Doan Van Thua

April 14, 2010

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).

I want to share and exchange experience with those who work in the education field (learning and teaching), especially in Buddhist education, this includes Buddhist schools’ system reform, Buddhist public lectures, Buddhist publications,… I want to shed some light and take some initial steps in the trend of shifting from traditional teaching to more interactive and effective teaching.

B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.

Some Buddhist professors have raised the issue and touched the topic but not elaborated in depth. Buddhist department and Buddhist paper, credit,… are carried out in this trend ( critical, creative and interactive,…). For my part, with this synthesis, I especially contribute to Vietnamese Buddhist Education in Vietnam and Vietnamese Buddhist communities around the world.

C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.

I asses the present conditions of Buddhist education, provide necessary materials of theories of learning and teaching, education, critical and creative thinking, experiences of the teachers who have mad a shift from traditional, teaching to more interactive teaching and my reflection, views and experience in Buddhist teaching.

D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.

I am fully aware of premises and propositions, the present situation of Buddhist education, favorable conditions and obstacles for changes and reforms & progresses and counter-propositions representing the views of traditional and conservative teachers. I have to present, convince and help more people to take the new trend, direction. The changes in Buddhist education lead to the changes in their thinking, action, and ways of living and behaving with others.

E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.

For so long I have cherished the topic in my mind, especially when learning in MA. CCT Program of U Mass Boston, I have applied what I have learned in my Buddhist teaching. Now, I take this opportunity to wrap the theories, practices and experiences in the synthesis. I am carrying out some last steps of completing the synthesis. Yet, I continue to research, experiment, explore and in some other ways, other products later.

F. I have gained direct information, models, and experience not readily available from other sources.

I have valuable and unique sources for ideas and experiences conveyed in the synthesis : Professors of Buddhist schools, Educators of Buddhist system, Buddhist Association leaders, lecturers of Critical and Creative Thinking Graduate Program, U Mass, Boston, some special teachers selected in the interviews, and my self experiences of teaching Vietnamese American Children Classes and giving Buddhist lectures to Vietnamese Buddhist communities around USA. All that is connected to my synthesis.

G. I have clarified the overall progression or argument underlying my research and the written reports.

My Synthesis is developed basing on the argument : can critical and creative thinking be applied effectively and justly into Buddhist education? If yes, then how? To answer that question, I have to elaborate it and describe in to steps in the process.

H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.

There are 6 chapters as 6 steps in my synthesis, they are :

Chapter I: Buddhism and Critical Thinking, Creativity
Chapter II: Survey and reflection on education, learning and teaching
Chapter III: Teaching experiences drawn from interviews
Chapter IV: Collective equipments as base for a change from traditional teaching to interactive and effective teaching.
Chapter V: My experience and progress in teaching Buddhism
Chapter VI: Plan for future Buddhist education
I believe that, taking the journey through these 6 steps, they are furnished with necessary equipments for better Buddhist education and some positive changes in their lives.

I. I have facilitated new avenues of classroom, workplace, and public participation.

For experimenting and modifying all that. I have classes of Vietnamese American Children, Buddhist communities for public lectures every Sunday and speical occasions as seminars, conferences, fuctions, festivals, working with the Buddhists, students, teachers, preachers and educators of Buddhism.

J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

This is an official and initial step of this trend, I collect, present and elaborate as much as possible as the time, frame of a Synthesis of Critical Creative Thinking Graduate Program permit. However, much more will be developed in other opportunies in Advanced Studies, into books, Seminars, …Modification and justification are carried out throughout the process of applying the theories, principles, assumtions into Buddhist education. Changes and amendment are necessarily made for betterment and perfection.

II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.

Since topic of my synthesis is : “APPLYING CRITICAL AND CREATIVE THINKING IN TEACHING BUDDHISM” so most of the things studied and gained in CCT are very closely connected to my synthesis, about to make changes in the ways of learning and teaching Buddhism, Buddhist education.

2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.

The synthesis manifests the weakness of Buddhist education I have observed in Buddhist classes and schools. My objective is to contribute my part to improve Buddhist education. I have paid much attention and invested in learning, teaching, education and come to Boston to attend Critical & Creative Thinking Graduate Program. I have applied and taken the change in the ways of teaching Buddhism. Now, I reflect and gather all the things valuable and practical from these courses. Some questions and suggestions are hereby made for thorough elaboration later.

3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.

I have come to the last period for the synthesis. Now, I have favorable working conditions such as computer access and sufficient research materials. I am disposing of these conditions and materials to complete my sythesis.

4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.

In the synthesis I will introduce and describe new tools and experiences I have experimented such as slide show, projectors. Group work, debates, roles, plays, … All these tools should be popular and effective means for Buddhist classes, schools,… for better education.

5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.

I am fully aware that, anyway, by nature, emotion, spirit, Buddhist subject is different from scientific or other subjects. Some current authorities of Buddhist educational system and the old generation, they are quite conservative and cling to traditional ways. Moreover, who dare to doubt about the teachings of the Buddha, Gods,…? But doubt is an art and effective means for learning.

6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.

Throughout student’s life. I’ve especially paid attention and make friends, formed supportive sources. Also, during the time of working in the field of lecturing, preaching. I have exchanged ideas, experiences,… with other Venerable Monks and preachers. We will cooperate more and more after my graduation from University and devote myself in the field of Buddhist education.

7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.

I have appointments and consultations from time to time with the readers and supervisor. They give me timely help, comments, suggestions. But I my self must carry out the synthesis and they are not much familiar with Buddhist working environments or Asian customs, cultures, religions,… I am the person to decide the way and development of my synthesis and make it a useful tool for positive and better changes in Buddhist education.

8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).

More interaction is not only manifested in education but stimulated in the process of completing the synthesis also. Comments, feedbacks, counter opinions from others serve as stimulation, supplement for changes, reflection and perfection. They are some first people for testing process before introducing and applying these ideas into Buddhist educational system.

9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.

Standards and requirements are worth of attention, consideration, adjustment but not obstacles for creation. Flexibility and freedom should always be with us during the process of exploration and development of the courses of study, research and writing the synthesis. Extraordinariness often go beyond normal standards or limit.

10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.

Study is the matter of life. Continuation is still there after school. I’d rather leave some unfinished parts of the synthesis for further development than rush completing it reluctantly. Quantity should go hand in hand with quality. This is an initial step, a start not an end by itself.