2. Authors' Affiliation: Brigham Young University, USA.
關鍵詞
Buddhism; Buddhist education; teaching and learning; religious education
摘要
This article investigates core ideas and principles of teaching and learning as found in the Nidāna-Kathā, a sacred Buddhist text that describes the lives and learning journeys of the Buddha. A three-tiered, exhaustive textual analysis revealed the following themes: resolve and responsibility, supererogatory effort, pabbajja, tradition, becoming, pedagogy and joy. Due in part to the noteworthy openness of a Buddhist conceptualization of canonicity, teachers have seldom drawn upon Buddhist sources (either living or written) to establish what might be termed Buddhist approaches to teaching and learning. While the purpose of this article is not to essentialize Buddhism nor its approach to education, by focusing on a single, primary source text detailing the Buddha’s teaching and learning journeys, we seek to put forth a few Buddhist educative principles that, though not representative of all Buddhisms, are at least grounded historically, mythically and archetypically. We hope this article acts as a call for future research to further explore Buddhist approaches to education based on either historical sources or the lived experiences of its generations of inheritor–practitioners.
目次
Abstract 1 Keywords 1 1. Introduction 1 2. Literature 2 2.1. On the Complexity of Canonicity within a Buddhist Frame 2 2.2. Contemporary Literatures on Buddhism and Education 3 2.3. Buddhism and Education in Antiquity 6 3. Methods 8 4. Findings 10 4.1. Resolve and Personal Responsibility 11 4.2. Supererogatory Effort 12 4.3. Pabbajja 13 4.4. Continuing an Inherited Tradition 14 4.5. Becoming 15 4.6. Pedagogy 16 4.7. Joy in Learning and Teaching 18 5. Conclusions 19 Author Contributions 20 Funding 20 Institutional Review Board Statement 20 Informed Consent Statement 20 Data Availability Statement 20 Conflicts of Interest 20 Note 20 References 20
