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TEACHINGS | EASTERN HORIZON 19

they begin to feel it is unacceptable and shameful. I am The affection the students feel is, however, tempered
not, of course, advocating brainwashing children into by respect and appreciation of the teacher’s knowledge
developing an unthinking emotional prejudice. These and inspiring qualities. The student feels that their
wholesome emotions arise as a by-product of wise progress in their studies is due in no small part to
reflection. In short, one goal of Buddhist education is to the teacher, and they look towards the teacher as an
encourage people to be too intelligent to be corrupt. example, someone worthy of emulation.

Academic knowledge is not inherently ethical. The kalyanamitta teacher is patient with students’
People with university degrees are no less likely different personalities, learning styles and varying
to be dishonest than those who lack them. But capacities; he or she puts great effort into constantly
when academic knowledge is developed within the developing skillful means of communicating with
framework of a mature value system and forms one part students, both verbal and non-verbal, seeking ways of
of a child’s overall development it may be hoped that explaining things most suited to the students’ capacities,
the child will put that knowledge to work in a way that both as a group and as individuals. The Kalyāṇa-mitta
will lead to true benefit for herself, her community and teacher never harms the students in any way.
the society in which she lives.
On leaving school, a child should be able to say of at
The role of teachers in Buddhist education least one teacher, “I’m so glad I knew that teacher. I’ll
never forget that teacher and what he or she did for
Important principles here are to practise what you me”. Many of us are fortunate enough to have had such
preach and to be a good example. Students tend to work teachers, and we know that we will always remember
a lot harder, and to enjoy those lessons in which they them. Teaching is a wonderful profession. You know
like and respect the teacher, and in which the teacher that you can have a positive effect on people’s lives; not
shows both a real love of the subject they are teaching just through the time that they’re learning with you, but
and a genuine interest in communicating that love. right throughout their lives and careers, until they have
their own children and grandchildren as well.
We can easily overlook the fact that what we
communicate when we teach is not confined to the The Kalyāṇa-mitta ideal means not only that teachers
words we use; perhaps the most important thing we try to be ‘a good friend’ to their students but also
communicate is who we are. Teachers who see the value to extend that same integrity and kindness in their
of an ethical and spiritual dimension to their teachings relationships with colleagues and parents. In other
must, to the best of their ability, learn to embody words, we are trying to create a culture of good
the values they are promoting. When teachers show friendship. We seek to model a community informed by
kindness, patience, fairness and firmness, enthusiasm sincerity, kindness and wisdom. It is one in which the
and clear thinking in their relations to their pupils, they warmth of mettā and compassion is balanced by the
are in effect teaching these values, even if they rarely passion for truth and understanding. EH
mention them by name. For this reason, I would say that
for Buddhist a commitment to the study and practice of
the eightfold path is essential.

The idea of the teacher in Buddhism is of the ‘good
friend’ or ‘Kalyāṇa-mitta’, someone who has the
particular qualities that nourish the student and create
the most conducive environment for learning to take
place. The Kalyāṇa-mitta teacher exudes a warmth and
kindness that makes students enjoy being with them.