| Summary: | 博士 === 國立嘉義大學 === 教育學系研究所 === 104 === The current research is a piece of qualitative inquiry into philosophical thought. It aims mainly to examine Master Cheng-Yen’s life and esteemed deeds, discuss her philosophical thoughts, and highlight the main theoretical foundation underpinning her educational thoughts.It furthermore delves into the primary essence of her educational thoughts and the concrete realization and inspiration to be achieved. The researcher has come up with main conclusions and suggestions as follows.
A. Conclusions
1. The Master maintains that the goals of education must emphasize parental love, Bodhisattva-like kindness, the fulfillment of the spirit of kindness, compassion, joy, and unselfish giving, the creation of educational paradigms, and the pursuit of educational love.
2. The Master emphasizes that the core essence of education should be an integration of livings, life and moral education.
3. The Master proposes that educators should adopt strategies that synthesize the three-tracked counseling system, the function of Tzu-Chi Teachers Association, and the teaching of Jing-Si Aphorisms.
4. The Master has practiced the aforementioned unique philosophy of education in the schooling systems operated by Tzu-Chi. This type of philosophy is also considerably inspiring and valuable to the current education in Taiwan.
B. Suggestions
Based on the conclusions derived, the researcher further suggests feasible ideas in areas such as Tzu-Chi and religious schools, the teaching of Jing-Si Aphorisms in the non-religious schools, essential cultivation of learning for teachers, educational administration, students’ parents, other research topics, and other research methods.
First, as forTzu-Chi and religious schools, the all-round education in ethics, intellect, physique, social skills and aesthetics is expected.
Second, concerning the teaching of Jing-Si Aphorisms in non-religious schools, teachers may timely integrate into their teaching the non-religious parts of Jing-Si Aphorisms. The purpose is to enrich living education, life education, and moral education.
Third,as for essential cultivation of learning for teachers, teachers should strengthen the competence of Bodhisattvato spread equality for each student and get public respect.
Fourth, educational administration should combine the essence of kindness, compassion, joy, and unselfish giving to hand Confucianism down to the educated.
Fifth, students’ parents should confirm to school guidance system and practice home education well.
Sixth, as for other research topics, comparing the work performance of the graduates from Tzu-Chi and religious schools with the work performance of the graduates fromnon-religious schools, or longitudinal study following the development of Tzu-Chi and religious school cases could be alternatives.
Last, as for the use of research methods, a very excellent way would be for future researchers to engage in long-term field study and to accompany Master Cheng-Yen close together so that they can take notes and acquire first-hand data at any time.
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