vbse-iisc-prasad2

7/17/2019 vbse-iisc-prasad2

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Education in Values-

Strategies and Challengesfor Value Education

Prof. Prasad Krishna

Department of Mechanical EngineeringNational Institute of Technology Calicut


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OUTLINE

Introduction Values

Value Based Spiritual Education (VBSE)

Strategies to Ipleent VBSE

!editation for "egulation of !ind

Challenges

Conclusions


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INT"O#UCTION


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$ast Education Scenario

Education iparted %& Rishis/Maharishis Gurukulavasam

"ishis 'ere trikalajnanis-no'ing eer&thing fro thepast* present and future as 'ell as no'ing eer&thing that is to %e no'n

fro the past* present and future+ In a sense* therefore* the& ipartedno'ledge coing fro the past* the& iparted no'ledge fro the

present %ased on their o'n spiritual e,periences and in a sense* iparted

no'ledge of the future fro their o'n ision of the distant future in 'hich

the& alone had access+

oint .ail& S&ste-

great deal of care* loe and 'ell

%eing+ The old receied as uch care and attention as the er& &oung and

the children 'ere shared %& all as a sort of coon 'ealth* and a source

of /o& and happiness + Stor& Telling hae al'a&s %een an effectie 'a& of

presenting alues* concepts and ideas to children and adults alie+


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$resent Education Scenario

There is supposedly more Education now,but there is also more Corruption

more Greed

more Selfishnessmore Poerty

!ac" of sincerity and inte#rity$

%hy&


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Because, nowEducation is

- synonymous witha) Examinationb) Employment &

c) EmpowermentUnfortunately it no more stands

for

a) Emancipation b) Ennoblement and c) Evolution


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Education Toda&

Non-eistence of gurukulasampradayaas !ell as "ointfamily system has ad#ersely affected the present educationscenario.

$%sence of a holistic approach and an im%alanced gro!th

of &no!ledge 'dealing only !ith eternal !orld around usand not related to the inner-self of an indi#idual.

Misdirected educational system --- instead of de#eloping aperson as a humane human %eing it is only directedto!ards superficial( surface le#el achie#ements.

Designed purely for money-ma&ing and not for man-ma&ing and only promotes negati#e )ualities li&e "ealousy(hatred and ri#alry instead of #irtues li&e &indness(compassion and honesty .


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Then, what exactly is thetrue meaning of

EducationDoes EducationMake one wiser? Happier? Contented?

Make one a better human being?


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Or is there something more toEducation?

Yes, of course, education is not just

this.

Then whatThen what isisReal education?Real education?

hat should be its role?hat should be its role?


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EducationEducation

!s not mere stu"n# of facts$

Education is for the actuali%ation of thepotential already in children$Education is really the process of remoing

the ignorance that is coering our inner!nowledge, which is absolute, which isperfect, which is eternal, which is supreme."#hariji)

Education is for a &olistic '!(E and not for amere livin#$

Education* needs to be enriched with +'UE$


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$ow, to understand the

concept of

+alue based+alue based

piritual Educationpiritual Education,

e must !rst see what "alues

really mean#


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What are Values ?What are Values ?

Values are Standards

or Principles Considered important in life

Values

coming from Being

within Practiced

? ?


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Values From withinValues From within

1.1.LoveLove

2.2.KindnessKindness

3.3.CompassionCompassion

4.4.MercyMercy

5.5.SympatySympaty

!.!."mpaty"mpaty


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+alues to be .ractised+alues to be .ractised

1.1.PunctualityPunctuality

2.2.#iscipline#iscipline

3.3.$%edience$%edience

4.4.&eaviour&eaviour

5.5.ConductConduct

!.!.CaracterCaracter


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0h& Values1

*alues %ring )uality and meaning to life

*alues gi#e a person his identity and character

*alues act as guidelines+they tell him !hat he

should and should not do.

They make us realize that

023T 0E 3"E023T 0E 3"E

Is more important than

0hat 0e 2ae0hat 0e 2ae


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Character

4ood conduct

!oral Integrit&

Self #iscipline

Education in +alues orlue education helps in developi

Copassion

Loe for all liing %eings

"esponsi%ilit&

and an& other positie 5ualities in the students+

And above all

!t ma/es them feel better about themselves0!t ma/es them feel better about themselves0


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It becomes a second nature to them to be

disciplined, punctual etc.

Their academic performance goes up.And they are able to spend

more time on learning.

And as time goes on,


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"ole of Value Education

1 $n spite of all this, "alue education is notgi%en enough prominence in the curriculum#

1 $s it &ecause it is not a course which can &e

tested and graded?

1 $s it &ecause the result of the teachingcannot &e seen immediately?

1 'r is it &ecause we think students will learnthe %alues somehow or the other and it isnot our responsi&ility?


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0hose responsi%ilit& is it an&'a&1

Isnt imparting values the responsibility of parents?

Yes, it is. But teachers and schools play a BIG

role too.

,tudents spend more time in the campus . Campus forms the %ridge %et!een home and

the society.

It is in schools and later in the colleges thatstudents learn ho! to %eha#e in the society.

It is in schools colleges that a good #alue

system can %e nurtured.


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"ole of 4oernent

National Education $olic& of ourgoernent insist on esta%lishing a

Centre for Value Education in all

uniersities and institutes of highereducation 'ith the sole purpose of

i%i%ing huan alues in their

capuses


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But* 3ctiities of CVE 1

Liited to ere conduct of e,pertlectures6discourses on alues* ethics* oralit&education etc+ and6or indulging incounit&6social serice+

There is no conscious effort ade an&'here to %ringa%out internal change in an indiidual+ 3n&thinggood ust sprout fro inside so that the e,ternal%od& can reflect the %eaut& of it in all its glor&+

This haron& %et'een inner and e,ternal process istered as 7Spiritual Ciilisation8


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So* 'hat is needed1

There is an urgent need for change 9 changing fro'hat 'e are to 'hat 'e hae to %ecoe:

Change fro a%itions to aspirations+ Theiportance and urgenc& of change ust %e %roughtforth through our education s&ste+

0e need education to understand the alue ofeducation and the alue of further education+

Sine values are au!ht rather than tau!ht* it isiperatie to deise other eaningful and

pragatic strategies to help in personal eolution*e%racing all aspects of e,istence+


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Education in Values

No' that the holistic ision of life-orientededucation 'as found to %e insufficient for theupliftent of anind* 7Values in education;peeped its e,istence in the educational

scenario+ But this has proed to %e a futile attept and a

shift has %een ade to


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0here does Value education fit

into the curriculu1

EerywhereEerywhere

,tudents are not %orn !ith a set of #alues.

,tudents unconsciously im%i%e all inds of aluesfrom their

parents( teachers and peers( all the tie+ ,o( in a sense(

#alues are more Caught/ than Taught/.

,till( they doneed guidance to help them learn the right #alues.

This guidance goes on all through the curriculum( all throughthe day( %y all those !ho come in contact !ith them.

It is not a one man/s "o%.


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0h& Value Based

Spiritual Education1

%pirituality is the art and science of 'iineremembrance.(

i$e$, doin# everythin# in the remembrance of2od so that anythin# we do has a thou#ht of

divinity attached to it$ This motivates us to

/eep the hi#hest #oals in all aspects of livin#

and prevents us at all times from doin#anythin# wron#$

Therefore it is necessary that our students are educated in

spiritual values.


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Basics of

+alue BasedpiritualEducation


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3atch Them 4oun#3atch Them 4oun#.arents,teachers,family, school,

environment,friends,society,

reli#ion - allthese wield a#reatin5uence on


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.hysical

deviations 6#ames, yo#a,

dance,#ymnastics etc$

3atch Them 4oun#3atch Them 4oun#

ll these help to teach

them the values for


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cademics and 3o-curricular activities, bothhelp in teachin# values$



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7editation, +alue

BasedEducation,7usic, elf

analysis, .ositivea"rmations andResolutions help in



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The su##estions and

words spo/en by theparents and others a8ectthe character and #ood

conduct of a child andeven babies$

- Babu9i



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E:perience,E:perience,

appreciate andappreciate andunderstandunderstandThe learned have only

read the boo/s$

The practical man hastasted the spirit of the

boo/s$


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The ;learnedThe ;learned

teachers< are li/eteachers< are li/e

si#n posts by thesi#n posts by theroad, to tell youroad, to tell you

E:perience,E:perience,

appreciate andappreciate andunderstandunderstand


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=ne who cane:press has note:perienced and

one who hase:perienced

cannot e:press$

E:perience,

appreciate andunderstand


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atch your -Thou#hts > they becomeords$

ords > they become ction$

ctions > they become &abits$

&abits > they become3haracter$

3haracter > it becomes your

Destiny$

Thou#hts and Destin


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'''' S

Present Situation(nly 'ateriality


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SSSS

'

The Saints(nly Spirituality


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SS

E)uilibrium

''


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SS

Pro#ress

''


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'S

*nion

+o#a-

'. materiality S. spirituality


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"There is nothing in a caterpillar that

tells you it's going to be a butterfly."


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Think about the incredible change that

occurs during metamorphosis ...

From crawling to Flying ..From dull to pectacular ...

From fat ! sluggish to ight and Airy.

#hat metamorphosis can $%& go

through


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(othing is too great a change for you ...

light ! airy ....

spectacular beauty ...

shedding one "persona" and

)*+%I(- totally new

$ou can change into A($T/I(-


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)ut what does the caterpillar do before itbecomes a butterfly

It takes some time to "cocoon". Time to

isolate itself.0erhaps if each of us would take some

"cocooning" time, we would begin our

own metamorphosis


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i1ing life as an ad1enture is F&(

li1ing life in boredom is (% F&(.Finding a way or making a way when

others do not see one is F&(.

Accepting that there is 2ust no way is(% F&(


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Turning your dreams into reality

is F&( ...

i1ing in a dream world is (% F&(.

-rabbing an opportunity when itpresents itself is F&( ...

etting an opportunity go by is

(% F&(.

#hich choice are you going to

make


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3A person starts to li1e when he can

li1e outside himself." 44 Albert

*instein

3To sol1e a problem get out of the

problem5 4 +hari2i

3)e a guest at your home5 4 +hari2i


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"It is not enough to be busy, so

are the ants. The 6uestion is7what are we busy about"


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A goal,

a lo1e anda dream

gi1e you total control

o1er your life.


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+alue Education will+alue Education will

helphelp

$ The @eed to Understand

=neself

A$ 7ana#ement of elf

$ Decision 7a/in#

C$ .ersonality Development


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$ The @eed to$ The @eed to

Understand =neselfUnderstand =neself

a) ho m ! ?

b) hat is my #oal ?

c) &ow should ! proceed

towards my #oal ?


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A$ 7ana#ement of elfA$ 7ana#ement of elf

a)Time 7ana#ement

b)tress7ana#ement

c)'ife 7ana#ement


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$ Decision 7a/in#$ Decision 7a/in#

a)hat is #ood for me ?

b)&ow to ma/e decisions ?c) 3o-operation and 3o-

ordination

C . litC . lit


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C$ .ersonalityC$ .ersonality

DevelopmentDevelopment

a)hat is .ersonality ?

b)&ow should one developpersonality ?

c) &ow should ! mould

myself ?d)(acin# situations


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Strategies to Ipleent VBSE

Independent approach teaching core values

Integrated approach teaching values with the curricular

subjects

ubtle approach Being a good role model and teaching

with love

"alue Education could and should take placeall the time at schools and the following

approaches can help to focus on it#


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Approach to 8)*

!ndependent pproach- .rayer

- 7editation

- .ositive Resolutions- Bha9ans on#s

- +alue Education classes

- tories- elf !ntrospection

- 4o#asana


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Approach to 8alue *ducation

!nte#rated pproach1 3urricular ub9ects 3o-

curricular

1 En#lish Dance

1 'an#ua#e 7usic

1 7aths Drawin#

1 ciences 3raft

1 &umanities 2ames


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Approach to 8alue *ducation

ubtle pproach

1 Role of Teacher1 Role of chool

1 Role of .arents(amily

1 Role of ociety


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Independent 3pproach

Teacher directed activitiesIndividual activities by students

Group activities like games, exhibitions, discussions, role-play, debates,

dramatization, making collages etc.

And more effectively through specific, special time slots allotted in the time

table

The !ndependent approach*The !ndependent approach*

uses this special time to inculcateuses this special time to inculcate

values in a deliberate manner$values in a deliberate manner$


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2o' to ae VBSE classes interesting1

Many thin& *alue education classes can only %e preachyand %oring--it is so full of Do/s and Don/ts0

1et it need not %e so.

2o! a%out ma&ing the classes fun filled and interesting3E#en more interesting than the regular classes3

Try out some o" the #ays$

Stor& telling.

Songs and poes=usefol& songs andaction songs

Coprehension e,ercises+using the media( picturecomprehension

Let the students use their 2ead


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Let the students use their 2ead*

2eart and 2ands>

Acti1ities using their /ead 9

Solin# riddles and pu//les, 0ramati/ation,

1ole play, 0iscussions and debates etc$

Acti1ities using their /eart 9'usic, Games, etc$

Acti1ities using their hands 9

0rawin# illustrations and colourin#, poster ma"in#, ma"in#models and colla#es, craft wor" etc

And many more2


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Integrated 3pproach

This is a recent deelopent* 'here the coon spiritual and%ehaioural alues are taught* 'hile a course is %eing taught+ Thiseans that each and eer& teacher 'ho teaches a course ustincorporate alues in each of the topic

Integration is possi%le in %oth curricular and co-curricularcourses+

In this integrated approach* the student 'ill neither forget thecourse nor the alue+ .or e,aple* 'hile teaching a%outpendulu and otion* it can %e correlated to ind* desires andcontentent+

In cheistr&* cause and effect alue can %e taught 'hileteaching %alancing of reactions+

Teaching of science should get huani?ed* eg: In the lessonsof huan ph&siolog&6%iolog&* heart and %rain should %estudied not sipl& as puping stations and eor& controlto'ers %ut as seats of loe* feelings* eotions* conscience 9the 5ualities that anind is characterised %&+


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Su%tle 3pproach

The ost effectie* though difficult tocoprehend or integrate+ Based on the fact that @ Values are caught

and not taught;+

$arents* teachers* peers* fail& andsociet& influence the student and his%ehaiour+ $arents and teachers ustregulate their inds+

$arents hae to %e 'ise enough to no'

that @ !& child is ine: neertheless it hasits o'n e,istence+ It has a tendenc& ofgro'th and let e allo' it gro';+

S %tl h


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Su%tle approach

0e teach 'ho 'e are>

$ctions spea& louder than !ords.

,tudents learn #alues from 0hat 'e arethan

from 4hat !e say.

They also pic& up hidden and unintended

#alues from

what is saidand not said

what is doneand not done%

0hat is the role of the


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0hat is the role of the

Teacher1

As a substitute mother and a role model,

should ha1e a positi1e, healthy attitude and

the right 1alues

a balanced emotional outlook

a regulated mind which is able to thinkclearly and answer without any ambiguity


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0hat is the role of the Teacher1

should

help the students achiee their full potential

and %ring out the %est in the+

%e a%le to lead the to'ards a %ettertoorro'+

!ost iportant of all---!UST BE LOVIN4

3N# SINCE"E> Aes* it is a tall order %ut it is BI4

responsi%ilit& too>

Su%tle approach teaching 'ith


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Su%tle approach 9 teaching 'ith

LOVE

!oe is of paramount importance$

!oe is the core alue$ 3t leads to

understandin#, sympathy, empathy,consideration, care, sacrifice etc$

4 teacher who approaches any sub5ect with

loe, wins oer the hearts of his6her wards$

!oe is the catalyst which #rooms them into acomplete human bein#


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It is said that

3n e,cellent teacher inspires 3 good teacher e,plains

3n aerage teacher teaches

3 %ad teacher coplains>

Which category do I belong?

3 TE3C2E" IS 3N# C3N BE T2E

$IVOT O. T2E SC2OOL


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Need of the hour

)ased on life oriented 1alue based spiritual

curriculum and lo1e based approach the

process of education in this millennium should

consist of the following four stages:3no!ledge !hich is taught

no!ledge gained through intuition

no!ledge gained through revelation

"ltimate kno!ledge that comes from !ithin

ourselves through meditation- yogic practice#.


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!editation for

regulation of ind


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hat is7editation

and what isthe purpose

of7editation?


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Meditation may &e de!ned asMeditation may &e de!ned as

the continuous thinking ofthe continuous thinking ofsomething, or a&outsomething, or a&out

something#something# $n a sense,$n a sense,therefore, any&ody who istherefore, any&ody who is

thinking continuously ofthinking continuously of

something may &e said to &esomething may &e said to &e

in%ol%ed in meditationin%ol%ed in meditation##


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Meditation is a process# $t isMeditation is a process# $t is

a process which wea process which weundertake to reach aundertake to reach a

destined goal, adestined goal, apredetermined goal#predetermined goal#

Meditation is a training toMeditation is a training toapply the mind for theapply the mind for the

purpose of regulating thepurpose of regulating the


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The whole purpose ofThe whole purpose of

meditation is to make ameditation is to make are%ersal in this fact of lifere%ersal in this fact of life

that the mind is ourthat the mind is ourMaster# e ha%e toMaster# e ha%e to

&ecome the Master of our&ecome the Master of ourmind# $t is only this much,mind# $t is only this much,

)ust re%erse it)ust re%erse it#


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*s one meditates so one*s one meditates so one

&ecomes# $t therefore follows&ecomes# $t therefore followsthat what we meditate uponthat what we meditate upon

we get or &ecome andwe get or &ecome andin%ersing this formula, if wein%ersing this formula, if we

want to &ecome somethingwant to &ecome somethingwe must meditate upon thatwe must meditate upon that

and nothing elseand nothing else#


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Therefore if our aim is+ealisation or theattainment of onenesswith the -ltimate, theo&)ect of meditation must

&e that -ltimate andnothing else#

l di


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e can learn to meditatee can learn to meditate

only &y meditating#only &y meditating#Meditate e%ery day#Meditate e%ery day#

.ecause &y doing it again.ecause &y doing it againand again, weand again, we

progressi%ely increase ourprogressi%ely increase our

a&ility to take commanda&ility to take command

of the situationof the situation##


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Challenges to VBSE

ipleentation

Ch ll


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Challenges-

$eligion vs. %pirituality 7irst and foremost challen#e in impartin# spiritual education is that een

educated, intelli#ent people often confuse reli#ion with spirituality$

Spirituality is no way related to reli#ion and in fact spirituality be#ins

where reli#ion ends$

Spirituality aims at inte#ratin# the entire humanity under the umbrella ofuniersal brotherhood irrespectie of ones reli#ious bac"#round, beliefs,

caste, creed, se8, lan#ua#e, race, country etc$,

1eli#ions hae caused seeral wars and resulted in diision of man"ind$

%hereas reli#ions surie on the weapons of fear and temptation,

spirituality thries on loe alone$

Thus there cannot be any resistance from any corners to implement a

spiritual education pro#ramme$


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Challenges-D

The "ive levels o" eduationInforation should not %e confused !ith

no'ledge( &no!ledge should not %e confused !ith

'isdo( !isdom should not %e confused !ith

intuition( and intuition should not %e confused !ithreelation. There are so many le#els in this !orld

today. Information( &no!ledge( !isdom( intuition( and

re#elation are the fi#e le#els of education.

5nfortunately in today/s schools only the lo!est ofthese fi#e le#els is taught. The higher le#els seem to

ha#e no meaning( and they are not e#en referred to.

Challenges


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Challenges-

The myth about &oga

Many mista&e yoga for yogasanas( !hich is only Hatha Yoga fornourishment of %ody and to some etent mind.

The purpose of any yogic practice should %e nourishment of the souland the sole aim of such practice %eing complete oneness !iththe 5ltimate and nothing short of it.

Perhaps yoga is the most misused6misinterpreted term today( notonly in the !est( %ut in our country too.

Today !e ha#e yoga for dance( yoga for se( yoga for sports( yogafor dia%etes cure( yoga for ladies etc.

The cru of the pro%lem lies in our poor understanding of the real

goal of human life.Many are happy !ith temporary goals of peace( curing of diseases(mu&thi or "ust concentration. In today/s fast life( people epectmiracles to happen in their life !ithout any self-effort.

Challenges F


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Challenges-F

The notion that spirituality is "or the old and#eak

Many ha#e the !rong notion that spirituality ismeant for the old and for the mentally(physically and financially disad#antaged lot.

$ncient !isdom says any spiritual practice muststart from the conception stage and !e ha#ethe stories of bhimanyu and !rahlada fromthepuranas.

,uccess in any spiritual practice re)uires strong!ill po!er coupled !ith unalloyed de#otion ando%edience to the ,piritual guide and it is trulymeant for the strong only.

Challenges-G


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Challenges G

Is %pirituality commercialised'

3t is unfortunate that in a country li"e 3ndia with her #lorious past,there hae been umpteen number of yo#ic systems6or#anisations whohae made a #ood amount of money by cheatin# and e8ploitin# the

public in the dis#uise of so called spirituality$

The hu#e #atherin# of people around such notorious #urus also

fascinates most of us and we often thin" ma5ority opinion is alwayscorrect$

The need of the hour is non.reli#ious, non.profit ma"in# spiritualor#anisations whose only aim is spiritual welfare of its people and notmoney.ma"in#$

%hereer and wheneer wealth, power and fame accumulates, therecan be only inflated e#o, fear, insecurity, distrust and not to tal" of

spirituality$

Challenges-H


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Challenges-H(here can I find a role model

Since the most effectie approach to 9:SE is the subtle approach, both parentsand teachers hae to be role models$ Therefore both parents and teachers mustre#ulate their mind by practicin# meditation and eole spiritually$

4 real teacher continues to learn all his life$ Common understandin# is the mostimportant because, unless we lay a #round for common understandin#, neithercan the teacher understand the student nor can the student understand the

teacher$ *nderstand in the real sense, not with the head but with the heart$ 4 #ood teacher must reco#ni/e and attac" the unwillin#ness, subdue it, entice

the owner of that unwillin#ness out of his or her shell into which they haewrapped themseles$ 4nd the battle is won$

3t is same with parents too$ :etween the teacher and the student, there must beflow of loe from the teacher to the student, reciprocated by obedience from thestudent to the teacher$ The teacher must become an e8ample, which the studentscan follow, not someone the students are afraid of$

Ch ll


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Challenges+

Once again 'e coe %ac to the need forspiritualit& for all* none can escape it+

It is a atter of utter shae for a countr&

lie India to see her educated people

de%ating on 'hether one need spiritualit&

in their life or not+

Spiritualit& is essential as log as 'e are here

and there is no 5uestion of an& choicea%out it+


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Conclusions

C l i


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Conclusions-

7ight education should cater to an indi#idual8sintellectual( physical( emotional( social and spiritualde#elopment.

Education should help him6her e#ol#e into a person

!ith holistic #ision and gro!th( culminating inpreparing a happy future for an integratedman&ind.

The means to achie#e these o%"ecti#es are

presented in this paper( the most effecti#e %eingthe su%tle approach$

Conclusions D


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Conclusions-D ,ome of the challenges in the implementation

of *9,E are presented. Most of these pro%lems can %e o#ercome(

once !e educate the student community onthe need for spirituality in their life and for

that( the educators themsel#es must %e rolemodels. It is earnestly hoped that academic

institutions interested in imparting #alue%ased spiritual education !or& incolla%oration !ith a non-profit( purely spiritualorganisation for training their teachers !ho inturn !ill train their students.


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Conclusions-

4ith these hum%le %eginnings( !e can help inthe fulfilment of the aim of regenerated(

re#italised( spiritualised youth !hich alone

can lead India in the consortium of nations in

this !orld.

To tal& of material leadership is a farce and a

tra#esty of the truth.

India can lead the !orld only in spiritual mattersand this is possi%le only through a #alue

%ased spiritual education.


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Thank you for havinggiven some of yourprecious time to viewmy presentation#

&ave a nice

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