Expanding the border of science education through the lens of Buddhist mindfulness.

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-04-28 DOI:10.1007/s11422-023-10177-0
Yau Yan Wong, Chatree Faikhamta
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引用次数: 1

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.

通过佛教正念的视角拓展科学教育的边界。
这是一项解释学现象学研究,描述和解释了第一位作者王在泰国科学教育博士生期间在科学和佛教正念边界的生活经历。我与多位正念老师一起探索我的学习经历,其中包括来自佛教传统的Thich Nhat Hanh。此外,我探索了身处科学和佛教边界的可供性,以及佛教如何通过纳入重要主题来扩大科学教育的边界,如正念、情感健康和交往。这项研究还考察了阻碍科学和正念深入融合的障碍,包括经验主义、科学主义、个人主义、唯物主义和二元论。我的观点是,要克服21世纪的重大挑战,科学教师需要有勇气跨越各个学科的边界,帮助学生发展培养健康、平衡和专注生活方式的基本技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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