Bringing Gross National Happiness in the Classroom

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Gross National Happiness has been a concept practiced by only high intellectual experts for so long since its concept was introduced by His Majesty the Fourth  Druk Gyelpo almost three decades ago. After so many national and international conferences often quantifying the concept and developing numerous indicators, it finally took the step to be in the classroom. This means that GNH has now become more practical and can be applicable in all aspects from classrooms to homes as desired by His Majesty the King. His Majesty wanted Bhutanese to understand that happiness starts
from homes to schools and the nation.

According a BBS report, we spent some years shying away from the responsibility of presenting Gross National Happiness (GNH) in acceptable terms and translating it sufficiently into practical actions.

 Opening the  Conference Lyonchen J Y thinly said that “ Until just a few years ago, we in Bhutan used to think that our esteemed King’s proclamation three decades ago that Gross National Happiness is more important than Gross National Product” was our own unique and particular take on life, on development, and on the world. Never once did I even hear His Majesty use the phrase ‘economic growth’!

So I guess we were content to think of ourselves as distant and isolated ‘odd balls” in a world obsessed with growth and materialism. In the last few years, however, we’re somewhat embarrassed to find our remote little country the subject of increasing scrutiny and envy by a world deeply dissatisfied with its way of life.

To be honest, we spent some years shying away from the responsibility of presenting GNH in acceptable terms and translating it amply into practical action by simply taking refuge in the vision, concept, and the term itself. I now know that this option no longer exists. For the world and for all living beings with which we share this planet, as much as for ourselves, we have no choice but to demonstrate that we are worthy of the scrutiny to which we are subjected, by practising what we preach. And I am absolutely convinced that there is no more effective, comprehensive, and far-reaching way to put GNH fully into practice and to realize our shared vision and goals— not in a frustratingly piecemeal way but so that our collective national consciousness naturally translates into enlightened action—than to infuse our education system fully and properly with the humane and ecological principles and values of Gross National Happiness. If we want to be of any service to ourselves, let alone to the larger world, there is no better way than to begin here.

So I genuinely believe that what you generously contribute to Bhutan this week must also have a transformative effect on educational systems, and thus on society at large, far beyond our borders.

 Lyonpo Thakur Singh Powdyel in his opening statement said that today, we attempt to link the present with the future and the living with the unborn. And the kind of experience, educational experience, to be sure, that we provide to our younger generation will determine our success with our national vision. Today, we are, in effect, affirming and asserting the claims of a nation’s dream on its education system.

According to Kuensel  Bureaucrats are the ones, who need to be infused with GNH values and principles before the teachers. Training of teachers, selection and deployment would go through these bureaucrats.  As much as 70 percent of the population lives in the countryside and their children are served at a significantly different level from those in urban areas, said professor Mark Mancall. “Bhutanese society is not a society of equals and it reflects in the education system,” he said. “Even teachers tend to resist postings to rural areas.” He also said that teachers are still teaching by the rote method that does not encourage independent thinking and problem solving.

The GNH is expected to be in the Bhutanese Classroom by the beginning of academic session of 2011.

  BBS report revealed that more than 68 international educators and experts, and more than 95 national participants are taking part in the six day workshop. It comprises experts, educatonists, teachers, students, diplomats, politicians and planners.