THE ROLE OF BUDDHISM IN PROMOTING MORALITY IN SCHOOLS

Abstract

This academic article aims to examine the conceptual foundations and analyze the role of Buddhism in promoting morality in schools. A documentary research approach was employed through the study of Buddhist scriptures, academic documents, books, textbooks, and related research in order to synthesize key concepts concerning Buddhist principles, their application, and the mechanisms relevant to the moral development of students within educational settings. The findings indicate that morality constitutes an essential internal quality for the holistic development of human beings in terms of behavior, mental development, and wisdom. Buddhism provides a range of principles that can be concretely applied to promote morality in schools, particularly the Five Precepts, the Four Brahmavihāras, the Four Saṅgahavatthus, the Four Iddhipādas, and the Threefold Training. These principles encompass dimensions of proper conduct, peaceful coexistence, responsibility, perseverance, and systematic self-development. Effective moral development in schools requires the participation and collaboration of multiple stakeholders, including monks, teachers, school administrators, parents, and local communities, under the Bowon concept of Home–Temple–School. This collaborative mechanism plays an important role in linking moral development at the individual level with broader social development. Practical implementation can be achieved through the integration of Buddhist principles into the curriculum and learning management, student development activities, the creation of school environments and cultures conducive to morality, and the implementation of the Buddhist-Oriented School approach. Nevertheless, the implementation of such initiatives continues to face several constraints, including limitations in resources and budgets, personnel, operational systems and mechanisms, knowledge and understanding, time, social environments, and community cooperation. Therefore, the enhancement of moral development in schools should be carried out systematically and continuously through integrated collaboration among all sectors, together with personnel capacity development, the promotion of accurate understanding of Buddhist principles, and the systematic integration of those principles into educational processes. Such efforts can support the development of students with knowledge, morality, responsibility, and the ability to live appropriately and sustainably with others.