法鼓山世界佛教教育園區境教之初探~以景觀組義工的角度為例

Abstract

本研究旨在探討聖嚴法師創立法鼓山世界佛教教育園區的理念、園區的特色以及「境教」，想要透過法鼓山的境來教育什麼，想要產生什麼樣的境教功能和效果。研究的方法有二，其一是採用文本分析法，以聖嚴法師的著作和法鼓山官方的資料為範疇，將收集到的文本資料整理、歸納和分類，列出主要設施項目的設置目的、設計理念、風格、製作和所呈現出的境教效果等等，找出法鼓山世界佛教教育園區的特色；其二是採用訪談法，目的是探討法鼓山境教對人在心境上的影響，以法鼓山園區景觀組義工菩薩為訪談對象，整理分析訪談的內容，依照聖嚴法師期盼的三種境教功能的分類，歸納出研究的結果。 研究結果之一，法鼓山世界佛教教育園區的特色有四大類，包含自然元素、禪宗風格、觀音道場、和悲智雙運，在每一類別中列出主要的設施項目來進行說明。研究結果之二，在景觀組義工菩薩的心境影響方面，依照聖嚴法師的境教功能分為三種，第一種是體驗到所謂人間淨土，也就是體驗環境，包含1. 保留自然生態環境2. 禪宗道場3. 極樂世界，第二種是體驗自己，也就是體驗清靜的心靈，包含1. 消融煩惱和淨心2. 自我覺察與成長3.禪法的應用，第三種是體驗到這個生命共同體，包含1. 觀音菩薩的慈悲與智慧2. 四種環保3. 奉獻自己、成就大眾。最後，提出未來對探討聖嚴法師或是法鼓山境教的研究建議。

In this paper I make a detailed examination of the theory, practice, and results of physical environmental education at the Dharma Drum Mountain World Center for Buddhist Education. The methodology consists of document analysis and interviews. By analyzing the related writings of Master Sheng Yen and the official publications of Dharma Drum Mountain relating to the Center, I provide a detailed description of its main facilities, paying particular attention to their role in milieu education. I also conducted interviews with volunteers of the Landscape Maintenance Division at the center, focusing on the process and outcome of physical environmental education, and present the findings in terms of the three functions of physical environmental education formulated by Sheng Yen. The main findings are twofold. First, the Center’s defining elements can be classified into nature, meditation, the Guanyin Practice Center, and the dual cultivation of wisdom and compassion, each of which has a particular connection with the Center’s various facilities. Second, the interview data can be grouped into three categories according to the three functions of physical environmental education: 1) experiencing a “pure land on Earth” by regarding the natural environment as the basis of spiritual practice; 2) experiencing oneself by purifying the mind through the practice of meditation, introspection, and personal growth; and 3) experiencing the interconnectedness of the community of life by cultivating the wisdom and compassion of Guanyin, practicing the four types of environmental protection, volunteering, and making oneself into a role model for others. I conclude by providing a number of suggestions for future research on physical environmental education at Dharma Drum Mountain.