From Contemplation to Pedagogy: A Three-Level Mettā Model in the Karaṇīya Mettā Sutta
Abstract
The dominance of cognitive orientation in modern education limits attention to students’ character development, empathy, and emotional maturity. This study analyzes the teaching of mettā in the Karaṇīya Mettā Sutta and formulates its relevance as an ethical-pedagogical foundation for loving-kindness-based education. The study employed a qualitative approach through a literature review of the Karaṇīya Mettā Sutta in the Sutta Nipāta, academic books, and relevant journal articles. The findings show that mettā operates at three interconnected levels. At the intrapersonal level, mettā develops self-awareness, emotional regulation, humility, and moral consistency. At the interpersonal level, mettā guides nonviolent communication, respect for dignity, nondiscriminatory treatment, and restorative conflict resolution. At the institutional level, educational institutions translate mettā into curricula, disciplinary practices, protection mechanisms, and inclusive school cultures. This study contributes to the strengthening of character education and the creation of educational environments that support emotional well-being. Its originality lies in the formulation of a three-level mettā pedagogy model that connects inner development, educational relationships, and institutional governance.
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