Buddhist Philosophy from Ancient India to Contemporary Higher Education: A Historical Perspective on Student Well-being
Jhuma Biswas
Department of Education
M.A,B.ed,M.ed,Net
University of Kalyani
Kalyani, Nadia
West Bengal -741235
Abstract
Student mental well-being has emerged as a pressing concern in contemporary higher education. Rising academic stress, social transition, and uncertainty about career trajectories have intensified emotional challenges among university students. While modern psychology provides therapeutic interventions, ancient philosophical traditions also offer valuable insights into human suffering and resilience. This paper traces the historical development of Buddhist philosophy from ancient India to its contemporary relevance in higher education. It examines how the teachings of Gautama Buddha—particularly the Four Noble Truths, the Eightfold Path, mindfulness (sati), and compassion (karuṇā)—provide a timeless framework for promoting student well-being. By analysing historical evolution and modern adaptations such as mindfulness-based interventions, the paper argues that Buddhist philosophy offers both preventive and transformative approaches to mental health. The discussion situates these ideas within present educational reforms that emphasize holistic development, including the National Education Policy 2020. The study concludes that integrating Buddhist philosophical principles in higher education can nurture emotionally balanced, ethically aware, and resilient students.
Keywords: Buddhist philosophy, history, higher education, student well-being, mindfulness, mental health
DOI link – https://doi.org/10.69758/GIMRJ/2602S02V14P011
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