Ven kesara(katha)
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The history of Buddhist Monistic Education in Myanmar
If we study the history of Buddhist monistic education at the period of Myanmar kings, we cannot set aside that Buddhism is very important for Myanmar citizens and take an important role in Monistic education. At the period age of Bagan made a foundation for the first Myanmar Country, Buddhism was the main goal for the king and Myanmar citizens in the building of the first country of king Anawratha. Myanmar citizens in early period age, taking the advice and guidance of Venerable Dhammadassø (Shin Arahan), built the Buddhist country in unanimity. In the early years, Buddhism had become a flaming torch in the political, economical and social activities. In the past of Myanmar history, Religion was an important role for Myanmar citizens. Myanmar traditional literature, arts and cultures based on believing in Buddhism had raised to the top. In the history of the world, obviously, to come into view as Myanmar country is connected with the Buddha’s teachings. In making foundation of the early period age of Bagan, Myanmar citizens had built the country putting their spirit of the loved-country and the spirit of believing in religion at the top of their head. So, it may be said that a variety of developments of Myanmar came from the root of Buddhism.
In fact, along the history of Myanmar, Buddhism and Politics, Buddhism and Patriotism, Buddhism and affairs of native of a country in unity, Buddhism and fighting for independence, Buddhism and arts and Buddhism and developments of education etc.. are always in pairs in the Myanmar country's history. So, Buddhism had become a soul for Myanmar citizens in the journey of the life from the period time. Myanmar citizens’ spirit was, indeed, the only spirit of accepting Buddha’s teachings because the Buddha’s teachings had flowed into the veins of Myanmar citizens since the early period age. At that time, although it is true that Myanmar kings had built feudal country, but the kings and citizens had loved one another in mutuality out of stimulating of Buddha’s teachings. Only the kings who govern the country, accepting the teachings of Buddha, ruled their country in accordance with the duties of the kings based on the knowledge of religion. In making progresses of Buddha’s teachings and Buddhist culture, the monastic educational schools that had been like the Buddhist Universities were great departments that had dispensed religious knowledge and education. The stream of educational history of Buddhism had to pass and flow thorough the different ages. So, the capabilities of Buddhism and monastic educational schools have become a main causes for the Myanmar new generations in the streaming of educational history.
Just as Ayeyarvadi river has become from the combination of two river, May Kha and Ma Li Kha, so also the stream of educational history of Myanmar has flowed from the source of Buddha’s teachings and monastic schools’ education. The Myanmar monastic education was very important history for the lives of Myanmar citizens and in the building of Union of Myanmar before. When we step forwards the progressive way of life, we should not lose the sight of past. Recording the experiences of history from the past will give good lessons and advices for new generations to build the modern developed country. Based on the historical experiences from the past, we have to build the present and future to be brighter than past. In the history of Myanmar monastic education, Venerable Dhammadassø (Shin Arahan), Venerable Sølavaµsa and Venerable Mahæ Ra¥¥hasæra were the first leaders of monistic education. In monastic educational field as well as Myanmar literature, they are the ideals of monks from the order of bhikkhus in Myanmar country of today. So, the guidances and advices of the order of bhikkhus (monks) cannot be set aside in the religious, educational and social affairs in Bagan. The order of bhikkhus led by Ven. Dhammadassø in Bagan had done with great effort to improve on the Buddha’s teachings and educational affairs. The well-known leaders and guiders who lead and guide the country throughout the age of Bagan are Ven. Dhammadassø, Ven. Aggavaµsa, Than Phyin minister, Ven. Chapada, Ven. Dhammvilæsa, Kya Swar King and U Kyi Pwae etc.. At that time, as the religion was connected with education, the goal of education was also religion. Buddhism, Pi¥aka texts and Buddha’s life stories (Jætaka) had an influence on the education. The education was as if weapon that fixed the religious needs. That fact is also not the strange thing. It is tradition that religion, literature, culture, arts and education have to take responsibility and distribute the faith of the country. So, it may not be said that handicrafts, architecture, agriculture, arts and medicine were not made a progress in educational system. Until the present day, the world has to acclaim that the many different kinds of education came into view at the period age of Bagan. So, in the period age of Bagan, since Myanmar citizens were under the influence of Buddhism, the strong foundation could be made in the building of education.
From 1044-1287, in general, the monastic education philosophers and teachers were monks and the ones who laid down the policy in educational fields was the kings by accepting the doctrine and guidance of the order of the monks. Therefore, monastic educational systems much depend on the leaders of the country. If the leaders of the country are bad, the monastic education will be worse. If the leaders of the country are good, the monastic education will be better. So, raising and failing of the monastic education much depend on the leaders of the country. From starting 1044, the monastic education having made a progress with a great speed had to face the ways of the mundane world (Loka Dhamma) in which consist gain and loss, fame and dishonor, praise and blame and happiness and suffering. At the period of the king Na Ra Thai Ha in 1187, the country was broken into pieces like the wrapped bamboo untied. At that time, the monastic education was not good well. After later Myanmar country was under the rule of colonialism, the total of monastic educational schools was 801schools and the total of civil schools was 112 schools. In the civil schools in which teach the humanities and sciences including arts subject, the number of students had risen more than the number of monastic schools’ students day by day. Only at the monastic educational schools in which teach general knowledge (Suti), science of the law (Samuti), mathematical philosophy (Thin Kyar), principle guide (Nøti), medical science (Tikicchæ), astrology (Joti) and prosody (Chanda), we have seen that the number of monastic schools’ students came to decrease on the paper of the history. In 1892, the total of monastic educational schools was 4619 schools but, later, those had been coming to lessen until a total of 928 schools during from 1933-1934. However, after the second world war, in 1952, the country had made a plan to lay down the policy of monastic education again. During from 1952-1958, the monastic educational schools having made registration were a total of 5545 schools. But, in 1972, some departments of monastic schools were rejected. Only in 1993, the monastic educational schools were reopened by the government again. In this way, the waves of monastic education were in raising and failing stream of education. The important of monastic educational schools in the role of primary education of Myanmar country were acknowledged even only by the Englishmen. In Myanmar country, most of the people are under the influence of the order of the monks due to monastic education. Whenever Buddhists have to face troubles, they went to see monks and asked for advices and guidance of monks to solve their problems as they think that monks are wise and for-sighted. In learning the monastic education, the Buddhist children not only learn in writing and reading but also get historical knowledge. Since the children get Dhamma doctrine from monks they become clever and have good character.
When appearing educational system that planed by British government, the monastic education become out of date. However, until the second world war, in Myanmar educational history, the monastic educational system did not quite disappear from the route of education. It have continued as a place where acquire education and literature until now. According to the culture of western, it is said that education is the way leading to the new generations who to live in society as each number of an organization. But, according to the culture of Myanmar citizens, it is said that the monastic education is the way that cultivates new generations who to live politely in society and how to speak to ones older than them in words, though and deed. However, in the modern developed world, we have to realize that the old monastic education cannot make children learning this old monastic education to get a modern successful life. As soon as the world has developed and changed, the monastic education system needs to be changed to make a catch the modern developed world. Giving education to new generations will be a good weapon for changing the world. To be a modern developed education, it cannot be a perfect curriculum by teaching an old traditional curriculum. So, we need to make a change in educational field to get modern education. Just only being literary, the curriculum will not make a progress in modern educational system. To keep a good image of the monastic educational history, the monastic educational schools being depended by the poor citizens and native of the country should be made a standard equal to civil schools. Although the civil schools lacking in the culture of religion can produce scholars a lot but it will not produce clever, polite and sincere new generations. To be clever, polite and sincere for new generations, the religion takes a part in the main role of the educational field. The scholars, however, can build a developed country, only the new generations with generously, wisdom and religious knowledge not only can build the developed country but also can protect our country, religion and nation from unseen dangers. So, to continue the monastic schools’ education until a day the world end, may I encourage all of the venerable to keep and make a progress the monastic education and to protect from all dangers in unity.
