識物育物解悟惜物──從種子盆栽及廢物利用營造休閒生活

Recognizing, cultivating, comprehending, and cherishing: create a leisure life from seed potting and waste utilization

本研究基於「有機生活與環保」通識選修課程多年經驗，結合聯合國SDGs的17個永續發展目標，讓學生知道SDGs不只是政府的責任，與個人也息息相關。課程除討論環境相關議題外，另一主軸是讓學生利用種子盆栽及廢物利用創作來了解園藝療癒與藝術療癒的基本技能，期許同學將這樣的技能運用在未來的職場上（疾病患者、長照住民、幼兒），或者營造自身的休閒生活。課程內容包括（一）識物：帶學生探索校園生態，讓學生望、聞、摸並享受大自然植物之美。（二）育物：學生選擇喜歡的植物品項，利用種子、分株或插枝等方式進行盆栽的栽種，實際觀察並照顧植株並從中享受栽種的快樂。（三）解悟：從做中學，嘗試解決植物成長所遇到的光照、肥料、土壤及蟲害等問題。（四）惜物：鼓勵學生廢物利用，將本要拋棄的物品加以創作。多年授課經驗發現：（一）栽種雖有失敗經驗，但絕大部分學生感覺親自種植很有趣，也有舒壓的效果，部分學生願意持續栽種，這已達到園藝療癒的初步階段。（二）部分學生回憶起小時候的種植經驗，有些學生透過種子盆栽，營造了與父母或祖父母共同種植的休閒生活，也享受了與長輩間親子互動的喜悅。（三）成果較好的有秋葵、貓草、地瓜、小番茄、馬拉巴栗、馬鈴薯、桶柑、茼蒿及栗子南瓜等，可作為日後園藝療癒的基本栽種品項。（四）廢物利用創作設計多樣性，學生很享受創作的過程與成就，這已達到藝術療癒的初步階段，而這樣的學習回饋確實達到課程當初的規劃目標。

This study is based on years of experience in the general elective course ''Organic Life and Environmental Protection'', combined with the 17 sustainable development goals of the United Nations SDGs, to let students know that SDGs are not only the responsibility of the government, but also closely related to individuals. In addition to discussing issues related to the environment, the course has another main axis. The first is recognizing, leading students to understand the ecology and biodiversity of the campus environment. The second is nurturing, students can understand the process of plant growth and the difficulties of food production from the process of seed potting. Seed potted plants can beautify the living space and relieve the pressure of life, and can be used as the basis of horticultural therapy. The third is comprehending. Learning by doing, students solve the problems encountered in the process of seed potted plant cultivation by themselves, which will be the basis of lifelong learning. The last is cherishing. Cherish the objects you once had around you, and encourage the recycling of waste into artwork or daily utensils, which can reduce the waste of resources and can also be used as the basis for art therapy. It is estimated that there will be 6 classes with 360 students. There are five purposes of the research. The first is to improve the understanding of the 17 goals of the United Nations SDGs. Secondly, to enhance the understanding of campus biodiversity. Let students vote for excellent scenic spots photos, and establish an electronic map of campus biodiversity for use by all teachers and students. Thirdly, stimulating interest in seed potting, sort out the successful seed potting in spring and autumn semesters and file them for later students to use, which can also be used as the basis for horticultural therapy. The fourth, teachers and students solve problems together to reduce the pressure of seed potting. The problems encountered and the solutions will be organized to made into a manual for the reference of subsequent students who choose courses. The last, improving the motivation of waste utilization and re-creation, and gather students' creative works into electronic files at the end of the term, which can be used as the basis for future art therapy.