Full Description
This book provides insights into new developments and persistent traditions in Zen teacher training and education through the use of historical archival research and original interviews with living Zen Masters. It argues that some contemporary Euro-American social values of gender equality, non-discrimination, rationality, ecumenicism and democracy permeate not only the organizational aspects of the Kwan Um School of Zen case study, but soteriological processes and goals of the training more widely. Each chapter showcases the ways important facets of Zen education—from meditation to curriculum development to school management — have absorbed Euro-American cultural and social ideals in both community and educational practices. Giving dedicated scholarly attention and conceptualising new adaptations in transnational Zen communities, it constitutes an important and timely addition to the literature and will appeal to researchers and scholars of religion and education, Asian pedagogies, contemporary Buddhism, transnational Zen, and Zen education.
Contents
List of Illustrations
Conventions
Acknowledgements & Credits
Introduction
1. Transnational Zen Teacher Codes of Conduct
2. Traditional Meditation, Global Metaphors
3. KUSZ Teacher Certification
4. Ecumenical Kong-an Practice
5. Scholastic, Not Bookish
6. Student-Centered Dharma Talks
7. Multi-Cultural Retreat Practice
8. TAZ School Management
9. Curricular Continuities
10. Conclusion: Transnational Zen, Educational and Curricular Potentials
Appendix A: Interview Schedule and Biographical Sketches of Interviewees
Works Cited
Index
