本研究以97年佛光山生命教育研習營參加教師為對象，分析研究參與者的死亡曼陀羅圖形與訪談文本，歸納出教師生命意義具體內涵與教師生命意義與曼陀羅關連性。研究發現教師族群的死亡曼陀羅圖形分佈，以五個圖形主題來區分以光源、自然景物、人物故事、抽象符號為主題的比例則大致相當，而以宗教符號的主題比例最低。大圓十二期來區分則研究發現教師族群處於第六期矛盾衝突期的比例最高為17.45％，而處於第八期自我功能期的比例最低只有2.83％。本研究在文本分析後歸納教師生命意義為三個主題，其下又依各別生命故事的不同區分出子題，分別為：一、 回應當前的生命課題：（一）、在死亡與無常的衝擊中掙扎與整合：1、喪親引發的死亡焦慮。2、延宕的悲傷與未竟事物。（二）、家？！枷？！在家庭與自我間尋求平衡：1、面對空巢期的振奮與消沈。2、來自婚姻的枷鎖。3、如影隨形的原生家庭影響。二、 教學工作的意義：（一）、認真負責的教學態度是一種應然：（二）、這是一份值得付出的工作：1、對自己人生價值的肯定。2、即便沒有馬上看到改變，也仍充滿意義。三、 生命的出口－希望與成長（一）、佛教的信仰。（二）、心智的鍛鍊。（三）、前進！在學習的路上不斷前進！ 本研究對教師生命意義與曼陀羅圖形之相關聯性研究發現如下：1. 曼陀羅圖形作為原型的象徵可以顯現創作者已存在但是自己意識尚未覺察的部分。2. 曼陀羅作為本我原型的象徵在研究的關聯性整理中，可以看到具體的生命意義關聯性脈絡裡明顯表現的均是「回應當前的生命課題」的意義主題。但是「教學工作的意義」則全都沒有出現在曼陀羅圖形中。3. 凱洛格大圓分期理論在判斷創作者的部分特徵時有標示創作者狀態的參考價值，但仍需創作者的自我覺察與敘說才能瞭解其具體脈絡與關聯性。4. 多數教師所面對的生命議題與所追尋的生命意義較可能是靈性層面的追求，且教師生命意義皆具有高度的意義價值。5. 五位研究參與者中有四位所創作的曼陀羅圖形與其表現的生命意義都關注了自身面對的苦難的主題。 This object of research is from the attendant teachers of Fo-Guang Shan Temple Life education research camp. Analyzing and researching the Madala pictures of the attendances and the content of interview, to sum up the life meaning of the educators and the relationship between educator's life meaning and Madala pictures. The distribution of educator's Madala pictures were found and separate to five subjects. The lowest proportion is the religion subject; and the proportion of the light, natural, person story and abstractionism symbol are identical. By using BIG-CIRCLE 12th epoch for separation, the highest ratio is 17.45% which is located at the 6th epoch of conflict and the lowest ratio is only 2.83% which is located at the 8th epoch of self-function. This research has three subjects after analyzing the life meaning of educators, moreover the subjects has three sections according to different life story. They are:A) Respond the task of current life:I. The struggle and integration on impacts between death and changeable.a) Losing relatives causes the death anxiety.b) Postponed sorrow and unfinished things.II. Home or shackle? Looking for a balance between family and self:a) Facing excited and disappointed at the period of empty .b) The shackle from matrimony.c) The shadow effect from original family.B) The meaning of teaching work:I. Hard working of teaching that should be.II. This job is worth to devote: a) Confirming self-life value. b) Full satisfaction even do not see any changes immediately.C) The exit of life – hope & growth:I. The belief in Buddhism.II. Mind exercise.III. Move forward! Continually forward on the way of learning. The relationship of educator's life meaning and Madala pictures were found out as below:A) As the original symbol, Madala pictures perform the existing parts that the self-conscious sensed but not yet waked.B) Using Madala pictures to be original symbol, it found the relationship of life meaning is Respond the task of current life obviously. Hoever, The teaching meaning is not performed in Madala pictures.C) It has reference value to determine the situation of the drawer when using the theory of Kellogg Big-Circle Epoch to judge the characteristic of drawers. But it still needs drawer's self-conscious and description to realize the relationship.D) The ambition of most educators who face task of life and track the meaning of life might be intelligent level seeking. The educator's life meaning has import value.E) In the Five participants, there are four who draw the Madala pictures and perform the life meaning focus on oneself faces on the subject of miseries.
