學習獨處禪的生活教育：犀角喻的觀點

Learning Solitary Meditation in Life Education: The Metaphorical Perspective of the Rhino Horn

本研究站在布迪厄談文化再製的社會學立場，呂克爾宗教語言解釋學的觀點，再回顧歷代佛教思想家詮解佛經的精神，重新去理解與思考佛典文本中，如何用犀角喻說獨處禪者遠離種種煩惱之生活態度與行事風格，並與現存有關獨處的研究成果進行比較與反思。研究結果發現獨處禪者並非不問世事的隱居者；而是善於洞察世間萬象而提出解決方法的社會實踐者。其次，在學習獨處禪的過程中，需要有經驗者無私地幫忙分析與共同討論，協助其練習轉「瘋猴子」為「獨角犀」（離苦得樂）的社會實踐，值得今日有志於生活教育者深思。

Based on the sociological principle of cultural reproduction by Pierre Bourdieu and the concept of hermeneutics in religious language by Paul Ricoeur, the spirit of Buddhist thinkers in their interpretations of Buddhist texts is being reviewed. A comparison study is made to reconsider the attitude and lifestyle associated with the analogy of the rhino horn, which is utilized by meditators to eradicate worries as described in the Buddhist texts.It is found that solitary meditators are not hermits but social practitioners, who have great insights into worldly phenomena and provide solutions. In addition, today advocates for life education should consider it as necessary to have experienced ones to selflessly help with analysis and discussion and to assist in practicing transforming a ”wild monkey” into a ”rhino horn” (eradicating sufferings and obtaining joy) in the process of learning solitary meditation.