Unravelling the Influence of Buddhist Liberal Arts Education on College Students’ Self-Reflection
The purpose of this paper is to investigate the measurable impact of Buddhist liberal arts courses on college students’ ability to engage in self-reflection. This study uses the data gathered to establish, through statistical analysis, any correlations between two variables—Buddhist liberal arts as...
| Authors: | ; ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2024
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| In: |
Religions
Year: 2024, Volume: 15, Issue: 6 |
| Further subjects: | B
self-design
B Self-awareness B Self-reflection B Buddhist liberal arts education B Buddhism and humanity B self and meditation B self-examination B Self-regulation |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a The purpose of this paper is to investigate the measurable impact of Buddhist liberal arts courses on college students’ ability to engage in self-reflection. This study uses the data gathered to establish, through statistical analysis, any correlations between two variables—Buddhist liberal arts as courses as the independent variable and self-reflection intelligence as the continuous dependent variable. First, the following results of the study show that the mean of the four self-reflection sub-categories for the students who found that the courses were helpful was higher than that of the students who found that they were not helpful: self-awareness (4.10 ± 0.49 > 3.90 ± 0.87), self-design (3.84 ± 0.66 > 3.40 ± 0.97), self-regulation (4.01 ± 0.04 > 3.48 ± 0.18), and self-examination (4.21 ± 0.03 > 3.94 ± 0.15), respectively. Second, the mean of the four self-reflection sub-categories for students who experienced a positive change of their perception in the courses was higher than that of students who experienced a negative change, as follows: self-awareness (4.08 ± 0.50 > 3.75 ± 0.82), self-design (3.84 ± 0.68 > 3.51 ± 0.93), self-regulation (4.00 ± 0.59 > 3.56 ± 0.67), and self-examination (4.17 ± 0.49 > 4.04 ± 0.73), respectively. This study illuminates the role of Buddhist-related liberal arts courses in higher education, specifically in fostering students’ self-reflection skills. It offers valuable insights into educational practices aimed at enhancing self-reflection levels. | ||
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