" I feel often lost, into
The eager, earnest and
Imploring eyes of child with innocent
Gestures and expressions
Mesmerized and lost into infinity…. "
I feel obliged while presenting my perspective and perceptions about the life, existence
of nature, knowledge, education, and each element within the universe. The views
kept on varying with the varying observations, experiences and hypotheses. The quest
to explore the essence or sublime remained uncontented and the impelling innate
and instinctive impetus never allowed my desirous and exploring self to settle.
And so I readily and steadily kept on reading and studying books after books, epics,
hymns, verses, sermons or discourses written or composed by great Philosophers,
Educationist and Scholar but could not find any pragmatic solution. An earnest desire
guided to introspect self and this certainly enabled to realize an infinite space
conceived within the self, having infinite potential to satisfy all the quest desires,
mysteries etc. evolved within the self.
Certainly, the quest evolved within the self has potential to satisfy or quench
the hunger or thirst or demand of the same. Therefore, there is no need to ponder
or wander around instead explore the self. The world is solely governed by individuality
as each and every soul or potential is the centre, nucleus or core of the universe
for the self, as for any individual the world begins from the self. Mutuality and
all other guiding principles or attributes also depend upon the potential of the
self. So, it is supposed the theory of Darwinism and Determinism of Fredrich Ratzel
governs the world and its each element. My vision, approach and thence direction
is certainly based on this natural, behavioral pragmatic or empirical approach.
My move or initiation to devote my ‘self’ to the auspicious divine sphere of education
is solely based on my attachment to the imploring and innocent gestures and expressions
of children. It is their appearance and behavior which engrossed me and ended my
quest, my desire to explore the infinite universe and essence of life. Moreover,
pragmatism accordingly to the theory of evolution considers child as the future
man and not a miniature adult. There is difference in the inclination and priorities
of children and those of adults. So, children should be given education according
to their interest and aptitude. Then impulse, ideas and activities have a psychological
difference. Therefore, the institute focuses on activity centered education for
children according to their interest, aptitudes and needs by creating an easy, simple
and practicable proposition.
The institute, in its pivotal objective of providing quality education and thence
creating quality and universal human resource, has analytically evaluated the ideologies
and philosophies of great scholars. According to Socrates knowledge is already present
in the mind or wisdom. It is not obtained through cognitive senses. He by putting
question to an illiterate person, had proved that he possessed knowledge of geometry
which was already in mind. Plato was impressed by that example. He realized that
knowledge is not created by senses after birth. It is present in the mind in the
form of impressions (sanskar) along with soul. When a person is born with his soul
that knowledge comes with him. Plato has formulated three sources of knowledge i.e.
senses, object and mind or wisdom. Meaning there by we inculcate, attributes and
evolve personalities by adopting natural and pragmatic approach.
Simultaneously, institute focuses on the qualitative upliftment by developing creativity,
visionary approach and dynamism of teachers. Our teachers are supposed to be well
conversed with advanced knowledge, well adjusted sympathetic and affectionate to
children. Also, they are supposed to instill self-confidence and feeling of
self regard in child. Sentient and eruditive teachers who feel scintillating while
imparting education follow the upanishadic mode of imparting knowledge while adopting
modern ways and means. Rushi Yogyawalk once told his wife Maitraiyi, “In fact self
has to be perceived, it has to be recognized. When the self is perceived heard and
experienced and is known then everything becomes known.” The first step followed
is explaining and hearing, second practice or recitation of the text taught, the
third is understanding the meaning i.e. comprehension, the fourth is inference i.e.
understanding the result the fifth is semantic and the sixth step includes relating
the content to evidence or example and there after arriving at the conclusion. This
process is followed, simply to store knowledge into deep memory.
The divine or righteous action of imparting education is supposed to be based on
righteous insight and prognosis in order to satisfy the demand of the time and expectant
or desirous souls. The continuous process of education must be guided by the principles
and objectives of spiritualism, materialism, selflessness, devotion and above all
life. Alongside, as a corollary to the teachings of Bhagwat Geeta, we follow following
ideas of education:
1. Development of virtuous knowledge.
2. Development of personality and its Refinement.
3. Harmony between the individual and social Aims.
4. Development of Intellectual and Reasoning Ability.
5. Establishment of One’s Duty (Swadharma in One’s Life).
6. Development of inner Consciousness.
Finally, I would conclude with my envision that in the vast, extensive and infinite
world its desirable to settle, concentrate and meditate oneself and make effort
to evolve the self to congregate universal, material or spiritual Knowledge or wisdom
and gestate the strength of the self to succeed instead of wandering around. It
is essential as becoming unidirectional one might abstain and deprive oneself from
knowing many other essentials. We wish for a global unified peaceful and harmony
world.