INTRODUCTION
Due to certain lapses
of Brahamanism, Buddhism came into existence during 6th century B.C India
witnessed a great religious regeneration. Ancient social and moral values were
disfigured by the unhealthy distinctions of castes and as a result
, the low
castes were deprived of religious instructions and education. The influence of
Buddhism on social as well as cultural history of India has been extensive. It
started as monastic movement in the 6th century B.C and during the
next, it became a powerful and dynamic
force moulding almost every aspect of Indian social traditional values.
Buddhist education was based on the teaching of Gautama Buddha.
THE LIFE
OF GAUTAMA BUDDHA
He was born in a royal
family at Lumbini, a village near Kapiluastu in the sixth century B.C His
father was Sudhodhana, Mother Mayadevi, aunt Prajapati gautami and his sister
Mahamaya. At the time of his birth it was prophesied that he could become a
mighty teacher and an enlighter of the world. Sidhartha, the young and healthy
youth married his cousin Yasodhara and had a child. His father took care to
keep back from him, the knowledge of suffering in human life. But it so
happened that he came to understand that suffering, old age, disease and death are
inevitable in the life of man. This knowledge marked a turning point in his
life. At the age of 29 he left his home, wife and child and became a wandering
ascetic. After six years of wandering, meditation and fasting, he became
Buddha, the Enlightened. In Pali tests this incidence is called “Sambodhi”. The
message and teaching of Gautama Buddha laid the foundation of both Buddhistic
religion and philosophy.
Buddhism is based on Buddha’s
teaching which has the four Noble Truths as its foundation. These truths are
there is suffering, the cause for suffering is craving and attachment. Nirvana
is the final escape from suffering and that Nirvana, is possible through the
eightfold path. This eight fold path consists of right believed, Right Memory
and Right Meditation. Buddhism is the national religion of India and the
Buddhist age is the age of Indian Nationalism.
The essential technique of Buddha
is found in the three sacred books known as the Pitakas or Baskets. They are Sutta,
Vinaya and Abhidhamma. The Suttas contains his ethical teaching, the Vinaya is
mystic in invisible world. It was meant for the training of the monastic order.
It contains his philosophic thoughts.
MAIN
FEATURES OF BUDDHIST SYSTEM OF EDUCATION
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The
chief aim of education was to spread Buddhist religion and to attain Nirvana
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Education
was imparted in monks, Viharas, monasteries and monks were responsible for its
organization and management.
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Educational
facilities were provided to all on an equal basis and the attitude of society
towards education was broad and positive.
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Rituals
were in vogue while imparting education. The beginning and end of the education
were supposed to be of great importance.
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Teacher-taught
relationship was cordial and intimate. Students had great respect for the
teachers and the teachers also treated them well.
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Educational
system was dominated by religion. Students learnt the literature available in
the monasteries.
v
The
medium of instruction was Pali, the people’s language. Students practiced
spinning, weaving, drawing, music, and medicine and had a practical knowledge
about them.
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Higher
education got a proper place and recognition in this period, and Taxila,
Nalanda became the main centres of higher learning.
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Women’s
education was limited to higher classes only.
AIMS OF
EDUCATION
In the beginning,
education was open only to those who wish to become monks. But afterwards it
was felt that Mass education was necessary to make Buddhism popular. As a
result the lay people were also given an opportunity for education. The
ultimate aim of education was the freedom of the soul from the sufferings of
life in other words to help.
The chief aims of Buddhist
education:
1.
Development
of personality 2. Formation of character 3. Religious education 4.
Preparation for life
1. Development
of personality
The
main aim of Buddhist education was all round development of child’s
personality. This included his physical mental, moral and intellectual
development. The teacher imparted instruction to students individually as well
as collectively. They were given ample opportunities for their development and
improvement. This enabled students to increase their knowledge through
interaction.
2. Formation
of character
Special
emphasis was laid on the formation of character of the students. Their life was
hard and rigorous. They observed celibacy, their meals were simple. Emphasis
was on the purification of soul and for their purity of ideas were necessary.
This helped to develop humanity and good conduct among them.
3. Religious
education
In
Buddhist period, religion was given top priority and education was imparted
through Religion. The main aim of education was propagation of religion and
inculcation of religious feelings and education served as a means to achieve
salvation or nirvana. Thus Buddhist education was dominated by religious
culture and ethos.
4. Preparation
for life
In
this system of education, there was provision for imparting worldly practical
knowledge along with religious education. So that when the students, entered
normal life they may be able to earn their livelihood. Students were also given
working knowledge of spinning, weaving, drawing, music, agriculture and
handicrafts. Industrial education progressed during this time. Attention was
paid to training and women’s education.
ADMISSION
IN A MANASTERY
During the Buddhist
period monasteries were the centres for imparting education so one had to be
admitted into a Monastery. For admission the students had to present himself
before its teacher and request him for giving education. “Pabbaja or Pravrajya”
is ‘to go out’. The boys went out of their families and joined the Monasteries.
Everyone had the opportunity to undergo Pabbaja and become a ‘Baddhist monk’.
After admission into ‘Sangh’ they could remain a monk. They had to change the
former caste, dress, character etc. At
the time of entering into the Sangh, the disciples must have attained the age
of 18 years and during this period the new monk made his preparation for the Sangh
life. After 12 years of preparation at the age of 20 years he accepted
Upsampada and became full fledged member of the ‘Sangh’.
THE
SYSTEM OF PABBAJA
At 8 years of age the
child goes out of his family to join the Sangham according to his own will.
With head shaved and a yellow cloth in hand he went to the Principal monk and an
requested him for admission in Sangh. The monk caused him to put the yellow
cloth on and surrendered to the three words of shelter in a loud voice.
Buddham
saranam Gachami I go into
the shelter of Buddha.
Dharmam
saranam Gachami I seek the
shelter of Dharma.
Sangham
saranam Gachami I enter the
shelter of Sangh.
Now after taking the 3
vows he is entitled to admission and he is known as sammer/ samanera/ saramana.
No one could get admission into the Sangh without the consent of his parents.
Patients of infectious diseases like leprosy, T.B., Eczema etc. and government
servants, soldiers were not allowed to be admitted.
RULES
FOR THE STUDENTS
The ‘sammer’ has to
observe ten teachings according to which he is forbidden to commit violence, to
speak untruth, to speak ill of others, to drink intoxicants, to eat at
irregular times, to accept anything that is not heartily given to him, to
remain impure in character, to take interest in music, dance, drama etc., to
accept gold or silver and to use luxurious and centered things. The Upajsaya,
the teacher took all his responsibilities upto the age of 2 years. When he
became mature and capable for accepting ‘Upasampada’, for the teacher he was
Sadvi Biharak. Lord Buddha himself taught that teacher should recognize his
taught as his son and the taught should recognize the teacher as his own
rather.
UPASAMPADA
After completing the
education for 12 years, the monk had to undergo the ‘Upasampada’ ceremony at
the age of 20 years. This ceremony was democratic in nature. The Sharma had to
present himself before all other monks (Bhikshuk) of the monastery Upsampada
was given unanimously or on the decision of the majority. Then he became the
permanent member of the sangh, and remain a monk for good and cut off his worldly
relationships forever.
CURRICULUM
The curriculum was
mainly spiritual in nature. It was so because its aim was to attain Nirvana.
Most of the monks were carrying on the study of teachings of Buddha and Dharma
Shastrah, Sutta, Binaya and Dhamma pitak etc were the main subjects of their
studies. They educated the people in spinning, weaving, painting, tailoring,
writing, arithmetic and printing. In primary education reading, writing and
arithmetic were taught. In higher education Religion, Philosophy, Ayurveda,
Military training etc. were included. All were to choose his subjects without
any restriction.
EDUCATION
OF MONKS
Education of monks
started with Sutant. Due to their tender age, they could only remember those
Sutras. After Sutant they started Binaya which was taught through
question-answer method. Then they were trained to preach religion. Some
Buddhist Monks tried to gain the highest knowledge through austerities like
Hindu Sanyasies.
METHODS
OF TEACHING
Special emphasis was
laid on the purity in conduct so he could learn anything for his development.
At first the teacher gave a lecture on a certain topic and the students were
expected to listen to him attentively. Then they memories the same. The method
of teaching was mostly oral. During this period the art of writing had
developed but there was lack of writing materials. Besides oral discussions,
preaching , repetition and exposition in debate were used as techniques of
teaching and learning. The Buddhist council organized seminars of scholars
occasionally to discuss the major issues at length. One had to attain the stage
of Bodhisattva, Mental, Moral development was emphasized. They stood for the
development of all round personality of the individuals. They were pioneers in
the vocationalisation of education. Learning by doing was the principle in
vocational training. The students learnt arts and crafts by doing
apprenticeship under some experts. Both theory and practice were given equal
importance in the study of medicine and other professions. Educational tours
were also arranged at the end of the course to perfect their experience. In
this way they had their methods of teaching as, verbal, discussions, tours,
conferences and meditations in solitude.
MEDIUM
OF INSTRUCTION
The medium of Buddhist education was the common
language of the people, namely, Pali. Lord Buddha himself gave his teaching in
local language. These replaced Sanskrit in Buddhist education. Yantra, mantra,
tantra were prohibited.
Qualification
of the teacher
1. High
moral order
The
teacher himself must have spent at least 10 years as monk. He must have the
purity of character, thoughts and generosity.
2. High
mental order
Essentially
the teacher was expected to be a high mental order. So that he might teach his
disciples the religion and nobleness and he may also successfully combat the
religious notions.
DUTIES
OF THE TEACHER
The teacher was
responsible for the proper education and upkeep of their disciple. He had to fulfill
the needs of the disciple during the education period and treat them
affectionately. He supplies his disciples with all the necessary materials as
he was responsible for their physical and mental development. When his
disciples are sick he would attend to the treatment and care for them. The
teacher taught them through question-answer, explanations etc. So that the
students might gain full knowledge and realize Nirvana.
DAILY
ROUTINE OF STUDENTS
Like the tradition as
during the Vedic age, in Buddhist period as well, the student was expected to
serve his teacher with all devotion. On rising in the morning the student will
arrange everything for the daily routine of the teacher. He will cook his food
and clean his clothes and untensils. Whatever he acquired through begging alms
he would place before the teacher. The student was always to obey the teacher
and none other. He would keep the monastery and its surroundings clean. The
student had to prepare himself to receive education at any time whenever the
teacher required him.
TEACHER-TAUGHT
RELATIONSHIP
Teacher taught
relationship was close, affectionate, pure and good. Their duties were fixed
and they used to fulfill them well. The teacher used to lead a very simple life.
They had limited needs. The teacher was to be an excellent example for his
students. He must be a model to them in thought, word and deed. Huen Tsang
wrote that the teachers living Buddha Viharas were great and eminent scholars.
They put an inspiring ideals before the students. Disciple was called the ‘Sidh
Biharak’. He gained knowledge from different methods. The teacher has taught
based on high ideals in Buddhist period. To quote A.S. Altekar “The relations
between the disciple and his teacher were final in character, they were united
together by usual reverence, confidence and affection”.
ADVANTAGES
OF THE BUDDDHIST SYSTEM OF EDUCATION
ü
The
aim of education was the development of religious, intellectual and moral
aspects.
ü
Attitude
of people towards education was broad and comprehensive and attainment of
salvation was the sole aim.
ü
Education
was imparted in the serene and calm atmosphere of teacher’s home and student
life was an ideal one. Through simple living and high thinking, emphasis was
laid on the formation of its character and education was free.
ü
Teacher
taught relationships was cordial.
ü
Irrespective
of caste, students received education, on equal basis. Emphasis was laid on
social and practical aspects of education.
ü
This
system of education helped to develop among students the habit of independent
thinking , meditation, self-study. Top priority was given to their teaching of
subjects like philosophy, grammar, astrology, logic and ethics.
ü
Women
were assigned a high position in society and proper facilities were available
for their education.
DISADVANTAGES
OF BUDDHIST SYSTEM OF EDUCATION
Ø
As
the time passed, education became very narrow and conservative in outlook.
Ø
Dominance
or too much reliance on religion in all matters resulted in neglect of material
prosperity and industrialization.
Ø
The
spirit of democracy was misused, as a result, control became loose and
corruption and luxuries ultimately led society towards decay.
CONCLUSION
It may be concluded
that the Buddhist system of education had most of the characteristics of modern
trend in educational psychology and philosophy. The aim of the Buddhist system
of education was the integrated growth of the personality of the child. It was
life oriented. Another great quality of Buddhist system of education was that
it tried to root out class distinctions which became powerful during the post-Vedic
period. Further, education was not for the class, but for the mass. It knew no
barriers of caste or community. Its message went far and wide even outside the
national boundaries. People from china and foreign lands came to India to
receive education. The Buddhist system of education could proclaim to the
world, our ancient culture and heritage.
Female education which received a set back during the post- Vedic period,
received encouragement during this time. Thus the Buddhist system of education
brought a new life and light to India and made her known in the world. The
torch of truth and brotherhood, as well as of learning and science was carried
to distant lands, kindling fresh beacons of religious inspiration and wisdom
which made India the Spiritual Mother of humanity.
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