優律司美介紹及本土化議題之初探：人智學與語言學觀點

An Introduction to Eurythmy and a Preliminary Study on Indigenization Issues: Anthroposophic and Linguistic Perspectives

研究目的
優律司美是華德福學校特有的課程，其言語姿態有兩種：表內在情感之母音和表外物形象描繪之子音，發展之初主要以德語為主、英語為輔所創造的。全世界華德福教育蓬勃發展之下，各地語言豐富多元，因語言而啟動的優律司美動作，隨著我們對語音的深入體驗和了解，而讓我們表達更多內在感受及外界反應。本文主要目的是介紹優律司美之本質及教學內容，並找出本土常用語言的語音和英語、德語之異同，建議針對差異之處設計句子去體驗，發展出適合本土的言語優律司美課程。
研究設計／方法／取徑
研究者透過人智學優律司美相關文獻之閱讀整理，並與優律司美人（包括資深優律司美教師）共同研討，針對優律司美中言語姿態之呈現部分進行探問，了解優律司美人之課程規劃、言語姿態之調整或創作之背景，融入語言學觀點，提出淺見與看法。
研究發現或結論
研究發現華語、閩南語和德語、英語在語音上具有不同程度上的差異，遇到華語、閩南語有而德語、英語沒有的語音，是優律司美老師最困擾的部分；但也有和德語、英語相近的語音，這兩種語音受到漢語拼音、注音符號的影響，會有選用不適當的言語姿態之現象，這也是撰寫這篇論文最主要也必要的原因。本文建議以國際音標來重新認識各國語音之異同性，尤其是乍聽之下與德語、英語相同，其實不同的語音，有系統地設計同一語音（母音／子音）的句子去體驗，讓優律司美言語姿態更接近聲音的本質。
研究原創性／價值
本研究提供更具語言本質，尤其是各國語音差異之比較探究，能擴增優律司美――可見的言語之廣度和深度的了解。
教育政策建議與應用
研究者因緣際會認識優律司美，燃起探究語音本質之火，而世界各國語音豐富多元，各國教師在呈現言語姿態的課程設計上應保持開放，與各國優律司美人有更多的對話，藉由對語音更深層的理解，以呈現更完整語音本質的優律司美，讓語言更清晰可見。

Research Purpose
Eurythmy is a unique Waldorf school course with two kinds of speech gestures, vowels and consonants, which were mainly developed in German and later supplemented by English. Languages are rich and diverse, and with the boom in Waldorf education worldwide, language-activated Eurythmy speech gestures allow us to express more internal feelings and external reactions because of our in-depth experience and understanding of speech. The main purpose of this article is to introduce the essence and teaching content of Eurythmy and to determine how the phonetics of Mandarin and Taiwan Southern Min differ from those of English and German.
Research Design/Method/Approach
Through reading and collating the relevant literature on Eurythmy and discussions with Eurythmists, the researcher investigates the presentation of speech gestures, understands the curriculum design of Eurythmy course, and incorporates linguistic perspectives to offer insights and opinions for the adjustments or new forms creation of speech gestures.
Research Findings or Conclusions
Some phonemes only occur in Mandarin and Taiwan Southern Min, but not in German or English, a serious source of difficulty for teachers presenting Eurythmy speech gestures. There are phonemes similar to those in German and English, but not completely the same, although the Chinese pinyin/phonetic symbols for the phonemes are the same as they are in German or English. In addition, inappropriate speech gestures are sometimes chosen by teachers. The researchers suggest using the International Phonetic Alphabet to reexamine similarities and differences between sounds, especially those simply seeming similar to German and English sounds at first glance, and systematically design sentences with phonemes so that Eurythmy speech gestures align closely to the essence of sounds.
Research Originality/Value
This study provides a comparative exploration of phonemes in different languages, especially how sounds in Mandarin and Taiwan Southern Min differ from those in German and English. These findings can expand scholarly understanding of the breadth and depth of speech gestures that can be seen in Eurythmy.
Educational Policy Recommendations and Applications
Languages are rich and diverse. Teachers worldwide should remain open during the design of courses that present Eurythmy speech gestures and engage in more dialogue with Eurythmists in various countries. Through a deeper understanding of speech, a more complete phonetic essence of Eurythmy can be presented so that the language is more clearly visible.