從懷疑到信任：中高齡宗教信仰者的靈性學習歷程

葉俊廷; 李雅慧

doi:10.3966/172851862018040051004

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P105 - 141

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.7082/CJGC

书目管理工具

相关连结

问题回报

全文下载

从怀疑到信任：中高龄宗教信仰者的灵性学习历程

From Suspicion to Trust: the Middle-aged and Older Adult Religious Believers' Spiritual Learning Process

叶俊廷(Chun-Ting Yeh) ；李雅慧(Ya-Hui Lee)

中华辅导与谘商学报； 51 期 (2018 / 04 / 01) ， P105 - 141

繁体中文 DOI： 10.3966/172851862018040051004

成人学习；宗教信仰；经验学习；灵性学习； Adult learning ； experiential learning ； religion ； spiritual learning

1 个人觉得这篇文章赞

摘要 │ 参考文献 (55) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

In previous studies and literature on both spiritual learning and experiential learning, we found that individual learning is a learning process utilizing past and prior experiences on future practices, namely, from the past to the future. Both literature and previous research paid much attention on individual learning in terms of how learners interact and gain experiences from the external world, self-life experiences, and reflections. From the study of spiritual issues, spiritual health is one of the factors of successful aging, as well as the positive significance of religion and spirituality, but it is difficult to fully understand the entire experience process of personal spiritual learning. However, the theory of experiential learning can be very helpful to further explore the spiritual learning process since the theory of experiential learning emphasizes the goal consciousness, action, reflection, feeling and experience of learning process. These concepts have already contributed to the current research to further explore the evolution process of personal spiritual value from a very simple perspective to a more advanced scope. For instance, we learned that individuals need to achieve the spiritual health status through the integration of life experience, covering the past to the future growing process. Having a lack of related research on how individuals succeed spiritual health, the current research aimed to investigate the middle-aged and older adults' spiritual learning process. In order to explore and analysis participants' spiritual learning experiences, we adopted phenomenology approach and conducted semi-structured interviews with 6 middle-aged and older adults. These participants were 3 males and 3 females, the ages ranged from 49~67 and average age 58.2 years. The participants were 1 Christian, 1 Catholic, 1 Muslim, and 3 Buddhists, respectively. The results of the study were summarized as followings: The participants' spiritual learning experiences could be divided into four phases, including initial contact, doubt and conflict, learning reflections, and experienced spiritual meaning. The first phase explained and referred to the reason why middle-aged and older adults first contact certain religions and the inner feelings of participating in religious beliefs. The second phase illustrated how adults' inner doubts and conflicts aroused from their learning processes which mainly involved ignorance of the truth of religious explanations, suspicion and misunderstanding of religious doctrines, conflicts with family members due to religious problems, or interruption of religious activities. The third phase referred to a more specific study and reflection on religion and spirituality, including the guidance of the elegant, the study of a group, the combination of experience, fixed time and step-by-step learning, and further reflection on personal work, sin, interpersonal and failure experience. The fourth phase referred to the participants' sense of spiritual learning from their religious beliefs. The first two phases were the spiritual learning that took place in the early stages. The first two phases can be discovered in their spiritual learning processes at a very initial stage. In the study, we found that participants are commonly curious about religion or resolve their questions after encountering negative experiences. All these can facilitate their demands of perusing a higher level of spirituality. Furthermore, there were continuous flow between the last two phases of spiritual learning. As participants felt spiritual through continuous learning, they continued to devote themselves to religious activities and learning and experienced the value of spirituality again from the reflection of self, life, and negative experiences. Spiritual learning experiences mainly occurred in the phase of learning reflections and experienced spiritual meaning as these two phases were usually for participants who have more time to further study and engage the study of religious spirituality after they retired from their work. By doing so, they learned and understood the meaning of religious spirituality from their young to old life experiences. In the spiritual learning process, the participants were affected by the inner peace, possessed the inner strength to overcome the dilemma and the spiritual bath, understood the meanings of life, and took actions to change the life, to contribute, as well as to make efforts for next life. These benefits from spiritual learning helped the participants lead a healthy and active life.

参考文献 ( 55 ) 〈TOP〉

Hsiao, Y. C.,Chiang, H. Y.,Lee, H. C.,Chen, S. H.(2012).The effects of a spiritual learning program on improving spiritual health and clinical practice stress among nursing students.Journal of Nursing Research,20(4),281-290.
连结：
王秋绒(2009)。老人灵性智能发展策略。生死学研究，9，127-160。
连结：
李昭宪、杨灿、赖家欣、陈琬柔(2015)。长期照护机构老人住民灵性安适及其相关因素之探讨。美和学报，34(1)，39-52。
连结：
洪樱纯(2012)。老人灵性健康的阻力与助力分析：成功老化观点。生命教育研究，4(1)，83-108。
连结：
陈秉华、蔡秀玲、郑玉英(2011)。心理谘商中上帝意象的使用。中华辅导与谘商学报，31，127-157。
连结：

被引用文献 ( 4 ) 〈TOP〉

蔡青琉,蔡孟娟,庄基仁,白芷璇(2021)。银发族老化知识、死亡态度与宗教及志工活动参与之关系研究。运动休闲餐旅研究，16(2)，16-29。
龚马利莎(2021)。高龄成功老化运动教育之研究。嘉大教育研究学刊，46，107-134。
刘淑慧、孙颂贤、夏允中、王智弘(2018)。灵性与安身立命：从四大存有问题建构贯串灵性与生涯的本土化理论。中华辅导与谘商学报，51，1-26。
(2023)。以佛法为基础的老年人无限生命与业果信念量表编制及宗教相关变项之初探。中华心理卫生学刊，36(4)，387-424。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址