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

The Mother's Institute of Research © Author All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any other information storage and retrieval system, without prior permission from the author or the publisher. First Edition, 2011 ISBN: 978-81-909651-6-3 Published by: Popular Media, Jhilmil Industrial Area, Delhi 110095 popularmedia@ymail.com , popularmedia.in KIREET JO SHI K

PHILOSOPHY OF INDIAN ART From various accounts which have evidential value, it is clear that India pursued the quest of the knowledge and the experience of reality through a multiple and even integral approach. The basic quest of India was to discover the causes of disintegration and to find effective remedies by which disintegration can be prevented. In positive terms, this was the quest for immortality, and the ancient literature gives us convincing proof of this quest as also of the victory that was attained. We also find accounts of the processes by which this victory was attained. In this process the major role was played by a difficult psychological disc

SPIRITUALITY, SCIENCE AND TECHNOLOGY One of the central issue of today is that of the uses and misuses of Science and Technology, of Science and Values, of Science and Spirituality, — in brief, the issue of what Sri Aurobindo has called the denial of the materialist and the refusal of the ascetic. Fortunately, it can be said that humanity has over passed the stage of naive materialism, which was based on the vicious circular argument that physical senses are the only means of knowledge, since this very statement cannot be established by means of physical senses. No more are we like the uninstructed stranger who on witnessing the operation of the s