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HVPE 0.1 Holistic Devl & Role of Edu
HVPE 0.1 Holistic Devl & Role of Edu
Role of Education
in
Holistic Development
3
Whatever is said is a Proposal (Do not assume it to be true or false)
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
5
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?
6
Basis of Definiteness of Conduct
All units around us exhibit definite conduct... except human being
Trees, Plants... Conduct is based on their seed
Cow.... Conduct is based on their breed
Human being Conduct is based on their education-sanskar
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
xk;--- tSlk oa”k oSlk vkpj.k
ekuo tSlk f”k{kk&laLdkj oSlk vkpj.k
9
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 gS \
11
Check within Yourself! vius esa tkap dj ns[ksa!
What do we all want?
ge lc dh pkguk D;k gS\
12
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\
13
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\
14
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 be ensured when
you have enough physical facility?
What effort are you making for
continuity of happiness and
prosperity, other than accumulation
We will explore this further
of physical facility?
bl ckr ij ge vkxs v/;;u djsaxsA
15
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 gS\
Physical facility is necessary for animals and necessary for human being 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 being physical facility is necessary but not adequate
euq”; ds fy, Hkh lqfo/kk vko’;d gS ij iw.kZ ugha gSA
17
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 gS A
(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\
18
For human being, 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,
vko’;d
laca/k lqfo/kk ,oa iw.kZ
vxj bu lkS vkSj phtksa ij /;ku nsa rks ewyr% nks Ádkj 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
20
If we recognize human being’ aspiration, we find that they want to live in
relationship with all and feel happy living in relationship, therefore relationship is
necessary for human being
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 being, both physical facility and relationship are necessary
vr% ekuo ds fy, lqfo/kk o laca/k nksukssa vko’;d gSaA
21
For Human Being, both Physical Facility and Relationship are Necessary
For animals:
necessary &
adequate
RELATIONSHIP PHYSICAL FACILITY i’kq ds fy,
vko’;d
laca/k lqfo/kk ,oa iw.kZ
22
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 being:
being 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
24
Priority: Right Understanding, Relationship & Physical Facility
1 RIGHT UNDERSTANDING
(le>)
in the self
2 3 For animals:
RELATIONSHIP PHYSICAL FACILITY necessary &
(laca/k)
Feeling
adequate
(lqfo/kk)
- Trust
- Respect
-… with human For human being:
being 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 being:
being with rest of nature necessary but
not adequate
UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
26
Therefore we can observe two categories of human being
blhfy, vHkh nks rjg ds euq”; fn[kkbZ nsrs gSa&
1. Lacking physical facility, unhappy deprived (lqfo/kk foghu nq[kh nfjnz )
2. Having physical facility, unhappy deprived (lqfo/kk laiUu nq[kh nfjnz )
30
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 being
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
31
Animal Consciousness, Indefinite Conduct
? RIGHT UNDERSTANDING
(le>)
in the self
? 1
RELATIONSHIP PHYSICAL FACILITY
(laca/k)
(lqfo/kk)
with human
being with rest of nature
Animal
Consciousness
tho psruk
UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
32
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
33
Human Consciousness, Definite Human Conduct
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
in the self
2 RELATIONSHIP 3
PHYSICAL FACILITY
Feeling
(laca/k)
(lqfo/kk)
- Trust
- Respect
-… with human
being with rest of nature
35
Transformation (ladze.k) = Development (fodkl)
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
Transformation& Progress
in the self
laØe.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
being with rest of nature
Animal
Consciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 36
Role of Education-Sanskar: Enable Transformation
The role of education is to facilitate
the development of the
competence to live with Definite
Human Conduct
37
Role of Education-Sanskar: Enable Transformation
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
Transformation& Progress
in the self
laØe.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
being with rest of nature
Animal
Consciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 38
Role of Education-Sanskar: To 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 being
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
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 being
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
40
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 Ekkuoh; vkpj.k ls ;qDr djuk& le>] laca/k] lqfo/kk
rhuksa dks lqfuf”pr djuk( ;g f'k{kk&laLdkj dh ftEesnkjh gSA
Parents, teachers & society/environment have the responsibility of
providing such education-sanskar
Education – Developing Right Understanding (WHAT TO DO)
f”k{kk & lgh le>ukA
Sanskar – Commitment/ Preparation/ Practice for Right Living
. Preparation includes Learning Right Skills & Technology
(HOW TO DO)
laLdkj & lgh TkhUks dh fu’Bk@ rS;kjh@ vH;kLkA
lgh gquj@ rduhdh dks fodflr djukA 41
Course/Workshop Content: Right Understanding
Understanding Harmony:
1 RIGHT UNDERSTANDING - Harmony in the Individual
(le>) - Harmony in Family
- Harmony in Society
in the self - Harmony in
Nature/Existence
Living in Harmony at
2 RELATIONSHIP 3
PHYSICAL FACILITY all 4 levels:
Feeling
(laca/k) - Individual
(lqfo/kk)
- Trust
- Respect - Family
-… with human - Society
being with rest of nature - 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
1
Lke> ekuo psruk
& Lo;a esa
Lo;a ls ys dj laiw.kZ vfLrRo
dh O;oLFkk dks le>uk
2 3
laca/k esa U;k; O;oLFkk esa Òkxhnkjh
& ekuo ds lkFk & izd`fr lexz ds lkFk
ifjokj ls fo”o ifjokj O;oLFkk ls fo”o
ifjokj rd ifjokj O;oLFkk rd
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
48
Role of Education-Sanskar: Enable Transformation
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
Transformation& Progress
in the self
laØe.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
being with rest of nature
Animal
Consciousness
tho psruk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; lq[k) (mHk; le`f)) 49
Need Voiced by Education Commission & Committees in India
Every
1. committee
The Education on framing
Commission education policy has easily
-1882
agreed
2 that education
.The Universities on human
Commission - 1902values should be imparted…
but we have not
3 .Government been able
Resolution on to implementpolicy
Educational it effectively.
- 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
50
Guidelines for Value Education
- Universal
Whatever is studied as value education needs to be universally applicable to
all human being 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).
51
Content of Value Education (All Encompassing)
Human
RIGHT UNDERSTANDING Consciousness
1
in the Self ekuo psruk
– 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 being Rest of Nature
Right
Understanding
53
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
54
1 Scope of Right Understanding in the Self
Right Understanding i.e. Understanding the reality, as it is
3. Understanding Society
– Harmony in the Society
58
3 Scope of Human Order
60
FAO Report – 11-May-2011
Of the 4.2 billion tons of food produced, more than 1 billion tons of food is
lost or wasted every year, UN-backed report finds (11 May 2011)
About a third of all the food produced for human consumption each year – or
roughly 1.3 billion tons – is lost or wasted, according to a
new study commissioned by the United Nations Food and Agriculture
Organization (FAO)
63
Universal Human Order: Dynamics
Conduct that ensures
Human
continuity of mutual Conduct
happiness &
prosperity
Education that
ensures the
development of the
competence to live
with
Human Human Definite
Constitution Human Education Human
Nature of Tradition Conduct
society
Entry Point
of people living
together in a
relationship of
mutual fulfillment
Universal
Human
Order The society in which
Human Goal
is realised
66
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 being
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
67
Home Work
1. What is naturally acceptable to you
to live with animal consciousness or
to live with human consciousness?
68
FAQ
1. What is natural acceptance?
2. What is the meaning of sanskar? Is it to do with tendency, habits,
liking?
3. How do you say that physical facility is necessary and adequate for
animals? [ans: need to know and potential to know]
4. According to Maslow's hierarchy of needs, the physiological needs
are most basic, followed by safety & security, love & belonging, self-
esteem and finally self-actualisation. Here you are saying the
hierarchy of needs are right understanding, relationship then
physical facility. These two are in contradiction. Which one is
correct?
69