大專生參與慈濟人文營隊與正向信念和生命意義之敘事研究-社會資本觀點

A Narrative Study on College Students’ Development of Positive Mindsets and Life Values through Tzu Chi Humanities Camps: A Social Capital Perspective

本研究記錄學生參與慈濟人文營隊服務學習的成長故事，分析 影響大專學生「觀念」或「行為」改變的關键點。參考Elder and Conger (2002)所提出影響青少年生命能力發展的「社會資本」概念 ，呈現慈濟人文營隊裡的功能組服務學習體驗，如何發揮境教的教 化效益，引導青年肯定「利他付出」的生命價值觀。文獻探討社會 資本與生命機會，情境學習效能，正向信念，和服務性社圑效應研 究等。研究方法探個案訪談和省思札記，聚焦5位參與慈濟人文營 隊功能組長的學生，探究個案突破人我互動的困難和建立正向信念 的過程。結果發現5位個案觀念或行為改變的關键，一致表達群策 群力的情意感受。研究結論指出慈濟人文營隊境教蘊含人際關係的 社會資本，有助發展正向信念和生命意義感。

The purpose of this study was to examine the turning points of conceptual or behavioral changes in young adults that reflected on their experiences while participating in a series of Tzu Chi Humanities Camps (TCHC). Guided by the framework of Elder and Conger (2002)， the study highlights the significance of social capital on the efficacy of contextualized instruction. The staff functions of the TCHC integrate service learning experiences to inspire young adults to harbor a life value of altruism. Literature review includes research of social capital， life chances， contextualized learning efficacy，positive mindset， and a service-oriented club. Research methods adopted interviews and reflection journals. A total of five college students that had served as staff leaders were purposefully selected as the subjects. Findings revealed that the participants gained affection for cooperation and altruistic goals of life from the TCHC. Moreover， the TCHC proved a harmonious relationship between important elders and developing adults， where participants were willing to accommodate each other's strengths and weaknesses. From the perspective of social capital， this study concluded that the TCHC is a contextualized practice set of life skills to enhance participants’ learning outcomes， develop positive mindsets， and inspire life values.