Issued also in microfilm form as thesis, University of Chicago. / Includes bibliographical references.

Issued also in microfilm form as thesis, University of Chicago. / Includes bibliographical references.

An integrated process for education and sustainable community development has not been incorporated in countries of the North or the South. Although environmental education has been introduced into many curricula, this is only a beginning step compared to what is required to rebuild our understanding of development and set ourselves on more sustainable paths. / The Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North. / The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities. / Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.

Thesis--Munich. / Cover title. Vita. Includes bibliographical references (p. 143-144).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

This study chronicles a non-modern pedagogical tradition, Indo-Tibetan (Gelugpa) Buddhist education, as it negotiates a modern, global context in exile in India. As an enlightenment tradition, Buddhism emphasizes investigative inquiry over scriptural orthodoxy and belief, making it compatible with some aspects of modern, secular culture. This is a study of the relationship between these two educational cultures within one educational institution—Dolma Ling Nunnery and Institute of Dialectics in the Indian Himalayas. The text itself is arranged in the form of a mandala, which is divided into five sections or stages of learning: intention, path, inference, experience, and realization. The intention section highlights the value of cultural and educational diversity, and includes a brief synopsis of Indo-Tibetan Buddhist educational history. The path section describes specific Buddhist approaches to ethnography and social research. The inference chapter is the empirical (ethnographic) component of the study, and considers the practice of dialectical debate as a case of what Wittgenstein called a "language game." This chapter includes photographic documentation and the text of a public (Western-style) debate held at Dolma Ling on the subject of the merits of their traditional debate system. The experience chapter considers the unique role of direct perception (experience) in Buddhism, and how it can be educated through combined meditational and testimonial practices. The author explores the tendency to segregate experiential from rational paths, especially when liminal experiences of suffering, bliss, and death are involved. She concludes that such experiences strain our powers of reason and, in some cases, representation, resulting in a tendency to marginalize such experiences within formal, rational education systems and their knowledge bases. Narrative, poetic, and direct experiential methods of meditation are better suited to deal with these subjects. The "realization" chapter discusses conceptions of realization, praxis and embodiment, that is, rational inferences translated into direct experience and action, as of particular relevance to educators. In the Buddhist view, such realizations are the desired end of all inquiry. This end is accomplished through creative and direct "conversations" (testimonies, dialogues) between reason and direct experience on the path of learning.

This study chronicles a non-modern pedagogical tradition, Indo-Tibetan (Gelugpa) Buddhist education, as it negotiates a modern, global context in exile in India. As an enlightenment tradition, Buddhism emphasizes investigative inquiry over scriptural orthodoxy and belief, making it compatible with some aspects of modern, secular culture. This is a study of the relationship between these two educational cultures within one educational institution—Dolma Ling Nunnery and Institute of Dialectics in the Indian Himalayas. The text itself is arranged in the form of a mandala, which is divided into five sections or stages of learning: intention, path, inference, experience, and realization. The intention section highlights the value of cultural and educational diversity, and includes a brief synopsis of Indo-Tibetan Buddhist educational history. The path section describes specific Buddhist approaches to ethnography and social research. The inference chapter is the empirical (ethnographic) component of the study, and considers the practice of dialectical debate as a case of what Wittgenstein called a "language game." This chapter includes photographic documentation and the text of a public (Western-style) debate held at Dolma Ling on the subject of the merits of their traditional debate system. The experience chapter considers the unique role of direct perception (experience) in Buddhism, and how it can be educated through combined meditational and testimonial practices. The author explores the tendency to segregate experiential from rational paths, especially when liminal experiences of suffering, bliss, and death are involved. She concludes that such experiences strain our powers of reason and, in some cases, representation, resulting in a tendency to marginalize such experiences within formal, rational education systems and their knowledge bases. Narrative, poetic, and direct experiential methods of meditation are better suited to deal with these subjects. The "realization" chapter discusses conceptions of realization, praxis and embodiment, that is, rational inferences translated into direct experience and action, as of particular relevance to educators. In the Buddhist view, such realizations are the desired end of all inquiry. This end is accomplished through creative and direct "conversations" (testimonies, dialogues) between reason and direct experience on the path of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

No description available.