Jain Samaj Dwara Dharmik Shikshan Vyavastha

Here is a comprehensive summary in English of the provided Jain text, "Jain Samaj Dwara Dharmik Shikshan Vyavastha" by Saubhagyamal Jain:

This excerpt from "Jain Samaj Dwara Dharmik Shikshan Vyavastha" by Saubhagyamal Jain addresses the current state of religious education within the Jain community. The author highlights that various sects or traditions within Jainism have established educational institutions across the country, offering education from primary to postgraduate levels, all of which include religious instruction.

A significant concern raised is that the religious education provided in these institutions is based on texts specific to each tradition, and their examination systems are also distinct. This sectarian approach, the author argues, instills communal bias in young learners from an early age.

The core of the argument is that while there are minor differences in the interpretation of events in the lives of ideal Mahapurushas and the detailed explanations of principles among Jain traditions, the fundamental ideals and principles of Jainism are unified. The author strongly advocates for creating a common curriculum for religious education, focusing solely on these core, non-sectarian principles. This, he believes, would foster a generation of young Jains who are loyal to Lord Mahavir, the ultimate Tirthankar, rather than to the founders of specific sects. Such an education would promote Jainism as a whole, rather than individual sectarian doctrines.

The author laments that today, there is a greater concern for sectarian identities like Shvetambara-Digambara, Sthanakavasi, Terapanthi, Tarapanthi, etc., than for the upliftment of Jainism or Shraman culture. He notes that while the Bharat Jain Mahamandal once attempted to bring uniformity to the curricula of Jain schools, this initiative did not materialize.

The text draws an analogy to the practice in dharamshalas at pilgrimage sites where pilgrims are first identified by their sect (Shvetambara or Digambara), a practice that persists and poses a challenge to the universality of Jainism.

However, the author expresses optimism that communal prejudice is less prevalent in the younger generation compared to the older one, attributing any remaining bias to parental influence. He suggests that the current environment is conducive to change and proposes two key actions:

1. Development of a Common Curriculum: Impartial scholars from the entire Jain society should collaborate to create a common curriculum for these educational institutions. This curriculum should be based on the fundamental principles of Jainism, deliberately omitting matters that are likely to cause sectarian disagreements.

The excerpt ends here, with the continuation of the discussion promised on page 152. The central theme is a fervent call for unity in religious education within the Jain community to promote a broader, less sectarian understanding of Jainism, with a particular focus on cultivating loyalty to Lord Mahavir.