Stress at individual and social levels; distorts our cognition,
affect and conation (perception, feelings and actions); and leads to
amongst many other evils; deterioration of international, national and
local education policy and its implementation. The present day
non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary,
exploitative and malevolent) education (formal, curricular, co
curricular, extracurricular and informal) is a major stressor that
though aids in petty pursuits; opposes our blossoming and further
perpetuates stress and ill effects in the individual and social life.
Let us review; the present perspective, policy and practice of
education; as seen around.
Even
though education is defined in various ways; and often inadequately or
incompletely; there has been a general agreement on the fact that
education is basically a process of blossoming of an individual and the
society. Hence it included three domains, which are as follows.
The
first domain is called AFFECTIVE DOMAIN. This means the state of mind.
In simple words affective domain relates to how we feel. Thus when our
mind is full of alertness, attention, enthusiasm, buoyancy, affection,
concern, joy, tolerance, self esteem, mutual respect, mutual trust,
commitment, dedication, love, romance, confidence, positive and
victorious spirit, we would call it healthy affective domain. In
addition; the zeal and concentration needed; in the pursuit of
excellence in intellectual field, tenacity and endurance required; in
skillful activities and patience and commitment essential; for
internally satisfying and socially beneficial (conscientious) actions
constitute affective domain. The purpose of education is to nurture this
domain by designing suitable curricula and syllabi.
The second
domain of education is called PSYCHOMOTOR DOMAIN. This implies ability
to appreciate skills and ability to perform physical and mental skills,
with speed, accuracy, elegance, ease of performance etc. This may
involve appreciation and performance of skills such as surgery, playing a
musical instrument, playing basket ball or doing carpentry! The purpose
of education is to nurture this domain through not only designing
suitable curricula, syllabi but also by providing sufficient practical
and demonstration classes; with all the necessary equipments.
The
third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates
accurate perspective, contemplation, correct perception understanding,
conceptualization, analysis and recall of fact and problems, ability to
evaluate, synthesize, correlate and make decisions, appropriate
policies, plans and expertise in the management, administration, etc.
It
is clear that all these domains have three components each viz.
Cognition [Perception], affect [Feelings] and conation [Response].
Thus
cognitive domain would have intellectual perception, clarity and
intellectual expression, affective domain would include feeling,
motivation and response in emotional sphere such as poetry; and
psychomotor domain would include grasp and internalization of a
particular skill, confidence to perform it and actually performing it.
Let
us now see, how in spite of these goals; how it has come to be
conceived as a process of achieving political, economic, scientific and
technological supremacy and thus deteriorated to the present stage;
where all the three domains are defective; apart from lacking in the
spiritual and productive domains. In short; let us see how it has become
a major stressor.
For this; a brief consideration of the traditional education system in India would prove useful.
Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.
These
were merits. But it is also true that, the traditional system was
apparently marked by deprivation of scholastic education on mass scale,
apparently unjustifiable availability of education of jobs based on
caste, deficient infrastructure for collective scientific and
technological efforts, and an element of arbitrary imposition of
hierarchy.
The traditional education system has attained the
present status of being a major stressor as a result of several
stressful factors including the onslaught of the tempting and impressive
individualistic doctrines. Thus the transition from traditional system
to the present one (whether due to British, American or any other
influence, but basically due to individualistic pursuits); has become a
major stressor tearing apart the cohesive social fabric of India by
failing to preserve and nurture the merits and discard and dispose off
the demerits.
As the education shifted from homes, home industries
and farms to; nurseries, K.G. schools, schools, colleges, universities,
corporate industries, research institutions etc. the transition became
viciously poisonous.
Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student's background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student's background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,
Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one's social environment and culture
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one's social environment and culture
Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.
It is important
to realize that promotion of psychomotor domain is evident but in its
caricature form. It has no concrete economic realistic basis. The
activities have no economic incentive and no productive element.
Apart
from the defects in the three domains; the other two domains viz.
spiritual and productive; have not TOTALLY ABSENT in the education.
The
spiritual domain that imparts universal perspective and globally
beneficial outlook; incorporates inner blossoming of an individual
through introspection, heart to heart communication (not merely
discussion and arguments), mutual understanding and blossoming of the
teachers and students together; through one of the most universal
practices; viz. NAMASMARAN. Thus the spiritual domain is a key to
conquer lust, whims, fancies, pride, arrogance, callousness, contempt,
ungratefulness, prejudices, jealousy, hatred, meanness, meekness,
beggary, cheating, stealing, treachery and so on; is never made
available to the teachers, students and the others; associated with
education.
The present education system in India lacks the other
important domain viz. the productive domain that empowers the people
concerned with education. This prevents a huge section of society such
as teachers, students, clerks, servants, sweepers and many others such
as education inspectors, from being creative and productive. In addition
it causes colossal loss of space, electricity, construction cost and so
on. In addition because of the typical emphasis on rote learning it
leads to phenomenal waste of "educational material" such as paper, bags,
pencils, ball pens etc.
It has to be appreciated that billions of
rupees are spent on unproductive or rather counterproductive exercise
of construction, decoration and maintenance of schools and colleges,
electricity, and so called educational material, payment of millions of
teachers and other staff members engaged, and exams conducted to test
the "capacity and merit of rote learning". This way we weaken the
national economy, jeopardize the developmental activities.
It also
causes economic loss to everyone involved in education; while
suppressing and starving their all three domains nurtured in productive
activity. This is a single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers' children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers' children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.
In short, present day
education system harnesses arrogance and diffidence; amongst those who
continue to learn. But their spiritual, cognitive, psychomotor,
affective and productive domains are defective. Their spiritual
blossoming, self empowerment, creative wisdom, intellectual competence,
productive skills, self sufficiency and even physical health are
deficient. Thus we have increasing number of unproductive criminals and
mental wrecks or highly competitive efficient maniacs pursuing petty
goals at the cost of others!
For those who are unable to continue
the education; the abyss of being child labor, stealing, delinquency,
criminals, perverts, beggars is wide open!
The piecemeal approach
or facilitation of petty pursuits (under the guise of development and
progress) is not only useless but are in fact counterproductive! It
leads to cancerous spread of industries with uncontrolled production of
unnecessary utilities and their maddening marketing. These industries
consume energy, fuel and add to undisposable waste and pollution. This
sickening and stressful atmosphere nurtured by the present education;
promotes the growth of terrorism on the one hand; and pretends to act
against it (in a counterproductive way) on the other!
Mainstream
Education System and the courses and careers in it; revolve around and
serve the grossly petty and superficial considerations, motivations and
interests and this state of affairs; is strongly protected and
strengthened by the elements with similar interests! Hence the present
laws, rules and regulations also promote present education and its ill
effects.
Some institutions and individuals, for whom we have great
respect, are involved in the holistic approach to education
(mainstream, formal, informal, curricular, co curricular,
extracurricular as well as education of physically and mentally
challenged children). But these efforts are too feeble to make a
difference to our life.
While piecemeal approaches are failing;
there is no adequate awareness and promotion of holistic education,
which leaves the vicious cycle of stress distorting education and
distorted education creating, aggravating and spreading the stress; to
continue unabashedly and unabated.
Hence; the ill effects of
stress on present education and vice versa; can be eradicated if we
understand and propagate the defects in present education and promote
holistic education as an international solution. It has to be
appreciated that no statesman, no political leader, no policy maker and
no administrator can bring about change in an existing system (in
democratic set up); unless, we evolve a consensus about the changes in
the majority of people; whose cooperation is very vital.
In short;
the policy of holistic education; demands that every school, college,
university etc must become the center of production and service, self
sufficient and must aid in self sufficiency and blossoming of everyone
involved in education and also of the nation.
The students,
teachers and others associated with education; must blossom as
independent and empowered individuals; spiritually, intellectually,
mentally, instinctually, physically and economically.
In practice; everyday; approximately
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain
20 % of the time must be spent in production, service etc.
1.
The productive domain should be an essential ingredient of education
System, but no particular job should be enforced. The teachers and
others should participate in the productive domain. Production and
service can involve community projects such plantation of medicinal
herbs, rearing of cows, home flower gardening, production of chalk
sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their
sale according to the situations.. Working physically in different ways
and earning is not a burden. It is an opportunity to grow from within.
It is an opportunity to develop our self esteem. It is an opportunity to
become self sufficient.
2. This leads to self sufficiency in
schools. They do not have to depend on heavy fees or federal grants or
donations and this way they become accessible to all; rendering the
reservations redundant!
3. Through productive domain the
hypokinetic stress, emotional stress of being dependent and intellectual
stress of excessive memorizing is averted.
4. Due to productive
domain, the dropping out due to lack of earning (as is common in case of
millions of students in many parts of world) and then turning into
helpless, vulnerable and cheap child labor would come down.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.
6. The emphasis on productive domain (and hence
psychomotor and practical aspects) would bring down the necessity and
also the capability and possibility to "copy" and associated crimes and
corruption in procedures of examinations, certification, providing
grants and so on!
The caste based or any other kind of reservation
for education, jobs and promotions; responsible for social divide and
strife; in many parts of the world; (especially India) can be rendered
redundant and thus; peacefully and advantageously done away with, by
consensus!
Most importantly; we have to introduce and incorporate
examinations, which examine the actual skill, capacity or performance of
the student, rather than his/her ability of repeating or reproducing
things and/or copying.
20 % of the time must be spent in physical activities
Physical
activities can include pranayama, sports, exercise, trekking, hiking, a
variety of physical fitness training programs and methods to avoid
monotony and improve efficacy. A variety of sports prevalent in every
other parts of the world can make the programs more interesting,
entertaining thereby promoting global unity.
20 % of the time must be spent in personality (conceptual and spiritual) development and
Personality
development includes affective domain, spiritual domain and embodies
broadening of perspective through various means such as; NAMASMARAN, by
hearting and chanting prayers, poems and songs from different languages
and countries thereby promoting global unity, invited guest lectures,
seminars, discussions on holistic health, educational tours and visits
to places where the student gets exposed to rapid developments in the
society such as laboratories, airports, government offices, share
market, farms etc.
20 % of the time must be spent in entertainment
Entertainment
that enriches the soul; not only should include playing musical
instruments, dance, painting, mimicry, singing, story telling, drama,
movie etc. but everything that nurtures the affective domain and
spiritual domain as well.
20 % of the time must be spent on cognitive domain
Development
of cognitive domain can include teaching of languages, history,
geography, mathematics etc with utmost emphasis on interpretation and
relevance in day to day life. Thus typical irrelevant questions in the
examination of history, languages, mathematics; should be totally done
away with. The subject such as economics, psychology, civics,
philosophy, logic, sociology etc must include field work and made
relevant to the present society.
We must encourage maximum and
daily person to person interaction and dialogue amongst the teachers and
students; so that analytical, synthetic, contemplative, decision
making, trouble shooting and problem solving capacities are developed
optimally.
Let us realize the fact that the vicious cycle of
stress distorting education and distorted education causing and
multiplying stress e.g. in the form of RESERVATION POLICY and its ILL
EFFECTS; in individual and social life; can NOT be managed effectively
unless and until; a situation where millions are "imprisoned" in
unproductive work and millions are forced into unemployment and inhuman
cheap child labor; is eradicated through holistic education policy and
its implementation; at international, national and local levels; through
the laws, government rules and public awareness, consensus and
participation.
The details of practical steps can be developed by
interactions amongst the people active in the field of education all
over the world. But we all need;
1, Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.
The
physical, instinctual, emotional, intellectual, spiritual and economic
empowerment and blossoming; of all those involved in holistic education
is integral to Total Stress Management (the core of which is
NAMASMARAN); i.e. individual and global blossoming; culminating into
global unity, harmony and justice.
Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!
Namasmaran
usually embodies; remembering the name of God, Guru, great souls; such
as prophets and whatever is considered as holy e.g. planets and stars.
It is remembered silently, loudly, along with music, dance, along with
breathing, in group or alone. Further, NAMASMARAN is either counted by
some means such as fingers, rosary (called SMARANI or JAPAMALA), or
electronic counter; or practiced without counting. The traditions vary
from region to region and from religion to religion.
However the universal principle underlying
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!
Since individual
consciousness is the culmination of every activity in life; and
NAMASMARAN the pinnacle of or culmination of individual consciousness;
NAMASMARAN is actually opening the final common pathway to objective or
cosmic consciousness; so that individual consciousness in every possible
activity gets funneled into or unified with Him!
Thus NAMASMARAN
is in fact the YOGA of YOGA in the sense that it is the culmination of
consciousness associated with every possible procedure and technique in
the yoga that we are familiar with. It is the
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not "miss" the "benefit of NAMASMARAN as they may remember true self through one symbol or another"!
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not "miss" the "benefit of NAMASMARAN as they may remember true self through one symbol or another"!
