Teacher student relationship in buddhist education system

In education systems under pressure, there seems little time to think about efficacy of Buddhist pedagogy for the development of wisdom in students, .. Knowledge about oneself and the relationship between oneself and. Ø Importance of teacher- student relationship in modern education valid and important learning system was cramming or studying by heat. Teacher–Student Relationships in Buddhist Education[1]. Everyone and everything in this world more or less have the inter-relationships and.

Figuratively these may be taken as displaying energy, understanding the teacher, paying attention, showing obedience, and preparing the work thoroughly. The teacher and the pupil should actively participate in the teaching and the learning process. If the teacher is unable to teacher for them very attractive way pupils will not be able to have a faith for their teacher.

Teacher-Pupil Relation in Ancient India

Therefore teacher must teach them in practically. Sometimes he must be able to act in the presence of students so that they can understand the lesion easily. Then students will come to the class with purpose of learning and achieving their goal. Conclusion When come to a conclusion on teacher-student relationship according to the teachings of the Buddha, it is important to note that here the Manatthaddha sutta of Majjhima Nikaya.

In this sutta clearly states that the important of teacher addressing to a one of Brahmans. Reverence them and esteem them, they are suitable to be venerated. The Arahants who have destroyed desires, and done their duties are the incomparable worthy of reverence. According to this statement done by the Buddha is very important to know that the values of teacher who show the path of getting rest in the life. The success and the achievements of an educational system depend to a great extent on the ideals that animate the teacher and the student, the nature of the relationship that exists between the two.

It is said in the Western educational world that education is a bi polar process— the educator and the educand Adams. In Indian concept, a teacher is the spiritual and intellectual father of the taught. Without the help of the teacher no education is possible. The teacher was the Alma Mater. He himself was the institution. He was held in high reverence. It was the function of the teacher to lead the students from the darkness of ignorance to the light of knowledge.

This was not possible without paternal care of the teacher. This spiritual relationship between the teacher and the taught in ancient India is clearly evident in the ceremony of Upanayana. Though it was primarily an initiation ceremony yet the teacher used to impregnate the students. Thus, the relation between the teacher and pupil in ancient India was personal, intimate and cordial. The pupil had no financial relation with the Guru. His relation with the Guru was social and spiritual.

Though there are many instances in ancient India of maintaining the pupil by the teacher at their own expenses yet the relationship that existed among them was devoid of worldly connection material relation or connection. In Buddhism and Jainism equal importance is attached to the teacher. The profession of a teacher in ancient India had a very high code of honour. The duty of the teacher to transmit knowledge or cultural heritage to the future generation was an imperative.

It was a sort of social obligation. Education was imparted free of charge. Of course there is no denying the fact that the teacher used to teach on account of his personal urge.

It was his intense desire to handover the culture pattern inherited by him to the younger generation. He could refuse no properly qualified student. In ancient India the transmission of knowledge was oral and the teacher was the sole custodian of knowledge. Without his help no education was possible. The continuous transmission of the store of knowledge was possible only through the instrumentality of the teacher.

Teacher-Pupil Relation in Ancient India

The student had to rely upon his teacher alone as there was no printed text Book in those days. That is why high reverence was shown to the teacher. The teacher should be an ideal person and a man of high character. He should be well-grounded in his branch of knowledge.

The teacher was expected to arrange for the boarding, lodging and clothing of his students, in case they are very poor. Tolls are glaring examples of such maintenance of students by the teachers. It was a sort of moral obligation on the part of the teacher.

The teacher was bound to commence the education of his pupil within a year of his coming to him. Thus, having received material goods, if we consume each day a bar of gold for the charitable purposes, with the right people, the right works, at the right places and at the right time, we feel happy and at ease, and other people also feel happy.

If we use material goods for the charitable doings inappropriately, not with the right people, the right works, not at the right places and not at the right time, when we consume each day a little bit of gold, our mind feels unpeaceful and unhappy, our heart feels uneasy and uncomfortable, and sometimes we are reproached by the world. In this case, the offerer gets very much merit, but we get very little merit.

For example, an offerer, viz. If receiving material goods from benefactor, the practitioner who does not worry to cultivate diligently does not live a mindful and awakening life, uses donations of benefactor to do the charitable things inappropriately, not with the right people, the right things, at the right places, and not at the right time. Conversely, the knife which is offered by the benefactor becomes sharper and sharper; it means merit of benefactor is increasing more and more.

Virtue is invisible, but it is expressed through the cultivated life of each of us. Being clearly aware of these circumstances, we who skilfully know to cultivate lead our mindful and awakening lives, know to use material goods which are offered by patrons to do the charitable things appropriately, our confidence and prestige increase. When hearing our right actions, everyone is happy to open their minds and to support us with both material goods and spirit.

Student-teacher relationship: A Buddhist perspective

Understanding and practicing like this, teachers and students, along with patrons, feel happy in their hearts. Above, the writer speaks of inheritance of the Dharma and that of material goods. Next, he talks about thankfulness and gratefulness between teachers and students, students and teachers in Repayment Ceremony or Thanksgiving Ceremony of Buddhism.

We know every month in the early morning, Temples that usually conduct Thanksgiving Ceremony. In this Ceremony, homage is paid to kinds of gratitude, such as gratitude to parents for their giving birth and nurture, gratitude to teachers and students for their teachings, transmissions and instructions, gratitude to patrons for their assistance and donations, gratitude to national heroes in countries where we were born, grow up, work and live for their founding and safeguarding the country, gratitude for defence and protection of natural environment, gratitude to Patriarchs for their preaching the Dharma and serving humanity from ancient times till now, gratitude to disciples for their continuation and inheritance, and so on.

In kinds of the foregoing gratitude, in this writing, the writer is concerned only with the close and good relationships between teachers and students, students and teachers. In Repayment Ceremony or Thanksgiving Ceremony, apart from chanting and expressing homage to kinds of gratitude as above, the practitioner pays respect to the following gratitude to teachers and to students.

To express respect and esteem to teachers, students pay homage to their teachers like this. Apart from their first teacher, students still learn much virtue, education, science, medicine, philosophy, etc. According to Asian culture, especially Vietnamese culture, those who teach us a meaningful experience, a good word, a good meaning, useful and practical work, are our teachers.

Indeed, in Buddhist education, teachers play very important roles of guides who show the peaceful and happy path to disciples. This peaceful path is exemplified as a freeway with eight lanes. Each lane represents a right thing, eight lanes that symbolize eight right things include: One is eight, eight is one and all.

Both eight and one, one and eight support together, like an image with its shadow. Both teachers and students, students and teachers, who rely on and assist one another in life of cultivation lead to enlightenment and spiritual deliverance like wave with water, which cannot be separated.

Understanding and practicing like this, students feel happy and teachers feel satisfied and joyful. Both teachers and students have the capacity to bring flowers and fruits of peacefulness and happiness in the here and the now in the present life.

Next, to express the happy heart when seeing students even surpass teachers, who uprise their mindfulness and encouragement mind say like that: Children are better than parents whose house gets blessed, students are better than teachers whose school gets blessed, disciples are better than masters whose Temple gets blessed.

Of course, where their family and Temple get blessed, there parents and teachers are more advanced than their children and disciples, but we know in secular education as well as spiritual education, people always expect the next generation to be better than the previous generation in matters of talent, wisdom, virtue, etc.