池田大作教育伦理思想述评
摘 要：作为日本最大的宗教团体的领袖、宗教哲学家、教育家的池田大作，其教育伦理思想的源流是生命尊严的佛法哲学和根据师生关系而形成的完美人格的关联。创价教育是历经了三代师生关系的人本教育学的结晶。我认为，池田大作教育伦理思想的核心观念是:“尊重生命尊严”、“创造生命价值的智慧”、“形成完美人格”这三点。本文以“教育是人的生命的目的”这一池田的多次元展开的教育伦理思想和实践为基础，来探索21世纪的教育所应具有的状态及其现代意义。
第一章池田大作教育伦理思想的理论基础。教育伦理思想中心是怎样看“人”的哲学。这里我一方面接触池田的那种以对人的洞察和其内部的精神性的开发为目的的哲学，一面就此对一般认为其特有并区别于其他哲学的特征分成五点进行考察。
第二章追求创造价值与完善人格的教育目的。教育目的应是“人类的幸福”及应一直以人自身为对象，而且，在学习知识的同时最重要的是开发人类智慧，且当务之急是立足于人类这一视野的人的培养。人本教育在开发生命这一意义上是与佛法相通的。这是池田从作为教育家宗教家的立场把教育的目的分成两点来论述的。
第三章提倡智德结合的教育内容。现今，社会信息化、学科分类细化专门化、通过网络很快就可以得到我们想要的各种信息，那么应该重视的教育内容究竟是什么呢?还有，实用主义有把价值放于理科及专门科目之上的倾向，对此，又将怎样呢?对于这些问题，从以下两点进行具体考察。
第四章强调基于民主平等的教育方法。池田认为，“教师是最大的教育环境”，一定要重视培养教育者对教育的使命感及教育热情。在与法华经的教育方法对照的同时从以下三点(4.1热爱学生的教育者观、4.2学校主角的学生观、4.3注重平等引导的教育方法)来论述。
第五章维护独立均等的教育制度。以生涯学习及成人教育制度为中心，考察池田提倡的能够应对2l.世纪社会必要性的各种教育制度。
第六章对于池田的教育伦理思想的影响。审视当今的中国学术界、甚至日本学术界，对池田的思想的全面性研究尤其是教育伦理思想的评价与研究基本情况如何。6.1学术教育界的反应、6.2对于池田的“教育倡言”国内外的教育者的反应、6.3池田的教育伦理评价的分歧点、从池田所说的“宗教性”考察，上述这3个方面来考察。
关键词：生命论；师生观；为教育的社会；智慧；慈悲
总 结：综观以上成绩，我们可以说，池田的教育事业在世界上受到了不低的评价，他的教育哲学也被认为很有价值。然而，我认为在本国内，他作为教育家受到的评价和地位之低，与此极不相称。不少人认为，这与“创价教育”这种以佛法为基调的教育理念，在日本被当作是宗教的教条的教育，认为是具有宗教变态的特殊教育思想有着重要关系。而这又与池田是日本最大宗教团体创价学会的领袖，日本人对宗教本身的认识或价值本身的认识深深相关。这样接受了授奖的人物.，即便在全世界范围内也是很稀少的。他作为教育家所参加的世界各国的活动几乎没有被媒体报道介绍。与此相关的是，从事中日研究的广岛大学的名誉教授小林文男认为，特别是从中国池田授予了60个名誉博士和名誉教授，这是在中国对他有坚定的信赖性的证据。其池田作为日本的骄傲，但却没有得到媒体的报导，是因为创价学会的偏见和嫉妒所致。这是因为视野狭窄的日本人无知造成的。
Abstract: Mr.Daisaku lkeda is the leader of the greatest religious organization in Japan, And is also a religion philosopher and educator whose original thought of the educational ethics is a life dignity by Buddhism philosophy and full-personal relationship about the teacher and students: Moreover, Soka education is the fruit of the human pedagogy in all the past teachers and students of three generation my opinion, the essential concept of Mr. Ikeda's education ethical thoughts consists of three parts, "the respect for life and dignity " "the wisdom of creating the value of life "and" the forging of perfect individual personality” Based on the educational ethics thought and practice which are developed by Mr. lkeda's many dimensions "education is the purpose of a human life"，what the future education in the 21st century ought to be and modern significance are explored.
Chapter 1 the basic of Daisaku Ikeda educational ethics ideological: How to treat human been is the most important point in the educational ethics. Here I want study the Ikeda's discernment of human life among those, the viewpoint which is conspicuous with especially others and is considered to be characteristic is extracted and considered to five points, which touching the life philosophy of the Lotus Sutra aiming at development spiritualism.
The Chapter 2: The education aims at the purpose of creating value and full personality. The educational purpose should be targeted at “people's happiness” and“everything is for people”. Furthermore, development of human wisdom is important in acquisition of knowledge. Moreover, the request of the human being who leaves for a human-beings-view is pressing need. From the position as the educator and a religionist of Ikeda that "human education" is well-informed about the soul of Buddhism in a meaning called development of a life; the educational purpose is divided into two points and stated.
The Chapter 3: Proposal for combining intelligent education with morality educational. As for the present age, computerization progresses and learning is subdivided. What are the educational contents which should be thought as important today when information to get is immediately acquired through the Internet? Although there is also a tendency to put value utilitarianism on special number subjects of science and mathematics, how is it about this? These problems are extracted to two points below:
The Chapter 4: The educational method of democracy is described as emphasis." teacher is maximum of the educational environment", and Ikeda attaches importance to the passion applied to mission view and education of an educator. Comparing also with the teaching methods of the Lotus Sutra, three points below here (4.1 has passion for students? 4.2 students are the leading role in school, 4.3 respect equally and states from the educational method).
The chapter 5: Maintenance of an educational system with the equal independence. Consider various educational systems which can be equivalent to the necessity for the 21st century society which Ikeda advocates focusing on lifelong learning and an adult education system.
The chapter 6: Influence value of educational ethics thought of Ikeda. The basic situation in the China scientific community, especially the scientific community in Japan. Ikeda's thought, especially educational ethics thought of evaluation of complete research, 6.1 research and reaction in the scientific educational world, 6.2 The reaction of an educator in and outside the country in the "educational proposal" of Ikeda, 6.3 The turning point of educational ethics evaluation of Ikeda. It considers from three above-mentioned directions.
Key words: the theory of life dignity; relationship about the teacher and students; the society for education; wisdom
（奥田真纪子 湖南师范大学硕士研究生学位论文）