• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto
【24h】

Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto

机译：认识身体，动脑子：在多伦多的两个佛教中心进行仪式化和学习

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This book explores learning through ritualizing in introductory meditation courses offered at two Tibetan-based, western Buddhist centres in Toronto. Through interviews with several of the centres' newcomers, experienced members and teachers, it explores students' reasons for enrolling in meditation classes as well as their attitudes towards religion and ritual. The study's primary focus is on respondents' experiences of learning through formal practices such as meditation postures and techniques. Ritualizing is interpreted in part through performance theory, an approach which highlights the performative elements of ritual and the physical enactment of ritualized postures and gestures. Learning through ritualized activities creates a unique kind of understanding, a tacit type of knowledge that is located in muscle and bone rather than solely in the brain. But meditation involves forms of ritualizing in addition to its physical postures and gestures. The conception of ritualizing employed here thus extends beyond performance---those activities that are done to be seen---to include practices which take place in meditators' minds Thus, meditative concentration techniques are also considered ritualizing. From this perspective, the mind is regarded as an aspect of the body that is also capable of ritualized behaviour. Respondents indicated that there was a range of different types of learning experienced in the meditation classes. With the aid of an influential learning model called Bloom's taxonomy, this study explores the distinct types or "domains" in which meditation students learned. They include gaining new factual or intellectual knowledge, experiencing changes in attitudes, emotions or values and developing new physical skills and techniques. Linking ritualized activities to learning theory illustrates the ways in which ritualizing contributes to new learning in these distinct domains.
机译：本书通过对多伦多两个基于藏传佛教的西方佛教中心开设的入门禅修课程进行仪式化的方式探索学习。通过与中心的一些新来者，经验丰富的成员和老师的访谈，它探索了学生参加冥想课程的原因以及他们对宗教和仪式的态度。该研究的主要重点是受访者通过冥想姿势和技巧等正式实践学习的经验。仪式化是通过表演理论来部分解释的，该理论强调了仪式的表演要素以及仪式化姿势和手势的物理表现。通过仪式化活动进行学习可以创建一种独特的理解，一种隐性类型的知识，它位于肌肉和骨骼中，而不仅仅是大脑中。但是冥想除了其身体姿势和手势外，还涉及仪式化的形式。因此，这里采用的仪式化概念超出了表演的范围，即那些可以看到的活动，包括了禅修者心中发生的实践。因此，冥想集中技术也被认为是仪式化。从这个角度来看，思想被认为是身体的一部分，也可以进行礼节化的行为。受访者表示，在冥想课中经历了许多不同类型的学习。借助一种称为Bloom的分类法的有影响力的学习模型，本研究探索了冥想学生学习的不同类型或“领域”。其中包括获得新的事实或知识知识，经历态度，情感或价值观的变化以及发展新的身体技能和技巧。将仪式化活动与学习理论联系起来，说明了仪式化在这些不同领域中促进新学习的方式。

著录项

  • 作者

    Campbell, Patricia Q.;

  • 作者单位

    Wilfrid Laurier University (Canada).;

  • 授予单位 Wilfrid Laurier University (Canada).;
  • 学科 Religion.;Cultural anthropology.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 279 p.
  • 总页数 279
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:31

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号