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| 將工夫帶到教育中： 如何引領學生把握住觀念與實踐的工夫 |
| Integrating Kung-fu into Education: How to Guide Students in Cultivating Both Conceptual and Practical Mastery |
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| 作者 |
陳復 |
| Author |
Fu Chen |
| 關鍵詞 |
工夫教育、
知行合一、
儒家心學、
靈性三觀、
教學實踐
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| Keywords |
Kung-fu education,
unity of knowledge and action,
Confucian nousological learning,
three spiritual perspectives,
pedagogical practice
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| 摘要 |
本文指出：應該將「工夫」視為可教、可學與可驗的知識，透過教育實踐重建中華文化的主體性。長期而降西化學術將生命體證邊緣化，使得工夫被誤解成宗教或玄學，然而真正的教育應回歸人的生命經驗，讓學生在日常中養成清明和平的精神。作者提出兩個互補向度：其一，運用學術語言闡發傳統工夫，使其能與社會科學對話；其二，於實作中讓學習與修養並行，實現知行合一的教育本質。本文從儒家主體出發，融通儒釋道思想，提出「靈性三觀」──如常、反常與超常，藉此開展對工夫的理解；進而闡述「慎獨」、「誠意」、「止定靜安慮得」與「致良知」這些觀念工夫的修煉辦法。再者，作者提出四項具體實踐工夫：讀經、書法、靜坐與崇禮，強調從身體實作中體會心體，培養倫理秩序與精神收攝。整個課程分為觀念奠基、實踐工夫與整合應用三個階段，拿十六週做節奏，並注重安全意識、情緒護欄與資料保護。最後，工夫教育的目的不在神祕體驗，而在恢復學習的人文本質，使學生學會照顧自己與善待他人，並在誠意與節制中自立成長。將工夫帶入教育，即是將人的主體性交還給人，使文化自信獲得重建。這種教育觀不僅是對西化教育的反思，更是中華文化教育精神的現代實踐。 |
| Abstract |
This paper contends that kung-fu (工夫) should be recognized as a form of knowledge that can be taught, learned, and verified, and that educational practice can serve to reconstruct the subjectivity of Chinese culture. Modern Westernized scholarship has long marginalized the experiential dimension of life, misinterpreting kung-fu as mysticism or religion. Genuine education, however, should return to lived experience, enabling students to cultivate clarity, composure, and moral awareness in daily life. The author proposes two complementary approaches: articulating traditional kung-fu through academic discourse to engage with the social sciences, and integrating learning with selfcultivation through practical application, thereby realizing the Confucian ideal of the unity of knowledge and action. Drawing upon the combined insights of Confucianism, Buddhism, and Daoism, the paper introduces the “Three Spiritual Perspectives”—the Ordinary, the Extraordinary, and the Transcendent—as conceptual pathways for cultivating awareness. It further examines both intellectual and practical disciplines, including self-vigilance in solitude, sincerity of intention, meditative stability, and innate moral knowledge, as well as embodied practices such as reading the classics, calligraphy, meditation, and ritual propriety. Ultimately, kung-fu education is not about mystical experience but about restoring the humanistic essence of learning. It calls for students to care for themselves, respect others, and achieve moral growth through sincerity and restraint—thereby reclaiming human subjectivity and revitalizing cultural confidence in modern education. |
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