| Summary: | 碩士 === 高雄師範大學 === 教育學系 === 98 === The purpose of this study, from the viewpoints of V. E. Franfl’s logotherapy and N. Noddings’ the ethics of care, is to investigate the transforming processes of the meaning of life after the case teacher joins Fu-Chi Group. Besides, we also examine her applying Fu-Chi education ideals into the care of practice and ways of dealing with difficulties confronted.
To reach the above purposes, this study adopts case study method, selecting Ms. Nien-en (an alias), the homeroom teacher of Class 302 from Kaohsiung Municipal Hsiou-shin primary school as the study subject. We mainly aim our interviews at levels of life autonomy and responsibility, the acceptance of hardship and death, the meaningfulness and value of existence, and the purpose and fulfillment of life; besides, we also conduct interviews, classroom observations, and collection and analysis of other documents on the domains of the case teacher’s realizing the care of practice and education. And we induce our research conclusions as follows:
1. Through realizing and practicing Fu-Chi ideals, we are able to explore the meaning and value of life existence.
(1) Through experiencing the concepts of “boundless life” and “effect-cause principles,” people can be responsible for others’ and their own lives.
(2) Through carrying out “appreciating others’ favors,” “realizing the uncertainty of death,” and “becoming Buddha’s followers,” we can positively accept adversity and death.
(3) Through fulfilling “endless care,” we can locate the real value of life existence and stick more firmly to the concepts and ideals of Fu-Chi education.
(4) Through practicing “perceiving Buddha’s doings” and “following Buddha’s examples,” we can gradually explore and fulfill the purposes of life.
2. By transforming the concepts of Fu-Chi life education, we are able to shape the procedures of the care of practice.
(1) “Favoring others” in Buddha’s teachings cannot be reached by scratch, but by sincere caring.
(2) Through administering “boundless life,” we can expand our care to any place in the world and even into the future.
(3) Turning the concepts of “appreciating others’ favors” and “thinking of others” into actual movements helps shape the attitude and means of the care of practice.
3. Using the concept of “appreciating others’ favors” as a norm, we can construct care education strategies.
(1) Through example teachings, we can turn relatively abstract concepts of “appreciating others’ favors” and “thinking of others” into concrete fulfillment.
(2) The teacher should incorporate “classics-studying education,” “cause-effect stories” into daily dialogues and interactions to establish proper behavioral norms.
(3) Always being positive and patiently waiting for students to become more mature can prevent teacher-students relationship from being ruined by excessive criticism.
4. The efficacy of care education lies in establishing students’ caring prospects and in promoting parents-teacher-students growth.
(1) The atmosphere of acceptance in classroom context promotes favorable interaction between the teacher and students.
(2) Students establish their behavioral norms through “classics-studying education” and “cause-effect stories.”
(3) Students express their care for others through “appreciating others’ favors” and “carrying out good deeds.”
(4) The case teacher sticks more to her personal beliefs and values.
(5) Parents appreciate teacher’s commitment in teaching and understand the importance of spiritual upgrading.
5. Ways of solving difficulties and support are sought for from Fu-Chi Group and its concepts and ideals.
Finally, based on the above conclusions, we submit some concrete suggestions for primary school teachers to explore the meaning of life and to upgrades energy and skills of the care of practice, and for the future researchers to use as a reference.
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