Real, Relevant or Redundant: Positioning and Re-Positioning Buddhism in Australia as an Education Paradigm

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

    Abstract

    This discussion paper seeks to determine what relevance the Buddha-Dharma might have to contemporary education in Australia, and draws conclusion about how the Buddha Dharma might inspire and progress the agendas of democratic schooling more generally. It is argued that if education is seeking to promote resilient individuals and socially engaged citizens, then these aims warrant specific and targeted teaching of values and that these are predicated upon students having facility to be aware of their actions and able to make choices and consider consequences. The meta-ethics of wisdom and compassion are discussed alongside key commentators who have sought to shape directions in democratic schooling. Finally a model is presented of how some of the key values emphasised in the Buddhist path, the paramitas (Skt.) when coupled with mindfulness exercises, serve to build a more robust pedagogy that has individual resilience and engaged citizenship at its core.
    Original languageEnglish
    Title of host publicationThe Asian Conference on Psychology and the Behavioral Sciences Osaka, Japan Conference Proceedings 2014
    Place of PublicationOsaka, Japan
    PublisherThe International Academic Forum (IAFOR)
    Pages126-139
    Number of pages14
    Volume1
    Publication statusPublished - 2014
    EventThe Asian Conference on Psychology and the Behavioral Sciences - Osaka, Japan
    Duration: 27 Mar 201430 Mar 2014

    Conference

    ConferenceThe Asian Conference on Psychology and the Behavioral Sciences
    Period27/03/1430/03/14

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  • Cite this

    Smith, S. (2014). Real, Relevant or Redundant: Positioning and Re-Positioning Buddhism in Australia as an Education Paradigm. In The Asian Conference on Psychology and the Behavioral Sciences Osaka, Japan Conference Proceedings 2014 (Vol. 1, pp. 126-139). The International Academic Forum (IAFOR).