初探無為存在正念靜心之實踐理念與學習結果—以在職碩士生為例

Effect of Teaching Mindfulness Meditation: A Case Study of Master's Students

本研究旨在探討無為存在正念靜心實踐理念，以及探究22位在職進修碩士生於學習歷程身心轉變現象。本研究採行動研究法。資料蒐集課堂討論、教師課堂速記、學生學習回饋單、追蹤參與者自我練習正念靜心30日紀錄資料進行主題式分析。就教學實踐理念之探討與分析，釐清無為存在正念靜心具備三項重要元素：(1) 運用身體感官作為注意力聚焦對象；(2) 直接經驗以提升當下為導向的意識；（3）靜心過程意圖培養自我關愛與慈憫意識。就參與者體驗學習歷程研究發現：(1) 靜心前討論無為存在內涵可增進投入學習意圖；(2) 靜心時可清晰覺察思緒、情緒和身體感受的瞬息變化；(3) 藉邀請、提問、正向話語等引導方式可增進參與者主動專注；(4) 藉開放偵查身心狀態有助於參與者從作為模式心智轉向無為存在心智；(5) 當心智漸次導向內在有助於參與者超越既有視框、打開新洞察；(6) 當意識焦點聚焦則能享受無為正念狀態。就自我練習30天之學習成果：(1) 個體發展適合自助助人靜心操作法；(2) 提升自我接納與慈憫意識；(3) 轉心向內更易信靠內在引導。最後，針對教學實務和未來研究提出建議。

 

This study explored the concept of mindfulness meditation and determined the psychological mechanisms underlying the concept. Accordingly, a case study was conducted on a brief mindfulness meditation training course involving 22 master’s students. An action research approach was used for the study. Data were collected through class discussions, student feedback, and students’ records tracked during 30 days of mindfulness self-practice. Qualitative data were analyzed through thematic analysis. During the class discussions, three major elements crucial for the practice of mindfulness meditation were elucidated and are outlined as follows: (1) use of the physical senses as the focus of attention; (2) direct experience or awareness of present-oriented being; and (3) cultivation of the consciousness of self-care and compassion through the meditation process. Moreover, students’ feedback regarding their learning experience was as follows: (1) discussing the connotations of inaction and executing meditation before training can increase individuals’ commitment; (2) meditation can help individuals clearly perceive changes in their thoughts, emotions, and physical sensations; (3) invitation, questioning, and guidance through positive discourse can enhance individuals’ autonomy and concentration; (4) awareness of the physical and mental states can help individuals shift their mentality from a doing state to a being state; (5) focusing on the awareness of present consciousness can help individuals discover new insights about themselves; and (6) concentration on breathing can promote a state of mindfulness. Observing the students’ records compiled during the 30-day self-practice revealed the following outcomes: (1) the students developed operational methods for self-help and helping others; (2) they developed enhanced self-acceptance and self-compassion; and (3) they became more introspective, establishing greater trust in their inner states. Finally, this study presents practical implications for teaching and proposes suggestions for future research.