大自然中的幸福存在:跨文化和描述性现象学方法

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY
Børge Baklien, Marthoenis Marthoenis, Miranda Thurston
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引用次数: 0

摘要

探索自然对人类福祉的假设作用通常是在定量研究范式中进行操作和测量的。然而,这种方法在捕捉自然体验如何支持幸福感的全部内容方面存在局限性。本研究旨在探索个人在自然中的体验,并思考这些体验如何对人类的健康和幸福产生重要影响。我们对来自英格兰、印度尼西亚和挪威的 50 个关于在大自然中难忘时刻的描述进行了描述性现象学分析,根据分析结果,我们发现了三个主题下的共同结构:1.宁静,使人们越来越意识到身体是如何受到感官刺激的;2.对美的感觉的赞叹和欣赏;3.新出现的团结感和深厚的情感纽带。我们使用生态时间和生态身体的概念对研究结果进行了讨论,这两个概念强调在自然中的存在是一个相互依存和动态的人类过程。最后,我们从人类对周围环境的反应角度来理解幸福感,从而将其理解为根植于人类自身条件的幸福感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Existential Well-Being in Nature: A Cross-Cultural and Descriptive Phenomenological Approach

Exploring the putative role of nature in human well-being has typically been operationalized and measured within a quantitative paradigm of research. However, such approaches are limited in the extent to which they can capture the full range of how natural experiences support well-being. The aim of the study was to explore personal experiences in nature and consider how they might be important to human health and well-being. Based on a descriptive phenomenological analysis of fifty descriptions of memorable moments in nature from England, Indonesia, and Norway, our findings illustrate a common structure presented under three themes: 1. serenity that gives rise to a growing awareness of how the body is stimulated by the senses; 2. admiration and appreciation for the sensation of beauty; 3. an emerging sense of togetherness and deep emotional bonding. The findings are discussed using the concepts of ecological time and the ecological body, which foreground being in nature as constituted as an interdependent and dynamic human process. We conclude by understanding well-being in terms of human responsiveness to their surroundings and thus as rooted in the human condition.

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来源期刊
Journal of Medical Humanities
Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-
CiteScore
1.90
自引率
11.10%
发文量
33
期刊介绍: Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.
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