The Spiritual Characteristics of Two Art Educators in Taiwan:Life Narratives of Cheng-hsiung Wu and Yong-fu Chiu

• Main Authors: CHANG,PO-YEN, 張栢烟
• Other Authors: CHEN,CHIUNG-HUA
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/y472gb

博士 === 國立臺灣師範大學 === 美術學系 === 101 === This study aims to understand those who pursue art education as a vocation, in terms of their spiritual expressions in promoting art education, including the performance and influence of spirituality in the motivation of education and character traits of art teachers. The objects of purposive sampling are the two art teachers Cheng-hsiung Wu and Yong-fu Chiu; a narrative research method was used to construct and explore their life stories. After the completion of the analysis, the research conclusions are described as follows: 1. In regard to the motivational expression and impact of spirituality of the two art teachers, the combination of spirituality and art does represent the motivation for art education as a vocation. The spiritual forms of motivation include: an identification with the original nature of culture; life goals formed from emotional identification with others; the spiritual essence influenced by significant others and specific events; the spiritual effect of carrying out commitments; the spiritual form of love inspiring motivation for practice offering education and pursuing perfection; the spiritual experience of gaining happiness, honor and affirmation from editing textbooks. Furthermore, the two educators have devoted themselves to the heritage of art instruction, which also demonstrates altruistic motivation for education as a vocation. 2. The character traits of spirituality in those practicing art education as a vocation include: creativity, determination to overcome all difficulties, optimistic and positive life attitudes, valuing ideals over fame and profit, a harmonious perspective of life, action-oriented characteristics, highly perceptive and meta-reflective ability, innovative character that does not fear challenges, bearing responsibilities for achieving ideals and missions, believing that success involves sharing, gratitude and caring for everything, and being able to learn in order to enhance one’s abilities. 3. Spirituality demonstrated in the process of promoting art education includes: happiness, love, truth, goodness, beauty, social and public righteousness and justice, social responsibility, values, life views, as well as sense of mission and honor, so that individuals can perceive and produce transferred meanings. These meanings also affect them in their continued devotion to the promotion of art education. Identification with spirituality is converted into an intangible drive which includes: the ability to carry out missions, perceive spirituality, embrace meta reflections of perceptions, problem-solving ability, ability to act after conversion to concrete action, ability to convert in the face of difficulties, strong will, to never give up learning, learning how to learn, employing creativity to seek novelty and change, perseverance in elevating the quality of art instruction, the desire to pursue ideals and develop spirituality, as well as to smoothly integrate. In addition, when the two case teachers achieve the goals or missions converted by spirituality, they will create further visions for art education, seek higher levels of spirituality and demonstrate the development of spirituality. Finally, based on the conclusions, suggestions can serve as reference for current art teachers, academic institutions, governmental administrative departments, art education researchers, teacher training units, and subsequent researches.