A Critical Study On The Buddha's Teaching Methodologies

A critical study on the Buddha's Teaching Methodologies based on Pali Ti-pitaka. The aim of this research is to make an analytical (a critical) study of Buddha's teaching methodologies (based on Pali Ti-pitaka) so as to solve the basic question whether there was a complete educational philosophy within the teaching methodology of the Buddha. If so, what sort of influence does it have on the subject of modern educational philosophy? An education system can be fruitful only if it has a satisfactory educational philosophy as its foundation. The main question in our research was how far the techniques of learning-teaching followed by the Buddha as revealed through Theravada Buddhism can be applied in the Learning-Teaching process in the classroom. Can those teaching methods be used in for a satisfactory educational philosophy? The technique used by us to solve the problem of finding whether there is an existence of an educational philosophy within Buddhism, was analyzing the basic structure of Buddhism taking data from the primary source identifying consisting of the Buddha's teachings.Whatever the definition given to Buddhism, there are certain teachings in Buddhism, which fall in line with those definitions. However, according to some methodology, the Buddha had taken all these teachings to people. Yet, Buddhism is not something limited to learning only. Inciting people to use Buddhist teachings for the development of personality, was something performed by the Buddha? When we direct all these facts towards research, it can be clearly seen that there is a clear educational philosophy in Buddhism. Our effort is to examine and analyze the nature of educational philosophy found within Buddhism on the lines of teaching techniques.The investigating eye of this research is directed under four chapters so as to grasp the total area comprising of the nature of Buddhist educational philosophy, its characteristics and the use of learning teaching techniques included in it.The first chapter is named "Buddhist Educational Philosophy". Here, an observation of the historical background, an investigation into the Indian philosophical background that lid to the origin of Buddhist Philosophy, an interpretation of the definitions on learning and teaching comparing them with modern teaching and absorbing the aims and objectives of Buddhist education into the process of education have been done. In this chapter, we have examined the various definitions made by modern scholars on the basic teachings of the Buddha. As Buddha's aim and objective of education was to evolve a person's potential energy to crossover sorrow through the realization of Dhamma, We have made a comparison of this with the present day aims and objectives of education.The second chapter is allocated for the purpose of absorbing the concept of teacher into the process of research. Here, tasks are, investigating the definitions made about the teacher associated with Theravada Buddhism, identifying the duties of a teacher, investigating the responsibilities of a teacher and studying the interrelationship between the student and the teacher. As the main human factor in the process of learning and teaching is the teacher and the student the productive use of human recourses within the process of education is investigated according to Buddhism.The third chapter is allocated for the identification of theories and techniques of Buddhist teaching. Here, an attempt is made to identify the techniques that the Buddha followed at the entrance to teaching so as to guarantee student attention, students'choice or desire and infiltration. Student centred method of teaching in lesson planning, theories and principles related to the organization of a lesson, how they can be used in the classroom for a successful learning teaching process and the management of environmental factors are compared with the theories of Buddhist education. There is a revelation of the guidance that can be guided through Buddhism in the proper planning of a total learning teaching process. Here, the techniques used by the Buddha as a successful teacher, for the emergence of personal skills leading towards realization are examined separately. Though teaching methodologies discussed in this Chapter are used in western Education philosophy have been in the practice in Sri Lanka following the Buddhist Teaching Methodologies. They are purely Buddhist ways and it has been proven in this Chapter. The main aim of the research work is in this chapter, it has become larger in extent than other Chapters.The fourth chapter is named "Role of the Buddha-as a Teacher", in order to identify the Buddha as the greatest educationist and teacher. Throughout the task of research, a large number of noble qualities of the Buddha Teacher which were extended towards the learner such as kindness and love, absence of seeking personal gain, humbleness, personality politeness and dedication are exposed indicating how the Buddha was extremely successful in performing the role of a noble teacher.