To be wise and kind: a Buddhist community engagement with Victorian state primary schools (original) (raw)
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Australian Association For Research in Education, 2012
This paper reports on research conducted on the impact of Buddhism on teaching, exploring the educational philosophy and approach, the daily practice of teaching, and the challenge of bringing together the mainstream education curriculum with Buddhist worldview in the first school in Australia being guided by Buddhist philosophy. Although there has been a concerted research agenda within the sociology of education internationally that has focussed on teachers and the comparative impacts of globalisation, culture and religion on their work, there has been little attention paid to the particular impact of Buddhism, even though this sphere of education is growing globally. This research is a descriptive, interpretative study of the narratives of teachers about their views and understandings of Buddhism in their new school, and the impact of Buddhism on their teaching. The key research question asks 'In what ways does a Buddhist perspective change mainstream teaching practice in Australia?' This paper will focus the theme of The Foundational Elements of Teaching which were identified as being: its pioneering school status and its conflict management practices that focus on self-responsibility and compassionate communication with others as foundational behaviors for creating a peaceful, mindful school culture of belonging. The findings suggest that there are similarities with other start-up schools regardless of the influence of Buddhist philosophy in terms of the need for planning and leadership that involves teachers. What is distinct about this school is that, unlike other Buddhist inspired schools with available comparative research, this is not a faith-based school. This has posed particular challenges, and freedoms, for teachers.
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International Journal of Children’s Spirituality, 2010
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American Buddhist Education and Pedagogy, The Oxford Handbook of American Buddhism
This chapter surveys diverse currents in American Buddhist education ranging from children's Sunday schools, teacher training programs, textual study institutes, entire universities, and elementary schools. Adopting the metaphor of currents of a river, the chapter acknowledges that American Buddhist communities have had a diversity of needs, perspectives, and contexts that have shaped their educational initiatives. This chapter traces themes and trends of these initiatives, identifying ve related currents-acculturation, authenti cation, transmission, professionalization, and social transformation-following the arc from congregational or monastic focus to broader educational visions serving a larger society of laypeople and non-Buddhists in the United States. The chapter demonstrates the innovative and constantly changing ways in which Buddhism is in uencing and is being in uenced by American society. American Buddhism's diverse educational programs include children's Sunday schools, teacher training programs, textual study institutes, and entire universities, as well as mainstream Buddhist studies degree programs, elementary schools, and adaptations of Buddhist teachings in the civic square in the form of secular mindfulness and compassion programs. This chapter traces American Buddhism's shift from more congregational or monastic focus to broader educational visions serving a larger society of laypeople and non-Buddhists in the United States. It discusses ve currents in American Buddhist educationacculturation, authenti cation, transmission, professionalization, and social transformation
Teaching Buddhism in Britain's Schools: Redefining the Insider Role
2010
Dialogical approaches to Religious Education in Britain's schools have opened the subject to input by Buddhist insiders more than ever in its history, although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the ‘do-ut-des’ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for Religious Education, school ethos and national representation input was found lacking or skewed toward ‘convert’ Buddhist expectations, while the voice of the more numerous ‘migrant’ Buddhist community remained relatively unheard.
UNDV 2019 Buddhist Approach to Global Education in Ethics, 2019
This paper discusses Buddhism-based values and current global awareness that can be used as self-directed insights for today's educators practices. This step is hypothetically significant to be emerged and tailored in a daily pedagogical implementation as grass-root implementer of the national education policy adopted by every countries. Educators and their learners are the small miniature of the global representation which covers differences, variety of identities, cultural diversities as well as religious ideology. For this purpose, in-depth descriptive exploration is used to review and discuss the related issues, findings, and current perspectives toward the theme. Reinvention of the Buddhist values of education does not mean to create a particular system or structure but rather making the contextual and engaged Buddhism towards to classroom pedagogical approach. This paper reviews some best-practices from researcher to implement Buddhist foundations as regular basis within a secular, mainstream curriculum. This paper also suggests the global awareness and Buddhist education values would enhance the output of today's learners who become the next future generation.
Ethics and Education, 2013
A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for 'academy' status independent of local authority control. Given the rise of faith-based 'free' schools, it is important to provide a secular alternative as a foundation for morality and spirituality in the interests of maintaining statefunded institutions characterised by rationality and autonomy rather than a commitment to nurturing specific religious beliefs. After considering arguments against faith-based education, I go on to suggest a secular approach to spirituality founded on mindfulness theory and practice originating in Buddhist traditions.
The Contribution of Buddhism to Global and Regional Initiatives in Education
Religion and Spirituality, 2010
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The Dhamma of Hope: Kertarajasa Buddhist College Experienced in Educating the “Unequal”
Abstract On addressing the educational equality, religious affiliated colleges, especially Buddhist College, play a large role in sustaining the community desire to get further and higher education through direct participation in the community. By participation of Sangha and the community, the existence of Kertarajasa Buddhist College is an attempt to improve the coaching ethics, moral, and spiritual Buddhist Indonesia and East Java particular. By focusing on Kertarajasa Buddhist College and using qualitative research through depth interviews and direct participant observation as a teacher of the College, this paper discusses the aspects of what's included in community participation in education and how the process took place as seen especially through the perspective of the (alumnae) students and the stake holders of the College. Keywords: Marginal student, religious-based community participation, students’ confession, Kertarajasa Buddhist College