本文旨在： 1.探討證嚴法師大愛思想的內涵. 本質之真貌. 2.探討證嚴法師大愛思想之真貌的教育義蘊. 3.藉證嚴法師的大愛思想來形成自己的教育理念. 本文用「文獻分析法」.「解經詮釋學方法」.「現象學方法」.「訪談法」.「詮釋學方法(視域融合) 」.「批判性思考方法」，期能達成此目的. 希藉此讓非慈濟人快速地. 有組織地了解證嚴法師的大愛思想，將證嚴法師的大愛思想，推廣與用至家庭. 學校與社會情境. 證嚴法師的大愛思想，無遠弗屆且不斷發展. 本文只對特定研究文獻範圍 (見附錄1-2)，提煉出證嚴法師的大愛思想，依此論其教育義蘊. 因研究者本身是教育研究所的學生，故本文重心是將證嚴法師大愛思想--「人間法」的部分，用到教育上，至於大愛思想的「根源」部分，並非本文研究重心. 結果，大愛思想有兩個重要的特性: 1. 不斷的「動態循環性」 2. 精進的「發展性」. 大愛思想中有些很受用的人間法，如「甘願做，歡喜受」.「普天三無」.「做就對了」.「誠正信實」.「多做多得，少做多失」.「愛灑人間」等，這些法語可用到教育上. 而慈濟的四大志業. 八大腳印，是啟發人愛心的「道場」. 證 嚴法師教育其弟子的方法，就是這種「道場教育」. 在教育義蘊方面，「慧命的成長」在教育中，扮演很重要的角色，學生智慧有所增長，最顯著處就在解決人際相處問題. 挫折的能力. 慧命要增長，首須從身心修持著手，身心修持到某個層次，智慧才會如泉湧般源源不絕，這就是三無漏學「戒. 定. 慧」所強調的. [摘要] The first purpose of this study is： 1. Discuss the connotation and the essence of Master Cheng Yen’s thoughts about the Great Love. 2. Discuss the educational implication of Master Cheng Yen’s thoughts about the Great Love. 3. Forming my own educational belief in terms of Master Cheng Yen’s thoughts about the Great Love. In order to achieve this aim，this study uses “document analysis method”，“Biblical Exegesis method”，“Phenomenology method”，“interview method”，“Fusion of Horizons method”，“Critical thinking method ”,the value of this study is hoping that non- Tzu Chi volunteers can understand Master Cheng Yen’ thoughts about the Great Love more quickly and organizationally，then popularize and apply it to the situation of family，school and society by this study. Master Cheng Yen’s Great Love is non-limit and developing. Thus, this study extracts Master Cheng Yen’s thoughts about Great Love from only focusing on the specific extent of Literature(see appendix 1-2)，and expounds the educational implication according to those extracting from specific literature. In terms of the researcher of this study is the educational graduate school student，the main point of this study is applying Master Cheng Yen’s “Teachings for this world” to education. As for the roots of Great Love，is not the main point of this study. According to the results of this study，The Great Love has two important traits, one is continuous “circulate actively”，another is “developing”. Some Teachings are practical for the implication of education，such as “When conflict and adversity arise，always preserve a spacious heart”，“There is no one on this earth I cannot love，trust，and forget”，“Giving will reap the greatest harvest”，“To give is better than to receive”，“Four Spiritual Soup” and so on. These Teachings could be used by education，and Tzu Chi’s four major missions of Charity，Medicine，Education，and Culture，could inspire the Spiritual Cultivation of human. “Education of Spiritual Cultivation” is just the educational apporaches of Master Cheng Yen. In the implication of education，this study found that “The Growing of Wisdom--Life” plays an important role in education. The visible progress of student’ wisdom represents in the abilities of handling human relationship and frustrations. To grow the wisdom，people need to engage in cultivating body and mind，and this is so-called Precepts, Equanimity,and Wisdom. 論文
