422 / Index
commentaries (continued)
texts, 107, 229 –30, 357n24; in
study of the path, 172 –77; summa-
rizing, 184 – 85; Tibetan, 107 –9,
147, 192; typology, 184 – 85; Vinaya
studied through, 116 –18; word,
184 – 85; writing repression and,
123. See also commentarial
institutions
Commentary on the Root Tantra
(Shay-rab Seng-ge), 118
Commentary on Valid Cognition
(Dharmakı̄rti), 113, 127, 130, 171,
173, 177 –78, 234 –38, 373n26
communities: Buddhist School of Dia-
lectics, 73 –74; discipline sustaining,
64 – 65; Nam-gyel, 54; orality, 150;
ritual, 42, 44 – 49, 52, 87 –91; san-
gha, 33 –34, 47, 298, 396n10
comparative perspectives, 10 –11; cur-
riculum, 101– 6, 115–16; debate in
India/in Tibet, 203 –13, 216; debat-
ing/commentarial institutions,
132 – 48; hermeneutics, 191–94;
hermitic/scholastic, 12 –13,
337nn18,19; intellectual/folk, 9,
297 –304, 336 –37n18, 395n4; ratio-
nality, 296; reading, 152 –54; sectar-
ian/nonsectarian, 30 –31, 111– 48.
See also dialectic; exoteric/esoteric
distinctions; modernity/tradition;
monasticism in exile/in Tibet; reli-
gion; Westerners
compassion, 75, 179, 230 –31
Compendium on Reality
(Śāntaraks.ita), 124
composition, in curriculum, 103, 138,
185
concentration: in debate, 221; in medi-
tation, 69, 170; memorization aid-
ing in, 96 –97, 170 –71; on single
point, 69, 170, 177
confession ritual, 45, 319 –20
conformity/nonconformity, 311, 313 –
17, 383n12. See also conservatism;
discipline, monastic; dissent
consequences, in debate, 206 –17, 223,
245, 267, 379n29, 380n39, 381n46,
390n70
conservatism: and Ge-dün Chö-pel,
313, 314 –15; monks, 43; Shuk-den
Affair, 301; Theravada, 36; in Ti-
betan scholasticism, 111, 314 –15;
and writing repression, 122
constitutions, monastic, 40, 114
contradiction, in debate, 215–17, 221,
233, 243 – 45, 310, 379n31
conventional existence, 242, 285– 88,
309 –10, 385n28
conventional truth, 239 – 44
correct assumption, 371n3
cosmology: traditional, 88, 169 –70,
290, 297 –303, 394n37. See also dei-
ties; worldview
councils: monastic seats, 49 –50; re-
gional houses, 50
critical acumen, 23, 156, 165, 200. See
also understanding
critical thinking: in debate, 232 –33,
267, 269, 271–72, 274 –75. See also
inquiry; questioning; rationality;
Socratic approach
cultural capital, scholastic skills as,
164, 260
curriculum, 99 –148, 180 – 81; classical
Indian, 100 –110, 138 –39, 165;
commentarial institutions/Nying-
ma, 111, 128 – 48, 181, 364n44;
comparing debating and commen-
tarial institutions, 132 – 48; compar-
ing Western and Tibetan traditions,
101– 6, 115–16; debating institu-
tions/Ge-luk, 99, 103, 108, 111–28,
132 – 48, 159, 181, 229 – 66, 307 –24,
328; general structure, 98 –110;
memorization role in, 91–93; mod-
ernizing, 327; normative, 99, 101–
4, 139, 312; Sa-pan. model, 103, 104,
105, 138 –39, 185, 359n1; system-
atic, 307 –12; Ta-shi Lhun-po, 121,
383n3; two models, 111– 48, 359n1
cutting, 277, 318, 392n21