Bjagoe Menchu of Gasa, Bhutan: An Interdisciplinary Interpretation of Indigenous Healing Knowledge and Possible Scientific Explanations

 Abstract

Bjagoe Menchu, a sacred medicinal water source located in Gasa, Bhutan, is deeply embedded in Bhutanese oral tradition and spiritual belief systems. According to legend, the water possesses extraordinary healing properties that cured a vulture suffering from a knife lodged in its throat, an event believed to have occurred under the prophecy of Guru Rinpoche. Contemporary observations further claim that metallic objects, such as iron nails, dissolve rapidly in the water, suggesting unusual chemical properties. This paper documents the oral narrative surrounding Bjagoe Menchu, examines current community beliefs and practices, and explores plausible scientific explanations for the reported phenomena. By integrating indigenous knowledge with principles of chemistry, geology, and medical science, the study highlights the importance of culturally grounded natural resources while emphasizing the need for systematic scientific investigation. The paper argues that Bjagoe Menchu represents a valuable intersection of traditional wisdom and modern science, warranting further interdisciplinary research.

Cambridge Aligned Curriculum Orientation Workshop

Abstract

The transition towards internationally benchmarked curricula has become a strategic priority in Bhutan’s education reform agenda. In this context, a three-day Cambridge Curriculum Aligned Orientation Workshop was conducted at Loselling MSS, Thimphu, from 22 to 24 January 2026. The workshop aimed to familiarize teachers with the philosophy, structure, pedagogy, assessment frameworks, and implementation strategies of the Cambridge International Curriculum. A total of 34 teachers participated in the programme, representing diverse subject areas and grade levels. The workshop was facilitated by Mr. Thukten Jamtsho from the Centre for School Curriculum Development (CSCD) and Mr. Singye Wangchuk from Phuntsholing Rigsar HSS, both of whom brought extensive expertise in curriculum reform and Cambridge-aligned instructional practices. This report presents a comprehensive academic analysis of the workshop, drawing upon the official workshop documentation, participant engagement records, and relevant literature on international curriculum implementation. The report highlights key learning outcomes, pedagogical shifts, challenges, and implications for future curriculum alignment in Bhutanese schools.

1. Introduction

Educational systems across the world are increasingly aligning their curricula with global standards to prepare learners for a rapidly changing, interconnected world. Bhutan’s education system, guided by the principles of Gross National Happiness (GNH), has progressively embraced reforms that balance global competencies with national values. One such initiative is the gradual introduction and orientation of the Cambridge International Curriculum in selected schools.

The Cambridge Curriculum emphasizes learner-centred pedagogy, conceptual understanding, skills development, formative assessment, and international benchmarking. However, successful implementation of such a curriculum depends largely on teacher preparedness, pedagogical understanding, and institutional readiness. Recognizing this, Ministry of Education and Skill Development organized a Cambridge Aligned Curriculum Orientation Workshop from 22 to 24 January 2026 as part of its professional development programme for teachers.

This academic report documents and analyses the orientation workshop, focusing on its objectives, structure, facilitation, content coverage, participant engagement, and educational significance. It also situates the workshop within broader educational reform efforts in Bhutan and aligns it with international research on curriculum change and teacher professional learning.