BUDDHIST EDUCATION

BUDDHIST EDUCATION

Buddhism came into existence in about 600 B.C. Buddhism and Jainism were offshoots of Hinduism. As there was little change in their ideals of life, the concept of education also suffered only a shift of emphasis.

There was no water tight compartment in the realm of thought separating Brahmanism, Buddhism and Jainism. They all contributed harmoniously to the development of culture as a whole and their contributions to education were inextricably mixed up. The creative vein of the age was reflected in the field of education and culture.

As frontiers of knowledge became wide, pursuit of knowledge also assumed a more systematic and organised method. The practice of Buddhist Education probably varied very much in different countries and at different times. We get a valuable picture of Buddhist education as it existed in India from the records left by certain Chinese Buddhist scholars, who visited India in the fifth and seventh centuries of this era.

They had undertaken long, toilsome and dangerous journeys, only because the fame of the Buddhist monasteries in India as places of learning had crossed the territorial jurisdiction of India. Fa-hien, who was in India between A.D. 339 and A.D. 414, makes frequent references to monasteries as seats of learning. Huen Tsiang who came to India during A.D. 629 to A. 645 referred to the popularity of Buddhism which was in a flourishing state. I-Tsing another Chinese scholar who came to India and was in the country from A.D. 673 to 687 also highlighted some of the brighter aspects of the prevalent system of education.

The main educational centers of Buddhism were Monasteries and Viharas. A network of such centers of education was started during the period. The entire educational system was controlled and supervised by the monks. There was provision for both religions as well as secular types of education. Therefore, emphasis was laid on personal conduct rather than external rites and ceremonies as in the Brahmanic system. Thus the aim of education was to prepare for a good life, a moral life.

The whole discipline (Siksha) had three important aspects viz, morality contemplation and wisdom. In Buddhist morality, there was infusion of practical needs with theoretical knowledge and stress on ascetic life against worldly life. With the advent of Buddhisim the demand for education among the people considerably increased. The relaxation of barriers of caste in the sphere of religion and learning helped for the expansion of education.

But it was confined to the upper classes of the society and did not make any headway among masses. As Buddhism became popular and attracted people, the demand for education considerably increased. Be it as it may, Buddhisim broke the monopoly of any particular section of the society pertaining to teaching and learning.