Gross National Happiness: Ideology versus practices in Bhutanese Seconday Schools

This paper investigates practices related to the ideology of infusing Gross National Happiness (GNH) into school curriculum, the effectiveness of the meditation and mind training and the implication of GNH for school environment. It also explores how GNH ambience has been managed and practiced by teachers in higher secondary schools in Bhutan. The investigation aim at answering questions related to how it is possible to inculcate values in the students, infusion of the GNH values in subjects of specialisation, the understandings of the ideas of GNH being applied in the school environment, the influence of the concept of GNH in school life generally and specifically and the effects on teachers and students of mindfull training in the class, how does it work?
The investigation is based on empirical data from eight selected secondary schools spread all over Bhutan. Principals, teachers, students and parents were interviewed in 2012/2013 individually and in groups. Further more classroom observations took place. Finally the investigation is based on literature review and readings of documents, which describe and analyse policies, principles, strategies and philosophies related to the implementation of Gross National Happiness and Educating for Gross National happiness.
Keywords: Ideology, Curriculum, Mediation and mindfulness and GNH ambience