| 摘要: | 本研究著重於探討民間信仰的童乩與桌頭如何與信徒互動過程中傳遞哪些教化理念，以及如何傳遞。其所探究的研究對象為一個宮的童乩、桌頭以及一位長期求助的信徒，在教化的施教與受教之間經歷哪些因素的影響與產生哪些變化。本研究為了能深度的了解一個宮的助人者教化理念，以及施教者與受教者之間的教化歷程與實踐，故選擇質性研究為研究方法，而資料的收集與分析上，採用深度訪談作為資料收集的方式，並使用敘事分析概念，作為了解施教者與受教者教化經驗之詮釋。研究結果分為宗教助人者的教化理念、教化方式、教化歷程、宮廟助人與諮商助人的探討四部分：一、宗教助人者的教化理念：尊重不同信仰、現實生活的修行、家庭和樂、做人的道理。二、宗教助人者的教化方式：口頭訓誡、身體懲罰、範例教學、楷模學習。三、宗教助人者的教化歷程與影響因素：教化歷程的發生，與童乩和桌頭的「成乩歷程」以及「和神明的關係變化」有關；教化歷程中，由「神明」主導整體的教化模式，童乩與桌頭同時擔任受教者與施教者，一方面成為被神明教化出來的「楷模」，讓信徒參照的範本，一方面則傳遞教化核心給予信徒。四、宮廟助人與諮商助人的探討：兩者在助人目的、訓練的過程以及新手面對的問題很相似；而在助人形式、助人者的角色、助人者和求助者之間的關係，則呈現相異狀態。
This study is exploring what the religious creeds delivered processes are at interaction between disciple and religious agency - shaman and psychic and how it delivered. Cultivating process influence factors and impacts are reviewed between the psychic (deliver) and receiver (disciple). Qualitative methodology is applied to investigate the interaction of religion creeds between deliver and receiver. Narrative analysis is performed in data collection to reveal the interpretation of religion creeds among the educator and the educatee. Study result findings at four perspectives: Religious cultivation philosophy, Religious way of cultivation, cultivation process and temple advisory: 1. Religious cultivation philosophy: respect different religious beliefs, daily life practice, family harmony, behave principles. 2. Religious way of cultivation: Verbal reprimand, physical punishment, examples of teaching, learning model. 3. Cultivation process: Religion cultivation begins when shaman and psychic describe their “shaman formation” and “relationship with God,” during the cultivating process, God leads cultivating behave model, shaman and psychic act as educator and educatee at the same time, they perform as learning model formed by god, whom referenced for disciple in the one side, in the other side, they deliver the core religious creeds to their disciple. 4. Temple advisory: Their consulting purpose of shaman couple; the training processes and to handle new emerging problem are similar, however, the way of their help, performing role of support others and relation on helping and seeking help are different. |
