To be Educated and Hesitated
Table of Contents
Education is a function of society. In accordingly with the social need and changing the time of education is organized. The changes in the social pattern also influence the change purpose of education. Ancient India comes a very long period of nearly 25 centuries. Buddhist was the central point of ancient India. Buddhist education divided into 3 types.
1- Vedic period ( B.C 1000/1200 to B.C 600 )
2- Post vedic period (B.C 600 / 1200 A.D )
3- Buddhist period (550 A.D to 1200 A.D )
The Buddhist as the name implies in the knowledge or the enlightened being. The source of his original or authentic knowledge was insight or revelation acquired through Tapasya or Dhyan. We get a very valuable picture of the Buddhist period. The main educational centers of Buddhists were monasteries and viharas. The entire educational system was controlled and supervised by the monks.
The conditions of admission to the sangha or community of Bhikkhus were very simple. In the Vedic educational system, the ceremony of an institution formed an essential part of Buddhist education. The first act of admission was called the “pabbajja” or the preparatory ordination. After this ordination at the age of light, the boy would enter the sangha.
For admission to Buddhist sangha one should cut-up omcl hair and board put on yellow garment and adjust upper robes in such a manner as to cover one shoulder and salute at the feet of Bhikhu with one’s head. After that the boy had to take oath of three refuges. These are Buddham sharanam Gachchhami, Dharmam Sharanam Gachchhame, Sangham sharanam gachchhame. These three procedures prepare the pupils for raises filter hands for Bhikshya.
For admission to a buddhist Sangha their was no caste consideration. The appliciant to inter to the sangha had to fulfil following condition.
1- Obtain permission of parents, It he is of under age.
2- Be free from any physical deformation and mental elements.
3- Bear a good moral character and conduct.
4- Not to be slove.
5- Not have incurred any debt.
6- Not be a servant of the state.
7- Not be convicted of any moral sign.
Generally, the pupil act of admission in the Buddhist period goes into 2 parts one is Pabbajja or proparatorry ordination another one is upasampada or final ordination. In below I discuss it.
For admission to the Buddhist sangha, the first initiation ceremony was called prabbajja means going out. This ceremony was held when the child attended and After admission in the sangha the learner to dwell in the vihar and he head to obey all the rules and regulations on of the vihar .
Each Shramana had to observe 10 commandment such as :
a- Not tell lie.
b- Not take intoxicants.
c- Not kill animalls
d- Not steal anything of others.
e- Not take food in odd times.
f- Not practice evil deeds and immoral and unjust actions.
g- Not indulge in marry making.
h- Not receive gold or silver and any other valuable gifts of other.
i- Not garland and cosmatics.
j- Not lead a luxurious life.
The second and final ordination of Buddhist education was upasampada. The duration of the period of upasampada was 10 years.The Bhikhus attends the full status of bhikhu, the full flegdged member of a Buddhist order. The final ordination took place when the Shramana attend the age 20. After that, the upasampada consist of a ceremony which was to be performed in the presence to atlast 5 to 10 permanent Bhikhus at the order.A democratic practice was prevalent in process of rolliong the shrmana into the order of fullfudged bhikhus . In that process they can gain knowledge four essential reqisities and four interdicts reqisites and four essential reqisites were :
a- Taking to food collected in the aims bowl only.
b- Putting on robes made of rages collected.
c- Residing at the foot of a tree.
d- Using as a medicine four.
For interdictes were :
i – Sexual co-hebit
ii- Stealing.
iii- Killing
iv- Boasting super human power.
The Buddhist education was spiritual essence. It was through start with religious flavor and fragrance. Its chief ideal was the attainment of Nirvana and salvation. Buddhist monks started mainly religious books alone. The chief subject of the study was Binaya and Dharma.
1- The curriculum of Buddhist education was not allowed in the secular and vocational subjects but emphasizing in spiritual subjects.
2- The curriculum included all subject under the sub-starting with 3 RS form of primary education.
3- In the Buddhist period the pupil always engaged in yoga.
4- In Buddhist period their was no certain school subjects.
5- All arts, science and all vocational and all commercial subject were included in course of student.
In above the curriculum the Buddhist period if education was not completed. beside these other curriculum also influenced the Buddhist period of education. In Buddhist curriculum deferent art crafts also from an assential part of the curriculum. Buddhist curriculum beautifully blended a types of educational like intellectual , moral, speritual and secular and vocational . The main secular subject of study were spinning, weaving, printing, Ayurveda, tailoring, surjery, history, logic etc.
Generally chilsren begain to study at thr age of six and they studied in seventh year in a group of five sciences. These are
1. Sabda vedya
2.silpattan vidya
3.chikistha vidya
4. Hetu vidya
5. Andhyatma Vidya
Was, the main part of the Buddhist curriculum.
During the Buddhist period, the art of writting had considerably developed. But it had not reached the practical use . So the method og instruction was oral in thid period so the following method were been debeloped and used during Buddhist period.
1.During method of teaching .
In this method, the teacher used to suggest a lesson on the pupils. The pupils understanding a particular lesson.The teacher process for the teaching of further lesson.
2. Inductive method
This method of logiv was adopted through thid method the intelligence .resoning thinking of the pupils were trained becaused thid method means practical to general.
3. Discussion talk and argument
Discussion of talks an arguments bringing intellectual development of pupils . A part from this there was the provision of organising seminars .for the intellectual development the pupil
4.Monitorial method
Monitorial method was adapted for which soe brilliant and territories student were engaged with theire classmates
5. Project method
For the principle of theoretical and practical modern educational process project method adapted.
6.Role of the teachers
In Buddhist period teacher maintained a higher prestige in the society. In that time teacher play vital role in teacher learning process,.
Other method of teaching also given bellow
1-Written materials are not available
2-Lecture method speech, discussion were mostly oral or verbal
3-Teacher activity and students are passive.
Place of teacher
Like the Vedic period of education in the Buddhist system of education, there prevailed a close co-ordinal and harmonious relationship between teacher and thought which is compared to the relation between father and his son. The pupil had to choose a teacher. In the Buddhist period, the students receive the living ideal of inspiration for their teacher.
The conditions of admission to the sangha or community of Bhikkhus were very simple. In the Vedic educational system, the ceremony of an institution formed an essential part of Buddhist education. The first act of admission was called the “pabbajja” or the preparatory ordination. After this ordination at the age of light, the boy would enter the sangha.
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Biju Samal, The Author, And Co-Founder Of Wide Education
