Abstract:
The purpose of thi3 research was to study' and analyze the development of Buddhist Universities in Thailand in three aspects} curriculum and teaching, administration and social services. In addition, the trend of Buddhist Universities was also predicted. Research method employed in this study was historical research. It included studying and analyzing the acts, theses, books, periodicals and printed matters concerning with Buddhist Universities. Interviewing those who concerned with Buddhist Universities was also adopted. The major findings of this research were as follow: 1. Ecclesiastical education in Thailand was first developed in the Sukhothai period and functioned to Ratanakosin. The former curriculum of ecclesiastical education was divided into three grades: Barian Tri, Barian Tho and Barian Ek. In B.E. 2359, King Rama II had changed the three grades barian system into the nine grades or nine prayoke system, which is a prototype of the current one. The Council of Elders and the Department of Religious Affairs, the Ministry of Education control all ecclesiastical schools at the present time. 2. Mahamakut Rajavidyalaya Educational Council under Royal Patronage was founded as a collegiate institution on October 1, B.E. 2436, by the Royal Decree of His Majesty King Chulalongkorn. It was called Mahamakut Rajavidyalaya at Bovomivetl Monastery, On December 30, B.E. 2488 Supreme Patriarch Prince Vajirayanavongsa proclaimed the founding of Buddhist University and it has been called " Mahamakut Rajavidyalaya Educational Council, Buddhist University under Royal Patronage." The courses of study ware developed on July 11, B.E. 2489, to monks and novices, Mahachulalongkorn rajavidyalaya under Royal Patronage was an ecclesiastical institution founded by His Majesty King Chulalongkorn for the education of Buddhist monks and novices on November 8, B.E, 2432, at Mahadhatu Monastery It was oalled Mahadhatu Vidyalaya, On September 13, B,E, 2439, by a Royal Decree, the name was changed to Mahachulalongkornraja vidyalaya to perpetuate the memory and honor of His Majesty King Chulalongkorn. On January 9, B.E, 2490, with consent of the assemble of Elders presided over by Phra Bimaladharma (Choi Thanadatta Thera), the status of the institution was raised to that of a Buddhist University, retaining however, the name of Mahachulalongkomrajavidyalaya. The new classes started on July 18, B.E. 2490. Since then it has been functioning as a Buddhist University for monks and novices. The reason for the founding of Buddhist Universities was that the secular education was improved and changed dramatically, but the ecclesiastical education was not changed enough to serve society. At the same time, the ecclesiastical education of Pali and Hmrrna sections were decree singly, and the government had not much supported them. It was quite dear, at that time that the monks and novices should study the modern subjects to cope with the growth of modernization. In addition, to follow the aim of His Majesty King Chulalongkorn which provided institutions studying Tripitaka and higher education, was also the major motivation. 3. The curricula of two Buddhist Universities were divided into two levels: lower higher education and higher education. Two levels of education were operated in the same institution. The curricula of Mahamakut Rajavidyalaya Educational Council in the level of lower higher education consisted of the Elementary Class, Pali General Education and the Pre- University; and in the level of higher education was the Undergraduate Class, The curricula of Mahachulalongkornrajavidyalaya in the level of lower higher education consisted of Pali Demonstration School, Pali Introductory School and Pali Pre-University School; and in the level of higher education was Ecclesiastical Teaching Training College and Undergraduate Studies: o The development of curricula of the two Buddhist Universities had increasingly improved following the regulations of the Ministry of Education and the Ministry of University Affairs, It has been improved for expanding the modern knowledge of the monks and novices, 4. From the founding to May 15, B.E, 2512, the administrations of the two Buddhist Universities were functioned as the autonomous institutions. They were administered by the special committee. On May 16, B.E. 2512, the Council of Elders was founded at the two Buddhist Universities, The Universities were administered by the University Councils, consisted of ex officio members and qualified members. The ex officio members were only the monks. The qualified members were both the monks and the laymen. In action, the monks took active roles in administration of the two Buddhist Universities. The Laymen members .were only the counselors. It is obvious that the affairs of the Universities gear to the sole benefit of Buddhism. 5. The basic role of two Buddhist Universities in Thai society was the instructional programed. The most of monks and novices had the permanent domicile from the country side who obtain only primary education. Buddhist Universities served them for the ecclesiastical education. Besides, two Buddhist Universities had the roles of academic services on Buddhism, such 83 propagation of Dharma, publications of Dharroacakshu and Buddhacakra, and Buddhist Sunday School, 6. The Council of Elders approved the status of two Buddhist Universities on May 16, B.E. 2512; but Thai government has not accredited the bachelors degrees till B.E. 2526. 7. To predict the trends of two Buddhist Universities after B.E. 2526, It seems that soon Thai government will accredit two Buddhist Universities Mahachulalongkomrajavidyalaya will increasingly found the branches or campuses at the country side. 8. After analysis of the development of Buddhist Universities in Thailand, it was found that the influences which changed the Buddhist Universities was the modern knowledge and technology. The monks and novices should study modern subjects to apply in the present world. Propagation of Christian religion was also the another influence which motivated the Buddhist Elders to raise the status of the ecclesiastical institution as Buddhist Universities. The secular higher education was the another influence in the founding of Buddhist Universities for the monks and novices to study in the higher education. Political situation in each period effected some aspects in the operation of Buddhist Universities. 9. Buddhist Universities have some valuable results: the monks and novices had the educational opportunity to study at the higher level. Buddhist Universities were Indeed the education for masses which have been offered free of charge. Besides, Buddhist Universities improved increasingly the disciples of monks and novices which led to the best results of Buddhism and the nation. In addition, Buddhist Universities could produce the graduates which later would be leadership in the community.