Complementary teaching practices: Ignatian pedagogy and Buddhist-inspired compassion meditation
While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist-inspired and interdisciplinary contemplation program, Cognitively-Based Compas...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Wiley-Blackwell
[2020]
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| Dans: |
Teaching theology and religion
Année: 2020, Volume: 23, Numéro: 2, Pages: 96-109 |
| RelBib Classification: | AH Pédagogie religieuse BL Bouddhisme CB Spiritualité chrétienne FB Formation théologique KDB Église catholique romaine NCA Éthique |
| Sujets non-standardisés: | B
Jesuit higher education
B interdisciplinary pedagogy B whole person development B Ignatian Pedagogical Paradigm B compassion meditation B Cognitively-Based Compassion Training® B contemplation practice |
| Accès en ligne: |
Volltext (Verlag) Volltext (doi) |
| Résumé: | While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist-inspired and interdisciplinary contemplation program, Cognitively-Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well-being and widen their ethical concerns. As these outcomes are inherently cross-disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character. |
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| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12540 |