අධපරජනනය, සතපටඨන සතරය හ ඉගනම - ඉගනවම කරයවලය පළබඳ අධයයනයක - A Study of Metacognition and the Satipatthana Sutta in Relation to the Teaching and Learning Process

Abstract

This article examines the relationship between the modern psychological concept of metacognition and the teachings found in the Satipatthana Sutta within the Buddhist tradition. Metacognition refers to awareness and regulation of one’s own thinking processes, including the ability to observe, evaluate, and guide cognitive activities. The study explores how similar ideas appear in early Buddhist teachings, particularly through the practice of mindfulness described in the Satipatthana Sutta. Using a qualitative and interpretive approach, the discussion analyses primary Buddhist texts together with relevant secondary sources. The analysis shows that the mindfulness practices explained in the Satipatthana framework encourage continuous awareness of mental states, actions, and experiences, which closely parallels the functions of metacognitive awareness described in educational psychology. The article argues that these Buddhist insights can contribute meaningfully to contemporary discussions of learning, self-regulation, and reflective thinking. By comparing these two perspectives, the study highlights the relevance of classical Buddhist teachings for understanding and developing metacognitive skills in modern educational contexts.