Teacher pupil relationship in buddhist and muslim education system

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teacher pupil relationship in buddhist and muslim education system

Indeed, in Buddhist education, the relationships between teachers and students, students and teachers are the specific relationships connected. The Continuing Education System for Teachers. 9. The Artful The Five Human Relationships. 17 . Islam because its emphasis was on moral principles and ethics, .. relationship between Buddha and ourselves is a teacher-student. THE MASTER-PUPIL RELATIONSHIP IN ISLAMIC EDUCATION. AND Rights and Responsibilities of the Learner and the Teacher. higher education system in Kuwait provides educational opportunities based on supply.

However, if inheriting material goods offered by patrons, both teachers and students that have to be aware to know sufficiently rely on those offerings to cultivate, to nurture their bodies and minds, to propagate the Dharma, and to benefit humanity. Inheriting material goods in this way brings many meanings of benefiting oneself and benefiting others. Both teachers and students will never be mocked and criticized by the world.

Those who practice cultivation inherit material goods appropriately to benefit the right people, at the right places, at the right works, at the right time, and for the right purposes can reap a lot of merit.

teacher pupil relationship in buddhist and muslim education system

Those who do not cultivate, or who cultivate slowly and slowly inherit material goods inappropriately not to benefit the right people, at the right places, at the right works, at the right time, and for not the right purposes, will not reap much merit, or sometimes will not reap merit at all.

Through doing the charitable activities correctly and inheriting material goods appropriately, we can reap a lot of merit and virtue; merit and virtue which are obtained are due to the process of our practice, cultivation, and creation of merit such as attendance in the charitable activities, supporting poor students, helping the poor and the needy, etc.

For typical example, if money which is donated by a benefactor is used for bringing up Monks and Nuns to cultivate and train them to become talented people, we only use that money for nourishing Monks and Nuns. Conversely, if we use that money for building a Temple, casting a bell, erecting a statue, although those works bring the meanings of doing for Three Jewels the Buddha, the Dharma and the Sanghain this case, the above-mentioned doings do not bring the meanings appropriately because we have used that money not for the right people, at the right place, at the right work, and not at the right time.

teacher pupil relationship in buddhist and muslim education system

However, sometimes we use money which is offered by a benefactor inappropriately, not with the right people and not for the right works, for instance, money is offered by benefactor for building the Temple and Stupa, we use that money for printing Scriptures. As practitioners, we try to correct and transform unmindful thoughts, speeches, and actions into mindful thoughts, speeches and actions to bring faith and prestige for ourselves and for the community.

Therefore, money is offered for training Monks and Nuns, we only use that money for doing that purpose.

What are the Aims & Principles of Educational System in Buddhism Information Video

Money is offered for building the Temple, we only use that money for doing that purpose. In the above-mentioned circumstances, we need to be careful and fully aware of inheritance of material goods offered by patrons.

Teacher-Pupil Relation in Ancient India

Whether big or small undertakings, as long as we act in consciousness of mindfulness and awakening, we act in accordance with the right Dharma and receive material goods with a sincere heart, then those actions have the capacity to bring peace and happiness to the many.

We can cultivate and reap merit and virtue in the here and the now, in the present life. When others hear and see that we are acting in right mindfulness, then they will feel happy and support our right actions. Cultivated energy, lively experience, the light of compassion and wisdom, peacefulness and happiness in us have the ability to illuminate many people.

EDUCATION IN BUDDHIST PERIOD IN INDIA

Thus, having received material goods, if we consume each day a bar of gold for the charitable purposes, with the right people, the right works, at the right places and at the right time, we feel happy and at ease, and other people also feel happy. If we use material goods for the charitable doings inappropriately, not with the right people, the right works, not at the right places and not at the right time, when we consume each day a little bit of gold, our mind feels unpeaceful and unhappy, our heart feels uneasy and uncomfortable, and sometimes we are reproached by the world.

In this case, the offerer gets very much merit, but we get very little merit. For example, an offerer, viz.

If receiving material goods from benefactor, the practitioner who does not worry to cultivate diligently does not live a mindful and awakening life, uses donations of benefactor to do the charitable things inappropriately, not with the right people, the right things, at the right places, and not at the right time. Conversely, the knife which is offered by the benefactor becomes sharper and sharper; it means merit of benefactor is increasing more and more.

Virtue is invisible, but it is expressed through the cultivated life of each of us. Being clearly aware of these circumstances, we who skilfully know to cultivate lead our mindful and awakening lives, know to use material goods which are offered by patrons to do the charitable things appropriately, our confidence and prestige increase. When hearing our right actions, everyone is happy to open their minds and to support us with both material goods and spirit.

teacher pupil relationship in buddhist and muslim education system

Understanding and practicing like this, teachers and students, along with patrons, feel happy in their hearts. Above, the writer speaks of inheritance of the Dharma and that of material goods. Next, he talks about thankfulness and gratefulness between teachers and students, students and teachers in Repayment Ceremony or Thanksgiving Ceremony of Buddhism. We know every month in the early morning, Temples that usually conduct Thanksgiving Ceremony.

In this Ceremony, homage is paid to kinds of gratitude, such as gratitude to parents for their giving birth and nurture, gratitude to teachers and students for their teachings, transmissions and instructions, gratitude to patrons for their assistance and donations, gratitude to national heroes in countries where we were born, grow up, work and live for their founding and safeguarding the country, gratitude for defence and protection of natural environment, gratitude to Patriarchs for their preaching the Dharma and serving humanity from ancient times till now, gratitude to disciples for their continuation and inheritance, and so on.

In kinds of the foregoing gratitude, in this writing, the writer is concerned only with the close and good relationships between teachers and students, students and teachers. In Repayment Ceremony or Thanksgiving Ceremony, apart from chanting and expressing homage to kinds of gratitude as above, the practitioner pays respect to the following gratitude to teachers and to students.

To express respect and esteem to teachers, students pay homage to their teachers like this. Apart from their first teacher, students still learn much virtue, education, science, medicine, philosophy, etc. According to Asian culture, especially Vietnamese culture, those who teach us a meaningful experience, a good word, a good meaning, useful and practical work, are our teachers.

EDUCATION IN BUDDHIST PERIOD IN INDIA | Dr. V.K. Maheshwari, Ph.D

Indeed, in Buddhist education, teachers play very important roles of guides who show the peaceful and happy path to disciples. This peaceful path is exemplified as a freeway with eight lanes. Each lane represents a right thing, eight lanes that symbolize eight right things include: One is eight, eight is one and all. Both eight and one, one and eight support together, like an image with its shadow.

Both teachers and students, students and teachers, who rely on and assist one another in life of cultivation lead to enlightenment and spiritual deliverance like wave with water, which cannot be separated. Understanding and practicing like this, students feel happy and teachers feel satisfied and joyful.

Both teachers and students have the capacity to bring flowers and fruits of peacefulness and happiness in the here and the now in the present life.

Next, to express the happy heart when seeing students even surpass teachers, who uprise their mindfulness and encouragement mind say like that: Hubungan ini terbangun atas dasar perhatian, simpati, saling memahami, kerjasama dan menghormati. Hal tersebut disimpulkan bahwa hubungan yang sehat ini meningkatkan partisipasi kelas, kepercayadirian, berpikir kritis, penelitian dan kemampuan komunikasi secara lisan termasuk dalam ranah kemampuan interpersonal dan pengembangan diri siswa.

Oleh karena itu, penelitian ini merekomendasikan untuk membangun hubungan yang sehat antara siswa dan guru dengan mengarahkan arahan dari sejarah pendidikan Islam karena dianggap tidak hanya untuk meningkatkan kualitas pendidikan, tetapi juga untuk membekali siswa dengan kompetensi tambahan. Journal of Education in Muslim Society, 4 1 Exploring Education in Islam: Al-Ghazali model of the Master-Pupil Relationship applied to educational relationships within the Islamic family.

Safeeran-e-Haram Ambassadors of Haram. Musalman Talib-e-Ilm Muslim Student.

teacher pupil relationship in buddhist and muslim education system

Ihya ul Uloom Revival of Sciences. Journal of Student Engagement: Creating Islamic Culture in Muslim Schools. Bachon ki Taleem-o-Tarbiat Training of Children. Idara Saqafat e Islamia. Aolad ki Tarbait kese Karen How to train children. International Bureau of Education.