New Directions in Cambodian Education

Abstract

The present Kingdom of Cambodia came into being in 1954 when it gained independence from French control. Its origins go back to Chinese Funan and to the Royal Khmer Empire believed to have been founded in about the first century. Culturally it fell under Chinese and Indian influences, and reached the height of its civilization in the twelfth century with the construction of the city of Angkor. This is attested by the famous ruins of this site which reveal a former golden period of regal supremacy and at the same time bear testimony to a sharp cultural decline brought about by wars with neighboring states and revolts of the masses against the forced labor and heavy taxation required to bring Angkor into existence. But the fourteenth century which witnessed this deterioration in political power also brought with it a great spiritual revival.1 The introduction of Hinayanan Buddhism from Burma transformed an active warlike nation dedicated to the vast construction of Angkor into a peace-loving people consecrated to self-renunciation and brotherly love. Over the centuries Buddhistic thought has dominated the Cambodian pattern of life and has served as a primary force in its national integration. Cambodia practically disappeared from the annals of history in the long period dating from the fall of Angkor until the second half of the nineteenth century. There are, however, records of over a hundred years of unsuccessful attempts on the part of France to control Southeast Asia and of