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. / Education, Faculty of (Okanagan) / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/3000 |
| Date | 11 1900 |
| Creators | McLeod, Clay |
| Publisher | University of British Columbia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 930930 bytes, application/pdf |
| Rights | Attribution-NonCommercial-NoDerivatives 4.0 International, http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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