用解構主義與榮格分析心理學及禪觀, 來探討浪漫詩人渥茲華斯《序曲》中之「自我追尋」=A “Self-Quest” of the Psyche and Buddha Nature in William Wordsworth' s The Prelude and Its Application to English Teaching
自我追尋=Self-Quest; 解構主義=Deconstructionism; 榮格分析心理學=Jungian Analytic Collective Archetypes; 法國大革命=French Revolution; 整合式教學法=an integrated approach; 網路及電腦多媒體=Computer Multiple Media; 全人英語教學法=Confluent Whole Man Language Education; 教案=a teaching plan; 教材=teaching procedure; 行動研究=Action Research Method; 十牛禪圖=Ten Ox-Herding Pictures; 折中式教學法=Eclectic Teaching Methods; 生命教育=the Life Education; 個案教學=case study; 統計分析=data-analysis; Zen Epiphany
摘要
本文1-2章，從解構主義與榮格分析心理學，探討浪漫詩人渥滋華斯《序曲》﹙The Prelude﹚中之《自我追尋》. 第3章說明如何運用整合式教學法，教高中生英文詩. 第4-5章，則對前三章所探討的議題，實際用在英語教學上，作進一步的運用與分析. 各章節大意簡介: § 第一章 運用解構主義 ﹙Deconstructionism﹚ 詮釋渥滋華斯的《序曲》. 說明此“自傳式” ﹙Autobiographical﹚詩體是種“自我建構” ﹙Self-Construction﹚ 及“自我解構” ﹙Self-Deconstruction﹚ 的文字遊戲過程. “自傳式” ﹙Autobiographical﹚文學作品本身就是一種由“自戀” ﹙Ego-libido﹚ 到“我執” ﹙Self-Attachment﹚ 的象徵 ﹙Symbol﹚. 《序曲》裡的文字只是表相 ﹙Text/Autobiography﹚，並不代表真相 ﹙Subtext/Self﹚,表相只是一種或多種意符 ﹙Signifiers﹚，真相是一種意指 ﹙Signified﹚，如以解構主義的解釋,表相與真相間，有著意想不到的距離; 而『文字般若』並不代表『實相般若』，應以解構主義的“空觀”﹙dismantling of binary aporias and hiatuses﹚來詮釋此文字遊戲. § 第二章 從榮格分析心理學 ﹙the Jungian Analytic Psychology﹚的集體潛意識原型 ﹙the Collective Unconscious Archetypes﹚來探討《序曲》中浪漫主義 ﹙Romanticism﹚之“潛意識” ﹙Unconsciousness﹚，及法國大革命 ﹙the French Revolution﹚對渥滋華斯的影響. 從傳統神學﹙Theology﹚的“受難洗滌論” ﹙Paradise Lost﹚ 到浪漫主義的“直覺”﹙Intuition﹚. “想像力”﹙Imagination﹚及內在的“自我追尋”﹙Self-Quest﹚等議題，來探討詩人渥滋華斯在《序曲》中所呈現之“自我追尋及集體潛意識”﹙Self-Quest and the Collective Unconscious﹚ 關係與力量，說明《序曲》強調運用“想像力” ﹙Imagination﹚及“人心之力量” ﹙the Power of Mind﹚. § 第三章 探討如何運用“整合式” ﹙Integrated﹚ 教學法來教高中生英文詩. 本章整合多種英文教學法及理論，更把資訊教育 ﹙Computer Science Information﹚ 融入英文教學裡，結合網路及電腦多媒體教導高中生英文詩. 此章節說明如何將“折中式” ﹙Eclectic Teaching Methods﹚ 教學法，“行動研究”﹙Action Research Method﹚，“網路及電腦多媒體” (Internet and Computer Multiple Media)，及人性化的“全人英語教學法”(Confluent Language Teaching) 等運用到英語教學上，使英文教學更有效率. § 第四章 以渥滋華斯之自傳式長詩《序曲》，設計成適當的高中英文教材. 說明如何以《序曲》此詩為例，設計適當的教材教案，結合《序曲》的文學意涵及“十牛圖” ﹙Ten Ox-Herding Pictures﹚的《禪觀》﹙Zen Meditation﹚，啟迪放下“自我追尋”﹙Self-Quest﹚中的《我執》﹙Self-Attachment﹚，教導高中生了解“生命存在” ﹙The Existence of Being ﹚，“人與大自然. 社會的關係與互動” ﹙The Interrelationship，and Reliability，or Interdependence of Man，Nature，and Society﹚，及“活在當下”﹙Spots of Time and the Presence﹚等的生命教育 ﹙Life Education﹚中“自我追尋” (Self-Quest)的正向議題. § 第五章 對前四章探討的議題，實際用在高中英語教學中，做更進而的個案教學及統計分析，探討其在英語教學裡的改革與省思，並提供高中英文教師及後來研究學者參考. 最後總結渥滋華斯之《序曲》，題材豐富，文字優美，意涵深遠，不僅有文學研究價值，也適合英語教學.
The purpose of this study is to explore the Self-Quest of the Psyche and Buddha Nature in William Wordsworth’s The Prelude and its application to English teaching in senior high schools. Totally，the thesis consists of five chapters. In the introduction section，the researcher she reports how to use the Deconstructionism，Jungian Analytic Collective Archetypes, and Zen Epiphany to explore the “Self-Quest” issues in Wordsworth’s The Prelude and its application to English teaching in senior high schools. Then the researcher she briefly surveys the following five chapters. ● Chapter One applies the theories of Deconstructionism to interpret The Prelude，an autobiographical writing，as a game of Self-Construction and Self-Deconstruction. So，an autobiographical writing is a symbol of self-attachment. How to read beyond the self-trapped word games will be explored in this chapter. ● Chapter Two applies the Jungian Analytic Collective Archetypes to explore the “Self-Quest” psyche in Wordsworth’s The Prelude. The researcher she tried to detect the French Revolution’s impact on Wordsworth’s thoughts and his self-questing journey. The discussion of the human psyche and the Collective Unconsciousness will be explored later. ● Chapter Three studies how to use an integrated approach to teach senior high students English poetry. In this chapter，the researcher she introduced many ethods and approaches of English teaching. Besides, she applied the Action Research Method，combined the Computer Multiple Media, literary ways of teaching English poetry，and the Confluent Whole Man Language Education to teach literature and English. ● Chapter Four describes how the researcher she designed a teaching plan and procedure of the reading selection from The Prelude. She implied the literary meanings of The Prelude and combined the Ten Ox-Herding Pictures in the teaching text. Then，the researcher used the Action Research Method to empirically conduct a teaching experiment on how to teach The Prelude to senior high school students. During the teaching application，the r
