Date of Award
8-2014
Degree Name
Master of Arts
Department
Teaching, Learning and Educational Studies
First Advisor
Dr. Paul Farber
Second Advisor
Dr. Tetyana Koshmanova
Third Advisor
Dr. Lynn Nations Johnson
Keywords
GNH, curriculum, learner centered, value education, holistic education
Access Setting
Masters Thesis-Open Access
Abstract
Schooling in our modern society is aimed primarily to secure a career so that individuals will find their places in the political and economic systems. However, many believe that education should be reconceived so that student skills and attributes are understood more fully in relation to their impact on the local as well as the global community. The Gross National Happiness infused curriculum aspires to facilitate the holistic education that would address some of the humanistic values we need in this era. In this paper I study the concepts of Gross National Happiness and how the Gross National Happiness infused curriculum promises a meaningful education to the Bhutanese children as perceived by the participants participating in the anonymous survey conducted in a high school in Bhutan. I will also discuss and explore the global philosophical theories of education on similar concepts like Gross National Happiness infused curriculum of Bhutan.
Recommended Citation
Zangmo, Sonam, "A Gross National Happiness Infused Curriculum: The Promise of a More Meaningful Education in Bhutan" (2014). Masters Theses. 536.
https://scholarworks.wmich.edu/masters_theses/536
Included in
Humane Education Commons, International and Comparative Education Commons, South and Southeast Asian Languages and Societies Commons