Buddhist Education and Empowerment of Women in Early Buddhism

Dr.Anita Sharma Department of East Asian Studies, University of Delhi

The history of Buddhist education is longand complex. Buddhist monasteries functioned as educational centers where Vinaya, Sutras and other subjects were taught. Buddhist education taught monks, nuns and lay-persons to be compassionate, understanding, patient listeners and well-balanced individuals. Very early monastic education seems to have focused upon instructions on the Buddhist doctrines, on the rules of discipline and on the accounts of the previous lives of the Buddha. Gradually, as the monastic institutions grew in size and complexity, the pattern of education also expanded.

Before the evolution of the monastic educational system, Brahmanic education was essentially a single individual teacher with his small group of disciples and pupils at his residence. Admission was based on the basis of caste, reserved only to all dvijas i.e. Brahmanas and Kshatriyas. One teacher was teaching all the subjects, and there was no specialization. The necessity of adomestic environment in the Brahmanical system did not favour the expansion of a small school under an individual teacher into a large educational institution.

On the other hand, with Buddhism, education shifted from the home of the teacher to the monastery. Buddhist system of education was monastic. We also know that people of all castes were admitted to Buddhist Sangha, and in Buddhist centers of learning, the

admission was open not only to monks and nuns but, also toother seekers of knowledge and learning, even to non-Buddhists, irrespective of caste and sect. It was controlled by a collective body of teachers. It was the characteristic of the Buddhist system. This difference from Brahmanical education system was significant as it led to different lines of evolution.

Buddhist monasteries developed into seats of culture and learning and remained so till got destroyed by Muslim invasions in India. Foreign travelers especially Chinese travelers have talked about these Buddhist monasteries and their education system in detail. During the time of Buddha, all teaching was imparted by word of mouth without the use of books. Students had to learn by heart Dhamma and Vinaya. During the course, there was unrestricted freedom to argue, to dispute, and debate and each was expected to think reason and decide for himself all matters of Vinaya and Dhamma. Monks and nuns were also trained in various cultural subjects, in the tenets of other faiths and in systems of philosophy. Later on, some of the monasteries like Takshila and Nalanda developed into true universities.

Buddhists had their own educational system that was entirely based on different principles. Buddhist monasteries provided its followers with spiritual guidance as the core of education. Buddhists never believed in caste distinctions, they believed in equality of all men, they believed in equal status to women. The Buddha adopted various methodological approaches for teaching and learning to monks and nuns as Gradual Approach, Illustrative Approach, Analytical Approach and Experimental Approach.

Before the advent of Buddhism position of women does not appear to have been a very happy one. Generally women seem to have been looked upon as being inferior to men. The general view appears to be that they had to be under the care of parents in

their childhood, under the protection of husbands in their youth; and in their old age they had to be under the control of their sons. Women did not have educational freedom. Education was not considered as being of any importance to women.

In contrast, Buddhism never considered women as being inferior to men. The Buddha, while accepting the biological and physical differences between the two sexes, did consider men and women to be equally useful to the society. The Buddha emphasized the fruitful role the women as a wife and a good mother in making the family life a success. The Buddhas advice to the King Pasenadi of Kosala, who was a close devotee of his, clearly shows that Early Buddhism did not consider the birth of a daughter as a cause for worry and despair.

Buddhism did not restrict either the educational opportunities of women or their religious freedom. The Buddha unhesitatingly accepted that women were capable of realizing the Truth, just as men were. That was why he permitted the admission of women into the Order, though he was not in favor of it in the beginning because he thought their admission would create problems in the Sangha. Once women proved their capability of managing their affairs in the Order, the Buddha recognized their abilities and talents, and gave them responsible positions in the Bhikkhuni Sangha.

Though the Buddhist Literature does not contain any reference to girls being sent to school or being given education at home but there are references to educated women in Buddhist Literature. Women at the time of Buddha were able to follow his teachings without much difficulty. In fact, some of them were ahead of monks in education. The verses in the Theri-gatha are attributed to Buddhist nuns. It clearly shows that the education must have been in vogue among women during the time of Buddha.

Buddhist education certainly empowered women in various ways. The combination of education in monasteries, free time, and a sense of personal moral superiority must have

led many women into an organized life of unknown possibilities. Here, women were able to indulge in activities outside the home, including preaching, development of organizational skills, and above all, an atmosphere where they could experience a sense of accomplishment.

ABSTRACT

Buddhist Education and Empowerment of Women in Early Buddhism

Anita Sharma The history of Buddhist education is long and complex. Buddhist monasteries functioned as educational centers where Vinaya, Sutras and other subjects were taught. Buddhist education taught monks, nuns and lay persons to be compassionate, understanding, patient listeners and well-balanced individuals. Very early monastic education seems to have focused upon instructions on the Buddhist doctrines, on the rules of discipline and on the accounts of the previous lives of the Buddha. Gradually, as the monastic institutions grew in size and complexity, the pattern of education also expanded. Before the advent of Buddhism, position of women does not appear to have been a very happy one. In contrast, Buddhism never considered women as being inferior to men. Buddhism did not restrict either the educational opportunities of women ortheir religious freedom. Buddhist education certainly empowered women in various ways. The combination of education in monasteries, free time, and a sense of personal moral superiority must have led many women into an organized life of unknown possibilities. Here, women were able to indulge in activities outside the home, including preaching, development of organizational skills, and above all, an atmosphere where they could experience a sense of accomplishment. This paper will explore the role of Buddhist education in empowering women during the time of Buddha.