BUDDHISM

INTRODUCTION

Due to certain lapses of Brahamanism, Buddhism came into existence during 6^th 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 6^th 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

v  The chief aim of education was to spread Buddhist religion and to attain Nirvana

v  Education was imparted in monks, Viharas, monasteries and monks were responsible for its organization and management.

v  Educational facilities were provided to all on an equal basis and the attitude of society towards education was broad and positive.

v  Rituals were in vogue while imparting education. The beginning and end of the education were supposed to be of great importance.

v  Teacher-taught relationship was cordial and intimate. Students had great respect for the teachers and the teachers also treated them well.

v  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.

v  Higher education got a proper place and recognition in this period, and Taxila, Nalanda became the main centres of higher learning.

v  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.