Buddhist pedagogy in teacher education: cultivating wisdom by skillful means

ABSTRACT

This paper draws on research I have conducted about the cultivation of wisdom in Thailand and Australia. I examine the ancient pedagogy of pavīṇaupāya skillful means investigating how this pedagogy can inform contemporary development of teacher educators and teachers. I examine the Panjaawítee Wisdom Method that has its foundations in the Buddhist Aṭṭhangika-Magga Eightfold Path. Teaching people to walk this path, the pedagogical pavīṇaupāya skillful means described in the Buddhist texts (Various, 2005) has traditionally been underpinned by siinsamaadipanjaa, a series of practices designed to guide the learner to both develop and find balance between morality, concentration, and insight understanding leading to the cultivation of wisdom. I critically discuss the concept of pavīṇaupāya skillful means as the key pedagogical skill needed by the teacher educator and teacher in order to know how to develop this balance and thereby create the causes and conditions for wisdom to emerge in their students.

KEYWORDS:

• Wisdom
• teacher education
• Pavīṇaupāya skillful means
• Buddhist pedagogy

Acknowledgments

This work would not be possible without the generosity of the research participants who gave of their time and their understandings of wisdom and knowledge. I would like to acknowledge my life partner, Jeanne Freer, together with Professor Bob Teasdale and Venerable Ayya Khema Bhikkuni who have all been kalyāṇyamitta (reliable guides) along this path. I also thank Peansiri Ekniyom, Krisadawan Kalsang Dawa, and Soraj Hongladarom and the monks, nuns, and lay retreatants at Wat Suan Mokkh who helped me to understand the wisdom legacy in Thailand; and, the Daylesford Dharma School for their ongoing participation in this research.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. This project was granted Flinders University Ethics Approval in 1993 under the title Universities and Wise Futures and by Monash University Ethics Approval [CF11/0559 – 2,011,000,237] under the title: Buddhist mainstream schooling in Australia: A case study of the development of a Buddhist school in Victoria.

2. All words in italics are an Anglicized version of the Thai or Pali languages. Sources: Ayya Khema (1987, 1991); Buddhadatta (1958, 1979); Haas (1964); LOC (2016); Nyanatiloka (1981, 1982); ORS (2559BE); Pawphicit (2534BE); Rajapandit (2537); Sethaputra (1993), RST (2554).

Additional information

Funding

This project was funded by Australian Research in Asia Award1993-1996 [NA]; Faculty of Education, Monash University [Faculty Engagement Grant 2013, 2014].

Notes on contributors

Zane Ma Rhea

Zane Ma Rhea research program examines the cross-cultural, pedagogical underpinnings of the cultivation of wisdom and the role of education in its cultivation. My research focuses on comparative pedagogical studies of wisdom development in initial teacher education. I acknowledge the rights of Indigenous Peoples in education. I lead the Curriculum and Pedagogy academic community and teach across initial teacher education programs at Monash University.