DEBATE ASIA
The Asian Studies class at The Lovett School, in Atlanta, Georgia, invites students and
teachers from around the world to join us in an investigation of leading issues that
involve the people of Asia. We welcome a variety of points of view and hope that you
will value the opportunity to debate controversial issues while respecting each
participant’s point of view and his or her right to express it. We will begin this open
discussion by looking at two issues: Tibet and Iraq. Please feel free to contribute or
express your opinions on these two topics or, if you prefer, begin a discussion on an
Asian topic that you would like to investigate.
TIBET:
One or two students will be responsible for a topic with the other students on the team
responsible for peer review and positive suggestions.
Items to be included for each topic:
1. In your own words, a short summary of the topic.
2. Pictures of leading people, places, events.
3. Hyperlinks of 2 or 3 key articles.
4. Hyperlinks of 2 or 3 Editorials, Cartoons, and/or Youtube presentations, and a
comment on the role of prejudice and/or stereotyping that is involved in such
presentations.
5. The creation of 2 or 3 questions or issues that you think should be part of the “world”
debate on Tibet.
After these topics have been researched and shared with each member of the class, then
the class will create a final list of provocative questions and issues to share with students
and teachers throughout the world.
Team I: (2-4 students)
1. Tibetan Buddhism: An examination of the basic beliefs, differentiation of the
major branches of Buddhism, a look at major ceremonies/practices, the role of
monks, lamas. The historical appeal of Tibetan Buddhism outside the TAR
(Tibetan Autonomous Region). An explanation of the threat of this appeal today
and the subsequent response by the current Chinese government with regard to its
role towards religion.
2. The Dalai Lama: An explanation for the origins and consolidation of the role of
the Dalai Lama, a look at the concept of the transmigration of souls and the issue
of determining each successor, the importance of the Potala Palace and the role
of Lhasa, the relationship between the Dalai Lama and other lamas (especially the
Pachen Lama), a look at the current Dalai Lama and Pachen Lama and their
positions on leading topics.
Team II: (2-4 students)
3. Tibet prior to 1950: A look at “independent” Tibet, its role in the world and its
claims for independence versus China’s claims for dependence, the role of the
West, and particularly the U.K. and its colony of India, in helping to create and
maintain this “independent” Tibet. The social, political, and economic situation
of the Tibetans (include health, education, and economic statistics and examples).
4. The Chinese Invasion in 1950 and the subsequent 1959 coup: An examination of
the reasons behind Mao Zedong’s decision to invade Tibet (especially in the light
of the preceding “century” of humiliations, 1839-1949), a look at the invasion and
the response of the Dalai Lam, the Pachen Lama, and the Tibetan government, an
examination of the reasons behind the attempted coup in 1959 (including the
possible role of the CIA), the reaction of the Chinese government, the Dalai
Lama, and the Pachen Lama.
Team III: (2-4 students)
5. Tibet under Mao Zedong (1950-1976): An examination of the impact of Chinese
policies on Tibetans. An evaluation of the impact on Tibet compared to other
areas of China, especially during crucial periods such as The Great Leap Forward
(1958-62)and The Cultural Revolution (1966-76), that is, did the Tibetans suffer
disproportionately? An examination of the reaction of Tibetans and their leaders,
especially the Dalai Lama and the Pachen Lama.
6. Tibet since Mao Zedong (1976-Present): An examination of the impact of more
recent and current Chinese policies on Tibetans, a look at how Tibet and Lhasa
have changed, the results of Chinese population policies, including the
immigration of the Han Chinese into Tibet, a look at the Beijing-Lhasa railroad
and its impact.
Team IV: (2-4 students)
7. An examination of the creation of the “myth” of Tibet: An examination of
historical legends that reveal western attitudes towards Tibet and Asia: Prestor
John, Shangri-la, the book and then the movie: “Seven Years in Tibet”, a look at
how these images and stereotypes resonate in the current debates on Tibet.
8. Today’s debate on Tibet: An examination of the current Chinese position, and the
question of consistency with relation to China’s policies towards Hong Kong and
Taiwan, an examination of the “Free Tibet” movement as well as the current
position of the Dalai Lama, the Pachen Lama, most Tibetans, and most Chinese.