Scholar Practitioner Model: Curriculum Theorizing in a Buddhist Third Space

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Transcultural Conversation and Epistemology in-the-Making

Abstract

Engaging William Pinar’s (2012) currere, this autobiographical study followed the tensions of a Buddhist teacher-scholar-nun in curriculum scholarship. The conceptual framing converges Hongyu Wang’s (2008) curriculum in third space, James Macdonald’s (1995) centering, Buddhist compassionate listening (Garrison, 2011), the Bodhisattva’s Six Perfections (Wright, 2009), and Schwab’s (1969) four commonplaces. The practice of “subjectivity” is implicated in self and world transformation. The autobiographer engaged the historical past, related to the present, and envisioned the future, embarking on a pilgrimage of self-discovery in which kalyanamitras (students, mentors, curriculum theory and Buddhist texts) played crucial roles. Curriculum theorizing in third space, Buddhist humor was found as an ongoing currere exploration of awakening and teaching and being.

Author

• Lai Yin (Jin Jr) Leong (Shi), Dharma Realm Buddhist University