「師法自然」的教師之道：由老子無與有之「玄」論教學的生成作用

Dao of Being a Teacher that Models Itself After Nature: On the Generative Effect of Teaching by Laozi’s “Mystery” of Having and Non-having

傳統儒師以傳道、授業、解惑為己任，然教師在從事教學工作時，若過度執求於自身既有的價值分判與情意理想，試圖以自身所掌握到的一切美好作為教學推展之絕對準據，如此的「有心有為」便可能無法給予學生足夠的空間，使學生開展所自具之天真本然，更甚而可能對其加諸錯誤的對待或限制。本文旨在透過老子《道德經》的智慧，敘明道家思想對於上述可能流弊的化解之道，並藉由對感知、行為及關係三個面向的回應，申釋一種「師法自然」的教師之道。筆者試圖論明，透過教師「師法自然」之「無心無為」，方能圓熟自身教學之生成作用，進而成己成人。期藉由本文的討論，能協助教師在成為師者的道路上，思考自身「師」之所以為「師」的善心美意，如何可能與使學生成為獨立學習者之目標並行，使學生於教學關係中自信說出：「我自然」。

Despite the fact that Confucianist teachers regard propagating reason, imparting knowledge, and resolving doubts as their duty, teachers may excessively fix upon their own value criteria and ideals and take their own opinion of what is good as the absolute rule in their teaching practice. This “You Xin You Wei” (having rigid intents and self-opinionated actions) narrows down the possibilities for students to develop their authentic nature or even imposes improper treatments or restrictions. Through the wisdom of Laozi’s Dao De Jing, the study interpreted Daoists’ unriddling of previous probable problems and stated a “Dao of being a teacher that models itself after Nature (self-so, that which is so by itself)” in sensible, behavioral, and relational aspects. Specifically, only the teachers who practice a self-cultivation of “Wu Xin Wu Wei” can complete their generative effect of teaching and accomplish their mission as teachers giving students assistance. This study attempts to help educators reflect on how to make their kindness compatible with the aim of nurturing an independent learner and how to help students confidently say “I have ‘uninstructedly’ done it myself.”