止觀輔行傳弘決 1.3

1.3

（濟行之教有宗，信教堪輔行；顯教之行符理，驗行可傳弘。行何所弘？非眾教不立。教何所輔？非妙行莫詮。乃漸以三聞全教行一轍，若咨稟口決、若審理要決、若設徵決疑、若取類決擇、若引廣決略、若攝廣決正、若決疏文勢、若決通觀道、若案文判失、若准部斷謬。攬斯眾旨輒為首題，聊申所傳不遺先見）。

(The teaching that aids practice has a lineage; having faith in the teaching, one is capable of supporting practice. The practice that reveals the teaching accords with principle; testing practice, one can transmit and propagate it. What does practice propagate? Without the various teachings, it cannot be established. What does the teaching support? Without wondrous practice, it cannot be explained. Thus, through the three hearings, teaching and practice are gradually brought into a single track: whether consulting and receiving oral decisions, or scrutinizing the essential decisions on principle, or formulating questions to decide doubts, or drawing on analogues to make decisions, or citing the extensive to decide the concise, or gathering the extensive to decide the correct, or deciding the stylistic flow of the commentary, or deciding the path of contemplation throughout, or examining the text to judge errors, or basing oneself on the canon to cut off fallacies. Encompassing these manifold purports, I have presumed to make it the opening title, briefly expressing what has been transmitted so as not to abandon prior views.)