Buddhism and Cognitive Sciences in Dialogue

Pedagogical Reflections on Teaching across Disciplines

Bibliographic Data

ID3296113
AuthorsEyal Aviv (0000-0003-2379-6390, George Washington University, corresponding author), Kaleigh Spires (George Washington University, corresponding author)
Year2021
Volume12
Issue5
Pages303
Publication date2021-04-26
Open AccessYes
TypeARTICLE
VenueReligions (JOURNAL)
Journal identifiersISSN: 2077-1444 • E-ISSN: 2077-1444
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/rel12050303
OpenAlexW3159418382
LanguageEN
References cited28

In this essay, we, a professor and a student, share our experience of teaching and learning in a class on Buddhism and cognitive science at George Washington University. Our goal is not to argue for one approach over others, but to present a guide on this particular class experience. We offer a description of the course and deliberate on the complexities related to the subject matter. Using empirical data from a survey conducted after the commencement of the course, we reflect on the strengths and weaknesses of the class and how it could improve. This essay provides a possible template for other faculty members interested in teaching a similar course to extend the dialogue to a new generation of young scholars

Buddhism · Buddhist philosophy · Cognition · Curriculum · Epistemology · Library science · Mathematics education · Pedagogy · Sociology · Strengths and weaknesses · Subject matter · Computer Science · Education and Critical Thinking Development · Mindfulness and Compassion Interventions · Neuroscience, Education and Cognitive Function · Philosophy · Psychology · Social Psychology · Artificial Intelligence

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