Buddhism as educational philosophy

EDUC 601 PHILOSOPHICAL FOUNDATIONS OF EDUCATIONS
RICHARD M. BAÑEZ
Presenter
EDEN C. CALLO, Ed.D.
Professor
ORIENTAL PHILOSOPHIES
Buddhism and Zen Buddhism

Buddhism and Zen BuddhismOverview
A proselytizing relig
transnational
Upanishads
transmig
Karma
meditation

Buddhism and Zen BuddhismLearningOutcomes
At the end of the session the
participants should be able to:
1 narrate the life of Buddha,
2 describe the Buddhist tenets
that had been developed
from Gautama’s
enlightenment,
3 discuss in details some
Buddhist doctrines and their
variations in Zen Buddhism,
4 characterize Buddhism as an
Educational Philosophy, and
5 reflect on the tenets of
Buddhism.

narratethelifeofBuddha
NAME CLAN NAME TRIBE
Siddhartha Gautama Sakya (Warrior)
Birthdate: 536 B.C.E
Birth Account: He came out of his mother’s side
without causing her any pain,
stood up, strode seven paces, and
announced, “No more births for
me!”
(Carmody and Brink, 2002)

Experience
Came out of age in time when people
where in turmoil over religion and
open to new teachings.
Grew in pleasures and distractions.
Married and had a son named Rahula
(fetter).
Witnessed examples of old age,
disease and death.
Renounced his wife, child, father and
goods to answer his soul’s yearning’
“How could anyone take life lightly
if these were its constant dangers?”

Experience
Apprenticed himself in pursuit of
enlightenment specialized in
meditation and asceticism.
Learned the levels of consciousness
but was not fully satisfied.
Spent seven years of spiritual quest
for enlightenment.
Sat under a tree (bo tree) and
meditated for forty days.

Mara, (personification of evil)
Host of 24 demons, (personification of SOCIAL DUTY)

Whirlwind, rocks, thunder and flame, smoking
weapons with keen edges, burning coals, hot ashes,
boiling mud, blistering sands and fourfold
darkness,
(personification of FEAR)

Desire
(personification of LUST)
Discontent
Delight

describetheBuddhisttenetsthathadbeen
developedfromGautama’senlightenment
FOUR STAGES OF TRANCE
A progressive clarification of consciousness
 Detachment from sense objects and
calming the passion
 Non-reasoning and simple
concentration
 Dispassionate mindfulness and
consciousness with bodily bliss
 Pure awareness and peace without
pain, elation or depression

describetheBuddhisttenetsthathadbeen
developedfromGautama’senlightenment
First watch (EVENING)
 Acquired knowledge
of his previous life
Second watch
(MID-NIGHT)
 Acquired the divine
eye
Third watch
(LATE-NIGHT)
 Reached the peak of
perception,
“extinction of the
outflows.”
FOUR NOBLE TRUTHS
1. All life is suffering.
2. The cause of suffering is
desire.
3. Stopping desire will stop
suffering.
4. The eightfold path is the
best way to stop desire
DEPENDENT CO-ARISING
EIGHTFOLD PATH

discussindetailssomeBuddhistdoctrines
andtheirvariationsinZenBuddhism
DEPENDENT CO-ARISING

12. Ignor-
ance
1. Aging
and
Dying 11.
Samsara
10. Con-
scious-
ness
8. Sense
2. Rebirth
3. Be-
coming
7. Contact6. Feeling
5. Desire
9. Name
and Form
4. Appro-
pri-
ation
Heaven
Hell
Human
Realm
Demon
Realm
Animal
Realm
Hungry
Ghost
Realm
Greed
Delusion
Hatred
Dependent
Co-arising

EIGHTFOLD PATH
Wisdom
(prajna)
1. Right view  Knowledge of the four noble
truths
2. Right intention  Dispassion, benevolence, and
refusal to injure others
Morality
(sila)
3. Right speech  No lying, slander, abuse or
idle talk
4. Right action  Not taking life, stealing, or
being sexually disordered
5. Right livelihood  Occupation that does not
hurt living things
Meditation
(samadhi)
6. Right Effort  Avoid the arising of evil
thoughts
7. Right mindfulness  Awareness is disciplined
8. Right concentration  Focus on worthy object of
meditation

Zen: the great way of enlightenment
Etymology:  Chan in China and Zen in Japan
 Transliteration of the Indian dhyana
Aim:  Preserve the essence of Buddha’s teaching
through direct experience, triggered by mind-
to-mind transmission of the Dharma.
Principal Text:  Lankavatara Sutra
Traditions:  Zazen, sitting meditation to obtain absolute
freedom
 Kensho, true thusness – a sudden burst of
enlightenment
 Koan, the use of mind-blogging questions to
experience beyond abstraction
 Satori, enlightenment or the experience of
unity of all existence

Buddhism
acknowledges Samsara
and Karma.
It rejects Caste.
Ignorance of the Four
Noble Truths leads to
sensual desires.
Living inconsonance
with the Eightfold Path
and the doctrine of
Dependent Co-arising
will cease desire
Buddhist Philosophy
doesn’t believe in God
Nirvana

characterizeBuddhismasanEducational
Philosophy
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

Philosophy
Curriculum
 It is mainly religious to attain Nirvana.
 It includes teachings of Buddha and
Dharma-shastras and Sutta, Binaya and
Dhamma Pitak.
 Vedas, Puranas, grammar, astrology,
astronomy, Vdangas, medicine, magic,
Ayurveda, politics, sculpture, mathematics
and the like were included in for general
students.
 The knowledge of Sanskrit was necessary
for higher education.
 The study of elephants, horses, archery,
and snake charming was also prioritized.
 Worldly and spiritual aspect of education
were included.

Philosophy
Teaching
Methodologies
 Based on oral discussions, preaching,
repetition, and debates.
 Seminars were also conducted to discuss
major issues.
 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 arranged on full moon day
and first day of month, meditation in
solitude.
 The medium of instruction was common
language.

Philosophy
Roles of Teachers
 They are Bhikshus who have spent ten
years as 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 –
Acharya and Upadhaya.
 Acharya may admit number of people who
would have to live with him at his own
house for minimum period of 12 years. He
would not accept any fees.
 Upadhaya admits the students and imparts
instruction on payment of fees. His pupils
were to study the part of Vedas for a
temporary period.

Philosophy
Roles 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 have to keep the place tidy.
 They could not go anywhere without the
permission of their teachers.

reflectonthetenetsofBuddhism

Buddhism as educational philosophy

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