Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

scholarly journals Towards a Pluralistic and Experiential Teaching of Economics for the Agenda 2030. the SDSN France Textbook

2021 ◽  
Author(s):  
Thomas Lagoarde-Segot ◽  
Laurence Le Poder
Keyword(s):  
Learning Objectives ◽  
Experiential Teaching ◽  
Agenda 2030 ◽  
Teaching Of Economics ◽  
Experiential Pedagogy ◽  
University Level ◽  
The University ◽  
Significant Effort

The goals of the Agenda 2030 require a significant effort to educate and train new generations on sustainability issues. This article presents an initiative in favor of the evolution of the contents and the pedagogy of economics at the University level. We present the new “Ecological Money and Finance” textbook developed by SDSN France. We detail the assumptions, contents and learning objectives proposed in this new textbook. Then, we describe how it can be used in the framework of an experiential pedagogy of economics, taking as a case study the fundamental economics course of the Grande Ecole program at KEDGE BS.

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

scholarly journals Towards Sustainopreneurship Development at the Tertiary Level Education: A Case study on Southern University Bangladesh

2016 ◽  
Vol 7 (2) ◽  
pp. 3
Author(s):  
Kazi Nazmul Huda
Keyword(s):  
Sustainable Development Goals ◽  
Potential Model ◽  
Tertiary Level ◽  
Entrepreneurship Development ◽  
Entrepreneurial Skills ◽  
Development Goals ◽  
University Level ◽  
The University ◽  
Southern University

The concept of sustainopreneurship demands entrepreneurial actions to promote sustainable development goals and principles in business activities. The study understands the necessity of an academic curriculum that aids the business gradates to enhance their entrepreneurial skills in the light of sustainopreneurship development concepts. Key objective of the study is to propose an action-oriented model of sustainopreneurship that may enrich the existing curriculum of entrepreneurship development courses taught at the university level. The current study is based on classroom experiences at Southern University Bangladesh. The paper tries to offer a potential model of embedding sustainopreneurship in the entrepreneurship development curriculum that opens the possibility in attaining the goals of the said concept. The methodology of the study is based on qualitative research conducted through exploratory analysis. Results of the study are based on observation and the opinions of the direct stakeholders specially the students, faculties, and the management of the university. 

scholarly journals Experiential education against environmental denial in environmental ethics education: a case study

2020 ◽  
Vol 5 (1) ◽  
pp. 99-109
Author(s):  
Tomaž Grušovnik ◽  
Ana Arzenšek
Keyword(s):  
Environmental Education ◽  
Identity Formation ◽  
Experiential Education ◽  
Environmental Ethics ◽  
Ethics Education ◽  
Natural World ◽  
University Level ◽  
The University ◽  
Positive Results

Recent research shows that ‘environmental denial’ (the denial of anthropogenic impact on the natural world) plays an important role in environmental education. The difficulty in changing our detrimental habits stems from the fact that identities in our societies are bound up with consumerist practices. Because we cannot simply give up practices that shape our identity, environmental education has to fi nd ways of substituting unhealthy habits with environmentally acceptable ones. One method of achieving this is through experiential education based on experiences with the natural world and their importance for identity formation. The paper presents a case study involving experiential education in environmental ethics, implemented at the university level. Findings show that the implementation of experiential education technique (fi eld trip) yielded positive results in connection with students’ overcoming of environmental denial and consequential change of their environmental outlook.

A Literacy Integral Definition

2011 ◽  
pp. 2445-2449
Author(s):  
Norelkys Espinoza Matheus ◽  
MariCarmen Pérez Reyes
Keyword(s):  
Present Article ◽  
New Technologies ◽  
New Paradigm ◽  
Educational Models ◽  
Research Article ◽  
Unique Definition ◽  
University Level ◽  
Definition Of ◽  
The University ◽  
School Curricula

Due to the lack of a unique definition of literacy and the need for redefining this conception in a context characterized by the changes generated by the inclusion of new technologies in all aspects of the society, this explicative research article is oriented toward proposing a definition of literacy from an integral conception which is based on three main kinds of literacy: functional, informational and ethical. This integral conception must orient the basic contents in the school curricula in all current educational models, mainly at the university level. We consider that knowledge is unique; it should not be divided into pieces. Therefore, it is necessary to integrate the new technologies, from this new paradigm, in the contents of the school curricula. The present article compiles some general considerations about literacy, proposes a new definition of literacy from an integral conception, as well as each one of its components.

scholarly journals Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

2022 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Rajae Berkane
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Listening Skills ◽  
Education Professional ◽  
Significant Difference ◽  
Different Types ◽  
Listening Ability ◽  
University Level ◽  
The University

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

scholarly journals Education and Simulation of Best Value in an International Academic Setting: A Case Study

2012 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Kristen Barlish ◽  
Kenneth Sullivan ◽  
Alberto De Marco
Keyword(s):  
Transformative Learning ◽  
Business Model ◽  
Performance Information ◽  
Cultural Backgrounds ◽  
Group Project ◽  
Applied Model ◽  
Best Value ◽  
University Level ◽  
The University

An innovative education and simulation of the Best Value (BV) business model was carried out in a Project Management (PM) course at an International Engineering University in Italy. The BV model has been applied in a variety of organizations and projects to minimize risk and increase performance; however, its use in education at the University level is less explored. The BV educational sessions held in the PM course revealed that BV is instructive because it educates students regarding PM concepts via an industry-applied model, and is transformational as it promotes a change in perspectives of the students and the instructors. The simulation was a course group project that utilized the BV concepts and tools, which revealed that BV is flexible because students realized their increased knowledge via the project, the project was easier to administer as compared to previous years, and it was multicultural as it was easily used in a course with individuals from numerous cultural backgrounds. The performance information of the course revealed that, compared to previous years, the project was clearer, evaluations saved time and limited subjectivity, and the students’ performance increased overall. The BV business model contributed to positive transformative learning experiences.

scholarly journals “I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

2019 ◽  
Vol 4 (2) ◽  
pp. 93-102
Author(s):  
Siti Nuraeni Muhtar ◽  
Dahlya Indra Nurwanti ◽  
R. Nadia R. P. Dalimunthe
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Character Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Values Education ◽  
Self Confidence ◽  
University Level ◽  
The University

This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

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