By Sue Erica Smith
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Additional resources for Buddhist Voices in School: How a Community Created a Buddhist Education Program for State Schools
Simultaneously they are both mundane and profound: put simply for a novice or a child, and providing routes of analysis to guide ethical living and ‘awakening’ from ignorance. These principles are the foundation from which Siddhartha Gautama, the Buddha, based all of his teaching and these are embedded in the primary school program described in later chapters. As a student of these Tibetan teachers, and given these various global adaptations of the Dharma, I have wondered at times if Buddhist education is perhaps redundant albeit before it has substantially begun.
As a student of these Tibetan teachers, and given these various global adaptations of the Dharma, I have wondered at times if Buddhist education is perhaps redundant albeit before it has substantially begun. However, if these trends are to transpire they must find a natural fit within this Australian context. For more than 20 years, Australians have been the beneficiaries of equity and multicultural policies. 2% of Victorians born overseas in more than 200 countries, and 4% of the total population as Buddhists.
These are sophisticated phenomena that can only be fully apprehended by practitioners whose study is used to support deep contemplative insight at the highest levels possible. For those with lesser understanding – me and the overwhelming majority – absolute proof of the veracity of rebirth is not possible, although the intellectual basis of cause and effect relationship is readily observed. Finding truth in these relationships is established through analytical investigation and mindfulness of motivations and actions.
Buddhist Voices in School: How a Community Created a Buddhist Education Program for State Schools by Sue Erica Smith