Educating for gross national happiness in Bhutan : Developing curricula and indicators for an educated populace : a literature review

From the perspective of GNH, education is seen as a vital contribution to, and investment in, both the quality of life and wellbeing of the populace and the health of the entire natural environment upon which that populace depends for its survival and prosperity. [...] An educated Bhutanese populace might be one in which both Bhutanese youth and adults are becoming more aware of contextual situations and systems, social and economic interconnections, current world events, the processes of the natural world, and the influence of current lifestyles on population health and the choices and quality of life of future generations. [...] In the following chapters we explore—among other key literacies—knowledge of the natural world, of science, and of ways of learning about, understanding, and living in the natural world that rely on and also go beyond the rational, scientific approach. [...] Thus, outcomes of an educated populace can be reflected in qualitative elements, such as happiness, quality of life, and wellbeing—as well as the quality of education, the quality of jobs, and the quality of environmental assets like forests, rivers, and lakes and the quality or supply of timber and water available. [...] In part, this section specifically looks at the contexts of lifelong and lifewide learning including nonformal and informal learning; the influences of commercialization on education in the West; participation in cultural activities as a reflection of informal learning environments; the influence of mental health on the learning environment; and the influence on learning of the mental environment,