Category Page: Lifeline
Why Integral Education
“Everyone has in him something divine, something his own, a chance of perfection and strength in however small a sphere which God offers him to take or refuse. The task is to find it, develop it & use it. The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble use.”
The Three Principles Of True Teaching
“The first principle of true teaching is that nothing can be taught. The teacher is not an instructor or task-master, he is a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process. He does not impart knowledge to him, he shows him how to acquire knowledge for himself.
“The second principle is that the mind has to be consulted in its own growth. The idea of hammering the child into the shape desired by the parent or teacher is a barbarous and ignorant superstition. It is he himself who must be induced to expand in accordance with his own nature. There can be no greater error than for the parent to arrange beforehand that his son shall develop particular qualities, capacities, ideas, virtues, or be prepared for a prearranged career. To force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deface its perfection. It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given and is forced to accept instead something imperfect and artificial, second-rate, perfunctory and common.
“The third principle of education is to work from the near to the far, from that which is to that which shall be. The basis of a man’s nature is almost always, in addition to his soul’s past, his heredity, his surroundings, his nationality, his country, the soil from which he draws sustenance, the air which he breathes, the sights, sounds, habits to which he is accustomed. They mould him not the less powerfully because insensibly, and from that then we must begin. We must not take up the nature by its roots from the earth in which it must grow or surround the mind with images and ideas of a life which is alien to that in which it must physically move. If anything has to be brought in from outside, it must be offered, not forced on the mind. A free and natural growth is the condition of genuine development.
Sri Aurobindo in ‘The Human Mind’
NURTURING – Thinking and Learning
Kalpesh M. Chhaya
Learning to Know……Learning to Do……Learning to Live together……Learning To be……these are the four pillars of Learning that makes the whole of YOU. When we work through basics, it helps in founding the concrete future for society. It is evident that making learning a game of life starts from very basics of Elementary Education. This needs to be in ever molding tone and note because it is the way we can customize the game of life through meaningful learning.
Keeping the general scenario in mind, it seems little tedious yet not impossible as educators are becoming more and more applied and experimenting with lot of researches. Scenes may have contradictory projections. Balancing this game of learning in all aspects covering both urban and rural areas is the key area to work on. This is changing now, technology is bridging the gap. Lots of Progressive agencies are working to change the scenes around, it is encouraging.
But my main focus would be on Nurturing, Thinking and Learning. Let us have that discussed now. Let us see through the following points.
• This very thought forces us to THINK whether WE are promoting Learning or Education?
• What is ignored?
• Where?
• How much have we ignored?
• To whom should we hold RESPONSIBLE for Gestured IGNORANCE?
WE ARE NOT GATHERED TO DISCUSS THE HISTORY OF GESTURED IGNORANCE; WE WANT TO CRAFT THE SHEER FUTURE.
When we work on these symptoms some base line queries may arise. We need to answer them. They may be simple yet effective questions. Are we dealing with the FORTUNES of our kids enough effectively? Are we responding to our kids’ curiosities? Are we really allowing ourselves listening to them? Are we really helping our kids?
So the conclusion comes in a very simple format:-LEARN EVERYTHING THAT COMES ON THE WAY?
The school need to work on questioning. When we are dealing with the future, the questing is the first step towards LEARNING…. As it is said…WHEN WE DEAL WITH THE FUTURE; QUESTIONING IS SUPPOSED TO BE HAPPENING.
Amidst all these inputs the biggest thing we need to work on is “Sustainability”. See, all areas of learning will end up with whether we are going to have a sustainable livelihood or not. In my opinion we must draft all schools and everything in the name of learning for Sustainable Future. How will we define it in a simple term?
‘Development which meets the needs of the present without compromising the ability of future generations to meet their own needs,’
‘Enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life, without compromising the quality of life of future generations’.
‘That is guided by a commitment to care: Care for oneself, Care for each other (across cultures, distances and time) Care for the environment (near and far)’
To do this we must strive for the following norms in everyday life. I am sure as an educator that learners of all age group will start following you if things are honestly placed up. It comes through various formations and workable as follows. How will the change come then….?
• It comes through transformation of thoughts.
• The perception that reflects the insight of cultural impact.
• The classical document suggests everything-Constitution.
• Teacher-Learner-Parents-a collaboration…
• Virtual inputs- Collaboration with far-away-institutions…
• Teachers’ up-gradation.
• Training on good governance, practices, continual improvements, comprehensive workmanship,
• Involvementive mind-set development.
• Think Future…..Think Sustainability.
• Methodology speaks a loud.
• Will need complete modulation in imparting learning.
We start working on these inputs we start working developing competencies among all. As learning helps Competencies develop. It helps to develop Ability to Think,Ability to Learn,Ability to Communicate,Ability to Collaborate, and an ability to do all of These Across Disciplinary Boundaries.
The educators will have to create climate of real time learning. It is possible by all means and ways. We must follow these basics in and out of the classrooms; they are applied rules and realities.
To learn collaboration, Work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
Kalpesh M.Chhaya
Educator
Auroville – The City Of Dawn
With technology taking an edge over everything and the world getting flatter day by day, we are slowly but consistently losing our cultural diversity. As universal declaration by UNESCO says “cultural diversity is as necessary for humankind as biodiversity is for nature.” In this scenario have not you ever desired a place somewhere in the world that no country can claim as its property, where no compulsion of any facet of diversity become submissive to another, allowing each its exclusivity and all liberty, and yet recognizing the equality of status of each one?
An adventure by those who believe in progressive universal harmony and willing to work for it. Where human relations would not be based solely upon competitions and conflict, where man would use all his fighting instinct to defeat the causes of his suffering and misery and to triumph over his limitations and inabilities. Where children grow and advance integrally without losing the essence of life. An international township where aesthetics in all forms, painting, sculpture, dance, music, literature will emerge to give life the consciousness in all its freedom, the opportunity to share the joys they bring would not be bounded solely by social or financial position. A collective experiment bestowed to human unity and international understanding for fairer, brighter and nobler life. By now, you might have started wondering if I am talking something Utopian and building castles in air. Nope!! Auroville, The City of Dawn is one such place on earth which transcends the vision of an ideal society into a reality. The city-in-the-making is located near Pondicherry in south India. It draws its inspiration from the vision and work of the renowned Indian spiritual visionary, Sri Aurobindo. His spiritual collaborator, The Mother, founded the township on 28th February, 1968. It is proposed to be realized as the city of material and spiritual researches for the next stride of human evolution, the Supramental consciousness. In 1966 UNESCO commended it as a project of importance to the future of humanity, thereby giving their full encouragement. The city is designed for up to 50,000 inhabitants from around the world. Today its inhabitants number around 2,160 people, from some 45 countries. Architects and engineers from different countries have volunteered their services. The common goal of sustainable living has given rise to all sorts of environment-sensitive architecture which mingles flawlessly with the natural surrounding creating a harmonious mood in Auroville.
People from across the world meet each other, interact, exchange ideas and take in each other’s culture and heritage with a quest to discover the world. What better place to do that than here! The work in Auroville is not any compulsion to accept but a joyful means to express oneself and at the same time offer service to the whole group. Each resident is free to choose the work for which he has special aptitude, followed by the necessary training. There will be no employment and no beggars. Guiding principles help each person to develop self discipline in freedom; each nation plays its part in projects in which it specializes. Activities are multifarious like afforestation, organic agriculture, educational research, health care, ecological accounting research, genetic conservation, village development, building construction, information technology, and research on renewable energy, etc divided in the following four zones:
· The Industrial zone: This is for “green” industries. You can find here people working on a multitude of projects. They select the work according to their aspiration, like fashion and garment design, production of incenses, lighting fixtures, etc. to research on solar technology.
· The Cultural zone: They are like pavilions of different nationalities; say if you enter the Japanese pavilion, you will see marvelous Japanese garden, room for Tea ceremony, a lake with boat pier, Ikebana- the art of flower arranging, buildings of Japanese style, meditation house, library, museum and an exhibition hall for Japanese handicrafts. One will experience all that which represents the artistic sense and culture of Japan in a gracious way. There could be an all night theatre festival in the village; there could be a literary talk on Future Poetry or the Vedas or a music concert or any such creative event which can bring a smile on your face. What better way to spend life than the one where each evening is soaked in performances from different countries across the world.
· The Residential zone: It’s the largest of the four city zones comprising of houses spread in 189 hectares for all who work and live in Auroville. There can not be better place to spot a variety of innovative and green architecture than here.
· The International zone: It contains the Visitor’s Centre, shops for Auroville products and pavilions of various countries for exhibitions and information. It is the starting point for most visitors.
The green belt that surrounds Auroville is residence to those who have dedicated their lives to farming. Because of the efforts of the many “Green Belters”, the barren land of Auroville has now been transformed into green oasis. Here are some links you would like to go through, Centre for Scientific Research (CSR) (Energy from the Sun, Energy from biowaste, Energy from wind) CIRHU (Centre for International Research in Human Unity) Life Education Centre The Matrimandir soul of Auroville stands as the centre of the city and it is in the form of a geographical sphere covered with golden disks, symbolizing the birth of a new consciousness seeking to manifest. According to The Mother it is the symbol of the Divine‘s answer to man’s aspiration for perfection. Inside the globe is a circular meditation hall, with a pure crystal-glass globe suffuses a ray of electronically guided sunlight which falls on it through an opening at the apex of the dome. A beam of solar light always falls on the crystal and its reflection faintly light up the dark chamber. There are no images, no organised meditations, no flowers, no incense, or religious forms. Those who want to concentrate, stay there in silence trying to find one’s consciousness. The first impression the structure may evoke is the image of the New Consciousness breaking forth from Matter. The Divine Presence is signified in this Peace area by the timeless Banyan Tree standing majestically for more than 100 years and the Amphitheatre with the Urn of Human Unity that contains the soil of 121 nations and 23 Indian states, and a lake to help create a calm and serene atmosphere and serve as a groundwater recharge area. Unlike most of the establishments, Auroville maintains a unique culture of non-hierarchical society where decisions are taken in Residents Assembly Meetings where all Aurovillans can speak their mind and propose things which add value to the place. Involvement in party politics is ruled out in the city. Auroville Foundation is the in charge of assets and overall responsibility for ensuring that it attains its goals. Auroville has no ‘authorities’, but gives responsibility for certain key functions and services relating to the community
Conditions for living in Auroville:
1. To be convinced of the essential unity of mankind and to have the will to collaborate for the material realization of that unity.
2. To have the will to collaborate in all that furthers future realisations. The material conditions will be worked out as the realisation proceeds
Above all, what matters the most is the spirit of accepting challenges positively that may come up during the period of entry, keeping in mind that Auroville’s present state of development is far from perfect. Though the whole process is complex and challenging and the project is going through many hurdles, they dream the city to become completely artistic. Appreciating humanity’s historic yearning for peace, eliminating the undesirables who are holding up this brilliant evolution, Auroville is a place which belongs to humanity as a whole. (For more info on its unique work culture, health organizations, international university, legal body, go here.
With technology taking an edge over everything and the world getting flatter day by day, it’s predicted that we are slowly but consistently losing our cultural diversity. As universal declaration by UNESCO says “cultural diversity is as necessary for humankind as biodiversity is for nature.” In this scenario have not you ever desired a place somewhere in the world that no country can claim as its property, where no compulsion of any facet of diversity become submissive to another, allowing each its exclusivity and all liberty, and yet recognizing the equality of status of each one? Where human relations would not be based solely upon competitions and conflict, where man would use all his fighting instinct to defeat the causes of his suffering and misery and to triumph over his limitations and inabilities. Where children grow and advance integrally without losing the essence of life. An international township where aesthetics in all forms, painting, sculpture, dance, music, literature will emerge to give life the consciousness in all its freedom, the opportunity to share the joys they bring would not be bounded solely by social or financial position. A collective experiment bestowed to human unity and international understanding for fairer, brighter and nobler life.
Sangeeta R. Goswami
ADHD- A Brain Disorder
“People treat my son like a moron. He just can’t stop fidgeting. Teachers in his school always get on to him because he is over-energetic and restless by nature. He shall often jump on the bench and create a nuisance even though he can absorb things much better than anyone else in the class. My neighbors would call him a stupid. When he is home, he shall be totally disruptive and out of control. Often he would throw the remote on TV or he shall make my kitchen turn into hell within minutes. No sooner does he get on the bed; he shall start tearing the bed covers and throwing away things on the roof. He would shout at the highest pitch and create a scene to your utter dismay. No sooner shall he start playing video games, it shall hang. I try to calm him and he gets violent. He can’t sit still for more than maybe 30 seconds, he loses focus very easily and you have to constantly redirect his attention. I thought of putting him in special education cell but they denied saying he is too smart.”
These may be the symptoms of ADHD (Attention deficit hyperactivity disorder)- the leading psychiatric disorder in the world and the No. 1 reason a child takes medication. The increase in the number of prescriptions doctors write for treating ADHD is staggering. So it has become a big concern disease of all. Symptoms of this condition become evident when children begin preschool where they find themselves trapped in structured environment. A high level of energy and a low sense of danger may place these children in potentially risky situation which can be hazardous for people around them. Increased motor activity, reduced attention span, difficulty in concentration, and restlessness are the key behavior of this neurological disorder which hinder child’s educational and social performance. Teachers are often the first ones to identify or suspect ADHD in children since they spend time with many children of various age groups; they know how students typically behave in classroom situations require attention and self-control. When they detect some different behavior in a child which disrupts the class, they should contact the parents about their concerns. Their observations could be the greatest ally for parents while tracking the evaluation of this invisible disability. The three forms of ADHD are described as inattention, difficulty in performing tasks, hyperactivity and impulsivity according to the DSM IV (DSM4) Criteria for ADHD. It is not mandatory that all these symptoms need to be present in a child to be called as the one suffering from ADHD.
Some of the views claim that the restricted environment of schools may be responsible for this unusual behavior in children. And they believe when child is finally out of school, free to chase his own interests in the real world, he finds his niche and achieve remarkable success there. As quoted by a highly respected pediatrician at Yale University who treats (with drugs) many children “A disproportionate number of children labeled ‘ADHD without hyperactivity’ are exceptionally bright and creative children. I’ve often thought that these kids find their own inner theater much richer and more interesting than the outer theater of the classroom and, so, naturally, focus on it at the expense of classroom attention. . . The proper fix for this problem would be done at the school level.
But Robert J. Melillo, (author of Disconnected Kids) says Children may show signs of this imbalance early in life. They may be slow to walk and have poor balance because their eyes don’t work well together. Some mothers recalled their hyperactive children kicking in the womb more forcefully than their other children, says Walt Karniski, MD, a developmental pediatrician. So it is clear that they show sign of ADHD before going to school also.
When we take the child to the pediatrician for a fever or cold, a quick test and the doctor put the child on the doses of antibiotics and child recovers soon. But when it comes to ADHD there is no objective clinical test to confirm it, the judgment is based on a set of subjective indications. In an attempt to help children struggling at school because of their poor concentration (which may merely be a sign of emotional or intellectual immaturity) many teachers, and doctors make the assumption that these are the signs of ADHD and start them on medications. Ironically, they often cure the symptoms and not the real cause. Evaluations based diagnosis takes time and require multiple clinical skills. The expert who makes the diagnosis – usually a trained psychologist, should rate the child’s behavior on standardized evaluation scales to compare it to that of other children of same age, and be sure that the symptoms persisted in several settings for more than 6 months. Regrettably, there is a shortage of appropriately trained experts. the misdiagnosis rate is about 1 in 5, that is around 900,000 of the 4.5 million children currently diagnosed with ADHD have been misdiagnosed.
CAUSES
Genetics:Parents annoyed at claims that ADHD is the result of malnutrition and / or bad parenting, may take some relief knowing for the first time that these children have differently written brain DNA. The research, published in the journal The Lancet, Children with ADHD have a significantly higher rate of missing or duplicated DNA segments compared to other children and we have seen a clear genetic link between these segments and other brain disorders,” explains Dr Nigel Williams. Read here.
Heredity: ADHD has been found to run in families, 30% to 40% cases has a chance having a parent with ADHD as well.
Chemical imbalance: Experts believe an imbalance neurotransmitters that transmit nerve impulses may be a factor in the development of ADHD symptoms.
Head injury: There are reports of children with head injuries, particularly with concussions.
Advice:
PSYCHOTHERAPY:.A psychologist may teach children social skills, such as how to wait for their turn, share toys, ask for help, or respond to teasing. Learning to read facial expressions and the tone of voice in others, and how to respond appropriately can also be part of social skills training
Meditation:As we all know, since ages Meditation techniques have been proven to increase the level of concentration. They can increase the amount of neurotransmitters (and especially a chemical called dopamine) in the brain, which assist focus and attention. Practicing meditation over a long period of time strengthens the brain that no drug can do as it tackles the root cause of the problem and is not just a temporary fix. Exercises in green, prayer, or relaxation, biofeedback may also be helpful to monitor the brain activity.
IEP at school:Experts refer Individualized Educational Programs (IEP) by faculties in Schools. Successful learning requires concentration and control on impulses so frequent breaks can be much relaxing and refreshing for the children.
Parent management: Parents are given a certain set of general principles for special need of ADHD child. Positive back up encourages the child’s good behavior (like getting more computer time for finishing homework), and Bad behavior, might result in losing the time for playing game. It is the time for parents when they can reaffirm the values in personal and family bonding and their dedication to one another.
ADHD – A Boon:
Actually ADHD is a Gift to the Child If well directed. These Kids have much higher chance of becoming Great Sportsman, Innovators, and Entrepreneur……than Normal Kids. they are amazing at thinking out of the box, brainstorming, they excel in creativity because of their flexible thinking, they are open minded, enthusiastic and spontaneous, they are lively, are able to focus for long periods of time on tasks that they find interesting, they quickly absorb new concepts, they are best at multi tasking, wow….and they are incredibly energetic if something interest them.
The famous scientist Albert Einstein has been believed to have ADHD throughout his life. He was never organized and often skipped classes or day dreaming when in class. It is also reported that he had difficulties in speaking as a child. Guys with ADHD background who later made landmarks can be found here.
Moral of the story is, ” Explore your children, Love them, Understand their psycholgy and Priorities.Each child is gifted.”
Note:The author is neither a Psychologist nor an ADHD expert. Article is based on information from books, internet and cases she has heard about
Sangeeta R. Goswami