Eastern wisdom traditions and implications for education

Group Submission Type: Formal Panel Session

Proposal

Our panel aims to bring two major concerns in education to our attention. Western philosophy and knowledge have had a strong impact on schooling not only in Western countries but in many countries around the world, as a consequence of Western colonialism and presently the global diffusion of Western educational discourses and practices. Largely as a consequence of this, the importance of indigenous educational methods and other types of wisdom traditions around the world has diminished significantly. Secondly, in many countries, the purpose of education focuses on preparing youths to be good citizens, to assimilate into mainstream society, and to be good workers to contribute to international economic advantages. Rarely however have individuals’ spiritual growth, happiness, and self-fulfillment been stated as formal educational objectives. In this sense, we might be failing as educators.
In this panel discussion, we aim to introduce Eastern wisdom traditions and to provide implications for schooling. Eastern wisdom traditions such as Hinduism, Buddhism, Confucianism, Daoism, Neo-Confucianism, and Shintoism have of course had major a major influence in the philosophy, politics, economies, and daily life in the East for as long as human civilization has been established. Especially, these wisdom traditions have been sources for spiritual and self-cultivation in the East, and have been the backbone of moral and virtuous living. We would like to introduce some of these wisdom traditions, find meaningful discussions on what we can learn from them, and how we can apply the teachings from them in educational discourse and practice. Especially, we hope to provide a meaningful discussion on rethinking the purpose of schooling and the role of the educator, reevaluate contemporary education, and provide guidance for new directions.
This panel includes mainly theoretical pieces with empirical underpinning. The first paper draws from Japanese Shinto and Buddhist traditions to explore the potential outlook of the internationalization of higher education. Shinto and Japanese Buddhism can add to the discourse on higher education internationalization by cultivating relationships with our inner selves, with nature, and with other people. The presentation will focus on actionable steps that various actors within higher education could possibly take to align with virtues and values of human oneness and nature connection when designing, implementing, and evaluating internationalization efforts. The second paper focuses on Confucius, Laozi and Buddha to demonstrate that wisdom learned from these teachers, such as contemplation, working for the good of the world, and taking virtues as the mechanism that regulates and enhances the energy for self and society can be transformed into leadership in education and practices. The authors propose that education leaders should explore and experiment with effective methods to engage their energy with that of all others, focusing on nurturing the ability to care and love, to cooperate and connect.
The third paper examines the teachings of the Korean Neo-Confusion scholar and philosopher T’oegye Lee Hwang with respect to reverence seriousness, self-reflection, true learning, self-transformation, spiritual cultivation, and self-cultivation. The paper looks at how we might borrow and apply these teachings to contemporary schooling. Hwang’s philosophy particularly emphasizes the importance of perseverance in learning and cultivating oneself, respecting others, and constant reflection to achieve wisdom that benefits people for a harmonized society. The last paper focuses on the Hindu wisdom tradition, and what we can learn from the teachings and practices of a Hindu spiritual education. Respect, compassion, self-Knowledge, attitudes of gratitude, humility, and reverence may be practiced within daily classroom environments through various rituals, festivals, fine arts, music, dancing, and chanting. A guru is a spiritual teacher who can help students live a life of complete consciousness and follow ‘Speak the Truth, Follow the Path of Dharma and Lead a Righteous Life’.

Sub Unit

• SIG: Contemplative Inquiry and Holistic Education

Chair

• Hyeyoung Bang, Bowling Green State University

Individual Presentations

• Re-Imagining Higher Education Internationalization: Centering Connectivity with Self, Nature, and Others - Sachi T. Edwards, University of Hawaiʻi at Mānoa

• Chinese Philosophy and Buddhist Tradition on Virtues and Leadership: Fostering and Transformation of Energies toward Love and Care for Others - Jing Lin, University of Maryland

• Lessons from T’oegye Lee Hwang: Practical Wisdom and Implications to Educators - Hyeyoung Bang, Bowling Green State University

• Knowledge as the Ultimate Goal: Hindu Attitude Towards Learning; Examining Rites and Mantras in Vaidika Dharma - Kavita K. Meegama, George Washington University, Washington DC