Weaving Life's Pieces

I believe life is a journey and as life journeys on, it leaves behind pieces of itself. Picking up those pieces and weaving them into multicoloured delightful patterns is what makes the journey well remembered. Dyed from a mixture of chemicals and vegetables, those pieces come together in shades of happiness and sorrow.


Tuesday, February 2, 2010

The ‘I’ matters



The ‘I’ in me matters today, but for many years it did not live. It existed somewhere. It lay dormant.
The ‘I’ was lost between trying very hard to be a loyal daughter and trying equally hard to be a dutiful government employee.  The family and the employer (organization) came first. I think it was similar to Shiv Khera'sCountry first…the nation above everything…” He says “serving the nation is not a sacrifice but a privilege” and I support him but would like to add that the ‘I’ in us must live in order to be able to serve better. Sustainable individuals can ensure a sustainable nation. That is the reason I think that Education is considered the core of the Nation’s Heart. Educated Citizens matter to the nation. However, within this educated citizen must live the ‘I’. This is my belief.
In the years that ‘I’ didn’t live, my mind and actions were conditioned by my sense of gratitude – to my parents for providing me my basic needs while I was growing up; and to my government for educating and grooming me. Even after becoming a mother my duty remained more or less fixed – i.e. on my parents and my organization. I recognize and understand today that my children were deprived of the love, care and attention they deserved from their mother. I am guilty of that and it is impossible to make up for it, I admit. I can only caution others from repeating what I did and I guess smart people are not doing this anyways. I wasn’t smart. I was a robot. No exaggeration. It’s absolutely true. That doesn’t mean I didn’t have brains. I did, but they functioned under certain fixed conditions. They were useless for the ‘I’ in me. It was nobody’s doing but my own. I was to blame.
When I view my bygone days through the lens of my current knowledge and understanding of success and openness, I do not see the ‘I’ in me. I see several persons accommodated within me. I see too many responsibilities. I see too many diversions.  I see no path paved for the ‘I’ in me. It was no wonder then that I found myself with nothing to call my own. My children’s father became a joy for other women. My children became the children of their grandparents. I was mother to them only in the sense of a provider. I couldn’t even claim I loved them if ‘love’ were to be defined as an ‘action’ rather than a ‘feeling.’ The land that I paid for was not in my name, therefore not mine. Nothing was mine and that was because ‘I’ didn’t live.
It was also no wonder that my professional ability was losing stability. It was sitting on a lame chair – rickety; falling every now and then. I must’ve been drained of energy from picking myself up constantly, but that awareness did not exist either.
I remember when I was growing up as a boarder in school I used to think everything would fall in place if we were educated and moral. That’s what we were taught. I would get a job and that meant being able to take care of my parents’ needs as a dutiful daughter. I thought happiness meant keeping my parents happy. I thought loyalty meant working selflessly. Everything had to do with following a pre-determined process and I was one of the significant inputs. It didn’t matter where the process led and what value my actions added. The value they added to my own life was out of the question as I wasn’t even alive. 
I do not know for sure when I started experiencing unhappiness, but I remember it had become unbearable in 2004. That was the only time I recognized the ‘I’ in me was missing, so it is easy for me to believe Amartya Sen when he says that we humans have to experience unhappiness to recognize our discontentment with life. When I began to feel unhappy, I began to see a lot more of the world. I think when you live in a deep dark hole you become numb. You don’t feel any pinches, including those of unfairness. I had become oblivious of people’s actions and progress around me. When I came out of my deep dark hole it wasn’t gradual but more like the sudden gush of lava from a dormant volcano. I found myself at the edge of a cliff, which means I had only one option – to turn around, retrace my steps and start from scratch. So, in effect, it’s been only around five years since my life truly began….since I truly started living. If my dear friends are reading this blog, I think they would understand best what I mean. They were the ones that kept me going during the times ‘I’ wasn’t alive. My parents may not understand. My past employer (organization) may not understand either. My old colleagues may – not sure.  
I had to, of course, do a lot of reflecting and contemplating. I had to find the lost ‘I’ in me and to be able to do that I had to detach myself from friends. I had to identify my strengths and weaknesses. I had to invest time on my true strengths and turn some of my weaknesses (that had potential) into strengths too. I had to look for opportunities to use my strengths. I had to even take the help of spiritual masters to understand the real me. Today, I am ‘I’ with a more clearly focused mind. I know what I want. I have a vision and a mission of my own. Hellen Keller had said, quotes Shiv Khera, “Having eyesight with no vision was worse than not having eyesight.” How true! That’s why I was in a deep dark hole, I think.
Shiv Khera says jealous people stab you at the back and sympathize with you in front of you. I came to know who my true friends were and who pretended to be so but were actually jealous. I am aware I have many more hurdles to cross, but I’m proud that I’ve made a beginning. I already see things falling in place. In a sense it is true that Education and Morality can make things fall in place, but not without continuous learning, relearning, unlearning, motivation and courage.  Being conditioned, fixed and playing safe does not get you very far. Success under such circumstances is an illusion, therefore temporary. Once you are on your own, you can only survive through your own capability, courage and determination. The important thing is to invest in building your production capability, as highlighted by Stephen R. Covey, and all tough professional challenges can be overcome. Nothing in life is without challenges. That is a fact. How we deal with that is by building our capacity to meet those challenges courageously and with dignity. And, to be able to focus on building your capability you have to be motivated and courageous. Your vision, mission and belief in morality provide you that motivation and courage. My production had suddenly taken a downhill trend in 2004, which meant my capability had exhausted. Why wouldn’t it? I was conditioned and fixed. I wasn’t proactive. I wasn’t courageous. I was blind. There was no refueling either. And, worst of all, jealous colleagues were trying to pull me down and I wasn't even aware of it.  
I have colleagues/friends telling me today, “You still attend workshops?” My perspective of attending workshops is that I’m being proactive. Some probably think we people are golden geese once we have completed our formal education. The sad thing is that’s what some parents and relatives think and expect much too much from their children. This leads some children into living beyond their means and in essence living a hypocritical life. Appearing they have but not having anything actually. I’m sure anyone reading this can imagine where that can most probably lead to if not corrected on time. We pay a lot of attention to rural poverty, but I often wonder if urban poverty is overlooked in the process. Many people, who belong to rural areas by census but reside in urban areas, have no assets to their names. All that many of them have is a job that provides monthly salary that goes into ever increasing recurrent expenditure. No savings. No investments. The jobs don’t make our future. The ‘I’ in us makes our future! What we do with our capability makes our future. The effect of the capable ‘I’ is our future. So, having a job doesn’t really assure your future. What you do with the job is what makes your future.
I completed my Masters in 1995! Fifteen years ago! Thanks to the government. Would I be as capable today if I were stagnant with my 1995 Masters knowledge? Stephen R. Covey’s wisdom makes us aware that we tend to miss out the fact that effectiveness does not grow with production but rather with production capability. I’m glad I chanced upon this wisdom and I embrace it wholeheartedly. People without courage look for shortcuts and end up being immoral and then end up in a terrible mess.  We can see this happening to corrupt people today. We might blame corrupt behavior on external factors, but the fact is that anything that can corrupt corrupts only those that are already corruptible.  And, those who are corruptible are cowards as well as selfish. They do not have the capacity to be loyal to the nation because they deprive the nation of its capacity to keep its people happy. They are hypocritical if they say they are loyal or patriotic and we are equally hypocritical to trust them or fools to be won over by their sweet talks. I think I strayed a little bit here, nevertheless not absolutely irrelevant, right?
When I say I discovered the ‘I’ in me, that doesn’t mean I stopped being a grateful daughter or a loyal citizen. In fact, I am now a Triple Gemmed Golden Goose – a Capable Individual, a Dutiful Daughter and Mother and a Loyal Citizen. I believe if we are fine as individuals, we can be effectively dutiful and intelligently loyal. I think that matters more and I believe that’s what His Majesty our Fifth King Druk Gyalpo Jigme Khaser Namgyel Wangchuck meant by “loyal intelligently.” I see myself producing better and, therefore, being sustainably useful to my parents and my country and being able to love my husband and children responsibly. The important thing is to focus on your Production Capability in addition to your Production – on the ‘goose’ as well as the ‘eggs’ - something I learnt from Stephen R. Covey’s wisdom.  It’s our production capability that’ll enable us to do what we want for ourselves, our family, our community and our nation, but our focus on production must also remain. I think it is this same notion that we are talking about when we say 'human capacity building.' In other words, teaching to fish rather than giving fish. This is perhaps the essence in Honourable Lyonpo Thakur Singh Powdyel’s  ‘As I am so is my Nation,’ but of course with morality emphasized. I think you cannot just be moral and not be able to produce. There has to be a balance between ‘being’ and ‘doing’ – being moral; doing the right things and doing the right things rightly to bring about measurable effect in our lives.
So, who am I today? I am a happy person. ..as simple as that. But, the happiness in me is not in just being a golden goose to others. That’s what I was when the ‘I’ didn’t live. My happiness is in being as much an individual as a member of my family and a citizen of my country. We are born as individuals and for a reason. We must respect the individual in us – not forget it! Others must also respect the individual in us. We must respect the individual in others too. Sacrifice doesn’t mean forgetting yourself. In fact, it means making yourself capable enough to do justice to your own well-being and the well-being of all others that matter. It means using our resources efficiently and effectively, which requires of us to sacrifice our undesirable desires (in other words, saying no to ourselves assertively when we demand unreasonably). When we forget ourselves, we’ve accepted defeat. A defeated person cannot make sacrifices, for then s/he has nothing to sacrifice. S/he can only lead her/himself to depression and possibly to self destruction or suicide. Think of the people who harm themselves. They do so because they have lost respect for the ‘I’ in them. They are not bad people, but victims of incapability.   
Having discovered the ‘I’ in me, what can I say about what this ‘I’ wants? Basically, to have no regrets when I grow old and unproductive. No regrets that I was corrupt. No regrets that I wasted myself. Just simple happy and resting in retirement in a house of my own with a kitchen garden at the backyard and some greenery around. Happy that I was there for my parents. Happy that my children are standing on their own feet. Happy that I’m not a burden on my children. Happy that my nation’s resources are not wasted. Happy that I’m well connected to the people in the community that I live. Happy about who I turned out to be. This is the vision I have. The mission is self explanatory. Of course, if I die before 100% accomplishment of my vision, then too bad. That’ll hopefully teach the youth of today and tomorrow to start their life early.
To those who are unemployed/jobless I’d like to say, 
You’re not incapable. You just didn’t get what you’re capable of doing. Discover the ‘I’ in you. Discover your capability. Every person has talent. Discover that talent. Make it your dream and you will find opportunities that match your talent. Whatever you do, don’t give up. There are stories of people having started a new life after retirement from service – i.e. in their 60’s - and found success. Trust the 'I' in you. It matters.

16 comments:

  1. Oh come on, the "I-Factor" outshining all other nouns and pronouns. "Nga Gyel" (in the context of literal translation of the word only,no accusation,for dialogue only,for argument's sake only), the best/worst antidote to "Schen Phen", altruism, the essence of Buddhism. (An obedient and a respectful student, am I not?)

    Pity, what one is capable of doing is not always desirable, neither employable. Were it otherwise, unemployment would be unheard-of. Good that jobless individuals may not read this post. I'm afraid the last para may prove to be illusion. Some talents are best left hidden and unexplored!!!

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  2. 1995, I was in class five and you already had your masters. LOL

    This write up is touching but luckily, you did not entirely sleep through your life. You awoke somewhere in between and found yourself. THat, I think, is a great thing. Imagine some people sleeping through their lives, without even waking once.

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  3. Thanks, Kinga, for your comment. I'd like to be one of the ones to help others wake up too and for now, my blog is the only medium to make a beginning with that. I only hope my 'honesty' is not misconstrued. I used to once think honesty is something people will notice in your actions even when you don't speak, but the experience I've had with reality is that we must speak to be heard. Even talking nonsense seems to work wonders at times with certain people. (Of course, this I'll never opt for because it isn't right and I pity those who are pleased by nonsense talks.) Yes, sometimes one person's courageous honesty hits certain people, but it is worth being honest if it can help those countless others choose to live, not just exist.

    My message is: "Look inward and find or create solutions rather than looking outward and pointing fingers at others."

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  4. Thanks, Dawa, for your comment.

    In my thinking, when the 'I' in us matters it doesn't matter in the sense of being above everyone else or being the only one. It matters to have an identity, but we are still connected to others and the phenomenon around us. My Buddhist sense of this is letting go of the 'self' rather than the 'I'. In other words, not being egoistic, at the same time not forgetting me. My Buddhist sense further tells me about not clinging on to DESIRES but rather focusing on what I can DO for the benefit of all (including myself). It is in my doing that I can show my morality or goodness, but in order to be able to do that 'I' have to learn to BE.

    Regarding capability and desirability and employability, I'd like to believe there is a connection there that leads to success in life. Nothing is impossible. If not employment, there are opportunities galore for self employment. Why can't we think of that as an option? Or, are we saying we're really so hopeless to not even be able to find something to do despite our education? My point here is, are we trying hard enough?

    And, by the way, jobless people could be reading our blogs. Why not?

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  5. Tshering Dolkar:
    Does the 'I' in us matter?

    Sonam Tshering:
    Why not Madam? Without "I" you and I can't see the ugly and the evil. That's why "I" is accorded the highest possible position right under the fore-head. "I" is also the inspiration for CDG; the conduct of Bhutan post interview, etc. you can add more Madam, my Madam, our Madam lol


    Tshering Dolkar:
    I think it's a misconception to think when 'I' is given importance we are inspired to do immoral things. The 'I' in us can courageously tread on the path of morality, mena? I think it depends on the individual - how much s/he has gained from Education to put into good use.

    Sonam Tshering:
    No Madam, the thought of “I... See More” doesn’t automatically trigger off immoral conducts in us. So, there is no misconception as such. What it does is: invokes egotism and vanity in us. To live up to these evils we often land up doing immoral things since it is the shortest way. Thus we become more of selfish than selfless. And, selfish and morality? I don’t know how well they fare together.

    I think it depends more on the design of environment around him/her. Realistically, we get no moral values from modern Education, not at all. Our education system is reduced to memory testing. The core of Education is to pass few hours exams and get job. Who evaluates our moral values? Who rewards it? For no reward who will take pain to resist against all temptations and excitements of life?

    So, if we want morally upright adults we need to reward morally upright students. In a nutshell, we need to redesign our evaluation system. Examination alone is not enough, it is grossly faulty. What the heck that SUPW tells us!!!



    Tshering Dolkar:
    Hi! Sonam!

    My reference to 'I' is separate from the egoistic 'Self.' 'I' simply craves for identity, whereas 'Self' tends to get selfish.

    Coming to evaluation of moral values in school, it is not possible nor necessary because development of values is not complete with our education in school. It is continuous and evolving. We ourselves are the evaluators of our moral values. However, while we are in contact with our teachers in school and parents at home we are formatively assessed each time we are corrected when we do wrong or each time we are given the opportunity to clarify our own actions/behaviour.... See More

    Coming to SUPW, my dear Sonam, think back on the times you had to deal with it in school. Are you sure you didn't learn anything from it? Like...being socially useful and productive? And, don't you think it actually gels very well with our Buddhist philosophy of being useful to others? It also provides opportunities for vocational skills practice, doesn't it? Of course, how the programme is implemented may differ qualitatively across schools, as do we individuals.

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  6. Sonam Tshering:
    Madam Tshering Dolkar,

    I am a Jane Doe. I download my emotions, preconceptions, and acquired knowledge before I try to form my opinion on anything. I look at things straight with my weak innate analytical skills.

    We will die void of identity, if we view “I” and “self” independently in our craving for identity. What is the prerequisite for identity? It must be truly “unique” by an attribute of “self” or combination of other attributes of “self”. Identity without attributes of self is merely commonness. Commonness is unidentifiable. Unidentifiable identities are not identities. So, Madam there is no way we can separate “I” from “self” in a quest to identify ourselves. ... See More

    By your logic, should we not monitor and evaluate children’s learning just because learning never ends. When it is possible to model our ‘process of thoughts’ why is it not possible to come up with an evolutionary evaluation system? Yes, we evolve, so should our evaluation system. Our current restricted system of evaluation tests nothing but rote learning. Without clear definition, prescribed syllabus and evaluation system we wouldn’t produce morally upright Bhutanese, not now, not in near future. I haven’t seen any well founded theory which says teachers and parents are morally well. Indeed they succumb to immoral things more often than children do.

    I only learnt that SUPW is useless. I’ve no say in principle but in practice it is utterly useless. What has coerced grass cutting got to do with social service and being productive. If u perform a statistics it would show “high negative correlation” between them. Madam, I don’t know what Buddhist philosophy you are talking about. How can you relate killing of insects and disturbing natural growth of grasses to Buddhist philosophy of coexistence? So, grass cutting is a trade in vocational education? NO, wonder they don’t find job after graduation. That’s why we need a universal evaluation system that can take care all the variations across the schools. Until then, we are systemically biased including RCSC exam.


    Tshering Dolkar:
    Hi! Sonam...good that you recognize who you are. Many don't and that's what I'm concerned about.

    In response to your comments, I just have one thing to say, not from books but from my own experience: The result of our learning in school really depends on how we use it individually when there's no one to tell you what to do or what not to do. If we truly are not capable of this, then indeed education has failed us; teachers have failed us; and so have parents.

    Sonam Tshering:
    Hi Madam,

    Applaud me for not only being able to recognize myself but also others including the one who would read and reply this comment.

    We don’t learn anything valuable in schools, so using it in unsupervised environs is out of question. We are capable of making the right decision despite our little knowledge in economics analyses, econometrics analyses and statistical analyses. It has very little to do with our schoolings. I would say only the decision makers have failed us, not anyone. Not u. Not me. Not us.

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  7. Wow! Sonam. That's a lot of effort. Thanks.

    I don't know if you can generalize about not learning anything valuable in schools. Maybe you didn't. Some others didn't too. But some may have, mena? I feel I did and I owe it to my teachers. Don't you think you're undervaluing schools a bit too much?

    Sometimes, I feel it is unfair to schools and teachers to be held responsible for all individual failures in life. Learning in school is a 50:50 shared process between the teacher and the student. In as much as the teacher must be proactive, creative and motivating in teaching, the student must be proactive in learning in class as well as in study at home under the supervision of parents (in the case of dayscholars). We all know how much of the latter happens as compared to the former. Here's where a correlation can be established perhaps.

    And, Sonam, I don't quite get what you mean by decision makers (???) having failed us.

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  8. An honest, reflective piece. A life well reflected upon is a life well lived.
    While Buddhism may ask you to reject the I, it also says that we should have compassion for yourself. Beginning with yourself is most important because only once you are able to love and accept yourself for the many things you are, can you only go on to do that about others.

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  9. Madam Tshering Dolkar,

    Actually I tried to beautify our conversations with some html tags but your blog didn’t allow me.

    First, let me make my stand clear. We are discussing on value-education not others. Yes, I didn’t learn any moral values from schools. I can’t speak for others but it is for us to see if our children are growing up with moral values. If my opinions or generalization were wrong then we wouldn’t see corrupt officials, since they are the product of our school system. But this is not a scenario as you know more than anyone else. I am neither devaluing our school system nor retreating from my stated stand point. I am simply being objective.

    It is always unfair and ridiculous to blame our teachers and schools for our own failure in life. I think I made it clear in my previous comment, although my definition of teacher is limited to someone whose job is teaching a subject, and by school I meant the place where our children go to be educated. No argument on shared learning, instead it should be 75:25 between students and teachers. Teacher, in my view should be more like an advisor, monitoring and guiding a student in the right direction leaving enough space for a student to learn and explore by oneself. I think you are mixing up modern education that is devoid of moral values with value education. As for me I inherited or acquired moral values like ‘hard work,’ ‘honesty,’ and ‘integrity’ from none other than my mother. I owe everything to her.

    By ‘decision makers’ I meant every official aside from subject teachers and school, in every layer of education system who has in their own capacity to make certain decision on Bhutanese school system. From the one sitting at the helm of the Ministry of education to community principal.

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  10. Thank you, Sonam Ongmo. I like the "compassion for yourself" part. How true! I think of the individuals who harm themselves through drug abuse, excessive alcohol consumption, suicide attempts, etc and empathize with their emotional pain and also pray that we all learn to love ourselves. I learnt it doesn't help to give up on yourself, for it is yourself who has to lead yourself. Others can only encourage and motivate, but not do for you what you have to do. The action bit always rests with ourselves, right?

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  11. Sonam Tshering, I leave you to your opinion. I have a clarification - that I'm objective too. My objectivity tells me it is unfair to schools and teachers to be blamed for every wrong in the society. A school is just a microcosm of the society, functioning to either create 'change agents' or 'status quo supporters'. I think the more autonomous or independent schools are, the more diversified and creative they can be. But, as both you and I know, even private schools in our country follow the same curriculum as public/govt schools. Worse still, many of their teachers are not even trained teachers but that's covered up by the manageable class sizes and better school facilities.

    And Sonam, how can you say modern education is devoid of moral values? Every education is value laden, except that some of the values are universal and cultural, therefore fixed, while some others are evolving with changing times. For instance, one time we were highly focused on national identity. Now we have opened ourselves to globalization, haven't we? And this has brought in new values, mena?

    I'm glad your mother has been your educator. I salute her. Not every child has that privilege despite the fact that every parent loves his/her children. Loving responsibly is another matter. It requires role modelling and discipline and I'm sure you'd agree with me that not every parent is able to keep to that. We have drunk and abusive parents. We have gambling parents with no time nor credibility to educate their children. Who are they accountable to but their helpless children who don't yet understand what rights they have? Whereas teachers are accountable to their employer and can be punished or terminated if found guilty of violating their code of conduct. To expect them to teach 'excellently' under the poorest conditions as in many of our remote schools is, of course, an unfairly huge pressure on them. The fixing of such schools is the responsibility of the Education Organization decision makers - yes. Whose responsibility is the provision of budget? There's so much to do and such limited resources. If the decision makers were to prioritize, should they give preference to community schools for enhancement of access to education in rural areas, or expansion of well facilitated schools in urban areas? Do we have the luxury of both, so long as government is still the major supporter? I think what we urgently need is 'civil society participation' and things will move faster and right decisions will be possible with strong push factors.

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  12. Madam la,

    May be sometimes some of the schools or some of the teachers are responsible for some of the wrongs in the society but all of the schools or all of the teachers cannot be held responsible for all of the wrongs in the society all the time. May be they are also responsible for some of the failures in some body’s life at some point in time but they cannot be fixed responsible for all the failures of our lives all the time. May be some people are simply making our schools and teachers the scapegoat of our own incompetence. To selectively and negatively take some of these feedbacks and imprint in our minds is, in my view, an overreaction. I don’t think we need to involve from hair to toe to defend it. It would be an indiscriminate defence, overriding every validity and merits of the feedback.

    The fact that school is a microcosm of the society, anything wrong in the society can only be rectified through school system. This is the main reason why we refer to school system when we see something wrong in the society. If we take care our school system properly, rest will auto fall in place. As we evolve, our challenges differ calling for wiser and optimal solutions. I believe our school is the only solution for the challenges of today; and uncertainty of tomorrow. So it cannot afford to remain static and the educationists cannot afford to live in denial. It should be dynamic and lead by dynamic educationists.

    I am passionately in favour of autonomy for efficient management and creative learning. I think private schools can achieve it following the same curriculum as government/public schools. Even I would hesitate to grant full autonomy over curriculum for a number of reasons: What if Christianity is taught in our private schools or for that matter Muslim religion? I am not a religion fanatic but I would never encourage any other religions besides Buddhism in the last Buddhist Kingdom. What if our budding minds are radicalized? What if rich people use it to glorify themselves? What if it is used to promote certain political party or certain section of our society? Government may consider issuing teaching license, of course with required qualification and training. We shouldn’t encourage untrained teachers not matter what!

    Madam, sorry I failed to replicate my thoughts into writing. Actually I meant to say that the modern education is devoid of moral values in practice. Yes, every education is value-laden in principle.

    My mother isn’t only an educator, she is everything for me. Thank you for your appreciation. With due respect to my teachers and schools, let me narrate one incident: when I was doing my ISC exam, my teachers said, “If you can’t get scholarship, you have no future” but on other hand my mother told me not to worry for every dog has its own day. Now when I look back after almost 11 yrs I did live well after I miserably flunked ISC and I am continuing it. This is not about who is right or wrong, it’s about guidance, caring and love.

    I agree with you on irresponsible parents, my heart goes out to the poor children. However I view teachers and parents care little differently. Parents, without an exception love their children unconditionally while teachers are conditioned to take care in certain manner. There are also some teachers who are playing the role of our parents. I salute them. And there are also like my mother, some parents who are playing the role of our teachers. And on the remaining I am wholly with you. The MoE needs major overhaul in HQ.

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  13. Thank you, Sonam. I really do appreciate that you read my blog and also care to comment. I'm enjoying our interaction and I hope you are too.

    I think we believe parents ought to love unconditionally, but are we sure all parents do? I'm not sure, however, I do recognize those that love unconditionally. My apa loved me unconditionally. To me, what matters most is loving responsibly - feeling and acting upon it; doing the best you can; not waiting for miracles when your children grow up.

    I can see that you trust the decision makers with curriculum development. These are the same people who are into GNH now, but you don't seem to believe in GNH, right? Taking a stand is difficult. It's difficult because what wrong goes on in the society cannot be blamed on any single factor. Many players are involved and I would say that's the reason 'participatory approach' makes sense if used efficiently. Schools as a microcosm of the society have various stakeholders including parents and children. Every stakeholder needs to participate equally in the building of the school system (I don't mean infrastructure). You and I know the school system is the way it is because of limited participation plus poor resource utilization. There is, of course, an attempt with the initiation of annual conferences, where school issues/concerns from the bottom are meant to be discussed and resolved. Do parents and children participate in raising these issues at the bottom level? I don't know, but I believe they should. Is there a system for this? Of course, there is! The Parent Teacher Association and parent teacher meetings. How they actually function is, of course, another matter.

    Regarding teachers, I would still insist their role is challenging and demanding. If we had all passionately interested in teaching in the job, we would perhaps have teachers teaching unconditionally. You and I know NOT ALL teachers are where they are out of choice, so expecting excellent service from them is unreasonable. What is admirable is the challenge they have dared to take up despite their limited capacity, while others with better capacity could have chosen the profession but chose otherwise. I think we know why, don't we? Here's where the decision makers have something deep and serious to resolve. How do they ensure the right people as teachers? This is a question that remains to be answered. Will it ever be? I think the answer will follow once we accept that teaching is a profession that has NOT been given its due recognition in terms of salary, allowances and incentives and career building options.

    When teachers aspire to become planners and policy makers, what makes people within the same organization think they cannot? Well, what happens when teachers and principals feel it’s the wrong people (with no teaching and school experience) in the policy and planning division? Something to ponder over……………

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  14. Dear Madam,

    Sorry for the delay. I’ve been busy catching up on my schedule; upgrading my computer; attending some friends’ requests, etc. I’ve been doing everything except the things I am supposed to do. Moreover, the weather is increasingly becoming unpredictable with swings and extremes. My mood and affect depend on it. So with all effects combined, it’s very difficult to force myself into academic works.
    I want to bring off this battle within myself and restore normal life ASAP.

    I am amazed at your efficiency and considerateness. You make sure every comment is genuinely responded, be it here or on facebook. I’ve no doubt in my mind that these are the positive traits of yours. I admire it, I really do.

    Madam, according to me there’s no argument surrounding conditionality of parental love. All parents love their children unconditionally, their intentions are clear. However there could be variations in the approaches because different parents think differently in the interest of their children. This could be due to various reasons: level of education; social status, far sightedness, family background, etc. Not long ago some parents would want their children to go to monasteries than to modern schools. I think it’s not that they love their children less, but in their views monastic education would benefit them more. It’s unfortunate if some of us misconstrue our parents’ best-intended-decision when it doesn’t bear the best fruits. To try to validate parents’ love in my view is morally wrong. I think it’s true that we can never repay the debt we owe to our parents for their tireless efforts on our behalf. Some say even if we circumambulate the whole Lhasa with our parents on our back we cannot repay them completely. So I think it is best for us not to doubt their love, let alone questioning it.

    I leave it for you to make any conclusions but I would like you to understand my stand first. I don’t draw any conclusion about someone based on whether we think alike or not. I also don’t condemn others point of view based on our differences. I may agree with you this time but may not agree with you next time. I believe it depends on the substance you put forward not you as a Madam Tshering Dolkar, at least for me. Now coming to my trust in the curricula developers, I confess my knowledge is scanty on this subject. My point of view is rather based on the curricula we studied. It was more or less designed in Delhi. When I say I am not in favor of granting autonomy over curricula to private schools it doesn’t mean I am endorsing government curricula. I would like to believe that government curricula are not fully decided and designed by few individuals. I am sure it is being reviewed by layers of screening committees. I am sure some of them will be replaced soon with more competent officials but in private this is unlikely. Now on GNH, I am still skeptical about it. I realized now that it is not even a concept. It is merely an ‘abstract idea.’ And you are waiting for the implementation? To me, this is unrealistic. We have a long way to go to realize it. The abstract idea must be turned into a concept. Then we need to develop strategies and then we may go for a trial. I’ve been clear on my stand always. It is easy. My stands are issues oriented not based on individuals.

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  15. It’s just that I didn’t spell it out explicitly; I’ve already hinted in my previous comments that we cannot attribute all the wrongs in the society to any single factor. To fix the problem we need to dissect the whole causation. Yes, there are many players but all of them cannot be blames equally. There are significant variations among the causes and the effects. On students and parents participation at the lowest level, I would like to know if we have created the right environment for them to voice their concerns. You may talk about parents students meeting, but it’s more or less conducted in a top-down approach. Even if parents raise concerns I don’t know how seriously the school will take. We have the mightiest of “Is” in our schools.

    My opinion has been all along that teaching is a challenging career and teachers are the role models. I think it was for the latter reason I didn’t opt for teaching. They are the role models our nation builders look up to. Their responsibilities are huge. They not only teach the books but also impart moral values. They are worthy of any good imitation, they walk the talk. I looked into myself and unfortunately I didn’t see any of these values in me. So I backed out from getting grade 8 and settled for grade 10 job. I would like to believe that all teachers do have these values and are interested in lifelong learning and guiding students in the right path.

    Looks like in our system no one is interested in our own profession. Everybody wants to become decision makers and managers. This might be the reason we don’t have any renowned specialist at an international level.

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  16. Sonam, thanks for your response. I thought this was over actually. I have nothing substantial to add. I feel we agree on a lot of things in different ways and also not agree on many things. I think this is normal and comes partly from our own point of view of the world and life and ideologies we believe in. I like your view about parents not loving less when they send their children to monastic schools. This is turned into an issue by some outsiders, who don't understand our culture/traditions in its totality. To give another example, our women are fed with the notion that what they've been doing happily for so many years is now something to be unhappy about in the name of gender equality and empowerment. (Of course, 'abuse' and 'violence' is something that should not be tolerated in any society and culture!!!)

    Further, I'd like to clarify that I don't mean to condemn any of your views. I'm just stating my views, as you are stating yours. You need not agree to mine, neither do I need to agree to yours. Of course, if we were working on something together as a team we would have to find a middle ground at some point to get our work done.

    Last of all, I'm reminded of what Shiv Khera said: "It's not politics that's dirty, but the players." Similarly, it's not always the IDEA that's wrong but PEOPLE that spoil the show at times. For instance, the idea of parent-teacher meeting may not be wrong but the way it is implemented may be, as you yourself pointed out in your response.

    And, I agree with you that we need to have the right conditions (e.g. openness) to do certain things (e.g. discussion). For instance, our 'meetings' are usually 'sittings' for the majority while one person decides everything and others agree externally (in other words obey) and disagree internally, therefore, implementation and follow ups total failures and consequently slow progress.

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