Comparative study of professional development proposed by Buddha and John Dewey.

摘要

The purpose of this study is to examine the similarities between Buddha and John Dewey in their thinking on four issues related to educators' professional development. They are (1) What are the descriptions of an ideal professional educator seen by these two thinkers? (2) How do these two thinkers convert the concept of ideal professional life into personal conviction and determination? (3) What are their approaches to achieving the above determination? (4) What is their thinking about hindrances which may restrict the development of that determination?; The concept for this research is adopted from Buddhism, which lists three elements--desire, profound understanding of the desired goal, and diligence--in the implementation of a goal. The approaches used are mainly philosophical and historical.; Buddha and Dewey both put aside contemporary thought and pursued their own inquiries. Their legacies continue to influence the world. They, with different goals in mind (buddhahood versus harmonious individuals in a democratic society), both saw professional educators as knowledgeable and capable persons dedicated to provide suitable teaching to those under their guidance. To become such a person, one's initial desire, regardless of whether it is cultivated or inherent, needs to be strengthened by intelligence. To actualize the desired goal, Buddha proposed to cultivate, first, wisdom of emptiness, and then, wisdom of skillful means, beginning with a three-fold training (discipline, meditation, and wisdom). Dewey provided many instrument-oriented points, such as relying upon the theory of experience, gathering adequate knowledge of consequences, and adopting logical thinking, with which practitioners, without being preoccupied by any doctrine, can safeguard their own development. Both Buddha and Dewey thought hindrances to one's growth an inevitable challenge. Internal (e.g. incorrect thinking pattern) and external (e.g. mis-match between teachers and students) causes are diagnosed. Each thinker prescribed antidotes to counteract the problem.; They both started by examining knowledge of consequences, but Buddha continued to the metaphysical level. Except for Buddha's emphasis on emptiness and meditative practices, Dewey's and Buddha's thinking on developing intelligence by and large are complementary. Based upon their distinctive philosophies, two imaginative schools are created. Possible exchanges between them are also suggested.