lex exz fod z fodkl es esa fk{kk dh Hk Hkwf wfed edk bl l= dk - - PowerPoint PPT Presentation
UHVPE 0.1 Role of Education in Holistic Development lex exz fod z fodkl es esa fk{kk dh Hk Hkwf wfed edk bl l= dk dk vk'k; Content of this Session lexz fodkl Holistic development lexz fodkl esa fk{kk dh Hkwfedk The role of
3
Holistic development The role of education in holistic development About the content of this workshop/course About the process of this workshop/course
Content of this Session
bl l= dk dk vk'k;
4
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
The Role of Education f”k{kk dh Hkwfedk What is the Role of Education? f”k{kk dh Hkwfedk D;k gS \ The role of education is to facilitate the development of the competence to live with Definite Human Conduct*
f”k{kk dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA
*Conduct in accordance with one's Natural Acceptance
6
Out of the three types of fear, which is predominant for you?
Is this on the increase or decrease?
vki ds fy,] bu rhuksa esa ls dkSu lk Hk; izeq[k gS \ fgald i'kqvksa dk Hk; izkd`frd vkink dk Hk; ekuo ds vekuoh; O;ogkj dk Hk; ;g Hk; c< jgk gS ;k ?kV jgk gS \
Literacy is increasing The fear of the Inhuman Behaviour of Human Being is also increasing…
lk{kjrk c< jgh gS ekuo ds vekuoh; O;ogkj dk Hk; Hkh c< jgk gS---
9
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
10
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 \
The role of education-sanskar is to facilitate the development of the competence to live with Definite Human Conduct
f”k{kk&laLdkj dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA
Is there need for such education-sanskar? Who is responsible to make it available? Parents, Teachers, Society Are we able to ensure it? If we want to provide such education-sanskar, what would be the basic requirements? We will explore into this
11
Is Human Relationship Important?
12
Check within Yourself! vius esa tkap dj ns
j ns[ksa! a!
What do we all want?
ge lc d dh pkguk k D;k gS\
We can examine this within ourselves
bls ge vius esa tkap dj ns j ns[k ldrs gSaA
13
Do we want to be happy?
D;k ge l lq[kh gksuk pkgrs s gSa\
Do we want to be prosperous?
D;k ge l le`) gksuk k pkgrs gSa\
Do we want the continuity of happiness and prosperity?
D; D;k ge lq lq[k [k] le le`f) dh fujarjrk rk pkgrs rs gSa\
Desire pkguk
14
Do we want to be happy?
D;k ge l lq[kh gksuk pkgrs s gSa\
Do we want to be prosperous?
D;k ge l le`) gksuk k pkgrs gSa\
Do we want the continuity of happiness and prosperity?
D; D;k ge lq lq[k [k] le le`f) dh fujarjrk rk pkgrs rs gSa\
Are we happy?
D;k ge l lq[kh gSa\
Are we prosperous?
D;k ge l le`) gSa\
Is there continuity of our happiness and prosperity?
D;k gekjs js lq[k] le`f) dh fuja jarjr jrk k gS gS\
Desire pkguk State of Being gksu
15
Do we want to be happy?
D;k ge l lq[kh gksuk pkgrs s gSa\
Do we want to be prosperous?
D;k ge l le`) gksuk k pkgrs gSa\
Do we want the continuity of happiness and prosperity?
D; D;k ge lq lq[k [k] le le`f) dh fujarjrk rk pkgrs rs gSa\
We will explore this further
bl ckr ij g j ge vkxs v/; /;;u djs jsaxsA
Is our effort (gekjk
jk iz;kl):
– For continuity of happiness and prosperity?
lq[k] le`f) dh fuja jarjr jrk k ds vFkZ esa gS or ;k ;k
– Just for accumulation of physical facility?
dsoy
kk&la laxzg xzg ds vFkZ esa\
Have you assumed that happiness 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
Desire pkguk Effort djuk
16
Check within Yourself! vius esa tkap dj ns
j ns[ksa! a!
The unhappiness in your family is
vkids ds ifjo jokj esa tks nq nq%[k k gS gS] ] og
kk ds ds vHkko esa T;knk gS gS ;k laca/k /k dk dk fuok
u u gksus ds ds dkj. j.k T;knk gS gS\
How much time and effort are you investing:
vki lqfo/kk kk tqVkus ds ds fy fy, , fdruk le; o
jgs gSa gSa vkSj laca/k /k dk dk fuok
Zg ds ds fy fy, , fdruk le; o
jgs gSa gSa\
The unhappiness is more due to lack of fulfillment in relationship Most of the time and effort is spent for physical facility
nq nq%[k k laca/k /k dk dk fuok
Zg u u gksus ds ds dkj. j.k T;knk gS gS( ( ijU jUrq] le; o
kk ds ds fy fy, , T;knk yxk;k tk tk jg jgk gS gS
17
Check within Yourself! vius esa tkap dj ns
j ns[ksa! a!
For human being physical facility is necessary but relationship is also necessary
ekuo ds ds fy fy, , lqfo lqfo/kk kk Hkh vko’;d gS gS] ] ijarq laca/k Hkh vko’;d gSA
On examining carefully, we find that this is a fundamental difference between animals and human being
/; /;ku ku ls ls ns[ksa ksa rks ekuo o
ds chp ;g ,d ewyHkwr varj gSA
Physical facility is necessary for animals and necessary for human being also
lqfo lqfo/kk kk i’kq ds ds fy fy, , vko’;d gS gS] ] euq”; ds ds fy fy, , Hkh vko’;d gSA
However, ijarq] For animals physical facility is necessary as well as adequate
i’kq ds ds fy fy, , lqfo lqfo/kk kk vko’;d Hkh gS gS vkSj vkSj iw.kZ Hkh gS gS]
For human being physical facility is necessary but not adequate
euq”; ds ds fy fy, , Hkh lqfo lqfo/kk kk vko’;d gS gS ij ij iw.kZ ugha gSA
18
When an animal has lack of physical facility it becomes uncomfortable, when it gets physical facility it becomes comfortable
chews the cud i’kq dks lqfo/kk kk dk dk vHkko gksrk gS gS] ] rks rks og
gS] ] lqfo/kk kk fey tk tk, , rks rks og
esa vk vk tkrk gS gS] ] tSls ls isV Hkj Hkj ?kkl kkl fey tk tk, , rks rks xk xk; ; vkjke ls ls tqxkyh djrh gS gS A When a human being has lack of physical facility, he becomes uncomfortable and unhappy But once he gets the physical facility, he forgets about it and starts thinking about hundred other things euq”; dks lqfo/kk kk dk dk vHkko gksrk gS gS] ] rks rks og
nq%[ %[kh kh gksrk gS gS] ijarq lqfo/kk kk fey tk tk, , rks rks mlds ckjs rks rks Hkwy gh gh tkrk gS gS] ] mlds vykok
us yxrk gSA (Check for yourself if you feel happy every day that you are getting enough to eat?) vki gh gh vius esa esa tkap dj dj ns[ksa] a] D;k vki bl bl ckr ij ij jkst [kq’k gksrs gSa fd fd vkidks ks isV Hkj Hkj Hkkstu fey jgk jgk gS gS\
19
RELATIONSHIP
with human being PHYSICAL FACILITY
With nature
For human being: necessary but not adequate For animals: necessary & adequate ekuo ds f fy, vko’;d ijarq iw.kZ ugha i’kq ds fy, vko’;d ,o ,oa iw.kZ
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, physical facility is necessary as well as adequate
i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS
20
Other than physical facility what else does a human being think about?
lqfo/kk ds vykok lkS vkSj phtsa D;k lksprk gS euq”;\
On close examination, the list of thoughts can be classified into two categories: 1. Feeling in relationship with other human being 2. Right understanding in the self, or knowledge Human being think about ensuring these, in addition to physical facility
vxj j bu lkS vkSj j phtksa a ij /; j /;ku nsa rks ewyr% % nks Ádkj j dh lwph curh gS & 1- ekuo
/k esa Hkko
j 2- Lo;
dks lqfuf’pr djus dh ckr euq”; lksprk gS] lqfo/kk ds vykokA
21
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 kusa rks rks og
ds lkFk laca/ki kiwoZ woZd thuk pkgrk gS gS vkSj laca/kiwoZd iwoZd thdj lq lq[kh kh gksrk gS gS] ] blfy, , laca/k /k euq”; ds ds fy fy, , vko’;d gSA
Examine within yourself if 1. You want to live in relationship (harmony) with others or 2. You want to live in opposition with others or 3. You believe living has to be necessarily in opposition with others, ie. There is 'struggle for survival' , ‘survival of the fittest’ and check if you feel happy living this way?
vki gh gh vius esa esa tkap dj dj ns[ksa] a] 1- vkidh pkguk laca/kiw kiwoZd
gS ;k ;k 2- vkidh pkguk fojks/kiwoZd iwoZd thus dh gS gS ;k ;k 3- vkius eku j[ j[kk kk gS gS fd fd thuk rks rks fojks/ki kiwoZ woZd gh gh laHko gSA ‘struggle for survival’, ‘survival of
the fittest’ vkSj D;k vki oSlk thrs gq
gq, , lq lq[kh kh gksrs gSa\ Thus: for human being, both physical facility and relationship are necessary vr vr% % ekuo ds ds fy fy, , lqfo/kk kk o
/k nksukssssa vko’;d gSaA
22
RELATIONSHIP
with human being PHYSICAL FACILITY
With nature
For human being: necessary but not adequate For animals: necessary & adequate ekuo ds f fy, vko’;d ijarq iw.kZ ugha i’kq ds fy, vko’;d ,oa iw.kZ
For Human Being, both Physical Facility and Relationship are Necessary
23
On further examination, we find that we all do want to live in relationship with others
vkxs /; /;ku ku nsa nsa rks irk pyrk gS gS fd fd laca/k /k iwoZ
ge lc lc pkgrs gh gh gSaA 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
place by night
gj gj fnu tc tc jk jkr esa >xM+k gksrk gS gS rks vxys fnu ;gh gh r; r; dj dj ds ds ‘kq kq: : djr jrs gSa fd fd vkt >xM+k xM+k ugha dju juk gS gS ija jarq] ] laca/k /k ds ds fuok
ds dkj. j.k ge ge laca/k /k iwoZ
th ugha ikrs gSa gSa] ] vkSj jk jkr rd fQj >xM+k xM+k gks tkrk gSA gSA
For fulfillment in relationship, it is necessary to have right understanding about relationship. i.e. Right understanding is also necessary for human being
blfy, , laca/k /k ds ds fuok
ds fy fy, , vius esa laca/k /k dh le> dk dk gksuk vko’;d gSA gSA vFkk kkZr Zr~ ~ ekuo ds ds fy fy, le> dh Hkh Hkh vko’;drk gSA
24
For human being: necessary but not adequate For animals: necessary & adequate
RIGHT UNDERSTANDING (le>) in the self RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature
Right Understanding is also Necessary for Human Being
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
25
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2 1 For human being: necessary but not adequate For animals: necessary & adequate
Priority: Right Understanding, Relationship & Physical Facility
Feeling
26
Priority: Physical Facility
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
1 ? ?
UNHAPPINESS Making others Unhappy DEPRIVATION Exploiting and Depriving others
For human being: necessary but not adequate For animals: necessary & adequate
30
Therefore we can observe two categories of human being
blhfy, , vHkh nks rjg jg ds ds euq”; fn[kkbZ nsrs gSa gSa&
1. Lacking physical facility, unhappy deprived (lqfo/kk
kk fog
nq[kh kh nfjn jnz )
2. Having physical facility, unhappy deprived (lqfo/kk
kk laiUu nq nq[kh kh nfjn jnz )
While we want to be – tcfd ge
ge gksuk pkgrs gSa gSa&
3. Having physical facility, happy prosperous (lqfo/kk
kk laiUu lq lq[kh kh le`))
Check within yourself
vius esa tkap dj dj ns[ksa&
ge dgka gS gS\& & 1] ] 2 2 ;k 3 3 esa vkSj
gSa\
31
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 j gekjk jk thuk flQZ lqfo/
kk ds fy, gS rks ge tho
k esa gh th jg 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
32
Animal Consciousness, Indefinite Conduct
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
1 ? ?
UNHAPPINESS Making others Unhappy DEPRIVATION Exploiting and Depriving others Animal Consciousness
33
If we are living for all three (right understanding, relationship and physical facility) then we are living with human consciousness
vxj j gekjk jk thuk rhuksa sa le>] laca/k /k vkSj j lqfo/
ds fy, gS rks ge ekuo
esa th jg jgs gSaA
Human being can be fulfilled by being happy and prosperous on the basis of these three
bu bu rhuksa sa ds vk/k /kkj kj ij lq j lq[kh] ] le`) gksdj j ekuo
k gSA
34
Human Consciousness, Definite Human Conduct
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2
Human Consciousness
1
Feeling
35
Transformation (lad
36
Transformation (lad
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2
Human Consciousness
Animal Consciousness
Transformation& Progress
laØe.k&fodkl
1
37
Role of Education-Sanskar: Enable Transformation The role of education is to facilitate the development of the competence to live with Definite Human Conduct
38
Role of Education-Sanskar: Enable Transformation
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2
Human Consciousness
Animal Consciousness
Transformation& Progress
laØe.k&fod &fodkl kl
1
39
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
40
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
41
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
Parents, teachers & society/environment have the responsibility of providing such education-sanskar Education – Developing Right Understanding (WHAT TO DO)
Sanskar – Commitment/ Preparation/ Practice for Right Living . Preparation includes Learning Right Skills & Technology (HOW TO DO)
42
Course/Workshop Content: Right Understanding
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2 1 Understanding Harmony:
Nature/Existence
Feeling
Living in Harmony at all 4 levels:
43
Course/Workshop Content: Right Understanding
JUSTICE in RELATIONSHIP with Human Being
World Family PARTICIPATION in LARGER ORDER with Nature
Order to World Family Order RIGHT UNDERSTANDING in the Self – Understanding Harmony in Individual, Family, Society, Nature/Existence
3 2
Human Consciousness
1
44
3 2
1
45
Course/Workshop Methodology: Self Exploration 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
46
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
48
Role of Education-Sanskar: Enable Transformation
The role of education is to facilitate the development of the competence to live with Definite Human Conduct
49
Role of Education-Sanskar: Enable Transformation
RELATIONSHIP (laca
with human being PHYSICAL FACILITY (lqfo/kk
with rest of nature RIGHT UNDERSTANDING (le>) in the self
3 2
Human Consciousness
Animal Consciousness
Transformation& Progress
laØe.k&fod &fodkl kl
1
50
Need Voiced by Education Commission & Committees in India
2 .The Universities Commission - 1902 3 .Government Resolution on Educational policy - 1913 4 .The Calcutta University Commission- 1917 5 .The Hartog Committee- 1929 6 .The Sapru Committee -1934 7 .The Abbot-Wood Report, 1936 8 .Zakir Hussain Committee -1937 9 .The Sergeant Report- 1944
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
Every committee on framing education policy has easily agreed that education on human values should be imparted… but we have not been able to implement it effectively. The problem has been “How to teach human values in educational institutions”
51
Guidelines for Value Education
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.
It has to be amenable to logical reasoning. It should not be based on blind beliefs.
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.
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).
52
Content of Value Education (All Encompassing)
JUSTICE in RELATIONSHIP with Human Being
World Family PARTICIPATION in LARGER ORDER with Nature
Order to World Family Order RIGHT UNDERSTANDING in the Self – Understanding Harmony in Individual, Family, Society, Nature/Existence
3 2
Human Consciousness
1
53
Process of Value Education (Self-verification) Whatever is said is a Proposal (Do not accept it to be true or false) Verify it on your own right
Verify
Of your Natural Acceptance
Work with Rest of Nature Mutual Prosperity
Experiential Validation Live according to it
Behaviour with Human being Mutual Happiness
2 1
2a 2b
Right Understanding
54
Happiness To be in a state of Harmony is Happiness – Harmony at all levels of my being – from self to entire existence Prosperity The feeling of having more than required Physical Facility – Physical Facility is required only for nurturing, protection & right utilisation of the Body Basic Human Aspiration – Happiness, Prosperity Continuity
57
Scope of Right Understanding in the Self Right Understanding i.e. Understanding the reality, as it is 1. Understanding the Human Being (Individual) – Harmony in the Human Being 2. Understanding Human-Human Relationship – Harmony in the Family 3. Understanding Society – Harmony in the Society 4. Understanding Human-Nature/Existence Relationship – Harmony in Nature/Existence Desirability: Right Understanding – in every human being
1
58
Scope of Relationship with Human Being Right Feeling in Relationship: Understanding these Feelings, ensuring continuity of these feelings in the self leads to happiness. Expressing these Feelings to the other leads to his/her happiness, i.e. mutual happiness Justice = Recognition, Fulfillment & Evaluation of Human-Human Relationship, leading to Mutual Happiness Desirability: Right Feeling – in every human being & sharing right Feeling i.e. Justice – from Family to World Family Undivided Society
1- Trust fo”okl FOUNDATION VALUE
2- Respect lEeku
3- Affection Lusg 4- Care eerk 5- Guidance okRlY;
7- Glory xkSjo 8- Gratitude —rKrk 9- Love izse COMPLETE VALUE
2
59
Scope of Human Order Human Goal (ekuo y{;) Five Dimensions of Human Order ¼ekuoh; O;oLFkk & i¡kp vk;ke½
Desirability: Fulfillment of Human Goal for all human being i.e. Family Order to World Family Order Universal Human Order Qs: Is there a provision in Nature for living thus? Is existence in chaos?
Right Understanding & Right Feeling In Every Individual Prosperity In Every Family Fearlessness (Trust) In Society Co-Existence In Nature/ Existence 3
60
Current State – Have we understood our Goal? Human Target (ekuo y{;) Gross Misunderstanding (vk/kkjHkwr Hkze)
Right Understanding & Right Feeling In Every Individual Prosperity In Every Family Fearlessness (Trust) In Society Co-Existence In Nature/ Existence Assumptions (eg. Money is everything) In Every Individual Accumulation By Any Means In few Individuals Domination , Exploitation, Fear In Society Mastery & Exploitation Over Nature Madness for Consumption Hkksx mUekn Madness for Profit ykHk mUekn Madness for Sensual Pleasure dke mUekn Resource Depletion Pollution Terrorism War
61
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) Global Food Production is 6 times requirement Global Food Wastage is 1/3rd of production Wastage is enough to feed 1300 crore people/year Have we understood right utilisation? Is it a question of production? Is it a question of distribution? Is it a question of relationship? Is it a question of right understanding? It is a question of right education-sanskar
http://www.un.org/apps/news/story.asp?NewsID=38344&Cr=fao&Cr1
62
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 The state of society today indicates that:
society…
warming…
Is it desirable to ensure human education-sanskar? Are we ensuring human education-sanskar?
63
4 July 2013 Year Literacy Values 1947 12% 2011 74% Declining The Supreme Court said today that the education system in the country has failed to achieve its
reformed immediately. It is unfortunate that today education instead of reforming the human behaviour, in our humble opinion, appears to have failed to achieve its
http://www.ndtv.com/article/india/india-s-education- system-failed-to-achieve-objective-needs-reform- supreme-court-388000
66
Human Conduct Human Education Universal Human Order Human Constitution
Universal Human Order: Dynamics
Nature of society
together in a relationship of mutual fulfillment The society in which Human Goal is realised Education that ensures the development of the competence to live with Definite Human Conduct Conduct that ensures continuity of mutual happiness & prosperity Entry Point
67
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
68
Home Work 1. What is naturally acceptable to you
to live with animal consciousness or to live with human consciousness?
2. Are you living in animal consciousness or human consciousness? 3. Is this transformation from animal consciousness to human consciousness desirable? 4. What is the role of education in this transformation?
69
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?