EDITORS’  INTRODUCTION

Thứ năm - 09/05/2019 09:13
Most Ven.Dr. Thich Duc Thien - Most Ven.Dr. Thich Nhat Tu






 
EDITORS’  INTRODUCTION





Thisvolumeisacollectionofpaperspresentedattheinternational workshop on “Buddhist Approach to Global Education in Ethics which is being held on May 13, 2019, at International Conference Center Tam Chuc, Ha Nam, Vietnam on the occasion of the 16th United Nations Day of Vesak Celebrations 2019. The aim is to throw new light on the values of the global ethical system with a focus on the Buddhist approach in deepening our understanding of how Buddhist ethics can deliver a social change in the globalized world.

REVIEW OF CONTENTS

Prof. P. D. Premasiri in his paper titled “Universally valid ethical norms of Buddhism applicable to global education in ethics” deals with hindrance in determining the basis for global education in ethics and providing undeniable facts about the diversity involved in ethical norms, principles and attitudes of various global communities. The author also discusses the characteristics of Buddhist teaching on a humanistic approach to the moral life with perceptions of enlightened humans, i.e. ‘Knowledgeable Persons(vi¤¤å purisà). The paper places further emphasis on the necessity to draw the attention of educators to train the minds of humans on ethical choices in accordance with such decisions.

The paper entitled “Teaching Buddhist Ethics through the Life of the Buddha and Jesusby Abraham Velez De Cea has proposed a new approach to the Buddhist ethical way of teaching and its application through interpretations of the Buddhas life from the perspective of virtue ethics and meditation. The purpose is to heighten the Buddhist contribution being made to global education in ethical issues. The paper is divided into two parts, Buddhist ethics as a form of virtue ethics and secondly, interpretation of the Buddhas
 
xvi


teachings from the perspective of virtue ethics and meditation.

Prof. G. A. Somaratnes research paper entitled “Early Buddhist Moral Theory for Global Education in Ethics” focuses on early Buddhist moral theory based on three equally important principles covering; the principle of efficacy of intentional actions that comes to constitute the early Buddhist moral theory, the principle of the necessity for doing good deeds (kiriya-vāda), and the principle of exercising energy to do morally right actions (viriya-vāda) with expertise. Emphasis is placed on the importance of each principle and the  real meaning of Buddhist moral theory.

M. A. R. S. Marasinghe in his paper A Buddhist Contribution to the Global Education of Ethics: A Non-Metaphysical Basis for Ethics has explored Buddhisms universal basis of morality in the light of the five precepts and important discourses of the Buddha to explain his views on a larger canvas. The author further explains his point of view with the help of the Kāma-sutta (Aguttara-nikāya) to explain the character of any specific religious teacher. The author discussed the significance of the message of the discourses and the five precepts with the purpose to highlight the global education of ethics.

Jeff Waistell explores a different and new approach to Thich Nhat Hanhs Approach to Global Education in Ethicswith focus on the educator as the starting principle instead of the student. It further focuses on the importance of the teacher to be mindful in the way they talk, listen and teach to the student so that they can effectively teach mindfulness. As Thich Nhat Hanh stated, if we are mindful, it shows. The paper also explores the benefit of this approach with emphasis upon the importance of the educators need to work on their own mindfulness before educating others.
The paper Role of Buddhist Ethics for Better A Educationby D.
  1. K. Dharmasiri explores how Buddhist ethics can help to build a
better education for society, which can be learned from every subtle
thing in our daily life. The educational aspect of Buddhist teachings
has been highlighted with reference to three types of Buddhist
concepts, i.e. Dhamma-desanā (preaching of Buddhist teachings),
Dhammasavana (listening of Buddhist teachings), and Dhamma
 


Sakachcha (discussion of Buddhist teachings). At the same time, the paper also explores the four sublime thoughts (Brahma Vihara) as a guideline to become an ideal person in the society with a focus on the psychological transformation of ones behavior that leads the person from general life (Lokiya) up to the Lokuttara (spiritual level).

The aim of the paper titled Understanding the Concept of the Educated Person’: A Buddhist Perspective by Kazal Barua is to understand the concept of the educated person from the Buddhist viewpoint and perspective. The paper goes on to deal with the embodiments of an educated person with a combination between practical skills required for sustaining everyday life and intellectual abilities needed for spiritual development and realization of the full potential. Finally, the author has drawn references from the Buddhist sources and suggested that Inquiry-Based Learning (IBL) is an effective method to train learners to trigger the intrinsic ability to achieve the full potentiality of human beings.

Buddhist Ethical Approach to Sustainable Societies” of Kanchan Saxena examines this topic with an aim at liberating a suffering mankind (stress on social and worldly) and life. The author recommends cultivating amity, loving friendship, compassion, service to fellowmen and such other qualities and sentiments. The paper goes on to discuss the Buddhist way of life with an emphasis on social morality and spiritual discipline as taught by the Buddha.

In his paper “Buddhist Approach to Ethical Education, Prof. Baidyanath Labh has explored the significance of moral or ethical education as perceived in Buddhism and its impact on the education system based on ethical values and morality. The author first distinguishes between morals and conducts and concludes that ethics is necessary for a noble and meaningful life, which goes hand in glove with ethics and knowledge.

Rev. Mediyawepiyarathana in  his paper namely “Teaching methods used by the Buddha to Globalize ethics for creating a sustainable society” focuses on researching and evaluating the teaching methods of the Buddha for globalized ethics and a sustainable world. The paper further analyses the methods used by the Buddha with the
 
xviii


BUDDHIST APPROACH TO GLOBAL EDUCATION IN ETHICS
 


aim to know how the methods can be used for globalizing ethics to create a new sustainable society.

In the paper Methods to Overcome Impediments of Memorizing in the Buddhist Philosophy of EducationSanjeewa Vijitha Kumara stresses the importance of memorization abilities (no paper, electronic notes) of the student in todays world as part of creating a sustainable world. The article explores the five hindrances of the memorizing process and further proposes a reliable, but practical solution in terms of overcoming varied facets of current impediments for building a sustainable society. A comparison is made between modern memory theory and the Pali canonical text with their commentaries as the primary source.

Wimal Hewamanage focuses on the Universal Assumption for Good and Bad: Buddhist Perspective, which is the central theme of his paper and answers the question of what is good and what is bad. The paper is based on early Buddhist discourses and he identifies four common characteristics on the matter in question which are;
    1. there is no morally right or wrong viewpoint, 2) there is no universal moral truth, 3) there are biologically same ethics and 4) there is one universal moral code and it is called hard universalism or absolutism. The author concludes his paper with the Buddhist standpoint on good and bad in considering the psychological base, the result of actions and fact and value component that provides a remarkable and universal light to the subject.

Ven. K. Vineetha Theros in his paper Buddhist Approach to the Student Centered Education” explores the characteristics of the Buddhist approach to educational theories and its application to the student-centered theory of education for millennium development goals with a comparative study of Buddhist theories. The paper also discusses about the teaching theories and related discourse (desanā), argumentative theories (phapanā), revision (pahapanā), analysis or reaction (vibhajanā), interpretation (vivaranā), explain (uttanikamma), discussion (sākacchā) solving questing (pha visajjana), etc. The author is of the view that modern education theories have been in the process of change with the scholars or policymakers, so it is difficult to achieve the goals.
 


The next paper in this Section is of Heinz-Dieter Meyer entitled Education as Heart-Mind Transformation: Can we work towards a global ethic of education? The paper explores Buddhist and Aristotelian perspectives that emphasize the need to shape and transform the students sensibilities so that morally appropriate (virtuous) behaviour becomes a matter of rational cognition. The author deals with key assumptions and formative strategies, which differ in interesting and illuminating ways.

Bhikkhuni Dr. Dieu Hieus paper on The Buddhist Analysis of the Significance of Meditation (Bhāvanā) in Promoting Ethical Education in the Modern Society” presents the argument that meditation should be an important component of ethical education and the foundation of ethics. Essentially, moral virtue (sīla) and meditation (bhāvanā) are components of the Buddhist way of life. The paper further argues that the  practice  of  one  is  not  complete  without the other and gives other examples from the discourse and tries to prove that the virtue and meditation cannot exist in a mutually exclusive way.

Sarah Shaw continues the evaluation and significance of ethics in her paper titled Ethics and the Jātakas: Can Narrative Support a Secular Ethical Code? She picks up the threads of ethical codes as depicted in the Jātakas which is an informal rule of law. While, there is a significant ongoing discourse on secular ethics, her subject of interest lies in how these narratives can add to it. Referring to the term moral creativity’ ascribed to the Jātakas (Charles Hallisey coined this term), she dwells upon Halliseys view in great length by citing commentarial stories from the Mahosadha / Ummagga Jātaka (Jātaka No. 546) to teach Buddhist ethics to those who have not grown up within the tradition and absorbed Buddhist stories and tenets in their childhood. Thus, the ethics can be utilized in a positive manner.

Bhikkhu Nguyen Ngoc Anhs paper on “Pañcīla: Universal Ethics and Their Contributions to the Fourth Industrial Revolution focuses on describing the Buddhist pragmatic way of teachings, which shows how we experience the world and also how we react to it with ethical dimensions or morality elements (Cariyā Dhammas) as the art of living for beings to form the basis of the path leading
 
xx   BUDDHIST APPROACH TO GLOBAL EDUCATION IN ETHICS


to Nibbāna (true happiness). The author also highlights the applications of the Pañcīla (five precepts) to provide the solutions to the Industrial problems. The author in her research paper has illustrated Pañcīla as the way to solve the issues that arise due to the Fourth Industrial Revolution.

Prof. Amarjiva Lochans Buddhist Education in Southeast Asia: Crisis and Remediesmainly focuses on humankinds craving for peace and sublime happiness, proper and caring education and how it can be the only succor. The paper explores the crisis pervading within Buddhist education in general and its status in Southeast Asia with the remedial issues being discussed profoundly in this paper.

The paperSustainable Society and Buddhist Ethics: Adaptations of Global Education in Dhamma Schools In Myanmar of Hnin Pwint Han explores the Dhamma School Foundation (DSF) in Myanmar along with its working procedure, teaching pedagogy, objectives, curricula, learning outcomes and exposure in the context of its relevance in modern global world society. The paper is based on opinion through a survey among youth from DSF and university students, with the aim to find an appropriate strategy for teaching Dhamma and ethics via telecommunication tools and entertainment channels through technology to teach Dhamma.

The theme of the Tanushree Pabbis paper namely The Buddhist Approach to Modern Education in Ethics: A Case Study in India” aims at reviewing the Buddhist education and intellectual tradition as a source of knowledge and wisdom in India and the capability of addressing issues of individuals and modern societies. The author also dealt with the problems of complicated challenges created in society due to rapid advancements in the field of technology. The author presents details about Buddhist ethical belief in the formulation of education in ancient India with the medieval paradigm of Buddhist ethics in Indian education.

In the paper, an examination takes place of the growth of a Buddhist school of thought in India called Nichiren Buddhism to understand its dynamics in urban centers such as Delhi during the past two to three decades. The author traces the historical trajectory
 


of the Soka Gakkai International (SGI), its inception and growth in India and the nexus it provides between spirituality and an action- oriented living. The author also praises the implementation of engaged Buddhism in the context of global challenges in the 21st century as well as talking about the women and young members of Nichiren and their role as initiators of Oriental Philosophy towards action.

Edi Ramawijaya Putras Re-Inventing Buddhist Education Values and Current Global Awareness as Educators’ Self-Directed Insights towards Pedagogical Practices” discusses values and current global awareness based on Buddhist teachings that can be used as self- directed insights for todays educators practices. The paper explores the Buddhist values of education to create a particular system or structure, taking the contextual and engaged Buddhisms classroom pedagogical approach. This paper reviews some of the best practices from research to implement Buddhist foundations as a regular basis within a secular, mainstream curriculum and the global awareness and Buddhist educational values to enhance the output of todays learners.

An Appraisal of Buddhist Approach to Education in Ethics for the Global Sustainabilityby Kapila Abhayawansa focuses on examining Buddhist contribution to global sustainability through its unique approach teducation  in ethics.  The  paper alsargues  that the Buddhist approach is perfectly attuned to deal with the challenges posed by the two issues as posted by the UN for implementation of ethically based democratic principles.  The  paper  stresses  on the importance of self- imposition (issues #1), which is a natural inclination to fulfill their obligation to society, and the guidance of Buddhist education in ethics in order to have a perfectly happy and peaceful society. Ethical earnestness of the rulers is considered to be another critical factor for global sustainability (issues #2) through the emphasis of Dhamma, and rulers amenability to the social justice in the CakkavattiSihanāda Sutta of the Digha Nikāya and the introduction of practical ethical norms for the rulers to implement in their administrative activities in order to bring out wellbeing, peace and happiness for people.
Arvind Kumar Singh examines “Buddhist Approach to Global
 


Education in Ethics: A Way to Create Peaceful World Orderwith the idea that it can be accorded in global efforts to create new sets of values regarding the ways people manage conflict and maintain peace via non-violent means to construct a peaceful world order. The author explains in detail how the texts, doctrines and philosophy of the Buddha are the best suited for inter-faith dialogue, harmony and universal peace. Some of Buddhas first teachings are included in the paper to clarify fundamental principles along with views of modern prominent Buddhist leaders such as Dalai Lama and Thich Nhat Hanh to add more perspectives of contemporary and engaged Buddhism. As a result, the author says that Buddhism is very compatible with a harmonious and peaceful global order and can resurrect universal brotherhood, peaceful co-existence and harmonious surroundings among nations.

The research paper entitled A Study of Role of Buddhist Education in Moral Ethics” of Prof. Bimalendra Kumar endeavors to evaluate the role of Buddhist Education in the development of moral ethics in a global society and presents evidence that Buddhist education can contribute to moral ethics in many ways. The paper further highlights the importance of moral ethics in the education system and quotes the XIV Dalai Lama Tenzin Gyatsos opinion that Universities should undertake more research work and discussion for developing moral ethics in students.

Ambassador Dato Dr. G. K. Ananda Kumaraseris paper Holistic Buddhist Approach to Global Education in Ethics” discusses the issue of education in ethics. Ananda Kumaraseri attempts to understand the difference in the perception and definition of what an education system ought to constitute. Therefore, against this backdrop Buddhist Education and Pedagogy is presented in this paper as a holistic approach to global education in ethics. The paper gives a call to us in the field of education to pool not only expertise, resources, educational materials, teaching tools, research, Buddhist organizations and institutions from all around the world but to also share and benefit together.

Teaching Ethics and the Ethics Of Teaching: Challenges and Opportunities in Higher Educationby Devin Combs Bowles emphasizes  the  sophisticated  ethical  frameworks  developed  over
 


millennia of Buddhist thoughts that remain an important tool for navigating todays ethical challenges. The author deals with the inclusion of Buddhist ethical thought in curricula, especially in Buddhist institutions offering degrees in preparation for secular careers. The author asserts that the movement towards running universities as businesses has contributed to the diminishment of universitiesteaching of ethics. The author suggests that the integration of Buddhist ethical frameworks could enliven moral instruction at universities, including in countries without Buddhist majorities.

Sanjoy Barua Chowdhurys research paper on Ethical Challenges for Global Education: A Buddhist Perspective” aims to delineate a standard model of the global education system and its productive output from a Buddhist perspective. To create such a model, the author discusses the application of the five precepts (Pañcasīla) and the Buddhas sublime teachings from Nikāya texts in the context of Global education which is an active learning process based on human values and technological advancement, which are not given enough attention in the current education system. The author proposes three fundamentals of global education methodology to follow and a list of criteria for choosing and evaluating global education methods.

Kishor Kumar Tripathys paper “Buddhist Approach to Global Education in Ethics: Sustainable Peace and Development in the Contemporary Scenario” aims at studying the expansion of Buddhist ethics for the development of sustainable peace and development. The paper intended to pinpoint on Buddhist education and its ethical aspects with the purpose of valuing diversity, fair access, participation encouragement and mutual respect. The  author also explores the other issues related to the holistic and scientific process, which enables the human consciousness for awareness, experience and perfection and is projected as the soul of Buddhist teaching-learning  system.

Sue Erica Smith in her paper entitled Exploring Change and Interdependence to Promote Ethics Education in Secular Classrooms explains the utility of the Buddha Dharma for the development of contemporary global education, with a particular focus on
 


how Dharma practitioners who are people teacher educators and others concerned with the education of young people. Such an attempt to improve the education outcomes of students from in the Australasian region and beyond would change the world education scenario.

Buddhist Approach to Global Education, Ethics, Harmony and Peace Through Quantum Meditationby Ven. Bhikkhu Ananda introduces a new approach, Quantum meditation. From a newly studied topic, quantum physics based on recent study shows that the neuro-biochemistry of the mind has deep connections to Buddhism and quantum consciousness. The most in-depth experiences in meditation lead us to intimate awareness of life processes which are dynamic and continuous wherein we can observe our thought process at a quantum level changing from negative to positive. It can be transformed into ethics, harmony and peace by effortful learning and the process of education.

Ven. Mokesh Barua reconsiders The Value of Moral Practice in Buddhismby investigating the significance of Buddhist morality in modern society and the prevention of environmental degradation. More specially, he focuses on the question of how Buddhist morality helps a person to modify his behavior and transform emotive and cognitive constitution to liberation from recycling birth. Most importantly, he highlights that the unchanging natural law of cause and effect is the root of the Buddhist ethics that plays a vital role in promoting peace and happiness in modern society and protecting the environment from degradation.

Christie Yu-Ling Changs paper Education for Awakening, Awakening for Education: Reflections from the Field of Study Abroad is an initial attempt to propose “Mindful Study Abroadbased on the authors practices and participant observation from the field of study for the past 17 years and inspired by Venerable Bhiksuni Shig Hui Wans (1912-2004) ideal for education, “覺之教育,” The author replaced the old translation,Education of Enlightenment with “Awakening Education,and expounded the concept  in both directions: education for awakeningand awakening for education.” The author argues the importance of Venerable Hui Wans study abroad as a crucial period for her life and compares
 


study abroadto the Buddhist practice of renunciation” (leaving home”) as a fertile ground for awakening. “Mindful study abroadis proposed as a powerful vehicle to achieve Awakening Education, whereas the Four Methods of Guidance and Gathering, together with the Glocal Youth Sangha” building, is shared as both practical and powerful skillful means.

Utility of Buddhist Education in the Era of Globalizationby Deepak Kumar demonstrates the utility of Buddhist education, in the context of globalization where the former has potential to make a balance between spirituality and materialism and the latter is useful to create material prosperity for the welfare of the human race. In short, Buddhism discourages possession of any material object that blocks the way for the higher purpose of happiness and wellbeing of the maximum number of people.

Theravāda Buddhism and Its Approach to Global Education on Ethicsby R.G.D Jayawardena examines and analyses the application of Buddhist ethics into global education using the context that it is being moved from an ethical dimension to material development. The author highlights the importance of Theravada Buddhisms ethical principles through Buddhism precepts and ten meritorious actions, which were proven to be respected and protected across various cultures and regions.

Ravindra Panths paper “The Practice of Dhamma: A Buddhist Approach to Global Education in Ethicsgives an overview of state of the art software building blocks for the development of online resources serving Buddhist communities and how those are driving new capabilities and broadening access. Possible choices of technologies that take advantage of the efficiencies denoted by economists as part of the Fourth Industrial Revolution are explained. The author hopes that the evolving technologies can bring more improvements to Buddhist resources, including large- scale translation of the Chinese Buddhist canon and the collected works of Venerable Master Hsing Yun to English.

Ven. Dr. Paramanandas paper “The Significance of Using the Buddhist Mentoring Concept to Build Up an Ethical Atmosphere in GlobalEducationrecommendsthatthementorshouldbesufficiently
 
xxvi


BUDDHIST APPROACH TO GLOBAL EDUCATION IN ETHICS
 


qualified and capable of developing critical thinking, self-discipline, and healthful habits with students, respectively. The author also dealt with Buddhist mentors who is approachable, available, and familiar to students as the mentor benefits enormously by reaching towards the goal on the grounds of an ethical atmosphere.

Petcharat Lovichakorntikul in his paper on Ethical and Moral Education for Global Citizenshipattempts to answer a concerning question in todays globalizing world: “ as a citizen of one country, how can we fathom thoroughly on another nations’ culture and etiquette as well as have a proper manner? To answer this question, the paper shows the result of research on how to implant the basic habits that are called “Universal Goodnesswhich will be beneficial for children as the global citizens. It also demonstrates in practice, how to cultivate ethical and moral education in young children who are the global citizens of the future and subsequently they will bring real peace to our world. In-depth interviews and focus group discussions were employed to acquire data. In addition, documents and research papers related to this issue were analyzed and synthesized.

Thiri Nyunt discusses the significance of Dhamma to create a Healthy World in the paper titled The Significance of Enriching the Immune System in Dhamma. At the very outset, he is pessimistic in pointing out that our world today is not entirely healthy. There are various reasons for this: luxuries and richness are just one superficial aspect of modern life. This means, we now have to face both unhappiness and a non-peaceful world. The author is of the view that the training of the mind, leads to enriching the immune system for oneself as well as others and that he expects that finding and making peace is our duty. It is also the way to repay gratitude to the world where can we begin to live in harmony.

Do Thu Has “Buddhist Ethics and Technology Revolution 4.0 states that Technology Revolution 4.0 is the great innovation of the world and humankind, which brings excellent achievement to the development of human production and life. However, it also puts human beings in the midst of many challenges and new risks. The paper highlights several points that, according to the author, are positively related to the sustainable values of Buddhism,



suggesting the possibility of promoting such sustainable values to help limit the negative impacts on human values in this new age. The paper outlines four main issues involved in the fourth industrial technology revolution such as (i) point raising, (ii) revisiting Buddhist philosophy via technology revolution 4.0;
(iii) connecting Buddhism with technology, connecting with the human spirit and social responsibility and (iv) social networking, cyber society, cultivated netizens and Buddhism.

Milada Polisenska focuses on “Sustainable Development and Ethics in the Strategic Planning of Tertiary Education: Buddhist Values as a Promise for the Futureand relates education and consumption to clearly demonstrate the need, usefulness and indispensability of a Buddhist approach in the context of the sustainability index being prioritized by UN, as specified in the Agenda 2030. The author tackles an important question for educational institutions in bringing sustainable development. Buddhist approaches are identifiable in governmental materials of Buddhist countries responding on the Western style initiatives and we will see an advancement of merging the two significant paradigms - Western and Buddhist - into a single global paradigm in the future.



Most Ven.Dr. Thich Duc Thien Most Ven.Dr. Thich Nhat Tu

Tổng số điểm của bài viết là: 0 trong 0 đánh giá

Click để đánh giá bài viết

Những tin mới hơn

Những tin cũ hơn

Bạn đã không sử dụng Site, Bấm vào đây để duy trì trạng thái đăng nhập. Thời gian chờ: 60 giây