Je Khenpo and the Blessing

Gedu Moelam Choemo

“To be blessed” means to be favored by God. Blessings, therefore, are directly associated with God and originate from the divine. In many spiritual traditions, a blessing is not merely a kind wish but a powerful transmission of grace that can purify the soul, heal the body, and restore spiritual balance.

A blessing is essential for removing negative influences from our souls and bodies. We live immersed in a culture saturated with negative attitudes, offensive language, violence, and insolence. The very air we breathe—shaped by the environment we inhabit and the judgments others cast upon us—can make us feel cursed or perpetually anxious that something will go wrong. False judgments against us function like actual curses; they can erode our health, weaken our immune systems, and even manifest as chronic fatigue or illness. The potentially devastating physical effects on people living under persistent false judgments are extraordinary.

Moreover, we are not only burdened by the judgments of others but also tend to harshly judge ourselves. When self-criticism becomes excessive, we must recognize it as a form of self-curse and break it with the authority of God. So when you consider how many people are bound by external and internal judgments, it becomes painfully clear how desperately we all need blessings. This is precisely what any lama would explain during a wang (empowerment) or blessing ceremony.

The Moelam Choemo in Gedu is a yearly religious congregation lasting one full week. The fact that it occurs only once a year underscores its profound importance. During this gathering, various schools traditionally sponsor offerings—such as food, tea, or ritual supplies. Last year, for example, Darla School provided a tokha (a ceremonial lunch) to the public and worshippers on October 18, 2016.

But this year, I was taken by surprise. The school was not given a day off to receive blessings. I learned that our own Je Khenpo (the chief abbot of Bhutan) would personally conduct the final Tshewang (long-life blessing) for the people. Distant schools like Arikha and Pashikha canceled classes for the day. Yet it was deeply disappointing that Darla School—located so near to Gedu—held classes as usual. To be honest, there were quiet grumbles, especially among our faithful students and devoted teachers.

That normal schedule did not stop many people from seeking the blessing. The head of the school called an informal meeting and said that any teacher willing to attend the wang could go. That turned into a real headache: almost all the teachers left, leaving only a handful of students behind in the classrooms. But even that did not deter the students. Nearly all of them left as well, saying their parents were waiting for them at the ceremony. As a result, the school descended into chaos—only a few teachers and students remained. It was utter pandemonium.

I truly wonder why our school was not given a holiday when others were. I also question whether we can genuinely promote our religion, traditions, and culture if important spiritual events like this take place and we are effectively barred from attending. I cannot help but wonder if this very disconnect—this failure to honor sacred occasions at the local institutional level—is one reason why the Darla community now has such a large number of Christians. Perhaps people are seeking elsewhere the blessings they feel denied within their own tradition.

Darla school changed its girls dress for second time in a year

Old red tego

A kira, woonju, tego, gho, or shoes and socks may not be the ingredients for my favorite outfit, but if I were given a choice, I wouldn't dismiss the idea of a schooluniform. Wearing a uniform is a badge of pride, creates an identity for a school, and is an important part of being a student.

Uniforms show that you are part of an organization. Wearing one says, "We are all in this together." Moreover, if you wear your uniform with pride, it means you are halfway to being respectful.

Old Dress

I feel uniforms are great social equalizers. They discourage inappropriate dress, help bolster school and academic pride, and make getting dressed in the morning a no-brainer.

One parent told me this morning, "My kids go to school, and uniforms were the best thing that happened. They don't see friends having better clothes, and in the end, you can save a lot of money."

I also believe that uniforms give students a sense of belonging to a particular schooland create an identity for the school in the community.

New faded ash tego

Some people believe that school uniforms can improve learning by reducing distraction, sharpening focus on schoolwork, and making the classroom a more serious environment, thereby allowing students to perform better academically.

Perhaps most importantly, a uniform means students don't have to worry about peer pressure when it comes to their clothes. When everyone is dressed the same, worrying about your appearance becomes less important. There is no competition over wearing the latest trends, which would place great financial pressure on students and parents. Potential bullies have one less target for their insults—it's hard to make fun of what someone is wearing when you are dressed exactly the same.

In America, where a majority of schools do not have uniforms, roughly 160,000 children miss school every day due to fear of attack or intimidation by other students. This may not be directly linked to clothing, but having a uniform can provide a safety net for many students who might otherwise suffer from bullying. A strict uniform also gives the impression that rules are strict, perhaps helping maintain a sense of order at school.

New dress

The Pros and Cons of School Uniforms

According to proponents, school uniforms:

· Encourage discipline

· Help students resist peer pressure to buy trendy clothes

· Help identify intruders in the school

· Diminish economic and social barriers between students

· Increase a sense of belonging and schoolpride

· Improve attendance

Opponents contend that school uniforms:

· Violate a student's right to freedom of expression

· Are simply a Band-Aid on the issue of school violence

· Make students a target for bullies from other schools

· Are a financial burden for poor families

· Are an unfair additional expense for parents who already pay taxes for free public education

· Are difficult to enforce in public schools

Darla School changed its girls' dress for the second time in a year. Starting this July, our girls will be wearing an ash-brown tego instead of the bright red one. A number of students have complained about the change, and there was a general opinion that this new dress is really bad.

The red tego caused many problems, with many students, some teachers, and parents against it. The change to red was driven by only a few individuals in the school. Many thought it was not a good choice. Though symbolically confident and bright, the red had more negatives than positives. The red was so intense to look at that it affected the eyes, especially for teachers who had to see the tegos all day. I also heard that it attracted bulls and leeches, which are plentiful in Darla.

The current tego was chosen by our schoolgirls before the first term, and they now like it. One student said, "I like uniforms because everyone is the same and no one can be left out by the way they are dressed. Our new tego looks smarter, which is good."

With the change of the tego came a change of principal. Mr. Tshochu was replaced by a new principal, Mr. Tshering. The former principal moved to Gedu HSS, while the latter arrived after his studies. To date, I have worked under seven principals, and I found Mr. Tshochu to be the best of them all. Though he was also a little crooked—and who says humans are not? Everyone is. Everyone can be a little un-human and lack civic sense sometimes.

When I have time, I would like to list down some traits of good and poor leaders:

Lack of Transparency – We can tell when someone is not being completely honest. There is rarely a reason not to be entirely transparent with everyone, every time. Lack of transparency can result in a lack of trust.

Egoistic – The best leaders accept blame when things go wrong and give credit to their team when things go right. To be a true visionary leader, you need to let go of your ego and focus on your people, because without them you would be nowhere.

Lack of Confidence – The boss I worked under in Tsirang at the start couldn't make decisions because he had no faith in his own judgment.

Arrogance – It takes confidence to lead, but it also takes humility. Many leaders think they are confident when they are really just pigheaded and proud.

Disorganization – I have worked with some hard-driving, capable leaders who hamstrung themselves by never getting organized. I had one leader who ran after women and bothered little about the school. If I were boss, the first thing I would do is fire him.

Over-promising and Under-delivering – This affects more than just politicians. People leading up in an organization often do this to impress those above them, failing to realize that under-delivering shoots themselves in the foot. People at the top fall into the trap by overusing promises to ensure team loyalty. I see most leaders in Bhutan are like that—sycophantic.

No Clear Vision – No one wants to follow in the dark. It is impossible to motivate people who feel lost in a fog.

Failure to Enroll Others – Some leaders simply expect people to follow them because of their position. That is wrong. If a leader cannot enroll others, failure looms.

No Accountability – If a leader avoids responsibility and refuses to hold their team accountable, they will shipwreck the organization. Accountability is essential.

Nobody is born with any given skill; we learn through observation and by copying others—our role models. You might gain some valuable information from reading books on this subject, but I remember an old saying scribbled on the cover of a book I read in my teens: "Life is not learned from books, but by living it."

While meeting great leaders has always been a wonderful experience, it is the bad ones that truly reinforce the values of good leadership. I have been lucky in this sense, as I have had the chance to meet some of the worst leaders you can possibly imagine. Leaders who fail to keep up risk being clueless, close-minded, and arrogant. A lack of knowledge leads to indecision and fear and can cause employees to quickly lose trust in their leader.

Transformative Pedagogy -- 2016

Most employees want the same things: a fair and competitive salary, hikes and promotions, and proper TA/DA—all of which foster greater engagement and a sense of job satisfaction. Monetary benefits consistently top the list of what would give employees greater gratification. Provide these benefits, and one can expect a more positive culture, more engaged employees, and a more loyal and productive workforce.

The Ministry of Education has been working on developing teachers' skills and increasing their happiness. "A teacher is the heart of the school and of education," said Education Minister Norbu Wangchuk. Thanks to his vision and sound planning, teachers in Bhutan were able to attend five days of training at various centers across the country. Although the workshop timing fell during the summer break for some teachers, it was mostly scheduled at the beginning of the second semester. The workshop centers were carefully planned. To ensure teachers received entitlements such as TA/DA, they were sent a fair distance from their schools. For example, teachers from Darla MSS were sent to Phuntsholing and Chukha, while teachers from Chukha schools were sent to Gedu. This thoughtful arrangement was truly heartwarming, and many teachers were grateful. Thanks to this approach, all teachers were entitled to full benefits—something that might not have happened if the initiative had been steered by less capable hands.

It was clearly announced and published in newspapers how much budget the new Education Minister had invested in teachers. "In order to develop the capacities of teachers, Nu 116.8 million has been allocated this year, up from just around Nu 8 million last year. The ministry in 2016 will initiate new pedagogy training for around 9,000 teachers across the country" (Kuensel, "Investing to Better Teachers," June 6, 2016). We know that teachers do not typically receive benefits such as travel allowances. Providing equal TA/DA and mileage entitlements would boost the efficiency and productivity of civil servants in Bhutan, thereby benefiting the country's overall economic performance. Furthermore, this would increase the level of confidence, competence, ethics, and integrity among civil servants. In the long run, it might also indirectly reduce corruption and improve accountability. I particularly thank Lyonpo Norbu Wangchuk for this good initiative—it will certainly boost teachers' morale.

During the training, we were provided with sumptuous lunches and refreshments. Given the nature of other workshops and training sessions in the country, I did not expect this to work at first. But I am confident it will.

By the end of the workshop, we felt a certain sense of satisfaction. We learned new skills and knowledge, including how to apply cooperative learning structures and active learning strategies. I will not reproduce that literature here, as we received detailed handouts.

Language policy: Decolonising the mind

 This article was published in the national newspaper, Kuensel.

May 29, 2016 Opinions 1 Comment 254 Views

A language will become dormant and ultimately vanish when it is no longer spoken as the first or primary language. It disappears when its speakers disappear or when a community of speakers of one language becomes bilingual in another language, and gradually shift to speaking another language – most often, a dominant language used by a more powerful people.

The loss of language is not primarily caused by external forces such as the military, but it is caused by educational subjugation and also internal forces, such as people’s negative attitude towards its own language.

The loss of language has consequences much wider than simply losing expressions. It means losing identity, culture, history and crucial knowledge.

A dying language in Bhutan

Educational Subjugation

The loss of language in many countries is to be blamed on education. The English language is beginning to conquer and contribute to a language shift in our country too. The education policy of Bhutan is that we must only speak the English language in the classes and the schools. By and by, our mother tongue dialects like Khengkha, Kurtoep, Sharchop are vulnerable as most children speak English, and our local languages are restricted to the home. Now local languages are mostly used by grandparents and older generations and even if our younger generations speak it, they speak the language partially and infrequently.

In schools, I remember we were punished for speaking our own mother tongue. The schools’ goal was to assimilate children into the English language and culture. We had to wear the tag labeled ‘Speak English,’ for speaking Sharchop or we were made to cut grass or even beaten badly just for speaking the native language. And this trend is still there in the schools. But little has it been reformed as language policy is being framed and students are made to use only English and Dzongkha in the schools, and corporal punishment is not as common now like before. English has become the measure of intelligence. We have been rewarding any achievement in spoken or written English. And we tend to think that all things originating from the West are symbols of enlightenment and progress, and all things associated with what we have are primitive and inferior.

And when or if this continues for more generations, it plays an active role in language death. If children are not speaking it now, then children will probably not speak it in the next 50 years.

Negative attitudes by parents and community

Today, if children are with their parents, they might be punished for speaking their native language at home. Parents today encourage their children to speak and learn the English language instead of their heritage language. Babies are taught other words and languages, not mother tongues. We are bombarded with American, British and Hindi shows, movies and games, language and many young people think they are cool and anything Bhutanese is not. We have negative attitudes towards our own language that might lead to languages becoming endangered. Our students and parents feel ashamed and outdated when they speak their native languages. We have different views of where we belong.

I’ve met many Bhutanese people whose English and Hindi skills are arguably better than their Sharchop or Dzongkha.

What does language extinction mean for the rest of us?

Knowledge

The extinction of a language results in the loss of unique cultural knowledge embodied in it for centuries, including historical, spiritual and ecological knowledge that may be useful for many. Language is the knowledge-vessel of tradition and heritage. Many oral stories in Bhutan are passed down through its language, so when the language disappears, it may take with it important information about the early history of the society.

Culture

The extinction of a language results in the loss of culture. Ngugi Wa Thiong’o says that language carries aesthetics of a culture; the entire body of values by which we come to perceive ourselves and our place in the world. Ngugu (Decolonising the Mind) says that colonial power didn’t use any weapon to fight and colonise African countries. The language was used as both an insidious tool for imperialism as well as a weapon of resistance for colonised peoples. With language, they disrupted the entire fabric of the lives of their victims; in particular their culture, making them ashamed of their names, history, systems of belief, languages, lore, art, dance, song, sculpture; even the colour of their skin. That’s why Ngugi considers English in Africa a “cultural bomb” that continues a process of wiping out pre-colonial histories and identities.

Identity

The loss of language results in people attempting to assimilate with other communities, thereby losing one’s identity. Language is a powerful symbol of identity. Much of the cultural, spiritual, and intellectual life of a people is experienced through language. This ranges from prayers, myths, ceremonies, poetry, oratory, and technical vocabulary to everyday greetings, leave-takings, conversational styles, humour, ways of speaking to children, and terms for habits, behaviours, and emotions. When a language is lost, all of this must be refashioned in the new language-with different words, sounds, and grammar.

Remedies

The education system 

The most important thing that can be done to keep a language from disappearing is to change education policy. The education system should support mother-tongue instruction or multilingual education, and create favorable conditions for its speakers to speak the language and teach it to their children. We cannot teach in our language, but we can use local languages in teaching to uphold our native language. Children mustn’t learn that their language and their culture are worthless, of no use in the modern classroom or society like in our education system. Our languages should be given attention in all education policies and it should be drawn up by the government. UNESCO also acts on many fronts to safeguard endangered languages and prevent their disappearance. It says, “In education, UNESCO supports policies promoting multilingualism and especially mother tongue literacy. It supports the language component of indigenous education and raises awareness of the importance of language preservation in education.”

Increase of prestige

Since the most crucial factor is the attitude of the speakers toward their own language, it is essential to create a social and political environment that encourages multilingualism and respect for minority languages so that speaking such a language is an asset rather than a liability. Speaking one’s language should be a matter of pride rather than feeling detached from others. Children and parents must not think that their mother tongues are non-standard languages, wrong to speak, inferior, for the uneducated, and should be abandoned.

Conclusion

The loss of language has a great impact on one’s identity, culture and knowledge. Knowing this, there are many things to be formulated in education or students’ learning as it is the main factor of degrading local language. So that we can change the mentality of our own language and speak with pride.

Contributed by 

Saacha Dorji

Teacher

Darla Middle Secondary School

Chukha

And I like this comment. Thank you jbradley. We are in the same boat.

1. jbradley

May 30, 2016 at 12:10 pm

Hello Saacha Dorji, all that you say is so true. I work in Australia with Indigenous languages, I have seen in 35 years of teaching and research three languages die, or at least only have one or two very elderly speakers. The result is a youth whose identity is not strong and thus they are open to many kinds of social ills such as drug and alcohol addiction, anti-social behaviours and most extremely suicide. Having ones own language respected and used also creates a very strong sense of well being. A person who has lost their own languages is, as you say and scholars such as Mignolo and Ngugi a colonised mind. Having visited Bhutan and sensed these issues I wish you all the best in this most important endeavour.
John Bradley, Monash University, Melbourne, Australia