Aurobindo on education. Sri Aurobindo on Education for Character Development 2022-10-10
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Sri Aurobindo was an Indian independence activist, philosopher, and spiritual leader who is perhaps best known for his work in the fields of philosophy and education. In this essay, we will explore Aurobindo's thoughts on education and how they have influenced the world of education in the modern day.
Aurobindo believed that education should not be solely focused on the acquisition of knowledge and skills, but rather on the development of the whole person. He believed that education should aim to cultivate the physical, mental, emotional, and spiritual dimensions of the individual in order to prepare them for a fulfilling and meaningful life.
Aurobindo believed that education should be holistic, encompassing all aspects of the human experience and aiming to bring out the best in each individual. He argued that education should not be a means to an end, but rather an end in itself, with the goal of helping individuals to reach their full potential and become the best version of themselves.
Aurobindo argued that education should be centered on the individual, rather than on society or the state. He believed that education should be tailored to the needs and interests of each individual, rather than being imposed from the outside.
Aurobindo also believed that education should be experiential and hands-on, rather than solely theoretical. He argued that students should be given the opportunity to learn through hands-on experience and experimentation, rather than simply being told what to think and do.
Aurobindo's ideas on education have had a significant impact on the world of education in the modern day. Many educators and schools have embraced a more holistic and experiential approach to education, focusing on the development of the whole person rather than just the acquisition of knowledge and skills.
In conclusion, Sri Aurobindo's thoughts on education have had a lasting influence on the world of education. His ideas have inspired educators to take a more holistic and experiential approach to education, focusing on the development of the whole person rather than just the acquisition of knowledge and skills. Overall, Aurobindo's ideas on education emphasize the importance of cultivating the physical, mental, emotional, and spiritual dimensions of the individual in order to prepare them for a fulfilling and meaningful life.
Educational Philosophy and Thoughts of Sri Aurobindo Ghosh opportunities.alumdev.columbia.edu Notes
We must understand the inter-relationship among the different elements within man, the nation and the universal humanity. And yet this help is of the utmost importance if one wants the individual's growth and action to be complete. A young child should aspire for beauty, not for the sake of pleasing others or winning their admiration, but for the love of beauty itself; for beauty is the ideal which all physical life must realise. The psychic being is also a great discovery to be made requiring at least as much fortitude and endurance as the discovery of new continents. Yet there are some solitary travellers and for them a few general indications may be useful. Here also in spiritual education, the goal you set before you will assume, in the mind's formulation of it, dNerent names according to the environment in which you have grown, the path you have followed and the affinities of your temperament. It is only more developed minds which can receive first impressions without an unconscious bias against the novelty of novel experience.
😠Aurobindo on education pdf. On Education. 2022
The learner will begin to observe as a habit the similarities of things and their differences, The teacher should take every care to encourage the perfect growth of this faculty and habit. The distinction that reserves this principle for the teaching of adolescent and adult minds and denies its application to child is a conservative and unintelligent doctrine. They can, with the help of this consciousness, deal with their vital as. Must know that all are equal spiritually and instead of mere tolerance must have a global comprehension or understanding. The thirst of knowledge, the self-devotion, the purity, the. Yet, even if a mental or vital impulsion is to be expressed physically it must submit to an exact and precise procedure.
All teaching is a revealing, all becoming is an unfolding. But no particular subject except language is essential, still less exclusively appropriate to any given faculty. In brief, one can say that the supramental education will result not merely in a progressively developing formation of the human nature, an increasing growth of its latent faculties, but a transformation of the nature itself, a transfiguration of the being in its entirety, a new ascent of the species above and beyond man towards superman, leading in the end to the appearance of a divine race upon earth. But whether distinct teaching in any form of religion is iinparted or not, the essence of religion, to live for God, for humanity, for country, for others and for oneself in these, must be made the ideal in every school which calls itself national. If he has bad qualities, bad habits, bad saṁskāras whether of mind or body, he should not be treated harshly as a delinquent, but encouraged to get rid of them by the Rajayogic method of saṁyama, rejection and substitution. There is no scientific subject the perfect and natural mastery of which cannot be prepared in early childhood by this training of the faculties to observe, compare, remember and judge various classes of objects.
He shows him how to acquire knowledge for himself. But then the report should be confined to the work alone and not touch upon private matters. All these are no doubt aspects of the human being and she has given them a considerable prominence subject to her large vision, but they are outward things, parts of the instrumentation of his mind, life and action, not the whole or the real man. This will prevent the necessity at a later age of teaching him everything in class. Both are essential to the completeness of the human reason. In fact, the body must not rule, it has to obey.
Every parent, student, teacher, and other stakeholder plays an important role; without their support, it will be difficult to implement effectively and qualitatively. Not only so, but the mental centres of comparison and contrast will be developed. Vital education lays emphasis on the observation of impulses, energies and desires of the vital being of man. This complete human self- fulfilment might well pass beyond limitations and be transformed into the character of a divine life. We make his lessons supremely uninteresting and repellent to the child, a harsh compulsion the basis of teaching and then complain of his restless inattention! Therefore, humankind now has a communal responsibility to facilitate evolutionary movement toward global social integration, the construction of a new social reality and to cultivate planetary collective consciousness. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature.
The muscles of the mind must be thoroughly trained by simple and easy means: then, and not till then, great feats of intellectual strength can be required of them. The spiritual discipline, service, bhakti, yoga, games and sports, asanas and pranayama are considered to be the most important tools to control the restlessness of the body and to achieve concentration. The number of hours for sleep will diminish as the child grows. Yoga, meditation, mantra chanting, and other similar activities provided them with positivity and peace of mind while also keeping them physically, mentally, and socially fit. An individual's intellectual development must be developed in relation to his moral, emotional and spiritual nature and vice versa. Aurobindo believes that logical faculty plays a very significant role in the education of the child.
We will excel not only economically but also in a variety of other areas, including sports, innovation, space research, social health, defence, educating the world on various dimensions, and environmental protection. A supreme perfection, a total perfection is possible only by a transformation of our lower or human nature, a transformation of the mind into a thing of light, our life into a thing of power, an instrument of right action, right use for all its forces, of a happy elevation of its being lifting it beyond its present comparatively narrow potentiality for a self-fulfilling force of action and joy of life. The physical is the last to change and the supramental force can be at work in a being long before something of it becomes perceptible in the life of the body. Among the faculties that are often mentioned, there is, for example, the ability to widen the physical consciousness, project it out of oneself so as to concentrate it on a given point and thus obtain sight, hearing, smell, taste and even touch at a distance. Super mind will have a super mental consciousness.
Sri Aurobindo Ghosh and his Philosophy on Education
. What the human mental consciousness does not know and cannot do, this consciousness knows and does. The majority of them, for various reasons, take very little thought of a true education to be given to children. A spiritual education would prepare the student to face life with greater faith and an integral outlook. It is a World University Centre, a university in which continuing education from infancy to old age will be offered. Aurobindo Ghosh worked hard to philosophically reconcile Western scientific rationalism with Eastern transcendent metaphysics into a holistic view of reality. Towards the Future was produced in 1949, The Great Secret in 1954 and The Ascent to Truth in 1957.
Sri Aurobindo on Education for Character Development
This is the real office of the intellect, — to discriminate, choose, select, arrange. There are enough books in the world to teach you things…. The pupil develops cognition, ideas, intelligence and mental perceptions through the application of his knowledge. Psychic education enables an individual to see his soul and helps him to grow in freedom accordingto its inner nature. But first the evolution of the nature must have reached a point at which it can meet the Spirit direct, feel the aspiration towards the spiritual change and open itself to the workings of the Power which shall transform it. Every child has the gift of imitation and a touch of imaginative power.
