「百年樹人」 "Mighty Oaks From Little Acorns Grow"
本文因為採用一些成語及提及國歌和國旗歌，故以中文先為創作腳本，後因時間有限，暫先以網路軟體譯文優秀放入，以使外籍友人們、學生們、合作對象們，得以理解這些中文背後的英語意義。翻譯軟體譯文時有無法到位之處，目前暫時不作任何處理，敬請見諒
^^
「妙趣橫生」這幾個字，近來我發現可以使用在我一路而來從未間斷過的服務工作之上，那種從少女時期先從台灣的種種開始種下自己良善的種子，而後慢慢在海外也漸漸開始成長茁壯的靈魂之木，在我的內心竟然枯木可以迎喜，這是從一開始認定服務工作應該極為艱辛的我，所萬萬沒有想到的，更沒有料到的，是我會一路以來會不斷像坐著雲霄飛車一般必須與許許多多過去我沒有會見過的人打上照面，這些人裡面有著會因為我看似極為雷同、非常簡單的某一個動作或者一段談話，而有人心生憤怒，或者也有人雀躍不已，以全然不同的型態在我面前展演著他們待人接物的方式，使我不斷學習，或者多多少少可以應對以下這種已有不少人問過我的問題：
「到底妳是怎麼和這麼多不同膚色、想法各異的人相處的呢?」
我不能說自己是「已然到位」，因為佛家有個說法，「在針尖大的地方都有苦難」，對於一個非以宗教為名而行慈善之實、以教學者定義自我的人而言，我則認為「在方寸之間都是學習」，所以，在我的角度來講，所有的人、事、物都可以是有形或者無形的教室、黑板、粉筆、板擦，我只是發揮了某種我所習得的中、西方學習角度的精髓，所以不倚物而教之，因為這個宇宙既是我個人的世界，更是每個人的世界，我們大家在裡面相濡以沫，也教學相長。
這幾天台灣的學校陸陸續續開了學，目前我所協助的學校選擇了今日進行朝會典禮，目前的教室正好面對升旗台，當兒童們在操場集合時，當他們望向國旗時，我的角度和他們的幾乎完全相同，一樣向東，一樣有太陽直射而來。其實前一陣子我才做了一個「普(遍性質的民意)調(查)」，在這項調查中我發現很多台灣的中、小學生，不但國歌會唱錯，國旗歌更是幾乎百分之百不會唱，學校裡面的國旗歌也使用了「純音樂版本」，一點字詞都沒有。僅管如此，我竟然還是在唱國歌及升旗時自己可以吟唱的國旗歌裡面，熱淚盈眶。
老師妳的「淚點」也太低了吧?!
是呀~~~就是這樣呀~~~感動的地方俯拾皆是，所以別人的感動我也可以心領神會吧呵呵
近日在與學生們課室中互動的過程裡面，我再次看到一個人在教育的路上所牽引出的力量—實則，一位情況特別、必須由輔導專門人士陪同上課的學生，進入了教室，而這位輔導專業人士在教室裡面觀察我與學生們在課室裡的互動之後，在下課時這麼對我說：
「老師妳竟然第一堂課就可以把學生給收服，讓他們安安靜靜學習不吵不鬧……」
這個評價對比了在教育現場許許多多甚至資深教師，常常對目前學生的「失序」狀況感到束手無策，而也是這些日子，我聽聞一位老師充滿無力感地告訴我：
「很羨慕教……層級的教師們，他們手上握有……，學生不致於騎到他們頭上，但我們就不一樣了……」
可是我不好意思告訴這位老師，正是在「那種層級」的教學現場裡面，有文弱教師被學生揮拳送醫……
那麼，「瘋狂」到上個英語課還可以「外加」讓學生跑跑操場、做做「戶外英語」的我這樣的人，總覺得這種「返校」是種「幫忙」，還是種「至高無尚」的享受，到底是腦袋哪裡有破洞呢? 我其實自己也不大理解……正由於生命裡面充滿無解之謎，也可能因為如此，三不五時就被各種人、事、物給激發的我，總還是哼哼唱唱我自己新發明的、也沒有記錄下來的音調，來慶祝這個生命的喜氣洋洋?! 這也是何以當企業家前輩建議開設「蘇州」行程，讓有心從事善行義舉的人士，用另類的方式來為這個世界、為這個社會作些什麼，並且建議宜於秋天前往時，我第一時間立馬覺得「一定可行」，因為我認為當有人進到我們的視野，看到我們在做的事情，還能夠從他們的角度與立場，在其上「加碼」，如此主動提出建議與可能，尤其這牽扯到對方必須動用的資源、人力、物力等等情況下的諸多細節，竟然這樣的前輩就像是打算「也」如我在海外的服務地，集結一群背包客一般，要在對岸成事，這份感動很難用言語形容。
「Hope老師，我是站在經營企業的角度來看妳做的這些事情，因為蘇州具有豐富的人文情懷，跟我們同文同種語言障礙小了一層，加上食物、住宿等樣樣精緻而人文底蘊濃厚，本就吸引各國人士前往，這些部份，尤其對於那些已經上了年紀或者年齡過小的，一時之間要前去非洲比較不容易的人來說，如果藉由抵達對岸，卻一樣可以把愛心(透過你們)直接送到世上的偏遠地帶，那麼，這樣的事情，就會吸引很多並非只想吃喝玩樂的人，共襄盛舉哦!」
這些事情之所以對我來講一點都不麻煩，也不令人困擾，應該某個部份在於我的起心動念放置於「有教無類」及「因材施教」這兩個項目之上；由於兩者環環相扣中的種種作為，均與教化人心習習相關，更重要的是從歷來在幼兒/稚園一路教到大學、再從大學一路教回幼兒/稚園、甚至國內外林林總總各種公司、行號、政府部門等一教再教的過程裡面，我發現一名教師的偉大之處，不在於其人究竟在何處教書，這麼說是由於像林靖娟老師再三返回已燒之車，為了車上的娃娃們而捨身取命的事情，令人動容之外，很多時候真正的「教」，或許是從「學」而產生的，所以學而時習、習之而學，「做就對了」可能比較是我的信條。
所以，前輩所提出的「蘇州之行」，如果是過去的我，也許會敬謝不敏，那是由於我尚且不知道在相對先進的區塊，也有十分值得關懷的人群及物種，甚至人心都是可以被溫暖的，並且，在還沒有今年寒假的印尼之旅前，我應該也無法具體想像及相信，一群人次不在少眾，但最小與最年長者年齡差異具體來講橫跨大約七十歲，所能夠創造出的溫暖和愛心，其無形而又有形的感動，從何而生；可是，在經歷過這一切後，在我自己還被外籍友人的一句「請來英國推廣妳的所作所為、與我們工作……」云云而大感意外的當下，許多事情的觀點及方向，或者真的是一種標記及指示，有了具體的方位，猶如衛星定位般，某種動人的職志其實可以與理想不謀而和。
提出「蘇州之行」的前輩與我談話的同一時間，其子亦隨同在側，這裡面更為精采的地方，是我們幾乎是完完全全臨時決定相約，因其子只能在台灣再停留些時就必須搭機離境，大家行動力之高的劍及履及，亦令人嘆為觀止，這造成我們之間十分精采互動之外，更加令人印象十分深刻的則是一些我們在會面時的部份溫暖文字記實(此部份由於已於部份線上群組中公開說明、分享，故收錄於本文最後部份)。
因為可能在第一時間接觸這樣的想法，便會挽謝對方好意的情況之下，當聽到我們自己經年累月合作的義工針對這樣的「蘇州之行」有所遲疑時，我自然可以理解，也會用某種角度來進行疏通，以下即我們部份的溝通內容：
老師的想法是可以抱著了解「未來可以深入做些什麼的心態」去這個前輩建議的地點，原因如下。
第一
如果可以到蘇州當地的校園去互動，也是另一種「收穫」，那有點像老師在先進國家大都會區、或者像在葩里島市中心與學生們互動，那麼，不管年齡層是什麼—像長青者、中小學生、或者預科(計畫到大陸以外之國外讀書的各國學生)是什麼，了解一些國外「不同」的景況，對任何人們的彼此交流都有助益；
第二
藉由前輩他們既有的、正在開拓的人脈去開枝散葉一些交流、互訪、工作等等可能，這具有像我們前往極其落後的地區般，擁有驚人的動能，誠然，我們到達極度落後地區，因為當地人鮮少與外來者互動，所以帶給對方因感動而來的直接衝擊，十分強烈，這點可能無法在對岸目前已然更為先進的地區，馬上取得，然而，陸方近年來所呈現的多樣化，已具有讓我們可以更加開創不同空間的可能，同文同種的環境裡面又有不少外籍人士，人文薈萃的情況之下，應該有許多目前我們無法想見，但得以交流與學習的空間，等待我們的探究與理解；
第三
直接去非洲，對於一些感覺路途太過遙遠、不大可能前往的人群來說，如果透過這樣到對岸的旅程，在參與者了解付費架構其實是為了「利他」這種單純的念頭時，我們還是可以用「背包客們直接集結於海外」的方式來操作，甚至還是可以持續我們即便單兵前往極度落後地區、但攜帶著大家所聚集的資金繼續援助當地可援助人口的方式，來執行我們相關的計畫。
在與我們的相關人員慢慢溝通、大家逐漸可以接受這樣的理念後，我不禁做了一個統計：
以2025年八月左右到今年二月左右這半年為例，估計因為這十幾、二十位善心人士與我們同步造訪東非及東南亞後的「產值」，可以在未來半年左右，於東非及甚至其他落後的、本來我們就有著墨的地點，做到(但絕對不止)下列幾件事情：
A 持續協助至少一至兩所深山地區公立學校校舍進行大幅整修
(包含沒有地板而是泥土地、下雨時小學生們的雙腳必須浸在「水裡」上課一整天的公立學校；包含教室屋頂破損無經費可用的公立學校；還包含無適當教職員辦公室可用的公立學校；更包含並無公廁可用的公立學校等等嚴峻情況，均可獲致緩解)
B 持續協助減緩至少一至兩所深山地區公立學校因國家政策經費不足，無法讓學生於午間飽餐一頓的窘境
(當地政府視經費狀況，偶有補助深山公立學校學生校內營養午餐之舉，然而愈是地處偏遠，經費愈難以到達，確實造成當地平民百姓相當之不便)
C 持續協助至少十所學校左右、總計百名左右中小學生，以及年齡較長之學生(如必須進入大學者)，在家境清寒、飲食不全的情況之下，可以順利於學業上義務反顧持續精進、並可因此返回鄉梓服務，提升在地人民各方面知識與基礎衛教等種種水平
D 持續投注資金，讓深山之中可能到二、三十歲才有第一次前往首都及自己本國大都會區旅行機會的青年學生男女，尤其課業表現極佳但家境極為清寒者，能在教職員帶領之下，前往該種少男、少女、青年男女學生等祖國之重點城鎮、或家境較為優沃之平地家庭等，遊歷約二至三日左右返鄉
E 持續投注資金針對群體式(如一組多達十位左右)社區婦女團體，進行友善借款，讓她們可以使用自己的謀生能力—諸如她們已經發展出的經營小生意、買賣其身為遊牧者的牲畜、手工加工產品等等—創造營收
雖然呆帳頻仍，但在眾多組數中亦有能夠歸還者，所以自尤努斯鄉村銀行所創立之「微型信貸」此舉，我們不適合揚棄的主因，是在可能的架構下，仍替極為窮困的貧民百姓謀取某些自動自發的自主性，尤其在婦女地位低下的種種落後地區，婦女手中握有財源，不論是在地之或老或少的族群、又或有老少人士相互搭配，都使她們在生活上、在願景上，產生更多動能。
透過這樣的機制，我們也從未放棄發掘一些有生意頭腦、所行之事在我們所提供的協助範圍內，本就有獲利空間者，提供資金援助讓他們在所得上不但可以如過去一般，回饋與協助她們之中十分弱勢者，並得以將經營理念拓展，助益更多其社區及週邊人士。
F 持續搜尋可至深山教導當地貧民之專業技術人員，如水電、手工等等，使人民廣為擁有一技之長。
G 持續鼓勵耕作、蔬菜水果飲食上多樣性的宣導及實務，讓飲食均衡及產銷鏈更加能夠互相搭配。
H 持續與各級教育單位合作，與各級公立學校、甚至私辦學校學生在可能的情況之下，進行大量互動，以達文化交流、促進彼此成長、發展之可能。
縱上所述，雖然向來與我們同赴海外的人口並不多見，且我們也從不對外大幅募款，所仰賴的是提升我們所面對的人士他們的自省、自覺、自力更生的能力，以及老師個人長年以來種種收入的「自給自足」於我個人希望從事的服務工作項目、和歷年來老師無法推卻的善心人士們的抑助，以成就這些事務，但是，隨著時代日新月益，此刻的「空中交通」已和老師當時身為一位空姊時，有著天壤之別，因為目前所標榜的是「任何人均可世界趴趴走」的旅遊型態，那麼，透過在國外的深度行程來改造人心，也不啻我們從如上所述，「教化人心」的角度上，可行之事，尤其這次我們來到印尼的觀光盛地，又恰巧基於種種現實因素，很多我們之所以成立的最基本項目，如到最偏遠的地區等等，幾乎無法達成，但卻又由於這些天下來的相處，大家培養出難能可貴的跨世代情誼，這份真情真意並非我們初始所能預料，然而，在未來我們應該可以持續經營得出來，只是運用不同的方式、角度等等，來經營這種情誼，所以老師本身是樂見其成的。
另外值得一提的是，於落後地區所從事的相關工作不但從提升社區整體生活而規畫、前行，更由於這些落後國度的落後地區，地理位置幅原極為遼闊，至今我們發現我們所能夠相信及從事的，會是種「盡量一網打盡」的方式，像過去的成功經驗般，先在一個山頭上把一個公立學校給樹立起來，使其屹立不墜，使該校師生影響該山頭上其他學校，使同一校中領導者及其所共事之教職人員、以及有著助學獎金的優秀學生的風範，造成風行草偃的效應，從而影響該山頭其他各校，並使這多所學校鄰近社區一併受益後，再攻下另一個山頭中的多所學校。
我不認為人是永遠定著不變的，否則(社會)科學家毋須再三說明大腦的可塑性，長達一輩子的道理；由於腦的可塑性如此驚人，一旦願意接受新知及產生內在革新，一個人就可以在這一生的所有時間、任何時間，產生轉變，更不用說如果轉變充滿正向的力量，這樣的轉變會為此人在週遭的所有人，帶來無限溫暖。
有前輩曾經告訴我：
「每個人都有紅線，不能踩到他人的紅線」，但是為「文明社會產物」的我自己，常常發現我們這樣的相對文明而又進步的人士，紅線可能特別多，也許在落後地區的人士，十天半個月都不會有任何紅線被任何人踩到，所以他們樂天知命，但我們感到別人已越我們所建之雷池的比例，卻如天上繁星般如此頻繁，弄到我們忘了什麼是歡笑、什麼是幽默。
當很多人說「兒童天真無邪」的時候，有更多第一線的教師會語重心長地說：
「不要被孩子們給騙了，他們都看得出哪個老師好欺負、可以被爬到頭上去，哪個老師不可以隨便亂來，得正襟危坐……」
這些觀點都正確，然而我常常想起幾位從小在非洲長大的白人和黃種人朋友們……他們的膚色與當地人迥異，經歷的事情自然不同於一般，而他們最特別的地方就是那種寧靜、某種與世無爭的姿態，這像極了此次提出「蘇州之旅」的前輩其待人之道，然則此人卻並不是於非洲成長，但又有著跨大洲求學、結婚、生子、迎來孫輩的經驗。
於是我似乎比較可以理解，當人因為遊走於世界各地而開闊眼界時，當人因為這樣的眼界開闊而心胸更加廣時，也許他們就讓阿爾卑斯山或者吉力馬札羅火山駐紮在他們的視野當中，於是他們悠然見南山，登高望遠而喜之悅之。
前輩也提及了其所熟知的「維也納」，聽口氣是很想也帶著大家去上一趟，只是時間必須長一些……而繼此次的印尼之旅，大家也都把那動人秀麗的山川美景放入更為遼闊的眼界中時，想必未來在那令眾人如痴如醉的「蘇州」也映入眼簾時，我們所能夠接收的以及想望的，又將再次顛覆我們原本對這個世界的一切認知，使我們徹底了解動怒或者憂煩只是為難自我的一種利刃，當我們放下屠刀而立地時，我們其實饒恕的從來不是那些令我們怒火中燒、或者無限哀怨的人，而是我們靈魂最深處的自我。
Because this article employs certain Chinese idioms and
refers to the National Anthem and the National Flag Song, it was originally
written in Chinese as a creative script. Owing to time constraints, an online
translation tool was temporarily used to produce an English version, so that
foreign friends, students, and partners may grasp the meanings behind the
Chinese text. Where the translation software has failed to convey the nuances
accurately, no revisions have yet been made. Your understanding is sincerely
appreciated. ^^
The phrase “brimming with delightful charm” is one I have
recently realized can aptly describe the uninterrupted path of service work I
have walked all these years. From my girlhood in Taiwan, I planted seeds of
kindness; over time, even abroad, the tree of my soul gradually took root and
flourished. To my surprise, even what once felt like withered wood in my heart
has welcomed joy. I had always assumed service work would be nothing but
arduous. What I never expected was that it would feel like riding a roller
coaster—constantly bringing me face to face with countless people I had never
met before. Among them are those who grow angry over an action or a brief
exchange of words that seems, to me, almost identical and simple; and others who
become overjoyed. Each reveals, in entirely different ways, how they relate to
others. Through them, I continue to learn—and perhaps gradually become better
equipped to respond to a question many have asked me:
“How do you manage to get along with so many people of
different backgrounds, skin colors, and perspectives?”
I cannot claim that I have “arrived,” for in Buddhism there
is a saying: “Even on the tip of a needle, there is suffering.” As someone who
does not act under the banner of religion while practicing charity, but instead
defines herself as an educator, I would say: “Within the smallest space lies
learning.” From my perspective, all people, events, and things can become
tangible or intangible classrooms, blackboards, chalk, and erasers. I simply
apply the essence of what I have learned from both Eastern and Western
educational philosophies, teaching without reliance on material form. This
universe is not only my personal world, but everyone’s world. Within it, we
sustain one another and grow together through teaching and learning.
These days, schools in Taiwan have gradually resumed
classes. The school I currently assist chose today for its opening assembly. My
classroom happens to face the flag-raising platform. As the children gathered
on the playground and looked toward the national flag, my perspective was
almost identical to theirs—facing east, bathed in direct sunlight. Not long
ago, I conducted a small “survey” and found that many elementary and junior
high school students in Taiwan not only sing the National Anthem incorrectly,
but almost none can sing the National Flag Song. In fact, many schools play
only the instrumental version, without lyrics.
Even so, as I sang the National Anthem and the portions of
the Flag Song I could recall during the ceremony, I found tears welling up in
my eyes.
“Teacher, your ‘tear threshold’ is way too low!”
Yes—it truly is. Moving moments are everywhere. If I am
easily touched, perhaps it means I can also resonate with the emotions of
others.
Recently, during classroom interactions, I once again
witnessed the power that a single individual can exert along the path of
education. A student with special circumstances—who must attend class
accompanied by a professional counselor—entered the classroom. After observing
my interaction with the students, the counselor said to me at the end of class:
“Teacher, you managed to win over the students in just the
first lesson and have them sit quietly and learn without causing a
disturbance…”
This evaluation stands in contrast to the many seasoned
teachers who often feel helpless in the face of classroom disorder. Around the
same time, another teacher confided in me with deep frustration:
“I envy teachers at certain levels… They hold certain
authority, so students don’t dare walk all over them. We’re not the same…”
Yet I could hardly bring myself to tell this teacher that
even in “those levels” of education, there have been physically frail teachers
sent to the hospital after being struck by students.
So what is it about someone like me—“crazy” enough to add
laps around the playground and “outdoor English” activities to a regular
English class—who sees returning to school not as a burden but as a supreme
joy? Is there something missing in my brain? Even I do not quite understand.
Perhaps because life is filled with unsolved mysteries, I am so often stirred
and inspired by people and events that I find myself humming melodies I have
newly invented—never recorded—simply to celebrate the exuberance of being
alive.
Perhaps that is why, when a respected senior entrepreneur
suggested organizing a “Suzhou Journey”—allowing those with a heart for service
to contribute to the world and society in an alternative way, preferably in
autumn—I immediately felt it was entirely feasible. When someone observes what
we are doing and, from their own standpoint, proposes to build upon it—offering
suggestions that involve their own resources and networks—it is profoundly
moving. It felt as though this senior was ready, just as we gather backpackers at
our overseas service sites, to bring people together across the strait to
accomplish something meaningful.
“Teacher Hope, I view what you do from a business
perspective. Suzhou is rich in cultural heritage. We share language and
cultural roots, so barriers are fewer. Its refined food, accommodation, and
deep humanistic traditions already attract international visitors. For older
individuals or very young participants who may find it difficult to travel to
Africa, if they can cross the strait and still channel their love—through
you—to remote parts of the world, this will attract many who seek more than
mere sightseeing.”
Such matters do not trouble me, perhaps because my guiding
principles are “education without discrimination” and “teaching according to individual
aptitude.” Throughout my years teaching—from kindergarten to university, then
back again, across domestic and international institutions, corporations, and
government agencies—I have realized that a teacher’s greatness does not lie in
where they teach. True teaching may arise from learning itself. “To learn and
practice repeatedly”—perhaps “just do it” has been my creed.
In the past, I might have politely declined the “Suzhou
Journey,” not yet understanding that even in relatively advanced regions there
are people and causes worthy of care, and hearts that can be warmed. Before our
recent winter trip to Indonesia, I could not have imagined the warmth generated
by a group spanning nearly seventy years in age difference. Nor did I expect to
be invited by a foreign friend to promote our work in the UK. Such experiences
feel like coordinates—like satellite positioning—aligning vocation and ideal.
When some long-time volunteers hesitated about the Suzhou
proposal, I understood. I suggested approaching it with the mindset of
exploring what might be possible in the future:
First, interacting with local schools in Suzhou would
itself be a harvest—much like engaging students in major metropolitan areas of
developed countries. Cross-cultural understanding benefits all.
Second, leveraging the senior’s existing networks could
generate exchanges and collaborations with remarkable momentum. Though the
immediate impact might differ from that in remote underdeveloped regions,
Suzhou’s diversity offers vast potential for new forms of exchange.
Third, for those unable to travel directly to Africa,
participating via such a journey—understanding that fees are structured for
altruistic purposes—could still allow us to gather resources and continue
direct support for remote communities.
After ongoing discussions, as acceptance grew, I calculated
that within roughly six months, the combined efforts of a small group of
compassionate participants traveling with us to East Africa and Southeast Asia
could help accomplish at least the following:
– Renovate severely under-resourced mountain schools.
– Support school meal programs where government funding falls short.
– Provide scholarships for disadvantaged students to continue their education
and return to serve their communities.
– Fund educational travel opportunities for high-achieving yet impoverished
youth.
– Offer microloans to women’s groups to foster economic independence.
– Bring vocational training into remote areas.
– Promote agricultural diversity and nutritional balance.
– Strengthen educational partnerships and cultural exchange.
We have never relied on large-scale fundraising, but rather
on cultivating self-awareness and self-reliance among those we encounter,
alongside personal contributions and the quiet support of kindhearted
individuals. In today’s era of accessible global travel, meaningful journeys
abroad can also transform hearts. Even when logistical realities prevented us
from reaching the most remote areas in Indonesia, the cross-generational
friendships formed were deeply precious—something we had not foreseen but can
continue to nurture.
Our work in underdeveloped regions follows a “one mountain
at a time” approach—establishing a strong public school as a model, influencing
neighboring schools and communities, then moving onward.
I do not believe people are fixed and unchanging;
otherwise, scientists would not emphasize lifelong brain plasticity. Because
the brain is so adaptable, once we embrace new knowledge and inner reform,
transformation can occur at any stage of life. And when that transformation is
positive, it brings boundless warmth to others.
A senior once told me, “Everyone has red lines that must
not be crossed.” Yet in more “civilized” societies, perhaps we have too many
red lines. In less developed regions, people may go days without feeling
offended, remaining content. Meanwhile, we so often feel our boundaries
breached that we forget laughter and humor.
When people say “children are innocent,” experienced
teachers may caution that children quickly discern which teachers can be taken
advantage of. Both views hold truth. I often think of friends who grew up in
Africa, different in appearance from locals, yet marked by serenity and a
certain detachment from worldly strife. Their composure resembles that of the
senior who proposed the Suzhou journey—though his life spanned continents of
study, marriage, and family.
Perhaps when one travels widely and broadens one’s
horizons, mountains like the Alps or Kilimanjaro settle quietly into one’s
vision. One learns to gaze afar with contentment.
The senior also mentioned Vienna, hoping to take everyone
there someday, given sufficient time. After Indonesia’s breathtaking landscapes
have already expanded our horizons, perhaps when Suzhou’s beauty enters our
sight, our understanding of the world will again be transformed. We may finally
realize that anger and worry are blades we turn against ourselves. When we lay
down the knife, what we forgive is not those who angered or hurt us—but the
deepest self within our own soul.
附著Attachment:
有幸見到前輩帶著兒子這樣的創業家，一起談談他們母子的相處及創業家之成長、經營企業的心路歷程，非常感動。I'm very impressed by this older friend of mine and her generosity
in terms of introducing me to her son who has openly shared with me his
development in handling his business with his business partner.
連結所示是創業家所從事的「生意」版圖。The link shows this entrepreneur’s business scopes.
They've also shared with me items they
wish to donate to the needed through our actions, particularly in a very recent
one in another southeast Asian nation.
他們也由於知道我們打算近期赴東南亞其他國家探路，而特別希望透過我們，而將一些物資帶給有所需求的人士。
Moreover, I was informed of an idea
regarding our journeys taken overseas—it is believed that through going
somewhere close-by, Suzhou, China, people can share profound cultural exchanges
through fine dining experiences, art, and so on, proceeds of the journey paid
by the participants for 100 USD per person per day, in her entrepreneurial viewpoint, can also be shared with the very disadvantaged in places
like east Africa where we’ve worked towards to for so many years.
除此之外，前輩竟然不厭其煩而提出一個非常獨道的見解，她認為如果可以「號召」大家前往她熟門熟路的蘇州一趟，那麼，這種文化嚮宴不但使參與者飽覽該處風土民情、飲食美學等，亦將使我們在仍然維持每人一天100美元的用度的情況下，使更多人可以透過這樣的行程，讓在遠方的人受益。
關於此一項目，我們計畫討論、評估、以及施作於未來的可能性，自然絕對不在話下，因為如果可以是照著前輩的建議有一個大約一週左右的行程，以她經商的角度，估計亦有其亮點。呵呵，我們很榮幸這樣小小的格局，能夠「出動」這些企業界人士的關注，在此除表達無限感恩之情外，未來，Hope真的應該如另一位博學多聞、見多識廣的前輩在我們大家初初相見時所「預言」：應該集結成冊，講述大家的故事，讓更多人看到行善在人間隨處可見的美好。
About this prospect, we expect to keep
discussing so that more "formulas" can be created. In my part, it's
always fascinating that with limited scopes of things I've focused on, people
like such outstanding business persons and her son/family members would also
want to put some energy and attentions into the kindhearted matters done from
our angles. Perhaps it's like what Nancy had mentioned the first time we all
met, that through similar grand worldview mentioned by another older friend when
we all first met, that there may be books born specifically introducing all
these people who are kind enough to be on these “helpful” journeys to do even
just some “little” gestures we can all do to make this world a better place.
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