Education During The 20th Century

1981 Words8 Pages
During the 20th century, education in Tibetan society was not highly regarded due to the fact that Tibetans did not view education as useful. Tibetans believed that their role in Tibetan society was already determined, and there were no means of social or economic advancement. However, Palden Gyatso, Tashi Tsering, and Phutsok, Tibetan males, challenge those notions by obtaining different types of education in distinctive ways. Palden Gyatso, Tashi Tsering, and Phutsok’s actions allow other Tibetans to realize that education is not confined to a single type of education as education can range from religious education to an informal type of education obtained by various tutors, and to a formal education obtained in a school. Palden Gyatso, Tashi Tsering, and Phutsok not only share the need to obtain an education, but their attitude is similar. They knew that at times they needed to be assertive and fight against the opinion and challenges administrated by their authoritative figures, but they also knew at other times they were required to be submissive in order to further their education. In addition, they face identical authoritative figures: parental, religious, and educational figures, who challenge them. It is critical to note that Tashi and Palden’s stories, in terms of their education, focuses on the time period before the Chinese invaded Tibet. On the other hand, Phutsok’s story, in terms of his education, focuses on the time after the Chinese invade Tibet. Palden
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