Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

Chien, Gloria

doi:10.1111/teth.12540

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Fifth, educators evaluate how well students follow their experiences, reflections, and actions. 4 This way of proceeding can be applied to various disciplines, such as to compassionate character formation (Chien 2020), Spanish language and literature (González-Aller and Hernández 2017), accounting ethics (Van Hise and Massey 2010), social justice in teacher education (Chubbuck 2007), or paired with feminist teaching strategies (e.g., Copeland 2012;Crabtree et al 2012;Lakeland 2012).…”

Section: Contemplative Pedagogy and The Ignatian Pedagogical Paradigmmentioning

confidence: 99%

Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

Chien

2020

Religions

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The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism.

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Section: Contemplative Pedagogy and The Ignatian Pedagogical Paradigmmentioning

confidence: 99%

Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

Chien

2020

Religions

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“…Some faculty have addressed such concerns by emphasizing critical thinking about an exercise drawn from a Buddhist tradition in a way that "mitigates against it being an attempt to indoctrinate students" (Roth 2019). Others have responded by highlighting the secular or analogous nature of the practices they teach to those practices in Buddhist traditions (Chien 2020;McGuire 2019). Some scholars continue to have ethical and legal concerns about encouraging students to participate even in secularized practices because of the ways these remain essentially Buddhist despite their decontextualization (Brown 2019).…”

Section: Introductionmentioning

confidence: 99%

Experiments with Buddhist Forms of Thought, Action and Practice to Promote Significant Learning

Regan

2021

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While scholars have considered the centrality of teaching in Buddhist traditions and the rich pedagogical resources Buddhism has to offer academic courses on the topic, less attention has been paid to the ways in which Buddhist pedagogy might be applied to the overall structure of course design. This article addresses the challenges of presenting the richness and complexity of Buddhist traditions while also encouraging students to experientially engage such traditions in ways that promote transformative learning. It proposes using Buddhist pedagogical principles, together with a model of significant learning (Fink 2013), to design a course according to the Three Trainings in Wisdom, Ethics and Meditation. Framing the course as a series of experiments in Buddhist forms of thought, action, and practice highlights the critical perspective common to both Buddhist and academic approaches and helps maintain important distinctions between Buddhist traditions and popular secular practices. This article describes specific experiments with Buddhist ways of reading and analyzing classic and contemporary texts, films and images, together with experiments in Buddhist methods of contemplative and ethical practice, in an introductory course in order to help students see how forms of suffering that concern them might arise and be stopped or prevented from a Buddhist point of view.

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“…In the following article (Chien, 2020), the footnote numbers were incorrectly presented in the regular font size instead of in superscript in the in‐text citations.…”

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confidence: 99%

Erratum

2020

Teaching Theology & Religion

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Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

Cited by 4 publications

References 22 publications

Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

Experiments with Buddhist Forms of Thought, Action and Practice to Promote Significant Learning

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