站內檢索
Editor’s Preface
Volume five of Studies on Humanistic Buddhism contains eight articles translated from Chinese, one article that was written in English, and four student papers. The theme of the articles is Chan Buddhism, particularly Fo Guang Chan as developed by Venerable Master Hsing Yun. Chan is the Chinese version of what in English is often known by the Japanese pronunciation—Zen.
Editor’s Preface
In Buddhism, the concept of upāya kauśalya refers to using skillful means to teach each person according to their capability to understand. What might be appropriate for some people at a certain time might not be appropriate for others at different times. In other words, tailoring the message so that it resonates with the audience. Although the means of guiding sentient beings are only partial aspects of the ultimate truth, using language and teaching methods that inspire others to begin on the path toward enlightenment. Skillful means is one of the perfections (paramitā) of Mahāyāna Buddhism. Just like a bodhisattva motivated by wisdom and compassion, Venerable Master Hsing Yun made a great vow to help bring out the spiritual potential of sentient beings. He crafted a version of Humanistic Buddhism that integrated Buddhist doctrine with the daily life of people of current times and cultures. He not only adapted his teaching to effectively transmit the Dharma, he also used skillful means to propagate the Dharma. The articles in this volume discuss some of the various ways he grew the Fo Guang Shan into a worldwide Buddhist organization through building temples throughout the world, founding the Buddha’s Light International Association (BLIA) for lay practitioners, globalizing and localizing, education, natural aesthetics, and through developing the concepts of collective effort and leadership by system.
Preliminary Study on Venerable Master Hsing Yun’s Educational Leadership Style
Over the past fifty years, Venerable Master Hsing Yun has promoted Humanistic Buddhism in Taiwan, and has been devoted to the cause of schooling and education. He has been a prominent educator, having established a large number of education institutions, including comprehensive universities, secondary schools, elementary schools, and kindergartens. His style of educational leadership can be summarized as: (1) rooted in Humanistic Buddhism, (2) with a passion for education, (3) good at fundraising for building schools, (4) skillful at appointing specialized professionals to run schools, (5) caring for disadvantaged students, (6) leading in teaching innovation, (7) holding the teaching profession in high esteem, and (8) focused on rebuilding the humanities.
Humanistic Religion From Guodian to Vimalakirti
This paper will argue that the term “Humanistic Buddhism,” which Venerable Master Hsing Yun describes as central to all of Buddhism, is also fundamental to Chinese religion as a collective group. Such an expansion is in keeping with the spirit of his recent publication 365 Days for Travelers: Wisdom from Chinese Literary and Buddhist Classics. Here we see an enlargement of humanism to include a general assessment of Chinese culture. It because of this expansion that this paper uses the term “Humanistic Religion” instead of “Humanistic Buddhism.” Crucial support for the centrality of humanism to Chinese religion comes from it being expressed with the greatest clarity and earliest date in the recently excavated Guodian corpus (郭店楚簡). As such, Guodian represents a missing link between Buddhism and other pre-Han religious systems. Venerable Master Hsing-yun sees Humanistic Buddhism as a system that has particular utility for overcoming divisions; as such it is interested in developing the linkages with indigenous Chinese religion that I will be detailing in this paper. Specifically, Humanistic Buddhism: Holding True to the Original Intents of Buddha, states that the schisms which arose after the passing of the Buddha can be overcome with humanism. In the publications by Fo Guang Shan I have reviewed so far, however, recently excavated manuscripts have not been considered and this will one of the contributions of this paper.
探討人間佛教的「人」（二之一）
也許由於佛教最大的力量在於能夠不斷擷取以及適應新的環境和文化背景，佛教的修行者長遠以來均能採用創造性的詮釋法，亦即以創新的方式有效地傳遞佛法的含意。人間佛教試圖將佛法以順應現代社會的方式呈現，證明自身有極大潛力向每個「人」，亦即「未來佛」說法。
人間佛教對社會福利的貢獻（三之一）——綜觀星雲大師在解行上的詮釋
筆者的目的是根據南傳巴利藏和北傳的漢文阿含藏，來彙整釋迦牟尼佛（約西元前五六三─四八三年）所說的法義，以點出星雲大師如何在深奧的法義中，形成人間佛教福利社會的理論面與實踐面。
人間佛教對社會福利的貢獻（三之三）——綜觀星雲大師在解行上的詮釋
佛世時佛法能夠廣為弘揚，與佛滅後佛法仍能廣泛流行，大部分要歸功於佛陀採用的系統性方法。系統性方法是管理學和作業研究所用的現代術語。它的主要概念是把每一個系統──大至整個宇宙，小至人類最微細的活動──都視為由許多互相緣起、互動的分子所組成。即使再微小的活動，在「1.瞭解各組成分子的彼此關係，及2.審慎評估其中每一組成分子的改變，對其他組成分子造成的影響」之前，我們無法作很好的規畫、組織、執行、和控制。
人間佛教對社會福利的貢獻（三之二）——綜觀星雲大師在解行上的詮釋
筆者的目的是根據南傳巴利藏和北傳的漢文阿含藏，來彙整釋迦牟尼佛（約西元前五六三─四八三年）所說的法義，以點出星雲大師如何在深奧的法義中，形成人間佛教福利社會的理論面與實踐面。
人間佛教在心理治療與心理輔導上的應用
論貪、欲及星雲大師人間佛教的普世價值──以美國為例
人們嘗試為貪婪脫罪的欲望非常強大，總會說：畢竟，我們僅是取己所需而已。以市場為導向的現代社會，已逐步成為「贏家大獲全利」的社會。頂尖的運動員、電影及娛樂界明星、音樂家、企業家及大型企業總裁等都極端富有。而稍有成就的運動員、藝人、音樂人及公司員工所得卻非常微薄。過高的薪資、分紅以及退休規劃提供了相當不合理的誘因，迫使人們產生必須追求極度成功成為贏家的欲望。許多美國大學名校的菁英畢業生，畢業後立即進入金融服務業，選擇銷售金融產品之路，而非對美國社會貢獻價值。一般能在美國金融服務業中成為「贏家」，都是肇始於：新鮮人被灌輸有權去期待百萬年薪的生活；而其他非金融的產業，即使拼命工作也無法造就一個贏家。其代價是甚麼呢﹖就像麥道夫一樣沒有誠信、欺騙，或是毀謗他們、剝削他人、隱瞞過錯及其他不名譽的言行，都是基於貪婪動機 (the motive greed) 而來的。
