A Preliminary Assessment of Buddhism's Contextualisation to the English RE Classroom

Autor/in	Thanissaro, Phra Nicholas
Titel	A Preliminary Assessment of Buddhism's Contextualisation to the English RE Classroom
Quelle	In: British Journal of Religious Education, 33 (2011) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
Schlagwörter	Foreign Countries; Family School Relationship; Buddhism; Christianity; Migrants; Mothers; Cultural Context; Time Management; Ceremonies; Teacher Attitudes; Religious Education; Interviews; Role of Religion; Life Style; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Buddhismus; Christentum; Migrantin; Mother; Mutter; Zeitmanagement; Zeremoniell; Lehrerverhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Interviewing; Interviewtechnik; Lebensstil
Abstract	In a preliminary study, 20 "migrant" Buddhist parents and children from England participated in semi-structured interviews to compare their home nurture with classroom presentation of Buddhism. In the home Buddhism received more time allocation and was presented mainly by the mother and monks--the content being that of "perpetuating structures", often in an ethnic mother tongue and with ethos permeating all aspects of life. In school, by contrast, Buddhism was allocated little or no time, was presented mostly by the teacher--the content being meditation, Precepts and the more material aspects of the tradition--in English and with little in terms of amenable ethos. Dissonance apparent between home and school presentation of Buddhism is compared to similar findings for the Hindu and Sikh communities in Britain, and the need is highlighted for more attention to avoidance of assumptions in content, better use of allocated time and increased involvement of the "migrant" Buddhist faith community. To this end, recommendations are made for further research. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10