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| Author |
余昌哲 (撰)
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| Publisher | 國立嘉義大學 |
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| Publisher Url |
https://www.ncyu.edu.tw/
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| Location | 嘉義市, 臺灣 [Chia-i shih, Taiwan] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 中文=Chinese |
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| Degree | doctor |
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| Institution | 國立嘉義大學 |
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| Department | 教育學系研究所 |
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| Advisor | 姜得勝 |
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| Publication year | 104 |
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| Keyword | 證嚴法師=Master Cheng-Yen; 教育思想=educational thought; 靜思語=Jing-Si Aphorisms |
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| Abstract | 本研究為哲學思考性之質性研究，主要目的以探討證嚴法師之經歷與行誼、哲學思想之論述、教育思想之主要理論基礎等為基石，並且進而鑽研證嚴法師教育思想之主要內涵及其具體實踐與啟示。最後，本研究獲得的主要結論與建議如下：
一、結論
（一）、證嚴法師主張教育的目標，應當著重於父母愛菩薩心、「慈悲喜捨」精神之實踐、典範教育之營造與教育愛之追求。
（二）、證嚴法師強調教育的內容，應當統合生活教育、生命教育與道德教育為主要內涵。
（三）、證嚴法師倡導教育的方法，必須統整三軌輔導、慈濟教師聯誼會功能與「靜思語」教學為主要策略。
（四）、證嚴法師將其前述獨特之教育哲學觀，具體實踐於其慈濟相關教育體系；另對當前國內教育，亦頗具啟發意義。
二、建議
根據本研究結論，研究者進而分別對慈濟與相關宗教屬性學校、非宗教屬性學校的「靜思語教學」、一般教師基本素養、教育行政部門、學生家長、研究主題與研究方法等各個層面提出合理性建議如下：
（一）、慈濟與相關宗教屬性學校層面：均衡德、智、體、群、美等五育兼備的全人教育。
（二）、非宗教屬性學校的「靜思語教學」層面：教師配合教學需要，適時融入非宗教內涵的「靜思語教學」，以充實生活教育、生命教育與道德教育。
（三）、一般教師基本素養層面：強化「菩薩心」之涵養，發揚教育愛與師道。
（四）、教育行政部門層面：取法「慈、悲、喜、捨」精神，傳承儒家文化傳統優良道德，作為政策規劃與推展之參考。
（五）、學生家長層面：配合學校輔導制度，密切親師合作，落實家庭教育。
（六）、研究主題層面：進一步比較慈濟相關學校與其他學校畢業生在社會工作表現之差異，或者追蹤慈濟相關學校個案學生的後續發展，進行縱貫研究。
（七）、研究方法層面：後續研究者若能長時間從事田野調查，隨行證嚴法師在側，隨時做筆記心得，取得第一手研究資料，乃是研究極佳的方法。
The current research is a piece of qualitative inquiry into philosophical thought. It aims mainly to examine Master Cheng-Yen’s life and esteemed deeds, discuss her philosophical thoughts, and highlight the main theoretical foundation underpinning her educational thoughts.It furthermore delves into the primary essence of her educational thoughts and the concrete realization and inspiration to be achieved. The researcher has come up with main conclusions and suggestions as follows.
A. Conclusions
1. The Master maintains that the goals of education must emphasize parental love, Bodhisattva-like kindness, the fulfillment of the spirit of kindness, compassion, joy, and unselfish giving, the creation of educational paradigms, and the pursuit of educational love.
2. The Master emphasizes that the core essence of education should be an integration of livings, life and moral education.
3. The Master proposes that educators should adopt strategies that synthesize the three-tracked counseling system, the function of Tzu-Chi Teachers Association, and the teaching of Jing-Si Aphorisms.
4. The Master has practiced the aforementioned unique philosophy of education in the schooling systems operated by Tzu-Chi. This type of philosophy is also considerably inspiring and valuable to the current education in Taiwan.
B. Suggestions
Based on the conclusions derived, the researcher further suggests feasible ideas in areas such as Tzu-Chi and religious schools, the teaching of Jing-Si Aphorisms in the non-religious schools, essential cultivation of learning for teachers, educational administration, students’ parents, other research topics, and other research methods.
First, as forTzu-Chi and religious schools, the all-round education in ethics, intellect, physique, social skills and aesthetics is expected.
Second, concerning the teaching of Jing-Si Aphorisms in non-religious schools, teachers may timely integrate into their teaching the non-religious parts of Jing-Si Aphorisms. The purpose is to enrich living education, life education, and moral education.
Third,as for essential cultivation of learning for teachers, teachers should strengthen the competence of Bodhisattvato spread equality for each student and get public respect.
Fourth, educational administration should combine the essence of kindness, compassion, joy, and unselfish giving to hand Confucianism down to the educated.
Fifth, students’ parents should confirm to school guidance system and practice home education well.
Sixth, as for other research topics, comparing the work performance of the graduates from Tzu-Chi and religious schools with the work performance of the graduates fromnon-religious schools, or longitudinal study following the development of Tzu-Chi and religious school cases could be alternatives.
Last, as for the use of research methods, a very excellent way would be for future researchers to engage in long-term field study and to accompany Master Cheng-Yen close together so that they can take notes and acquire first-hand data at any time. |
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| Table of contents | 中文摘要 i
英文摘要 iii
謝誌 v
目次 vii
圖次 ix
第一章 緒論 1
第一節 研究背景與動機 3
第二節 研究目的與待答問題 7
第三節 研究方法與步驟 8
第四節 名詞詮釋 16
第五節 研究範圍與限制 18
第二章 文獻探討 21
第一節 證嚴法師的經歷與行誼 22
第二節 證嚴法師哲學思想的論述 27
第三節 證嚴法師教育思想的主要理論基礎 40
第四節 證嚴法師相關研究的評析 53
第三章 研究設計與實施 59
第一節 研究架構 60
第二節 研究對象與研究工具 62
第三節 研究倫理 64
第四章 證嚴法師教育思想的主要內涵 67
第一節 教育的目標 68
第二節 教育的內容 75
第三節 教育的方法 85
第五章 證嚴法師教育思想的具體實踐與啟示 91
第一節 證嚴法師教育思想的具體實踐 91
第二節 證嚴法師教育思想對當代的啟示 102
第六章 結論與建議 105
第一節 結論 106
第二節 建議 108
參考文獻 113
附錄 121
附錄一 完全教育碑文 121
附錄二 訪談日期一覽表 123
附錄三 證嚴法師簡介 124
附錄四 證嚴法師榮譽事蹟 126
附錄五 慈濟教育志業相關學校發展沿革 128
附錄六 訪談大綱 129
圖次
圖3.1.1 研究架構圖 60 |
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| Hits | 307 |
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| Created date | 2020.02.18 |
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| Modified date | 2023.01.16 |
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