Abstract

The Buddhist education system was well integrated into the Sri Lankan intelligence tradition for millennia. However, its importance had been severely declined soon after the lay-focus missionary education system was established in Ceylon (Sri Lanka) during the British colonisation. Because the government of Sri Lanka mainstreamed and facilitated a lay-focused education system as a priority welfare concern, the Pirivena education system has been neglected and under facilitated. However, the contribution of the Pirivena is still essential for student-Buddhist monks because their education relies on the Pirivena education system substantially, but it encounters certain challenges in the modern-day. Therefore, this study seeks to identify certain challenges Buddhist monks encounter when they learn in Pirivenas while striving to establish a sound relationship with the lay society, simultaneously upholding their identity as Buddhist monks. A qualitative case study design was employed for this research, and thematic analysis was applied. The analysis indicates that the internal culture of the Pirivena education institution has important implications for Bhikkhu’s education. The influence of hierarchical organisation of power and authority with educational institutions have been recognised as critical for education among novice Buddhist monks. Conscious behavioural changes during the transition from laity to monkhood is another crucial determinant that causes challenges in Pirivena education. Overall, it is argued that there is an urgent need of revising the existing Pirivena education system whilst reflecting the dynamics of changing Sri Lankan society.

Keywords: Behavioural Changes, Novice Buddhist Monks, Pirivena Education, Reflective Identity, Subculture