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วันเสาร์ที่ 15 พฤศจิกายน พ.ศ. 2551
วันเสาร์ที่ 8 พฤศจิกายน พ.ศ. 2551
Educating for Balance:A Buddhist Perspective
In this paper we will talk about integrating tfchnology and the human spirit at this juncture of history. Man nowadays seems to do better in terms of material development but feels worse in terms of the spirit. Man's spiritual development, initiated by religious founders like the Buddha, Jesus Christ and Muhammad, has not keot pace with material devepment propelled mainly by science and technology. Man makes good progress with scientific technology wile overlooking the significance of what I would call "spiritual technology". This is partly due to the fact that science and technology exert a strong influence on our belief-systems.
Living in the scientific age, use scientific methods in analyzing data and making achievements in scientific technology; we make no progress in a spiritual technology, i.e. meditation. We hardly ever apply this spiritual technology in our system of education because when we try to intrpduce meditation into the curriculum, the questions that teachers and educators often ask are: How do we know that a practitioner attains in meditation? How can we conduct examinations in meditation practice? They believe that progress in meditation practice be evaluated. The problem here does not lie with meditation. It is concerned with our mental framework or worldview which I would call a paradigm in our mentality. The paradigm of people in this technological age is influenced by scientific presuppositions. We view the woeld from the scientific framework. That is why we do not understand the language of qualitative evaluation in religion.
Living in the scientific age, use scientific methods in analyzing data and making achievements in scientific technology; we make no progress in a spiritual technology, i.e. meditation. We hardly ever apply this spiritual technology in our system of education because when we try to intrpduce meditation into the curriculum, the questions that teachers and educators often ask are: How do we know that a practitioner attains in meditation? How can we conduct examinations in meditation practice? They believe that progress in meditation practice be evaluated. The problem here does not lie with meditation. It is concerned with our mental framework or worldview which I would call a paradigm in our mentality. The paradigm of people in this technological age is influenced by scientific presuppositions. We view the woeld from the scientific framework. That is why we do not understand the language of qualitative evaluation in religion.
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