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杰夫·马丁人智学深入学习法（下） ——基于七个生命过程的有机读书法 An Anthroposophical Deep Study Method Built on an Understanding of the Seven Life Processes 作者：Jeff Martin 翻译：魏明宇 学习人智学的实践练习 Practical Exercises for Studying Anthroposophy
前面对七个生命过程做了简介，向我们展示了从人智学的视角去观察，我们如何摄入、适应并消化外部环境中的物质，用以供养、生长和繁殖我们的身体。我们也认识到，这样的七步过程不仅可以适用于生物学层面，也同样适用于文化层面，去领会、研究并且将精神科学知识转化为动态的、鲜活的内容，这样就可以解开人智学的神秘面纱。下面简单介绍一下个人或学习小组如何实践这样的方法。
The above outline of seven life-processes, presents an anthroposophic view of how we take in, adapt, and digest foreign,physical substances from our environment in order to use them to maintain, grow and regenerate our bodies.It has been recognised that such a 7-fold process canalso be utilised, not only on the biological levelbut also on the cultural level, to take in, investigate andtransform spiritual scientific information into dynamic and living componentsfor understanding the mysteries of Anthroposophy. Belowis an outline of such a method for individual and group study of ananthroposophic text.
1)摄入（呼吸）Taking-in –(breathing)
从一本书或一个课程讲座中选取一段文本（不太长或太短），由一个组员大声朗读给其他人，听的组员们自己不要看文本。每个组员要用心地聆听，不要让先入为主的想法中断这种注意力。（建议朗读由小组成员轮流完成） Aselection of text from a book or course of lectures (the selection being not too long or too short) is read aloud by one of the group to the rest of the group, who themselves do not look at the text while it is being thus read. Each member tries to listen with undivided attention to whatis being read, with out judgment or preconceived ideas interrupting this attentiveness. (It is advised that the reading aloud function be shared consecutively by group members).
2)适应（加热）Adapting –(warming)
现在每一个组员都去觉察在听的过程中，他们的心魂中出现的内在图景（心像）和感受。尽量不通过思考添加任何新的内在图景或感受，然后简要描述这些内在图景（心像）和感受是什么，不用很详细。每个组员要专心地倾听其他人的描述。 Each member now tries to observe what were the mental images and feelings that arose in their souls as they listened to the reading. – trying not to add any new mental pictures or feelings through this reflection.Each then briefly recounts what these mental pictures and feelings were, without elaboration. Again, the members try to listen to each one’s account with unprejudiced, undivided attention.
3)消化（滋养）Digesting –(nurturing)
现在每个人都默读所选择的文本。然后大家一起讨论，就所读文本的关键词达成共识，找出一个后再继续找下一个，大家在寻找确定中保持沟通。这些关键字可以列在黑板上，也可以记录下来再读出来。该组中的每个人都需要同意这个关键词清单。这些“词”可以是新的，或者是在先前读过文本中的相关的文字，但不要来自所选择的文本之外其他的书籍或体验。 Everyone now reads the selection of text for the first time, quietly to themselves. A discussion should ensue where the group tries to agree on the key ideas, in succession,being communicated in this selection of text. These ideas could be listed as bullet-points on a blackboard or as notes that are then readout.It is essential that everyone in the group agree with the list. These ‘points’ can be new ones, or ones that connect to previous points made in earlier readings of the text, if relevant – but not to other sources, written or experienced, outside the chosen text.
4)提问（分泌） Questioning – (secreting)
列出步骤3中的关键词后，每个组员可以提出自己的问题。学习小组不需要尝试回答这些问题，在这一步里，只要列出它们，以便在进一步的阅读文本里，看看这些问题是不是可以被解答。在一本书，或一章（讲座）结束后，可以去回答那些仍然没有找到答案的问题。 The list of key ideas from step 3 can generate questions in each group member. The group should not try to answer any of these questions at this step, but should only list them in order to see if, in further readings of the text, these questions are answered. At the end of a book, or a chapter(lecture), questions that have not been answered can then be discussed.
5)供养（维持）Sustaining – (maintaining)
对于步骤3中的关键词列表，学习小组的每个成员，现在尝试自己慢慢地、静静地，通过这个列表从后向前，以相反的顺序回顾（倒序回顾）。如果需要，这个过程可以由一个组员引领，慢慢地读出来，因为这不是一个看大家是否可以倒序记住关键词列表的考试，而是要去体会在以相反的顺序回顾一组关键词时，有什么新的理解可以出现。学习小组还可讨论，以这个顺序呈现关键词，有哪些不同的体验。在空间中，我们可以意识到我们背后的东西，这直接给了我们对三个维度的感觉，但时间似乎通常只向前移动。通过这样的练习，人们可以发展出一种对达成共识性概念的感觉，以及它们如何从许多不同的角度适应彼此，我们开始生活在一个多维度的概念空间里。 In step 3 the key ideas in the selected text were listed,now each member of the group tries, on their own, slowly and quietly, to think through this list backwards, in reverse order. If need be, this can be paced byone of the group speaking the list slowly backwards, because this is not an exercise to see if one can remember a list backwards, but to see what can arisein terms of understanding when a set of ideas are thought through in reverse order. The group can also discuss here how these thoughts might be experienced differently in this order. In space we are somewhat aware of what is behind us,and this gives us a direct feeling for three dimensions, but time usually seems to only move forward. Through such an exercise one can develop a feeling for the universality of ideas and how they fit into each other from many different perspectives – we begin to live in an idea space of multi-dimensions.
6)生长（生长） Growing – (growing)
至少从两个方向去思考所选文本中的关键词，并通过分享能够体现这些关键词的不同形式的事实（说过的话，自己的内在图景和感受，书籍和文字，等等），学习小组现在尝试将这些关键词浓缩（提炼）成能够表现所读文本核心思想的几句话——最后达成共识的提法，或诗（颂词）。 Having thought through the key ideas contained in a selection of text from at least two directions, and through the fact of having lived with these ideas in different manifestations (the spoken word, one’s ownmental pictures and feelings, the written word, etc.), the group now tries to condense these ideas into a few sentences which embody the essence of the text in consideration – finally agreeing on a common formulation,or verse.
7)繁殖（再生） Reproducing – (generating)
现在，在这个方法的最后一步，学习小组对上一步达成共识的提法进行几分钟的冥想。接下来，继续从所学习的书籍（课程）上，选定新的一段文本由组员大声朗读出来，并重复接下来的6个步骤。如上所述，在遵循这种方法一步一步地完成一本书或一章后，甚至在每次会面结束时，学习小组可以对所选择的文本做个一般性的讨论，也可以讨论其他相关的文献资料或个人的体验。 Now,in this final step of the method, the group meditatesfor a few moments on the formulation agreed in the previous step. Then the next, succeeding, selected text of the book being studied is spoken out loud by one of the group members and the further 6 steps are repeated with the new selection. As mentioned above, after finishing a book or a chapter, that has been treated step by step following this method, or even at the end of each meeting together, the group can have a general discussion about the texts covered and also their relations to other texts or to their personal experiences.
杰夫·马丁 2016年11月 JeffMarin November2016 【译后语】 |
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