How could we have a effective teaching?We,as teachers,always think about this question and always hope to have better experiences to supple- ment us.The art of teaching lies in the teaching of the teacher and the stud...How could we have a effective teaching?We,as teachers,always think about this question and always hope to have better experiences to supple- ment us.The art of teaching lies in the teaching of the teacher and the studying of the students.During this course, a teacher's quality will be re- garded as an important factor in the art of teaching which we have to think over and discuss.Of course,the factors of students will be undoubtedly tak- en into consideration because of their significance.HereⅠwould like to sunmaarize the following points to improve our teaching effect.展开更多
As weknow, everyone has agood teacherin his mind. Do you want to know whothe teacher in my mind is Ifyou wish, please listen to mecarefully. The teacher in my mindis a young man named FangLing.He is a good teacher
The development of the Manjushri Belief(wenshu xinyang 文殊信仰) in Indian Buddhism consists of two main trends: from Manjushri being regarded as a disciple of the Buddha to being portrayed as the teacher of Buddhas, ...The development of the Manjushri Belief(wenshu xinyang 文殊信仰) in Indian Buddhism consists of two main trends: from Manjushri being regarded as a disciple of the Buddha to being portrayed as the teacher of Buddhas, from being presented as the representation of “prajna” wisdom to being the representation of the entirety of Buddhist wisdom;the Sinification process of the Manjushri Belief also saw two main development trends: from the debate over the ranking of Bodhisattvas Manjushri and Samantabhadra(Puxian 普贤) to proposing the theory of “the Interdependence of the Three Sages(sansheng yuanrong 三圣圆融),” from establishing Mount Wutai(Wutai Shan 五台山) as the fundamental “sacred site” of Manjushri to establishing it as a holy site of Buddhist worship, practice, research and propagation of Buddhadharma. The rise of Manjushri Belief is a unique historical phenomenon, with wide-ranging implications for both Indian and Chinese Buddhism, and should be viewed as an important result of the cultural exchanges and mutual learning between Indian and Chinese Buddhism.展开更多
文摘How could we have a effective teaching?We,as teachers,always think about this question and always hope to have better experiences to supple- ment us.The art of teaching lies in the teaching of the teacher and the studying of the students.During this course, a teacher's quality will be re- garded as an important factor in the art of teaching which we have to think over and discuss.Of course,the factors of students will be undoubtedly tak- en into consideration because of their significance.HereⅠwould like to sunmaarize the following points to improve our teaching effect.
文摘As weknow, everyone has agood teacherin his mind. Do you want to know whothe teacher in my mind is Ifyou wish, please listen to mecarefully. The teacher in my mindis a young man named FangLing.He is a good teacher
文摘The development of the Manjushri Belief(wenshu xinyang 文殊信仰) in Indian Buddhism consists of two main trends: from Manjushri being regarded as a disciple of the Buddha to being portrayed as the teacher of Buddhas, from being presented as the representation of “prajna” wisdom to being the representation of the entirety of Buddhist wisdom;the Sinification process of the Manjushri Belief also saw two main development trends: from the debate over the ranking of Bodhisattvas Manjushri and Samantabhadra(Puxian 普贤) to proposing the theory of “the Interdependence of the Three Sages(sansheng yuanrong 三圣圆融),” from establishing Mount Wutai(Wutai Shan 五台山) as the fundamental “sacred site” of Manjushri to establishing it as a holy site of Buddhist worship, practice, research and propagation of Buddhadharma. The rise of Manjushri Belief is a unique historical phenomenon, with wide-ranging implications for both Indian and Chinese Buddhism, and should be viewed as an important result of the cultural exchanges and mutual learning between Indian and Chinese Buddhism.
