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(27) Every Buddhist should be very clear about the present-day task Buddhism has to face up to, which is “adapting the development of Buddhism to the development of a society that survives on knowledge economy”. This task requires us to so fortify and improve ourselves as to enable us to propagate Buddhism very efficiently to the intellectual public. But the task does not at all call on us to intellectualize Buddhism. Buddhism is diametrically different from a field of academic, or scholastic, study. A field of study is mainly a means through which the lay people can acquire material gains, whereas Buddhism can be the ultimate spiritual home for a lay person. It is true that the completion of intellectualization of Buddhism is the religion’s perdition. Such tragic episodes did exist in the history of Chinese Buddhism. In the earlier stages of the developments of such Buddhist sects as “the Dharma-Character school” (法相宗), “the Three-Treatise school” (三論宗), “the Treasure House of Knowledge school” (俱舍宗), “the Satyasiddhi school” (成實宗), the tendency of intellectualization in the form of the predominance given to those who indulged in developing overscrupulous and scholastic textual commentaries and interpretations of the texts of the Buddhist Scriptures went so far as to almost scuttle these Buddhist schools. Some stages in the history of the Buddhist Chan Order also witnessed such a tendency at work, and what resulted from such a tendency in those stages was nothing but an eclipse of the spiritual brilliance of the order throughout those stages.