Buddhist Foundations of Teaching

Autor/in	Ma Rhea, Zane
Institution	Australian Association for Research in Education (AARE)
Titel	Buddhist Foundations of Teaching
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1324-9320
Schlagwörter	Teaching Methods; Educational Philosophy; Conflict; Foreign Countries; Buddhism; Educational Sociology; School Culture; World Views; Global Approach; Cultural Influences; Religious Factors; Personal Narratives; Teacher Attitudes; Educational Change; Conflict Resolution; Metacognition; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Konflikt; Ausland; Buddhismus; Bildungssoziologie; Erziehungssoziologie; Schulkultur; Schulleben; World view; Weltanschauung; Globales Denken; Cultural influence; Kultureinfluss; Erlebniserzählung; Lehrerverhalten; Bildungsreform; Conflict solving; Konfliktlösung; Konfliktregelung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Australien
Abstract	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. (Contains 1 footnote.) [Funding for this paper was provided by Monash University.] (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10