Session 5 - April 18 morning (Lori Meeks on Buddhism)

[Cynthia Stults]

Samantha, I definitely think that your idea of incorporating buddhists traditions in the classroom could have huge benefits. I think that if we use "expedient means" as she described in her presentation, we can very easily adapt the precepts to be applicable and palatable to our students. I think that students really need to develop empathy and concern for each other. I really like how when Buddhism came to East Asia, the focus was on viewing the suffering of one as the suffering of all, and using this as an impetus to improve society. What a wonderful thing it would be if our little microcosm of a classroom could have this same philosophy- if one of us is struggling, we all need to help them so they aren't struggling or suffering alone. Bullying would decrease, disrespect would decrease, even student productivity should increase, because if I'm not focused and doing my own work, then it's bringing the rest of the class down, or if I know someone could use some help, I should help them.

[Cynthia Stults]

I found it very interesting how in both Korea and Japan, Buddhism was utilized as a tool to promote interests of the state and encourage allegiance of the people to the government. I don't want to seem extremely cynical, but it makes an extreme amount of sense that if you are a new religion that has to compete with other religions and traditions that have been part of the culture for a longer period of time, the best way to be sure that the governments that be accept you would be to offer yourself as a means of protecting and promoting the state. Then, at the very least, the government will not fear that you are seeking to overthrow them, and are more likely to allow you to spread unfettered. 

[Chad Espinoza]

The text, "Japanese Experiences of Buddhism," gives an interesting account of Prince Shotoku, the first Japanese emperor to every practice buddhism. Reading his account, I was given the image of a remarkably reflective and earnest practicioner of buddhism. The emperor wrote several commentaries on the sutras and when he passed uttered the words "Avoid evil, undertake good, purify the mind." These were some of the last words he spoke. In order to continue the spread of buddhism and to deepen its roots in Japan, Shotoku increased diplomacy between Japan and China. Sadly, during the Heian period, buddhism became entwined in politics and monastaries were used to the benefit of the wealthy. This is yet another example of an earnest system eventually giving into corrurption because that is what humanity does. I think excerpts from this reading would be relevant to my students today. After reading the parts on Shotoku and then reading an except on the eventually corruption of the system he installed, students can reflect and discuss on what this says about people. Such a conversation can also lead students to developing ideas on how to prevent such corruption. 

[Mario Ruiz]

Hey Sandra,

That's a great idea to try and adapt the eightfold path into your classroom. What I find very interesting about this is that it definitely reminds me of PBI systems that are used around many school districts. It's cool to know that those who practice Buddhism had somewhat of the same idea. I really like your idea of including the "paths" and what they look and sound like. That would give more stimuli to the visual and auditory learners. 

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