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Religious Lmagery at the Khmer Pagoda of Canada: the Significance of Images for Education

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Religious Lmagery at the Khmer Pagoda of Canada: the Significance of Images for Education Religious lmagery at the Khmer Pagoda of Canada: The Significance of Images for Education Wayne A Kennedy A Thesis The Department of Art Education Presented in Partial Çulfillment of the Requirements for the Degree of Master of Arts at Concordia University Montreal, Quebec, Canada March 2000 O Wayne A. Kennedy, 2000 National Library Bibliothèque nationale mSm of Canada du Canada Acquisitions and Acquisitions et Bi bliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington OnawaON K1A ON4 OtEawaON K1AW Canada CaMda The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seil reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/hlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts f?om it Ni la thèse ni des extraits substantiels may be pruited or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Abstract Religious Imagery at the Khmer Pagoda of Canada: The Significance of Images for Education Wayne A. Kennedy Through a quaiitative case study of the Khmer Pagoda of Canada and its visual media, this thesis examines the significance and rneaning of the Khmer Temple and its religious imagery for members of the Cambodian Buddhist community. This research study involved formal and informal interviews, participant observation as well as a review of literature related to Khmer and Buddhist views on art and education. Study participants explain how this Theravâda Buddhist Temple and its visual media reflzct the traditional and contemporary Cambodian Buddhist culture and religion. They describe the significance of the Temple and its artifacts for themselves. their families and the Cambodian community in Canada as a whole. These participants explain how the Temple and its imagery have contributed to their own learning process. Finally. thry discuss a Khmer Buddhist perspective of education through the visual arts. The interview participants indicate that the Khmer Buddhist Temple and its visual media are meant to preserve the Khmer culture and Buddhisr teachings through education as well as to remind them of their lives before leaving Cambodia. The successful production of Khmer Buddhist imagery requires respect for traditional models and their strict imitation. This is because dl meaningful visual foms contain implicit values and rnorals. Al1 education, and particularly education in art. is aiways considered as an education in morality. Acknowledgments 1 can never express the gratitude chat is owed to al1 the people who have contributed in one way or another to making this thesis a reality. 1 would like to especially thank my parents, Ray and Lois, and rny gandmother. Vera. who 1 have always admired and respected enorrnously. Their love and belief in me are an encouragement in al1 my endeavors. From them, 1 have learned to love al1 people and al1 things as well as to appreciate truth, knowledge and spirituality and at the same time. ambiguity. 1 would also like to thank the rest of my family. Marva. Kai Wai. Brian and Renata for their love and support over the years. I owe great thanks to my thesis supervisor, Professor Lorrie Blair. for her patience, understanding and support throughout rny long thesis joumey. 1 cannot begin to express my appreciation for her encouragement and practical advice which always reflected her profound knowledge and insight of issues related to the arts. education. culture and religion. 1 would also like to acknowledge Professor Cathy .Mullen for her assistance with methodological problems and her incredible patience. 1 extend my appreciation to Professor Richard Lachapelle for his helpful insights regarding technical issues as well as his valuable advice and encouragement. I would like to thank dl the Professors at the Department of An Education of Concordia University for sharing their profound know ledge. for their openness to the discussion of challenging issues and for their true kindness. Furthemore, 1 would like to thank France Viger and Donna Caputo for always being available to cheerfully deal with my many "problerns". 1 would also iike to thank the staff at the Inter-Library Department of Concordia for their incredible effort in finding al1 my difficult books. Most importantly, 1 would like to acknowledge the help of al1 the participants in this study. Without them, this thesis would have been impossible! A mere thanks seems inadequate for al1 the assistance and contributions to every part of this thesis provided by Venerable Visa1 Soth and Mrs. lMom Srey Neang. 1 greatly appreciate their time as weI1 as their extremely helpful knowledge and advice. 1 would like to thank al1 the Carnbodian people of Montreal for their openness and generosity. I always felt as if 1 were a brother. 1 would like to give special acknowledgment to my friend. ,Ur. Bijoy P. Burua for proof reading my thesis as well as for his many hours spent in discussing al1 the issues. His advice has been enormously valuable. In addition. 1 wish to thank Shipra. Shourov and Kaushik for their moral support and also for the many delicious meals cooked to perfection. 1 owe rny gratitude to Venerable Ganavansa for helping me to gain knowledge of some of the more difficult Theravâda Buddhist concepts. not to mention trying to boost my shallow Pâli vocabulary. 1 enjoyed our many long and enlightening discussions. I would also like to express my sincere thanks to Venerable Veradhammo for his profound wisdom that he very graciously shared with me. Finally, I wish to acknowledge Dr. Boonshoo Sriburin who has influenced and encouragsd me enorrnously in the study of Theravâda Buddhisrn, education and spirituality. Table of Contents Page List of Charts and Figures Chapter One: Background of the Study 1 .O. 1: Introduction 1-02 Research Objectives and Question 1.0.3: Social and Cultural Context 1.0.3. I : Cambodian Canadians 1.0.3-2: A Brief History of Khmer Civilization 1.0.3.3: Cambodia's Tragedy: The Khmer Rouge 1 .O.3 -4: Ending the Suffering 1 -0.3-5: Theravâda Buddhism 1.0.3.6: The Khmer Temple 1 .O.3 -7: Buddhist Education 1.0.3-8: Khmer Buddhist Imagery 1.0.4: Chapter Summary Chapter Two: Review of Literature 2.0.1: Introduction 3.0.2: Buddhism and An 2.0.3: Images of the Buddha 2.0.4: Buddhist Education through Art 2.0.4.1 : Forms and Holistic Thought 2.0.3.2: Presence and hhdfulness 2.0.4.3: Creativity and Production 2.0.4.4: Style, Beauty and Aesthetics 3.0.5: Chapter Summary Chapter Three: Methods of the Study 3.0.1 : Introduction 3.0.2: Research Interest 3.0.3: Access to the Site and Participants 3.0.4: Data Collection Procedures 3.0.5: Reducing Bias and Preconceptions 3.0.6: Data Organization and AnaIysis 3.0.7: Limitations of the Study 3.0.8: Chapter Summary Chapter Four: Profiles of Key Infamants 4.0.1 : Introduction 40.2: Story #1; Ms. Mom Srey Neang vii Page 4.0.3: Story #2; Mrs. Sacheatha Phoung 4.0.4: Story #3: Mr. Visna Chua 4.0.5: Story #4; Mr. Sokha Ly 4.0.6: Story #5; Mr. Sovin Yong 4.0.7: Story #6; Venerable Visa1 Soth 4.0.8: Chapter Surnmary Chapter Five: The Temple and the Reconstruction of a Culture 5.0.1 : Introduction 5 -0.2: The Khmer Temple; Social and Cultural Life 5.0.3: The Significance of the Khmer Temple 5.0.4: The Khmer Temple and the End of Suffering 5.0.5: Chapter Summary Chapter Sis: Buddhist Imagery and Education 6.0.1 : Introduction 6.0.2: The Significance of Khmer Buddhist Images 6.0.3: The Production of Khmer Buddhist Images 6-0.4: Buddhist Education and Visual Media 6.0.5: Chapter Summary Chapter Seven: Conclusion 7.0.1 : General Findings 7.0.1.1 : Significance of the Images 7.0.1.7: Meaning for Art Education 7.0.2: Recornmendations for Future Research Bibliography Appendix A: Participant information and Consent Form Appendix B: Questionnaire viii List of Charts and Figures Page Chart 3.0.1: Study Participants 77 Figure 1: TempIe Nuns 1 Figure 2: Khmer Pagoda of Canada 3 Figure 3: Large Buddha Statue 32 Figure 4: Buddha Shrine 33 Figure 5: Bodhisattva 34 Figure 6: Caitya Shrine 35 Figure 7: Worshippers 37 Figure 8: Education through Images 117 Figure 9: Cycle of Life 119 Figure 10: Consequences of Bad Actions 120 Figure 11: Landscaps Painting 125 Figure 12: Angkor Temple 125 Figure 13: Traditionai Dancers 126 Figure 14: Buddha Emanations 129 Chapter One Background of the Study 1.0.1: Introduction In this study. I have examined the close relationship between images. art and religion from the South and Southeast Asian. the Theravâda Buddhist and specificall~~. the Cambodian perspective. The religious imagery found at the Khmer Pagoda of Canada defines and conveys the identity of the Khmer Buddhist people. the ethnic Cambodians. who have immigrated to Canada over the last two decades. Through related iiterature and rny own observations. 1 have discovered that the arts and imagery are extremely important within the cultural traditions of the Khmer people. The Khmer artistic hentage has changcd very little from ancient to modem times. (Pou in Jessup & Zephir 1997: 53.
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