Buddhist Publication Society Newsletter cover essay #35 (1st mailing, 1997)
Copyright 1997 Buddhist Publication Society
For free distribution only
Ideally, education is the principal tool of human growth, essential for transforming the unlettered child into a mature and responsible adult. Yet everywhere today, both in the developed world and the developing world, we can see that formal education is in serious trouble. Classroom instruction has become so routinized and pat that children often consider school an exercise in patience rather than an adventure in learning. Even the brightest and most conscientious students easily become restless, and for many the only attractive escape routes lie along the dangerous roads of drugs, sexual experimentation, and outbursts of senseless violence. Teachers too find themselves in a dilemma, dissatisfied with the system which they serve but unable to see a meaningful alternative to it.
One major reason for this sad state of affairs is a loss of vision regarding the proper aims of education. The word "education" literally means "to bring forth," which indicates that the true task of this process is to draw forth from the mind its innate potential for understanding. The urge to learn, to know and comprehend is a basic human trait, as intrinsic to our minds as hunger and thirst are to our bodies. In today's turbulent world, however, this hunger to learn is often deformed by the same moral twists that afflict the wider society. Indeed, just as our appetite for wholesome food is exploited by the fast-food industry with tasty snacks devoid of nutritional value, so in our schools the minds of the young are deprived of the nutriment they need for healthy growth. In the name of education the students are passed through courses of standardized instruction intended to make them efficient servants of a demeaning social system. While such education may be necessary to guarantee societal stability, it does little to fulfil the higher end of learning, the illumination of the mind with the light of truth and goodness.
A major cause of our educational problems lies in the "commercialization" of education. The industrial growth model of society, which today extends its tentacles even into the largely agrarian societies of South and Southeast Asia, demands that the educational system prepare students to become productive citizens in an economic order governed by the drive to maximize profits. Such a conception of the aim of education is quite different from that consistent with Buddhist principles. Practical efficiency certainly has its place in Buddhist education, for Buddhism propounds a middle path which recognizes that our loftiest spiritual aspirations depend on a healthy body and a materially secure society. But for Buddhism the practical side of education must be integrated; with other requirements designed to bring the potentialities of human nature to maturity in the way envisioned by the Buddha. Above all, an educational policy guided by Buddhist principles must aim to instill values as much as to impart information
It must be directed, not merely towards developing social and commercial skills, but towards nurturing in the students the seeds of spiritual nobility.
Since today's secular society dictates that institutional education is to focus on preparing students for their careers, in a Buddhist country like Sri Lanka the prime responsibility for imparting the principles of the Dhamma to the students naturally falls upon the Dhamma schools. Buddhist education in the Dhamma schools should be concerned above all with the transformation of character. Since a person's character is molded by values, and values are conveyed by inspiring ideals, the first task to be faced by Buddhist educators is to determine the ideals of their educational system. If we turn to the Buddha's discourses in search of the ideals proper to a Buddhist life, we find five qualities that the Buddha often held up as the hallmarks of the model disciple, whether monk or layperson. These five qualities are faith, virtue, generosity, learning, and wisdom. Of the five, two-faith and generosity-relate primarily to the heart: they are concerned with taming the emotional side of human nature. Two relate to the intellect: learning and wisdom. The fifth, virtue or morality, partakes of both sides of the personality: the first three precepts-abstinence from killing, stealing, and sexual abuse- govern the emotions; the precepts of abstinence from falsehood and intoxicants help to develop the clarity and honesty necessary for realization of truth. Thus Buddhist education aims at a parallel transformation of human character and intelligence, holding both in balance and ensuring that both are brought to fulfillment.
The entire system of Buddhist education must he rooted in faith (saddha) faith in the Triple Gem, and above all in the Buddha as the Fully Enlightened One, the peerless teacher and supreme guide to right living and right understanding. Based on this faith, the students must be inspired to become accomplished in virtue (sila) by following the moral guidelines spelled out by the Five Precepts. They must come to know the precepts well, to understand the reasons for observing them, and to know how to apply them in the difficult circumstances of human life today. Most importantly, they should l come to appreciate the positive virtues these precepts represent: kindness, honesty, purity, truthfulness, and mental sobriety. They must also acquire the spirit of generosity and self-sacrifice (caga), so essential for overcoming selfishness, greed, and the narrow focus on self-advancement that dominates in present-day society. To strive to fulfil the ideal of generosity is to develop compassion and renunciation, qualities which sustained the Buddha throughout his entire career. It is to learn that cooperation is greater than competition, that self-sacrifice is more fulfilling than self-aggrandizement, and that our true welfare is to be achieved through harmony and good will rather than by exploiting and dominating others.
The fourth and fifth virtues work closely together. By learning (suta) is meant a wide knowledge of the Buddhist texts which is to be acquired by extensive reading and persistent study. But mere learning is not sufficient. Knowledge only fulfills its proper purpose when it serves as a springboard for wisdom (paa), direct personal insight into the truth of the Dhamma. Of course, the higher wisdom that consummates the Noble Eightfold Path does not lie within the domain of the Dhamma school. This wisdom must be generated by methodical mental training in calm and insight, the two wings of Buddhist meditation. But Buddhist education can go far in laying the foundation for this wisdom by clarifying the principles that are to be penetrated by insight. In this task learning and wisdom are closely interwoven, the former providing a basis for the latter. Wisdom arises by systematically working the ideas and principles learnt through study into the fabric of the mind, which requires deep reflection, intelligent discussion, and keen investigation.
It is wisdom that the Buddha held up as the direct instrument of final liberation, as the key for opening the doors to the Deathless, and also as the infallible guide to success in meeting life's mundane challenges. Thus wisdom is the crown and pinnacle of the entire system of Buddhist education, and all the preliminary steps in a Buddhist educational system should be geared towards the flowering of this supreme virtue. It is with this step that education reaches completion, that it becomes illumination in the truest and deepest sense, as exclaimed by the Buddha on the night of his Awakening: "There arose in me vision, knowledge, wisdom, understanding, and light."
HAPPY LUNAR NEW YEAR 2019
Year of the Pig
Welcome to our
LUNAR NEW YEAR EVE:
Monday: 4/2/2019:From 6pm to mid-night),
the program includes:
Vegie Food Stalls , Prayers for everyone’s Ancestors , Repantance Ceremony, Cultural performances, Lion Dance & Firecrackers; Prayers for World Peace & Family Well-Being.
All welcome, come & go at your own pleasure!
Buddha Blessings & Our Best Wishes to you & your family
Within a tree, there is a flower
Within a rock, there is a flame
Dedication for Most Venerable Thich Nhu Dien
on the ceremonial event of his 70th birthday, and 40 year-milestone for Vien Giac Temple to be established in Germany
Bhikhhu Thích Nguyên Tạng
Translated into English by: Dr Tâm Tịnh, Hoa Chí & Hoa Nghiêm
“Within a tree, there’s a flower, within a rock, there’s a flame” is the dharma taught by Zen Master Dao, recalled by Most Venerable Thich Nhu Dien during his dharmic teachings to which I had good fortune to attend in his dharma-propagating journey to the United States of America in 2006 when I acted as an assistant to him.
Smartphone Overuse, Youth Suicide and Buddhism as a Healing Source,
Youth suicide is disturbingly rising. Ashley Welch, in her article “What’s behind the rise in youth suicides?” (2017), gave some insights into the trend. The author mentioned potential causes for this trauma and notably pointed to “the correlation between the rising popularity of smartphones and increased rates of suicide and depression among young people” (para. 17). Although Welch did not offer a clear reason for the correlation, this point raises an awareness of an irony. We, as readers, may wonder, “How can such a wonderful entertaining device cause that terrible thing?” In this paper, I will discuss the roots of this pain, and then suggest Buddhism as a healing source.
Why Aren't We Teaching You Mindfulness?
AnneMarie Rossi, Founder and CEO of BeMindful
Harvard conducted a research study and they tracked more than 1,000 people from birth until age 32 looking for what made someone successful. What common characteristic or trait was seen in a successful individual? It wasn't their race, what language they spoke, what neighborhood they grow up in, or how much money their parents had. It wasn't how well they did on standardized tests or even their IQ. It was self-control; those who were successful, who had good careers, financial stability, loving relationships, and physical health. Those who were successful, were the ones who could focus, pay attention, and regulate their emotions.
The Buddhist community is extremely upset by the inappropriate and disrespectful use of the image of Buddha, The Buddhist community is extremely upset by the inappropriate and disrespectful use of the image of Buddha, in a display at the National Gallery of Victoria (NGV) entitled the 'Eternity-Buddha in Nirvana, the Dying Gaul, Farnese Hercules, Night, Day, Sartyr and Bacchante, Funerary Genius, Achilles, Persian Soldier Fighting, Dancing Faun, Crouching Aphrodite, Narcisse Couché, Othryades the Spartan Dying, the Fall of Icarus, A River, Milo of Croton'. It can also be seen at: https://www.ngv.vic.gov.au/explore/collection/work/131149/
Although this display has been in place for some months, we have only just been made aware of its' existence. We are not usually outspoken, but this display desecrates the image of Buddha by placing images of these mythical images on him and in doing so, showing no apparent regard or respect for Him.
Prior to sharing some thoughts on the question, 'According to 2010 statistics, the number of Buddhists around the world is consistently increasing by approximately 5% to 10% per annum. What do you think are the main causes for this increase?', I should mention that I'm often 'open-mindedly skeptical' about such surveys, and the statistics gathered during such surveys. For where does the information come from and how is the information gathered, and for what purpose, and so on and so forth.
To give the briefest conclusion that I can think of to the question- 'Do you think that sectarian diversity affects the stability of Buddhism as a whole?', I would have to say, 'Yes' and 'No'.
My intention here is not to give a definitive answer, but to give readers 'food for thought', to enable each of us to be responsible and maintain pure intentions, to think for ourselves and develop genuine wisdom and compassion.
In the spirit of the Dharma, rather than dwelling on any possible problems, we should mainly focus on solutions to any such problems. With the hope of maintaining the integrity and purity of Buddhism in this world.
Come and join us for this multicultural celebration of the
Buddha’s Birth Enlightenment and Passing
Its a Free Event - All Welcome
Vesak Procession & Commemoration in the City of Melbourne.
10am - 3.30pm, Saturday 27 May
Come along to celebrate one of the most important days in the Buddhist Calendar and together commemorate the Buddha’s universal peace message for the world.