Guidelines of Relationship Enrichment Based on the Principles of Upajjhayavatta and Saddhiviharikavatta

Abstract

This research, entitled “Guidelines for Promoting Relationships Based on the Principles of Upajjhāyavatta and Saddhivihārikavatta,” aimed to achieve three objectives: 1) to study the principles of Upajjhāyavatta in Theravāda Buddhist scriptures; 2) to examine the principles of Saddhivihārikavatta in Theravāda Buddhist scriptures; and 3) to propose guidelines for promoting relationships in accordance with these two disciplinary frameworks. This study employed a qualitative research design using content analysis as the primary method. Data were collected from primary sources, including the Tipiṭaka, commentaries, sub-commentaries, and Vinaya-related texts, as well as relevant secondary literature and academic works. The population and sample consisted of Buddhist canonical and post-canonical texts addressing monastic disciplinary principles governing the relationship between preceptor and disciple. Research instruments included document analysis forms and a structured content analysis framework. Data were analyzed through descriptive interpretation and conceptual synthesis to develop a theoretical relational model.

The findings indicate that Upajjhāyavatta refers to the duties of a Saddhivihārika (resident disciple) toward his preceptor, such as attending upon him, showing respect, providing care during illness, willingly accepting admonition, assisting in resolving disciplinary offenses, and strictly observing the Vinaya. These practices emphasize relational ethics grounded in duty and gratitude. Conversely, Saddhivihārikavatta concerns the responsibilities of the preceptor, including instruction, guidance, admonition, material support through the four requisites, and direction in correct Dhamma practice. This relationship reflects a structured teacher–disciple model embedded within the Vinaya system and functions as a vital mechanism for preserving and transmitting the Buddha’s dispensation.          The study proposes the DMSMH Model as a conceptual framework for strengthening preceptor–disciple relationships, consisting of D (Duty), M (Morality), S (Structure),                                    M (Mentorship), and H (Harmony). The model demonstrates that this monastic relationship extends beyond formal etiquette, embodying a morally empowered disciplinary practice essential for the sustainable continuity of Buddhism in contemporary society.