This paper compiles the life history of a Buddhist educator -- the Most Venerable Tzu Hui, citing her ideology and promotion of Sangha and secular social education as well as the promotion of Buddhist culture. This paper is based on a life history methodology – interviewing the Venerable Tzu Hui, people affiliated with her, examining records of her teachings, newspaper and magazine articles, historical documents, old photos and so forth. While writing this paper, I emphasized information from interviews with Venerable Tzu Hui and affiliated personnel. I conducted other research into the environment of her upbringing and cultural background. I also attempt to surmount the psychology distant between her and me and then apply the theory of self-transcendence as a viewpoint to observe her. To talk to her with her spirit. This paper explores the in-depth understanding of Dharma and self-transcendence that Venerable Tzu Hui possesses, in addition to looking at her pursuit of spiritual growth and quest for self-transcendence. She embarked on this quest to elevate the “real self” of truthfulness, responsibility and selflessness to realize her life goals. At the same time, how she co-exists with all things, nature and the universe yields from modesty following the true personality of a monastic. Utilizing the memories from the public to produce a blueprint of sangha education, this paper explores how Venerable Tzu Hui actualizes the objective of fostering talent through education, stressing the importance of building the characters of Sangha members and encouraging them to pursue lifetime study, as well as nurturing internationalized monastics. Following the Venerable Master Hsing Yun’s vision to promote Humanistic Buddhism, she works towards the promotion of secular social education and Buddhist culture, taking the responsibility to establish kindergartens, primary schools, high schools and universities. In order to build a harmonious society of humanity, she conducts academic conferences, musical performances and cultural exhibitions. This paper is divided into three main parts. Part I is an in-depth study of the “self-transcendence,” Part II, examines the constructing of the blueprint of Sangha education and Part III the promotion of social education and Buddhist culture. The compilation of five sub-titles is based on profound discussions, sourcing different hermeneutics, self-transcendent theory, and critical study of Buddhist education and historical data of Buddhist education. Finally, have to do the rethinking of first the compilation of the subject and the object, second the reveal of public memories and personal visions and third the sublimation of the restriction and transcendence embracing the main parts and division.
