佛法學習對高中美術教師創作與創作教學之影響─以福智文教基金會為例

Abstract

本研究旨在探討我國高中美術教師在職涯當中於福智文教基金會學習佛法之後，對其個人創作與創作教學之影響。研究者最初敘明為何聚焦於福智文教基金會之高中美術教師學員，及研究背景與目的等，接著在文獻探討當中深究佛法與美術教育的淵源和關係、福智文教基金會之相關資料與現況、福智文教基金會學習之主要經典廣論之內涵要義、創作與創作教學之理論與內涵等，再提出其質性研究方法與研究架構。 本研究將研究問題分成四個部分進行探究：第一、了解福智美術教師創作學習與佛法學習歷程；第二、分析福智美術教師的佛法學習對創作的影響；第三、分析福智美術教師的佛法學習對創作教學的影響；第四、探究福智美術教師學習佛法後之創作與創作教學特色。 關於「福智美術教師生命歷程與創作特色」之研究問題，研究結果顯示：學習佛法時間長短有關鍵性意義、創作歷程與學佛經驗表裡關係一致。關於「福智基金佛法學習對創作影響」之研究問題，研究結果顯示：創作的優先次序讓位於佛法學習、考慮業果與利他的創作表現。關於「福智基金佛法學習對創作教學影響」之研究問題，研究結果顯示：福智美術教師創作教學具有崇高性與理想性目標、福智美術教師視創作教學為生命教育之實踐、福智美術教師依據佛法反思創作教學之教材與教學媒體。關於「福智基金佛法學習後之創作與創作教學特色」之研究問題，研究結果顯示：福智美術教師透過創作與創作教學詮釋佛法、透過創作與創作教學表達並實踐教育愛、以福智文教基金會為創作與創作教學支援系統。最後，依據研究結論，提出對教育職涯發展等相關建議，以提供教育部、師培單位等教育行政與教學機關參考，及後續研究者之參酌。

This study aims at exploring the influence to the senior high art teachers learning in the Bliss and Wisdom Foundation of Culture and Education, especially on two aspects- behaviors of art-creation to the teachers and their creation-teaching. The research introduces the background and the questions of the study first, then explores the history of the relationship between Buddhism and art education. Deal with the data to the development and condition of the Bliss and Wisdom Foundation of Culture and Education, the core content of Lamrim, the theory of art-creation and creation-teaching. Then it provides the frame of the study and interpret the study ways. The main questions are the art-learning and Buddhism-learning processes of the cases, the influences on art-creation to the cases after learning in the Bliss and Wisdom Foundation of Culture and Education, the influence on creation-teaching to the cases after learning in the Bliss and Wisdom Foundation of Culture and Education, and the last are the distinguishing features on art-creation and creation-teaching to the senior high teachers after learning in the Bliss and Wisdom Foundation of Culture and Education. The conclusions have four main parts. First, the length of time on learning Buddhism is key to the study conclusion, the art-learning and Buddhism-learning processes being with close relationship. Second, cases value Buddhism- learning than art-creation and creation-teaching after learning Buddhism, being much consideration of “cause and effect” and “altruism” to creation-teaching after learning Buddhism. Third, the creation-teaching become more worthful after the cases learning Buddhism, and the cases take creation-teaching as the practice of life philosophy education, and they pay more attention to choose suitable teaching materials and media to Buddhists. The last, the cases make use of art-creation and creation-teaching as Buddhists’ practice, expressing love to education through art-creation and creation-teaching, and the Bliss and Wisdom foundation of Culture and Education providing a rich system to support the cases The last, induces the study and do the conclusions, and by the stand of a teacher to provide suggestions to relative educational and governmental institutes to improve education in the future.