Buddhism and Education in Thai Society / Phrakru Arunsutalangkarn.
Historically speaking, Buddhism has made a deep impact upon the Thai society from as early as the Sukhothai period (1238-1378 C.E.) on. Thais, both men and women, accepted Buddhism as a way of life, which was interwoven with their lives from birth to death. Throughout the Thai countryside Buddhist m...
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| Language: | English |
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2016.
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| 245 | 1 | 0 | |a Buddhism and Education in Thai Society / |c Phrakru Arunsutalangkarn. |
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| 520 | |a Historically speaking, Buddhism has made a deep impact upon the Thai society from as early as the Sukhothai period (1238-1378 C.E.) on. Thais, both men and women, accepted Buddhism as a way of life, which was interwoven with their lives from birth to death. Throughout the Thai countryside Buddhist monasteries have been, and even at present continue to be, centers of the Thai villagers' life and a place where many activities are carried out all year round. The monks residing in the village monasteries have been the spiritual leaders of the people and have elicited worship and respect from the laymen in general. The people regard the monastery as belonging to them all; it is felt to be the common property of the supportive villagers. The monastery is therefore a unifying center which functions as an integrating and binding part of the Thai society as a whole. Buddhist monasteries have also been centers of education and have actively performed the role of providing education for the public until now. This article discusses the role of Buddhist monasteries as educational institutions in the context of an ever changing educational landscape, since the government took the responsibility for mass education in the reign of King Chulalongkorn, Rama V (1853-1910). It concludes that the state ever since has not been able to provide equal opportunity for education to all people and the monastery is still viewed as the last resort to obtain schooling for those who are less fortunate, especially those living in the poverty- stricken rural areas. | ||
| 524 | |a Online Submission, Journal of Buddhist Education and Research (JBER) v2 n1 p8-16 Jan-Jun 2016. |2 ericd. | ||
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Buddhism. |2 ericd. |
| 650 | 0 | 7 | |a Religion. |2 ericd. |
| 650 | 0 | 7 | |a Religious Factors. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Influences. |2 ericd. |
| 650 | 0 | 7 | |a Asian History. |2 ericd. |
| 650 | 0 | 7 | |a Institutional Role. |2 ericd. |
| 650 | 0 | 7 | |a Role of Religion. |2 ericd. |
| 650 | 0 | 7 | |a Access to Education. |2 ericd. |
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