The Sound of Two Hands Clapping: The Education of a Tibetan Buddhist Monk

by Georges B.J. Dreyfus

A unique insider's account of day-to-day life inside a Tibetan monastery, The Sound of Two Hands Clapping reveals to Western audiences the fascinating details of monastic education. Georges B. J. Dreyfus, the first Westerner to complete the famous Ge-luk curriculum and achieve the distinguished title of geshe, weaves together eloquent and moving autobiographical reflections with a historical overview of Tibetan Buddhism and insights into its teachings.

Genres: Buddhism, Philosophy, Religion, Nonfiction

470 pages, Paperback

First published December 29, 2002

Reviews

[Mesoscope · Rating 5 out of 5]

Georges Dreyfus is a scholar of truly prodigious learning. In this book he reflects on his unique experience studying in various Ge-luk-ba monastic education centers in the Tibetan exile community in India, particularly at Drepung Loseling and the Institute of Dialectics. Dreyfus displays his great erudition in a fashion that is illuminating and not pedantic.

Most of the book is occupied with a historical and philosophical analysis of the Ge-luk scholastic approach to Buddhism. In particular, he focuses on two tensions within Ge-luk-ba. The first is the tension between exegesis and debate. The second is the tension between doctrinal allegiance to canonical texts and free and open inquiry into ideas. The picture of Ge-luk-ba scholasticism that emerges from Dreyfus' careful analysis of these twin tensions is a conservative institution that produces brilliant, and sometimes daring, thinkers.

This work is extremely valuable to scholars and dedicated practitioners alike, because it provides a unique insider's view of Tibetan Buddhist monastic education. Dreyfus is not only well steeped in the tradition he analyzes; he also maintains his scholarly rigor and critical acumen.

Dreyfus explains many practical aspects of Tibetan Buddhism that are not frequently discussed in Western scholarship. For example, I found it very illuminating to learn that, for scholars, Lam Rim texts and the related "Grounds and Paths" Prajnaparamita literature are not typically treated as literal, programmatic instructions on meditation courses. Rather, they are regarded as presenting systematic, overarching depictions of the Buddhist philosophical universe. This book is filled with important observations of this type.

If there is a weakness to this book (other than its rather unfortunate title), it is admittedly one-sided in its sphere of interest. It struck me as highly significant that the word "compassion" scarcely appears in this book. I believe it can be read in part as an apology for a style of monastic engagement, which places an enormous emphasis on study and debate, while not formally encouraging meditative praxis. This book focuses on the development of prajna on the basis of study and reflection, but strongly underemphasizes the soteriological aspect of Buddhism.

Of course, it is the author's prerogative to focus on their area of interest, and Dreyfus has done so with a magisterial understanding of the issues in question, carefully honed by decades of research.

[Brad · Rating 4 out of 5]

It helps to have a general interest in Buddhism, but I'm not even sure that is necessary if you approach it with an open mind and some patience. I've read a good bit of pedagogical theory over the years, and Dreyfus' is one of the more thoughtful ethnographic reflections you're likely to come across. Refreshingly, he doesn't fetishize Tibetan Buddhism or celebrate the mystical elements that make it so attractive to a certain subset of Westerners, but focuses rather on the day-to-day practice of being a monk -- or, more specifically, the day-to-day educational practice of being a monk. The two, it turns out, going very much hand in hand. Not at all sure how this might translate beyond the monastery, but I'm pretty certain it can -- certainly on the individual level (e.g., the cultivation of rituals and the practice of memorization), and maybe even that of the classroom. Very much recommend to people keen to think about education in a fundamentally different way.

[Christopher · Rating 4 out of 5]

I liked the author's description of life in the monastery and how sociopolitical factors contribute to how students understand their teachings. I also liked the discussion on the differences between Buddhism and Scientific Thinking. I am not an expert but I really enjoyed Geshe Dreyfus's explanation of the Madhyamaka, in particular how his Gen-la, Gen Nyi-ma taught the Madhyamaka (Fundamental Wisdom of the Middle Way).

[Michael Nguyen · Rating 3 out of 5]

I came into this book expecting to be amazed by the Gelug Monastic tradition, but instead I was incredibly disappointed. Rote learning, getting beaten up by teachers, aggression, a culture of rigorous debating, sectarianism, narrow-mindedness in one tradition. I would definitely like to learn more about this Madhyamaka philosophy and see what the big deal with it is in Tibetan Buddhism. I did find it fascinating when the author began to compare Tibetan Scholasticism with Jewish yeshivas and Islamic madrassas, the study of halakha and fiqh to Tibetan Gelug study. The most interesting parts of this simultaneously autobiographical and academic work were the fascinating little anecdotes, of rebelliously minded teachers - or perhaps non-sectarian and more mystical mindsets. This however, was incredibly minor, only a few mentions of truly fascinating personalities and ideas, whilst the rest of the book was drowned in academese and the mundanity of rote learning, ritualism, and oral debates. Almost no meditation. I also really liked the section on the Shugden controversy between the Dalai Lama school and the Shugden Gelug sect. Intrasectarian warefare is something very fascinating.

Overall, would not recommend anyone read this book unless they really want to know how boring the Gelug monastic life is.

[Justin Howell · Rating 5 out of 5]

An insightful, rich description of the mo article education system found in the Geluk school of Tibetan Buddhism. The text explores topics such the role of debate, commentarial approaches, scholasticism's role in delimiting and upholding tradition, and free inquiry with the Geluk monastic education system both pre-1950 Tibet and within the diaspora communities omin India. A great read for anyone who practices within the Geluk school, wants to better understand the education/training Geshes receive, and/or wants a better understanding of the philosophical and pedagogical approaches within the major Geluk monasteries. What adds to this work is its author was the first Western to attain the level of Geshe - and he is not a blind apologist for the tradition so the conclusions he draws from his 20 years of training are insightful and thought provoking.

[Danny Mindich · Rating 3 out of 5]

Pretty interesting and accessible account of tibetan scholasticism!

[Keegan Dunn · Rating 5 out of 5]

The section on memorization in the curriculum had an outsized influence on my life.

[Keegan · Rating 5 out of 5]

It feels vaguely heretical reading this at ZMM, but holy crap. This book is doing it for me. Doing it to me. Eh? Ehh?? Yes.

[Asher Woodworth]

I've just started it, but it seems like it is going to be a very, very interesting book. Especially with regards to the "tradition" of discourse in Tibetan Buddhism.

[Jessica Zu · Rating 4 out of 5]

one of a kind!