Relevant bibliographies by topics / Buddhist education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Buddhist education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Buddhist education"

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Wicahyah, Diah, Alvian Kisna Asyari, Dedi Irwanto, and LR Retno Susanti. "The Relationship between Buddhist education in Sriwijaya and Buddhist education in India." Ilomata International Journal of Social Science 3, no. 3 (July 31, 2022): 303–13. http://dx.doi.org/10.52728/ijss.v3i3.483.

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Development Buddhist education on the island of Sumatra, specifically in the Srivijaya Kingdom, began in the seventh century. At the time, there was a city big a Chinese Buddhist monk I'Tsing who came see that Buddhism was very developed in life Public Srivijaya as well as he said many activity students who come to Srivijaya for study. The purpose of writing this is to have a deeper understanding of the entwined relationship between the Srivijaya Kingdom and India, particularly in the sphere of education. This article will not only analyze the relationship between education and Buddhism in South Sumatra, but will also describe Buddhist education, the relationship that exists between Kingdom Srivijaya and other countries in numerous fields, and provide proofactual links of cooperation in the sphere of Buddhist education that were previously connected The introduction of Hindu-Buddhist culture to Indonesia had a significant impact, such as the beginning of the development of religion and culture imported from India. This method of research is used in article writing to gather knowledge and resources in the form of articles, journals, books, and ebooks. As a result of the research, more detailed information about the entry and development of Buddhism in South Sumatra, as well as the types of relationships and physical evidence, is available.
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Wu, Wei. "From Monks to Educators: Venerable Zongyue and Buddhist Charitable Educational Activities in Early Twentieth-Century Beijing." Religions 15, no. 7 (June 27, 2024): 779. http://dx.doi.org/10.3390/rel15070779.

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This article explores the charitable activities of Chinese Buddhists in Beijing in the first decades of the twentieth century, with a focus on Buddhists’ efforts in building schools and promoting modern education. Specifically, the activities led by Venerable Zongyue 宗月 (1880–1941) are examined, in his role spearheading various Buddhist charitable activities in Beijing, including building several schools for commoners (pingmin xuexiao 平民學校) in the 1920s. Zongyue also established a library and a Buddhist newspaper called Fobao Xunkan 佛寶旬刊 to promote ideas about philanthropy. In the late 1920s, inspired by Zongyue’s example, as well as under pressure from the government during the anti-superstition campaigns, many other temples in Beijing began building schools to offer educational opportunities to students. This article investigates the interactions between Buddhism, education, and the government. By examining the initiatives started by Zongyue and the role of Chinese Buddhists in promoting charitable educational activities and social change, this article sheds light on the broader impact of Buddhism on Chinese society in the early twentieth century.
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Li, Yu-Chen. "Taiwanese Nuns and Education Issues in Contemporary Taiwan." Religions 13, no. 9 (September 13, 2022): 847. http://dx.doi.org/10.3390/rel13090847.

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In this article, I discuss the Buddhist educational profile of nuns in contemporary Taiwan by introducing the development of monastic education for women. Taiwanese women’s mass ordination created a Buddhist renaissance after postwar Taiwan, a national ordination system based on monastic discipline, as well as the revival of monastic education. Both ordination and monastic education are very strong institutional settings for women’s monastic identity. Its findings, firstly, shed light on how the increased opportunities for women’s education in Taiwanese Buddhism have continuously attracted young female university students. Secondly, these so-called scholarly nuns come to Buddhist academies as students and eventually become instructors. These scholarly nuns elevate the standards of their Buddhist academies and use their original academic specializations to expand the educational curriculum of their school. The role of scholarly nuns in contemporary Taiwan exemplifies that Buddhism provides educational resources for women, as educational resources enhance women’s engagement in Buddhism.
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Jeong, Ji-kwon. "An Analysis of the Needs of Learners on the Online Buddhist Education: Focusing on Focus Group Interview." Humanities and Meditation Research Institute 1, no. 2 (December 31, 2023): 63–82. http://dx.doi.org/10.60140/mche.2023.1.2.63.

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The purpose of this study is to examine learners’ needs related to online Buddhist education. For this purpose, focus group interviews were conducted and analyzed with seven learners who participated in online Buddhist education. Learners’ needs related to online Buddhist education were centered around ‘motivation to use online Buddhist education,’ ‘experience of participating in online Buddhist education,’ and ‘support needed to increase the field usability of online Buddhist education.’ From the ‘motivation for using online Buddhist education’, ‘desire to study Buddhism’, ‘acquiring psychological stability’, ‘communication with believers’, ‘desire to live a spiritual life’, and ‘strengthening accessibility to Buddhist content through non-face-to-face’ were derived. From the ‘experience of participating in online Buddhist education’, ‘various teaching methods through online’, ‘use of various class contents’, ‘progress-oriented classes’, ‘specific classes’, and ‘communication in non-face-to-face classes’ were derived. From ‘Support needed to increase field usability of online Buddhist education’ to ‘Need to improve system for non-face-to-face classes’, ‘Development of highly attractive non-face-to-face content’, ‘Development of communicative small group activity classes’, ‘Instructors and learners’ ‘Strengthening communication among students’, ‘Need to systematize non-face-to-face Buddhist curriculum’, ‘Need to evaluate online classes’, and ‘Need to consider non-face-to-face counseling’ were identified. This study is significant in that it contributed to deriving directions for the composition, content, and methods of online Buddhist education and diversifying Buddhism-related research methods by conducting a needs analysis of learners.
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Ashcraft, Jessica, and Isaac Calvert. "Teaching, Learning and the Buddha: Educative Principles from the Nidāna-Kathā." Religions 14, no. 9 (August 24, 2023): 1093. http://dx.doi.org/10.3390/rel14091093.

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This article investigates core ideas and principles of teaching and learning as found in the Nidāna-Kathā, a sacred Buddhist text that describes the lives and learning journeys of the Buddha. A three-tiered, exhaustive textual analysis revealed the following themes: resolve and responsibility, supererogatory effort, pabbajja, tradition, becoming, pedagogy and joy. Due in part to the noteworthy openness of a Buddhist conceptualization of canonicity, teachers have seldom drawn upon Buddhist sources (either living or written) to establish what might be termed Buddhist approaches to teaching and learning. While the purpose of this article is not to essentialize Buddhism nor its approach to education, by focusing on a single, primary source text detailing the Buddha’s teaching and learning journeys, we seek to put forth a few Buddhist educative principles that, though not representative of all Buddhisms, are at least grounded historically, mythically and archetypically. We hope this article acts as a call for future research to further explore Buddhist approaches to education based on either historical sources or the lived experiences of its generations of inheritor–practitioners.
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Sablin, Ivan. "Official Buddhism in Russia’s Politics and Education - Religion, Indigeneity, and Patriotism in Buryatia." Entangled Religions 5 (November 26, 2018): 210–49. http://dx.doi.org/10.46586/er.v5.2018.210-249.

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Focusing on organized Buddhism in the Republic of Buryatia and analyzing the statements of Khambo Lama Damba Aiusheev of the Buddhist Traditional Sangha of Russia and the textbooks used for teaching religion in public schools, the article discusses the different aspects of the relations between religion and state as applied to Buddhism in contemporary Russia in general and Buryatia in particular. The imperial politics of diversity management and especially the legacies of confessional governance in the Russian Empire and the Soviet Union made the four “traditional religions”—Orthodox Christianity, Islam, Buddhism, and Judaism—an important part of “federal” nation-building. Despite the overall desecularization of the Russian state and the long history of relations between the state and organized Buddhism, the predominantly Buryat, centralized organization Buddhist Traditional Sangha of Russia did not assert its claim to represent all Russian Buddhists. State efforts to establish a system of four “traditional religions,” providing inter alia a spiritual foundation for Russian patriotism, also did not succeed. Buddhism remained decentralized in both administrative and semantic terms and did not lose its connections to the communities outside Russia. In Buryatia itself, Shamanism and Orthodox Christianity continuously challenged attempts to present Buddhism as the only Buryat “traditional religion.”
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Đạt, Thích Nguyên. "GIÁO DỤC PHẬT GIÁO VỚI TRỤC HUẾ – HÀ NỘI – SÀI GÒN." Hue University Journal of Science: Social Sciences and Humanities 129, no. 6E (October 26, 2020): 17–24. http://dx.doi.org/10.26459/hueunijssh.v129i6e.6054.

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Buddhism and Vietnamese Buddhist culture, a part of national culture and Buddhist culture, are associated with Buddhist education and simultaneously attached to each region. The article presents the movement and formation of Buddhist education along the Hue – Hanoi – Saigon axis over time, creating unique Buddhist cultural features for each region. The author focuses on four main movement lines that make up Vietnamese Buddhist education in general and Hue Buddhist education in particular, including (1) Convergent movement: South → Hue ← North; (2) Parallel movement: Saigon → Hue → Hanoi; (3) Unilateral movement: Hue → Saigon; (4) Multidimensional movement: Saigon ↔ Hue ↔ Hanoi. In this movement, and as the geographic, political, and cultural center of the country for a long time, Hue received, filtered, and absorbed Buddhist culture from other regions to form a distinctive feature of Hue Buddhism and establish the Zen Lieu Quan school next to the Truc Lam Zen school by Buddha–King Tran Nhan Tong in the North.
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Karniawan, Arya Whisnu, and Kartika Joswidjaja. "Analisis dan Implementasi Anupubbīkathā dalam Kurikulum Sekolah di Era Globalisasi." Jurnal Maitreyawira 2, no. 1 (April 28, 2021): 36–50. http://dx.doi.org/10.69607/jm.v2i1.36.

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ABSTRACT Entering the era of globalization makes the world like a small village. The current of globalization provides a lot of information, an example is the Buddhist education. Since Buddhism returned to Indonesia, Buddhist education has developed a lot. However, the current education of Buddhism is not sufficient, as evidenced by the number of children who claim to be Buddhists but their religious knowledge is minimal. This is very unfortunate, because this limitation means that the Buddha's Teachings cannot be described precisely so that it does not reveal the purpose of Buddhism itself. For this reason, it is necessary to have appropriate and gradual teaching methods, starting from easy to difficult material. That is why Buddhism must of course be studied in stages. This gradual teaching formula is known as Anupubbikatha. Through this research, we can see the discussion of Anupubbikatha according to the Pali Tipitaka to clarify the teachings of Buddhism in this era of globalization as well as contextually applicable solutions to be implemented in the Buddhist religious education curriculum. The limitations of this research are still based on the basic theories contained in the Pali Tipitaka and the implications of the sources. This research can be used as a reference and a foundation for further research to see the extent and how the implementation of this Anupubbikatha thematic in a teaching curriculum. The scope of this research is limited to studying the appropriate and gradual teaching materia ls of Buddhism based on the Pali Tipitaka, reviewing each of its points in detail, along with the solutions for its application so that it can be applied in the world of education.
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Rubiyati, Rubiyati, Yuri Kuswoyo, and Rapiadi Rapiadi. "Menuju Masyarakat Buddha yang inklusif melalui Orientasi Sejak Dini." Jurnal Maitreyawira 2, no. 1 (April 28, 2021): 30–35. http://dx.doi.org/10.69607/jm.v2i1.35.

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ABSTRACT Entering the era of globalization makes the world like a small village. The current of globalization provides a lot of information, an example is the Buddhist education. Since Buddhism returned to Indonesia, Buddhist education has developed a lot. However, the current education of Buddhism is not sufficient, as evidenced by the number of children who claim to be Buddhists but their religious knowledge is minimal. This is very unfortunate, because this limitation means that the Buddha's Teachings cannot be described precisely so that it does not reveal the purpose of Buddhism itself. For this reason, it is necessary to have appropriate and gradual teaching methods, starting from easy to difficult material. That is why Buddhism must of course be studied in stages. This gradual teaching formula is known as Anupubbikatha. Through this research, we can see the discussion of Anupubbikatha according to the Pali Tipitaka to clarify the teachings of Buddhism in this era of globalization as well as contextually applicable solutions to be implemented in the Buddhist religious education curriculum. The limitations of this research are still based on the basic theories contained in the Pali Tipitaka and the implications of the sources. This research can be used as a reference and a foundation for further research to see the extent and how the implementation of this Anupubbikatha thematic in a teaching curriculum. The scope of this research is limited to studying the appropriate and gradual teaching materia ls of Buddhism based on the Pali Tipitaka, reviewing each of its points in detail, along with the solutions for its application so that it can be applied in the world of education.
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Apriyanto, Rio, Dia Anjani, Burmansah Burmansah, and Tupari Tupari. "Buddhayana: Memahami Peran Ashin Jinarakkhita dalam Pengembangan Spiritual Umat Buddha." Jurnal Kajian dan Reviu Jinarakkhita Jurnal Gerakan Semangat Buddhayana (JGSB) 1, no. 1 (October 30, 2023): 1–9. http://dx.doi.org/10.60046/jgsb.v1i1.39.

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Spiritual development among Indonesian Buddhists has received a strong boost through the role of Ashin Jinarakkhita, in the course of his dedicated life, Ashin Jinarakkhita has become a major pillar in enriching the spiritual experience of Indonesian Buddhists. Her teachings and practices have influenced many individuals, leading them on a journey towards a deeper understanding of Buddhism. This article will review this pivotal role, exploring the various ways in which Ashin Jinarakkhita has contributed to strengthening the spiritual and religious foundation of Indonesian Buddhists. This research utilizes the library research method to collect secondary data related to Ashin Jinarakkhita's role. The results of this research show that Ashin Jinarakkhita has become an important pillar in the spiritual development of Indonesian Buddhists. Over the course of his life, Ashin Jinarakkhita has been dedicated to spreading Buddhism, providing spiritual guidance, and establishing places of worship and Buddhist education. In addition, his role in promoting peace, interfaith tolerance, and moral leadership has helped strengthen the spiritual and ethical foundation of Indonesian Buddhist society
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Dissertations / Theses on the topic "Buddhist education"

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Tsai, Chin-ling. "Buddhist education and the rise of the Buddhist university in modern Taiwan." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566812.

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This thesis explores the role of Buddhist education in Chinese history and the background that caused modern Buddhist monasteries in Taiwan to establish higher educational institutions. I begin my investigation with a brief survey of Buddhist education in pre-modern China, but turn quickly to the Republican period when Buddhism was regarded as a declining religion that brought no contribution to a society seeking modernization. Against this background, the revolutionary monk- Taixu championed a series of reforms, including reforms to Buddhist education. The modern scholar, Holmes Welch, writing in the 1960s, concluded that Taixu's blueprint of reviving Chinese Buddhism was mostly unsuccessful in his own days and therefore of only limited influence. Yet, even after Taixu's Buddhist seminaries shut down, young monks who were educated there later on fled to Taiwan where these young monks continued to propagate Taixu's idea of "Humanistic Buddhism" and to adopt Buddhism to the needs of contemporary society. Among these efforts, the . promotion of Buddhist education played a crucial role and is embodied in the establishment of five universities in the past two decades. In the later part of the thesis, I examine how these universities are different from other types of universities and whether or not they fulfill the missions that the funding groups intended to achieve when starting these universities. I argue that within a competitive environment, these universities set up by Buddhist groups need to establish a more clear identity and a better understanding of what exactly is needed in the educational environment of Taiwan. Only by doing so will they prove their values to society and establish a stable position in the future.
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Sonam, Tenzin, and Tenzin Sonam. "Buddhism at Crossroads: A Case Study of Six Tibetan Buddhist Monks Navigating the Intersection of Buddhist Theology and Western Science." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624305.

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Recent effort to teach Western science in the Tibetan Buddhist monasteries has drawn interest both within and outside the quarters of these monasteries. This novel and historic move of bringing Western science in a traditional monastic community began around year 2000 at the behest of His Holiness the Dalai Lama, the spiritual head of Tibetan Buddhism. Despite the novelty of this effort, the literature in science education about learners from non-Western communities suggests various "cognitive conflicts" experienced by these non-Western learners due to fundamental difference in the worldview of the two knowledge traditions. Hence, in this research focuses on how six Tibetan Buddhist monks were situating/reconciling the scientific concepts like the theory of evolution into their traditional Buddhist worldview. The monks who participated in this study were engaged in a further study science at a university in the U.S. for two years. Using case study approach, the participants were interviewed individually and in groups over the two-year period. The findings revealed that although the monks scored highly on their acceptance of evolution on the Measurement of Acceptance of Theory of Evolution (MATE) survey, however in the follow-up individual and focus group interviews, certain conflicts as well as agreement between the theory of evolution and their Buddhist beliefs were revealed. The monks experienced conflicts over concepts within evolution such as common ancestry, human evolution, and origin of life, and in reconciling the Buddhist and scientific notion of life. The conflicts were analyzed using the theory of collateral learning and was found that the monks engaged in different kinds of collateral learning, which is the degree of interaction and resolution of conflicting schemas. The different collateral learning of the monks was correlated to the concepts within evolution and has no correlation to the monks’ years in secular school, science learning or their proficiency of English language. This study has indicted that the Tibetan Buddhist monks also experience certain cognitive conflict when situating Western scientific concepts into their Buddhist worldview as suggested by research of science learners from other non-Western societies. By explicating how the monks make sense of scientific theories like the theory of evolution as an exemplar, I hope to inform the current effort to establish science education in the monastery to develop curricula that would result in meaningful science teaching and learning, and also sensitive to needs and the cultural survival of the monastics.
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Swarts, Erica Diehlmann. "Kaimyo (Japanese Buddhist Posthumous Names) as indicators of social status /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486474078049095.

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Phisalaphong, Rathdow. "Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3001/.

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This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.
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Lai, Lei Kuan. "Praying for the republic: Buddhist education, student monks, and citizenship in modern China (1911-1949)." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121131.

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This dissertation is a study of the emergence and impact of modern educational institutions in Chinese Buddhism. My aim is twofold: 1) to produce a history of modern monastic education in China; and 2) to investigate the intended outcomes of this new system of education as shown in the student-monks it produced. Focusing on identity formation, I examine the production of a collective identity – the student-monk – within and outside of the Buddhist academies (foxueyuan). Student-monks were those who identified with the imagined community formed around modern Buddhist academies and, more importantly, Buddhist periodicals that were widely circulated during the Republican period. I argue that this collective identity was indispensable to the young monks' creation of a distinctly Buddhist citizenship, which allowed them to engage and negotiate with the nation-state in a series of encounters. In other words, student-monks were both the products of a reformulated Buddhism-state relation and agents for that very transformation in twentieth-century China. I maintain that the emergence of student-monks as both an actual and imagined community is crucial to our understanding of the development of modern Chinese Buddhism.
Cette thèse est une étude de l'émergence et de l'impact des institutions d'éducation moderne sur le Bouddhisme chinois. L'objectif de mon projet est en deux temps: 1) produire une histoire de l'éducation monastique moderne en Chine; et 2) étudier les résultats escomptés de ce nouveau système d'éducation tels que visibles chez les étudiants moines sortants. En me concentrant sur l'identité en formation, j'examine la production d'une identité collective, soit l'étudiant moine, au sein et hors des académies bouddhistes (foxueyuan). Les étudiants moines étaient ceux qui s'identifiaient avec la communauté imaginée qui se formait autour des académies bouddhistes modernes, et surtout, les périodiques bouddhistes qui étaient largement distribués lors de la période républicaine. Je soutiens que cette identité collective était cruciale à la création d'une citoyenneté distinctivement bouddhiste chez les jeunes moines, ce qui leur a permis de s'engager et de négocier avec l'État-nation lors d'une série de rencontres. En d'autres termes, les étudiants moines étaient à la fois les produits d'une relation Bouddhisme-État reformulée ainsi que les agents de cette même transformation dans la Chine du vingtième siècle. Je maintiens que l'émergence de ces étudiants moines en tant que communauté et véritable et imaginée est cruciale à notre compréhension du développement du Bouddhisme chinois moderne.
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Dhammadassi, Naimbala. "The development of Buddhist monastic education in Sri Lanka : with special reference to the modern period." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.739408.

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Grassia, Joanne R. "The Personal and the Professional: Buddhist Practice and Systemic Therapists." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1431524759.

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Treat, Nicholas. "Xiwu yu Wudao: Wushu yu Daojia ji Shijia SixiangThe Learning of Marital Arts and Daoist and Buddhist Thought." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555390221952377.

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Shearer, Megan Marie. "Tibetan Buddhism and the environment: A case study of environmental sensitivity among Tibetan environmental professionals in Dharamsala, India." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2904.

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The purpose of this study was to investigate environmental sensitivity among environmental professionals in a culture that is assumed to hold an ecocentric perspective. Nine Tibetan Buddhist environmental professionals were surveyed in this study. Based on an Environmental Sensitivity Profile Insytrument, an environmental sensitivity profile for a Tibetan Buddhist environmental professional was created from the participants demographic and interview data. The most frequently defined vaqriables were environmental destruction/development, education and role models.
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Wendling, Heather M. "The Relation Between Psychological Flexibility and the Buddhist Practices of Meditation, Nonattachment, and Self-Compassion." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1332773514.

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Books on the topic "Buddhist education"

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Hsiao-yün-tao-shih. Buddhist enlightened education. Taipei, Taiwan, Republic of China: Yüan Chüan Press, 1986.

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Guptā, Rājeśa Candra. Bauddha darśana kā prācīna Bhāratīya śikshā paddhati para prabhāva: Vartamāna śikshā ke sandarbha meṃ isakī upādeyatā. Naī Dillī: Rādhā Pablikeśansa, 2010.

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Gakkai, Nihon Bukkyō Kyōiku. Bukkyō-teki sekai no kyōiku ronri: Bukkyō to kyōiku no setten. Kyōto-shi: Hōzōkan, 2016.

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Paññāloka, Mīgoḍa. Śrī Laṅkāvē Bauddha adhyāpana sampradāya. Koḷaṃba: Ăs. Goḍagē saha Sahōdarayō, 2002.

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Luvsandagvyn, Damdinsu̇rėn. Mongolyn ulamzhlalt Burkhany shashny zan u̇iliĭn surgan khu̇mu̇u̇zhu̇u̇lėkh nȯlȯȯ, ach kholbogdol. Ulaanbaatar khot: "Soèembo Printing", 2012.

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Keuffer, Josef. Buddhismus und Erziehung: Eine interkulturelle Studie zu Tibet aus erziehungswissenschaftlicher Sicht. Münster: Waxmann, 1991.

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Keuffer, Josef. Buddhismus und Erziehung: Eine interkulturelle Studie zu Tibet aus erziehungswissenschaftlicher Sicht. Münster: Waxmann, 1991.

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Budaeva, S. T︠S︡. Sistema obrazovanii︠a︡ v dat︠s︡anakh Vostochnogo Zabaĭkalʹi︠a︡ kak otrazhenie edinstva nravstvennykh norm buddizma. Chita: Poisk, 2002.

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Chang, I.-du. Sŏlpŏp pojŏn. Sŏul Tʻŭkpyŏlsi: Yunibŏsŭ, 1994.

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Saitō, Akitoshi. Bukkyō kyōiku, ningen no kenkyū. Tōkyō: Kobian Shobō, 2000.

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Book chapters on the topic "Buddhist education"

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Vongsopha, Sayadej, and Richard Noonan. "Buddhist Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 245–63. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_10.

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Smith, Sue Erica. "Seeking Buddhist Education." In Buddhist Voices in School, 19–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_3.

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Smith, Sue Erica. "Buddhism and Spiritual Education." In Buddhist Voices in School, 153–63. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_13.

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Smith, Sue Erica. "Finding Places in a Changing Education Landscape." In Buddhist Voices in School, 55–63. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_5.

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Niyom, Prapapat. "Holistic Education in Thai Buddhist Schools." In International Handbook of Holistic Education, 278–86. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-34.

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Ismoyo, Tejo, Basuki Wibawa, and Etin Solihatin. "Interactive Multimedia in Buddhist Education Learning." In Advances in Computer Science Research, 190–200. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-236-1_20.

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Sonam, Tenzin. "Incubating Western Science Education in Tibetan Buddhist Monasteries in India." In Science Education in India, 27–45. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9593-2_2.

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Erricker, Clive. "A Buddhist Approach to Alternative Schooling: The Dharma School, Brighton, UK." In Alternative Education for the 21st Century, 83–100. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230618367_6.

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Mimoun-Sorel, Marie-Laure. "For an Education that Contributes to Heal the World: The Role of Buddhist Education." In Education and the UN Sustainable Development Goals, 691–707. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3802-5_38.

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Kazashi, Nobuo. "Metamorphoses of ‘Pure Experience’: Buddhist, Enactive and Historical Turns in Nishida." In Education and the Kyoto School of Philosophy, 77–90. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4047-1_7.

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Conference papers on the topic "Buddhist education"

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Kumari, Poonam, and Wanbing Shi. "Buddhist Education Management in Peking University." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.174.

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Kumari, Poonam, and Wanbing Shi. "Experience and Enlightenment of the Indian Buddhist Education." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.181.

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Nesterkin, Sergei P. "The Modernization Of Buddhist Religious Education: Adaptation Strategies." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.8.

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Shi, Wanbing, and Poonam Kumari. "Buddhist Education Managment in Nava Nalanda Mahavihara University." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.61.

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R.De Silva, Dilakshi. "Buddhist philosophical teachings for environmental conservation." In 2nd International Conference on Social Science, Humanities and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icshe.2019.06.327.

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Yang, Xuelan. "Landscape Art in Chinese Buddhist Temples." In 2017 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/saeme-17.2017.61.

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Ulanov, Mergen Sandzhievich. "Buddhist Ideas On Education In The Era Of Globalization." In International Scientific Congress «Knowledge, Man and Civilization». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.12.154.

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Chowdhury, Ven Diptah. "A Buddhist Approach to Spiritual Value and Modern Education System." In 2nd International Conference on Advanced Research in Humanities. global, 2019. http://dx.doi.org/10.33422/2nd.icarhconf.2019.09.605.

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Stol, Anatoly B., Airat Y. Zaripov, Victor N. Bondarenko, Alexander V. Bondarenko, and Gafur G. Salihov. "Features of Buddhist Methodology of Human Self-knowledge." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.2.

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Wu, Bo. "On the Buddhist Thought in Tang Yin's Poetry." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.120.

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You might also be interested in the extended bibliographies on the topic 'Buddhist education' for particular source types:
Journal articles Dissertations / Theses Books
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