Session #8 - April 13 (morning), Lori Meeks

[Salbador Gonzalez]

Thank you for sharing your idea. I will use the same idea but in comparing how a sport is played in various countries. Everybody has their own style of play and comparing a style of play in a sport based on at least 3 countries can help my students decide on what style of play they are more comfortable with when playing an specific sport. 

[Tiffany Chang]

I think that is an excellent way of integrating certain life teachings with classroom mindfulness. My goal is to have more restorative justice class meetings, and I think integrating the noble truths is wonderful. Have you integrated into your class discussions yet? If so, how did your class respond? Do you plan to use other teachings in your discussion as well? 

[Tiffany Chang]

If one does not study the depths of religion, it is very easy to generalize the practices and rituals. I found it very interesting how Buddhism evolved over time and how there were many schools of thought even though they were all stemmed from the same origin. Different culture and social aspects led to the continuous shaping of the religion. When dynasties and rulers change, so does the school of thought. The fact that women were the first monastics in Japan, but were eventually excluded. I hope to show students how women play such an important role in different cultures and history, and my goal is for students to see how it is crucial to study the marginalized groups. 

[Salbador Gonzalez]

Professor Meeks lecture on Buddhism was great to be a part of. After browsing through the Chinese philosophies of Confucianism, Taoism, Legalism, and Mohism, Buddhism had come to mind, especially since Professor Dube had showed us a slide of buddhism but not lectured us any on it during one of the first two sessions. Well, buddhism made me think about its relation to yoga as both are into mindfulness, especially after learning that there is more than one form of buddhism. Professor Meeks had a great lecture on Buddhism but it only created more interest in learning about this very popular world religion. Professor Meeks answered many questions I had regarding Buddhism such as where did it originate from and what are their beliefs.

[Heidi Kwalk]

These are certainly interesting stats on religions in Asia. For North Korea, I don't think it is even legal to have any kind of religion. I agree with a post (a couple of sessions ago, I think) about how religion is an integral part of a nation's history and how it could deeply divide or unify a country.  Knowledge of the history of religions in Japan would definitely help in more in-depth understanding of Japan.  For example, I found it interesting that women had major roles Buddhism in Japan in the beginning. The early supporters of Buddhism was Emporor Shiomzu who sought to establish nunnery monastery in Japan. He expanded Budhism to build monastery and nunnery in pairs throughout the provinces, places to chant sutras for protection of states. Japan's first monastics were nuns and as teachers and rituals. In earlier times, women were actually doing a lot but women slowly became excluded from monastic practices. Women became more focused on devotional practices of Budhism. The reason women took prominent role with Budhism were more likely because they had prominent role in Shamanism which was important practice in Japan.

 

 

 

[Amy Chen]

Thank you for sharing the stats on Buddhism. I missed this lecture so it was helpful reading everyone's comments. I think that Buddhism is starting to decrease in followers because as a religion it is not as regimented as other world religions. Many followers view Buddhism as more of a spiritual philosophy and often practice the teachings privately.

[Amy Chen]

I would also like to practice more mindfulness in my daily life. I use Calm Classroom with my 6th graders when they come in from break and from lunch. It is a book with different breathing and stretch exercise designed for the classroom. I find it really useful for helping students transition for a stimulating time such as lunch to a quiet space in the classroom.

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