Index / 435
monasticism in exile/in Tibet, 1, 24,
41, 52, 326; administration, 52,
349n58; examinations, 254, 255,
257, 259; Geshe prestige, 260; gov-
ernment role, 52, 226, 317 –18;
Great Prayer festival, 259; influx
of newcomers from Tibet to India
(1980s–1990s), 328 –29, 349n6;
Jang session, 236, 383n4; Lo-se-ling
relocation, 161– 63; mass monasti-
cism, 41– 42; and motivation of
scholars, 382n53; number of monks
studying, 253 –54; regional houses,
349 –50n6; respect for elders and
authorities, 60 – 61, 256 –57; tantric
practice, 132, 361n20; Ta-shi Lhun-
po and, 383n3; and teacher ap-
proachability, 162 – 63; teacher
choices, 59 – 60. See also Dharam-
sala; Fourteenth Dalai Lama (in ex-
ile); premodern Tibet
monastic seats. See central monaster-
ies/monastic seats/universities
Mongolians: monks, 57; Nying-ma
targeted by, 147; Prince Godan, 23;
Qoshot tribe, 28; scholars, 48, 266,
390n65
monks, 3 – 4, 346n33, 400n4; age, 85,
353n21; allegiances, 49; becoming,
54 –75; clothing, 52, 65, 399n17;
concentration camps, 389n55; con-
servative, 43; difficulties in exile, 41;
disaffection, 115, 360n8; donations
from laity to, 36, 45, 46, 65– 66,
351n29; drinking water and alcohol,
40, 360n8; expelled, 136, 312; expul-
sion, 136, 312; finances, 36, 39 – 45,
57 –58, 65– 66, 247, 351n28,
390n72; food, 36, 45, 65– 66, 71,
234, 247, 316, 351n28, 387n39; for-
est, 37, 344n21; friendships, 73 –74;
functions, 37, 344n15; influx to In-
dia from Tibet (1980s–1990s), 328 –
29, 349n6; languages, 57, 70; liter-
acy teachers, 83; monastic standards,
38 – 41; ordination, 28, 34, 38, 39,
114; population, 37 – 42, 47 – 49,
129, 142, 328 –29, 345n23; poverty,
65– 66, 351n28; PRC repression of,
6; privileges, 43, 54 –55, 390n72;
punk-monks, 38 –39, 40, 41, 50;
relationships with laity, 36 –37, 44,
73, 83, 343n4, 344nn14,18,21; spon-
sors, 51, 52, 59, 247, 249, 351n29,
390n72; traditional schools for, 82;
training centers, 47, 55; typical ca-
reer, 55; village, 37; work, 43 – 44,
51, 136. See also abbots; discipline,
monastic; lamas; monasticism;
schedules, monastic; scholars; teach-
ers; titles
morality, 240, 242 – 43; in curriculum,
115, 116 –17; and debating skill,
261; Durkheim on, 335n5; from
scholastic texts, 158; tantras and,
20, 21
Mūlasarvāstivāda, 28, 34, 39, 345n27
Muslims, 25, 103. See also Islamic
scholasticism
mysticism, 3, 233
myth, 4, 182
Nāgārjuna’s Treatise of the Middle
Way, 100, 238 – 43, 284; Candra-
kı̄rti’s commentary on, 100, 106 – 8,
113, 129, 173, 184 – 87, 238, 286,
357, 357n24; in commentarial hier-
archy, 106 –7; Dzong-ka-ba’s inter-
pretations, 321–22; in lower exo-
teric course, 129; memorization of,
93; Nyi-ma and, 93, 286, 288, 291
Na-len-dra monastery, 146, 147
Nam-dröl, Ken-po, 204
Nam-dröl-ling monastery, 128, 181;
Commentarial School/Ngagyur
Nyingma Institute, 60, 128 –37,
204; daily routine, 133 –37
Nam-gyel monastery, 32 –33, 54 –55,
70 –72, 79, 349n1, 352n32; abbot
(1973), 275; conservatism of monks,
43; creation of, 342n2; daily rou-
tine, 54 –55; debate sessions, 195–
97, 224 –28; meditation, 169; Nyi-
ma, 276; rituals, 32 –33, 54 –55, 70,