"Inviting, provocative, and profoundly uplifting, this book dares us to rethink curriculum, and its essential task-to cultivate the transformation of consciousness. It challenges us to reconsider the purpose of education itself as nothing short of the liberating and loving experience of this transformation. In advocating such, Chu offers here a rich contribution-interdisciplinary and international in its scope and reach-through her most apt and elegant analysis of complex concepts from Buddhism, quantum physics and the new sciences, and classical and continental philosophy, as well as curriculum theory. Courageously taking up these traditions-deftly translated and explained, and cogently brought together; she compels us to contemplate anew the claims of truth upon us in our work and to which we aspire through it; and calls us to further advance curriculum conversations and undertakings that are not only scientifically employed and informed, but also spiritually engaged and understood." -Molly Quinn, Professor, Curriculum Studies, Augusta University, USA, and President, American Association for the Advancement of Curriculum Studies This book addresses the issue of de-spiritualization in education through an interdisciplinary lens. It draws on curriculum scholarship of Dwayne Huebner, Martin Heidegger's interpretation of Plato's allegory of the cave, Buddhism, theories and philosophies of quantum physics, and philosophical hermeneutics, among others. In doing so, the author reveals the relationship between spiritual truth and education and uncovers the ultimate nature of consciousness, self, and reality. On this basis, she works to explore curriculum as an experience of consciousness transformation vital to the essence and purpose of education and, in conclusion, argues for reason with faith and faith with reason as well as the imperative of curriculum imbued with spiritual wisdom and lived experiences.

Autorentext

Elise L. Chu holds an MA in Curriculum Studies from the University of British Columbia, Canada. Her doctoral research focuses on enriching curriculum theories with Buddhism, new biology and cognitive science, and philosophical hermeneutics. By this transdisciplinary inquiry, she hopes to scrutinize the practical aspect of consciousness transformation and articulate an understanding of curriculum as play.

Zusammenfassung

This book addresses the issue of de-spiritualization in education through an interdisciplinary lens. It draws on curriculum scholarship of Dwayne Huebner, Martin Heidegger's interpretation of Plato's allegory of the cave, Buddhism, theories and philosophies of quantum physics, and philosophical hermeneutics, among others. In doing so, the author identifies the relationship between spiritual truth and education and probes the nature of consciousness, self, and reality. On this basis, she works to explore curriculum as an experience of consciousness transformation vital to the essence and purpose of education and argues for reason with faith and faith with reason as well as the imperative of curriculum imbued with spiritual wisdom and lived experiences.

Inhalt

1. The Issue of De-Spiritualization in Education2. Spirituality, Truth, and Education3. A Dialogue between Buddhism and Quantum Physics4. The Concepts and Process of Consciousness Transformation5. Understanding the Nature of Consciousness, Self, and Reality6. Learning to Appreciate Human Temporality7. Cultivating Impartiality and Bodhicitta8. Becoming Responsibly Responsive9. Cultivating Selflessness10. Learning to Embody a Non-Dualistic Worldview11. The Metamorphosis and the Confounded Speech