Published Paper Details:

In the early period Buddhist Education was restricted inside the religious communities and just for the individuals from the monasteries. In any case, later on it was available to the mass, even laypeople got extension to have instruction in the establishments known as monastries. Buddhist Education turned out to be totally open and accepted individuals of varying backgrounds. The point of Buddhist Education is to change an incautious to insightful, monster hood to Buddha hood. Caste based discrimination was prevalent in India at the time when Buddha arrived. This separation was assigned to a person from the birth itself. Broadly speaking, at that time there were four divisions of whom Brahman was predominant. They delighted in privileges for strict preparation and instruction. However, other class of individuals were denied of these privileges by their strict and instructive privileges. Buddhism appeared in around 600 B.C. Buddhism and Jainism were branch-offs of Hinduism. As there was little change in their goals of life, the idea of training additionally experienced just a shift of accentuation. There was no water tight compartment in the domain of thought isolating Brahmanism, Buddhism and Jainism. They all contributed agreeably to the improvement of culture overall and their commitments to training were inseparably stirred up. The imaginative vein of the age was reflected in the field of training and culture. As knowledge became wide spread, quest for knowledge was also undertaken in a more scientific manner. The Buddhist Education presumably changed particularly in various nations and at various occasions. We get an important image of Buddhist training as it existed in India from the records left by specific Chinese Buddhist researchers, who visited India in the fifth and seventh hundreds of years of this period. The present research paper focuses on the purpose, curriculum and methodology of Buddhist education in India at that time.