Teaching inherent goodness : contemplative education at the Shambhala School of Halifax

Abstract

This undergraduate honours thesis examines the role of contemplative and spiritual education at the Shambhala School of Halifax in the aim of developing compassionate, socially engaged citizens. Literature and field research focus on the pedagogies and practices at the school, its holistic and spiritual roots, and the goals proposed by the mission statement. The Shambhala School of Halifax runs on the philosophy that all humans possess an inherent goodness and that education should develop youth in a wholesome manner enabling confidence, community building, academic interest, and compassion. The school draws on various influences including Buddhism, Native American wisdom traditions, Waldorf Education and the lesser-known Enki Approach to education developed by Beth Sutton. Key examinations in the study include the historical development of the Shambhala School by members of the Shambhala Buddhist Community of Halifax; how teachers draw on different scriptures, philosophies, religious figures, and cultural themes to promote compassion, confidence and a passion for learning; and the importance of spirituality to the Shambhala education system.