MAHARAJA SURAJMAL INSTITUTE

(AFFILIATED TO GGSIPU)

B.ED. BATCH 2020-2022

COURSE CODE: BED104

HISTORICAL AND SOCIOLOGICAL FOUNDATION OF

EDUCATION

TOPIC: EDUCATION SYSTEM IN ANCIENT INDIA:

BUDDHIST PERIOD

SUBMITTED TO: SUBMITTED BY :

DR. RAJESH GILL MA’AM NAME - AAKRITI

ENROLLMENT NO. - 00214902120
COURSE - B.ED. (2020-2022)
SEMESTER - II

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 INDEX
S.NO. CONTENT PAGE NO.

1. INTRODUCTION 3

2. EDUCATION DURING THE BUDDHIST PERIOD 5

3. CEREMONY 8

4. AIMS OF EDUCATION 9

5. METHODS OF TEACHING 10

6. CURRICULUM 11

7. DISCIPLINE 12

8. ROLE OF TEACHER 13

9. SALIENT FEATURES OF THE BUDDHIST 14

EDUCATION SYSTEM

10. MERITS AND DEMERITS OF BUDDHIST 15

EDUCATION

11. CONCLUSION 16

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 INTRODUCTION

The Buddhist System of Education is one of the important systems of education which
commenced from 600 BC and lasted for about twelve hundred years till 600 AD. Due to
various loopholes in the Brahmanic or History of Education during Pre-Independence in
India (Block 1) 26 Vedic System of Education, the Buddhist philosophy emerged with
much vigor, and with the able patronage of the royalty, it succeeded in creating a new
space in all the sphere of Indian society including education. If we enumerate the
weaknesses found in Vedic education, we come across issues related to dominance of
caste with superior positions bestowed on the priests, harsh austerities, strict penance and
much more importance on Sanskrit than to other vernacular languages including Pali. The
core reason behind the emergence of Buddhist education was that Gautama Buddha
regarded all weaknesses of the Vedic System of Education as futile and purposeless. He
introduced some new principles related to religion, fundamental problems of life and
mould religion in a new form; which the common people of that period accepted with a
warm heart.

The Buddhist system of education is based on the teachings of Gautama Buddha. Those
teachings were so important that they remained as a source of inspiration for individual as
well as social development of India. Buddhism like Hinduism can be rightly considered a
philosophy, a religion, an education system and a way of life.

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After attaining Nirvana, Gautama Buddha realised that this human life was full of sorrow
and pain; hence it was the sole aim of human life to attain salvation (Nirvana) by
renouncing the world. Though we can see some outward discord between the two creeds
(Vedic and Buddhist), both share some similarities related to the doctrines of atma,
sorrow, emancipation, karma and metaphysics. Probably, the most attractive feature of
Buddhism has been the stress on the doctrine of golden mean or the middle path which
avoids anything in its extremities. This was the very reason behind the popularity of this
new creed that emerged in the Indian society.

Like the gurukuls in the Vedic period, Buddhist education started in the Monasteries or
Viharas. The entire educational system was controlled and supervised by the Monks
residing in the monasteries. Buddhist education encompassed both religious and secular
types of education. Like the Vedic education system, the ceremony of initiation formed an
integral part of Buddhist education system.

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 EDUCATION DURING THE BUDDHIST PERIOD
It is important to know actually what types of education and how the education system
was prevailing during the Buddhist period in India.

MEANING OF BUDDHIST EDUCATION

The Buddhist education system was mainly based on the principles enumerated by
Gautama Buddha. He found the way of eliminating human sufferings, thereby finding out
a cure for the pain felt in human life and attainment of salvation (nirvana) through
renouncing the worldly pleasures. The Buddhist philosophy believes in the law of karma.
Which a person receives on the basis of his/ her past act, or we can say that the existence
of man is the result of his past deeds.

According to the Buddhist philosophy, the place of God is replaced by Karma as it is the
one which governs the entire universe. The Buddhist philosophy is also known as
Tripitakas. These tripitakas are –

Vinayapitaka (Rules of conduct)

Suttapitaka (Buddha's sermons)
Abhidhammapitaka (Exposition of philosophical theories)

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Buddhism gave way to a new form of education that leads to a noble life with moderation
in aspects of life resulting in a fruitful and happy life. The whole Buddhist education
system is based on four noble truths i.e.

 The Truth of Suffering (Kutai): The world is full of sorrows and sufferings.
 The Truth of the Cause of Suffering (Jutai): The truth behind cause of suffering
is ignorance and karma.
 The Truth of the Cessation of Suffering (Mettai): Elimination of all sorrows and
sufferings through attainment of Nirvana.
 The Truth of the Path to the Cessation of Suffering (Dotai): The Noble Eight-
fold path is the ultimate reality to exterminate all sufferings.

The Noble Eight-fold Path of Buddhism comprises the core pillars of Buddhist Education
System. These are as follows,

 Right Views: to keep ourselves free from prejudice, superstition and delusion and to
see the true nature of life.
 Right Thoughts: to turn away from the evils of this world and to direct our minds
towards righteousness.
 Right Speech: to refrain from pointless and harmful talk and to speak kindly and
courteously to all.

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  Right Conduct: to see that our deeds are peaceful, benevolent, compassionate and
pure; to live the Teaching of the Buddha daily.
 Right Livelihood: to earn our living in such a way as to entail no evil consequences.
 Right Effort: to direct our efforts incessantly to the overcoming of ignorance and
selfish desires.
 Right Mindfulness: to cherish good and pure thoughts for all that we say and do
arise from our thoughts.
 Right Meditation: to concentrate our will on the Buddha, His Life and His
Teaching.

These eight- fold paths can be rightfully placed in the categories of discipline, meditation
and wisdom, the three vehicles of learning. Through discipline, one can learn to control
body and mind, through meditation, we can learn to unify our mind and through rigorous
practice of discipline and meditation, we can attain the wisdom through which all
ignorance and passions are eliminated and true enlightenment can be attained.

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 CEREMONY
In Buddhist system of Education, two important ceremonies were performed during their
education period. These are Pabbaja and Upasampada ceremony.

1. PABBAJA CEREMONY

The Pabbaja ceremony was an initiation ceremony of the Buddhist monasteries.

Pabbaja means 'going out'. This ceremony means the student had to renounce all his
worldly and family relationships before enrolling in the monastery. After being
admitted in the monastery, the student is known as Shraman.

2. UPASAMPADA CEREMONY

Upasampada ceremony was performed after receiving education for twelve years.
After this ceremony, the Sharman is regarded as full-fledged member of the
monastery.

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Buddhist education gave importance to equality to all irrespective of caste, gender,
religion, status etc. Education is open to all and each and every one has the opportunity for
self-development and growth.

AIMS OF EDUCATION
According to the Buddhist System of Education, the main aim of education was to
influence the younger generation of the society through the Buddhist principles. In
addition, Buddhist aim of education was to train monks for spreading the Buddhist
education among the common people.

However, some other aims of education can be observed, which are as follows,

1. All round development of personality: The chief aim of Buddhist education was all
round development of personality which includes physical, mental, moral and
intellectual development etc.
2. Formation of Character: The Buddhist aims of education stresses more on the
development of character of the students. For these, the students had to go through a
very hard and rigorous life and observe celibacy.
3. Religious development: In Buddhist education, topmost priority was given to religion.
The chief aim of education was the propagation of religion and inculcation of religious
feelings and it was considered the means of attaining salvation.
4. Preparation for life: The Buddhist aim of education not only gives importance on
religious knowledge but it also provides practical knowledge so that whenever the

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 students entered the normal life, they should could be able to adjust satisfactorily in
every steps of life.
5. Social equality: The Buddhist aims of education stress on equality of educational
opportunity to all sections of the society irrespective of caste, creed, religion, status etc.

METHODS OF TEACHING
In the Buddhist system of education, the main importance was given on the development
of purity of character. Proper Mental and moral development was emphasized to attain the
state of Bodhisattva. For this, they emphasized different methods of teaching.

1. Oral education: Though in the Buddhist period, the art of writing had been well
developed, the main medium of instruction was through oral method. The teacher
used to put questions from various texts that were learned by the students orally.
2. Discussion: To impress the general public, or to win discussion or shastrartha, the
power of discussion was considered very important. Therefore, discussion was
another important method of teaching in the Buddhist period.
3. Prominence of logical reasoning: In the Buddhist period, logic was considered an
important method of teaching for the development of mental power and knowledge.
The controversial matter could be well considered through the logical arguments or
reasoning.
4. Conferences: Conferences were organized on every full moon and the first day of
the month in Buddhist sanghas. The monks of various sanghas assembled there and
put forward their doubts freely and discussed different topics on various matters.
5. Meditation: In the Buddhist system of education, meditation was considered an
important method for the attainment of real knowledge. They used to meditate every
day as their routine workout.

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 CURRICULUM
In the Buddhist system of education, the curriculum was mainly focused on religion. The
sole aim of education was to attain salvation. So, they considered studying the religious
books an important part of their daily life. This type of curriculum was only meant for the
monks. Besides this, spinning, weaving, painting on the clothes, tailoring, sketching,
accountancy, medicine, surgery and coinage were the other subjects of Buddhist
education. In the primary stage of education, main emphasis was given on the teachings of
3 R's (reading, writing and Arithmetic). In the higher stages-religion, philosophy, military
science, medicine, logic, metaphysics, study of Buddha in previous lives etc. were taught.
In a nutshell, we can say that the Buddhist system of education revolved around Sutanta,
Vinaya and Dhamma.

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 DISCIPLINE
Discipline in Buddhist System of Education was based on various laws that governed the
Buddhist way of life. The student should abstain from any types of evils.

Moral discipline through relinquishing any non - virtuous action was the centre point of
Buddhist discipline. Acts like stealing, killing, sexual misconduct, hateful speech; idle
gossip, malice, lying etc. were considered very degrading and harsh punishments were
given to whoever gave indulgence to it.

In various sutras, Buddha explains that it is better to die than to do immoral practice which
destroys our opportunity to experience the ultimate goal of nirvana and to overcome the
sufferings of rebirth. The students had to lead a well-disciplined life in the Buddhist

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viharas during their stay. The teacher/s were empowered to expel students if any of them
indulge had in immoral activities and been charged with misconduct.

ROLE OF THE TEACHER

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In the Buddhist education system, the role of the teacher is very prominent. The
relationship between the teacher and the students was based on mutual reverence and
affection. Like in the Vedic period, the pupil took utmost care in managing all the
household activities. The teacher also took care of the students like his own children. The
students accompanied the teacher as an attendant wherever he went. The teacher taught the
students the lessons of etiquette, discipline, simplicity and abstinence. He explained all
these virtues not only orally but also by practising it in reality.

With exemplary dedication, the teachers led a life completely devoted towards the
upliftment of the students. With a selfless ego, the teachers considered themselves as
lifelong learners.

Thus, in Buddhist system of education, the teacher encouraged the students to develop
inner discipline and maintain a pious life.

SALIENT FEATURES OF THE BUDDHIST

EDUCATION SYSTEM
Some of the salient features of the Buddhist system of education are,

 It was conducted in the Buddhist viharas or monasteries.

 In the Buddhist system of education, worldly pleasures, comfort and luxuries was
strictly forbidden.
 The students had to undergo an initiation ceremony (pabbajja) after which they had
to live in the monasteries with the monks for twelve years till they complete their
education.

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  The students had to lead a disciplined life under the care and guidance of the monks
further restraining themselves from impure thought and conducts.
 At the end of their education, there was the second ceremony called Upasampada
following which the students were qualified for a full-fledged monk or a Bhiksu.
 In the Buddhist system of education, ultimate goal was salvation (mukti) or
Nirvana.
 Education was carried out in natural surroundings with a pleasant ambience.
 In Buddhist system of education, the student had to maintain a hard life and
maintain strict codes of morality. Emphasis was given on character development.
 Education for all irrespective of economic condition, caste and creed, gender was
one of the important features of Buddhist education.
 There was a missionary zeal among the monks to spread the Buddhist philosophy
and ideology across the world.

MERITS AND DEMERITS OF BUDDHIST EDUCATION

Some of the merits of Buddhist Education are as follows,

 The Buddhist Education System revolutionized the ancient Indian education system
and laid a strong foundation of well-organized and systematic education in India.

 The Buddhist Education System was free from narrow casteism and religious
bindings as it was open for all sections of the society.

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  Buddhist education was imparted in well managed viharas and monasteries
Maintained by the dedicated monks.

 There was a cordial relationship between the teacher and the pupils and the teacher
considered them their own children and the pupils also considered the teacher as
their guardian and protector.

 In the viharas and monasteries, the pupils led a much disciplined life and the main
importance was stressed upon character building and personality development.

Some of the demerits of Buddhist Education are,

 Buddhist Education was administered in the Viharas and Monasteries and there was
no proper arrangement for mass education.

 It was not suitable to sustain a happy life in a practical world.

 It gave over emphasis on miracles, prophecy, magic, fortune telling and other
superstitions.

 The lack of God consciousness and more inclination towards pain and suffering
with no emphasis towards pleasure and happiness in worldly things removed it from
the heart of the citizens.

 More inclination towards worshipping Buddha than application of the Dharma in

real life is one of the demerits of Buddhist Education.

CONCLUSION

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In the name of education the students are passed through courses of standardized
instruction intended to make them efficient servants of a demeaning social system. While
such education may be necessary to guarantee societal stability, it does little to fulfill the
higher end of learning, the illumination of the mind with the light of truth and goodness.

The moral development agents should work together and provide an environment where
the child thrives and emerges winner in every aspect of life.

Undeniably, the supreme Buddha stands a foremost place among teachers, professors and
savants who have an expert mastery over educational science, educational technique and
educational psychology.

 In order to protect the world or to live happily or to propagate the Buddhism, there
need to teach or learn the teaching of the Buddha.
 Pedagogic skills conducted by the Buddha become an imperative part of Buddhism.
 If every teacher today would take this ways of teaching seriously, all students would
reap the benefit. In consequence, the society is filled with only educated persons,
living standard will be high, there is no violence, and everyone possess the noble
qualities of life.

The objective of Buddha’s teaching isn’t accumulating of knowledge but the

achievement of spiritual fulfillment.

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