Complementary Teaching Practices: Ignatian Pedagogy and Buddhist-Inspired Compassion Meditation

Autor/in	Chien, Gloria I-Ling
Titel	Complementary Teaching Practices: Ignatian Pedagogy and Buddhist-Inspired Compassion Meditation
Quelle	In: Teaching Theology & Religion, 23 (2020) 2, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Gloria I-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/teth.12540
Schlagwörter	Teaching Methods; Buddhism; Metacognition; Educational Objectives; Altruism; Personality; Catholics; Comparative Analysis; Interdisciplinary Approach; Program Descriptions; Universities; Teacher Attitudes; Church Related Colleges; Reflection; Measures (Individuals); Well Being; Values Education; College Faculty + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Buddhismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Educational objective; Bildungsziel; Erziehungsziel; Altruistic behavior; Altruismus; Personalität; Katholik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Lehrerverhalten; Kirchliche Hochschule; Messdaten; Well-being; Wellness; Wohlbefinden; Werterziehung; Fakultät
Abstract	While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist-inspired and interdisciplinary contemplation program, Cognitively-Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well-being and widen their ethical concerns. As these outcomes are inherently cross-disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01