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Leesa S. Davis 《当代佛教》2013,14(2):260-272
Based on participant-observation fieldwork, interviews with western Zen practitioners, public dharma talks and personal interviews given by two contemporary Sōtō Zen teachers (Hōgen Yamahata and Ekai Korematsu), this paper explores the challenges to ‘everyday’ dualistic thought structures that Zen practice poses to the questioning student and the ontological and epistemological significance of these challenges to the worldview of the experiencing student. First, the teaching styles and non-dual emphases of the two teachers in the context of teacher/student exchanges are examined; and, secondly, the experiential challenges and changes in worldview from the practitioner's point of view are phenomenologically explored. By teasing out the parallels and links between the phenomenology of Zen practice and the philosophical underpinnings of Zen practice instructions, foundational philosophical tenets can be shown ‘in action’ in the contemporary practice situation and a window is opened on the ontological and epistemological significance of the experiential impact of Zen teachings. 相似文献
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The present paper contends that children with learning disabilities are better served when assessment and intervention are
conceptualized within an ecological neuropsychology perspective than within the traditional deficit model perspective, which
is the predominant approach to intervention in medical and educational settings. The deficit method conceptualizes problems
as within the child, and the major consequence of this approach is that little time is spent analyzing the learning environment
or other systems that might impact the child's ability to be successful in an academic setting. Therefore, rehabilitation
efforts have had limited success. In contrast, ecological neuropsychology is a strength-based approach that considers the
child, as well as the systems within which he/she interacts, when assessing, diagnosing, and intervening with students who
are experiencing learning difficulties. 相似文献
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