By Tubten Pende, FPMT Education Programs Coordinator

A unique conference of FPMT geshes took place in Jamyang Buddhist Center in London, England, August 24-28 last year. This was not just a casual meeting sometimes referred to by the geshes themselves as a “momo party”! Rather, these graduates of the rigorous study programs of Gelug monastic universities met to discuss issues, and invited their Western colleagues to participate in the discussions.

This was a good precedent for future conferences by demonstrating that Tibetan and European-speakers with very different cultural backgrounds and expertise can confer together effectively. This is extremely important as there are 24 geshes in 22 FPMT centers in 12 countries, with more expected, who are maintaining the standard for Buddhist education within this organization.

There are many challenges to the evolution of education within the FPMT. For example, the geshes have learned Buddhism within a tradition that developed for hundreds of years within the unique Buddhist culture of Tibet. Now they are expected to teach Buddhism to people who (with the exception of Taiwan, Singapore and Hong Kong) have grown up in non-Buddhist cultures where their interest in Buddhism, meditation or Eastern philosophy in general can be investigated with a wide range of choices. It is not easy for the geshes to adapt a traditional education of geshe studies to the needs they are confronted with in Westerners; to do so requires a dialogue.

Such a dialogue is itself not an easy proposition. As anyone knows who has tried to facilitate a conference where creative thinking with a frank and open exchange of ideas is called for, it is not easy to create the ambiance for this to take place even among colleagues of the same culture and language. In our case, not only is there need for language interpretation, but also there is a cultural gap to be bridged, one that spans the monastic, traditional, hierarchal culture the geshes come from, and the secular, fluid, egalitarian culture of their Western counterparts.

Jamyang’s Geshe Tashi knew this when he decided to hold the conference. He was not unrealistic in his expectations, but nonetheless wanted the participants to deal with issues that required innovative thinking, such as the balance of meditation and study. To do so he adopted Western methods for facilitating meetings, such as sending an agenda to participants well in advance of the meeting, with an invitation to add to it; seating was arranged in a U-shape with easy chairs for people who couldn’t sit cross-legged; each participant was supplied with paper and pen to take notes, and a flip chart was used to write down summaries and conclusions.; interpretation was provided from Tibetan to English and English to Tibetan; microphones were supplied so everyone could be heard; facilitation was used to assist the chairperson with the flow of the meeting (the geshes took turns as chairperson, according to their order of seniority); and note takers made a record of the proceedings.

The geshes seemed very much as ease with this “Western” format. They were also happy to let Geshe Tashi assume a leadership role that his level of seniority might not otherwise allow (Geshe Tashi was junior to the rest of the geshes present); this was convenient as he speaks English and is influenced by Western methods of facilitation. They were most lively and spontaneous when the issues being discussed addressed their experience and expertise, such as the qualities they recommended that a new geshe invited to teach in our centers needs (viz., sincerity, genuine concern for students, and a good heart), and the curriculum proposed by Lama Zopa Rinpoche for a standard FPMT education program.

As expected, when issues called for more innovation the geshes tended to be more conservative. This is due to their concern for the far-reaching effects of any statements that would be recorded or conclusions the meeting might arrive at. Geshe Tashi, functioning as facilitator, encouraged them to make use of this rare opportunity to share ideas and look at the issues without the gravity of their statements holding any finality, as this discussion is an ongoing dialogue. Their hesitancy is normal and something that can be overcome with more experience, both as participants in such conferences and with improved facilitation.

There were other factors that helped make the conference work. Perhaps most important was the good will and sincerity shown by all the participants toward each other. Without a basis of mutual respect and trust there cannot be an open discussion. It helped that most of the participants knew each other. Also, the agenda took on a special importance with Lama Zopa Rinpoche’s request that the meeting discuss certain items that he contributed. During the course of the conference he faxed fifteen handwritten pages, prompting Geshe Tengye of Institut Vajra Yogini, France to comment that had the meeting been longer than a week more pages would surely arrive!

The entire process was helped by a schedule that provided plenty for the conference sessions, for informal socializing and for a day-long statue blessing puja. Spending an entire week together required plenty of advance planning, which greatly contributed to the geshes becoming more at ease with each other, allowing discussions among themselves to evolve, in and outside of the conference sessions. In addition it made it possible to schedule a session for the geshes without Westerners present. This ample time together also allowed for a day off in the middle, which was used for a sightseeing tour of London (for which Geshe Tashi functioned ably as tour guide), including a boat trip on the Thames and a visit to the impressive Hindu temple in North London, with slide-show, puja, and a delicious Indian lunch.

Jamyang Buddhist Center was an exemplary host, not only because of its generous hospitality in providing accommodation, excellent meals – a traditional English Sunday roast formed the welcome dinner party – and the facilities for the conference, including translator, interpreter and minute taker, but also because of the great enthusiasm and dedicated input of the staff and volunteers, and the help given to Geshe Tashi in accomplishing his wish to bring the geshes together.

With this conference an important step has been taken to ensure involvement of the geshes in the discussion of education issues, and a foundation has been laid for the wished for participation of our Tibetan FPMT teachers in FPMT conferences. In conclusion, a good seed was planted by this conference, which gives optimism for the future.