A Comparative Analysis of the Gelugpa Monastic Education Curriculum: Case Study of Monasteries in Mongolia and India

Abstract

This study examines the contemporary evolution and adaptive capacity of the Gelugpa monastic education system by analyzing the curricula of Dashchoimpel Datsan in Mongolia, alongside Drepung Gomang and Sera Jey in India. Despite its historical depth, there is a significant research gap in analyzing this traditional system through modern pedagogical lenses. This research bridges that gap by mapping the “Five Great Volumes” (Pancha Vidya) against the Revised Bloom’s Taxonomy and Tyler’s Model. Utilizing interviews and document analysis for data collection, the study investigates how traditional knowledge types align with modern cognitive standards, specifically in the development of metacognitive skills. The findings reveal that while the traditional sequential learning process inherently fosters higher-order thinking, institutional strategies differ significantly: India follows an integrated model with national standards, whereas Mongolia maintains a dual system. Findings indicate that Mongolia’s dual-track approach creates cognitive overload, highlighting the urgent need for a structured theoretical foundation and methodological framework for curriculum integration. The study proposes a strategic alignment to optimize traditional Buddhist curricula within the modern educational framework.