An investigation into the implementation of the modern university concept in the Buddhist Sangharamas concerning the academic development of the Anuradhapura period

Abstract

The historical exploration of educational institutions in the Anuradhapura era presents a remarkable parallel to the modern university system. While the concept of the university emerged in the Western world during the 9th to 12th centuries AD, ancient South Asia was home to institutions of learning that closely resembled this model. Notably, Nalanda, Jagaddala, and Taxila in India, Mahavihara, Abhayagiriya, and Jethavanarama in Sri Lanka, stand as exemplars of a rich educational tradition. This comparative study aims to identify the educational system prevalent in the ancient Anuradhapura era, specifically within the Mahavihara, Abhayagiriya, and Jethavanarama, by examining historical sources, including the Mahavamsya, Vansatthappakasiniya, Nikaya Sangraha, Fa-Hsien records, inscriptions, archaeological remnains of Anuradhapura city, and previous research reports. Mahavihara, as a stronghold of Theravada Buddhism, represented one fact of this system, while Abhayagiriya and Jethavanarama embraced a syncretic approach, drawing from both Theravada and Mahayana traditions. These ancient learning centres encompassed a broad spectrum of curricula, covering areas such as languages, religion, sciences, mathematics, and the arts. Recognitions and degrees were awarded to scholars, as demonstrated by names like Vagishwara, Kavichakravarti, Kaviraja, Vidyapati, and Kavikala Sarvajna, among others. The educational infrastructure was comprehensive, with provisions for laboratories, libraries, hospitals, Janthaghara (hostels for lay students), and almshouses. These sangharamas were more than just centers of religious learning; they were integrated institutions of holistic education. Moreover, they displayed an outward-facing orientation, engaging in international exchanges similar to their Indian counterparts, Nalanda, Valabhi, Taxila, and others, which held affiliations with countries like China and Java. In summary, this research explicitly confirms the existence of a cultured, university-level educational system in ancient Anuradhapura, anchored in the heritage of the Buddhist Sangharama’s. This historical perspective on education enriches our understanding of this era's intellectual, cultural, and scholarly dimensions.