International Journal of 3600 Management Review Education & its Relevant Areas in New Era

Volume-7, Special Issue, May 2019

UGC Approved Journal No: 63594 ISSN No: 2320-7132 (Online)
PP: 132-136 ISSN No: 2320-7124 (Print)

Educational Philosophy Of Gautama Buddha

Surjit Kaur
Assistant Professor, MGN College Of Education, Jalandhar, Punjab, India

Abstract
This paper throws light on the topic of educational philosophy of Gautama Buddha. Gautama Buddha was a spiritual leader on
whose teachings Buddhism was established. He was born sixth to fourth century B.C. born as a prince, he spent his childhood in
the lap of luxury. His father trusted that his child would one day become a great king. The prince was avoided all types of
religious information and had no clue about the ideas of old age, sickness and death. At long last He discovered Enlightenment,
and turned into the Buddha, signifying "stirred one" or "the edified one". Buddhists philosophy of life to get 'Nirvana' from
suffering depends on the accompanying eight fold path: Right Faith, Right Resolve, Right Speech, Right Action, Right Living,
Right Thought, Right focus, Right Effort. Buddhist Education offered to give education to all. Numerous individuals moved to
Buddhist system of education. In Buddhist system Pabbaja was an accepted ceremony of the Buddhist monasteries for admission.
Higher education was given to just those students who planned to be monks or nuns. Emphasised both theortical and practical
perspectives. These subjects were incorporated into the syllabus of higher education: Buddhism, Hinduism, Jainism, Theology,
Philosophy, Metaphysics, Logic, Sanskrit, Pali, Astronomy, Astrology, Medicine, Law, Politics, Administration, Tantrik
philosophy. This article discuss about the duties of the teachers were giving education to the students, writing Book, proliferation
of religion, discussion, and arrangement of discussion for the explanation of serious subjects.
Keywords:- Educational Philosophy Of Buddha, Aims Of Education, Women Education And Qualities Of Teacher.
Introduction
Gautama Buddha was a spiritual leader on whose teachings Buddhism was established. He is accepted to have lived in eastern
India/Nepal during the sixth to fourth century B.C. born as a prince, he spent his childhood in the lap of luxury. He lost his mother
at an early age and his doting father attempted his best to fend off his young child from the miseries of the world. When he was a
young man, some astute scholars anticipated that he would become either an incredible ruler or a famous spiritual leader. His
father trusted that his child would one day become a great king. The prince was avoided all types of religious information and
had no clue about the ideas of old age, sickness and death. Once on an excursion through the city on a chariot he saw an elderly
person, a diseased individual, and a corpse. This new information about the sufferings on the world offered ascend to a few
inquiries inside his mind and the prince before long disavowed all his common issues so as to set out on a journey of self-
disclosure. At long last following quite a while of thorough examination and reflection, he discovered Enlightenment, and turned
into the Buddha, signifying "stirred one" or "the edified one".
In this manner Buddha's enlightenment which he attempted to impart to all individual creatures has come to be known as the four
Noble Truths. Four Noble certainties are:
1) There is suffering
2) There is cause of suffering
3) There is cessation of suffering
4) There is a way to cessation of suffering
Buddhists theory of life to get 'Nirvana' from suffering depends on the accompanying eight fold path:
1) Right Faith
2) Right Resolve
3) Right Speech
4) Right Action
5) Right Living
6) Right Thought
7) Right focus
8) Right Effort
EDUCATIONAL PHILOSOPHY OF BUDDHISM
Buddhist Education offered to give education to all. Numerous individuals moved to Buddhist system of education. It was without
precedent for India that training was systematized on a huge scale during Buddhist development. It is additionally an authentic
reality that with the landing of Buddhist period extraordinary worldwide centres of education like Nalanda, Takshashila,
Vikramshila, Ballabhi, Odantapuri, Nadia, Amravati, Nagahalla and Saranath were in unmistakable quality. Educational centres in
Buddha period created in Viharas and Sanghas.

Website: www.ij360mr.com 132

International Journal of 3600 Management Review Education & its Relevant Areas in New Era
Volume-7, Special Issue, May 2019
UGC Approved Journal No: 63594 ISSN No: 2320-7132 (Online)
PP: 132-136 ISSN No: 2320-7124 (Print)
 Aims of Education
The Buddhist educational aims were thorough dependent on information, social improvement, professional advancement,
religious advancement, character improvement points which were as per the following :
 To folow the virtues of Buddhist religion
 To adopt great lead and violence
 To accomplish the last objective of Nirvana
 To spread Buddhism
 To destroy Vedic karmakanda or ceremony
 To give up caste system
 To take the teachings of Buddhism to the majority.
 To leave yajna and penances for accomplishing learning
 To give education in the language of masses i.e Pali
 To emphasise the advancement and improvement of the society instead of the person
 To give education through the new system this was expressed by Buddha.
 Principles of Education
 Avidya that is numbness must be removed through education as it is the root cause of sufferings.
 Education ought to be given in serene sorroundings in Buddhists monastries, viharas and composed educational
institutions rather than Gurukulas.
 Pupils ought to be taught in a law based environment
 Things of luxury must be disallowed for students.
 Framed few commandments for the Suddhvi, Harika at the season of 'Pabajja' ceremony. A custom called as "pabajja
ceremonial was essential for admission to a monastery for education Educational period for this stage was 12 years.
 After 20 years old Upsampada ceremonial was performen to pick up a passage into higher education. Rules for second
ceremony Upasampada were likewise set down.
Education System

Two tier system:

Popular Elementary Higher Education

Education

1) Popular Elementary Education

Popular Elementary Education was religious in nature, included wordly instruction, upto the age of 12 years, pupils received
instructions in reading, writing, arithtmetic and religion.
ducation
Curriculum of Elementary Education:
Exhaustive learning of Grammar, Hetu vidya (Logic), Nyaya (study of thinking), Adyatma vidya (theory), shilpa sthan
(expressions and artworks) and chikitsya vidya (medication)
2) Higher education :
Efficient, did at Buddhist monastries and Buddhist colleges. Higher education was given to just those students who planned to be
monks or nuns. Emphasised both theortical and practical perspectives.
Following subjects were incorporated into the syllabus of higher education:
Buddhism, Hinduism, Jainism, Theology, Philosophy, Metaphysics, Logic, Sanskrit, Pali, Astronomy, Astrology, Medicine, Law,
Politics, Administration, Tantrik philosophy.
 Admission
Admission in monastery- Monasteries was the middle for conferring training during the Buddhist time period. For admission the
student needed to introduce himself before the teacher and request him for giving education. The educator was completely in
charge of education of his understudy. Thusly, the student had likewise to be receptive to the guidelines gotten from the teacher.
The student was not in any manner responsible to some other Bhikshuk in the monastery.

Website: www.ij360mr.com 133

International Journal of 3600 Management Review Education & its Relevant Areas in New Era
Volume-7, Special Issue, May 2019
UGC Approved Journal No: 63594 ISSN No: 2320-7132 (Online)
PP: 132-136 ISSN No: 2320-7124 (Print)
 Pabbaja ceremony:- Pabbaja was an accepted ceremony of the Buddhist monasteries. Pabbaja means going out. As per
this service the students subsequent to being admitted to a monasteries needed to deny all his common and family
relationship. An individual having a place with any standing could be admitted to a monasteries and in the wake of being
admitted he didn't have a place with any caste. 'After admission he needed to change his old clothes and all old ways and
the habits of living. For the Pabbajja service the base age was eight years.
For pabbaja ceremony the individual needed to get his head completely shaved and put on yellow garments. In this shape
he was introduced before the presiding Bhikshu. On introduction this individual would appeal to God for admission to
the monastery. On his prayer the head Bikshu would administer three essential advices:

1) I take deny with Budha.

2) I take shelter with religion.
3) I take refuge with the order.
The applicant for admission used to articulate these advices very distinctly. At that point his admission was allowed. On being
admitted the individual was known as a Sharman.
 Upasampada service:- After pabbaja the Buddhist monk needed to experience the Upasampada ceremony. This
ceremony was unique in relation to pabbaja ceremony. After the Pabbajja ceremony education proceeded for a long time.
At the point when the student got twelve years education he needed to experience the Upasampada ceremony, that it is at
twenty years old years, Upasampada ceremony was performed. This service was fair in nature. The Sharman needs to
introduce himself in front before every single other monk of the monastery. One could be conceded for this service just
when most of the monk voted in favour of the same. After this ceremony the Sharman was viewed as full-fledge
individual from the monastery. On this event all his worldly and family connections finished.
 Teaching Method :
At first there was private and gathering teachings. Later it formed into study hall. At the appointed time Sangharamas formed into
private school and colleges. In the historical backdrop of Education those colleges assumed real role in the propagation of
Buddhism, Buddhist history, Art and Culture. In those colleges world famous scholars like Atisa Dipankar, Silabrada,
Santarakshit were the teachers. Numerous important books were written. Despite everything we recall the glory of the colleges
like Nalanda, Vikramsila, Sompuri, Salban, Jagaddal, Pandit Vihar, Taxila. The matchless quality of those colleges were
unparallel. Students from China, Myanmar, Thailand, Gandhara and all part of antiquated India came to have their education in
those colleges. Buddhist Education is a blend among individual and classroom education.
Conferences were arranged on each full moon and first day of month in the Budhist sanghs. The monk of various sanghs gathered
and set forward their doubts freely. The participation of each monk was necessary in such meeting. On the start and close of
consistently learned individuals used to assemble together. This kind of gathering together was a significant part of Budhist
teaching. The reason for this gathering was to keep up the ethical measures of the considerable number of monk, on the grounds
that the complete instruction depended on profound quality. It was mandatory for every one of the monk to be available in this
assemble to such an extent that even sick monk used to attempt to go to it in any case. In the event that because of sickness it was
impractical for monk to come, at that point get together was held close to his living arrangement. This get together was very
equitable and it has huge good effect on all concerned. So as to win talk or Shastrartha and inspire the overall population, it was
important to improve the intensity of dialog. This was likewise expected to fulfill the critics and opposing groups and establish
ones own cult. Consequently, rules were framed for discussion. : The significance of discussion supported the rationale in the
Budhist time frame. The disputable issues couldn't be chosen without logical argument. Logic was likewise valuable in the
improvement of the psychological power and learning to built up the debates point the accompanying confirmations of eight sorts
were required theory, cause, example, parallelism, logical inconsistency, proof, contention and acceptance. The significant of
discussion energized the rationale in the Buddhist time period. The dubious issues couldn't be chosen without logical arguments.
The technique for educating was for the most part oral in nature. In spite of the fact that the craft of composing had been very
much created up to Budhist period yet, because of lack and no accessibility of composing materials, verbal training was common
as it was in Vedic age. The teacher used to offer exercises to the beginners who learnt them by heart. The teacher used to teach the
students based on recounting stories, organizing discourse. Here and there discussion and dialogs were masterminded to give
thought of the topic just as assurance of truth, therefore composing framework presented. Afterwords students were required to
recollections the equivalent. The teacher teaches the students through lectures and question answer strategy. Participation of each
monkk was mandatory. The vehicle of Buddhist training was the normal language of these individuals. Some Buddhist monk are
interested on isolated spiritual meditation in lonely forests and caverns. Just those monk were considered fit for lonely meditation
who had completely renowned the worldly attraction and had spent enough energy in the Sanghs has picked up the efficiency for
solitary meditation.

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International Journal of 3600 Management Review Education & its Relevant Areas in New Era
Volume-7, Special Issue, May 2019
UGC Approved Journal No: 63594 ISSN No: 2320-7132 (Online)
PP: 132-136 ISSN No: 2320-7124 (Print)
 Discipline
The Core of Buddha's teaching- The Buddha teaching contains three noteworthy focuses discipline, meditation and wisdom.
Wisdom is the objective and profound meditation or concentration in the critical procedure toward accomplishing wisdom. Order
through watching the statutes, is the technique that causes one to accomplish deep meditation; wisdom will at that point be
acknowledged normally. Buddha's whole educating as passed on in the sutras never truly leave from these three points.
Subsequent to getting education in the Buddhist schools, universities and colleges one can not do any injustice, lie, commit theft,
can not murder, can not be dependent in wine and make himself free from good turpitude. Along these lines students become free
from greed, lust, enmity and ignorance.
Buddhism incorporates the whole collection of works by Buddha Shakyamuni and is known as the Tripitaka. This can be arranged
into three classifications sutra, Vinaya (statutes or principles) Sastra (Commentaries) which emphasize meditation, discipline and
wisdom individually.
The monk and the students in Buddhist period were following the straightforward living and high reasoning principle.their lives
were loaded with purity, nobelness, devotion and humankind and are assume to pursue the Astang Marg-the word Samma
signifies 'appropriate', 'entire', 'intensive', 'vital', 'complete', and 'impeccable'
 Concept of Student
The student was relied upon to serve his teacher with all dedication. On ascending in the first part of the day the student will
organize everything for the day by day schedule of the teacher. He will prepare his food and clean his garments and utensils.
Whatever he gained through begging alms, he would put before teacher. The students needed to set himself up to get education
whenever at whatever point the teacher required him.
The Budhist system , enjoins upon the student the duty of serving this preceptor as a part of education. The students is to rise early
in morning from the bed and give his teacher teeth- cleanser and water to flush his mouth with; at that point, setting up a seat for
him, serve him rice-milk in wash his mouth with; at that point, getting ready as seat for him, serve him rice milk in rinsed jug, and
after his drinking it, wash the vessel and sweep the place. A short time later he is to prepare him for his asking round by giving
him fresh undergarments, girdle, his two upper garments, and his alms- bowl, and loaded up with water and afterward is to dress
and prepare himself.
Sangha (Monastic) life was residential; in this manner a sincere connection between the teachers and the students grew up. Their
relationship can be compared and the relationship of a father and a child. The teachers were the guardians and true for their shared
relationship, bliss, improvement and duties.
 Women education
The guidelines of admission of women in Sangh were hard enough. Two years of probation was fixed for ladies monks for their
permanent membership.Strict guidelines were upheld for ladies monks. . The ladies monks were not permitted to meet any male
monks in loneliness and their living arrangement was organized independently at a distant place. They were not given any
permanent post in the sangh. Some monks could give her religious guidance two times per month within the presence of another
monks. The consent of the entire Sangh was likewise viewed as basic. Besides, they needed to live independently, and they were
told by an exceptional monks twice in a month. They couldn't live lonely with the educator as well. Buddhist Sangh had offered
consideration regarding the social advancement and social uplift of the ladies. Generally ladies entered the Sangh out of keen
interest and profound religious feelings. Some had additionally gone along with it to get rid of the troubles of the wordly issues.
As the Bhikshunis disliked to keep up inferior position, so they normally were increasingly intrigued by the studies leading pious
life. However, Buddhist writing does not talk a great part of the system of the education of Bhikshunis, yet there are a few
references of new comer Bhikshunis and assuming responsibility for their education. It clarifies that there probably been some
course of action for their education.
There were Bhikshunis whose spiritual knowledge was high and they could impact a decent number of people..Many Bhikshunis
took the obligations of social services too. They serve the sick, orphans, and so on., and believed it to be their prime duty. Some of
them had considered the way of thinking deeply and had moved toward becoming poetess and scholars. . Some of them had
concentrated even politics issues and took dynamic part in governmental issues of the day. Some of them had even gone to outside
nations to lecture Buddhism. Sheelbhattarika, Prabhudevi and Viyanka were celebrated in those days as poets and writers. The
sister of the Emperor Asoka Sanghamitra was well known Bhikshunis, who had done momentous services of Buddhism
 Qualities and Responsibilities of the teacher
The teacher himself must go through at any rate ten years as a monk and fundamentally should have the purity of character, purity
of contemplations and liberality. Both the teacher and student were mindful to the monastery. Be that as it may, in regards to
education, clothes, food and living arrangement of the student monk, the teacher was completely capable. The teacher was
likewise in charge of any treatment of the student at whatever point he became sick.

Website: www.ij360mr.com 135

International Journal of 3600 Management Review Education & its Relevant Areas in New Era
Volume-7, Special Issue, May 2019
UGC Approved Journal No: 63594 ISSN No: 2320-7132 (Online)
PP: 132-136 ISSN No: 2320-7124 (Print)
The duties of the teachers were giving education to the students, writing Book, proliferation of religion, discussion, and
arrangement of of discussion for the explanation of serious subjects. The teachers were responsible of physical, mental, profound
and moral advancement of the students. teachers cherished the students and helped them in every affair. They additionally dealt
with them during their diseases and agony. The teachers were responsible of their food, accommodation and different necessaries
of employment. They kept eyes on the inside and out improvement of the students. Specially they were serious about the obeyance
of the Sangha principles, meditation and concentration to their learning. The teachers used to offer all the fondness to his student
and used to instruct his through address and question answer technique. Bhikshus were the teacher. There was shared regard
between the teachers and the student. There relations resembled father and child. The teachers was viewed as spiritual father or
intellectual father of the student.
During Budhist period the place of teacher in the plan of education was significant. There were the categories of teachers –
Acharyas and Upadhayas.
Conclusion
After Buddha's enlightenment, He has come to be known as the four Noble Truths and give four-fold path. Buddhists theory of
life to get 'Nirvana' from suffering depends on the accompanying eight fold path. The Buddhist educational aims were thorough
dependent on knowledge, social development, professional advancement, religious advancement, character development.
Buddhist period extraordinary worldwide centres of education like Nalanda, Takshashila, Vikramshila, Ballabhi, Odantapuri,
Nadia, Amravati, Nagahalla and Saranath were in unmistakable quality. Educational centres in Buddha period created in Viharas
and Sanghas.
REFERENCES
1. Maheshwari, D. V. (2012, may 28). EDUCATION IN BUDDHIST PERIOD IN INDIA. Retrieved june 2019, from http://www.vkmaheshwari.com.
2. n.d. (2015 , 10 6). EDUCATIONAL PHILOSOPHY OF BUDDHISM. Retrieved june 2019, from https://www.tetsuccesskey.com/.
3. n.d. (n.d). Gautama Buddha Biography. Retrieved june 2019, from https://www.thefamouspeople.com.

Website: www.ij360mr.com 136