CHÖGYAM TRUNGPA RINPOCHE’S BUDDHIST APPROACH TO SPIRITUALITY

IMPLICATIONS FOR RE-THINKING EDUCATION

Abstract

Supported by the desire to remove from silencing other minority epistemologies such as thoses forged in the foothills of the Himalayas, this text aims to analyze the approach to spirituality of the Tibetan teacher Chögyam Trungpa Rinpoche, in order to re-think educacional practice by changing the way of problematizing the student-educator pedagogical relationship. Through a theoretical-bibliographical investigation, it is clear that the focus on spirituality, from Chögyam Trungpa Rinpoche’s perspective, is configured as an exercise in airing the structures of domination and rigidity sustained by the neurotic way of functioning of the self. The issue that spirituality intends to insert into the educational field is based on the ability to open a space for exchange of position, in wich the self, decentered, transmutes neurosis to see the world from other points of view.