Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related to motivations among monastics and their demonstration of engagement-with-science behaviors. We also tested for variation over time by surveying students in all years of the science curriculum. We identified that monastic students are motivated by their perception that studying science has an overall positive effect and benefits their Buddhist studies, rather than negatively affecting their personal or collective Buddhist goals. In accordance with this finding, monastics behave in ways that encourage fellow scholars to engage with science concepts. Survey responses were disaggregated by years of science study and indicated changes in motivation and engagement during the six-year science curriculum. These insights support the relevance of considering motivation and engagement in a novel educational setting and inform ongoing work to expand the inclusiveness of science education. Our findings provide direction for future avenues of enhancing exchange of knowledge and practice between Buddhism and science

Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

When guanxi meets structural holes : exploring the guanxi networks of Chinese entrepreneurs on digital platforms

In this exploratory study, we investigate how Chinese entrepreneurs on digital platforms interact and leverage guanxi (a system of relationships and social network) to buffer the negative impacts of structural holes on knowledge orchestration. We develop our research model and formulate ten hypotheses by drawing on the literature. We adopt a mixed-methods research approach in which we use quantitative surveys to test the hypotheses, and qualitative interviews to explain why certain relationships are stronger in one stage of entrepreneurial development than the other. The study contributes to the literature on digital entrepreneurship in two ways. First, this study offers an initial understanding of the dynamics of guanxi networks for knowledge mobilisation and knowledge coordination across start-up and growth stages of Chinese entrepreneurs on digital platforms. Second, by drawing on the relevant literature, our findings extend the current understanding of knowledge orchestration of digital entrepreneurs and contribute to the literatures of structural holes theory and guanxi

A history of modern Tibet, 1913-1951: the demise of the Lamaist state

The "Tibetan Question," the nature of Tibet's political status vis-à-vis China, has been the subject of often bitterly competing views while the facts of the issue have not been fully accessible to interested observers. While one faction has argued that Tibet was, in the main, historically independent until it was conquered by the Chinese Communists in 1951 and incorporated into the new Chinese state, the other faction views Tibet as a traditional part ofChina that split away at the instigation of the British after the fall of the Manchu Dynasty and was later dutifully reunited with "New China" in 1951. In contrast, this comprehensive study of modern Tibetan history presents a detailed, non-partisan account of the demise of the Lamaist state.Drawing on a wealth of British, American, and Indian diplomatic records; first-hand-historical accounts written by Tibetan participants; and extensive interviews with former Tibetan officials, monastic leaders, soldiers, and traders, Goldstein meticulously examines what happened and why. He balances the traditional focus on international relations with an innovative emphasis on the intricate web of internal affairs and events that produced the fall of Tibet. Scholars and students of Asian history will find this work an invaluable resource and interested readers will appreciate the clear explanation of highly polemicized, and often confusing, historical events

Two Thousand Points of Interaction: Augmenting Paper Notes for a Distributed User Experience

We present two early prototypes of a system that couples an augmented wall of paper notes with multiple handheld devices in order to support the process of affinity diagramming. Our system allows multiple users to work together simultaneously, freely interacting with potentially thousands of physical notes directly, and with a coupled digital representation of the same notes via a smart phone, tablet or PC. We propose the affinity diagramming process as a use-case well suited for distributed user interfaces