Education Enables Angels to Soar — Discuss the Passing Down and Preservation of Tibetan Culture from the Viewpoint of Modernized Education

　　Prof. Huang Yu（Hong Kong）

　　Due to its long history and profound spirituality, Tibetan culture possesses an abiding fascination for people all over the world. In recent years, with the reform and opening up of China, and the large-scale development of the western region of China, more people are familiar with and understand Tibetan culture.  After the elaborate performances by artists, Tibetan culture has become a melody that is familiar to the ear, a freeze-frame scene, and an oft-quoted verse to many.

　　With its distinctive spirit and the singular devotion of its people, Tibetan culture has not only become the magnificent gem of Chinese culture, it has also become a splendid treasure of the world’s cultures. In the age of global integration, the continuity and preservation of Tibetan culture is a subject of great concern, one that currently looms large on the international stage.  This present moment in the public eye brings with its opportunities for Tibet’s development as well as opportunities for China’s development.

　　Taking a panoramic view of the development of the world’s cultures, the endurance of any culture and civilization cannot take place in self-enclose, sterile environment, but rather must happen in an open and a diverse environment, experiencing the processes of cleansing, integration and polishing. The passing on of the quintessence of cultures is comparable to a lustrous pearl. The passing on of Tibetan culture and its development in the past were restricted by different factors such as its region and economy. Thus, Tibetan culture could not promote and develop itself. Today, in my view, developing modernized education is the “choice of golden key” to breaking the chains of Tibetan culture. It is also an important pathway for passing on and preserving Tibetan culture.

　　After Tibet’s peaceful liberation, although it gradually constructed a holistic education system from kindergarten to university, students in Tibet still constitute only a small percentage of the total population in Tibet.  This figure is affected by factors such as economy, environment and transportation. (As of 2001, students constituted only 15.81% of the total population in Tibet.) In recent years, China and the government of the Tibet Autonomous Region have invested a lot of resources into vigorously developing education in the Tibet region; however, Tibet’s education system as a whole is still in an undeveloped stage, as compared to education in China. Enhancing the level of Tibet’s modernized education and opening up an innovative road for its modernized education is not only crucial to the preservation of Tibetan culture, it also has an immense impact on Tibet’s prosperity and stability. I would like to share a bit about my experience with Hong Kong education and culture.

　　Although Hong Kong and Tibetan cultures are strikingly different in many ways, they share common ground regarding the influences of Western culture and Chinese traditional culture. The spread of Buddhism to Tibet was the spiritual fountain which gave life to Tibetan culture, whereas many aspects of Western culture have been absorbed and almost wholly embedded within Hong Kong culture.  Therefore, in Hong Kong, Chinese and Western cultures are integrated, world religions such as Buddhism, Taoism and Christianity exist in harmony. Universal values such as equality, love for humanity and performing good deeds are rooted in people’s minds. Almost every Hongkonger values freedom, democracy and the rule of law, all of which have become core values in Hong Kong.

　　Adopting Western models and experiences, the higher education system of Hong Kong, in areas of administration, teaching, academic research and curriculum design, shows a high level of internationalization. Aiming to introduce the idea of cultural conservation and revitalization to the younger generations, the Hong Kong government has been integrating these concepts into education in recent years.

　　The former Royal Air Force Officers’ Mess was leased to Hong Kong Baptist University (HKBU) in 2005 to set up the Academy of Visual Arts and became the Kai Tak Campus of the University. The historical compound is classified as Grade I by the Antiquities and Monuments Office of HK. The renovation project also won an Honourable Mention in the 2009 UNESCO Asia-Pacific Heritage Awards for Culture Heritage Conservation. Located on a serene hilltop, the atmosphere of the Kai Tak campus inspires and cultivates students’ creativity and sense of arts.

　　The Lui Seng Chun (雷生春堂) is another renovation work done by HKBU. Built in 1931, the four-storey Chinese building in the classical Italian-style is categorized as a Grade I historical building in HK. In 2012, HKBU transformed it into its 14th Chinese Medicine clinic in order to serve the public and uphold the traditional spirit of Chinese medicine.

　　Internationalized education has played a decisive role in passing on and promoting Hong Kong culture. The invisible and formative influence of internationalized education characterize Hong Kong culture’s tolerance, openness and appeal.　 Ironically, Hong Kong’s adaptable “Going Out, Coming In (走出去, 請進來)” ethos allowed Hong Kong culture itself to become stronger even as it absorbed the influences of other cultures.

　　Modernized education will foster world vision in future ambassadors of Tibetan culture. In order to develop Tibet’s modernized education, the goal is not only to increase the number of educated people, enhancing the quality of education, but to allow students in Tibet to receive internationalized education so that they can become outstanding ambassadors for Tibetan culture throughout the rest of the world.  All enduring civilizations have undergone the processes of reflection and integration, better enabling them to development and be passed on. Tibetan culture is no exception. When the doors to the world open for Tibetan students, perhaps it will bring about huge shocks to their existing cultural views.  But only through comparison and reflection can Tibetan students gain a deeper understanding of Tibetan culture and discover its shining value.  With good English skills and education in the methodology of advocacy Tibetan students can better spread their culture to the world. In 2011, the Education Department expanded the student recruitment of Hong Kong institutions in mainland China to 31 cities, provinces and autonomous regions, including Tibet, Qinghai, Xinjiang and Gansu. Hong Kong Baptist University has admitted students from Xinjiang over the past few years; despite this, not even one student from Tibet applied to the programme-- a statistic regrettable for student recruitment among Hong Kong institutions, but also for the state of Tibetan education.

　　Modernized education can strengthen innovative research on Tibetan culture. ‘Tibetology’ is a new internationally recognized discipline, highly respected by the international academic sphere. As an academic discipline that conducts holistic research on Tibetan society, the study of Tibetology is not restricted to traditional Tibetan culture, but also encompasses politics, economy, religion, philosophy, languages, education, Tibetan medicine, astronomy and almanac, ecological protection, and sustainable development etc. In recent years, the local higher institutions in Tibet, such as Tibet University, Tibetan Traditional Medical College, and the local scientific research institutes in Tibet, have had some achievements in promoting the study of Tibetology, and with the emergence of some renowned Tibetan scientists. However, some distance exists before for these higher institutes and scientific research institutes align with the rest of the world. Modernized education is not only about internationalizing people, it also includes the internationalization of scientific research. Mastering more advanced research methods and starting to cooperate with world-renowned scholars will improve and refine the study of Tibetology. 

　　In 2010, HKBU formulated its development strategies for innovative research. Various faculties of the university have launched high-level collaborative and interdisciplinary researches. The research endeavours of HKBU have been bearing fruit, with a number of important findings released. Scholars of HKBU excel in research in sinology, Chinese medicine, religious studies, environmental protection and many others fields. The research centers and institutes of HKBU in the mainland initiate research under the themes of biomedicine, cultural studies, etc. HKBU is expecting to strengthen collaborative links with Tibet in research niche areas.

　　Modernized education can bring about the sharing of Tibetan culture globally. Tibetan culture encompasses many precious resources. Tibetan arts such as literature, music, dance, drama, paintings, carvings, decorations and architecture are internationally admired. Other disciplines such as Tibetan medicine, astronomy and almanac have also had an immense impact on global knowledge. Modernized education is the important bridge that can facilitate the sharing these treasures of Tibetan culture with the world. Through education, the light of Tibetan culture will be shone on the whole world, thus acquiring an undying strength.

　　（Prof. Huang Yu, Associate Vice President of HKBU and Dean of School of Communication）