Abstract:
As a new approach, student-centred education is more popular than teachercentred education in the modern education system. The fundamental characteristics of the student-centred educational system date back to the Upanishad, the second half of the Vedic period. The characteristics of this new approach can also be detected in Buddhism. The concept has also been introduced through the educational thoughts of Western philosophers such as Socrates, Plato, and Aristotle in the Greek period. Before Western philosophers presented the student-centred education approach as a new method, in the distant past, around the 6th century BC, the Buddha practically followed the so-called concept, but the studies that have been performed on it are very limited. Therefore, this research was launched with the primary objective of uncovering the characteristics of student-centred education in Buddhism. Data analysis was conducted using context analysis of qualitative research methodology. The student is the main character in student-centred education, and he is an active participant in the process of learning. The teacher acts as a guide and facilitator. This initial feature was evidently practised in Buddhism. According to Maha Vagga Pali, the role of the teacher is to advise, entertain, patronise, question, and teach the student, constantly looking for the qualities and providing him with proper guidance. These characteristics are completely student-centred and free of thinking to accept criticism without being a slave to any philosophy or knowledge. The student is performing a great deal of work and acquiring knowledge, attitudes, and skills from his own experience so he can become a lamp that lights his own life. The features of student-centred education, such as developing student activities by instilling the concept of self-help, staying away from punishment by suppressing the student, considering student diversity, and showing kindness, mercy, compassion, etc., are revealed in Buddhism.
