 |
|
| Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom | ||
| 作者 | Chien, Gloria I-Ling (著) |
|---|---|
| 出處題名 | Religions |
| 卷期 | v.11 n.11 |
| 出版日期 | 2020.11 |
| 出版者 | MDIP |
| 出版者網址 | https://www.mdpi.com/ |
| 出版地 | Basel, Switzerland [巴塞爾, 瑞士] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 英文=English |
| 附註項 | This article belongs to the Special Issue Teaching in Buddhist Studies |
| 關鍵詞 | contemplative pedagogy; contemplative practice; contemplative studies; Ignatian Pedagogical Paradigm; teaching Buddhism; Cognitively-Based Compassion Training; whole-person development; experiential learning; Buddhist pedagogy; Jesuit education |
| 摘要 | The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism. |
| 目次 | 1. Introduction 2. Contemplative Pedagogy and the Ignatian Pedagogical Paradigm 3. First-Person Contemplative Practice as Informed by Transparency and the IPP’s Context 4. Multisensory Reflective Learning and the Second-Person Approach 5. Cultivating Self-Development without Being Buddhist 6. Conclusions |
| ISSN | 20771444 (E) |
| DOI | https://doi.org/10.3390/rel11110567 |
| 點閱次數 | 72 |
| 建檔日期 | 2021.11.15 |
| 更新日期 | 2023.06.19 |
建議您使用 Chrome, Firefox, Safari(Mac) 瀏覽器能獲得較好的檢索效果，IE不支援本檢索系統。
