佛敎의 兒童敎育方法에 관한 一考察 : 根本佛敎의 立場에서 = A Study on the Methodology for Children Education in Buddhism

다국어 초록 (Multilingual Abstract)

Essentially Buddhism is the religion of the human, by the human, for the human. Therefore Buddhism is defined as Humanics.
Buddhism does not have a modern theory and its methodology for children education. For it must be the social and historical conditions on which all beings are based, as Interrelationship or paticcasamuppa´da.
A developed theory and its methodology for children education fo our time may be translated Buddhistic theory, but it is never contradict logic, because Buddhism is Humanics.
First of all, thus I introduce su´tras for children in the Buddhistic Scriptures, and I will refer to necessary to the preservations and the limits of children education in them.
To understand the theory and its methodology for children education in Buddhism, We have to make out the identities and characters of Buddhism itself. Its model style can be found the theoretical system of Buddhistology which is what we call the Enlightenment of S'a´kyamuni(世尊成道))-the Request of Brahmadeva(楚天勸請))-the First Wheel of the Law(初轉法輸). And it is the sermon to respond to the opportunity which is the kernel of His edification ways.
Buddhism might premise that all-beings will can be awakened to Buddha. Originally all children would be also regarded as personalities equal to the adult.
Accordingly Buddhism emphasizes that children are not miniature in adult but independent personalities which can become a jumping transformation to Ultimate Self. It is characterized by the specific form of recognition, such as 'Enlightenment' of Buddhism.
Namely, one of the theory and its methodology for children education in Buddhism is not differ greatly from that of current essentially. But though that has one phase of the social and historical conditions, the theory and its methodology for children education in Buddhism makes a track paralled to it.
And I have studied a theory for chrldren education grounding on basic theory in that of today. Just this paper asserts that it is the theory and its methodology for children education in Buddhism which is the most excellent that mankind reclaims.
Notwithstanding, this study is nothing but a attempting theory for a developed theory for children education in Buddhism rather than a genuine venture. Forward we will have activities for work continuously.