A university is an institution of higher education and research which grants academic degrees in a variety of subjects and provides both undergraduate education and postgraduate education. The word "university" is derived from the Latin ''universitas magistrorum et scholarium'', which roughly means "community of teachers and scholars."

History

Definition

The original Latin word ''"universitas"'' refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members. The original Latin word referred to degree-granting institutions of learning in Western Europe, where this form of legal organisation was prevalent, and from where the institution spread around the world. For non-related educational institutions of antiquity which did not stand in the tradition of the university and to which the term is only loosely and retrospectively applied, see ancient higher-learning institutions.

Academic freedom

An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the ''Constitutio Habita'', in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988 430 university rectors signed the ''Magna Charta Universitatum'', marking the 900th anniversary of Bologna's foundation. The number of universities signing the ''Magna Charta Universitatum'' continues to grow, drawing from all parts of the world.

Medieval universities

European higher education took place for hundreds of years in Christian cathedral schools or monastic schools (''Scholae monasticae''), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century AD. The earliest universities were developed under the aegis of the Latin Church, usually from cathedral schools or by papal bull as ''studia generalia'' (n.b. The development of cathedral schools into universities actually appears to be quite rare, with the University of Paris being an exception — see Leff, ''Paris and Oxford Universities''), later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

The first universities in Europe with a form of corporate/guild structure were the University of Bologna (1088), the University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209), the University of Salamanca (1218), the University of Montpellier (1220), the University of Padua (1222), the University of Naples Federico II (1224), the University of Toulouse (1229), the University of Siena (1240).

The University of Bologna began as a law school teaching the ''ius gentium'' or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna’s special claim to ''Alma Mater Studiorum'' is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution

The conventional date of 1088, or 1087 according to some, records when a certain Irnerius commences teaching Emperor Justinian’s 6th century codification of Roman law, the ''Corpus Iuris Civilis'', recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into ‘Learning Nations’ of Hungarians, Greeks, North Africans, Arabs, Franks, Germans, Iberians etc. The students “had all the power … and dominated the masters”.

In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).

Universities became popular all over Europe, as rulers and city governments began to create them to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefit of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

The rediscovery of Aristotle's works - more than 3000 pages of it would eventually be translated - fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works “a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this “scholasticism” were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of Northern Universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna.

Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasahs became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Courtenay et al. partially critique this view by stating similarities between madrasahs and southern European universities. Other scholars regard the university as uniquely European in origin and characteristics.

Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in Al-Andalus, the Emirate of Sicily, and the Middle East (during the Crusades). Other scholars see this argument as overstated.

Early modern universities

During the Early Modern period (approximately late 1400s to 1800), the universities of Europe would see a tremendous amount of growth, productivity and innovative research. At the end of the Middle Ages, about 400 years after the first university was founded, there were twenty-nine universities spread throughout Europe. In the 15th century, twenty-eight new ones were created, with another eighteen added between 1500 and 1625. This pace continued until by the end of the 18th century there were approximately 143 universities in Europe and Eastern Europe, with the highest concentrations in the German Empire (34), Italian countries (26), France (25), and Spain (23) – this was close to a 500% increase over the number of universities toward the end of the Middle Ages. This number does not include the numerous universities that disappeared, or institutions that merged with other universities during this time. It should be noted that the identification of a university was not necessarily obvious during the Early Modern period, as the term is applied to a burgeoning number of institutions. In fact, the term “university” was not always used to designate a higher education institution. In Mediterranean countries, the term ''studium generale'' was still often used, while “Academy” was common in Northern European countries.

The propagation of universities was not necessarily a steady progression, as the seventeenth century was rife with events that adversely effected university expansion. Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. This era was also affected by the rise of the nation-state. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent. Although the older student-controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state.

Although the structural model provided by the University of Paris, where student members are controlled by faculty “masters,” provided a standard for universities, the application of this model took at least three different forms. There were universities that had a system of faculties whose teaching was centralized around a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature. There were also universities that combined these models, using the collegiate model but having a centralized organization.

Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccolò Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the ''Corpus Juris'' with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.

Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and lead to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.

Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450-1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.

Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a “general scholar” immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.

The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.

By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.

Modern universities

By the 18th century, universities published their own research journals and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher’s liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities. The French university model involved strict discipline and control over every aspect of the university.

Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.

In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."

National universities

A national university is generally a university created or run by a national state but at the same time represent a state autonomic institutions which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Intergovernmental universities

Universities created by bilateral or multilateral treaty between states are intergovernmental. Such as Academy of European Law offering training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organization dedicated to sustainable development in signatory countries and United Nations University efforts to resolve the pressing global problems that are the concern of the United Nations, its Peoples and Member States. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.

Organization

Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have a broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.

Universities around the world

The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.

Classification

The definition of a university varies widely even within some countries. For example, there is no nationally standardized definition of the term in the United States although the term has traditionally been used to designate research institutions and was once reserved for research doctorate-granting institutions. Some states, such as Massachusetts, will only grant a school "university status" if it grants at least two doctoral degrees. In the United Kingdom, the Privy Council is responsible for approving the use of the word "university" in the title of an institution, under the terms of the Further and Higher Education Act 1992. In India, a new tag deemed universities was created a few years ago, by the cabinet minister Arjun Singh during his tenure as the Minister for Human Resource Development. Through this provision many universities sprung up in India, which are commercial in nature and have been established just to exploit the demand of higher education.

Colloquial usage

Colloquially, the term ''university'' may be used to describe a phase in one's life: "When I was at university..." (in the United States and Ireland, ''college'' is often used instead: "When I was in college..."; see the college article for further discussion). In Australia, New Zealand, the United Kingdom, the Netherlands and the German-speaking countries ''university'' is often contracted to ''uni''. In New Zealand and in South Africa it is sometimes called "varsity" (although this has become uncommon in New Zealand in recent years), which was also common usage in the UK in the 19th century.

Cost

Many students look to get 'student grants' to cover the cost of university. The cost may rise for students, as a result of decreased funding given to universities.

Religious and political control of universities

In some countries, in some political systems, universities are controlled by political or religious authorities who forbid certain fields of study or impose certain other fields. Sometimes national or racial limitations exist in the students that can be admitted, the faculty and staff that can be employed, and the research that can be conducted (e.g. in Nazi Germany).

See also

Notes

References

External links

Category:Educational stages Category:Higher education Category:Types of university or college Category:Youth

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reign	1391–1474
native lang1	Tibetan
native lang1 name1
native lang2	Wylie transliteration
native lang2 name1	taa la'i bla ma
native lang3	Pronunciation
native lang3 name1
native lang5	THDL
native lang5 name1	Dalai Lama
native lang8	Pinyin Chinese
native lang8 name1	Dálài Lǎmā
royal house	Dalai Lama / Takla
royal anthem	}}

|wylie=taa la'i bla ma}} The Dalai Lama is a high lama in the Gelug or "Yellow Hat" branch of Tibetan Buddhism. The name is a combination of the Sino-Mongolian word ''далай (dalai)'' meaning "Ocean" and the Tibetan word ''bla-ma'' (with a silent "b") meaning "chief, high priest".

In religious terms, the Dalai Lama is believed by his devotees to be the rebirth of a long line of tulkus who are considered to be manifestations of the bodhisattva of compassion, Avalokiteśvara. Traditionally, the Dalai Lama is thought of as the latest reincarnation of a series of spiritual leaders who have chosen to be reborn in order to enlighten others. The Dalai Lama is often thought to be the leader of the Gelug School, but this position belongs officially to the Ganden Tripa, which is a temporary position appointed by the Dalai Lama who, in practice, exerts much influence. The line of Dalai Lamas began as a lineage of spiritual teachers; the 5th Dalai Lama assumed political authority over Tibet.

For certain periods between the 17th century and 1959, the Dalai Lamas sometimes directed the Tibetan government, which administered portions of Tibet from Lhasa. The 14th Dalai Lama remained the head of state for the Central Tibetan Administration ("Tibetan government in exile") until his retirement on March 14, 2011. He has indicated that the institution of the Dalai Lama may be abolished in the future, and also that the next Dalai Lama may be found outside Tibet and may be female. The Chinese government was very quick to reject this and claimed that only they have the authority to select the next Dalai Lama.

The original use of the name ''Dalai Lama''

In 1578 the Mongol ruler Altan Khan bestowed the title ''Dalai Lama'' on Sonam Gyatso. The title was later applied retrospectively to the two predecessors in his reincarnation line, Gendun Drup and Gendun Gyatso. Gendun Gyatso was also Sonam Gyatso's predecessor as abbot of Drepung monastery. However, the 14th Dalai Lama asserts that Altan Khan did not intend to bestow a title as such and that he intended only to translate the name "Sonam Gyatso" into Mongolian.

The 14th Dalai Lama commented:

Whatever the intention may have been originally, the Mongolian "Dalai", which does not have any meaning as a Tibetan term, came to be understood commonly as a title.

The name or title ''Dalai Lama'' in Mongolian may also have derived originally from the title taken by Temüjin or Genghis Khan when he was proclaimed emperor of a united Mongolia during 1206. Temüjin took the name Čingis Qāghan or "oceanic sovereign", the anglicized version of which is Genghis Khan.

Tibetans address the Dalai Lama as ''Gyalwa Rinpoche'' ("Precious Victor"), ''Kundun'' ("Presence"), ''Yishin Norbu'' ("Wish fulfilling Gem") and so on.

Sonam Gyatso was an abbot at the Drepung Monastery who was considered widely as one of the most eminent lamas of his time. Although Sonam Gyatso became the first lama to have the title "Dalai Lama" as described above, since he was the third member of his lineage, he became known as the "Third Dalai Lama". The previous two titles were conferred posthumously upon his supposed earlier incarnations.

Yonten Gyatso (1589–1616), the 4th Dalai Lama, and a non-Tibetan, was the grandson of Altan Khan.

The tulku tradition of the Dalai Lama has evolved into, and been inaugurated as, an institution:

Verhaegen mentions the trans-polity influence that the Institution of the Dalai Lama has had historically in areas such as western China, Mongolia, Ladakh in addition to the other Himalayan Kingdoms:

The current Dalai Lama is often called "His Holiness" (HH) by Westerners (by analogy with the Pope), although this does not translate to a Tibetan title.

Before the 20th century, European sources often referred to the Dalai Lama as the "Grand Lama". For example, in 1785 Benjamin Franklin Bache mocked George Washington by terming him the "Grand Lama of this Country". Some in the West believed the Dalai Lama to be worshipped by the Tibetans as the godhead.

History

During 1252, Kublai Khan granted an audience to Drogön Chögyal Phagpa and Karma Pakshi, the 2nd Karmapa. Karma Pakshi, however, sought the patronage of Möngke Khan. Before his death in 1283, Karma Pakshi wrote a will to protect the established interests of his sect by advising his disciples to locate a boy to inherit the black hat. His instruction was based on the premise that Buddhist ideology is eternal, and that Buddha would send emanations to complete the missions he had initiated. Karma Pakshi's disciples acted in accordance with the will and located the reincarnated boy of their master. The event was the beginning of the teacher reincarnation system for the Black-Hat Line of Tibetan Buddhism. During the Ming Dynasty, Emperor Yongle bestowed the title ''Great Treasure Prince of Dharma'', the first of the three ''Princes of Dharma'', upon the Black-Hat Karmapa. Various sects of Tibetan Buddhism responded to the teacher reincarnation system by creating similar lineages.

Unification of Tibet

In the 1630s, Tibet became entangled in power struggles between the rising Manchu and various Mongol and Oirat factions. Ligden Khan of the Chakhar, retreating from the Manchu, set out to Tibet to destroy the Yellow Hat sect. He died on the way to Qinghai (Koko Nur) in 1634. His vassal Tsogt Taij continued the fight, even having his own son Arslan killed after Arslan changed sides. Tsogt Taij was defeated and killed by Güshi Khan of the Khoshud in 1637, who would in turn become the overlord of Tibet, and act as a "Protector of the Yellow Church." Güshi helped the Fifth Dalai Lama to establish himself as the highest spiritual and political authority in Tibet and destroyed any potential rivals. The time of the Fifth Dalai Lama was, however, also a period of rich cultural development.

The Fifth Dalai Lama's death was kept secret for fifteen years by the regent (), Sanggye Gyatso. This was apparently done so that the Potala Palace could be finished, and to prevent Tibet's neighbours taking advantage of an interregnum in the succession of the Dalai Lamas.

Tsangyang Gyatso, the Sixth Dalai Lama, was not enthroned until 1697. Tsangyang Gyatso enjoyed a lifestyle that included drinking, the company of women, and writing love songs. In 1705, Lobzang Khan of the Khoshud used the sixth Dalai Lama's escapades as excuse to take control of Tibet. The regent was murdered, and the Dalai Lama sent to Beijing. He died on the way, near Koko Nur, ostensibly from illness. Lobzang Khan appointed a new Dalai Lama who, however was not accepted by the Gelugpa school. Kelzang Gyatso was discovered near Koko Nur and became a rival candidate.

The Dzungars invaded Tibet in 1717, and deposed and killed Lobzang Khan's pretender to the position of Dalai Lama. This was widely approved. However, they soon began to loot the holy places of Lhasa, which brought a swift response from Emperor Kangxi in 1718; but his military expedition was annihilated by the Dzungars, not far from Lhasa.

A second, larger, expedition sent by Emperor Kangxi expelled the Dzungars from Tibet in 1720 and the troops were hailed as liberators. They brought Kelzang Gyatso with them from Kumbum to Lhasa and he was installed as the seventh Dalai Lama in 1721.

Thubten Jigme Norbu, the elder brother of the present 14th Dalai Lama, describes these unfortunate events as follows:

Thubten Gyatso, the 13th Dalai Lama, assumed ruling power from the monasteries, which previously had great influence on the Regent, during 1895. Due to his two periods of exile in 1904–1909, to escape the British invasion of 1904, and from 1910–1912 to escape a Chinese invasion, he became well aware of the complexities of international politics and was the first Dalai Lama to become aware of the importance of foreign relations. After his return from exile in India and Sikkim during January 1913, he assumed control of foreign relations and dealt directly with the Maharaja and the British Political officer in Sikkim and the king of Nepal rather than letting the Kashag or parliament do it.

Thubten Gyatso issued a Declaration of Independence for his kingdom in Central Tibet from China during the summer of 1912 and standardised a Tibetan flag, though no other sovereign state recognized the independence. He expelled the Ambans and all Chinese civilians in the country, and instituted many measures to modernise Tibet. These included provisions to curb excessive demands on peasants for provisions by the monasteries and tax evasion by the nobles, setting up an independent police force, the abolishment of the death penalty, extension of secular education, and the provision of electricity throughout the city of Lhasa in the 1920s. Thubten Gyatso died in 1933.

The 14th Dalai Lama was not formally enthroned until 17 November 1950, during the People's Republic of China invasion of the kingdom. In 1951, he and the Tibetan government formally accepted the Seventeen Point Agreement by which Tibet was formally incorporated into the People's Republic of China. Fearing for his life in the wake of a revolt in Tibet in 1959, the 14th Dalai Lama fled to India where he has led a government in exile since. In 2001, he ceded his absolute power over the government to an elected parliament of selected Tibetan exiles. His original goal was full independence for Tibet, but by the late 1980s, he was seeking high-level autonomy instead. He is still seeking greater autonomy from China, although Dolma Gyari, deputy speaker of the parliament-in-exile has stated "If the middle path fails in the short term, we will be forced to opt for complete independence or selfdetermination as per the UN charter".

Residence

Starting with the 5th Dalai Lama and until the 14th Dalai Lama's flight into exile during 1959, the Dalai Lamas spent winters at the Potala Palace and summers at the Norbulingka palace and park. Both are in Lhasa and approximately 3 km apart.

Following the failed 1959 Tibetan uprising, the 14th Dalai Lama sought refuge in India. The then Indian Prime Minister, Jawaharlal Nehru, allowed in the Dalai Lama and his coterie of Tibetan government officials. The Dalai Lama has since lived in exile in Dharamshala, in the state of Himachal Pradesh in northern India, where the Central Tibetan Administration is also established. Tibetan refugees have constructed and opened many schools and Buddhist temples in Dharamshala.

Searching for the reincarnation

By the Himalayan tradition, phowa (Tibetan) is the discipline that transfers the mindstream to the intended body. Upon the death of the Dalai Lama and consultation with the Nechung Oracle, a search for the Lama's reincarnation, or ''yangsi'' (''yang srid''), is conducted. Traditionally it has been the responsibility of the High Lamas of the Gelugpa Tradition and the Tibetan government to find his reincarnation. The process can take around two or three years to identify the Dalai Lama, and for the 14th, Tenzin Gyatso it was four years before he was found. The search for the Dalai Lama has usually been limited historically to Tibet, although the third tulku was born in Mongolia. Tenzin Gyatso, though, has stated that he will not be reborn in the People's Republic of China. In his autobiography, ''Freedom In Exile'', he states that if Tibet is not free, he will reincarnate elsewhere''."

The High Lamas used several ways in which they can increase the chances of finding the reincarnation. High Lamas often visit the holy lake, called Lhamo La-tso, in central Tibet and watch for a sign from the lake itself. This may be either a vision or some indication of the direction in which to search and this was how Tenzin Gyatso was found. It is said that Palden Lhamo, the female guardian spirit of the sacred lake, Lhamo La-tso, promised Gendun Drup, the 1st Dalai Lama in one of his visions "that she would protect the reincarnation lineage of the Dalai Lamas." Ever since the time of Gendun Gyatso, the 2nd Dalai Lama, who formalised the system, the Regents and other monks have gone to the lake to seek guidance on choosing the next reincarnation through visions while meditating there.

The particular form of Palden Lhamo at Lhamo La-tso is Gyelmo Maksorma, "The Victorious One who Turns Back Enemies". The lake is sometimes referred to as "Pelden Lhamo Kalideva", which indicates that Palden Lhamo is an emanation of the goddess Kali, the shakti of the Hindu God Shiva.

It was here that during 1935, the Regent, Reting Rinpoche, received a clear vision of three Tibetan letters and of a monastery with a jade-green and gold roof, and a house with turquoise roof tiles, which led to the discovery of Tenzin Gyatso, the 14th Dalai Lama.

High Lamas may also have a vision by a dream or if the Dalai Lama was cremated, they will often monitor the direction of the smoke as an indication of the direction of the rebirth.

Once the High Lamas have found the home and the boy they believe to be the reincarnation, the boy undergoes a series of tests to affirm the rebirth. They present a number of artifacts, only some of which belonged to the previous Dalai Lama, and if the boy chooses the items which belonged to the previous Dalai Lama, this is seen as a sign, in conjunction with all of the other indications, that the boy is the reincarnation.

If there is only one boy found, the High Lamas will invite Living Buddhas of the three great monasteries together with secular clergy and monk officials, to confirm their findings and will then report to the Central Government through the Minister of Tibet. Later a group consisting of the three major servants of Dalai Lama, eminent officials and troops will collect the boy and his family and travel to Lhasa, where the boy would be taken, usually to Drepung Monastery to study the Buddhist sutra in preparation for assuming the role of spiritual leader of Tibet.

However, if there are several possibilities of the reincarnation, in the past regents and eminent officials and monks at the Jokhang in Lhasa, and the Minister to Tibet would decide on the individual by putting the boys' names inside an urn and drawing one lot in public if it was too difficult to judge the reincarnation initially.

List of Dalai Lamas

There have been 14 recognised reincarnations of the Dalai Lama: File:1stDalaiLama.jpg2nd Dalai Lama3rd Dalai Lama4th Dalai Lama5th Dalai Lama6th Dalai Lama7th Dalai Lama8th Dalai Lama9th Dalai Lama10th Dalai Lama11th Dalai Lama12th Dalai Lama13th Dalai Lama14th Dalai Lama

!! Name !! Picture !! Lifespan !! Recognised !! Enthronement !! Tibetan language	Tibetan/Wylie !! Tibetan pinyin/Chinese !! Alternative spellings
align="right"	1	1st Dalai Lama>Gendun Drup	60px ||	1391–1474	–	N/A	''dge 'dun 'grub''	Gêdün Chub根敦朱巴	Gedun DrubGedün DrupGendun Drup
align="right"	2	Gendun Gyatso ||	File:2Dalai.jpg>60px	1475–1542	–	N/A	''dge 'dun rgya mtsho''	Gêdün Gyaco根敦嘉措	Gedün GyatsoGendün Gyatso
align="right"	3	Sonam Gyatso ||	File:3rdDalaiLama2.jpg>60px	1543–1588	?	1578	''bsod nams rgya mtsho''	Soinam Gyaco索南嘉措	Sönam Gyatso
align="right"	4	Yonten Gyatso ||	File:4DalaiLama.jpg>60px	1589–1617	?	1603	''yon tan rgya mtsho''	Yoindain Gyaco雲丹嘉措	Yontan Gyatso, Yönden Gyatso
align="right"	5	Ngawang Lobsang Gyatso ||	File:NgawangLozangGyatso.jpg>60px	1617–1682	1618	1622	''blo bzang rgya mtsho''	Lobsang Gyaco羅桑嘉措	Lobzang GyatsoLopsang Gyatso
align="right"	6	Tsangyang Gyatso ||	File:6DalaiLama.jpg>60px	1683–1706	1688	1697	''tshang dbyangs rgya mtsho''	Cangyang Gyaco倉央嘉措	Tsañyang Gyatso
align="right"	7	Kelzang Gyatso ||	File:7DalaiLama.jpg>60px	1708–1757	?	1720	''bskal bzang rgya mtsho''	Gaisang Gyaco格桑嘉措	Kelsang GyatsoKalsang Gyatso
align="right"	8	Jamphel Gyatso ||	File:8thDalaiLama.jpg>60px	1758–1804	1760	1762	''byams spel rgya mtsho''	Qambê Gyaco強白嘉措	Jampel GyatsoJampal Gyatso
align="right"	9	Lungtok Gyatso ||	File:9thDalaiLama.jpg>60px	1805–1815	1807	1808	''lung rtogs rgya mtsho''	Lungdog Gyaco隆朵嘉措	Lungtog Gyatso
10	Tsultrim Gyatso ||	File:10thDalaiLama.jpg>60px	1816–1837	1822	1822	''tshul khrim rgya mtsho''	Cüchim Gyaco楚臣嘉措	Tshültrim Gyatso
11	Khendrup Gyatso ||	File:11thDalaiLama1.jpg>60px	1838–1856	1841	1842	''mkhas grub rgya mtsho''	Kaichub Gyaco凱珠嘉措	Kedrub Gyatso
12	Trinley Gyatso ||	File:12thDalai Lama.jpg>60px	1857–1875	1858	1860	'''phrin las rgya mtsho''	Chinlai Gyaco成烈嘉措	Trinle Gyatso
13	Thubten Gyatso ||	File:BMR.86.1.23.3-O-1- cropped.jpg>60px	1876–1933	1878	1879	''thub bstan rgya mtsho''	Tubdain Gyaco土登嘉措	Thubtan GyatsoThupten Gyatso
14	Tenzin Gyatso ||	File:Tenzin Gyatzo foto 1.jpg>60px	born 1935	1937	1950(currently in exile)	''bstan 'dzin rgya mtsho''	Dainzin Gyaco丹增嘉措	Tenzing Gyatso

There has also been one nonrecognised Dalai Lama, Ngawang Yeshey Gyatso, declared 28 June 1707, when he was 25 years old, by Lha-bzang Khan as the "true" 6th Dalai Lama – however, he was never accepted as such by the majority of the population.

Future of the position

The government of the People's Republic of China (PRC) has claimed the power to approve the naming of "high" reincarnations in Tibet, based on a precedent set by the Qianlong Emperor of the Qing Dynasty. The Qianlong Emperor instituted a system of selecting the Dalai Lama and the Panchen Lama by a lottery that used a golden urn with names wrapped in clumps of barley. This method was used a few times for both positions during the 19th century, but eventually fell into disuse. In 1995, the Dalai Lama chose to proceed with the selection of the 11th reincarnation of the Panchen Lama without the use of the Golden Urn, while the Chinese government insisted that it must be used. This has led to two rival Panchen Lamas: Gyaincain Norbu as chosen by the Chinese government's process, and Gedhun Choekyi Nyima as chosen by the Dalai Lama.

During September 2007 the Chinese government said all high monks must be approved by the government, which would include the selection of the 15th Dalai Lama after the death of Tenzin Gyatso. Since by tradition, the Panchen Lama must approve the reincarnation of the Dalai Lama, that is another possible method of control.

In response to this scenario, Tashi Wangdi, the representative of the 14th Dalai Lama, replied that the Chinese government's selection would be meaningless. "You can't impose an Imam, an Archbishop, saints, any religion...you can't politically impose these things on people," said Wangdi. "It has to be a decision of the followers of that tradition. The Chinese can use their political power: force. Again, it's meaningless. Like their Panchen Lama. And they can't keep their Panchen Lama in Tibet. They tried to bring him to his monastery many times but people would not see him. How can you have a religious leader like that?"

The Dalai Lama said as early as 1969 that it was for the Tibetans to decide whether the institution of the Dalai Lama "should continue or not". He has given reference to a possible vote occurring in the future for all Tibetan Buddhists to decide whether they wish to recognize his rebirth. In response to the possibility that the PRC may attempt to choose his successor, the Dalai Lama has said he will not be reborn in a country controlled by the People's Republic of China or any other country which is not free. According to Robert D. Kaplan, this could mean that "the next Dalai Lama might come from the Tibetan cultural belt that stretches across northern India, Nepal, and Bhutan, presumably making him even more pro-Indian and anti-Chinese".

See also

Engaged Spirituality

Tibet Autonomous Region

Notes and references

Bibliography

Dowman, Keith. (1988). ''The Power-Places of Central Tibet: The Pilgrim's Guide''. Routledge & Kegan Paul Ltd., London. ISBN 0-7102-1370-0 (pbk).

Laird, Thomas (2006). ''The Story of Tibet: Conversations with the Dalai Lama''. Grove Press, New York. ISBN 978-0-8021-827-1.

Richardson, Hugh E. (1984). ''Tibet and its History''. Second Edition, Revised and Updated. Shambhala. Boston & London. ISBN 0-87773-376-7 (pbk)

Murray Silver, "When Elvis Meets the Dalai Lama," (Bonaventure Books, Savannah, 2005).

Norbu, Thubten Jigme and Turnbull, Colin M. (1968). ''Tibet: An account of the history, the religion and the people of Tibet''. Reprint: Touchstone Books. New York. ISBN 0-671-20559-5.

Schulemann, Guenther: ''Geschichte der Dalai-Lamas'', Harrassowitz, Leipzig, 1958.

Sheel, R. N. Rahul. "The Institution of the Dalai Lama." ''The Tibet Journal'', Vol. XIV No. 3. Autumn 1989.

Stein, R. A. (1972). ''Tibetan Civilization''. Stanford University Press. ISBN 0-8047-0806-1 (cloth); ISBN 0-8047-0901-7 (paper).

Diki Tsering, edited & introduced by Khedroob Thondop. (2000). ''Dalai Lama, My Son: A Mother's Story''. Virgin Publishing Company, London. ISBN 0-7535-0571-1.

Verhaegen, Ardy (2002). ''The Dalai Lamas: The Institution and Its History''. Emerging Perceptions in Buddhist Studies, no. 15. New Delhi, India: D. K. Printworld (P) Ltd. ISBN 81-246-0202-6.

Yá Hánzhāng 牙含章: ''The Biographies of the Dalai Lamas'' (''Dálài Lǎmá chuán'' 达赖喇嘛传; Beijing, Foreign Languages Press 1993); ISBN 7-119-01267-3.

Further reading

Dalai Lama. (1991) ''Freedom in Exile: The Autobiography of the Dalai Lama.'' San Francisco, CA.

Goodman, Michael H. (1986). ''The Last Dalai Lama''. Shambhala Publications. Boston, MA.

Mullin, Glenn H. (2001). ''The Fourteen Dalai Lamas: A Sacred Legacy of Reincarnation''. Clear Light Publishers. Santa Fe, NM. ISBN 1-57416-092-3.

External links

* Category:Gelug Buddhists Category:Lamas Category:Lhasa Category:Politics of Tibet Category:Tulkus Category:Tibetan Buddhist titles Category:Buddhist religious leaders Category:Deified people

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Rizwan "Riz" Khan (Urdu: ريز خان; born April 1962) is a British television news reporter and interviewer who until April 2011 hosted his own eponymous television show on Al Jazeera English. He first rose to prominence while working for the BBC and CNN.

Life and career

Khan was born in Aden, South Yemen, to a Punjabi father and Gujarati mother. His father's roots are in Azad Kashmir, Pakistan, while his mother's roots go back to Kutch, Gujarat. He considers himself a British Pakistani. Khan moved with his family to London, at the age of four. He attended both Springwell Junior and Hounslow Manor Comprehensive Schools and joined the Air Training Corps, and graduated with a Bachelor of Science with Honours in Medical Physiology from the University of Wales, and then completed a postgraduate course in Radio Journalism at the University of Portsmouth.

In 1987 he was selected for the BBC News Trainee scheme - a two-year BBC training system, usually taking only 6 people per course. Khan progressed to jobs as a BBC reporter, producer, and writer, working in both television and radio, and would later become one of the founding News Presenters on BBC World Service Television News. He hosted the news bulletin that launched BBC World Service Television News in 1991. In 1993, he moved to CNN International, where he became a senior anchor for the network's global news shows. Events he covered included the 1996 and 1999 coverage of elections in India; the 1997 historic election in Britain; and in April 1998 the unprecedented live coverage from the Muslim pilgrimage, the Hajj.

In 1996 he launched his interactive interview show ''CNN: Q&A; with Riz Khan'', and he has conducted interviews with guests including former UN Secretary General Kofi Annan, former US Presidents Jimmy Carter and Bill Clinton, the Dalai Lama and Nelson Mandela, and genomic scientist J. Craig Venter. Khan also secured the world exclusive with Pakistan's General Pervez Musharraf following his coup in October 1999. Khan also hosted ''Q&A-Asia; with Riz Khan''. These interactive shows put world newsmakers and celebrities up for viewer questions live by phone, e-mail, video-mail and fax, along with questions and comments taken from the real-time chatroom that opens half-an-hour before each show.

Until April 2011, Khan had his own show, ''Riz Khan'', on Al Jazeera English, in which he interviewed analysts and policy-makers and invited viewers to interact with them via phone, email, SMS messages or fax.

Khan speaks Urdu and Hindi and also understands other South Asian languages such as Punjabi and Kutchi. He has studied French, and can understand some other European languages, including Swedish and Norwegian.

In 2005 he authored his first book, ''Al-Waleed: Businessman Billionaire Prince'', published by Harper Collins.

In 2011 he authored a preface for the Committee to Protect Journalists (CPJ) annual report "Attacks on the Press 2010", which examined working conditions for journalists in more than 100 countries.

References

"Why I'm Joining Al Jazeera", op-ed by Riz Khan, ''The Wall Street Journal'', 13 June 2005, p. A1

"Q&A; CNN Anchor: Riz Khan". ''India Today''. February 19, 2001.

External links

Riz Khan's official website

Profile at Al Jazeera English

MySpace Profile

Interview with Baron Dave Romm of KFAI-FM at the Republican National Convention Sept. 2, 2008 and picture

Category:1962 births Category:Al Jazeera people Category:Alumni of Cardiff University Category:Alumni of the University of Portsmouth Category:British journalists Category:British Sunni Muslims Category:British television presenters Category:English Muslims Category:English people of Indian descent Category:English people of Pakistani descent Category:English Sunni Muslims Category:Gujarati people Category:Living people Category:People from Aden Category:Punjabi people

ar:ريز خان he:ריז ח'אן sw:Riz Khan no:Riz Khan