Intangible Culture ISSN:2799-3868(Print) 무형문화연구

The life of a teacher is characterized by the inseparability of their personal life and their relational life with students. Recognition of the net of interconnectedness and mutual trust leads teachers and students to become spiritual companions seeking moral growth. In moral education, authority serves as a critical element that helps individuals transcend egoism and recognize their connectedness with others. Both Durkheim and the Buddha posit that morality is cultivated through habituation based on rules. Authority facilitates repetitive practice, ensuring that moral actions are internalized as habits. For Durkheim, a teacher's authority is established by embodying the authority of society. In this regard, the teacher must fulfill roles involving the firm application of rules, faith in society, and upholding the ascendancy of rules. Regarding the Sangha Precepts(sīla and vinaya), authority is imbued in the precepts through the Precepts Ceremony and the reflective rituals of Uposatha(布薩) and Pavāraṇā(自恣). Furthermore, the Buddha’s authority as a teacher is manifested through his character, which aligns perfectly with the precepts, and his relationships with disciples based on compassion.