8 LIST OF PARTICIPANTS 1. Dr. Aruna Khasgiwalla (AK) Reader, Faculty of Social Work, M.S. University of Baroda, Opp. Fatehganj Post Of- fice, Fatehganj, Baroda-390 002 Tel. "No.310411 (0), 310623(R) 2. Dr. Bharti Desai (BD) Reader, Deptt. of Sociology, Faculty of Arts, M.S. University of Baroda, Baroda-390 002. 3. Mr. Caeser D'Silva (CD) Headmaster, Firdaus Amrut Centre, Ahmedabad-380 003. Tel. No.786-6393 (0) 4. Mrs. Geeta Mayor (GM) Trustee-Executive, Sangeet Kendra, "The Retreat" (Opp Underbridge), Shahbagh, Ahmedabad-380 009. Tel. No.786- 7901 (O)7866751(R) Page

6 CONTENTS OF EDUCATION Aims of education determine the contents and methods of education. If our aim is that of life-long integral education, the contents of education have to be conceived quite differently from what are normally pursued in our present system of education. In India, almost all schools follow a curriculum which was originally designed to arrive at the end of the educational process within a limited period and to fashion clerical abilities among students. Gradually, it has been expanded to suit the needs of producing lawyers, engineers, medical doctors, businessmen and teachers. Vocational courses have only been recen

4 EDUCATION FOR PERSONALITY DEVELOPMENT I 1. Let me begin with a brief reference to the 1972 Report of the International Commission on Development of Education, established by UNESCO, -- the report which conveys its theme so aptly through its own title, "Learning to be". The Report had become very famous during the seventies, but it has unfortunately receded into the background. To know, to possess and to be -- this is the central demand of life, and, rightly, this ought to be the central demand of education, particularly when, as in the Report, there is a clear and categorical recognition of the need for a

1 EDUCATION FOR TOMORROW What innovations do we need? And Why? 1. The modern age is marked by breath-taking discoveries and inventions. But nothing is perhaps so significant and pregnant for the future as the discovery of the child and the modern educationist's efforts for the invention of the New Education which would be appropriate to the ever-fresh discoveries of the mysteries of the child. 2. The modern educationist has been wonderstruck by the tremendous feat of learning that the child performs in the first few years of its life. What is the secret, he has asked, of this tremendous speed of learning? 3. He has observe

5 A MODEL FRAMEWORK OF TEACHING — LEARNING SUITABLE TO INTEGRAL EDUCATION It is not intended to present here a model of the required framework as the model, but as a tentative and experimental model that could be utilized, with the necessary modifications, for innovative experiments. The new model will be so flexible that it can accommodate or adjust itself with the various programmes of education of varying durations. In particular, this model will aim at providing the necessary structure and organization so as to permit the art of self learning and integral development o

ABOUT THE AUTHER The modern age is marked by breathtaking discoveries and inventions. But nothing is perhaps so significant and pregnant for the future as the discovery of the child and the modem educationist's efforts for the invention of the New Education which would be appropriate to the ever- fresh discoveries of the mysteries of the child. We witness today an endless explosion of knowledge, and we do not know if we can psychologically contain this explosion. We need to ask, as in the Chhandogya Upanishad, if there is knowledge possessing which all can be known. Is there, we may ask, an all-embracing project of work

3 METHODS AND PRACTICAL APPLICATION Integral Education as Life-long Education Integral education is life-long education, and it begins even before the birth of body and continues throughout the life. And while in the beginning, a great stress falls on the development of the body, life and mind, much can be done both by parents and teachers to commence psychic education at the early stages of development. In fact, the psychic being is very responsive in childhood, and if the right atmosphere is provided to it, and if at the later stages, great care is taken to provide physical, vital and mental education on proper lines,

2 THE CONCEPT OF INTEGRAL EDUCATION In the history of the development of education, we find in certain systems of education a stress on harmonious development of the physical, the vital and the mental aspects of personality. Such, indeed, was the Greek ideal of education, which has reappeared in the modern West, and which influences the modern educational thinking in India. It has also been recognised that there have been systems of education laying great stress on the building up of the character and on the inculcation of moral virtues. In some Systems of education, an attempt has been made to provide for the study of s

7 REPORT ON THE WORKSHOP ON "EDUCATION FOR TOMORROW" The Workshop on "Education for Tomorrow" was organized by Sri Aurobindo Research Foundation on September 7-8, 1996 at Baroda, and it was conducted by Kireet Joshi (KJ), President, Dharam Hinduja International Centre of India Research. Ms. Kosha Shah, Director, Sri Aurobindo Research Foundation, Baroda, coordinated the workshop. List of participants is at ANNEXURE-I. At the outset, Ms. Kosha Shah welcomed the participants and made an introductory statement. Thereafter, KJ explained that it was thought preferable to have a small group o