Zen Buddhism

PRESENTED BY: GRACE R. PESQUIRA

EDUC 201

SEPTEMBER 17, 2022

What is Zen Buddhism?
Zen Buddhism - simply ZEN
• It began in CHINA, spread to
Korea (7th Century) and to Japan (12th Century)
+ • 1870 – 1966 – Daisetz Teitaro Suzuki,
Japanese scholar
Indian Mahayana Taoism

• The word "ZEN" is the Japanese pronunciation of the

Chinese "CH'AN" - Meditation
 • "CH'AN" came to Japan and became "ZEN"
• Today, the word "ZEN" is more general use in
the West
IN MID 20th Century
• Zen Buddhism became popular in the WEST.

Zen is something a person does. It's not a concept that can be

described in words.
WHY?

’It has to be experienced in order to 'understand'

IT IS IMPORTANT to NOTE
THAT:
Zen techniques are compatible with other faiths and are often used, for
example by Christians seeking an understanding of their faith.

IT IS EQUALLY IMPORTANT to
NOTE THAT:
Zen requires an intense discipline which, when practiced
properly, results in total spontaneity and ultimate freedom. .
The essence of ZEN is the attempt to understand the
meaning of life directly, without being misled by logical
thought of language.

Achieving enlightenment by seeing one's original mind

(or original nature) directly; without the intervention
of the intellect.
 BUDDHISM AS EDUCATIONAL PHILOSOPHY

Aims of Education:

• Physical, intellectual, personality, religious and spiritual

development.
• Character building
• Promotion of social efficiency and happiness
• Presentation and spread of culture
 BUDDHISM AS EDUCATIONAL PHILOSOPHY

Curriculum:
• It is mainly religious to attain Nirvana.
• It includes teaching of Buddha & Dharma-Shastras and
Sutta, Binaya and Dhamma Pitak.
• For general students, Vedas, Puranas, grammar,
astronomy, medicine, mathematics were included.
• The knowledge of Sanskit was necessary for
higher education.
• Worldly and spiritual aspect of education were
included
 BUDDHISM AS EDUCATIONAL PHILOSOPHY

Teaching Methodologies:
• Based on discussion, preaching and repetition.
• Mental and moral development was emphasized to attain
BODHISATTVA.
• Art of writing was developed and taught in verbal.
• Other methods are question-answer, discussion, logical arguments,
tours, conferences, and meditation in solitude.
• The medium of instruction was common language.
 ROLE OF TEACHERS
• They are BHIKSHUS who have spent ten years as a monk and
must have the purity of character, thought and generosity.
• They must have high mental order so that they might teach their
students the religion and nobleness.

• There are two categories of teacher:

I - ACHARYA II - UPADHAYA
May admit number of people who
Admits the students and imparts
will have to live with him at his own house
on instructions on payment of
for a minimum period of 12 years without
Fees.
accepting any fees.
 ROLE OF STUDENTS
• Regular service of guru was essential.
• In the morning, students would arrange for water, look after
teacher’s meal.
• They would cook the food, feed the teachers and clean the utensils.
They would go out for alms.
• They keep the place tidy.
• They could not go anywhere without the permission of their
teachers.
HINDUISM / HINDU PHILOSOPHY
HINDUISM / HINDU PHILOSOPHY

◾ Hinduism is the main religion of India which includes

the worship of many gods and the belief that after
you die, you return to life in a different form.
◾ It is a collective term applied to the many
philosophical and religious traditions native to
India.
◾ It has neither a specific moment of origin nor a
specific founder.
Rather, the tradition understands itself to be
timeless, having always existed.
◾ The Hindu worldview is grounded in the doctrines of

SAMSARA (the cyle of rebirth) and

KARMA (the universal law of cause and effect), and fundamentally

holds that one’s actions (including one’s thoughts) directly determine one’s
life, both one’s current life and one’s future life.
 Trimurti is a concept in Hinduism in which the
cosmic functions of creation, maintenance, and
destruction are personified by the forms of
Brahma the creator, Vishnu the preserver, and
Shiva the destroyer or transformer.

 These 3 gods have been called “The Hindu Triad”

or the “Great Trinity”, often addressed as
“Brahma-Vishnu-Shiva”.
 SANATANA DHARMA

◾ Sanatana Dharma is the original name of

Hinduism. Known also as the “eternal
teaching”.
◾ It is a code of ethics, a way of living
through which one may achieve
enlightenment.
◾ It is the world most ancient culture and
the socio, spiritual, and religious tradition
of almost 1 billion of the earth’s
inhabitants.
 3 GOLDEN RULE

Who is helping you, do not forget them..

Who is loving you, do not hate them..

Who is trusting you, do not cheat them.

 WAYS OF LIFE AS MEMBER
OF HINDUISM

◾God-centered rather than prophet-centered.

◾Experience based rather than belief-based.
◾Beyond any historical date of founding.
◾The process of growth, which comes from the seed.
◾Inherent in, and inclusive of all.
 HINDU EDUCATIONAL SYSTEM - HISTORY

In ancient India, the child follow the occupation of

his father.
 UNIQUENESS OF ANCIENT INDIAN EDUCATION:

◾ The State and the society did not
in any way interfered with the
curriculum of studies or
regulating the payment of fees or
hours of instructions.
◾ The education was fully and compulsorily
residential. The student had to live in the
house of his teacher for the whole
duration of his studies and learn from him
not only what was taught but also
observed how his teacher responded to
different situation arising in daily life and
learn from it.
 UNIQUENESS OF ANCIENT INDIAN EDUCATION:

◾ Stress was laid on ◾ Education was absolutely free and the teacher
having a personal looked after the primary needs of the students
relation between the including food and clothing.
teacher and the student.
Each student used to
meet the teacher
separately and learn ◾ Upheld the dignity of labor. Hence, even a student
from him through aiming the highest philosophical knowledge, was
separate instruction and duty bound to do some manual labor such as
guidance. collecting fuel, tending to domestic animals.
 AIMS OF EDUCATION

◾ The aims of education were to

provide good training to young
men and women in the
performance of their social,
economic, and religious duties.
Also preservation and enrichment
of culture, character, and
personality development and
cultivation of noble ideas.

COMMENCEMENT OF
EDUCATION – 5 YEARS OLD
◾ In the Vedic system, education of
a child commenced with the
ceremony called
VIDYARAMBHA.
◾ It was marked by learning
the alphabets for the first time
and offering worship to
Goddess SARASWATHI.
◾ SARASWATHI is the Hindu
Goddess of knowledge,
music, arts, wisdom and
learning.
CURRICULUM
COMMENCEMENT OF
EDUCATION – 8 YEARS OLD
◾ In the Vedic system, education of a child commenced with the
ceremony called UPANAYANA.
◾ A child must leave his / her parents’ home and stay in the
house of his teacher to commence his study. He is then called,
BRAHMACHARIN.
◾ UPANAYANA ceremony was conducted by BRAHMIN.
◾ BRAHMIN is a specialized priest, teacher, and protectors of
sacred learning across generations.
◾ Indian texts suggested that Brahmins were often
agriculturists and warriors in ancient and medieval India.
 CURRICULUM
COMMENCEMENT OF
EDUCATION – 10 YEARS OLD
◾ In the Vedic system, education of a
child commenced with the ceremony
called KSHATRIYA.
◾ To protect society by fighting
wartime and governing in peacetime.
◾ In the Vedic system, education of a
child commenced with the ceremony
called VAISHYA.
◾ Vaishyas are landowners, traders and
money-lenders.
EDUCATION OF WOMEN
◾ Women were trained with the art
of housekeeping, music and
dancing.
◾ SADYODWAHAS – a woman who
prosecuted studies till their marriages.
◾ BRAMHAVADINIS – a woman who
did not marry and pursued their
studies throughout their lives.
 Methodologies
◾ Education in ancient India was more of seminar type where students used to learn
through discussions and debates.

◾ Gurukal system – students (shishya) stayed w/ the teacher in residential schools

generally situated in the forests.
◾ Pupils were taught individ’lly and not in groups
◾ The student had to listen to the teacher and reflect on what they had learnt and they
are taught critical analysis
◾ seminar
◾ Iintrospection – observation of one’s own mental and emotional process.
◾ discussion, question and answer were followed
 Role of the Teachers & Students
Guides the spiritual progress of their students
(known as shishya).

1. ACHARYA – a type of teacher who taught his
pupils without charging fee.
2. UPADHYAYA – adopted teaching as a
profession to earn his livelihood.
3. CHARAKAS – known as wandering scholars;
toured the country in quest of higher
knowledge.
4. GURU – earned his livelihood after imparting
education to his disciples and maintain his
family.
5. SIKSHAKA – gave instruction in arts like
dancing
1. Teacher are given very revered position and
treated with respect and honor.
2. Teacher is a parent to the pupils.
3. Teachers and students lived together in
Residential schools.
4. Students completely submit themselves to the
teacher.
5. The teacher is deeply involved with the student
and understand all his strength and
weaknesses.
6. The teacher looks toward all-around
development of the student
 Hinduism and Buddhism Compared

Similarities Differences

Hinduism Karma Buddhism rejects the

and Dharma priests of Hinduism,
Buddhism Moksha the formal rituals, and
the caste system.
Reincarnation
Buddha urged people
to seek enlightenment
through meditation
THANK YOU & GOD BLESS