刻骨銘心 ENGRAVED

  「 Hope ，在妳的服務歷程裡面，為什麼在非洲山區，和包括台灣在內的世上其他偏遠地區服務，故事卻不見得雷同 ? 」與我討論服務的內涵及真諦的，不同年齡層的海內外志同道合的人士們詢問著我。 “Hope, why would the stories of your experiences serving the ones in the mountains in Africa or other regions of the world, Taiwan included, completely different from each other?” Some adults of different age groups asked such a question when we are conversing ideas regarding serving the needed. As people of different personality, ethnic group and all mixed or diversified backgrounds, we exchange ideas of completely different dimensions.     I noted that “When things are wrong inside, everything outside is wrong.”     In return, this triggered a lengthy discussion.     我表示「當人們內心有狀況時，看每件事、看每個人都有問題。」     這樣的意見，激起了大家熱議。     “Does this mean when there are people served by the others doing something out of our expectations, it can very much be the matter from within them, instead of us?” One remarked. 「這表示如果有...

  Often, I believe to learn new things expands my own horizon: what I do not expect is when I am working on another Master’s degree, my peers would be seeking advice, quite solemn ones, form me. 誠然，我十分相信學習的歷程使我不斷享受洗心革面的歷程，不過，我沒有想到的，是在修習另一個碩士學位時，會遇見與我商議生命重大議題的同儕。     When the peer of mine were talking to me about issues of such importance that we would have to sit there for quite a long time, focusing on all the pros and cons, the directions of such persons' directionless, I became aware of how people look at things differently and how our worldview shaping us can be guiding us towards possibilities previously never experienced. 當這位同儕與我討論著所有的可能，這些選項造成其無法做選擇時，我很清楚可以感知到我們每個人的不同方向感，以及我們不同的價值觀型塑出我們不同的視野。     The discussions were intense. The persons asking me questions were filled with anxiety, which I also felt when others asking me for opinions would be like. 我們的討論非常具體、意見及言語的密度極高，詢問問題的人們充滿了疑惑，就像一直以來與我討論過事情的人們一樣。     過去，我曾經想像過，自己會進入...

  CLICK TO HEAR WHAT HAPPENED 請點擊收聽發生了什麼事 學童在教室裡面，或許就像我享受他們在教室裡面與我一同學習一般，在(他們的)內心中都像影像檔中的學生，要把教師如我「神」「畫」一般，也享受學習。 Inside my classes where pupils learn, I imagine that all of them have enjoyed the good sides of me just as I do to them.   Someone whom I never knew whose name is Karl A. Menninger used to say that "Love cures people--both the ones who give it and the ones who receive it." 一位我所不認識的人名為Karl A. Menninger曾經說過： 「愛心具有療癒力，對於施受雙方均是如此。」 I tend to feel that through the years, with so many students of varioius backgrounds and skin colors coming into my life, I have learned more about loving the others than I could have imagined, due to their love sent to me.  我可以感覺到這些年來在台及海外與種種不同人士相逢，與學生們在教室相處，都造成我從別人關愛我的言行舉止當中，更加學會如何溫暖施受。 I have learned to handle students' emotions when they are upset. 我學會如何面對受挫或沮喪的學生們。 I have practiced facing students who are hyper. 我練習著面對情緒過度興奮的學生們。 Once, someone broke a piece of glass in my classroom because a bottle unrelated to our class was b...

  影音檔位置請點擊 Please click to watch the video "Can those people around you truly see the values you have?"  My dear foreign friend asked me in our conversation.  「妳身邊的與妳同文同種的人，真的了解妳到底多有價值嗎?」 我的國際友人在我們隔了重山萬水的討論時，這樣詢問著我。 I look at my creative work, and I feel honored I am valued like this.  我看著自己的創作，誠心誠意感到自己的受到重視。 This kind of value is Heavenly bestowed. It means I never have to worry. It means as long as I have this kindheartedness peppering in every action, every thought I own, things can be arranged and customized just for me to be even better.  這種重視是從天而降的，彷彿在我身邊的萬事萬物都有其必須的軌道，平和而具有其張力，我毋須過度擔憂，亦毋須讓自己處心積慮，只要以靜謐的心態面對前路，它就會無限開展。 It is a bit like the countless doors opening for me. It is also a bit like the numerous senses of creativity embracing my entire being, making me sound and safe.  那就像為我而開啟的無數的可能 那也就像我那永無止境的創想空間 讓我擁有偌大的安全感 可以繼續進行我所必須進行的「任務」或者「使命」

  近日短篇作品張貼之處 Click to See the Recent Works Published On Line Following are the ones created by me after being encouraged to write some Chinese calligraphy, after my Mandrin Chinese characters written by pens are regarded as charming.  以下由Hope所書，在經由專家們認為Hope硬筆字造形優美，經指點宜應練習軟筆字之後。 在台灣，在小學的世界呢…… In Taiwan... in the world of elementary schools... 低年級的學生上課的時候 大部份呈現非常興奮的狀態 Graders one and two are very excited during the class sessions.  中年級的學生上課的時候 大約百分之五十呈現疲倦的狀態，一種心理中的疲倦 About 50% of the Third and Fourth Graders express they are exhausted during the class sessions.  到了高年級 如果上課的時候問學生 HOW ARE YOU 學生們會直接了解用一種「我很累」、「我不開心」等等方式來回應 且人數不少 When students reach Grade 5 and 6, when asked "How are you?"  Their answers are often "I am tired/sad" and so on. 當然，到了中學，又是另一種不一樣的風景……學生們「更累」 Certainly, when students enter the high shcools, they are more "tired." 到了我的成人學生的世界，他們認為工作就是「五斗米折腰」的「犧牲奉獻」，每一天都好像為了不必要的犧牲而奉獻了自己寶貴的體力與時間。 When students enter their adulthood, when I see my adult...

  目前在「實驗」我自己的「再度」回到幼童教學環境的場景，是小學時高年級起曾經居住過的行政區；     目前所修讀的另一個碩士學位，是過去取得第一張正式教師資格的同一所大學。     兩者之間照我個人的速度，如果搭乘捷運加上步行，一趟大約半個小時；如果騎單車，則一趟大約一個小時。     受到一位大姊在過去上班時，從一樣的區域跨行到另一個區域，從來都是騎腳踏車的啟發，我也喜歡在這樣的路途上挑戰自己的能耐，尤其在工作一天之後的學習路途之上來回，別有一番滋味在心頭。     碩班所修的一門課其中是「木工」，教木工的老師很有意思。     「老師，您喜歡教大學生、還是研究生呢 ? 」從純粹的木工上面得不到太大的創作靈感，但看著同學們認認真真切割、磨亮木材，卻感到有些無聊的我，這麼問老師。     老師想了一想之後說：「真正享受教學的人，我覺得不多……」     我笑了出來後回老師：「您這樣應該是在婉轉表示，不論大學生或是研究生，您都不愛教是嗎 ? 」     「都被妳說完了，我就無話可說了……」這位有意思的老師這樣笑笑地回應著。     接著我繼續請教老師：「這些純粹的木製品似乎無法引起我的創作感，但是我會想把木頭拿去做其他的運用，比方和其他的回收品結合……」     「那就是複合媒材，」老師這樣回應著我。     我想著這些複合媒材之細節，感動自己或許在專業生涯歷程中，誤打誤撞中我還是喜歡各種可以使用過、需要丟棄或者他人不再必須的種種媒材。     只是因著由於服務人群的元素，看到國際世界中的城鄉差異，而更加喜愛使用種種不同的元素來創作，每一個作品都有其不同的背景和思想，尤其加上在乾旱連連地區的人文地景感。     而我所欣喜的，是即始在滂沱大雨中騎著單車，我還是可以想到與世界各地不同年齡層、不同背景的學生們上課時的精采橋段，而能夠會心一笑。 ...