Monk Yinshun’s Philosophy of Life and It’s Implications for Taiwan’s Life Education

• Main Authors: Pin-Lun Wang, 王秉倫
• Other Authors: Po-Chang Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/56656644630224123761

博士 === 國立臺灣師範大學 === 教育學系 === 95 === Due to the influence of internal and external factors, the quality and meaning of life in Taiwan are still low and indigent since World War II. Consequently, it is extensively appealed for popularizing life education. After a long period of time in research, the dissertation eventually gets back to what Mr. Liang Shu-Ming said, “this moment, this place, this person,” and focuses on the thought of Yinshun, a Buddhist monk who has had deep relationship with Taiwan since 1949. Based on Monk Yinshun’s core thinking on Buddhism and viewpoint of life, five major conclusions have been drawn to probe into the meaning of life education in Taiwan. 1. According to Monk Yinshun’s outlook, “yuan qi xing kong”（緣起性空） is the basis of “Jen-chien Fo-chiao”（人間佛教）, while “Jen-chien Fo-chiao” is the practice of “yuan qi xing kong.” 2. Yinshun’s viewpoint of life makes use of “yuan qi xing kong” to analyze life; meanwhile, life is actualized by means of “Jen-chien Fo-chiao.” 3. In Taiwan, there have been many sage educational workers, significant programs and bounteous results during the development of life education. 4. Concerning about the continuous shaping and practicing on the connotation of life education in Taiwan over the last decade, this thesis probes into：(1) the processes of the development of life education in Taiwan; (2)the discrimination of the significance of life education in Taiwan; (3)the rationalities of the connotation of life education in Taiwan; (4) the comments on several approaches of life education in Taiwan. 5. Yinshun’s Philosophy of life is abundant in implications that deepen the ideas and widen the contents of life education in Taiwan. These implications comprehend：(1) confirming the Objectives of life education; (2) affirming an attitude toward ‘Unity of knowing and doing’ ; (3) providing source material of ‘ultimate wisdom’; (4) supplying life education with ‘a wisdom-based new view of life’, ‘a religious view with independence and reason’ and ‘a view of life and death with neither disliking of birth and death nor liking nirvana’.