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仏教からみる国際バカロレア教育の意義 : 釈尊仏教の無我・縁起とIBの学習者像=Significance of International Baccalaureate Education from the Viewpoint of Buddhism
Author 田中無量 (著)=Tanaka, Muryo (au.)
Source 武蔵野大学仏教文化研究所紀要=Journal of Institute of Buddhist Culture, Musashino University=ムサシノ ダイガク ブッキョウ ブンカ ケンキュウジョ キヨウ
Pages95 - 117
Publisher Url
Location西東京市, 日本 [Nishitokyo-shi, Japan]
Content type期刊論文=Journal Article
Note著者所属:武蔵野大学仏教文化研究所客員研究員 博士(文学)
Keyword国際バカロレア教育=International Baccalaureate; 無我縁起=no self and dependent arising; 建学の精神=school spirit; 学習者像=The IB Learner Profile
AbstractThis paper examines the mission of International Baccalaureate (IB) from the perspective of Buddhist studies, and argues for a close relation between the aims of IB education and the teachings of Buddhism.

Private schools have a “School foundation spirit.” On the other hand, the IB has the “IB mission,” which is embodied in the IB Learner Profile. Therefore,it can be said that the problem of how the IB learner image matches the “school spirit” of the school is an issue that must be considered if it is to be introduced.In order to introduce it at Buddhist schools, it is necessary to clarify the relationship between Shakyamuni Buddhism and IB. This paper will discuss the significance of IB education at Buddhist schools by revealing link between the “IB learner image” and the fundamental idea of Shakyamuni Buddhism, “no self and dependent arising”.

Shakyamuni Buddha reached the enlightenment, through the realization of “no self” and “dependent arising,” understanding that everything does not exist alone and is therefore interconnected. Buddhist religious education thus places importance on this truth and is aimed at awakening those who have not yet realized this truth.

When viewing the IB Learner Profile from the Buddhist perspective, there are two remarkable points: one is the use of “we” and the other is the reference to responsibility. These two points correspond to the viewpoint of interconnectedness and compassion, and the viewpoint of well-earned punishment.

In conclusion, the paper claims that the IB education programme, often regarded as Western, in fact accords with Asian Buddhist thinking.

Furthermore, an educational logic that complements “Buddhism” and “IB” can be derived. It is not only the case that the Buddhist thought predating IB can be understood in connection with modern IB education, which is said to be Oriental thought, but also if a Buddhist school whose foundation spirit is based on Buddhism is to introduce IB education with the philosophy of selflessness and dependent arising in Buddhism as the foundation of the IB learner’s image,this will became a characteristic unique to Buddhist schools in IB education.And so it can be said that IB education itself will become a significant part of the Buddhist school.
Table of contents序論 97
一 「IBの学習者像」と釈尊仏教の無我・縁起 98
二 釈尊仏教の無我・縁起の思想からみる「IBの学習者像」 105
三 「仏教」と「IB」の相互補完的教育論 109
結論 112
註 116
ISSN18820107 (P)
Created date2021.09.16
Modified date2021.09.23

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