The Tipiṭaka is a vast record, containing in modern script more than 24 million characters in over forty printed volumes. The Tipiṭaka (which means, literally, "three baskets") is arranged in three divisions: Vinaya Piṭaka, Sutta Piṭaka, and Abhidhamma Piṭaka.
- “Vinaya Piṭaka contains the rules of conduct for the monastic order.
- Sutta Piṭaka is a collection of discourses on various subjects by the Buddha.
- Abhidhamma Piṭaka is a compendium of profound teachings elucidating the functioning and interrelationships of mind, mental factors, matter and phenomena transcending all of these.” (T. Bullitt. 10 May 2011)
The first canon that is the rule for the monks and female monks ( Bukkhunis) is called Vinaya in Pali since during the time of the Buddha so really that now all monks have to study and follow by its having 227 for male monks , 313 rules for female monks ,and 110 rules for novices.The second canon which is the collection of the teaching of the Buddha has stories of His many existences of life of 550 stories called Sutantta Canon.The third Canon is the wisdom of highest knowledge being called Abhidhamma that shows the way how to get the way of goal of Nibbana, liberation of suffering by concerning with phenomena of nature of the truth, and Buddha declared that the way of practicing of Meditation to get Nibbana. Everything is being changed by cause and effect, because of cause and effect.
Monks’ Education in MyanmarBasically the study of Education of the monks in Monasteries is in Myanmar, which has level (1) to (5) then those who have passed above of all final Examination held by The Ministry of Religious Affairs Department of Union of Myanmar, having chance to study in Buddhist Universities with Buddhist teaching’s Education for B.A , M.A and Ph.D. “The Pāli literature also includes the Aṭṭhakathā (commentaries), Tikā (subcommentaries), and further subcommentaries such as the Anu-Tikā, Madhu-Tikā, etc. The commentarial literature is very extensive, exceeding the Tipiṭaka in length In which the Buddhist monks in Myanmar usually study the teaching of the Buddha, they are divided into three canons as three as baskets.” (L. R. Goonesekere ,2008)
What is limited in Education, Myanmar?The reason why Education of monks in Myanmar is limited because they do not have chance to study modern Education which is able to be compared with Buddhist Education, being under the Military Government. For the modern good Education, good teachers who can teach well are limited in Universities for the monks, and Modern Education could not be studied, because there is no good majority of subjects which are Social Science, Humanity, Perfected in English with good technology such Using computer, Internet, Politic and Law which should be studied, so really that they are not allowed to study since getting independent freedom till now. This is real secret of the Burmese Government for the monks.“At present, education in Myanmar is structured into five years of primary school, four years of middle school and two years of high school. In effect, a child receives 11 years of schooling (kindergarten and standards one to 10) before entering tertiary education. Kindergarten is taken to be part of the primary education cycle making it a de facto ‘standard one’. A Myanmar child starts his or her schooling at five years of age and takes his or her matriculation examination at 16 years of age. This system needs to be reformed. The state school system should treat kindergarten as a nursery and school.”(Han Tin epress.anu.edu.au/myanmar02/pdf/ch07.pdf )
How should change and why?
Buddhist Education & Modernization in Myanmar
“Buddhist Education made revolutionary change in the society. The Buddhists in the world first made Education open to all. Students irrespective of caste, creed, and religion got opportunity to have education which was denied by the superior class in the society. In India also, in Vedic Educational schools students from lower classes were refused to get admission.In the early period Buddhist Education was limited within the monasteries and only for the members of the monastery. But later on it was open to all, even lay people got scope to have education in those institutions. In modern days Buddhist Education became wide open and embraced people of all walks of life.The aim of Buddhist Education are to change an unwise to wise, beast hood to Buddha hood.”
“It is a matter of great pride that Buddhist Education crossed Indian Sub-continent and expanded up to China, Korea, Japan, Tibet, Mongolia, Srilanka, Myanmar, Thailand, Cambodian, Laos, Vietnam, Malaysia, Singapore, with the rise and development of Buddhism in those countries. In those countries Buddhist Education has made tremendous progress with the inclusion of modern subjects in the syllabus. Today in order to make more popular more useful and modern subjects have to be included such as English, Science, Medicine, Engineering, Commerce, Computer and Information Technology. We are happy that the names of the countries which I mentioned have made tremendous development of Buddhist Education with the inclusion of modern subjects.”
(Dr. Pranab Kumar Bar - 2009-03-30)
The Government of Myanmar has strong power which has Ministry Religious Affairs so as to more having to support for Education of monks, so Educated monks who are leaders of any sets, should discuss with each other about modern education with development of Buddhist education. Monks in Myanmar have supporters who are donors for monks forever, could study Canons (Dhamma) freely without any fees in Schools and Universities as getting scholarship. Actually the lack of education is that the monks are not able to study like Mahachulalongkorn University. One of the Missionary monk who is Ven. Sayadaw Nanissara leader of SidhaGu Buddha University, Sagaing Hell, Mandalay Division took discussion in the International world Buddhist Top Conference at Mahapathana Cave, in Yangon ,2004. He said that the modern monks now a day should study freely, so at least they should have English Language as one subject instead of history of Buddha, which should be confirmed by Ministry Religious Affairs of Myanmar Government. If having chance other subjects which may be like Law, Social Science, Computer etc,These are for the societies to be promoted and propagated by monks in modern Education.But some monks did not agree with him who is ( Sidhagu Sayadaw Missionary monk) ,because they had been worried about modern monks to be lack of Buddhist Education in future.“In the Union of Myanmar, where Buddhism has prevailed in its true from for more than a thousandYears, this World Buddhist Summit was held at the great historic place of the Mahapasana Cave inYangon from 9 to 11 December 2004. Prominent Buddhist Mahatheras and Heads of StateAttended the important Summit.* We will endeavor to promote Buddhist unity and strive for friendship and mutual understandingamong Buddhists all over the world* We will endeavor to promote Buddhist education employing modern methods and technology* We will endeavor to hold the Buddhist Conferences frequently to exchange ideas and promote”( Channel News Asia (AFP), Dec 9, 2004)
The good society in Buddhism
The social order to which Buddhist social action is ultimately directed must be one that minimizes non-volitionally caused suffering, whether in mind or body, and which also offers encouraging conditions for its citizens to see more clearly into their true nature and overcome their karmic inheritance. The Buddhist way is, with its compassion, its equanimity, its tolerance, its concern for self-reliance and individual responsibility, the most promising of all the models for the New Society which are an on offer.What is needed are political and economic relations and a technology which will:(a) Help people to overcome ego-centeredness, through co-operation with others, in place of either subordination and exploitation or the consequent sense of "righteous" struggle against all things.(b) Offer to each a freedom which is conditional only upon the freedom and dignity of others, so that individuals may develop a self-reliant responsibility rather than being the conditioned animals of institutions and ideologies. (See "Buddhism and Democracy," Bodhi Leaves No. B. 17)The emphasis should be on the unidiomatic acceptance of a diversity of tolerably compatible material and mental "ways," whether of individuals or of whole communities. There are no short cuts to utopia, whether by "social engineering" or theocracy. The good society towards which we should aim should simply provide a means, an environment, in which different "ways," appropriate to different kinds of people, may be cultivated in mutual tolerance and understanding. A prescriptive commonwealth of saints is totally alien to Buddhism.(c) The good society will concern itself primarily with the material and social conditions for personal growth, and only secondarily and dependently with material production. It is noteworthy that the 14th Dalai Lama, on his visit to the West in 1973, saw "nothing wrong with material progress provided man takes precedence over progress. In fact it has been my firm belief that in order to solve human problems in all their dimensions we must be able to combine and harmonize external material progress with inner mental development." The Dalai Lama contrasted the "many problems like poverty and disease, lack of education" in the East with the West, in which "the living standard is remarkably high, which is very important, very good." Yet he notes that despite these achievements there is "mental unrest," pollution, overcrowding, and other problems. "Our very life itself is a paradox, contradictory in many senses; whenever you have too much of one thing you have problems created by that. You always have extremes and therefore it is important to try and find the middle way, to balance the two" (Dalai Lama, 1976, pp. 10, 14, 29).
Buddhist Educational Resources in Myanmar
In which the Education of the Buddhist monks how to develop in modernization, many of monks who were from different countries had agreed with how to promote Buddhist Education. "While the materialist is mainly interested in goods, the Buddhist is mainly interested in liberation. But Buddhism is 'The Middle Way' and therefore in no way antagonistic to physical well-being... The keynote of Buddhist economics is simplicity and non-violence. From an economist's point of view, the marvel of the Buddhist way of life is the utter rationality of its pattern — amazingly small means leading to extraordinarily satisfying results" (Schumacher, 1973, p. 52).
* We are determined to preserve the Buddha Dhamma in its pristine purity
* We will endeavour to promote and propagate the Teachings of the Buddha
* We will strive for the protection, preservation and restoration of historic Buddhist monuments
* We will contribute to bring about peace and prosperity in the world by spreading the Buddha’s
sublime message of loving-kindness, compassion and equanimity
* We will endeavour to promote Buddhist unity and strive for friendship and mutual understandingamong Buddhists all over the world
* We will endeavour to promote Buddhist education employing modern methods and technology
* We will endeavour to hold the Buddhist Conferences frequently to exchange ideas and promoteunderstanding
* We will endeavour to share the knowledge of Buddhist meditation with the people of the worldfor the sake of individual as well as world peace
* We believe that more Buddhist centres should be established around the world to disseminatethe original Teachings of the Buddha more effectively.( The Great Mahapasana Cave, Kaba Aye,Yangon, Union of Myanmar-11 December 2004)
Education and Human’s sources
Education and Human Resources diagnosis> policy> strategy> programme> projects
! diagnosis of the system;
! strategy development and feasibility assessment; and
! action planning
!analysis process is a form of strategic planning applied to the
!education and human resources development sector. There are certain key
!elements that help ensure the success of the effort:
! political commitment
! participation
! collaboration and policy dialogue
! viewing education and human resources development as a system
! allocation of sufficient resources..
especially, with regard to the importance of political factors, participation and
collaboration for successful (Australian National University, Canberra
Wednesday, 31 March 2004 )
Conclusion: In order to make more popular more useful and modern subjects have to be included such as English, Science, Medicine, Engineering, Commerce, Computer and Information Technology. Educational revolution that the name of the Myanmar monks which I mentioned has made tremendous development of Buddhist Education with the inclusion of modern subjects. it is my suggestion that Buddhist Education syllabus shall have to be incorporated with modern subject. REFERENCES
1. Dec 9, 2004,World Buddhist conference opens in Myanmar ... - Buddhist Channelwww.buddhistchannel.tv › ... › Asia Pacific › South East Asia - CachedWorld Buddhist conference opens in Myanmardespiteboycottcall.Channel News Asia (AFP), YANGON, Myanmar -- A world Buddhist summit has ...
2. Dec12/ 2002,The New Light of Myanmarmissions.itu.int/~Myanmar/religion/bud_summit/041211_h3.pdfFile Format: PDF/Adobe Acrobat - Quick ViewIn Myanmar, Buddhism prevails in its true form for more than a thousand years ... om/nlm/enlm/ _h3.html (1 of 3) [12/12/2004 12:25:00 PM] ..., the Second and Third World Buddhist Propagation Conferences were held in Thailand ...
3. 1986, Department of Religious Affairs, Rangoon, 1986)(From 'The Initiation of Novicehood and the Ordination of Monkhood in the Burmese Buddhist Culture', http://www.thisismyanmar.com/nibbana/highord3.htm Sao Htun Hmat Win, MA., AM.(Adviser to the Ministry of Religious Affairs),Yangon, Myanmar
4.The Pāli literature also includes the Aṭṭhakathā (commentaries), Tikā (subcommentaries), and further subcommentaries such as the Anu-Tikā, Madhu-Tikā, etc. The commentarial literature is very extensive, exceeding the Tipiṭaka in length (an outline of the Tipitaka is available here.)
5,http://www.pariyatti.org/FreeResources/Tipitaka/tabid/62/Default.aspx
6,.http://www.tipitaka.org/vriroman-fonts
7,.http://www.pariyatti.org/FreeResources/Tipitaka/tabid/62/Default.aspx6,.http://www.tipitaka.org/vriroman-fonts
2012Pariyatti is a 501(c)(3) nonprofit organization
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8, 2009,http://longquanzs.org/articledetail.php?id=4516,Vice-President of A.C.R.P. & W.C.R.P. Bangladesh Chapter）Copyright © 2009 longquanzs.org All Rights Reserved.
9, Ken Jones © 1995–2012/ http://www.accesstoinsight.org/lib/authors/jones/wheel285.htmlBuddhism and Social Action An Explorationby
10,.31 March 2004 at 4:30 p.m. ... TheEducation in Myanmar - ANU Homewww.anu.edu.au/unesco/Tin.pdfFile Format:PDF/AdobeAcrobat -Quick ViewGeneral Conferences in Paris. ... Street on Wednesday, Second World War also wreaked destruction as Myanmar became a ... The predominant religion in Myanmar is Theravada Buddhism, with about 90%
11,October 10, 2011Book DescriptionLC Number: KF26 .F6354 2007a OCLC Number: (OCoLC)262551511 Subject: Opposition (Political science)
"Tipitaka: The Pali Canon", edited by John T. Bullitt. Access to Insight, 10 May 2011, http://www.accesstoinsight.org/tipitaka/index.html . Retrieved on 27 February 2012.
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