Nation’s guiding philosophy of Gross National Happiness

“When I grow up, I want to be like you,” a man in grey hair from the back seat of the room told students of Early Learning Centre up front.

The students had just demonstrated accompanied with video clippings of what they practiced at school towards a green school that draws its essence from the nation’s guiding philosophy of Gross National Happiness.

Meditation to begin and to call it a day at school, denying packaged food at school except once a week and helping ailing and aged citizens at the Thimphu hospital was what the students presented to some 70 people from across the globe.

The participants were gathered to mobilise a fund for green economic development during a conference at Termalinca resort yesterday morning. They were standing most of the time lauding the efforts Bhutanese students were tuning towards that was further embellished with education minister Thakur S Powdyel’s talk on GNH and education.

Impressed by the idea of green schools, the participants dropped money into the waste basket the school had made from plastics and gifted it to the children to use it to pursue their dream of being the change they want to see.

An inventor gave them an instrument that produces electricity from wind energy.

“Over the years, education, whose original idea is to inspire people to be better human beings has come to follow more the law of the market and I feel education has today lost its soul,” Lyonpo said. “That is why we feel we need to reclaim the core function of education itself and that is the reason why we have adopted a strategy called green schools for green Bhutan.”

Elaborating on the first aspect of a green school, he said children needed to understand endowment that’s inherited and the natural diversity that characterises Bhutan.

On intellectual greenery, the second aspect, lyonpo said for a small country like Bhutan, it was extremely important to build students’ knowledge bases, to build intellectual capacity and GNH schools must be intellectually vibrant and open with fertile minds.

A green school, he said, should also be academically green, in that schools should discover the great ideas hidden and so children and teachers will be explorers for the greater mind.

On being socially green, the fourth element, lyonpo said green school should also be culturally green because being a small country with a diverse culture, schools ought to provide space for children to be able to express, articulate and celebrate the different cultural experiences.

“We also believe spiritual greenery is important, which we hope will allow children to find completion, find fulfillment in relation to appreciation of something superior and greater than us,” the minister said. “So this should allow us to moderate our ego, be humble, and be a little more positive.”

Aesthetic greenery is yet another element of a green school, lyonpo said because a lot of children are exposed to influences which compromise and do violence to the integrity of their lives.

“Today, a lot of other things children see on TV screen is such that it can suck the soul of the child,” lyonpo said. “That’s why we need to create opportunities where children know what is really good, and what only looks good; what is genuine, what is fake; what is truly beautiful and appreciate what it is. We call it aesthetic greenery.”

Moral greenery, the ability to inspire to distinguish between right and wrong, good and bad, truth and falsehood is another extremely important element of a green school, the minister said.

“Perhaps one of the great gaps in modern education is the cultivation of the intellectual dimension, to a point where all other dimensions of the learner are relegated to the background,” he said. “We may have graduates who have wonderful degrees, skills all of which are very important but people who may not be able to relate to each another and the thirst of heart is not quenched by education.”

All these elements are intended to respond to and support the multiple dimensions of the life of the learner, just as GNH is a development alternative that is expected to respond to the multiple dimensions of an individual and society, the minister explained.

“I have a feeling that we need to have green schools even before we have the blue economy,” lyonpo said. “So, a green school in ally to the blue economy, we certainly believe is about time we started looking for a new civilisation, and I call it a new educational civilisation.”

Source: Kuenselonline

Gross National Happiness

5th King of Bhutan, Jigme Khesar Namgyel Wangchuck

Three factors have exerted great influence on the course of Bhutan development. The first being the culture. As Bhutan was never conquered or colonized, the country developed a culture relatively free from outside influence, the institution of monarchy, and a deep sense of nationhood. The second factor is the environment, which is protected by mountainous, often difficult terrain. Thirdly, Vajrayana Buddhism has given the country a view of the world on which the 3rd and 4th Kings based their policies of developing of Bhutan’s potential in every field. This continuing development of Bhutan has been crystallized in a philosophy crafted by His Majesty King Jigme Singye Wangchuk, known as Gross National Happiness (GNH) in the late 1980s. The concept of the GNH defines Bhutan’s development objective as improvement in the happiness and satisfaction of the people rather than growth of Gross National Product (GNP). GNH has been the over reaching development philosophy of Bhutan as the concept has guided the country’s development policies and programmes. GNH suggests that happiness is the ultimate objective of development. It recognizes that there are many dimensions to development other than those associated with Gross National Product (GNP), and that development needs to be understood as a process that seeks to maximize happiness rather than purely economic growth.

The country believes that for a holistic development of the individual and society, it is essential that development achieve a sustainable balance between the economic, social, emotional, spiritual and cultural needs of the people. This has led to the declared objective of viewing development as a continuous process towards achieving a balance between the material and intangible needs of individuals and society.

The concept reminds the country that the means must always be considered in terms of the end and, therefore, every step in material development and change must be measured and evaluated to ensure that it will lead to happiness, not just more development. Having accepted that the maximization of Gross National Happiness is a philosophy and objective of the country’s development, it was felt necessary to more clearly identify the main areas, and create the condition to enable the people to attain greater happiness. Recognizing that the large range of factors contributes to human well-being and happiness and that it may not be possible to exhaustively define or list everything for the purpose of its development planning, Bhutan has identified four major areas as the main pillars of GNH. These are
• Economic growth and development: If everybody contributed with Jimba (volunteer) actions, working sincerely as a public servant or offering some form of public service, all would reap the benefit of economic progress. Not only would the poor be better off but the lonely would have company.

• Preservation and promotion of culture heritage: Doing jimba (volunteer) is an integral part of Buddhist philosophy. Since the Bhutanese culture is essentially Buddhist, many customs are based on Buddhist ideals. Practicing jimba helps promote Buddhist values, therefore promoting national culture and traditions.

• Preservation and sustainable use of the environment: Performing jimba/public service means taking a holistic view of things, which is thinking beyond ourselves and our time. It is thinking about future generations, about the animals, about the plants, and the environment they live in, or in other words, Mother Nature. Through this mind-set of jimba, we conserve our natural environment.

• And good governance: People who think about doing jimba/public service are guided by sound ethical principles and values like social responsibility. Those doing jimba/public service incorporate and support values and ethical principles by demonstrating accountability, honoring their commitments, and acting in the public interest. This value-oriented and conscious action helps prevent corruption and brings about good governance as they work for the benefit of the country and not for themselves.

Guided by the ideas of Gross National Happiness (GNH), Bhutan has been making steady progress in every sector towards the goal of modernization. Hydroelectric power, economically the most signification sector for Bhutan’s goal of self-sustaining development, has grown impressively. The education, social services and health sector have made great strides forward and continue to be the most important social components of the country’s development programme. The government’s fiscal situation has been improving steadily. Progress has been made in the development of human resource and the legal infrastructure.

News: Gross National Happiness

OUT OF THE PICTURE - A group of homeless people in Thimphu remind society about the difficult search for Gross National Happiness.

Source: Kuenselonline