| Abstract: | 本研究以關懷倫理學為教育理論，以苦難的論述、苦難現象學、同理心、關懷倫理等主題，發展出一套針對大學生的「察覺他人苦難」（awareness of others' suffering)教學方案，將其應用到大學生生命教育的課程中，並探討課程對大學生察覺他人苦難的影響。 研究樣本為中部某大學121位學生，分為實驗組58人，對照組63人。實驗介入為實驗組接受為期10週的察覺他人苦難課程，每週一次，每次2小時。課程進行方式為影片觀賞與討論、社福工作者的生命分享、苦難現象學的應證、個人的苦難分享、同理心訓練及苦難戲劇的演出等。研究方法採不等組前後測設計，以張利中（2007b）察覺苦難量表，趙梅如、鍾思嘉（2004）觀點取替故事同理心量表，Rushton, Chrisjohn 和 Fekken (1981)利他行為量表、謝曼盈（2003）生命態度量表-愛與關懷分量表為測驗工具。察覺苦難量表分為十個分量表，分別為：罪責論斷、咒罵論斷、性格歸因、反身及人、超越對錯、良善推斷、人之常情、同情協助、訴諸法律、歸因命運。 資料分析以前測t檢定分析兩組差異，以後測t檢定、差異分數t檢定、共變數分析及階層迴歸分析比較兩組在實驗介入後的差異。依各項結果來瞭解教育介入對大學生察覺他人苦難的影響，作為日後察覺他人苦難之生命教育應用的參考，並藉以培養大學生察覺他人苦難的情操。研究結果如下：一、不同性別的大學生在各項量表得分上並未有顯著差異。二、實驗介入後，參與者在察覺他人苦難量表中：負向分量表/咒罵論斷、性格歸因、訴諸法律、歸因命運得分下降，正向分量表/反身及人、超越對錯、良善推斷、同情協助得分有正向的提昇。三、實驗介入後，參與者在觀點取替同理心量表(同理認知、同理情感與同理表達)，利他行為量表(日常助人及參與慈善)，生命態度-愛與關懷分量表未達顯著標準。根據上述研究結果，研究者提出建議，以作為相關教育工作者及未來研究之參考。
The purpose of this study is, through a systematic educational effort, to increase college students’ positive awareness of people in suffering. In specific, it is intended for the research participants to see all persons as in sufferings, to lower their tendency to victim blaming and negative attribution, furthermore, to increase their compassion and willingness to help people in need.Totally, 121 college students participated in this study. 58 students are in the experimental group, and 63 students are in the control group. The study using Awareness Of Suffering Scale edited by Lei-jung Chang(2007b), Self-report Altruism Scale(SRA) by Rushton, Chrisjohn, & Fekken (1981), Empathy On Perspective-taking Stories Scale by Mei-Ru Chao, Shi-Kai Chung(2004), Life Attitude Scale(LAS) by Man-Ying, Hsieh(2003).The course included the phenomenology of suffering, the attribution theory, and empathy-compassion theory, etc. Moreover, one ten-week program, and two hour course per week were set up.Results are:1.By way of ANCOVA and Hierarchical Regression, all scores on the pre-tests were controlled statistically in subsequent analyses. 2.Results of ANCOVA indicate that, after controlling each pre-test scores, experimental intervention has positive effects on curse and condemn (F=7.20, p<.01), victims blaming (F=8.66, p<.01), character attribution (F=4.27, p<.05), focus on justice and law (F=16.25, p<.001), belief in good human nature (F=15.86, p<.001), transcending right and wrong (F=14.41, p<.001), self reflection (F=5.11, p<.05), and sympathy and compassion (F=11.78, p<.001). These results indicate very positive effect of the educational intervention of the present study. 3.Results of Hierarchal regression showed equivalent results as in the ANCOVA. 4.The intervention, however, did not increase helping behaviors, empathy and life attitudes (love and care) of the participants in the experimental group. It was demonstrated in the present study that college students’ awareness of others’ people in suffering could be amended and improved through a systematic educational effort. Participants in the experimental group exhibit more sympathy, belief in good human nature, etc. and a decrease in negative attribution towards those in suffering. It is recommended that this educational effort should be adapted for college students majoring in helping professions (e.g., medical, nursing, social work, & counseling). The course could be combined with the service learning. Improvements of the intervention program and measurement are also being discussed. |
