| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 92 === The purpose of this study was to explore the “Three-Consecrations” of worship and funeral service in Hakka and its educational meanings. Three questions were investigated. They included: (1) What are the origin, contents, features, and meanings of the “Three-Consecrations” of worship and funeral service in Hakka? (2) What are the relationships of Hakka “Three-Consecrations” with the traditional ancient rituals and the religious ritual of Confucianism? (3) How are the ways of integrating the educational meanings of Hakka “Three-Consecrations” and traditional rituals into school curriculum? The observation and interview objects are mainly the Hakka residents living in Taoyuan, Hsinchu, and Miaoli counties. Data derived from documentary review, participant observation, and individual interview provided significant information to answer the research questions.
According to observations, interviews, and data analysis, this study revealed seven important findings: (1) The Hakka “Three-Consecrations” comes from traditional rituals and is a part of Chinese culture. (2) Whatever types of rituals, words of saying, contents of performing, the Hakka “Three-Consecrations” still follows the tradition and doesn’t change a lot. (3) The Hakka “Three-Consecrations” has the same type of ritual, whatever in worship or funeral service; its features are similar to the ancient rituals of aristocrats and officer rankings. (4) “Shidian” (the religious ritual of Confucianism) is typical of the “Three-Consecrations;” the Hakka “Three-Consecrations” has the same originality as it. (5) The “Three-Consecrations” in civil worship and funeral service indicates that it should be careful to perform the funeral rites to parents, and to look back and worship distant ancestors; while the religious ritual of Confucianism manifests the honor for teachers and the virtuous and talented people. (6) Traditional rituals are the essence of national culture and a major part of community culture, which are worthwhile to be integrated into school curriculum. (7) The practical projects for integrating the Hakka “Three-Consecrations” into schooling include: performing a school starting ceremony by the “Three-Consecrations”; organizing a club for the study of the “Three-Consecrations”; holding observation activities of the “Three-Consecrations”; and offering a cross-fields curriculum to study the “Three-Consecrations”.
Finally, according to the research findings, the study has suggested that: (1) encouraging Hakka cultural working units to do academic research about Hakka culture and to help schools or locals offer workshops for learning Hakka rituals; (2) requesting the local authorities to examine the performing practices of the religious ritual of Confucianism; (3) supporting the Hakka district schools to integrate the Hakka “Three-Consecrations” teaching materials into school curriculum; and (4) directing ceremony-executors to emphasize the skills of ritual performing. Moreover, some other suggestions for the further research are also included.
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