AAR Buddhist Pedagogy Seminar CFP

Gloria Chien's picture
Type: 
Call for Papers
Date: 
March 5, 2019
Location: 
United States
Subject Fields: 
Asian History / Studies, East Asian History / Studies, Educational Technology, Religious Studies and Theology, Teaching and Learning

Dear all,

I am happy to announce that a new program, the Buddhist Pedagogy Seminar, has been established at the American Academy of Religion. Please find the call for papers below. You can submit your proposal through AAR's PAPERS system, found here:

https://papers.aarweb.org/content/buddhist-pedagogy-seminar

The deadline is Monday, March 4 at 5:00 p.m. EST. If you have any questions about the Seminar or the application process, please contact Gloria Chien at chien@gonzaga.edu or Trung Huynh at thuynh32@uh.edu.

We hope you will join us in San Diego this November, and we are looking forward to seeing you at this inaugural event.

Call for Papers

The mission of the Buddhist Pedagogy Seminar is to promote critical reflection on how our teaching and presentation of Buddhism enhances understanding of Buddhist traditions, practices, and values. Our seminar will facilitate discussion and support research about pedagogically effective approaches to teaching Buddhism. We will focus on a variety of pedagogical challenges within the field over the course of five years, including but not limited to, the religious or secularized use of Buddhist meditation practices in everyday life, modern public understanding of Buddhism shaped through current events, hotly debated ethical issues, and scholarship about teaching Buddhism.

For our meeting this first year, we are particularly looking to engage with conversations concerning contemplative pedagogy in teaching Buddhism. Buddhist contemplative practices have been studied within a number of academic disciplines and applied in higher education. Moreover, there has been an increased interest in the applications of Buddhist derived meditation techniques in other professional fields, such as health care and the programs of Mindfulness Based Stress Reduction (MBSR), and Cognitively-based Compassion Training (CBCT). However, there is little discussion about how the methodological framework of Buddhist contemplation is integrated into those secular settings and classrooms, or about how to develop best practice for use in those settings. To remedy this lacuna, we solicit submissions that address the following aspects, though we welcome other related topics and inquiries:

  • What are strategies for secularizing Buddhist contemplative techniques in higher education? In pedagogy, how can teachers secularize contemplative activities that will not violate students’ personal religious affiliations or spiritual pursuits?

  • How is Buddhist contemplation pedagogy different from other programs, such as MBSR and CBCT?

  • How do you challenge students from equating the Buddhist tradition with a singular technique, such as mindfulness (even though mindfulness has almost become its own subfield and has been appropriated to indicate a broad area of study)? How do you bring various Buddhist meditation techniques from different traditions to the classroom?

  • How can we explore the various narratives concerning mindfulness and secular Buddhist techniques from the angle of pedagogy?

  • How do we communicate to students the techniques of practicing “contemplation?” Or, Is actually practicing contemplation necessary for students to understand Buddhism? What kinds of projects and assignments can you assign students to complete that will help them understand what Buddhist “meditation” is and how it fits with in the religion as whole?

  • How would Buddhist contemplative education stimulate interreligious dialogue? For example, are there parallels in pedagogical methods developed for teaching Western religions or other Asian religions?

  • To what extent does teaching Buddhist contemplation cultivate students’ moral characters and enhance their emotional well-being? How can we help students measure the effect of such practices on their interactions with each other, their communities, and themselves?

  • How can we work with psychologists and neuroscientists to develop data that scientifically illustrates the effects of secular Buddhist contemplation, used in a pedagogical setting, ON practitioners?

Leadership

Chair

       Gloria I-Ling Chien

       Trung Huynh

Steering Committee

       Ben Van Overmeire

       Beverley Foulks McGuire

       Jonathan Young

       Todd T. Lewis

Contact Info: 

Gloria (I-Ling) Chien, Ph.D.

Assistant Professor

Department of Religious Studies

Gonzaga University

Spokane, WA 99258

509-313-6780

Contact Email: