Lifelong Learning in Humanistic Buddhism: Integrating Tacit Knowledge and Acceptance of Evolution at Fo Guang Shan Dong Zen Temple in Jenjarom

Project Title:

Lifelong Learning in Humanistic Buddhism: Integrating Tacit Knowledge and Acceptance of Evolution at Fo Guang Shan Dong Zen Temple in Jenjarom

Research Team:

Principal Investigator: Dr. Lee Kean Yew

Co-Researcher: Dr. Ching Thing Ho, Dr. Yap Teng Teng, Venerable You Deng

Background:

This study explores how Humanistic Buddhism integrates tacit knowledge and lifelong learning through experiential practices like meditation and teacher-guided learning. Drawing from Eastern and Western knowledge theories, it highlights how intuitive insight and personal reflection lead to deep understanding. A three-stage framework is proposed—foundation, insight, and application—linking Buddhist wisdom with modern ideas like evolution and continuous personal growth.

Research Objectives:

This study aims to explore how tacit knowledge is transferred and applied within Humanistic Buddhism to support lifelong learning. It focuses on teacher-student interactions, the role of context in knowledge transfer, and curriculum design that integrates evolution and personal growth. The research also seeks to strengthen theoretical coherence and uses purposive case sampling to illustrate how implicit learning unfolds in real educational settings.

Research Methodology:

This study adopts a narrative case study approach to explore how tacit knowledge is transferred in Humanistic Buddhist education. It examines how similarities in language, cognition, and culture between teachers and students enhance implicit knowledge flow, while differences may hinder it. Using Eisenhardt’s (1989) case study method and four components of insightful thinking—letting go of constraints, observing tacit knowledge, using analogies, and fostering innovation—the research analyzes both thematic (goal-oriented) and non-thematic (life-experience-based) Buddhist knowledge. The study highlights the interplay of subjective backgrounds and objective environments in shaping effective lifelong learning.