 |
|
| Some Considerations about the Buddhist Monasteries and Early Iranian Madrasahs(Muslim Schools)= 佛教僧團與早期伊朗回教道場之間的柑互重要關點 | ||
| 作者 | Bagheri, Mehri (著)=貝格利 (au.) |
|---|---|
| 出處題名 | International Conference on Buddhist Education(9th)=國際佛教教育研討會(第9屆) |
| 出版日期 | 1994.07.16-20 |
| 頁次 | 6 |
| 出版者 | Institute for Sino-Indian Buddhist Studies=華梵佛學研究所 |
| 出版地 | 臺北市, 臺灣 [Taipei shih, Taiwan] |
| 資料類型 | 會議論文=Proceeding Article |
| 使用語言 | 英文=English |
| 附註項 | Chinese and English Abstracts=中英文提要; 中文論文提要：頁5 |
| 關鍵詞 | 貝格利; Bagheri, Mehri |
| 摘要 | Of particular importance for research is the problem of the role of Buddhism and the associated elements of secular culture and art in the further development of Western Turkistan culture after the Arab conquest and the introduction of Islam. Actually，this is a component of the more general problem of the "Pre-Muslim" cultural heritage of the peoples of Western Turkistan. In considering the further evolution of Islam，one should not underestimate the Pre-Muslim background，including the Buddhist. All Buddhist institutions were far from destroyed or stopped functioning immediately after the Arab conquest. A case in point is Bamiyan，where Buddhism flourished at the time of Hsuan-Tsang. At the time when the Samanid State realised the need for sitting up special theological schools, "Madrasahs" arose，and at first they had their "birthmarks" -- the result of their genetic ties with the Buddhist monasteries. These madrasahs had inner courts laid out in the four-iwan composition. This composition existed in the south of Western Turkistan at least in the 7th century -- moreover，in a Buddhist cult Structure. The monasteries were centres of Buddhist education，both theological and secular. In the opinion of a number of scholars. These "educational seminaries" under certain monasteries became "universities" of a kind，with a very long term of instruction. The Nalanda monastery stood out in this respect. Students received instruction in groups. Instruction was mostly oral，with the contents of the texts assimilated by heart; reading was an auxiliary process. Debates were a feature of studies. Great merit was attached to citing texts by heart，expounding and interpreting them. Even this cursory description shows that the Buddhist monasteries and the Muslim madrasahs had many common features in regard to their status, functions, the organisation and nature of instruction; and lead us to conclude that the Buddhist monastery played a prominent part in the origin of the Muslim madrasah. |
| 點閱次數 | 257 |
| 建檔日期 | 2001.02.21 |
| 更新日期 | 2015.06.12 |
建議您使用 Chrome, Firefox, Safari(Mac) 瀏覽器能獲得較好的檢索效果，IE不支援本檢索系統。
