Beyond Sectarian Boundaries: Buddhayana as a Transformative Pedagogical Framework for Religious Identity Formation in Indonesia

Abstract

Religious diversity within Buddhism has enriched spiritual traditions while also generating challenges related to sectarianism, exclusivism, and competing religious identities. Although previous studies have examined Buddhayana in relation to pluralism, social harmony, and religious moderation, its pedagogical role in religious identity formation remains underexplored. This study investigates Buddhayana as a transformative pedagogical framework for shaping the religious identity of Buddhist monastics in Sangha Agung Indonesia (SAGIN). A qualitative case study was conducted at Prasadha Jinarakkhita, Jakarta, involving eight Buddhist monastics serving as spiritual teachers and organizational leaders within Sangha Agung Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed inductively using transformative learning theory, social learning theory, and the concept of communities of practice. The findings reveal that Buddhayana is enacted through ethical orientation, spiritual discipline, mentorship, communal participation, and social engagement, fostering inclusive religious identities characterized by non-sectarianism, openness, tolerance, and respect for diversity. The study proposes a Buddhayana Transformative Pedagogy Model, demonstrating how religious identity is continuously shaped through the interaction of learning, practice, and community participation. These findings position Buddhayana as a pedagogical paradigm that contributes to religious education, identity formation, and social cohesion in multicultural societies.