In the late 19th and early 20th centuries, Buddhism in Asia was transformed by the impact of colonial modernity and new technologies and began to spread in earnest to the West. Transnational networking among Asian Buddhists and early western converts engendered pioneering attempts to develop new kinds of Buddhism for a globalized world, in ways not controlled by any single sect or region. Drawing on new research by scholars worldwide, this book brings together some of the most extraordinary episodes and personalities of a period of almost a century from 1860-1960. Examples include Indian intellectuals who saw Buddhism as a homegrown path for a modern post-colonial future, poor whites 'going native' as Asian monks, a Brooklyn-born monk who sought to convert Mussolini, and the failed 1950s attempt to train British monks to establish a Thai sangha in Britain. Some of these stories represent creative failures, paths not taken, which may show us alternative possibilities for a more diverse Buddhism in a world dominated by religious nationalisms. Other pioneers paved the way for the mainstreaming of new forms of Buddhism in later decades, in time for the post-1960s takeoff of 'global Buddhism'.
This book was originally published as a special issue of Contemporary Buddhism.
This groundbreaking work redefines traditional ideas of what a aï¿½textaï¿½ should be incorporating new kinds of multimodal texts to revitalize instruction within and across disciplines. The authors provide examples of innovative representations to aid learning in earth science language arts mathematics and social studies classrooms. Each chapter focuses on a specific content area outlining learning goals relevant national standards types of representation that enrich learning and teaching strategies for developing critical literacy specific to that discipline. Reading and Representing Across the Content Areas is a powerful application of creative multimodal teaching principles for meeting challenging standards.
How do you say good-bye to your grandma? To your friends on the phone? To your dog? Not all good-byes are alike. But each is important in its own way. Saying good-bye is part of saying hello!
...an informative and helpful handbook overflowing with creative ideas to inspire and encourage teachers and their students to love writing as much as the author doess. Anonymous proofreader/critic The Second 'R hopefully will stir the imagination and encourage innovative teaching. It stresses the use of writing in all areas of the curriculum and suggests activities which will keep the children (and the teacher) writing. Starting them off with writing connected with first day activities will make a painless introduction on the first day. Asking for the child's opinion about something (character traits) )sparks more interest than "What I did this Summer." However, that is also included in the graphing activity in Section 1. Section 2 stresses bulletin boards which encourage, initiate and display student writing in all areas of the curriculum. The versatility allows for the personality of teacher and student to be expressed. Section 3 uses traditional and non-traditional supplies and techniques to incorporate writing into all curriculum areas .Calculation, mental math and column addition become less boring when learned with dominoes. These game pieces also clarify the concept of related facts. The discovery lesson using measuring tools is an attention grabber with the younger children; with upper grades it can be iffy. Lessons on following directions segue naturally into map studies. Children planning, requesting and organizing a field trip are pulled into all curricular areas and hone their social skills through letter writing, interviewing and telephoning, The goal of the lessons discussed here, simply put, is "Keep them writing!" Section 4 offers tips for producing a class newspaper., from the simplest survey of playground favorites to submissions from parents. A word of caution: be sure that every child's name is included in each edition of the newspaper at least once, whether as editor, reporter, or subject of an item.
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