Buddhist Philosophy-Based Capacity-Building Model for Holistic Teacher Education : A Concentric Framework for Self-Cultivation, Ethical Agency and Transformative Pedagogy

Abstract

Teacher education has traditionally concentrated on subject knowledge, instructional methods, assessment and classroom management. Although these competencies remain indispensable, contemporary teachers also require emotional stability, ethical discernment, compassionate relational competence, reflective wisdom, social sensitivity and the ability to respond constructively to complex educational situations. The present conceptual research paper develops a Buddhist philosophy-based capacity-building framework for holistic teacher education. Rather than reducing Buddhist educational thought to mindfulness or meditation, the framework draws upon broader principles such as dependent origination, the Middle Path, ethical intentionality, compassion, non-attachment, experiential inquiry and practical wisdom. These principles are translated into secular and professionally relevant capacities appropriate for pluralistic teacher-education institutions. The proposed framework has a concentric structure comprising six interrelated domains: inner stability and attentive presence, ethical-professional agency, compassionate relationality, interdependent and ecological understanding, reflective-practical wisdom and transformative pedagogical action. These domains operate through a recurring professional process of attentive engagement, contextual interpretation, ethical discernment, compassionate response and pedagogical transformation. The paper proposes a capacity-building programme, learning activities, assessment strategies and a multi-stage empirical-validation plan. The framework offers a new insight that holistic teacher development should not be viewed as the accumulation of separate competencies. It is better understood as a progressive transformation of how teachers perceive themselves, relate to others, interpret educational situations and act within classrooms and communities. The framework does not promote Buddhist religious instruction. It selectively translates universal philosophical principles into professional capacities that may support humane, inclusive, reflective and socially responsible teacher education.