Visit to Potoen Lobdra and Kanishka School, India

As a follow-up action from Education Meeting with Dzongsar Khyentse Rinpoche at Bartsam, Tashigang dated March 24^th-26^th 2019, Rinpoche in specific instructed the education team to visit the Potoen Lobdra / school in Dharamsala. Later the visit was scheduled into an action plan during the Professional Development meeting held from 6^th–8^th October 2019 at Chokyi Gyatso Institute (CGI) with CGI representatives, Royal Education Council (REC) facilitators, and SJI/LME team to commence Rinpoche’s education vision.

Two LME teachers along with a group of teachers from CGI went on to study tour to visit Mewoen Tsuglag Petoen School in Dharamsala and Kanishka school of Dzongsar Khyentse Chokyi Lodro Institute, Chauntra in India. The visit’s goal is to provide the rigorous need for professional development training, specifically for CGI teachers and LME in general, to observe, learn, explore and experience some of the best education practices existing in Samdhong Rinpoche’s innovative school. The visit was also to enhance team-building between CGI and LME teachers, make CGI teachers take a leadership role in organizing such programs.

Nurturing Environmental Stewardship

Lhomon Education students, teachers, and CGI lopons went for a nature walk on Sunday down to Deuri River. The Deuri River is a beautiful river system flowing down the base of Dewathang. It is the most visited place for the residents of Dewathang for recreation, picnicking, and swimming purposes. It has great biodiversity with tall trees, herbs, wild fruits, and plants. There are different species of birds and animals such as hornbills, squirrel, butterfly, deer, and even elephant. Although we have not seen elephants, the presence is clear with the poops along the river. Thus, the Deuri river system provides a great avenue for learning and enjoying nature.

The program is organized to provide an opportunity for students to experience nature and learn from its immediate environment. It was also to encourage sustainable mindful actions and to recognize nature as a learning laboratory in achieving greater goals of environmental conservation and inculcating stewardship towards nature.

It was a fun day. We walked a steep hike down the mountain through the jungle. The footpath was still covered in morning dews, and it was clear that nobody walked before us. In excitement, we walked as fast as we could. There were several occasions we glided and hit our butts on the ground. Nonetheless, it was a very exciting moment. It was a relaxing moment to hear and see the gentle flow of the Deuri River. To our surprise, there was a big change in its landscape from the summer eroding. It was a perfect reminder of impermanence.

At the base, along the river bed, we have gathered and started reciting prayers and do smoke offering puja. We did meditation, listened to Lopon Tshering’s talk about nature, cooked our own food, picked garbage, went for bird watching, and played in the river. In particular, our young monks enjoyed playing in the river. For many of them, it was their first time experiencing a river. The program was an opportunity for both teachers and students to follow up on many of the lessons we had learned in the class such as how nature and beings are interdependent, how bird watching can be contemplation, the use of binoculars, and identifying many plants.

We had a fun time swimming and playing in the river, which was one of our goals. It was a great feeling to watch smiles and laughter among the students as they splash water to each other. It was a playful moment that gave us a sense of satisfaction and happiness.

There were three simple observations made on the day that was awe-inspiring for teachers. First, almost all the students did not use single plastic-wrapped food (junk food) including a water bottle, except for one student of 70 plus, who bought a bottle of Mango juice. Second, one of our students saw an earthworm crawling on the footpath, immediately he picked it with a stick and displaced it from the footpath. He protected the earthworm from stepping on to it by other people walking behind him. The third observation, there were several gravels arranged in lines on a motor road. On close examination we found hundreds of tiny ants moving up and down on the road. Later, we learned that those students who walked in the front had arranged those gravels to signal us about the presence of ants with a motive to protect them from stepping on them. These are the manifestation of the student’s compassion and kindness. Thus, these observations taught us the importance of creating an avenue for the development and practice of kindness and a compassionate mind through such field trips.

Few students saw hornbills and other birds. Few students said that they were happy because they were able to do smoke offering puja, meditation practice, and karma yoga practice. From the reflection session with students, I learned that most of the students enjoyed water play and swim with their friends. Another thing they really liked was their food (almost all the food we cooked was organic) which was cooked by themselves.  Many of them expressed that they were happy because they picked some garbage along the river and on their way back home.

However, some students shared that it was very tiring to walk up the hill after a playful day. Few students admitted that the tiring climb was in fact heavy exercise for them. Later that evening I went around the hostel and saw almost all the students were in deep sleep. They had a good early rest.

Since education is all about brainwashing all we tried to do was to brainwash our students with humility and good intention in the context of the Natural ecosystem/Nature field trip. Our role in this program was to create opportunities for students to see the interdependent reality of coexistence between humans, animals, the natural world and the river system. Most importantly, it was to make them see the connection between their internal world (the mind) and the external world (the environment). Besides, it was to create a connection between classroom learning and outside learning opportunity.

In essence, it was to create a conducive social environment that will foster teaching and learning that is fun, joyful, interactive, interdependent, cooperative, experiential, contextual, contemplative, comfortable, useful, and valuable in shaping an individual into a decent human being.

Professional Development training for CGI and LME teachers

The Chokyi Gyatso Institute (CGI) and Lhomon Education in collaboration organized three days of Transformative Pedagogy and Communication skills training to enhance the needs of modern professional development for Khenchen, lamas, lopons, and teachers of the Institute. Madam Yuden, (Deputy Chief Research Officer, Research Division) and Dr Sonam Chuki, (Curriculum Developer from the Curriculum Development Centre) of Royal Education Council (REC) offered the training from 6^th to 8^th of October 2019.

The training is an outcome of the curriculum review meeting (for LME) held at CGI from 8^th to 15^th May 2019. As discussed during the review meeting, the professional development (PD) training was to facilitate the modern teaching pedagogy and skills that will help our lopons and teachers equip with the 21^st century’s need in line with Dzongsar Khyentse Rinpoche’s aspiration and instruction. Thus, PD support was proposed by CGI and LME to REC. This is yet again a collaboration between Chokyi Gyatso Institute/Lhomon Education/Samdrup Jongkhar initiative and REC.

A precious human life – Buddha’s metaphor

To explain how rare and precious our human life is Shakyamuni Buddha once used a metaphor, known as “Blind Turtle & Floating Log.” Based on this metaphor a short video was made by Lhomon Education students and teachers. The video was a project, a part of a lesson in the class. All the actors in the video are students. The movie project is aimed at facilitating students to learn values and multi-skills as they explore and learn their lessons. Further, it is also to share their learning with other people around the world.

LME teachers taking part in Higher Educational Confluence, Ladakh

3R (Reading, wRiting, aRithematic) to 3H (Head, Heart, and Hand), The Confluence on Higher Education, 2019 at Himalayan Institute of Alternatives, Ladakh (HIAL) witnessed the mingling of people from diverse fields, countries and age groups on ideas and best practices in the field of Higher Education. 

The 5-day program curated by HIAL’s Founding CEO, Ms Gitanjali was designed to include experiences and discussions related to contextual curriculum, experiential pedagogy, and indigenous wisdom. The confluence was truly a confluence of minds with participants across age groups, diverse backgrounds and countries like Nepal, Bhutan, the US, Vietnam, Australia and other parts of India. The event started off with a visit to the SECMOL Alternative School campus.  Mr Sonam Wangchuk addressed the participants, regaling with his own trials and tribulations faced when going against conventional methods, travelling one’s own path and innovations possible only after experimentations and learning taken from existing models.

Some of the thought-provoking and emotion-evoking presentations were the Design education as a tool for experiential learning by Jinan, philosophy, and approach of Hunarshala by Kiran Vagella, the story of Manzil by Ravi Gulati, the story of SECMOL by Sonam Wangchuk, the contribution of Katha to education by Shilpi Sirkar, Revival of Sanskrit by Gitanjali, Designing experiential curriculum for Government schools in several states by Anita Rampal and SEE learning by Neha Bhatia.

The participants also visited Basgo during an immersive geology and geography session by Sonam Wangchuk. Within HIAL we visited the HIAL forestation site where experiments are underway to plant indigenous varieties and simulate a forest with diverse native species.

Discussions amongst the participants have held in the World Cafe format wherein everyone brought forward our own examples, experiences, and learnings from different geographical settings, cultures and debated on how education as a model can be improved and worked upon to provide a holistic learning environment that benefits all aspects of our growth as human beings.

The movie, “Ancient Futures, Learning from Ladakh” based on Helena Norbert-Hodge’s book was also screened. Post the movie, there were lively discussions on the importance of learning from indigenous practices and cultures. On Day 3, the renowned Ladakhi filmmaker, Stanzin Dorjey Gya, screened his pre-release movie, “Living in Ladakh” and took this discussion further with his own insights on Ladakh, the traditional culture and practices and how there is still much to be learned from our older generations to practice living in harmony with nature, especially in fragile ecosystems like the Himalayan regions.

On the last day, everyone came together for the cultural show and festival.

We were fortunate that the occasion was graced by the presence of HH Drikung Kyabgon Chetsang Rinpoche, who remarked on HIAL’s progress and ended this Confluence with his wise words to combine traditional wisdom with modern research and technology to create solutions for sustainable living. He thanked Sonam Wangchuk, Ms Gitanjali and the entire team of HIAL for keeping up the good work and creating a centre of higher learning amidst the harshness of desert conditions of Ladakh!

The conference was an opportunity for all the participants to ask the following essential questions and reflect on them over the course of the conference.

How to relate what we learn in school? How education could be done? How to design a school to cater to the need of humanity? How to make a master plan to build your school? How to make learning joyful? How can we have not a failure in the failed system? Who should take ownership of education? How should we take ownership of education? How to bring in big impacts through the intervention of simple education village – Science of heat; value traditional toilet practice; the school where students learn through doing? Where a student’s physical is used for creative ideas?

The goal of the confluence was to make a master plan on how to unfold HIAL University’s education as a model for the rest of the Himalayan regions and the world. So, the following specific essential questions under three themes of contextual education, experiential education, and Indigenous wisdom were brainstormed during the conference to unfold as the education model.

Contextual Curriculum

• What is a contextual curriculum? How should we define the context for HIAL?
• In a contextual education set-up, how will the abstraction of concepts happen? ( Hint: Near- to far education models, regional practical education
• How will the classroom of the future look like? How will the models of education evolve to internalize contextual education?
• How will the efficacy of the curriculum be assessed for contextual education? How will the curriculum evolve with learners &facilitators involved?
• How will the success metrics for students change in view of moving to contextual education systems? What learning objectives/ values will be instilled in the students?
• What possible programs can be started in HIAL within the context of the Hindu-Kush Himalayas? What topics can be covered within these programs, keeping in mind that education is contextual in nature?

Experiential Curriculum

• How do you define experiential learning?
• How should teachers be trained to facilitate experiential education?
• Where have you encountered experiential education? What aspects made it experiential? What are the tools and frameworks/ best practices for experiential learning?
• What kind of experiences in the world are natural learning aids (Hint: Travelling)
• How can liberal arts {sociology, political science, philosophy, psychology} education be made experiential?
• How do you bring in a fine- balance between theoretical education and experiential learning?

Rediscovering Indigenous wisdom

• What indigenous wisdom do you practice in your daily life?
• 
  What are the things which we can learn about sustainability &traditional Knowledge from our ancient civilizations? [In terms of Agriculture, Housing, Medicine, Daily living]
• How do we differentiate between ancient wisdom and superstitions?
• How can we inculcate respect & pride for our ancient wisdom in ourselves?
• What is it which made the Indian subcontinent what it was and how can we revive it?
• How do we balance ancient wisdom with modern technology?

A half day Mindfulness Session

On a request made by a group of officials from the Samdrup Jongkhar Thromde, a half-day mindfulness session was organized for the residents of Samdrup Jongkhar and Dewathang on 15^th June 2019, coinciding with the Saga Dawa Duechen (the Festival of Vaishakha) at Chokyi Gyatso Institute (CGI). There were more than 60 participants who took part in the session, led by the Thromde Executive Secretary (ES) along with the other officers, teachers, businessmen, farmers, local residents, and interested individuals.

A half-day session is to provide an essential platform for the introduction and foundation of mindfulness technique designed specifically for beginners based on the Annual winter mindfulness camp. The annual camp is a rigorous practice opportunity offered to Bhutanese educators and other interested individuals keeping intact the priceless tradition of Mahayana Buddhism. The session is aimed at giving a chance to look at the inner working of an individual’s mind in an authentic way.

The session is presided over by Khenchen Sonam Tashi of Chokyi Gyatso Institute. Khenchen talked about the importance of appreciating our own profound tradition of a meditation practice that is grounded on the grand motivation for the benefit of all sentient beings. Khenchen said the refinement of motivation is the first step that makes the practice profound and grand. Therefore, our invaluable traditional practice has the

se insights compared to the contemporary business-oriented mindfulness trend.

Khenchen also taught about shamata meditation, its importance, the body posture for the practice, and its technique. He also led a guided meditation practice and later an hour of the independent practice.

For Bhutan (Only a Vajrayana country in the world), we have many profound and deep meditation traditions that are authentic; however, these days there is a trend in which mindfulness practice is taught and introduced by outsiders to its land of origin and existence. This is a paradoxical situation. It appears that we are not aware of our own priceless tradition and possession we have. Therefore, Lhomon Education (LME), is spearheading to offer an authentic Mindfulness practice opportunity to all the interested Bhutanese and others.

A wooden project – An experiment

The students did a mini wooden carving project. The focus of the project is to try carving kitchen utensils from the dried woods. The aim of the project is to offer hands-on experience to learn about the harmful impacts of plastic utensils and at the same time to value our traditional practice of wooden utensils. It is also to assure skill development such as carving, handling tools, developing motor skills, working in a team, identifying valuable traditional knowledge, and recognizing local wisdom. In a nutshell, it is to help students learning to learn.

The two men from Rekhey community in Dewathang showed us how to carve kitchen utensils. They taught the students how to make a bamboo scoop and a ladle. Later the students were divided into different groups and were assigned to come up with their own creative kitchen utensils. They were given several days to work on their projects.

It was encouraging to see all the groups did their best to carve different utensils including spoon, scoop, ladle, chopstick, bamboo cup, turner, etc. After completion of the project, all the students made a presentation about their projects in the class. It was interesting to listen to their ideas, comments, and feedback. One of the feedback was, there is a need for good tools as a basic need for such a project. Besides, they shared their experiences and what they learned from their projects.

Wangdi, one of the senior students said, “I learned how to carve different shapes and designs from the project.”

“Through this project, I understood the hardships involved in making these utensils’’ said Tshering Dorji, another senior student.

Karma Nyendra, a junior student was able to recollect some ideas from his childhood in the highland of Singye Dzong, where elders in his village carved wooden utensils. He said, “My friends took part in the wood carving training, whereas I didn’t. However, with my interest, I took part in the project.” He added, “In the beginning, I didn’t have much idea, but I recollected how elders in my village made similar utensils and that’s how I managed to make few.”

Another junior student, Kezang Wangdi said, “I was interested when my friends were working on the project, so I joined them with my interest.”

Henceforth, Lhomon Education will keep on experimenting and improving on this project to make it possible for students to further learn and develop skills.

Sausage out of Soya-Paste

The process of making vegetarian sausage is all about learning not to waste food. Tenzin Jamtsho, one of the LME students in this video tells us, how to make vegetarian sausage out of soya bean paste. Soya-Paste is the primary ingredient besides flour and other spices. After extracting the soya milk for tofu, the soya paste becomes waste. So, Jamtsho takes this opportunity not to waste the nutritious paste but turn it into delicious sausage. The sausage is shared with all the monks at Chokyi Gyatso Institute during mealtime.

LME Curriculum Review Meeting

A group, consisting of Dasho Pema Tinley, former vice-chancellor of Royal University of Bhutan (RUB); Dr Sonam Chuki, a curriculum developer with Royal Education Council (REC); Uma, the project manager of Kanishka School in Dzongsar Khyentse Chokyi Lodro Institute (DKCLI), Bir; Dasho Neten Zangmo, former Samdrup Jongkhar Initiative (SJI) Executive Director; Ms Jackie Mitchell, curriculum developer of LME; Dr Yang Gyeltshen, curriculum developer of LME; Lamas, khenpos, and lopons of Chokyi Gyatso Institute (CGI); Passang Lham Dorji, one of the Board members of Lhomon Society (LMS); and Samdrup Jongkhar Initiative (SJI) staff came together at CGI, Dewathang from 8^th – 15^th of May 2019 to review LME curriculum units.

The review meeting was organized into two phases. Phase one was five days of thorough reading and rationalizing of the LME Curriculum Framework and all the nineteen thematic units, which LME has developed and implemented with the monks of CGI in the LME program. There was an in-depth discussion on each of these units to bring in critical feedback and comments from the members and to include their wider experiences in the curriculum. The feedback and comments were recorded by the LME team in order that they can be integrated into the units by the end of June 2019.

The second phase included a one-day outreach program for local officials and two days of long-term planning for LME. The outreach program for local officials saw the participation of the Thromde Education Officer (TEO), principal of Samdrup Jongkhar Middle School, and teachers of Dewathang Primary School and Early Childhood Care and Development (ECCD), Samdrup Jongkhar Thromde. The program was to share about Lhomon Education’s approach to alternative education and to discuss possible collaboration with the local education organization. It was also to learn from each other’s experiences through discussion and critical feedback.

The two days long term planning included discussion about collaboration and coördination, development of material resources and facilities, and professional and human resources development.

Launch of Social, Emotional and Ethical Learning (SEEL)

Lhomon Education (LME) is fortunate to observe the Global Launch of the Social, Emotional and Ethical Learning (SEEL) program. The launch of this milestone event from 4^th – 6^th April 2019 at Andaz Hotel, Aerocity, New Delhi, India is in an effort to make this world more peaceful through education. The program is presided over by Nobel Peace Laureate and Emory University Presidential Distinguished Professor, and His Holiness the Dalai Lama. This special event also saw children’s rights activist and Nobel Peace Laureate Kailash Satyarthi along with globally recognized experts in social and emotional learning Dr Daniel Goleman, Dr Kimberly Schonert-Reichl, and Dr Robert Roeser.

The culmination of more than two decades of educational collaboration between His Holiness and Emory University, the launch of the SEE Learning program saw an invited audience of several hundred educators and policy leaders from 35 countries around the world.

The SEE learning education approach enshrines the values of compassion, respect, inner peace, human dignity, empathy, warm-heartedness, a genuine sense of concern for others in the vision of prosperity and progress.

Speaking about the program to hundreds of delegates, His Holiness said, The main reason for the introduction of SEE Learning is that the existing education system does not guarantee happiness. Children from kindergarten should be taught about basic human values, which are grounded in common sense, common experience, and scientific evidence. Education should include ways to reinforce warm-heartedness from kindergarten upwards. We need education to strengthen inner values not just pursue material goals. We need to introduce steps towards emotional hygiene, as much as we teach physical hygiene. This way we can address some of the problems we face, in the hope of making this a century of non-violence. We are social animals—anger pushes us apart, but compassion brings us together. It’s such a shame that our wonderful human intelligence is squandered on developing and then marketing weapons that can only be used for destruction.

Lhomon Education curriculum aims to engage the heart and mind and to develop long-lasting skills that aim to educate the whole person to be a decent human being. Therefore, the SEE Learning program is very compatible as the program aims to educate the Heart and mind with a research-based approach. Compassion-based ethics, also known as secular ethics explicitly values and promotes an orientation toward kindness and compassion. This holistic approach that seeks to cultivate, alongside the traditional academic subject, a benevolent and ethical mindset in the basic human values reconfirmed LME’s approach to education in fulfilling Khyentse Rinpoche’s vision for Bhutan and beyond. 

Art of Restoring Attention in the Classroom

If a student loses attention from a topic, what can a teacher do to restore it? This is where the teacher can use the art of stimulation.

An interactive session to learn the art of stimulating attention is organized with Mr Pema khandu, a teacher of Dewathang Primary School. The session is a part of professional development for teachers of Lhomon Education (LME), Chokyi Gyatso Institute (CGI) lopons, and students make the learning fun and interactive. It is also to address the inattention of students, particularly in this era, where the use of modern technology is on the increase and the attention span of humans is on the decrease. Partially, the session is also to make use of local human resources.

Therefore, the brain break session is organized for educators to understand the importance of making the classroom environment interesting, fun, inspiring, attractive, and worthwhile for both teachers and students alike.

We thank CGI lopons and students for taking part in the session. Not to forget Mr Pema Khandu for your time and presentation. We look forward to seeing you all again in the next set of fun activity.

Team Misty Terrace with Lhomon Education Students

Lhomon Education (LME) students and teachers sincerely thank Mr Tandin Wangchuk (Well known as Misty Terrace) and the team for your time with us. Our students were very excited to see you all in person, listen to your inspiring story, and of course your beautiful songs. The informal interaction session gave us the opportunity to learn about your singing journey, your interest in music and the stories of your songs.

For LME, music and song are mediums, what matter is how we use them. The singing of song and playing music is a fun part of the study. This art is something we can flexibly use to create with the right motivation. We hope to use music as a medium to educate about the values that we usually can’t teach through normal teachings. This is one modern tool that suits the need of the modern trend of listening to music and watching the music video, especially the younger generation. The profound concepts such as interdependence, inclusiveness, karma, kindness, etc. can be taught through music and videos. Further, as a social art will enhance teamwork, cooperation, brings people together and makes oneself relax.

We thank team Misty Terrace for its commitment to helping us in the music facility and its technical support. Thank You All!

Art With Embroidery Threads!

Using cardboard, embroidery threads, and scissor students learn to make a friendship bracelet in no time. The process is simple, we need a compass and a pencil to draw a circle on cardboard. Draw four lines on the cardboard through its centre in such a way that it divides it into eight equal parts. Make a small cut in all eight points. Make an opening in the centre of the cardboard. Next, put together seven different colours of threads through the opening in the centre. Make a knot at one end. On the opposite side spread out the threads into each cut on the circumference. Then we interlace to make it into a beautiful bracelet pattern.

The artwork is simple but rich in process for students. The whole process from beginning to end is fun integrated learning that has a development aspect in it. As students hold a compass to draw a circle and divided it into equal parts, they are thinking and learning math. The quick decision to make a big or small hole on the cardboard is a quick estimation they are making. 

For young students to be able to hold scissor and make a cut on the line are the development of gross and fine motor skills. The whole process of weaving the threads into the pattern is all about hand-eye coordination. In fact, there is a sense of coordination happening now and then throughout the process. Once they are done with the bracelet they have a sense of achievement. At the least, they now have the skills to make more bracelets.

The teamwork and cooperation are very visible as students help each other hold threads, share tools, and ideas throughout the process. Further, as the students interlace the threads, they pay careful attention to the patterns, so they are in some contemplation mood.

Anyway, by the end of the art class, many of the students have an idea to strengthen their friendship and make more friends by giving their own hand-made bracelet.

Start with practice!

As we restart the classes, it is time to remind ourselves of the importance of one’s own mind and its practices. More than 60 students and teachers of Lhomon Education took part in three hours of mindfulness practice. The program is to create an environment for students and teachers to remind ourselves of the importance of mindfulness practice and undergo practice experience in a group. This is also a reflection time for us. The participants are reminded that, of the body, the speech, and the mind, the most important entity is the Mind. The mind is more important than anything else. If we don’t recognize it, there is something big missing in our life. They are briefed that one’s own mind is the most precious asset one will ever have. Thus, we have to be generous with it by giving time to practice.

The practice program is interspersed with a photo presentation of mindfulness activities carried out in different schools of Bhutan. The photos collected from the camp participants (teachers) of 15 schools are presented to encourage our students to practice more and appreciate them. Few video messages about mindfulness are also screened to highlight the technical aspect of the practice and its importance to the participants.

The mindfulness practice has become an indispensable part of LME from its inception. The practice will continue every day in class.

What makes the community strong?

There was a short presentation on "Community Mapping" (CM) organized for the teachers and students of the Chokyi Gyatso Institute and Lhomon Education. An hour-long session was to briefly introduce the concept of Community Mapping and to help them understand the importance of creating a responsible community. 

These are some of the questions presented to the audience: What is a community? What makes the community strong? And How can we make our community stronger?

The CM is about creating a participatory community through group decision-making, thereby inculcating a sense of ownership and responsibility for one’s own community.

We thank Mr Ugyen Kelzang, the presenter, Mr Yeshi Tenzin, the SJI staff, CGI lopons, and all the participants.

Mindfulness practice at Bartsam, Tashigang

Alongside the Sera Khandro empowerment program at Bartsam Chador Lhakhang, Tashigang, the LME team created a platform for meditation practice. The practice session was to offer an opportunity for those who are interested in group practice and to enhance their practice at the holy site. We were very happy to see many interested people take part in the practice session including foreigners, monks, teachers, lamas, laypeople and youths. We did a practice of one hour every evening after the empowerment. An hour session was divided into 5 minutes of practice and a 1-minute break including prayer recitation and dedication prayer.  There were some discussion and reflection on practice experience.

Think about future generation

 “It is time to think seriously about future generations, and how we as a community can best prepare them for the challenges and opportunities this life presents.” — Dzongsar Khyentse Rinpoche

A group of teacher chooses auspicious days for practice!

In the era of distraction, where we are so influenced by images, videos, headlines, stories, and technologies, to get inclined to a simple watching of breath is a precious influence one can ever make.

 Teachers and counsellors gathered to practice as a team – Photo by madam Phub Dem

A group of teacher and counsellor of Mendrelgang Central School, Tsirang has seven members, who often come together to practice mindfulness as a team. The team comes together to practice during auspicious days of the lunar calendar.

‘‘We have seven people in our school, who practice mindfulness ardently. So, we have formed a mindfulness group, who usually gather and practice team meditation.’’ Said, Mrs Phub Dem, one of the members of the group.

Mrs Phub Dem, Mr Jamyang Gyeltshen and Mrs Karma Yangzom took part in the winter mindfulness camp of 2017 and 2018. We appreciate and rejoice in their precious influence.

Sincere thank you, to Mrs Kezang Choden, a teacher (Barzor Primary School, Gomdar), for introducing walking meditation with the students. Thank you for the photo update.

 

 

Professional Development with Potatoes

How would you encourage students in ecological literacy, an understanding of the interconnectedness and interdependence of all things, and the stewardship of others and the earth? Simple, why not encourage teachers to play with potatoes?

It is Saturday, Mrs Pema Wangzom, one of the LME teachers, sits proudly next to a stack of fresh potatoes that she dugout, with the help of the other four teachers. She has been in the garden in, early morning to collect her hard work. It took 4 hours to harvest the product. This was her first potato harvest experience. There is a sense of achievement as she uncovers the potatoes out of the soil.

‘‘This is my first time, harvesting the potatoes. There is so much excitement in digging the soil, and not knowing how many numbers potatoes would emerge. I have learned that mulching and good seed selections are interdependently very important for a good yield.  ’’ Said, Pema Wangzom.   

Another teacher, Mrs Chimi Wangmo said, ‘‘the garden is not only meant for farmers, but it is also for everybody to take up. When I harvest the product, I get a sense of happiness and feel proud of it. Potato is my favourite food, the harvest gave me the confidence to plant more.’’

Potato is one of the main foods in the daily Bhutanese diet. It is highly compatible, with an essential Bhutanese ingredient, chilli. Potato is the world’s 4^th largest crops and is originally from Peru, South America.

Do you know what we had for lunch? With hot red chillies, the freshly boiled potatoes made our lunch healthy, delicious, and conscious, of what we ate. If you were part of the team, you would have experienced the difference between eating one’s own food, and one, that we usually buy from the market. One obvious difference is confidence. To eat something, with a full understanding of what we eat, gives inexpressible confidence. Another difference is we don’t waste the food and begin to appreciate and value them.

The total harvest of 76 kilograms of potatoes, is an opportunity for teachers, to reflect and to calculate the true cost of purchasing local potatoes versus imported potato chips. This calculation made us reflects on the details of the economic and environmental impact of one’s consumer choices and inspires ecological and sustainable responsibility.

Such a realistic experience is a pragmatic strategy, to embed in the consciousness of teachers and students, to help see clearly, the interconnected nature of reality and understand the full benefits and costs of their actions. Through such hands-on experience, they will at the least think twice before they are tempted, to buy packaged chips. They will care deeply for others and for the natural world

Therefore, professional developments for LME teachers happen with the potatoes in the field. The vegetable garden is a means of learning the science that promotes Bhutanese farming traditions, identifying the interconnected and interdependent nature of reality and guiding teachers and students toward stewardship of the earth.

Individuals are assets!

Alongside the 5^th Royal Bhutan Flower Exhibition in Samdrup Jongkhar, the team LME is privileged to catch up with Mr Passu of Bhutan Toilet Organization, Mrs. Tshering Denkar of Denkars Getaway and Mr Nidup of Clean Bhutan. It was an opportunity for us to interact with these inspiring individuals and listen to their stories and experiences in the field of their work and passion. Thus, we have created this connection to learn and enhance from each other.

The LME team learned about daily reflection, journaling, giving constructive feedback, blogging, use of social media, a lot about toilet, travel and personal experiences with them. We thank them for their time with us. It was, indeed, worth time spent sharing and learning from them.

For LME, an individual is an asset. We believe everyone has something to offer if one offers to take it.

We look forward to meeting you all again, sometime, somewhere!

The Camp Participants taking lead

  ‘‘Actually, in Bhutan, we have a tradition of many kinds of profound and deep meditation practices such as Shamatha, Vipassana, visualization and dissolution. Even then, we are not aware of our own tradition and heritage. These days, when people from outside teach us mindfulness, there is shock and disbelief, leading people to believe that we need such things. This is similar to us not being able to recognize our own possessions and wealth. Only when the outsiders give us these things to us, which we actually already possess, then it appears like that the outsiders are introducing such a thing.’’ —   Dzongsar Khyentse Rinpoche

Following three photos are sent by Mr Hem Raj Subba of Phuntsholing HSS, Mr Ugyen Wangdi of  Zinchella Primary School and Mr. Pema Wangchuk of Daga Central School. All of them were camp participants. Thank you all for the photo updates.

We also would like to sincerely thank all the following educators for sharing your photos and updates on mindfulness activities in your respective schools.

Mr Namgay Dorji and Mrs. Kelzang Lhadon of Shari School, Paro

Mr Jamyang Gyeltshen of Mendrelgang Central School, Tsirang

Mrs. Tshering Yangzom and Mrs. Sangay Wangmo of Karmaling Higher Secondary School, Samdrup Jongkhar

Mrs. Sangay Choden of Drukgyel Central School, Paro

Mrs. Tashi Wangmo of Pelrithang Middle School, Sarpang

Mr Tshewang Tempa of Ngamlam Central School, Pemagyetshel

We appreciate your leadership! We look forward to more updates.

 

The students of Kheni LSS practicing

‘‘The mindfulness is actually not that difficult and not that hard to learn and master. However, putting it into practice is a bit difficult. Because getting habituated and accustomed to mindfulness is difficult. While it is said that getting accustomed and used to mindfulness can be difficult, there are no such things as carrying heavy loads. And there will be no costs involved. Mindfulness is just a method to calm and rest your mind. Even if you are able to maintain your mind continuously and consistently for a short while, the benefits will be beyond the sky and the earth. It will help you in your direction. Your ways of teaching your students, mindfulness will be of great help and benefit.’’ —-                                                                                                      Dzongsar Khyentse Rinpoche

The students of Kheni Lower Secondary School in Trashi Yangtse are practising mindfulness in the class. Thinley Wangchuk, a teacher (one of the Mindfulness Camp participants) said, they do short mindfulness practice before the start of class, to help them settle their minds. Thank you, sir, for sending us the updates and the photos. We look forward to consistent practice.