Community Life and International Multiculturalism in The Development of Sangha Education at The Mahavihara Buddha Plum Village Thailand

Bawana Putra, Burmansah Burmansah, Wistina Seneru

Abstract

The development of Sangha education in the modern era is strongly influenced by two main factors, namely community life and international multiculturalism. Community life has an important role in helping individuals, especially Sangha members, in the process of self-development and continuous inner transformation. Meanwhile, international multiculturalism encourages openness and acceptance of the diversity of different cultural backgrounds, languages, and customs, which ultimately enriches spiritual experiences and broadens the horizons of Sangha members in undergoing religious practices. This research aims to explore the influence of community life and international multiculturalism on the development of Sangha education, by taking acase study at Mahavihara Plum Village Thailand. The method used is descriptive quantitative, involving 100 respondents from among the monastic Sangha, who were selected using proportional random sampling technique. The research instrument was a questionnaire. Data were analysed using various statistical techniques, including validity, reliability, classical assumptions, multiple linear regression F test, and t test. The results show that community life has a significant effect on the development of Sangha education (tcount = 8.402, significance = 0.000), while international multiculturalism provides a lower effect (tcount = 1.811, significance = 0.007). The R Square value of 0.889 indicates that the combined contribution of community life variables and international multiculturalism to the development of Sangha education reaches 88.9%. In other words, understanding and application of community life values and openness to international multiculturalism play a very dominant role in shaping and directing the direction of the development of Sangha education, especially in the context of Mahavihara Plum Village Thailand. Meanwhile, the remaining 11.1% is influenced by other factors that are beyond the scope of this study.

Keywords

Community Life; International Multiculturalism; Sangha Education Development

Full Text:

PDF

References

A. G. Hill, “Wordsworth, Comenius, and the Meaning of Education,” Oxford Journals: Oxford University Press, vol. 26, no. 103, pp. 301–312, Aug. 1975.

T. B. Hutagalung and L. Andriany, “Filosofi Pendidikan Yang diusung Oleh Ki Hadjar Dewantara dan Evolusi Pendidikan di Indonesia,” Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya, vol. 2, no. 3, pp. 91–99, May 2024, doi: 10.61132/morfologi.v2i3.615.

T. Ismoyo, “Konsep Pendidikan Dalam Pandangan Agama Buddha,” Jurnal Pendidikan Buddha dan Isu Sosial Kontemporer, vol. 2, no. 1, pp. 56–63, Jun. 2020.

K. Wijaya-Mukti, Wacana Buddha-Dharma, 3rd ed. Jakarta: Yayasan Dharma Pembangunan, 2006.

B.-H. Lam, “Social Support, Student Outcomes and Teaching Strategies,” in Social Support, Well-being, and Teacher Development, Singapore: Springer Singapore, 2018, pp. 135–192.

D. Southard, “A Community of Monastic Development Practice: the Formation of a Nationwide Collaborative Development Monk Network,” Dev Pract, vol. 32, no. 5, pp. 684–693, Jul. 2022.

C. E. Arbatli, Q. H. Ashraf, O. Galor, and M. Klemp, “Diversity and Conflict,” Econometrica, vol. 88, no. 2, pp. 727–797, 2020.

A. Rolfe, “The mentor’s role,” Korean J Med Educ, vol. 28, no. 3, pp. 315–316, Sep. 2016, doi: 10.3946/kjme.2016.37.

S. Deepak and S. K. Perwez, “Environment of Inclusion and Diversity Management on Perceived Diversity Climate,” in IGI Global, 2023, pp. 153–165.

S. Mashuri, “The Building Sustainable Peace Through Multicultural Religious Education in The Contemporary Era of Poso, Indonesia,” Cogent Education, vol. 11, no. 1, pp. 1–12, Aug. 2024, doi: 10.1080/2331186X.2024.2389719.

O. C. Wuwung, “Implementasi Kurikulum Pendidikan Multikultural di Sekolah,” Tumoutou, vol. 1, no. 2, pp. 96–108, Jul. 2014.

A. Supriatin and A. R. Nasution, “Implementasi Pendidikan Multikultural dalam Praktik Pendidikan di Indonesia,” Elementary, vol. 3, pp. 1–13, Jun. 2017.

S. Nurseto, “Pengaruh Country of Origin, Perceived,” Solo, 2023.

T. J. Sprod, “A Philosophical Justification for the Community of Inquiry Approach to Moral Education,” Newnham, 1998.

E. V Gutman, “The Peculiarities of Socio-educational Support of the Future Specialist Professional Formation in Higher Education,” Rev Eur Stud, vol. 7, no. 3, pp. 286–291, Feb. 2015, doi: 10.5539/res.v7n3p286.

C. Stan, “Multiculturality and Interculturality in the Educational System,” Educatia 21, no. 19, pp. 148–153, Dec. 2020, doi: 10.24193/ed21.2020.19.19.

D. W. Sue, “A Model for Cultural Diversity Training,” Journal of Counseling and Development, vol. 70, no. 1, pp. 99–105, Sep. 1991.

R. Arant, M. Larsen, and K. Boehnke, “Acceptance of Diversity as a Building Block of Social Cohesion: Individual and Structural Determinants,” Front Psychol, vol. 12, pp. 1–13, Mar. 2021, doi: 10.3389/fpsyg.2021.612224.

B. Roebben, “Spiritual Learning Communities: Historical, Systematic, and Practical Observations,” Religious Education, vol. 109, no. 3, pp. 301–317, May 2014.

S. E. Smith, “Buddhism, Diversity and ‘Race’: Multiculturalism and Western convert Buddhist movements in East London-a qualitative study,” London, 2008.

DOI: https://doi.org/10.20961/ijsascs.v9i1.113261

Refbacks

  • There are currently no refbacks.