Role of Traditional Tibetan Practices in Contemporary Pedagogy at Central Institute of Higher Tibetan Studies: An Ethnographic Study

The present study focused on exploring the role of traditional Tibetan practices in enhancing contemporary pedagogical issues at the Central Institute of Higher Tibetan Studies, Sarnath, India. The study aimed to explore how the Institute integrates the current pedagogical framework while honouring Traditional Tibetan cultural heritage and to investigate the challenges faced by the Institution while keeping a balance of preserving, transmitting, and integrating Tibetan spiritual, socio-cultural, and moral values with today's recent pedagogical methods in advanced higher studies. As such, the study involved 23 participants in the convenience sample, including students, teachers, and administrators of the Institute. Data were collected using an ethnographic approach involving document analysis, a two-week participatory observation, and informal interviews. The study revealed that by incorporatingelements from the philosophy of Tibetan Buddhism, meditative practices, and Traditional modes of learning like Riglam-a method of logical reasoning-the Institute successfully creates a well-rounded education for its students. In modern higher education, this Institute has a special place among many other establishments when it comes to preserving and transmitting spiritual traditions, cultural values, and norms inherited from Tibetans. As one of the leading institutions in advanced studies, its mission is to keep Tibet's intellectual and religious heritage intact with integrity while striving for globalisation.