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A Sustainable Approach to Mental Health Education: An Empirical Study Using Zhuangzi’s Self-Adaptation

Department of Mass Communication and Language Education Centre, Chang Jung Christian University, No. 1, Changda Rd., Gueiren District, Tainan City 71101, Taiwan
Sustainability 2019, 11(13), 3677; https://doi.org/10.3390/su11133677
Received: 21 February 2019 / Revised: 21 June 2019 / Accepted: 26 June 2019 / Published: 4 July 2019
(This article belongs to the Special Issue Sustainability in Leadership and Education)
No one can avoid feeling frustrated, and contemporary schools should take the lead in supporting mental health. A sustainable approach to such education can be found in Zhuangzi (ca 369–ca 286 BCE), a representative of Taoist schools who is credited with writing the Zhuangzi, a philosophical and literary text. The first section of this study uses qualitative research methods to identify 70 concepts regarding self-adaptation in the Zhuangzi and classifies them into 11 categories. The individual sentences from which these concepts originated are then logically reordered by category to create texts that aid a reader’s understanding of Zhuangzi’s philosophy. The second section of this study uses purposive sampling through an online questionnaire to consider university student feedback on self-adaptation philosophy. Overall, 84.12% of students agreed or strongly agreed that self-adaptation could help them deal with frustration, and 40.80% of students identified the category “mental state” as the most helpful. Furthermore, 88.91% of students reported that thinking about their mental state was most helpful in interpersonal relationship situations. Thus, self-adaptation offers individuals a sustainable, healthy means of dealing with life’s challenges. The findings of this study may have far-reaching impacts on European and American society by cultivating the general public’s interest in Zhuangzi’s philosophy. View Full-Text
Keywords: education; mental health; health psychology; philosophy; educational philosophy; life education; affective education; modern educational issue; sustainability; Chinese curricula; Eastern philosophy; Zhuangzi; Chinese classics; Taoist regimen; philosophical therapy education; mental health; health psychology; philosophy; educational philosophy; life education; affective education; modern educational issue; sustainability; Chinese curricula; Eastern philosophy; Zhuangzi; Chinese classics; Taoist regimen; philosophical therapy
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Ko, H.-C. A Sustainable Approach to Mental Health Education: An Empirical Study Using Zhuangzi’s Self-Adaptation. Sustainability 2019, 11, 3677.

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