26 research outputs found
TEACHING BUDDHISM IN BRITAIN'S SCHOOLS: REDEFINING THE INSIDER ROLE
Dialogical approaches to Religious Education in Britainâs schools have opened the subject to input by Buddhist insiders more than ever in its history although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the âdo-ut-desâ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for RE, school ethos and national representation input was found lacking or skewed toward 'convert' Buddhist expectations, while the voice of the more numerous 'migrant' Buddhist community remained relatively
unheard
Planning for science in the curriculum a report and discussion document prepared by a working party on curriculum models for science 5 - 16 for the Education (Research) Committee of the Association
Available from British Library Document Supply Centre- DSC:86/07845(Planning) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo