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Developing Ministry of Presence in the Classroom
Proposal abstract :
There is a need to articulate pedagogies for “ministry of presence” in Buddhist education. Ministry of presence is what keeps teaching and learning alive in the classroom. Modeling ministry of presence is staying connected, deeply listening, and being open to the unknown. To have alive encounters in the classroom where real learning occurs, educators may need to facilitate different methods of learning that incorporate a whole-person education. This project will draw upon Buddhist primary and secondary sources, as well as the experiences of Buddhist monastics, ministers, and educators from multiple traditions to create a Buddhist-centered pedagogy. Buddhist ministry of presence can serve as an important pedagogical model that provides practical methods for educators to use in the classroom. Such methods can more effectively address suffering, incorporate self-care, and navigate conflict while remaining grounded in body and mind.
There is a need to articulate pedagogies for “ministry of presence” in Buddhist education. Ministry of presence is what keeps teaching and learning alive in the classroom. Modeling ministry of presence is staying connected, deeply listening, and being open to the unknown. To have alive encounters in the classroom where real learning occurs, educators may need to facilitate different methods of learning that incorporate a whole-person education. This project will draw upon Buddhist primary and secondary sources, as well as the experiences of Buddhist monastics, ministers, and educators from multiple traditions to create a Buddhist-centered pedagogy. Buddhist ministry of presence can serve as an important pedagogical model that provides practical methods for educators to use in the classroom. Such methods can more effectively address suffering, incorporate self-care, and navigate conflict while remaining grounded in body and mind.