Development of Western Dharma Teachers
Kelsang Gyatso founded the New Kadampa Tradition "to bring pure Buddhist teachings to the west," where he would train equally four types of teacher: monks, nuns, lay men and lay women. NKT-IKBU Dharma Centres are mixed communities of lay and ordained practitioners who are all on the same teaching programs. He also promotes the development of local teachers in their own language. This is a departure from most Tibetan Buddhist Centres where monastics take precedence over lay people, monks take precedence over nuns, and Tibetans take precedence over Westerners.
In a teaching called Training as a Qualified Dharma Teacher, Kelsang Gyatso explained where the teachers of the NKT-IKBU come from:
We need qualified Teachers. The New Kadampa Tradition cannot buy qualified Teachers, nor can we invite them from outside. We need Teachers who can teach the twelve texts that we have chosen as our objects of study in the Teacher Training Programme and the Foundation Programme. Other Teachers cannot teach these books because they have not studied them and they do not have the transmissions. Therefore, qualified Teachers within the New Kadampa Tradition can come only from our own students.Read more about this topic: Kelsang Gyatso
Famous quotes containing the words development, western and/or teachers:
“The man, or the boy, in his development is psychologically deterred from incorporating serving characteristics by an easily observable fact: there are already people around who are clearly meant to serve and they are girls and women. To perform the activities these people are doing is to risk being, and being thought of, and thinking of oneself, as a woman. This has been made a terrifying prospect and has been made to constitute a major threat to masculine identity.”
—Jean Baker Miller (20th century)
“All right, so there he is, our representative to the world, Mr. Western Civilization, in codpiece and pantyhose up there on the boards, firing away at the rapt groundlings with his blank verses, not less of a word-slinger and spellbinder than the Bard himself and therefore not to be considered too curiously on such matters as relevance, coherence, consistency, propriety, sanity, common decency.”
—Marvin Mudrick (1921–1986)
“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”
—Sara Lawrence Lightfoot (20th century)