|
|
|
 |
|
|
|
|
|
|
The Opportunities and Challenges of Buddhist Enlightened Education for the Modern World=佛教覺之教育於當前所面臨的挑戰與契機 |
|
|
|
| 著者 |
釋聖因 (著)
|
|---|
| 掲載誌 |
全國佛學論文聯合發表會論文集（第25屆）
|
|---|
| 出版年月日 | 2014.09 |
|---|
| ページ | 467 - 498 |
|---|
| 出版者 | 玄奘大學 |
|---|
| 出版サイト |
https://www.hcu.edu.tw/hcu/zh-tw
|
|---|
| 出版地 | 新竹市, 臺灣 [Hsinchu shih, Taiwan] |
|---|
| 資料の種類 | 會議論文=Proceeding Article |
|---|
| 言語 | 英文=English |
|---|
| ノート | 作者為華梵大學東方人文思想研究所博士班。 |
|---|
| キーワード | Ven. Hiu Wan; Enlightened Education; Buddhist Education; modern-day education |
|---|
| 抄録 | Freedom and independence from the bondage in life is one of the most endeavouring ideals of Buddhism. Enlightened Education was advocated by Huafan University founder, the Venerable Master Shig Hiu Wan, in order to promote constructive ways of educating our youth of today. Having been inspired greatly by the great 1913 Indian Bengali poet,
Nobel Prize winner, Rabindranath Tagore (1861-1941) while Ven. Hiu Wan was a visiting professor for four years in Tagore University where she taught in the Arts Department. Enlightened Education is one of the ideals of the Huafan University founder, Ven. Hiu Wan, where it tries to incorporate the student’s all-round full personal character development as well as acquiring secular knowledge, not only does it include the integration of Humanities and Technology, it also tries to endorse Buddhist principles into the very fibre of the university students’ lives. The challenge for modern day education is to incorporate traditional values. At the pace of rapid technological developments, the character development has been sacrificed. It is often said that victory over oneself is unequalled. Greater the conquest of oneself than subjugating others, the one who is always self-restrained, is the one who is tamed of oneself. Enlightened Education challenges individual students to the best of their abilities by providing them with the resources for inner growth (the software - the staff) and outer development (the hardware - infrastructure). Therefore mind cultivation is one of the crucial foundations at the students’ disposal that they can embody into their own development. The amalgamation of these different aspects of traditional values and modern day educational principles tries to get the best out of the students’ development, at the same time let their creativity expand in the natural surroundings of the university grounds. Hence cultivation of the character is greatly emphasized in Enlightened Education. Secular education has been off track in the sense that the full character development has been put aside, and what seems to be the central focus has been on the acquisition of knowledge rather than development of virtue and ethical conduct. A lot on the
knowledge acquisition has been stressed at the expense of inner cultivation which has almost been neglected. The achievement of human equilibrium (a dynamic balance of inner qualities and outer manifestation of these qualities) is one of the important aspects of Buddhist education, and secular education puts great emphasis on the functionality and
occupational development of students rather than their own inner qualities such as self-worth and enhancement. Enlightened Education attempts to combine these multiple aspects of both cultures, Traditional Confucianism such as moral ethical values and Buddhist principles such as mind cultivation in order to fully develop the students to their
maximum potential. Learning with joy, wonder and inspiration from the natural environment are included in Enlightened Education. A sense of appreciation for the natural environment and hence to the world and all the inhabitants (both sentient and non-sentient beings) within this world are part and parcel of this encompassing education. What is different to modern day education is the inclusion of the ‘arts’ such as music and literature, natural environment and moral character development. Generation of a sense of deep awareness of our surroundings and the most intrinsic appreciation of the different conditions that bring about our “existence” is the cornerstone of our civilization, thus reaching out to the external world starts from experimenting with the journey to the inner cosmos. Student’s potential is encouraged to develop in this natural setting with a lot of individual support from faculty staff. Sharing and participation are key elements in this system. Full sense of the development of the individual depends on the full integration of all the sen |
|---|
| 目次 | 1、Introduction 471
2、What is the aim of Education 472
3、The principles of Enlightened Education 474
（1）Holistic education 474
（2）Two parallel training programmes 474
（3）The multi-layered model of Enlightened Education 475
（4）The Five Sciences (Sanskrit: pañca-vidyā-sthānāni) 478
（5）From darkness to light 481
（6）Emotive and cognitive abilities 481
（7）Creativity 482
4、The Implementation of Enlightened Education 482
5、Opportunities of Englighened Education 486
（1）Transmutation of consciousness into wisdom 487
（2）Resource Sharing - Collaboration between educational institution and industry 488
（3）Integration with daily activities 488
（4）Incorporation of contemplative practices 489
（5）Fulfillment 490
（6）Global opportunities 490
6、The challenges of Englighened Education 491
7、Conclusion 494
References 496
|
|---|
| ヒット数 | 399 |
|---|
| 作成日 | 2022.10.27 |
|---|
| 更新日期 | 2023.09.27 |
|---|
 |
Chrome, Firefox, Safari(Mac)での検索をお勧めします。ＩＥではこの検索システムを表示できません。
|
|
|
