论佛教思想、实践对生态人格培养的意义

A Study of Significances of Buddhist Thoughts and Practices on Ecological Personality Cultivation

生态人格包含生态认知、生态情感、生态责任三方面。佛教缘起论中蕴含的有机整体论思想和过程思想与生态认知的旨意相一致,对生态认知的培养具有现实指导意义;佛教慈悲观所强调的"予乐拔苦"精神,与生态情感所蕴含的对自然万物的热爱、尊重和审美意趣相一致,对生态情感的培养具有启迪意义;佛教因果观所体现的"善自获福,恶自遭殃"的观念和"依正不二"思想,对于生态责任的培养具有积极意义。佛教修行实践方式与生态人格培养方式在注重个体内在修养方面有契合之处。佛教修行实践对生态人格培养的现实意义主要体现在以"心净"为基础的生态修养观上:围绕"心净"确立的克制物欲、破除自我中心原则,对于我们今天转变物质主义价值观、人类中心主义价值取向具有现实意义;围绕"心净"建立的戒杀护生、节俭惜福的生活实践对于关爱生命、节约资源等具有多方面的生态建设意义。同时,大乘佛教确立的"心净→行净→众生净→佛土净"的生态建设途径,其中对"众生净"环节的强调突出了对民众进行生态修养教育的重要性,对于我们今天认识生态教育的重要性,丰富生态教育的内涵也具有启发意义。佛教思想、实践与生态人格之间的这些共通点,为我国公民生态人格培养提供了新的思考路径。

Ecological personality comprises of ecological cognition, emotion and responsibility. Consistent withecological cognition, the organic holism and process thoughts in the theory of genesis have practical influences onecological cognition cultivation. In Buddhist viewpoint, benevolence brings happiness and alleviates suffering, whichis in concordant with ecological emotion——the love, respect and taste for all things in the nature, and therefore, theBuddhist viewpoint of benevolence is inspiring to ecological emotion cultivation. According to the Buddhist view ofgenesis, kindness is rewarded with blessings and evil incurs suffering, which, together with the Buddhist belief of theindivisibility between living beings and environment, has positive effects on ecological responsibility cultivation. TheBuddhist meditation practice, similar with ecological personality cultivation in stressing the inner cultivation of anindividual, is based on the ecological cultivation viewpoint of“inner purity”. The principle of restraining materialdesire and avoiding egotism is of practical significances for the change of current materialist values andanthropocentrism. The practices of killing restraint, thrifty and blessing cherishment based on“inner purity”are ofecological significances for life caring and resources preservation. Meanwhile, the Pure Land Theory of MahayanaBuddhism is inspirational for the ecological cultivation of the public and the enrichment of ecological education content.