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To Be Wise and Kind

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To Be Wise and Kind To be wise and kind: a Buddhist community engagement with Victorian state primary schools A thesis submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy by Sue Erica Smith School of Education Faculty of Arts, Education and Human Development Victoria University March 2010 Doctor of Philosophy Declaration I, Sue Erica Smith, declare that the PhD thesis entitled To be wise and kind: a Buddhist community engagement with Victorian state primary schools is no more that 100,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this thesis is my own work. Signature Date Acknowledgements This study would not have arisen without the love, support, inspiration and guidance from many people to whom I wish to express my deepest gratitude: x my Dharma teachers Lama Thubten Yeshe, Zasep Rinpoche, Traleg Rinpoche and Geshe Doga especially, who show by their examples the wondrous capacity of what we all can be, x my parents Ron and Betty Smith, who have not always understood what I have been doing, but have unfailingly supported and encouraged me to pursue my education, x my principal supervisor Professor Maureen Ryan and my co-supervisor Dr Merryn Davies for their skilful guidance, x my critical friends Ven. Chonyi Dr Diana Taylor and Dr Saman Fernando on points of Dharma/ Dhamma, Dr Scott Webster on education philosophy, x my husband and pal Dallas, my dear daughters Rose and Eve, Darcy and Elissa, and my longtime friends without whose unfailing patience and encouragement I could not have taken this journey, x the Buddhist Education in Victorian Schools Program volunteer community without whom there would be no program or curriculum; Helen Ponder, Serena Seah, and Judith MacDonald, Carey, Bernie, Ray, Andrea, Shamana, Chau Wee, Su Li, Shirani, Laila, Judith McK., Lee, Sirini, David, Faye, Anula, Kulari, Munthri, Kien Dang, Wendy, Mala, Vipuli, Dee, Devika, Nayani, Brian, Siriyani, Eileen, Kathy, ManYau, Peggy and Dhammika, x the precious children whose open minds give us all joy and hope. Abstract This is a case study of the development of the Buddhist Education in Victorian Schools program in state primary schools. It is located alongside the theoretical and policy frameworks of Australian state schooling and a growing but disparate international movement that is applying meditative techniques and principles with roots in the Buddha- Dharma in secular and pluralist education. The meta-ethics of wisdom and compassion, it is argued, are the foundation for spiritual education, personal development and positively engaged citizenship in the Dharma. These are also and congruent with the intrinsic aims of education. This action research study uses first-person narratives and hermeneutic discussions to describe how teachers have developed and implemented a program that has relied upon meditations and values-laden Jataka stories as the principle teaching strategies. First-person report data from student participants’ use of a Happiness Scale provide rich insights into children’s experiences of meditation, and how they learnt to be aware their minds, the importance of values, and how they might live in the world with wisdom and kindness. Student data gives strong indications that the meditations and stories as they have been applied developed students’ focus their attention, metagcognitive thinking and empathy, which have contributed to student resilience. Attached as Appendix 10 and Appendix 11 are two DVDs: one’Discovering Buddha:Lessons for Primary School’ (curriculum document) and ‘Buddhist Education in Victorian Schools (film). Table of Contents Introduction………………………………………………………………...1 Chapter 1: Locating a phenomenological journey……………………….8 Buddhists in Australia…………………………………………………………….8 The Buddhist Education in Victorian Schools Program….……………………….8 Religious Instruction at the margin………………………………………………13 A global review of Buddhist education………………………………………….16 Dharma schools internationally………………………………………………….19 Research in related disciplines…………………………………………………..21 A shift from Buddhism…………………………………………………………..24 Essential Education………………………………………………………………26 Chapter 2: Dharma: the way it is………………………………………..27 Gautama’s intent………………………………………………………………....28 Formal Buddhist practice ………………………………………………………..26 The Four Noble Truths…………………………………………………………..30 Karma…………………………………………………………………………....33 The marks of existence…………………………………………………………..35 Dependent Origination: a metaphysical position………………………………..34 Dharma and logos………………………………………………………………..38 Chapter 3: An interface with Australian education……………………44 Values in Australian schooling…………………………………………………..44 Victorian Essential Learning Standards…………………………………………50 Development of wisdom and the educated person………………………………52 Chapter 4: Many voices: Hermeneutics and Narratives……………… 59 Hermeneutics as a Buddhist tradition……………………………………………61 Hermeneutics – articulating human sciences……………………………………66 Hearing the voices: a case study with narratives………………………………..70 Gathering the stories: Research methods………………………………………..72 Action research…………………………………………………………………..73 Case-writing....…………………………………………………………………...74 Student participation……………………………………………………………..75 Classroom teacher validation…………………………………………………….77 Chapter 5: The action begins…………………………………………….78 A great life and an epic story…………………………………………………….78 Student involvement: strategies and some effects……………………………….82 Monkeys and metaphors: textual interpretation……………………………….....85 Chapter 6: Meditation, mind and motivation…………………………..92 Meditation………………………………………………………………………..93 Mind……………………………………………………………………………...94 Some current research into meditation…………………………………………..98 Some cautions about meditation………………………………………………..101 Meditations used in the Buddhist Education in Victorian Schools Program.…..102 The use of meditation in the current (BEVSP) program.……………………….103 Values, meditation and happiness………………………………………………105 The Happiness Scale: a meditation-effect measurement tool for children……..107 My motivation for using the Happiness Scale...………………………………..108 Chapter 7: Children’s experiences of meditation……………………...110 An exercise in awareness……………………………………………………….110 The Happiness Scale……………………………………………………………111 Administering the Happiness Scale…………………………………………….112 Making meaning of the Happiness Scale entries……………………………….115 Awareness and Perceptual shifts………………………………………………..117 Physical awareness……………………………………………………………...119 Making a shift from physical to mental awareness……………………………..121 Mental awareness……………………………………………………………….121 Feeling calm, relaxed…and tired……………………………………………….117 Mental clarity…………………………………………………………………...125 Mental focus…………………………………………………………………….125 Dealing with distractions……………………………………………………….126 Stresses and worries…………………………………………………………….127 Unhappy children……………………………………………………………….127 Emotional regulation……………………………………………………………131 Meditation - a potential tool for living………………………………………….132 New insights and funny feelings………………………………………………..133 Overview of children’s experiences of meditation……………………………..134 Reflection and Thinking Processes in Australian Schools……………………..135 Chapter 8: Stories of lives: morality, meaning-making and more monkeys ………………………………………………………………….139 Language and stories……………………………………………………………143 Stories and moral imagination………………………………………………….145 Real or fantastic………………………………………………………………...151 Negotiating teacher and student values……...………………………………….153 Life and consequence……….…………………………………………………..156 Stories known to Buddhist children….…………………………………………158 Chapter 9: Living in the world with meaning and spirit……………...167 Kindness and values ……………………………………………………………168 Good deeds/ Counting kindness………………………………………………...170 Student research project………………………………………………………...171 Craig came back………………………………………………………………...173 A parent’s perspective………………………………………………………….175 Two wings of awakened mind………………………………………………….178 The Wheel of Life………………………………………………………………180 Parting comments………….……………………………………………………191 Conclusion………………………………………………………………..195 References………………………………………………………………..199 List of Tables Table 1: Values: Dharma, National Values Framework and Positive Psychology……..106 Table 2: Happiness Scale Aggregates Year 5-6 2007…………………………………. 117 List of Figures Figure 1: Post-structural hermeneutic system of interpretation………………………… 69 Figure 2: Play: The Four Sights - Students preparing for the Third Sight ……………... 82 Figure 3: The Four Sights – The Third Sight …………………………………………....82 Figure 4: The Four Sights - Channa the charioteer tells Siddhartha the fate of all............82 Figure 5: “Strong like a mountain, calm in my heart”………………………………….110 Figure 6: The Happiness Scale………………………………………………………....112 Figure 7: Student workbook responses to meditation…………………………………..114 Figure 8: Student workbook responses to meditation…………………………………..115 Figure 9: Good Deeds/ Counting Kindness Book, B.C.V.E.P. 2007, p.2……………....170 Figure 10: Photo by Craig Sillitoe……………………………………………………...174 Figure 11: Wheel of Life Activity Sheet………………………………………………..184 Figure 12: Wheel of Life Introduction Lesson Plan……………………………………185 Figure 13: Wheel of Life Six Symbolic Places Lesson Plan - 1………………………..186 Figure 14: Wheel of Life Six Symbolic Places Lesson Plan - 2………………………..187 Figure 15: A poem of interconnectedness
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