My nine years at Sherubtse College, Kanglung, Bhutan, from 1993 to 2002, were some of the most rewarding and enriching years of my personal and academic life. Looking back, I am filled with a deep sense of gratitude for the opportunity to contribute to this prestigious institution and the profound learning experience it offered me in return.
In my capacity as a teacher, I had the profound privilege of guiding and inspiring young students who were on the cusp of shaping Bhutan’s future. Many of them joined politics when Bhutan entered the phase of constitutional democracy in 2008. Many of them became Government officers and entrepreneurs. I am so happy to know their well-being and to learn that they are actively participating in national building. Witnessing my students blossom into well-rounded individuals who were not only academically prepared but also equipped to navigate the complexities of life was a source of immense satisfaction.
We had a sardonic way of saying, for some Sherubtse is the peak of learning, and for some, it is the peak of earning. It became a real peak of learning for me. Though, I was appointed to teach commerce students, yet, as a believer in holistic education and mutual learning, I moved out of commerce and accounting several times. I strived to create a dynamic learning environment that fostered critical thinking, intellectual curiosity, and a thirst for knowledge.
I strongly believe that the purpose of education is to allow learners to explore themselves through the discipline of their study. Fortunately, Sherubtse provided me with the opportunity to experiment and experience this. I attempted to use some innovative ways to help them improve their overall understanding of issues related to subjects I taught as well as issues concerning society and individuals.
Beyond academics, I also aimed to instil important life skills in the students. I encouraged them to freely express themselves and find the link between their lives and lectures. It was a great learning experience for me as I came from different culture and geography. Teaching the students was not limited to the classrooms but as it was a residential college, we had a number of opportunities to have interactions and exchanges, be it in the sports field, library, canteen, around shops, during strolls, etc.
Though formal teaching happened within the boundaries of the classroom, yet the interactions beyond the classroom were immensely educating both for them as well as for myself. Their unique experiences, viewpoints, and aspirations enriched classroom discussions and challenged me to become a more reflective and effective educator. We learned from each other, creating a vibrant tapestry of knowledge, and understanding.
The sense of responsibility towards society, community, institution, and environment strengthened my thinking as I saw it being practiced through SUPW weekly sessions on Saturdays led by Dr TS Powdyel (the Vice Principal). I had grown with students’ version of SUPW, some-useful-periods-wasted as against Socially Useful Productive Work as visualised by the educationists. The SUPW was followed in the truest spirit and sense at Sherubtse and I have vivid memories of those sessions where students were actively involved in cleaning the campus and its surroundings, duly supervised by the teachers. It broadened my perspective toward community service, social responsibility, co-ownership, and a sense of aesthetics.
While I strived to impart knowledge to students, Sherubtse College also enriched me in countless ways. Living and working in Bhutan, a country steeped in rich culture and breathtaking beauty, was a transformative experience. I had the opportunity to immerse myself in the Bhutanese way of life, learning about community living, driglam lamjha, concern for tsa-wa-sum, their respect for traditions, customs, and values.
The warmth and hospitality of the Bhutanese people, their deep respect for nature, and their commitment to Gross National Happiness (GNH) philosophy left an enduring mark on me. At that time, it did not occur in my wildest dreams that Bhutan and its development philosophy would become a driving force of my academic adventure. It became my focus of research and exploration later and today when I look back, I feel it was destined to happen this way. All my work over the last two and a half decades has been around GNH, Quality-of-life, Happiness at different levels (individual, organizational, national, and global), and Human Well-Being. No words can ever suffice my thankfulness to this small yet great nation for keeping me inspired to head toward building happy societies and happy organizations.
Sherubtse was mini-India as there were teachers from almost all the states in India. There were colleagues from Kerala and Himachal, Manipur and Rajasthan, Assam and UP, Bihar and Maharashtra, and almost all the states. Working with them was a great experience and some of my colleagues used to wonder as to how I could be so friendly with almost each one of them. Ironically, I learned about India much more in Bhutan than in India.
Sherubtse College was not just a workplace; it was a transformative experience. It would always hold a special place in my heart, not just for the contributions I made but for the invaluable knowledge and personal growth it bestowed upon me.
In the making of myself, the role of Sherubtse and Bhutan is unique and unparalleled. I met some of the finest people there, I read some of the finest books there, I composed some of the finest verses there, and I enjoyed some of the most precious moments of my life. I joined Sherubtse when I was a young boy with Masters in Commerce and a Law degree. When I left Bhutan, there were three of us, me, my wife, and two years young darling daughter. I had a doctorate and rich teaching experience of nine long years when I moved out of Sherubtse. It may be sheer coincidence that when I was born, my father was working in Bhutan, helping the Royal Kingdom through the Dantak project, building roads and bridges. Though these personal experiences are part of my family journey, yet the years I spent there have left unforgettable impressions filled with exceptional experience and learning.
Leaving Sherubtse College in 2002 was a poignant moment. I always aspired for academic growth. I had reached the highest teaching position at Sherubtse and there was no scope for further promotion. Way back in 1993, when I appeared for an interview for Sherubtse, the Principal asked me why I would like to join as I was already working in India, and I told him that it was a career progression for me as I would be teaching the syllabus of the University of Delhi, in the most prominent educational institution of Bhutan, I shall like to join Sherubtse given the opportunity. I had a similar answer when the Vice Chancellor of the university asked me why I wanted to leave Sherubtse and join the university.
The bonds forged with colleagues and students remain strong, and I continue to follow the college’s progress with immense pride. The knowledge I shared and the lessons I learned during those nine years have profoundly shaped my professional journey.
In retrospect, if I analyse, I took more from Bhutan as compared to what I could contribute. My gains are invaluable and my contribution is meager.
Long live Indo Bhutan friendship!
Tashi Deleg
1 thought on “SHERUBTSE – A REAL PEAK OF LEARNING”
Truly inspiring, Sir! I deeply appreciate the way you’ve reflected on your learning experience at Sherubtse. As they say, a great teacher is always a lifelong learner—and your words beautifully capture that essence, along with the importance of humility and intellectual curiosity. I feel truly grateful to have learned from you. Your insights continue to inspire me to pursue knowledge with purpose and a spirit of continuous learning. Thank you for always being so inspiriting.