Buddhist Studies in India and Thailand

Faculty Director

Arthur McKeown, Faculty Director of Buddhist Studies in India and Associate Professor of Asian Studies, Carleton College

Professor Arthur McKeown (amckeown@carleton.edu) received a BA magna cum laude from Dartmouth College. He received an MA and PhD from Harvard University, where his dissertation was titled From Bodhgaya to Lhasa to Beijing: The Life and Times of Sariputra (c.1335-1426), Last Abbot of Bodhgaya. Dr. McKeown has received a Fulbright Fellowship, Reischauer Center Fellowship, as well as the Harvard Certificate of Distinction in Teaching. He has research experience in South Asia and Tibet and has presented papers at meetings of the American Academy of Religion and the International Association of Buddhist Studies. Dr. McKeown has experience teaching Tibetan Language and Buddhist Studies as an Instructor and Teaching Fellow at Harvard University. He served on the faculty with the Buddhist Studies in India program from 2010 to 2014 and was the Assistant Program Director in 2015 before becoming Program Director in Fall 2016.

Faculty Director, Emeritus

C. Robert Pryor earned a BS from the University of Michigan, and an MAT from Antioch University. He studied Anthropology and South Asian religions at the Graduate Theological Union in Berkeley. Robert designed the Buddhist Studies in India program and served as director from 1979 to 2015. He was a consultant for the BBC documentary, In the Footsteps of the Buddha, and collaborated on the book Living This Life Fully: Stories and Teachings of Munindra. Robert is very active at the Yellow Springs Dharma Center which he helped to found in 1993. His interests include: South Asian cultures, pilgrimage, the history of Indian Buddhism, meditation, and Buddhism in the West.

Sample Independent Study Projects

Students enroll in five courses comprised of three required courses and two elective courses, earning the equivalent of 16 semester credits upon successful completion. Course credits are awarded in Carleton College academic credits. The student’s home institution is responsible for converting the Carleton credits. Please see the recommended credit conversion.

Required Courses

RELG 359: Buddhist Meditation Traditions

Students will complement their understanding of Buddhist thought and culture through the study and practice of traditional meditation disciplines. This course emphasizes the history, characteristics, and approach of three distinct meditation traditions within Buddhism: Vipassana, Zazen, and Dzogchen. Meditation practice and instruction is led in the morning and evening six days a week by representatives of these traditions who possess a theoretical as well as practical understanding of their discipline. Lectures and discussions led by the program director complement and contextualize the three meditation traditions being studied.

ASST 255: Introduction to Field Methods and Ethics

This course introduces students to the skills and ethics needed to conduct fieldwork for their independent study project in South Asia. In consultation with their adviser, students generate an independent study proposal (ISP) concerned with some aspect of Buddhist Studies (philosophy, ritual, meditation, the arts, culture, etc.) utilizing the unique resources available in India and neighboring countries. The ISP proposal outlines the topic, research methods, and resources located/developed by the student. Topics covered in the course include: introduction to research ethics; conducting a literature review; design and implementation of data collection protocols, interviewing, and survey questionnaires; summary, analysis and presentation data.

ASST 391: Independent Study

Students spend three weeks of the program conducting field work for the self-designed independent study project proposed in ASST 255: Introduction to Field Methods and Ethics.

Students demonstrate ability to carry out an independent study project that successfully incorporates appropriate field research methods and responsible approaches to interpretation of data, and effectively demonstrates what they have learned about their research topic. The progress of each research project is evaluated at regular intervals in relation to parameters established in conjunction with the Faculty Director and faculty adviser. Students present their research at the end of the ISP.

Elective Courses

PHIL 318: Buddhist Philosophy

This course introduces students to major trends in Buddhist philosophy as it developed in India from the time of the Buddha until the eleventh century CE. The course emphasizes the relationships between philosophical reasoning and the meditation practices encountered in the Buddhist Meditation Traditions course. With this in mind, the course is organized into three units covering the Indian philosophical foundations for the Theravāda, Zen, and Tibetan Vajrayāna traditions. While paying attention first and foremost to philosophical arguments and their evolution, we also examine the ways in which metaphysics, epistemology and ethics inform one another in each tradition.

SOAN 322: Contemporary Buddhist Culture

This course introduces students to the complexity and plurality of Buddhist traditions that have flourished in diverse societies and cultures in the modern era. This course enables students to sympathetically understand and critically investigate various Buddhist traditions and their historically and culturally specific configurations of philosophical beliefs, cultural values, everyday practices, social institutions, and personal experiences. Focusing on Buddhist traditions of South and Southeast Asia, Japan, and Tibet, we explore topics including syncretism and popular religion, monasticism, gender, economic development, social movements, political violence, and religious revival. Students expand their research skills in anthropology through field assignments in Bodh Gaya.

ASST 319: History of South Asian Buddhism (not offered in Fall 2025)

This course provides students with an introduction to the history of South Asian Buddhism. Using primary and secondary sources and resources available to us in Bodh Gaya, we evaluate competing perspectives on the history of Buddhism and debate significant historical and ethical questions. How did Buddhism relate to other ancient Indian religions? What was the relationship between Buddhism and ancient Indian political, social, and economic structures? How did Buddhism change during its 2000 years in India? What impact did South Asian Buddhism have on the ancient and medieval world? What is the relationship between modern Buddhism and ancient Buddhism?

ASST 101-07: Elementary Hindi

An introduction to basic colloquial Hindi speaking and writing skills for everyday interactions in Northern India. Essential grammar is introduced and reviewed in morning meetings, and conversational and reading abilities are developed in afternoon practice. Students are encouraged to practice speaking and listening comprehension by conversing with Hindi speakers outside of class.

ASST 103-07: Intermediate Hindi

This course builds on the student’s previous training in spoken and written Hindi language.  Students will gain the ability to initiate and sustain conversations with Hindi speakers, read and write in Hindi about personal and social situations, as well as extract the main idea and information from descriptive and narrative texts. Students will apply their language learning and deepen their understanding of Indian culture through interaction with local residents and participation in seasonal festivals and other activities.

ASST 101-08: Elementary Tibetan

This course seeks to develop students’ level of proficiency in spoken Tibetan for basic communication, as well as the ability to read and write simple sentence constructions. Learning is grounded in written Tibetan, covering the alphabet, pronunciation, grammar, and basic vocabulary. Reading and comprehension skills are enhanced through direct translation of essential texts such as the Heart Sutra and a prayer of Manjushri. Students gain facility with spoken Tibetan through classroom drills and informal practice with Tibetans in Bodh Gaya. Students will also improve their understanding of Tibetan culture and society through this course.

The strength of the Buddhist Studies program comes from a combination of diverse and highly qualified faculty and a very low student-faculty ratio. A mix of Western and Eastern instructors helps ensure continuity of American educational patterns, as well as access to the indigenous philosophies in their genuine form. Western faculty are responsible for the organization and evaluation of coursework, while the Asian teachers present perspectives of the traditions being studied. This variety of intellectual and cultural viewpoints creates a stimulating milieu in which genuine inquiry occurs.

Course Instructors

PHIL 318: Buddhist Philosophy

Miss Sameeksha received her BA in Buddhist Studies and Ambedkar Thoughts from Nagpur University, India. She received an MA in Buddhist Studies from International Buddhist College, Thailand and she is currently a Ph.D. candidate at the same institution. Her main focus is studying and teaching different aspects of Buddhist philosophy. She is also interested in and enjoys studying other Indian Philosophies. For her Ph.D. she is producing an English translation of a Sanskrit commentary on Yogācāra Buddhist school. She also lectured a course on Mahāyāna Buddhism for BA students at International Buddhist College and recently she has been sharing her knowledge of Buddhism through some lectures at different places in Malaysia.

ASST 101-07: Introductory Hindi Language*

Miss Sameeksha received her BA in Buddhist Studies and Ambedkar Thoughts from Nagpur University, India.

*Intermediate Hindi language instruction is available upon request for students who have previously studied the language.

SOAN 322: Contemporary Buddhist Culture

Dr. Arthur McKeown, Faculty Director, is the instructor for SOAN 322. 

ASST 101-08: Introductory Tibetan Language

Punya Prasad Parajuli received a BA in Physics, an MA in Anthropology, and an MA in Nepalese History, Culture, and Archeology from Tribhuvan University, Nepal.  He has also received an MA in Buddhist Studies from Magadh University, Bodh Gaya, India.

Punya is actively involved in translating Tibetan and Sanskrit texts into Nepali. He has been a Tibetan language instructor at the Center for Nepalese and Asian Studies, Tribhuvan University, and a Sanskrit language teacher at Ka-Nying Shedrub Ling and Shechen Monasteries in Kathmandu. Punya taught the Tibetan language with the Buddhist Studies program in 2006, 2009, and 2011–2018. He has also been a Tibetan language and culture instructor and research guide for Cornell University students studying Buddhist Culture in Nepal.

RELG 359: Buddhist Meditation Traditions

Seminars for this course are led by Dr. Arthur McKeown, Faculty Director.  

Meditation Instructors

Vipassana

Ācariya U Hla Myint was born and educated in Myanmar (Burma). He became a novice monk at the age of ten and a fully ordained bhikkhu at twenty. He has 22 years of monastic training and a PhD in Buddhist Studies and Pali language. A former assistant meditation instructor at Mahasi Meditation Center in Burma, he remained a close disciple, translator, and teaching assistant of the late Sayadaw U Pandita. He has translated numerous Burmese dhamma books and dhamma discourses and has authored Meditation Lectures, Conditional Relations in Daily Life (from the Abhidhamma) and Pali Language Lessons for English Readers. After his years as a monk, U Hla Myint became a householder, and now has a wife and two children. U Hla Myint divides his time between his home in Pyin Oo Lwin near Mandalay in the Shan Hills, Sayadaw U Pandita’s Panditarama Meditation Center near Yangon, and San Jose.

Zen

Ekai Korematsu Roshi was born and raised in Japan but began his formal Zen practice while a university student in California where he was affiliated with the San Francisco Zen Center.  In 1979 he returned to Japan for formal monastic training at Eiheiji the principal Soto Zen monastery.  Returning to America in 1983 he founded Kojin-an which later became the Oakland Zen Center. At the request of his teacher Narasaki Roshi, he returned to Japan in 1987 to become the director of an International Zen monastery, Shogoji, in Kyushu. From 1994 to 1996 he was again at Eiheiji and was also the Practice Director at Zuigakuin Temple in Yamanashi Prefecture.  At present, he lives in Melbourne, Australia, where he is the founder and spiritual director of the Jikishoan Zen Buddhist Community.  

Vajrayana

Chokyi Nyima Rinpoche is the abbot of Ka-Nying Shedrup Ling Monastery and the founder of Rangjung Yeshe Institute, a college for Buddhist Studies in Boudhanath, Nepal. Born in Tibet and educated at Rumtek Monastery in Sikkim under the guidance of H.H. Karmapa XVI, he is the holder of Drikung Kagyu and Nyingma lineages. Rinpoche is a scholar and master of both Dzogchen and Mahamudra practice. He has taught meditation and philosophy to many Western students, while also super­vising a large shedra or traditional monastic training center in Nepal. He regularly teaches in Europe and North America where he has meditation centers in Denmark, Germany, and California. Rinpoche is the author of several books including The Union of Dzogchen and Mahamudra, Indisputable Truth, and Present Fresh Wakefulness.

Staff

Wellness Coordinator

Mahima Kunwar first worked with Buddhist Studies in India in 2023, and returns as the Wellness Coordinator in 2024. Mahima is a medical professional with years of experience in the healthcare field. She holds a Bachelor’s degree from Tokyo University and a one-year medical school certificate. She worked as a neurosurgery physician assistant at a local hospital in Tokyo. During this time, she gained valuable experience in neurology and understanding of the importance of patient care. Apart from work, she has also been involved in fashion and fashion illustration, as well as being an active participant in traditional Japanese art forms such as kimono-making and tea ceremony. Currently, she is exploring how technology can be more tightly integrated into these art forms to extend them to wider society. She enjoys manga and animation, and can often be seen catching up on the latest releases. “Books have been my passion since I was a young child. Whether it is reading them, recommending them to others, or writing tales of my own, I’ve loved books for as long as I can remember.” Throughout her academic and professional career, she has worked to develop a comprehensive knowledge of all things related to the literary world. Her goal is to use this experience to help others find the perfect book for them and get lost in the stories written within.

Teaching Assistant and Resident Adviser

Information will be updated soon!

Vihar Manager

Sengcham Drukmo is from Kathmandu, Nepal. She completed her studies at Cardinal Int’l Boarding High School in Pharping. She then studied at Rangjung Yeshe Institute, Boudhanath, Nepal, where she took courses in Classical Tibetan, TSTD, and the Summer Intensive Program until 2018. From 2019-2022, she embarked on the traditional three-year retreat in the Tröma tradition of Tibetan Buddhism at Lotus Dharma Garden Retreat Center, Dollu, Pharping under the guidance of Loppon Jigme Rinpoche. After exiting retreat, she began helping students on the Carleton Buddhist Studies in India program who went to Nepal for their Independent Study Projects. She is fluent in Nepali, Tibetan, Hindi, and English.

Yoga Instructor

Pritee Choyal is a dedicated Yoga practitioner and instructor with a profound background in both Commerce and Yoga. She completed her Bachelor’s and Master’s degrees in Commerce, establishing a strong foundation in business studies during her early career years. However, her lifelong passion for Yoga led her to pursue further education in this field. Pritee obtained a Diploma in Yoga Education and a Master of Science (MSc) in Yoga from renowned institutions in India, including Kaivalyadhama and SVYASA University, drawing from over 20 years of personal practice.

For the past four years, Pritee has been actively teaching Yoga to students from India and around the world. Her sessions encompass various Yoga disciplines such as Hatha Yoga, Ashtanga Vinyasa, Prenatal and Postnatal Yoga. Pritee’s approach emphasizes a holistic understanding of Yoga, integrating traditional principles with modern applications. She is committed to promoting holistic well-being and mindfulness through her teaching and practice.

The program begins with three and a half weeks of orientation, classwork, and excursions in Chiang Mai, Thailand. Following this, students, staff, and faculty travel together from Chiang Mai to Gaya, India. The Gaya airport is a short bus ride from Bodh Gaya. In Bodh Gaya, students and staff settle into the daily schedule outlined below in the Burmese Vihar.

Classes are held for nine weeks, followed by the three-week independent study period, which may include independent travel to approved locations.

Daily Schedule in Bodh Gaya

• 5:30 AM – Meditation
• 6:30 AM – Breakfast
• 7:30 AM – Language Classes
• 8:30 AM – Class Period
• 10:00 AM – Tea
• 10:30 AM – Class Period
• 12:00 PM – Language Practice
• 1:00 PM – Lunch
• 4:00 PM – Tea
• 5:00 PM – Meditation
• 6:30 PM – Dinner
• 7:30-9 PM – Phone time

This schedule is followed Monday through Friday. Language classes meet daily, while Philosophy, History, and Anthropology meet three times each week. During the weekends we continue with meditation practice and also have occasional field trips to sites of interest.

Buddhist Studies in India and Thailand intentionally operates in a low-technology environment. Students should be prepared for limited wireless access and phone use.

Accommodations

Students live in housing associated with Chiang Mai University in Thailand. In Bodh Gaya, India, lodging and meals are provided at the guest house within the compound of the Burmese Vihar (monastery). All meals are vegetarian with vegan options upon request.

Following the Buddhist Precepts

Living within a Buddhist monastery, following a rigorous daily schedule and the five basic Buddhist ethical precepts, creates a nourishing environment for study and practice. While residing at the Vihar, it will be necessary for students to follow the five basic Buddhist precepts:

• To abstain from taking life.
• To abstain from theft.
• To abstain from sexual misconduct.
• To abstain from lying.
• To abstain from intoxicants.

Support

Transitioning to life in the South Asia requires health and cultural adjustments for participating students. Carleton is committed to supporting all students through meaningful staffing, as well as robust medical and technology protocols. While all program faculty and staff are trained to support students, dedicated resources include:

• A full-time assistant director for community life, who supports students’ cultural transition to life in a Buddhist community and with the program’s staff and students.
• A full-time wellness coordinator, who is the first point of contact for students as they adopt practices for their mental and physical health, referring them to outside sources when appropriate.
• A part-time social engagement coordinator, a Bodh Gaya community member who facilitates greater interaction between students and members of the local community.

Health and Safety

In Bodh Gaya, a male physician and female clinician hold office hours at the vihar twice per week. Carleton’s relationship with these medical practitioners allows for consistent and ongoing care of students during their stay in Bodh Gaya. They keep a supply of the most commonly used medical supplies and pharmaceuticals available for on-site purchase. Medical emergencies are handled by the same doctor or the nearby Thai Temple clinic.

All students are enrolled in Cultural Insurance Services International (CISI) emergency medical and evaluation insurance. CISI coverage allows students access to counseling services and medical specialists. Carleton also contracts with a counseling firm to provide around-the-clock phone counseling to students. A private space in the vihar has been designated for students to have phone counseling sessions with their mental health counselor, therapist or medical doctor. 

Students are required to have working cell phones that can be used in case of emergencies. Because the phones can be disruptive to the program’s meditative environment, phone use is restricted to a designated area and time. Students are encouraged to use the time at the Burmese Vihar to foster an environment free from dependency on social media and reduced use of technology.

Applications for Fall 2025 are open! The rolling admission process begins in mid-February. Please fill out the Connect with Carleton GEP form or email global@carleton.edu to have your name added to the interest list for Buddhist Studies in India and Thailand Fall 2025.

Program Dates for Fall 2025

Buddhist Studies in India and Thailand runs every fall from early September to mid-December. The tentative program dates for Fall 2025 are below.

2025 Tentative Program Dates: September 1 – December 12, 2025 (103 days)

• Monday, Sept 1: students arrive in Chiang Mai, Thailand
• Tuesday, Sept 2: Buddhist Studies in India and Thailand orientation in Thailand begins
• Monday, Sept 8: Buddhist Studies in India and Thailand classes begin
• Wednesday, Nov: 12: Buddhist Studies in India and Thailand 10-week classes end
• Monday, Nov 17: All student 10-week coursework submitted
• Wednesday, Nov 19: Buddhist Studies in India and Thailand ISPs begin
• Wednesday, Dec 10: All student ISP work submitted
• Friday, Dec 12: students depart from Gaya, India

Tuition and Program Fees

Fall 2025 tuition and program fees are below.

* Other:

• CISI Emergency Medical Insurance during program dates
• ISP travel allowances
• Air travel from Chiang Mai, Thailand (orientation location), to Gaya, India
• Travel within India to program site and local field trips
• Ground transportation by train or bus during Independent Study Project

Students are responsible for books and research materials, passport and visa fees, transportation to and from Thailand, and personal expenses.

Payment Timeline