태국의 승가 교육에 관한 고찰 : 담마까야 승원의 승가교육을 중심으로

다국어 초록 (Multilingual Abstract)

The primary objective of this research is to analyze the education system of the Thai Sangha, with a particular emphasis on an in-depth examination of its structure and management models, in order to obtain findings that may be applied to the future development of Buddhist education systems. The study adopts Wat Phra Dhammakaya as a case study, as it represents a significant religious institution and a concrete example of the integration between Buddhist principles and modern management systems. Wat Phra Dhammakaya’s educational activities comprehensively encompass the teaching of the Dhamma and Vinaya (Pariyatti), the practice of Vipassanā meditation, the training of religious personnel, and the expansion of educational networks at the international level.
This study employs a qualitative research methodology, utilizing data collected from multiple sources, including literature review, relevant academic documents, analysis of previous studies and statistical reports, as well as field observations in the study area. The research also incorporates in-depth interviews with monks, educational administrators, and institutional staff to capture both policy-level perspectives and practical implementations. The collected data were analyzed through content analysis in order to synthesize key findings and identify common patterns in organizational-level educational management.
The findings reveal that the Thai Sangha’s education system is grounded in the Dhamma-Vinaya and the Buddha’s teachings, which serve as the central framework for instructional guidelines. Wat Phra Dhammakaya has developed a well-defined organizational structure, systematically dividing responsibilities among various departments—such as the Department of Pariyatti Studies, Department of Meditation Practice, Department of Training and Human Resource Development, and Department of International Affairs. These departments operate in a coherent and integrated manner. A distinctive feature of the system is the application of modern management principles alongside moral cultivation, including the formulation of vision and mission statements, strategic plans, and Key Performance Indicators (KPIs) that align with Buddhist principles.
Furthermore, Wat Phra Dhammakaya’s educational management model emphasizes the integration of three core components:
I. Pariyatti Education – Covering the study of the Pāli Canon under the National Pāli Examination system, Buddhist philosophy, and relevant social sciences for ecclesiastical duties.
II. Meditation Practice – Centered on the Dhammakaya meditation method to develop mental discipline and wisdom.
III. Administrative and Communication Skills Development – Equipping personnel to effectively propagate Buddhism at the international level.
The implementation of this system has resulted in the production and development of high-quality religious personnel, including monks, novices, lay devotees, and supporting staff, all of whom perform their duties with moral integrity, contemporary knowledge, and practical skills, and are capable of serving as spiritual leaders in modern society.
The study proposes the following recommendations:
I. Promote collaboration and knowledge exchange among Buddhist educational institutions both domestically and internationally.
II. Establish evaluation systems for educational management that are consistent with both the Dhamma-Vinaya and modern educational standards.
III. Encourage the utilization of digital technologies to expand educational opportunities to interested individuals worldwide.
In conclusion, the development of the Thai Sangha’s education system should proceed in a direction that preserves the unique identity of Buddhism while adopting modern management principles. This approach will strengthen Buddhist education, ensure the quality of its personnel, and enable them to effectively respond to global societal changes in a sustainable manner.

목차 (Table of Contents)

• Ⅰ. 서론 ································································································ 1
• 1. 연구의 목적 ···················································································· 3
• 2. 연구의 범위 및 방법 ········································································ 4
• Ⅱ. 태국 불교에서의 출가와 승가교육 ························································· 9
• 1. 태국 불교의 출가 ············································································· 9
• 1) 태국 불교에서의 사미 출가 ························································· 12
• 2) 태국 불교에서의 비구 출가 ························································· 16
• 3) 마하니까야와 담마윳니까야의 출가의식 비교 ································· 21
• 2. 태국 불교의 승가교육 ····································································· 22
• 1) 초급 교육 ················································································ 24
• 2) 중급 교육 ················································································ 30
• 3) 고등 교육 ················································································ 37
• III. 담마까야 승원 출가와 승가교육 ·························································· 45
• 1. 담마까야 승원의 설립 배경과 역사 ···················································· 45
• 1) 배경 ························································································ 45
• 2) 역사 ························································································ 46
• 2. 승가교육의 목표 ············································································ 47
• 1) 심성 함양과 진리의 체득 ···························································· 47
• 2) 태국내외 포교 능력 함양 ···························································· 48
• 3) 사찰 건립 및 운영 능력 배양 ······················································ 49
• 3. 승가교육의 종류 및 단계 ································································ 51
• 1) 사미교육 ·················································································· 51
• - i -
• 2) 비구교육 ·················································································· 71
• 3) 우바속과 우바시까 교육 ······························································ 88
• 4. 담마까야 승원의 교육특징 ······························································ 92
• 1) 명상 지도 능력 배양 ································································· 92
• 2) 포교 활성화 방법을 위한 교육 ···················································· 93
• 3) 현대화된 교육 ·········································································· 97
• 4) 유능한 지도자 양성 ··································································· 99
• IV. 결론 ·····························································································102
• 참고 문헌 ···························································································105
• ABSTRACT ·······················································································112