达波拉杰大师的佛教教育思想及其对我国民族地区当代学校教育的启示

Dagpo Lharje's Buddhist Thought of Education and its Enlightenment on Schooling in Tibet

藏传佛教达波噶举派创始人达波拉杰大师融通阿底峡尊者"三士道"道次第思想以及噶举派先贤那若巴和米拉日巴传承的密宗"大手印"实修思想,结合自己的修证体证,在弘法宣教过程中对学习内外缘、修学次第的构建和实践方法的表述形成了自己系统的佛教教育思想,开创了藏传佛教达波噶举支系的佛教教育宗规。这些认识对于当前民族地区学校教育师生关系的重构、教育学习规律的明确、教育方法途径的开拓等具有一定的现实意义。

Gampo pa or Dagpo Lharje （1079--1153）, the founder of Dagpo Kagyu Sect of Tibetan Buddhism, inte- grated Atisha＇ s thought of Lam-rim （stages of path） and the thought of Mahamudra in Esoteric Buddhism passed down by Kagyupa sages like Naropa and Milarepa. Based on his own cultivation and certification, he made his in- terpretations about the outer and inner destiny, the stages of meditation and the practicing methods. And he even- tually formed his systematic theory of Buddhist education, and created the commandments of Buddhist education for the Dagpo Kagyu of Tibetan Buddhism. It＇ s held that those thoughts are conducive to the reconstruction of the relationships of teachers and students at schools in Tibet as well as to the clarification of educational regulari- ties and the diversification of educational methods.