Self-directed learning through the eyes of a Buddhist meditator : (non)control, (non)becoming, and (non)judgement
By using the meditative inquiry approach, I compare and contrast the philosophy underlying Buddhist meditation, based on my personal experiences with and scholarship on the mindfulness practice, with self-directed learning within the tradition of progressive education, based on the case study of the Jefferson County Open School, a progressive school in Lakewood (CO, USA). I found that Buddhist meditation and self-directed learning have a lot in common. In particular, they both emphasize (non)control, (non)becoming, and (non)judgement. As a meditative inquiry, this study has brought about a lot of profound inner transformation in terms of both spirituality and philosophy of education, which are explicitly presented in this dissertation.
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- In Collections
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Electronic Theses & Dissertations
- Copyright Status
- Attribution 4.0 International
- Material Type
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Theses
- Authors
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Nguyen, Cuong Huy
- Thesis Advisors
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Fendler, Lynn
- Committee Members
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Greenwalt, Kyle
Dirkx, John
Barros, Sandro
- Date Published
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2017
- Subjects
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Jefferson County Open School (Lakewood, Colo.)
Self-managed learning
Schools
Mindfulness (Psychology)
Buddhist meditations
Colorado--Lakewood
- Degree Level
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Doctoral
- Language
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English
- Pages
- vii, 220 pages
- ISBN
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9780355132724
0355132729
- Permalink
- https://doi.org/doi:10.25335/zt7x-cn04