BUDDHISM- (BUDHIST PHILOSOPHY)- IN EDUCATIONAL POINTS OF VIEW

          Buddhism is the system of beliefs based on the teachings of Siddhartha Gautma (later known as Sri Buddha). Buddhism is a non-theistic philosophy whose tenets are not specially concerned with the existence or non-existence of God. Buddhism is founded on the rejection of certain orthodox Hindu philosophical concepts. It shares many philosophical views with Hinduism, such as belief in Karma, cause-effect relationship etc. The ultimate goals of both Hindu and Buddha philosophies are to eliminate Karma (both good and bad), end the cycle of birth and rebirth, and attain freedom (Moksha or Nirvana).

          Buddhism is divided into many philosophical schools and has a vast literature. The teachings of Buddha were oral and were recorded much later by his disciples. Buddha was primarily an ethical teacher and social reformer than a theoretical philosopher. He referred to a number of metaphysical views prevalent in his times and condemned them as futile. Whenever metaphysical questions were put to him, he avoided them saying that they were neither profitable nor conductive to the highest good. ‘Philosophy purifies none, peace alone does’.

          Buddha’s Philosophical teachings and conversations were compiled in the ‘Tipitaka’ or the three baskets. The first basket is the Vinaya–Pitaka, the discipline of the order. The second is the Sutta–Pitaka, a compilation of the utterance of the master himself. The third is called Abhidhamma–Pitaka, deals with philosophical discussions.

Buddha’s Teachings – important concepts

Buddha’s enlightenment which he tried to share with all fellow-beings has come to be known as the four noble truths.

Four noble truths are:

1.    There is suffering (Dukha)

Life is full of misery and Pain. Even the so-called pleasures are really fraught with pain. There is always fear that we may lose the so-called pleasures and their loss involves pain. Indulgence also results in pain. That there is suffering in this world is a fact of common experience. Poverty, disease, old age, death, selfishness, meanness, greed, anger, hatred, quarrels, bickering, conflicts, exploitation are rampant in this world. That life is full of suffering none can deny.

2.    There is cause of suffering (Dukha–samudaya)

Everything has a cause. Nothing comes out of nothing. The existence of every event depends up on its causes and conditions. Everything in this world is conditional, relative and limited. Suffering being a fact, it must have a cause. It must depend on some conditions. This being, that arises, ‘the cause being present, the effect arises, is the causal law of Dependent Origination.

3.    There is cessation of suffering (Dukha–niroda)

Because everything arises depending on some causes and conditions, therefore if these causes and conditions are removed the effect must also cease. The cause being removed, the effect ceases to exist. Everything being conditional and relative is necessarily momentary and what is momentary must perish. That which is born must die. Production implies destruction.

4.    There is a way to cessation of suffering (Dukha–niroda– gamini–pratipat)

There is an ethical and spiritual path by following which misery may be removed and liberation attained. This is the noble eight-fold path.

The eight fold path

1.    Right Faith (Samyak Dristi)

2.    Right Resolve (Samyak Sankalpa)

3.    Right Speech (Samyak Vakya)

4.    Right Action (Samyak Karmanta)

5.    Right Living ( Samyak Ajiva)

6.    Right Thought (Samyak Smriti)

7.    Right Concentration (Samyak Samadhi)

8.    Right Effort (Samyak Vyayama)

Samyak dristi, the first step of eight fold path, is right knowledge of the four noble truths. Samyak sankalpa means firm determination to reform life in the light of noble truths. Samyak Vakya is right control over speech. Samyak karmanta means abstention from wrong action. Samyak ajiva teaches to maintain life by honest means. Constant endeavor to maintain moral progress by banishing evil thoughts and entertaining good ones is known as Samyak vyayama. Constant remembrance of the perishable nature of thing is Samyak smriti. And Samyak samadhi, the last one, is right concentration through four stages of intent meditation, unruffled meditation, and detachment from main things-Sila, Samadhi and Prajna.

Buddhist Education

Buddhist education offered education to all. It was for the first time in India that education was institutionalized on a large scale during Buddhist movement.  It is also a historical fact that with the arrival of Buddhist era great international centers of education like Nalanda, Takshashila, Vikramshila, Ballabhi, Odantapuri, Nadia, Amravati, Nagahalla and Saranath were in prominence. Education in Buddha period is developed in Viharas and Sanghas.

Aims of Education

The Buddhist educational aims were comprehensive based on knowledge, social development, vocational development, religious development, character development, following the moral values of Buddhist religion, adopting good conduct and non-violence, achieving the final goal of Nirvana, propagation of Buddhism, eradication of  Vedic karmakanda or ritualism, ceasing of the caste system from the society, spreading the teachings of Buddha to the mass, leaving yajna and sacrificing for achieving knowledge, and emphasizing the progress, development of the society rather than the individual and providing education through the new system.

Principles of Education

Budhists believed that the Avidya, that is ignorance must be removed through education as it is the root cause of sufferings. They recommended that the education should be provided in peaceful surroundings like Buddhists monasteries, viharas and organized educational institutions instead of Gurukulas. They advocates for providing education in the language of masses such as Pali.

Buddhist education suggested that, the pupils should be educated in a democratic atmosphere. Things of luxury must be prohibited for students. Buddhists framed few commandments for the Suddhvi, Harika (new entrant) at the time of ‘Pabajja’ ceremony. A ritual called as pabajja was necessary for admission to a monastery for education at the age of eight. The word ‘pabajja’ means ‘to go out’, i.e. the child goes out of his family to join the sangha. After this ceremony the student was called as ‘shramana’ or ‘samner’. Educational period for this phase was 12 years. After 20 years of age Upsampada ritual was performed to gain an entry into higher education. Rules for second ceremony ‘Upasampada were also laid down. After this ritual male monks and female monks were called Bikshu and Bikshuni respectively.  The total period of education was 22 years, 12 years after Pabajja and 10 years after Upasampada.

Education System

The two tire system was practiced in Buddhist education, they are

1.    i) Popular Elementary Education

2.    ii) Higher Education

Popular Elementary Education:

Popular Elementary education was religious in nature, included wordly education, upto the age of 12 years, pupils received instructions in reading, writing, arithtmetic and religion.

Curriculum of Elementary education: Thorough learning of Grammar, Hetu vidya (logic), Nyaya (science of reasoning), Adyatma vidya (philosophy), Shilpa sthan (arts and crafts) and Chikitsya vidya (medicine).

Higher Education:

Well organised, carried out at Buddhist monasteries and Buddhist universities. Higher education was given to only those students who intended to be monks or nuns. Both theoretical and practical aspects of life were emphasised here.

Subjects included in the syllabus of higher education: Buddhism, Hinduism, Jainism, Theology, Philosophy, Metaphysics, Logic, Sanskrit, Pali, Astronomy, Astrology, Medicine, Law, Politics, Administration, Tantrik philosophy

Medium of instruction was Pali and also importance to vernacular dialects was given.

Teacher-Taught Relationship was close, pure, good and affectionate. Teacher being an ideal person inspires the students. Like his students the teacher also used to spend life in simplicity, constant study, celibacy, following ideals and strength of character. Both teacher and student were        required the authority of reason and experience. Students were required to maintain        the freedom of thought. Disciplined in the matter of morals and conduct and maintained self restrained life.

Educational Implications of Buddhist Philosophy

Democratic: It is democratic as it believed in freedom of enquiry. Democratic and republican procedures were followed while running the educational institutions.

Development of good conduct: The entire techniques of Buddhism provide directions to develop good conduct and which is also the essence of a sound system of education. Also its belief in Karma lays stress on the necessity to be constantly on the vigil to maintain one’s conduct in the present life.

Moral discipline: The Buddha Bhikshu (monk) took the vows of chastity and of poverty. Character was the basis of moral discipline.

Emphasis on manual skills: Training of manual skills like spinning and weaving was emphasized to enable men to earn for living.

Pragmatic: It is pragmatic; everything is in a state of flux as it is only momentary. Change is the rule of the universe. It does not believe in the absolutism. It is witnessed in the present era of globalisation.

Methods of teaching: The method of instruction was oral. Preaching, repetition, exposition, discussion and debates were all used. Buddhist council organised ‘seminars’ to discuss the major issues at length. Learned conferences, meditation, and educational tours also were used.

International impact: Buddhist education helped India to gain international importance. It also developed cultural exchange between India and other countries of the world. International exchange of scholars attracted students and scholars from far off lands.

Value education and character development: To be moral being, one must follow noble path, the eightfold path as preached in Buddhism provides guidance e for moral education and peace. The entire techniques of Buddhism provide directions to develop good conduct which is also the essence of sound system of education.

Curriculum: Curriculum included secular as well as religious subjects and structure of university till present day. The system of determining a minimum age for higher education, providing a set of rule and taking a test for admission, is guiding the educational system even today.

Education as a social institution: Education as a social institution got its existence as a result of Buddhist system of education.

Imparting education in practical subjects: An important contribution of this period is the imparting of education in various practical subjects, a tradition which has come down to the present day also.

Collective teaching methodology: It was in this period that the method of collective teaching and the presence of numerous teachers in single institution were evolved.

Reference

http://ednonline.info/2016/11/30/buddhism-budhist-philosophy-in-educational-points-of-view/