Expanding the border of science education through the lens of Buddhist mindfulness.
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| Title: | Expanding the border of science education through the lens of Buddhist mindfulness. |
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| Authors: | Wong, Yau Yan1 (AUTHOR) yauyan.wo@ku.th, Faikhamta, Chatree1 (AUTHOR) |
| Source: | Cultural Studies of Science Education. Jun2023, Vol. 18 Issue 2, p345-358. 14p. |
| Subject Terms: | *Science education, *Science teachers, *Doctoral students, Mindfulness, Buddhists |
| Geographic Terms: | Thailand |
| People: | Thich Nhat Hanh, 1926-2022 |
| Abstract (English): | This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being in the borderland of science and Buddhism, and how Buddhism can expand the border of science education through the inclusion of important topics, such as mindfulness, emotional wellbeing, and interbeing. This study also examines the roadblocks that are preventing deeper integration of science and mindfulness, including empiricism, scientism, individualism, materialism, and dualism. My standpoint is that to overcome the 21st grand challenges, teachers of science need to have the courage to cross the borders of various disciplines and help students develop essential skills for cultivating a healthy, balanced, and mindful lifestyle. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): | 摘要: 这篇文章以诠释呈现学探究第一作者黄老师身为科学教育博士生在科学研究与禅修的边疆的经验。透过分析黄老师的自传和她与三名内观禅修者的对话，我们探索在科学研究与禅修的边疆中有哪些转化科学教育的契机，并且深入研究一些道至科学不能跟禅修深层次结合的障碍，例如经验主义、科学主义、个人主义、唯物主义和二元主义。我们的观点是科学教育家需要勇与跨越传统学科的界限，帮助学生培养健康、平衡和有觉性的生活方式，让他们能够面对二十一世纪的挑战。 [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being in the borderland of science and Buddhism, and how Buddhism can expand the border of science education through the inclusion of important topics, such as mindfulness, emotional wellbeing, and interbeing. This study also examines the roadblocks that are preventing deeper integration of science and mindfulness, including empiricism, scientism, individualism, materialism, and dualism. My standpoint is that to overcome the 21st grand challenges, teachers of science need to have the courage to cross the borders of various disciplines and help students develop essential skills for cultivating a healthy, balanced, and mindful lifestyle. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18711502 |
| DOI: | 10.1007/s11422-023-10177-0 |
