「討論」對參與者在擴展知識面、增強理解力和判斷力各方面均能產生積極的作用；然而實務工作者發展出許多的討論操作策略，卻少有理論解釋的說明。更要緊的是，一旦「規定了討論就是對話」能否觸及教育場域中討論的實質經驗問題。準此，本論文研究目的為：（一）理解討論教學與教育實踐智慧的相關論述；（二）探索教育場域中討論的實質「經驗」問題；（三）闡釋教育場域中討論經驗的教育實踐意涵；（四）回應討論作為教育場域中實踐智慧開展的可能性；（五）援引理論向度提供實務操作之前瞻性。 本研究以現象學方法進行訪談與提取主題，首先給予討論經驗的一般性描述，再就主題的相關理論基礎進行論述呈現。後於探究教育場域中討論經驗所涉及的開放性、責任與對話三項主題而有以下六項發現：一、開放性具有「即興」的特質；二、討論場域中的成員透過說話構作現實性；三、討論場域中意義的「開放性」之所緣；四、討論場域中關於「責任」的“被看”與“看”；五、「遊戲概念」提供教育場域中的討論現象一種操作上的理論說明；六、釐清討論經驗的開放性、責任與對話三者的關係。 本研究結論包括：一、「有用性」的「無對象性」，需要實踐智之決斷；二、開放性、責任、對話三者需要實踐智之調和；三、討論的經驗是「朝向不確定的預先投身」或「朝向自身的可能性而投企」；四、對於討論場域中常見的「啞然、霎時無法回應」現象給出的一種解釋；五、討論作為教育實踐智慧的具體操作典型。最後研究建議則為：一、加入「語言-身體性」議題之綜合討論，作為後續研究之引線；二、進一步探究開放性、責任、對話三者在時間結構上的實踐意涵，或許可茲回應黑爾德指出實踐智所具有之實踐導向、反思判斷力及其來自「時間偶然性」與「互為主體性」兩項根本難題，給予一種參考路徑。本研究預期貢獻則著眼於闡述討論適可作為教育實踐智慧的具體操作典型，援引理論向度以提供討論實務操作之可能性、前瞻性。 / Having a discussion can play an active role in expanding the knowledge of participants and enhancing their understanding and judgment. However, many discussion-operating strategies have been developed yet a few theoretical interpretations have been made. What is more, whether the essential experience problems discussed in education field can be involved once “discussion is dialogue” is prescribed? Therefore, this study aims to: (I) understand and discuss the arguments relevant to teaching and educational Phrόnesis[practical wisdom]; (II) probe into essential experience problems discussed in the educational field; (III) interpret the implications of discussing educational practices to the educational field; (IV) respond to the possibility of considering “discussion” as a factor in the development of Phrόnesis in the educational field; (V) refer to the theory of dimension in providing insights for practical application. This study forms a discussion and summarizes the theme using the Phenomenological Method. First, it gives a general description of the discussion and proceeds to discuss and present the relevant theoretical basis for the theme. Later, it probes into three themes related to the discussion in the educational field; namely, openness, responsibility, and dialogue. The results summarized in six points are as follows: I. Openness implies “improvisation”; II. Participants in the discussion create reality through dialogue; III. The aspect of openness in a discussion; IV. To Discuss “being seen” and “seeing” in the concept of “responsibility”; V. The “play concept” provides a theoretical interpretation of the discussion in the educational field; VI. The need to clarify the relationship of openness, responsibility and dialogue in a discussion. The conclusions of the study are: I. “No-object nature” of “the availability” requires judgment and decision based on Phrόnesis; II. Openness, responsibility and dialogue demand the need for Phrόnesis; III. The discussion of experience is “the pre-projection towards unsure direction”, or “dedication into resoluteness towards the self-feasibility”; IV. An interpretation of the “inanity of immediate response” comes up frequently in the discussion; V. A discussion is perceived as a typical concrete model for educational Phrόnesis. Finally, this study recommends the following: I. Participate in a comprehensive discussion of “language-body”, as a basis for future research; II. Continue to explore the practical implications of openness, responsibility and dialogue to time structure, or promise to respond K. Held on his words that Phrόnesis has practical direction and reflective judgment, and respond to two difficult problems from “time contingency” and “inter-subjectivity”, to give a reference or approach. This study aims to contribute to the idea of “discussion” as a suitable and typical concrete model for educational Phrόnesis. It also refers to the theory of dimension to provide the feasibility and for practical application.

本研究旨在探討未婚男性的愛情觀。探究個人的愛情經驗在他們的生活中所扮演的整體角色，以歸納出愛情對他們個人的意義。並以研究所獲得的結果為基礎，進一步比較當代相關的理論，發展符合本土愛情現象的論述。 　　研究方法以現象學探索個人「生命世界」的方式為出發點，採用深度訪談及焦點團體來蒐集資料，邀請十一位受訪者參與訪談。訪談資料以現象學方法為基礎發展出基本架構，輔以研究者的主觀知識來完成整體男性愛情觀的詮釋與討論。主要的研究發現如下： 一、受訪的男性在青少年時期大多缺乏兩性親密互動的經驗，他們往往會藉由追求愛情來肯定自己、探索兩性關係。男性在挑選對象時相當注重外表，女性美麗的外表對他們個人的意義，在於帶給他們愉快的感受、性的快感，自我肯定，他們並會藉著女性的外表來判斷她們的內在。 二、男性在愛情關係中常扮演主動的追求者，在不斷追求愛情的經驗中，他們漸漸累積了對真實兩性關係的瞭解，以及兩性互動深刻的體驗。在愛情經驗的累積中，他們滿足自己的需求，像是自我肯定、自我成長、征服感、被關愛、被照顧、擺脫孤獨、性需求等等。透過這些需求的滿足，他們感到愛情的意義。但是對於維繫長期關係所需要的付出、犧牲自由、情慾限制、卻常讓他們感到痛苦。並且無論在他們的內心，以及他們和女友的互動中，都容易會產生不少的衝突。這樣的衝突本身不易解決，往往他們期待脫離當下的親密關係，尋找更適合自己的愛情。 三、整體來說，男性的愛情中包含了以性為主體的親密感，這樣的親密感不只是一種慾力的宣洩，而是包含著身體與心理的親密互動，甚至是一種能達到精神安定的對話關係。此外，愛情還是男性們滿足各種個人需求與成長的一個過程，端看他當下所期待的需求與成長是什麼。而在愛情關係中所獲得的成長，往往也是一種改變，推動他們再尋找最適合他們的愛情關係。 　　最後依據以上的研究發現，提出有關於男性、女性、諮商者以及未來研究的建議。 目 錄 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究範圍的界定 12 第三節 本研究的限制 13 第二章 文獻探討 15 第一節 愛情的本質 15 第二節 愛情的來源 20 第三節 愛情的過程 24 第四節 兩性特質及其社會化影響因素 28 第五節 相關知識在本研究中的定位 33 第三章 研究方法 34 第一節 研究進行的架構 34 第二節 研究對象的選取 37 第三節 研究者自我涉入與自我檢核 42 第四節 蒐集資料的程序 45 第五節 資料整理與分析 56 第四章 研究發現 64 第一節 對象的挑選 64 第二節 愛情的追求 80 第三節 關係的發展 96 第四節 愛情的意義 109 第五章 結論、討論與建議 125 第一節 研究結論與討論 125 第二節 建議 156 參考書目 162 附錄 169 附錄一 訪談邀請函 169 附錄二 焦點團體邀請函 171 附錄三 訪談契約書 173 附錄四 個別訪談大綱 174 附錄五 田野日誌 175 附錄六 焦點團體訪談大綱 176 附錄七 個別訪談意義單元編輯舉例 177 附錄八 D的中心主題、開放編碼舉例 179 附錄九 個別訪談核心單元編輯舉例 180 附錄十 個別訪談的初步分析結果大綱 182 附錄十一 焦點團體訪談稿意義單元編輯舉例 184 附錄十二 研究方法的背景哲學 191 附表目次 表一 張老師近年求助問題前三名摘錄表 1 表二 台北市「生命線」近年求助問題統計資料 2 表三 愛情的內涵 3 表四 本土心理學界的愛情質性研究 6 表五 愛情的來源 22 表六 愛情的過程 27 表七 台灣男女兩性的特質 29 表八 研究對象的個人基本資料 37 表九 不同文化下的男女特質差異 136 附圖 圖一 研究進行的基本架構 35 圖二 資料分析的步驟 57 圖三 研究發現的初步架構 60 圖四 加入焦點團體資料後的研究發現架構 62 / The purpose of this study is to acquire the awareness of love of single males. This study tries to find the role of love in their lives to define their attitudes toward love. After all, this study compares the finding with contemporary theories, and tries to produce some discourse of romances in Taiwan. 　　Eleven interviewers have participated in this study. The phenomenological deep interview and focus group were adopted to collect data, along with the method of Phenomenological Psychology to analyze data. Finally, some hermeneutic approaches were used to illuminate the finding. The main findings were as the following. 　　First, most interviewed males lacked experience of mutually sexual interaction at their teens. They used to confine themselves and explore bi-sexual relations through the pursuing of love. Males intended to care about the appearance of females, as the beautiful appearance is of significance for them. Males judged the existence of females by the appearance of females, as it accommodated males with delighted feeling, sexual contentment, and self-confidence. 　　Secondly, Males frequently played an aggressive role in the process. Males accumulated their understandings of sexual relationship and experience of impressing sexual interaction. They were mentally and physically fulfilled with self-ascertain, self-growth, sense of conquering, being loved, being cared, and sexual interaction. Through the satisfaction of these needs, they aware the meanings of love. They, however, felt uncomfortable with the consistently long term giving, sacrifice of freedom, and control of sexual desires Such conflicts were not easily resolved, and they led males to pursue more suitable love under the present expectations. Literally speaking, love attitude of bachelors consists of intimacy mainly. Such intimacy contains physical and mental interactions and even the achievement of dialogue relations of spiritual comfort, rather than an outlet of desires. 　　Furthermore, love is also the process of various needs and self-growth at the moment of what makes expect to obtain and to be. The growth mostly in love relations is a change as well. It motivates males to define a more suitable relationship among themselves and others. 　　Based on the above findings, comments are made for males, females, consolers, and future advanced research.