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| 題名: | 星雲大師自覺教育思想與實踐之研究 |
| 其他題名: | A Study on Venerable Hsing Yun's Thought and Practice for the Education of Self-awareness |
| 作者: | 陳時儂（釋知倫）
CHEN, SHIH-NUNG (SHIH, ZHI-LUN) |
| 貢獻者: | 宗教學研究所
釋永本;釋覺明
SHIH, YUNG-PEN;SHIH, CHUE-MING |
| 關鍵詞: | 星雲大師;自學;自覺;自我教育
Venerable Master Hsing Yun;Self-Regulated Learning;self-awareness;self-education |
| 日期: | 2021 |
| 上傳時間: | 2022-08-15 09:27:35 (UTC+8) |
| 摘要: | 星雲大師幼年失學卻能靠著自己的主動、努力與堅持等自學者特質，來達到自我實踐的自學之道，從自律學習理論分析其學習歷程與特質，透過自律學習三環模式的事先計畫、實施與自我反思三階段來解釋星雲大師構成自律學習的歷程，並以學習三元論的個體、行為與環境者交互作用來解釋影響其學習形成的關鍵因素。然星雲大師的學習卻不僅停留於自我教育，亦非單純的學習行為呈現結果，而是從自身信仰的生活體證，相信自己、發心立願與行佛所行。本文透過建構星雲大師自我教育模式，從自我實踐、自我觀照、自我更新與自我離相中理解其以回歸佛陀教育目的、佛陀的人間特質與自覺教育核心，歸納星雲大師自律學習、自覺到覺他的教育實踐乃以「我是佛」為目的的自覺行佛過程。 筆者探析星雲大師的自覺思想與教育實踐，發現由自律學習到終身學習者統合積極具創造力、自我反省、自我實現與自我學習等特質，且以佛光山叢林學院、三好校園為例，理解大師自覺思想透過生活教育落實於自律、習慣與實務的影響，以及其從「三好」帶動個人、家庭與社會的自覺淨化，再則探討覺他的僧眾教育，找到其教育徒眾以尊重平等、以身作則與培養人才的無私無我之教育理念與價值，探析星雲大師自學、自我教育的關係中發現，其自覺教育思想與人間菩薩道的實踐，是為佛教義理融合生活的修行，體證學習是一條自覺、覺他到覺行圓滿的自我覺悟之路。
Venerable Hsing Yun was absent from school, but he achieve by his self-practice and his self-learning of depend on self-regulated learning traits as initiative, diligent and persistence. Take the self-regulated learning theory to analysis his learning procedure and features, through a cyclical phrases of self-regulation, forethought, performance/volitional control and self-reflection, to interpret how to construct his own self-regulated learning. Through the triadic theory of learning, we can know learning behavior are affect from person, behavior and environment. Master Hsing Yun not stay in learning system, he transcend self-education by his faith implement, and believe in self, take vow, then practice Buddhism. Author attempt to build a self-education model of Master Hsing Yun. The components are self-actualize, self-reflect, self-reinvent, and remain detached corresponds what develop the model from Buddha's educational purpose, Buddha's personality, and the core of self-awareness education. And induct his self-regulated learning, self-awareness and enlighten others is to fulfill the education purpose of “I am a Buddha.” Author analysis his self-awareness thought and educational practice, find self-regulated learning and lifelong learning both have the traits of integration of active creativity, self-reflection, excellence, self-realization and self-learning. Take Fo guang shan Tsung Lin University and“Sanhao Campus”(三好校園) as examples. Understand the influence of the master's conscious thoughts on self-discipline, habits and practice through life education, as well as the conscious purification of individuals, families and society from the “three acts of goodness campaign”(三好運動), and then to discuss his monastic education and find his educated disciples to respect the characteristics and value of selflessness and selfless education of equality, to set an example of himself, and cultivating talents. This article analyzes the relationship between Master Hsing Yun's self-regulated learning and self-education. His educational thoughts are integrated with life and practice, which proves that learning is a self-consciousness and a road to self-realization. |
| 顯示於類別: | [宗教學研究所] 博碩士論文
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