Browsing by Author "Keerthirathne, W.K.D."

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A Comparative Study of Motivational Strategies in Buddhist and Western Educational Psychology
(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2016) Keerthirathne, W.K.D.
Motivation is an important psychological concept in both Buddhist and western education psychology. These two traditions have commonalties in their teachings regarding the motivational strategies which we practise in classroom education. Hence, the main objective of this paper was to offer a comparative examination of motivational strategies in Buddhist and western educational psychology. When conducting this research study, it was expected to do it from critical and analytical perspectives in combination with descriptive and explanatory methods from the study of teachings in SuttaPitaka. Furthermore, research papers, books, keynote addresses and papers presented in local and international conferences by previous scholars regarding motivation and motivational strategies in Buddhist and western education psychology were examined as secondary sources to direct the research paper towards a more critical approach. According to research findings it can be argued that while the concept ‘motivation’ in western education psychology is somewhat similar to its Buddhist counterpart, there are some lessons that can be derived from Buddhist psychology to direct motivational theories in western psychology towards a more fruitful approach. Moreover, most of the motivational strategies used in western education psychology can be identified in Buddhist psychology too. Therefore, it suggests that some motivational methods in western psychology were not introduced by western psychologists. Moreover, it is possible to explore ways in which motivation in Buddhist and western education psychology can inform each other and enrich each other’s insights. This study contributes to the enhancement of knowledge among teachers, principals, curriculum developers, theory makers and psychologists, at both the theoretical and the practical level, to use motivational strategies in an effective way and improve the quality of education to ensure that children receive a sound education and to prevent them from dropping out of school.
Is Tri – Kāya Concept a pure Mahāyāna Buddhist Teaching: An Analytical & Comparative Study Based on Teachings in Contemporary Religions including Theravāda & Mahāyāna Buddhism
(Department of Sanskrit, University of Kelaniya, Kelaniya, 2016) Keerthirathne, W.K.D.
Mahayana Buddhism views that the Buddha manifests in three different bodies Dharma-kaya (truth body) Sambhoga-kaya (bliss body) Nirmana-kaya (emanation body). This Tri-kaya concept was developed with the demise of the historical Shakyamuni Buddha until about the 4th century CE. The main aim of the paper was to study whether this “Tri-kaya” concept in Mahayana Buddhism was a pure Mahayana Buddhist teaching or not. Here, Theravada and Mahayana Buddhist texts were used as primary research sources with research findings of other Buddhist scholars who conducted research on Theravada and Mahayana Buddhism. Research findings of this paper were discussed through critical, analytical and comparative perspectives using descriptive and explanatory methods. According to research findings, it can be argued that teachings of Mahayana Buddhism on three bodies (Tri-kaya) are not pure Mahayana Buddhist doctrine. Mahayana Buddhism has developed this concept with some ideas borrowed from contemporary religious tradition: Theravada Buddhism, Hinduism Jainism and Christianity. Especially, antecedents of the Mahyana Trikaya doctrine appear in the early Buddhist scriptures known as the Plai Canon. These teachings in Sutta pitaka have influenced Mahayana Buddhism for formation of “Tri-kaya” concept towards vital and wider concept. Moreover, Mahayana Buddhists have interpreted teachings in Theravada Buddhism, Jainism and Hinduism and Christianity under two stages in keeping with Mahayana tradition. First, they had only Dharma-kaya and Nirmana-kaya. Later, with the development of this concept under various Mahayana traditions they had a third called “Sambhoga-kaya”. Therefore, it is shown that Tri-kaya doctrine in Mahayana Buddhism was not a pure teaching specific to Mahayana Buddhism but, it is a teaching mixed with other contemporary religious traditions. Finally, it can be argued that this kind of research can provide insights into comparative religious studies to direct them towards meaningful research approach.
Why and How Chinese Teachers are successful in Foreign Language Teaching: A Study based on Teaching Chinese as a Foreign Language
(Centre for Chinese Studies, Department of Modern Languages, Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Keerthirathne, W.K.D.