The written curriculum of Tibet’s prestigious Mindrölling monastery, composed in 1689, marries a firm pedagogical structure with flexibility for individual students. This reflects the monastery’s balance of institutional priorities, shaped by its religious, cultural, and political climate. The curriculum’s author was Terdak Lingpa, a charismatic visionary and systematizer of the “Ancient” or Nyingma school of Tibetan Buddhism who forged alliances with the Fifth Dalai Lama’s government in Lhasa starting in the seventeenth century. As part of Mindrölling’s formal constitutional document, the curriculum commits students and teachers to a distinctive approach to Buddhist training and helps to constitute the monastery and its members as a Buddhist “field of merit.” As such, Mindrölling is presented as a worthy recipient of support and protection from patrons and of respect from the community. The curriculum reflects a variety of overarching priorities for a relatively diverse student body over time and therefore calls for individual flexibility within a reliable and sustainable institutional structure. In this way, the curriculum demonstrates Mindrölling’s identity as a bridge between the potentially competing values of the Tibetan Buddhist schools of the author’s day.
目次
1. Introduction 2. Continuity and Context Sensitivity 3. Conceptualizing a “Field of Merit” in Seventeenth-Century Tibet 4. Terdak Lingpa and Mindrölling Monastery 5. The Genre of Tibetan chayik (bca’ yig) 6. Summary of the Curriculum 7. Analysis of the Curriculum 8. Conclusions
