| Ročník: 2025 | Volume: 2025 |
| Číslo: 1-2 | Issue: 1-2 |
| Vyšlo: 31. ledna 2026 | Published: Jan 31st, 2026 |
| Lin, Jia - Potměšilová, Petra.
Research on the Educational Implication of Tibetan Dance .
Paidagogos, [Actualized |
#4
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Research on the Educational Implication of Tibetan Dance
Abstract: Modern information technology and economic development have facilitated the spread of mainstream culture but have also impacted and marginalized non-mainstream culture. Tibetan dance education, as the core of Tibetan culture, has become essential for better passing it on to the next generation and enhancing their ability to live in the future. Correctly understanding Tibetan dance education can maintain cultural diversity and provide a theoretical basis for social development and talent cultivation. It is recognized as an educational process that enhances the intelligence and emotion of human life and is closely related to human life, experience, and emotion.
Keywords: Tibetan dance, education, significance.
Research purpose and significance
Education as a life process in which human beings continually improve themselves and process and use the wisdom of knowledge. 1 By exploring the theory of Tibetan dance education and combining it with my personal experience of learning Tibetan dance, I will illustrate how Tibetan dance education is practiced in the process of human life and the impact and effect it has on the thoughts, feelings, and behaviors of individuals, which in turn maintains the health of individual human life and the stability of overall existence. By analyzing Tibetan dance education, we attempt to explore a method of studying society and its culture, the key to which is to clarify the educational significance of Tibetan dance in the course of human life, to make clear its educational value and importance, and to show that Tibetan dance is not only an art form but also an essential component of education that maintains the stable and harmonious development of society.
Research Method
The ideological positions of education-as-life, art-as-experience, and the chain of interactive rituals are the starting points for the research. Wilhelm Dilthey believes that the process of understanding life that we face exists in the highest and most enlightening form of autobiography. 2 Utilizing an autobiographical research methodology, we delve into how Tibetan dance education meets the needs of individuals and reflect on its role in enhancing the quality of life. Explore its experiential and educational value in ritual activities, re-conceptualize its qualities from an ontological perspective, promote in-depth theoretical research, and articulate its importance and inevitability.
Autobiographical Result
1. Tibetan Dance in Folk
Childhood is an individual's critical process of cognitive formation, which has an essential influence on personality formation. My childhood experiences are the root of my personality, and my childhood cognitive experiences have become unforgettable memories that have played a role in all stages of my life. Born in 1991, I spent my childhood in the Tibetan area of Kangding, Sichuan Province, China. From age five, they begin to learn Tibetan dance and participate in various dance activities, including spontaneous folk-organized performances and dance ceremonies in religious temples. Folk dance activities are spontaneous and spontaneous, conveying ethnic culture, spirituality, and living customs and promoting group cohesion and individual spiritual abilities. Temple religious dance activities are filled with a sacred atmosphere, spreading Buddhist stories, praying for blessings and eliminating disasters, and representing the worship of ancestors and blessings for the future. During these events, I sincerely appreciated dance and its positive impact on personal growth. Despite being ignorant of religious stories at a young age, the performance and atmosphere of the dance mesmerized me. The experience of learning folk and religious dances during my childhood enriched my knowledge of dance and fostered my love for Tibetan dance culture and identification with traditional values.
2. Tibetan Dance in Schools
In 1997, when I was seven years old, I embarked on a journey away from my hometown, Kangding, to Chengdu to study. Full of curiosity and worries about life in the bustling city, I persisted in learning Tibetan dance with the support of my parents. However, teaching Tibetan dance in formal dance classes utterly differed from the dance I had learned in my early years. Despite the challenges, through hard work, I gradually became the best in my teachers' eyes and became the dance team's lead dancer. Studying in two different cultural contexts, from the Tibetan area to the Han area, provided me with a rich learning experience. I realized that Tibetan dance requires not only freedom and spirituality but also professional training and physical beauty, and that not only do we need to pursue the unique charm of traditional dance but also focus on professional training, and that it's a great happiness to bring more beauty and enjoyment to ourselves and others.
3. Growing up in multiculturalism
David Thomas put forward the concept of "cross-cultural survival," emphasizing that the interaction and collision of different cultures shape diverse ways of being. I live in an environment where Tibetan and Han cultures collide, and I search for my identity by returning to my hometown and learning dance. I am committed to promoting intercultural understanding and communication. Under the background of multiculturalism, individuals experience identity crises and psychological anxiety, and returning to one's hometown to search for one's roots becomes one of the ways to solve the identity dilemma. I integrate different cultures into my school life, although I may face conflicts and confusion. However, learning and creating Tibetan dance helped me better seek identity and inner peace. It has broadened my horizons, enriched my life experience, and motivated me to engage in teaching Tibetan dance.
Research Theory Findings
Tibetan dance education is closely connected with Tibetan life and Tibetan experience, with the starting point and foothold of helping the educated to acquire emotional energy and the ability to live and work from Tibetan dance rituals, promoting the individual and group development of the educated from various experiences in life, cultivating their emotional ability, and taking the practical experience and feeling of the educated as the standard, so that every educated person can, through learning Tibetan dance and feeling the Tibetan life experience, build a standard emotional capacity and thus enhance the quality of life.
Conclusion
Tibetan dance education is human life education, an educational process that enhances the intelligence and emotion of human life and evokes self-knowledge of inner needs. As a social activity, Tibetan dance enhances individual emotional experience and group cohesion through dance rituals. Tibetan dance education promotes cultural exchange and integration of individuals and groups using experiential learning. It improves the understanding of and respect for other cultures, thus building a harmonious and good social order and helping Tibetan dance education to regain its significance as life education.
The article was made within the project: IGA_CMTF_2023_007.
Poznámky
1. Baden Nima Luorong Qupei, On the Meaning of Civilization and Its Types from the Perspective of Culture[J]. Qinghai Social Science, 2020(4):188-199
2. Wilhelm Dilthey, Meaning in History [M]. Translated by Aiyan. Nanjing:Yilin Publishing House, 2014:25.
Reference
[1] Baden, Nima. - Luorong, Qupei. On the Meaning of Civilization and Its Types from the Perspective of Culture[J]. Qinghai Social Science. 2020, 4. P. 188-199.
[2] Dilthey, Wilhelm. Meaning in History [M]. Translated by Aiyan. Nanjing:Yilin Publishing House, 2014.
[3] Collins, Randall. Interactive Ritual Chain[M]. Beijing: The Commercial Press, 2009.
[4] Dewey, John. Art as experience [M]. Beijing: Commercial Press, 2010.
[5] Dewey, John. Democracy and Education[M]. Beijing: People's Education Press, 2011.
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