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Chan Buddhism in Dunhuang and Beyond, ed. Christoph Anderl and Christian Wittern, 2021

In Tibetan Buddhist literature, Chán Buddhism came to be identified with Chinese Buddhism, represented by a single Chinese teacher, known as Héshàng Móhéyán, and a single event, an eighth-century debate. The narrative of the debate became so influential in Tibet that all discussion of Chán took place within its parameters. What is more surprising, perhaps, is that modern scholarly analysis of the Tibetan traditions of Chán, though drawing on a much wider range of material, has largely also remained within the framework of the debate.

NOT Publishedno, 2016

CASE DIGESTS

Diario de Santiago, 2024

Zenodo.org, 2024

Hebraic Analysis of Luke 5:33-39

2018

After situating the figuration of the postdevelopmental child in the context of hegemonic colonising developmental discourses about child rearing and education, I engage with posthumanist perspectives that rupture the binaries, power relations and age discrimination these discourses assume. Developmentalism raises concerns about how child as knower is positioned. Drawing on the ground-breaking work of feminist philosopher and quantum physicist Karen Barad, an affirmative diffractive methodology is used with two approaches to teaching and learning: Reggio Emilia and Philosophy with Children (P4C). Through the experimental diffractive reading of the rhizomatic concept development that is core to both educational philosophies, new ideas are proposed for postdevelopmental curriculum construction. A new pedagogical practice of working with concepts is created, thereby deterritorialising what conceptual knowledge is. By putting philosophy at the heart of deterritorialising knowledge, room is made for children as knowledge producers, rather than knowledge consumers.

The Preservation of the Bible, 2018

History of Christian Missions Seminar Paper In Partial Fulfillment of the Requirements for MS 9611 The History of Christian Missions