Buddhist Education System in Early Medieval Southeast Bengal: A Case Study of the Lalmai–Mainamati Region, Bangladesh

ABSTRACT: The Lalmai–Mainamati region of southeastern Bengal occupies a prominent place in the cultural and religious history of ancient and early medieval Bengal. Between the eighth and twelfth centuries, this area emerged as a significant center of Buddhist education, philosophy, and religious practice. The Buddhist educational system was not confined to ritual or spiritual training alone; it also contributed to the development of language, literature, philosophy, and ethics. Against this backdrop, the present study examines the nature and characteristics of the Buddhist educational tradition in this region. The main objective of the research is to identify the structure of Buddhist pedagogy in Lalmai–Mainamati and to explore how it was interlinked with the socio-cultural context of the time. The study addresses what archaeological and textual evidence reveal about the forms and patterns of Buddhist education and how these relate to broader regional and trans-regional traditions. Methodologically, a case study approach is employed, analyzing archaeological remains, architectural features, inscriptions, and relevant literary sources. Through this framework, the organization of curricula, institutional functions, and intellectual orientations of the Buddhist education system are delineated. The findings indicate that Lalmai–Mainamati was a flourishing Buddhist educational hub, influenced by both Mahāyāna and Vajrayāna traditions. Its institutions were deeply connected not only to spiritual cultivation but also to social and political structures. This research provides new insights into the continuity of Buddhist traditions in Bengal and highlights the region’s significant contribution to the wider Buddhist educational networks of South and Southeast Asia. KEYWORDS: Lalmai–Mainamati; Southeastern Bengal; Buddhist education; Mahāyāna Buddhism; Vajrayāna Buddhism; Early Medieval Bengal; Archaeological evidence; Pedagogy; Religious institutions; Cultural history.