'Happiness’ in my view

This blogspot has been inspired by Lekey Dorji's comment to me on facebook, reproduced below.

"I am a co-opt member of academic board of the RUB and I find that there is no coherence and common understanding of GNH in education...I am sure national consultants will have to take the lead in our own home-grown concept of GNH...I am not into and will never be...I like something concrete , measurable.....could never become an expert in this thing....good luck aum Tshering!"

I am more a believer of ‘individual happiness’ than GNH, but would definitely like to find a link between the two in measurable terms – for fulfillment of my own curiosity as a citizen. Personally, I do not believe happiness should be equated with contentment in remaining small or having little (as many are interpreting), but rather being able to cope with life’s challenges undeterred in any endeavour of one’s choice (whether getting rich/wealthy/prosperous materially or getting rich spiritually or both in terms of acquiring as well as giving). However, individual happiness:


• should NOT make people selfish or greedy and be led into exploitation and deprivation of others’ happiness (in the guise of employment opportunity, poverty alleviation, GNH pillars, etc) from ‘human rights’ point of view.
• should NOT make us lose connection with family, friends, community and society from ‘citizenship’ point of view.


I believe each of us is as much a member of family, friends, community, and society as much as a citizen and an individual. Everybody knows that, but many may not necessarily pay attention to all of it, therefore, look at happiness as ‘subjective’ when in actual fact it makes better sense as a combination of (rather balance between) subjective and relative. To be able to embody all these roles in ONE is the challenge of GNH and citizenship without losing out on individual happiness. This is perhaps the ultimate purpose of Education – a mixture of concrete and abstract, therefore, prone to controversies and finger pointing for almost every organizational, societal or national failure. In other words, Education is not straightforward, therefore, not always justified to point fingers at the education system or the players within the system, or fair to hold school teachers and principals solely responsible for creating a desired society. They need active cooperation and support of parents and other stakeholders.


In terms of measurement, the ‘concrete’ as per my understanding ends at the output level (facilities and services), while their worthiness is assessed at the outcome level in terms of effectiveness in people’s and organizations’ actions and at the impact level in terms of improvement in people’s lives. This provides better meaning and sense to ‘good governance’ (focus on effectiveness, whether public or private or civil society) and ‘socioeconomic progress’ (focus on impact at both the national and individual levels), both of which require capable, morally sound and happy individuals.


‘Happiness,’ is, therefore, as much a required element in the processes of organizations, societies and government as a desired end (in other words, sustained status) for individuals, communities and the nation. At whatever level we discuss happiness, it’s people’s happiness that we’re talking about rather than the happiness of materials, however, the healthy functioning of the latter and good relationship among people are definitely sources of happiness while at work. From this point of view, I look at the four pillars - socio economic equity, cultural preservation, good governance and environmental conservation – as sources of GNH for Bhutan. Their sustainability should ensure the country’s GNH. And, a sustained GNH in my view would provide a continued source for development of people's happiness.

May you find continued happiness in Losar.