〈修心八座〉譯注與研究

The Translation and Studies of "Eight Sections Mind Training"

吳錫昌(Hsi chang Wu)

指導教授 ： 蘇南望傑

法鼓文理學院/佛教學院/佛教學系/碩士(2016年)

摘要

修心是把「為渡眾生願成佛」的菩提心，透過去掉「我」或「我執」的途徑來修習。〈修心八座〉的譯注和研究含有讓更多人了解西藏修行方法的目的，透過翻譯早期文本，與現在所熟悉的修心方法對比，如〈修心八頌〉、〈修心七義〉或〈修心日光〉等，可以發現早期教法含有多元的修行內容，以及特殊表達方式，這提供學者還原與補充目前的教法是取捨了那些傳統，成為今日所見的面貌，這對理解修心文類的完整性具有重大意義；另一個目的在於探討它的觀修與心智訓練特色，〈修心八座〉的觀修涵攝金鋼乘的特色，強調觀修細節和整體思惟流程，以當代正念（Mindfulness）採用上座部止觀修行來鍛練心智的例子，修心的觀修方式可做為現代課程之應用擴充，賦予傳統的教法以新義。資料來源從噶當派祖師所傳的藏文修心文本，收錄在《修心百要》中仲敦巴的作品。研究方法先針對修心文類綜合文獻整理與歸納的研究方法，理解它產生脈絡和內容。其次進入〈修心八座〉文字譯注，以版本校對、編列章節科判、翻譯與注解。應用層面的研究，以歸納法對於文本中三種觀修法－「自他交換法」、「施身法」與「上師瑜伽法」做特色分析，並以分類模型與圖表呈現。〈修心八座〉中的第八座，涉及臨終修心，以對比方式與《中陰聞即解脫》課誦本參照，並以圖表分析多段的科判關係。另外，探討修心與正念課程發展的脈絡，節錄並翻譯數篇慈悲禪修與腦神經科學（neuroscience）相關西方論文，做為當前研究心智訓練課題的趨勢介紹。〈修心八座〉譯文完成後，發現修心的觀修方式，非如完全如學者所認為是源於印度非坦特羅教法（non-tantric teaching ）單一來源。〈修心八座〉的教法含有顯、密的口訣。因此，初期以密秘教授，直到十二世紀的切喀瓦才以公開方式和眾人分享。為了更符合大眾的修行需求，修心文類在教導方式和課程結構進行調整，而後演化成西藏各大宗派教授弟子的具體化、系統化、次第化的修行方式。

關鍵字

修心 ； 修心八座 ； 施身法 ； 自他交換 ； 正念 ； 中陰

並列摘要

For benefiting to living beings, Mind Training is a practice, through the learning of eliminating “I” or “egotism”, to cultivate the enlightenment mind of being a Buddha. To translate and study “Eight Sections Mind Training” with a purpose to let people knowing the diversified practices in earlier teaching, and comparing the differences on those versions transmitting to present time, such as “Eight Verses on Mind Training” , “Seven-Point Mind Training” and “Mind Training Like Rays of Sun ”. Trying to recover its original picture on what the teaching methods had been added or omitted since the early time, and it is meaningful to understand the Mind Training literature in complete. The other purpose is to study the characteristic of mind training in visualization, taking example of Mindfulness courses adopting the śamathaḥ and vipaśyanā meditation of Theravāda school. “Eight Sections Mind Training” is a practice with Tantra characteristic in visualization, focusing on visual details and flow. Visualization in mind training can be used in training courses for mind & body intervention, and transferring its traditional skills to modern application for the healthy on mind-body. The sources of “Eight Sections Mind Training” inherited from the mind training text from Kadam school written in Tibetan, collecting in the book of Mind Training－The Great Collection entitling transmitting by Dromtönpa. The study methods for this essay, firstly, focused on the literatures review through document collection and its analysis, in order to understand its historical context and comments from scholars. Secondly, engaged in langue level work on “Eight Sections of Mind Train” translation. It started by the sequence in versions comparison, making section sentences, translating Tibetan into Chinese and making commentaries on it. When the translation work has done, based on the content of eight sections, inducted to 3 practices models in common , ie “Self-Other Exchange meditation（Tonglen）”, “Practice of Chöd” and “Guru Yoga” in analysis on their visualization characteristics , illustrating and presenting those models with flow charts for easy understanding The eighth of “Eight Sections Mind Training” related to mind training at the point of death. This compared with a famous book of The Instruction on the Bardo of Liberation Through Hearing Chanting, and also expressing by flow charts to illustrate the differences on section sentences, purpose and using timing in between. In addition, for studying the feasibility of Mind Training as a teaching course in modern day as per the mindfulness-based courses being developed since now, couple of study reports regarding compassion meditation and its influences through neuroscience finding will be translated and quoted as an introduction to the currently trend on mind training. After “Eight Sections Mind Training” translation been done, found the teaching methods in visualization was not purely from non-tantric school, content of “Eight Sections Mind Training” contained both tantric and non-tantric instructions, it was the reason that mind training was taught in secret way in the early stage, and this was until 12 century that Geshe Chekawa modified teaching methods and courses structure to non-tantric teaching, and then Mind Training was becoming popular and wide spread. Afterwards, Mind Training literature was imitated by other sects in Tibetan, and developed to a specific, systematic and in sequence training method to teach their own disciples.

並列關鍵字

Mind Training ； Eight Sections Mind Training ； Self-Other Exchange Meditation (Tonglen) ； Practice of Chö ； d ； Mindfulness ； Bardo

參考文獻

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《德格版大藏經》。No.3947與3948。