This document provides an overview of Buddhist education between 600 BC and 600 AD. It discusses the major tenets of Buddhism, the aims of education according to Buddha, and Buddha's theory of karma and rebirth. It describes the primary education system, including the curriculum, qualifications for teachers, and daily routine for students. It also discusses methods of teaching, the administration of educational institutions, and contributions of Buddhist education to India.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.
Southern and Eastern Asia Religions - for website.pptxNicoleCatequista1
The document summarizes the four major religions that originated in Southern and Eastern Asia: Buddhism, Hinduism, Shintoism, and Confucianism. It provides details on the origins, founders, core beliefs, and practices of each religion. Specifically, it describes how Buddhism originated in India with Siddhartha Gautama and his teachings on suffering and enlightenment. It outlines Hinduism's origins in India and its beliefs in reincarnation, karma, and the caste system. For Shintoism, it notes its origins in Japan as the worship of kami spirits. And it portrays Confucianism as a philosophy originating from the teachings of Confucius that focused on social harmony through virtue
Unit 5 buddhist period dr.c.thanavathiThanavathi C
- During the Buddhist period in India from around 600 BC to 600 AD, education was centered around monasteries known as viharas. Only Buddhist monks could receive religious and other types of education within these institutions.
- The aims of Buddhist education included the all-round development of students' personalities through physical, mental, moral and intellectual development. A strong emphasis was placed on character formation and religious education through the teachings of Buddhism. Education also aimed to prepare students for everyday life.
- Teaching methods included verbal instruction, discussion, the use of logic, tours to propagate Buddhism, conferences, and solitary meditation. Students had close relationships with their teachers, who were responsible for their care, education and potential expulsion
The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.
Southern and Eastern Asia Religions - for website.pptxNicoleCatequista1
The document summarizes the four major religions that originated in Southern and Eastern Asia: Buddhism, Hinduism, Shintoism, and Confucianism. It provides details on the origins, founders, core beliefs, and practices of each religion. Specifically, it describes how Buddhism originated in India with Siddhartha Gautama and his teachings on suffering and enlightenment. It outlines Hinduism's origins in India and its beliefs in reincarnation, karma, and the caste system. For Shintoism, it notes its origins in Japan as the worship of kami spirits. And it portrays Confucianism as a philosophy originating from the teachings of Confucius that focused on social harmony through virtue
Unit 5 buddhist period dr.c.thanavathiThanavathi C
- During the Buddhist period in India from around 600 BC to 600 AD, education was centered around monasteries known as viharas. Only Buddhist monks could receive religious and other types of education within these institutions.
- The aims of Buddhist education included the all-round development of students' personalities through physical, mental, moral and intellectual development. A strong emphasis was placed on character formation and religious education through the teachings of Buddhism. Education also aimed to prepare students for everyday life.
- Teaching methods included verbal instruction, discussion, the use of logic, tours to propagate Buddhism, conferences, and solitary meditation. Students had close relationships with their teachers, who were responsible for their care, education and potential expulsion
The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
Theravada Buddhism is one of the two main divisions of Buddhism, along with Mahayana Buddhism. Theravada Buddhism, which has around 150 million adherents, draws from the oldest Buddhist texts and is primarily practiced in countries like Myanmar, Thailand, and Sri Lanka. It focuses on preserving the original teachings of Siddhartha Gautama, the founder of Buddhism, who lived in ancient India in the 5th century BC and achieved enlightenment under the Bodhi tree.
Chapter 6.1 Origin and Development of Buddhism.pptxPaulineMae5
The document summarizes the origins and development of Buddhism. It discusses how Buddhism arose in India as a reaction to Brahmanical Hinduism and its rejection of animal sacrifice and the caste system. It describes the four Buddhist councils that were held to preserve Buddha's teachings. It outlines the expansion of Buddhism in India and its later decline. It also summarizes the main schools of Buddhism - Theravada, Mahayana, and Vajrayana - and some of their key differences like monastic practices and diets.
- Dr. Radhakrishnan was an influential Indian philosopher and statesman who lived from 1888 to 1975. He served as the first Vice President and second President of India.
- As an educationist, he emphasized that education should train the intellect, heart, and spirit of students and promote values like humanism, democracy, scientific inquiry, and human values.
- He chaired the University Education Commission in 1948-1949 which recommended reforms like 12 years of schooling, 3 year degree courses, improving teaching conditions to attract talent, and establishing a central grants commission.
- The commission addressed religious education by advocating for education that encourages fearlessness, conscience, integrity and devotion to justice regardless of attributes like
The history of education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the middle ages while the coming of the Europeans later bought western education to colonial India
Buddhism spread to China in the 100s AD through traders and missionaries from India. It gained followers as the Han Dynasty declined and people suffered - Buddhism taught that one could escape suffering. Monks and nuns helped people by running schools, providing food/shelter, and serving as bankers/doctors. China grew less supportive as monasteries became wealthy and disrupted family structures by prohibiting marriage. Buddhism then spread to Korea in the 300s AD and later to Japan in the 500s AD through Korean missionaries. Neo-Confucianism incorporated some Buddhist and Daoist beliefs and became a religious tradition focused on spiritual matters and inner peace. Civil service exams aimed to create an educated, less
A short presentation on Shri Aurobindo describing his role in freedom struggle, his emphasis on internal yoga and the aims of education, the role of teacher stated by him.
Buddhism was founded by Siddhartha Gautama in the 6th century BC in India. He taught that life involves suffering, but one can achieve nirvana and escape the cycle of rebirth by following the Eightfold Path. Buddhism later split into two main branches, Theravada and Mahayana, which developed different teachings and practices over time as Buddhism spread across Asia.
Through diligence and effort, knowledge is gained, but without diligence knowledge is lost. Buddhist philosophy emerged from the teachings of Gautama Buddha and focuses on reducing suffering through eliminating desire and attachment via meditation and following the Noble Eightfold Path. The goal of Buddhist philosophy is to achieve nirvana by giving up attachments and cravings through wisdom, morality, and mental cultivation.
Bhumika Choudhary completed a history project on Gautam Buddha for her 12th grade class. She thanks her teacher, Dr. Lokesh Jain, for guiding her on the project. The project discusses Buddha's life and teachings, including the four noble truths and eightfold path. It also covers Buddhist philosophy, texts, and followers of Buddha.
The document provides an overview of the history of education in ancient, medieval, and British colonial India. Some key points:
1. In ancient India during the Vedic period (1500-500 BC), education was based on the Vedas and aimed at spiritual and intellectual development. Subjects included grammar, logic, and rituals.
2. During the Buddhist period (600 BC-600 AD), education was centered in monasteries and aimed at spiritual goals as well as subjects like medicine and crafts. Teaching methods included discussion and debate.
3. In the medieval period under Muslim rule (1100-1800 AD), the Maktab-Madrasha system provided primary education in maktabs and higher
Buddhism originated in India over 2,500 years ago when Siddhartha Gotama attained enlightenment and became the Buddha. The key teachings of Buddhism are the Four Noble Truths about suffering and its causes and cessation, and the Eightfold Path to end suffering. Buddhism spread from India and has divided into three main branches - Theravada, Mahayana, and Vajrayana. Buddhism has had a significant influence in many Asian countries through its teachings, monastic communities, and architecture such as pagodas and temples. Modern Buddhism has adapted to different cultures while maintaining the core philosophical beliefs.
The document summarizes three ancient centers of learning in India - Taxila, Nalanda, and Vikramshila. Taxila, located in modern-day Pakistan, was one of the oldest universities dating back to the 7th century BCE. It was known for its multidisciplinary curriculum and intellectual scholars. Nalanda University flourished from the 5th to 12th century in Bihar and had over 10,000 students and 1,500 teachers at its peak. It taught a wide range of religious and secular subjects and had an extensive library. Vikramshila University was founded in the 8th century in Bengal and specialized in Buddhist philosophy, attracting many Tibetan scholars who helped spread its teachings. All three
This document provides information on Jaina and Buddhist literature from ancient India. It discusses how the Jaina and Buddhist religions were founded and how their early texts were composed and organized. Specifically, it notes that Jainism was founded by Mahavira and its canon took shape in the 2nd council around 512-525 CE. It was written in various languages including Prakrit, Sanskrit, Tamil, and Kannada. Buddhism was founded by Gautama Buddha and its early scriptures were composed and organized in the Sutta Pitaka and Vinaya Pitaka. Monastic centers like Nalanda and Vikramashila spread Buddhist teachings and literature.
The Vedic education system emphasized spiritual and character development. Students lived with their teacher (guru) at residential schools called gurukuls from ages 8 to 12, where they learned the Vedas, philosophy, languages, and skills. Education was free and supported by donations. Examinations were oral discussions before scholars. The guru-student relationship was sacred, with students serving the guru and imbibing the guru's teachings and virtues through observation and example. This ancient education system focused on developing well-rounded, virtuous individuals before the centralized British system was introduced.
The document summarizes the education systems during Buddhism, Jainism, Islam, and Christianity between 600 BC to 1700 AD. It describes the key aspects of each system including aims and objectives, curriculum, and methods of teaching. The education systems varied in their approach with Buddhism and Jainism focusing on spiritual liberation through monastic schools, Islam emphasizing religious education through madrasas teaching the Quran, and Bhagwadgita representing informal training of Brahmins. Overall, the document provides a high-level overview of the evolution of education systems across major religions during this period in India.
1) Siddhartha Gautama was the founder of Buddhism who lived in ancient India in the 6th century BCE.
2) After experiencing suffering in the world, Gautama left his family to seek enlightenment and lived as an ascetic. Under a fig tree, he achieved enlightenment and became the Buddha.
3) Buddhism teaches the Four Noble Truths of suffering and its cessation through the Eightfold Path. The goal is to end the cycle of rebirth and achieve nirvana by extinguishing desires.
This document provides an overview of several major world religions and philosophies: Buddhism, Hinduism, Islam, Shintoism, and Confucianism. It discusses their origins, key beliefs, practices, and distribution around the world. The information is presented through brief descriptive paragraphs and supporting images.
Presentation esl part 1 and tech part 1Candice Clark
The document discusses key aspects of Indian culture, focusing on the Hindu religion. It describes Indian customs around relationships, greetings, clothing, food, and festivals like Diwali. Family is highly valued, elders are respected, and dress is modest and colorful. Food avoids beef and pork, using spices like turmeric and ginger. Major religions are Hinduism, Islam, Sikhism, and Christianity. Festivals incorporate lights, dance, and elaborate weddings. Understanding Indian culture is important for Ontario teachers given the local Indian population.
Theravada Buddhism is one of the two main divisions of Buddhism, along with Mahayana Buddhism. Theravada Buddhism, which has around 150 million adherents, draws from the oldest Buddhist texts and is primarily practiced in countries like Myanmar, Thailand, and Sri Lanka. It focuses on preserving the original teachings of Siddhartha Gautama, the founder of Buddhism, who lived in ancient India in the 5th century BC and achieved enlightenment under the Bodhi tree.
Chapter 6.1 Origin and Development of Buddhism.pptxPaulineMae5
The document summarizes the origins and development of Buddhism. It discusses how Buddhism arose in India as a reaction to Brahmanical Hinduism and its rejection of animal sacrifice and the caste system. It describes the four Buddhist councils that were held to preserve Buddha's teachings. It outlines the expansion of Buddhism in India and its later decline. It also summarizes the main schools of Buddhism - Theravada, Mahayana, and Vajrayana - and some of their key differences like monastic practices and diets.
- Dr. Radhakrishnan was an influential Indian philosopher and statesman who lived from 1888 to 1975. He served as the first Vice President and second President of India.
- As an educationist, he emphasized that education should train the intellect, heart, and spirit of students and promote values like humanism, democracy, scientific inquiry, and human values.
- He chaired the University Education Commission in 1948-1949 which recommended reforms like 12 years of schooling, 3 year degree courses, improving teaching conditions to attract talent, and establishing a central grants commission.
- The commission addressed religious education by advocating for education that encourages fearlessness, conscience, integrity and devotion to justice regardless of attributes like
The history of education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the middle ages while the coming of the Europeans later bought western education to colonial India
Buddhism spread to China in the 100s AD through traders and missionaries from India. It gained followers as the Han Dynasty declined and people suffered - Buddhism taught that one could escape suffering. Monks and nuns helped people by running schools, providing food/shelter, and serving as bankers/doctors. China grew less supportive as monasteries became wealthy and disrupted family structures by prohibiting marriage. Buddhism then spread to Korea in the 300s AD and later to Japan in the 500s AD through Korean missionaries. Neo-Confucianism incorporated some Buddhist and Daoist beliefs and became a religious tradition focused on spiritual matters and inner peace. Civil service exams aimed to create an educated, less
A short presentation on Shri Aurobindo describing his role in freedom struggle, his emphasis on internal yoga and the aims of education, the role of teacher stated by him.
Buddhism was founded by Siddhartha Gautama in the 6th century BC in India. He taught that life involves suffering, but one can achieve nirvana and escape the cycle of rebirth by following the Eightfold Path. Buddhism later split into two main branches, Theravada and Mahayana, which developed different teachings and practices over time as Buddhism spread across Asia.
Through diligence and effort, knowledge is gained, but without diligence knowledge is lost. Buddhist philosophy emerged from the teachings of Gautama Buddha and focuses on reducing suffering through eliminating desire and attachment via meditation and following the Noble Eightfold Path. The goal of Buddhist philosophy is to achieve nirvana by giving up attachments and cravings through wisdom, morality, and mental cultivation.
Bhumika Choudhary completed a history project on Gautam Buddha for her 12th grade class. She thanks her teacher, Dr. Lokesh Jain, for guiding her on the project. The project discusses Buddha's life and teachings, including the four noble truths and eightfold path. It also covers Buddhist philosophy, texts, and followers of Buddha.
The document provides an overview of the history of education in ancient, medieval, and British colonial India. Some key points:
1. In ancient India during the Vedic period (1500-500 BC), education was based on the Vedas and aimed at spiritual and intellectual development. Subjects included grammar, logic, and rituals.
2. During the Buddhist period (600 BC-600 AD), education was centered in monasteries and aimed at spiritual goals as well as subjects like medicine and crafts. Teaching methods included discussion and debate.
3. In the medieval period under Muslim rule (1100-1800 AD), the Maktab-Madrasha system provided primary education in maktabs and higher
Buddhism originated in India over 2,500 years ago when Siddhartha Gotama attained enlightenment and became the Buddha. The key teachings of Buddhism are the Four Noble Truths about suffering and its causes and cessation, and the Eightfold Path to end suffering. Buddhism spread from India and has divided into three main branches - Theravada, Mahayana, and Vajrayana. Buddhism has had a significant influence in many Asian countries through its teachings, monastic communities, and architecture such as pagodas and temples. Modern Buddhism has adapted to different cultures while maintaining the core philosophical beliefs.
The document summarizes three ancient centers of learning in India - Taxila, Nalanda, and Vikramshila. Taxila, located in modern-day Pakistan, was one of the oldest universities dating back to the 7th century BCE. It was known for its multidisciplinary curriculum and intellectual scholars. Nalanda University flourished from the 5th to 12th century in Bihar and had over 10,000 students and 1,500 teachers at its peak. It taught a wide range of religious and secular subjects and had an extensive library. Vikramshila University was founded in the 8th century in Bengal and specialized in Buddhist philosophy, attracting many Tibetan scholars who helped spread its teachings. All three
This document provides information on Jaina and Buddhist literature from ancient India. It discusses how the Jaina and Buddhist religions were founded and how their early texts were composed and organized. Specifically, it notes that Jainism was founded by Mahavira and its canon took shape in the 2nd council around 512-525 CE. It was written in various languages including Prakrit, Sanskrit, Tamil, and Kannada. Buddhism was founded by Gautama Buddha and its early scriptures were composed and organized in the Sutta Pitaka and Vinaya Pitaka. Monastic centers like Nalanda and Vikramashila spread Buddhist teachings and literature.
The Vedic education system emphasized spiritual and character development. Students lived with their teacher (guru) at residential schools called gurukuls from ages 8 to 12, where they learned the Vedas, philosophy, languages, and skills. Education was free and supported by donations. Examinations were oral discussions before scholars. The guru-student relationship was sacred, with students serving the guru and imbibing the guru's teachings and virtues through observation and example. This ancient education system focused on developing well-rounded, virtuous individuals before the centralized British system was introduced.
The document summarizes the education systems during Buddhism, Jainism, Islam, and Christianity between 600 BC to 1700 AD. It describes the key aspects of each system including aims and objectives, curriculum, and methods of teaching. The education systems varied in their approach with Buddhism and Jainism focusing on spiritual liberation through monastic schools, Islam emphasizing religious education through madrasas teaching the Quran, and Bhagwadgita representing informal training of Brahmins. Overall, the document provides a high-level overview of the evolution of education systems across major religions during this period in India.
1) Siddhartha Gautama was the founder of Buddhism who lived in ancient India in the 6th century BCE.
2) After experiencing suffering in the world, Gautama left his family to seek enlightenment and lived as an ascetic. Under a fig tree, he achieved enlightenment and became the Buddha.
3) Buddhism teaches the Four Noble Truths of suffering and its cessation through the Eightfold Path. The goal is to end the cycle of rebirth and achieve nirvana by extinguishing desires.
This document provides an overview of several major world religions and philosophies: Buddhism, Hinduism, Islam, Shintoism, and Confucianism. It discusses their origins, key beliefs, practices, and distribution around the world. The information is presented through brief descriptive paragraphs and supporting images.
Presentation esl part 1 and tech part 1Candice Clark
The document discusses key aspects of Indian culture, focusing on the Hindu religion. It describes Indian customs around relationships, greetings, clothing, food, and festivals like Diwali. Family is highly valued, elders are respected, and dress is modest and colorful. Food avoids beef and pork, using spices like turmeric and ginger. Major religions are Hinduism, Islam, Sikhism, and Christianity. Festivals incorporate lights, dance, and elaborate weddings. Understanding Indian culture is important for Ontario teachers given the local Indian population.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. INTRODUCTION
• Period 600B.C. to 600 A.D.
• Institutional organisation
• Based on teachings of Gautam Buddha
• Buddha born in a royal family of
Kapilvastu in 6th century B.C.
• His father’s name was Shuddhodhan and
mother’s name was Mahamaya.
• He was married to Yashodhara.
3. Major tenets of Buddhism
• The teachings of Buddha was mainly oral.
• Buddha’s philosophy are described as
‘Tripitakas’-
(i) Vinayapitaka – Rules of conduct
(ii) Suttapitaka – Buddha’s Sermon
(iii) Abhidhammapitaka – Exposition of
philosophical theories.
4. Aims of Education
• Development of personality
• Physical and intellectual development
• Religious and spiritual development
• Character building
• Promotion of social efficiency and
happiness
• Presentation and spread of culture
5. Buddha’s Theory
• Buddha believes in Law of Karma
• Present existence of the individual is the effect
of past Karma
• He believes in Rebirth
• Buddhist Philosophy doesn’t believe in God
• The place of God is taken by the universal
doctrine of Karma which governs the universe in
such a way that no fruit of action is lost. A man
gets what he deserves on the basis of his past
deeds.
• Nirvan – It is the state of great pleasure and
peace which can be attained through wisdom
goodness and knowledge.
6. Primary education
• The age for starting primary education was
6years.
• Children have to study a children book named
SIDDHIRASTU during first six months in which
there were 16 chapters and 49 alphabets.
• In the beginning children imitate the
pronunciation of teacher after that they start
writing.
• Teaching method was oral and cramming was
emphasised.
• The medium of instruction was Pali language.
7. System of Education
• In Buddhist period, students have to stay in
Sangha or Viharas.
• Students have to present themselves before the
teacher to ask for permission which is known as
‘Pabbja’ which means ‘to go out’.
• The boys went out of their families and joined
the monasteries.
• After admission to Sangha, they could remain a
monk, leaving their former caste, dress,
character etc.
• All the castes were allowed to get admission in
the monasteries
8. Pabbja Samskar
• Minimum mandatory age for entering Viharas
was 8 years.
• The entrance was permitted to students after
shaving their heads, wearing yellow clothes and
requesting the head monk of the Sanghas to
allow them for admission.
• The monk asked them to take three vows – ‘I go
into the shelter of Buddha. I seek the shelter of
Dharma. I enter the shelter of Sangha
• No-one could get admission without the consent
of his parents.
• Patients of infectious diseases, government
servants, slaves and soldiers were not allowed
to be admitted to Sangha.
9. Rules for students
• Admitted students were called ‘samner’.They
had follow the following rules-
• Not to kill any living being.
• Not to accept anything given to him.
• Live free from the impurity of character.
• Not to tell a lie.
• Not to use any intoxicating thing.
• Not to take food in improper time.
• Not to speak ill of anybody.
• Not to take interest in music, dance, play show
etc.
• Not to use luxurious and scented things.
• Not to accept the gifts of gold or silver.
10. • The ten rules were essentially observed by
the new monk. The teacher was called
‘upjasya’ , took all the responsibilities of
the students upto the age of 20 years
when they become mature and capable for
‘upsampada’.
11. Upsampada
• After completion of education of 12 years
at the age of 20 years the Monk had to
undergo the ritual ‘upsampada’and then
he become permanent member of
‘Sangha’ But only those Monks who had
enough of spiritual knowledge were taken
to Sangha.
12. Qualification and duties of teacher
• Bhikshus were teachers. They must have spent
ten years as monk and must have the purity of
character, thought and generosity.
• He must have high mental order so that he might
teach his 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.
13. • Teachers were responsible for the proper
education of students. He had to look after
their needs affectionately.
• Teachers were responsible for the mental
and physical development of students.
• He has to look after them at the time of
sickness.
• Teachers were very close, affectionate,
good and pure.
14. Daily routine of disciples
• Regular service of guru was essential.
• In the morning students would arrange for water,
look after teacher’s meal.
• He would cook the food, feed the teacher and
clean the utensils.
• He would go out for alms.
• He has to keep the place tidy.
• He could not go anywhere without the
permission of the teacher.
15. School Administration
• All the educational schemes were conducted by
Sanghas situated in monastries and viharas.
• Educational institutions were based on federal system.
• Teacher and taught live together in viharas and
monastries
• There was democratic organisation of educational
institution.
• The gates of Sangha were guarded by scholars called
Dwar –pandits.
• One learned bhikshu was appointed head of educational
institutions.
• There was no external interference in administration of
Sanghas.
16. Methods of teaching
• Method of teaching were based on oral
dicussions,preaching,repetition, debates were used as techniques
of teaching and learning.
• Seminars were also conducted to discuss major issues.
• Mental and moral development was emphasised to attain
Bodhisattva.
• Although art of writing was developed but due to shortage of writing
material the method of teaching was verbal.
• The methods of teaching were question –answer,
discussion,logical arguments,tours,coferences arranged on full
moon day and first day of month,meditation in solitude.
• Other method of teaching was evidences which were –
theory,cause,example,cotradictio,evidence,argument and induction.
• The medium of instruction was common language.
• The centres of education were Takshshila,N alanda and Kashi.
17. Women education
• Previously women were not allowed to get
eduation.
• But after thr request of his disciple Anand
Buddha allowed women to enter the Sangha.
• Bhikshus are not permitted to give education to
women in alone.
• Women were considered inferior to men.
• General women were not allowed to get
education
18. Vocational education
• Bhikshus were given various types of
education in handicrafts weaving.stitching
of clothes etc.
• Agriculture,trade,commerce,animal-
husbandary werealso taght.
• Education inarchitecture,sculptureand
painting helped in construction of beautiful
monastries
• Education of medical science is the gift of
Buddhist period Charak Dhanvantari were
the great Ayurveda acharya.
19. Demerits of Buddhist Education
• Decline of Buddhism.
• Weakness of country.
• Hatred for handwork.
• Neglect of women education.
• Neglect of worldly life.
20. Curriculum
• Budddhist education was mainly religious and its aim
was to attain Nirvan.
• Buddhist philosophy believes that women, wealth and
ornaments are the real bindings so only those can
achieve salvation who leads non-attached life i.e. monk
like.
• The curriculum was religious which included teachings of
Buddha and Dharma-shastras and Sutta,Binaya and
Dhamma Pitak.
• Vedas ,puranas,grammar,astrology,astronomy,vdangas
Medicine,magic ,ayurveda,politics, culpture,mathematics
etc were included in the curriculum for general students.
• The knowledge of sanskrit was necessary for higher
education.
• The study of elephants ,horses,archery ,snake charming
was also there.
• Thus both worldly and spiritual aspect of education
were included
21. Contributions to Indian education
• Provision of vocational education.
• Provision of education of worldly
subjects.
• Encouragement to local languages.
• Provision of primary education.
• Democratic organisation of
educational Institutions.
• Centre of International Education.