Monastic learning and private education
The knowledge fostering and transmission network centered around Buddhist temples in Medieval China
Bibliographic Data
| ID | 22347448 |
|---|---|
| Authors | Jinhua Chen (0000-0003-2270-8248, University of British Columbia, corresponding author) |
| Year | 2021 |
| Volume | 7 |
| Issue | 1 |
| Pages | 138-157 |
| Publication date | 2021-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Chinese Religions (JOURNAL) |
| Journal identifiers | ISSN: 2372-9988 • E-ISSN: 2372-9996 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23729988.2021.1903740 |
| OpenAlex | W3158912887 |
| Language | EN |
| References cited | 4 |
Monastic learning shows the feature of openness, inclusiveness and fluidity. Its diverse curriculum included not only Buddhist learning, but also the studies of languages, logics, medicine and pharmacy as well as secular knowledge such as various craftsmanship. Monasteries everywhere naturally became the optimal place for storing all sorts of knowledge and for facilitating the exchange between the secular and sacred knowledge, and for promoting their transmission. The ‘fluidity’ refers to the versatile nature of monastic learning which emphasizes the importance of studying away from one’s home monastery. Monastic learning is also international. As Buddhism transmitted all around Asia, sacred and secular knowledge that originated from different parts of Asia was also able to circulate widely in the continent
Ancient history · Archaeology · Buddhism · China · Curriculum · Openness to experience · Pedagogy · Sociology · Chinese history and philosophy · History · Indian and Buddhist Studies · Psychology · Religious Education and Schools · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |