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Education of Tibetan Refugees : Characteristics and Conditions of Learning Environments in Selected Tibetan Schools in India

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Education of Tibetan Refugees : Characteristics and Conditions of Learning Environments in Selected Tibetan Schools in India University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1981 Education of Tibetan refugees : characteristics and conditions of learning environments in selected Tibetan schools in India. Tenzing, Chhodak University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Chhodak, Tenzing,, "Education of Tibetan refugees : characteristics and conditions of learning environments in selected Tibetan schools in India." (1981). Doctoral Dissertations 1896 - February 2014. 2242. https://scholarworks.umass.edu/dissertations_1/2242 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. EDUCATION OF TIBETAN REFUGEES: - Character! sties and Conditions of Learning Environments in Selected Tibetan Schools in India A Dissertation Presented By TENZING CHHODAK Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1981 Education C Tenzing Chhodak 1981 All Rights Reserved EDUCATION OF TIBETAN REFUGEES: Characteristics and Conditions of Learning Environments in Selected Tibetan Schools in India A Dissertation Presented By TENZING CHHODAK DEDICATION This research is dedicated to His Holiness the 14th Dalai Lama whose enlightened vision, energy and perseverance have offered an unprecedented educational opportunity to the children of Tibetan refugees. iv ACKNOWLEDGEMENTS A study of this scope in an unexplored area could only have been undertaken with the assistance and guidance of a large number of people. I would like to acknowledge my deepest appreciation to all and to recognize a few who are principally involved in the making of this study. It is difficult to fully and justly express my debt and gratitude to the Chairperson Robert Sinclair whose counsel and constructive criticism of my work began in the earliest days and have consistently carried to the completion. His ability to think in a clear and orderly manner has been the single greatest assistance to my growth. I appreciate his family Anne and their sons, Kent, Bruce and Duffy for their friendship, open house, and care of my soul. I would also like to express my thanks to the Committee member Bob Suzuki who has always been conscientious of my study and always available for guidance. Through his courses in multicultural things from education I learned a different perspective and value of where I began the work of studying Tibetan refugee schools. the external I extend my THUBJE KARDREN to Robert Thurman, Committee member, for his vigorous scholarship and perceptions of the East, Buddishm, and Tibetan language which profoundly enriched the substance and clarity of Chapter Two. The three Roberts of my which added Committee each had a different specialty and contribution v to the substance and texture of the study beyond the perfunctory of formal acknowledgement. Another family who remained behind the scene, but, never- theless, unfailingly provided both for sustenance and guidance throughout my study in the States is Drs. Anne and John Watt. I cherish their preparedness to rescue me from my problems and needs. I remain indebted and grateful to the members, relatives, and friends of the Watts, especially to Aunty Katherine Goodman. Finally, I recognize all my Indian and Tibetan colleagues who have participated in and contributed to the accomplishment of this study who are too many to be mentioned by name. They more than anyone else made this venture possible by their cooperation and special comradery, and permission for the field study. I am afraid that I may have set back their critical expectations, but I would like to state that the open process of this sensitive research and the final document is an affirmation of our maturity and the coming of age. ABSTRACT EDUCATION OF TIBETAN REFUGEES: Characteri sti cs and Conditions of Learning Environments in Selected Tibetan Schools in India November 1980 TENZING CHHODAK B.A. Johnston College; M.A., University of Redlands M. Ed. , University of Massachusetts/Amherst Ed.D. , University of Massachusetts/Amherst Directed by: Dr. Robert L. Sinclair The purpose of the study was to assess the curriculum and instructional conditions in selected Tibetan refugee schools in India. To this end, a set of the educational objectives for Tibetan schools was generated and defined. Next, the existing curriculum and in- structional conditions in sampled schools were described. Finally, the researcher examined how well these objectives were being met in the schools for Tibetan refugees, Specifically, four research objectives guided the study: 1. To establish institutional objectives for Tibetan schools in India. 2. To identify general curriculum conditions in Tibetan schools. 3. To determine the extent to which the schools are presently reaching the establishing objectives. 4. To present recommendations for curriculum and instructional improvement and for change in administration. The research design had three phases: the generation of objectives the development of research procedures; and the field study. For the purpose of establishing the objectives, an analysis of literature vi i representing both the Tibetan traditional education and modern education was undertaken. This analysis was strengthened by information from interviews with a variety of Tibetan teachers, scholars, and officials. The research procedures were designed with a view to assessing the objectives. The primary research instrument was a student questionnaire which was administered to 526 students in six Tibetan schools during a period of four months in India. Students sampled ranged from grades eight to twelve with three grades in each school. In addition to the questionnaire, the field study included participatory observation and interviews with 30 teachers/admi nistrators and 54 students randomly selected from the sampled schools. The research findings indicate that the schools are uneven in their achievements of the established objectives. On the whole the physical settings are adequate. The administration is encumbered with problems of unnecessary bureaucracy and management in a context of centralized rules and regulations. Although there are few discipline problems with students, the administration functions as a disciplinarian instead of mourishing an academic environment. The curriculum is classic liberal arts, emphasizing the humanities and strongly reflecting an upper class outlook of a colonial system of control. The specific findings demonstrate that sampled schools lack of adequate vocational education in the regular program. Objectives percentage Tibetan culture, traditions, and Buddhism received higher recorded scores. However, the science and mathematics objectives related to relatively low scores which implies that objectives authorities. The modern subjects are not met as well as is claimed by vii i accomplishment of nonacademic objectives is similar among the schools. It was thought that the centrally designed syllabus produced this similarity. However, the research findings suggest that similarities, resulting in an atmosphere of repetitiveness, is caused by the centralized nature of school administration. Following are four recommendations for improvement of Tibetan refugee schools. .Improve science and mathematics curriculum by starting the subjects in the first grade; updating science facilities and materials and making them available at all grade levels; and conducting additional research to determine the quality of science and mathematics curriculum. .Improve classroom instruction by altering the present teaching methods; changes can be made in this situation by introducing more active student involvement in learning. .Increase the number of native speaking teachers and equally distribute these teachers throughout modern subjects and, especially in the higher grade levels. .Alter the present administrative structure to achieve all other improvements; organizational change is required throughout the administration. This study shows that a quality education, balanced between meeting the needs of modern society, on the one hand, and the needs of individuals and their communities on the other, will be the direction of the future for Tibetan youth. We in education must be knowledgeabl about current conditions in Tibetan schools and be prepared to provide the leadership that will result in constructive reform. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ABSTRACT .... LIST OF TABLES . LIST OF FIGURES CHAPTER I. INTRODUCTION 1 Statement of the Problem 7 Purpose of the Study. 12 Definition of Terms 13 Significance of the Study 17 Delimitation of the Study 19 Design of the Study 21 Organization of the Study 23 II. OVERVIEW OF THE BACKGROUND, PHILOSOPHY AND DEVELOPMENT OF TIBETAN REFUGEE SCHOOLS IN INDIA 25 General Background of Tibet . 26 Origin of the name . 26 Ori gi n of the race . 27 Geographical position . 30 Climatic conditions . 32 Population . 34 Language . 34 Literacy . 36 Three Historical Personalities . 38 . 41 Mi 1 arepa Historical background . 42 Life and study . 45 Contribution and significance . 48 Tsong Khapa . 51 Historical background . 53 Significance to Tibetan education . 55
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