The Temple, School, University & The Shopping Centre: Their Influence On Contemporary Life

By Siri Gamage –MARCH 6, 2021

Dr. Siri Gamage

When we examine the way our children and young people grow up today, the influence of several key institutions is enormous. The traditional role played by the temple is challenged by the forces of modernisation including the secular school, university and even the shopping centre. One could say that the temples have adapted in various ways to such forces and in some cases struggling. Religion itself has undergone change due to colonisation, modernisation and now globalisation. The concept of Protestant Buddhism emerged from the work of anthropologists in Sri Lanka who investigate this phenomenon (e.g. Obeyesekere, Malalgoda, Seneviratne). National schools co-exist with fee-paying private tuition classes that supplement knowledge imparted in the schools. After several decades of neoliberal, free-market economy and the relaxation of education and emigration policies including the introduction of international schools and foreign university campuses/programs, the situation has become more complicated and competitive. In this short article, I offer some observations and insights about these institutions and their influence.

Buddhist Temple

Buddhist temples play a critical role in social organisation. The relationship between Monks and laity in various urban and rural areas is a significant one. People go to monks for advice and spiritual support when facing problems (there are similar happenings in relation to other religions also). In particular concepts like Dana, Pin, Karunava, karma, play a critical role. Children attend Dharma schools on weekends. Men and Women observe Sil on Poya days. Monks depend on danaya offered by the lay people in the area. They in turn conduct various Poojas, including Bodhi Pooja, on a regular basis. Some monks maintain close relationships with those in authority e.g. politicians, police, administration/government. 

The way local life is organised very much depends on the activities of the temple. Through such activities, Buddhist values and concepts are promoted. While many children and young people growing up today do not have close associations with the temples, those who do tend to be shaped by the influence of Dhamma and Sila(discipline) as well as Buddhist values of compassion, Sraddha, etc. Those without such close association, tend to absorb ideas, concepts, values and aspirations as defined by other social institutions-particularly those associated with urban life and internet space.

Some temples emphasise rituals and chanting whereas others emphasise Buddhist philosophy and practice focused on liberation of and from mind. Temples also differ on the basis of their clientele. whether rural or urban, middle class, upper class or working class, Poor or rich. Some temples have developed a significant dayaka community due to the active leadership of the head monk. Others continue as traditional institutions with not much innovation. Some temples have international links with monks with lineage residing in developed Western countries and elsewhere. Others do not have such benefits.

Women are particularly attracted to monthly meditation programs on full moon days e.g. Gatambe temple. During such programs, they learn about various parts of Dhamma from the learned monks. In the Dharma Desana(preechings) some monks tackle contemporary issues facing men, women, and children. Others simply repeat a section of Dhamma as found in Pali texts. 

Temple represents a space of purity-at least ideally. People who are busy in their daily lives visit temples for spiritual comfort.

School (Primary/Secondary)

The influence of school on a child’s personality, way of thinking and behaviour cannot be underestimated. Government authorities, communities and families generally encourage children to attend school –though many drop out due to economic and other difficulties. The teachers-many of whom have gone through teacher training Colleges or Universities – impart disciplinary knowledge in various subjects. Teaching is mainly teacher and exam oriented but at least in urban schools modern methods of teaching may be available – particularly in international schools. 

Modern, urban and newer ideas enter the minds of children-especially through such teaching. For example, the value of learning English language and IT. Some teachers inspire children to explore their environment, literary figures, philosophies, world affairs, science and technology, history, art etc. Others simply do their job as a routine activity with no such inspiration provided to children under their care. In my primary school, I was motivated to learn arithmetic and other subjects like Sinhala literature. My father helped me to do some sums as he was a trader and knew how to add and subtract. In the town school where I studied from grade 8 onwards, the teacher who taught Sinhala literature was an inspirational teacher. He took us through various Sinhala poems and poets from a critical perspective. He, a trained teacher, was dedicated to teaching. For example, he stayed in the school and taught extra classes in the afternoon (He was single at the time).  In the high school, graduate teachers inspired me to study well and systematically prepare for examinations. 

Knowledge I gained by reading newspapers, listening to radio and participating in discussions with fellow villagers who came to my father’s shop was helpful in writing answers to questions given by the teachers and answering questions in the classroom. The mix of students in my classes from the town and villages also made a difference. Parents of some classmates had shops in the town or worked in the hospital. They thus had urban influence more than me.  

Through the study of subjects, I leaned new knowledge about Buddhist civilisation, government, history etc. It has a broader appeal compared to the narrowly focused topics that was the concern of villagers. I do not mean they did not have critical understandings about the local and national history, colonial period, police, courts, politicians, businessmen etc. But their day to day issues were more immediate than world affairs. 

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