Study On The Complementation Between School Education And Tibetan Monastic Education Under The Principle Of “Education Separated From Religion”

Our national law clearly stipulates that "education is separate from religion", which is the principle that must be adhered to at all times. The complementation between school education and monastic education is carried out within the scope of the national law, and it is necessary to adhere to the principle of !separating education from religion". Traditional education and modern education are the two forms of education in different social and historical conditions. Social productivity gave birth to the modern school education, traditional education seems out of place in modern society, people are depending on the school education as synonymous with education, ignoring the existence and value of traditional education. An artificial isolation between Tradition and Modernity, resulting also appeared insurmountable gap between traditional education and modern education, "Traditional society to accept the traditional education and modern education in modern society." is one of the most common logic; "Traditional education is conservative and backward, modern education is advanced and open." is the popular belief that people on the importance of school education and the abandon of the traditional education in stark contrast. Through case studies in Tibetan, demonstrating modern school education in the promotion of human and social development are limited, while traditional education in modern society still has some value, can compensate for the lack of modern school education, traditional education and modern education concerted efforts, promote human development and social progress.Monastic education is an ancient traditional forms of education in Tibetan, has more than 1200 years of history. Historically, temple is the social, political, economic, cultural, educational and artistic center of Tibetan. The monastic education was the only educational form and played an important role in Tibetan history. In modern society, despite the increasing popularity of schools in Tibetan areas and become the most important form of education, but the monastic education is still existed in the Tibetan monastic community and full of vitality, monastery education in Tibetan society to maintain internal order, complete heritage of traditional Tibetan culture, moral education three play an active role. After the intervention of school education in Tibetan areas, continue to be popular and to improve, to become the most important form of education in Tibetan areas, and take on the responsibilities of promoting the social development and cultivation of people in Tibetan, but school education in Tibetan society has inevitable limitations, it cannot inherited complete Tibetan traditional culture, moral education tends to be weakening, trained people are far away from the Tibetan community, which are concrete manifestations of school education suited to ethnic minority areas. However, there are limitations of school education in Tibetan and monasteries education in today’s society still has value, which cannot justify the complementary of monastic education and school education, school education and monastic education complementary has its realistic demand. School education in the Inheritance of Tibetan culture, moral education and train local talent is not satisfactory, the monasteries education is precisely play an active role in these three areas, the monasteries education can complement those deficiencies; and monastery education in promoting economic and social development and people’s livelihood improvement, fostering modernization of personnel limitations, school education is precisely in these three areas have a positive impact on the school education supplement monastery education, can minimize the negative effects of monastic education, in order to promote the economic and social development and improvement of people’s livelihood by Tibetan monasteries. Complementary between school education and monastic education is the need of human and social development in Tibetan, so mutual cooperation between the two is essential.School education and monastic education complement each other not only necessary but also feasible. In theory, education is a system, not just schools, also includes other forms of education, human life must undergo various forms of education, school, family and community together to exert influence on the education of people. And the dialectical relationship between tradition and modernity opposites also tells us that modern education is the inheritance and development results in traditional education, traditional education and modern education have an internal cooperation and unity. Monastery education as a religious education, school education and seemingly completely opposite, but religious educational, particularly in moral education, the effect of the best, and religious knowledge is an objective form of knowledge, does not have a value bias, completely It allows students to learn and understand. On policy, there are national, local, and school levels Curriculum Management, Regulations on Religious Affairs, national and local laws and regulations to encourage the development of private education and support the development of ethnic courses. To encourage the learning of modern scientific and cultural knowledge in temples, encourage development of private education and distinctive education. On the will of the people, Tibetans, monks and monasteries of Tibetan teachers are in favor of children and adolescents not only to learn modern scientific knowledge but also inherit of traditional culture to accept a combination of traditional and modern education.School education and monastic education complement each other both have necessity and possibility, to investigate the presence of Tibetan society has a complementary practice to try on this basis. Through field investigation found that there have been several types of Tibetan traditional education and modern education complementary, such as school education are heritage of traditional culture of Tibetan, monastic education introduction of modern scientific and cultural knowledge, religious people founded the modern tradition of combining education school for children in need. These three forms are preliminary exploration of Tibetan monastic education school education and complementary to, is still immature, through the existing traditional education and school education complementary type of in-depth investigation, found a variety of problems, namely the National Traditional Culture Inheritance of school education there is a limited nature, and there misunderstanding; monastery in the introduction of modern scientific and cultural knowledge is not enough positive, even if the introduction of modern knowledge is very fragmented, limited impact on the monks; schools founded by the religious people survival in a serious state, lacking of financial support, and the loss of traditional education and modern education in the combining characteristics of the school, there are people for religious schools worries and concerns to some extent. Analysis of the cause of these problems, the concept of no dialectical view of the relationship between tradition and modernity, the traditional education and modern education in opposition; monastic education itself closed, obstruct modern cultural knowledge into the monastery, the monks do not engage in production also there is no motivation to learn modern knowledge; deep-rooted religious thought, a profound impact on the concept of Tibetan people’s and the concept of educational philosophy in welfare private schools; the lack of attention and help from government and society to these private schools.According to the cause of the problem, consider the promotion of school education and monastic education further complementary proposals, the school a correct view of traditional Tibetan culture, to strengthen the traditional national culture and knowledge in learning, while demand the cooperation of family and community, to better enable students to understand the national culture; religious officials should actively guide the monks learn scientific and cultural knowledge and participation in social production; the education sector and government religious affairs department of cooperation and promote the conversion of modern monastic education; local governments to increase policy support for religious schools, the united front department, religion and education departments to strengthen supervision of private schools, social enterprises and individuals to provide financial assistance to private school for children in need. Different departments and agencies to work together to make schools and Tibetan monasteries complementary forms of education can develop smoothly, realize the combination of traditional education and modern education, cultivating the Tibetan people have the qualities of modern and traditional cultural qualities of both.Complementary study of Tibetan monastic education and school education, not just to solve the problem of complementary Tibetan traditional education and modern education, but in Tibetan as an example, to solve the relationship between the general sense of traditional education and modern education. In other ethnic areas and the ethnic minority areas, the same traditional education and modern education coexist, also has the presence of modern school education the limited and traditional education continues to play an active role in reality, it was also the type of traditional education and modern education complementary cooperation, but specific circumstances vary. Tibetan monastic education and school education complementary research, it is a particular problem, but the truth of which is described in a common problem, it can be applied to other regions.