Buddhism education in medieval period. The Importance of Buddhist Education System A system of Education is dependent on the system of knowledge; and knowledge cannot operate without wisdom, hence wisdom becomes the principal goal of the education system.
Welcome To General Studies Power. Hello I am Siddharth Vairagi Apko Is Video Me Bauddh Dharm Ke baare Bataya Gya hai. Jisase Apko Exam Me Help Mile. Thank You.
Welcome To General Studies Power. Hello I am Siddharth Vairagi Apko Is Video Me Bauddh Dharm Ke baare Bataya Gya hai. Jisase Apko Exam Me Help Mile. Thank You.
A webinar on 'Indian school of philosophy' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
A.Veliappan, Ph.D
Faculty, Department of Education
M.S.University, Tirunelveli, TN-627 012
This document provides an overview of the life and teachings of Sri Aurobindo. It describes his education in India and England, his involvement in the Indian independence movement, and his later spiritual writings and teachings from his ashram in Pondicherry. Sri Aurobindo developed an integral yoga philosophy that synthesized yoga, Vedanta, and the evolution of consciousness. He advocated for an integral education of the physical, vital, mental, and spiritual aspects of the individual to aid their self-realization and spiritual evolution.
The Upanishads are sacred Hindu scriptures composed between 800-500 BCE that discuss the ultimate nature of reality. They teach that [1] Brahman is the single, eternal, unchanging reality beneath the illusion of multiplicity. Atman, the true self, is identical to Brahman. However, due to [2] avidya or ignorance, humans experience [3] samsara, the cycle of rebirth governed by [4] karma. The goal is to attain [5] moksha or liberation from samsara through enlightenment of the identity of Atman and Brahman.
Gautam Buddha was a religious teacher who founded Buddhism in India in the 6th century BC. He taught that desire and attachment cause suffering, and that one can reach nirvana or eternal peace by following the Noble Eightfold Path of right view, speech, action, livelihood, effort, mindfulness, concentration and intention. Mahavira was the 24th and last Tirthankara or enlightened teacher of Jainism, who taught nonviolence, truth, non-stealing, chastity and non-attachment as the path to liberation from the cycle of rebirth. He organized his followers into a four-fold order of monks, nuns, laymen and laywomen.
Coral reefs are a highly productive marine ecosystem.[2]
There are many different ecosystems on Earth. Left: Coral reefs are a highly productive marine ecosystem[1], right: Temperate rainforest on the Olympic Peninsula in Washington state.
An ecosystem is a community made up of living organisms and nonliving components such as air, water, and mineral soil
Vedanta is one of the world's oldest spiritual philosophies based on the Vedic scriptures of Hinduism. It teaches that God is infinite existence, consciousness and bliss. It also teaches that the soul is divine and all religions teach the same basic truths. Vedanta outlines four paths or yogas to self-realization - the paths of devotion, knowledge, selfless work, and meditation. It teaches that the true self is eternal and identical with Brahman, the absolute reality, while the world is an illusion created by Maya. Liberation is achieved by cultivating virtues and discrimination to see past the illusion and realize the non-dual nature of the self and Brahman.
Jainism is an ancient Indian religion founded by Lord Mahavira in the 6th century BC. It teaches non-violence and respect for all living beings. Lord Mahavira was the 24th and last Tirthankara, who attained perfect enlightenment and nirvana. He spread the message of Jain philosophy for 30 years after achieving kevala jnana at age 42. The core teachings of Jainism are non-violence, truthfulness, non-stealing, chastity, and non-attachment through the observation of five main vows. Jain philosophy considers the soul to be eternal and believes the path to liberation and enlightenment is through disciplined non-violence
Epistemology of Samkhya Philosophy:
1st Type: Pratyaksa (Perception)
Aloukik (Perception through the Mind)
Loukik (Perception through the External Five Senses)
Nirvikalpaka (Indeterminate) – First phase of Perception –Incomplete Perception
Savikalpaka (Determinate)- Second phase of Perception –Complete Perception
2nd Type: Sabda (Testimony)
Laukika-Sabda : trustable testimony of trustable or knowledgeable person.
Vaidik-Sabda : words of Vedas .
3rd Type: Sabda (Testimony)
Laukika-Sabda : trustable testimony of trustable or knowledgeable person.
Vaidik-Sabda : words of Vedas .
Social sciences and discipline सामाजिक विज्ञान और अनुशासनabhisrivastava11
This document discusses the scope and importance of social sciences. It defines social sciences as the academic disciplines dealing with the study of social life and interactions of groups and individuals. It notes that studying social sciences provides information to help create better societies by understanding how societies work, why they exist, and how they have functioned historically. The document outlines many areas of focus within the core social sciences disciplines of education, politics, economics, law, sociology, psychology, journalism, management, and linguistics that are important to research.
This document discusses the concept of diet in yoga philosophy. It defines diet as that which is taken naturally for sustaining life from outside. It discusses the need for diet to provide energy, growth, immunity and replacement of wear and tear in the body. It discusses the concept of yogic diet, which focuses on nutrition rather than taste or calorie count. A yogic diet is conducive to yoga practice and spiritual progress. It also discusses the classification of foods according to the three gunas or qualities - sattvic, rajasic and tamasic. Sattvic foods like fruits and dairy promote positivity while tamasic foods like stale food promote negativity.
Patanjali's 8-fold path provides guidelines for a meaningful and purposeful life through moral and ethical conduct. It consists of yama (restraints), niyama (observances), asana (postures), pranayama (breathing exercises), pratyahara (sense withdrawal), dharna (concentration), dhyana (meditation), and samadhi (absorptive contemplation). The first four stages focus on refining one's personality and gaining control over the body to prepare for the higher states of consciousness addressed in the later stages.
Purushartha: The way to live blissful life.rpmgt11
This document discusses the concept of Purushartha, which are the four aims of life in Hinduism - Dharma, Artha, Kama, and Moksha. It explains that fulfilling these four aims allows one to live a purposeful and blissful life. Dharma refers to righteous living and duties. Artha means acquiring wealth and resources. Kama is the satisfaction of desires. And Moksha is final liberation or release from the cycle of life and death. The document also notes that these four aims of life are hierarchical, with Dharma being the foremost aim to achieve fulfillment and sustain society.
Introduction to upanishad (mundaka & mandukya upanishad )muskaan maurya
The Upanishads are philosophical texts considered to be an essential part of the Vedas. They discuss meditation and spiritual knowledge aimed at guiding students to the truth about ultimate reality. Two key Upanishads are discussed - the Mundaka Upanishad and the Mandukya Upanishad. The Mundaka Upanishad presents a dialogue where the teacher explains the concepts of lower knowledge focused on rituals and higher knowledge focused on realizing the imperishable truth of Brahman. The Mandukya Upanishad emphasizes the oneness of the individual self and Brahman, and the realization of non-duality as the goal to overcome suffering.
Jainism originated in India in the 6th century BCE as a protest against rituals in Hinduism. It teaches that souls undergo reincarnation until achieving moksha by following ahimsa (non-violence). Jainism denies a supreme being and believes in an eternal universe containing innumerable souls. Key figures are 24 Tirthankaras who teach the path to liberation, notably Mahavira in the 6th century BCE. Jains strive to minimize karma and attain moksha through ascetic practices like meditation and nonviolence.
Exploring the Philosophy of Bauddha Darshan: Its Origin, Teachings, and Relevance Today Bauddha Darshan, also known as Buddhism, is a philosophy that originated in ancient India and has gained immense popularity across the world.
It is a path of spiritual development that emphasizes the elimination of suffering and attaining enlightenment. In this article, we will explore the origins of Bauddha Darshan, its teachings, and its relevance in modern times.
Table of Contents:-
Introduction to Bauddha Darshan
Historical Development of Bauddha Darshan
The Life of Gautam Buddha
The Spread of Buddhism in India and Beyond The Four Noble Truths
The First Noble Truth: Suffering
The Second Noble Truth: The Cause of Suffering
The Third Noble Truth: The End of Suffering
The Fourth Noble Truth: The Path to the End of Suffering
The Eightfold Path Right View Right Intention Right Speech Right Action Right Livelihood Right Effort Right Mindfulness Right Concentration Key Concepts in Bauddha Darshan Karma Rebirth Nirvana The Relevance of Bauddha Darshan Today Buddhism and Meditation Buddhism and Mindfulness Buddhism and Social Justice
Conclusion
FAQs 1. Introduction to Bauddha Darshan Bauddha Darshan is a philosophy that originated in ancient India and is based on the teachings of Siddhartha Gautama, also known as the Buddha.
It is a path of spiritual development that emphasizes the elimination of suffering and attaining enlightenment. The core teachings of Bauddha Darshan are the Four Noble Truths and the Eightfold Path.
Buddhism has become a popular philosophy across the world and has spread to various parts of Asia, Europe, and America. In this article, we will delve into the history of Bauddha Darshan, its key teachings, and its relevance in modern times.
2. Historical Development of Bauddha Darshan The Life of Gautam Buddha The founder of Bauddha Darshan, Gautam Buddha, was born in Lumbini, Nepal, in the 6th century BCE.
He was born into a royal family but renounced his luxurious lifestyle in search of spiritual truth.
After several years of meditation and contemplation, he attained enlightenment under a Bodhi tree in Bodh Gaya, India.
The Spread of Buddhism in India and Beyond After attaining enlightenment, Gautam Buddha began to preach his teachings to others. The first sermon he gave was in Sarnath, India, and it was there that he laid out the Four Noble Truths and the Eightfold Path.
Buddhism spread rapidly across India and later to other parts of Asia, including China, Japan, and Korea.
Today, Buddhism is a global philosophy that has millions of followers across the world.
3. The Four Noble Truths - The Four Noble Truths are the core teachings of Bauddha Darshan.
They are as follows:
The First Noble Truth: Suffering The First Noble Truth is that suffering exists in the world.
This suffering can take many forms, such as physical pain, emotional distress, and mental anguish.
The Second Noble Truth: The Cause of Suffering The Second Noble Truth....
प्रकृतिवाद (Naturalism) पाश्चात्य दार्शनिक चिन्तन की वह विचारधारा है जो प्रकृति को मूल तत्त्व मानती है, इसी को इस बरह्माण्ड का कर्ता एवं उपादान (कारण) मानती है। यह वह 'विचार' या 'मान्यता' है कि विश्व में केवल प्राकृतिक नियम (या बल) ही कार्य करते हैं न कि कोई अतिप्राकृतिक या आध्यातिम नियम। अर्थात् प्राक्रितिक संसार के परे कुछ भी नहीं है। प्रकृतिवादी आत्मा-परमात्मा, स्पष्ट प्रयोजन आदि की सत्ता में विश्वास नहीं करते।
A webinar on 'Indian school of philosophy' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
A.Veliappan, Ph.D
Faculty, Department of Education
M.S.University, Tirunelveli, TN-627 012
This document provides an overview of the life and teachings of Sri Aurobindo. It describes his education in India and England, his involvement in the Indian independence movement, and his later spiritual writings and teachings from his ashram in Pondicherry. Sri Aurobindo developed an integral yoga philosophy that synthesized yoga, Vedanta, and the evolution of consciousness. He advocated for an integral education of the physical, vital, mental, and spiritual aspects of the individual to aid their self-realization and spiritual evolution.
The Upanishads are sacred Hindu scriptures composed between 800-500 BCE that discuss the ultimate nature of reality. They teach that [1] Brahman is the single, eternal, unchanging reality beneath the illusion of multiplicity. Atman, the true self, is identical to Brahman. However, due to [2] avidya or ignorance, humans experience [3] samsara, the cycle of rebirth governed by [4] karma. The goal is to attain [5] moksha or liberation from samsara through enlightenment of the identity of Atman and Brahman.
Gautam Buddha was a religious teacher who founded Buddhism in India in the 6th century BC. He taught that desire and attachment cause suffering, and that one can reach nirvana or eternal peace by following the Noble Eightfold Path of right view, speech, action, livelihood, effort, mindfulness, concentration and intention. Mahavira was the 24th and last Tirthankara or enlightened teacher of Jainism, who taught nonviolence, truth, non-stealing, chastity and non-attachment as the path to liberation from the cycle of rebirth. He organized his followers into a four-fold order of monks, nuns, laymen and laywomen.
Coral reefs are a highly productive marine ecosystem.[2]
There are many different ecosystems on Earth. Left: Coral reefs are a highly productive marine ecosystem[1], right: Temperate rainforest on the Olympic Peninsula in Washington state.
An ecosystem is a community made up of living organisms and nonliving components such as air, water, and mineral soil
Vedanta is one of the world's oldest spiritual philosophies based on the Vedic scriptures of Hinduism. It teaches that God is infinite existence, consciousness and bliss. It also teaches that the soul is divine and all religions teach the same basic truths. Vedanta outlines four paths or yogas to self-realization - the paths of devotion, knowledge, selfless work, and meditation. It teaches that the true self is eternal and identical with Brahman, the absolute reality, while the world is an illusion created by Maya. Liberation is achieved by cultivating virtues and discrimination to see past the illusion and realize the non-dual nature of the self and Brahman.
Jainism is an ancient Indian religion founded by Lord Mahavira in the 6th century BC. It teaches non-violence and respect for all living beings. Lord Mahavira was the 24th and last Tirthankara, who attained perfect enlightenment and nirvana. He spread the message of Jain philosophy for 30 years after achieving kevala jnana at age 42. The core teachings of Jainism are non-violence, truthfulness, non-stealing, chastity, and non-attachment through the observation of five main vows. Jain philosophy considers the soul to be eternal and believes the path to liberation and enlightenment is through disciplined non-violence
Epistemology of Samkhya Philosophy:
1st Type: Pratyaksa (Perception)
Aloukik (Perception through the Mind)
Loukik (Perception through the External Five Senses)
Nirvikalpaka (Indeterminate) – First phase of Perception –Incomplete Perception
Savikalpaka (Determinate)- Second phase of Perception –Complete Perception
2nd Type: Sabda (Testimony)
Laukika-Sabda : trustable testimony of trustable or knowledgeable person.
Vaidik-Sabda : words of Vedas .
3rd Type: Sabda (Testimony)
Laukika-Sabda : trustable testimony of trustable or knowledgeable person.
Vaidik-Sabda : words of Vedas .
Social sciences and discipline सामाजिक विज्ञान और अनुशासनabhisrivastava11
This document discusses the scope and importance of social sciences. It defines social sciences as the academic disciplines dealing with the study of social life and interactions of groups and individuals. It notes that studying social sciences provides information to help create better societies by understanding how societies work, why they exist, and how they have functioned historically. The document outlines many areas of focus within the core social sciences disciplines of education, politics, economics, law, sociology, psychology, journalism, management, and linguistics that are important to research.
This document discusses the concept of diet in yoga philosophy. It defines diet as that which is taken naturally for sustaining life from outside. It discusses the need for diet to provide energy, growth, immunity and replacement of wear and tear in the body. It discusses the concept of yogic diet, which focuses on nutrition rather than taste or calorie count. A yogic diet is conducive to yoga practice and spiritual progress. It also discusses the classification of foods according to the three gunas or qualities - sattvic, rajasic and tamasic. Sattvic foods like fruits and dairy promote positivity while tamasic foods like stale food promote negativity.
Patanjali's 8-fold path provides guidelines for a meaningful and purposeful life through moral and ethical conduct. It consists of yama (restraints), niyama (observances), asana (postures), pranayama (breathing exercises), pratyahara (sense withdrawal), dharna (concentration), dhyana (meditation), and samadhi (absorptive contemplation). The first four stages focus on refining one's personality and gaining control over the body to prepare for the higher states of consciousness addressed in the later stages.
Purushartha: The way to live blissful life.rpmgt11
This document discusses the concept of Purushartha, which are the four aims of life in Hinduism - Dharma, Artha, Kama, and Moksha. It explains that fulfilling these four aims allows one to live a purposeful and blissful life. Dharma refers to righteous living and duties. Artha means acquiring wealth and resources. Kama is the satisfaction of desires. And Moksha is final liberation or release from the cycle of life and death. The document also notes that these four aims of life are hierarchical, with Dharma being the foremost aim to achieve fulfillment and sustain society.
Introduction to upanishad (mundaka & mandukya upanishad )muskaan maurya
The Upanishads are philosophical texts considered to be an essential part of the Vedas. They discuss meditation and spiritual knowledge aimed at guiding students to the truth about ultimate reality. Two key Upanishads are discussed - the Mundaka Upanishad and the Mandukya Upanishad. The Mundaka Upanishad presents a dialogue where the teacher explains the concepts of lower knowledge focused on rituals and higher knowledge focused on realizing the imperishable truth of Brahman. The Mandukya Upanishad emphasizes the oneness of the individual self and Brahman, and the realization of non-duality as the goal to overcome suffering.
Jainism originated in India in the 6th century BCE as a protest against rituals in Hinduism. It teaches that souls undergo reincarnation until achieving moksha by following ahimsa (non-violence). Jainism denies a supreme being and believes in an eternal universe containing innumerable souls. Key figures are 24 Tirthankaras who teach the path to liberation, notably Mahavira in the 6th century BCE. Jains strive to minimize karma and attain moksha through ascetic practices like meditation and nonviolence.
Exploring the Philosophy of Bauddha Darshan: Its Origin, Teachings, and Relevance Today Bauddha Darshan, also known as Buddhism, is a philosophy that originated in ancient India and has gained immense popularity across the world.
It is a path of spiritual development that emphasizes the elimination of suffering and attaining enlightenment. In this article, we will explore the origins of Bauddha Darshan, its teachings, and its relevance in modern times.
Table of Contents:-
Introduction to Bauddha Darshan
Historical Development of Bauddha Darshan
The Life of Gautam Buddha
The Spread of Buddhism in India and Beyond The Four Noble Truths
The First Noble Truth: Suffering
The Second Noble Truth: The Cause of Suffering
The Third Noble Truth: The End of Suffering
The Fourth Noble Truth: The Path to the End of Suffering
The Eightfold Path Right View Right Intention Right Speech Right Action Right Livelihood Right Effort Right Mindfulness Right Concentration Key Concepts in Bauddha Darshan Karma Rebirth Nirvana The Relevance of Bauddha Darshan Today Buddhism and Meditation Buddhism and Mindfulness Buddhism and Social Justice
Conclusion
FAQs 1. Introduction to Bauddha Darshan Bauddha Darshan is a philosophy that originated in ancient India and is based on the teachings of Siddhartha Gautama, also known as the Buddha.
It is a path of spiritual development that emphasizes the elimination of suffering and attaining enlightenment. The core teachings of Bauddha Darshan are the Four Noble Truths and the Eightfold Path.
Buddhism has become a popular philosophy across the world and has spread to various parts of Asia, Europe, and America. In this article, we will delve into the history of Bauddha Darshan, its key teachings, and its relevance in modern times.
2. Historical Development of Bauddha Darshan The Life of Gautam Buddha The founder of Bauddha Darshan, Gautam Buddha, was born in Lumbini, Nepal, in the 6th century BCE.
He was born into a royal family but renounced his luxurious lifestyle in search of spiritual truth.
After several years of meditation and contemplation, he attained enlightenment under a Bodhi tree in Bodh Gaya, India.
The Spread of Buddhism in India and Beyond After attaining enlightenment, Gautam Buddha began to preach his teachings to others. The first sermon he gave was in Sarnath, India, and it was there that he laid out the Four Noble Truths and the Eightfold Path.
Buddhism spread rapidly across India and later to other parts of Asia, including China, Japan, and Korea.
Today, Buddhism is a global philosophy that has millions of followers across the world.
3. The Four Noble Truths - The Four Noble Truths are the core teachings of Bauddha Darshan.
They are as follows:
The First Noble Truth: Suffering The First Noble Truth is that suffering exists in the world.
This suffering can take many forms, such as physical pain, emotional distress, and mental anguish.
The Second Noble Truth: The Cause of Suffering The Second Noble Truth....
प्रकृतिवाद (Naturalism) पाश्चात्य दार्शनिक चिन्तन की वह विचारधारा है जो प्रकृति को मूल तत्त्व मानती है, इसी को इस बरह्माण्ड का कर्ता एवं उपादान (कारण) मानती है। यह वह 'विचार' या 'मान्यता' है कि विश्व में केवल प्राकृतिक नियम (या बल) ही कार्य करते हैं न कि कोई अतिप्राकृतिक या आध्यातिम नियम। अर्थात् प्राक्रितिक संसार के परे कुछ भी नहीं है। प्रकृतिवादी आत्मा-परमात्मा, स्पष्ट प्रयोजन आदि की सत्ता में विश्वास नहीं करते।
जैन धर्म के उदय के कारण _ जैन धर्म के संस्थापक _ भगवान महावीर स्वामी का जीवन...PRAVIN KUMAR
छठी शताब्दी ई. पू. एक बौद्धिक और आध्यात्मिक क्रान्ति का युग था जिसमें विश्व के विभिन्न भागों में मनुष्य की जिज्ञासा युग-युग की संचित धारणाओं, कर्मकाण्ड, अन्धविश्वास एवं अंध श्रद्धा के आवरण को हटाकर प्रत्येक मान्यता के अन्तर्निहित सत्य को खोजने के लिए लालायित थी। इस तर्कशीलता एवं जिज्ञासा का ही यह परिणाम था कि ई. पू. छठी शताब्दी में विश्व के अनेक स्थानों पर युग-प्रवर्तकों का जन्म हुआ, नवीन धर्मों की स्थापना हुई एवं पुरानी मान्यताओं का पुनर्मूल्यांकन करने का प्रयास हुआ।
2. INTRODUCTION प्रस्तावना
The most important system of education in medieval period was the Buddhist system of education.
Buddhism Education is based on teachings of Gautama Buddha.
बौद्ध शिक्षा प्रणाली गौतर् बुद्ध की शिक्षाओं पर आधाररत है
Siddhartha Gautama, the Lord Buddha, was born in 623 B.C. in the famous gardens of Lumbini, which is
now situated in Nepal. He was the prince of Kapila vasthu and his real name was Siddhartha Gautama. He
became ‘Buddha’ after he got some enlightenment, when he was sitting beneath a tree. The period
between 600 B.C. and 1100 A.D.
भगवान बुद्ध, शिद्धार्म गौतर्, का जन्र् 623 ई.पू. लुम्बबनी क
े प्रशिद्ध उद्यानों र्ें, जो अब नेपाल र्ें
म्थर्त है। वह कपपलवथतु क
े राजक
ु र्ार र्े और उनका वाथतपवक नार् शिद्धार्म गौतर् र्ा। जब वह एक
पेड़ क
े नीचे बैठे र्े, तो उिे क
ु छ ज्ञान प्राप्त होने क
े बाद वह 'बुद्ध' बन गए। 600 ई.पू. क
े बीच की
अवधध और 1100 ए.डी.
His father’s name was Shuddhodhan and mother’s name was Mahamaya. • He was married to
Yashodhara.
उनक
े पपता का नार् िुद्धोधन और र्ाता का नार् र्हार्ाया र्ा। • उनका पववाह यिोधरा िे हुआ र्ा।
र्ध्यकाल र्ें शिक्षा की िबिे र्हत्वपूणम प्रणाली बौद्ध शिक्षा प्रणाली र्ी।
Dr.Monika Tripathi Assistant Professor Arihant College
3. Major tenets of Buddhism
बौद्ध धर्म क
े प्रर्ुख सिद्धाांत
• Buddha’s philosophy are described as ‘Tripitakas’-
(i) Vinayapitaka – Rules of conduct
(ii) Suttapitaka – Buddha’s Sermon
(iii) Abhidhammapitaka – Exposition of philosophical theories
बुद्ध क
े दिमन को त्रिपपटक’- क
े रूप र्ें वर्णमत ककया गया है
(i) पवनयपपटक - आचरण क
े ननयर्
(ii) िुत्तपपटक - बुद्ध का उपदेि
(iii) अशभधबर्पपटक - दािमननक शिद्धांतों की अशभव्यम्तत
Dr.Monika Tripathi Assistant Professor Arihant College
4. • Four Noble Truths in Buddhism-
• आयमित्य चार हैं-
1.Life knows suffering..
2.The cause of suffering is ignorance and clinging.
3.There is a way to end suffering.
4.This is the way to end suffering.
(1) दुुःख : िंिार र्ें दुुःख है,
(2) िर्ुदय : दुुःख क
े कारण हैं,
(3) ननरोध : दुुःख क
े ननवारण हैं,
(4) र्ागम : ननवारण क
े शलये अषटांधगक र्ागम हैं।
Dr.Monika Tripathi Assistant Professor Arihant College
5. The Eightfold Path consists of Eight Practices
आठ गुना पथ र्ें आठ अभ्याि शासर्ल हैं
Right View, िबयक दृम्षट : चार आयम ित्य र्ें पवश्वाि करना
Right Resolve, िबयक िंकल्प : र्ानशिक और नैनतक पवकाि की प्रनतज्ञा
करना
Right Speech, िबयक वाक : हाननकारक बातें और झूठ न बोलना
Right Conduct, िबयक कर्म : हाननकारक कर्म न करना
Right Livelihood, िबयक जीपवका : कोई भी थपषटतुः या अथपषटतुः
हाननकारक व्यापार न करना
Right Effort, िबयक प्रयाि : अपने आप िुधरने की कोशिि करना
Right Mindfulness, िबयक थर्ृनत : थपषट ज्ञान िे देखने की र्ानशिक
योग्यता पाने की कोशिि करना
Right Samadhi ('Meditative Absorption Or Union') िबयक िर्ाधध : ननवामण
पाना और थवयं का गायब होना
Dr.Monika Tripathi Assistant Professor Arihant College
6. Reaching the stage called ‘Nirvana’ i.e. liberation from all sufferings
through liberation from desires and greed by following Eight Fold Paths.
Buddhism was against the concept of Reincarnation chain, and they
believed that no need for any reincarnation, if human being reaches
Nirvana in the present life The Core Aim of Education in Buddhist System
of Education.
ननवामण ’यानन ननवामण’ नार् िे र्ंच तक पहुुँचना, आठ गुना पर् का
अनुिरण करक
े इच्छाओं और लालच िे र्ुम्तत क
े र्ाध्यर् िे िभी कषटों
िे र्ुम्तत। बौद्ध धर्म पुनजमन्र् श्ृंखला की अवधारणा क
े र्खलाफ र्ा, और
वे र्ानते र्े कक ककिी भी पुनजमन्र् की आवश्यकता नहीं है, अगर र्ानव
वतमर्ान जीवन र्ें ननवामण तक पहुंचता है तो बौद्ध शिक्षा प्रणाली र्ें शिक्षा
का र्ूल उद्देश्य है।
Dr.Monika Tripathi Assistant Professor Arihant College
7. •Buddha believes in Law of Karma.
बुद्ध पवधध क
े कर्म र्ें पवश्वाि करते हैं।
• Present existence of the individual is the effect of past
Karma.
व्यम्तत का वतमर्ान अम्थतत्व पपछले कर्म का प्रभाव है।
• He believes in Rebirth.
वह पुनजमन्र् र्ें पवश्वाि करता है
• Buddhist Philosophy doesn’t believe in God .
बौद्ध दिमन भगवान र्ें पवश्वाि नहीं करता है।
Dr.Monika Tripathi Assistant Professor Arihant College
8. • 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.
भगवान का थर्ान कर्म क
े िावमभौशर्क शिद्धांत द्वारा शलया गया है जो
ब्रहर्ांड को इि तरह िे ननयंत्रित करता है कक कोई भी फल नषट नहीं
होता है। एक आदर्ी को वह शर्लता है जो वह अपने पपछले कर्ों क
े
आधार पर प्राप्त करता है।
• Nirvana – It is the state of great pleasure and peace which can be
attained through wisdom goodness and knowledge.
ननवामण - यह र्हान िुख और िांनत की म्थर्नत है म्जिे ज्ञान भलाई और
ज्ञान क
े र्ाध्यर् िे प्राप्त ककया जा िकता है।
Dr.Monika Tripathi Assistant Professor Arihant College
9. System of Education
सशक्षा प्रणाली की सशक्षा प्रणाली
• In Buddhist period, students have to stay in Sangha or Viharas.
बौद्ध काल र्ें, छािों को िंघ या पवहारों र्ें रहना पड़ता है।
• Students have to present themselves before the teacher to ask
for permission which is known as ‘Pabbja’ which means ‘to go
out’.
छािों को अनुर्नत देने क
े शलए शिक्षक क
े िार्ने खुद को प्रथतुत
करना पड़ता है, म्जिे पबब्जा ’क
े रूप र्ें जाना जाता है म्जिका
अर्म है बाहर जाने क
े शलए’।
• The boys went out of their families and joined the monasteries.
लड़क
े अपने पररवारों िे बाहर जाकर, र्ठों र्ें िाशर्ल हो जाते है।
Dr.Monika Tripathi Assistant Professor Arihant College
10. • After admission to Sangha, they could remain a monk, leaving their
former caste, dress, character etc.
िंघ र्ें प्रवेि क
े बाद, वे अपनी पूवम जानत, पोिाक, चररि आदद को
छोड़कर एक िाधु बन जाते र्े।
• All the castes were allowed to get admission in the monasteries.
िभी जानतयों को र्ठों र्ें प्रवेि पाने की अनुर्नत र्ी।
• 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.
पवहार र्ें प्रवेि क
े शलए न्यूनतर् अननवायम आयु 8 वर्म र्ी। • छािों को
प्रवेि करने, पीले कपड़े पहनने और प्रवेि क
े शलए अनुर्नत देने क
े शलए
िंघ क
े प्रर्ुख शभक्षु िे अनुरोध करने क
े बाद छािों को प्रवेि की अनुर्नत
दी गई र्ी।
Dr.Monika Tripathi Assistant Professor Arihant College
11. • 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
• शभक्षु ने उनिे तीन वचन लेने को कहा -
र्ैं बुद्ध की िरण र्ें जाता हूुँ।
र्ैं धर्म का आश्य चाहता हूुँ।
र्ैं िंघ की िरण र्ें जाता हूं
Dr.Monika Tripathi Assistant Professor Arihant College
12. Rules for students
छात्रों क
े सलए ननयर्
• Admitted students were called ‘samner’. They had follow the following rules-
प्रवेशित छािों को ‘िर्नर’- कहा जाता र्ा। वे ननबनशलर्खत ननयर्ों का पालन करते
र्े-
• Not to kill any living being ककिी भी जीपवत प्राणी को नहीं र्ारना ।
• Not to accept anything given to him उिे दी गई ककिी भी चीज को थवीकार नहीं
करना।
• Live free from the impurity of character चररि की अिुद्धता िे र्ुतत रहते हैं ।
• Not to tell a lie. झूठ नहीं कहना।
• Not to use any intoxicating thing. ककिी भी निीली चीज का उपयोग नहीं र्ारना
Dr.Monika Tripathi Assistant Professor Arihant College
13. Rules for students
छात्रों क
े सलए ननयर्
• Not to take food in improper time अनुधचत िर्य र्ें भोजन न लेना
• Not to speak ill of anybody ककिी क
े अनुधचत न बोलने क
े शलए
• Not to take interest in music, dance, play show etc.
िंगीत, नृत्य, नाटक िो आदद र्ें रुधच नहीं लेना।
• Not to use luxurious and scented things िानदार और िुगंधधत चीजों का
उपयोग नहीं करना
• Not to accept the gifts of gold or silver िोने या चांदी क
े उपहार थवीकार
नहीं करना।
Dr.Monika Tripathi Assistant Professor Arihant College
14. The teacher was called ‘Upjasya’, took all the responsibilities of the students up
to the age of 20 years when they become mature and capable for ‘upsampada’.
शिक्षक को उपाथय ’कहा जाता र्ा, छािों क
े 20 वर्म की आयु तक िभी
म्जबर्ेदाररयों को शलया जाता र्ा, जब वे पररपतव होकर अपिंपदा क
े शलए
िक्षर्’ हो गए।
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.
उपिबपदा 20 वर्म की आयु र्ें 12 वर्म की शिक्षा पूरी करने क
े बाद, शभक्षु को
अनुषठान अपिंपदा ’िे गुजरना पड़ता र्ा और कफर वह िंघ’ का थर्ायी िदथय
बनता र्ा । लेककन क
े वल उन शभक्षुओं को, म्जनक
े पाि पयामप्त आध्याम्त्र्क
ज्ञान र्ा, उन्हें िंघ र्ें शलया जाता र्ा।
Dr.Monika Tripathi Assistant Professor Arihant College
15. Aims of Education During Buddhist Period
बौद्ध काल र्ें सशक्षा का उद्देश्य
• Preparation for Nirvana or Liberation Awareness on the Four Noble Truths.
चार र्हान ित्य पर ननवामण या र्ुम्तत जागरूकता क
े शलए तैयारी।
• Enabling for Following Eightfold Paths Spreading of the Concept of
‘ Ahimsa’.
िंकल्पना क
े प्रिार क
े शलए आठ गुना पर् क
े शलए िक्षर् करना
’अदहंिा’।
• Character Development
चररि ननर्ामण
• Imparting Practical Knowledge
व्यावहाररक नॉलेज को लागू करना
• Inculcation of Civic duties
नागररक कतमव्यों का िर्ावेि
Dr.Monika Tripathi Assistant Professor Arihant College
16. • Physical and intellectual development
िारीररक और बौद्धधक पवकाि
• Religious and spiritual development
धाशर्मक और आध्याम्त्र्क पवकाि
• Character building
चररि ननर्ामण
• Promotion of social efficiency and happiness
िार्ाम्जक दक्षता और खुिी को बढावा देना
• Presentation and spread of culture
िंथकृ नत की प्रथतुनत और प्रिार
• Development of personality
व्यम्ततत्व का पवकाि
Dr.Monika Tripathi Assistant Professor Arihant College
17. Curriculum of Education During Buddhist Age
बौद्ध युग क
े दौरान सशक्षा का पाठ्यक्रर्
The curriculum was religious which included teachings of Buddha and
Dharma-shastras and Sutta,Binaya and Dhamma Pitak.
पाठ्यक्रर् धाशर्मक र्ा म्जिर्ें बुद्ध और धर्म-िाथिों और िुत्त, त्रबनय और
धबर् पपटक की शिक्षाएुँ िाशर्ल र्ीं।
Grammar, Art, Medicine, Logic, Philosophy etc. Agriculture, Astrology,
Astronomy, Law Medicine, magic ,Ayurveda, politics, sculpture,
mathematics etc. were included in the curriculum for general students.
व्याकरण, कला, धचककत्िा, तक
म , दिमन आदद कृ पर्, ज्योनतर्, खगोल
पवज्ञान, पवधध धचककत्िा, जादू, आयुवेद, राजनीनत, र्ूनतमकला, गर्णत आदद
िार्ान्य छािों क
े शलए पाठ्यक्रर् र्ें िाशर्ल र्े।
Dr.Monika Tripathi Assistant Professor Arihant College
18. • The knowledge of Sanskrit was necessary for higher education.
उच्च शिक्षा क
े शलए िंथकृ त का ज्ञान आवश्यक र्ा।
• The study of elephants ,horses, archery ,snake charming was also
there. Thus both worldly and spiritual aspect of education were
included.
• हार्ी, घोड़े, तीरंदाजी, िाुँप क
े आकर्मक का अध्ययन भी र्ा। इि प्रकार
शिक्षा क
े िांिाररक और आध्याम्त्र्क दोनों पहलुओं को िाशर्ल ककया
गया
• Core Ideas of Buddhism Reading, writing and Arithmetic ( Three R’s).
बौद्ध धर्म क
े र्ूल पवचार पढना, लेखन और अंकगर्णत (तीन आर)।
Dr.Monika Tripathi Assistant Professor Arihant College
19. Methods of teaching
पढाने क
े तरीक
े
• Method of teaching were based on oral discussions, preaching,
repetition, debates were used as techniques of teaching and learning.
शिक्षण की पद्धनत र्ौर्खक चचाम पर आधाररत र्ी, उपदेि, पुनरावृपत्त,
वाद-पववाद का उपयोग शिक्षण और िीखने की तकनीकों क
े रूप र्ें ककया
गया र्ा।
• Seminars were also conducted to discuss major issues.
प्रर्ुख र्ुद्दों पर चचाम क
े शलए िेशर्नार भी आयोम्जत ककए गए।
Dr.Monika Tripathi Assistant Professor Arihant College
20. • Although art of writing was developed but due to shortage of writing
material the method of teaching was verbal.
हालाुँकक शलखने की कला पवकशित की गई र्ी लेककन लेखन िार््ी की
कर्ी क
े कारण शिक्षण की पद्धनत र्ौर्खक र्ी।
• The centres of education were Takshshila, Nalanda and Kashi.
शिक्षा क
े क
ें द्र तक्षशिला, नालंदा और कािी र्े।
• The medium of instruction was Pali language.
शिक्षा का र्ाध्यर् पाली भार्ा र्ी।
Dr.Monika Tripathi Assistant Professor Arihant College
21. Relationship of Students and Teacher
छात्रों और सशक्षक का िांबांध
Both the teacher and the student were responsible to the monastery or
the Buddhist order. But regarding education, clothes , food and residence
of the student monk, the teacher was wholly responsible. The teacher
was also responsible for any treatment of the student whenever he fell ill.
शिक्षक और छाि दोनों र्ठ या बौद्ध आदेि क
े शलए म्जबर्ेदार र्े।
लेककन शिक्षा, कपड़े, भोजन और छाि शभक्षु क
े ननवाि क
े िंबंध र्ें,
शिक्षक पूरी तरह िे म्जबर्ेदार र्े। जब भी वह बीर्ार पड़ता र्ा, तो छाि
क
े ककिी भी उपचार क
े शलए शिक्षक भी म्जबर्ेदार र्ा।
Dr.Monika Tripathi Assistant Professor Arihant College
22. The teacher used to bestow all the affection to his student and used to
educate his through lecture and question answer method.
शिक्षक अपने छाि को िभी थनेह प्रदान करते र्े और व्याख्यान और प्रश्न
उत्तर पवधध क
े र्ाध्यर् िे उिे शिक्षक्षत करते र्े।
There was mutual esteem between the teacher and the pupil. There
relations were like father and son. The teacher was regarded as spiritual
father or intellectual father of the student.
शिक्षक और शिषय क
े बीच परथपर िबर्ान र्ा। वहां िंबंध पपता और पुि
की तरह र्े। शिक्षक को छाि का आध्याम्त्र्क पपता या बौद्धधक पपता
र्ाना जाता र्ा।
Dr.Monika Tripathi Assistant Professor Arihant College
23. Merits of Buddhists Education
बौद्ध सशक्षा क
े गुण
1.Buddhist education was imparted in well organized centres, monasteries and Vihara
which were fit places for the purpose.
अच्छी तरह िे िंगदठत क
ें द्रों, र्ठों और पवहारों र्ें बौद्ध शिक्षा प्रदान की गई जो इि
उद्देश्य क
े शलए उपयुतत थर्ान र्े।
2.Cosmopolitan-Buddhist education was free from communal narrowness.
िवमदेिीय-बौद्ध शिक्षा िांप्रदानयक िंकीणमता िे र्ुतत र्ी।
3. Simple and austere-Bhikshus led a life of austerity and simplicity.
िरल-शभक्षुओं ने तपथया और िादगी का जीवन जीया।
4. Buddhist education laid much emphasis on the physical mental and spiritual
development of the students.
बौद्ध शिक्षा ने छािों क
े िारीररक र्ानशिक और आध्याम्त्र्क पवकाि पर बहुत जोर
ददया।
Dr.Monika Tripathi Assistant Professor Arihant College
24. 5. Disciplined Life- both the teachers and students led disciplined life.
अनुिाशित जीवन- शिक्षकों और छािों दोनों ने अनुिाशित जीवन का
नेतृत्व ककया
6. Ideal student teacher relationship.
आदिम छाि शिक्षक िंबंध।
7.International importance- Buddhist education helped to gain
international importance it also developed cultural exchange between
India and other countries of the world.
अंतरामषरीय र्हत्व- बौद्ध शिक्षा ने अंतरामषरीय र्हत्व हाशिल करने र्ें र्दद
की, इिने भारत और दुननया क
े अन्य देिों क
े बीच िांथकृ नतक आदान-
प्रदान को भी पवकशित ककया।
Dr.Monika Tripathi Assistant Professor Arihant College
25. Demerits of Buddhists Education
बौद्ध सशक्षा क
े दोष
1.Buddhist education could not give the proper attention to the
occupational, industrial and technical education.
बौद्ध शिक्षा व्याविानयक, औद्योधगक और तकनीकी शिक्षा पर उधचत ध्यान
नहीं दे िकी।
2.It gave severe blow to the social development because it derided family
ties.
इिने िार्ाम्जक पवकाि को गंभीर झटका ददया तयोंकक इिने पाररवाररक
िंबंधों को प्रभापवत ककया।
3.Leaving their family life Buddha Bhikkhus devoted their whole lives to
sangh and Buddhism.
अपने पररवार को छोड़कर बुद्ध शभतखुओं ने अपना पूरा जीवन िांग और
बौद्ध धर्म क
े शलए िर्पपमत कर ददया।
Dr.Monika Tripathi Assistant Professor Arihant College