「積極生活」與「沉思生活」乃是鄂蘭思想的核心關切，晚年更是致力於研究如何從心靈的活動走向實踐的行動。在眾多心靈能力中，鄂蘭特別看重能避免罪惡的「思考」與分辨對錯的「判斷」，兩者皆與現實政治關聯甚深。然而鄂蘭最終認為「判斷」是「最具政治性的心靈能力」，「思考」則難於政治處境中適用。對此，筆者認為「思考」與「判斷」並非截然對立的兩種能力，事實上兩者有許多相通之處，而真正的差異其實是「標準」與「角色」不同的兩種對話，且從鄂蘭建構「思考」的原型─蘇格拉底─身上亦能發掘許多實踐意義，這將是如何實踐更理想的政治的關鍵。 / “Vita activa” and “vita contemplentiva” are the two main subjects in Arendt’s thought. In her last years, she committed herself to find the path from “mental faculties” to “actions.” In all mental faculties, Arendt paid more attention on the evil-prevented ability called “thinking” and “judging,” which can telling right from wrong, both of them have a lot to do with real politics. But Arendt considered “judging” is “the most political of man’s mental abilities” and “thinking” is not applicable to politics at last. In my point of view, “thinking” and “judging” are not actually two different kind of “ability” but two kind of “conversation,” the difference between them is “standard” and “role”. If we delve into the model of “thinking” in Arendt’s thought –Socrates,– we can find out that there was lots of practical meanings in his actions, those will be the key to make ideal politics practicable.

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近數十年來，服務經濟蓬勃發展，使得服務設計在各個產業中嶄露頭角，也帶動了製造型企業進行轉型的浪潮。要設計一個令使用者滿意的服務需要對使用者深入的了解。然而，要從使用者身上得到洞見(insights)必須倚賴服務設計師的經驗及能力，對於經驗較少的設計師以及產品導向思維的企業是相當困難的。過去雖然已有許多探討設計師能力的研究，但對於如何以資訊系統輔助服務設計的過程仍鮮少有研究。本研究首先建構服務設計師在做洞見發現(insight discovery)時，會如何操作他們的認知模型(mental imagery)來讓資料變成有意義的資訊，接著提出一個以 ConceptNet 為知識庫的資訊系統 - Discover+ 來輔助這個過程。另外，我們也提出了洞見深度地圖(Insight Depth Map)，作為衡量洞見影響力的模型。期望本研究能對於服務設計及設計管理的領域有所貢獻，也希望能幫助所有的服務設計師。 / Service economy has been under the spotlight during past decades as well as design thinking has been widely promoted in recent years. Developing a desirable service needs in-depth understanding to customers. However, in the past, discovering insights from customers usually depends on designers’ experiences. It’s hard to do it well for novice designers as well as enterprises with G-D logic mindsets. Although some researches have been done on designers’ ability, little information is available on information technology facilitating the service design process. In this research, we propose an IT artifact with the commonsense knowledge in ConceptNet to facilitate the insight discovery process. We also propose a concept of insight depth which can be a measurement of the influential extent of insights. This research is believed to shed light on both the management and design field for services. We expect this can help no matter who are designing services.

本研究先藉由文獻分析法瞭解擴散性思考、數學問題發現與數學學業成就三者的內涵，繼而依據它們的內涵並佐以學習、問題解決的角度，建立起三者間關係的假設，並透過實證調查研究法來驗證這些假設。本研究之研究對象為台北縣市五所國中的318位國三學生，研究工具為「新編創造思考測驗」、「數學問題發現測驗」、「第一次數學科基本學力測驗」，並以次數統計、集群分析、相關分析、變異數分析、逐步迴歸分析進行資料分析。本研究主要的研究結果如下： 一、學生能夠發現各種思考產物類型與數學類型的問題。其中，關係性問題與發現性問題最多人提出，而單位性、類別性與驗證性問題則較少人提出。 二、學生的數學問題發現型態有個別差異。 三、擴散性思考與數學問題發現間為顯著中低度相關。 四、擴散性思考與數學學業成就多為顯著中低度相關。 五、數學問題發現與數學學業成就間為顯著中低度相關。 六、能問大量且層次高數學問題的學生其數學學業成就比較不會問數學問題的學生為佳。 七、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題數。 八、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題獨特性。 九、數學學業成就與擴散性思考之流暢力可以有效預測數學問題發現之問題品質。 十、數學問題發現之問題品質、數學問題發現之問題數可以有效預測數學學業成就。 本研究最後針對數學教育以及未來研究提出若干具體建議。 / First, this study probed into the contents of divergent thinking, mathematical problem finding, and mathematical achievement by literature review. Then the researcher made hypotheses of the relationships between divergent thinking, mathematical problem finding, and mathematical achievement based on the contents of them and the views of learning and problem solving, and designed survey research to examine these hypotheses. The subjects were 318 9th grade students from five junior high schools in Taipei county and Taipei city. The data- collection instruments included：(a) New Creativity Test; (b) Mathematical Problem Finding Test; (c) Basic Educational Indicator Tests of Mathematics. After utilizing frequency, cluster analysis, correlation analysis, ANOVA, and stepwise regression, the main results of this investigation are：(a) Students can find problems of all kinds of intellectual products and mathematics. Among them, problems of relations and problems to find were found most and problems of units and classes and problems to prove were found least ; (b) There are individual differences between mathematical problem finding styles; (c) The correlations between divergent thinking and mathematical problem finding are significantly positive; (d) Most of the correlations between divergent thinking and mathematical achievement are significantly positive; (e) The correlations between mathematical problem finding and mathematical achievement are significantly positive; (f) Students who can finds many high-level problems have higher mathematical achievement than those who can not; (g) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the number of problems of mathematical problem finding effectively; (h) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the rarity of problems of mathematical problem finding effectively; (i) Mathematical achievement and fluency of divergent thinking can be used to predict the quality of problems of mathematical problem finding effectively; (j) The quality of problems and the number of problems can be used to predict mathematical achievement effectively. Finally, the researcher brings up some suggestions on mathematical education and the future research.

本研究旨在探討國中教師建設性思考、人際智慧與其需求困擾及快樂之關係。本研究以台北縣市兩個地區的國中教師為研究對象，有效樣本共計366人。本研究所採用之研究工具包括「建設性思考量表」、「教師人際智慧量表」、「教師需求困擾量表」、「教師快樂量表」。資料分析採取之統計方法包括描述統計、單因子多變量變異數分析、單因子單變量變異數分析、典型相關分析及全部進入法多元迴歸分析。 本研究之主要發現如下： 一、建設性思考能力較佳之國中教師，其需求困擾程度較低。 二、國中教師的建設性思考指標與其需求困擾指標有相關。建設性思考 中的「行為的因應」、「情緒的因應」、「迷信的思考」及「絕對的 思考」與需求困擾呈現顯著負相關。 三、建設性思考能力較佳之國中教師，在快樂感受、快樂條件及快樂活動 的得分均較高。 四、國中教師的建設性思考指標與其快樂三個向度的指標有相關。建設性 思考中的「行為的因應」及「情緒的因應」與快樂感受有顯著正相 關；建設性思考中的「絕對的思考」及「行為的因應」與快樂條件有 顯著正相關；建設性思考「絕對的思考」、「行為的因應」與快樂活 動有顯著正相關。 五、人際智慧能力較佳之國中教師，其需求困擾程度較低。 六、國中教師的人際智慧指標與其需求困擾指標有相關。人際智慧中的 「溝通表達」、「人際覺察」與需求困擾中的「人際與隸屬」、「能 力與自信」有顯著負相關。 七、人際智慧能力較佳之國中教師，在快樂感受、快樂條件及快樂活動的 得分均較高。 八、國中教師的人際智慧指標與其快樂三個向度的指標有相關。「社交彈 性」、「溝通表達」與快樂感受有顯著正相關；「溝通表達」、「人 際覺察」、「社交彈性」與快樂條件有顯著正相關；「溝通表達」、 「人際覺察」與快樂活動有顯著正相關。 九、需求困擾程度較低的國中教師，在快樂感受、快樂條件及快樂活動的 得分均較高。 十、國中教師的需求困擾的指標與其快樂三個向度的指標有相關。「人際 與隸屬」、「能力與自信」與快樂感受有顯著負相關；「人際與隸 屬」及「經濟與生活」與快樂條件有顯著負相關；「人際與隸屬」與 快樂活動有顯著負相關。 十一、國中教師的建設性思考、人際智慧與需求困擾能有效聯合預測其快 樂感受、快樂條件及快樂活動。人際智慧是快樂感受的主要預測變 項；人際智慧與需求困擾是快樂條件的主要預測變項；建設性思考是 快樂活動的主要預測變項。 最後，根據本研究主要發現提出若干意見，以供相關單位人員在教育 及學術研究上作為參考。 / The main purpose of this study was to explore the relationships among constructive thinking, interpersonal intelligence, need problems and happiness of junior high school teachers.The participants included 366 junior high school teachers in Taipei City and Taipei County. The employed instruments were The Constructive Thinking Inventory, The Teachers’ Interpersonal Intelligence Inventory, The Teachers’ Need Problems Inventory, and The Teachers’ Happiness Inventory. The applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Multiple Regression. The main findings in this study were as follows: 1. Constructive thinking had negative influences on the teachers’ need problems. 2. The indices of constructive thinking and those of need problems were significantly correlated. More specifically, the constructive thinking of behavioral coping, emotional coping, superstitious thinking, and categorical thinking had significant negative correlations with the teachers’ need problems. 3. Constructive thinking had positive influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 4. The indices of constructive thinking and those of happiness were significantly correlated. More specifically, the constructive thinking of behavioral coping and emotional coping had significant positive correlations with the teachers’ happiness feelings, that of categorical thinking and behavioral coping had significant positive correlations with the teachers’ happiness conditions, and finally, that of categorical thinking and behavioral coping had significant positive correlations with the teachers’ happiness activities. 5. Interpersonal intelligence had negative influences on the teachers’ need problems. 6. The indices of interpersonal intelligence and those of need problems were significantly correlated. More specifically, the interpersonal intelligence of communicating and expressing as well as interpersonal awareness had significant negative correlations with the teachers’ need problems of interpersonal and belongingness as well as abilities and confidence. 7. Interpersonal intelligence had positive influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 8. The indices of interpersonal intelligence and those of happiness were significantly correlated. More specifically, the interpersonal intelligence of social flexibility as well as communicating and expressing had significant positive correlations with the teachers’ happiness feelings; that of communicating and expressing, interpersonal awareness, and social flexibility had significant positive correlations with the teachers’ happiness conditions; and finally, that of communicating and expressing as well as interpersonal awareness had significant positive correlations with the teachers’ happiness activities. 9. Need problems had negative influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 10. The indices of need problems and those of happiness were significantly correlated. More specifically, the need problems of interpersonal and belongingness as well as abilities and confidence had significant negative correlations with the teachers’ happiness feelings, those of interpersonal and belongingness as well as economical and life had significant negative correlations with the teachers’ happiness conditions, and finally, those of interpersonal and belongingness had significant negative correlations with the teachers’ happiness activities. 11. The teachers’ constructive thinking, interpersonal intelligence, and need problems could effectively predict their happiness feelings, happiness conditions, and happiness activities. Among the predictors, the most powerful predictor of the teachers’ happiness feelings was interpersonal intelligence, that of happiness activities was constructive thinking. Moreover, the most powerful predictors of the teachers’ happiness conditions were interpersonal intelligence and need problems.

本研究由人格特質出發，觀察消費的思考途徑所產生的效果。研究的對象主要分成單人與朋友陪伴，經由網路進行問卷調查，影響消費者行為的幾個重要因素及心理機制。更明確的說，本研究由個人層次著手，直接探討獨立/互賴自我構念的人格特質在思考模式上的差異，並且藉由思考途徑，推出個人對產品價值需求上的關係。 接續研究朋友的影響，將其視為「捷思式線索」，探討消費者在友人的陪伴之下，是否形成對產品形象購買意願上的改變。「捷思式線索」顧名思義即為能供消費者透過簡單決策影響消費者判斷之變數。而這樣的線索，可能會導致獨立自我構念者的消費者轉向捷思式的思考途徑而反向改變原本對產品形象與自我形象一致性的消費習慣。 本研究由捷思式-系統式訊息處理模型推論：在朋友的陪同之下，獨立自我構念者同時會進行捷思式之訊息處理途徑。運用便捷快速的捷思式線索作為判斷與決策之基礎下，將對形象一致性的效果差距較不明顯，甚至可能出現追求與自身人格特質相反的產品需求。 下一步本研究以自我監控為調節變數，探討自我監控的人格特質為個人對社會情境做調適的行為模式。面對有朋友陪伴的情境，高度自我監控者會調適自己的行為，亦之，只有在社會情境提供過少的線索的情況之下，高度自我監控者的表現出最原始的自己。因此獨自購物時，表現應如上述所預期。但當高自我監控者與朋友相約一同消費，對於社會的適切性相對有較迫切的需求，而會根據朋友的性格或相處方式而注意或調適自己的行為；相反地，低自我監控者對是否符合社會適切性感到不關心，傾向表達自我內心的真正的感受，依據原本的思考途徑做選擇，而不會因為身旁的友人而刻意調整自己的行為。 本研究發現互賴自我的消費者對自我表達產品的需求會因為消費者本身是否為高自我監控者而受到影響。若能採用心理測試工具，相信可準確發現不同自我構念及自我監控的消費者對自我表達產品的歸因基礎，並以此結果對消費者的選擇做更符合需求的預測。 關鍵字: 自我構念、思考模式、自我監控 / Social influences play a persuasive role when it comes to spending. Previous research has shown that friends help shape our affects, behavior and cognitions (Argo, Dahl, and Machanda 2005; Ratner and Kahn 2002). Thus, the presence of an accompanying friend might to an extent influence the original consumption due the course that consumers have the opportunity and the motivation to conform to the expectation that their friends have in them (Funder and Colvin 1988; Stinson and Ickes 1992). To date, researchers have studied many social characteristics to which the presence of a friend determines the consumer’s purchase. Across studies show that friends can influence consumers’ purchase intentions in a positive way by providing information in reducing perceived risk (Urbany, Dickson and Wilkie 1989). Further on, studies demonstrates that the mere presence of a friend might cause agentic (oppose to communal) shoppers to spend more (Kurt, Inman and J.Argo 2010). Based on preceding studies, we implement experiments to first determine which factors with the influence of social presence matters, followed by studying how they change the way we perceive information and eventually lead to purchase intentions of either self or non-self expressive products. Study 1, measuring the orientations by the effect of the social environment ( ie, presence vs. absence of a friend). Study 2 used self-monitoring as moderator. In the findings, this research shows that independent construct is correlated with systemic thinking while dependent construct is related to both thinking style. It was unpredicted the way dependent construal person thought, and the results was therefore insignificantly related to the types of product chosen. With friends, however, findings show that systemic thinking has no effect on buying self-effective products when it comes to co-consumption. On the other hand, customers that are accustomed to heuristic thinking bring out higher willingness to buy self-expressive products.

寬恕是一種跨文化人類共通的美德、是一種正向的心理特質，一種真正的生命智慧。因其有益於人際和諧、幸福感與身心健康，寬恕在近年來成為心理學所關注的議題。本研究旨在探究反芻思考、未來時間觀與寬恕之現況，以及反芻思考與未來時間觀如何影響寬恕的建構，藉以深入瞭解反芻思考、未來時間觀與寬恕之關係。 本研究採用問卷調查法，以「多向度反芻焦點量表」、「未來時間態度量表」與「特質寬恕量表」為研究工具，研究對象為20歲以上成人共1,413位。所得有效問卷資料經描述統計、多變量變異數分析、區別分析、結構方程式模型等統計方法處理，研究發現如下： 1.20歲以上成人之反芻思考、未來時間觀與特質寬恕現況尚佳。 2.不同背景變項之成人在反芻思考整體及其分向度上有部分差異。 （1）女性在「情緒焦點反芻」與「意義焦點反芻」上之得分顯著高於男性。 （2）高齡者的反芻思考整體與各向度之得分明顯較低。 3.不同背景變項之成人在未來時間觀整體及其分向度上有部分差異。 （1）成人早期（20-30歲）與高齡者（60歲以上）在「未來時間觀點」沒有顯著差異，高齡者在「未來目標價值」與「對未來的準備與行動」上則顯著高於20-30歲之成人。 （2）年長、高教育水準、已婚且有宗教信仰者，有較佳的未來時間觀。 4.不同背景變項之成人在特質寬恕整體及其分向度上有部分差異。 （1）男性在「寬恕命運」上之得分顯著高於女性。 （2）男性、年長、高教育水準、已婚且有宗教信仰者，有較高的寬恕傾向。 5.探討不同類型反芻思考與未來時間觀、特質寬恕之關係，研究發現：情緒焦點與評價焦點此兩種類型反芻思考，與未來時間觀、特質寬恕呈負相關；而意義焦點反芻與未來時間觀、特質寬恕呈正相關。 6.未來時間觀在反芻思考與特質寬恕間扮演中介角色，亦即，未來時間觀在情緒焦點反芻思考、評價焦點反芻思考與未來時間觀、特質寬恕之間有部分中介效果，在意義焦點反芻思考與未來時間觀、特質寬恕之間有完全中介效果。 本研究根據上述研究發現，分別對寬恕教育、諮商輔導提出建議，以作為教育工作者及後續研究之參考。 / Forgiveness is a kind of cross-cultural universal virtue of human, positive psychological strength, and authentic wisdom of life. Forgiveness has become an important topic of psychological researches in last decades, due to the benefits of interpersonal harmony, well-being, physical and mental health. The study aimed to investigate the current condition of the adults in Taiwan of their rumination, future time perspective, and dispositional forgiveness, and furthermore addressed the relationships among these variables. The present study adopted the questionnaire investigation, comprising “Multidimensional Focused Rumination Scale”, “Attitude toward Future Time Scale”, and “Dispositional Forgiveness Scale” was conducted. Participants were 1,413 adults aged 20 and over in Taiwan. The effective data based on the questionnaire were then analyzed by using the descriptive statistics, MANOVA, discriminant analysis, structural equation modeling and bootstrapping. The findings were summarized as follows: 1.The present condition of Taiwan aged 20 and over adults’ rumination, future time perspective, and dispositional forgiveness was generally fine. 2.In terms of rumination, gender and age had a significant difference in overall rumination and its dimensions. I.The female participants had higher “emotion-focused rumination” and “meaning-focused rumination” scores than the male participants. II.The elder participants reported less ruminative thinking than other age groups. 3.In terms of future time perspective, age, educational level, marital status and religion had a significant difference in overall future time perspective and its dimensions, while gender had no significant difference. I.There is no difference between younger and elder participants on “the perception of future time”, however, the elder participants reported higher “the valence of future goal” and “preparation and action for the future” than younger participants. II.The elder, high educated, married and religious believer, had better future time perspective. 4.In terms of dispositional forgiveness, gender, age, educational level, marital status and religion had a significant difference in overall dispositional forgiveness and its dimensions. I.The male participants had higher “forgiveness of fate” scores than the female participants. II.The male, elder, high educated, married and religious believer had a strong tendency to forgive. 5.In terms of different kind of rumination relate to future time perspective and dispositional forgiveness: Emotion-focused rumination and evaluation-focused rumination were negatively related to future time perspective and dispositional forgiveness, while meaning-focused rumination was positively related to future time perspective and dispositional forgiveness. 6.Future time perspective mediated the relationship between the rumination and the forgiveness. Furthermore, future time perspective partly mediated the relationship between the emotion-focused rumination and the dispositional forgiveness, partly mediated the relationship between the evaluation-focused rumination and the dispositional forgiveness, and completely mediated the relationship between the meaning-focused rumination and the dispositional forgiveness. According to the above findings, this study proposes suggestions for forgiveness education, counseling and guidance, and future studies.

本研究視理性思考與感性人格特質為多面向的結構，探討理性思考與感性人格特質各面向間的關係，並研究個人的性別、學科背景是否與其理性思考及感性人格特質有關。 　　本研究以台大、政大共386位學生為樣本，運用「修訂康乃爾批判思考測驗Z級」、「拓弄思語文創造思考測驗乙式」、「人際敏感性量表」、「美感追求量表」、「感情變異性量表」、「自發性量表」及「同理心量表」等工具收集資料，再以皮爾遜積差相關考驗及多變量變異數分析(MANOVA)進行統計分析。 　　研究結果發現： 　　1.理性思考與正面向感性人格特質有顯著正相關，與負面向感性人格特質沒有顯著相關。 　　2.在理性思考上，性別之間並無顯著差異；在感性人格特質上，女性在「美感傾向」、「同理心」、「情緒化」等三個面向上的分數都顯著高於男性，「情感表達」面向則是未達顯著水準，但是在「人際敏感」面向上卻是男性分數顯著高於女性。 　　3.不同學院學生的批判思考、創造思考及理性思考能力並未有顯著差異。文學院學生的感性人格特質則有「情緒化」面向顯著高於理學院學生及其他學院學生，「人際敏感」面向高於其他學院學生。 　　本研究建議，根據理性思考與感性人格特質之間的相輔相成互動關係，學校宜多鼓勵男學生培養感性人格特質，鼓勵女學生發揮理性思考的潛能，不受刻板印象所限；在大學的通識教育上亦有必要重新調整，提供學生培養經驗整合與整全判斷能力。 / The objectives of this study were to explore the relationship of rational thinking, consisted of critical thinking dimension and creative thinking dimension, and affective personality traits, consisted of four positive dimensions and one negative dimension, from a multidimensional perspective, and to examine if one's sex and major would have influence on his/her rational thinking and affective personality traits. Tests were administered to 386 college students, evaluating their levels of critical thinking, creative thinking, interpersonal sensitivity, aesthetic orientation, emotioanl expressivity, empathy and emotionality. Findings suggest that: (1) Subjects scoring high on Rational thinking have significant high scores in positive dimensions of affective personality traits, but it seems that rational thinking is not related to the negative dimension of affective personality traits. (2) There is no significant sex difference in rational thinking, meanwhile in affective personality traits, female score obviously higher in aesthetic orientation, empathy, and emotionality, and there is no significant sex difference in emotional expressivity, but male score higher in interpersonal sensitivity. (3) Students in different majors don't have significant differences in their critical thinking, creative thinking, and rational thinking abilities, but students majoring art and literature surely score higher in emotionality and aesthetic orientation dimensions than students majoring nature science or other subjects.

第一章 結論 一、研究動機與目的 二、研究問題與研究假設 三、操作定義 第二章 文獻探討 一、性別與職業興趣 二、創造力與職業興趣 三、性別、創造力與職業興趣 第三章 研究方法 一、研究設計：2(性別)×3(創造力高、中、低)多因設計。 二、受試者與主試者 三、測量工具、拓弄思創造思考測驗、職業興趣調查表 四、實施程序 五、統計方法：二因子變異數分析 第四章 研究結果 一、基本資料：拓弄思創造思考測驗職業興趣量表之平均數與標準差。 二、變異數分析結果 三、假設驗證 第五章 討論與建議 一、討論 二、建議

第一章導論：述及研究方法、範圍、及所用資料及研究態度。 第二章思想基礎及形成：討論林布隆思想形成的背景因素與其思想主要基礎所在。 第三章互動決策論：討論林布隆對決策的觀點，說明不能純粹仰賴思考分析，多數的 決策是經由社會黨派互動達成，而且決策也應該如此，方能突破思考分析對價值無法 處理之限制。 第四章漸進主義：說明如要經由分析達成決策則須善用策略以因應互動達成決策。 第五章結論：說明林布隆決策思想體系及發展過程，並與當今決策大家及派別加比較 ，並說明應用的價值。