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題 名 | 試論證嚴法師大愛思想及其應用在教育上之義蘊=The Study of Master Cheng Yen's Thought of Ta-Ai and It's Implication for Education |
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作 者 | 郭男先; | 書刊名 | 慈濟大學人文社會科學學刊 |
卷 期 | 3 2004.06[民93.06] |
頁 次 | 頁171-206 |
分類號 | 520.12 |
關鍵詞 | 證嚴法師; 大愛; 慈濟人文; 教育愛; Master Cheng Yen; Ta-Ai; Great Love; Tzu Chi humanity; Love education; |
語 文 | 中文(Chinese) |
中文摘要 | 本文主要在拖廣證嚴法師之大愛思想及其對教師之義蘊,希望藉此能夠實現人心淨化、社會祥和、師生融洽、學生快樂學習。為達成此目的,本文採高達美哲學詮釋學中的「視域融合」與「批判性思考」方法探討證嚴法師大愛思想形成之機緣、大愛思想之根源、體系、內容、本質與特點,並論述大愛思想對教師之義蘊,期能讓我們的社會都充關著愛。 「大愛」是無私之愛,即衝破自我之愛,即衝破自我之愛,非自私自利之愛,非自私自利之愛,且與「眾生同體」之愛,亦即「感通潤物」之愛。大愛之修行為一「動態循環」與「發展」的過程,要不斷地反省自己,讓自己的智慧更增長,不斷的往上精進,並同時再往下去下化眾生。此亦為慈濟之人文精神。 至於大愛思想對教師的義蘊則包含了幾方面:教育目的、教學心態、師生關係、學校氣氛、教學品質、情意教育、教學理念等,而教學理念又包括了:言行一致與以身作則、不斷的反省自己、修去瞋怒心、不輕未學、放下執著、慈悲喜捨、普天三無等。 |
英文摘要 | This article mostly expands Master Cheng Yen’s Ta-Ai (Great Love) Thought and it s implications for teachers. We hope that public feeling, society, and the world will become better through its fulfillment. In order to accomplish its purposes, this article adopts Hans-Georg Gadamer’s “fusion of horizon” and “critical thinking method” to explore the causality, roots, hierarchy, essence, connotations, and their implications for teachers of Ta-Ai (Great Love) Thought. By means of induction, this article infers Ta-Ai (Great Love) Thought, as evident in aspects of expansiveness, self-examination, hierarchy, interaction, immaculateness, humaneness. We deeply implemented Buddha’s, Confucius’, and Lao-tse’s principles of cultivate these aspects. In the end, we discovered that Master Cheng Yen’s Ta-Ai (Great Love) Thought syncretizes rationalism and empiricism. Ta-Ai (Great Love) Thoughts’ implications for teacher include educational aim, instructional attitude, relationship between teachers and students, quality of teaching, instructional ideals, etcetera. |
本系統中英文摘要資訊取自各篇刊載內容。