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Daily practice of Won-Buddhism: insights from the mind diaries of early childhood teachers in South Korea

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This article explores the self-reflection and introspection practised by Korean teachers in early childhood institutions from the perspective of Won-Buddhism. With a phenomenological research methodology, it observes the internalised dialogue experienced by teachers while writing a ‘mind diary’ to reflect on the emotions, thoughts, actions, and relationships they encounter in their daily lives. The findings of data collected and analysed from in-depth interviews and from examining the mind diary writing processes of eight teachers were as follows. First, writing the mind diary enabled teachers to identify their state of mind when they encountered problematic situations. Using the ascetic method of stopping to reflect critically upon the situation and to observe it in context, they recovered their psychological stability and experienced changes in their way of thinking. Second, while writing mind diaries, teachers were able to observe each other’s internalised thoughts and changes in behaviour, which had not been possible for them earlier in their professional lives. On this basis, the processes of practice-oriented teacher education were reconsidered in this study to help teachers develop their abilities to reflect upon and practise these processes in their daily lives.
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Keywords: Won-Buddhism; daily practice experience; early childhood teachers; mind diary

Document Type: Research Article

Affiliations: 1: Graduate School of Education, KonKuk University, Seoul, South Korea 2: School of Education, Wonkwang University, Iksan, South Korea

Publication date: April 3, 2019

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