A Interpretive Study on The Stages Enlightenment of The Bar do

thos Grol in rNying ma pa and its Implication to the Elementary

and Junior High School Curriculum of Life and Death Education

in Taiwan

I

II

ka kha Ga Nga

Ca Cha Ja Nya

Ta Tha Da Na

Pa Pha Ba Ma

Tsa Tsha Dza Wa

Zha Za Ya

Ra La sha Sa

8 Ha ! A

III

#### $ $ $ $ % % % % & & & &

# Ki ' Ku % Ke & Ko

!# i ( u !% e !& o

)))) * * * * +,+,+,+,

-# Kyi . Kyu -% Kye -& Kyo

/# Myi 0 My /% Mye /& Myo

1# Kri 2 Kru 1% Kre 1& Kro

3# Hri 4 Hru 3% Hre 3& Hro

5# kLi 6 kLu 5% kLe 5& kLo

7# s Li 8 sLu 7% sLe 7& sLo

IV

9999 :::: ;;;; ? @@@@ AAAA BBBB CCCC DDDD

9 t!a @ gha : t!ha ; d!a

B dha

V

....................................................................................................................... I

......................................................................................II

......................................................................................................................V

.......................................................................................................1

................................................................................1

...............................................................................................1

...............................................................................................7

............................................................................................7

............................................................7

.............................................................................................23

..............................................................................26

.............................................................................................26

.............................................................................................27

..................................................................28

.............................................................................................28

.............................................................................................29

.........................................................................31

..............................................................................31

.........................................................................31

.........................................................................................35

.................................................................................38

VI

..........................................................40

.....................................................41

.......................................................46

.........................................................................................50

..................................................................51

.................................................................................52

.................................................................................54

.................................................................56

..........................................................................60

..................................................................................................63

.............................................................65

..........................................................................................65

.........................................................................................65

.............................................................................................66

.................................................................................71

.................................................................................75

..................................................................76

.........................................................................77

.............................................................................................81

......................................................................83

.............................................................................................83

.................................................................87

..................................................................................................91

.............................................................................93

VII

..................................................................................................93

.........................................................................................93

.....................................................................................................95

......................................................................97

.....................................................................................................97

.................................................................................................98

.................................................................................................98

.....................................................................................................99

...................................................................................................100

...................................................................................................100

........................................................................................101

...........................................................................................103

.......................................104

............................................................122

...........................................................................................123

...........................................................................................124

...........................................................................................125

...............................................................................................125

.......................................................................................127

...................................................................................................129

...........................................................................................131

...........................................................................................132

................................................................................................138

...................................................................................................140

.................................................................................140

VIII

...........................................142

.......................................................................................................149

1

Kastenbaumthe study of life

ending in death1Kurlychek

2

death education

Leviton

3

1 Kastenbaum, R. (1995). Reconstructing death in postmodern society. In L.A. De Spelder & A.L. Strickland. (Eds), The path ahead (pp.718). Mountain View,CA:Mayfield Pub. Com

2 Kurlychek, R. T. (1977). Death educationSome considerrations of purposes and rational. EducationalGerontology: An International Quarterly, 2,p4350.

3 Leviton, D. (1999). Death education: Its status and potential. Taiwan Hospital Organization:

2

Crase

4

119281957219581967

3196819774197619855

6Wass & Neimeyer

7

Levtion

8

Taiwan hospital care magazine, VOL.14, NOV. ,p319.

4 Crase, D. (1989). Death Education: Its diversity and multidisciplinary focus. Death Studies, 13 (1), p2529.

5 2005 142

6 Warren,W.G.1989.Death Education and Reasearch:Critical Perspectives.New York:The Haworth Press,1989,p3.

7 Wass, H., & Neimeyer, R. A. (1995). Closing reflections. In H. Wass & R. A. Neimeyer (Eds.), Dying: Facingthe facts (3rd ed.), (pp435-446). Washington, D.C.: Taylor & Francis

8 Warren,W.G.1989.Death Education and Reasearch:Critical Perspectives.New York:The Haworth Press,1989,p4.

3

Kbler-Ross

On Death and Dying 1979

1993

9

9

4

10

11

GPad Ma 'Byung gNas , Padmasabhava

10 97 53(1) 5578

11 W.G.Warren2007 9

5

%Karma Gling-pa, 13761394

12

1927(W.H.Y. Evans-Wentz, 1878-1965)

KaziDawa-Samdup

(TheTibetan Book of the Dead)

Carl Gustav Jung1875-1961 1935

1927

13

(Sogyal Rinpoche)Bar do thos Grod

1996

12 2000 11

13 Jung,C.G.1953-83The Collected Works of C.G.Jung,edtied by H.Read,M.Fordham and G.Adler;translated by R.F.C.Hull,Routledge,London,and Princeton University Press,Princeton.Volume11,praragraph833.

6

14

15

16

.

14 2000 174239

15 14

16 2001 4557

7

life education

1979

1993

8

17

18

1997

2000

1996-1999

1999-2002

17

18 2005

9

2002-2004

2003

1.

2.

3.

2003

16

19

19 2004 2146

10

95

93

95 7 54

20

21

20 2008 1

21 8

11

22

10

23

24

22 2001 6 6162

23 17

24 41

12

25

26

27

28

29

25 5182

26 2001 16

27 16

28 265

29 2005

13

X Y

Z

2001

30

31

30 ( )() 2001

31 2004 29

14

32

33

12

34

567

89

10

1112

34

32 http://kunglapyan.blogspot.com/2010/07/blog-post_31.html2010 7 31

33 http://reachandtouch.blogspot.com/search/label/2004 4 28

34 2006 8 513

15

35

36

37

38

35 34

36 http://ms1.klps.ntct.edu.tw/life/index.htm

37 2004 2146

38 2009 123 126

16

39

39 http://140.123.107.250/script/092/material-1-3.php?row_num=1

17

40

41

Wolfgung Brezinka

40 34

41 26 90 12 119

18

42

43

Stevenson.RG. Stevenson.EP44

1.

2.

42 Wolfgung Brezinka2008 4 130143

43 2003 137

44 Stevenson, R.G., & & Stevenson, E.P. (1996). Adolescents and education about death, dying and bereavement. In C.A. Coor & D.E. Balk (Eds.) Handbook of adolescent death and bereavement (PP.235249). N.Y.: Springer Pub. Com., Inc.

19

3.

4.

5.

45

WarrenEducation Radicalism4647

cure

adjustment

45 2000

46 Warren,W.G.1989.Death Education and Reasearch:Critical Perspectives.New York:The

Haworth Press,1989,p146147.

47 Radical constructivism Von Glaserfeldtrivial constructivismbuilt upRadical constructivismadaptiveexperiential worldobjective ontological reality.2.

20

48

Otto WillmannDidaktik als

Bildungslehre

48 8 12001 3

21

1.

2.

3.

1

2

123

45

22

123449

Matthew Lipman1929

50

Institute for the Advancement of Philosophy

for Children IAPCIAPC

GARDNER, SUSAN PALSSON, H., B. SIGURDARDOTTIR, Y B.

NELSON

;

51

49 2001 6 3334

50 Mattew Lipman1998 34

51 MONTCLAIR STATE UNIVERSITYInstitute for the Advancement of Philosophy for ChildrenResarch on Philosophy for ChildrenResarch on Affective and Social Skills http://cehs.montclair.edu/academic/iapc/research.shtml

23

52

3C1

critical thinking

2creative thinking

3care thinking53

52 1988

53 http://www.nani.com.tw/teacher_share/article/D_4_2_10_101.htm

24

54

rites of passage55

liminality56

54 Jung,C.G.1953-83The Collected Works of C.G.Jung,edtied by H.Read,M.Fordham and G.Adler;translated by R.F.C.Hull,Routledge,London,and Princeton University Press,Princeton.Volume11

55

Turner,V.W.1995orig.1969The Ritual Process. Hawthorne,NY:Aldine de Gruyter.Liminality among the Ndembu discussed in comparative perspective.

56 liminality

Turner""

collective liminalitycommunitas

Turner,V.W.1995orig.1969The Ritual Process. Hawthorne,NY:Aldine de Gruyter.Liminality among the Ndembu discussed in comparative perspective.

25

57

58

59

57 2008

58 2002 6

59 2001 4557

26

27

28

29

30

31

4900

(1663 )

32

60

1958

1978

61

62

4500

35004500 3500

4000

60 1978 32253226

61 1999 3 1

62 1986 1279

33

63

64

65

63 2003 9 13

64 2003 3

65 1994 134

34

66

Bronislaw Malinowski 1884

1942

67

68

66 2000 2 1 3132

67 2006

68 Yehudi Cohenadaptive strategy

35

Conard Phillip Kottak

band

69

20 60

90

70

Marvin Harris

71

Conard Phillip Kottak2005 171172

69 174

70 2009 2009 213

71 Marvin Harris 87 11 193

36

72

73

74 4000

5000 4000

3000

75

72 2009 2009 212

73 Airiti Press Inc2010 110

74 2

75 2007 3( 79)

37

76

sermu

ldongstong

()

77 3

76 2009 2009 213

77 8081

38

78

we groupothers groupethnocentrism

79

80

78 2001 3 22 1

79 110

80 2009 2009 309

39

81

rus-pa

82

83

84

81 " 32004 9

82 4

83 38

84 5

40

85

( 640840)( 1040)

85 1989 4 224

41

86

&&

87

88

89

86 5

87 691985 248

88 35

89 87

42

90

H&I&Srong bTsan sGan po617650

91

92

90 2007 2 78

91 35

92 Giuseppe Tucci1997 1

43

93

94

95

J#H&K%Khri Srong IDe bTsan755

797 GPad Ma 'Byung gNas , Padmasabhava

96

97

93 248

94 552003 292

95 5

96 1988 3

97 Giuseppe Tucci1997 8

44

Abner Cohen

98

()

J.R.99

100

101

98

1986 3 32

99

100 J.R.J.R. McNeillWilliam H.McNeill2007 8 13

101

45

102

103

104

105

102 35

103 208209

104 23

105

Nigel Rapport and Joanna Overing2005 9 1

46

106

107

106 23

107 23 12008 2

47

108

#L Santaraksita725790109

110

108 3

109 152 2007 5

110 1985 258

48

111

M Grub mtha

8

(N dBadpyangs )

(W dBa rat na )

112

(Zzhang rgyal htsm)

111 379

112 257

49

113

114

115

113 85 2818 1186 20

114 2008 2 231233

115 76 4

50

116

117

_gLang Dar Ma

118

116 257

117 68

118 18 22007 11

51

119

&&

119 1985 325

52

120

121` bka

gyurfg bstan gyar

122

123

120 82 6 329349

121 76 4 226227

122 1985 258

123 2008 7 27

53

124

124 120

54

125

126

127

125 1923

126 193

127 1985 244

55

128

129

128 23 12008 2

129 26 12000 1

56

130

#%&

#%&958~1055h%#%

!#A Ti ShaDipamkarash

9821054

131

130 1985 226245

131

57

132

1234

5

82 6 329349

132 6367

58

133

133 120

59

1002

134

135

134 43

135 120

60

136

#%&

i#sNying Ma

jk-N 1055

l&%

%mln&o

lp

136 9

61

& & -#&

137

(Vimalamitra)

(Vairocana)(Nyang ban Ting dzin bzang po)

137 6874

62

138

139

(5&%N13081364)

140

141

138 99100

139 1997 9 289

140 7375

141 1990 67

63

142

143

142 1993 7 3031

143 13

64

65

144

145

146

147

Antara ,|c!

dc! Bar Bhava De [(!

Do AntarAbhava dc-[(!Bar do

144 12 374 545 23

145 32 1646 256 12

146 2008 1 80

147 344

66

148

149

150

N*-e]n-dc-[(!,sKye gnas bar do

151

148 1993 12 862

149 29 1558 46 6

150 2002 6

151 149

67

#-vf-dc-[(!,rMi lam bar do

mental body

dream body152

153

dnf-eo]-dc-[(!,bSam gtan bar do

152 1999 2 312313

153 150

68

154

y#-w-dc-[(!,Chi kha bar do

155

156

zy#-w!Chi kha157

(The point of no return)

154 312313

155 http://www.dalailamaworld.com/topic.php?t=138&view=next

156 2005 50

157 862

69

158

159

160

158 23 18http://www.organ.org.tw/JRNL/023/023018.htm

159 150

160 2008 1 5354

70

y(n-i#[-dc-[(!,Chos nyid bar do

161

l#-dz#-V-h(en!wC(-d(z#-V-h(en!

cr-dl#]!(]^n-a!)

162

161 2009 11 57

162 5960

71

NC#[-a-dc-[(!,Srid pa bar do

163

Pho ba

164

163 116

164 1725

72

165

166

167

168

169

165 20094 279

166 2000 449

167 279

168 2007 3 122

169 Dilgo Khyentse Rinpoche2005 25

73

170

171

170 8486

171 279

74

172

173

172 2000 449

173 172

75

174

175

174 450

175 2003 110

76

176

177

178

176 2006 87

177 251949

178 2007 12 45

77

179

180

179 1997 8 93

180 2005 147

78

181

182

183

181 2002 72

182 2007 123124

183 151154

79

184

thig le

185

186

187

188

184 124129

185 124

186 127128

187 312313

188 2004 30

80

189

190

191

189 1999 11

190 8

191 206

81

192

193

194

192 1 95 918 25

193 29 1588 48 20

194 314

82

195

196

195 315318

196 2008 1 53

83

197

1983Howard GardnerFrames of

mindMutiple Intelligences

(IQ)

Mutiple Intelligences

Howard Gardner

1.

197 318319

84

2.

3.

/

198

linguistic intelligence

logical-mathematical intelligence

:

spatial intelligence

198 Howard GardnerMultiple Intelleigences:New Horizons2008 1 2425

85

bodily-kinesthetic intelligence

musical intelligence

interpersonal intelligence

intrapersonal intelligence

86

199

200

srid pa'i 'khor lo

201

Howard Gardner

199Multiple Intelleigences:New Horizons 919

200 37 1744 37 11

201 23 1442 811 24

87

202

202 201

88

203

203

89

204

204

90

205

205 2008 1 128

91

206

206 2001 6 28

92

207

207 http://www.dalailamaworld.com/topic.php?t=154

93

Curriculumcurrere Allan C. Ornstein

Francis P. Hunkins

Ralph Tyler1902-1994 Hilda Taba

Dewey

94

the null curriculum

208

1.2.

3.4.

209

208 Ornstein, A. C., & Hunkins, F. P.2004 1925

209 163

95

210

211

210 3

211 2009 8 28

96

212

213

212 245247

213 2003 4 4

97

214

215

214 Giuseppe Tucci1999 9 140141

215 8889

98

1 2

3 4

216

Bruner

217

spiral curriculum

216 8991

217 9192

99

218

219

218 1991 295

219 9294

100

220

221

12

3

220 9495

221 9596

101

222

223

123

45

6

222 -http://www.dalailamaworld.com/topic.php?t=141

223 76 4 247252

102

224

225

226

227

5&%N13081364

224 Johann Amos Comenius1990

225 2007 1

226 2005 4 248 25

227 85

103

%

228

Yana

(yana229

230

228 76 4 254

229 20054 248 25

230 2006 1361 2435

104

231

232

231 26 62 12 24

232 25

105

nyan-thos

nyan-pa

thos-pa

thos-sgrogs

233

235

rang-rgyal

236

Nw%

233 26 1525 242 29

106

234

237

238

239

234 30 1579 399 21

235 85 2818 1187 26

236 25 1509 0195 24

237 477 15

238 30 1579 478 12

239 14 481 636 27

107

240

240 2008 4 346347

108

241

242

241

1993 12 165180

242

109

243

244

245

246

243 38 1769 245 23

244 46 1929 731 20

245 1997 146

246 478 21

110

247

248

249

247 2 100 431 24

248 1997 9 289

249

111

250

251

250 9 278 542 13

251 229

112

(rGyud)

gZhi'i rgyudLam gyi rgyud

'Bras bu'i rgyud)

252

253

254

252 1997 9 289

253 31383139

254 1996 4 103105

113

255

256

255 ()()()

256 1993 12 165180

114

257

259

257 2930

115

258

260

261

262

258 2008 7 98

259

1993 12 165180

260

http://www.dalailamaworld.com/topic.php?t=142 261 259

262 229

116

263

12

34264

265

263 1997 9 210

264 http://www.dalailamaworld.com/topic.php?t=141

265 1996 4 103105

117

266

266

2008 4 7677

118

267

268

267 76

268 229

119

269

270

269 1996 4 103105

270

1997 9 58

271 59

120

Khregs-Ch'od

Thod-rGal

271

272

273

272 229

273 55

121

274

275

274 77

275 229

122

276

276 76

123

277

278

277 1997 25

278 17 721 97 16

124

279

280

279 1 1 55 5

280 1 1 192 22

125

281

282

281 2005 10 133166

282 73

126

()()()()()()()

()()()

283

284

285

283 1998 12

284

285 2005 10

133166

127

286

287

288

286 174

287 63 1240 248 23

288 31 1604 635 15

128

289

290

291

289 182

290 196

291 196

129

292

293

294

292 196

293 205

294 29 1558 76 24

130

295

296

297

295 214

296 216

297 216

131

298

299

300

298 25 1509 206 22

299 236

300 254

132

301

301 267269

133

302

303

304

1

302 46 1953 987 5

303 1997 6

304 292

134

2

3053

306

4

307

5

305 1997 16

306 2122

307 34 1723 836 8

135

308

6

3097

310

311

308 9 278 631 8

309 309

310 44 1851 636 22

311 313

136

312

313

314

312 40

313 314

314 316

137

315

316

315 317

316 40

138

1

234

56317

317 76

139

140

318

318 16

141

319

1997

2000

Will Durant Ariel Durant

319 2004 6768

142

320

320 Will DurantAriel Durant

2011 4 204

143

144

(Piaget)(Kohlberg)

145

1

2

3

, ,

146

321

322

1

2

321

http://web.ed.ntnu.edu.tw/~ycfang/jaspers.htm 322 Matthew Lipman166

147

3

4

5

6

148

149

1 1

1 1

1 95

2 100

9 278

12 374

14 481

17 721

23 1442

25 1509

26 62

26 1525

26 1524

29 1558

30 1579

150

31 1604

32 1646

34 1723

37 1744

38 1769

44 1851

46 1929

46 1953

63 1240

85 2818

( )()

2001

55

2003

1993

7

151

2000

2002

2004

1985

1994

1985 3

69

1985

2005

1987 4

1988

Johann Amos Comenius

1990

2003 9

152

2001 6

2003

1993

1986 3

2001

Nigel Rapport and Joanna Overing

2005 9

1

1989 4

2008 7

Airiti Press Inc2010

1990

2009

11

1998

153

11 73

Will DurantAriel Durant

2011 4 204

2008 1

2007 3

2007 12

1999 2

2002 2

2005 10

2006

1997

2005

154

2010 3

1978

2003

2000

2003

Dilgo Khyentse Rinpoche

2005

2006

2003

2003

2001

2009 4

1999 3 1

155

1997 9

1997 9

1997 9

2005

10

2008

4

2006 12

1991

1986

12

1997 8

2007

2005

38

156

1988 2

1999

1988 3

2004 3

2004

2003 4

1995 4

2008 4

2004

1985

Conard Phillip Kottak

2005

Giuseppe Tucci1999

Giuseppe Tucci1997

157

Howard GardnerMultiple

Intelleigences:New Horizons2008 1

J.R.J.R. McNeillWilliam H.McNeill

2007 8

Marvin Harris

1998 11

Ornstein, A. C., & Hunkins, F. P.

2004

Ornstein, A. C., & Hunkins, F. P.

2004

W.G.Warren

2007 9

Wolfgung Brezinka

2008 4

Crase, D. (1989). Death Education: Its diversity and multidisciplinary focus. Death

Studies, 13 (1).

Jung,C.G.1953-83The Collected Works of C.G.Jung,edtied by H.Read,M.Fordham

158

and G.Adler;translated by R.F.C.Hull,Routledge,London,and Princeton

University Press,Princeton.Volume11.

Kastenbaum, R. (1995). Reconstructing death in postmodern society. In L.A. De

Spelder & A.L. Strickland. (Eds), The path ahead . Mountain

View,CA:Mayfield Pub. Com.

Kurlychek, R. T. (1977). Death educationSome considerrations of purposes

and rational. EducationalGerontology: An International Quarterly.

Leviton, D. (1999). Death education: Its status and potential. Taiwan Hospital

Organization: Taiwan hospital care magazine, VOL.14, NOV.

Stevenson, R.G., & & Stevenson, E.P. (1996). Adolescents and education about death,

dying and bereavement. In C.A. Coor & D.E. Balk (Eds.) Handbook

of adolescent death and bereavement (PP.235-249). N.Y.: Springer Pub.

Com.,Inc.

Turner,V.W.1995orig.1969The Ritual Process. Hawthorne,NY:Aldine

de Gruyter.Liminality among the Ndembu discussed in comparative

perspective.

Warren,W.G.1989.Death Education and Reasearch:Critical Perspectives.

New York:The Haworth Press,1989

159

Wass, H., & Neimeyer, R. A. (1995). Closing reflections. In H. Wass &

R. A. Neimeyer (Eds.), Dying: Facingthe facts (3rd ed.),Washington, D.C

Taylor & Francis

2005 4 248

152 2007 5

2001 3 22 1

26

90 12

2006 8

2007 3( 79

)

2000

160

23 1

2008 2

2007 1

2009 123

2008 1

Matthew Lipman

1662005 1

2007 2 78

20092009

8

12001 3

61993

1993 12

1996 4

161

1997 9

5 1998 12

31 9 2004

9

26

12000 1

97

361

2006 1

" 19

32004 9

251949

18 2

2007 11

19

52005

2001

162

2009 8 28

2008 2

2002

6

1988

2008

2008 1

1993 12

1993 12

MONTCLAIR STATE UNIVERSITYInstitute for the Advancement of Philosophy

for ChildrenResarch on Philosophy for ChildrenResarch on Affective and Social

163

Skillshttp://cehs.montclair.edu/academic/iapc/research.shtml

23 18

http://www.organ.org.tw/JRNL/023/023018.htm

http://web.ed.ntnu.edu.tw/~ycfang/jaspers.htm

ReachTouch

http://reachandtouch.blogspot.com/search/label/

http://ms1.klps.ntct.edu.tw/life/index.htm

http://140.123.107.250/script/092/material-1-3.php?row_num=1

http://www.dalailamaworld.com/topic.php?t=138&view=next

-

http://www.dalailamaworld.com/topic.php?t=141

http://www.dalailamaworld.com/topic.php?t=142

http://www.dalailamaworld.com/t

http://www.nani.com.tw/teacher_share/article/D_4_2_10_101.htm

164

http://kunglapyan.blogspot.com/2010/07/blog-post_31.html

97257019