當代台灣佛學院課程規劃之探討

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题名:	當代台灣佛學院課程規劃之探討
其它题名:	A Research of the Curriculums of Contemporary Buddhist Colleges in Taiwan
作者:	黃素霞 Huang, Su-hsia
貢獻者:	宗教學研究所林本炫 Pen-hsuan Lin
关键词:	佛光山叢林學院;香光尼眾;圓光;法光;中華;佛學院課程;佛學院;福嚴 Buddhist college;Luminary;Buddhist college curriculum;Fo Guang Shan Tsung Lin University;Fu Yan;Yuan Kuang;Fa Kuang;Chung Hwa
日期:	2008
上传时间:	2015-04-20 11:51:46 (UTC+8)
摘要:	由於過去罕有學者在佛學院的課程做深入研究探討，筆者想藉此研究能抛磚引玉，引發更多學者關心佛學院的課題。本論文是以當代台灣佛學院課程規劃為研究主題，而以中華、法光、圓光、福嚴、香光尼眾、佛光山等六家佛學院為研究對象所做之探討。採用多重個案研究方法，研究架構以佛學院的「課程」、「師資」、「學制」、「財務」、「宗風」等五個面向先做個案分析，再做跨個案探討。並以專業化理論的五項條件：一、專業知識或技能；二、獨特性；三、壟斷性；四、自主權；五、組成專業團體遵守專業信條，形成良好的公共形象等五個面向，檢視佛學院的課程規劃，對於宗教師的養成訓練，是否朝向專業化之走向。　　　　本論文的研究發現，簡要敘述如下：一、整體而言，各佛學院的辦學精神令人敬佩，辦學的用心值得肯定，其所投入的心力、財力、物力、人力等皆比一般大學的投入還多。二、各佛學院的課程規劃，研究所部分是偏向解門，大學部則是解行並重。三、九大類課程中，「語文類」是各家佛學院開課較有共識的部分，重複出現率最高。最沒有共識的部分是「其他類」，重複出現頻率最低。四、各個佛學院有各自為政的傾向，課程名稱過於多樣化，沒有共通性和統一性，所開設的課程集中度不夠，課程架構顯得龐雜而無系統。五、各個佛學院研究所的師資是以在家眾、外聘為主，學歷以博士畢業佔的比率最高。大學部的師資是以出家眾、內聘為主，學歷以佛學院畢業佔的比率最高。六、由於時代的變遷，以及少子化的衝擊，國內招生困難，各家佛學院皆紛紛轉向國外招收外籍生。七、各佛學院的課程規劃以專業化理論檢視的結果，已經有朝向專業化的傾向。　　Few scholars have devoted their research to the study of curriculum planning in Buddhist colleges. The aim of the present study is to explore the curricula planning of contemporary Buddhist colleges in Taiwan. Six Buddhist colleges including the Chung Hwa Institute of Buddhist Studies, Fa Kuang Institute of Buddhist Studies, Yuan Kuang Institute of Buddhist Studies, Fu Yan Buddhist Institute, Luminary Buddhist Institute, and Fo Guang Shan Tsung Lin University were investigated. Multiple-case research was applied to analyze each college and across the colleges according to five facets including ＂Curriculum＂,＂Teachers＂, ＂Educational System”, ＂Finance＂, and ＂Style＂ In addition, the five criteria of the Professional Theory including (1) professional knowledge or skills, (2) uniqueness, (3)monopolization, (4) autonomy, and (5) organization of a professional group according to a code of ethics to build a positive public image, were applied to examine whether the curriculum planning of the six Buddhist colleges were able to train their students to become professional religious teachers.　　　　The major findings from this study can be summarized as follows:1. Overall, all six Buddhist colleges have dedicated their mental efforts, physical efforts,financial resources, and human resources to a greater extent than what regular universities were offering.2. As for the curriculum design, the graduate level placed more attention to develop students’ theoretical knowledge of Buddhism whereas the undergraduate level emphasized both theoretical and practical aspects of Buddhism.3. Of the nine course categories, there were more consensuses on language courses in the curriculum. There was least amount of consensus on courses that were categorized as“others.”4. Since each Buddhist colleges designed their own curriculum, there were too many variations in the course names. There was a lack of focus in the curriculum and therefore,it appeared complex and disorganized.5. Most teachers of the graduate level of the Buddhist colleges were hired from other universities. The proportion of teachers that have doctoral degree was the highest. For the teachers of the undergraduate level, most of them were monastics and hired from their own institutes. In terms of their qualifications, the proportion of teachers that graduated from Buddhist institutes was the highest.6. Due to the declining birthrate and hence the increasing difficulty in enrollment, the Buddhist colleges turned towards international students in their recruitment effort.7. According to the analysis using Professional Theory, the curriculum planning of all Buddhist colleges had moved towards the trend of more professionalization.
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