Educational Thoughts Of Zen And Its Modern Significance

It is Damo, an Indian monk, who introduced the traditional Dhyana in India into China. After Damo, Huike and Hongren made a great contribution to its development in China with their constant innovation and creation. In the end, Zen came into being in Huineng's time. It is acknowledged that Zen is the most representative branch of localized Buddhism in China. And after the mid-period of Tang Dynasty, Zen widely spread and exerted a great influence towards Chinese Culture.On the basis of its unique epistemology, linguistics thoughts, and the theory of flesh and spirit, Zen put forward special and particular thoughts on education. First, Zen Buddhists put the emphasis upon "self-culture, self-redemption". In this way, they refused to take the place of "life knowledge" with "reason knowledge". Then, they focused upon the concern for life, and held that the subject of education should be a private person. Besides, Zen Buddhists paid great attention to the role of epiphany in the study. They insisted upon the principle of "suspension" and "indirect education" in the teachings. At last, in educational morals, Zen emphasized the equality of education and the equality of mentors and disciples; furthermore, they put forward the benevolent ideas in education. All this was different from the mainstream thoughts on education in China, whose representative was Confucianism.In summary, in the educational thoughts of Zen, the elements can be found, such as the critique on "intellectual person", the emphasis upon personality, the encouragement of doubt, the advocation of creativity, and its practice spirit in life. And all these are of great significance towards the present education in China now.