Bhutan’s Unique Development Paradigm and the Green School Model of Restorative Learning
DOI:
https://doi.org/10.7146/fecun.v2i2.141910Keywords:
GNH; GDP; Green School; Deep Learning Mandala; Sheriq, Gross National Happiness (GNH); Green School Model; Holistic Education; Sustainable Development; Educational ReformAbstract
This essay, penned by former Minister of Education Thakur S. Powdyel, illuminates the contrast between Bhutan's Gross National Happiness (GNH) framework and the traditional Gross Domestic Product (GDP) metric. Unlike GDP, which fixates on economic output, GNH takes a holistic approach to development, encompassing environmental, social, cultural, intellectual, and spiritual dimensions. The Green School initiative, a living embodiment of GNH, is not just an educational model, but a comprehensive life-enriching experience. It aims to cultivate well-rounded individuals through the Sherig Mandala, which integrates eight essential elements: Nature, Society, Culture, Intellect, Academics, Aesthetics, Spirituality, and Ethics. The essay underscores how the Green School initiative, guided by the principles of GNH, fosters a comprehensive educational experience that contributes to sustainable development and the well-being of both individuals and society.
References
Dorji, T. (2015). Gross National Happiness and education in Bhutan. Journal of Bhutan Stud-ies, 32, 57-79.
Helliwell, J. F., Layard, R., & Sachs, J. (2012). World Happiness Report. Earth Institute, Colum-bia University.
Powdyel, T. S. (2014). My green school: An outline. Thimphu: Ministry of Education, Bhutan.
Ura, K., Alkire, S., Zangmo, T., & Wangdi, K. (2012). A Short Guide to Gross National Happiness Index. The Centre for Bhutan Studies. https://doi.org/10.35648/20.500.12413/11781/ii025
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