馬來西亞錫蘭佛寺巴利文暨佛學文憑班研究：邁向一個佛學隱性知識傳遞的詮釋框架

Study of Diploma in Buddhist and Pali Studies in Maha Vihara Buddhist Temple, Malaysia: Toward A Tacit Knowledge Framework for Clear Comprehension of Dharma Teaching

本文以揭示教師隱性知識的教學論意義為研究視角，立足佛法的悟性思維，研究馬來西亞錫蘭佛寺大寺院所辦的巴利文暨佛學文憑的教學創新過程。在認知學領域，隱性知識是指「人們所意識到的、所知道的，但難以用符號表達、難以編碼、難以言傳的知識」。佛法意會性知識同樣具有上述特點，需要學習者和繼承者的詮釋、理解、聯想和領悟。佛經《四念處經》指出「行者須觀身如身，觀受如受，觀心如心，觀法如法。」即要與所觀事物成為一體，觀察事物的本來面目。所謂悟性思維，是指懷抱放下束縛的心態，採取隱性知識的觀察方法，運用取象比類的認知模式，獲得求解問題之本質洞見的思維過程。研究發現，佛法的悟性創新不僅需要充分運用主題知識，更需要巧妙地借助於對非主題知識的觸類旁通式啟發創造性地解決問題。同時，教師從佛學實踐中獲得的隱性知識具有深厚的教學論意義，具體體現在教師隱性知識可以成為佛學內容，創新佛學方法，更新佛學觀念，改善佛學評價。

From the perspective of revealing the pedagogical content of tacit knowledge for effective teaching, and based on the clear comprehension of Dharma in Buddhism, this paper evaluates the innovation in teaching of the Diploma in Buddhism held by the Maha Vihara Buddhist temple, Malaysia. The so-called epistemology of knowledge in reality expounds ''tacit knowledge is the knowledge of know-know, but difficult to express with symbols, coding, and words''. Intuitive awareness of Dharma is also difficult to clearly comprehend or wisely understand. It requires the ability to intuitive insights about the nature of reality or conversely, to lots of frustration and doubt.“The Sutra on the Four Grounds of Mindfulness”points out that the practitioner must establish the awareness of the body as the body, the feeling as the feeling, the mind as the mind, and the Dharma as the Dharma. That is, to create awareness of the reality. Clear comprehension of Dharma in Buddhism refers to the teaching of Buddha by removing sorrow and lamentation in daily life, adopting the observation of tacit knowledge codification, and using the cognitive model of close interaction and the buildup of shared understanding and trust by sharing the Dharma (consisting of intuition, imagination, symbolism, association, analogy and other elements) to achieve right understanding of true suffering in the process of self-realization. The study reveals that the innovative comprehension of Buddhist teachings not only requires the effective application of thematic knowledge but also relies on skillful inspiration from non-thematic knowledge through analogical thinking to creatively solve problems. Meanwhile, the tacit knowledge acquired by teachers from Buddhist practice holds profound pedagogical significance. Specifically, it manifests in how tacit knowledge can enrich Buddhist content, innovate teaching methods, update conceptual frameworks, and improve the evaluation of Buddhist studies.