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Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

The Religious Studies Department, Gonzaga University, Spokane, WA 99258, USA
Religions 2020, 11(11), 567; https://doi.org/10.3390/rel11110567
Received: 13 September 2020 / Revised: 21 October 2020 / Accepted: 23 October 2020 / Published: 30 October 2020
(This article belongs to the Special Issue Teaching in Buddhist Studies)
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. View Full-Text
Keywords: contemplative pedagogy; contemplative practice; contemplative studies; Ignatian Pedagogical Paradigm; teaching Buddhism; Cognitively-Based Compassion Training®; whole-person development; experiential learning; Buddhist pedagogy; Jesuit education contemplative pedagogy; contemplative practice; contemplative studies; Ignatian Pedagogical Paradigm; teaching Buddhism; Cognitively-Based Compassion Training®; whole-person development; experiential learning; Buddhist pedagogy; Jesuit education
MDPI and ACS Style

Chien, G.I.-L. Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom. Religions 2020, 11, 567. https://doi.org/10.3390/rel11110567

AMA Style

Chien GI-L. Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom. Religions. 2020; 11(11):567. https://doi.org/10.3390/rel11110567

Chicago/Turabian Style

Chien, Gloria I.-L. 2020. "Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom" Religions 11, no. 11: 567. https://doi.org/10.3390/rel11110567

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