“Where is the life we have lost in living? Where is the wisdom we have lost in knowledge?

Where is the knowledge we have lost in information?” – T. S. Eliot

 

Visualizing an erudite society sans education is similar to staging 'Hamlet without the King of Denmark'. Can you imagine a world without education? Probably the first thought that we get after hearing such a question is, No! A world without education is as a bird without wings. “Education has been called the technique of transmitting civilization. In order that it may transmit civilization, it has to perform two major functions: It must enlighten the understanding, and it must enrich the character,” avers, Nani Palkhivala.  Hence education always tops the list of highest priorities in any society. In India, it has been so from the Vedic ages. The supply of 'priceless' human resources for educated society is possible only through education. Therefore, the need of the hour is, 'A spiritual paradigm to education.'

Truth and Possibility

People often confuse education with schooling, whenever there is a discussion on education. When they hear the word, their mind simply thinks about schools or colleges. They might also look at particular jobs like teachers or tutors. The problem with this is often that while looking to assist people to learn, the way tons of faculties and teachers operate is not necessarily something we will properly call education. They have chosen or fallen or been pushed into 'schooling' — trying to drill learning into people consistent with some plan often involved by the others. Paulo Freire (1973) famously called this banking — making deposits of data. Such 'schooling' too easily descends into treating learners like objects, things to be acted upon rather than people to be related to.

Education, as we understand it here is a process of inviting truth and possibility, of encouraging and giving time to discovery. Nani Palakhivala's observation about education is that, “The first objective of education should be to turn out integrated personalities in whom have been inculcated noble ideas.”

Further, he says, “I am using the word in its profound sense. Animals can be trained; but only a human being can be educated. Education requires personal participation and transformation. It cannot be given to anyone; it must be inwardly appropriated. It involves the cultivation of the mind, not merely with a view to equipping you earning a living or to possess it as a commodity for sale in the marketplace.”

Swami Vivekananda says, “Education means that process by which character is made, the strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one's own feet.” It is, as Dewey (1916) put it, a human process – 'a process of living, and not a preparation for future living'.  The Yajurveda declares, “I resolve to discard all the false values and accept every true ideal of life”.

Literacy and Education

In short, the purpose of education is not loading the mind with information. Moreover, such information getting absorbed in life is simply a chance. It can just make one literate, but not happy or contented. George Macaulay Trevelyan, the great-grandnephew of Lord Macaulay, who said, “Education has produced a vast population able to read but unable to distinguish what is worth reading.” Albert Einstein's observation about the sense of values deserves worth mentioning in this context, that is, “It is essential that the student acquire an understanding of a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he – with his specialised knowledge – more closely resembles a well-trained dog than a harmoniously developed person.”12 Therefore, life is to be lived; so, education must prepare one for life.

Man being divine in nature, life also should be lived in a divine way of life. A quote, I read long back, is very appropriate, which needs mention here is that “life is not for eating, sleeping, making merry, or begetting children, but for attaining perfection by transcending the animal instincts.”

There is more to life than amassing wealth or indulging earthly pleasures. Man can lead a virtuous life out of his good or bad deeds. Man must adhere to the laws of being, and maintain the balance between mind and body, between thought, feelings, and actions.

Atharvaveda offers a piece of guidance: “Give prominence to intellect over emotions. God has housed your emotional heart and your logical mind in one body. Further, it advises, “Do not be carried away by the emotions, nor be carried away by mere logic, get motivation from heart, but the direction from the brain, and march forward with firm strides”.

Purpose of Education

Education must teach, how to maintain equanimity, when passions control the mind and the body, As Lord Krishna manifested in Bhagwadgita, i.e., “Karmanye Vadhikaraste, Ma phaleshou kada chana, Ma Karma Phala Hetur Bhurmatey Sangostva Akarmani.” The meaning of Krishna's statement is that every human being must become a 'karma yogi,' who works hard without caring for the fruits of his actions and practice to treat success or failure with a detached mind.

A word of caution from Rigveda: “O man, keep awake! Let not fools lure you or the cunning beguile you”. Education should implant in one, the sense of humour, so useful for dissolving stress.

Role of an Educator

Life being an intricate web of relationships, it is the task of the educator to inculcate among students the values of love, respect, trust, and gratitude. The Rigveda says, “May we assemble and march forward with a common purpose; May we confer together with open minds and work together harmoniously for common good; May we pool our thoughts for integrated wisdom, and always work triggered by higher ideals”.

Human life is a constituent of cosmic life. Therefore, education should help one develop a universal vision. Life does not end with the collapse of the physical body, as the soul is a homunculus, a man within man. Life is growth, expansion with diverse ramifications.

Moral education can help students to learn that each living being has a purpose in the cosmic scheme. Each is accountable for his or her deeds. Misery befalls when one perceives oneself as a body and nothing more. Life becomes divine when one lives in soul-consciousness.

Faith, Reverence, Conviction, is the Key

Changing times have changed the mindset of the young generation. Unfortunately, the young generation deems an ill-mannered approach as the symbol of freedom. Freedom is not enslavement to physical enjoyment. It is not fulfilling the diktats of the lower self, dismissal of time-tested customs, non-observance of laws of the land, or discounting the voice of conscience. True freedom is inner liberation.

The present-day education has failed to instill reverence – reverence for ancient writings, parents, teachers, and elders. Reverence is the spirit of divinity. The 'Shraddha Suktam' in the Yajurveda equates faith with truth, which is Almighty itself. 

To ignite the soul of pupils with the highest truth, teachers should be not only erudite but have perfect conduct. When King Janaka, himself a philosopher, requested the Yagnavalka to take him as a disciple, he said, “Disciples must qualify to be the worthy recipients of knowledge.” They should have total control of the senses and lead a disciplined life.

The mission of education is not just to inform but also to transform, lead one to the fountain of all knowledge. Spiritual orientation to life can help students to be pure in thought, word, and deed. It can compel them to adopt a 'giving attitude', shed the grabbing mindset, and defuse the desire to become rich overnight even by resorting to foul means.

Further, a prayer in Atharvaveda states, “O God, keep away from me that wealth which brings about my fall; and results in defaming; which entangles me from all directions; and withers me like a parasitic plant that withers away from the supporting tree.”

Worldly-Knowledge to Self-Knowledge

A spiritual paradigm to education is the need of the hour. From worldly-knowledge to self-knowledge is a spectacular jump from normal understanding to cosmic knowledge. Spirituality recognizes the immanent principle of consciousness in existence, which, in turn, implies one's unity with the cosmos and with everything around. It provides a spark of the divine in primal elements, in plants, animals, and humans.

The supreme realization of the Oneness of the Reality, expressing itself in many ways, can change one's perceptions and outlook towards life. Self-love is transformed into love for all beings, obsession into compassion, and hatred into respect. Life's tempo remains unimpeded if one has spiritual energy-reserves to absorb the shocks of day-to-day life.

Noble ideas can bring students out of their world of fantasy, de-addict their minds of racial, religious, and other prejudices, and improve their mental health to face the challenge of time. Students need to understand that a life of purity can do wonders in many ways; that the development of intuitive ability is as important as the development of the mind.

To live is to feel for others. “The heart has its reasons of which reason knows nothing,” wrote Blaise, Pascal. Moral and spiritual education could make students receptive to other people's feelings and sympathize with them. Spiritual poverty is more harmful than the poverty of other kinds. Today it has led to restlessness in the world today.

The orientation of students is compulsory for the observance of seven codes of conduct, namely, truth, non-violence, non-covetousness, noble company, hygiene, self-control, and a quest for the divine. These codes of conduct can uplift young minds morally, and turn them into instruments of social change. Educational curricula should be prepared in such a way to provide a remedy to material and sensual values, acting like poison on impressionable minds. To conclude, “For a nation nothing is more rewarding than education in human values.”