【國立臺灣大學109學年度畢業典禮 致詞代表 心理學系林世峰】
Student Address, National Taiwan University Commencement 2021
Shih-Feng Lin from the Department of Psychology
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校長、各位貴賓、師長,親愛的家長、同學、畢業生,還有所有螢幕前的觀眾朋友,大家好!我是臺大畢業生代表,心理學系四年級的林世峰。
四年來,真的很難忘,我們同學一起在新生書院互加好友,在醉月湖找校鵝,還到舟山路上觀察大笨鳥的慢動作,又騎腳踏車到溫州街裝文青,到118巷當吃貨。多希望一切歲月靜好,但新冠肺炎疫情揮之不去,年輕生命殞落的悲劇突然到來,讓我們成為最迷惘的一屆,也是最獨特的一屆。
學校的活動臨時停辦,線上課程堆積如山,畢業舞會、椰林辦桌又被忍痛取消,最後甚至連實體畢業典禮和謝師宴也成為永遠的遺憾。我有朋友被迫放棄出國交換的機會,而我夢寐以求的芬蘭教育見習也無法成行。計畫被打亂、不安變常態,我們卻又將面臨更多挑戰。
一天,我在溫州街二手書店翻到詹姆斯.卡斯的一句話,震撼了我。這位哲學家將人類活動分為兩種遊戲,他說:「有限遊戲以取勝為目的,無限遊戲以延續遊戲為目的。」當下我驚覺,或許求學路上感到煎熬,就是因為我們被困在有限的遊戲中。有限的學習是一場短跑,只是一種手段,是為了勝過別人來證明自己,而拼命地刷新履歷、獲得標籤。
我回想起大三的一晚,我陪高三的學弟妹們為大考奮戰,原本想說幫忙解題而已,但最後他們卻對我說 :「學長,我讀書感覺好空、好累、好悶……」、「學長,我學這些到底為了什麼……」
是啊!為了考試而讀書、為了標籤而學習,不問意義與價值,讓我們陷入空虛、疲憊與痛苦。於是,我和一群來自超過二十個不同科系的夥伴創立了「臺大青鳥教育社」,有來自超過五所大學甚至香港、加拿大的大學生,一起走進的社區、偏鄉引導國高中生探索學習意義和自我價值,我們一起描繪活用所學、開展生涯的美好未來。
驀然回首,當初那麼想到芬蘭,不就是為了回台灣實現讓學習更有意義的理想嗎?疫情是一位無形的嚴師,教導我們在變動中珍惜彼此,在家園築夢踏實,更讓我們重新發現,學習是一場無限的壯遊,本身就是一種目的,是為了提升自己來造福他人,而自在地探索未知、創造價值。
經過師生共同努力,今天的臺大更重視心輔資源,「防疫一號」、「線上杜鵑花節」、「未來大學」,都讓我們這最迷惘的一屆,不僅成為了最獨特的一屆,更將蛻變為最堅韌、最覺醒的一屆。無論如何我們堅信,來到生命的必有意義,即使畢業了、即使停課了,臺大人都將繼續沉思、繼續學習,在人生的無限遊戲,繼續締造壯舉,讓傅鐘在心裡迴響起,永不止息!
一路上感謝師長、同學,感謝親友、爸爸媽媽及阿公阿嬤。感謝臺大砥礪我們脫胎換骨。期許自己並祝福各位同學,艱難時刻盡己所能,抱持無限思維活學活用,超越自我、同理他人,我們一起創造共好的故事、貢獻宇宙的精神!我是林世峰,畢業後我們一起勇敢!謝謝大家!
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President Kuan, distinguished guests, professors, parents, graduates, and friends on the screen, Hi! I am the valedictorian on behalf of graduates. I am Lin, Shih-Feng from the Department of Psychology.
The past transient four years brought me lasting remembrance. We made friends with classmates at Orientation Camp, searched for geese at Drunken Moon Lake, watched languid birds, Malayan Night Heron, on Zhoushan Road, biked to Wenzhou Street like a hipster and took a bite at the Lane 118. Although I dream that serene days live on, Covid-19 pandemic and the tragic loss of young lives suddenly happened. Hence, we have become the most puzzled and unique graduating class of 2021.
The events on campus were abruptly suspended. Online courses were augmented. The graduation prom and the feast at Palm Boulevard were cancelled. Even the onsite graduation ceremony and the banquet for thanking professors have become impossible but eternal regrets. One of my friends was forced to relinquish the opportunity to exchange abroad. And I could not fulfill my internship program of which I dream in Finland. Facing the disruption of planning and uncertainty as normalcy, we meet myriad challenges.
One day, I read a sentence written by James Carse in a second-hand bookstore on Wenzhou Street. To my astonishment, the philosopher categorizes human activities as two kinds of games. He said that "a finite game is played for the purpose of winning, an infinite game for the purpose of continuing the play.” All of a sudden, I realized that my struggling study arises from the trap of finite game. The limited learning like a sprint aims to prove superiority as means that we spare no effort to renew resume and acquire labels.
Reflecting back on one evening in my junior year, I accompanied third graders of high school who strived to prepare university entrance exam. I thought I could help answer their questions but eventually they said to me that “I felt aimless, exhausted, and suffocated…"“What is the purpose for learning indeed…?”
Right. Studying for exams and labels without inquiring into meaning and value could ensnare us within emptiness, exhaustion and pains. Therefore, I found NTU Avizure Education Club in partnership with peers from more than 20 departments. Students from over five universities including those from Hong Kong and Canada enter the community and guide middle and high schoolers to explore the meaning of learning and the value of self through application of what we have learned, leading to promising careers in the future.
While viewing the past and thinking of Finland, wasn’t it the ideal that I wish to accomplish after return to make learning more meaningful? The pandemic is an invisible stern teacher who teaches us to cherish each other in times of turmoil, to pursue dreams step by step in homeland, and to discover again. Learning is infinite grand journey embodied in a purpose, improving oneself to benefit others, exploring unknown, and creating value.
With joint endeavors of faculty and students, National Taiwan University today draws more attention to counseling resources. The Device of Epidemic Prevention No. 1, Azalea Festival online, and the University of Future project allow us as the most puzzled class to transform into the most unique and perseverant class with self-awareness. We firmly believe that anything that brings to the life gives meaning. Regardless of gradation and end of class, members of NTU would continue to consider and learn as well as proceed to accomplish in the infinite game of life. And the resonance of ringing the Full Bell in our mind never ceases.
I would like to extend my gratitude to professors, fellow classmates, family, friends, parents and grandparents in my path. Thank National Taiwan University for urging us to change. I expect each student and myself to transcend ourselves and to be compassionate toward others as active learners during trying times. We together create stories of common good and embrace the spirit to contribute to the universe. I am Lin, Shih-Feng. We are brave upon graduation. Thank you all.
詳見:
https://www.facebook.com/NTUCommencement/posts/2718183551805402
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#臺灣大學 #畢業典禮 #NTUCommencement2021 #學生致詞代表 #臺大心理學系 #林世峰
acquire meaning 在 孭起背包·遊歷不預期 Facebook 的精選貼文
【找尋那生命的火花】
Pixar(皮克斯)的電影真的越來越有水準,由 Inside Out(港譯:玩轉腦朋友;台譯:腦筋急轉彎) 到 COCO(港譯:玩轉極樂園;台譯:可可夜總會),再到今次的 Soul (港譯:靈魂奇遇記;台譯:靈魂急轉彎), 每次都總能夠用輕鬆的故事,配以孩童的視角,為觀眾帶來不一樣的啟發。而這次談到人生意義,更是引來大量回響。
在Human Design 人類圖中,擁有28-38 困頓掙扎通道的我,本來就是一個典型的固執金牛座。一直以來,只要是我想做的事,沒有誰能夠阻止我。因為這種固執,我在大學年間不知就裡就學了三年的劍道,獨個兒跑到古巴去旅遊,今天還搬到台灣居住和發展事業。但也同樣是因為這份固執,曾讓我不停走進牛角尖,在自製的漩渦中越淊越深,無法自拔。
29歲的我,當天在工作中已經無法再找到太多的滿足感。行銷的工作一開始是有趣的,讓我有機會接觸到很多有趣新奇事。然而,當時間久了,我開始感到納悶,我開始疑惑到,我是否必須一直這樣待下去,重覆著一個又一個的品牌項目,把新酒重新灌注到舊瓶子中。我感到內心有股吶喊,我無法接受生命就是這樣。那個感覺大概跟在電影中,教小學(國小)學生玩樂器的Mr.G 類同吧。
當時的我,還未認識Human Design人類圖。在我的成長觀念中,我總覺得,如果對眼前的事物感到沉悶,就找一個新的來玩就好了。所以我不停去找「下一個目的地」。我渴望環遊世界,卻感慨自己沒有錢,也同時受束搏於家庭責任;我渴望找一個更有意義的工作,把對歷史、文化、旅遊這些興趣轉化為志業,但卻總是無法找到合適的機會。
就這樣,我一次又一次地透過新的夢想去爬出那困境,卻又偏偏同時跌進下一個深淵。一次又一次的夢想為我賦予力量,但伴隨而來的竟是一次又一次夢想無法實現的失落。希望與失望形成一個具大的漩渦,把我一直向下拉,一直向下拉。我就是在這個時刻認識了Human Design 人類圖。
在二元性的世界中,我們每個原廠設定中的特質皆是一把雙面刄,而Human Design 人類圖真正在表達的,就是如何把控制權交回身體,讓她去決定如何使用這雙面刄。懂得運用的話,對尋找人生意義的渴望,能夠讓我們走進一個又一個精彩的不預期旅程;但若誤用的話,就會像我過去那樣,把自己逼到一個死胡同去。
Stop searching for purpose and meaning of life.
Start creating it by simply living it.
我曾經聽過一個有關亞歷山大大帝的有趣故事。在短短10多年間,他迅速建立起一個具大的馬其頓帝國,把希臘、埃及、波斯和兩河流域皆納入其帝國版圖中。就在準備東征印度前,他去找一個隱士請教事情。
隱士問他:「我看你一直在調動軍隊,要去哪裡?為了甚麼呢?」
亞歷山大回答他說:「我要征服印度。」
隱士問他說:「然後呢?」
亞歷山大回答說:「去征服世界。」
隱士追問說:「征服了世界之後要做什麼?」
亞歷山大回答說:「然後我就會休息。」
隱士嘲笑說:「你完全瘋了。你看我現在就休息,而我沒有去征服世界。如果你想要休息,為甚麼不現在就做?我要告訴你:如果你現在不休息,就永遠無法休息。你將永遠無法征服世界,因為總還有一些東西要被征服……生命很短,時間飛逝,你將會在你的旅程中死掉。」
結果,印度最終無法攻克,而亞歷山大也在三年後帶著遺憾離世。
我們總是喜歡把事情簡單複雜化,就是無法相信生命其實可以很簡單。我們就像電影中那條在水中尋找海洋的魚,不斷追趕著沒完沒了的目標,卻偏偏忘記了原本的初心。
經過這些年來的體驗,我終於明白到這通道的真正智慧,也認清了人生意義究竟是甚麼一回事。
28-38通道所說的尋找人生意義,並非在每做一件事情前,都以有沒有意義和使命感來作出評估,亦不是說在做完每件事情後,再回想這事情的意義。而是帶着冒險和奮戰的精神,把眼前的每分每刻生命好好活好,下定決心在生命的每分每秒盡情探索、盡情體驗,每分每秒都享受其中,不願浪費任何一分一秒。這才是生命的真義。
換句話說,28-38 的意義並非頭腦想像出來的意義,並非想找到一個答案的渴望,而是渴望在生命中,親身感受並從中找到意義。它代表一個不斷尋找意義的旅程,而非在頭腦中為事情找意義的思辨過程。
“The last little piece for all of the souls to acquire before they can head to earth is a “spark.”.........Your spark isn’t your purpose. That last box fills in when you’re ready to come live.” – Soul
人生真正的意義,從來都並不在於活出什麼使命,為世界帶來什麼影響和改變,或把志向興趣熱情轉化成職業;而是好好享受生命,盡情活出每分每秒。這就是我們每個人一生中,唯一的功課,唯一的使命。
看完靈魂急轉彎後,我不斷在反思,我的火花是甚麼?什麼事情能夠讓我感到最大的喜悅?我曾經以為是到處遊歷,但好像也不是。人類圖的解讀嗎?我的確是有滿足感,但是還算不上是最大的喜悅。
然後我突然發現,原來生命中的各種不預期,各種有趣奇遇,才是讓我感覺到最大的喜悅。本來純粹想看瑪雅金字塔,結果卻跑到瓜地馬拉看到那一生難忘的風景;到古巴旅遊,竟認識了當地本土家庭,最後住在他們家,參加充滿拉丁熱情的狂熱派對;做品牌推廣竟然可以讓我走進賽車場,認識到一個本來根本不會認識的世界;不預期的被邀請到參加台灣人的第一個跨年派對;每次吃到從沒有吃過的食物;每次走上從沒有走過的路⋯⋯
大概這就是在我靈魂最深處的那股旅行魂,也就是電影中22號終於鼓起勇氣走進生命的原因。
你呢?有找到你的最後一塊襟章,那屬於你的生命火花沒有?
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acquire meaning 在 Eric's English Lounge Facebook 的最佳解答
[教育時評] 如何發展批判性思考?
We now know that critical thinking is needed to solve complex problems and that it can be defined as a set of skills, but how exactly do we develop it?
現在,我們知道解決困難的問題時需要批判性思考,而亦可將之視為一套技能,但我們該如何發展它呢?
來拿我們的【新聞英文+批判性思考: Marketing & Influencers 補充包】https://bit.ly/2YJPZvb
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One way is to use Bloom's taxonomy when learning something new. After you remember the information, see if you can move up the pyramid by using the key verbs listed in each step to facilitate discussion and higher-order thinking.
One does not need to carry out each of these steps in order (e.g., apply before analyze). However, learners typically need to "understand" information before they can "analyze" and "evaluate" it.
Bloom's taxonomy can be used individually or with teachers and peers. Use it when acquiring information or thinking about a complex issue.
當你在接收資訊時,布魯姆的分類法(Bloom's taxonomy)或許是其中一種可用之法。布魯姆分類法是美國教育心理學家班傑明・布魯姆(Benjamin Bloom)於1956年在芝加哥大學所提出的分類法,將教育者的教學目標分類,以便更有效地達成各項目標。在你記住所接收的資訊後,請檢視自己是否可以用下方金字塔中所列出的關鍵動詞來逐步遞進。
無需按順序執行這些步驟(例如分析可以在應用之前),只是人們通常需要先記住與理解資訊,然後才能對資訊進行分析與評估。布魯姆的分類法可單獨使用,也可以與老師及同儕一起使用。在學習或思考議題時請善用它。
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Can you use this taxonomy in English learning? Can you think critically when learning English?
你可以在英語學習中使用這個分類法嗎?學習英文時你能批判性思考嗎?
Yes, you can! Language is a tool for us to decode text, symbols, and sounds and find meaning. It enables us to receive and give information, or in short, to communicate. Once we receive information, we can take the next step and begin thinking critically. Doing so will enhance our understanding of new information and help us to decide what action to take.
當然可以!語言是我們解碼文本、符號與聲音並且找尋意義的工具。它使我們能夠接收並提供資訊,或者簡單來說就是得以與人交流。當我們藉由語言獲得資訊後,下一步便是批判性思考。批判性思考可增進我們對資訊的理解並幫助我們根據該訊息採取行動。
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Many beginning English learners think it is impossible to think critically when learning because they only understand a few words. However, a learner can use critical thinking even when learning the most basic words!
許多英語初學者認為,批判性思考與英語學習不可能並行,因為他們只會幾個單詞。然而,即便是學習最基礎的語言也可以引入批判性思考。
First, teachers can use the students' first language to help them understand higher-level concepts and facilitate thinking. Second, learners can break down the complex process of critical thinking into simple steps by using Bloom's taxonomy.
首先,老師可用學生的母語,來協助他們建立層次較高的概念並促進思考。接著,老師可使用布魯姆的分類法來拆解批判性思考的複雜過程。
例如,我們今天學了蘋果(apple)和橘子(orange)這兩個單詞:
在記住知識(remember)的階段,老師可以問:水果的顏色、形狀,甚至是哪一個比較大?
在理解(understand)的階段,老師可以問:哪一個的維他命C比較多?哪一個切開後的色澤較易改變?
在應用(apply)時,可以問該用什麼東西去除它們的果皮?看到蘋果有個洞時是否該吃它?
在分析(analyze)時,我們可以比較這兩個水果分別提供了哪些營養?
在評鑑(evaluate)時,則會問哪一個水果對我們比較好?為什麼這一個比較貴,另一個卻比較便宜?
最後,在創造(create)階段的我們可想像可以如何創造一個由蘋果跟橘子融合起來的水果。它會長成什麼樣子?在此可以去想像,去發揮、去創造。
如你所見,每當你接收任何資訊,甚至是基礎語言學習,都可以鍛鍊批判性思考。
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As you can see, you can develop critical thinking every time you acquire new information, even when learning a second language. Now you know what critical thinking is, how it can help you, and how you can develop it!
After all that, I am still not going to give you a simple definition of critical thinking. If I were to do so, then I would not be helping you to think critically.
You're welcome to leave your own definition below.
現在,你已瞭解何謂批判性思考、它如何幫助我們以及該如何發展它。但即便如此,我仍不會給出一個簡單的定義。若然,反倒會阻礙你進行批判性思考。
歡迎大家在下方留言與我們分享你的定義。
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參考文獻
Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom's taxonomy as a learning tool. Journal of Management Education, 27(5), 533-555.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 2007(1), 1-23.
McPeck, J. E. (2016). Critical thinking and education. Routledge.
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Bonus question: What is the biggest difference between the steps "apply" and "create"?
Hint: You can find the answer in the picture.
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