The Moral Pedagogy of Pre-school Classics-Reading: a Study Based on the Platform Sutra's Idea of "Deluded in mind, one is turned by the Lotus. Enlightened in mind, one turns the Lotus."=學前讀經道德教育—以《六祖壇經》思想「心迷法華轉，心悟轉法華」為研究中心
lotus turning; sutra-reading moral pedagogy moral frameworks; filial piety; delusion; enlightenment; sutra recitation
摘要
Abstract Present day society is in urgent need of moral pedagogy, particularly in the area of pre-school morality. What is needed even more urgently is practice and research, because just as the development of a tree must begin with the “sprout” stage—with light, water, soil, and nutrients to cultivate it and make it grow to maturity and blossom, young students must begin their studies in the same way. Only if they can be made to know and do in concert, and open them to moral wisdom, can they then really become the masters of our future. Therefore the author believes the Sixth Patriarch Master Hui-neng's pedagogical idea:Deluded in mind, one is turned by the Lotus. Enlightened in mind, one turns the Lotus. To recite with the mouth and practice in the mind is to turn the sutra.To recite with the mouth without practicing in the mind is to be turned by the sutra. 「心迷法華轉，心悟轉法華」，「口誦心行，即是轉經；口誦心不行，即是被經轉」。It is hoped that, since the classics can guide us along the road of life, they can also lead children to experience life, live in morality, and open them to wisdom. According to otherdox approach, the Filial Way following the children and parents' relationship. Understanding they should respect teachers and follow the Way can lead to social harmony.Therefore, can a “Sutra-Reading Moral Practice Class” that utilizes the Sixth Patriarch's “Lotus Turning” concept be used in preschool pedagogy? This thesis is divided into four parts: Chapter One uses the research method of deep counseling, combined with parents' daily “filial heart, filial behavior” records, and students' drawings in their “filial heart, filial family albums” to examine the results of the proposed “Sutra-Reading Moral Practice Class.” Chapter Two deals with the origins of “Deluded in mind, one is turned by the Lotus. Enlightened in mind, one turns the Lotus.” This chapter introduces the Sixth Patriarch's background and thought, examining the difference between “delusion” and “enlightenment” and commenting on the actual significance of “lotus turning.” Chapter Three is about the application of the thought of the Platform Sutra of the Sixth Patriarch to preschool moral pedagogy. First it examines present society's delusions and confusions, and then analyzes the Confucian and Buddhist moral frameworks. Finally it discusses how to combine the Sixth Patriarch's thought with enlightenment pedagogy. Chapter Four, the conclusion, begins with the implementation of the project and deep counseling materials and ends with research on the feasibility of preschool moral practice.
Chapter One: Introduction …………………………………………………………….10 Section One: Research Motive and Objectives …………………………………. 11 Section Two: Research Methods (Deep Counseling and Observation) ………….14 Section Three: Research Parameters and Limitations …………………………,,.18
Chapter Two: The origins of the idea of “Deluded in mind, one is turned by the Lotus. Enlightened in mind, one turns the Lotus.” ………………………….20 Section One: the Historical Background and Thought of the Platform Sutra ……………………………20 I. The Legend of Hui-neng’s Life ………………………………….............20 II. Prajñā Thought in the Platform Sutra………………………………......21 Section Two: Analysis of “Delusion” and “Enlightenment” in the Platform Sutra…………………………………35 I. The Significance of “Delusion” ………………………………………….36 II. The Method of Turning Delusion into Enlightenment ………………….43 III. The Realm of “Enlightenment” ………………………………………..53 Section Three: The significance of the “Lotus turning, and turning the Lotus” …………………………….55 I. Lotus turning …………………………………………………………….55 II. Master Hui-neng's Idea of Pedagogy …………………………………...58
Chapter Three: The application of the teaching o f the Platform Sutra ………..…….63 Section One: The Confusions of Modern Pedagogy ……………………………63 Section Two: The Framework of Buddhist Morality ………………….………..65 I. Ethical Norms ………………………………………………….………..66 Ii. Moral Frameworks ……………………………………………………..69 Section Three: the “Awakening of other” Bodhisattva Practice …………..…...72 I. Self-cultivation. ………………………………………………………....73 II. Ethics and Morals …………………………………………….……..…73 III. Serving the Public …………………………………………………….76
Chapter Four: Conclusion …………………………………………………………..79 Section One: Concrete Outcomes of the Moral Pedagogy of Pre-school Classics-Reading …………………….81 I. Implementation of the preschool moral education project ……………..81 II. Analytical Results of In-depth Interviews……………………………..87 Section Two: the Difficulties and Challenges of Carrying Out Moral Education ………………………………116 I. The Difficulty of Carrying Out Preschool Education …………………116 II. Difficulties and Challenges of Continuity between Kindergarten and Elementary School…………………120 III. The Difficulties of Implementing complete Moral Education…….....121 Section Three: Conclusion …………………………………………………..122
