O PHT V M HNH GIO DC CON NGI TON DIN Nguyn Thun ---o0o--Ngun http://thuvienhoasen.

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Vit nam o Pht vn l mt tn gio gn b vi dn tc, c nhiu nh hng su m n lch s pht trin ca t nc, nht l v mt vn ha gio dc. Gio l thm diu, rt nhn bn v khoa hc ca o Pht t lu tr nn gn gi, quen thuc vi np ngh, np sng ca ng o con ngi, gia nh, lng xm Vit nam. Trc s nghip hin i ha v nhng thay i nhanh chng ca t nc hin nay vn cn t ra l o Pht, v c th Pht t Vit nam, c th ng gp g vo cng cuc chn hng gio dc, m mang dn tr, o to nhn ti cho x s? Bi ny cp m hnh gio dc con ngi ton din, da trn cc l thuyt tm l gio dc ng i, gio l cn bn v quan im trit hc Pht gio nhm p ng yu cu thc tin ca con ngi v x hi Vit nam trong bi cnh cng nghip ha v ton cu ha ca thi i. M hnh ny nhn mnh vai tr chuyn ha ca tng c nhn trong s nghip gio dc chung ca dn tc, ng thi cng ni ln cc mi quan h mt thit gia c nhn v gia nh, cng ng, x hi v nhn loi. Bi gm hai phn. Phn th nht trnh by m hnh gio dc con ngi ton din, bao gm bi cnh gio dc ton cc v su mt gio dc con ngi. Phn th hai bn v vai tr v nhng ng gp c th, kh thi ca o Pht v Pht t theo m hnh . M hnh gio dc con ngi ton din c cp y gm hai m hnh c lin h khng kht nhau. M hnh 1 (Hnh 1) ni ln bi cnh gio dc ton cc v mi quan h gia cc cp trong bi cnh . Cc cp y gm c nhn; gia nh, nh trng; cng ng, lng xm; x hi, x s; v bao trm ht l nhn loi, quc t. Trong thi i hin nay, khi thng tin ngy cng nhanh v nhiu, li n trc tip tng c nhn, (ngay c tr nh, th d qua Internet, khng thng qua cha m hay thy c), cc quan h gia c nhn vi bi cnh m trong c nhn c gio dc v pht trin chuyn bin rt phc tp. Cc quan h ny khng phi mt chiu, tuyn tnh

(linear relationship), m chng cht nh mng li[ii]. C nhn khng phi l mt thc th c lp, th ng, m l mt thnh t ch ng v tch cc, mt b phn khng tch ri, va chu tc ng ca mi trng, va tc ng ln mi trng n tin ha cc cp khc nhau. Tng t, gia nh v nh trng mt mt nh hng, gp phn vo vic gio dc, pht trin ca c nhn; mt khc, gia nh v nh trng lun b c nhn chi phi. n phin chng, c nhn, gia nh, nh trng cng khng th tch ri hay c lp vi cng ng, lng xm, quc gia. X hi hay x s u c quan h tng tc vi tng con ngi, gia nh v cng ng. Rng hn na, nhn loi hay cc quc gia trong cng ng quc t khng tn ti c lp, ri rc, m phi phi hp nhau, cng nhau hot ng, lm vic, hp tc trong nhiu lnh vc tn ti v pht trin. Cc din bin v sinh hot trn th gii, n phin chng, s chi phi tr li, nh hng cch t duy v np sng ca tng dn tc, cng ng, gia nh, v c nhn. l ton b bi cnh v cc quan h chi phi s pht trin, gio dc v o to con ngi trong thi i ngy nay. M hnh 1 ny phn nh trit hc nhn duyn lin lp trong nh Pht, cng nh cc hc thuyt v s pht trin con ngi trong ngnh tm l gio dc (Bandura, 1986, 1991; Bronfenbrenner, 1979, 1986; 1989). c im ni bt ca m hnh ny l cc cp t c nhn n th gii u an kt vo nhau nh mng li, v cng nhau tin ha t thp ln cao, t n gin n phc tp. Trong bi cnh quan h chng cht ny, vic gio dc ton din ca c nhn v vic chuyn ha ca gia nh, cng ng, dn tc, hay ton b x hi loi ngi tt yu khng tch ri nhau. Chnh v th, m hnh 2, tc m hnh chnh v vn gio dc con ngi ton din (Hnh 2), nm trong mng li ca m hnh 1. Ni cch khc, vic gio dc, pht trin ca tng c nhn khng phi ch cho bn thn c nhn , m phi gn b cht ch vi nhng yu cu thc tin ca bi cnh gia nh, cng ng, x hi v nhn loi ton cu. iu ny c hai ngha. Th nht, v ni dung gio dc, khng c g thuc v ci chung hay ton cc li c th xa l i vi c nhn trong sut qu trnh hc tp v rn luyn. Th hai, v kt qu gio dc, s chuyn ha ni tm, vic trau gii tri thc v trang b mt ci nhn ng n cho tng c nhn khng ch nhm em li hnh phc v li lc cho c nhn , m phi em li nhng kt qu v nh hng c th n gia nh, cng ng, x hi trong c nhn tn ti v pht trin.

M hnh 2 ni ln su mt gio dc cn yu cho s pht trin chuyn ha ton din ca c nhn. Ba c im ca m hnh ny l: 1. Tt c cc mt gio dc u lin h nhau, khng mt no quan trng hn mt no; 2. M hnh tin ha i t thp ln cao, n gin n phc tp, ph hp vi s thay i, pht trin ca c nhn, ng thi cng ph hp vi s thay i, pht trin ca bi cnh ton cc c trnh by qua m hnh 1; v 3. M hnh mang tnh ph bin (universal), ngha l n c th p dng cho mi i tng, c hc sinh khuyt tt ln hc sinh nng khiu (students with special needs), hc tr mu gio ln ngi ln sau i hc, ngi hc truyn thng chnh quy (traditional students) v ngi ln tui tr li hc, khng chnh quy (non-traditional students). y cng l m hnh gio dc v rn luyn sut i ca mi ngi ( hiu thm v nhng ngh ng dng o Pht vo ci cch gio dc M, Canada, c, xin c thm Gates, 2005; Jagodzinski, 2002; Johnson, 2002; Vokey, 1999). Sau y chng ta s bn v tng mt gio dc con ngi trong m hnh 2. Gio dc o c tm linh nhm hng dn o c v gii thiu cho ngi hc nhng im cn bn trong cc trit thuyt v truyn thng tm linh ln thuc nn vn minh nhn loi. iu ny rt cn yu trong thi i hin nay khi con ngi, nht l gii tr, d b khng hong v nim tin v ngha cuc sng, nhng li khng c hng dn y . c hng dn v rn luyn v tm linh l mt nhu cu quan yu ca mi ngi. Hun tp o c khng ch l trch nhim ca cc v xut gia hay ca cc nh lnh o tn gio. V nu rn luyn o c tm linh ch l vic ca nhng v xut gia th hn mt na dn s th gii, nhng ngi khng c nim tin, s ra sao v mt o c v chuyn ha ni tm?[iii] Gia nh, nh trng, cng ng, lng xm c trch nhim rt ln trong vic gii thiu, hng dn con em v mt ny. Ty la tui m vic hng dn o c cho thanh thiu nin c th di cc hnh thc khc nhau, i t n gin n phc tp. tui th u hay cp mu gio, tiu hc, cc em cn c dy cch sng trung thc; bit t ch (delayed gratification), tp ht th u n hay th gin; tn trng s sng, bit gi sch mi trng; c tinh thn trch nhim vi bn thn, gia nh v cng ng; khng li, ham mun v l, khng ni di, khng ly ca khng cho; tp b dn cc thi

quen xu; t b nhng suy ngh v xc cm khng cn ch, trnh xa hnh nh, sch v, phim chuyn, hay tr chi bo ng. tui thanh thiu nin hoc cp trung hc, i hc, hc sinh sinh vin c th c hc v lch s cc trit thuyt v cc truyn thng tm linh ln, cng cc gio l cn bn trong cc truyn thng . Chng ta cn ch trng nhng nh hng lnh mnh, hng thng, thc t, v khoa hc ca cc trit thuyt i vi gii tr, m khng t nng gio iu, bi bn, hnh thc. Mc ch ti hu ca gio dc o c l o to nhng con ngi c tinh thn trch nhim, thc r hu qu ca nhng suy ngh, li ni, v hnh ng ca mnh i vi bn thn v ton cc. Gio dc o c khng dng li l thuyt, m phi c th bng thc tp v hnh ng li mnh li ngi. Th gin, hnh thin, ta thin, lm cng tc x hi, phc v lng xm-cng ng va l nhng phng php rn luyn nhn cch v o c rt cn yu cho mi la tui, va em li nhng cng hin thit thc cho nhiu ngi chung quanh ang cn gip c th. Gio dc hc thut, kinh vin nhm trao truyn tri thc ca thi i v cc ngnh hc thut nh ton, khoa hc t nhin, ngn ng, vn chng, tin hc (computer science /information technology), lch s-cng dn-x hi (social studies). y c hai vn ln: chng trnh hc, v h thng qun lh tr gio dc. Chng trnh hc cn c h thng ha khoa hc v hp l. Cn c s lin tc, xoay vng v nng cao v ni dung gia cc cp, t mu gio n i hc; chng trnh cn cp nht ha nh k, nhn mnh khoa hc v ng dng, gn lin thc t. H thng qun l-h tr v vt cht nh sch v gio khoa, thit b gio dc, phng th nghim, th vin, phng vi tnh, k tc x, v cc ngun ti tr di hnh thc hc bng, qu gio dc khng hon tr hoc hon tr theo thi hn u khng th thiu c. H thng h tr gio dc cho c nhn i hi rt nhiu ngun ti tr v cng hin v tr lc v nhn lc ca gia nh, cng ng, x hi v quc t. H thng ny gn lin vi php ch v chnh sch gio dc; do cn c s phi hp nhp nhng, hi ha, v cng bng x hi v v s nghip gio dc lu bn chung. T xa, Vit nam, gio dc hc thut kinh vin thng c nhn mnh hn cc mt gio dc khc, v nng phn khoa c, hc v, t chng, th ng, xa ri yu cu i sng thc t. Trong bi cnh ton cc hin nay, phng cch gio dc khng cn ph hp na. Thay vo , chng ta cn quan tm nhiu n thc cht o to. Ngi dy gip ngi hc hiu thu vn , bit cch lin h l thuyt vi thc t, bit cch t v gii quyt

nhng vn trong i sng hng ngy. S lng nhn s o to cho tng khu vc v ngnh chuyn mn phi c khng ch sao cho ph hp vi yu cu thc t ca x hi. Chnh v vy, chnh sch gio dc v mt hc thut kinh vin rt cn s cng tc, t nht l v mt kin, ca cc chuyn gia cc ngnh ngh khc nhau trong x hi. Gio dc chuyn nghip hay hng nghip gip cho hc sinh c cc k nng k xo v ha. thit k, xy dng, v cc ngh chuyn mn nh ngh mc, ngh in, nhip nh, may v, nu nng, qun l ti chnh, s sch vn phng. S d mt ny cn a vo sm (t mu gio), l v c nhiu tr em khng c nng khiu hc ch (hc thut, kinh vin), nhng li c nhng ti nng khc c bit cn c pht hin sm, v kp thi, c th trau gii thm nhm phc v tt lu di. cc lp nh, mc ch ca vic gio dc hng nghip l gip tr bit cng dng v tp dng cc dng c ph hp, an ton, ng thi pht huy tnh sng to v s kho tay ca tng c nhn. Th d: gio dc chuyn nghip cp mu gio ch l cho cc em chi vi cc dng c chi, tp dng ci ca ci khoan, ci c di s hng dn ca ngi ln, theo tinh thn va hc va chi. Nhng khi ln n trung hc, i hc, ngi hc s thc tp v hnh trc khi thit k bng dng c, my mc, my vi tnh, kt hp vi thc tp cc c s sn xut, x nghip. Gio dc thm m gm gio dc v m nhc, hi ha, iu khc, kch ngh. Mc ch ca gio dc thm m khng ch nhm rn luyn cc k nng, k xo v ngh thut, m cn di dng tnh tnh v thng bng i sng con ngi. Ngoi ra, n cn h tr mt gio dc o c ch n gip hng dn lp tr vo nhng th hiu cao p, trong sng cao thng, trnh xa nhng th hiu thp hn. Cng nh trong cc mt gio dc khc, gio dc thm m cn ch trng bn sc dn tc, trnh gii tr ri vo khuynh hng vng ngoi, bi ni, ng thi gip cho c nhn pht huy cao c sng to v t duy c lp. Gio dc th lc v sc khe nhm rn luyn nhng con ngi khe mnh, minh mn, c tri thc c bn v y t, dinh dng v sc kho. Phn ny gm c gio dc gii tnh, gio dc v cc giai on pht trin t nhin ca c th t nh n gi, cng cch phng, ngn chn cc bnh thi i, cc thi quen xu (nh ht thuc, ru, s dng cc cht kch thch), c hi cho sc kho tinh thn v th xc.

Gio dc c bit gm gio dc cho nhng tr c nhu cu c bit (v tm sinh l do bm sinh, bnh tt hay tai nn), v gio dc nng khiu cho tr c ti nng c bit. y mc ch l gip pht huy ht tim nng ca mi ngi, ngay c ngi khuyt tt cng c th cng hin rt nhiu cho x hi v t tm thy ngha ln lao cho i sng ca mnh. Gia nh, cng ng v nh trng cn pht hin sm cc trng hp tr em c nhu cu v nng khiu c bit kp thi gip cc em pht trin ti nng mt cch tt p, hu ch. Ngay t cc cp mu gio, tiu hc, hc sinh cn c hng dn i ng ng, ng hu pht huy mt mnh hay tim nng ca tng em. y vic pht hin nhng nhu cu c bit hoc cc nng khiu him c ca tng c nhn rt quan trng. C pht hin kp thi mi c cc bin php nng cho c nhn v gia nh ng s. Nhn lc v nhn ti l ngun vn qu bu ca mt quc gia; nn cn c chnh sch c th gip , o to v pht trin nhn ti cho mai hu. y cng l mt gio dc i hi u t nhiu ngun ti lc nht do c im v yu cu o to nhn s nhm hng dn v s hc sinh c bit ny. M hnh gio dc con ngi ton din ni trn phi p ng 3 mc tiu gio dc: 1) nhn bn; 2) dn tc; v 3) bnh ng-khoa hoc-thc tin. Trc ht, mc tiu ca gio dc l phc v con ngi, l dem lai an lc hnh phc cho con ngi, con ngi t khi lt lng m cho n khi nhm mt la i. Mt nn gio dc ch thc phi gip khm ph v pht trin cc kh nng v tim nng ca mi ngi, to iu kin vun si cho cc kh nng y c pht huy n mc cao nht. ng thi nn gio dc y phi gip o to nhng ngi ton din bit sng i c ngha, bit chia x, cng hin, phc v cho gia nh, cng ng, quc gia v x hi loi ngi ni chung. Mc tiu th hai ca gio dc l o to nhng con ngi c bn sc dn tc, bit mnh l ai trong cng ng quc t, khng vng ngoi, khng t ti mc cm hay chi b gc gc ca mnh. Gio dc phi duy tr v pht huy cc yu t truyn thng vn ha dn tc lnh mnh trong mi mt. y khng c ch ng cho ch ngha yu nc cc oan (chauvinism), hoc t tn, t i, t mn (self-complacency), cng khng c ch cho vic sao chp bt k mt m thc gio dc ca nc ngoi vo tnh hnh c th c th ca dn tc. Gio dc c vai tr gip c nhn thy r v th ca dn tc trong cng ng th gii hin nay, thy r nhng u, nhc im ca t nc dn tc trong c qu trnh lch s pht trin, tn trng s thc lch s, trnh

gio iu, ng thi phi gip o luyn nhng con ngi c thc trch nhim chung (universal responsibility). Mc tiu th ba ca gio dc gm ba yu t: bnh ng-khoa hoc-thc tin. Gio dc phi cng bng, ngha l m bo quyn hc tp bnh ng cho ton th cng dn trong x hi (t nht l n ht lp 12), v m bo cc quyn li ca ngi hc v ngi dy. Chng trnh gio dc phi c h thng khoa hc, gip ngi hc thy c tnh lin tc, nht qun v logic ca ni dung hc t cp lp ny qua cp lp k tip, nh ni trong phn gio dc hc thut kinh vin. Nu nhng g ngi hc tip nhn c khng gip ngi y trong i sng thit thc hng ngy; nu nhng g hc khng p dng c vo cng vic ang lm; v khng gip gii p nhng vn bc xc ca bn thn hay cng ng, x hi chung quanh, th ci hc y cn phi c xt li. Chng ta va bn v hai m hnh gio dc nhn mnh s pht trin ton din ca c nhn, nhm em li an lc cho bn thn, ng thi gip c nhn gp phn cng hin nhiu nht cho mi ngi qua cc cp gia nh, cng ng, x hi v quc t. n y chng ta c th t cu hi o Pht, c th l Pht t, c th ng gp g vo vic gio dc con ngi ton din qua cc m hnh trn? Nh ni, Vit nam, Pht t c mt khp cc lnh vc sinh hot ca gia nh, cng ng v x hi. Lng xm no cng c t nht mt mi cha. cc mt gio dc c cp trong m hnh, nhng Pht t c tm huyt vi o Php v dn tc u c th ty duyn m ng gp t nhiu. Trong thc t, rt nhiu Pht t thun thnh v ang cng hin ng k cho cng ng, dn tc mnh ni ring v v nhn loi, quc t ni chung[iv]. Ti nhiu nc trn th gii, bng cch ny hay cch khc, cc v lnh o Pht gio kin tr nhn ni qung b gio l thm diu ca o Pht nhm gio dc con ngi v chuyn ha th gii theo hng tch cc, khoa hc, v xy dng[v]. V mt gio dc tm linh cng nh v t duy trit hc v khoa hc, o Pht l ngun gi tr v bin cho nhn loi. Einstein nhn xt: Nu c mt tn gio no c th p ng yu cu ca khoa hc hin i, chnh l o Pht (Matthieu, & Trnh, 2001, trang 282). o Pht v ang c nhng ng gp su sc thit thc cho nhiu ngnh khoa hc nh tm l hc, vt l hc, sinh hc, thn kinh hc v nhn thc hc. Nhng ng gp

ny ngy cng c nhiu chuyn gia khoa hc kim chng, nhn nhn v ngng m [vi]. V mt gio dc o c, o Pht ch trng i t t gic, n gic tha, cui cng t cu cnh gic hnh vin mn. o Pht cng nhn mnh thn gio (lm gng), v ty duyn, ty cn c tng i tng m hng dn, ging dy. Quan trng hn ht, mi Pht t phi t mnh lm hn o ca chnh mnh, t sch tn tu hc, nng Chnh Php, chn cho mnh phng php rn luyn ph hp, vch ra con ng tu hc sut i, nhm on tn v minh v kh au, t n tr tu gii thot vin mn (Kinh Php c, k s 25 bn ch gii ca Ngi Narada Thera, 1978, trang 27). Trong gia nh, cha m l nhng ngi thy c u tin ca con ci. Qua vic gi gii, hnh tr thin nh, v nghin cu suy t v Chnh Php, qu v ph huynh dy cho con em mnh rt nhiu. Ra ngoi lng xm, tng ni v thy c c vai tr ln trong vic gp phn gio dc lp tr, trc ht bng ngn ng, thi v hnh vi ca mnh. Gng tu tp ca qu Pht t xut gia phi soi sng cho thanh thiu nin, hng cc em vo chnh o qua tng bc sa i, chuyn ha bn thn, t b tham sn si, c mt ci nhn ng n vo thc tng ca mi s vt, khng b b ngoi h di ca hnh tng vt cht lm m mt. Bn cnh cc lp hc Pht Php cho mi la tui, bng sinh hot lnh mnh ca gia nh Pht t, qu v hng dn cn c th gip cc gia nh c s pht hin ni con tr nhng nhu cu hay nng khiu c bit, t phi hp vi nh trng kp thi gip cc em pht trin ph hp. Mi lng xm, cng ng cn xy dng thm th vin ti ch, thit lp nhng phng thin, phng hng dn tm linh (gn ging t vn tm l) trong t vin hay ni thanh tnh, trnh xa cc hng qun n o. y l iu kh thi, hp l, va p ng nhu cu hc hi m mang tri thc cho ton dn va thu hut gii tr n gn hn vi Pht Php. y cng l cch Pht t c th h tr tch cc nht cho x hi trong vic gio dc lp tr. Nh trng v khu ph, lng xm nn thu xp mi qu v ging s t cc t vin n ni chuyn vi hc sinh sinh vin, thanh thiu nin v vn tm linh, hng dn gii tr tp hnh thin, th gin, t b cc ham mun v b, cc t t duy, thay vo bng chnh kin, gii p cc thc mc v bn thn, gia nh, x hi. Qu Pht t xut gia chnh l ngi gip gii ta nhng ng nhn v o Pht trong dn chng, gip thay th cc hnh thc sinh hot l nghi nng n hnh thc, lng ph th gi tin bc bng cc

phng cch tu tp gin d, ch trng nh hng tt lnh cho thn tm. C th l qu Pht t xut gia t chc nhng kha tnh tu (retreat) cho mi la tui, mi gii trong x hi. Vi i sng k ngh ha ngy cng to nhiu cng thng cho tinh thn con ngi, vic a thin vo sinh hot ni hc ng, khu ph l iu rt quan trng m cc bc xut gia v qu v ph huynh Pht t cn c xy, vn ng, yu cu cc cp lnh o sm thc hin. Trong tinh thn dn tc, chng ta c th lm sng li Thin tng Vit nam qua cc sinh hot trao i, tm hiu lch s vn hc Pht gio v Thin tng thi L Trn, lin h n Thin tng cn i (Thch Thanh T, 1991). V mt gio dc hc thut kinh vin, cc Pht t c th ng gp kin xy dng chng trnh hc sao cho ph hp yu cu thc t, gip hc sinh pht huy kh nng t duy c lp sng to; gp , gp sc, hp tc vi nh trng ci tin c s vt cht, iu kin dy v hc ngay ti a phng; tp hp v vn ng Pht t trong ngoi nc xy dng trng lp, tng cng thit b dy v hc cho tr em min qu, min ni; vn ng gia nh cho tr i hc y , trnh tnh trng tr phi b hc v kinh t gia nh eo hp. Nhng Pht t v tr lnh o, c ting ni cc cp chnh quyn, c th gp phn vo xy dng ng li chnh sch gio dc cng bng v khoa hc cho ton dn. Mun vy, tng v phi trang b cho mnh mt tri thc l lun khoa hc bng cch khng ngng hc hi rn luyn, cp nht ha kin thc, mc ch nhm m rng tm nhn v con ngi, dn tc v quc t trong bi cnh chung. V mt gio dc thm m, nn vn ha ngh thut, thi ca, nhip nh, hi ha, m nhc Pht gio c th c gii thiu vi lp tr qua nhiu cch: qua sinh hot cui tun ti t vin hay qua cc mn hc trong trng. Nh trng cn phi hp vi nh cha, ph huynh v cng ng lng xm t chc cho hc sinh, ngay t cc lp nh, n sinh hot, tham quan hc hi cc di tch lch s vn ha ngh thut ni cc t vin, cc vin bo tng, nh trin lm/phng trng by trong trong thnh ph, tnh, qun. Hc sinh cc cp c th ng gp cng sc, tc phm ngh thut ln nh ca mnh (th, tranh v, cm hoa, lng n, tng, iu khc...) vo cc dp l tn gio ln c t chc ni t vin. V mt gio dc sc khe, nh trng cng nh cc t vin l nhng ni thanh thiu nin c th hc cch ngn nga nhng thi quen sinh hot c hi cho sc kho, thay th chng bng nhng sinh hot th dc th thao lnh

mnh. l ni hc sinh sinh vin c th trao i kinh nghim, chia s, lng nghe thy c hay cc tng ni ch dy nhng iu cn bit trang b cho mnh mt np sng lnh mnh v th xc cng nh v tinh thn. V mt gio dc c bit, khuynh hng chung ca th gii l gip nhng hc sinh khuyt tt hc chung trng lp vi hc sinh khng c nhu cu c bit. cng l yu cu lu di gip nhng ngi khuyt tt hi nhp vo x hi d dng. Pht t c th ng gp nhiu hn trong vic gip v xy dng bn gh, li i dnh cho ngi khuyt tt; hoc v mt trang b k thut h tr (assistive technology) to iu kin cho ngi c nhu cu c bit hc tp v hot ng hu ch. T nhng trung tm gio dc c bit (special schools/institutions) n vic hi nhp (mainstreaming/inclusive education) l mt qu trnh di, nhng mc tiu cui cng vn l a ngi c nhu cu c bit hi nhp vo sinh hot trong cng mt x hi (Seelman, 2002).[vii] Ngoi ra, gio dc c bit cn nhm khm ph v vun xi nhng mm non ti nng trong mi lnh vc. Pht t cn gp sc xy dng nhng trng nng khiu o to nhn ti cho mai hu. Cc bc ph huynh phi tch cc tham gia vo s nghip gio dc ca con em mnh. S kin o Pht ha nhp su m vo lng dn tc l iu kin thun li cho Pht t cng hin vo s nghip gio dc chung bng nhiu cch. Vi hn 80% dn s l Pht t, nc Vit nam c nhiu ngun nhn lc, ti lc trong ln ngoi nc c th gp phn vo vic xy dng mt h thng gio dc nhn bn, dn tc, khoa hc, bnh ng, v thc tin, p ng yu cu ca t nc. Vn cn li l o to, duy tr v pht huy tim nng cng hin ca nhng Pht t c kh nng v tm huyt nhm phc v cho s nghip gio dc. Cc cu hi thc t c th t ra l: Pht t c th ng gp nhng kin g vo vic xy dng ng li chnh sch, chng trnh gio dc, o to gio vin, chnh sch lng bng? Pht t c th lm g gip cc vng cao nguyn, min thn qu ho lnh, ni m c rt nhiu tr em b hc v kinh t gia nh? Chng ta phi huy ng Pht t trong ngoi nc nh th no xy dng thm trng hc, phng thin v th vin (c th vin lu ng) cho cc vng cha c? V Pht t trong tng gia nh, lng xm, nh trng cn lm g ngn chn tnh trng gii tr ri vo con ng tha ha v b vt cht cm d v sng khng nh hng? Cu tr li nm mi ngi, trong tng gia nh, v t vin. Cu tr li i hi s suy t ca mi thnh vin cc cp khc nhau trong mng li

quan h chng cht c cp trn. Hai m hnh nu ln trong bi ny s ch l l thuyt sung nu khng c ngi thc hin. C qua thc tin hnh ng, chng ta mi i n ch hon thin m hnh, ng hu p ng hu hiu hn yu cu ngy cng ln ca t nc v gio dc. ng dng m hnh v hon thin dn m hnh trong thc t cuc sng cng l c mong ca ngi vit. Notes [ii] Kinh Hoa nghim v cc mi lin h lin lp phc tp ca thc ti vi mng li chu (Indras jeweled net). Mi mc li l mt ht chu, c lin h vi mi ht chu khc, v t n phn chiu ln, ng thi nhn c s phn chiu ca cc ht chu khc. Trn mng li , khng mt ht chu no nm trung tm hay ven ra. Tng ht chu c xem l trung tm v n phn chiu nh sng ca tt c cc ht chu khc trn mng li; ng thi, ht chu y cng ven ra mng li v n c cc ht chu kia phn chiu nh sng tr li. Xin c thm The Dalai Lama, The Universe in a Single Atom (New York: Morgan Road Books, 2005; ISBN 0-7679-2066X) trang 88-89. [iii] Trong quyn The Quantum and the Lotus (New York: Three Rivers Press, 2001; ISBN 1-4000-8079-7), trang 264-265, tc gi Matthieu Ricard, mt tng s ngi Php, thuc Pht gio Ty tng, vit: Family upbringing and education in general must put the emphasis back on human, ethical values that assist inner transformation. Parents and teachers, who are often as lost as their charges in this field, think that spirituality is a private affair and doesnt concern education. But it seems to me that schools should offer children the possibility to discover the worlds great spiritual traditions and not just their histories, but also the essence of their teachings and ethics. I think that seeing secularity as a total absence of spiritual education is an impoverishment and a block to intellectual freedom. Since many young people have never been confronted with ideas that might inspire them, they think that life is meaningless. (Vic dy d con ci v gio dc ni chung phi tr li nhn mnh hn v cc gi tr nhn bn, o c, gip chuyn ha ni tm. Cc bc ph huynh v thy c, nhng ngi cng b lc lng v mt tm linh nh con em h, ngh rng i sng tm linh l mt vn ring t, khng lin quan g n gio dc. Nhng ti thy dng nh nh trng nn cho con em c hi khm ph nhng truyn thng tm linh ln trn th gii; khng phi ch dy lch s cc tn gio, m cn dy c nhng im tinh ty ct li ca Chnh Php v ni dung o c ca cc truyn thng

. Ti ngh rng vic xem gio dc th tc khng cn n gio dc tm linh l mt thiu st lm con ngi tr nn ngho nn, v lm cn tr t do tri thc [NT xin nhn mnh]. V nhiu thanh nin cha bao gi c tip xc vi nhng t tng c th khin di dng tnh tnh, h cho i sng l v ngha NT). [iv] Rt nhiu Pht t tm huyt ng gp cng ca, th gi vo vic truyn b kinh sch ti liu hc Pht biu khng cho mi ngi. C nhiu v t chc thnh cng hu hiu nhiu cng trnh phc thin xy dng trng lp, cu ng cho cc xm ngho min qu, min ni. Nhiu v xy dng th vin Pht hc online cho Pht t cng nh ngi ngoi o tm hiu, hc hi v c li lc thit thc hin ti (in hnh l http://www.budsas.org/).Nhng ng gp tht ng trn trng v cn qung b su rng. Trn th gii, Pht t nm chu cng c nhiu hot ng phc v thit thc mt x hi, y t v gio dc. Dr. Ambedkar (n ) cng hin sut i mnh cho vic ci thin i sng ca tng lp ngho kh nht trong x hi n (the untouchables). Thi lan, cc t vin u c trung tm gip iu tr ngi b bnh AIDS v gip ngi nghin ngp chuyn ha. Ha thng Prayak Kutajjito cng dn lng Pakham phn i cc cng ty ti phit ln mun ph hy mt rng ln, v l do ny, Ngi nhn nhc chu ng nhiu s ngc i, t y. New York, Bernard Glasmann ng ra thnh lp mng li quy t cc Pht t trn th gii gip nhng ngi v gia c v gip bo v mi sinh. Ti cc tu vin Pht gio Ty tng, cc v xut gia u tham gia vo vic xy dng trng hc v bnh x cho ngi dn ngho kh trong vng. Tng s ngi Php theo Pht gio Ty tng Matthieu Ricard an vui tu tp nh mt n s trong vng Hy m lp sn, cng hin ton b tin bn quyn ca mnh vo cc hot ng t thin. [xin c Matthieu & Trnh, trang 265, sch dn; v Matthieu, R., Happiness: A Guide to Developing Lifes Most Important Skill (Paris: Nil, Edition, 2003), bn dch ting Anh ca Browner, Jesse (Boston: Little, Brown and Company, 2006, ISBN-10: 0-316-05783-5)]. [v] c Dalai Lama ch trng a vic ging dy khoa hc, nht l vt l hc, vo chng trnh o to cc t vin Pht gio Ty tng. Bn thn Ngi cng khng ngng hc hi, trao i vi cc nh khoa hc ln trn th gii v tham gia cc hi tho khoa hc c Vin Mind and Life t chc u n. Ngi vit: In view of this capability [of modern physics], I have made a strong case on several occasions for the introduction of basics physics into the studies of the Tibetan monastic colleges. I argued that we would not in fact introducing a new subject; rather we would be updating an

inherent part of the curriculum. I am happy that the academic monastic colleges now hold regular workshops on modern physics. The workshops are run by physics professors and some of their senior graduate students from Western universities. I hope that this initiative will ultimately result in the full entry of modern physics into the regular philosophical cur-riculum in Tibetan monasteries. (The Dalai Lama, The Universe in a Single Atom: The Convergence of Science and Spirituality, trang 58) (Nhn thy kh nng ny [ca ngnh vt l hin i], trong nhiu dp ti t vn gii thiu vt l c bn vo vic hc ti cc trng i hc thuc t vin Pht gio Ty tng. Ti lp lun rng thc ra chng ta khng a vo mt mn hc mi no c; ni ng hn, chng ta ch cp nht ha mt phn c sn trong chng trnh. Ti vui mng thy gi y cc trng i hc Pht gio chng ta u n t chc cc lp hc chuyn v vt l hin i. Nhng lp chuyn y do cc gio s vt l v sinh vin lu nm c trnh sau i hc ti cc trng i hc Ty phng ng ra t chc. Ti hy vng bc u ny cui cng s dn n kt qu l a trn vn mn vt l hc hin i vo chng trnh trit hc chnh kha ti cc t vin Ty tng NT) [vi] Xin tm hiu thm v hot ng ca Vin Mind and Life Institute http://www.mindandlife.org/ [vii] Gio s Katherine D. Seelman, nguyn Gim c Vin Nghin Cu Quc gia Hoa k v Khuyt tt v Phc hi Chc nng (NIDRR) sut nhim k Tng thng Clinton, sang Vit nam ba tun nghin cu v tnh hnh gio dc c bit. Da trn thng k ca UNESCO 1998 v quan st thc t, b vit c khong gn 1 triu tr em khuyt tt Vit nam (la tui 0-15). Trong s cc em sng vi gia nh, c khong 36.6% tr em cha bao gi n trng, 47.6% n trng, v 15.8% phi b hc d dang. Gn mt na s tr khuyt tt la tui i hc (6-17 tui) khng bit c (illiterate). Tr khuyt tt sng trong cc vin dnh ring cho ngi khuyt tt bit c bit vit nhiu hn, v c tip cn vi cc k thut h tr v phc hi chc nng cho ngi khuyt tt (assistive technology and rehabilitation) nhiu hn. Gio s cng ngh chnh ph v cc c quan gio dc a phng nn c chnh sch, bin php v ln chng trnh o to nhn s cho ngnh gio dc c bit ny (Seelman, 2002). Ti liu tham kho - Bandura, A. (1986). Social Foundations o f Thought and Action.A Social Cognitive

- Theory. Englewood Cliffs, NJ: Prentice-Hall. - Bandura, A. (1991). Social cognitive theory of moral thought and action . In W. M. Kurtine s, & J. L. Gewi rtz (Eds.), Handbook of Moral Behavior and Development. Vol. 1: Theory. Hillsdale, NJ: Earlbaum. Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: - Harvard University Press. - Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723742. - Bronfenbrenner, U. (1989). Ecological system theory. In R. Vasta (Ed.) Annals of Child Development. Vol. 6: Theories of Child Development: Revised Formulations and Current Issues. Greenwich, CT: JAI Press. - Dalai Lama (2005). The Universe in a Single Atom. New York: Morgan Road Books, 2005; ISBN 0-7679-2066-X. Gates, G.S. (2005). Awakening to school community: Buddhist philosophy for educational reform. Journal of Educational Thought. Vol 39(2), 149-173. - Jagodzinski, J. (2002). The ethics of the real in Levinas, Lacan, and Buddhism: Pedagogical implications. Educational Theory, 52(1), 81-96. Johnson, I. (2002). The application of Buddhist principles to lifelong learning. International Journal of Lifelong Education. Vol. 21(17), 99-114. - Matthieu, R. & Trinh, X.T. (2001). The Quantum and the Lotus -New York: Three Rivers Press. Seelman, K.D. (2002). Inclusive education in Vietnam: A snapshot. Disability World. E-zine o f the International Disability Exchanges and Studies Issue No. 14, 1-3. June-August 2002. http://www.disabilityworld.org/. Truy cp ngy 28 thng 11 nm 2005. Thera, Narada (1978). The Dhammapada. 3rd ed. Kuala Lumpur: Buddhist Missionary Society. - Thch Thanh T (1991). Thin Tng Vit Nam Cui Th K 20. Thin Vin Thng Chiu. Sch biu khng do Thin vin Tu Thng pht hnh ti California, USA. Vokey, D. (1999). Macintyre, moral value, and Mahayana Buddhism: Embracing the unthinkable in moral education. Educational Theory, 49(1), 91-106. ---o0o--Ht