Dva East-west Education Forum Executive Summary 060609

DVA East‐West Education Forum – Executive Summary  Event Name: Event Category: Date: Location: Facilitator: Participants: Synopsis:

East-West Education Forum DVS School Support June 6, 2009 DRBU Conference Room, CTTB (Talmage, CA USA) Dr. Marty Verhoeven Developing Virtue Alumni (DVA) & Developing Virtue School Faculty This was a part in a series of dialogues among faculty members in determining how to bridge Eastern and Western influences to deliver a consistent teaching pedagogy at IG/DVS. The June 6 forum was a small discussion group format with rotating sets of DVS faculty members and CTTB community members, whereby alumni shared how their DVS education & CTTB living experience has impacted them and served (or not served) their life today (intellectually, spiritually, socially, psychologically & pragmatically) on various topics such as: -

Individual Identity vs. Group Identity Filial Piety Authority Citizenship School Spirit & Community Gender Segregation Absence of Heavy Media Influence Buddhist Studies & Living Environment (Ceremonies, Monastics, etc.)

The DVS student has a multi-dimensional (not just East-West) experience that is typically characterized by individual struggle. For many, it is the first time they are living away from their parents, their first time learning a new language, their first time living in a new country, or their first time going to a religiously affiliated school with strict rules. The inconsistencies in curriculum, staff, and methodology create a collective struggle that forges strong bonds between students, as well as with faculty. A graduate of the school has a well-rounded character, open-mindedness (tolerance of others), and strong sense of self-awareness. The end result, while positive, is more by default than by design. After leaving the schools, graduates tend to struggle with identity, social acceptance, and healthy relationships, as well as the ability to communicate effectively about self and reconcile feelings of shame or failure. Graduates may also face difficulties in finding a career that resonates with ethical values and beliefs. The challenge will be to provide each student with comprehensive (but consistent) emotional support and guidance from staff, CTTB community members, and alumni, both before graduation and shortly after graduation. The DVS faculty also faces great challenges in taking on more than just the role of an instructor; they also play the roles of mentor, parent, extended family member, or friend. The challenge will be to establish an infrastructure that attracts, retains, and develops good teachers, mentors, and leaders in the staff and allows them to work together as a team to develop a system that provides consistent curriculum, staff, and methodology as well as a balance between individual academic achievement and community relationships.

DVA East‐West Education Forum – Executive Summary  The experiences of the alumni differ depending on the time period in which they studied as a student and whether or not they studied at the Boys’ School or Girls’ School. The inconsistencies in the experiences reflect the inconsistencies in the school system, prompting the question, “How do we establish a system that guarantees certain results in a graduate of DVS, whether that is 2 or 10 years from now, regardless of whether they are a Boys’ School or Girls’ School student?”

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Filial Piety Authority Individualism vs. Group Identity Citizenship School Spirit & Community Gender Segregation Absence of Heavy Media Influence Buddhist Studies & Living Environment (Ceremonies, Monastics, etc.)

Buddhist Studies & CTTB Environment There should be a consistent Buddhist Studies curriculum that introduces the student to Buddhism while utilizing multiple learning methodologies, including story-telling, route memorization, critical thinking and analysis, and participation in CTTB’s daily practices. Students need to be taught how to communicate critically (in writing and verbally) about their perspectives and beliefs without condescension. “Interdisciplinary Block Time Teaching” (combination of multiple subjects, i.e. History, Philosophy & Literature) has proved as effective platforms to explore what is learned in Buddhist Studies, Ethics, or Civics classes and deepen self-awareness. While community work is an acceptable form of discipline, forcing students to go to ceremonies and do other Buddhist practices as a form of punishment is not. It just sends the wrong message. The rules itself, while strict, serve as a good platform for allowing the student to develop his/her own selfdiscipline. However, when rules are enforced, they should also be explained. The connection between practice and theory must be made and understood by the student. Absence of Heavy Media Influence While it was much debated, the conclusion is that the absence of heavy media influence ultimately does have a positive impact on the graduates. Alumni are more critical, analytical, and self-aware, above being easily manipulated by outside media influences. It was noted, however, are alumni are mostly indifferent towards politics. There is a conflict for many graduates in choosing a career that is in sync with moral and ethical values. The alumni cannot offer any advice on how better to enforce the rules, as technology rapidly changes (i.e. ipods becoming smaller and easy to hide).

DVA East‐West Education Forum – Executive Summary 

Alumni Participants: