| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 100 === Processed with self-narration, this essay is to inquire the life experience of an elementary teacher accompanied with solitude, attempting to reach two following study goals : to describe how an elementary teacher has spotted the loneliness during the course of life; to realize the meanings of solitude and introspect how these meanings might have inspired on education. Having been tracked from 1966 to 2012, this essay is written across the fields covering the researcher’s original family, the mother schools of different phases, the former workplaces, and the existent workplace.
The outcomes of this study can be stated with four points as follows :
1. While writing the life experience of “Lost”, the researcher had retraced the undergoing of having longed for being loved since childhood. On account of the discord in family and the dictatorial parenting from the mother, the narrator ended up often playing a role of a “hero” and a “invisible child” with fear, anxiety, and self-abasement at heart. Therefore, the narrator had been seeking recognition from the teachers and the peers throughout the course of schooling, hoping to complement the deficiency by achieving various goals.
2. While writing the life experience of “Roundabout” and “Find the Way”, the researcher had reviewed her role as a student, parent, colleague, and administrator. The narrator thought in the first place that she was stuck in loneliness because she accidentally got trapped. Then the needs of being relied on, being praised, being understood, and being recognized were all seen to originate in solitude.
3. This study points out three ways of understanding loneliness: firstly, to “divert from” the attention on such loneliness by keeping busy with external affairs; secondly, to “confront” with an open mind the sorrow and fear following such loneliness; thirdly, to quietly listen to the inner voice, “enjoying” the dimension of freedom given by the loneliness itself. In order to study narratively, the researcher was forced to face such solitude instead of turning away from it, then accidentally finding out the fun of tasting it.
4. This essay claims that three forms of isolation by Irvin D. Yalom (interpersonal isolation, intrapersonal isolation, existential isolation) have conferential values on education. Everyman can perceive his or her interpersonal relationship with ease, yet overlooking the true color of life and the thorough inquiry of existence. It is crucial for teachers to understand and accept solitude. Only with love that demands nothing can children be accompanied to learn the lesson of life - “along with solitude”.
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