Meditation Returns to the Monastery
When I arrived in Nepal, the very next day I had the precious opportunity to meet Yongey Mingyur Rinpoche. Rinpoche graciously shared his reflections on a topic he is profoundly engaged with, and one that also guides the intentions of our current project—Monastic education. With warmth and enthusiasm, Rinpoche kindly agreed to be one of our advisors and expressed his genuine happiness to collaborate on our project focused on monastic education.
Rinpoche spoke about the deep need to reintegrate meditation into monastic education—not as something reserved for those in retreat, but as a vital complement to study and reflection. Rinpoche reminded me of the traditional Tibetan framework: ཐོས་བསམ་སྒོམ་གསུམ། (thö sam gom sum)—learning, reflection, and meditation. While learning and reflection have long been emphasized in Shedra (monastic college) education, meditation has often taken a back seat. That, however, is changing at Tergar.
Daily Practice, Deep Integration
At Tergar Shedra, meditation is now thoughtfully integrated into the rhythm of daily academic life. Every morning, monks at the Shedra begin with an hour of meditation, creating space to ground their studies in direct experience. Once a year, they also participate in a ten-day meditation retreat in the mountains or in a quiet setting. This isn't a symbolic gesture—it's a rebalancing of what Buddhist education is meant to nurture: not only knowledge, but inner transformation.
In a separate conversation, Khenpo Gyurme, the abbot of Tergar Osselling Monastery, shared something that stayed with me: for him, the essence of a good teacher lies in embodying the teachings. A teacher's personal example, he said, can be a powerful source of inspiration for students. This alignment between study and lived experience echoes what Rinpoche emphasized: that good ideas alone are not enough anymore. It is through lived experience that we can truly influence others.
What Changes, What Stays
Both Rinpoche and Khenpo Gyurme spoke clearly about what must remain unchanged: the Dharma itself—the teachings of the Buddha. This is our treasure to protect. But they were equally clear that the methods of transmitting these teachings must change. As the world changes, so do the minds of the students. Understanding who we teach, how they think, and what inspires them is now necessary to effectively teach Dharma.
Khenpo Gyurme emphasized that in today's world—where students are increasingly exposed to technology and distractions—adapting teaching methods is essential. Interactive activities, simplified presentations, and the skillful use of digital media can help make the teachings more engaging and accessible. While the essence of the Dharma must remain untouched, the way it is taught must meet the realities of the current generation. For example, during my visit, I observed that nearly half of the teachers were using PowerPoint presentations to support their classes—adding visuals and highlighting key words on slides to help students better grasp and retain the material.
Continuous Learning for Teachers
At Tergar Monastery, I saw this commitment in action. Every two weeks, teachers gather to share classroom challenges, discuss solutions, and receive training. Educational experts like Joseph Faria introduce new methods—such as retrieval-based learning to strengthen long term memory, or positive reinforcement to encourage engagement. Once a year, the entire teaching faculty joins an intensive five-day workshop to deepen their skills and share insights.
It's inspiring to witness such a commitment to reflection and continuous growth. It's not about replacing tradition, but about revitalizing it, ensuring the Dharma continues to touch hearts and minds in this ever-evolving world.
Daily Morning Meditation Session at Tergar Oselling Shedra
