在這半年中迅速補齊的所有能力，原來就是因為原生家庭而內耗的二十年中該具備的能力。別人在正常成長的時候，我正在面對人性的黑暗，思考要不要活下去，思考人生的意義，思考為什麼學到的一切道德良知都是假的，思考為什麼惡人總是過得很好，思考自己堅持良善的意義是什麼、有什麼價值？
其實這就是中華文化傳統教育中早該在小學和中學階段就確立的「父母與我的關係」、「老師與我的關係」的觀念，也就是打下「內在世界」的根基，打下「面對外在世界」的根基。
擁有正確的觀念，在混亂的世界中，就能知道自己該站穩的位置是在哪裡，也就能應對不對的人事物，能從中學到自己可以反思或看齊的部分，也能保護自己不受影響，繼續走在正確的成長路途上。在以上正確的立基點上，進一步到了中學和大學階段，就可以在穩固的地基之上進修「辦事的能力」、「修身、齊家、治國、平天下」的能力。
現代的社會之所以亂，就是因為根基沒有打好，只在小聰明上亂轉，道德良知被嗤之以鼻，鑽漏洞的行為反而被稱頌，再這樣下去，未來的社會該有多亂？
在這二十年旅程的最後，我得到了答案，大概上天給我安排這二十年，就是為了讓我找到這些答案吧，這些答案是我是否能成為一個合格老師的關鍵素質。
花了二十年培養最核心的素質，再花一年建立經營自己、經營事業的基本能力，之後就是事業的累積與自我成長。
我花了近四十年走到傳統教育中早該在二十ㄧ歲就完成的「大學階段」的學習，證實了傳統教育的價值所在與可貴。
有趣的是，在多花的這二十年亂闖亂走的時間中，我也經驗了西方世界提倡的體驗生命的路線：沒有地圖地實際闖蕩，以自身的經驗為皈依與準則去理解生命的意義與價值。
我的學習路線從中華文化的傳統教育為始，原生家庭帶給我的疑惑為探索的開始，西方世界的闖蕩為試探，身心靈的崩毀與重建為統整，再以中華文化的傳統教育為總結。
最終，我找到了生命的意義，也找到了生命的價值，也以自身的生命經歷證實，人性本善，同時，人需要扎根教育，也需要自由教育，如此才能在堅實的土壤之上蓬勃生長、自由飛翔、找到自己的來處、此處與去處。__________________________________________________________________
“From the Beginnings to the Conclusion of Twenty Years: The Starting Point of Becoming a Qualified Teacher”
All the abilities I rapidly made up for in just six months were, in fact, the very abilities I should have developed during the twenty years of inner struggle caused by my family of origin. While others were growing up normally, I was facing the darkness of human nature—wondering whether life was worth living, questioning the meaning of existence, doubting why the morality and conscience I was taught seemed false, asking why the wicked always seemed to thrive, and searching for the meaning and value of holding on to goodness.
In truth, this should have been established long ago during elementary and secondary education in traditional Chinese culture—the concepts of “my relationship with my parents” and “my relationship with my teachers.” These form the foundation of one’s inner world and the roots for facing the outer world.
With the right concepts, in a chaotic world, one knows where to stand firm. One can handle inappropriate people and circumstances, learn from them by reflecting or emulating what is worthy, and protect oneself from harmful influence—continuing along the proper path of growth.
On this foundation, secondary and higher education can further develop the abilities of “getting things done,” as well as the Confucian ideals of self-cultivation, family harmony, governance, and bringing peace to the world.
Modern society is in disarray precisely because these foundations are not well laid. People chase clever tricks, mock morality and conscience, and even praise loophole-seeking behavior. If this continues, how chaotic will the future become?
At the end of this twenty-year journey, I found my answer. Perhaps Heaven arranged these years precisely so that I would discover these truths—the very qualities essential to becoming a worthy teacher.
I spent twenty years cultivating the core virtues, then one year building the basic abilities to manage myself and my work. After that, it becomes a matter of career accumulation and personal growth.
It took me nearly forty years to reach the stage of learning that traditional education expects one to complete by twenty-one—the “Great Learning” stage—thereby proving the value and preciousness of tradition.
Interestingly, during those extra twenty years of wandering, I also experienced the Western path of “living life through direct experience”: venturing without a map, taking one’s own lived experiences as guidance to understand the meaning and value of life.
Thus, my learning journey began with the traditional education of Chinese culture, continued with doubts born from my family of origin, was shaped by Western-style wandering and probing, passed through the collapse and rebuilding of body and soul, and ultimately came full circle—summarized once again by Chinese tradition.
In the end, I found both the meaning and the value of life. Through my own lived experience, I confirmed that human nature is fundamentally good. At the same time, I realized that people need both rooted education and free education. Only then can we grow in solid soil, soar freely, and discover where we come from, where we are, and where we are going.
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
近期在整理社群，之後會公布新帳號連結，進行格友和追蹤者的轉移。
我會把新連結公布 近期的文章中，如果有緣的話，歡迎再追蹤我。
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
自我寫作能力累積紀錄：
目前中文的部分為純人腦寫作，偶爾會參考或直接使用 AI 給的標題建議，內文的部分為純人腦寫作，如果 AI 給的換行建議夠好會參考它的建議排版。
目前給 AI 看請它給建議的觀察：
偶爾會有不錯的標題建議，但是它畢竟不是人類，我還是會以自己多年的創作寫作和內容行銷經驗下標題。
但是它對於結構和框架的總結是不錯的，例如標題的字數和換行的方式。
英文的部分為 AI 翻譯，希望之後自己的雅思成績提升到 7 以上時能自己翻譯。
Record of My Self-Writing Ability Development:
At present, my writing in Chinese is purely human-written. Occasionally, I refer to or directly use AI’s suggested titles, but the content itself is entirely human-written. If AI provides good suggestions for line breaks, I sometimes adopt its formatting ideas.
My observations when asking AI for suggestions:
Sometimes, it gives decent title suggestions. However, since it is not human, I still rely on my years of experience in creative writing and content marketing when crafting titles.
Its summaries of structure and framework are quite useful, such as advice on title length and line break formatting.
As for English writing, I currently use AI for translations. My hope is that once I raise my IELTS score above 7, I will be able to handle translations myself.
