Emory-Tibet Science Initiative Launches Curriculum for Tibetan Monastics

This December, an Emory delegation will travel for one month to Dharamsala for the inaugural workshop of the Emory-Tibet Science Initiative's (ETSI) plan to develop and implement a comprehensive science education curriculum for Tibetan monastics.

First launched in February 2006 under the leadership of the director of the Library of Tibetan Works and Archives Geshe Lhakdor, the initiative originates from the Dalai Lama's commitment to science education within Buddhist monasteries and nunneries as a tool for not only understanding the world, but also as a way of conveying Buddhist contemplative wisdom in a practical way to help relieve suffering. During Geshe Lhakdor's visit as a Halle Distinguished Fellow, Emory College Dean Robert Paul called a meeting in which Geshe Lhakdor invited the university to collaborate on the design and implementation of a comprehensive science program for Tibetan Buddhist monks and nuns. The invitation was met with an enthusiastic response from both the University's administration and science faculty.

"Overcoming the Western prejudice that the mind can't possibly have any effect on your body leads to a much more expanded possibility of ways in which health can be maintained by the science of the mind and can also lead to avenues of healing. It's a really unique situation, where something we regard as a religious tradition can collaborate in a very scientific way with contemporary Western science. … We have the unique capacity to do this because of our strengths in both religion and science, in the study of Tibetan Buddhism and in the fields of psychology and psychiatry," said Paul.

Directed by Preetha Ram, assistant dean for science and Geshe Lobsang Tenzin, director of the Emory-Tibet Partnership, the Initiative is comprised of faculty from the departments of science and humanities, as well as scholars from other universities and institutions. Organized through the Emory-Tibet Partnership and Science Initiatives in the Office for Undergraduate Education, ETSI oversees the development of the curriculum and the materials and will also design a sustainable instructional model. ETSI's on-campus academic programs are administered through Emory College's Program in Science and Society.

On a recent trip to Dharamsala, Emory delegates Ram, Geshe Lhakdor, Charles Raison, assistant professor in Emory's School of Medicine's Mind-Body Program in the Department of Psychiatry and Behavioral Sciences, and Geshe Lobsang met with the Dalai Lama to discuss his views on the Emory-Tibet Science Initiative.

The following page features edited excerpts of the Dalai Lama's statements during this meeting. For more information, visit www.college.emory.edu/tibetscience

The Dalai Lama:
I am very happy that you have taken such initiative with this project.

Basically, there are three aspects that can be identified with regards to pursuing a Buddhist path: the ground reality - and based on that ground reality - how you adopt the spiritual practice of the path, and then finally to actualize what was once [considered] just practice.

So, I think in the first arena, the question of, "What is reality?" is a question of both external reality and internal reality. Modern science uses particular methods and instruments to investigate that reality. The Buddhists, using their particular method, also explore this arena. So, whether it's the "reality" of the particle or "reality" of the mind and emotions, the ultimate concern is the nature of reality. And that, of course, is another thing: the reality of ultimate nature. That's emptiness - emptiness on the basis of interdependency. The concept of emptiness, I think, is very useful. It gives us the ability to recognize that all of nature is interrelated in the Law of Nature. So, the dialogue or collaboration between modern science and Buddhism is grounded in the first of those three aspects - ground reality or the Law of Nature. That arena is suited for addressing the question, "What is reality?"

For Buddhists, after coming to some understanding of reality, how does one utilize this understanding to bring about change? How are we able to benefit from our insight into the nature of reality? … Buddha himself told us, "You should investigate, you should explore." It is not necessary to cling dogmatically to the Buddha's every word. The Nalanda scholars provided us with a certain proper way of thinking and investigating. Indeed, presently in the monasteries the Buddhist studies are augmented by the study of other ancient philosophical traditions for the sake of comparison. So, clearly Buddhist studies should not be limited to only Buddhist philosophy. Some of our older scholars may not agree with my view. …

So, according to the Nalanda tradition, we should utilize our intellect and take the liberty to further investigate new subjects like modern religion and modern science. Especially with regards to modern science, new knowledge is there with certain clear evidence. That we must accept. We must engage the Buddhist understanding of the natural world with the modern scientific understanding. Similarly, I think, science can benefit from engaging with the Buddhist understanding of consciousness and emotions - the nature of the mind.

For a few years now we have assembled a group of select monastic students for an introduction to modern science. This is no longer sufficient. Now we must institute in the monasteries and nunneries long-term programs in all modern subjects, especially modern science. Of course, that means that we need teachers from our own people. As such, for the time being, I think it is not necessary and indeed would be rather difficult to introduce a curriculum to all monastic students. Instead, the selected students should be trained until such a time that they are qualified in the sciences. Then eventually we can introduce a curriculum into the monastic institutions themselves as part of their studies.