements”, it is found that there are three levels of relationships between the psychological well-being of lifelong learners and individual maturity: “individual level”, “group level” and “movement level”, and the “six elements” not only an important component of psychological well-being is also a key reference indicator for an individual to move towards maturity. In addition, through the conceptual connotation analysis of “Six Questions”, we can further understand the deep meaning of “Six Elements”, and learn that lifelong learners can ask “Who am I?” Who's to take responsibility?” two questions to reflect on how an individual sees himself and whether he recognizes that progress towards mental maturity is his life's task and responsibility. At the group level, through “How do people around me see who I am?” and “How do I respond to what others think of me?” Self-knowledge is put into the group-me relationship for exploration and verification. The individual has clarified the self-cognition in the relationship between the group and me, and also has the main initiative to respond to the group. Then there are two questions from the dynamic level: “What kind of person do I want to be?” and “What kind of person can I be?” to deal with the deeper meaning and purpose of life. For lifelong learners, individual mental maturity is meaning and purpose in itself. In order to continuously expand the boundaries of self and move towards maturity, individuals must fully recognize the power and influence of entropy, and can effectively resist entropy increase, to reduce chaos and rebuild order.