NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED542302
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1324-9320
Buddhist Foundations of Teaching
Ma Rhea, Zane
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
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.]
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
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)
Identifiers - Location: Australia