Gloria I-Ling Chien
Datos Biográficos
| ID | 4252004 |
|---|---|
| NOMBRE | Gloria I-Ling Chien |
| NOMBRES | Gloria I-Ling |
| APELLIDO | Chien |
| FIRMA | CHIEN G I |
| VERIFICADO | No |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2020 |
| ÍNDICE H | 0 |
Building the Sanctity of a Tibetan Buddhist Lojong Master through His Hagiography
Tibetan Buddhist lojong (Tib. blo sbyong), or “mind training,” is a specific approach that aims to develop the preeminent ideal of Mahāyāna Buddhism, the cultivation of the awakening mind (bodhicitta). Best known as Gyelsé Tokmé or Ngülchü Tokmé, lojong master Tokmé Zangpo (1295–1369) advocated for the importance of the bodhisattva tenets and lojong teachings. His Thirty-Seven Practices of the Bodhisattvas has drawn the most attention from today’…
Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom
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 cre…
Sin obras prominentes en esta página.
Building the Sanctity of a Tibetan Buddhist Lojong Master through His Hagiography
Tibetan Buddhist lojong (Tib. blo sbyong), or “mind training,” is a specific approach that aims to develop the preeminent ideal of Mahāyāna Buddhism, the cultivation of the awakening mind (bodhicitta). Best known as Gyelsé Tokmé or Ngülchü Tokmé, lojong master Tokmé Zangpo (1295–1369) advocated for the importance of the bodhisattva tenets and lojong teachings. His Thirty-Seven Practices of the Bodhisattvas has drawn the most attention from today’…
Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom
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 cre…
Buddhism (2 obras) · Aesthetics (1 obras) · Archaeology (1 obras) · Art (1 obras) · Bodhisattva (1 obras) · Chinese history and philosophy (1 obras) · Compassion (1 obras) · Contemplation (1 obras) · Education and Critical Thinking Development (1 obras) · Epistemology (1 obras)