EASTERN

PHILOSOPHY
HINDUISM,
BUDDHISM, JAINISM,
SIKHISM
BY: CYRA GERINA CASTRO

HINDUISM

Main religion of India

Has neither a specific moment of origin nor

a specific founder
Originally known as Sanatana Dharma
(now: Hindu Dharma or Hinduism)
under its strict principles call the Vedic
Dharma

Guiding Principles

Vedas: Rig Ved,

Yajur Ved, Saama
Ved, Atharva Ved
Upanishads
18 Purans
2 epics, Ramayan
and Mahabharat
4

HINDU TRIAD OR THE "GREAT TRINITY

TRIMURTI (trinity) - in which

the cosmic functions of
creation, maintenance, and
destruction are personified
by the forms of:

a. Brahma the creator

b. Vishnu the preserver

c. Shiva the destroyer or transformer

DOCTRINES
A. SAMSARA
The cycle of birth and death
Humans are basically good,
but are caught up in a cycle
of desire of and suffering
that is a direct result of
ignorance and ego.
Humans are tormented by
many desires.
Desire is the root of evil.

B. Karma
chain of causes & consequences
Actions we perform today can have

consequences for us far into the future

(all of our actions will eventually have
consequences).
one's actions (including one's thoughts)
directly determine one's life, both one's
current life and one's future lives

"THE ETERNAL TEACHING

It is a code of ethics, a way of living through which

one may achieve moksha (enlightenment,

liberation).

WAY OF LIFE
God-centered rather than prophet-centered.
Experience based rather than belief based.
The process of growth, which comes from the seed.
Inherent in, and inclusive of all.
In the world, while above the world.
Both immanent and transcendent.
The whole and the parts.
Loving of all and excluding of none.

EDUCATION
It is an important means to achieve the

four aims of human life:

1.
2.
3.
4.

Dharma (Virtue)
Artha (Wealth)
Kama (Pleasure)
Moksha (Liberation)

Education is the means by which an

individual can gain right knowledge,
control his desires and learn to perform
his obligatory duties with a sense of
detachment and devotion to God, so
that he can overcome the impurities of
egoism, attachment and delusion and
achieve liberation.

illiterate person is considered to be equal to an

animal (pasu), because without education he will not

be able to rise above his physical self.
students were advised to follow the path of gods and
cultivate virtue under the careful and personal
guidance of their teachers, so that they would remain
on the path of righteousness for the rest of their lives
and contribute to the welfare of society.

2 TYPES OF KNOWLEDGE
Lower Knowledge

Knowledge of the rites and rituals; study of scriptures

Often equated wit avidya or ignorance because it is acquired
through senses and deals with material aspects of existence

Higher Knowledge

Knowledge of Atman and Brahman, gained through personal

experience or self-realization
Liberates people from the cycle of births and deaths

GURU
god in human form
remover of darkness
shows the way by his own

example and through his

understanding of the scriptural
knowledge, gained by his own
experience, sadhana (practice)
and deep insight

responsible for their spiritual welfare

subject them to rigorous discipline and shape them

into responsible adults

he ensured that they learnt by heart each and every

subject

2 Types of Teacher

GURUKUL SYSTEM
GURUKULAS
place

where a teacher or a guru lived with his

family and establishment and trained the
students in various subjects
existed in forests, away from the buzz of the
towns and cities
effective environment to children (for
education; with atmosphere of extended family
relationships and sense of belongingness)

Education of Women
Girls - not admitted to the Gurukulas; not allowed to

study outside their homes

BUDDHISM

Gautama Buddha - ethical teacher and reformer

and not a philosopher

concerned mainly with the problems of life
metaphysical question are ethically useless and
intellectually uncertain
discussed the most important questions of suffering,
its cessation and the path leading to its cessation

4 Noble Truths
truth of existence of

suffering
truth of the cause of
suffering which is
ignorance
truth of cessation of
suffering
truth of the path to
cessation of suffering

Eightfold Path
Right Faith (Samyak Dristi)
Right Resolve (Samyak Sankalpa)
Right Speech (Samyak Vakya)
Right Action (Samyak Karmanta)
Right Living ( Samyak Ajiva)
Right Thought (Samyak Smriti)
Right Concentration (Samyak Samadhi)
Right Effort (Samyak Vyayama)

6 Paramitas

Almsgiving
Observance of precepts
Patience
Endeavor
Meditation
Wisdom

AIMS OF EDUCATION
To follow the moral values of Buddhist

religion
To adopt good conduct and violence
To achieve the final goal of Nirvana
To propagate Buddhism
To eradicate Vedic karmakanda or ritualism
To give up caste system

To take the teachings of Buddhism to the

masses
To leave yajna and sacrifices for achieving
knowledge
To provide education in the language of
masses
To emphasize the progress and development
of the society rather than the individual
To provide education through the new system

PRINCIPLES OF EDUCATION
Avidya (ignorance) must be removed through education
peaceful surroundings in Buddhists monasteries, viharas

and organized educational institutions instead of Gurukulas

democratic atmosphere
Things of luxury must be prohibited for students
Framed few commandments for the Suddhvi, Harika (new
entrant) at the time of Pabajjaceremony. A ritual called as
pabajja ritual was necessary for admission to a monastery
for education (12 years)
After 20 years of age, Upsampada ritual was performed to
gain an entry into higher education. Rules for second
ceremony Upasampada were also laid down

EDUCATION SYSTEM
Two tier system:
1) Popular Elementary Education
2) Higher Education Elementary Education
Popular Elementary education was religious
in nature included worldly education; up to
the age of 12 years, pupils received
instructions in reading, writing, arithmetic
and religion.

CURRICULUM
Elementary:
Grammar,

Hetu vidya (Logic), Nyaya (science of

reasoning), Adyatma vidya (philosophy), shilpa
sthan (arts & crafts) & chikitsya vidya (medicine)

Higher:
Buddhism,

Hinduism, Jainism, Theology,

Philosophy, Metaphysics, Logic, Sanskrit,
Pali, Astronomy, Astrology, Medicine, Law,
Politics, Administration and Tantrik philosophy

METHODS OF TEACHING
Mostly verbal
Question, answer, discussion and debates
Agra shishya pranali (Monitorial system)
Travelling and Nature study method
Book method
Preaching and conference method
Medium of instruction was Pali and also importance

to vernacular dialects was given

Teacher-Student Relationship
Close , Pure, good and affectionate
Teacher besides being a scholar of repute must have in

himself inspiring ideals

Like his students the teacher also used to spend life in
simplicity, constant study, celibacy, following ideals
and strength of character
Both teacher and student were required the
authority of reason and experience
Students were required to maintain the freedom of
thought
Disciplined in matter of morals and conduct
Maintain self restrained life

EDUCATIONAL IMPLICATION
Cosmopolitan
Total development of personality
No corporal punishment
Positivism - systematization of ideas
Ethical (Nirvana)
Democratic
Development of good conduct

 Moral Discipline
Emphasis on Manual skills
Pragmatic
International impact
Value education & Character

development

Organization and Structure of

Universities
Education as a social Institution
Imparting education in practical
subjects
Collective Teaching Methodology

JAINISM

originated in the same place as Buddhism

believed to be the oldest religions in the world
based themselves in the prophet named

Parsvanatha who lived 250 years before

Mahavira
believed that the oldest follower of Parsvanatha
died 84,000 years before Manavira
believed that every single organism in earth has a
living soul which they call Jiva
believed that the universe has existed for eternity
Believed that the world has no creator and is
undistructible, that there is no God but agree
that there is a higher power.

PRACTICAL TEACHINGS
Triratna or three gems - three precious principles of life
Five vows (vrata) or abstinences - indicate general

character
Ahimsa (Non-violence) is the foremost virtue in Indian
thought but in Jainism it requires distinct meaning and
depth (thought and deed).
Final aim: development of personality (happiness of
all)
There are two levels of discipline depending on the
severity of the vows which are different for the monks
and of lay life.

 Aim of life : disentangled from karma.

Moksha - dissolution of partnership between soul and

matter, restoring the ideal character of the jiva

Jainism rejects God as the creator of this world.
Jainism looks upon man himself as God when his
inherent powers are fully in bloom.
Jaina views: both relativistic and pluralistic
(recognizes jivas and the material objects)
Primary aim perfection of the soul

AIMS OF EDUCATION
1. Truth is relativistic and pluralist, in a state
2.
3.
4.
5.

of may be.
Self-realization as jiva is divine.
Education should lead to self-enlightenment
and restore the full powers of jiva.
Cessation of Karma would disassociate jiva
from it and regain its power and glory.
Believes in transmigration of soul
(education may partly be the preparation
for the next world)

CURRICULUM
1. Punya and paap
2. Provision for attainment of Tri-Ratnas, the

precious principles of life that bring

happiness, success and love here and now.
3. Education should inculcate non-violence as
a virtue, practiced and not only aspired
for, that would be socially desirable.
4. Teaching of nine principles called as nine
categories of Jainism to dissolve the
partnership between soul and matter.

METHODS OF TEACHING
Knowledge is through senses and meditation.
Teaching must develop these faculties.
Teaching should be social and tolerant, and

should bring happiness to all.

Jiva is essentially karmic, therefore

education must be action based and ideally

oriented.

DISCIPLINE
Emphasis on self discipline and hard work.
Practical discipline (of a lower order meant

for ordinary house-holders) is essential for

release from the bondage.
Happiness and bliss through action. Man is a

free moral agent, responsible for all

his deliberate action.

EDUCATIONAL IMPLICATIONS
1. important contribution to art, architecture and

2.
3.

4.
5.
6.
7.

literature; philosophy and culture have been a

major cultural and philosophical, social and
political force since dawn of civilization in Asia
Strong emphasis on Non-Violence
Jain philosophy concepts like Ahimsa, Karma,
Moksha, and Sansara and like has been assimilated
into philosophies of other ndian religions like
Hinduism and Buddhism.
Concept of Compassion
Contribution to a strain of Pacifism
Law of Karma (cause and effect)
Highest state of knowledge: Intuition

SIKHISM

VALUES
1. Equality
2. Personal right
3. Actions count
4. Living a family life
5. Sharing
6. Accept Gods will
7. The four fruits of life: Truth, contentment,

contemplation and Naam, (in the name of

God).

PROHIBITED BEHAVIOR
1. Non-logical behavior
2. Material obsession: Maya
3. Sacrifice of creatures: Sati
4. Non-family oriented living
5. Worthless talk
6. Intoxication
7. No priestly class
8. Eating meat killed in a ritualistic manner: Kutha

meat
9. Having premarital or extramarital sexual
relations

TECHNIQUE AND METHOD

1. One God
2. Reincarnation, karma and salvation
3. Remember God
4. Humanity (brotherhood): All human beings are

equal.
5. Uphold moral values
6. Personal sacrifice
7. Many paths lead to God
8. Positive attitude toward life: Chardi Kala
9. Disciplined life
10. No special worship days

11. Conquer the five thieves: Pride (aHankar), Anger

(Krodh), Greed (LobH), Attachment (MoH), and Lust

(Khaam)
12. Attack with Five Weapons: Contentment (Santokh),
Charity (Dan), Kindness (Daya ), Positive Energy
(Chardi Kala), Humility (Nimarta)
13. Having premarital sexual or extramarital
relations
14. Not son of God: we are all God's children
15. All are welcome
16. Multi-level approach

REFERENCES:
Ghosh, P. (na). Essay on the Jainism System of Education. Retrieved

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Narula, R. Eastern Religions and Philosophies [Powerpoint

presentation]. Retrieved from www.slideshare.net.

Tattwananda, S. (na). Ancient Indian Culture At A Glance. Retrieved from
https://rimzie.wordpress.com/2011/08/27/the-hindu-philosophy-of-edu
cation/
Eastern Philosophy [Powerpoint presentation]. Retrieved from
www.slideshare.net.
Man in the Perspective of Eastern Philosophy [Powerpoint presentation].
Retrieved from www.slideshare.net.
http://buddhism.ygoy.com/2010/08/24/a-buddhist-philosophy-of-educa
tion/
http://rubapaper1.blogspot.com/2012/07/unit-1-philosophy-and-educat