Living on Borrowed Identity: Negotiating the challenges of Sri Lankan <em>Pirivena</em> education and upholding the identity as Buddhist monks

Abstract

The Buddhist education system was well integrated into the Sri Lankan intelligence tradition for millennia. However, its importance had been severely declined soon after the lay-focus missionary education system was established in Ceylon (Sri Lanka) during the British colonisation. Because the government of Sri Lanka mainstreamed and facilitated a lay-focused education system as a priority welfare concern, the Pirivenaeducation system has been neglected and under facilitated. However, the contribution of the Pirivenais still essential for student-Buddhist monks because their education relies on the Pirivenaeducation system substantially, but it encounters certain challenges in the modern-day. Therefore, this study seeks to identify certain challenges Buddhist monks encounter when they learn in Pirivenas while striving to establish a sound relationship with the lay society, simultaneously upholding their identity as Buddhist monks. A qualitative case study design was employed for this research, and thematic analysis was applied. The analysis indicates that the internal culture of the Pirivenaeducation institution has important implications for Bhikkhu’s education. The influence of the unique hierarchical organisation of power and authority with educational institutions is also recognised as critical for education among student Buddhist monks. Conscious behavioural changes during the transition from laity to monkhood is another crucial determinant that causes challenges in Pirivenaeducation. Overall, it is argued that there is an urgent need of revising the existing Pirivenaeducation system whilst reflecting the dynamics of changing Sri Lankan society.