AurovilleEducationSurvey(1968-2013)

SurveyDesign:DeeptiTewari

ResearchTeam:Anandamayi,AshwinE.,Aurévan,ÉricA.,

Kripa,ManjulaA.,Shrishti,Smiti,SouryaS.

AnalysisandReview:SuryamayiClarence-Smith

December19th,2016.

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TableofContents

Preface……………………………………………………………………………………………..3

Introduction…………………………………………………………………………….……….6

TheSurvey:Design,Framework,Methodology,Demographics….………..6

AnalysisofResponses……………………………………………………………………….10

SalientCommonalities……………………………………………………………..10

I. AnAurovilleEducation&Upbringing……………………..……….10

1)Beneficial………………………………………………………………......11

2)FormativeLifeEducation……………………………………………11

3)ValuedCharacteristicsofAurovilleEducation……………..12

4)Deficits……………………………………………………………………...16

5)CharacteristicsValuedOutsideAuroville…………………….17

II. BeingAurovilian…………………………………………………………….17

1) ConnectionwithAuroville’sIdeals…………………………..…17

2) Feeling‘Aurovilian’…………………………………………………....20

3) AnAuroville‘Type’?........................................................................22

III. Recognition&SuggestionsfortheFuture………………………..24

1) Recognition……………………………………………………………….24

2) Suggestions……………………………………………………………….28

SynthesisandRecommendations….…………………………………………………..32

APPENDIXA:AurovilleEducationSurveyForm…………………………………39

APPENDIXB:AurovilleCharter………………………………………………………....41

APPENDIXC:ToBeATrueAurovilian…………………………………………….....42

APPENDIXD:HistoricalContextofEducationinAuroville………………….43

APPENDIXE:GlossaryofSchoolsReferenced…………………………………….46

Bibliography…………………………………………………………………………………….49

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Preface:WhythisAurovilleEducationSurvey?

Fromitsveryinception,therehasbeeninAurovilleavastcontradictionbetweentheidealtoberealizedandtheactualityofthegroundreality.Auroville’saimisvast,itisaslargeashumanlife,butthematerial,socialandpsychologicalconditionsprovidedfortheexperimenthavebeenquiteother.TosumupsomeoftheapparentaimsofAuroville:Tobuildacitydedicatedtothefuture,notrepeatingtheerrorsofthepast,buttodoso on a dry barren, socially deprived corner of rural South India. To let theexperimentbepeopledbyarandomnatural'selection'ofthosewhochancetoshowup, carryingwithin themselvesmerely awish to try suchanexperiment inhumanunity. To locate the experiment in an inhabited area that has a resident localpopulationwithlittleaccesstothebasic lifeamenitiesofthemodernworld:water,healthcare and education, yet to insist that Auroville’s intention is to co-evolvetogether.And, if these material conditions were not challenging enough, there was aninsistence that no 'rules or laws' be framed for this fledgling society’s governance,that no one be placed ‘in charge’; but rather to expect that all who choose toparticipatewould consent to let the underlying principles of the experiment growand develop, creating thereby the flexible working structures necessary for anorganicgrowth. Inaword, to insistprimarilyupon 'agrowthofconsciousness'butprovidenoprescriptivesystemsandmethodologiesforcreatingsuchagrowth.

Initsearlyyears,Aurovillehadtosecureitsphysicalbase.Aswithall

pioneeringsocieties,thenatureofthematerialenvironment-adryredlateriteplateaufacingadvanceddesertification-required'doers'notthinkers.Oncethelandwasgreenedandlifebecamemoresettled,ashousingshiftedfrombambooandthatchtothepermanenceofcementandconcrete,sotootheseekingforcoherenceinitssocialandpsychologicalcollectivestructurescametotheforefront.Thiswasthespiritandatmosphereinwhichtheearliestschoolexperimentemergedin1970.Thefirst'students'werethechildrenofthosewhohadjoinedtheexperiment,theiragevaryingfromtoddlerstoteenagers.TeachersweretheAurovilianswhowerethere,inclinedandavailable.

Inthisearlyenvironment,theverypassionfora'newsociety'createdadynamismthatactedasadissolventforstability.Thisfirsteducationalexperimentfounderedonthecontradictionsofthemoment.Itseemedthenthattobuildasettledschoolenvironmentwastobuildonshiftingsands.Thus,between1975andtheemergenceofCentreSchool(aprimaryschool)intheearly1980stherewerenostructuredschoolenvironmentsforAurovilleyouthtoattend.Youthhadtomakeshiftwithadhocandpersonalarrangements.

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ItisatruisminAurovillethatorganizedstructuresemergelongafteran

activityhascomeintobeing.Thusitwasin1984thattheSriAurobindoInternationalInstituteofEducationalResearch(SAIIER),thebodythatisnowtheholdingagencyforallofAuroville’seducationalactivities,wasformallycreated.Allthemanifoldexistingactivitieswhichhadaneducationalorientationwereincorporatedwithinit.

Butthisorganizedstructuredidnotstopthedebateaboutapproaches.A

multi-nationalcollectivity,withmembersinfluencedbytheirdistinctivecultural,social,moralandeducationalbackgrounds,seekingtocreateacommonapproachthatwantstoworkfromwithinoutwards,doesnotfinditeasytoagreeonmethodologies,oncontentsandstructures.Whatshouldbethecontoursofan'AurovilleEducation'?Thisremainsananimatedpointofdiscussionyet.Ithasbeenrelativelyeasiertoarriveatfunctionalagreementsinrelationtotheeducationoftheveryyoung.Itiswheresecondaryleveleducationisconcernedthatattitudeshavedivergedvastly-shouldAurovilleaffiliateitselftosomeexistingboardorexamprogramme,orshoulditretaina'freeprogress'approach?Thisargumenthasbeenatmomentsacrimoniousandevenledtoclosuresofparticularexperiments.

In1985,itwastheteenagersthemselveswhosucceededintheirdemandtohavean‘organized’schoolenvironmentdedicatedtotheirneeds.Butthestabilityofthisexperimentlastedlessthanadecadebeforeitseparatedinto2streams:ontheonesideintoaprogrammewhichofferedthepossibilityofstudyingandpassingforoneorotherofexternalschoolboardexamsavailablethen;andontheothertoanopen-ended,creative‘freeprogress’approach.Forthelast2decades,thisseemstohavebecomethesettledshapeofeducationonoffertoteenagersandyoungadultsgrowingupinAuroville.Buttheargumentationonapproachesremains.

Inanyonewhohasworkedwithteenagers,thequestionnecessarilyarises:whatistheirviewofgrowingupinAuroville,particularlyoncetheyhavethematurityandperspectiveofageandhindsight?Afteralltheywerethesubjects,theguineapigs,ofthisexperimentation.ThewishandintentionofAurovilleistocreateasenseofuniversality,totakeyououtofyournarrowsocial,familialornationalbackgroundandgivebirthtoanewandwiderconsciousness.Howsuccessfulhasthisbeen?Aurovilianstendtohaveasubjectiveimpressionoftheeducationalprocesstheyouthundergo,andanecdotalevidencethatoftenconfirmsone’spointofview.Buttogetsomeempiricaldatawouldbethought-provokingindeed.

ThustheideaofasurveyofAurovilleyouthincubatedforsomeyears.

Becauseofthiscontinuingquestionwithin,Iputtogetherasomewhatdesultorylistof(psychologicalratherthanmerelypractical)questions.Itwasinthesummerof2013thatagroupofyoungadultAuroviliansexpressedenthusiasmaboutsuchaself-analysisandalsoofferedtohelpcontacttheirfriendsandfellowyouth.Atthispointthesurveybegantoorganizeitself,tomanifest.Aone-pageintroductionthatdescribedthespiritandintentionofthesurveywasaddedtothelistof12questions.Itwassettledthatthequestionswouldbeinwardlookingandpsychologicalbecause

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thatwaswhatneededtobemeasuredmorethanthepracticallifeskillsthatAurovilleautomaticallyseemstoawaken.Thesecouldbeexploredatalaterstage.Noprescriptivedirectionwasspecifiedandtherespondentsweredeliberatelyleftfreetounderstandandreplytothequestionintheirownway,highlightingjustwhattheychose.

Thatsummerandthenextyeartoo,theteamcontactedpeopleeitherpersonallyorthroughinnumerableemails,repeatedlyrequestingtheircontactstofilloutthesurvey.Onlyeightyoddofthehundredscontactedresponded.Interestingly,manyofthosewhodidtakethetime,expressedtheirgladnessattheeffecttheprocessofdwellinguponthequestionshaduponthem.Becausethesewereinwardlookinganddemandedanintrospection,alookingbackandanalysisthisgavebirthtonewinsightsaboutgrowingupinAuroville.Theanswersthemselvesmorethanfulfilledexpectations;growingupinAurovilleisanexperiencethathasshapedlivesandprovidedtheirfuturetrajectory.Auroville’sfounder’swish“Tohavealifethatwantstogrowandperfectitself,thatiswhatthecollectiveidealofAurovilleshouldbe,andaboveall,notinthesamewayforeveryone–eachoneinhisownway”seemsachievable.

Deepti

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IntroductionAurovilleisanexperimentalcommunityaspiringtowardstheevolutionof

consciousnessinlightofthereveredIndianyogi,philosopherandrevolutionarySri

Aurobindo’sIntegralYoga.Hisspiritualcollaborator,TheMother,foundedthe

internationaltownshipinsoutheastIndiain1968,withtheendorsementofthe

GovernmentofIndiaandUNESCO.Approachingits50thanniversary,Aurovilleisthe

largestintentionalcommunityintheworld.1

TheMotherwroteandspokeextensivelyabout‘IntegralEducation,’2

educationinthecontextoftheIntegralYogaofSriAurobindo,andencouragedits

developmentinAuroville,inwhichitremainsafoundationalandaspired-towards

conceptandpractice.3Hundredsofyouthhavebeenraisedandeducatedinthe

community,andthissurveysoughttorevealtheinfluenceandcharacteristicsoftheir

uniqueupbringing,aswellastogivevoicetoanysuggestionstheymayhaveforthe

futureofAuroville’seducationalprocesses.

TheSurvey:Design,MethodologyandDemographicsThesurveywasdesignedbyoneofthecommunity’slongest-standing

educatorswithan“inward-lookingandpsychological”emphasis,giventhespiritual

aimsoftheAurovillecontextandthemanyeducationalexperimentsthathavebeen

inspiredbyandsoughttofosterthese.4Thecoverletteraccompanyingthe

questionnairehighlightedthatnoempiricaldataofthesubjectiveexperiencesof

Aurovilleyouthexisted,andthatthiswasacruciallensthroughwhichtogaininsight

intotheAurovilleexperienceaswhole,andhoweducationalpracticeshave

participatedinshapingit.5

1SeeSuryamayiClarence-Smith,“Auroville:APracticalExperimentinUtopianSociety”(BAInterdisciplinaryStudiesThesis,UniversityofCalifornia,Berkeley,2015).2See,forexample,TheMother,Education(Pondicherry:SriAurobindoAshramPress,1981).3SeeAppendixDforabriefhistoryofAuroville’seducationalendeavours.4SeePreface.5SeeAppendixA.

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Participantswereaskedtoanswerthefollowing12questions6:

1. WereyouborninAuroville?Ifnot,atwhatagedidyoucometoAuroville?

2. Kindlydescribeyourschoolingdetails,bothinandoutsideAuroville.

3. Wheredoyoucurrentlyliveandwhatisyourcurrentwork/sphereofaction?

4. Whichpartofyoureducation,whetherinAurovilleornot,hasbeenthemost

formativeforyourpersonality?

5. Whichaspectofyoureducationhasprovedthemosteffectiveforyourlife

andaction(whatskills,perspective,ideasdoyouusethemost)?

6. InwhichwaydoyoufeelAurovilian?Whatarethesignsofthisfeeling?Canyou

identifyitscharacteristics?

7. Doyouhaveasenseofconnectionwiththeideaforcesasembodiedin

Auroville’sfoundingtexts(suchas“TobeaTrueAurovilian”ortheCharter)?

Inwhatwaydoyouconnectwiththem?

8. DoyoufeelthatyouhavebenefitedfromtheAurovilleexperience/upbringing?

9. Wouldyousaythatthereisan“Aurovilletype”and,ifso,howwouldyou

describeit?

10. WereAurovilletocreatesomeformofrecognitionforitseducationalprocesses,

whataccordingtoyou,couldbeitscriteria?

11. DoyouhaveanywishesorsuggestionsforthefutureofAurovilleeducation?

12. Wouldyoulikeustokeepyouinformedaboutthesurveyanditsresults?

Note:Namesandagesoftheparticipantswererecorded,butthesurveywascirculatedwiththeagreementthatthenamesofparticipantswouldbekeptconfidentialinanyreportorpublication.Throughoutthisdocument,quoteswillbereferencedusinganumberassignedtotherespondents,indicatingthebirthyearandschoolingdetailsasrelevant.

BetweenJune2013andAugust2015,thequestionnairewascirculatedbya

groupofcurrentandformerAurovilleyouthtotheirpeersresidinginthecommunity

andabroad.Alistofeligibleparticipants–peopleagedeighteenandabovewhenthe

6Forthefullsurveyform,pleaseseeAppendixA.

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surveywaslaunchedin2013,whohadexperiencedanAurovilleupbringingand

participatedinanyofthecommunity’seducationalexperimentssinceitsfoundingin

1968–wascompiledfromtheAurovilleArchives’registersofresidents.Thisinitial

archivalresearchwascomplementedwithadditionalnamesobtainedfromthe

surveyteam,whocontactedanumberofAurovilianyouthaskingthenthemtorecall,

identifyandtraceanycontemporariesthatmighthavebeenmissed.Thisfinallistof

nameswasthensharedoutbetweentheteamwhodecidedamongstthemselves

whomeachwouldcontact,basedonpersonalconnectionsandrelationships.Initially,

oralinterviewswereplanned,andthereweresomecompletedtostartwith,butthis

wasfoundtobetoolabourintensiveandveryquicklyitwasagreedtoshifttoan

onlinesurvey.

ThecollectionofresponseswasanalysedbyaformerAurovillestudentwho

participatedinthesurveyherselfandiscurrentlyundertakingdoctoralresearchon

Auroville.Assuchthisresearchisauto-ethnographic,qualitative,andsubjective;and

giventhatmuchofthedatacontained,andlentitselftoformulating,

recommendationsforAuroville’seducationalpractices,itintendstobecome‘applied

research.’

Demographicsofthesurvey:

• SurveyresponseswerecollectedbetweenJune2013andApril2015.

• 81answeredthesurvey,72byemailand9inperson.Thisfigure

representsatleastathirdofallAurovilleyouthovertheageof18in

2010,7possiblysignificantlymore.8Thelowestresponseratereported

bythosewhocirculatedthesurveywasonethird,thehighestresponse

ratedescribedas“most”ofthosecontacted.

• Spanningover40years,theoldesttofillinthesurveywasbornin

1959,theyoungestin1991.16werebornbetween1959and1969,25

between1969and1979,25between1979and1989and14between

7Theyoungesttofillinthesurveywerebornin1991,andthuswouldhavebeen18in2009.8BasedondataofyouthraisedinAurovilleobtainedfromtheDataManagementGroup.

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1989and1991,sothat,presumablysufficientdatawascollectedto

identifyanypotentialdiversityinresponsesacrosstime.

• 41respondents(approx.50%)wereborninAuroville.Theremainder

movedtoAurovillebetweentheagesof6weeksand14yearsold.

• 46ofrespondentsweremale,35female.

• StudentsfromacrossAuroville’skindergarten,elementaryandhigh

schoolsresponded,presumablyenablinganysignificantdivergences

accordingtoschoolsinAurovilletobeidentified.

• Onethirdofrespondentscompletedtheentiretyoftheirprimary

throughhighschooleducationinAuroville(born1972onwards).

Another9respondents(born1959onwards)completedallbutoneor

twoyearsofprimaryschoolinAuroville(eitherabroadorinthe

Ashrambeforejoiningthecommunity,orat“EqualsOne”intheearly

years).Thesumis44.4%ofrespondents.

• 58respondents(71.6%)wentontopursuehighereducationoutsideof

Auroville.Ofthose,34hadattendedhighschooloutside,and24inside

Auroville.

• 36respondents(44.4%)livedoutsideofAurovilleatthetimeoftaking

thesurvey.

• Respondentswereactiveinanumberofdifferentfields.Interestingly,

closeto30%(24people)listedteachingasatleastoneoftheirroles.

• 91%ofrespondentswereinterestedinhearingoftheresultsofthe

survey.

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AnalysisofResponses

SummaryofSalientCommonalities:

o Thevastmajorityofrespondentsfeeltheyhavesignificantlybenefitedfrom

theirAurovilleupbringing.

o TheAurovilleupbringingasawholewasconsideredaneducational

experience,reachingbeyondschooling.Responsesdidnotdiffersignificantly

accordingtotheschoolstudentsattended,oreveniftheycompletedtheir

secondaryschoolingelsewhere.

o ThequalitiesofAurovilleeducation/upbringingthatarethemostvaluedare

freedom,openness,support,well-roundedpersonaldevelopment,exposureto

theyogaofMotherandSriAurobindo,andamulticulturalandmultilingual

environment.

o ThevastmajorityofrespondentsfeelveryidentifiedwithAuroville.Whether

theyliveinthecommunityornot,theyconsiderthemselvesAurovilianin

resonatingwith,aspiringtowardsorpracticallyapplyingitsideals,infeeling

connectedwithothercommunitymembers,andinconsideringAurovilletobe

“home.”

o ThemajorityofrespondentsrecommendthatAurovilledevelopinternal

formsofrecognitionfortherangeofeducationalexperiencesofyouthwithin

thecommunity,andmovetowardsinternationalaccreditationforthese.

o SuggestionsforthefutureofAuroville’seducationincludeupholdingdiversity,flexibilityandorientationtotheindividual,andthatitcontinueto

experiment–responsibly–bysupportingtrainingofteachersanddrawing

inspirationfromdevelopmentsineducationalprocessesworldwide.

I.AnAurovilleEducationandUpbringing:Benefit,CharacteristicsandDeficits

Commonthemesrelatedtothebenefits,characteristicsanddeficitsofthe

upbringingandeducationofAurovilleyouthemergedintheresponsestoQ.4,Q.5

andQ.8,whichspecificallyaddressedtheseinterrelatedpoints.

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1)Beneficial

InanswertoQuestion8“Doyoufeelthatyouhavebenefitedfromthe

Aurovilleexperience/upbringing?”71participants(87.65%)answeredthatthey

felttheyhadbenefitedfrombeingraisedinAuroville.58respondents(71.6%)

stronglyexpressedthisandmanywenttosomelengthtoqualifyandsupport

theiranswer.Manyexpressedhow‘grateful’and‘lucky’theyfeltaboutbeing

raisedinAuroville,describingitas‘invaluable,’‘immeasurable’and‘priceless,’

somethingtheywouldrepeat,wouldnevertrade,andcouldneverrepay.A

significantnumberofrespondentsexpressedastrongidentificationwiththeir

Aurovilleupbringingandcouldnotconceiveofputtingitsbenefitintoquestion(it

isinterestingtonotethatthistypeofresponsecamefromtheearliergeneration

ofAurovilleyouth):

“Yes!That’sastupidquestion,that’slikesaying‘howdoyoufeelaboutbeingyourselfat42’?Imean…it’scompletelyconnectedsomehowtowhoIam”9“Noquestionaboutit.ItISwhoIam”10“CouldIhavebeenraisedelsewhereandstillbethepersonIamtoday?Unlikely…Ihaditall–thefreedom,thegenerosityofhumanity,andthetoleranceofothers.WhatmoreCOULDoneaskfor?!”11“Yes,ithasformedwhoIam.IamthankfulallthetimethatIhadtheeducationandchildhoodthatIdid.”12

2)Formative“LifeEducation”

InanswertoQuestion4“Whichpartofyoureducation,whetherinAurovilleor

not,hasbeenthemostformativeforyourpersonality?”themajority(50out81,

61.72%)respondedthattheireducationinAurovillewasthemostformative.19

(23%)citedacombinationelementsfromtheireducationinAurovilleandoutsideof

Auroville,sothatintotalAurovillewasidentifiedasformativein69,or85.17%of

answers.ResponsestoallthreequestionshighlightedtheAurovilleexperienceasa

wholeasformativeandeducational,withlifeskillsreachingbeyondschooling.

9#62,1973,FertileSchool.10#3,1967,FertileSchool.11#4,1964,FertileSchool.12#28,1972,AspirationKindergarden,CenterSchool,FertileSchool,TransitionSchool,LastSchool.

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“LivinginAurovilleisaneducationalexperienceandhasbeenformative.”13“MyeducationinAurovillereachedfarbeyondjusttheschools.Iwasgiventhefreedomtogrowasaperson;wasgivenresponsibilityinmyownlife.Thesethingshelpedmelearnfrom all my experiences... Growing up in Auroville prepared me more than justacademicallyfortheworld.”14“The 'out of classroom' learning that tookplace in every stageofmy life - growingupwithadiversegroupofpeople,beinginvolvedindifferentaspectsofthecommunity,andbeingassociatedwithmentorsthatgavealotofindividualattention.”15

“The most formative part of my education for my personality was being engaged inbuildingandcreatingAuroville.”16

TheearlyyouthofAuroville-borninthe1960sandearly1970s-who

answeredthatAurovilleeducationwasformativeoftheirpersonality,statedthatthis

wasduetothelackofstructurededucation,whichpushedsometoseekformal

educationelsewhere:

“My timewithout a formal education in Auroville taughtmemore thanmy attendingschoolcouldeverhavedone.Iamamaverick,alateralthinkerandprettyfearless.Lifeskillshavemadeanythinglifetodayhastooffereasytodealwith.”17

“My formal education in Auroville was almost non existent but Auroville providedmewithawealthofexperiencethathasinfluencedwhoIamtoday.”18

“Ithinkthatmylackofeducationhasmademesoeagertowantto learn,andwanttoachieve.IreallyworkedhardtogetmyBAandMA,notforthesakeofgettingadiplomabuttohaveagoalandreachit.”19

3.ValuedCharacteristicsofAurovilleEducation

Answerstoallthreequestions(Q.8onbenefit,Q.4onformative,Q.5on

effectiveness)highlightedcommonaspectsoftheAurovilleeducationandupbringing

asstrongpositives,notably

Ø Thequalitiesofopennessandfreedom:

13#32,1964,AspirationSchool,KodaiSwedish.14#28,1972,AspirationKindergarden,CenterSchool,FertileSchool,TransitionSchool,LastSchool.15#49,1986,TransitionandFutureSchool.16#15,1964,Aspiration,Fertile,LastSchool.17#4,1969,Kindergarden,LastSchool,FertileSchool.18#38,1961,AurovilleSchool.19#9,1975,Centre,Transition,LastSchoolandhomeschooling.

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“Children can express themselves freely. They can discover on their own what theylike/don'tlike.Theyarenotformattedina"shouldbe"mould.Wewerefree.”20“Even though many 'experiments' could not be sustained the knowledge gained, theopennessandfreedomtothink(evenatthatyoungage)hasstoodmeingoodstead.”21

“Theopeningupofmythinkingtoaskimportantquestions,thefeelingofbeingallowedtobewhooneis,andatthesametimethegoodpreparationforwhateveronechoosestoendupdoing.”22“ThefreedommadepossibleinAuroville,toexploreone'spotentialsandskillsenablesthestudentstototallyfocustheirattentiononthethingstheylovetolearn.Theresultformepersonallywas…theabilitytostayintouchwithmypassions.”23

Interestingly,freedomwasoftenpositivelycorrelatedwithresponsibility:

“Freedomineveryway,earlyresponsibilities,beingonebigfamilyfeelingresponsibleforothersandsurroundings.”24“IreallyenjoyedthefreedomofchoosingwhichsubjectsandcoursesIwantedtofollowwhichdefinitelyincreasedmysenseofresponsibilityformyownlife.”25

Ø The opportunity for authentic and well-rounded personaldevelopment:

“Being in Auroville has givenme somany opportunities to discover various aspects ofmyself,hasgivenmetheconfidencetobetruetomyself.”26

“The toolsandunderstanding I havegainednotonly covered thebasic knowledgeandskillsofeducation,butalsodevelopedmybeingintoamoreroundedindividualstrivingtoprogress”27“TheeducationinAurovillehasbeenmostformative,becauseitisgearedmoretowardsthegrowthoftheindividual,tosparkaninterestinasmanyvariedtopicsaspossibleandtodevelopnotonlytheacademicbuttheathleticandartisticsidesofourpersonalityaswell.”28

20#75,1986,Kindergarden,Transition21#2,1959,AspirationSchool22#54,1989,Kindergarden,TransitionandFutureSchool23#66,1980,Kindergarden,Transition,LastSchool.24#10,1966,LastSchool25#79,1986,Kindergarden,Transition,FutureSchool26#55,1981,Kindergarden,TransitionandLastSchool27#81,1987,TransitionandFutureSchool.28#44,1990,LastSchool.

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“ThebroadspectrumofskillsthatAurovilleeducationprovides.AndbythisIdon'tmeanjust practical/intellectual skills, Imean a richness of thought, a deep awareness ofmyself,mysurroundingsandarichperspectiveoflifeandourexistence.”29

Ø Theinterconnectednessofteachersandstudents,asareflectionof

theirembedednessinthecommunityatlarge:

“Ifeelthebestpartofmyeducationwasthebalanceoffreedominaverynurturingenvironmentthatfosteredacloseandpersonalrelationshipwithonesteacherswhileatthesametimedevelopingastrongsenseofself-responsibility.”30“Growingupwithaverysupportiveandopen-mindedteachingstaffhasallowedmetotrulyallowmetobeme.”31“Theapproachtostudentsandthegeneralatmospherecreated…Iwouldsayamodelofhumaninteractionforme.”32“Thesenseofcommunity,friendship,andequalitybetweenteachersandstudents.”33

Ø TheexposuretotheyogaofMotherandSriAurobindo:

“ThemoreuniquecoursessuchasAwarenessthroughtheBodyandAurovillePhilosophyclasses…Throughamore theoreticalunderstandingof theworksof SriAurobindoandtheMotheraswellaspracticalexercisesthatimplementedtheseconceptsonaphysicallevelenhancedoneslearningabilityaswellasdevelopingoneselfasanindividual.”34“I would say that living in Auroville and being schooled in Auroville has allowed theteachingofMotherandSriAurobindototakeholdinme,andthesehaveformedalargepartofmyoverallperspective.”35“IfeelIhavebenefitedbytheknowledgeofMotherandSriAurobindo'syoga.ThiscouldhavebeenlivedanywherebutbybeinginAurovilleonecansharewithotherAurovilians,whichenrichesourknowledge.”36“The philosophy and ideals of Sri Aurobindo, The Mother and Auroville, which onebecomesawareofandissurroundedbyhaveanimpactandinfluenceononeslife.Iamhappytohavebeenexposedtothesefromayoungageandsomehowtheyhavebecomeanaturalpartofmylife.”37

29#70,1984,Mirramukhi,Transition,Last,FutureSchool.30#81,1987,Kindergarden,TransitionandFutureSchool.31#54,1989,Kindergarden,TransitionandFutureSchool32#47,1989,NewSchool,TransitionSchool,FutureSchool.33#64,1987,Kindergarden,Transition,FutureSchool.34#81,1987,TransitionandFutureSchool.35#82,1975,AurovilleSchools.36#78,1973,LastSchool.37#80,1966,LastSchool.

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“Thespiritualopenness(asprimarilyisthecaseintheclassAwarenessThroughtheBody)issomethingthatIamfurtherpursuingandwillmostlikelybedoingfortherestofmylife.”38

Ø Learningtolearn,forthesakeoflearning.

“IlearnedthateveryskillislearnableandsoinlifethereisnothingIwillnotattemptasIbelieve Icando/learnanything, the freedomtodowhat Iwishnotonlywhat I'vebeentrainedtodo.”39“I would say the most important skill/idea that I have learned is that, with enoughinterestandeffort,onecanlearn/doanything.Anditisnotwhatonedoesbuthowonedoesthatmatters.”40

“IpassedeverycompetitiveexamIsatforandIthinkAurovillehadahugeroletoplay.Itgavemethefreedomtolearnunencumberedbytheexpectationofresults.”41“Itsomehowtaughtmehowtolearn-thatispricelessinmycareerasIconsultandIneedaquickgraspoftheessentials.”42

Ø Thinking‘laterally,’‘creatively,’and‘outsidethebox,’aswellasthe

opportunitytoquestioncritically.

“Thinkingoutsidetheboxhelps ineverydomainof lifeandI'mgratefultoAuroville forthat.”43

“AVeducationwasextremelyformativeinthatittaughtmetothinkoutoftheboxandmorecreatively.”44“InAurovilleIlearnedtoquestionthestatusquobutinmyotherschoolsIlearnedtogoaboutitinarespectfulandpositivemanner.”45“I have noticed that I'm quite adept at thinking laterally and clearly, and I think myeducationinAurovillehasallowedthistodevelopwell.”46

Ø Thediversemulticulturalandmultilingualenvironment.

“Aurovillewidenedmyperspectiveandhelpedmeformanoutlookonlife.Itbroughtmeincontactwithdiversepeople,opinions,waysofbeingandfunctioning,ideas…”47

38#54,1989,Kindergarden,TransitionandFutureSchool.39#29,1980,Kindergarden,TransitionSchool,LastSchool.40#35,1990,Kindergarten,Mirramukhi,Transition,LastSchool.41#7,1959,AspirationSchool.42#7,1959,AspirationSchool.43#16,1974,Transition,Center,LastSchool.44#16,1974,Centre,Transition,LastSchool.45#17,1968,Aspiration,Kindergaden,LastSchool,CentreSchool.46#82,1975,AurovilleSchools.

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“Learningdifferent languageswasdefinitelyavery importantpartofmygrowthhere.Witheach languageIknow, I feel connectedto thatcultureandcanbetterunderstandthepeoplespeakingthatlanguage.”48

“Beingadaptableandabletolearninwhateverenvironment,multi-lingualexpressionandthought.”49

4.Deficits

9answerstoQuestion8,“DoyoufeelthatyouhavebenefitedfromtheAuroville

experience/upbringing?”weremixed,withsomepositiveandsomenegativeaspects

expressed.50ThesecamefromAuroville’searlystudents,hencethenegativeaspects

expressedpresumablyreflecttheearlyyearsofeducationwithinthecommunity.The

positivepointsweresimilartothosealreadyhighlighted;thenegativepointsraised

werethelackoftrainingoftheteachers,thelackofstructureandcontinuityof

educationalopportunities,andthelackofguidanceforyouthinthecommunity.

“I was influenced by adults who had many idealistic views and ideas, some were myteachers. Not being qualified or trained educators they probably had no idea of theinfluenceandimpacttheyhadonyoungimpressionableminds...manyyearslaterwhenIleftAuroville I realizeda formaleducationwasrequired tobeable to function in life…onecouldnotbutfeelasenseofabandonmentandevenofhavingbeencheated.”51“Handicap:nocommunicationwithoutsideworld,educationseparatedwithcareer,notconnected, no follow-through, hard to perfect any talent (sports, music) because ofsmallness,closed.Norolemodels.”52“Nothavingaccesstoschoolandthestructureofregularadultteachersmademelongforthatinmylife.IamverydisciplinedwhenIworkorstudybecauseIhavehadenoughchaostolastalifetime.”53

Anon-goingconcernforyouthinAurovillethatdidnotariseinanswerto

thesequestionsbutbearsnotingisthelackofrecognitionforAurovilleeducation,

whichwillbeaddressedinthenextsection.

47#44,1990,LastSchool.48#39,1968,AspirationSchool,Self-Schooling,FertileSchool,Kodai.49#15,1964,Aspiration,Fertile,LastSchool.50Ifthesewerecalculated,onthebasisofthebeneficialaspects,intheoverallstatisticofthosewhofelttheyhadbenefitedfrombeingraisedinAuroville,itwouldrisetoalmosta100%(80outof81respondents).51#80,1966,LastSchool.52#71,1973,CentreSchool,LastSchool.53#17,1968,Aspiration,Kindergaden,LastSchool,CentreSchool.

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4.CharacteristicsValuedinEducationalExperiencesOutsideAuroville

InanswertoQuestion5“Whichpartofyoureducation,whetherin

Aurovilleornot,hasbeenthemostformativeforyourpersonality?”4(5%)of

peopleassociatedthemostformativeaspectsoftheireducationwith

experiencesoutsideofAuroville.5419(23%)citedacombinationelements

fromtheireducationinAurovilleandoutsideofAuroville.Throughoutanswers

toallthreequestions,thefollowingcharacteristicsweresought,developed,and

valuedoutsideofAuroville:

• Disciplineandstructure(oftenactivelysought)• Organizationalskills• Professionaltraining• Scientifictraining• Analyticalthinking(whileinterestinglycriticalthinking,thinking

outside the box, and creative thinking were listed ascharacteristicsdevelopedandvaluedinAuroville).

II.BeingAurovilian

1)ConnectionwithAuroville’sIdeals

InanswertoQuestion7–“Doyouhaveasenseofconnectionwiththeidea

forcesasembodiedinAuroville’sfoundingtexts(suchas“TobeaTrueAurovilian”55or

theCharter56)?Inwhatwaydoyouconnectwiththem?”–thevastmajority(66,

81.5%)feltstronglyconnected,10wereunsureorsaidtheywereworkingonit,and

5saidtheydidnotfeelaconnection.

Most(36,44.4%)expressedtheconnectionassomethingtheyembodiedand

appliedintheirdailylives,whethertheywereinAurovilleornot:

“I feelthataschildrenofAuroville,wewerebroughtupwiththe ideasofAurovilleandtheCharter.Whatevermuchorhowevermuchweunderstandfromthewrittencontext,IbelievethatweexpresstheCharterortheideasofAurovillebetterthroughouractionsinourday-to-daylifebecauseit'spartofus,it'sdeeplyembeddedinuswhetherweknowitornot.”57

543oftheseweresomeoftheearliestgenerationofAurovilleyouth(bornin1961,1966,1972),andthefourth,bornin1985,wastheonlyrespondenttohavenotexpressedanybenefitfromtheAurovilleeducationinanswertoQuestion9.55SeeAppendixB.56SeeAppendixA.57#48,1989,Crèche,Kindergarden,TransitionSchool,FutureSchool.

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“Theidealsandspiritareautomaticallyengrainedintoallwhochoosetostudyandliveherewhethertheyconsciouslychooseto“betrueAurovilians”ornot.”58“It’s not on a philosophical level, the level of ideals, it’s muchmore like an instinctivecode.It’sanimprint,it’ssomethingthatexistsinyournature.”59

“WhatlinksmetotheidealofAurovilleisnotreallywhatonefindsinthetexts,butmorelivingandbeinginvolved/partoftheexperiment.”60“ItrytopracticallyimplementandlivetheidealsofAuroville.IworktocreateandgetinvolvedinprojectswheretheidealsofAurovillecanmanifest.”61

Somehighlightedspecificconceptsfromthetextsindoingso:

“Iconnectwiththemonaneverydaybasis,whetherIaminAurovilleornot…Icarrythatatmosphereandthosewordsinme.ItrytoletthatfeelingoutandItrytoexpressitinmyeverydaywork. IamnotatrueAurovilian, Iamnotsurewhatthatmaybe,but Iworktowardsiteveryday.”62“AservitorofthedivineconsciousnessissomethingIamnotalwaysreadyfor,tosaytheleast...ButIknowthatthemainseed,themaindriveisthere,itisdeeplyrooted…Ifeelitistheideaofmylifeonearth.”63

“TobeatrueAurovilian:Auroviliansmust loseproprietarysenseofpossessionCharter:unendingeducationandconstantprogress.Itrytoapplythemeverydaytomyself.”64“From Charter: ...but to live in Auroville, one must be a willing servitor of the DivineConsciousness. This is the only point I can relate to and see as realistic in the presentmomentinAV.“TobeaTrueAurovilian”:Iresonatewiththewholetext,itdescribesthewayIamtryingtolivemylife.”65

Othersexpressedtheir identificationwiththe idealsandspecificconceptsof

thetextsasbelief,eventhoughsomehadleftAurovilleseveraldecadesago(13):

“After seeing so much strife over differences in religion, race, caste, denominations, Ibelieve Auroville can prove to be beacon. With all my heart I believe in the ideal ofAuroville.”66“IfeelthattheAurovilleCharterandotherfoundingtextssimplymakesenseandarethewayforwardsforhumanity.”67

58#79,1986,Kindergarden,Transition,FutureSchool.59#62,1973,FertileSchool.60#53,1984,Kindergarden,TransitionandLastSchool.61#60,1964,LastSchool.62#59,1991,Crèche,Kindergarden,Transition,Kodai.63#47,1989,NewSchool,TransitionSchool,FutureSchool.64#75,1986,Kindergarden,Transition.65#77,1982,TransitionSchool,LastSchool.66#7,1959,AspirationSchool.

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“‘Aurovillewillbeasiteofmaterialandspiritualresearchesforalivingembodimentofan actual Human Unity.’ I connect with this as I fervently believe that all Humansregardlessoftheirownthoughtsarethesameanddeserveequalrespect.”68

Afewhighlightedseverallevelsofconnection:

“Ihaveasenseofconnectionintwoways:-Alogicalunderstandingthroughreadingthem-AinherentexperiencethoughthecommunitylivinginAuroville.”69“YesIdohaveaconnectionwiththeideaforces,firstlyIconnectwiththemmentally,andinrareoccasionsIconnectwiththemspirituallyandwithmysoul.”70

Fortheremainder,thetextsactasapersonalandcollectivereferencepointforwhattheyasindividualsandthecommunityasawholeaspiretowards(14):

“ItissomethingthatIalwaysaspiretowards–Itryandchangemylowernature-IthinktheaimsoftheAurovilleCharterhavesustainedme,it’sagoalworthlivingfor.”71"TobeatrueAurovilian"makesmeaspire,andIbelieve ifonehasn'tgotthereyetbutaspirestoitorevenjustrecognisesitsmeritstrulyonecanstillbequitealignedwithitsideal.”72“IusedtheCharterfordefiningmyowncredoasaseniorincollege. IbelievewemustreadthemregularlytoalignourselveswiththepurposeofAurovilleandourcommitmenttothisspecialplace.”73“Theyareadirectreminderofthehighestaspirationsandthe limitlessdiscoveriesthatcanbemadewithinandwithout!Andalsoareminderofthereasonforwhicheachofuschosetocomehere.”74“Ifeellikethesetextsarelikearoadmap,aguidinglightattheharbour.Theyarehighidealsand,althoughtheymaynotallbeliveduptobyeveryone,ormyself,Ifeelthattheyare the glue that holds us Aurovilians together. They create a common aim and acommonlanguagegivingauniquesenseofcommunityandcomradeship.”75“IseeitasagreatprivilegetobeinaplacethathasthesetextsatthecentreofAuroville'sandonesownexistence.”76

67#81,1987,Kindergarden,TransitionandFutureSchool.68#27,?,Kindergarden,TransitionSchool,LastSchool,Kodai.69#49,1986,TransitionandFutureSchool.70#59,1991,Crèche,Kindergarden,Transition,Kodai.71#15,1964,Aspiration,Fertile,LastSchool.72#82,1975,AurovilleSchools.73#39,1968,AspirationSchool,Self-Schooling,FertileSchool,Kodai.74#44,1990,LastSchool.75#70,1984,Mirramukhi,Transition,Last,FutureSchool.76#65,1978,TransitionandLastSchool.

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Afew(4),however,feltpersonallyconnectedwiththeidealsbut

disconnectedwiththeirbeinginterpretedinadogmaticwaybyothercommunity

members:

“Yes,butinaveryprivatewayandIoftenfeeldisconnectedfromthewaytheyarepubliclyairedinAuroville.Ifeelwehaveturnedwhatwasonceanopenandfreesenseofadventureandquestintosomethingofarigidreligionwithdogmaandrules-Idon'tidentifywiththatatall.”77

“Yes.Thesetextsboildowntobeingtruetoyourself,beinghonest,andopentotheworld.IfeelIdoembodythosetraits.However,Idohaveanaversiontothedogmathatsuchtextstendtoinciteinsomepeople.”78“IbelievethatthehigherconsciousnesswhichMotherandSriAurobindospeakaboutisnotconfined in Auroville. And I definitely can connect with this and I try to live it everyday.Howeverpeoplewho live in thecommunitypreachMotherandSriAurobindo'swordsandbelieve they are superior and righteous. This creates a barrier of ignorance and does notwelcomeknowledgeandinputfromoutsideofAV.”79

2.Feeling‘Aurovilian’

InanswertoQuestion5–“InwhichwaydoyoufeelAurovilian?Whatarethe

signsofthisfeeling?Canyouidentifyitscharacteristics?”–allbutthreepeople

identifiedwithfeeling‘Aurovilian.’Threecommoncharacterizationsofthis

identificationemergedthroughouttheanswers.Themostsignificantwere:

• AsenseofbelongingandofAurovillebeing“home”(27,33.3%)

“I feelAurovilianbecause even though I haven't been there for years, it is still home….Morethananythingitisaninternal'knowing'thatmyraisond'êtreisintimatelylinkedwiththeraisond'êtreofAV.”80“Afeelingof‘belonging’,likeIaminthepresenceofsomethingthat-althoughmuchtooprofoundformetounderstand-isfundamentaltome.”81“Aurovilleisliketheelectricitythatflowsthroughmeitisnotvisiblebutwithoutitmostthingsarenotpossible.IfindthatwordsalwayslimitmydefinitionofAuroville,AurovilleismeandI'mAuroville.”82

77#16,1974,Transition,Center,LastSchool.78#28,1972,AspirationKindergarden,CenterSchool,FertileSchool,TransitionSchool,LastSchool.79#66,1980,Kindergarden,Transition,LastSchool.80#50,1975,CenterSchool,TransitionSchool,LastSchool.81#44,1990,LastSchool.82#29,1980,Kindergarden,TransitionSchool,LastSchool.

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Thiswasastrongfeelingevenforpeoplewhohadnotlivedinorvisited

Aurovilleforyears:

“Itismychildhoodhome.IcannotbenotAurovilianbecauseIcannot(andwouldNOT)change my history. I remember the smells, the sights, the sounds as though it wereyesterday(itisnow33yearssinceIleftAVanditis22yearssinceIwastherelast).”83“Ihavenowlived in7citiesandtravelledtheworld. I leftAuroville in1976anddonotevenvisiteveryyearbutitisstill"home."IalwayslistAurovilleas"nativeplace”."84

• Anattitudeofstrivingforprogress,individuallyandtowardstherealizationofAuroville(26,32%)

“IfeelAurovilianinthesenseofastrongspiritualopenness.ThismaterializesintheformofalongingtoreachahigherconsciousnessandaquestioningofthewaythatIandtherestofsocietyoperates.”85“IthinkthatthecharacteristicsofanAurovilianisthissensationof lookingtowards,toalwaystalkaboutwhatcanbeorwhatcouldbecome.”86“IfeelAurovilianinthewaythatIwanttogivemyserviceforahigherpurposewithoutexpecting anything in return just like many other Aurovilians. I want to never stoplearningandprogressing.”87

“Thefeelingofbeingpartofahugedreamwhichisbeingrealizedbyeachandeveryoneofus.Inworkingtogether,workingasanindividual,andworkingtobetteryourselftothegreatergood.”88

• FeelingconnectedwithotherswhoshareAuroville’sidealsandexperience(16,20%)

“I feelconnectedtopeople. IfAuroville isaboutHumanUnity,thenwemustcareabouteach other at any cost.Wemust be of service to humanity, going beyond our comfortzonesandboundaries.”89“A senseof sharingacommon languageandvisionwithagroupofpeople,whetherornotourspecificinterpretationofthisvisionvaries.”90

83#4,1964,FertileSchool.84#6,1959,AurovilleSchool.85#54,1989,Kindergarden,TransitionandFutureSchool.86#62,1973,FertileSchool.87#43,1989,UdaviandFutureSchool.88#48,1989,Crèche,Kindergarden,TransitionSchool,FutureSchool.89#39,1968,AspirationSchool,Self-Schooling,FertileSchool,Kodai.90#76,1975,Center,Transition,Fertile,LastSchool,BlueMountain(Ooty),Kodai;#46,1963,AurovilleSchool/Noschool.

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“The resonance I feel with other Aurovilians is a sincere aspiration to live beyond theconfinesoftheindividualself-bothbyaspiringforspiritualgrowth(bothpersonalandcollective)aswellaswithatruesenseofcommunity,andthatthisexistsinthecontextofdailyliferatherthanremovedfromit.”91

“Mypersonal,aswellasthecollectiveaspirationtowardsaDivinelifeonearthisanotheraspect of being Aurovilian. The sense of brotherhood and family towards otherAurovilians,friendsandwellwishersofAurovilleregardlessofwhereintheworld.”92“Ireally feelaspecialconnectionwithpeoplewhowerebornandgrewup inAuroville,basedonsomethingdeeperthanwordsoractions.”93

3.AnAuroville‘Type’?

Despitethepositiveresponsestotherelatedquestionsintheprevious

sections,asignificantproportionofresponses(30,37%;5declinedtoanswer)to

Question9“Wouldyousaythatthereisan“Aurovilletype”and,ifso,howwouldyou

describeit?”negateditspremise.Theyhighlightedthediversityofpeoplein

Auroville,andreflectedafeelingofinappropriatenesswithregardtodefiningan

Auroville‘type.’Thiswasevidentinassociationswithtermssuchas‘stereotyping,’

‘labelling,’‘limiting’or‘generalizing’:“Asweareallsodifferentandalltryingtoachieveourgoalsinmanydifferentways,IamhappythatwedonothavetostereotypeourselvesasanAVtype!”“There are certain people that are attracted to this place that share commonvalues/ideals...butattachingawordtoitseemswrongtome.Itseemsdangerous.Sono.ThereisnoAurovilletype.Aurovilleisaplaceforalltypes.”94“No,thereisnoAurovilletypeforthatwouldlimititspossibleexpressionseverythingispossibleinAuroville”95

Responsesalsoreflectedtheinappropriatenessofdefiningan“AVtype”asan

isolatedphenomenonofhumansociety:

“The Auroville type is everywhere and not only to be found in Auroville. Auroville justprovides a more "open" and accepting environment for the inner being to develop inpractice.Howeveryoucanfindthisinindividualpeopleandplacesaroundtheplanet.”96

91#64,1987,Kindergarden,Transition,FutureSchool.92#55,1981,Kindergarden,TransitionandLastSchool.93#9,1975,CentreSchool,TransitionSchool,LastSchoolandhomeschooling.94#59,1991,Crèche,Kindergarden,Transition,Kodai.95#29,1980,Kindergarden,TransitionSchool,LastSchool.96#32,1964,AspirationSchool,KodaiSwedish.

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“No.Nolabels. IhavemetpeoplefromabroadwhichI findtobewhatyoucouldcalla'trueAurovilian'andAuroviliansthatarebarelyconsciousofwhatitshouldmeantobeone.”97“I believe there are many who are not Aurovilians who are completely aligned withAurovillesideals,sothetitleofbeinganAurovilianissecondarytobeingaservitorofthedivineconsciousness.”98“Auroville isa smallermorecompactversionofwhat ishappeningworldwideso inmyviewIdon'tbelievethereisanAurovilletype.”99“BeingAuroviliantomeisaninnerstateandisnotlimitedtogeographicallocation.Itisaviewonlifeandainnerdesiretogrowandevolve.”100

Anadditional10peoplemaintainedthattherewastoomuchdiversityto

ventureintodefininga‘type’assuch,butpointedtoasenseofconnectionas

unifying:

“I thinkweareall verydifferent individuals,butweallhaveAuroville incommon,andthatisalreadyalot.”101“No,herearemanytypes.Butmaybe theconnectionbetweenusall iswhatmakes theAurovilletype.”102

Theremainderoftheresponsesmadeamixedattemptatdefiningan

Auroville‘type.’8listedtraitsofanidealtype,whichincluded“goodwill”103,acalling

andconnectiontothevision,104ideals,105andcharterofAuroville106,an“individual

opentochange,”107a“willingservitoroftheDivineconsciousness,”108“integral

sincerity”andthe“aspirationtoworkinAuroville.”109

35listedavarietyoftraitsfromtheirexperienceofAurovilians.Although

thesewerepredominantlypositiveandechoedresponsestothepreviousquestion

97#77,1982,TransitionSchool,LastSchool.98#82,1975,AurovilleSchools.99#38,1961.AurovilleSchool.100#70,1984,Mirramukhi,Transition,Last,FutureSchool.101#72,1979,TransitionSchool,LastSchool,Self-Schooling.102#63,1976,Center,Transition,LastSchool,Kodai.103#82,1975,AurovilleSchools.104#76,1975,Center,Transition,Fertile,LastSchool,BlueMountain(Ooty),Kodai;#46,1963,AurovilleSchool/Noschool.105#55,1981,Kindergarden,TransitionandLastSchool.106#69,1972,CentreSchool,TransitionSchool,LastSchool,AfterSchool.107#9,1975,CentreSchool,TransitionSchool,LastSchoolandhomeschooling.108#58,1989,Kindergarden,TransitionandLastSchool.109#14,1972,AshramKindergarden,Udavi.

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(Q.5)andsection(I),nonewerelistedincommoninmorethan12.5%ofcases.An

attitudeofstrivingforprogresswashighlightedin10responses,ofopennessin9,of

beingofservice/helpful/friendlytoothersin5.Environmentalawarenessalso

figuredinanumberofresponses(6).6responsescontainednegativeattributes,such

as“egocentric,”“ego-battling,”“arrogant,”“spirituallyconceited.”

III.RecognitionforAurovilleEducation&SuggestionsfortheFuture

1)Recognition

InresponsetoQuestion10“WereAurovilletocreatesomeformofrecognition

foritseducationalprocesses,whataccordingtoyou,couldbeitscriteria?”21people

explicitlystatedthattheyfeltitwasimportantthatAurovillemovetowardssome

formofrecognitionforyoutheducatedinAuroville,15ofthemhighlightingthe

importanceforyouthtobeabletopursueeducational,professional,andlife

experiencesoutsidethecommunity,andthebenefitsofinteractionbetweenyoung

Auroviliansandtheworldatlarge.Thesepointswerealsomadein12answersto

Question11“DoyouhaveanywishesorsuggestionsforthefutureofAuroville

education?”

“Ithinkitisveryimportantforallthekidstostudyandbeabletoleave.ThisopensyourmindandgivesyoutrueperspectivetowhatAVisaboutandcanbe.Soforthatreasontheeducationhastoenablethestudentstobeabletoenteruniversity.”110“It is good that this education of Auroville works towards being recognized by otherinstitutions/boardsand the rest of theworld.Thiswill allowandhelp thepeople fromAurovilletointeractandbepart/beconnectedwithactivitiesallovertheworld.”111“WellIthinktheworldislargeandstudentsshouldnotfeeltrappedhere...studentsneedto be able to survive outside Auroville should they wish to experience something else.Moreexposuretootherstudents,schools,exchangeprograms.Auroville's idealsneedtobesharedandspread,youngmindsareopen.”112“I have a deep interest in education and especially the experimental education inAuroville. While informal metrics to evaluate performance and student progress arebeingdevelopedand should continue tobedeveloped in every conceivablemanner,wehave to realize the importance of "certification" or "examination" in the conventional

110#3,1967,FertileSchool.111#60,1964,LastSchool.112#67,1978,Center,Transition,LastSchoolandKodai.

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sense because without it I would probably still be in Auroville feeling a bit "stuck"withoutpapersthatformallycertifymyeducationglobally.”113

Anadditional42responsestoQuestion10wentontodescribecriteriafor

recognition,intimatingthattheydidsupportthedevelopmentofrecognitionfor

Aurovilleeducation(intotal63,78%).Themajority(38,47%)describedcriteriafor

aninternal‘Aurovilian’system.Thesuggestionsmadeincluded

Ø Abroadinclusionofeducationalexperiencesfromacademictoextracurricular,topersonaldevelopment,socialskillsandlifeskills:

“Itwouldhavetoevaluateonmuchwiderscale-academic,athletic,artistic,capacity,theabilitytothinkout-of-the-box,toadapt,tofunctionasanindependentpersonaswellasinateam,toorganizeprojectsorevents,theenthusiasmtopursuetheirinterests…”114“Thecriteriawouldhavetobeverybroad.Fromlifeskills,academics,physicalactivities,languages,arts&music,theabilitytoworkinagroup,andtheabilitytoinnovate.”115“I would say that apart from academics, overall development of a person’s or child’spersonalityhastobetakenintoaccount,Iknowthis ishardtocalculatebutaperson’sattitude to life, their involvement in the communitywill give a glimpse of the person’spersonality. Apart from that sports, dance, music and other extra curricular activitiesthat make Auroville education unique should be given more importance andconsidered.”116“Itwouldalsohavetoincludeasocialskillscomponent.IfindthattheAurovilleschoolsactuallystressthat–tolearntoworkasapartofateamandtoaccomplishwhatyou’vestarted. Auroville also teaches a lot of good life skills like getting along with people,communicatingcorrectlyetc.”117

Some listed educational approaches themselves as the basis on which an

Aurovilleeducationcouldberecognized:

“Aurovilleeducationshouldberecognizedforitsrichnessanditsfocusondevelopingthechildasawhole,tendingtoallthepartsthatmakeupahumanbeing:physical,mental,emotional,vital,psychic...”118“Itscriteriacouldbethequalityofeducation,because:=>Theenvironmentisbetter.=>Thestudent-teacherrelationshipisstronger.=>Theabilitytostudywithoutanypressure.=>Theabilitytoperceivesomethingofinterest.”119

113#56,1985,Kindergarden,Transition,FutureSchool.114#44,1990,LastSchool.115#35,1990,Kindergarten,Mirramukhi,Transition,LastSchool.116#43,1989,UdaviandFutureSchool.117#45,Kindergarden,Transition,LastSchoolandLycéeFrançais.118#70,1984,Mirramukhi,Transition,Last,FutureSchool.

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Ø ValuesthatreflectedAuroville’sspiritualitybedrockandethos

“Itcouldincludea"worldcitizen"criteriaaswellasthatofhavingsomeenvironmentalawareness,honestyandethics-someinner(spiritual)knowledgeandawareness.”120“Thecriteriashouldbefocusedonthespiritof learningwhichwouldfollowanIntegraleducation.”121“Sincerity, courage, effort, confidence & humility, kindness, joy, wideness of the mind,diligence, the capacity to take up responsibility, adaptability, and the quality of beingcantered.”122“HumanunityConstantprogressOpen-mindedness”123

Ø Anindividualizedcertificationthatwouldhighlightthestudents’rangeofeducationalexperiencesandcouldbedevelopedintoanin-depthportfolio.

“A certificate that listedwhat the student had participated in and achieved over theiryearsatschoolwouldbeagoodstart.”124“Aportfoliowithspecificfinalprojectsinanumberofsubjectsthatonewoulddelveintodeeper.Itwouldincludearangeofwrittenandoralworkandofcoursepotentiallyvideo,artetc.Iwouldalsohaveanexamsbasedsectionaspracticeforthosewishingtoattenduniversityandasagoodenvironment inwhich toexperience stressand timedeadlinesandhowtocopewiththese.Therecouldalsobea‘workexperience’parttoitaswell,soastogainfamiliaritywithaworkingenvironment.”125

Onepersonhighlightedthefactthatsuchaformofrecognitioncouldbesubject-oriented(insteadofschool-oriented),sothatanyformofeducationordevelopmentinagivenfieldacrossAuroville’sformalandinformaleducationallandscapecouldbeincluded:

“It could be really interesting if it was more subject-oriented (as in this person hascompleted education in this field). That would be more relevant because of thespecialized attention you can get and the diversity of fields and so many experts inAuroville.”126

119#48,1989,Crèche,Kindergarden,TransitionSchool,FutureSchool.120#15,1964,Aspiration,Fertile,LastSchool.121#60,1964,LastSchool.122#41,1990,Kindergarden,Mirramukhi,NewSchool,Transition,Deepanam,LastSchool.123#75,1986,Kindergarden,Transition.124#67,1978,Center,Transition,LastSchoolandKodai.125#80,1966,LastSchool.126#45,Kindergarden,Transition,LastSchoolandLycéeFrançais.

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Self-evaluationwasalsosuggestedforinclusioninarecognitionprocess.

Manyhighlightedtheimportanceofstrivingtowardsinternational

recognitionforthisinternalsystem:

“IstronglyfeelthatthenextstepforAuroville’seducationistosetupaninternalformofrecognitionforitseducationsystemthatisinternationallyaccepted.EssentiallyIwouldseeitasanaccreditedqualificationthatrecognisesthesuperiorleveloflearninginAurovilleandatthesametimepreparingstudentstobeabletoworkorstudyabroadiftheysochoose.”127

Afew(6)pointedtodrawinginspirationfromotheraccreditedalternative

systemsandcontributingtowardssucheffortsworldwideingainingrecognitionfor

Auroville’seducationalprocesses:

“I think that Auroville needs to look at other countries, where the diploma that thestudents receive is not based on exams but on their development, and how they haveworked towards their set up goals. Sweden has a system based more on this way oflookingatlearning,andIamsureothercountriesdoto.”128“Auroville has a lot to share with the world in helping develop new educationalcurriculum/methods/etc.Weneedtocontinuetorecognizethepositiveaspectsinallandwork togetherwith the outside to encourage this growth for theworld at large.... It isalsoimportantnottoforgetthattheoutsideworldhasalottosharewithusinAuroville.Let’swelcomeeducationistsandworktogethertocreatenewlearningenvironments.”129

Therearemanycurriculumsallovertheworldwhicharebeingdeveloped/changedverysimilar inspirittothatofAurovilleIntegralEducation.Auroville/wecanbe involvedinactivelyacknowledgingthesechangesincurriculumfromoutsideandworkwiththeminbringing in aspects of Integral Education learning rather than supporting schoolscentred around exams. Auroville’s educational ideal has to be thatwhich supports thecontactandbeingpartoftherestoftheworldandnotjustAuroville.130

7mentionedaligningwithformalsystemsofaccreditation–eitherIndianor

internationali.e.IB/GCEs–inmovingtowardsrecognitionforAurovilleschooling,

althoughemphasizingthefactthisshouldnotstymietheeducationalprocesses

withinAuroville,orbeamandatorypathwayforallstudents:

“OnemethodwouldbetoobtainrecognitionofAuroville'seducationprogramsfromthestategovernmentsothatAurovilleschoolscan"certify"certainprogramsasequivalentto international standards. Schools might still be able to experiment with differentmethodsandstructuresofeducationbutwouldhavetosomehowascertainthatstudents

127#81,1987,TransitionandFutureSchool.128#63,1976,Center,Transition,LastSchool,Kodai.129#59,1991,Crèche,Kindergarden,Transition,Kodai.130#60,1964,LastSchool.

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reachalevelofdevelopmentcomparabletonationalstandardswithintheexperimentalframework.”131“Ithinkhavingadiversesystemlikewhatissetuphelpseveryone,youhavetheschoolslookingat securingdiplomas for kids thatwant and the other schools that give kids adifferent kind of education that helps the kids that are not cut out for a formaleducation.”132“What makes sense to me is a branching out system, in the form of a tree where anindividualcandecideonthepaththeytake.Oncetakenthispathhastobegonetotheend.Thedifferentbrancheswouldbedifferentapproachesordifferentprocesses.”133

Another7respondentsfeltthatAurovilleshouldnotmovetowards

recognitionbutuseestablishedexternalsystemsforthatandremainfocusedon

educationalexperimentationwithinAuroville,withonepersonexpressingthat

Aurovilleeducationwasnot‘ready’forarecognitionprocess.

“IdonotthinkAurovilleneedstogodownthatpath.Therearecountlessinstitutionsthatcreate recognition certificates for educational levels attained. I think forAuroville it ismore important to focus on the inner education and desire to explore it rather thancreatingrecognitiononouterforms.”134“I'm not really sure AV needs or should seek formal recognition. Students can alwaysentertheformal,degreesystemata lateragebytakingthenecessarytestsandexams.But Iwould prefer to leave theAV system free from formal processes in the formativestagesofachild'seducation.”135“Idon't thinkwe'rereadyyet. I thinkAurovillehadan impactonme, justbecauseof itbeingAuroville.ButIdon'tthinkwe'rereadytoputanytrademark/formalrecognition[oneducation].”136

2)Suggestions

Asidefrommovingtowardsrecognition,whichwasreiteratedinanswerto

Question11“DoyouhaveanywishesorsuggestionsforthefutureofAuroville

education?”othersuggestionsmadeacrossbothquestions10and11were:

Ø Toremainflexible,diverseandorientedtotheindividual(21)

“Keep it flexible.Peoplewantdifferent thingsandAurovillecouldbetheoneplacethatoffersthatchoice.”137

131#56,1985,Kindergarden,Transition,FutureSchool.132#22,1981,Kindergarden,Transition,CFL,LastSchool.133#47,1989,NewSchool,TransitionSchool,FutureSchool.134#21,1985,Transition,NewSchool,FutureSchool.135#16,1974,Centre,Transition,LastSchool.136#51,1978,Centre,Transition,LastSchool.

29

“I wish that it will stay flexible and rich in its expression permitting different kind ofexpressionandexperiences Ihope that itwillneverget fixed intoasystemwithout theflexibilitytoseetheindividualandteachthatindividualnothumanityasawhole.”138“Oneofmywisheswouldbethatitdoesnotbecomestandardized.OneofthebedrocksofAuroville philosophy is that it is about innerdiscovery, and this journeyandprocess isuniquetoeachindividual.”139“Ithinkthatavarietyofmethodsshouldcontinuetobepracticed,fromconventionaleducationtoalternativemethodsdependingonthestudentandhis/hercharacter.”140“MywishforAurovilleeducationwouldbethatallthedifferentstylesofeducationcouldbe accommodated for in Auroville and that the students don't have to look outside ofAuroville to fill their needs unless of course itwas experience outside of Auroville theywerelookingfor.”141“Iwishforittocontinueevolvinginawaythatprovidesanexcellentlevelofeducation,butatthesametimeretainingthecareandindividualattentiontostudentsthatmakesitsospecial.”142

Ø Tokeepexperimenting,includingbydrawinginspirationfrom

educationaldevelopmentsworldwide(11)

“Onlythat itremainanAurovilleeducation-that itcontinuetoexperimentandevolve.The education I got in Auroville has preparedme for theworld a hundred-fold betterthantheAmericansystem. I trust itwillcontinuetodoso,nomatterhowitevolves, solongasit'sintheAurovillespirit.”143“Mywishandardenthopeisthatweneversatisfyourselveswhichthatwhichwealreadyknow and believe 'works'. My wish and ardent hope is that Auroville courageouslycontinues(or takesup)aconstantsearch intonewwaysof functioning,ofgoingabouteducation–usingtheopportunityeachchild,youthbringsforthbyhisuniqueness,tofindnewwaysofbringingforwardthosequalitieswhicharetrulyvaluableinahumanbeingwhoistomarchtowardsanewworld.”144“Carryonbeingexperimentalandbeingdifferent fromothereducational systems. It isimportanttogivestudentstheskillstosurviveandadaptwhentheyleaveAuroville,butitisalsoimportanttoprovidethemwithaspecialupbringingthatwillmakethemexcelevenmore.”145

137#7,1959,AspirationSchool.138#29,1980,Kindergarden,TransitionSchool,LastSchool.139#64,1987,Kindergarden,Transition,FutureSchool.140#12,1977,KindergardenandTransition.141#38,1961,AurovilleSchool.142#33,1989,TransitionandFutureSchool.143#28,1972,AspirationKindergarden,CenterSchool,FertileSchool,TransitionSchool,LastSchool.144#41,1990,Kindergarden,Mirramukhi,NewSchool,Transition,Deepanam,LastSchool.145#33,1989,TransitionandFutureSchool.

30

“Auroville should be seen to be a leader in child education and there has been atremendous amount of research and progress in the education of children around theworld and, if we follow our charter, we should be keeping abreast with it andincorporating this into our education system, as well as contributing to the body ofresearch.”146

Ø Tosupportteacherdevelopment(8)“To be able to be recognised, and to be able to develop Integral education we needqualifiedteachers.ThatisaMUST!”147“Moreandmorededicated,knowledgeableteachers.AdultswhoareembodyingMotherandSriAurobindo'sYoga,andarewellversedonthetopicsoastoverysimplyperspiretheiratmospherewiththechildren.”148“I see the need to improve its academic curriculum and involve trained and qualifiedteachers to do so. I think that the strength ofAuroville educationdefinitely lays onallotheraspectsofdevelopment.”149“There should also be away to evaluateAuroville's schools and teachers. Even thoughAurovilleisanexperimentandIagreethatthereshouldbeaconstantsearch,Ifeelthiscan only be done in a very responsible and controlled manner. There have been inAuroville's history too many individuals that have tried out systems and ways ofeducationbasedon theirpersonalconvictionsand ideas,oftenwithnegativeresultsonthestudents.”150

Ø Toemphasizepracticalskillsandincludeworkexperience(9)

“Morevocational training,morepracticality,more touchand in tunewith theneedsofthecommunity,ex.Builders(carpenters,electricians,plumbers),socialskillstodealwithmeetings,betterorganizingskills”151“Itwouldbegoodtoslowlyhavemoreapprenticeshipprogramsforpeoplethataremorepracticalthanacademic,andthiswouldalsohelptostartgeneratingourownworkforcesothatwebecomelessdependentonoutsidelabourtobuildAV.”152“Preparingforalife:practicalskills,spiritualskillsGivevaluetohandsonskills,workingwithone'shands.”153

Ø Toworktowardsauniversity(7)

146#50,1975,CenterSchool,TransitionSchool,LastSchool.147#63,1976,Center,Transition,LastSchool,Kodai.148#11,1974,Udavi,Centre,Transition,LastSchoolandLycéeFrançais.149#70,1984,Mirramukhi,Transition,Last,FutureSchool.150#79,1986,Kindergarden,Transition,FutureSchool.151#5,1977,Kindergarden,Transition,LastSchool,AfterSchool152#79,1986,Kindergarden,Transition,FutureSchool.153#71,1973,CentreSchool,LastSchool.

31

“There are many universities around the world that work and use other pedagogicalmethods.IfeelthatAurovilleneedsandshoulddevelopanaccreditedUniversitysystem.This would allow Auroville youth to be able to get a higher education that wasacknowledgedoutsideAurovilleandbringinstudentsfromtheoutsidethroughexchangeprogramsandcourseoffering.”154“Auroville has a countless number of activities from various disciplines that are notconnected to each other. It would be better first to sort them out and interlink themunderoneumbrella.Then,gatherinformationabouteachandeveryactivityandmakeitavailabletoeveryone. ThiswouldprovideamoreorganizedandstructuredviewofalltheactivitiesthathappenwithinAurovilleand,hopefully,couldleadustoourveryowninformaluniversity.”155

Ø ToimprovelinksbetweeneducationalactorsandinstitutionsinAuroville(6)

“IthinkthatAurovilleshouldconsolidatethevariouslearningandworkingexperiencesithas to offer, by encouraging more coordinated efforts, more networking andcommunicationsbetweenthevariousentitiesthatoffertheseexperiences.”156“More contact with the community. More cooperation between people involved ineducation: competing schools/methods are bad for students. Parents should be moreinvolvedintheschools.Moresharingofinfrastructure.”157“Oneofmywisheswouldbemorecooperationandcollaborationbetween thedifferentschools.”158“I think Last School and Future School should find a way tomerge and create a newschoolthathasthebenefitsofboth.StudyinginLastSchoolwasatreasureformeformyinteriordiscoverybutsowasstudyingabroad.”159

Ø Values(5)

“Our exposure here is unique - we should make that precious, by valuing and furtherincludingethicssothatitisapartofourreputation.”160“Thevalueswesharewithourchildren,thepublicattitudesweproject…Goodeducationisn'tjustaboutgettinggoodgradesandbecominganintellectual.Itisalsoaboutbeingabletoreasonthroughaproblem,talkopenlyandworkoutdisagreementswithothers,etc.–allskillswecouldreallyuseinAuroville.”161

154#32,1964,AspirationSchool,KodaiSwedish.155#48,1989,Crèche,Kindergarden,TransitionSchool,FutureSchool.156#16,1974,Centre,Transition,LastSchool.157#71,1973,CentreSchool,LastSchool.158#72,1979,TransitionSchool,LastSchool,Self-Schooling.159#77,1982,TransitionSchool,LastSchool.160#15,1964,Aspiration,Fertile,LastSchool.161#16,1974,Centre,Transition,LastSchool.

32

“Yes,focusoninnergrowthandvalueswhichwewouldliketohaveandseeinAuroville.Whatweaspireto.”162

Ø Academically,developingscientificeducationandfurthersupportthelearningofmultiplelanguages,withanemphasisonTamil,wasrecommended.

“I would also recommend more sciences. I missed pure sciences in Auroville likeChemistryandPhysics.IdidstudysomeinHighSchoolbutitwasalittlelate.Weneedtobemoreprecisewithourworkandwecanonlydosowhenweworkwithsciences.”163“IwasalwaysdisappointedthatmanywhogrewuphereincludingmyselfdonotspeakTamilfluently.Iwouldliketoseemorefocuslanguages,thatthechildrenschooledherereallyhaveaverygoodgraspofthelanguagestheyspeakwhichisnotalwaysthecase.AndIwouldliketoseetheteachingofTamilbeinghighontheprioritylist.”164

SynthesisandRecommendationsThethemesthatemergeinsynthesizingthesesurveyresponsesevokea

ratherstrikingresonancewiththefour-pointedframeworkoftheAuroville

Charter.165Inanswertohowtheyfelt‘Aurovilian’,Aurovilleyouthemphasizeda

callingandethicofservicetoa“higher”ideal;inresponsetothequestionofan

Auroville‘type,’theywelcomedadiversityofinterpretations.Bothcorrelatetothe

firstpointoftheCharter:"Aurovillebelongstonobodyinparticular.Aurovillebelongs

tohumanityasawhole.But,toliveinAuroville,onemustbeawillingservitorofthe

divineconsciousness.”Manyidentifiedas‘Aurovilian’theirattitudesofstrivingfor

progress,andAurovilleasaneducational‘life’experience,reflectingthesecond

point:“Aurovillewillbetheplaceofanunendingeducation,ofconstantprogress,anda

youththatneverages.”ThethirdpointoftheCharter,“Aurovillewantstobethe

bridgebetweenthepastandthefuture.Takingadvantageofalldiscoveriesfrom

withoutandfromwithin,Aurovillewillboldlyspringtowardsfuturerealisations”was

echoedinrecommendationsforthefutureofAuroville’seducation–tokeep

experimentinganddrawinspirationfromstridesinalternativeformsofeducation

worldwide–andinsupportofAurovilleyouthinterchangingandacquiring162#21,1985,Transition,NewSchool,FutureSchool.163#39,1968,AspirationSchool,Self-Schooling,FertileSchool,Kodai.164#82,1975,AurovilleSchools.165SeeAppendixA.

33

experienceinadiversityoffieldsandcontexts.Finally,thestrongfeelingof

interconnectednesswithfellowAuroviliansandvaluingofAuroville’smulticultural

environmentaregoodindicatorsfortherealizationofthefourthpoint“Aurovillewill

beasiteofmaterialandspiritualresearchesforalivingembodimentofanactual

humanunity.”Thefirstconditionofbeinga‘trueAurovilian’–innerdiscovery–was

alsonoticeablyhighlighted.

ThattheAurovilleexperienceasawholewascentraltothesynthesisof

responsestothiseducationsurveyisahopefulreflectionofoursociety.Auroville’s

‘schooling’methodsandcurriculadidnotfigureasprominentlyhowever–aside

from,notably,theAwarenessThroughtheBodyprogram,andtheexperiential

learningofearlydaysofAuroville’seducation.Thisinevitablyraisesquestionsasto

howthesecontributedtopeoples’educationalexperience,andwhatcouldbelearned

fromthat,toinformtheevolutionofeducationalpracticesinAurovilleandto

determinewhetheranyofthesecanbeappliedoutofcontext.Belowaresome

suggestionsforfollowupandfurtherresearch.

SuggestionsforFollow-Up:

Thisresearchisparticularlyrelevantinthatitisgenerativeofamultitudeof

insightsandsuggestionsthatareapplicabletoimprovingtheeducationalprocesses

andpracticesatworkinAuroville,aswellasourcommunity’sunderstandingof

these,andthroughthem,ofitself.Thisisarareandgoldenopportunityin

community-basedresearch,whichwillonlybeasvaluableasitisfollowed-upon.

Suggestionsbelowcoverthreeaspectsoffollow-up:thefirstrelatestothe

disseminationofthesefindings,thesecondtohowthisresearchcanbeengagedwith

andapplied,andthethirdtofurtherresearchthatfollowsfromthisanalysis.

Dissemination

• Sharewithallwhofilledthesurvey,withaninvitationtoparticipatein

agroupforumasanopportunityforacollectiveconversationandto

identifyelementstorecommendandperhapsundertakeforfollow-up.

• SharewithAurovilleeducators,alsowithaninvitationtoparticipate

34

inagroupforumforacollectiveconversationandtoidentifyelements

torecommendandundertakeforfollow-up,aswellastoformulate

strategiesforfollow-upactionandappliedresearchinthefield.

• SharethisdocumentwiththeAurovillecommunityatlarge,through

anannouncementintheNews&NotesandonAuronet,withthe

documentaccessibleonlineontheAurovilleresearchsite

research.auroville.organdonAuronet,andinhardcopyatSAIIERand

theAurovilleArchives.

• Tofurtherfacilitatethereachofthisresearchtoawideraudience,edit

thedocumenttoarticle-sizeforreadabilityandpublishinAuroville

TodayandAuronet,aswellasholdapublicpresentation.

• SharewithAuroville’sGoverningBoardandInternationalAdvisory

Council.

Application

Ø ExplorationintointernalrecognitionformsforAuroville’seducation

thatwouldmovetowardsinternationalaccreditation.

The individualizedcertificateof experience/portfolio formof recognitionproposed

bysurveyrespondentsareanaturalprogressionfromtheexperientialandpersonal

criteriaofrecognitiontheylisted,aswellasthehighlyvalued‘lifeeducation’ofthe

Aurovilleupbringingasawholewhichcouldeasilybeintegratedintosuchforms.It

alsofollowstheexistingportfoliopracticeatTransitionschool.Suchanexploration

could be undertaken by SAIIER/School Board/AV educators in conjunctionwith a

focus group of Auroville Youth who have experienced an Auroville education and

expressed an interest in this type of development, and including the suggestions

alreadymadeandhighlightedinthisanalysis.Collaborationwithanadvisorygroup

of educationalists well-versed in alternative forms of educational processes and

associated formsof recognitionworldwidewouldalso follow fromandhonour the

recommendationsmadebytherespondents.

Ø Furthersupportteachertraining,development,evaluationand

exchangeswithotheralternativeeducational‘systems.’

35

Ø Usethisresearchtoformulaterecommendationsforaffirmingsome

educationalpracticesorinventingnewones.

Ø Use this research – design and analysis – as basis from which to

developaself-assessmentprocess for individual schoolsoracluster

ofschools.

Ø Facilitate interconnectivity between schools and other educational

settingswithinAuroville.

FurtherResearch:

Ø Conductregularfollow-upresearchoneducationinAuroville.

Theyoungestrespondentstothissurveywerebornin1991,whichimpliesthatthe

lastsixyearsofschoolinginAuroville(calculatedonthebasisofagraduationageof

18), and any changes the educational landscape may have undergone during this

timeareunaccountedfor.Thisispotentiallysignificantgiventhatanexternal(GCE)

examination centrewas opened in Auroville; two of Auroville’s three high schools

(Future School and NESS) underwent changes in leadership; new schools (The

LearningCommunityandAha!Kindergarten)werejustemerging;aninternshipsand

apprenticeships program, ProSkills, is being formulated; a Teacher’s Centre for

training, exchange and resources opened; efforts towards higher education and

programs for visiting students are being undertaken by the Auroville Campus

Initiative, a new higher education department of SAIIER. Dynamic development in

andofitselfisnotanewphenomenoninAuroville–inTheEvolutionofSchoolingin

Auroville 1966-1980, Part I, Heidi Watts expresses being “struck by how much

happened so soon, so fast.”166This survey focused on the experience of youth

educatedinAurovilleinitsfirstfourdecades,andmanypointedtotheinfluenceof

Auroville as a whole as a learning environment. How the Auroville context is

fosteringofanoverarchingeducationalexperienceand“arenaforeducation,”167with

a creativemultiplicity of educational initiatives (the SAIIERAnnualReport lists 33

‘sub-units,’ educationalentities inAuroville that it funds,aswellasanevenhigher

166HeidiWatts,TheEvolutionofSchoolinginAuroville1966-1980,Part1(Auroville:SAIIER,2005),23.167Johnny,inWatts,TheEvolutionofSchoolinginAuroville,5.

36

numberof‘projects’),isaphenomenonworthexploring,withpotentialrelevancefor

other contexts that seek to become ‘integral’ learning environments, something

whichHeidiWattsalsohighlightsinLittlebyLittle.Hereitisimportanttonotethat

theexperienceof ‘unendingeducation’ isnotrestrictedtoAurovilleyouth,butalso

embodied by Aurovilian adults, as well as visitors to the community, for whom a

widevarietyofeducationalopportunitiesalsoexist–somethingdocumentedinprior

research.168

Ø CirculateanappropriatelyredesignedsurveyinAVoutreachschools.

Outreacheducation,servingAuroville’sTamilneighbours,hasalwaysbeenacrucial

area of the community’s educational endeavour. Initiatives of this nature were

launchedbyTheMotherin1966,twoyearsbeforeAurovillewasevenfounded.The

community has at present 12 outreach schools and educational centres. These

developed concurrently with Auroville schools, from the early 1970s to present,

offeringfreeeducationtochildrenfromnearbyvillages,aswellasthecommunity’s

hired local labourers. 169 Adult education, also provided by the Auroville NGO

AurovilleVillageActiontoAuroville’sneighbours,formspartofthecommunity’saim

tobealearningsocietybasedupon‘unendingeducation.’Thousandsofpeoplehave

been educated in these outreach schools, they are therefore a significant part of

Auroville’s educational landscapeandeffort.Educationandupbringingmaynotbe

synonymous, or as strongly identified with Auroville, for students of Auroville’s

outreachschools(mostofwhomarenotAurovilian).However, theextenttowhich

the Aurovilian environment – cultural, spiritual etc. – influences their educational

processescouldbehighlyrevealingof itscommunicablecharacteristics, tangibleor

intangible.

Ø Designandconductmorespecificresearchintostudents’

responsivenesstoteachingmethodsandcurriculaatdifferenttime

periodsandwithindifferentschools.

This could be as simple as adding a targeted question or set of questions to this

survey. When sharing the survey results with those who participated, these168Dominique,Chali,Rakhal,Jean-Yves,EducationalPracticesandResearchinAuroville(Auroville:SAIIER,2013).See“ResearchOutcome,”pages4-7.169“OutreachSchools,”www.auroville.org/categories/85/group,lastmodifiedAugust12,2014.

37

additionalquestionscouldbeattachedwithanexplanationofthemissingdataanda

requestforresponses.

Ø ResearchtheAwarenessThroughtheBodyprogramme.

As a unique programme developed in the Auroville context, and one of the few

specific ‘schooling’ experiences cited in common across the survey, Awareness

ThroughtheBodycallsforbeingresearched.

Ø Researchintothedevelopmentofqualitiesofindependent

assurednesswithinAuroville’seducationalenvironment.

The looseness of organization and informality of Auroville’s educational landscape

andinstitutionscouldbecharacterizedbybenignneglectorashaphazard.Although

leaving some students – especially the earlier generation – seeking structure,

direction,disciplineanddriveelsewhere,italsocorrelateswiththedevelopmentof

qualities such as personal responsibility, creativity and confidence, critical and

‘outside-the-box’ thinking. The latter merits investigation as a phenomenon that

could potentially inform and contribute to developments in education beyond the

Aurovillecontext.Thetensionbetweentheresponsivenessofstudentstothistypeof

environment – negative for some and positive for others –merits investigation in

ordertoresponsiblysupportthedevelopmentofthepositiveinallcases.

Ø ResearchintothearticulationofanAuroville‘identity’

WhilethepremiseofanAuroville‘type’wasrejectedbythemajorityofrespondents

– in so doing affirming the qualities they elsewhere stated that they value, i.e.

diversity and openness – the sense of connectionwith other Aurovilians andwith

Auroville’sideals,aswellastheoverwhelmingself-identificationofbeingAurovilian

and of Auroville being ‘home’, are strongly indicative of a shared sense of an

Auroville ‘identity.’This isahighlyrelevant topicofresearch for thecommunityat

large.

It also has applied research implications for the Aurovilian status of Youth who

‘leave’ Auroville, given that several youth expressed distress, in responses to this

survey,atthecontradictionbetweentheirstrongidentificationwithbeingAurovilian

andthelackofcontinuityintheirrecognitionasAuroviliancommunitymembersdue

to time spent abroad, as well as the psychologically and emotionally unsettling

38

necessitation of formalized re-entry processes forwhat they identifywith as their

home.

Ahistoricallensthatwouldcapturewhetherandhowthisidentityhasevolvedover

time would be important to utilise, especially given the strong identification with

Auroville expressed by the earlier generation (differences in education and

upbringing at different phases of community life could be examined to determine

whether and how this impacted students’ perceptions of themselves and of

Auroville).Thiswouldundoubtedlyberelevantresearchtopursuenotonlyamong

youth,butallAurovilianswho joinedorwereactivemembersof thecommunityat

differentphasesofitsdevelopment.

39

AppendixA

AUROVILLEEDUCATIONSURVEY(1968-2013) Aurovillehascompleted45yearsinmanifestationandmanyquestions,ofamoresubjectiveandpsychologicalnature,cometothefront.Fromitsearliestmoments,TheMotherinsistedthatAurovilleevolveitsowneducationalforms,constructeduponthespiritoftheexperiment,asitemergedprogressively:“Aurovillewantstobeanewcreationexpressinganewconsciousnessinanewwayandaccordingtonewmethods.”ThisApril2013,theGoverningBoardhadkepttimeforabroaddiscussiononeducationalexperimentsinAuroville.TheywantedtounderstandwhatmakeseducationinAurovilledifferentorparticulartotheAurovilleexperience.OneoftheirrequestswasforpresentnumbersasalsofutureprojectionsofchildrenandyouthinAuroville;figuresthatwillbesignificantforplanningthenextfuture.Butifanattemptismadetounderstandeducationaldevelopmentsfromahistoricalperspective,thereisonefacetofinformationcrucialtomakingsenseoftheAurovilleexperiencewhichiscompletelymissing.Thisisthedataandanalysisofthepast.Thereissomesortofhistoryofschools;butnotofindividualswhowentthroughthem.Thequestionis:Whathappenedto‘schoolable’personsfromthebeginningofAurovilletothepresent?Objectivelyspeaking,howhavethey'benefitted'fromtheAurovilleexperience/upbringing?AssumingthereISanidentifiable'AVtype'-canweseekitsspoor,sotosay?Thereforeweareundertakingthissocialsciencesurvey:EveryoneoranyonewhowasofanagetoreceivesomesortoforganizedtrainingoreducationwhentheycameorwereborninAurovilleisapossibleprimarysourceforthisresearch.Thishistoricalsurveyof'schoolable'youngstersfromthebeginningofAVtothepresentisasubstantialworkaswearespeakingofcontactingandinteractingwithsomehundredsofpersons.Wehopetogatherasmuchinformationasfeasibleand,whenpossible,makearecordingoftheconversations,sothatthesecanbetransferredintostorageDVDsandstayonrecordas'oralhistory'forfutureresearchers.IfyouwerebornorgrewupinAuroville,youwillbecontactedbyourteam,who,likeyou,grewupinAuroville.Ifyouarereadyfortheconversationthissummerorwouldlikeustosendyouthequestionnairetobefilledoutpleasecontactusatouremailgivenbelow.Nameswillnotappearinthefinalresearchdocument.Wethankyouforyourtimeandinputintothissurveyandwelcomeyourfeedbackandanysuggestions.Youmaycontactusatourgroupaccount:aurovilleyouth@auroville.org.in

40

QuestionnaireforAurovilleYouth

Name:DateofBirth:Contactdetails(Email):Questionnaireconductedby(nameofinterviewer):Methodusedtofillinthequestionnaire:�DirectInterview�Email

1. WereyouborninAuroville?Ifnot,atwhatagedidyoucometoAuroville?

2. Kindlydescribeyourschoolingdetails,bothinandoutsideAuroville.

3. Wheredoyoucurrentlyliveandwhatisyourcurrentwork/sphereofaction?

4. Whichpartofyoureducation,whetherinAurovilleornot,hasbeenthemost

formativeforyourpersonality?

5. Whichaspectofyoureducationhasprovedthemosteffectiveforyourlife

andaction(whatskills,perspective,ideasdoyouusethemost)?

6. InwhichwaydoyoufeelAurovilian?Whatarethesignsofthisfeeling?Canyou

identifyitscharacteristics?

7. Doyouhaveasenseofconnectionwiththeideaforcesasembodiedin

Auroville’sfoundingtexts(suchas“TobeaTrueAurovilian”ortheCharter)?

Inwhatwaydoyouconnectwiththem?

8. DoyoufeelthatyouhavebenefitedfromtheAurovilleexperience/upbringing?

9. Wouldyousaythatthereisan“Aurovilletype”and,ifso,howwouldyou

describeit?

10. WereAurovilletocreatesomeformofrecognitionforitseducationalprocesses,

whataccordingtoyou,couldbeitscriteria?

11. DoyouhaveanywishesorsuggestionsforthefutureofAurovilleeducation?

12. Wouldyoulikeustokeepyouinformedaboutthesurveyanditsresults?

Note:Namesandagesoftheparticipantswererecorded,butthesurveywascirculatedwiththeagreementthatthenamesofparticipantswouldbekeptconfidentialinanyreportorpublication.Quoteswillbereferencedanumberassignedtotherespondents,indicatingthebirthyearandschoolingdetailsasrelevant.

41

AppendixB

AurovilleCharter170

1. Aurovillebelongstonobodyinparticular.Aurovillebelongstohumanityasawhole.But,toliveinAuroville,onemustbeawillingservitorofthedivineconsciousness.

2. Aurovillewillbetheplaceofanunendingeducation,ofconstantprogress,andayouththatneverages.

3. Aurovillewantstobethebridgebetweenthepastandthefuture.Taking

advantageofalldiscoveriesfromwithoutandfromwithin,Aurovillewillboldlyspringtowardsfuturerealisations.

4. Auroville will be a site ofmaterial and spiritual researches for a livingembodimentofanactualhumanunity.

170 The Mother, “The Auroville Charter,” Pondicherry: Sri Aurobindo Ashram, 1968.

42

AppendixC

ToBeaTrueAurovilian1711.Thefirstnecessityistheinnerdiscoveryinordertoknowwhatonetrulyisbehindsocial,moral,cultural,racialandhereditaryappearances.Atthecentrethereisabeingfree,vastandknowing,whoawaitsourdiscoveryandwhooughttobecometheactivecentreofourbeingandourlifeinAuroville.2.OnelivesinAurovilleinordertobefreefrommoralandsocialconventions;butthisfreedommustnotbeanewslaverytotheego,toitsandambitions.Thefulfilmentofone’sdesiresbarsthewaytotheinnerdiscoverywhichcanonlybeachievedinthepeaceandtransparencyofperfectdisinterestedness.3.TheAurovilianshouldlosethesenseofpersonalpossession.Forourpassageinthematerialworld,whatisindispensabletoourlifeandtoouractionisputatourdisposalaccordingtotheplacewemustoccupy.Themoreweareconsciouslyincontactwithourinnerbeing,themorearetheexactmeansgiventous.4.Work,evenmanualwork,issomethingindispensablefortheinnerdiscovery.Ifonedoesnotwork,ifonedoesnotputhisconsciousnessintomatter,thelatterwillneverdevelop.Tolettheconsciousnessorganiseabitofmatterbymeansofone’sbodyisverygood.Toestablishorderaroundoneselfhelpstobringorderwithinoneself.Oneshouldorganiseone’slifenotaccordingtoouterandartificialrules,butaccordingtoanorganisedinnerconsciousness,forifoneletslifegoonwithoutsubjectingittothecontrolofthehigherconsciousness,itbecomesfickleandinexpressive.Itistowasteone’stimeinthesensethatmatterremainswithoutanyconsciousutilisation.5.Thewholeearthmustprepareitselffortheadventofthenewspecies,andAurovillewantstoworkconsciouslytohastenthisadvent.6.Littlebylittleitwillberevealedtouswhatthisnewspeciesmustbe,andmeanwhilethebestcourseistoconsecrateoneselfentirelytotheDivine.

171 The Mother, To Be A True Aurovilian, Pondicherry: Sri Aurobindo Ashram, June 13th, 1971.

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AppendixD

HistoricalContextofEducationinAuroville

Itisnotinthescopeofthissurveyreviewtoprovideextensivecontextualand

historicalinformationregardingAuroville’seducationalexperiments.Whatfollowsis

abriefoverview;theprefaceandglossaryofschoolsoffersomeadditional

indications,andreadersarerecommendedtoconsultHeidiWatts’LittlebyLittle:The

EvolutionofSchoolinginAuroville1966-1980,PartI,forhistoricalinformationon

Auroville’seducation,andtheAurovillewebsite’s“Education&Research”pageand

SAIIER172AnnualReportformoredetailedinformationregardingcurrentschoolsand

educationalinitiatives.

Auroville’sfirstcommunitysettlement,Aspiration,hadaschool(startedin

1971undertheMother’saegis)forthefirstyoungAurovilianslivingonthebarren

plateauwhereAurovillewastobeestablished,aswellasthosestillresidingin

PondicherryclosetotheAshram,andlocalTamilchildrenfromtheneighboring

villages.AfterMotherpassedawayin1973,therelationshipbetweenAurovilleand

theSriAurobindoSociety–anot-forprofitresearchinstituteMotherhadestablished

in1960thatactedasthelegalumbrellaorganizationforAuroville173–became

difficultanddisruptiveforthecommunity.Thesocio-psychologicalclimateofthis

periodwasinimicaltomaintainingregularschooling,letaloneencouragingofits

evolution,andAspirationschoolclosedin1976,whileinternalideologicalconflicts

hadresultedintheclosureofLastSchool,thesecondaryandhighschoolat

Aspirationayearprior.Parentsorganizedplaygroupsandkindergarteninitiatives,

olderchildrenandyoungteenagersgatheredinFertile,aninformal‘learningby

doing’‘school’leadbyaparent.OtherswenttoUdavi,anoutreachschoolfoundedin

theearly1970sasperMother’sdirectionandintentiontooffereducationtothelocal

population(stillinexistencetoday),andyetotherstoEqualsOne,analternative

primaryschoolinPondicherry,ortheFrenchgovernmentschool,theLycéeFrançais,

172TheSriAurobindoInternationalInstituteofEducationalResearchisthegovernment-fundedumbrellaorganizationforeducationalactivities,includingschools,withinAuroville,andallocatesfundingforthese.173Robert Minor, The Religious, the Spiritual, and the Secular:AurovilleandSecularIndia (Albany: State University of New York Press, 1999).

44

inPondicherry.Inthelate1970sa‘morningschool,’CenterField,wasestablishedin

Auroville,forchildrenofkindergartenthroughmiddleschoolages.Thusthe1970s

wasanad-hoc,informal,andintermittentperiodforeducation,affectedbyboth

socialandeconomicconstraints,andbothinternalandexternalideological

challenges.

The1980ssawtheestablishmentofAurovilleasaseparatelegalentityfrom

theSAS,theAurovilleFoundation,undertheGovernmentofIndia(finalisedin1988),

oftheSriAurobindoInternationalInstituteofEducationalResearch(SAIIER)in

Auroville(in1984),agovernmentfundedumbrellaorganisationforitseducational

activities,and,concurrently,oflastingschoolsinthecommunity.In1985the

AurovilleKindergartenandTransitionSchool(aprimaryandsecondaryschool)

emergedoutofCenterSchool,andinthatsameyearLastSchoolwasre-instatedasa

secondaryandhighschool.Twomoreoutreachschools,NewCreationSchool(now

renamedAikiyam)andIsaiAmbalam,cateringtotheneighboringTamilpopulation,

werealsofoundedinthatdecade.Allarestillinexistencetoday.

WhileLastSchoolwasre-establishedin1985,andoffered‘FreeProgress’

educationbeyondsecondaryschooling,highschooleducationwasaconcernfor

Aurovilleyouthandtheirparentsfromearlyyearsofthecommunityupuntilthelast

decadeorso;therewaseithernohighschooleducationavailableinAuroville,orno

‘recognised’formofhighschooleducationthatwouldguaranteeaccesstohigher

educationoutsideofAurovilleforthoseraisedinthecommunity.Thusthroughout

the70s,80sand90s,manyAurovilianteenagerswhohad(usuallyfamily)funds

availabletothemfortheireducationattendedinternationalboardingschoolsin

TamilNadu,suchasKodaikanalInternationalschool,whilethosewhowerefluentor

atleastsatisfactorilyversedinFrenchattendedtheFrenchGovernmentschoolin

neighboringPondicherry.Inthetenyearhiatusbetween1975–1985,whenthere

wasnocommunityhighschooleducationavailabletoAurovilianyouth,thosewho

didnothaveaccesstooutsideschoolsweredeprivedofestablishededucational

opportunity.

Pursuingaformalandaccreditededucationrequiredvaryingdegreesof

separationfromAuroville,andthiswasanintenselycontradictorychoiceforanyone

45

raisedinthecommunitywithnowishtoleave.Somechosetopreparefor

internationallyrecognisedexaminationsasindependentcandidateswhileremaining

inAuroville,appealingtocommunitymembersfortutoring.Asthisnumberofself-

motivatedanddisciplinedyoungstersgrew,theCentreforFurtherLearningopened

in1997asatutoringcenter.Itgraduallydevelopedintoaformalschool,offeringa

hybridprogramofGCSEpreparationcoursesforstudentswishinganinternational

highschoolaccreditation,andavarietyofnon-exambasedcourses.RenamedFuture

School,itnowhousesaGCSEexaminationcenteronitscampusfacilities.

The1990salsosawtheopeningofanotherhighschool,AfterSchool,aligned

withprimarilyIndianexternalaccreditationssystems(StateBoard,NationalOpen

School,andalsoBritishGCSE).ItwasrenamedNESSwhenitbecameaffiliatedwith

India’sCentralBoardofSecondaryEducationin2008.Thishighschoollargelyserves

TamilteenagersfromAuroville’sneighbouringvillages.

Itisimportanttonotethatthenumbersofnon-IndianAurovilianstudents

leavingforinternationalschoolshavedrasticallyreduced,whileTamilAurovilians

whopreviouslymighthaveleftasearlyasthelastfewyearsofsecondaryschoolto

joinIndiangovernmentschoolsarestayingandattendingAurovillehighschools.

Throughouttheyearsandtothepresentday,therehaveregularlybeen

parentsandeducatorsdissatisfiedwiththeexistingeducationaloptionsinAuroville,

openingforvariouslengthsoftimeexperimentaleducationalalternatives(i.e.

Mirramukhi,NewSchool,andmorerecentlyTheLearningCommunity).Yeteventhe

schoolsperceivedtobethemost‘established’and‘formal’similarlydevelopedfrom

informalattempts,communitymembersandparentsvolunteeringtheirskillsand

knowledge,veryfewofthemprofessionallytrainedteachers.ThusallofAuroville’s

educationalendeavorscanbesaidtobe‘alternativeexperiments’;theyhavesought

invariouswaystoprovidefortheneedsoftheintentionalcommunity’syouthwhile

attemptingtoactualiseMother’svisionofintegraleducation.

Thesurveycapturesvoicesofthiswiderangeofexperiences.

Kripa&Suryamayi

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AppendixE

GlossaryofSchoolsReferenced

AshramSchool:SriAurobindoAshramSchoolinneighbouringPondicherry.(Non-Aurovilleschool)

AspirationSchool:ThefirstschoolinAuroville,itwasstartedin1971atMother’surging,forvillageandAurovillechildrenaswellassomewhocamefromPondicherry.Closedin1976.

AfterSchool:Openedin1992,inFraternity,Auroville,offeringanacademicprogram,andskillstraininginaccountingandelectronics.TheschoolmovedtotheLastSchoolcompoundin1997offeringapurelyacademicprogramfrom9ththrough12thgradeusingStateBoard,NationalOpenSchoolandGCSE.In2008itbecameaffiliatedtotheIndia’sCentralBoardofSecondaryEducation(CBSE)andchangeditsnametoNESS(NewEraSecondarySchool).Currentstudentpopulationismostlyfromthelocalvillages,withsomeAurovilleresidents.

BlueMountainSchool:Foundedin1961andlocatedinOotyValleyintheNilgiriHills.Aresidentialschoolwithanalternativeapproachtoeducationforpre-schoolthroughhighschool.(Non-Aurovilleschool)Crèche:SeeCenterSchool/Kindergarden.

CenterSchool:BeguninCertitude,Auroville,in1978asa‘morningschool’,itmovedin1979toCenterField.Inearlysummerof1985,itsplitintoKindergarden(whichremainedon-site)andTransitionSchool.CFL/FutureSchool:Locatedinthe‘CurdPots’ontheAurovilleLastSchoolcampus,CenterforFurtherLearning(CFL)openeditsdoorsinJanuaryof1997asatutoringcenter.ThislearningcentergrewandevolvedandbecameFutureSchool,ahighschoolofAuroville,inanewlocationandcampusintheCulturalZonenearTransitionSchool,inJanuary2003,offeringahybridprogramofGCSEpreparationcoursesforstudentswishinganinternationalhighschoolaccreditation,andavarietyofnon-exambasedcourses.Futureschoolencouragesstudentstoforgetheirownpathforprogressanddevelopself-awarenessandself-motivation.Deepanam:AftertheAurovilleschoolMirramukhiclosed,DeepanamSchoolwaseventuallyopenedonthatcampusin2006.Deepanamcaterstostudentsbetweentheagesof7to14,givingeachtheopportunitytodevelopattheirownpaceandattemptingtobalancefreedom,creativityandjoyoflearningwithresponsibilityandindependence.

47

EqualsOne:EqualsOnewasanexperimentalschoolfoundedinPondicherrybyamemberoftheSriAurobindoAshram.ItwasactiveintheearlyyearsofAurovilleandattendedbysomeofitschildren,especiallyduringperiodswhentherewerenoschoolingoptionswithinthecommunity.(Non-AurovilleSchool)FertileSchool:Atthebeginningofthedecade-longAurovilleschoolinghiatus(1975-1985),Johnny,aparentlivinginFertile,Auroville,beganhome-schoolinghischildrenandsomeoftheirfriends.Theinitiativegrewintoaninformal‘school’intheearly1980s,characterisedbyacreativelearning-by-doingapproach.Kindergarten:TheAurovilleKindergartenbeganintheearlysummerof1985.WhathadbeenknownasCenterSchoolturnedintotheKindergarten,whiletheelementaryschoolwhichhadbeenthererelocatedtoitspermanentlocationandwasnamedTransition. Therearecurrentlyupto15childrenineachof4classgroups,andthechildrenarebetween21\2and6+yearsold.

KodaikanalInternationalSchool:Internationalboardingschool,1st-12thgrades,locatedinKodaikanal,inthePalaniHillsinTamilNadu,offeringIB.Foundedin1901.(Non-Aurovilleschool)

KodaikanalSwedishSchool:StartedbytheSwedishChurchtoprovide1stthrough10thgradeeducationforSwedishmissionarieswhohadcreatedasettlementintheKodaikanalarea.Schoolclosedin1983.(Non-Aurovilleschool)

LastSchool:Thisschoolhashadtwoincarnations,theearlierwasinauguratedin1971inAspiration,andnamedbyMother.Otherbuildings/schoolsplannedonthecampusweregiventhenamesAfterSchoolI,II,III,andSuperSchool.ASecondaryandHigherSecondarylevelschoolfacility,LastSchoolreopenedin1985andcontinuestofollowsa“FreeProgress”approachbyinvitingstudentstoprogressivelydefinetheirownrigorousprogramofdevelopment.LastSchoolisalsoknownforitsartseducation,andoffersadultlearning.In2014itrelocatedtoanewfacilitynexttoFutureSchoolintheCulturalZone.

LycéeFrançais:FrenchgovernmentschoolinneighbouringPondicherryofferingtheFrenchBaccalaureateprogram.(Non-Aurovilleschool)

Mirramukhi: MirramukhiopenedinAurovilleinJuly1989.Theschoolofferedaprogrambasedonfreeprogressandintegraldevelopmentwithstrongemphasisonartandsubtlesensesawareness.Itstartedwithasmallgroupofchildrenfrom7to10yearsoldandprogressivelywasenlargedtoincludefrom2to17yearsold.Itclosedintheyear1998/1999forchildrenaged8andabove,andclosedpermanentlyin1999/2000.

NewSchool:Ashort-livedprimary/middleschool,openedinthelate1990sandclosedin2000,NewSchool,locatedinthecurrentArtsandCraftsbuildingof

48

TransitionSchoolservedasanAurovillealternativetoTransitionSchoolforstudentsaged8-14whowerenolongeracceptedatMirramukhi.AfterMirramukhiandNewSchoolrelativelyconcurrentlyclosed,teachersfromNewSchoolformedpartofDeepanamschool,whichoccupiedthepreviousMirramukhicampus.

TransitionSchool:Begunin1985,TransitionisaprimaryandmiddleschoollocatedinAuroville’sCulturalZone,nearFutureSchoolofferingAurovilleyouthanintegraleducationthataimstodevelopthemental,emotional,andphysicalnatures,andtoopenstudentstotheirspiritualconsciousness.Theprogramischildandprocessoriented,andtheschoolfostersanatmosphereofprotectedfreedomandharmonyinwhichtheAurovillecommunity’smulticulturalstudentbodydevelopanunderstandingthatwearecitizensofoneworld.UdaviSchool:Openedin1972asAuroshikaSchool,oneofthefirstoutreachschoolsnearAuroville.ItwassupportedbytheAshramincensefactoryinEdayanchavadivillageandintendedbyMothertoprovideeducationtothepoorchildrenofthatvillage.Covers1stthrough10thgrades.Theschoolcurriculumincludesintellectualaswellasphysical,vocationalandartisticactivities,andmorningmeditation(AurovilleOutreachschool)

49

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