CELEBRATING VIVEKANANDA BIRTHDAY BY GIFTING VIVEKANANDA EDUCATION SYSTEM

TO THE NATION ON 12.01.2017PREPARED FOR APPROVAL OF THE

VIVEKANANDA INTERNATIONAL FOUNDATION, DELHIBY

DEVINDER KUMAR KANSAL,M.Sc.,Ph.D.(Human Biology )& Specialist, Sports Science

Retired Principal,INDIRA GANDHI INSTITUTE OF PHYSICAL EDUCATION &

SPORTS SCIENCES, UNIVERSITY OF DELHI.18.12.2016

GOALS OF PRESENTATION1. Remembering Swami Vivekananda and his practicable

Educational tools for benefitting children.2. Implementation of personality developing Balanced Eclectic

Education(BEE) in schools , colleges & Univ.3. Empowering Language Teachers with self-Development

knowledge to be used4english essays.4. Introducing BMI ,Body fat, Exercise methods, Yoga & Self-

knowledge Concepts4Health Education in general education 4 benefitting all students.

5. Correcting Nomenclature from Dept. of “Education” to “ BalancedEducation” to remember Vivekananda concept of PD &that of its components.

VISION

• SWAMI VIVEKANANDA’S EDUCATIONAL APPROACH HAS ALSO BEEN independently reworded BY MAHATMA GANDHI. It has also been widely accepted and approved by all Educationists.

• The mission to implement in all educational institutes can empower the youth 4their all round Personality Development.

• To do so , we need to empower school , college & university teachers with Vivekananda education.

PROMOTION OF SPORTS BY TEACHING(SOME TWEETS)

• DevinderKumarKansal @devinder_kansal Sep 11• We pseudo-respect Bapu Gandhi, Vivekananda,

BECAUSE WE DON’T ASSURE THAT Accredit Agencies & Universities follow their principles 4educating and follow NPE NSP&UNESCO's PES.

• DevinderKumarKansal @devinder_kansal Sep 10• At least now Paralympic Coaches be produced in

India through B.Sc.(Paralympics Coaching) & each Univ must teach PE

SIMILARITY IN VIVEKANANDA & GANDHI

• VIVEKANANDA, “Education is the manifestation of perfection , already in Man”.

• GANDHI, “ Education is drawing out the best in Man, Body, Mind & Soul”

• The difference is only of words• “Drawing out of the Best” in place of “Manifestation of Perfection”• and we know in english, Manifestation may be considered as

Execution or showing of or drawing out where as Perfection is synonymous with ideal or best. Hence both Vivekananda & Gandhi philosophy refer to the same philosophy of competence of Man’s inbuilt powers.

INTRO 2NCTE

• The National Council for Teacher Education (NCTE) was established by an Act of Parliament (Act No. 73 of 1993) “with a view to achieving planned and coordinated development of the teacher education system throughout the country.

NCTE PUBLICATION ON VIVEKANANDA• Swami Vivekananda and Education

Empowering Teacher Educators

• Compiled and Edited by:• Professor K.P. Pandey• Professor B.P. Khandelwal• Dr. Shardindu• PROPOSED BY• Committee on National Lecture Series• ( Convenor: Dr. Anil Shukla )

• National Council for Teacher Education, 2015

EMPOWERING TEACHERS WITH VIVEKANANDA’S EDUCATION DIVIDED IN SIX MODULES

1. Vision of Teacher Education in India.2. Swami Vivekananda’s Concept of Education.3. Curriculum and Teaching Methods: Swami Vivekananda’s Perspective. 4. Ends and Means.5. Teacher Educators and Moral Ethics.6. Swami Vivekananda’s Thoughts –

Contributions for ‘Out-of-the-Box-Thinking’

NCTE’s VIEW ABOUT VIVEKANANDA • According to Swamiji, we must have life-building, human-making,

character-forming education.• Swami Vivekananda is an embodiment of• human excellence and is a multifaceted personality.• Swami Vivekananda was a patriot saint and seer of highest

realization which our country has ever known. His prime concern had been the welfare and the uplift of man.

• The NCTE, as a regulatory body for promotion of quality concern in teacher education, is fully conscious of its role and obligation to draw heavily from the ideas of our epoch making thinkers who have contributed towards the emergence of a vision for educating our children and youth.

• As cogently put by A.D. Pusalker, Swami Vivekananda is universally acclaimed as a pioneer in the field of national liberation in India.

NCTE’s VIEW ABOUT VIVEKANANDA (Continued)

• Vivekananda suggests that education should lay proper emphasis on creativity, originality and excellence. To him good education is only that which unfolds all the hidden powers in man. Real education requires the cultivation of a sense of humility. This sense of humility is the basis of a man’s character, the true mark of a balanced personality.

• What India wants is character and strengthening of the will. The• will is Almighty and if one can continue to exercise his/her will,• he/she is sure to go higher and higher. It is strength of will or• character that can cleave through wells of difficulties. “Watch a man• and his most common actions; those are indeed the things which• will tell you the real character of a great man.” To Vivekananda the real personality of man, the real love• of man that makes his work as a master for the pleasure of work,• Swamiji’s cherished desire was that to accomplish his duties, “one• should be pure, simple and sincere to the backbone.” Every• educated man must have behind him tremendous integrity,• tremendous sincerity and that is the cause of his success in life. He• may not have been perfectly selfish; yet he was tending towards it.

• 2. EDUCATION AS DEVELOPMENT OF PERSONALITY (Page-20) The science of Yoga claims that it has discovered the laws which develop this personality, and by proper attention to those laws and methods, each one can grow and strengthen his personality. This is one of the great practical things and this is the secret of all education.

NCTE’s VIEW ABOUT VIVEKANANDA (Continued)

• That is to say, there are no such realities as a physical world, a mental world, a spiritual world. Whatever is, is one. Let us say, it is a sort of tapering existence, the thickest part is here, it tapers and becomes finer and finer; the finest is what we call spirit; the grossest, the body. And just is it is here, in the microcosm, it is exactly the same in the macrocosm. This universe of ours is exactly like that; it is the gross external thickness, and it tapers into something finer and finer until it becomes God.

Three Kinds of Violence• As pointed out by Swami Vivekananda, there are three kinds of

violence, namely, mental (manasik), verbal (vachik) & physical (kayeek).

• § Mental - Thinking of hurting others, thoughts like ‘I wish I had hit him hard’ is mental violence although it was only a wish and no physical harm was actually done. Thinking ill of others is also one form of violence.

• § Verbal - Use of harsh words is another form of violence since it hurts others. An advice by the preceptor to the disciple, 'speak the truth, speak sweetly; do not speak the truth that's not sweet'. This dictum is to prevent violence through speech.

• § Physical - Using physical force to harm others. This is the most commonly recognized form of violence between individuals, groups, communities, and countries.

Life-building, Man-making,Character-making,

Assimilation of ideas Needed

• The vision of teacher education in India is to be derived and transmitted through the inspiring averment made by Swami Vivekananda:

“We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. Education should unveil the divinity in

• man/woman ……” SWAMI VIVEKANANDA

NCTE’S USEABLE VIEWS

• Teacher education is integrative and eclectic.• Teachers need to re-conceptualize citizenship

education in terms of human rights and approaches of critical pedagogy;

• emphasize environment and its protection, living in harmony within oneself and with natural and social environment;

• promote peace, democratic way of life, • constitutional values of equality, justice, liberty,

fraternity and secularism, and caring values.

NCTE’S USEABLE VIEWS (Continued)

• Evaluation protocol needs to be comprehensive and provide due place for the evaluation of attitudes, values, dispositions, habits and hobbies.

• It may be mentioned that the quality of teacher education is dependent on the quality of entrants to the teacher education programmes.

NCTE’S USEABLE VIEWS (Continued)

NCTE’S USEABLE VIEWS (Continued)

• NCTE VIDE ITS NOTIFICATION DATED 4th May , 2016 has committed itself for ensuring high quality ‘Standards’ for ‘Teacher Education System’ producing teachers for all subjects of school education system.

• NCTE has also committed to ensure effective implementation of its Guidelines in all the Teacher Education Institutions.

“We want that education by which character(Soul) is formed, strength of mind(Heart) is increased, the intellect(Budhi) is

expanded & by which one can stand on one’s feet(Body)” SWAMI VIVEKANANDA

VIVEKANANDA’S APPROACH2EDU• For holistic harmonious development of learners in schools,

following approach may strengthen Swamiji’s vision of effective balanced Personality Development (For Body, Intellect, Mind & Soul):-

1. Physical: (C-F.E.W.)i.e. Concentration on choices of Cleanliness, balanced Food, all5types of Exercise , & Worriless learning.

2. Intellectual: (P.A.S.T.) i.e. Prayer, Attentiveness, Study-deeply, & Thinking before doing.

3. Moral : P.A.S.T. i.e. Purity of Action, Speech &Thought4. Spiritual : S.A.M.E.i.e. Soul/self, Always

conscious2self,Meditation, Experience as the mode of learning.

MAKE FOR SCHOOLS, COLLEGES & UNIV.(Where MAKE = Management of Applicable Knowledge Effectively)

• Following practices may be taught by PE, HE, Language & other subject teachers, in collaboration to each other as per the maturity status of pupils in school, colleg and universities :-

1. For Physical Dev.(C-FEW).:Cleanliness-regular hand-washing, healthy Food & BMI, Exercise, Worriless.

2. Intellectual Dev.(PAST): One selected Prayer (Say , Sarve-bhavantu sukhne…) ;Attention practices: Deep Study –Receptive Technique & Thinking on problem solving practices.

3. Moral(PAST) : Emphasis on Purity of Action, Speech & Thought techniques through common parables.

4. Spiritual (SAME): Assuring clarification of Soul/Self, Training to remain conscious At all times , Meditation(need & technique), & learning by Experience method.

5. Environmental(S-OM-E : HOPE) :Conscious to Sustainable Oxygenation of all skeletal Muscles by systematic all varieties of Exercises, accompanying Habits Of Pollution-free (soil, air ,water, food ,sex) Environments.

WHO IS A PHYSICALLY EDUCATED PERSON?

PRACTICAL SKILLS for Physical Domain

• BMI =BODY MASS( WEIGHT, Kg)/HEIGHT X HEIGHT(IN METERS).REGULAR GOOD PRACTICES TO BE INTRODUCED IN EDUCATIONAL INSTITUTES :-• Health Education Teacher or PET will maintain six monthly/yearly ,digital record of

body weight , height , Body Mass Index(BMI), Percentage Body Fat (to be measured accurately as per standard methodology with proper orientation & practice training).

• Teacher/s on duty during Mid-day meal will motivate and observe washing of hands by children in schools; In colleges & in universities, proper arrangements will be assured for motivating & willful adoption of assuring hand-washing & throat gargling, by teachers becoming role-models executing & training before/during all group eating events .

• Regular provision for accessibility to learning & practicing balanced physical activity & healthy balanced food, teaching moderation of all food group items.

• HE/PE/Yoga/Language / Cultural –activity /Music/ All Subject & Class Teachers will remain conscious to promote ‘Worriless way of living in facing all life problems, using common parables/fables etc.

WHO IS A MENTALLY EDUCATED PERSON?

PRACTICAL SKILLS for MENTAL DEV.

• One mutually agreeable local Prayer will be assured in morning assembly or the first period of the Institute as per the case.

WHO IS AN INTELLECTUALY EDUCATED PERSON?

PRACTICAL SKILLS FOR INTELLECTUAL DEVELOPMENT

WHO IS A SPIRITUALLY EDUCATED PERSON?

PRACTICAL SKILLS FOR SPIRITUAL DEVELOPMENT

WHO IS A EMOTIONALLY EDUCATED PERSON?

WHO IS AN ENVIRONMENTALLY EDUCATED PERSON?

PRACTICAL SKILLS FOR ENVIRONMENTAL EDUCATION

WHO IS A SOCIALLY EDUCATED PERSON?

PRACTICAL SKILLS FOR SOCIAL DEVELOPMENT

WHO IS A HOLISTICALLY EDUCATED PERSON?

GANDHI & RAVINDERANATH SAYINGS

• I have gone through swami Vivekananda’s works very thoroughly, and after having gone through them, the

• love that I had for my country became a thousand-fold.• Mahatma Gandhi• If you want to know India, study Vivekananda. In him

everything is positive and nothing negative. Vivekananda’s gospel marked the awakening of man in his fullness and that is why it inspired our youth to the diverse courses of liberation through work and sacrifice.

• Rabindranath Tagore

Sri Aurobindo Gosh’s Saying• The going forth of Vivekananda, marked out by the Master as

the heroic soul destined to take the world between his two hands and change it, was the first visible sign to the world that India was awake not only to survive but to conquer...

• Once the soul for the nation was awake in religion, it was only a matter of time and opportunity for it to throw ‘itself on all spiritual and intellectual activities in the national existence and take possession of them.

• We perceive his influence still working gigantically, we know not well how, we know not well where, in something that is yet formed, something leonine, grand, intuitive up heaving that has entered the soul of India and we say,

• “Behold, Vivekananda still lives in the soul of his Mother and in the souls of her Children.”

Sri Aurobindo

Subhas Chandra Bose’s Saying“With him religion was the inspirer of nationalism. He tried to

infuse into the new generation a sense of pride in India’s past, of faith in India’s future&a spirit of self-confidence & self-respect.

Reckless in his sacrifice, unceasing in his activity, boundless in his love, profound and versatile in his wisdom, exuberant in his emotions, merciless in his attacks but yet simple as a child-he was a rare personality in this world of ours...

Swamiji was a full-blooded masculine personality - and a fighter to the core of his being. He was consequently a worshipper of Shakti and gave a practical interpretation to the Vedanta for the uplift of his countrymen”.

Subhas Chandra

Parables told by Swami Vivekananda:Frog In The Well

• A frog lived in a well. It had lived there for a long time. It was from there and brought up there, and yet was a little, small frog. One day another frog that lived in the sea came and fell into the well.

• "Where are you from?“ "I am from the sea.""The sea' How big is that? Is it as big as my well?", and he took a leap from one side of the well to the other. "My friend, "said the frog of the sea, "how do you compare the sea with your little well?“ Then the frog took another leap and asked, "Is your sea so big?“ "What nonsense you speak, to compare the sea with your well!“ "Well, then", said the frog of the well, "nothing can be bigger than any well; there can be nothing bigger than this; this fellow is a liar, so turn him out".

• That has been the difficulty all the while. I am a Hindu. I am sitting in my own little well and thinking that the whole world is my little well. The Christian sits in his little well and thinks the whole world is his well. The Mohammedan sits in his little well and thinks that is the whole world. I have to thank you of America for the great attempt you are making for breaking down the barriers of this little world of ours, and hope that, in the future, the Lord will help you to accomplish your purpose.

Strength of Positive Ideas• “We should give positive ideas. Negative thoughts only weaken

men. Do you not find that where parents and constantly taxing their sons to read and write, telling them that they will never learn anything and calling them fools and so forth, the latter do actually turn out to be so in many cases? If you speak kind words to them and encourage them, they are bound to improve in time.

• If you can give them positive ideas, people will grow up to be men and learn to stand on their own legs. In language and literature, in poetry and arts, in everything we must point out not the mistakes that people are making in their thoughts and actions, but the way in which they will be able to do these things better.”

• SWAMI VIVEKANANDA

The Parable of the Lion Cub Among Sheep

There is a story about a lioness, who was bearing, and was going about in search of prey; and seeing a flock of sheep, she jumped upon them. She died in the effort; and a little baby lion was born, motherless. It was taken care of by the sheep and the sheep brought it up, and it grew up with them, ate grass, and it bleated like the sheep. And although in time it became a big, full-grown lion, it thought it was sheep.

• One day other lion came in search of prey and was astonished to find that in the midst of this flock of sheep was a lion, fleeing like the sheep at the approach of danger. He tried to get near the sheep-lion, to tell it that it was not a sheep but a lion; but the poor animal fled at his approach.

The Parable of the Lion Cub Among Sheep (Continued)

• one day,lion found the sheep-lion sleeping. He approached it and said, "You are a lion." "I am a sheep,“ cried the other lion and could not believe the contrary but bleated. The lion dragged him towards a lake and said, Look here, here is my reflection and yours.“ It looked at the lion and then at its own reflection, and in a moment came the idea that it was a lion. The lion roared, the bleating was gone.

• You are lions, you are souls, pure, infinite, and perfect. The might of the universe is within you. "Why weepest thou, my friend? There is neither birth nor death for thee. Why weepest thou? There is no disease nor misery for thee, but thou art like the infinite sky; clouds of various colours come over it, pray moment, then vanish. But the sky is ever the same eternal blue."

Concentration: The only Method toattain Knowledge

• “The teaching must be modified according to the needs of the taught. Past lives have moulded our tendencies, and so give to the pupil according to his tendencies. Take every one where he stands and push him forward.

• There is only one method by which to attain knowledge, that which is called“concentration.”

MODULE-3:Curricular and Teaching Methods(Swami Vivekananda’s Perspective)

The question ‘what should be taught?’ derives from a deeper question namely ‘what aims are worth pursuing’ in education – a vision of capabilities and values that every individual must have . This is not a single aim, but a set of aims. So also, the content selected should seek to do justice to the entire set of aims and has to be comprehensive and balanced.

Swamiji thought of “education as a manifestation of perfection within an individual”.

The real issue is as to how to attain this avowed goal. The several keys for critical reflection incorporated here are

congruent with Swamiji’s concepts of education and its process. Editors

APPROACH TO CURRICULUM DESIGN

• In the traditional approach , there are strong pressures for a syllabus to be designed in terms of factual knowledge, not for the benefit of students, but for those who teach and administer the courses.

• They develop loyalties to their subject and discourage making inter-disciplinary links required4the benefit of students.

• Thus, real multi-dimensional knowledge of all-round development of personality (of body , mind , soul) could not be dealt by present education. Vivekananda had said, “Our education is producing dyspeptics” (through unbalanced educational curriculum).

TEACHING METHODS – DIRECT AND INDIRECT

• Learning by the student is put on the shoulders of the teacher with less responsibility put on the shoulders of the students.

• An old adage says: "Tell me and I forget, show me and I remember, involve me and I understand.“

• Indirect instruction is an approach to teaching and learning in which (i) the process is inquiry,

• (ii) the content involves concepts, and (iii) the context is a problem.

Swami Vivekananda, “The Only Method of Education is Concentration”.

• ..All have to use the same method to attain knowledge that is concentration…The more the power of concentration, the greater the knowledge that is acquired…All Success in any line of work is the result of this. High achievements in arts, music, etc., are the result of concentration…

• The power of concentration is the only key to the treasure-house of knowledge…To me the very essence of education is concentration of mind, not the collection of facts. If I had to do my education once again, I would not study facts at all. I would develop the power of concentration and detachment, and then with a perfect instrument, collect facts at will.

Pedagogy Heterarchy• New pedagogy as interpreted in Swami Vivekananda’s frame

of reference is based on the opposite of the traditional classical hierarchy – that is, a heterarchy, a term that depicts a system in which each working element or agent is equally ruled by all others.

• This means that, while learning, these agents communicate or talk to each other, exchanging messages filled with related information.

• In this system, there are no simple linear chains of cause and effect, but more and more cross-connected rings & loops . Common parables are also used to teach various concepts.

Antahkarana (Sanskrit: "inner conscience" or "the manifest mind")

• The Mental faculty of the sukshma-sharira (astral body), comprising intellect, instinct and ego. It consists of 1. manas (the mind), 2. chitta (the memory), 3. buddhi (the intellect) and 4. ahańkāra (the ego).

• 4ahańkāra"I-maker," egoity3buddhiknows, decides, judges, and discriminates2chittastorage of impressions1manassensory, processing mindThe Four Functions of the Mind

Four Functions of the Mental faculty or Mind (

• In Sanskrit these four functions are designated as manas, buddhi, ahamkara and chitta.

• Manas is ordinary, indeterminate thinking — just being aware that something is there and automatically registers the facts which the senses perceive.

• The subconscious action, memory, etc., is caused by chitta. The function of chitta is chinta (contemplation), the faculty whereby the Mind in its widest sense raises for itself the subject of its thought and dwells thereon.

• Buddhi determines, decides and logically comes to a conclusion that something is such-and-such a thing. That is another aspect of the operation of the psyche — buddhi or intellect. buddhi, on attending to such registration, discriminates, determines, and cognizes the object registered, which is set over and against the subjective self by ahańkāra.

• Ahamkara — ego, affirmation, assertion, 'I know'. "I know that there is some object in front of me, and I also know that I know. I know that I am existing as this so-and-so." This kind of affirmation attributed to one's own individuality is the work of ahamkara, known as egoism.

• Hierarchical relationship• There is a definite hierarchical relationship between the

four parts of the mind from Mana to Ahankar in ascending order. Mana, being intangible hence superior than the body and sensory organs can control them but it can’t control or perceive Chitta as it is superior to Mana. Chitta can’t perceive Buddhi and Buddhi can’t perceive Ahankar. Ahankar being the subtlest of the four can perceive all these parts of the mind as well as the gross physical body. Asmita, the ‘Id’ is not included in the foursome called Antahkaran, as it is still above and subtler in the hierarchy.

• The Mind perceives the world through the five senses• Our mind perceives the world around us through the five senses, namely, sound,

touch, sight, taste and smell, aided by the five respective sensory organs the ears, skin, eyes, tongue and nose. When our Mind desires to know an external object, it activates the sensory organ or organs necessary for the purpose, engulfs the object through that organ and collects the necessary information of the object. The part of mind performing the above task is called Manas and the above act is called Manan. The part of the Mind thinking and visualizing the objects, events and experiences from the past or the future is called the Chitta and this act is called Chintan. It is necessary to take note of the fact that in the process of Chintan the outer object is absent. The part of Mind that records the accumulated conclusive knowledge on brain neurons and help recalling the same as and when required is called Buddhi. The ever-present awareness of the above three actions, like ‘I, so and so, am knowing this particular object, I am internalizing the knowledge so acquired, I hold so much accumulated knowledge’, is the fourth part of the Mind, which is called Ahankar.

References

• Bibliography• 1. The Mandukya Upanishad, by Swami

Krishnananda• 2. The Riddle Called Mind, by S. B. GOGATE.

LEARNING THE MEANING OF POISON

LEARNING THE MEANING OF CHARACTER BUILDING