Abstract
This article presents a comprehensive review of the literature on teaching in Buddhist Studies within a framework of backward design, which begins by identifying our learning goals, then determining evidence of learning and planning course activities to facilitate such learning. It identifies big ideas in Buddhist Studies and transferrable skills that could serve as learning goals for our undergraduate courses. Finally, it concludes by suggesting future avenues of research about Buddhist pedagogy in the field of scholarship of teaching and learning.
Highlights
IntroductionThis article presents a comprehensive review of the literature on teaching in Buddhist
This article presents a comprehensive review of the literature on teaching in BuddhistStudies within a framework of backward design (Wiggins and McTighe 2005) that encourages us to first identify our goals, determine what would demonstrate that students had attained such goals, and plan our course activities so that they facilitate such learning
This section examines big ideas that could be targeted as learning goals in an undergraduate course in Buddhist Studies, and how one might backward design evidence and facilitation of such learning in our courses
Summary
This article presents a comprehensive review of the literature on teaching in Buddhist. Studies within a framework of backward design (Wiggins and McTighe 2005) that encourages us to first identify our goals, determine what would demonstrate that students had attained such goals, and plan our course activities so that they facilitate such learning It identifies big ideas in Buddhist Studies and transferrable skills that could serve as learning goals for our undergraduate courses. All graduate programs encourage the study of Buddhism in its cultural, historical, and social context, and depending on student and faculty research interests, they encourage students to do additional work in fields of anthropology, archaeology, art history, critical theory, ethnography, gender studies, literature, philosophy, etc. The scope of this paper does not allow for a discussion of how we might design our undergraduate programs and curricula to scaffold such learning for our students, but it does offer strategies for how we might encourage interdisciplinary thinking in our courses
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