Should GNH be infused in the school
curriculum?
The philosophy of GNH, having gained
immense attention at the national
and international level, the
Literary Committee thought it could
be a sizzling topic for a Dzongkha
debate. Besides gaining more
insights into the topic, the student
teachers would be able to see the
challenges that confront them in the
implementation process, and how they
can be overcome. Therefore, on 7th
May the potential debaters from the
collaborative groups sat on either
side of the table to thrash out the
proposition, GNH should be
infused into the school curriculum.
As anticipated the debaters captured
the audience with their substantive
arguments, tossed back and forth.
The team that played for the motion
stated that Bhutan having adopted
the philosophy of GNH (rather than
GNP), it is important, first of all,
for the students to understand its
concept and philosophy. Then it is
important for them to develop the
human values while they are still
young. And the only way of doing so
is to introduce it in the school
curriculum. While the other team
argued that the concept of GNH was
too conventional and unsuitable to
be infused into the regular school
curriculum. Their posited that the
GNH was nothing but teaching human
values and that already exists in
the school system, thus it was
unnecessary to be introduced like a
new concept. Instead, new things
that would help teachers, students,
society and the nation as a whole
could be introduced.
The centenary lecture theatre glowed
with excitement, hope and laughter
as the two teams defended and argued
to justify their stand with powerful
thoughts, emotions and eloquence.
And just as the audience expected,
the jury declared Pema Tenzin and
Rinchen Namgay as the best debaters
for the day.
Kinley
Wangdi 3EP & Sonam Lhachen 3EP