Of Teaching, Service, and Silent Devotion
At 98, in 2013, Khushwant Singh—India’s best-known writer and columnist—published one of his final books, ‘The Lessons of My Life’. One of his tips for a long and happy life was: “Keep both your mind and hands working.”
Dr. Thakur S. Powdyel—longtime educator, distinguished public servant, and former Minister of Education—is a living example of how mind and hands can work tirelessly together for the greater good. He has recently published another much-needed book, ‘Lopons from India: Glimpses of Their Life and Work in Bhutan’.
Long overdue and a welcome addition to Bhutan’s educational literature, the book was released on 12th May at the Nehru-Wangchuck Cultural Centre in Thimphu.
In most societies, books that honour and celebrate the lives and contributions of teachers are exceptionally rare. While appreciation for their vital role in educating children and shaping national development is frequently expressed, such recognition often remains on the surface. The truth is, teachers seldom seek the spotlight. Given the delicate and formative nature of their work, many avoid it conscientiously.
The real problem arises when the serious work of classrooms, schools, and teachers is tokenized or taken lightly by those who should value it most.
That is why the words of Parker J. Palmer (b. 1939), American educator and author of ‘The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life’ (1998), still resonate today:
“Teachers must be better compensated, freed from bureaucratic harrassment, given a role in academic governance, and provided with the best possible methods and materials. But none of that will transform education if we fail to cherish⎯and challenge⎯the human heart that is the source of good teaching”.
Where, then, is this “heart”? It lies in the way a teacher lives their social, emotional, intellectual, and spiritual life—moment by moment, day after day, year after year, often across a lifetime.
There are many ways to understand the heart of a teacher: by teaching oneself, spending time in their environment, reading about their professional lives, or listening patiently to their stories. The most intimate understanding, however, comes from being one of them—feeling the pulse of the profession, its highs and lows, its triumphs and setbacks, and the quiet perseverance behind it all.
Creating platforms for teachers to share their professional stories is a powerful way to grasp the depth and complexity of their work. Dedicating discursive spaces—newsletters, journals, brochures, periodicals, academic proceedings, and books—for these voices can be deeply encouraging. It helps sustain motivation over time. After all, it speaks to their professional identity, sense of belonging, and self-respect.
Dr. Thakur S. Powdyel’s ‘Lopons from India: Glimpses of Their Life and Work in Bhutan’ does exactly this. A beautifully curated anthology of personal narratives, the book brings together soul-stirring stories by twenty-four esteemed Indian educators who reflect on their teaching journeys—many spanning entire careers—in Bhutan.
The book is a heartfelt tribute to the hundreds of Indian teachers who have served in Bhutan’s schools and higher education institutions since the late 1950s, often under extremely challenging circumstances in the early years. It stands as a concrete expression of enduring Bhutanese values: gratitude, joy, and rejoicing.
Fascinating stories from our beloved teachers from India!
Education (‘shes-rig’ in Dzongkha; ‘shiksha’ in Sanskrit and Hindi) has long been a cornerstone of the close relationship between Bhutan and India. The teachings of the Buddha—especially his messages of peace, happiness, non-violence, and wisdom (‘shes rab’ in Dzongkha; ‘gyan’, ‘prajna’ in Sanskrit; ‘buddhi’, ‘gyan’ in Hindi)—have deeply influenced Bhutanese life. Practices such as calm-abiding (shamatha) and insight (vipassana) meditation, along with values like mindfulness, compassion, and environmental consciousness, continue to shape Bhutan’s education and culture.
This educational exchange can be viewed historically in four distinctive phases: the diffusion of the Buddha’s teachings; the adoption of the works of Nalanda teachers and scholars; the visit of Padmasambhava; and the engagement of Indian Lopons from the 1960s onwards.
The first phase was the spread of the Buddha’s teachings from Nalanda University and other great centers of learning in ancient India to Samye Monastery in Tibet, eventually reaching Bhutan and other Himalayan regions. The spiritual legacy of the Buddha—one of India’s greatest teachers—continues to enrich the deep educational and spiritual ties between Bhutan and India. After attaining enlightenment, the Buddha taught in many places across India, including Sarnath near Varanasi, Rajagriha, and Vaishali in Bihar. His teachings, originally recorded by his closest disciples, were later translated from Sanskrit and Pali into classical Chöskay and compiled as the Ka-gyur in 108 volumes, which are studied across the Himalayan region, including Bhutan.
The adoption of the seminal works of Nalanda Lopons of ancient India as the foundational curriculum for institutions of higher Buddhist studies in Bhutan, especially from the 1600s onwards, marked the second phase of educational exchange. Among these revered teachers are Lopon Ludrup (Acharya Nagarjuna, 150–250 CE), Lopon Phagpa Lha (Aryadeva, 2nd–3rd century CE), Lopon Thogmed Zangpo (Asanga, 4th century CE), Lopon Yig-nyen (Vasubandhu, 316–396 CE), Lopon Dawa Drakpa (Chandrakirti, 7th century CE), and Lopon Zhiwa Lha (Shantideva, 685–763 CE). Their influential works on wisdom, philosophy, logic, epistemology, and ethics—translated from Sanskrit into classical Chöskay—continue to be studied in Bhutan to this day.
The third phase was marked by the historic visit of Lopon Pema Jungne (Guru Padmasambhava, the Lotus-Born) around the mid-700s CE, which further deepened educational and spiritual ties between Bhutan and India. At the invitation of Sindhu Raja, a local chieftain in the Monyul region of Bumthang, Padmasambhava—the Precious Teacher (lopon in Dzongkha; guru in Sanskrit)—travelled to Bhutan. During his second visit, he taught ‘The Clear Mirror of Great Perfection’ to Sindhu Raja, his family, and around 500 followers. This marks the first recorded public teaching in Bhutan.
Padmasambhava’s arrival and teachings represent a profound milestone in the educational exchange between the two countries. More Lopons from India would follow in the centuries to come.
The fourth phase began with Bhutan’s launch of its first Five-Year Development Plan in 1961, envisioned by the Third Bodhisattva King, His Late Majesty King Jigme Dorji Wangchuck (1929– 1972). This plan called for the establishment of primary, high, and higher secondary schools and the urgent recruitment of qualified teachers. Until the late 1950s, Bhutanese students had to travel to neighboring Sikkim and to the hill stations of Kalimpong and Darjeeling in West Bengal for secular
education. To meet growing national needs, teachers were recruited from various Indian states, including Kerala, Tamil Nadu, Karnataka, Bihar, Uttar Pradesh, Sikkim, Himachal Pradesh, Punjab, and West Bengal.
Over the following decades, hundreds of Lopons from India dedicated their lives to teaching in Bhutan.
In ‘Lopons from India: Glimpses of Their Life and Work in Bhutan’, twenty-four of these educators share their reflections. Each narrative offers vivid accounts of their journeys into Bhutan, insights gained, values embraced, challenges overcome, and unforgettable memories.
Lopon G.B. Kurup, for instance, recalls his journey from Kerala to Trongsa School in 1962—a strenuous ten-day walk from Gelephu with a horseman and a loaded pony. Lopon Rajasekharan Pillai reflects: “I left Bhutan with a big intellectual bank balance comprising compassion, human values, happiness, hard work, mutual respect, patriotism, inclusiveness, and more—to make my future life worthy and useful to the community.”
Another Lopon writes of the multifaced roles Indian teachers played—that besides teaching, one had to be “a clerk, peon, school accountant, study supervisor, sports/games in-charge, besides being the [headmaster].”
Organized into two thematic sections— ‘Part I: Lopons from India’ and ‘Part II: Thank You Lopon’— the book offers a rich collection of stories and reflections for educational historians and anyone interested in the vital role Indian teachers played in Bhutan’s educational development.
Her Excellency Lyonpo Yeezang De Thapa, Minister of Education and Skills Development, and His Excellency Shri Sudhakar Dalela, Ambassador of India to Bhutan, in their respective messages, express heartfelt appreciation for the contributions of Indian teachers to the development of education in Bhutan.
A notable feature is the inclusion of reflective essays by eight Bhutanese educators and public servants who recall the Lopons who had the most impact on their lives. An insighful ‘Prologue’ by Lyonpo Sonam Tobgye, former Chief Justice of Bhutan, and a section titled ‘Gratitudes’ by the author add historical and philosophical depth to the volume.
Welcome to a tapestry of experiences from these dedicated educators from India. The book will be available in bookstores in Thimphu soon.
Contributed by
Dorji Thinley, PhD
President
Paro College of Education.
