臺灣正念教育研究與實踐的省思與建議──從佛典「四念處」與卡式當代正念比較為切入

Reflective Insights and Future Directions in Mindfulness Education in Taiwan: A Comparative Study of the Buddhist“Four Foundations of Mindfulness”and Kabat-Zinn’s Practices

正念減壓法（MBSR）由卡巴金博士創建以來，已發展出各種正念介入法，並在許多領域得到正面迴響。本文從卡巴金提倡的MBSR及源頭佛典「四念處」，抽取其共同重視的正念機制，觀察其應用於正念教育的足夠性，並比較兩者在目標、技巧策略的差異，作為臺灣未來正念教育發展的借鏡。研究發現，臺灣正念教育主要依循卡巴金的指導，對「身、受、心念處」偏向基礎性運用，較少涉及高層次心理覺照。而在「法念處」部分，卡巴金改用禪宗的「自然之道」與「完整性」理論，臺灣則相對缺乏關注與運用，也少觸及目標導向元素。本文建議臺灣正念教育應重視「無常、無我」的引導，以及「法念處」的正念系統性思惟，試以淺顯易懂的語彙詮釋，免除宗教化疑慮。未來臺灣正念教育的提昇，可從兩方面著手：一是正念研究與實務練習，應擴充「高層次心理素質」範圍，深化正念品質；二是政府主管機關宜整合資源，成立正念研發與師資培育中心，建構完善的教學實務體系。唯有紮實的學術研究作為後盾，再輔以制度性的支持，才能真正健全臺灣正念教育的發展，提昇社會大眾身心健康，促進新世代全人發展。

Since its inception by Dr. Kabat-Zinn, Mindfulness-Based Stress Reduction (MBSR) has led to various mindfulness interventions and gained positive feedback in many fields. This paper extracts the shared mindfulness mechanisms emphasized by Kabat-Zinn’s MBSR and the Buddhist“Four Foundations of Mindfulness,”assesses their applicability to mindfulness education, and compares their differences in objectives and skills, serving as a reference for the future development of mindfulness education in Taiwan. The study finds that mindfulness education in Taiwan mainly follows Kabat-Zinn’s guidance, focusing on basic practices of“body, feelings, and mind,”with less involvement in higher-level psychological insights. In the aspect of“dharmas,”Kabat-Zinn incorporated Zen concepts, a practice that has seen limited attention and utilization in Taiwan, which also rarely addresses goal-oriented elements. This paper suggests that mindfulness education in Taiwan should emphasize the guidance of“impermanence and non-self”and the systematic thinking of“dharmas,”striving to present these concepts in accessible language to mitigate concerns over religiosity. To enhance mindfulness education in Taiwan, two key areas should be addressed: first, the scope of mindfulness research and practice should expand to include“higher-level psychological qualities”; second, government authorities should consolidate resources to establish a mindfulness research and teacher training center, aiming to develop a comprehensive and practical pedagogical framework. Only with solid academic research and institutional support can mindfulness education in Taiwan be truly strengthened, thereby enhancing public well-being and promoting holistic development.