Open Collections

Huynh, Phuong Mai

University of British Columbia

At school, what seems to be the core is the most forsaken and desolate. The blind spot of education is the neglect of the subjective world while confining its efforts merely to the objective world. Education lacks attention to discover one’s home-being that is the ultimate ground of human existence. We no longer remember where/who we truly are and dismiss the possibility of dwelling home in our daily living. Education is thereby driving students into a strange sense of displacement, uprooting and homeless-ness. And, in this forgetfulness, we become aliens to our own home. This, then is the existential inquiry of where our true home is. Relying on the way of Zen, a pedagogy of home-inquiry will explore the sense of home in relating to goals, methodology, place-time, name, form. Unlike tangible approaches that are mostly applied in the objective world, home-inquiry that is inner discovery of one’s subjective world. What difference would be seen in pedagogy of home-inquiry is the shift the way from goal-oriented to source-oriented practice; from approaching to allowing; from linear-time moving to here-now dwelling; from linguistic mastery to linguistic responding; from a human-centric to an eco-harmonious worldview. That is the “attending to the embodied and the subtle” (Bai et al., 2016, p. 77) through meditative, eco-poetic inquiry. Bringing back pedagogy to its truest meanings is to recover a sense of home where we can re-connect and re-locate.

Text

2022-09-08

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/82680

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/