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

-10_Problems of Knowledge and Sri Aurobindo^s Concept of the Supermind.htm PROBLEMS OF KNOWLEDGE AND SRI AUROBINDO'S CONCEPT OF THE SUPERMIND But our nature sees things through two eyes always, for it views them doubly as ideas and as fact and therefore every concept is incomplete for us and to a part of our nature almost unreal until it becomes an experience. SRI AUROBINDO, The Life Divine. There is an ascending movement of knowledge which seeks to find its fulfilment in the attainment of the highest, completest and the most indubitable knowledge. In this search it rises higher and higher and on the way it stops at certain stations wondering at each whether it is not

APPENDIX TIMELESS AND SPACELESS REALITY AND SPACE AND TIME An extract from Sri Aurobindo's "The Life Divine". The original status is that of the Reality timeless and spaceless; Space and Time would be the same Reality self- extended to contain the deployment of what was within it. The difference would be, as in all the other oppositions, the Spirit looking at itself in essence and principle of being and the same Spirit looking at itself in the dynamism of its essence and principle. Space and Time are our names for this self-extension of the one Reality. We are apt to see Space as a static extension in which all things stand or move together in a fixed order;

BONDAGE, LIBERATION AND PERFECTION One of the greatest contributions of the Indian science of Yoga is that of the discovery of the state of the human soul's bondage, and that of the fashioning of the various methods which would ensure liberation and its other consequences relating to perfection. Every human being is required to deal with a given environment and a certain set of circumstances, and at a certain stage, a conscious feeling begins to grow that there is something in the human personality which needs to be distinguished from the environment and circumstances in an effort either to escape from the burden of life and its responsibilities or to

PHILOSOPHY OF SPIRITUAL EDUCATION Why do we need Spiritual Education? What does it really mean? Is it practicable? And what reforms could we propose in our educational system so as to have the right place for spiritual education in it? All these are important and difficult questions, and within the short time available, we can only touch upon them very briefly and inadequately. We need spiritual education, firstly, because we want a true national system of education. Education, in order to be national, must reflect that basic urge, which is distinctive of our national history, which is the real genius of our country, which accounts for the amazing