The Dalai Lama has represented Buddhism as a religion of non-violence, compassion, and world peace, but this does not reflect how monks learn their vocation. This book shows how monasteries use harsh methods to make monks of men, and how this tradition is changing as modernist reformers—like the Dalai Lama—adopt liberal and democratic ideals, such as natural rights and individual autonomy. In the first in-depth account of disciplinary practices at a Tibetan monastery in India, Michael Lempert looks closely at everyday education rites—from debate to reprimand and corporal punishment. His analysis explores how the idioms of violence inscribed in these socialization rites help produce educated, moral persons but in ways that trouble Tibetans who aspire to modernity. Bringing the study of language and social interaction to our understanding of Buddhism for the first time, Lempert shows and why liberal ideals are being acted out by monks in India, offering a provocative alternative view of liberalism as a globalizing discourse.
Historians from around the world explore new trends, movements, & conceptualizations in history as a discipline & profession. This volume offers innovative approaches to historians attempting to redefine their discipline relative to the global society ofthe 21st century.
A series of the most common (and most frustrating) discipline scenarios between parents and kids. Written in a script format, dialogue between the characters is interspersed with Guarendi's comments and observations, and each scene ends with a summary and discipline ideas.
Offers students an overview of the world schools style of debating, with expert advice for every stage of the process, including preparation, rebuttal, style, reply speeches, and points of information.
Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested. Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support. Table of Contents: Preface 1. Questioning School Authority 2. Student Rights versus School Rules With Irenee R. Beattie 3. How Judges Rule With Irenee R. Beattie 4. From the Bench to the Paddle With Richard Pitt and Jennifer Thompson 5. School Discipline and Youth Socialization With Sandra Way 6. Restoring Moral Authority in American Schools Appendix: Tables Notes Index Reviews of this book: This interesting study casts a critical eye on the American legal system, which [Arum] sees as having undermined the ability of teachers and administrators to socialize teenagers...Arum, it must be pointed out, is adamantly opposed to such measures as zero tolerance, which, he insists, often results in unfair and excessive punishment. What he wisely calls for is not authoritarianism, but for school folks to regain a sense of moral authority so that they can act decisively in matters of school discipline without having to look over their shoulders. --David Ruenzel, Teacher Magazine Reviews of this book: Arum's book should be compulsory reading for the legal profession; they need to recognise the long-term effects of their judgments on the climate of schools and the way in which judgments in favour of individual rights can reduce the moral authority of schools in disciplining errant students. But the author is no copybook conservative, and he is as critical of the Right's get-tough, zero-tolerance authoritarianism as he is of what he eloquently describes as the 'marshmallow effect' of liberal reformers, pushing the rules to their limits and tolerating increased misconduct. --John Dunford, Times Educational Supplement [UK] Reviews of this book: [Arum] argues that discipline is often ineffective because schools' legitimacy and moral authority have been eroded. He holds the courts responsible, because they have challenged schools' legal and moral authority, supporting this claim by examining over 6,200 state and federal appellate court decisions from 1960 to 1992. In describing the structure of these decisions, Arum provides interesting insights into school disciplinary practices and the law. --P. M. Socoski, Choice Reviews of this book: Arum's careful analysis of school discipline becomes so focused and revealing that the ideological boundaries of the debate seem almost to have been suspended. The result is a rich and original book, bold, important, useful, and--as this combination of attributes might suggest--surprising...Many years in the making, Judging School Discipline weds historical, theoretical, and statistical research within the problem-solving stance of a teacher working to piece together solutions in the interest of his students. The result is a book that promises to shape research as well as practice through its demonstration that students are liberated, as well as oppressed, by school discipline. --Steven L. VanderStaay, Urban Education Reviews of this book: [Arum's] break with education-school dogma on student rights is powerful and goes far toward explaining why so many teachers dread their students--when they are not actually fighting them off. --Heather MacDonald, Wall Street Journal
When the Buddha established his community over twenty-five centuries ago, he did so upon a foundation of radical equality among women and men. And indeed, the earliest Buddhist scriptures celebrate the teachings and inspiring influence of these path-blazing female renunciants. Nonetheless, through much of the Buddhist world, the order of nuns has disappeared or was never transmitted at all. Dignity & Discipline represents a watershed moment in Buddhist history, as the Dalai Lama together with scholars and monastics from around the world, present powerful cases, grounded in both scripture and a profound appeal to human dignity, that the order of Buddhist nuns can and should be fully restored.
In this vital new study, Andrew Abbott presents a fresh and daring analysis of the evolution and development of the social sciences. Chaos of Disciplines reconsiders how knowledge actually changes and advances. Challenging the accepted belief that social sciences are in a perpetual state of progress, Abbott contends that disciplines instead cycle around an inevitable pattern of core principles. New schools of thought, then, are less a reaction to an established order than they are a reinvention of fundamental concepts. Chaos of Disciplines uses fractals to explain the patterns of disciplines, and then applies them to key debates that surround the social sciences. Abbott argues that knowledge in different disciplines is organized by common oppositions that function at any level of theoretical or methodological scale. Opposing perspectives of thought and method, then, in fields ranging from history, sociology, and literature, are to the contrary, radically similar; much like fractals, they are each mutual reflections of their own distinctions.
This is the most accessible architectural theory book that exists. Korydon Smith presents each common architectural subject – such as tectonics, use, and site – as though it were a conversation across history between theorists by providing you with the original text, a reflective text, and a philosophical text. He also introduces each chapter by highlighting key ideas and asking you a set of reflective questions so that you can hone your own theory, which is essential to both your success in the studio and your adaptability in the profession. These primary source texts, which are central to your understanding of the discipline, were written by such architects as Le Corbusier, Robert Venturi, and Adrian Forty. The appendices also have guides to aid your reading comprehension; to help you write descriptively, analytically, and disputationally; and to show you citation styles and how to do library-based research. More than any other architectural theory book about the great thinkers, Introducing Architectural Theory teaches you to think as well.
Although much has been written of the nature of history and its disciplinary problems, less attention has been paid to the history of thought. M.C. Lemon's rigorously philosophical work first re-asserts the discipline of history in general as narrative based, before pursuing the methodological implications for the history of thought. This original work of scholarship will raise the level of argument in philosophy of history and provoke debate among historians, philosophers, and political theorists.
