Master Zhengci: Present Situation and Prospect of Sangha Education
Editor’s note:Since Indian Buddhism was introduced into China, it has experienced more than 2,000 years of China inheritance and development, forming a unique China Buddhism with China characteristics. China has thus become a veritable second hometown of Buddhism. The China of Buddhism is a comprehensive, three-dimensional, deep and all-round China. What are the main aspects? Phoenix. com’s specially planned topic "A Talk on the China Buddhism in the New Era" expounds the inheritance and development of Buddhism in China from the aspects of Buddhist philosophy, Buddhist system, Buddhist art, Buddhist education and Buddhist life. This article is an article entitled "The Present Situation and Prospect of Modern Sangha Education" published by Master Zheng Ci, Vice President of the Chinese Buddhist Association, in the journal of Buddhist Studies in 2009. Through the investigation of the present situation of modern Sangha education, it is particularly important to explore a new way of being a monk who conforms to the current trend of the times, adapts to the beliefs of all beings and can inherit the Buddhist system. The following is the full text:

It has been more than 2,000 years since Buddhism was introduced into China and the historical process of China was completed. The great Buddha taught people in a convenient and skillful way, leaving us with very valuable educational content and experience. In the long river of history, the ancestors of the past dynasties have developed an education system adapted to different social forms and established their own perfect learning order, making Buddhism an important part of Chinese traditional culture and education, which requires us to inherit and carry forward. However, the modern Sangha education in Chinese mainland in the 21st century seems to highlight two contradictory facts that need to be recognized. First, the contradiction between outstanding monks and the growing demand for Buddhism. The second is the contradiction between the actual demand and the outstanding monks. Since the reform and opening up in Chinese mainland, under the guidance of the policy of religious freedom and belief, Buddhist Dojo has been restored one after another in various places, and the training of monks has been gradually carried out. However, due to the outdated school-running model, the emphasis on learning and teaching has not been implemented, and the teaching concept, educational methods, teaching staff and even curriculum arrangement have not met the requirements of the present era. Although there are dozens of Buddhist colleges in China, there are still few talented monks who can really keep pace with the times, lead the public and inherit our Buddhist system. These are in sharp contrast to Taiwan Province, where there are many temples, many residents and many letters. Therefore, through the investigation of the present situation of modern Sangha education, this paper explores a way that conforms to the trend of the times, adapts to the beliefs of all beings, and can inherit the Buddhist system.It can be called a new way for monks and talents, which is especially important.
The Present Situation of Modern Sangha Education
As we all know, Buddhism in Chinese mainland experienced unprecedented disasters in the 1960s and 1970s, and was reborn in the spirit of the Third Plenary Session of the 11th CPC Central Committee. In the early 1980s, with the efforts of Zhao Puchu, president of the Chinese Buddhist Association, and other great predecessors, China Buddhist College and Buddhist Colleges in various provinces and cities resumed their operations one after another, laying a solid foundation for the inheritance and development of Buddhism in China. In particular, China Buddhist College offers preparatory, undergraduate and postgraduate classes, making it the highest institution of Buddhism in the Chinese Language Department. During this period, a large number of graduate monks were trained, and outstanding graduates were sent to universities and research institutions of Buddhist colleges in Japan, Sri Lanka, Myanmar and Britain for further study. It can be said that the Buddhist education in Chinese mainland has initially formed a Buddhist education system with three major language families, namely, high school, middle school and junior high school, which are connected with each other, and each has its own emphasis. Many graduated monks quickly filled the gap between Buddhism in China and became the leading backbone of national and local Buddhist associations, Buddhist research institutions and famous temples. However, behind the seemingly prosperous cultivation of sangha, in fact, it can really integrate into the society and follow all sentient beings, such as the law, but there are only a few monks who are responsible. Many school-running institutions will set up colleges just to keep up appearances, while learning monks is to get diplomas and qualifications, and to raise flags for sitting on the mountain. Therefore, it is worth pondering where Buddhism in China will go.
Zhao Puchu, an old Buddhist, once shouted: "The top priority of Buddhism in China is to cultivate talents first, secondly and thirdly.". Master Sheng Yan of Taiwan Province said, "Without education today, there will be no Buddhism tomorrow". Many people have quoted and understood the words of the two great virtues, but there is no shortage of talents to build temples and establish temples in Chinese mainland. What is lacking is talents who are knowledgeable and morally convinced. Many monasteries have been fighting for land and water for a long time, worshipping the undead, making them filthy, vulgar and confusing people, and even cheating people. Some Millennium Buddhist Dojo is decadent and deserted, and no one cares.
Secondly, the real status quo of some Buddhist institutions is that they don’t talk about teaching, are small but incomplete, are numerous but not refined, have scattered resources, are self-enclosed, have a narrow education system, are ineffective in teachers’ training, and have a lax academic system. In the history of Buddhism in China, there are three modes of education: giving lectures in translation field, training in jungle and professional colleges. If "giving lectures in translation field" solved the spread of Indian Buddhism to China, completed the process of "quasi-China" and maintained its subjectivity; Then, the value orientation of "jungle fumigation" is to educate all living beings to become Buddhists and ancestors, highlighting the character and practice of Buddhism itself; And "college-style education" is a combination of jungle education and western education created in response to the challenges of western culture and religion. More than a hundred years have passed, and today’s Buddhist education has made remarkable progress, but in the guiding ideology and teaching management of Buddhist education, the relationship between learning and practice has not been solved well. Although some monks entered the Buddhist College for further study, due to the lack of practice, their beliefs were weakened, their precepts were relaxed, their minds turned back, they did not study hard, and even after graduating from the Buddhist College, they lacked confidence and pride as mentors. In the aim and direction of running a school, the Buddhist College adopts a "uniform" all-round teaching, which imitates the academic system of secular schools and the treatment of teachers and students, while the focus of Buddhist education is to cultivate self-confidence, self-esteem, self-respect and otherworldly monks. Therefore, the existing teaching model is difficult to promote the promotion of monks and the completion of their personality. At the same time, due to the complexity of Buddhism itself and the starting point of knowledge of monks themselves, it is difficult for the trained monks to be independent. Finally,Monks seem to have graduated, but it is still difficult to adapt to temple management and Buddhist teaching, not to mention the demand for modern high-quality talents such as Buddhist exchanges and international activities in three language families. China’s Buddhist cause is in an unprecedented era of extraordinary karma. On the key issue related to the rise and fall of the Buddhist cause, it is necessary to reform around inheritance and innovation.
The Prospect of Modern Sangha Education
"On the side of the sinking boat, Qian Fan passed, and there were thousands of sick trees in Wan Muchun". Talent is the foundation of rejuvenation, and the important task of establishing people-oriented thinking and cultivating a contingent of monks and talents in China facing the 21st century has historically fallen on our generation. In the face of the current situation that many monks have low educational level, outdated teaching mode and high-quality monks, we should not only inherit and carry forward the fine tradition of respecting the scriptures, but also carry out bold reforms in the spirit of Mahayana Buddhism, which actively joins the WTO.
The author believes that modern Sangha education should grasp the following aspects:
(A) in education, we should pay attention to the importance of personnel training.
The Buddhist community should focus on cultivating talents from the current focus on building temples and statues, and design plans and create conditions for the growth of qualified Buddhist talents. At the same time, we should make comprehensive use of Buddhist educational resources, improve the scale and taste of running schools, enhance the monk character of post-scholars, complete the personality of the majority of Buddhists, and construct a talent training pattern that meets the requirements of the times and combines Buddhist college education with temple education and social universities.
(B) in the educational concept, we should highlight the practical significance of practice.
Although the banner of human Buddhism has been flying in the long river of history for nearly a century, its promotion is still insufficient. And it has not been really practiced by most Buddhists. How to solve the contradiction between the ideal of the world and the diversified secular life, we should closely follow the psychological and social problems of modern people, explain the scriptures in popular modern language, explain ancient Buddhism in modern thinking mode, analyze profound Buddhism with modern scientific methods such as induction and deduction, and dare to break through the imprisonment of traditional Buddhism. We need to complete this epoch-making project, and use it to guide the college-style education in modern Sangha education and the Sangha training education in monasteries to continuously reform the teaching concept and teaching content, which not only conforms to the principle of Buddha’s opportunity, cleverness and convenience, but also stands the test of modern society and makes the future Sangha education system have strong vitality.
(C) In terms of educational content, we should adhere to the principle of "three-transmission and simultaneous teaching" and focus on local education.
Buddhism is the wisdom of life, the wisdom of life. The purpose of text reconstruction is to abandon the dross accumulated by history and save the losses caused by great adversity when Buddhism in China has gone through vicissitudes and kept pace with the times. Giving new life to ancient Buddhism, inheriting the fine traditions of Buddhism that have been effective for thousands of years, making an interpretation of Buddhist canon doctrine in line with today’s society, and absorbing the outstanding achievements of introducing overseas Buddhist education for our use, this requires enriching and running through the mode of "translating scriptures and giving lectures" in our Buddhist education. At the same time, in the face of the increasing popularity of higher education today, when people’s beliefs are becoming more and more wisdom and faith, we should give full play to the expertise of Buddhism wisdom and faith, and Buddhism education should become more wisdom and faith education, that is, in-depth study and body evidence of classics.
(D) In terms of educational objectives, we should pay attention to the establishment of monk personality.
It is always the key to determine the future of Buddhism to cultivate qualified monks who have a sense of abstinence and modernity, especially to cultivate eminent monks who can serve as models of people’s personality. As the main body of carrying forward and practicing Buddhism, the monk group is different from the students trained by social universities, and must strive to reach a higher level in the quality of talents, rather than deliberately pursuing quantity. This is because the future Buddhist temples are not shrines, homes for monks and nuns and shelters for the socially frustrated, but Dojo and meditation centers for promoting life wisdom. We should pay attention to the current situation of religious secularization. The focus of Buddhist education should be to cultivate self-confidence, self-esteem, self-respect and otherworldly sangha, and to instill this concept in young and middle-aged monks at all times, which requires the establishment and construction of a belief authority that meets the requirements of the times.
(5) In the teaching mode, we should strengthen the compatibility between China and foreign countries and cross-strait sharing.
It is necessary to promote the subjectivity of China’s orthodox Buddhism, innovate the teaching mode and talent growth mechanism, and strengthen the jungle life of monks and the integration of learning and practice, so that the monks can achieve the synchronous growth of Buddhist knowledge, Buddhist belief and practice. By creating a good environment and mechanism for outstanding monks to stand out, we should attach importance to and stimulate the use of monks’ thinking ability and correct discrimination ability, improve the overall quality of monks in an all-round way, and cultivate outstanding monks and dharma-spreading talents from generation to generation. We should also learn from the beneficial experience of Buddhist education in Taiwan Province, Hongkong and other countries, and select outstanding Buddhist monks for exchange education, so as to cultivate more senior Buddhist teaching talents. In specific teaching, we can also actively organize characteristic education according to local conditions, so as to change and break the current situation of "the House of Representatives is uniform and there are thousands of monks" in Buddhist education. At present, Buddhist education lacks specialized talents for temple management, such as talents for temple planning, design and construction, temple accounts, secretarial assistants of Buddhist associations, talents for Buddhist magazines and websites, and talents for books and archives management. In the direction of monk training, we can consider setting up new majors according to actual needs.
(6) In terms of teaching teachers, we should be strict with teachers and have profound knowledge and attainments.
Undoubtedly, the quality of Sangha education depends on teachers, and the cultivation of Sangha Buddhism depends on teachers. The existence and academic innovation of Buddhist colleges still depend on teachers. In addition to constantly improving teaching level and expanding knowledge, Buddhist teachers should also strengthen training and further study to meet the needs of teachers. Only teachers with firm Buddhist beliefs and profound Buddhist attainments can cultivate students who will certainly be able to shoulder the heavy responsibility of continuing their Buddhist wisdom. Therefore, the times call for religious and learned monks and experts to devote themselves to the cause of Buddhist education, which will be very crucial for promoting the status of Buddhism and reviving the Buddhist education in China. We can also consider establishing a friendship and exchange mechanism for Buddhist education in the three places across the Taiwan Strait, so as to realize the sharing of Buddhist education resources of the same ancestry and root of the Chinese nation, thus accumulating sufficient resources for the inheritance of Buddhism and Buddhism.
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In a word, the reform of Sangha education must proceed from China’s national conditions, not only to serve the needs of the times, but also to ensure that the monks exported by Buddhist colleges have the personality of wisdom and compassion. Secondly, on the basis of innovating the college-style Sangha education, we should also take the form of holding Sangha training courses in monasteries as a useful supplement to the regular Buddhist college courses. Because the temple is not only a Buddhist Dojo, but also a school to promote Buddhism, and it is an important place to realize the practice of Sangha, which is worth promoting. Thirdly, the goal of Sangha education is to cultivate monks who love their country, teach and love all beings, actively practice Buddhism and Buddhism for a harmonious society, and actively explore as responsible monks. Only by adapting to the needs of the society, implementing the religious law system, solving the confusion of all beings, and satisfying the Sangha education of teaching development, is the feasible way for the trend of Buddhism’s humanization and modernization.

