Professional Documents
Culture Documents
Holistic Development & Role of Education
Holistic Development & Role of Education
in
Holistic Development
2
Whatever is said is a Proposal (Do not assume it to be true)
Verify it on Your Own Right – on the basis of your Natural Acceptance
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
8
Out of the three types of fear, which is predominant for you?
Fear of Natural Calamities
Fear of Wild Animals
Fear of the Inhuman Behaviour of Human Being
Is this on the increase or decrease?
9
Education-Sanskar – Basis of Human Beings’ Conduct
izd`fr esa gj bdkbZ dk vkpj.k fuf”pr fn[kkbZ nsrk gS--- ekuo ds vykokA tSls &
isM] ikS/ks--- tSlk cht oSlk vkpj.k
Xkk; tSlk oa”k oSlk vkpj.k
ekuo tSlk f”k{kk&laLdkj oSlk vkpj.k
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The Role of Education-Sanskar f”k{kk&laLdkj dh Hkwfedk
What is the role of education-sanskar?
f”k{kk&laLdkj dh Hkwfedk D;k D;k gS \
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Check within Yourself! vius esa tkap dj ns[ksa!
What do we all want?
ge lc dh pkguk D;k gS\
13
Desire pkguk
Do we want to be happy?
D;k ge lq[kh gksuk pkgrs gSa\
Do we want to be prosperous?
D;k ge le`) gksuk pkgrs gSa\
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Desire pkguk State of Being gksuk
Do we want to be happy? Are we happy?
D;k ge lq[kh gksuk pkgrs gSa\ D;k ge lq[kh gSa\
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Desire pkguk Effort djuk
Do we want to be happy? Is our effort (gekjk iz;kl):
D;k ge lq[kh gksuk pkgrs gSa\ – For continuity of happiness
and prosperity?
Do we want to be prosperous? lq[k] le`f) dh fujarjrk ds vFkZ
D;k ge le`) gksuk pkgrs gSa\ esa gS or ;k
– Just for accumulation of
physical facility?
Do we want the continuity of
happiness and prosperity? dsoy lqfo/kk&laxzg ds vFkZ esa\
D;k ge lq[k] le`f) dh fujarjrk Have you assumed that happiness
pkgrs gSa\ and prosperity will automatically
come when you have enough
physical facility?
What effort are you making for
continuity of happiness and
We will explore this further
prosperity, other than accumulation
bl ckr ij ge vkxs v/;;u djsaxsA of physical facility?
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Check within Yourself! vius esa tkap dj ns[ksa!
The unhappiness in your family is
More due to lack of physical facility or
More due to lack of fulfillment in relationship?
vkids ifjokj esa tks nq%[k gS] og lqfo/kk ds vHkko esa T;knk gS ;k laca/k dk fuokZg
u gksus ds dkj.k T;knk gSa\
Physical facility is necessary for animals and necessary for human beings also
lqfo/kk i’kq ds fy, vko’;d gS] euq”; ds fy, Hkh vko’;d gSA
However, ijarq]
For animals physical facility is necessary as well as adequate
i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS]
For human beings physical facility is necessary but not adequate
euq”; ds fy, Hkh lqfo/kk vko’;d gS ij iw.kZ ugha gSA
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When an animal has lack of physical facility it becomes uncomfortable, when it
gets physical facility it becomes comfortable
Eg. When a cow gets a stomach-full of grass, it becomes comfortable, sits and
chews the cud
i’kq dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku gksrk gS] lqfo/kk fey tk, rks og vkjke esa vk
tkrk gS] tSls isV Hkj ?kkl fey tk, rks xk; vkjke ls tqxkyh djrh gSA
(Check for yourself if you feel happy every day that you are getting enough to
eat?)
vki gh vius esa tkap dj ns[ksa D;k vki bl ckr ij jkst [kq’k gksrs gSa fd vkidks isV Hkj Hkkstu
fey jgk gS\
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For human beings, physical facility is necessary but relationship is also
necessary
ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gS
For animals:
necessary &
adequate
RELATIONSHIP
PHYSICAL FACILITY i’kq ds fy,
laca/k lqfo/kk
vko’;d
,oa iw.kZ
with human
With nature For human beings:
beings necessary but
not adequate
ekuo ds fy,
vko’;d
ijarq iw.kZ ugha
vxj bu lkS vkSj phtksa ij /;ku nsa rks ewyr% nks izdkj dh lwph curh gS &
1- ekuo ds lkFk laca/k esa Hkko vkSj
2- Lo;a esa lgh le>] Kku
dks lqfuf’pr djus dh ckr euq”; lksprk gS] lqfo/kk ds vykokA
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If we recognize human beings’ aspiration, we find that they want to live in
relationship with all and feel happy living in relationship, therefore relationship is
necessary for human beings
euq”; dh pkguk dks igpkusa rks og lHkh ds lkFk laca/kiwoZd thuk pkgrk gS vkSj laca/kiwoZd thdj
lq[kh gksrk gS] blfy, laca/k euq”; ds fy, vko’;d gSA
Thus: for human beings, both physical facility and relationship are necessary
vr% ekuo ds fy, lqfo/kk o laca/k nksukssa vko’;d gSaA
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For Human Being, both Physical Facility and Relationship are Necessary
For animals:
necessary &
adequate
RELATIONSHIP
PHYSICAL FACILITY i’kq ds fy,
laca/k lqfo/kk
vko’;d
,oa iw.kZ
with human
With nature For human beings:
beings necessary but
not adequate
ekuo ds fy,
vko’;d
ijarq iw.kZ ugha
23
On further examination, we find that we all do want to live in relationship
with others
vkxs /;ku nsa rks irk pyrk gS fd laca/k iwoZd thuk rks ge lc pkgrs gh gSaA
Every night when there is a fight, we want to resolve it. We start the next
day with the thought that we don’t want to fight today, but due to lack
of right understanding about fulfillment of relationship, a fight takes
place by night
gj fnu tc jkr esa >xM+k gksrk gS rks vxys fnu ;gh r; dj ds ‘kq: djrs gSa fd
vkt >xM+k ugha djuk gS ijarq] laca/k ds fuokZg dh le> u gksus ds dkj.k ge
laca/k iwoZd th ugha ikrs gSa] vkSj jkr rd fQj >xM+k gks tkrk gSA
RIGHT UNDERSTANDING
(le>)
in the self
For animals:
RELATIONSHIP PHYSICAL FACILITY necessary &
(laca/k) adequate
(lqfo/kk)
with human For human beings:
beings with rest of nature necessary but
not adequate
Are all 3 required? Is something redundant? Is anything more required?
Are we working on all 3?
If all 3 are required, what would be the priority*?
*Working on the high priority makes it easier to deal with the lower priority
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Priority: Right Understanding, Relationship & Physical Facility
1 RIGHT UNDERSTANDING
(le>)
in the self
2 3 For animals:
RELATIONSHIP PHYSICAL FACILITY necessary &
(laca/k)
Feelings
adequate
(lqfo/kk)
- Trust
- Respect
-… with human For human beings:
beings with rest of nature necessary but
not adequate
? RIGHT UNDERSTANDING
(le>)
in the self
? 1 For animals:
RELATIONSHIP PHYSICAL FACILITY necessary &
(laca/k) adequate
(lqfo/kk)
with human For human beings:
beings with rest of nature necessary but
not adequate
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While I do not want to fight, a fight takes place…
I try to resolve it by giving a gift (tasty food, nice clothes etc.). Sometimes this
works… Now I can see that it only shifts the attention from the fight to the gift,
and only for a short time… In a few days, another fight takes place, and this
time it is of greater intensity… Now I can see that it is due to lack of right
understanding about relationship
I have been trying to fill this gap by more and more sensation
The happiness I draw out of physical facility (including sensation) is not long
lasting; I get bored by one sensation… so I go for another
The happiness I get from feelings is long lasting, continuous. My need for
getting these feelings from the other is also continuous
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If our living is only for physical facility, then we are living with animal
consciousness, because animals live only for physical facility and are
fulfilled by that, not human beings
vxj gekjk thuk flQZ lqfo/kk ds fy, gS rks ge tho psruk esa gh th jgs gS
D;ksafd i’kq dk thuk Hkh lqfo/kk ds fy, gS vkSj i’kq gh blls r`Ir gks ikrk gS]
ekuo ughaA
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Animal Consciousness, Indefinite Conduct
? RIGHT UNDERSTANDING
(le>)
in the self
? 1
RELATIONSHIP PHYSICAL FACILITY
(laca/k)
(lqfo/kk)
with human
beings with rest of nature
Animal
Conciousness
tho psruk
UNHAPPINESS (Mutual) DEPRIVATION (Mutual)
nq[k (mHk; ) nfjnzrk (mHk; )
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If we are living for all three (right understanding, relationship and
physical facility) then we are living with human consciousness
vxj gekjk thuk rhuksa le>] laca/k vkSj lqfo/kk ds fy, gS rks ge ekuo psruk
esa th jgs gSaA
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Human Consciousness, Definite Human Conduct
Human
Conciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
in the self
2 RELATIONSHIP 3
PHYSICAL FACILITY
Feelings
(laca/k)
(lqfo/kk)
- Trust
- Respect
-… with human
beings with rest of nature
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Transformation (ladze.k) = Development (fodkl)
Human
Conciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
in the self
Transformation& Progress
ladze.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
beings with rest of nature
Animal
Conciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 37
Role of Education-Sanskar: Enable Transformation
38
Role of Education-Sanskar: Enable Transformation
Human
Conciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
Transformation& Progress
in the self
ladze.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
beings with rest of nature
Animal
Conciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 39
Role of Education-Sanskar: Enable Transformation
Holistic development is transformation to Human Consciousness.
The role of education-sanskar is to enable this transformation by way of
ensuring the development of the competence to live with Definite
Human Conduct
For this, the education-sanskar has to ensure
1. Right understanding in the self of every child
2. The capacity to live in relationship with the other human beings
3. The capacity to identify the need of physical facility and the skills &
practice for sustainable production of more than what is required leading
to the feeling of prosperity
These are the 3 components of human eduction-sanskar, if it has to
ensure development of definite human conduct
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Role of Education-Sanskar: Enable Transformation
Holistic development is transformation to Human Consciousness.
The role of education-sanskar is to enable this transformation by way of
ensuring the development of the competence to live with Definite
Human Conduct
For this, the education-sanskar has to ensure
1. Right understanding in the self of every child
2. The capacity to live in relationship with the other human beings
3. The capacity to identify the need of physical facility and the skills &
practice for sustainable production of more than what is required leading
to the feeling of prosperity
These are the 3 components of human eduction-sanskar, if it has to
ensure development of definite human conduct
If we look at the education we are giving today…
1. First one is missing
2. The second one is missing
3. In the third one, identification of physical facility, is also missing. The
willingness to produce by way of labour is also missing. The core feeling
that is generated is to accumulate more & more rather than produce more
& more ; and to consume more & more
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Role of Education-Sanskar: Enable Transformation
The role of education-sanskar is to facilitate the development of the
competence to live with Definite Human Conduct by ensuring all 3
(Right Understanding, Relationship and Physical Facility) – in every
Human Being
gj ekuo dks fuf'pr Ekuoh; vkpj.k ls ;qDr djuk] le>] laca/k] lqfo/kk
rhuksa dks lqfuf’pr djukA ;g f'k{kk&laLdkj dh ftEesnkjh gSA
Parents, teachers & society/environment have the responsibility of
providing such education-sanskar
Living in Harmony at
2 RELATIONSHIP 3
PHYSICAL FACILITY all 4 levels:
Feelings
(laca/k) - Individual
(lqfo/kk)
- Trust
- Family
- Respect
-… with human
beings with rest of nature - Society
- Nature/Existence
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
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Role of Education-Sanskar: Enable Transformation
Human
Conciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
Transformation& Progress
in the self
ladze.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
beings with rest of nature
Animal
Conciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 48
Need Voiced by Education Commission & Committees in India
Every committee*
1. The Education on framing
Commission -1882education policy has easily
agreed that education
2 .The Universities on human
Commission - 1902values should be imparted…
but we have not
3 .Government been able
Resolution on to implement
Educational it effectively.
policy - 1913
4 .The Calcutta University Commission- 1917
The problem
5 .The has been 1929
Hartog Committee- “How to teach human values in
educational institutions”
6 .The Sapru Committee -1934
7 .The Abbot-Wood Report, 1936
8 .Zakir Hussain Committee -1937
9 .The Sergeant Report- 1944
10. The University Education Commission (S Radhakrishnan)- 1948
11 .The Secondary Education Commission-1952
12 .The National Committee on Women's Education-1958
13 .D.S. Kothari Commission- 1964
14 .Yashpal Committee Report -1993
15 .National Knowledge Commission-2005
16 .S. Muthukumaran Committee-2007
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Guidelines for Value Education
- Universal
Whatever is studied as value education needs to be universally applicable to
all human beings and be true at all times and all places.
It should not depend on sect, creed, nationality, race, gender, etc.
- Rational
It has to be amenable to logical reasoning.
It should not be based on blind beliefs.
- Verifiable
The student should be able to verify the values by checking with one's own
experience, and is not asked to believe just because it is stated in the course.
- Leading to Harmony
Values have to enable us to live in peace and harmony within our own self as
well as with others (human being and rest of nature).
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Content of Value Education (All Encompassing)
Human
RIGHT UNDERSTANDING Conciousness
1 ekuo psruk
in the Self
– Understanding Harmony
in Individual, Family,
Society, Nature/Existence
2 JUSTICE in 3 PARTICIPATION in
RELATIONSHIP LARGER ORDER
with Human with Nature
Being - From Family
- from Family to Order to World
World Family Family Order
Proposal
1 Verify 2 Experiential Validation
on the basis
Of Live according to it
your 2a 2b
Natural
Acceptance Behaviour with Work with
Human Beings Rest of Nature
Right
Understanding
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Basic Human Aspiration – Happiness, Prosperity Continuity
Happiness Prosperity
To be in a state of Harmony is The feeling of having more than
Happiness required Physical Facility
53
Happiness Unhappiness
The state or situation, in which I The state or situation, in which I
live, live,
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State of Education-sanskar State of Society
Education-sanskar shapes the society of the future
If we are providing human education-sanskar, students will exhibit
definite, human conduct & they will contribute toward a humane
society in future
If we are not providing such education-sanskar, students will exhibit
indefinite, inhuman conduct & they will contribute to an inhumane
society in future
Universal
Human The society in which
Order Human Goal
is realised
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Sum Up: Holistic Development & The Role of Education
The role of education-sanskar is to enable the transformation to Human
Consciousness (i.e. holistic development) by way of ensuring the
development of the competence to live with Definite Human Conduct
For this, the education-sanskar has to ensure
1. Right understanding in the self of every child
2. The capacity to live in relationship with the other human beings
3. The capacity to identify the need of physical facility and the skills &
practice for sustainable production of more than what is required leading
to the feeling of prosperity
These are the 3 components of human education-sanskar, if it has to
ensure development of definite human conduct
Parents, teachers & society/environment have the
responsibility of providing such
education-sanskar
We will explore the steps necessary to ensure
Human Education-Sanskar
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