The Role of Buddhist Moral Education in Promoting Social Harmony: A Philosophical Analysis of Pañcasīla

This paper examines how Pañcasīla, the Five Precepts of Theravāda Buddhism, can inform moral education directed toward social harmony. It asks how commitments to refrain from killing, stealing, sexual misconduct, false speech, and intoxicants can become practices of ethical understanding rather than exercises in obedience. The study uses philosophical analysis and close readings of selected Pāli discourses, interpreted alongside scholarship on Buddhist ethics, moral education, and education for peace. Its central argument is that the educational significance of the precepts lies in connecting restraint with recognition of others’ vulnerability, reflection on intentions and consequences, and accountability for harmful conduct. The explanation distinguishes between the specific prohibition of false speech, and the general Buddhist attitude against divisive discourse, and explains the compatibility of sincere criticism with peaceful interaction. It also signals the limits of transferring historically embedded learning into contemporary schools, especially as they relate to gender, authority, religious pluralism, and substance use. The paper proposes discussion of ethical dilemmas, reflection before and after action, reciprocal responsibilities between teachers and learners, and opportunities for responsible correction. These proposals describe a defensible educational approach; they do not establish measurable effects on conflict or social cohesion. The contribution is a framework for understanding social harmony as cooperation sustained by safety, honest communication, and fair treatment, while preserving the possibility of disagreement and protecting learners from coercive religious instruction.