A Study on Mandala’s Educational Pragmatics of Religion

ABSTRACT

The purpose of this study is to find out the Mandala’s Educational Pragmatics of Religion as self-insight through Mandala class. It can be contributed to the imaginative dynamics and reducing depression in depth-consciousness. In this study, we can utilize the theory of color energy remedy system, and minute energy of crystals and the pure frequency of light sources. Carried out acceleration of energy circulation under the influence of light, Activated vibrations help the recovery and development of the physiological state of each students with the resonance between Bio-field frequencies and the color frequencies. Meanwhile, conduct Mantra chanting, O-ring tests to check the development. Various changes can be found in the moral class. The color therapy includes no physical stimulus in itself. Icons of Vairocana started to appear in the middle of the 8th century and became vastly popular and long remained so in the later half of the Unified Silla that was after the middle of the 9th century. Its origin lay in India and China. The concept of Vairocana originally developed from Dharmakaya of “Avatamska Sutra”. The Buddhist Scripture of the Middle Esoteric Buddhism and was related to the Maha-Vairocana, me principal image of Vajradharma among me Mandalas of me Two Worlds in Esoteric Buddhism. The Iconography of the Maha-Vairocana had been adopted in the images of Huayen Vairocana and was worshiped in the Unified Silla. This fact supports the interpretation of Maha-Vairocana(大日如來) in Vajradhatu mandala(金剛界曼多羅) of the middle period’s Vajrajana Buddhism. As such, we can see that character and meaning of Vairocana of the Unified Silla Dynasty was modified into Silla style as it became harmonized with Huayen School according to epochal trend of Buddhist faith. We can utilize class activities by mandala to improve the emotional intelligence of participants. When mandala was applied to conduct, there was found a statistically significant gap between the experimental and control groups in emotional intelligence and subarea of it, including emotional identification and expression, emotional facilitation of thinking, utilization of emotional knowledge and regulation of emotion. The educational pragmatics of religion can become effective in enhancing the emotional intelligence of the participants.