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This paper examines knowledge construction and education informed by Theravada Buddhism in Sri Lanka (formerly Ceylon) and their subordination to Western knowledge construction and education during the British colonial period. Taking the writings of a bilingual Buddhist scholar-philosopher on Buddhist concepts, approach and theory as the basis, the author considers how they can be used for transforming contemporary education characterised by self assertion and self actualisation. The author is critical of the rationalist-empirical approach to education advocated and adopted by modern social sciences. As an alternative, the paper presents details of virtuous form of education based on Buddhist values, ethics and contemplation capable of addressing issues facing individuals and societies. |
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