主题：【原编】资料：供反驳西藏的种族清洗和文化灭绝论 -- 雪个

9、揭穿西藏人口和文化“灭绝”谎言

根据UNESCAP(United Nations Economic and Social Commission for Asia and the Pacific)的数据， 1959年以前的西藏自治区人口总数1.21 million with high mortality and low fertility. 2000年西藏人口2.62 million with the mortality rate had fallen from 28 per 1,000 in the 1950s to 6.60 per 1,000 in 2000，the infant mortality rate had fallen from 430 per 1,000 in 1951 to 35.3 per 1,000 by the year 2000

其它的文化教育，如识字率，等等请看这：

http://www.unescap.org/esid/psis/population/database/chinadata/tibet.htm#pop

更多的来自西人的有关西藏的资料汇总：

http://www.cchere.net/article/1483899

应该200.96万吧？还是209.6万？

献花！

我这就去改。

你问的这个问题，虽然我没有看到资料解说，但我认为，当喇嘛显然属于失学范畴。至于进佛学院，汗，学龄儿童可以去吗？还有，貌似西藏没有佛学院？

汗，该向小学老师赔不是了。

是209.6万。

虽然现在我周围的脑瘫都不敢跟我辩，这些一首资料还是备着好。

我家LD是藏区来的，我一祭出这法宝，那帮白化脑瘫就傻眼了。

借地问个问题，勿怪。

今天偶然在书店看到写他的书《A Tibetan Revolutionary: The Political Life and Times of Bapa Phüntso Wangye》

http://www.amazon.com/Tibetan-Revolutionary-Political-Ph%C3%BCntso-Wangye/dp/0520240898

看起来他似乎是个很重要的人物，但好像了解他的人不多。有没有高人介绍一下？

不过还是期待等这阵风头过去了，还能把西藏的系列文章写完，无限期待中呢～～

我的想法，西藏问题，尽管是海外藏独借着奥运的机会引起了全世界的注意，但是我们作为中国人，似乎本身也应当对西藏给予足够的关注，而不论是不是在奥运期间，是不是藏独在闹腾，呵呵。

发现自己对西藏的理解还是很浅薄，尤其在河里看了很多大牛的文章以后，发现自己还是要多学这点，呵呵。

人口自然是他们宣传的种种屠杀行为，这个太容易揭穿了。但是文化这玩意就见仁见智了。他们的文化灭绝主要指的不是什么就学率，识字律这些我们关心的东西，而是藏传文化的灭绝。这里面其实包含了喇嘛的地位，不仅仅是宗教地位，实际上还有政治和经济地位的。不知道普通的藏人心中对喇嘛的尊敬究竟是到了什么地步。是不是真的像神一样可以一切都奉献的。如果藏人真的就觉得喇嘛就该在政治和经济上占据相当高的地位，那其实就只有长时间的洗脑才能慢慢改变。

1) Education in Tibet

At time of peaceful liberation of Tibet in 1951, illiteracy rate in Tibet was over 95%. Average level of education in Tibet after liberation still trailed those of other provinces. A study in 1990 revealed that 44.3% of people in Tibet were illiterate or semi-illiterate (national average was 15.88%), however it is a significant improvement compared to the pre-liberation days.

Before the liberation in 1951, there were 6 public schools and a few number of private schools in Tibet, enrolling about a thousand students in total, about 1% of all school-age children in Tibet. Figures from 1994 showed that Tibet has 3,477 elementary schools, enrolling over 23,000 students. There were 77 high schools, enrolling over 28,000 students. There were 16 vocational and technical schools, enrolling 4,800 students. There were 4 post-secondary institutions (“高等学校”是这个意思吗？) enrolling 3,299 students. 67% of school-age children attend schools.

Before the liberation in 1951, education was a privilege available only to elites who make up a very small percentage of Tibetan population. The law specifically forbade children of blacksmiths, pallbearers and butchers from attending schools (old Tibetan law also set the value of life for these people as a length of rope). After liberation everyone was given the right to attend school (however due to Tibet’s geography, a lower percentage of school-age children in rural Tibet actually attended schools)

Appendix:

Before the liberation in 1951, formal education in Tibet was almost non-existent, however its theological education was wide spread, and the education system was well-developed. Over Tibet’s thousands-year history prior to liberation, theological education was the predominant form of education in Tibet.

The most ancient form of religion in recorded Tibetan history was Bön. When Bön was the dominant religion in Tibet, theological education was already a significant activity in Tibetan society.

During the one thousand years between the time Buddhism reached Tibet until liberation, education in Tibet was heavily characterized by Tibetan Buddhism, reflected in the following areas: formalized theological education operated by monasteries, standardized curriculum, diversified educational methods, specialized instructors, and dedicated facilities for theological education.

In the Qing Dynasty, forms of education different from theological education began to appear. There were schools designed to train priest-administrators for the theocratic Tibetan system; there were secular schools teaching reading, writing, arithmetic and accounting, serving the children from aristocratic families who will become administrators and financial managers; there were also schools dedicated to teaching Tibetan medicine and astronomy.

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