Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom
Gloria I-Ling Chien
Religions October 31, 2020 DOI: 10.3390/rel11110567 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Intervention | Cognitively-Based Compassion Training® |
| Topics | Meditation Buddhism |
| Keywords | Contemplative pedagogy Contemplative studies Ignatian pedagogical paradigm Teaching buddhism Cognitively-based compassion training<sup>®</sup> |
| Citations | 7 |
| Key points | Proposes that integrating contemplative pedagogy with the Ignatian Pedagogical Paradigm creates a multidimensional learning environment that deepens students' understanding of Buddhism and supports whole-person development. |
Abstract
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.
Comparable studies
Other theoretical and historical papers on buddhism, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mental balance and well-being: Building bridges between Buddhism and Western psychology. | 2006 | Theoretical or philosophical paper | |
| Buddhist Modernism and the Rhetoric of Meditative Experience | 1995 | Theoretical or philosophical paper | |
| Buddhist and Psychological Perspectives on Emotions and Well-Being | 2005 | Theoretical or philosophical paper | |
| Too Early to Tell: The Potential Impact and Challenges—Ethical and Otherwise—Inherent in the Mainstreaming of Dharma in an Increasingly Dystopian World | 2017 | Theoretical or philosophical paper | |
| From self to nonself: The Nonself Theory | 2016 | Theoretical or philosophical paper |
Citations in the library
Cites 5
- On some definitions of mindfulness Contemporary Buddhism May 1, 2011
- Learning as a Path, Not a Goal: Contemplative Pedagogy – Its Principles and Practices Teaching Theology & Religion April 1, 2011
- Contemplative Studies and the Liberal Arts Buddhist-Christian Studies 2013
- Creating contemplative studies in the Southwest: theory and practice International Journal of Dharma Studies November 21, 2016
- Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation Teaching Theology & Religion June 1, 2020