The Scientific and Educational Project School of Young Buddhologists in the Sociocultural Space of Russia

In the contemporary scientific and educational sphere of Russia, Buddhism is experiencing a surge of interest, which has led to an increased focus on Buddhist studies. Nevertheless, the development of this discipline is impeded by several challenges, including a shortage of young specialists, narrowly focused research, and insufficient integration among regional scientific schools. This article analyses one of the responses to these challenges: the scientific and educational project, Young Buddhologist School, launched in 2024. The project was initiated by Tuvan State University with the support of the Ministry of Science and Higher Education of the Russian Federation, the Foundation for the Support of Buddhist Education and Research, and the country’s leading universities — Lomonosov Moscow State University, Buryat State University, and Kalmyk State University. The objective of the project is to establish a distinctive interdisciplinary forum for interaction between novice and established researchers of Buddhism, thereby unifying religious scholars, philosophers, historians, anthropologists, philologists and other specialists. During the project’s first year and a half, two major summer schools were conducted (in 2024 and 2025) and were attended by researchers from Moscow, St. Petersburg, Tuva, Buryatia, Kalmykia, and other regions. The program comprised a variety of educational activities, including lectures, seminars, discussions, project work and observation of Buddhist practices. This multifaceted approach enabled participants to exchange knowledge and to develop skills in its practical application. The following topics constituted the primary focus of the School’s summer sessions: firstly, the study of regional traditions and global processes in the historical development of Buddhism; secondly, an examination of the concepts and ideas of Buddhist religious and philosophical thought; thirdly, an analysis of Buddhist rituals and practices; fourthly, an investigation of Buddhist material culture (sacred art, architecture and artefacts); fifthly, the translation and preservation of Buddhist literature; and finally, the formulation of strategies for the development of Russian Buddhist studies. A key feature of both summer sessions was the integration of theoretical and field activities. The participants engaged in two distinct activities. Firstly, they conducted textual analysis and examined historical processes. Secondly, they immersed themselves in living Buddhist traditions. This involved visiting religious centers, attending rituals and interacting with contemporary Russian Buddhists. The preliminary findings of the ‘Young Buddhologist School’ project demonstrate that the scientific and educational forum developed helps to consolidate the Russian scientific community, thereby facilitating the establishment of networks of professional contacts between researchers of diverse generations and schools.

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