Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Advertising and Promotion Management (1)
- Art and Design (1)
- Arts and Humanities (1)
- Buddhist Studies (1)
- Business (1)
-
- Business Law, Public Responsibility, and Ethics (1)
- Economics (1)
- Ethics in Religion (1)
- Fashion Business (1)
- Fashion Design (1)
- Growth and Development (1)
- Hindu Studies (1)
- Industrial Organization (1)
- Marketing (1)
- Religion (1)
- Sales and Merchandising (1)
- Social Justice (1)
- Social and Behavioral Sciences (1)
- Technology and Innovation (1)
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Fast Fashion From A Buddhist Perspective, Elizabeth Mclaughlin
Fast Fashion From A Buddhist Perspective, Elizabeth Mclaughlin
HON499 projects
The connection between Buddhism and fast fashion is not immediately apparent, nor is it a particularly well-researched area. However, the topic of consumption underlies both topics, relating to each in markedly different ways. Buddhist precepts outline practices of mindful and sustainable consumption within limited means; fast fashion fosters consumption on a massive, global scale. The work of Ernst Friedrich Schumacher, a man with a career in economics that was aided by great concern for the survival and success of humankind, offers clarity to the conversation about Buddhism and fast fashion. He pioneered the field of Buddhist economics, which seeks to …
Experiments With Buddhist Forms Of Thought, Action And Practice To Promote Significant Learning, Julie Regan
Experiments With Buddhist Forms Of Thought, Action And Practice To Promote Significant Learning, Julie Regan
Religion Faculty work
While scholars have considered the centrality of teaching in Buddhist traditions and the rich pedagogical resources Buddhism has to offer academic courses on the topic, less attention has been paid to the ways in which Buddhist pedagogy might be applied to the overall structure of course design. This article addresses the challenges of presenting the richness and complexity of Buddhist traditions while also encouraging students to experientially engage such traditions in ways that promote transformative learning. It proposes using Buddhist pedagogical principles, together with a model of significant learning (Fink 2013), to design a course according to the Three Trainings …