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| Teaching Buddhism in Britain's Schools: Redefining the Insider Role | ||
| 作者 | Thanissaro, Nicholas |
|---|---|
| 出處題名 | Contemporary Buddhism: An Interdisciplinary Journal |
| 卷期 | v.11 n.1 |
| 出版日期 | 2010.05 |
| 頁次 | 69 - 84 |
| 出版者 | Routledge |
| 出版者網址 | https://www.routledge.com/ |
| 出版地 | Abingdon, UK [阿賓登, 英國] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 英文=English |
| 關鍵詞 | Buddhist Education; Buddhism Education; Education; Educational Literature |
| 摘要 | 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. |
| 目次 | Introduction 69 The marginalization of insiders from classroom religion 70 Some key terms 71 Factors impinging on the ‘chalk face’ of Buddhism in religious education 72 Involving Buddhist insiders in education 73 Home nurture 74 Agreed syllabuses 74 Buddhist teaching materials 74 Teacher expertise 75 Openness to insider input 76 School ethos 77 National Buddhist representation 77 Pedagogy 77 Conclusions 78 Acknowledgements 79 Notes 79 References 79 |
| ISSN | 14639947 (P); 14767953 (E) |
| DOI | 10.1080/14639947.2010.506064 |
| 點閱次數 | 183 |
| 建檔日期 | 2011.03.17 |
| 更新日期 | 2017.06.29 |
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