師資培育：硬筆書法潛能開發 從寫字中體驗生命深度

硬筆書法潛能開發 從寫字中體驗生命深度

Penmanship Practicing Motivates Potential Development

From Handwriting to Spiritual Enlightenment

適逢東華大學教學卓越中心首度舉辦學生自主學習社群計畫，提供學生在既有課程外，能有更加多元的學習與實踐管道；華文系郭妍君同學、教育系宣皓萍同學等五位學員共同發起學習寫字的計畫，由中文系李秀華教授與教育系陳添球教授擔綱課程顧問，林冠傑擔綱講師自編教材與設計課程，舉辦為期十週的密集課程與教學。

The 1st Student Autonomous Group Learning Program, administered by the Center for Teaching Excellence, National Dong HWA University, encourages students to learn and practice through multiple sources and channels outside regular courses. Sponsored by the Autonomous Learning Program, Guo Yan-Jun from the Department of Sinophone Literatures and Xuan Hao-Ping from the Department of Education and Human Potentials Development together with five more students started the ten-week intensive courses of Handwriting Practicing Program. The instructor, Lin Guan-Jie, personally designed the courses and used his self-edited materials for instruction. Moreover, Professor Lee Shew-Hua at the Department of Chinese and Chen Tien-Chiu at the Department of Education and Human Potentials Development were invited as the course consultant.

講師林冠傑曾在花蓮縣南華國小、富源國小、花崗國中，以及台北市永安國小，推動時間長短不一的硬筆書法課程。目前尚在研究所進修，著墨於書法、語文教學，及身心靈課程領域相關研究，同時也是一名合格的國小儲備教師。

The instructor, Lin Guan-Jie, has rich experiences of teaching penmanship in schools, including Nanhua Elementary School, Fuyuan Elementary School, Huagang Junior High School in Hualian, and Yong-An Elementary School in Taipei. Currently, as a graduate student, he is still studying and improving himself in the field of calligraphy, language teaching, and relevant studies on courses of body, soul and spirit. He is also a certificated elementary school teacher.

因應四十餘位學員，橫跨五個學院二十一個科系，包含了學、碩、博士生，其學習背景的多元性，講師一改前人指導寫字與書法的慣例，大量減少古典書論或瑣碎的教材教法，他主張以完形心理學融入硬筆書法課程的教學創新思維，像是以視覺組織解釋書寫原理，以團體動能促進學員間的交流與互動，開闢出一套寫字教學互動模式。另外，他更創建facebook社團及專頁──罐子老師的書法教室，提供學員們彈性討論的空間，以及自主延伸學習的舞台。

In response to the diverse background of more than forty students from 21 departments of five colleges, covering bachelor, master, and PhD, Lin makes adjustments to the conventional teaching materials and methods, largely decreasing the load of classic literature. He advocates integrating Gestalt theory to penmanship instruction and develops an interactive mode of handwriting teaching. To be more specific, principles of handwriting are taught by means of visual organization, and interaction between students is encouraged. A group and fan page is built on Facebook (please referring to https://www.facebook.com/calligraphy520) and is used as an extended classroom for student to foster autonomous learning and mutual interaction.

他表示寫字是身體實踐的活動，透過與身體對話的方式乃是達到卓越的最佳途徑。因此，將靜心活動融入寫字課程，以「歸於中心」和「全觀」兩個主要觀念實施。歸於中心旨在收攝心神臻至專心不二的精神境界；全觀旨在沒有焦點的關注，也就是同時的關注眼睛、大腦與手部的協調性。兩者皆有助於增進意識與肌肉連結的靈敏程度，漸而影響書寫活動的流暢且不凝滯的效用。

He says, “Handwriting is an event of bodily movement. Communicating with your body is the most efficient way to excellence. Bearing this in mind, I realize that meditation would be helpful. Performing meditation involves two reciprocal aspects, centering and witnessing. While centering aims at concentrating one’s attention, witnessing aims at pointless attention, which is to put attention on the coordination of eyes, the brain, and hands at the same time. Both are able to facilitate the alertness of the connection between mind and muscles, contributing to positive effects of writing flow and fluent motions.”

問卷調查發現，多數學員表示靜心活動的確有助於專注與放鬆，達到身心統合的效果，更直接影響寫字能力的提升。但也有部分學員表示，覺得自己太過年輕，或是暫時沒有興趣投入靜心活動，但也不排斥練習。更有趣的是，幾乎所有學員一致認同寫字本身也算是一種靜心活動，透過書寫活在當下，與自己、文字進入深沉的溝通。

The results of a survey indicate that most students become more focused and relaxed after meditation, accomplishing the unitization of body and mind, and in turn directly improve their handwriting ability. However, there are still some students saying that they end up being too relaxed, and some other students claiming that they currently have no interest in performing meditation. Nevertheless, they are all willing to try and practice. What’s interesting is that almost all students reach an agreement saying that handwriting is a kind of meditation event. Through practicing handwriting, they live the moment and have chances to communicate more deeply with not only language but theirselves.

參考資料

【1】林冠傑（2019）。成人硬筆書法課程創新與教學實踐之行動研究，口試日期：2018年11月7日。國立東華大學中國語文學系碩士論文。永久網址：https://hdl.handle.net/11296/2jx3yy

【2】罐子老師的寫字教室，歷年成果新聞報導

【3】國立東華大學教學卓越中心（2017）《106-1 自主學習社群計畫》優秀社群獎