3:30 PM - 4:00 PM
[2E210] Social Inclusion Functions and Dilemmas of Monasteries in Bhutan
Keywords:Social Inclusive, Monastic Education, Social Welfare, English Education, Bhutan
Background and Objectives of the Study
In Bhutan, monastic education, which uses the Tibetan classical language Choekey, coexists with school education introduced in the 1960s that uses English. Children in monastic education have limited opportunities to learn English, hindering their participation in socio-economic activities conducted in English. These children often come from impoverished or abusive backgrounds, or have dropped out of school. Monasteries in Bhutan, where social welfare systems are inadequate, serve as places of livelihood and (re)education, fulfilling a role of "social inclusion." This study aims to elucidate the current state of monastic education and advocate to relevant authorities to ensure all children can access the necessary fundamental education.
Research
From 2023 to 2024, field surveys were conducted at ten monasteries nationwide. Interviews were conducted with monastery administrators, village leaders, and officials from central monastic bodies. Visits to 14 primary schools in these regions included interviews with school administrators and teachers. Discussions were also held with young nuns training to become traditional doctors.
Findings and Insights
The survey revealed three key findings:English education in monasteries varies between those receiving government support (Drukpa Kagyu) and others.Villages customarily offer financial support to impoverished families in exchange for placing children in village monasteries, acting as a form of "recruitment."Young nuns advancing to traditional medical universities had received basic education through regular schooling, opening new future prospects.Ensuring the right to modern fundamental education for all children is urgent. Mandatory education, deferred to "not take children from monasteries" (Sugimoto, 2000: 56), is essential.
In Bhutan, monastic education, which uses the Tibetan classical language Choekey, coexists with school education introduced in the 1960s that uses English. Children in monastic education have limited opportunities to learn English, hindering their participation in socio-economic activities conducted in English. These children often come from impoverished or abusive backgrounds, or have dropped out of school. Monasteries in Bhutan, where social welfare systems are inadequate, serve as places of livelihood and (re)education, fulfilling a role of "social inclusion." This study aims to elucidate the current state of monastic education and advocate to relevant authorities to ensure all children can access the necessary fundamental education.
Research
From 2023 to 2024, field surveys were conducted at ten monasteries nationwide. Interviews were conducted with monastery administrators, village leaders, and officials from central monastic bodies. Visits to 14 primary schools in these regions included interviews with school administrators and teachers. Discussions were also held with young nuns training to become traditional doctors.
Findings and Insights
The survey revealed three key findings:English education in monasteries varies between those receiving government support (Drukpa Kagyu) and others.Villages customarily offer financial support to impoverished families in exchange for placing children in village monasteries, acting as a form of "recruitment."Young nuns advancing to traditional medical universities had received basic education through regular schooling, opening new future prospects.Ensuring the right to modern fundamental education for all children is urgent. Mandatory education, deferred to "not take children from monasteries" (Sugimoto, 2000: 56), is essential.
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