本研究從台灣社會「人間佛教」的實踐，促使佛教走向「公共化」的議題，觀察靜思語經由生命教育進入校園的現象，藉以探討慈濟靜思語教學進入教育場域所憑藉的條件、擴張策略，以及其制度化過程的各項因素。 本研究的研究設計，係透過實施靜思語教學的一個個案及其相關場域的參與觀察，以及對於觀察場域內、外的行動者，進行深度訪談著手，藉由實施個案的邊陲位置，反觀慈濟靜思語教學推廣過程的挑戰與契機。 就校園靜思語教學而言，本研究發現「行政權力主事者」的態度，將影響各教育場域內，宗教團體的生態發展及其消長情形；慈濟在世俗領域的行動，往往源自於個別行動者，自發性的個別行為，而慈濟內部支持系統，則立足於個別行動者所建構的基礎之上，展開進一步的制度性擴張行動；靜思語教學在經由組織制度化穩定發展以前，仍必須有一些偶然性或個殊性的機緣促成，以做為行動的開端，而後，制度性的支持力量才有機會適時的發揮。 This research tried to explore the issue of the practice of a Humanistic Buddhism in Taiwan to urge Buddhism to become Publicization. By participant observation of the phenomenon which is called Jing-Si-Yu Teaching in elementary school campus, the author Points out all the possible factors that works as the conditions, extended strategies and its institutionalization. Through participant observation and in-depth interviews of the ＂insiders＂ and ＂outsiders＂ of a frontier Jing-Si-Yu Teaching practicing case ,the author suggests the challenges and all potential opportunities of this teaching program of Tzu-Chi. This research suggests that the attitude of a man who owns the ＂administration authority＂ will influence the development of religious group in educational field. The developments in secular fields of Tzu-Chi are usually based on individual behavior but the interior support system is build on the foundation of individual agent. Before the steady institutionalization of Jing-Si-Yu Teaching, some spontaneous individual behaviors or some occasional events are necessary to initiate this system. After that, the institutional support system may have chance to get engaged.
