Buddhist Learning Management by Sangha Administrative Organizations for Behavioral Change of Monks and Buddhist Followers

Abstract

The education system of the Thai Sangha, which is recognized, supported, and supervised by the Thai Sangha Governing Organization, consists of three curricula: Pali studies, Dhamma studies, and General Buddhist studies. The Pali curriculum has been passed down for a long time, dating back to the Ayutthaya period up to the present. It comprises 9 levels, called Parian 1-2 up to Parian 9 Initially, this curriculum was only for monks, but later it was opened to laypeople as well. The content focuses on translating commentaries, which are secondary to the Tipitaka, similar to literature courses in general universities. The Dhamma studies curriculum focuses on basic Dhamma teachings, including elementary Buddhist history, and is designed for the general public. It was established during the Rattanakosin period. The General Buddhist studies curriculum is designed for novices who have been ordained, allowing them to study Buddhism alongside secular subjects. This enables them to connect their studies with worldly affairs if they decide to leave the monkhood. However, when considering the goals of Buddhist education during the Buddha's time, it aimed at ending suffering, eliminating defilements, and achieving Nirvana - the cessation of rebirth in the cycle of existence. For laypeople, studying Buddhism aims at basic benefits such as observing the Five Precepts, following the Five Virtues, engaging in right livelihood, and performing meritorious deeds for future lives, as well as the ultimate goal of Nirvana, which can be attained even by ordinary people who are not ordained as monks.

Nevertheless, it has been found that the current education provided by the Sangha governing organization does not fully align with the true goals of Buddhism. This could be considered one of the problems in Thai society, where those who study Buddhism do not change their behavior according to Buddhist principles and do not contribute to social peace. The Sangha governing organization should urgently develop new educational policies to address this issue.