Bringing a dialogue between Buddhist multilogicality and evolutionary science into the science classroom

摘要: In the context of science versus creationism debate, Elizabeth Watts thoughtfully explores Buddhism as a model compatibility between and religion, inspiration for pedagogical potential mindfulness practices to promote student receptivity scientific views evolution. However, focuses on modern Buddhist movements in West that seek align with rational scientific, materialist worldviews. To expand dialogue, I focus instead tradition Mahayana Buddhism, discuss ways conflict rather than cohere their onto-epistemological axiological grounds specific points evolutionary theory. Further, argue history doctrines reflect allow multilogicality (Kincheloe The power difference knowledge production: bricolage postformalism, 2007) or pluralism knowing, drive modernize by erasing its differences from Western has resulted loss characteristic commitments. Therefore, considering Watts’ proposal engaging secularized classroom, suggest return an understanding traditional basis commitments generating compassion care, re-valuing teaching learning; only then will we truly enrich support all students science.