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Bhutan Baccalaureate

About Bhutan Baccalaureate

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Philosophical Underpinnings

Philosophical Image

The teachings of Guru Padmasambhava serve as the basis for the philosophy of The Bhutan Baccalaureate. At the heart of Guru Padmasambhava’s teaching is the realization of primordial wisdom (yeshey – ཡེ་ཤེས), which is understood as the recognition of one’s innate awakened state.

 

Similarly, The Bhutan Baccalaureate sees as its mission the harnessing or awakening of the primordial wisdom of every learner. Learners engage in a sustained process of self-introspection in order to recognize that they are fundamentally pure, joyful, wholesome, creative and ever-evolving. An important feature of Padmasambhava’s teachings is the practice of unearthing treasures (Terma – གཏེར་མ) by treasure-discoverers (Terton – གཏེར་སྟོན). The Bhutan Baccalaureate similarly seeks to enable learners to become their own treasure-discoverers and unearth within themselves the various treasures that form a part of their innate being, their primordial wisdom.

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5 Areas of Development

Areas Of Development
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Cerebal Development
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Emotional Development
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Physical Development
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Spiritual Development

Learning Process

The Bhutan Baccalaureate learning process puts into practice the method of learning the skills, processes and watermarks, using concepts and domain-specific content.

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Assessment

In the Bhutan Baccalaureate, assessment is the engine that drives the learning process. Assessment makes it possible to ensure that the students are on the right track along the path of holistic development, by making it possible to get relevant information about their progress.

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Cross Pollination

Cross Pollination is a non-siloed approach to learning. Domains are not learnt as independent silos, but teachers and students collaborate to find natural connections that exist between the various concepts that must be learnt and used as an integrated approach to learning.

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Aesthetics

Aesthetics in the Bhutan Baccalaureate refers to more than the perception and cultivation of a sense of beauty. Rather, it extends to the way in which individuals operate in the world, based on such a perception.

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Skills, Processes and Watermarks

Skills are mechanisms used to interpret, process and make sense of existing and new knowledge. Processes are the ways through which the learner acquires skills and knowledge. Watermarks are the impacts of the learning environment and experiences upon the character and values of a learner, which include integrity, compassion, rigour, and leadership.

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Technology

Technology has always been a driver of change. It has revolutionized our world and changed the way we approach all aspects of our everyday lives. It has helped us reimagine human innovation and paved the way for efficient processes. Having recognized the critical role of technology in our world, the Bhutan Baccalaureate learning process leverages technology to augment learning.

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Bhutan Baccalaureate Curriculum

The Bhutan Baccalaureate understands the term ‘curriculum’ as the totality of a learner’s experience in the context of the school, both inside and outside the classroom. The Bhutan Baccalaureate curriculum adopts a whole-learner approach to learning in the Five Areas of Development: Cerebral, Emotional, Physical, Social, and Spiritual. It recognises that each individual is unique and has the ability to actualise their innate potential with timely interventions. The Bhutan Baccalaureate, thus, believes that each individual is a vital source of inspiration for the betterment of society and the world at large.

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