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UBC Theses and Dissertations
The noble path of socially-engaged pedagogy: connecting teaching and learning with personal and societal well-being McLeod, Clay
Abstract
This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, SEL, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of sociallyengaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation.
Item Metadata
Title |
The noble path of socially-engaged pedagogy: connecting teaching and learning with personal and societal well-being
|
Creator | |
Publisher |
University of British Columbia
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Date Issued |
2007
|
Description |
This thesis is an articulation of how the principles of socially-engaged Buddhism, a
spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist
practice and social activism, can enrich and enhance contemporary educational practice.
It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and
practice and relates these things to holistic education, critical pedagogy, SEL, and global
education. On the basis of the theoretical understanding represented by that discussion, it
articulates several theoretical principles that can be practically applied to the practice of
teaching and learning to make it resonate with the theory and approach of sociallyengaged
Buddhism. In integrating the implications of Buddhist teachings and practices
with teaching and learning practice, it draws from bell hooks’ notion of “engaged
pedagogy” in order to articulate a transformational, liberatory, and progressive approach
to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents
the notion that teaching and learning can be a practical site for progressive social action
designed to address the real problem of suffering, both in the present and in the future, as
it manifests in the world, exemplified by stress, illness, violence, war, discrimination,
oppression, exploitation, poverty, marginalization, and ecological degradation.
|
Extent |
930930 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2008-12-17
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0066853
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2007-11
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Campus | |
Scholarly Level |
Graduate
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Rights URI | |
Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International