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The Phaung Daw Oo Monastic School: Empowering Human Growth and Development in

Myanmar

Min Thway

Human Growth and Development throughout the Lifespan HHG4M-01

Jacqueline De Souza

October 27th 2023

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The Phaung Daw Oo Monastic School: Empowering Human Growth and Development in

Myanmar through Education

Introduction

Local communities and institutions are a crucial part of society when it comes to

supporting the lifelong path of human growth and development in all varying aspects of

cognitive, physical, social, emotional, and moral development. These institutions, no matter how

small or big, play an even greater role in places and regions across the world where fulfilling

such developmental requirements and needs are challenged. The need for such organizations is

greater than ever in countries and communities that are affected by various external difficulties

such as civil war, poverty, lack of basic needs, and other socioeconomic and environmental

factors. The Phaung Daw Oo Monastic School, located in Mandalay, Myanmar, is one

exemplary institution among many others that is serving the greatly unmet needs of children and

young adolescents alike and contributing to their growth and development. Since its founding in

1993, this non-profit educational institution has been changing the lives of thousands of students

across the country by providing quality access to education, language skills, moral and ethical

values, and a nurturing environment that allows for the development of various sectors of

childhood development.

Phaung Daw Oo Monastic School

The Phaung Daw Oo monastic school, situated in Mandalay, Myanmar is a high school of

Theravada Buddhist tradition founded by Sayardaw U Nayaka, a visionary Buddhist monk who

has dedicated himself to the field of education and social welfare of the Burmese society since
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the establishment of the school in 1993. Inspired by Christian schools that offer free education

for all, despite of the students’ backgrounds, U Nayaka idealized the same philosophy to initiate

an institution that provides valuable education free of charge, to the many children who have

difficulties in accessing education due to several factors such as financial constraints, and lack of

opportunities (Phyo, 2017). Since then, the Phaung Daw Oo monastic school has been steadily

growing, with over 8,000 students, 400 teachers, and staff, and has become a visionary role

model for accessible and comprehensive education in Myanmar.

Concept Map

Social & Emotional Development

Phaung Daw Oo Monastic School
-Supportive community and
-Establishment and Vision environment
-Growth and Impact -Connections to Vygotsky's Zone of
Proximal Development
-Targeted Clientele
-Erikson's psychosocial
-Funding and Collaborations developmental stages

Buddhist Values & Moral

Development
Educational Innovation & Cognitive Development
-Emphasis on Buddhist moral values
-Child-Centered Approach (CCA)

-Reading and Writing for Critical Thinking (RWCT) - Connections to Kohlberg's stages of
moral development
- Integration of international teaching methods

-Connections to Jean Piaget's Cognitive Developmental - Social learning theory

Theories

Phaung Daw Oo’s Contribution to Childhood Development

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I. Educational Innovation and How They Support Cognitive Development in Children

A core aspect of Phaung Daw Oo Monastic School is its contribution to cognitive

development through its innovative educational practices. Pioneered by the principal and founder

U Nayaka, the school's primary focus is the utilization of the Child-Centered Approach (CCA), a

pedagogical method that focuses on cultivating the student's critical thinking, problem-solving,

and language proficiency (Phyo, 2017). The school applies the same curriculums as the

government education system but makes use of different teaching styles via the use of

international connections (Phyo, 2017). Starting at the kindergarten level, the school established

English as the standard of learning for all subjects, except for Burmese dialect classes. For

students above the primary level, the RWCT (Reading and Writing for Critical Thinking) method

is utilized. These methodologies are implemented in all the dynamics of its system, from student-

led debates, classroom discussions, presentations, and lectures, encouraging students to reflect,

investigate, and engage actively with their classroom environment (The Phaung Daw Oo

Integrated Monastic Education School, n.d).

The methodologies of the Phaung Daw Oo Monastic School are rigorously integrated into

its curriculum so that it aligns with the fundamental cognitive developmental milestones,

specifically for students between the primary and early adolescent periods. These methods,

which include the Child-Centered Approach (CCA), and the RWCT (Reading and Writing for

Critical Thinking) method, contribute to many important cognitive developmental theories

connected to the learning process.

For primary-level students, the CCA focuses on interactive, student-oriented learning,

which connects with Jean Piaget's learning theory of cognitive constructivism. Recognizing the
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students' facility to explore, investigate, and construct knowledge on their own, while allowing

them to make appropriate adjustments to assist their existing intellectual foundations, the CCA

method supports Piaget's theory of cognitive development through adaptive learning and

integration (Cognitive Constructivism, n.d). Phaung Daw Oo's application of developing

language proficiency in their students also accommodates with Piaget's theory of language

acquisition as a vital tool for cognitive development in children (Piaget’s Theory of Language

Development, n.d). For the later years of adolescent level students, the RWCT method, applied

through the involvement of nurturing critical thinking skills, abstract thinking, and logical skills,

also supports the formal operational stage of development in Piaget’s cognitive development

theory (Mcleod, 2023).

II. Buddhist Values and How They Support Moral Development in Children

Deep-rooted in the Buddhist tradition, this monastic school holds great significance in

cultivating values such as kindness, compassion, and ethical behavior based on the core Buddhist

ways of life as a fundamental aspect of its educational programs (Shah et al, 2019). This

emphasis on moral development substantially supports the student's academic achievement while

also molding them to become responsible and right-minded individuals in society due to its

connection with several moral developmental theories.

Firstly, the school's emphasis on moral development through Buddhist roots is

proficient, because it associates intricately with Lawrence Kohlberg's stages of moral

development. The school's objective to promote ethical values such as compassion, kindness, and

righteousness, aligns with the higher stages of moral development, where individuals develop

such universal moral codes of conduct that are motivated by social responsibility and
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virtuousness (Cherry, 2023). Moreover, the pro-social environment provided by the school

supports moral values such as generosity and altruism, which strengthens the moral development

of children, inspiring them to act in favor of the benefit of others, and fostering a positive impact

on society (Malti et al, 2015). As children learn and observe these moral values connected to

their daily lives, these ethical behaviors are reinforced through the social learning theory,

instilling in them positive social behavior and ethical principles (Brody, 1978).

III. How the Phaung Daw Oo School Supports Social and Emotional Development

Through its various interactive programs and social activities, the school provides

students with a supportive community and environment that allows them to thrive and cultivate

their social and emotional skills (The Phaung Daw Oo Integrated Monastic Education School,

n.d). Through the nurturing support of teachers and staff, students can recognize the importance

of emotional intelligence as they understand the value of relationships and communication

throughout their lives (Promoting Social-Emotional Development, n.d).

From a developmental perspective, the school environment's role in shaping the social and

emotional development of children can be explained through Lev Vygotsky's Zone of Proximal

Development (ZPD) theory (Mcleod, 2023). The supportive hub of the school acts as a

functional zone in which students engage in activities that are beyond their current abilities

whether that is education or other types of learning, via the assistance and guidance of teachers

and more knowledgeable mentors, peers, and seniors (Cherry, 2023). This shared learning

environment allows for the development of social skills in students by encouraging social

interaction and relationships as they collaboratively work together toward projects, solve

conflicts, and communicate effectively (Price-Mitchell, n,d).

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Another theory in which its contribution to social and emotional development can be

apparent is Erik Erikson's psychosocial developmental stages. The school provides a base in

which children can actively play a role in the formation of their social and emotional identity

(Cross & Cross, 2017). For example, the school allows for the process of the industry vs.

inferiority stage, in which children can develop a sense of competence and mastery (Cherry,

2022). Meanwhile, the encouragement and support of teachers and peers towards one’s

accomplishments can be an important factor in successfully navigating this stage to develop a

meaningful sense of identity and form one's role in society (Cherry, 2022). It also contributes to

emotional well-being, as they will develop high self-esteem and confidence in their sense of

identity if this stage is successfully mastered.

Targeted Clientele

Like all monastic schools in Myanmar, Phaung Daw Oo education largely houses

students from disadvantaged backgrounds who have difficulties accessing education due to many

different circumstances (Phyo, 2017). It has been the school's mission since its opening to

embrace students from a diverse range of ethnic and religious backgrounds and provide equal,

quality education and a nurturing environment, transcending boundaries and differences. The

Phaung Daw Oo School caters education to a broad range of ages of students at their institution,

starting from primary to high school levels, which are the fundamental periods for children and

young people alike to engage in their educational goals and cognitive development. Lastly, the

school also provides further vocational and technical training that the various age groups require

for employment and self-sufficiency in later life, instilling in them the necessary life skills and

expertise (The Phaung Daw Oo Integrated Monastic Education School, n.d).

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Implementation Strategy and Action Plan

The Phaung Daw Oo Monastic education's implantation strategy primarily lies in the

Child-Centered Approach (CCA) and the method of RWCT (Reading and Writing for Critical

Thinking), emphasizing student-centered activities and learning. Unlike the traditional

government schooling systems in Myanmar, whose teaching methods have substantially become

stagnant and fallen behind, the Phaung Daw Oo School recognizes that education is a wide-

ranging and dynamic topic that is subject to ever-changing and innovative methods and

approaches (Phyo, 2017). Moreover, to supplement this commitment to transformative

education, the school also partner and work with different collaborators that contribute to its

development, such as foreign organizations, and overseas educators, implementing them in

important sectors such as teacher training, and teaching practices. The school hires foreign

teachers with their annual budget, and many of them also actively choose to volunteer and

provide their guidance and knowledge (Phyo, 2017).

Funding and Collaborations

Maintaining the operations and system of a tuition-free school and sustaining its quality

service is nevertheless is significant challenge, with the major challenge being the budget (Phyo,

2017). The Phaung Daw Oo institution makes use of the aid of both international and local

organizations and contributors to remain financially stable. In its early years, the school was

assisted by organizations such as UNICEF and World Vision Myanmar (The Phaung Daw Oo

Integrated Monastic Education School, n.d). It also accepts donations from both individuals and

collective groups of donors (Phyo, 2017). Its commitment to innovating its education can also be
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exemplified through its partnership with Australian Catholic University (ACU), providing

programs carving a path for students interested in further higher education (Phyo, 2017).

Conclusion

In summary, The Phaung Daw Oo monastic school has set an exemplary role in Burmese

education, through its contribution to the cognitive development, moral education, and social &

and emotional growth of its students. Administering progressive learning methods such as the

Child-Centered Approach (CCA), and the Reading and Writing for Critical Writing (RWCT)

method which allowed students to develop their critical thinking, problem-solving, and language

proficiency skills. These methods align with well-grounded cognitive developmental theories

such as Piaget's cognitive constructivism. Moreover, the school also equips students with moral

and ethical skills through Buddhist principles, which connects with Kohlberg's stages of moral

development, and social learning theory, fostering students to become responsible and virtuous

individuals. Moreover, by providing a supportive environment through the help of peers,

teachers, and staff, enables their social and emotional growth. Lastly, the school's environment

also supports Vygotsky's Zone of Proximal Development theory and Erikson's psychosocial

development stages, honing children to be socially and emotionally intelligent and develop a

strong sense of identity.

To sustain its institution, and its altruistic aim of providing robust education to students

from all age groups and backgrounds, the school relies on the aid of both international and local

support. It has also collaborated with foreign educational assistance through the help of overseas

teachers, and educational institutions. Overall, the Phaung Daw Oo monastic school has

substantially promoted the enhancement of the Burmese community and nation collectively.
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Through its enterprising mission to support the productive growth and development of many

children across Myanmar, the school has developed well-equipped individuals to make positive

contributions for the benefit of their society.

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