Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

Integrating contemplative pedagogy with the Ignatian Pedagogical Paradigm creates a multidimensional learning environment for teaching Buddhism in higher education. The author argues that using Buddhist-inspired contemplative practices like Cognitively-Based Compassion Training® in a Jesuit university setting can avoid implied proselytizing. Specific multisensory contemplation activities expand students' ways of knowing about Buddhist practice and foster consideration for others. This combination addresses students' spiritual and inner growth while enhancing their understanding of course content, ultimately facilitating whole-person development and deepening students' understanding of Buddhism.

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Abstract

The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism.