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Knowing body, moving mind: Ritualiz...

Wilfrid Laurier University (Canada).

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Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto./
Author:	Campbell, Patricia Q.
Description:	279 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: .
Contained By:	Dissertation Abstracts International70-07A.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR49966
ISBN:	9780494499665

Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto.
Campbell, Patricia Q.

Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto. - 279 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: .

Thesis (Ph.D.)--Wilfrid Laurier University (Canada), 2009.

This book explores learning through ritualizing in introductory meditation courses offered at two Tibetan-based, western Buddhist centres in Toronto. Through interviews with several of the centres' newcomers, experienced members and teachers, it explores students' reasons for enrolling in meditation classes as well as their attitudes towards religion and ritual. The study's primary focus is on respondents' experiences of learning through formal practices such as meditation postures and techniques. Ritualizing is interpreted in part through performance theory, an approach which highlights the performative elements of ritual and the physical enactment of ritualized postures and gestures. Learning through ritualized activities creates a unique kind of understanding, a tacit type of knowledge that is located in muscle and bone rather than solely in the brain. But meditation involves forms of ritualizing in addition to its physical postures and gestures. The conception of ritualizing employed here thus extends beyond performance---those activities that are done to be seen---to include practices which take place in meditators' minds Thus, meditative concentration techniques are also considered ritualizing. From this perspective, the mind is regarded as an aspect of the body that is also capable of ritualized behaviour. Respondents indicated that there was a range of different types of learning experienced in the meditation classes. With the aid of an influential learning model called Bloom's taxonomy, this study explores the distinct types or "domains" in which meditation students learned. They include gaining new factual or intellectual knowledge, experiencing changes in attitudes, emotions or values and developing new physical skills and techniques. Linking ritualized activities to learning theory illustrates the ways in which ritualizing contributes to new learning in these distinct domains.

ISBN: 9780494499665Subjects--Topical Terms:

735016
Anthropology, Cultural.

Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto.
LDR:02737nam 2200253 a 45 001 859599
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020 $a 9780494499665
035 $a (UMI)AAINR49966
035 $a AAINR49966
040 $a UMI $c UMI
100 1 $a Campbell, Patricia Q. $3 1026814
245 1 0 $a Knowing body, moving mind: Ritualizing and learning in two Buddhist centres in Toronto.
300 $a 279 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: .
502 $a Thesis (Ph.D.)--Wilfrid Laurier University (Canada), 2009.
520 $a This book explores learning through ritualizing in introductory meditation courses offered at two Tibetan-based, western Buddhist centres in Toronto. Through interviews with several of the centres' newcomers, experienced members and teachers, it explores students' reasons for enrolling in meditation classes as well as their attitudes towards religion and ritual. The study's primary focus is on respondents' experiences of learning through formal practices such as meditation postures and techniques. Ritualizing is interpreted in part through performance theory, an approach which highlights the performative elements of ritual and the physical enactment of ritualized postures and gestures. Learning through ritualized activities creates a unique kind of understanding, a tacit type of knowledge that is located in muscle and bone rather than solely in the brain. But meditation involves forms of ritualizing in addition to its physical postures and gestures. The conception of ritualizing employed here thus extends beyond performance---those activities that are done to be seen---to include practices which take place in meditators' minds Thus, meditative concentration techniques are also considered ritualizing. From this perspective, the mind is regarded as an aspect of the body that is also capable of ritualized behaviour. Respondents indicated that there was a range of different types of learning experienced in the meditation classes. With the aid of an influential learning model called Bloom's taxonomy, this study explores the distinct types or "domains" in which meditation students learned. They include gaining new factual or intellectual knowledge, experiencing changes in attitudes, emotions or values and developing new physical skills and techniques. Linking ritualized activities to learning theory illustrates the ways in which ritualizing contributes to new learning in these distinct domains.
590 $a School code: 1101.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Religion, General. $3 1017453
690 $a 0318
690 $a 0326
710 2 $a Wilfrid Laurier University (Canada). $3 1020614
773 0 $t Dissertation Abstracts International $g 70-07A.
790 $a 1101
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR49966