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Buddhist Learning Pedagogy and Decolonization: Re-imagining in the Context of Neocolonial Education and Development in Bangladesh

Bijoy P. Barua (East West University, Bangladesh)

Decolonizing and Indigenizing Visions of Educational Leadership

ISBN: 978-1-83982-469-2, eISBN: 978-1-83982-468-5

Publication date: 21 November 2022

Abstract

This chapter critically explores the colonial model of education in a Buddhist society in postcolonial Bangladesh, as the Buddhist value-based contemplative learning and ethical practices have been constantly challenged due to the fact that the western value-based cultural knowledge is considered for economic development. In such a context, Buddhist learners are unable to learn the social history, cultural heritage, Buddhist/social economy, and spiritual values and practices in the educational institutions. Even teachers are not trained in preparing learners for cultivation of wisdom (Paññā in Pāli) and ecocentric development of the community in the country. On the other hand, Buddhist notion of contemplative learning pedagogy believes in decolonization of the mind and reflective practice for social transformation and development of wisdom through deep meditative mind by nurturing critical dialogue as opposed to capital accumulation and greed-based society. The Buddhist pedagogical approach focuses on mindful concentration (bhavana) and ethical (sila) practice within the learning context and environment, as emancipatory ideology to promote cultural diversity instead of political and social imposition. Such mindfulness would allow both the learners and teachers to create collaborative learning opportunities for life-sustaining practice and wholesome (kusala karma) activity in the community setting. The Buddhist learning pedagogy tends to nurture nonviolence (ahimsa) in order to develop mutual respect among the diverse communities to renewing ground for mind-expanding pursuits in the learning institutions for the wellbeing of all community members in the country.

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Acknowledgements

Acknowledgments

I am grateful to Professor Abul H.G. Quddus, Professor A.K. Enamul Haque, Professor Ehsanul Haque and Mr. Johur Ahmed for their reflective discussion during the writing of this chapter. I am also thankful to Subrina Haque Suchi, Research Assistant and Sarwath A.G. Chowdhury, Graduate Student for their assistance.

Citation

Barua, B.P. (2022), "Buddhist Learning Pedagogy and Decolonization: Re-imagining in the Context of Neocolonial Education and Development in Bangladesh", Wane, N.N., Todd, K.L., Chau, C. and Watts, H. (Ed.) Decolonizing and Indigenizing Visions of Educational Leadership (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 27-41. https://doi.org/10.1108/978-1-83982-468-520221003

Publisher

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Emerald Publishing Limited