International Journal of English Literature and Social Sciences, 5(4)

Jul-Aug 2020 |Available online: https://ijels.com/

Impact of Spiritual Greenery Activities

Yangdon

Lecturer, Samtse College of Education, Royal University of Bhutan, Bhutan

Abstract— The Green School for Green Bhutan programme was implemented across all schools in Bhutan in 2010.
This programme constitutes eight dimensions: environmental greenery, academic greenery, intellectual greenery,
social greenery, spiritual greenery, cultural greenery, aesthetic greenery, and moral greenery. All schools across
the country practise meditation and mind training/mindfulness as part of spiritual greenery activities. Additional
spiritual greenery activities such as choesed leyram (religious discourse) annual rimdro (ritual), and green day are
also implemented. Although spiritual greenery activities have been implemented in schools since 2010, not much is
known about their impact due to limited literature. Using a qualitative design, data for the study were gathered
from 28 participants from six school in Samtse district, Bhutan using a semi-structured interview. Thematic analysis
was used for data analysis. The findings from the study showed that the implementation of spiritual greenery
activities has positively impacted for both teachers and students.
Keywords— Eight dimensions, green school, impact, spiritual greenery.

I. INTRODUCTION programme towards the realisation of Gross National

The overall framework for development programmes used Happiness in 13 schools in Chukha district and another
in Bhutan is termed ‘Gross National Happiness’ (GNH) study by Gayphel, Jose, Yangdon, Giri, Sonam, and Dorji
which seeks to strike a balance between material and non- (2014) explored principals’, teachers’, and students’
material components of development (Planning perceptions of green school and one of its dimensions,
Commission, 1999). Bhutan’s national vision for education spiritual greenery. These two studies have not examined
is to promote the development of “an educated and the impact of spiritual greenery activities. The present
enlightened society of Gyalyong Gakid Pelzom [Gross study explored the impact of spiritual greenery activities.
National Happiness], at peace with itself, at peace with the Being the first study on the impact of spiritual greenery
world, built and sustained by the idealism and the creative activities, the study will contribute to the body of literature
enterprise of our citizens” (MoE, 2013, p. v). The Ministry and knowledge on spiritual greenery. The findings of this
of Education (MoE) in Bhutan, in its endeavour to promote study are anticipated to provide an empirical base for
GNH, launched a nationwide initiative termed Educating policy advice concerning the implementation and impact of
for Gross National Happiness (EGNH) in 2010 (Tshomo, spiritual greenery activities to the Ministry of Education,
2016). EGNH is promoted and supported by the Green policy makers, curriculum designers, educationists, and
School for Green Bhutan programme, which comprises teacher educators.
eight dimensions: environmental greenery, academic
greenery, intellectual greenery, moral greenery, aesthetic II. LITERATURE REVIEW
greenery, social greenery, cultural greenery, and spiritual
greenery. Following the initiation of the Green School for 1. Spirituality in Education
Green Bhutan programme in 2010, schools across the The meaning of spirituality in education has been explored
country started meditation and mindfulness as spiritual and highlighted from different perspectives by many
greenery activities. Other spiritual greenery activities such authors. Spirituality in education is primarily concerned
as choesed leyram, annual rimdro, and green day were also with wholeness, connectedness or relationship with
implemented in the schools. However, little is known about oneself, with others, with nature, or with the world (Astin,
the impact of spiritual greenery activities due to limited 2004; Eaude, 2005; Hay & Nye, 2006; Jones, 2005;
research and literature. Thus far, only two studies have Palmer, 1999), child-centered pedagogy (Watson, 2014),
explored the Green School for Green Bhutan programme. nurturing holistic development (Crawford & Rossiter,
One study by Drakpa and Dorji (2013) investigated the 2006; Roux, 2006; Taggart, 2001), inviting students to
contribution of the Green School for Green Bhutan encounter their inner lives and the interior lives of others in
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International Journal of English Literature and Social Sciences, 5(4)
Jul-Aug 2020 |Available online: https://ijels.com/

a more profound and caring way (Kessler, 1999), and identity to give meaning to their lives in the fast-paced
helping students embrace humility, respect, compassion, world of the 21st century” (p. 52). Mainstream schools
and gentleness (Dei, 2002; Jackson & Monteux, 2003). For around the world are now actively implementing
others, spirituality in education refers to “a sense of awe, programmes that recognise the importance of nurturing a
wonder, mystery, a search for meaning and purpose, child’s social, emotional, mental, spiritual, and cognitive
feelings and emotions, self-knowledge and beliefs – these well-being (Tregenza, 2009; Yager, 2009). Spirituality is
beliefs need not necessarily be related to a religious belief identified as an important component of school curricula in
system” (O'Brien, 1998, p. 47) and “no more–and no less– New Zealand and England. The New Zealand curriculum
than a deep connection between student, teacher, and mandates that teachers cater to the spiritual well-being of
subject–a connection so honest, vital, and vibrant that it the students (MoE, 1996). Similarly, the Office for
cannot help but be intensely relevant” (Jones, 2005, p. 2). Standards in Education (Ofsted, 2004) in England and
According to Jones (2005), the nourishment of spirituality Wales recommends spiritual development of children and
“in the classroom allows it to flourish in the world, in the young people to be a significant focus in all lessons.
arenas of politics, medicine, engineering–wherever our However, Noddings (1992) comments, “The more I think
students go after graduation” (p. 2). about the centrality of spirituality in our lives, the more
In Bhutan, spiritual greenery is synonymous with concerned I become about its shameful neglect in the
spirituality in education in other countries. According to public undertaking we call ‘education’. Surely our
Powdyel (2014), spiritual greenery is: responsibility to educate includes attention to matters of
spirit” (p. 85).
An acceptance of the need for support from
higher beings–ideals, objects, signs, gods, In Bhutan, spiritual greenery is one of the
goddesses, spiritual figures, power of nature, our dimensions in promoting a Green School towards a Green
root lam1, including our parents and teachers Bhutan. Moreover, Jackson and Monteux (2003) state:
who inspire and empower us. It is the condition The right to spiritual well-being is firmly
of our inner life that accepts and honours the embedded in the 1989 UN Convention on the
divine in us and that links us to the divine higher Rights of the Child. A clear duty is placed on all
than us. It has nothing to do with any religion or relevant bodies to ensure that a child’s spiritual
dogma but could be allied to emotional well-being is nurtured along with his or her
intelligence. (pp. 45–46) physical and intellectual well-being. All carers
Powdyel further claims that: have an ethical responsibility to recognize and
respond to spirituality as it is presented within
Modern education, sadly, has no room for such
all human beings and they must be equipped to
an orientation. That is the reason that today's
recognize, understand and deal with this
scholars become experts in their fields of
dimension. (pp. 52–53)
specialization but are bereft of the saving graces
of the spiritual elements that enrich us and Additionally, Powdyel claims:
empower us. (Personal communication, October Spiritual greenery is a call to pay attention to the
6, 2016) myriad of infinite powers that lie beyond our
In summary, spirituality in education is concerned with limited personal realms. If one recognises the
nurturing holistic development of students to establish sources of these positive powers and lives one’s
connections with self, others, and the world. Nurturing life in harmony with them, our life and
spiritual development in pupils is advocated to be an experiences become that much fuller and that
essential component of education. much more fulfilling. (Personal communication,
6 October, 2016)
2. Importance of spirituality in education
Overall, spirituality is widely recognised as being an
Children’s spiritual development is increasingly being
essential component of education.
advanced as an important aspect of their well-being.
Malviya (2011), for example, claims that “an awareness of 3. Nurturing children’s spiritual development
the important role of spirituality is growing within the Eaude (2005) claims that young children’s spiritual
education system…students are seeking for personal development will be lost if it is not intentionally nurtured.
Proponents of spirituality in education have suggested
different ways of promoting spirituality in schools.
1
Abbot
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Moriarty (2013) proposes that sport could be used to Just a few minutes of contemplation and
promote spirituality since it is a source of wonder, well- meditation at the beginning and end of a school
being, and connection and enhances learners’ sense of self- day or a ceremony, ritual, class, assembly, or
worth. Furthermore, Davies (1988) contends that even sports event can change and deepen the
spirituality can be nurtured through all the subjects of the atmosphere on the spot and bring instant
curriculum. This aim can be achieved by teachers engaging connection with the inner joy that is the essence
in reciprocal connections with students, providing hands- of GNH. (para. 36)
on activities, and allowing students freedom of expression Furthermore, Powdyel maintains:
and authentic wondering (Hyde, 2008; Palmer, 1999;
To meditate and to be mindful are essential
Sewell, 2009). Correspondingly, Malviya (2011, p. 54)
pathways to cultivating spiritual greenery. Even
espouses that “teachers need to be courageous and deeply
when children meditate, they should be guided
engaged in teaching students, bringing their entire selves,
to reflect on those uplifting and enriching
including their spirituality, to their teaching”. Powdyel
objects and not simply to close their eyes and be
(2014, p. 46) asserts that “schools and institutions need to
done with meditation! (Personal communication,
create many moments of silence and reflection for renewal,
6 October, 2016)
connection and for life”. Families and community also
have pivotal roles to play in the spiritual development of Studies have demonstrated that meditation programmes in
young people (Fisher, 2008). In summary, there is schools help to increase calmness and relaxation and assist
widespread support for the view that spiritual development in emotional/behavioural control (Napoli, 2004; Wall,
in pupils can be nurtured through both curricular and 2005), improve mood, cognitive functioning, and self-
extracurricular activities. In the Bhutanese education regulation (Grossman, Niemann, Schmidt, & Walach,
system, spiritual development is nurtured through spiritual 2004), reduce stress and increase forgiveness (Oman,
greenery activities such as meditation and mindfulness Shapiro, Thoresen, Plante, & Flinders, 2008), decrease
practice, which are implemented across all schools in the mental health problems, boost well-being and enhance
country. academic achievement (Waters et al., 2015), enhance
tolerance, sociability, empathy, positive thinking, and a
4. Spiritual Greenery Activities – Meditation and
positive state of mind (Beddoe & Murphy, 2004; Chang et
Mindfulness al., 2004; Lutz, Slagter, Dunne, & Davidson, 2008), and
Meditation and mindfulness are practised through school- increase positive feelings about the self, improve mood,
based meditation and mindfulness programmes in some increase peaceful feelings, reduce frustration and
schools around the world. In Bhutan, meditation is one of aggravation, enhance clarity of the mind, improve
the elements of GNH education that addresses the concentration and focus, provide better control of bad
psychological well-being of students (MoE, 2015). thoughts, increase positive thoughts, and promote a more
Meditation is defined as a “process of paying attention, relaxed mind (Wisner, 2013). Additional benefits for the
often to a particular object designated as the focus of whole school community include teachers and students
concentration or object of meditation, which is commonly being calmer, more relaxed, less stressed, and happier,
the breath or repetition of an inspirational word or phrase, resulting in a calmer, less stressed, and more relaxed
referred to as a mantra” (Campion & Rocco, 2009, p. 47) school climate (Wisner, 2013).
and “emptying of the mind of thoughts or the concentration Correspondingly, in a study conducted in Bhutan,
of mind on one thing in order to aid mental or spiritual some of the benefits of meditation on the students were
development, contemplation or relaxation” (MoE, 2015, p. found to include enhanced concentration and interest in the
127). Meditative practices are now being integrated into subjects, increased attachment to the school, reduced
schools to support social and emotional learning for aggressiveness and anxieties, enhanced control of anger,
students (Wisner, 2013). improved behaviour, enhanced inner peace, and increased
Meditation, which is highlighted as a secular willingness to help others (Gayphel et al., 2014). The study
practice in Bhutanese schools, is intended to help students also highlighted that the practice of meditation resulted in
concentrate and discover their innate virtues and potential, the principals and teachers becoming friendlier among
teach them values of kindness (MoE, 2015), help them themselves as well as with the students. Given the benefits
calm their minds, and improve memory power (MoE, of meditation, it is beginning to be viewed as an essential
2012). In addition, Thinley (2010) states: practice that transcends any religion (Ricard, 2006).

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The use of mindfulness in educational settings is emotions); improved academic performance, executive
also gaining momentum and significance. According to functioning, and feelings of connectedness with self and
Kabat-Zinn (2003, p. 145), mindfulness is the “awareness others; improved happiness (Ager et al., 2015); reduced
that emerges through paying attention on purpose, in the reactivity; increased self-care, self-awareness, and a sense
present moment, and non-judgmentally to the unfolding of of connection with nature (Wall, 2005); improved
experience moment by moment”. Along the same line, behavioural regulation and metacognition (Flook et al.,
Thinley (2012) defines mindfulness as “gaining control of 2010); reduced levels of stress; and facilitated self-calming
one’s thoughts and emotions and learning to use one’s (Wisner, 2014). The practice of mindfulness has also been
mental energies to positive ends, which constitutes the found to reduce depressive symptoms (Lau & Hue, 2011)
essence of Educating for GNH” (p. 97). The purpose of and lower internalising and externalising behaviours (Lee,
mindfulness is to create a state of relaxed attention that Semple, Rosa, & Miller, 2008). The benefits for teachers
enables individuals to achieve more flexibility in their have been found to include increased mindfulness,
psychological and physical responses to various situations improved teaching self-efficacy, and improved physical
(Greenberg & Harris, 2012). The practice of mindfulness health (Poulin, Mackenzie, Soloway, & Karayolas, 2008).
also helps “change our attitudes and values–changing our The importance of teachers in influencing the
ways of behaviour that can help us to achieve GNH” behaviour of children and the youth of Bhutan has been
(MoE, 2015, p. 127). recognised; therefore, mindfulness education has been
A number of programmes that incorporate introduced into the two colleges of education: Paro and
mindfulness have been developed in some western Samtse. According to Thinley (2012), mindfulness
countries to specifically harness teacher resilience, education is about:
compassion, and habits of minds (Roeser, Skinner, Beers, 1. training to develop ‘mindfulness’ as a technique
& Jennings, 2012), to establish children’s well-being to investigate into one’s own mind;
(Lillard, 2011), and to enhance both students’ and teachers’
2. developing positive values which govern one’s
well-being in the classroom (Greenberg & Harris, 2012;
behaviour which determines one’s happiness;
Mendelson et al., 2010). Albrecht, Albrecht, and Cohen
(2012) contend that stress in the school system is 3. learning to be aware of one’s thoughts and
“stimulating the proliferation of wellness promoting emotions and to check on one’s behaviour; and
programmes” (p. 1). They further report that depression is 4. training one’s mind to enhance its potential which
the most common youth problem encountered by youth is almost limitless. (p. 98)
aged 12–15 years in countries such as Australia (Albrecht
He further reports that the two colleges of education in
et al., 2012). If depression and anxiety are left untreated,
Samtse and Paro have been involved in “promoting
they become risk factors for alcohol and drug problems and
mindfulness education ever since the Ministry of Education
may lead to suicidal thoughts and actions (McGorry,
embarked on promoting it throughout the education system
Purcell, Hickie, & Jorm, 2007). Additionally, Rempel
and supporting the most profound idea of Gross National
(2012) suggests, “children deserve to experience life
Happiness” (Thinley, 2012, p. 98). For effective
positively and society has a duty to provide them with
implementation of Educating for GNH in the school, “the
skills and strategies to manage life’s more challenging
Principal, Vice principal and teachers should practise
moments. Mindfulness maybe one way to provide this” (p.
meditation and mind training first and be convinced of the
217).
impact before they ask students to practise in the school”
There is a growing body of literature addressing the (MoE, 2015, p. 30). In sum, the implementation of
benefits of mindfulness practice for students and teachers. meditation and mind training will be successful if taught by
Research studies have indicated that mindfulness practice people who practice what they preach.
has: helped to reduce teachers’ stress levels, depression and
anxiety; assisted behaviour management strategies and
improved self-esteem (Gold et al., 2010); improved III. METHODOLOGY
optimism, social competence, self-concept, and emotional Data for the study were gathered from 28 participants using
resilience (Schonert-Reichl, Kimberly, & Lawlor, 2010); semi-structured interviews. In-depth semi-structured
and developed inhibitory control (Oberle, Schonert-Reichl, interview data constitute the empirical backbone of much
Kimberly, Lawlor, & Thomson, 2012). Similarly, other qualitative research in the social sciences (Campbell,
research studies have shown that mindfulness practice has: Quincy, Osserman, & Pedersen, 2013). Harvey-Jordan and
benefited the whole child (i.e., the mind, body, and Long (2001) contend that semi-structured interviews are
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used widely in qualitative research to understand why IV. RESULTS AND DISCUSSION
people act in particular ways by exploring participants’ The findings from the study showed that the
perceptions, experiences, and attitudes. A semi-structured implementation of spiritual greenery activities such as
interview was used rather than a structured interview as the meditation, mindfulness training, choesed leyram, annual
former offers “sufficient flexibility to approach the rimdro and green day has positively impacted both teachers
respondents differently while still attending to the same and students. The impacts for the students included
areas of data collection” (Noor, 2008, p. 1604). improvement in their behaviour, development of civics
The participants were from three higher secondary schools sense, enhanced memory and better retention of ideas,
and three lower secondary schools in Samtse district, better concentration, less stressed, more relaxed and
Bhutan. In order to gain perspectives from both urban and refreshed and being able to control their minds. Additional
semi-urban schools and from both genders, sampling benefits included more controlled anger, increased
ensured that there were participants from these school attention span, improved cognitive development, improved
types and locations and included both males and females. participation in the class and inculcation of values of
A purposeful, criterion-based sampling strategy was sharing enhancement of their social skills, creation of bond
employed to select the 28 participants. Criteria for of togetherness between teacher and students and between
selection included that the participants: students. Similarly, spiritual greenery activities have
1. had at least two years of teaching experience, as benefitted the teachers both personally and professionally.
that meant they would have some experiences of For example, spiritual greenery activities have helped them
implementing spiritual greenery activities; calm down, refresh, be at peace and be mentally and
physically healthy and manage stress. Spiritual greenery
2. belonged to a school that had more than two
activities such as meditation and mindfulness have also
participants, as it was considered impractical to
served as good attention gaining strategies especially in the
visit a school to interview just one or two
lower classes. The conduct of meditation and mindfulness
participants;
have made the classroom environment less chaotic and
3. were willing to participate in the interview; and helped in the smooth conduct of the lessons. All these
4. could communicate in English quite well, as the benefits have helped to improve individuals’ lives and
interview was to be conducted in English. enabled teachers and students to live in harmony in the
school. Similar benefits have been reported in the
All 28 participants were invited to participate in a semi-
literature. For example, studies have demonstrated that
structured interview through email. Consent for the
meditation programmes in schools increase calmness and
interview and audio recording of the interview were sought
relaxation, assist in emotional/behavioural control (Napoli,
and obtained from the participants and confidentiality and
2004; Wall, 2005), improve mood, cognitive functioning,
anonymity were assured. A verbatim transcription of both
and self-regulation (Grossman, Niemann, Schmidt, &
the questions and the responses provided by the
Walach, 2004), reduce stress (Oman, Shapiro, Thoresen,
interviewees was carried out. The transcripts were emailed
Plante, & Flinders, 2008), decrease mental health
to the participants for their comments and feedback. This
problems, boost well-being (Waters et al., 2015), enhance
member-checking process is essential to confirm the
tolerance, sociability, empathy, positive thinking, and a
credibility of the information and narrative account
positive state of mind (Beddoe & Murphy, 2004; Chang et
(Creswell & Miller, 2000). The data were analysed using
al., 2004; Lutz, Slagter, Dunne, & Davidson, 2008), and
thematic analysis. Thematic analysis is a commonly used
increase positive feelings about the self, improve moods,
technique in qualitative research. Thematic analysis is
increase peaceful feelings, reduce frustration and
defined as a systematic approach to pattern recognition
aggravation, help clear the mind, aid concentration and
within the data, with emerging themes becoming categories
focus, allow for the control of bad thoughts, increase
for analysis (Braun & Clarke, 2006; Fereday & Muir-
positive thoughts, and relax the mind (Wisner, 2013).
Cochrane, 2006). Namey, Guest, Thairu, and Johnson
Correspondingly, in a study conducted in Bhutan, some of
(2008) posit that thematic analysis “focuses on identifying
the reported benefits of meditation on the students were
and describing both implicit and explicit ideas” (p.138).
enhanced concentration and interest in the subjects,
NVivo was used for data management and analysis.
increased attachment to the school, reduced aggressiveness
and anxieties, more controlled anger, improved behaviour,
enhanced inner peace, and improvement in their attitude to
help others (Gayphel et al., 2014).

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V. CONCLUSION [7] Campion, J., & Rocco, S. (2009). Minding the mind: The
effects and potential of a school-based meditation
The findings from the study showed that the
programme for mental health promotion. Advances in School
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