The Science of Living: A
New Dimension of Education
Intellectuality is undoubtedly a part of education but it
is not all that there is to education.
It has to be supplemented by a sense of social
responsibility, humanistic values and sound character. In fact, mere
intellectuality can prove dangerous. Even those engaged in criminal
activities gain from it and it is for this reason that educated thieves
prove more skilled and professional. Our main problem today is a glut of
intellectuals devoid of character and therefore having a lopsided
personality.
It does not amount to belittling the importance of
intellectual knowledge. All that is being said is that full and complete
growth requires that it be supplemented by proper development of the
endocrinal system.
The Science of Living, comprises combined training
in the art of worldly success, spiritual progress and yoga. Modern
education lays emphasis on physiology, anatomy and psychology. If all the
six are combined, a total and integrated course of complete human
development can be devised. We should inculcate in them the power of
concentration, will power and determination.
Education must cater to all the three types of developments
- physical, mental and emotional. Today we are laying a lot of stress on
the first two and totally ignoring the third. Here it is worth remembering
that in order to achieve integrated development it is not enough to read
and cite examples from religious literature. Such reading can be inspiring
but it cannot bring about the desired change - the change of
consciousness. Sermons and preachings are incapable of achieving this goal
for the simple reason that the real carriers of change are the hormones
and unless their secretion is controlled, all development will remain
partial and one-sided.
Hence the importance of modern Physics, Psychology and
Physiology. It is our firm conviction that the findings of modern science
must not be ignored in the name of the infallibility of the solutions
offered in religious texts.
Ignorance and infatuation are two different things. The
former merely implies lack of knowledge but the latter affects individual
behaviour and character. Modem education trains all, its guns against the
removal of ignorance by flooding the learner's mind with statistical
details, but makes no effort to cure his infatuation. Such education
cannot discipline life. For it to be meaningful it will have to be made
two-dimensional and both the dimensions will be mutually complementary. We
are thus not in favour of imposing moral education as a separate subject.
It should be an integral part of the curriculum. For practical training
special camps can be organized, for what one learns in them far outmatches
any theoretical knowledge.
Under practical training some experiments should be
conducted in modifying the endocrinal system. For this purpose training
may first be imparted to a select group of teachers. Gradually the scope
can be increased. There are instances of people coming to attend camps and
returning home both physically and mentally transformed as a result of the
training received. In order to obtain optimum results a three-pronged
programme will be necessary under which simultaneous training will have to
be given to students, teachers and guardians. Such an effort is bound to
yield results - far more astounding and enduring than those accruing from
mere preaching.
Modern education is object-oriented; it must be made
self-oriented. In other words it should aim at building character. But we
believe that mere bookish knowledge cannot help bring about student's
moral development. What is really needed is to cognize the Science of
Living as a branch or part of education. It should enjoy the same
independent status as Biology, Physics or Botany. There can be a
revolution if the Science of Living is both theoretically and
experimentally used to awaken consciousness. Education will then turn out
balanced individuals.
As noted earlier, the endocrine glands like the pineal, the
thyroid and the pituitary influence individual character. Up to
adolescence or puberty the pineal remains very active. This is the reason
why boys and girls up to the age of 10 or 12 remain relatively free from
moral contamination. As they grow, the pineal grows slack. If, through
practical means it could be activated, prolonged good would result. Young
boys and girls could then stay clean and disciplined. It would require,
besides education in Physiology, holding of weekly camps for practical
training in activating their ductless glands. Ultimately it would help
build a new generation of highly balanced and disciplined people.
Mere textbook knowledge or sermonizing will not create
discipline. Without underplaying intellectuality efforts will have to be
made to curb its unwanted growth through the activity of the endocrine
glands. Once the intellect starts developing beyond a point,
unresponsiveness to the call for discipline emerges. It proves how mere
intellectual development can prove disastrous.
The enormous and precious findings of science should be the
decisive criteria and should provide the overall context for the practical
use of religious instruction and textbook knowledge. Then only will be
able to build a new generation of people enjoying perfect and all-round
health - physical, intellectual and emotional.
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