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<p>The study investigates Teaching by One’s Own Example (Thân giáo)—a foundational method of Buddhist pedagogy—through the lens of modern Western educational theory. Drawing from Bandura’s Social Learning Theory, Kristjánsson’s framework of moral emulation, and Henderson’s concept of entangled phronesis, the research examines how understanding (Understanding of Teaching by One’s Own Example—UTOE), personal behavior (Personal Ethical Behavior Reflecting Teaching by One’s Own Example—PBE), belief in educational effectiveness (Belief in the Educational Effectiveness of Teaching by One’s Own Example—BEV), and the actual application of exemplary conduct (Application of Teaching by One’s Own Example—ATOE) interact in the development of a modern teacher identity. Employing a mixed-methods approach, the study includes qualitative interviews (n = 10) and quantitative survey analysis (n = 164). The results demonstrate that cognition of exemplary teaching influences its application both directly and indirectly—through the mediating roles of personal behavior and belief. The results show that the teaching of conduct is not only a behavioral model but also a moral process of emotional inner transformation. These findings enrich the theory of moral education. The teaching of conduct is not only limited to the reproduction of external behavior but also promotes a process of deep inner transformation. These insights are especially significant for shaping the image of the modern, morally grounded teacher.</p>

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Teaching by One's Own Example in Buddhism: perspectives from social learning theory and the role of teachers in modern society

  • 期刊论文

  • 发表日期：

    2026年2月28日

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  • Le Khanh Ha

摘要

The study investigates Teaching by One’s Own Example (Thân giáo)—a foundational method of Buddhist pedagogy—through the lens of modern Western educational theory. Drawing from Bandura’s Social Learning Theory, Kristjánsson’s framework of moral emulation, and Henderson’s concept of entangled phronesis, the research examines how understanding (Understanding of Teaching by One’s Own Example—UTOE), personal behavior (Personal Ethical Behavior Reflecting Teaching by One’s Own Example—PBE), belief in educational effectiveness (Belief in the Educational Effectiveness of Teaching by One’s Own Example—BEV), and the actual application of exemplary conduct (Application of Teaching by One’s Own Example—ATOE) interact in the development of a modern teacher identity. Employing a mixed-methods approach, the study includes qualitative interviews (n = 10) and quantitative survey analysis (n = 164). The results demonstrate that cognition of exemplary teaching influences its application both directly and indirectly—through the mediating roles of personal behavior and belief. The results show that the teaching of conduct is not only a behavioral model but also a moral process of emotional inner transformation. These findings enrich the theory of moral education. The teaching of conduct is not only limited to the reproduction of external behavior but also promotes a process of deep inner transformation. These insights are especially significant for shaping the image of the modern, morally grounded teacher.