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聖嚴法師天台教學之研究――以《天台心鑰――教觀綱宗貫註》為主=A Study of Master Sheng Yen’s Pedagogy on Tiantai School: Based on The Essence of Tiantai: An Expository Commentary to Ouyi’s Jiaoguan Gangzong |
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| Author |
辜琮瑜 (著)=Ku, Chung-Yu (au.)
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| Source |
2021 第八屆漢傳佛教與聖嚴思想國際學術研討會
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| Date | 2021.06.29 |
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| Publisher | 財團法人聖嚴教育基金會 |
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| Publisher Url |
https://www.shengyen.org.tw/index.aspx?lang=cht
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| Location | 臺北, 臺灣 [Taipei, Taiwan] |
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| Content type | 會議論文=Proceeding Article |
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| Language | 中文=Chinese |
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| Keyword | 天台教學=Tiantai Pedagogy; 漢傳佛教=Chinese Buddhism; 教判=Doctrinal Classification; 層次與融通=Distinction and Harmony; 禪修=Meditation |
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| Abstract | 本研究所謂之「天台教學」，主要以聖嚴法師對其所撰述之《天台心鑰――教觀綱宗貫註》的教學課程為主。該書於2002 年4 月出版後，法師隨即安排於同年（2002）8 月、隔年（2003）1 月，親自對法鼓山的講師群進行兩梯次授課，並視之為種子師資的培訓。課程結束後，且鼓勵以各種形式將所學習之內容及書中所述及之天台教觀的修證次第傳遞而出，顯見其對此之重視與關切。
研究者曾參與第一梯次的課程，並於其後的研究專案中，申請法師於1998 年5月1 日與達賴喇嘛對談前，於紐約所繪製之「漢傳佛教傳承發展系統表」，從中發現表中所指天台之重點，即著眼於「化法四教」的內容，故知如欲深刻理解法師對漢傳禪佛教傳承脈絡中有關天台的思想，可藉對此二次授課內容的探討以掌握之。故向法鼓山文化中心申請授課內容逐字稿及講綱，以為研究文本，探索法師於天台教學之重要議題與內容。
本研究主要整理下述主題，包括從法師撰述此書之動機、背景、問題意識，理解其教學目的與未來期許。以其所運用之方法，如撰述、製作講綱、授課、分組討論等，探討其對未來推廣之方向與目標。教學內容則分為兩個層面，其一為指導如何閱讀與學習其所欲彰顯的重點。其次則以關鍵概念整理之，涵蓋如天台於漢傳佛教、禪修的指標意義，就天台學詮解如來藏思想，從教觀綱宗的特色，呈顯「層次分明，圓融無礙」的精神；藉由對教判、教觀源流、重要經典等之溯源式分析，提綱挈領的描繪創造性天台學的輪廓與特色。
由前述之主題式解析，研究者試圖後設地探索法師的天台教學系統，並建構一個未來如欲從事法師所期待的傳承脈絡，當從哪些面向開展並推廣之。從而回應其撰述該書並進行授課之動機與目的。
Master Sheng Yen’s Pedagogy on Tiantai School to be studied in this paper is based on his class-lectures on his work, The Essence of Tiantai: An Expository Commentary to Ouyi’s Jiaoguan Gangzong (Hereafter, the Commentary). Upon the publication of the Commentary in 2002, April, Master Sheng Yen gave two series of lectures to his disciples in 2002, August, and 2003 January. These lectures were intended to train the future lecturers on the Commentary. After these lectures, Master Sheng Yen encouraged the students to deliver what they learned regarding the content of the book, and demonstrate the meditation practice thereof. Apparently, Master Sheng Yen has a high regard to the teaching of the Commentary.
I have participated in the first series of the lectures abovementioned, and in my later research project, I have procured the “Flowchart of the transmission and development of Chinese Buddhist schools”, which was prepared by Master Sheng Yen for dialoguing with Dalai Lama in 1998 in New York, and in which I found that Master Sheng Yen pointed out that the theory “Four Types of Buddha’s Teachings” is essential to the Tiantai’ thought. Hence, the contents of Master Sheng Yen’s two series of lectures are essential for understanding of Tiantai’s thought in-depth. For this study, I have procured the lecturetranscipts and lecture-outlines from Dharma Drum Publication.
The topics for this study include Master Sheng Yen’s motivation for writing the Commentary, his pedagogy, objectives, and prospective. I hope to bring to light Master Sheng Yen’s vision of promoting this Tiantai’s thought by introducing his method of teaching, such as, lecturing, producing lecture outlines, class-discussions and so on. The content of his lectures can be devided into two aspects: 1. guidance for reading and learning the essential points of the Jiaoguan Gangzong, 2. key concepts related to the role of Tiantai in Chinese Buddhist thought and meditation, Tiantai’s interpretation of the thought of Tathāgatagarbha, pointing out the salient features of the Jiaoguan Gangzong and its spirit of “systematic and harmonious without obstruction”. Moreover, I will describe the contour and salient features of Tiantai school through its doctrinal classification, origin of its teaching and practice of meditation as well as analysis that tracing the key scripture that Tiantai drawing upon.
Through my thematic analysis mentioned above, I intend to explore and tease out Master Sheng Yen’s Tiantai pedagogy, and to show how to promote the Tiantai transmission as expected by Master Sheng Yen. Henceforth, is my response to the motivation and purpose of the Commentary written and lectured upon by Master Sheng Yen.
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| Hits | 642 |
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| Created date | 2022.06.13 |
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| Modified date | 2022.06.13 |
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