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聖嚴法師「心五四」精神於生命教育之應用探討 ── 以生命教育教學工作者之內在省思為核心=Understanding the Application of the Fivefold Spiritual Renaissance Campaign of Master Sheng-Yen in Life Education: An Analysis Cored on the Introspection of a Life Educator |
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| Author |
辜琮瑜 (著)=Ku, Chung-Yu (au.)
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| Source |
聖嚴研究：第三輯=Studies of Master Sheng Yen No.3
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| Date | 2012.06 |
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| Pages | 271 - 302 |
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| Publisher | 法鼓文化 |
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| Publisher Url |
http://www.ddc.com.tw/
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| Location | 臺北, 臺灣 [Taipei, Taiwan] |
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| Series | 聖嚴思想論叢 |
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| Series No. | 3 |
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| Content type | 專題研究論文=Research Paper |
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| Language | 中文=Chinese |
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| Note | 作者單位：法鼓大學籌備處助理教授
Assistant Professor, Preparatory Office of Dharma Drum University |
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| Keyword | 心五四=Fivefold Spiritual Renaissance; 生命教育=life education; 禪法=meditation method; 四層自我觀=four levels of self-concept; 教育學科=educational courses |
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| Abstract | 本研究緣起於對臺灣生命教育推動之檢視，關於生命的教育，本身即為一弔詭的命題，因其所涵攝之面向，如生命的開發、成長、關懷與省思，非但範疇難以界定，且涵蓋之領域既深且廣，既具哲學層面的思辨與論證，也關切從個己到整體關係網絡的脈絡與發展，更蘊含文化與社會關懷的意識，此一豐厚的跨領域整合課題，如何透過教育場域開展、建構，確有其值得深究之處。
畢竟相對於一般教學學科，生命教育雖列為學科、學門之一，然其底蘊卻較諸一般學科深厚、複雜，其觸及心靈意識與生活、生命課題者，更無所謂的標準教材與標準答案可資參酌。
因此除從教育方法（如各種多元創意教學之開發）、原則（將生命課題置於其中）、領域的開展（涵括從哲學、宗教、生死課題、倫理思維、美學經驗、心理輔導諮商等）之外，內在生命能量的啟動與生命價值、意義的深掘，更是從事生命教育工作者所不可或缺之涵養。
因此本論文從現象面開啟此一問題意識：教學者個人生命經驗是否當進行自我內在反思與建構，方不致流於外在形式的演繹。從此一問題意識中，研究者試圖找出對應之可能途徑。
聖嚴法師之心五四精神，涵蓋觀念與方法，內在精神雖從佛法、禪法開展而出，然其動機與理念，卻是直視當代人心之困頓而起。且以現代化之思維與語言推展而出，如以此涵納內省與外展意義之精神，建構生命教育之基礎，落實於教育場域，是否能對應上述問題意識之反思，為本論文之核心關懷。
為回應問題意識，本論文結構包括：其一，探討當前生命教育發展之重要議題與問題，及於教學者所當開發、面對之個己內在課題。其次論述心五四之緣起、核心精神、擴展與應用。第三個面向，則試圖從心五四中的內在結構，即以聖嚴法師四層自我觀為核心，找出生命教育與心五四串接之對應，尋究發展內在連結之可能性。
The study started as an observation of the methods by which life education is implemented in Taiwan. Life education itself is a paradoxical proposition. It encompasses the study of the development, growth, concern and introspection of life; hence, not only is it difficult to determine the categories involved, but also difficult to assess expanse and depth of the scope of study. The life education promotes philosophical thinking and evaluation; at the same time, it delves into every aspect of development from the individual to the entire network of relationships between individuals. Moreover, life education teaches awareness for cultural and social concern. Hence, we found that the means by which such a highly versatile cross-disciplinary integrated course may be developed and constructed through the halls of academe are worthy of further exploration.
Unlike other courses in education, despite that life education is a field of study or a course in education, it is constructed on a more solid and complicated foundation. Moreover, the course also tackles spiritual consciousness, lifestyle, and life issues; hence, there is no specific standard text or standard answer that a student may use as reference standard.
Therefore, in addition to teaching methods (development of a variety of multifaceted and innovative teaching methods), principles (incorporating life issues into teaching principles), and expansion of field (including philosophy, religion, issues about life and death, ethical thinking, aesthetic experiences, psychological counseling, etc.), it is essential for a life educator to promote the stimulation of the inner vital energy and value of life and delve deeper into significance of existence.
Therefore, this paper shall delve into this particular problem consciousness through its phenomenal aspect. Should the personal life experiences of an educator be introspected and constructed to avoid the deduction of external form? In this paper, we attempted to discover a probable contingency approach to this particular problem consciousness.
The Fivefold Spiritual Renaissance of Master Sheng-Yen also delves into concepts and methods. Although the inner spirit is developed through Buddhist doctrines and through meditation, motives and ideas arise in direct response to the dilemmas that beset the people nowadays and are manifested through modern thinking and language. The central concern of this paper is to determine whether life education constructed on a foundation consisting of the spirit of introspection and outward significance and realized in the halls of academe is capable of responding to the retrospection of the aforementioned problem consciousness.
In coping with problem consciousness, framework of this paper shall include the following: First, an exploration into the important issues and problems in the current developments of life education and into individual inner-self issues being developed and faced by educators; next, an elaboration of the background, core spirit, promotion, and application of the Fivefold Spiritual Renaissance; thirdly, an attempt to employ the four levels of self-concept propounded by Master Sheng-Yen under the inner framework of the Fivefold Spiri |
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| Table of contents | 一、問題省思：臺灣生命教育推動之檢視 273
二、臺灣當前生命教育發展與內涵形塑歷程之回顧與提問 275
(一) 發展過程與內涵形塑歷程之回顧 275
1. 機構組織的倡議與發展 275
2. 理念及內涵的形塑過程 276
(二) 問題探討 281
三、心五四精神之內在義涵 282
(一) 緣起與意義 282
(二) 內涵與關聯 284
1. 四安的精神與意義 284
2. 安心與四它之精神與內在連結 285
3. 安心、安身與四要之精神與內在連結 286
4. 安心與四感、四它之精神與內在連結 287
5. 安心與四福之精神與內在連結 288
四、心五四精神如何與生命教育進行內在底蘊之連結 289
(一) 聖嚴法師的四層自我觀 290
1. 面向 291
2. 觀念思想與開展歷程 291
3. 方法技巧 292
4. 心量開發 294
(二) 生命教育與心五四的內在連結 296
五、結論 298 |
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| Hits | 269 |
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| Created date | 2021.07.23 |
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| Modified date | 2021.07.23 |
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