Why Teach and Learn about Tibet?

Here are curricular avenues through which we can approach the study of Tibet:

As a WORLD CIVILIZATION
The study of Tibetan civilization should be included in any world or ancient civilizations course. Tibet was one of the last ancient civilizations to thrive into the twentieth century. It was a highly organized society that existed as a whole system with a strong religious foundation and theocratic government. Today, one cannot experience the living ancient culture of Egypt, Greece, Rome, China or India like one can with Tibetan civilization. We usually study civilizations in their antiquity and analyze the reasons why they declined. Tibetan civilization is being threatened with extinction. This presents an opportunity to study a civilization currently in decline, and to focus our attention on the potential of saving an ancient culture, rather than watch it vanish.

As a WORLD CULTURE
Tibet is a topic of study to be included in any global studies program. Traditional Tibetan culture has been evolving for over 2000 years, and is still actively practiced throughout much of the Himalayan region, including Bhutan, Mustang (Nepal), Sherpa regions (Nepal), Dolpo (Nepal), Sikkim (India), Assam (India), and Ladakh (India). Traditional Tibetan culture has been greatly influenced by the unique Himalayan and Central Asian geography and the religion of Buddhism. Through ASIAN STUDIES Tibet can be a point of departure in an Asian Studies course studying ancient or modern civilizations, comparative governments, Asian forms of Buddhism, and cultural influences. From a historical perspective, many of the diverse ethnic groups present in South and Southeast Asia today originally migrated from the Tibetan plateau and thus share a cultural heritage with present-day Tibetans. From a geographical perspective, Tibet has been the watershed for most of Asia. Its geographical position in the Central Asia has also put the country in the middle of struggles for power from the periods of the Mongol Empire through Great Game at the end of the 19th century. The Tibetan Independence movement has also influenced many modern struggles for nationhood throughout Asia, from East Timor to Burma.

Through CHINA STUDIES
The study of modern China can be enriched by examining it through the study of modern Tibet. Like Mongolia and minority other areas of China, most Tibetans do not consider themselves part of Modern China despite China¹s accession of Tibet in the 1950's, and their historical claim that Tibet has always been part of China. China is grappling with the process of defining itself as its borders encompass widely diverse peoples. The Tibetan conflict serves as a lens through which to examine the concept of national identity, colonial occupation, and the factors that both compose and detract from it.

Through BUDDHIST STUDIES or COMPARATIVE RELIGIONS/WORLD WISDOM TRADITIONS
Tibetan Buddhism is a ritualistic, expressive, and experiential religious tradition. The philosophy and practice of Tibetan Buddhism is based on ideals of wisdom, compassion, mindfulness and non-violence, which influenced the nature of Tibetan civilization and Tibetans as a people. Once Buddhism became the state religion, it transformed Tibet from a warrior to a wisdom society, created a profound religious system of over 6000 monasteries, and a theocratic government. Because of the way Buddhism shaped Tibetan society, it offers a good model for the study of Buddhism, as well as a model to study how religion influences civilization. The universal ideals of wisdom and compassion so present in Tibetan Buddhism also offer a platform for comparative study of these values in all religions.

As an issue of CULTURAL SURVIVAL
There are many global examples of endangered peoples and cultures struggling for survival. The situation in Tibet is an excellent model for examining such issues. Today, traditional cultural heritage in Tibet is threatened with extinction due to Han Chinese population transfer, which has led to a dominant Chinese economy and culture, largely in urban areas. Language and religion are deeply intertwined within Tibetan culture. Freedom of religion in Tibet has been repressed since Chinese occupation. Chinese is the dominant language taught in Tibetan schools. Tibetans in exile are also struggling to preserve their cultural heritage and maintain a national identity. Why are there endangered peoples in the world today? Why is the issue of cultural survival important? What is there to learn from traditional culture? Is it possible to save a traditional culture from extinction?

As a HUMAN RIGHTS issue
The conflict in Tibet provides an excellent case study for examining issues of human rights. Human rights violations have been documented by governments and international non-governmental organizations (NGOs). Some organizations have ranked the conditions in Tibet among the worst cases of human rights abuse. There have been thousands of Tibetan political prisoners sent to Chinese prisons for exercising freedom of expression regarding Tibetan self-determination and independence. Freedom of religion has been restricted in monasteries and nunneries. Women have been subjected to forced abortions and sterilization. There have been many cases of illegal detentions. Almost every Tibetan has a friend or family member that has died as a result of the Chinese occupation. Some have used the term genocide to describe the tragedy in Tibet. Why do the human rights violations in Tibet get so little international attention?

As a GLOBAL CONFLICT
The Tibetan/Chinese conflict parallels that of many other contemporary colonial and ethnic conflicts such as those in Northern Ireland, Israel/Palestine, the Balkans, East Timor, Burma, Haiti and South Africa. The Tibetan situation can help young people learn why some global conflicts raise greater international attention and response than others. Why does a violent conflict often receive greater international attention than conflicts with more subtle oppression or one approached with the use of non-violence?

The FOURTEENTH DALAI LAMA and GLOBAL LEADERSHIP
To Tibetans, The Fourteenth Dalai Lama is their temporal and spiritual leader. The Chinese government considers him a "splittest", causing trouble among Tibetans in the Chinese Motherland. The Dalai Lama considers himself "a simple Buddhist monk." He won the Nobel Peace Prize in 1989 for his non-violent approach to resolving the Tibet-Chinese conflict. He is recognized as a global leader for his efforts towards achieving world peace. His message is of universal responsibility and compassion. On many levels, The Dalai Lama walks in the footsteps of Mohandas Gandhi and Martin Luther King, Jr. The Dalai Lama has had a fascinating personal life, and is well known for his charismatic, yet humble, presence. He is an excellent role model for teaching about global leadership, compassion, and a non-violent approach to conflict resolution.

As a model to study CONFLICT RESOLUTION, NON-VIOLENCE and PEACE EDUCATION
There is a strong contrast between the approaches taken by Chinese Government and the Tibetan Government in Exile to resolve the situation in Tibet. Tibetans who have peacefully demonstrated against Chinese occupation, or for the return of The Dalai Lama to Tibet, have been met with violent military force and subsequent imprisonment by the Chinese government. The Dalai Lama has attempted to negotiate with the Chinese leaders through peaceful proposals, only to be met by a tough and unyielding response. The Chinese government claims outsiders have no business meddling in China's internal affairs.

As a model for encouraging SOCIAL RESPONSIBILITY
The study of Tibet creates a wonderful opportunity to educate young people about social responsibility and promote social activism. By examining the Tibetan situation students have a non-violent model for practicing conflict resolution. The Tibetan situation offers excellent opportunities such as student debate, letter writing, volunteering, and adopting a political prisoner. There are many NGO's and grass roots organizations supporting the Tibetan movement that offer such opportunities for social responsibility and activism.

As a study in UNITED STATES FOREIGN POLICY and DIPLOMACY
The United States position on the state of Tibet makes for an excellent study in US foreign policy. In the late 1960's and early 1970's, the CIA trained Tibetan guerrillas to fight the Chinese Red Guard. After Nixon and Mao reinstated diplomatic relations in the 1970's, US covert support of Tibetan resistance ended. Congress has passed resolutions condemning Chinese human rights violations in Tibet and calling for respect for Tibetan self-determination. President Bush and Clinton have met with The Dalai Lama under Chinese protest. Before 1993, renewal of China's Most Favored Nation (MFN) status was liked with human rights conditions, including respect for Tibetan religious freedom and cultural identity. In June of 1993, the Clinton Administration de-linked trade and human rights as conditions for renewing MFN with China. The US has encouraged dialogue between The Dalai Lama and Chinese leaders, but has not pressed Tibetan issues with the Chinese Government. Why does the US Government get actively involved with international conflicts in Kuwait, South Africa, Eastern Europe, Haiti, and Israel/Palestine and not Tibet, Burma, or East Timor?

As a WOMEN'S ISSUE
Women have played an important role in traditional Tibetan society. There is evidence of Tibetan and Chinese women being subjected to forced abortions and sterilization aimed at curbing population growth. Buddhist nuns have been at the forefront of political protest in Tibet, and have been arrested for their peaceful demonstrations, often suffering horrible torture in prison. In exile, Tibetan women are also leaders in the fight for Tibet's independence and the effort to maintain Tibetan cultural heritage in their Diaspora communities. As a study of THE ARTS Art, music, and dance have a strong integral role in traditional Tibetan folk culture and religious practice. Tibetan religious art and music is unique, colorful and expressive and creates an important connection to Buddhist practice. Monastic chanting has a unique tonal quality with some monks able to sing a three-note chord in one simultaneous sound. Tibetan religious art - from thangkas (religious scroll paintings) to Sand Mandala painting- is growing in recognition within the west, and provides a good vehicle to educate people about Tibetan culture and religion. Museums are featuring Tibetan art exhibits. Groups of Tibetan Buddhist Monks are touring the US performing sacred music and dance, and building Sand Mandalas. How is art and music a part of culture? How can art and music create religious expression? How can art and music be an expression of cultural or religious identity?

As an issue or case study for ENVIRONMENTAL EDUCATION
Tibetan Buddhist culture was shaped by the unique natural environment of the Tibetan plateau. The Tibetan Government had strong environmental protection policies. From a Buddhist view of compassion and non-violence for all living beings, construction and farm workers were required to remove all animals and insects from soil they moved. The natural environment and wildlife in Tibet has been drastically exploited by Chinese economic policy and development, impacting some species to the point of extinction. The Tibetan plateau has also become home to a Chinese nuclear missile arsenal. The Dalai Lama and Tibetan Government in Exile have proposed that Tibet be made a zone of peace and a wildlife sanctuary. The contrast between the traditional Tibetan practice of sustainability and the Chinese colonial view of development is a microcosm of current global attitudes towards the environment.

For a case study of a DIASPORA/EXILE/REFUGEE EXPERIENCE
The term Diaspora has been used to describe those Africans scattered from their homeland mostly due to the slave trade. There has been a Jewish Diaspora for over two thousand years. In 1959, tens of thousands of Tibetans followed The Dalai Lama into exile due the Chinese occupation of their homeland. Today, close to 150,000 Tibetans live as refugees in India, Nepal, the United States, the United Kingdom, and Switzerland. With the Diaspora experience comes the struggle to preserve and maintain a cultural identity in a foreign land. Their challenge is magnified as most countries do not treat Tibet as an occupied nation, and the United Nations does not consider Tibetan exiles official refugees. Tibetan Nationals are people without a passport, unless they choose to be citizens of China, India, Nepal or some other country. There are Tibetan Diaspora regions and communities throughout the world. The Buddhist Kingdoms of Ladakh (India) and Mustang (Nepal) were the result of an earlier Diaspora movement. The first Tibetan refugees came to live in the United States in 1960. One thousand Tibetan refugees were allowed to resettle in the US as part of the 1990 Immigration Act.

As a case for HOLOCAUST STUDIES and GENOCIDE STUDIES
In many respects, the situation in Tibet is a modern day version of the Holocaust in Europe. Many have described what has happened in Tibet and Cambodia as the "Buddhist Holocaust" and cases of "Cultural Genocide." The slogan "never again" has been an anthem for those affected by the Jewish Holocaust who hope a similar tragedy is never repeated. Evidence of Tibetan cultural genocide by the People's Republic of China can be a contemporary model for helping put into context the Nazi effort to exterminate Jewish people and other populations. The study of the current situation in Tibet can offer young people a means of addressing a current case of injustice, but with a sense of hope that this injustice can be resolved through social action.

As a connection to the NATIVE AMERICAN EXPERIENCE
Many connections can be made between traditional Tibetan culture and traditional Native American cultures, especially Navajo and Hopi. Similarities are strong in physical features, spiritual groundings, artistic traditions, and approaches to environmentalism and sustainability. There are also parallels in the histories of colonization to which these indigenous peoples were subjected, and their current struggles for cultural survival.

© 2001 Tibet Education Network at Global Source