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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$
3atch Them 4oun#3atch Them 4oun#
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7editation, +alue
BasedEducation,7usic, elf
analysis, .ositivea"rmations andResolutions help in
3atch Them 4oun#3atch Them 4oun#
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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
3atch Them 4oun#3atch Them 4oun#
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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