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Countries and territories without any cases of COVID-19
1. Comoros,2. North Korea,3. Yemen,4.
The Federated States of Micronesia,5. Kiribati,6. Solomon Islands,7.
The Cook Islands,8. Micronesia,9. Tong,10. The Marshall Islands
Palau,11. American Samoa,12. South Georgia,13. South Sandwich
Islands,14.SaintHelena,Europe,
Mayen Islands,18. Latin America,19.Africa,20.British Indian Ocean
Territory,21.French Southern
Territories,22.Lesotho,23.
Island,25. Cocos
(Keeling) Islands,26. Heard Island,27. McDonald Islands,28. Niue,29.
Norfolk Island,30. Pitcairn,31. Solomon Islands,32. Tokelau,33. United
States Minor Outlying Islands,34. Wallis and Futuna Islands,
36. Turkmenistan,37. Tuvalu,38. Vanuatu
as they are following the original words of the Buddha Metteyya Awakened One with Awareness:
1. Dasa raja dhamma, 2. kusala 3. Kuutadanta Sutta dana, 4.
priyavacana,5. artha cariya ,6. samanatmata, 7. Samyutta
Nikayaaryaor,ariyasammutidev 8. Agganna Sutta,9. Majjima Nikaya,10.
arya” or “ariy, 11.sammutideva,12. Digha Nikaya,13. Maha
Sudassana,14.Dittadhammikatthasamvattanika-
Ambattha Sutta in Digha Nikaya
Assamedha
Sassamedha
Naramedha
Purisamedha
Sammapasa
Vajapeyya
Niraggala
Sila
Samadhi
Panna
Samma-sankappa
Sigalovada Sutta
Brahmajala Sutta
Digha Nikaya (Mahaparinibbana-sutta
dhammamahamatras
while
many greedy leaders of the countries are harrasing their downtrodden,
underprevilaged subjects by permenant curfew/ lockdown making them
unemployed followed by hunger.
4
4.
COLONIAL KNOWLEDGE AND
BUDDHIST EDUCATION
IN BURMA
Juliane Schober
Faith and power must always, however uneasily, take a stance
toward one another. The polity, more than most realms of human
action, deals obviously with ultimate things.
(Bellah and Hammond 1980: iv)
Education has long been associated with power and privilege. To this, one
may add the role of religion in education. Taw Sein Ko, the eminent scholar
of Burmese history and culture and Superintendent of the Archeological
Survey (1918–19) observed categorically that ‘education divorced from
religion is of little value’.1 Indeed, it is difficult to negate the role of religious
education in the formation of the self, in shaping moral values and even in
promoting social change from colonial hegemony to national sovereignty. And
there is perhaps no better vantage point to explore the intricate connections
between knowledge, religion, and power than in the contexts of colonial
education.
Education is a tool for mediating diverse, and at times contradictory, bodies
of knowledge concerning culture and world-view, modernity and tradition,
politics and religion, and temporal and ultimate visions of reality. It helps
shape conceptual structures of knowledge used to negotiate the fluctuating
boundaries of experience in the encounters of traditional and modern
societies, such as colonial Burma and colonizing Britain. This is particularly
apparent at those moments in history when colonial reforms of education
seek to integrate divergent bodies of local knowledge. Education therefore
also plays a role in shaping cultural notions of identity, national belonging,
and religious reasoning.
Colonizing forces tend to impose their forms of knowledge on newly
conquered territories by training local populations to become civil servants
and administrators in the colonial regime (Cohen 1996: 1–15). Colonial
education claims to convey objective facts through the rational methods of modern science and technology. The curriculum and language of instruction
in colonial education are significant instruments in the consolidation of
foreign rule (Altbach and Kelly 1991: 1). It teaches what Cohen calls colonial
forms of knowledge that comprise subjects such as historiography, geographic
surveys, ethnic practices and beliefs, surveillance, and so on. The colonial state
itself becomes a theatre for ‘experimentation, where documentation, certifi-
cation, and representation were . . . modalities that transformed knowledge
into power’ (Dirks in Cohen 1996: xi).
This essay casts into relief cultural and historical locations at which par-
ticular forms of knowledge can open access to power, while other forms
of knowledge lose relevance in the political context of the time. By focusing
on colonial knowledge and Buddhist education in Burma, I do not intend
to privilege any particular education, policy, or curriculum. Nor do I seek
to describe Burmese Buddhism as ‘compatible’ with or ‘hostile’ to ratio-
nalism, modernity, or secular knowledge. Instead, I hope to locate debates
about education within colonial histories to highlight selectively cultural
dynamics that motivate the continuing politicization of education in Burma.
Secular subjects were not novel to the monastic curriculum in Burma.
During the reign of King Bodawphaya (r. 1782–1819), monastic education
incorporated what might loosely be termed secular subjects of Indian origins,
including astronomy, astrology, military arts, boxing, wrestling and music
(Mendelson 1975: 151). Yet, in the mid-nineteenth century, when Burmese
monks encountered the colonial stipulation to include the teaching of
science as an instrument of colonial power, they largely refused to cooperate
with British education policy. My essay begins by describing the cultural
contexts in which the monastic opposition to teaching modern subjects
emerged, especially to mathematics, geography and drawing. The sangha’s
refusal was motivated largely by reactions against the colonial threat to
monastic authority, autonomy and ethics. The sangha’s position on edu-
cational reforms proved to have unintended and far-reaching consequences,
and eventually gave rise to millenarian resistance movements against colo-
nial rule, such as the Saya San Rebellion during the 1920s and 1930s
(Schober 1995).
A second focus is the emergence of nationalism advocated by the Young
Buddhist Men’s Association (YMBA), which was in many ways a colonial
organization. Founded in 1906, it was the first civil organization to raise
awareness about national identity. Its members were primarily products of
colonial education and included many of the country’s post-independence
leaders. The YMBA’s nationalist agenda focused in large measure on matters
of education. It advocated standards for instruction in secular subjects in
rural areas, while, at the same time, promoting government support for
instruction in religious and vernacular subjects like Buddhism, Burmese
language and classical literature in public schools where modern, secular
subjects and instruction in English formed the core of the curriculum.
Next, the discussion shifts to modern efforts to construct a fundamental
Buddhist rationale that encompasses and foreshadows modern science and
to missionize Buddhism among sympathetic western audiences in the 1950s
and 1960s. Here, a modern Buddhist discourse appropriates, seemingly with-
out contradiction, scientific rationalism, perhaps the hallmark of modern
western education. In this context, colonial knowledge is again subordinated
to a universal, yet modern Buddhist cosmology. The essay concludes with a
brief delineation of the ways in which Burmese governments have shaped
public debate about education since independence. Particularly noteworthy
in this regard are efforts by the military regime, since the 1990s, to employ
monasteries in the delivery of basic education in rural areas and particularly
among non-Buddhist tribal groups. Restrictions imposed on access to educa-
tion under military rule have motivated pro-democracy forces in Burma to
bring to the attention of the international community the widespread need
for education in shaping the future of civil society.
Colonial and cultural knowledge
To a significant degree, the Burmese experience of modernity commenced as
a colonial project. The encounter of what is now called ‘traditional Burmese
culture’ with historical forces that would link this country’s future to mod-
ernizing innovations was motivated by the concerns of colonial administra-
tion and propelled by particular historical conjunctures in this unfolding
development. Together, these forces eventually eclipsed traditional cultural
values, institutions, and life-ways.2 The collapse of traditional institutions,
initially only in Lower Burma and, after 1886, also in Upper Burma acceler-
ated the restructuring of Burmese society in the advent of modernity.
Colonial rule in Burma effectively dislodged military or secular power
from its Buddhist world-view in which it had been traditionally embedded.
By separating practical, physical and secular power from its Buddhist foun-
dations, the British followed a deliberate policy of non-involvement in the
religious affairs of the colony. This diminished colonial authority in the
views of traditional Burmese Buddhists, who expected the British to act like
righteous Buddhist rulers (dhammara ̄ja). At the same time, colonial rule
introduced alternate access to power that until then had not been a con-
ceptual possibility in Burmese cultural knowledge. British rule promoted
the rationalization of the state, modern values and western education, and
created administrative structures that furthered the economic and political
goals of the empire (Schober 2005).
The British encountered in Burma a firmly established and entirely different
system of formal education, with a relatively high rate of literacy among the
general population. Colonial sources report that basic literacy rates exceeded
those of India and matched those of Italy, Ireland and North America in
the mid-nineteenth century. Yet, British and Burmese notions of education were not commensurate. Colliding world-views and political projects charac-
terized debates about educational policy, access and reforms of education.
Education remained a contested issue throughout colonial and national
history, informing national identity, politics and religion, and serving as
flashpoints around which Burmese leaders rallied and mobilized public
opinion in the struggle for independence. From the British perspective, the
purpose of colonial education was to produce local administrators trained
to implement the colonial project. Colonial knowledge was primarily secular
in its orientation, although Christian missionaries played significant roles
in delivering a curriculum infused with a Christian ethos. It presumed an
ideology of cultural evolution that legitimated colonial rule over native
peoples and obligated colonizers to take on ‘the White Man’s Burden’ and
educate the colonized. In this western view of enlightenment, modern man
was able to master human progress through scientific rationalism. The 1854
British Dispatch on colonial education echoes these sentiments (Bagshawe
1976: 28–29). Accordingly, the government’s objectives for education in
India were to bring about intellectual and moral improvement; ensure the
supply of government servants, and safeguard the expansion of trade. It was
intended to produce an appreciation for ‘European knowledge’ by teaching
about the arts, sciences, philosophy and literature of Europe. English was to
be taught already in the elementary grades along with vernacular literacy.
Under the authority of colonial departments of Public Instruction, reforms
of local school systems were undertaken and institutions of higher educa-
tion were to be developed. Private and missionary schools observing these
government regulations would receive government funding.
The purpose of formal education (batha) in pre-colonial Burmese culture
was intrinsically religious. Education properly belonged to the domain of
Buddhist monks and monastic learning. Its premise rested on a Buddhist
understanding of the world wherein all phenomena, be they social, political,
cultural, are constituted by karmic action and regulated by the Universal
Law, the dhamma, the Buddhist Truth. Religious and other ultimate concerns
encompassed secular and temporal matters (lokiya) that were ultimately
meaningful only to the extent to which they were linked to notions of Buddhist
morality. Humans were not in control of nature, but subject to it through the
Universal Law. Practical or vocational knowledge was imparted primarily
through contextual learning and mostly in informal settings. Buddhist know-
ledge is also intensely personal and the insights it entails are believed to lead
to moral perfection (nibba ̄na). Such knowledge is embedded in lineages of
monastic teachers that can be traced, at least in principle, to the pristine time
of the Buddha.
Colonial rule and the demise of traditional
Buddhist education
In response to a growing European mercantile presence encroaching upon
its southern coast regions, the Court of Ava had followed the cultural mode
of its predecessors by retreating inward and temporarily moving the court
from Ava across the Irrawaddi River to Amarapura, near Sagain (Stewart
1975: 32ff). Embedded in the Burmese retreat was a fateful misapprehension
of European global trade networks and the political power protecting the
colonial enterprise. Although intermittent efforts to become familiar with
European knowledge and technical capacities had been initiated during the
reign of King Bodawphaya, the Kingdom of Ava was, by all accounts, at
the political and cultural apex of an imperial Theravada polity whose ruler
styled himself to be ‘The Master of the White Elephant’ and ‘The Lord of all
Umbrella-Bearing Chiefs’ (Myint-U 2000: 53). Through the aid of Barnabite
missionaries and Father Sangermano, the King of Ava requested the papal
court in Rome in 1723 to provide access to western knowledge, explaining
that ‘many teachers and technicians were needed’.4 While the Portuguese
had initiated some Christian missionary education along Burma’s southern
coastline since 1600, western education was carried out primarily by Roman
Catholic and American Baptist missionaries well into the first half of
the nineteenth century (Ba 1964; Kaung 1931, 1960a, 1960b, 1963). The
Reverend J. E. Marks, of the British Society for the Propagation of the
Gospel, established St James College in Rangoon in 1885, following several
years’ residence in Mandalay during the 1870s. Thant Myint-U credits two
members of the Burmese elite, the Myoza of Myawaddy and the Prince
of Mekkaya, as pioneering a renaissance of local scholarship during the
1830s and 1840s affecting:
. . . many and diverse fields of knowledge, including geography,
astronomy, history and the natural sciences. The arrival of European
learning also displaced India as the ultimate and natural source of
outside information, and marked the beginning of a long relationship
between modern science and Theravada Buddhism.
(Myint-U 2000: 101)
In 1824, the British commenced the first of three wars that eventually
led to the annexation of Burma in 1886. The First Anglo-Burmese War
(1824–1826) served to protect mercantile interests of the British East Indian
Company in the region and was declared against the Kingdom of Ava
and King Bagyidaw (r. 1819–1837), the reigning monarch of the Konbaun
Dynasty. A significant milestone of the colonial project, however, had been
achieved in 1826, when British land surveyors completed a map of the
geographic boundaries of the Kingdom of Ava (Myint-U 2000: 101).
Access to formal education in pre-colonial and early colonial Burma
continued to be largely shaped by a pre-modern, cosmological Buddhist
mentality and its cultural values. Religious education and literacy were
products of that mentality, and a monastic career was the primary venue for
gifted young men to realize educational goals and join the ranks of the liter-
ati. Prior to the First Anglo-Burmese War (1824–1826), literacy was acquired
through the study of religious subjects and firmly rooted in the monastic
mission to preserve the dhamma. Scholarship and teaching were natural
extensions of a religious vocation. Formal education was concerned with
‘general principles’ and timeless, ultimate knowledge. Its study was accessible
through the institution of the sangha, the teaching practices of monks, and
through knowledge engraved in palm leaf manuscripts that were catalogued
according to Theravada classifications and housed in monastic libraries. Taw
Sein Ko notes that basic multiplication was taught in monasteries alongside
the study of classic texts (Taw Sein Ko 1913b: 228). Khammai Dhammasami
(in this volume) also points to the use of basic mathematics as an aid to
memorizing Pali texts. The monastic curriculum further incorporated
subjects such as Burmese traditional law, history, astrology, military skills
and archery, taught by court Brahmins of primarily Manipuri descent to
children of the elite (Myint-U 2000). In dynastic times, too much erudition
among commoners entailed the risk of raising suspicion about a potential
incursion of power and possible revolts against royal power.
Buddhist monasteries functioned as primary educational institutions pro-
viding basic literacy for Burmese young people. British surveys taken in the
mid-nineteenth century confirm that monastic education was firmly estab-
lished throughout the country.5 Most males spent some time as students
(kyaun:tha) or novices residing in the monastery where daily routines made
study of the dhamma a central focus. Other male students attended monastic
instruction, but continued to live with their families. Taw Sein Ko (1913: 224)
bemoans the fact that the education of girls was generally left to ‘untutored
masters’, as teaching young girls was considered beneath the ‘holy dignity’
of monks and viewed as ‘unnecessary’ by much of the population. By 1869,
however, slightly more than 5,000 girls, who were not permitted to attend
monastic schools, enrolled in 340 lay schools located in homes set aside for
instructional purposes in some of the larger villages. However, attendance
at these home schools was intermittent, instructional periods were shorter,
and educational expectations were less rigorous.
Monastic examinations sponsored by kings offered monks access to higher
levels of education since at least the seventeenth century in Burma (Spiro
1970: 362). Following a hiatus after the fall of Mandalay in 1886, the British
Government reinstituted Pali examinations in 1895 (Taw Sein Ko 1913b: 248).
Scholarly achievements were honoured with monastic titles and continue to
be rewarded today. A curriculum of four levels, pahtama-nge, pahtama-lat,
pahtamak-gyi, and pahtama-gyan, led to the higher levels of Buddhist learning. Education began with simple recitation and memorization of the
Burmese alphabet, religious liturgies (the Three Refuges, the Precepts, the
Eightfold Noble Path, etc.), and formulae of homage and protection. At
higher levels, Pali language instruction complemented the memorization
of increasingly extensive selections of canonical texts taken from each of the
three baskets.7 In addition, monks were also taught the Man ̇ gala sutta, the
Lokan ̄ıti with its astrological focus, the Dhamman ̄ıti and Ra ̄jan ̄ıti.8 Cultural
knowledge was therefore found in monks as the embodiment of Buddhist
learning and in the palm leaf manuscripts housed in monastic libraries of
local communities that served as repositories for textual study.
Monks were expected to lead a life that was withdrawn from and above
worldly affairs (Mendelson 1975: 157). Monastic teaching styles affirmed
cultural expectations that one may not challenge the authority of monastic
teachers. Senior monks like local abbots tended to assume teaching roles and
hence enjoyed considerable authority and respect. They instructed students
in traditional methods such as reading aloud in unison and recitation from
memory and seldom offered explanations or interpretations of the materials
studied. As questioning a monastic teacher might be perceived as a challenge
to his authority, students would seek answers from parents and others in
the lay world. The work of interpreting or filling in gaps in basic religious
knowledge occurred mostly outside the sangha in the larger social circles of
the family.
Monastic education in nineteenth-century Burma relied mostly on scarce
copies of palm leaf manuscripts as the major material repositories of textual
knowledge. In her study on the local diversity in Buddhist learning in north-
eastern Thailand, Tiyavanich (1997) notes the advent of printed materials
helped facilitate concurrent reforms to standardize the monastic curriculum.
In the absence of detailed research on diverse Buddhist traditions in Burma
during the nineteenth century, we may nonetheless surmise that the introduc-
tion of print similarly served to standardize a heterodox tradition and a diverse
monastic teaching curriculum. In 1864, Bishop Bigandet, the Vicar Apostolic
of Ava and Pegu, was instrumental in producing the first printed version of
the Burmese Tripitaka.9 Although print culture flourished in Burma relatively
late, we can point to several hallmarks of an incipient print culture. The first
English newspaper, The Moulmein Advertiser, began publication in 1846,
serving the commercial interests of the East India Company and its local
representatives.10 By 1852, Rangoon had emerged as the centre for printing
and publishing,11 and by 1874, the Yadana Neipyidaw became the first news-
paper published in Burmese in Mandalay, King Mindon’s (r. 1853–1878)
capital in Upper Burma.12 Printed textbooks became available only after
the British sought educational reforms in the 1870s. In his exhaustive study
on books in Burmese used in the curriculum, Bagshawe (1976) notes the
impoverished literature on modern subjects available to schools.13 Moreover,
the availability of printed materials in Burmese developed at a relatively slow pace. The growing cultural currency of colonial bodies of knowledge in print
continually challenged the viability of monastic education, for which few
printed materials were used.
Soon after the First Anglo-Burmese War, the British government began to
develop educational policy for its Indian colonies. Subsequent educational
reforms during the late nineteenth century profoundly shaped the colonial
and national history of Burma. British policy to remake education in its
colonial rationality met with strong resistance among the sangha, as most
monastic schools refused to integrate western, secular subjects into the
curriculum taught at monastic schools. Indeed, disdain for local canons of
knowledge was expressed by the chairman of the Committee on Public
Instruction, Thomas Macaulay, who announced that:
. . . (w)e have to educate a people who cannot at present be educated
by means of their mother tongue. We must teach them – our own
language . . . We must form . . . a class (of) interpreters between us
and the millions we govern; a class of persons, Indian in blood and
color, but English in taste, in opinions, in morals and in intellect.
(cited in Rives 1999: 122)
Against such pronounced objectives of the colonial project, the proposal made
by Sir Arthur Phayre, the British Chief Commissioner, in 1866 appeared
liberal and progressive.15 His educational reforms envisioned a collaboration
between government institutions and Burmese monastic schools. Phayre’s
goal was to ensure that colonial knowledge, so central to the concept of
a modern government, be taught through the existing infrastructures in
Burmese Buddhist monasteries. He sought to persuade the sangha to inte-
grate modern subjects, including arithmetic and geography, into the existing
monastic curriculum. His proposal offered financial incentives to Buddhist
monasteries to compensate monastic teachers, to employ government-certified
lay teachers to teach modern, secular subjects at monastic schools, and to
extend stipends to students.
The cultural chasm between Buddhist learning and colonial knowledge
soon became apparent as British conservatives and the Burmese monastic
patriarch both responded negatively to Phayre’s proposal. It was unpopular
among British conservatives because they saw it as contravening the Anglo-
Indian government’s policy not to become involved in the religious affairs
of colonies. Similarly, few monastic schools responded to Phayre’s initiative,
and the implementation of educational reforms was slow. In 1866, an educa-
tion department was established by the local government and a plan for
building a public education system was inaugurated. By 1871, five years after
Phayre’s initiative had been launched, only forty-six monastic schools were
authorized under the government’s policy. Two years later, in 1873, ‘the
number of authorized monastery schools had risen to 801’ (Ono Toru 1981:
111), a considerable proportion of approximately 3,438 monastic schools in
Lower Burma alone (Smith 1965: 59). By contrast, only 112 lay schools had
registered with the government by 1873.16
The slow acceptance of British education policy in Burmese monastic
schools was complemented by a concurrent and rapid increase in demand
for colonial education. Eager to promote its agenda of colonial subject
formation and train potential recruits for the Indian Civil Service, the
colonial government determined to increase its support to existing Christian
missionary and secular government schools. The demand for colonial
education, with English as its medium of instruction, also increased
rapidly. This trend was amplified after the annexation of Upper Burma in
1886.
Following the British annexation, the Taungdaw Sayadaw was the monas-
tic patriarch or thathanabain who had been appointed by Thibaw, the
last king of the Konbaun dynasty. Although he resided in Mandalay, he
assumed at least nominal authority over the entire Burmese sangha. When
he passed away in 1895, the office was left vacant until 1903, when the British
confirmed his successor, the Taunggwin Sayadaw, who resided in Rangoon.
Census and registration figures during the final decades of the nineteenth
century make clear that Phayre’s plan to involve monasteries in the delivery
of secular education subjects proceeded very slowly, and with considerable
resistance from the sangha until it was finally abandoned in the vernacular
Education Committee report of 1924 (Mendelson 1975: 159). The sangha’s
objections to Phayre’s attempt to deliver a modern secular education through
existing monastery schools centred on what would have amounted to a colo-
nial redefinition of monastic authority.17 The monks did not want to be
accountable to the colonial government concerning their roles as teachers
and resented British interference in what the sangha perceived to be concerns
internal to its organization. There was also resistance to accepting the pres-
ence in the monastery of government-certified lay teachers who had been
commissioned with the instruction of secular subjects, and there was some
perception that the presence of lay teachers in monastic schools constituted a
threat to monastic authority. In 1891, the thathanabain explicitly prohibited
monastic schools from implementing the colonial education curriculum,
specifically the teaching of arithmetic and geography.18 The presence of lay
teachers on monastic grounds was not permitted. Emissaries were sent out to
reinforce these orders with local abbots, who were enjoined not to employ
government-certified lay teachers (Smith 1965: 59). For the most part, the
sangha stood its ground throughout the decade-long vacancy in the office of
its patriarch, refusing to assume a monastic role in colonial education
reforms. However, a few monasteries, especially in Lower Burma, showed at
least nominal participation in the reforms by registering with the government
and by accepting government school books and other forms of support. It
was not until 1909 that a new thathanabain in his letter to the Director of Public Instruction indicated his willingness to assume a neutral position on
this issue, affirming his intent to work towards a resolution in matters of
mutual interests by delegating the decision to participate in the colonial
education project to local abbots.19 He stated that the acceptance of money
granted by the government to monks constituted a breach of vinaya rules as
the notion of ‘results grants’ and ‘salary’ was unsuitable for Theravada
monks, who may not accept money or work for pay. He further objected to
certain proposed subjects as unsuitable for monastic study. Indicating his
flexibility on some subjects proposed in the Education Code, he objected
firmly to instruction in drawing, and especially the drawing of maps.20 He
found the idea of starting education in kindergarten ‘quite unsuitable’ and
concluded by stressing that:
Special rules should be framed for the guidance of monastic schools,
and the indigenous curriculum should be adopted with such modifi-
cations as are necessitated by circumstances. In other words, only
such subjects should be taught as are consistent with the tenets of
Buddhism.
(Taw Sein Ko 1913b: 268 – emphasis added)
The sangha’s response to Phayre’s proposal proved detrimental to the
future of monastic education in colonial Burma. Over the three decades of
relative prosperity and stability between 1891 and 1918, there was a
rapid increase in secular government schools and a concurrent decline of
government-recognized monastic education throughout all of Burma.
The British saw the lack of Buddhist collaboration as undermining the
colonial project to educate a new class of civil servants. Christian mis-
sionary and government-funded schools soon attracted talented, ambitious
youths for whom instruction in English and western knowledge provided
new opportunities and life-ways. With profitable opportunities in the econ-
omy and in colonial administration afforded by a modern education, mis-
sionary and government schools soon recruited bright and ambitious young
Burmese.
This trend was especially pronounced in towns and urban centres, which
further deepened the cultural divide between urban and rural areas that
already characterized Burmese colonial experience. In contrast to pre-colonial
Burma, where elites sought out monastic teachers and mentors, monastic
education was relegated to the cultural and political backwaters in rural areas,
where monastic schools instructed rural youths with less ambition or talent.
This further weakened the intellectual vitality of Buddhist institutions in
colonial Burma. Monastic authority continued to be diminished by a rise in
lay meditation and lay religious education in the aftermath of the decline of
Burmese traditional culture. In short, the trend away from monastic educa-
tion created economic, cultural and intellectual divisions between British educated colonial elites and those who remained confined to a pre-colonial
Buddhist rationality.
The impact of colonialism and modernity on traditional Burmese culture
was not confined to monastic education. The British conquest of Upper
Burma was devastating to traditional life-ways and to social, cultural, polit-
ical and economic institutions (Myint-U 2000). Colonial rationality and
practice had dislodged secular uses of power from the Buddhist cosmology
that traditionally encompassed it. The colonizers looted and burned Manda-
lay Palace, the seat of power in Upper Burma. They exiled the Burmese King,
Thibaw (r. 1878–1885) to India, and relocated the Lion Throne, the seat of
royal power, to the Calcutta Museum. Mandalay Palace itself was trans-
formed into a British military garrison, Fort Dufferin, and Rangoon, the
mercantile centre of Lower Burma, now assumed still greater political and
economic importance. Though diminished in its influence and cultural vital-
ity, the institution of Buddhism, as embodied by the sangha, nevertheless
emerged as the only traditional institution to survive colonization.
The thathanabain’s refusal to allow monastic schools to become conduits
of colonial knowledge diminished the political and cultural relevance of the
sangha. Monastic leaders seemingly had not anticipated the historical and
political consequences this decision would hold. Nor did they foresee the
utility colonial knowledge held for an emerging class of Burmese civil servants.
Living within a world-view in which Buddhist rationalities encompassed
practical knowledge, the sangha could not foresee the authority colonial
knowledge would acquire within a modern way of living. From the perspec-
tive of a traditional sangha, practical, applied and vocational subjects tradi-
tionally had been taught in the informal contexts within the worldly realm.
Technical and practical education therefore did not fall with its educational
mission.
The patriarchal decision indicates more than a Buddhist rejection of secu-
lar rationalism and colonial knowledge. It constituted a defence of monastic
education as rooted in the vinaya and, more generally, a defence of the
monastic status vis-à-vis a colonial regime that had shown scant respect for
Buddhist monasticism. This stance placed the sangha in opposition to the
colonial regime, and eventually created an arena for resistance against colo-
nialism, secular power and knowledge. It located early Burmese anti-colonial
resistance movements within a pre-modern Buddhist context. Increasingly,
the sangha as an institution and monks as political actors became focal
points of anti-colonial resistance around which Burmese national identity
was affirmed and articulated through millennial movements and other forms
for neo-traditional Buddhism.
The thathanabain’s fateful refusal of Phayre’s proposal undermined monas-
tic authority as the source and embodiment of knowledge in the future. The
vacuum created by the disjuncture between Buddhist knowledge and colonial
education opened venues for cultural innovations of authority by Burmese lay teachers.22 Mendelson comments that the sangha’s retreat from modern
education transformed Burmese Buddhist practice and gave rise to new lay
associations:
The loss of the educational role, formerly the exclusive role of the
monk, has had profound effects upon the Sangha’s place in modern
Burmese society. The movement to place education into secular
hands was a legacy of colonialism that left a vacuum in Burmese life,
for the specifically Buddhist nature of the traditional learning pro-
cess was lost in the transfer to lay schools. Lay associations, formed
in the realization of such a loss, attempted to promote Buddhism to
make up the difference . . .
(Mendelson 1975: 161)
Colonial education and the rise of nationalism
The Young Men’s Buddhist Association (YMBA) was that kind of lay organi-
zation that spoke to the popularly felt need among urban and middle-class
Burmese at the time to enhance lay authority in religious matters. Perhaps
indicative of a popular disenchantment with modern life-ways, the YMBA
championed a modern rationalism and an educational agenda centred on
Buddhist and vernacular canons. It was an urban, colonial organization that
aimed to instil nationalist sentiments based on Buddhist principles through
mass education and public schools. It emerged independently from its Sri
Lankan namesake in Rangoon in 1906 as a religious, cultural and welfare-
oriented organization that served as an umbrella structure for a variety of
disparate groups (Taylor 1987: 177). The Buddha Batha Kalyana Yuwa Athin
(Association to Care for the Wholesomeness of Buddhism), as it was known
in Burmese, was explicitly modelled after modern organizational and social
objectives of the Young Men’s Christian Association. In particular, it aimed
to imitate the YMCA’s organizational form, and use of print materials
to mobilize the public and mass education ‘crucial to the development
of a Burmese nationalist organization’ (Taylor 1987: 162). It initiated an
organization to mobilize nationalist sentiments across Burma, and its agenda
was largely articulated around issues of education.
During its early development, the leadership of this Buddhist society was
decidedly pro-colonial. Both mirroring and reacting to the secular values
British colonialism had introduced, the YMBA initially adopted a civil and
religious charter that championed the project to define Burmese Buddhist
identity in contradistinction to the British elite. Implementing its charter to
uplift Burmese society in religious, social, cultural and economic ways, the
YMBA promoted four national objectives: namely to strengthen the national
spirit or race (amyo), to uphold a national Burmese culture and literature
(batha), and to advance Buddhism (thathana) and education (pyinnya). The last two items bear particular relevance to this discussion. Support for a
national language (batha) resulted from the fact that ‘knowledge of Burmese
literature [had] almost died out among the educated Burmese classes and
. . . Burmese speech tended to be confined to rural areas and the domestic
sphere . . . [A]t the beginning of the twentieth century, the greatest number
of Burmese students studied in Europe’ (Becˇka 1995: 399; Sarkisyanz 1965:
108). English had become the language of use, knowledge and instruction
among the Burmese colonial elite. Burmese language and literacy were
insufficiently taught, as the teaching of Burmese literacy and literature was
located in monastic education. Yet, the educational and cultural decline of
the sangha was pervasive and the declining knowledge of classical Burmese
literature also entailed a decline in cultural and religious values.
A reformed, modern perspective on Buddhism (thathana) pervaded the
YMBA’s mission. To reduce the economic burden in rural areas, the YMBA
petitioned the government to exempt monastic land from taxation (Maung
Maung 1980: 4). They discouraged traditional Buddhist rituals associated
with ostentatious spending such as funerals, weddings and novice initiations.
They encouraged moral self-reform among their fellow Burmans (Becˇka
1995: 40) and advocated the prohibition of intoxicants, including liquor and
tobacco.
The YMBA undertook many initiatives on education (pyinnya) to pro-
mote a modern educational system that incorporated instruction in Burmese
and in the fundamentals of Buddhism. Concerned about the pervasive
influence of western education on Burmese national identity,23 it promoted
schools where Buddhism was part of the curriculum and sought government
funding in parity with colonial support for Christian missionary schools
(Singh 1980: 30–31). It petitioned for the appointment of a Minister of
Buddhist Affairs and for instructors of Buddhism (dhammakatika) to teach
religious fundamentals in public schools. The YMBA further wanted national
schools where Burmese was the medium of instruction. It also agitated for
compulsory basic education enforced by the government in rural areas and
support for examinations in mathematics in rural schools (Maung Maung
1980: 5). Aware of the declining relevance of monastic education in shaping
Burma’s future, the YMBA pursued a religious and modern educational
orientation, implicitly acknowledging its preference for modern schools that
incorporated religious instruction by lay teachers over traditional monastic
education. The history of this organization thus represents significant modern
conjunctures of colonial and Buddhist education from which a spectrum of
nationalist movements would develop.
Educating westerners: the scientific discourse about
the dhamma
In the late nineteenth and early twentieth centuries, rational and scientific
discourse was the primary lens through which orientalists and western con-
verts gained an understanding of the Buddhist dhamma. In Burma, as
elsewhere in the Theravada world, Buddhists engaged in the project of
educating colonizers about the Universal Law (dhamma) and history of
the dispensation (thathana) by using a ‘scientific’ discourse that appealed to
western audiences. Their efforts were successful amongst two kinds of western
audiences, namely colonial orientalists in the late nineteenth century and
western converts to Buddhism by the mid-twentieth century. For the colonial
scholar engaged in the discovery, classification and enumeration of Buddhist
doctrines, texts and histories, this rationalist discourse confirmed their goal of
defining the pristine origins of the tradition (Hallisey 1995). A rational system
of ethics, structured by causality, held a strong appeal for western converts.
Both of these projects displayed an intuitive affinity between Buddhist phil-
osophy and western intellectual inquiry and seemed to imply an unqualified
affirmation of modern rationalism in Buddhist terms.
A variety of modern Buddhist teachings may be adduced to support this
contention and several modernist Buddhist organizations developed
to bridge this divide.24 In a lecture delivered in 1958, the Honorable U Chan
Htoon, Judge of the Supreme Court of the Union of Burma and Secretary-
General of U Nu’s Buddha Sasana Council, addressed a Conference on
Religion in the Age of Science in Star Island, New Hampshire, in the follow-
ing way:
Scientific knowledge has shown itself not only negative towards
dogmatic and ‘revealed’ religion, but positively hostile to it . . . In the
case of Buddhism, however, all the modern scientific concepts have
been present from the beginning. There is no principle of science,
from biological evolution to the general Theory of Relativity that
runs counter to any teaching of Gotama Buddha.
(Chan Htoon 1958: 29)
Similarly, U Shwe Zan Aung (1871–1932) published an essay in the Journal of
the Burmese Research Society25 that explored the relations between Buddhism
and science. He asserted that Buddhism, while never departing from its ori-
ginal canonical texts, encompassed scientific discoveries, past and future, in
the way a philosophy of science foreshadowed scientific discoveries. In support
of his contention, Shwe Zan Aung pointed to shared comparative and ana-
lytical methods, and rules of criticism, between the two bodies of knowledge.
Both encouraged the study of phenomena and both rely on observation as
a method, with the Buddhist cultivation of insight as the highest form of observation. He asserted that Buddhism proclaims generalizations of the
highest order, such as the theory of ceaseless flux, the theory of kamma and
the theory of causality. Hence, Buddhism is held to have foreshadowed many
modern sciences such as psychology, geography, astronomy and geology,
cellular biology, chemistry, etc. His discussion likened key concepts in
each scientific discipline to a corresponding Buddhist notion. Asserting that
Buddhist explication proceeds sometimes allegorically, he even likened Mount
Meru to the axis of the Earth and the North Pole to the desired abode of
gods. He concluded that Buddhism was undogmatic and universal, and that
its philosophy underlies all of science. Thus, in the Buddhist education of
western converts, the Universal Truth of the dhamma frames the modern
discourse of science, rational inquiry and secular knowledge.
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Buddhism and education in post-independence politics
The tension between traditional Buddhist and modern colonial knowledge
created a legacy of contestation in the Burmese struggle for national identity.
The rejection of colonial knowledge in monastic education in the late nine-
teenth century portended lasting effects and eventually contributed to a
politicization of education in the Burmese public sphere, where educational
policy has been pivotal since the advent of the colonial project. Student
strikes have been important junctures in the struggle for national indepen-
dence in Burma.26 State support for religious education, and especially for
Buddhist education, proved to be a deciding factor in the collapse of U Nu’s
government in 1960.
Disputes between the sangha and the democratic government of U Nu
over the place of the religious education for non-Buddhist Burmese nationals
precipitated the military take-over in 1962, ending more than a decade of
parliamentary democracy and the way to ‘Burmese Buddhist socialism’.
As Prime Minister of Burma from 1948 to 1962, U Nu promoted the Sixth
Buddhist Convocation (1952–1958) to revitalize Buddhist institutions and
practices, to lend religious legitimation to his political office, and to control
the public influence of the sangha. However, U Nu’s government was coming
under increasing pressure from the sangha to institute Buddhism as a state
religion. Following lengthy and complex negotiations, a constitutional amend-
ment was passed to adopt Buddhism as the state religion in August 1961. As
the State Religion Act defined non-Buddhists as second-class citizens, ethnic
and religious minorities were alienated from the nation-building project.
Negotiations between U Nu’s government and the sangha finally collapsed
over state support for non-Buddhist religious education in public schools,
despite U Nu’s significant support for Buddhist institutions and causes.
Although U Nu accommodated sangha demands for Buddhist instruction
as part of state-funded, public education, he failed to secure the sangha’s
acceptance of educational rights for non-Buddhist minorities. Although the government supported Buddhist education in public schools, monastic
leaders refused to accept policy provisions for non-Buddhist minorities that
would have entitled them to offer religious instructions on private property
with non-government funds (Smith 1965). As negotiations failed, the military
usurped the political vacuum in a move that weakened not only Buddhist
institution but all forms of education in Burma for the remainder of the
twentieth century. Against the background of complex tensions between the
government and ethnic separatists, the educational demands of the sangha
had again emerged as pivotal forces in the project of nation-building, subject
formation and modernization.
The collapse of U Nu’s government ushered in decades of military rule,
economic deprivation and cultural isolation. Ne Win’s government and its
successor regimes continued to politicize education through the strategic
closure of schools and institutions of higher education, appealing to a national
need to prevent or quell student unrest. Students at Rangoon University
emerged as leaders in the popular uprising in 1988. The failures of educational
policy and practice, and particularly of the prohibition against teaching
English in public schools during the 1970s, intensified Burma’s isolation
during Ne Win’s regime. While teaching English has been reintroduced into
the public school curriculum, the present regime continues to restrict access
to higher education. In the 1990s, the government augmented again the role
of Buddhist monasteries in delivering basic education, especially among
non-Buddhist tribal minorities.
Since then, various civil rights advocates, including the Human Right
Documentation Unit of the National Coalition Government of the Union
of Burma (NCGUB) and Aung San Suu Kyi have appealed to the inter-
national community to promote education at all levels in Burma, arguing
that four decades of military rule have had a negative impact on quality and
access to education in Burma.27 The lack of government support for educa-
tion, they argue, has disastrous effects on basic human rights, including politi-
cal participation in shaping civil society and public health care. Restricted
access to education, particularly to higher education, has indeed become
a major hurdle in the development of modern civil society in Burma.
Nonetheless, the enduring cultural value of education for many Burmese is
attested by the numerous private schools in towns and cities that opened in
an effort to compensate for the state’s restrictions to education.
Conclusions
The cultural history of education in colonial and independent Burma is not
a continuous narrative that distinguishes consistently between modernity
and tradition, secularism and religion, rationalism and Buddhist cosmology.
My aim in this essay has been to show that the unfolding of this history
defies categorical distinctions that contrast religious values in education with modern knowledge and secular rationalism and, instead, focuses our atten-
tion on conjunctures deeply embedded in cultural contexts. Religious and
nationalist concerns weave through the project of education during the
colonial period and the independent nation state in complex and often
fragmented episodes that link the agendas of local actors with the cultural
trajectories of institutions and the concerns for the greater good of civil
society. Education, it seems, is always someone’s project. Our attention there-
fore must focus on the cultural and political contexts and audiences at spe-
cific moments, when educational values and policy emerge as pivotal agents
of social change, profoundly shaping the course of Burmese colonial and
national history.
I began this essay with the assertion that the Burmese encounter with
modernity began as a colonial project in which knowledge and education
offered pivotal access to power and wealth. Implicit in this assertion are also
questions about the present conditions of modernity, Buddhism and civil
society. Recent studies on Buddhism and the nation state in Sri Lanka con-
tend that the modern nation state represents a continuation of the colonial
project (Abeyesekara 2002; Scott 1999). Similar arguments can be made con-
cerning the moral authority of the modern Burmese state that appeals to
neo-traditional Buddhist ritual to legitimate a military elite in power, particu-
larly in the absence of a national constitution. In analogy to its colonial
history, the Burmese sangha is similarly locked into a continuing dynamic of
co-optation by and resistance to modern state power. The monastic role in
public education continues to be multifaceted, ranging from state-mandated
meditation retreats for civil servants to the critical engagements with the
needs of modern civil society socially engaged Buddhists have undertaken.
There can be no doubt, then, that Buddhism in Burma, like religion in con-
temporary western and Middle Eastern societies, inserts itself into the public
sphere in ways that challenge received understandings of modern education
as a rational and secular project.
Notes
1 Taw Sein Ko (1913b: 242). See Edwards (2004b) for an insightful appraisal of Taw
Sein Ko’s role in brokering local and colonial knowledge.
2 See Myint-U (2001) and also Cohen (1996), Furnivall (1943), and Moscotti (1974).
3 Jan Becˇka (1995: 127, 210) points out that, prior to 1886, Lower Burma referred
to the southern regions under British administration, namely the Irrawaddi
Delta, Pegu, the Tenerassim and Arakanese districts, while Upper Burma
designated territories under the control of the Mandalay court. Following the
British annexation in 1886, Upper Burma comprised the administrative division
of central and northern Burma, such as Magway, Mandalay and Sagain.
4 Rives (1999: 106). Bishop Calchi, Vicar of Ava and Pegu and Bigandet’s predeces-
sor, began to compile a first Burmese dictionary that later provided Judson with
the foundation for his own dictionary work.
5 Ono Toru (1981: 108) reports that a British survey taken in 1869 counted nearly 3,500 monastic schools in Lower Burma alone, with nearly 16,000 resident monks and almost 28,000 lay (male) students enrolled.
6 See Ono Toru (1981: 108–9). Sein Ko (1913b) reports some concern among the
British about the restricted access and lack of quality education for Burmese girls.
7 Mendelson (1975: 367) lists Buddhist texts used for study at each of the progres-
sive levels of monastic examination, beginning with basic vinaya rules and pro-
gressing to include studies of Pali grammar and selected canonical texts from each of the three baskets, including the Abhidhamma.
8 These Burmese texts, mentioned as part of the monastic curriculum by Sein Ko
(1913b: 230), contain ethical and moral instructions on matters of lay life, law, and
government. For a detailed discussion, readers may consult the compilations of
Burmese Manuscripts by Bechert et al. (1979–1985).
9 Royal Orders of Burma, AD 1598–1885, Part Nine AD 1853–1885, Than Tun
(ed.) Kyoto: Center for Southeast Asian Studies, Kyoto University, 1989: XX.
10 Becˇka (1995: 166) states that the Maulmain (sic) Chronicle commenced publication
in 1836.
11 According to Cuttriss (1960: 45, 47), the Rangoon Chronicle commenced publica-
tion in 1853 and was renamed the Rangoon Times, a bi-weekly paper, in 1858.
12 See Becˇka (1995: 166). An English gloss would be ‘The Mandalay Citizen’, referring to the city’s classical name, Yatanaboun.
13 The first book printed in Burmese, Alphabetum Barmanum, was a Burmese grammar
published in Rome in 1776 by Bishop Percoto, a Italian missionary and
recognized authority on Pali and Burmese (Rives, 1999: 109).
14 Mendelson (1975: 158) writes that in ‘1867–1868, only 41 monastic schools
were using the new textbooks, and only 91 students nominally studying them. In 1868–1869 . . . 170 books were distributed and 82 pupils were studying them.’
15 Sir Arthur Phayre (1812–1885) resided in Burma from 1834 onwards. He was
Chief Commissioner from 1862 to 1867 and headed several missions to Mandalay between 1862 and 1866.
16 See Ono Toru (1981: 108, 109). Ono Toru reports that, according to a 1869 government census, 15,980 novices and 27,793 students attended 3,438 monastic
schools in Lower Burma, while 5,069 students attended village-based lay schools.
Mendelson (1975: 159) reports that, in 1891, there were 2,343 monastic schools
and 757 registered lay schools, whereas in 1938, the numbers had shifted to 976
monastic schools and 5,255 lay schools. The most comprehensive account is found
in Furnivall (1943: 25–30). While the specific statistics differ in various sources,
they concur in demonstrating a trend of decline in monastic education and a
disproportionately greater growth in demand for a curriculum delivered in English.
17 Report on Public Instruction in Burma, 1891–1892, Resolution, pp. 9–10; Upper
Burma, pp. 12; 24; 35–36; 43–44 and 48–50.
18 It is noteworthy that already in April of 1855, two ‘American missionaries, Kincade
and Dawson, presented King Mindon with history and arithmetic books written
in Burmese’, according to the Royal Orders of Burma (Part Nine, p. xvi). It is
unclear why the instruction of arithmetic, given its general level of abstraction and
potential affinity to mathematical calculations employed in astrology and related
Indian forms of knowledge, should be especially objectionable to the Buddhist
sangha.
A plausible explanation may be its application to geography and colonial land-
surveying techniques. Modern conceptions of geography were in clear contradic-
tion with traditional Buddhist cosmology. It not only formed the conceptual
foundation for a Buddhist understanding of the structure of the universe, it also
formed the basis for calculating astrological constellations to foretell the future.
Astrological signs also informed military formations in battle. Given such radical
divergence from received ways of conceptualizing universal order, it is not sur-
prising that Buddhist monks would object to the teaching of modern geography
and drawing techniques, such as those used in land surveys.
19 Taw Sein Ko (1913b: 263–268) offers insightful minutes of a meeting in August
1911 attended by the thathanabain and his council, representatives of the
Education Department and the Commissioner of Mandalay, Colonel Strickland,
and his entourage.
20 Cohen (1996) notes the important place modern land-surveying techniques held
within colonial knowledge, for they were central to the colonial project. In
contrast, traditional Buddhist cosmology imagined the geographic order of the
universe in entirely different terms, with Mt Meru at the centre and surrounded by
gigantic walls that contained the Southern island on which human beings were
thought to live. For a particularly helpful discussion of Burmese cosmological
representations, see Herbert (2002).
21 See Cady, (1958: 179), where he writes concerning all of Burma: ‘In 1891–1892,
government-recognized monastic schools numbered 4,324 compared to 890 lay
schools. The numbers were: 3,281 monastic to 1,215 lay in 1897–1898; 2,208 to
2,653 in 1910–11; 2,977 to 4,650 in 1917–1918. Lay schools were obviously taking
over.’
22 Taw Sein Ko’s discussion (1913b: 249–253) of cultural debates concerning
appropriate demonstrations of respect for lay teachers aptly illustrates the ways in
which the authority of lay teachers was initially contested.
23 This was brought on in considerable measure by the rush towards the economic
benefits of a modern colonial and secular or Christian education. It was also a
reaction to the malaise that characterized monastic education and its retreat to
rural areas and, finally, the decline in educationed expectations and levels of
performance, and resulted from the monastic refusal to integrate scientific subjects
into education, particularly geography and mathematics.
24 Among them can be listed the Young Men’s Buddhist Association (YMBA), the
Mahasi Meditation movement, U Ba Thein’s Meditation Center, the World Peace
Congress, the Buddhist Peace Fellowship, the Mahabodhi Society, and others.
25 See Journal of the Burma Research Society, 8(2): 99–106 (1918).
26 As student strikes primarily revolve around issues of secular education, they have been largely left out of this discussion.
27 See, for instance, the Burma Human Rights Year Book 2002–2003: Rights to Education and Health, Human Right Documentation Unit, NCGUB
(www.burmalibrary.org/show.php?cat=333).
5
RECONSTRUCTING THE
CAMBODIAN POLITY
Buddhism, kingship and the
quest for legitimacy
Peter Gyallay-Pap
Cambodians have since World War II endured an array of short-lived
regimes unmatched by any Asian country in number and intensity.1 The
most recent attempt to start anew, with the second post-war Kingdom of
Cambodia, was carried out with massive United Nations intervention in the
early 1990s as Cambodia became the only Asian party-state to shed its
communist mantle following similar reversals in Eastern Europe and the
former Soviet Union. Comparable political reconstruction challenges were
faced following the overthrow of the millenarian Khmer Rouge regime by
the Vietnamese army in early 1979 (People’s Republic of Kampuchea); the
fall of the pro-American republican regime in 1975 (Democratic Kampuchea);
a coup d’état followed by the deposition of the monarchy in 1970 (Khmer
Republic); an authoritarian monarchy (first post-war Kingdom of Cambodia
– revised version) two years after gaining independence from indirect French
rule in 1953; and an interregnum of French-sponsored parliamentarism after
1945 (first post-war Kingdom of Cambodia). One could go further and
mention the tumultuous changes during World War II that affected all of
Southeast Asia; the strains of Cambodia’s accommodation with colonial
France, preceded in turn by the interregnum of King Ang Duang’s rule in
1847–60, when Cambodia regained its sovereignty after centuries of unstable
rule marked by internecine struggles linked to territorial encroachments by
neighbouring Siam and Vietnam. Political stability has not been a hallmark
of Cambodian history, modern or pre-modern, but the post-World War II
attempts to establish a modern, or post-traditional, polity, as its victims
especially in the 1970s bear witness, have been especially tragic.
My main task in this essay is to explore why Cambodia has not evolved
into the modern, democratic nation-state that its new elites, including the
young King Sihanouk, aspired to after the war. What is it about Cambodia’s political culture that has impeded development towards a goal to which
post-war leaders, whether of the left or right, have given and continue to give
so much lip-service? For all these new regimes foundered, most on the chrys-
alis of political legitimacy. Delving into this seemingly elusive task, however,
begs the question of how political science can gain a grasp of Cambodian
political culture and its vicissitudes with the vocabulary and tools available to
it. How can political science begin to make sense of the heavy cultural and
historical baggage that shapes questions of politics in post-traditional
Cambodia? For all post-war regimes sought, willy-nilly, to justify their exist-
ence and authority to rule through appeals, or reactions, to the cultural and
political cloth of both Theravada Buddhism, here understood as a localized
articulation of a wider Indian-derived religion and civilizational culture, and
the people-centred kingship that has been tied to it.
An entry point we can readily identify are three constants that have run
through the flux of post-Angkorian Cambodian political history, namely, the
Buddhist monarchy, the Theravada Sangha (community of monks), and the
village-based society of ethnic lowland Khmer, who to this day comprise
between 80 and 85 per cent of Cambodia’s population. These three elements
are again embedded, after the turmoil of the 1970s and 1980s, as the official
symbols – ‘Nation’, ‘Religion’, ‘King’ – of the modern Cambodian polity
that emerged after World War II. In this essay, I use a deconstructed read-
ing of this triune symbolism, first articulated in the mainland Theravada
countries by the Sandhurst-educated Thai King Wachirawut (1910–25),
where the modern western concept of nationalism was conjoined with the
older indigenous symbols of kingship and Sangha to create a civic religion of
loyalty to the nation. This nationalist discourse only entered the Cambodian
vocabulary in the 1930s through a small coterie of western-educated and
-influenced individuals who, in claiming to speak for the Khmer people,
assumed the reigns of political power after World War II (cf. infra, n. 32). The
point I wish to make here is that, for political scientists in particular, any
discussion of political legitimacy in Cambodia that neglects to factor in these
constituent elements, of which the village community/societal structure is
fundamental in terms of its dependence on the existence of the other two
(Kalab 1976: 155), risks being irrelevant.
Political science, legitimacy, and Cambodia
The problem of the extreme volatility of post-war Cambodian politics has as
a phenomenon received scant attention among political scientists. The
remarkable paucity of political science studies on Cambodia (the sub-field of
international relations being a minor exception), given the social and polit-
ical catastrophes that have beset the country, is due only in small part to
Cambodia having been sealed for decades from independent scholarly
inquiry.2 A more cogent reason is intractability. Political scientists have as a scholarly community simply lagged behind cultural anthropologists, social
and cultural historians, students of religion, and other social science scholars
in developing approaches conducive to understanding non-western societies
and conceptual systems on their own terms.3 Various neo-positivist method-
ologies, while subject to recent challenges in several areas of social science
discourse, still largely prevail in a political science as yet incapable of
acknowledging them as products of the collective self-understanding and
language of a western industrial bourgeoisie.
In this essay, I draw as a corrective on work done in contemporary
political theory, understood here as an activity of experientially grounded
inquiry, or as Sheldon Wolin once felicitously put it, of critical ‘reflection
grounded in experience’. Political theory as a vocation in political science,
whose most radical exemplar may be Eric Voegelin (1901–1985), is not empty
conjecturing or opining about how human beings organize themselves in
society but is, rather, a hermeneutical or noetic ‘attempt at formulating the
meaning of (a society’s) existence by explicating the content of a definite
class of experiences (and whose) argument is not arbitrary but derives its
validity from the aggregate of experiences to which it must permanently refer
for empirical control’ (Voegelin 1952: 64). One attribute of such inquiry is
that it does not subordinate theoretical relevance to method, where discip-
lines are organized around certain a priori principles rather than the content-
area being investigated. While this doesn’t mean rejecting the systematic
results that studies based on a priori epistemologies produce, one must be
aware of their limitations. For political science, it means going beyond the
(neo-Kantian) ‘phenomenalist interpretation of politics in terms of calculative
reason, rational action, contract, and consent’ (Cooper 1999: 166). A more
inclusive theory of politics requires ‘an examination and analysis of the full
breath of the realms of being in which human beings participate’ (ibid.: 7).
For example, in place of a positivist theory of the state based on an aprioris-
tic concept stipulating juridical content, invariably in the form of western
constitutionalism, a more adequate theory of the state is one whose ‘system-
atic center is located . . . in the fundamental human experiences that give rise
to the phenomenon of the state’ (Voegelin 2001: 5).
As a counterpoint to phenomenalist rationality, critical political theory
entails exploring and analysing the natural conditions of the human being,
including experiences of non-rational modes of being and thought that are
responsible for human culture. It allows for a process of critically clarifying
modes of being as expressed symbolically in myth, ritual, stories, cultic
actions, sacred texts, language, and the like (Cooper 1999: 167). As an onto-
logical philosophical anthropology in the Schelerian sense (i.e. showing the
human person’s position in and towards the whole of being), it includes in its
ambit the religious or spiritual dimensions that had been separated out from
positivist social science. In this respect, concepts such a ‘motivating centre’,
‘ordering spirit’, or form or foundation are more critical to understanding political society than any isolated examination of doctrines such as sover-
eignty, contract theory, or, for that matter, legitimacy.4 Moreover, such a
philosophical anthropology integrates various modes of human experience
rather than splitting them into such familiar dichotomies as culture and
nature, mind and matter, heredity and environment, spiritual and secular,
religious and political, subjective and objective (Cooper 1999: 170).5 Central
for the validity of this approach is expanding the range of evidence beyond
the self-understanding of western society. Voegelin built on Weber in insist-
ing on the importance of mastering non-western sources and acquiring a
wider-ranging comparative knowledge. For how else can we appreciate
France’s projection of enlightened reason in the eighteenth-century context
into a legitimizing source for her mission civilisatrice in Indo-China as
amounting to the imposition of ‘reason’ on other people whether they were
convinced of its reasonableness or not (ibid.: 347)?
A starting point for most discussions on legitimacy in western political
discourse has been Weber’s classification of three alternative claims –
rational-legal authority, traditional authority, and charismatic authority –
where the former ineluctably trumps the other claims on grounds that the
conventionalization of social life, itself a product of the disenchantment of
the world, requires the impersonal and rational procedures of a bureaucratic,
territorial state (cf. Connelly 1984: 8f.). Political scientists and others have
accordingly charted the progress of charismatic authority becoming routin-
ized into traditional authority which, in turn, under the impact of western
science and secularism, gives way to rational-legal authority, implicitly
accepted as the most differentiated, advanced form of legitimacy (Schaar
1984: 104–105).6 In his New Science of Politics, a volume of lectures devoted
to the question of representation, Voegelin (1952) posits alternative classes
of differentiation where the question of representation may be linked to that
of legitimacy. He begins by distinguishing between elemental and existential
representation. The former refers to the internal organization or formal
structures of a political society, such as a written constitution, which corres-
ponds to Weber’s notion of rational-legal authority. The problem with elem-
ental representation is its confinement to an external description of the
representation of political society, avoiding if not ignoring the manifestation
of human being in political institutions. Existential representation addresses
this problem by dealing with the relation of the power-state to the com-
munity substance, or society. A human society here is not merely an external
observable fact to be studied and treated like natural phenomena but, rather,
a ‘cosmion of meaning’ that is illuminated from within by its own self-
interpretation through which it is able to articulate itself for action in history.
Such social articulations are the existentially overriding problem from which
an understanding can emerge of the conditions under which representative
institutions develop. We can arrive at an understanding of a society by
critically clarifying the symbols, which are independent of social or political science, through which a given society interprets the meaning of its existence.
A key criterion for legitimate political order is one where this social articula-
tion is embodied in the form of a state through its institutions, irrespective of
where a society may be on Weber’s developmental time-line.
Voegelin does not stop here but distinguishes another level of representa-
tion. His third level of differentiation raises the notion of political society as
also being a representative of something beyond itself, namely of a trans-
cendent or cosmological truth. Until the advent of the modern secular
nation-state, political societies, including those in Asia, were organized as
empires that understood themselves as representatives of such truths. Cos-
mological representation is the self-understanding of society as the represen-
tative of a cosmic order through the mediation of a ruler king. For Southeast
Asia, cultural anthropologists (e.g. Heine-Geldern, Tambiah) and historians
(e.g. Coedès, Mus) were independently confirming Voegelin’s more general
finding that ‘one uniformly finds the order of the empire interpreted as
representative of cosmic order in the medium of human society. The empire
is a cosmic analogue, a little world reflecting the order of (the cosmos)’
(ibid: 54).
This imperial symbolism is not confined to political societies representing
the truth of a transcendent or cosmic order. Voegelin points out that Marxist
states had a similar structure, merely replacing the truth of cosmic or trans-
cendent order with the truth of a self-willed, historically immanent order in
the form of an ideological second-reality construction where nature, society,
and politics are entirely de-divinized. Liberal-national symbolisms with their
inherent imperial ambitions (the primacy of the impersonal market and the
ethnic principle) are another if more attenuated example of an historically
imagined, immanent order (cf. Anderson 1983). I raise but leave open the
question of whether all immanentist political constructions lack legitimacy.
Marxist-Leninist regimes, whose power emanated from the people in name
only while rejecting a priori any authority beyond itself, certainly suffered in
this regard from a legitimacy problem. More importantly, my argument in
this essay is that the notion of a political society in the existential (including
in the differentiated cosmological truth) sense has in the case of Cambodia
not been superseded except in outward form by the elemental representation
of the modern western state model adopted after 1945. To help make this
case requires a digression for a political culture, the Cambodian, where the
past is a more of a foundation for the present than we may choose to think.
‘Allotropism’ as a condition of post-traditional
Cambodian politics
After some one hundred and fifty years of exposure to and, since World
War II, direct elite engagement with modernity, Cambodia, along with other
non-western societies in greater or lesser degrees, exists as a political society in what may be described as ‘allotropic’ form, that is, having a variety of new
features or physical properties though essentially unchanged in form or sub-
stance.7 Etymologically, ‘allotropic’ comes from the Greek allotropos, or
form in another manner, and allotropy, a term used in chemistry, denotes a
variation of physical properties without change of substance. I use the term
to describe a non-western political system whose leaders have knowingly,
unwittingly, or ineluctably appropriated western cultural materials as a
means of legitimizing its external existence as a modern nation-state while its
body politic remains more or less unchanged.
I choose the descriptor allotropic as an alternative to syncretistic, a term
often used to describe Southeast Asia’s belief system and social order. Syn-
cretism refers to mixing and blending various conceptual systems on a basis
of tenets that are considered common to all, an attempt at sinking differences
to effect union between such systems. But the term has not been helpful in
understanding Southeast Asian societies from a Southeast Asian point of
view and reveals little about the social realities of a particular culture or life-
world (Lebenswelt). A better tool for clarifying how indigenous, or local,
cultures in Southeast Asia responded to foreign cultural materials has been
Wolters’ (1982) localization concept.8 In adopting this conceptual tool for his
anthropological work in Southeast Asia, Mulder (1996: 18) describes how, in
the localization process, ‘foreign elements have to find a local root, a native
stem onto which they can be grafted. It is then through the infusion of native
sap that they can blossom and fruit. If they do not interact in this way, the
foreign ideas and influences may remain peripheral to the culture.’ While
Cambodia’s political system has in fits and starts, since World War II in
particular, assumed the trappings of an imported secular liberal democracy,
not to mention the immanentizations of communism (also western-derived)
in the 1970s and 1980s, these foreign elements, unlike the earlier Indic or even
Chinese materials, have arguably yet to find a local root for a successful graft.
How, then, can political science gain at least a tentative grasp on Cambodian
political culture in terms of a Cambodian self-understanding of its social
and political existence?
Specialists are familiar with formulations of Indic statecraft in the classical
states of Southeast Asia in general and the Angkorian empire in particular,
as well as the Theravada Buddhist polities that followed on the mainland.9
The classical political system was organized in a mandala form of concentric
circles around an axis mundi represented by Mount Meru, the cosmic moun-
tain around which sun, moon, and stars evolve, and which served as the
magic centre of the empire.10 As a rule, the royal palace occupying the centre
of the realm is identified with Mount Meru, where the king, court, and
government enact cosmic roles governing the four parts of the kingdom
corresponding to the four cardinal points.11 The Angkorian cosmic state was
intimately bound up with the idea of divine or (more precisely) semi-divine
kingship and in its dominant Brahmanic form, the so-called god-king (devara ̄ja) was considered an incarnation of a god, usually S ́iva, or a des-
cendant from a god or both.12 In the Mahayana Buddhist conception, it was
the Bodhisattva Lokes ́vara, or the ‘Lord of the Universe’, that inhabited
the central mountain from which the empire extended to the horizons of its
experience. The theory of divine incarnation or, more accurately, sanction
served to justify the legitimacy of the ruler king.
Compared to the work of more than three generations of (mainly French)
Indologists, less work has been done on the subsequent Theravada Buddhist
conceptions of power, authority, and political rule in mainland Southeast
Asia, which is of more direct interest to us. We know that much of Brahmanic
cosmology was carried over and absorbed into the new faith and that
Buddhist concepts were interpolated from Hindu concepts of kingship. But in
a formal sense, as Theravada Buddhism supplanted the Hindu-Mahayana
Buddhist belief system between the thirteenth and fifteenth centuries, it
rejected the Angkorian and pre-Angkorian theory of divine sanction as
justification for rule and replaced it with the doctrine of kamma and religious
merit. As a human being who through exemplary behaviour merited the right
to rule, the Theravada ruler king was seen as the best person to uphold the
Buddhist teachings and law through the practice of the ten royal virtues,
dasara ̄jadhamma, enumerated in the Pali canon. What is less sufficiently
recognized or explored in the literature is the soteriological aspect of the new
faith in terms of its social and political impact. If the Hindu-Mahayana
Buddhist symbolisms were court-centred and did not penetrate in palpable
ways to the village level, Theravada Buddhism as a religion of the people
extended the goals of the ‘state’ by providing for the redemption of human-
ity. It sought to transcend the inequality of an attenuated caste-based system
by evoking the concept of a quasi-egalitarian ‘community’ in the symbol of
the Sangha. It was in this sense revolutionary, arguably setting loose a social
transformation in mainland Southeast Asia that added a grassroots vigour
to the political structures it inherited, a vigour that, as Thion (1988: 3)
claims, has extended into our time (cf. Benda 1969; Bechert 1967: 223–4;
Leclère 1974 [1914]: ch. 9).13 In the Theravada Buddhist king, birth was
replaced by the virtue of the dhamma, the law of nature to which the ruler
was also subject. The post-Angkorian king was no longer a devara ̄ja, but
righteous ruler, or dhammara ̄ja, a moral human being who, ruling in a
personal way, was considered a father to his people, assuring their happiness
by respecting the Buddhist laws (Gour 1965: 23). In the eyes of the common
people to whom this new faith appeared to have a particular appeal, a king
who did not adhere to the dasara ̄jadhamma was considered unworthy to rule
and would lead his kingdom to ruin.
This political conception was not stripped of its older cosmological moor-
ings, but derived from the mythological Buddhist and possibly pre-Aryan
Indian cosmological theory of the cakkavattin, or the wheel-turning, world-
pacifying universal monarch. The dhamma, or law of nature, was a universal doctrine symbolized by the sacred wheel, or cakka. In Buddhist cosmology,
the cakkavattin, the legendary temporal ruler counterpart of the Buddha,
was a wheel-turning cosmocrator who created the just society based on and
by embodying the ten royal virtues. Pali canonical texts refer to the relation-
ship between the Buddha and cakkavattin as the ‘two wheels of the Dhamma’
(cf. Reynolds 1972). The Theravada tradition thus constructed ‘kingship in
the image of the Buddha and Buddhahood in the image of the king with
power as the key denominator’ (Swearer 1995: 92).
This source of political authority in Theravada societies derived not only
from the cakkvatti ideal, but also very likely from the Maha ̄sammata,
or ‘Great Elect’ principle prescribing election of a ruler king through a
consensus of people calling for order in an otherwise theft-ridden (lawless)
society. This principle, as put forward in the Aggañña Sutta, appears to
postulate a Buddhist social contract theory of the origins of kingship and
political society that is deserving further attention by social and political
researchers (Tambiah 1976: 483; cf. Collins S. 1998: 448–451). It is plausible
that the Theravada monks who came to inhabit the village-based cultures of
the Southeast Asian mainland between the eleventh and fifteenth centuries
adopted this contract theory in view of the importance Theravada Buddhism
places on assemblies and traditions of monks electing their own abbots.
These ecclesial structures may in turn have shaped political and social struc-
tures of pre-colonial Cambodia, which we know were highly decentralized
and where village headmen in Cambodia, Thailand, Laos and other possibly
Theravada lands were elected consensually by the people. Such elections were
as a rule effected through the medium of socially prominent villagers and
elders associated with the monastery (wat), mimicking, as it were, the elec-
tion from below (and/or horizontally) of abbots in Theravada wats.15 Until
the French reforms, the royal capital in pre-colonial Cambodia had little
more than a strong symbolic hold on the people, exercising administrative
control only over an area a few days’ walk from the royal palace. Although
the king as judge meted out punishment, including for capital offences, ‘his
judicial and legislative powers were henceforth [i.e post-Angkor] far from
being absolute’ (Gour 1965: 25). The quasi-autonomous royal princes govern-
ing the provinces exercised more direct control over village life, responsible in
most cases for collecting the ten per cent tithe of their harvests to the king and
exacting corvée labour, a practice exercised with more frequency the closer one
lived to the centre. While these mandarins, no more or less than the Theravada
kings themselves, at times abused their authority, villagers nonetheless
enjoyed relative autonomy in regulating their lives after fulfilling their obliga-
tions to their king, who, prior to France’s introduction of private property in
the first decades of the twentieth century, ‘owned’ the land they tilled.
After the fourteenth century, the new Theravada Buddhist kings modelled
themselves after the cakkavattin as well as its first historical exemplar,
Emperor Asoka, the third-century Mauryan ruler in India who converted to Buddhism (Gombrich 1994: 9; Tambiah 1976: 482). Asoka, repulsed by
the military carnage in which he took part that led to his conversion, not
only approximated the ideal of the cakkavattin in his just policies and
benevolent rule, but also established the social and political validity of the
Theravada tradition at the Third Buddhist Council held in his capital,
Pataliputta, around 247 . He thus became the first historical ruler to found
a state on Buddhist principles. In Suvannaphumi, or ‘golden peninsula’
as Southeast Asia was then known, some sixteen centuries later, the Buddhist
Sangha served as the titular if not de jure legitimizer of political authority; in
return, the king, many of whom bore Asoka, dhammara ̄ja, or paramara ̄ja
(highest/perfected ruler) in their royal title or name,16 was the duty-bound
protector (varman), patron, and when necessary, purifier or reformer of the
Sangha. A symbiotic relationship of separated but conjoined powers was
thereby created between these two institutions, with which villagers’ lives
were intertwined. This religio-political dimension bonded the society into a
single Buddhist political community ‘in the sense that the consciousness of
being a political collectivity (was) tied up with the possession and guardian-
ship of the religion under the aegis of a dharma-practicing Buddhist king’
(Tambiah 1982: 132).
Misuse of these Buddhist principles of rule and humane behaviour were
not few or far between, due in part to weak succession laws (royal succession
in Cambodia was not heredity but determined through election by a crown
council) that were invitations to both royal rivals and usurpers. Equally, if not
more important, the exercise of royal power in an imperfect world frequently
obliged the ruler, as a warrior and judge, to commit acts of violence
incompatible with the model of virtuous and ascetic life imposed on mem-
bers of the sangha.17 Given the tension between these two realms, monks not
infrequently served as moral checks, direct or discrete, on abusive royal
power. The symbiosis between the political power of the monarchy and
spiritual power of the Sangha was attenuated by a not unhealthy tension
between the two (Collins, S. 1998: 35, 415, 496).
We have thus far looked at the question of religious ‘power’ and political
authority from the perspective of the higher, scripture-based religious tradi-
tions imported from India into the life-world of pre-modern Cambodia. We
can thus far agree in this context with Steven Collins (1998: 31) of the use-
fulness in seeing ‘both “politics” and “religion” . . . as complementary and
overlapping varieties of civilizational articulation, spread in the (largely)
unchanging prestige language of Pali, structuring the time-space continuum
in which human life was both lived materially and construed in authoritative
traditions of representation.’ Both the conception of the cosmic role of king-
ship in Southeast Asia and Voegelin’s more general view of cosmological
empires are also confined to historical civilizational structures tied to the
higher ‘book’ religions. To this must be included the ‘something else’ alluded
to by Wolters (cf. supra, n.8), namely the dimension of the indigenous folk base that not only represents a pre-existing example of cosmological struc-
tures of consciousness, but also the local stem, as it were, onto which foreign
materials cum civilizational structures are grafted. This realm, of both local
(indigenous) and localized (indigenized) supernaturalism, is the world of
magic forces and spirits which, while not connected with statecraft in the
imperial sense, are nonetheless expressions of sacred power that to a large
degree remain embedded in the consciousness of Khmer and neighboring
peoples to form an important part of what we call a society’s political cul-
ture. Mulder (1996: 21–24) describes the most fundamental religious practice
in Southeast Asia as a relationship with power that ‘is located in the
nature/supernature in which human life is embedded’ (p. 21). In its indigen-
ous form, it is concerned primarily with individual potency, protective bless-
ing, and protection from danger and misfortune. At the same time, localized
supernaturalism has been grafted to this indigenous tradition through
appropriation of ancient Brahmanic (Vedic) and Tantric cosmological
elements.18 Whether these cosmological structures of consciouness, local or
localized, are concentrated or manifested in (Brahamanic) deities, saints,
guardian spirits, the recently deceased, or potent objects, they remain a part
of the human situation and everyday life that constitutes ‘religion’ in
Cambodia and the neighbouring Theravada lands. How this manifests itself
politically has been expressed in what Mulder, focusing on Thailand (Siam),
ascribes to the ‘Thai-ification’ of religion and the ‘Thai-ification’ of Indic
thinking about statecraft. He states that the tension between Theravada
Buddhism and the so-called animistic practices in Thailand
was resolved by appropriating those elements of the Buddhist doc-
trine that are compatible with animistic thinking and basic human
experience. As a result, the institutional and ritual expression of
Thai religion appear to be very Buddhistic indeed, but its character-
istic mentality is not so much interest in their Theravada message of
moral self-reliance as in auspiciousness, worldly continuity, and the
manipulation of saksit (supernatural ‘sacred’) power.
(ibid.: 5)
As a consequence, Buddha images become seats of such power and the
practice of merit-making becomes what Charles Taylor (2004: 56) calls acts
of ‘human flourishing’, the invoking or placating of divinities and powers for
prosperity, health, long life, and fertility, or, inversely, protection from dis-
ease, dearth, sterility, and premature death – not to mention the invoking of
propitiatory spirits to help deflect anger, hostility, or jealousy. May Ebihara
(1966: 190), the first American to conduct anthropological fieldwork in
Cambodia (in 1959–60), drew a similar distinction in stating that ‘while
Buddhism (could) explain the more transcendental questions such as one’s
general existence in this life and the next, the folk religion (gave) reasons for and means of coping with or warding off the more immediate and inci-
dental, yet nonetheless pressing, problems and fortunes of one’s present
existence.’ If the highly demanding life of the ascetic virtuosu as the para-
digmatic Buddhist life was a calling for the few, respect for and/or fear of
spirit world entities was ‘virtually universal among the villagers . . .’ (ibid.).
The political significance of what modern political scientists and commen-
tators (not to mention Buddhist literalists) have described and often dismissed
or ignored as local ‘superstitions’ is a field that remains open for further
study and interpretation. Mulder (1996: 20), for one, claims that the powerful
indigenous saksit represents the core element, or cosmic energy, that fuses
and articulates ‘the great traditions of Theravada Buddhism and Indic the-
ory of state with the ordinary practice of life and the mentality that animates
it’. He points to this powerful yet morally exemplary core as physically repre-
sented in the royal palace cum temple complex in Bangkok. In a similar vein,
Tambiah (1976: 484–85) argues that Buddhist concepts such as merit and
kamma and magical concepts of power do not exist as separate, discrete
entities, but, rather, ‘comprise a set or domain related according to mutuality,
hierarchy, and tension. . . . . Thus instruments such as amulets and verbal
formulas . . . are not necessarily seen as working in defiance of the laws of
merit-demerit and of karma but within their limits and “with the grain” of
merit . . .’ This integration of collective cosmic rituals produced a ‘theatre’
state where the king was a focal point in ‘the building of conspicuous public
works whose utility lay at least partially in their being architectural embodi-
ments of the collective aspirations and fantasies of heavenly grandeur . . .
(thereby) providing the masses with an awe-inspiring vision of cosmic mani-
festation on earth as well as providing the rulers with an ideal paradigm to
follow in their actions’ (ibid.: 487).
What we may draw from the above is that moral-cosmological ordering
principles, made transparent through an array of beliefs, myths, and symbols
through which the people ritually participated, were the in-forming signa-
tures, or ‘spiritual form’, of pre-modern Cambodian political society. This
home-grown conception not only did not abruptly end in 1945 but, if chal-
lenged and transformed, is still with us as a major factor in the equation of
what constitutes Cambodian political culture. As things go, recent scholar-
ship has only begun the task of an empathetic clarification of the practice of
Theravada Buddhism as a complex moral-cosmological conceptual system,
where a close fit exists between political rule, the (cosmological) structure of
being, and the ethical norms that shape and govern behaviour (Hobart and
Taylor 1986: Introduction, cf. Becker and Yenogoyan 1979: Foreword).
Representation and legitimacy in modern Cambodia
Masaya Shida
172 subscribers
A very brief video to explain about Cambodia history from 1970-1993.
Apologies for any mistakes.
*edit* Khmer Rouge seized Phnom Penh on April 1975, not May.
This integrated, socially embedded political universe began to fray under the
weight of the ninety-year French protectorate, during which time the cultural seeds for a modern nation-state were planted by a handful of Khmers
equipped with western secular educations (Népote 1979; cf. Edwards 1999,
2004a). But France’s colonial presence in Cambodia as well as Laos caused,
in the end, only light structural damage on the traditional culture compared
to Vietnam, Cochin-China in particular, where modernizing measures were
introduced with more vigor.20 For the first forty years of the protectorate,
until the end of King Norodom’s reign in 1904, French reforms remained
largely on paper, passively resisted by the monarchy, Sangha, and villagers.
The separateness of existence between ruler and ruled, a feature common to
traditional Southeast Asia, nonetheless belied the totality, or ‘single, unified
world’ (Osborne 1997: 52) inhabited alike by kings, courtiers, monks, mer-
chants, peasants, fishermen, and petty traders. The relative calm in Cambodia
was interrupted only by a two-year open rebellion against centralization
measures in the mid-1880s led by the provincial governor-princes. The clash
of ontological versus deontological (viz., immanentist) political cultures, as
described in a recent Southeast Asian social history text (Steinberg 1987:
217), which may well apply to King Norodom’s reign, appeared unbridgeable
inasmuch as: the main function of the [Theravada] ruler was to be, symbolizing in
his person an agreed-on social order, a cultural ideal, and a state of
harmony with the cosmos. The new colonial . . . governments existed
primarily to do, providing themselves with a permanently crowded
agenda of specific tasks to accomplish. They felt, by older Southeast
Asian standards, a peculiar need [moral obligation] to tidy up casual
and irregular old customs, to bring uniformity to the numerous
small, local societies in their jurisdictions, to clear paths for economic
‘progress,’ to organize, reform, and control.
The French accomplished more with Norodom’s successors, kings Sisowath
(1904–1927) and Monivong (1927–41), but not merely because they were
more pliant. After World War I, having recognized the deceptive strength and
relative unmalleability of the political culture, France opted to de-emphasize
her assimilationist policies in favor of working more with and through the
indigenous institutions representing the traditional culture. She sought in
fact to strengthen these institutions as a means through which to effect
reform, thus opening a fissure to allotropism. Major French reforms included
the privatization of land and the establishment of a new administrative unit
in the khum (sub-district) that expanded the colonial state’s taxing authority
and administrative reach to the grassroots level.22 Among more culturally
sensitive reforms was the upgrading, rather than the supplanting, of Cam-
bodia’s wat-based primary education system.23 During the period, political
society as represented by the two wheels of the dhamma, while subjected
to bureaucratic-rationalization pressures, remained largely intact as most Khmer elites evinced little interest in entering this new world. The French
were obliged through World War II to depend mainly on Vietnamese to
staff the middle and lower echelons ostate administration. Nonetheless,
under the separate influences of the École française d’Extrême Orient and
the Thommayut reform sect of Theravada Buddhism from Siam initiated by
King Mongkut IV, the Sangha hierarchy bifurcated into modernist (samay)
and traditionalist (boran) wings. The former, small though influential, grad-
ually assumed authority with French support in urban centers (principally
Phnom Penh) and became committed to purging Buddhism of its mytho-
poeic ‘accretions’ in the name of a purer, more rational and scripturally
based Buddhism while also centralizing monastic administration (cf. Harris
2005: ch. 5).
The making of an allotropic political system also began to emerge with the
appearance of a small liberal-nationalist movement in which some monks
educated in the Higher School of Pali Studies, founded in 1922, played a
not insignificant role. The main leader of this movement, Son Ngoc Thanh,
was a French-trained lawyer who in the mid-1930s began to appropriate
Buddhism for a budding nationalist agenda through the agency of the Bud-
dhist Institute. The Institute was established on French initiative in 1930 as
an instrument designed in part to advance a more rational, print-based form
of Buddhism and in part to seal off Thai cultural-political influence in order
to strengthen loyalty to French Indo-China. When Thanh was implicated in
a monk-led nationalist demonstration against French rule in July 1942, his
main organ, the Nagaravatta newspaper, was suppressed and the Institute’s
program curtailed. Pro-Japanese during the war, Thanh fled to Tokyo from
where he helped form, with King Sihanouk, a Tokyo-backed royal govern-
ment in March 1945 that sought to end French colonial rule. By August,
while serving as foreign, then prime minister of this short-lived regime, he
had become a republican and was again implicated, this time in an abortive
insurrection against King Sihanouk. Captured and imprisoned in Saigon
by the British as the French were returning to re-impose their rule in
Indo-China, Thanh was to bob up and down in right-wing Cambodian polit-
ics through 1975.
If Siam’s modernizing elites, more copious and prudent, were able to
usher in western reforms over a period stretching several generations, Cam-
bodia’s shift from a traditional to allotropic polity was relatively abrupt and,
given the turmoil that has accompanied the process, remains unsettled. Since
the political upheavals of the World War II years, Cambodia remains in
search of an existentially representative political system capable of mediat-
ing, if not reconciling, a problematic power structure with a conservative
political society. The remainder of this essay focuses on contrasting two
post-war regimes that provided at least a semblance of extended stability and
peace: the Sangkum Reastr Niyum (People’s Socialist Community) between
1955 and 1970, and the post-communist regime functioning under a restored constitutional monarchy from 1993 to the present. My main interest here
lies in: a) how these allotropic polities sought (or are seeking) to strike a
‘compromise between old and new conceptions’ (Heine-Geldern 1956: 16),
while b) addressing the underlying tension between existential representation
and political authority.
Sangkum Reastr Niyum (People’s Socialist Community)
While Thanh languished in a Saigon prison (until 1951), his followers were
among the first of a new bourgeois elite of intellectuals who, following the
restoration of French rule in 1945, embarked under French tutelage to estab-
lish a multiparty democracy in Cambodia. In a political culture that had not
previously known political parties, they joined forces with the newly formed
Democrat Party established by other Cambodian returnees from France led
initially by Prince Sisowath Yuthevong, a returnee from more than ten years
of study in France. The party’s base of support consisted of younger Khmer
intelligentsia assuming control of the state apparatus, the reform (samay)
wing of the main Mohanikay Buddhist sect, and supporters of the militant
nationalist Issarak movement. Its emblem was an elephant’s head with three
lotus flowers representing the monarchy, Buddhism, and the people, the
latter now re-imagined as embodying the values of a modern nation-state.
With French assistance and the endorsement of the young, equally reform-
minded King Sihanouk, this new elite initiated a reform process that quickly
tipped the Cambodian political balance in favor of a French-modeled par-
liamentary regime governed by a majority party or coalition. Following the
1946 election for a constituent Assembly, the victorious Democrat Party-led
government drafted a constitution the following year that, if closely modeled
on the 1946 constitution of the Fourth French Republic, attempted to blend
the new and the old by preserving elements of customary law and the mon-
archy. The constitution was anchored in the individual rights doctrine of
France’s Declaration of 1789, with law itself now defined as an expression of
the national will (Article 17). At the same time, Buddhism was proclaimed
the religion of the State (Article and Article 21 declared that ‘all powers
emanated from the King’, a departure even from the popular sovereignty
principle of the new constitutions of Laos (1947), Thailand (1949) and other
Southeast Asian states. The same article stipulated, however, that the king’s
powers were to be ‘exercised in the manner established by the present con-
stitution’, creating an ambiguous separation between essential power as
embodied in the king and the exercise of those powers. The constitution,
which was effectively a pact negotiated between the twenty-three-year-old
king and cautiously republican-minded representatives of the Democrat
Party, had the legislature become the defining power organ of the new regime
(Gour 1955: 49).
The equivocal nature of the new constitutional monarchy led, ineluctably, to a political standoff between a government run by an artificial political
grouping endowed with formal power but little or no legitimacy and a legit-
imate king vested with powers that were highly circumscribed. Parliamentary
government ran into an impasse when a workable association between the
republican-minded dominant party and a monarch who remained the pre-
ponderant personality in the political life of the country could not be
achieved (Preschez 1961: 129). The peasant electorate came to perceive the
urban-based parties as factions breaking up the unity of a political culture
and system where even the concept of a legitimate opposition, central to
the functioning of a parliamentary system, was absent. A former colonial
official cum political scientist who witnessed the unfolding tragicomedy
described the new political climate as ‘a proliferation of parties, factionalism,
usury among the elites, the paralysis of power (that) led everywhere, or
nearly so, to political disorder; social, ethnic, or linguistic conflicts; and
economic impotence or stagnation’ (Philippe Devilliers in his preface to
Preschez 1961: vii). The necessarily messy nature of democracy notwith-
standing, there was, to state the obvious, little ‘in Cambodia’s previous
experience to prepare it for the sudden introduction of an alien political
system’ (Osborne 1973: 45).
By 1955, the king, who was reaching his political maturity and seeking to
distance himself from French tutelage after having successfully negotiated
Cambodia’s formal independence, applied a systemic corrective. Spurred in
part by delegations of villagers petitioning him to assume direct rule and in
part by his undisputed popularity for having single-handedly ended colonial
rule, he exercised the royal mandate by supplanting the parliamentary sys-
tem. He created a form of semi-direct rule through a ‘community of national
union’, a supra-party royalist movement to which he appended the modern
word symbols ‘People’s Socialist Community’ (Sangkum Reastr Niyum).
Arguing the time had come for him to turn his attention from the independ-
ence struggle to the development of the country, and in view of the elections
mandated by the 1954 Geneva Accords, Sihanouk abruptly abdicated in
favour of his father in order to be able to carry out this mission. In entering the
political fray, he declared the time had come ‘to put an end to a situation in
which the powers of government were concentrated in the hands of a small
group of privileged, who one could in no way say represented the true inter-
ests of the people who they in fact exploited’ (quoted in Preschez 1961: 58).
Inured by the prevailing rhetoric of democracy, his goal was to transfer
power such that the people themselves could exercise it more directly. Candi-
dates to the national assembly would henceforth only be individuals from the
countryside with at least three years of unbroken residence in a sub-district
(khum), a requirement that proved difficult to realize. In practice, Sihanouk’s
rule was authoritarian (I use this term in a traditional, not pejorative sense)
and highly personalized, using his new-found freedom of action to establish,
unlike former monarchs, direct contacts with the people, whether in the provinces inaugurating schools and development projects or in the bi-annual
direct democracy national congresses held on the sacred Men Ground
adjacent to the royal palace.
The organization and goals of the Community as spelled out in its
statutes reveal how Sihanouk sought to re-create a traditional polity now
re-mythologized by conflating it with the language of national unity, pro-
gress, the fatherland, democratic socialism, and popular sovereignty. He was
able to adapt these new language symbols into restatements of the older
symbiotic relationship between the people, the Sangha, and the personal rule
of the monarch as the pinnacle of power:
Article 3:
[The Sangkum’s] organization is devoted to the formation of a
cadre of volunteers constituted for common action, disinter-
ested and with solidarity, in order to realize the Union of the
children of the Khmer Fatherland (Patrie), a union comprom-
ised by the proliferation of Political Parties, as well as of the
birth in Cambodia of a true egalitarian and Socialist Democracy,
and, finally, of the return of the Fatherland to its past grandeur.
The Community will seek to assure this return by giving a true
sense to the Trinity: Nation-Religion-King, this Trinity (being)
unable to survive and render service to the Fatherland without
its state institutions returning to search for its inspiration next
to the mass of the Little People and functioning under the real
control, direct and permanent, of the latter, and for the purpose
of their real and permanent interests. . . .
Article 4:
Our Community is the symbol of the aspirations of the Little
People, who are the Real People of Cambodia, our much-loved
Fatherland. . . .
Our Community defends the National Unity through the return
to the good traditions that shaped the grandeur of the Country
in its glorious past. These traditions are the Communion of the
People with their two natural Protectors: Religion and the
Throne.
Our Community means to promote the Reastr Niyum Regime
that must give to the True People – to the large mass of the
Little People that symbolizes the Khmer Nation – the Sover-
eignty, the National Powers to enable the direct, and simul-
taneous, exercise at the Khum, Khèt (provincial) and Pratés
(national) levels in conformity with the spirit of the Constitution
and the arrangements foreseen by the Project of Reforms bestowed and conceived for the People by Preah Bat Samdech
NORODOM SIHANOUK.
(Sihanouk 1955: 2–3; my translation from the French)
In a metaphor used on more than one occasion, Prince Sihanouk, who
acquired the unique royal title of Preah Upayuvareach (lord prince as former
king), evoked the twin pillars of the Buddhist monarchy and Sangha to sustain
and accord legitimacy to a new progressive regime that was simultaneously
an affirmation of a traditional polity:
Cambodia may be compared to a cart supported by two wheels, one
of which is the state and the other Buddhism. The former symbolizes
power and the latter religious morality. The two wheels must turn at
the same speed in order for the cart, i.e., Cambodia, to advance
smoothly on the path of peace and progress. . . .
(quoted in Zago 1975: 111)
The legitimizing principle, or glue, for the new national regime was a thinly
constructed ‘Buddhist socialism’. The term, socialism, was, clearly, conceived
not in Marxist, social democratic, or even Maoist terms, but according to the
egalitarian and democratic principles of Theravada Buddhism (Yang Sam
1987: 13f.; Bechert 1966: 183–84 and 1967: 250–58). Although both Premier
U Nu in Burma and President Bandaranaike in Sri Lanka were also propa-
gating ideas of Buddhist socialism from the mid-1950s, Sihanouk appeared
to be less influenced by these latter-day dhammara ̄jas than by pragmatic pol-
itics. The legitimizing role of the Sangha, which remained an autonomous, if
weakened, institution during the Sangkum (Bektimirova 2003),26 was
indispensable to achieving his goals. Conjoining political and religious
motives was both traditional and useful. He drew his principal rationale
for Buddhist socialism from the social welfare concerns of the heralded
Mahayana Buddhist King Jayavarman VII (1181–1220) and of Asoka, models
both of good conduct and national development. Through much of the
1960s, Buddhist socialism served both internal and external ends, the former
as a model for bringing about a just, prosperous, and peaceful society, the
later as a justification for his policy of neutrality, peaceful coexistence, and
the independence and territorial integrity of the country (Zago 1975: 111–12;
Harris 2005: 144f.).
It would be remiss to interpret Sihanouk’s appeals to tradition ‘as a purely
artificial device, . . . since the very frequency with which the appeals (were)
made suggests a view of history in which the realty of the past is perhaps
more apparent that is the case in contemporary western society’ (Osborne
1966: 6). That Sihanouk’s appeals to tradition were not purely instrumental-
ist in the machiavellian sense is suggested by his acts of piety and patronage
of Buddhism. Unlike his three predecessors, he ordained as a monk for short periods in 1947 and 1963. Although no King Ang Duang in terms of closely
working with and relying on the advice of the Sangha or an U Nu in terms of
conviction, he, among other acts of patronage, founded the first Buddhist
high school (lycée) for monks, named after his father King Suramarit, as well
as the Preah Sihanouk Raj Buddhist University, which was established in
1954 before the formal opening of any secular universities. He also revived
non-Buddhist rituals such as the ancient royal practice, enacted on the Men
Ground, of the ‘ploughing of the sacred furrow’, a fertility rite symbolizing
the defloration of virgin soil prior to the rainy season.
Prince Sihanouk succeeded through much of the Sangkum period in
absorbing and outmaneuvering the political parties, including through elec-
tions.28 His efforts at building a traditional consensus while simultaneously
embracing modernity, including and especially economic development,
brought about more than a decade of peace, relative political stability, and
economic growth. But these successes in fashioning one of the most original
allotropic polities in perhaps all of Asia began, after the mid-1960s, to be
overtaken by events in the region as well as events of Sihanouk’s own undo-
ing. Harem politics and dealing with political opponents in unseemly ways,
while contradicting Buddhist teachings, were, however, no exceptions to the
concubines and uses of violence that historically accompanied the rule of
warrior-class Southeast Asian Buddhist monarchs.29 The escalating Indo-
China war emboldened both the left- and right-wing Khmer nationalists who,
with their foreign backers, compromised Cambodia’s neutrality and drew the
country into the maelstrom of war and social upheaval.
Second Royal Government of Cambodia (1993 – present)
Within a week of his overthrow in March 1970, Prince Sihanouk appealed
through broadcasts from Beijing for the Khmer people to rise up against
the American-backed putchists by joining forces under a royal resistance
movement with the Khmer Rouge, who at the time numbered approximately
2,000 cadres and fighters.30 The coup and ensuing civil war, marked by a
North Vietnamese invasion countered by South Vietnamese and, for a spell,
American troops as the fledging republican regime itself began massive
mobilization,31 led to enormous confusion, anger, and unrest in the largely
apolitical and a-nationalistic peasant society.32 For the peasants, the absence
of a sovereign ruler meant ‘lack of effective communication between the
celestial powers and the world of men; without him you have complete
chaos’ (Ponchaud 1989: 176) and many of them, in the eastern half of the
country in particular, actively heeded their sovereign’s call. The Khmer
Rouge leaders, disguised mandarins manipulating royal symbolisms while
playing into the peasants’ pre-existing distrust of central government, ‘were
to ride the wave of this powerful rural opposition’ and mould the peasantry
into a fighting force that led to the ‘most savage onslaught ever launched against a peasantry’, in this case by the republican Lon Nol forces and its
sponsors (Thion 1993: 43).33 The scenario – a) of a ‘naïve’ peasantry loyal to
a sovereign who was protector of their faith and the legitimate upholder of a
social order in tune with cosmic order, b) manipulated by a band of French
educated millenarian ideologues, c) pitted against a mechanized army of
putative city dwellers (many them wearing amulets and talismans) who were
d) armed, trained, and manipulated by a naïvely ignorant western power –
could not be a more graphic metaphor of a political system that had lost its
existential bearings. In severing all ties with kingship, the republican regime
also ‘lost its chance, not only to unify the country, but to gain legitimacy,
even among the mass of urban dwellers’ (ibid.: 125).
The Khmer Rouge period epitomized, homologically, what Camus
expressed in his L’Homme revolté: that for totalitarian regimes, in their moral
nihilism, mass murder became the only sign or manifestation of the sacred
possible in a de-divined nature, society, and polity. In seeking to create a new
world that signified a moral inversion of Buddhism, Khmer Rouge cadres
claimed in their puritanism to have even surpassed the discipline of monks,
who, as members of a ‘parasitical’ class and the greatest single obstacle to
building their utopian society, were eliminated through forced disrobing
and/or death by execution, starvation, and disease.
Following Vietnam’s overthrow of the Khmer Rouge regime in January
1979, wat, not state much less party, structures spontaneously re-emerged
to spearhead the recovery process. Wat committees led by surviving elders
worked informally to assume primary responsibility for the country’s rehabi-
litation and reconstruction efforts well through the 1980s (Löschmann 1991;
Yang Sam 1987: 86–87; personal communication from Yi Thon, who travelled
with PRK authorities to many provinces in 1979–80). As the Vietnamese-
installed People’s Republic of Kampuchea (PRK) in Phnom Penh gained
control of the countryside, its representatives joined and began to direct the
work, and resources, of the wat committees. The practice of Buddhism
remained tightly controlled by the party-state until the late 1980s, when the
PRK, obliged to address the legitimacy problem, began to court Buddhism.
Initially, the regime created holocaust monuments and sponsored Buddhist
rites at killing fields to evoke a cult of the dead associated with the restor-
ation of Buddhism. It also allowed and at times assisted local communities
with materials to rebuild their razed or damaged vihears (sacred sanctuaries)
(Keyes 1994: 66, cf. Yang Sam 1987: 79–82; Harris 2005: 190–200).
When the Vietnamese troops withdrew in 1989, triggering a peace process
sponsored by the international community, the legitimacy issue became a
more paramount concern. The PRK, renamed the interim State of Cambodia
(SOC), was faced with the need to placate the peasantry. In de-collectivization
measures short of giving up ownership of the land, the regime granted usu-
fruct rights to people cultivating land and transformed the collective labor
production solidarity groups (krom samaki) into more traditional mutual aid solidarity groups (Frings 1994: 51–52). Buddhism was restored as the state
religion; restrictions were lifted on both monk ordinations under the age of
fifty and the previously set limit of four monks per wat; and a detested wat
tax was rescinded. Accompanying these legal changes, the ruling party,
renamed the Cambodian Peoples Party (CPP) in anticipation of internation-
ally supervised elections, engaged in increasingly numerous ceremonial pub-
lic displays of courting Buddhism. Setting the pace in January 1989, Premier
Hun Sen, in an unprecedented gesture, prostrated himself before the head
monk at his native wat in Kampot province and used the occasion to apologize
for his government’s past “mistakes towards religion” (Hiebert 1989: 36).35
A month after the signing of the Paris peace accords in October 1991, the
CPP skilfully orchestrated Prince Sihanouk’s (viz., the ‘King’s’) triumphal
return to Cambodia, symbolizing the end of a second civil war between a
Sihanouk-led resistance coalition government backed by the West (and which
held Cambodia’s United Nations seat) and the Soviet and Vietnamese
backed PRK/SOC regime.
In spite of a sustained campaign of pre-election intimidation and violence
by supporters and agents of the SOC regime, the UN-sponsored 1993 elections
resulted in a surprisingly clear-cut CPP loss to the royalist party. Some
24,000 UN troops, police, and personnel (whose presence had its own set of
positive and negative social consequences) and an adroit UN radio campaign
assuring voters of a secret ballot helped guarantee the freest and fairest
election that Cambodia has known before or since. The UN Transitional
Authority in Cambodia (UNTAC), ‘which committed itself to taking com-
plete control of a foreign state in order to create, ex nihilo, what amounted to
a new social contract for its citizens’ (Lizée 2000: 10), contented itself with
the illusion of a successful exercise in multi-party liberal democracy as called
for in the Paris agreements. What is perhaps closer to the truth, all but
a small fraction of the voters cast ballots not for any of the two dozen
contending parties than with their feet for a) peace and, not unrelated to this,
b) the return to power of their savior-king. The royalist FUNCINPEC36
party won the election not by dint being a political party preferred over
others based on rational voter calculations than by virtue of a poster and
ballot containing an image of the King’s son, party leader Prince Norodom
Ranariddh, which bore a striking resemblance to Sihanouk in his younger
Sangkum days.
During the peace negotiations and subsequent UNTAC election period,
neither the international community, represented by the five permanent
members of the UN Security Council, nor the four Cambodian political
factions (PRK/SOC regime on the one side and an uneasy resistance coali-
tion of royalists, Khmer Rouge, and the Khmer People’s National Liberation
Front led by former a prime minister, Son Sann, on the other)38 who signed
the Paris agreements envisaged a restored monarchy much less one that
would return Sihanouk to the throne. Sihanouk himself thought in terms of becoming a non-royal head of state unaffiliated with a party. In the election
aftermath, as if needing a reminder, a rare consensus materialized between
the Cambodian players, with Son Sann as president of the constituent
assembly playing a pivotal role, that ‘the constitution should provide for a
king’ (Brown and Zasloff 1999: 199). The ensuing Constitution of thirteen
chapters and 139 articles again prescribed a liberal democratic and pluralist
system with a sharper separation of legislative, executive, and judicial powers
(Preamble, Article 1, Article 51) and, in a departure from earlier constitu-
tions, a strong emphasis on human rights (Chapter VI) drafted in western
legalese. It bore a resemblance to both the 1947 constitution and the views of
the Cambodian drafters’ American (and one French) advisors (cf. Brown
and Zasloff 1999: ch. 6). The powers and authority of the monarch were
diminished from the 1947 constitution, with power no longer emanating
from the king but the western popular sovereignty principle (Article 51); the
monarch’s principal role as head of state was to serve as ‘a symbol of unity’
and the continuity of the nation (Article .
The constitution notwithstanding, a pseudo-Sangkum authoritarian regime
has emerged since 1993 whose center of power lies with a self-perpetuating
PRK/SOC/CPP elite that at best tolerates political parties at the margins.
If the former East European and even Soviet communist parties were able
to relinquish control and become one among several contending political
parties, in the case of the Cambodia, the former communist party never
considered relinquishing control of the state apparatus as an option. When
the CPP balked at the 1993 elections results, Sihanouk brokered a face-saving
coalition government run by two prime ministers, Prince Ranariddh and
Hun Sen, which co-existed uneasily until 1997, when the latter ousted the
former in a violent coup. The CPP has used subsequent elections to gradually
seal (legitimize) its monopoly of power under the eyes of a Cambodia-
fatigued international community acquiescing to strongman rule as the price
of stability. This form of allotropism as an outcome should come as no
surprise for a political society that abhors the insecurity of a vacuum provoked
by factional politics, which is how partisanship continues to be perceived in
Cambodia. The problem, however, is that in spite of external recognition/
legitimacy accorded by a weary international community, the CPP-led gov-
ernment is beset with a lack of internal legitimacy that renders its authority
to rule synthetic at best. It commands a thin veneer of elemental and, more
importantly, only such existential representation as it is able to mine in
instrumentalist ways from the monarchy, Sangha, and people.
Wary nonetheless of its legitimacy problem, the regime has since 1998,
following elections whose campaign and immediate aftermath were protested
in the media and streets, resumed a policy of courting, appropriating, and
manipulating Buddhist and royal symbolisms while attempting to cut a
populist image.40 The official patronage of Buddhism, once a principal royal
prerogative, is a widespread practice of not only the CPP, which has tended to favor wats claiming cosmo-magical powers, but also other parties and
politicians. For example, Premier Hun Sen and his family have through
donations rebuilt virtually the entire complex of Wat Weang Chas (old
palace wat), a wat permeated with magical powers that was once part of
the royal palace complex in the ancient capital of Oudong. Located some
35 kilometres northwest of Phnom Penh, it has since the 1990s has become a
favoured pilgrimage site for Cambodians and foreign tourists. ‘By taking
over the old royal palace at Oudong, Hun Sen is defining himself as the
legitimate successor of the old Khmer kings of Oudong’ (Guthrie 2002: 68).
His patronage of the wat, which includes an associated Pali school, links him
to the last king to occupy Oudong, the revered Ang Duong, who initiated a
notable Buddhist revival from Oudong in the mid-nineteenth century. The
apparent thriving of the wat lends visible proof of Hun Sen’s good karma,
personal power, and merit.41 The power he and other politicians seek to
access through, in particular, wats with cosmo-magical histories is boramei
(Pali: pa ̄ram ̄ı), which as a Buddhist technical term means ‘mastery’, ‘suprem-
acy’, ‘highest’, or ‘perfection’, as in the formal royal titles adopted by
many Khmer and other Theravada kings (paramara ̄ja) (cf. supra, p. 79). The
indigenous meaning of the term, however, as Guthrie (2002: 70) points out,
also means ‘sacred force’, ‘magical power’, or ‘energy’, identical or akin to
the supernatural saksit in Siam/Thailand (and Laos) cited above.
The return of symbolic rituals associated with cosmo-magical conscious-
ness is not confined to modern politicians seeking to appropriate royal pre-
rogatives. Ritual aspects of the Khmer court, together with their officiants,
the Brahman court priests (baku), were restored with the monarchy in 1993
(de Bernon 1997). Among these include popular festivals associated with
ploughing of the sacred furrow rite, revived after twenty-four years in May
1994, and the annual pirogue regatta during a water festival held in November,
when current of the Tonlé Sap river reverses its flow, ‘thereby symbolically
liberating the waters of the Tonlé Sap and the nagas (serpents) whose benevo-
lence assures the proper irrigation of the rice fields’ (ibid. p. 52).42 The Hun Sen
regime, a majority of whose senior members reached their political maturity
during the 1970s and 1980s, has been obliged to sustain the monarchy in
return for the king’s bestowal of ‘neo-traditional legitimacy to the (ruling)
Cambodian People’s Party’ (Kershaw 2001: 98). The manner in which the
CPP has successfully courted and co-opted the royalist FUNCINPEC party
since the 1998 election has solidified its image as the sole purveyor of legit-
imate power in a kingdom that does not lightly suffer political division. King
Sihanouk, not known among his faults for having forsaken his sense of
independence and unpredictability as a royal personality, nonetheless
remained a thorn for an entrenched ruling élite preferring a monarch that
would reign at its pleasure. In October 2004, citing health reasons, Sihanouk
cleverly played his cards in forcing the government’s hand by again dramat-
ically abdicating, this time in favour of his son, Sihamoni. This manoeuvre preserved, at least in principle, the independence and symbolic power of the
monarchy as an (existentially representative) institution that serves, in effect,
as a people-oriented counterbalance to a discordant political class.
As for the relation of the people to Buddhism, we can note that its
revival, begun cautiously during the PRK regime, was a largely spontaneous
village-based and -driven phenomenon through much of the 1990s. Villagers
accorded priority to repairing or rebuilding their wats and, after 1988 in
particular, ordaining their sons.44 Not unlike instances after the early 1990s
of micro-credit recipients donating their loans to their wats (to the exasper-
ation of international donor agencies), recovery of their sacred integrative
ground, coupled with the practice of merit making, was considered more
important by villagers than material reconstruction and development needs.
In spite of and in response to the upheavals of the previous decades, trad-
itional patterns of social and religious interaction, if manifested in new ways
or forms, have gradually re-emerged in post-conflict Cambodia (Aschmoneit
1996; Ledgerwood 1996; Collins, W. 1998; Ebihara 2002; Marston and
Guthrie 2004).45 These patterns have since 1989 included reconstructions of
the cosmo-magical dimension of the Khmer understanding of the structure
of reality. It has, for example, rekindled the debate begun in the first decades
of the twentieth century between the modern (samay) challenge to the ancient
cosmological (boran) tradition within Cambodian Buddhism. This has gen-
erated a tendency especially among the governing elites to seek anointment,
or boramei power, from the boran tradition, however opaquely practised and
understood (Marston 2002; Harris 2005: 221–224).
The revival of Buddhism has not come without unexpected costs, of which
the most notable has been the politicization of the Sangha. The weakness
and subservience of the Sangha hierarchy to the power structure since 1979
period has been noted. If village-based Buddhism benefited from a relatively
free rein between 1989 and 1997, there is evidence since of the regime seeking
to restrain the relative autonomy of Buddhism at the village level. By the
mid-1990s, the traditional practice of head monks elected by the monks in
individual wats re-emerged,46 and the Sangha had begun to play an increas-
ingly ‘decisive role’ in the society (Bektimirova 2003: 3). But the years since
the 1997 coup have seen pressures on the wats to tow the political line, which
has led to tensions and splits within and among wats. The UN’s uninformed
insistence in 1993 on the right of monks to vote, in spite of muted opposition
voiced within the Sangha at the time (Harris 2005: 2004), invited a climate of
partisanship cum factionalism among monks within a wat or, in the presence
of strong head monks, between wats aligned with any of the two or three
largest parties. Given the large majority of monks favoring the opposition
parties (which since 1998 has increasingly become a moot point), the CPP,
whose velvet glove control of society through the state apparatus extends to
the village level, has exerted pressure directed not only at reigning in monks
but also, and more importantly, delivering villagers’ votes at election time.
Tactics have included informing villagers that a vote for an opposition party
is a vote against the Buddha or, in another thinly veiled threat, that an
omniscient Buddha knows for whom one’s ballot is cast. Another reported form
of intimidation disseminated through the wats were casual warnings that the
country would again revert to civil war if the CPP lost the election.47 Since
1998, the CPP has dexterously worked the electoral politics machine to its
advantage, winning all elections by increasingly wide margins. It has lost
only in the country’s one major urban centre, Phnom Penh, representing 8
or 9 per cent of the population, where a secret ballot seemed assured by a
greater sense of voter anonymity, voter sophistication, and the watchful
presence of the international community and media.
Some concluding thoughts
Analysing the relationship between Cambodian society and its governing
structure through the medium of the country’s political culture raises old
questions in a new, or different, light. Among them are: Who is to govern?;
What is representative government?; and What constitutes political authority?
In reviewing Clifford Geertz’s Negara: The Theatre State in Nineteenth Cen-
tury Bali, political theorist Quentin Skinner noted that the western ‘inherited
tradition of political analysis may now be serving to inhibit rather than
clarify our understanding not merely of alien cultures but also of our own’
(quoted in Wolter 1982: 97). It is outside the scope of this essay to digress on
this issue beyond, briefly, picking up a thread in my introduction and making
reference to the phrase ‘structures of consciousness’ used above. In the last
mature decades of his work, Voegelin developed a theory of human con-
sciousness wherein so-called structures of consciousness, ‘concrete con-
sciousness of concrete persons’, are seen as integral parts of the structure of
reality, including political reality. In his meditative essay on ‘What is Political
Reality?’, Voegelin (2002: 341–412) maintained that concrete human beings
order their existence in accordance with their consciousness, where that which
is ordered is not merely their consciousness, but their entire existence in the
world. ‘Consciousness is the experience of participation, namely, of man’s
participation in the ground of being’ (ibid.: 373). A corollary of this reality
of participatory knowledge for a theory of politics requires addressing the
problem of political organization on the basis of the entire existence of
human beings in society (ibid: 398f.). The formal systems approach of mod-
ern political analysis denies in its reductionism the reality of what Victor
Turner and other students of ritual have demonstrated, namely, that the
sacrality of social life is what renders that life intelligible. As the mounting
evidence of anthropologists, archeologists, students of comparative religion,
and others enters the public domain, political analysts are invited to become
familiar with aspects of culture that have been invisible to them because of
their theoretical blinkers. Moreover, as things have turned out in the century since Weber, myth and religion, rendered meaningful or intelligible through
participatory ritual, are not, with the exception of parts of the West (Europe
in particular), dying epiphenomena of a coming secular age where political
legitimacy is tied to an impersonal, rational-bureaucratic state.
Already in the early 1950s, as Cambodia was achieving its independence
and embarking, with other post-colonial states whose elites were trained in
the metropoles, on the path of becoming a modern nation-state, Voegelin
cautioned a West and the international institutions through which it acted
in the world as unintentionally generating disorder ‘through its sincere but
naïve endeavor of curing the evils of the world by spreading representative
institutions in the elemental sense to areas where the existential conditions
for their functioning were not given’ (Voegelin 1952: 51).49 He stated that
such ‘provincialism, persistent in the face of its consequences, is in itself an
interesting problem for the scientist’ in so far as the ‘odd policies of western
democratic powers (are) symptomatic of a massive resistance to face reality,
deeply rooted in the sentiments and opinion of the broad masses of our
contemporary Western societies’ (ibid.). In the context of an anthropological
study on the problem of communication across diversity, Becker (1979: 1)
questioned why western science approached other conceptual systems as lack-
ing ‘some essential ingredient of our own’, seldom if ever using non-western
conceptual systems as ‘models of the way the world really is, as versions of
wisdom. Or as correctives of pathologies in our own system’. Comaroff (1994:
301) confirms that religion and ritual remain crucial in the life of so-called
modern nation-states in communities in Asia and elsewhere. ‘They urge us’,
she states, ‘to distrust disenchantment, to rethink the telos of development
that still informs the models of much mainstream social science.’
If as I have sought to demonstrate above the western liberal paradigm
continues to elude Cambodian culture and politics, it is not unreasonable to
ask at this juncture whether it is only a question of time, patience, and
persistence before a country like Cambodia can be brought, with the encour-
agement and assistance of an international community that continues to run
on European time, reason, and logic to accept the reasonableness of this
model of political organization.50 Is there no alternative but for so-called
traditional and post-traditional societies to pass through the ‘fiery brook’ of
modernity and embrace its dominant political form, liberal democracy? If
the answer remains no, we are left with the pleonast asking whether ‘it is
possible to establish the conditions for legitimate and sustainable national
governance through a period of benevolent foreign autocracy’ (Chesterman
2005: 1), whether by a single power or the international community. Henry
Kamm, who pessimistically concluded that Cambodia ‘is past helping itself’
(1998: 251), is not alone in advocating such an unimaginative western-centric
view.
If there is an alternative, one has to ask if it is possible for Cambodians to
construct a modern, or post-modern, polity that does justice to its political culture, where the institutions of governance have legitimacy with the people.
Heine-Geldern (1956: 16) rhetorically asked the impossible in the mid-1950s:
whether there was any possibility of indigenous moral-cosmological concep-
tions ‘becoming the basis of future constructive developments’. Practically,
he called for a better ‘compromise between old and new conceptions (where)
the outward expressions of the old ideas could easily be kept in tact and
gradually filled with new meaning without in the least impairing educational
and material progress’ (ibid.). Are there any international precedents?
Among the Eastern European countries since the collapse of communism,
only in Poland can we point to a Catholic communitas that is to a degree
represented in the governing structure; as such, the country has become a
thorn in a secular-liberal European Union in search of a moral compass
capable of listening to its grassroots. In North America, we find a stronger
example in the experience since the 1970s of tribes and first peoples rebuild-
ing institutions of their own design, frequently bypassing the conventional
treaty process established by the US government and Canada. While this
exercise in genuine nation-building and indigenous governance has a com-
mon key in a return to culture and tradition, and is not as a rule accom-
panied by a written constitution (but reliance on the institution of a council
of elders), individual native nations have been creatively dealing with the
process in ways unique to them.51 In Africa, we have the largely (non-
fundamentalist) Muslim country of Mali, which divested itself of a vaguely
Marxist-Leninist dictator in 1990. She has since developed a fledgling dem-
ocracy whose most striking feature, apart from discretely bypassing French
tutelage, ‘is its success in drawing [an unchauvinistic] intellectual and spirit-
ual sustenance from an epic past, and actively incorporating homegrown
elements, such as decentralization’ (Pringle 2006: 39).
These cursory examples suggest successful adaptations of the concept
of allotropism I have invoked to describe the constancy of indigenous cul-
tural underpinnings, or structures of consciousness, uneasily coexisting in
more or less artificial modern state structures. In the case of Cambodia,
Népote (1979: 784f.) held that a ‘harmonious complementarity’ between the
‘indigenous-traditional’ and ‘foreign-modern’ developed in the first half of
the twentieth century under, ironically, French protection. This ostensibly
healthy allotropism was broken in mid-century, he argues, as political society
bifurcated into modernizing national elites entrusted with power and a
powerless conservative populace buffeted and manipulated by, and ineffect-
ually resisting, change.52 The process that led to the two forms of post-war
allotropism discussed in the essay – the Sangkum (1955–1970) and CPP
(1993-present) periods – hints at a pattern. From 1) tumult (World War II/the
anti-colonial struggle and the Khmer Rouge period) to peace in the form of
2) liberal democracy directly or indirectly imposed by an outside power,
which is followed by 3) an authoritarian self-correction. The elemental
representation of 2, bereft of existential representation, was bound to fail and lead to 3. In both instances, the self-corrections were motivated by the
disintegrative effects of a perceived Cambodian factionalism masquerading
as a multiparty system unequipped to govern based on power-sharing
arrangements, including implied acceptance of the concept of legitimate
opposition, while also cut off or alienated in palpable ways from the basic
symbols of Cambodia’s political culture.
One difference from the immediate post-war period is that while multi-
party democracy had a chance to unfold in the late 1940s and early 1950s
before its replacement by the personal rule of the (abdicated) monarch, the
same process was stopped in its tracks when the CPP balked at the 1993
elections results and refused to cede power, regaining undisputed control
after the 1997 coup. A more critical difference is that in place of a perceived
legitimate monarch filling the political void in 1955, a reorganized post-
communist power elite lacking legitimate authority filled the same void in
1997. The legerdemain of the monarch in creating a quasi-traditional polity
wrapped in modern language symbols was replaced by the legerdemain of an
ex-communist strongman wrapping himself in legitimizing royal and religious
symbols to create, in this case, a new type of allotropic polity: a Sangkum
shorn of legitimacy wherein the monarchy, Sangha, and people have been
used less to buttress national ideology or development goals than power and
its perquisites for their own sake.
While criticized by his political opponents on the left and right and by
western observers for having quashed liberal democracy through the person-
alization of power, Prince Sihanouk’s version of Cambodian allotropism
nonetheless passed the test of existential representation more than the
marred parliamentary system it replaced and the regimes that have followed.
As such, the Sangkum as a model is deserving of further study by a political
science capable of coming to grips with the ‘severe disadvantages of a political
system that used western forms without the support of any political traditions
that could easily accommodate themselves to the practices and institutions
of the West’ (Osborne 1973: 114). Such an avenue of research could map
out, as in Kershaw’s (2001: 6) study of monarchy in Southeast Asia, the
dimensions of ‘synthetic institutional asset’ and ‘authentic traditional values’
where the latter is seen, as in this essay, both in terms of an ‘authentic
reality’ experienced by the people and a ‘doctrine’ manipulated by modern
elites for legitimizing purposes. I have tried to demostrate that allotropism as
a conceptual tool in the context of a political theory where symbols in theory
correspond to symbols of reality may be one framework through which the
problem of social and political order in Cambodia can be re-examined. Such
a project is likely to reveal that for an allotropism to be workable, a political
regime and its institutions be authentically invested with that quality of
‘givenness’ that Geertz associated with primordiality (in Keyes et al. 1994: 5).
In this context, the cultural gestalt of a so-called traditional polity may also
be explored, heuristically or otherwise, by a political science concerned with the problem of western (and westernizing) societies bereft of community in
the ontological sense, that is, of people participating in a system of meaning
informed by principles of order whose source lies outside intramundane
time. For individuals and communities will invariably continue to strive, pace
Max Weber, to enter that magic garden where the relation between the world
as it is culturally experienced and politically conceived actually coincides.
Notes
1 In revising this essay, I wish to thank Ian Harris, Peter J. Optiz, and Frank E.
Reynolds for their obliging and helpful comments.
2 In a volume on ‘political legitimacy in Southeast Asia’ (Alagappa 1995), there was
apparently no-one qualified or interested in covering Cambodia.
3 For an excellent, culturally sensitive compendium of articles on social aspects of
Buddhism and religion in Cambodia, written by humanities scholars who began
specializing on Cambodia in the 1990s, see Marston and Guthrie 2004.
4 In a similar vein, Geertz (2000: xii), as a critical cultural anthropologist, acknow-
ledged a debt to Wittgenstein’s notion of ‘ “forms of life” ’ as ‘the complex of
natural and cultural circumstances which are presupposed in . . . any particular
understanding of the world . . .’
5 Kapferer (1988) provides related insights on the usefulness of an ontological
approach in his understanding of the cosmic logic of Sinhalese Buddhist myths,
legends, and rites as an ontology explicating ‘the fundamental principles of a
being in the world and the orientation of such a being toward the horizons of its
experience’ (p. 79). Ontology here defined is not a ‘property of the psyche
independent of history’, but a dynamic process ‘of the constitution of form or
being-in-existence’ in time and space, a conception and approach that is neither
essentialist or psychologistic (p. xix). I thank George Schöpflin for bringing this
source to my attention, and Barry Cooper for having read the first two sections of
this paper.
6 Schaar (1984: 106) maintains that contemporary social science has even ‘failed to
appreciate the precariousness of legitimate authority in the modern states because
it is largely a product of the same phenomena it seeks to describe and therefore
suffers the blindness of the eye examining itself’.
7 I define ‘modernity’ in generally sceptical terms, with Taylor (2004: 1), as ‘that
historically unprecedented amalgam of new practices and institutions (science,
technology, industrial production, urbanization), of new ways of living (indi-
vidualism, secularization, instrumental rationality); and new forms of malaise
(alienation, meaninglessness, a sense of impending social dissolution).’
8 He demonstrated, referring to the Angkorian and pre-Angkorian eras, how the
influx of Indic culture (Brahmanism, Buddhism, Indian mores and customs)
retreated into local cultural statements, fitting one way or another into new
contexts by the ‘something else’ in the local cultures responsible for the localizing
process. In architecture, the classic example of how Indic foreign materials were
absorbed and retreated into local cultural statements are, of course, the striking
temples of Angkor Wat.
9 Those specialists are invited to skip this section of the paper (to p. 79) or correct
shortcomings of my condensed interpretation.
10 Although the cosmic city in its Angkorian architectural manifestation assumed
the square form, the idea of the circular form of the Hindu and Buddhist
cosmologies nonetheless holds (Heine-Geldern 1956: 4, n.3).
11 In classical Cambodia, Heine-Geldern (1956: 10) points out that the temple and
not royal place formed the centre of the capital, and thus the Mount Meru of city
and empire. In Theravada Cambodia, the royal palace assumed this function
(Népote 1990: 100–107).
12 Both Kulke (1978), an Indologist relying on epigraphic evidence, and Pou (1998), a
Khmerologist using a socio-linguistic approach to epigraphy, question earlier held
assumptions by Coedès (1968) and others about the divine nature of Angkorian
kings. They have demonstrated that the god (S ́iva) was lord of the universe/
cosmos, sovereign over the king, who was lord of the earth, ‘each one responsible
for the sphere he managed, in a perfect macro-microcosmic system, thus standing
as the main pillars of a [Hindic] dharma-ruled world’ (Pou 1998: 2).
13 Harris (2005: 26–28) urges caution in characterizing Theravada Buddhism as a
grassroots movement ‘spread through a previously neglected rural environment’.
14 Collins, S. (1998: 474), while not questioning the symbiosis between the monarchy
and Sangha implied here, questions whether the wheels of the Buddha and cakka-
vattin are parallel in that it ‘misses much of the tension and competition’ between
the ‘ideological (sic) power’ of the monastic order and the ‘political-military
power’ of the kings, whose rule was not infrequently accompanied by the use of
force.
15 For a mid-1950s description of such an informal village headman election in
Cambodia, see Zadrozny (1955: 310–311). For the cakkavattin and Maha ̄sammata
as sources of ‘mimetic empowerment’, see Swearer (1995: 72–91).
16 See, passim, the Chroniques Royales du Cambodge, 3 vols, redacted and translaed
by Mak Phoeun (1981 and 1984) and Khin Sok (1988) published by the École
Française d’Extrême-Orient (Paris).
17 For the moral ambiguity of a Buddhist ruler, enjoined to ‘renounce the world’, to
either embrace an ethic of absolute values or adopt an ethics of reciprocity,
‘in which the assessment of violence is context-dependent and negotiable’, see
Collins, S. (1998: 419–23) and passim, ch.6.
18 cf. Bizot (1976: Introduction). The sources of healing power, for example, of
traditional Khmer healers (kruu), who inhabit all villages and whose power lies
outside the Buddhist wat, are drawn on the one hand from orthodox Buddhist
doctrine and cosmology and, on the other, from older Brahmanic, Vedic (includ-
ing Ayurvedic healing rituals) and Tantric influences merged into local folk
customs (Eisenbruch 1992: 290, 309). Unlike western medical practice, traditional
healers are not concerned solely with the patient or the patient’s ailment in
isolation, but with the ritual space of the community and, by extension, the three
worlds of humans, deities (above), and demons (below) that constitute the cosmo-
logical structure of being: ‘The kruu makes no distinction between what has to do
with the patient and the what has to do with the society. The ritual work of the
kruu aims at restoring the relative order and harmony of these two axes’ (ibid.:
312, cf. 289–90).
19 In an earlier work, Tambiah (1970: 263) described the relationship of spirit cults to
Buddhism as ‘not simple but complex, involving opposition, complementarity,
linkage, and hierarchy.’ For a royal reconstruction of Buddhist, Brahmanic, and
local supernatural rituals in the Khmer lunar calendar devised by the ‘renaissance’
King Ang Duong (1847–60), see Yang (1990: 75–81); cp. Chandler (1983).
20 Ironically, while republican France chose to retain the institutions of the
monarchy and Sangha in Cambodia and Laos, the British imperial monarchy
dealt fatal blows to the Buddhist kingships, while simultaneously endeavouring to
disestablish Buddhism, in Burma and Sri Lanka.
21 The sense of quiescence suggested here is belied by what Népote (1984: 89–91)
refers to as administrative and other reforms undertaken taken by Khmer rulers from the late eighteenth century, with King Ang Eng, through the reign of King
Monivong, principally in reaction to the Siamese and Vietnamese intrusions and
the French occupation. These initiatives, which drew on a long pattern of earlier
cultural exchanges within the region, were tantamount to a localized ‘modern
redefinition of Cambodian society’ that served to prepare the country to deal with
the modern (in the western sense) world. These dynastic reforms, including and
especially those of King Ang Duang from 1847 to 1860 as well as King Norodom
in the last twenty years of his reign, were enacted in the context of the old symbol-
isms. Mention of King Norodom’s four requirements of traditional learning,
Buddhist and non-Buddhist, for service in the court, as uttered upon rejecting a
job applicant in 1895, is cited in Osborne (1969: 242, 345 n.1). Leclère’s lengthy
turn-of-the-century account of Buddhism in Cambodia (1899a), based on informal
field observations and interviews among learned Buddhist informants, is couched
in Buddhist and non-Buddhist cosmological, including cosmogonic, language.
Regarding Khmer cosmogony, see Bizot (1980) for an explication of a Buddhist
origin myth and initiation rite. For the Brahmanic influence on Khmer administra-
tive law, see Leclère 1899b. For a lucid commentary of Indic law and its animating
idea, dharma, as diffused in Southeast Asia, see Geertz (1973: 195–207).
22 Unlike in Vietnam (and post-1993 Cambodia), the introduction of private prop-
erty into Cambodia did not lead to the creation of a rich landholding class
(cf. Delvert: 1961: 488f.). Similarly, the introduction of the purely administrative
khum did not become a frame of reference among the people that the more myth-
ically-laden terms phum (village) and srok (country, district) retain to this day.
23 By contrast, the French succeeded in eliminating Vietnam’s Confucian-based edu-
cation system, especially in the southern provinces of Cochin-China, by the first
decade of the twentieth century.
24 Gour (1965: 65) states that ‘the political parties . . . did not represent more than a
surface agitation, having no rapport whatsoever with the public opinion of the
masses (who were very sensitive to insecurity). They did not reflect in anything the
profound desires of the Khmer people with whom they were not in direct contact.’
The savvy 1946 election strategy employed, in an instrumentalist sense, by the
Democrat Party in the provinces was to recruit achars, influential lay elders presid-
ing over the practical affairs of Buddhist wats, ‘whose election represented, on the
part of the electors, more a traditional social and religious reaction than a real
political choice consciously favoring the program of the Democrats’ (ibid.: n.2).
25 The term men is a Khmer vernacular variant of ‘Meru’. The peoples’ congresses
held on the Ground, which was also ritually used as the royal cremation site and
for ploughing the sacred furrow (cf. infra, n. 27), were a ‘theatre’ of democratic
political participation.
26 In his pragmatic openness if not zeal to modernize, Sihanouk, perhaps also pres-
sured by the new governing elite sensitive to international expectations, gradually
stripped the Sangha of its control over primary education.
27 Through the power of his royal anointing (apisek) of the Ground, where he places
the earth in relation with the cosmos, the king derives legitimacy in the Khmer
mentality from his power to give fertility to the soil (written communication by
François Ponchaud).
28 Heder (2002) claims that no election in Cambodia since 1947 had been lost by the
party or power in control of the state apparatus. He states that the French, who
still held the reins of administration in 1947 Cambodia, facilitated the Democrat
Party’s victory (p. 2). That said, there was no need for Sihanouk to rig elections
held during the Sangkum years.
29 For accounts highlighting nefarious aspects of Sihanouk’s character and rule,
cf. Chandler (1991) and Osborne (1994).
30 Sihanouk maintains the relatively insignificant Khmer Rouge joined his royalist
liberation movement, not vice-versa, before gaining the strength to co-opt it.
31 The ousted monarchy had left a force of 34,000 marginally combat ready and
equipped men, about one-half the number of registered monks and novices in
1969. By mid-1972, there were 200,000 men in arms.
32 Broad-based appeals to nationalism were ineffective as this new credo did not
extend beyond the small intellectual urban class. ‘Chauvinistic appeals to the
preservation of Khmer “race” or “blood”’, while launched by Sihanouk and fully
exploited in the 1970s by coup leader Lon Nol and the Khmer Rouge leadership,
‘failed to transcend the educated class. The related manipulation of the image of
the “hereditary foe,” the Vietnamese, also failed to produce spontaneous action or
commitment’ (Thion 1993: 127).
33 Serge Thion, a secondary school teacher in Cambodia in the late 1960s, was a
Le Monde correspondent ‘embedded’ with the Khmer Rouge in 1972, the only
western observer to have visited a Khmer Rouge zone and survived before their
victory in 1975.
34 For more on the Khmer Rouge ‘tendency to reconfigure and reemploy Buddhist
symbolism and modes of thought’ (Harris 2005: 184), cf. ibid.: 181–89.
35 Since 1989, the number of officially registered monks increased from some
6,000–8,000 to more than 60,000 today. There were 65,000 monks and novices
residing in 3,369 registered wats in 1969, when the population of Cambodia was
approximately seven million. The current number of monks reside in just over
4,000 wats in a country whose population has surpassed 14 million. Although the
number of monks today represents a decline relative to the population, it
attests, given the circumstances, to the ongoing vibrancy of Buddhism as a force in
Cambodian society.
36 A French acronym for Front Uni National pour un Cambodge Indépendent,
Neutre, Pacifique et Coopératif.
37 On election day in Battambang’s Maung Russey district, I witnessed inside a large,
earthen floor schoolroom serving as the polling place a portly yay (grandmother)
squinting her eyes while turning a confusing election ballot paper, utter in a clear,
disarmingly perplexed voice for all to hear, ‘Samdech niw ay nah?’ (where is the
Lord Prince, that is, ‘King’ Sihanouk). That, for most Khmers, seemed to capture
the election moment.
38 The Khmer Rouge withdrew from the Paris peace process in 1992 to resume its
struggle until running out of steam, including and especially through defections of
leaders to the government, by 1998, the year Pol Pot died.
39 Lao Mong (2002), taking issue with Sihanouk’s lame responses to pleas over the
years to be a more active monarch, gives the prerogatives and powers of the king
in the constitution a more muscular interpretation.
40 For an account of post-election mass demonstrations, confined for the most
part to Phnom Penh, led by monks and students that turned violent in August-
September 1998, see Harris (2005: 216–19). Hun Sen the populist has been a
regular feature in the Khmer media criticizing or haranguing the government
and its corrupt ways (one source has described the regime as an ‘authoritarian
kleptocracy’) in language that may not be entirely duplicitous.
41 In 1971, a youthful Hun Sen joined the Khmer Rouge in response to America’s
saturation bombing campaign, rising to the level of commander until his defection
to Vietnam in 1977 and return behind Vietnamese forces in January 1979 (Kiernan
1996: 370–71). He has ruled Cambodia since the early 1980s.
42 On October 4, 2003, while watching the national television channel over steamed
chicken and rice in a restaurant a few blocks from the royal palace, I witnessed in
real time the king’s swearing in after a long political standoff of the new national assembly members. In a ritual known as bhı.k t.ık sampath (drinking the water
of the oath), traceable to the reign of Su ̄ryavarman I (1002 to 1050 AD), all
leading politicians including the premier, Hun Sen, attired in chaang kben ́ , a white
jacket over a royal red silk kilt passed back between the legs and tied in the small
of the back, one by one prostrated themselves before the king and then the two
Buddhist supreme patriarchs before drinking a vial of lustral water sacralized and
administered by the baku priests. Supreme Patriarch Tep Vong administered the
loyalty oath (to the ‘nation’), which the responding parliamentarians chanted in
unison. (Re the water oath, cf. Hansen 2004: 45–46)
43 For years prior to this surprise move, the CPP had impeded Sihanouk’s proposal
for enabling legislation governing the role of the Crown Council, the organ consti-
tutionally responsible for electing a new king within seven days of the death of
the king. The CPP, it was commonly known, held a majority of the votes on
the Council, including the Buddhist Mohanikay order’s Supreme Patriarch
(sanghareach), Tep Vong.
44 Bektimirova (2003) reports that while the official number of monks in the mid-
1980s was set at 6,000, there were nearly twice as many non-registered, or illegal,
monks – approximately 11,000 – most presumably males under the legal age limit
of fifty for ordination.
45 William Collins, a cultural anthropologist who conducted field work with a team
of Khmer researchers in Battambang and Siemreap provinces in 1996–97,
reported on the distinction made by informants, principally those with ‘high
levels of Buddhist learning’, between aanaa’cak (or roat amnaac), referring to
‘government power’, and putthea’cak, or ‘Buddha power’. The distinction is not
equivalent to the western dichotomies of church and state or even sacred and
profane, but expresses, rather, a tension between ‘an external force that tries to
organize action and to enforce obedience to rules on the one hand, and an internal
force that gives rise to conduct and promotes adherence to principles on the other
hand’ (1998: 19–20).
46 Personal communication from Ven. Yos Hut (2003).
47 Apart from my limited footnotes there are no documented studies beyond patchy press and oral accounts of these practices; as such, the scope and intensity of
systematic political intimidation of villagers through the wat structure since 1997
remains plausible conjecture. While working with a dozen wat communities in
two districts of Battambang province during 1992–93, in the run-up to the UN-
sponsored elections, I saw no evidence of the government party or any political
party setting up shop in a wat. By contrast, two days before the national commune
elections in February 2002, I by chance encountered at Kandal province’s Tbeng
commune, some forty kilometres southeast of Phnom Penh, a not inconspicuous
CPP pre-election meeting in a wat. Officials had assembled at least twelve local
authorities (along with four district policemen, one armed) in a building marked
with a large CPP banner within a wat compound festooned with CPP banners,
bunting, and other festive decorations. Except for a small number of children, no
villagers or monks were within sight.
48 If the myth of the modern state, a universal Idea that Hegel reified in end-of-
history terms as the last word in political organization, has since the mid-twentieth
century waned in the western consciousness, the corollary myth of a commercially
grounded liberal pluralism, and its exportability, has not. In the wake of Ameri-
ca’s recent Cold War victory, history, in the otherwise thoughtful neo-Hegelian
terms of Fukuyama (1992), appeared to be reaching its final synthesis, and the
Idea was ‘post-historical’ liberal democracy, the pluralist paradigm for state
building.
49 Referring to Southeast Asia, Heine-Geldern (1956: 16) stated that a) for the ‘vast mass of the common people, grown up in the old traditions, . . . the modern ideas
of democracy and [elemental] representative institutions mean little or nothing,’
and b), in what is now a prophetic statement for Cambodia, that ‘a sudden complete
break of cultural traditions has almost always proved disastrous to national and
individual ethics and to the whole spirit of the peoples affected.’
50 Ponchaud (1990), a Catholic missionary in Cambodia since the 1960s equipped
with a keen understanding of Khmer culture, offers an example of the below-the-
radar durability, if recently shaken, of Cambodian culture. In a culture where
locals ascribe to the axiom that ‘to be Khmer is to be Buddhist’, he is good
naturedly non-plussed by the fact that, after 450 years of evangelization, the
Buddhist Khmers have with very few exceptions not taken to Christianity – unlike
larger or smaller segments among the Vietnamese, Malaysians, and Koreans and,
much earlier and as a special case, the Tagalogs. (The jury is still out on a massive
campaign since the mid-1990s by American Protestant evangelicals to Christianize
the Khmers.)
51 Sovereignty, or genuine participatory self-rule, has been the starting point.
According to Cornell and Kalt (1998: 205), ‘[t]he trick is to invent governments that
are capable of operating effectively in the contemporary world, but that also
match people’s ideas – traditional or not – about what is appropriate and fair.’
52 It deserves to be noted, as Népote (1979: 777) does, that the calamities that
beset Cambodia since mid-century did not ‘emanate from social classes that were
the most disfavored and/or remained closest to the traditional models (small
farmers, the religious elders, holders of traditional knowledge, etc . . .), but rather
those classes that were the most “evolved” . . .’
53 As part of the rapid post-World War II modernization, the modern secular educa-
tion system introduced in the 1950s and 1960s led to what Népote (1979: 784)
called ‘the creation of an increasingly important nucleus of “detribalized” young
people who no longer recognized themselves in their cultural context, their hier-
archy, and their political symbolism.’ These disoriented, disenchanted, and for the
most part unemployed neak cheh-dung (‘capable-informed ones’) became what he
called the ‘social detonators’ of Cambodian society and politics as, together with
their younger teachers and mentors (many of them French gauchists doing alter-
native military service as teachers), they attached themselves with fervour, in many
cases successively, to the rebellions that overthrew the monarchy in 1970 and the
republican regime in 1975 (Osborne 1973: 72, 92; Delvert 1979: 747). Those who
came of age at that time and survived are today in their political maturity, many as
leaders of the regime or the thirty-eight other parties that ran in the 2003 election.