Acknowledgements This monograph is part of a series on Value-oriented Education centered on three values: Illumination, Heroism and Harmony. The research, preparation and publication of the monographs that form part of this series are the result of the cooperation of the following members of the research team of the Sri Aurobindo International Institute of Educational Research, Auroville: Abha, Alain, Anne, Ashatit, Auralee, Bhavana, Christine, Claude, Deepti, Don, Frederick, Ganga, Jay Singh, Jean-Yves, Jossy, Jyoti Madhok, Kireet Joshi, Krishna, Lala, Lola, Mala, Martin, Mirajyoti, Namrita, Olivier, Pala, Pierre, Serge, Shailaja, Shankaran, Sharanam, So

MOSES COMING DOWN FROM SINAI,by Gustave Dore Appendix The Revelation to Moses The message of Jesus which furthered the evolution of humanity was based on the previous evolutionary developments found in the history of the Jewish people. Almost all that Jesus taught can be found in the demand God made on the Jewish people to interact ethically, to interact with concern for the other. These Laws are to be found in the Torah given to the Jewish people through Moses after they escaped from the bondage in Egypt. This series of events is essential to understand if the reader is to understand Jesus. Therefore, this essay will also introduce M

Notes — The Annunciation (See also the Holy Spirit) According to the Gospel of Luke, 1:26 ff, the archangel Gabriel was sent to Nazareth in Galilee, to the Virgin Mary, and announced to her that she had found favour with God and would bear a son, Jesus. She asked how that would be, since she was pledged to be married to Joseph, she was pledged to remain a virgin until then. The angel replied that she would conceive through the Holy Spirit. Mary consented, saying, "Behold the handmaid of the Lord; let it happen unto me according to your word." (Luke 1:38) — Baptism (See also Original Sin) It is the rite of admission into the Christian church of all sects. In the Gosp

THE SERMON ON THE MOUNT, by Gustave Dové The Crucifixion Introduction II. —Jesus and the Theme of Love In his famous speech at St. Helena, Napoleon exclaimed: "I know men, and I tell you that Jesus Christ is not a man. Superficial minds see a resemblance between Christ, and the founders of empires and the gods of other religions. That resemblance does not exist. There is between Christianity and any other religion the distance of infinity . . . Alexander, Caesar, Charlemagne, and myself founded empires. But upon what did we rest the creations of our genius? Upon force. Jesus Christ alone founded his empire

LEARNING-TEACHING PROCESS We are passing through a great transition. The old is becoming obsolete and the new is still in the process of emergence. The olds ways of learning and teaching are found to be too rigid and too outmoded. A greater application of psychological principles is being increasingly demanded. It has been urged that the training of the young requires on the part of the teacher a deep psychological knowledge. According to some thinkers, the present educational system is a huge factory of mis-education. According to them, the spontaneity of the child is smothered at an early stage by our mechanical methods which are prevalent in our educ

NOTES ON RELATING TO VALUE-ORIENTED EDUCATION I Education is intrinsically and by definition value-oriented. To speak, therefore, of Value-Oriented education is, in a sense, tautologous. In fact, education is a subset of a larger setting of culture, and culture consists of cultivation of faculties and powers pertaining to reason, ethics and aesthetics in the light of the pursuit of Values of Truth, Beauty and Goodness (satyam, sivam, sundaram). Culture also consists of infusing the influences of this pursuit into physical and vital impulses, So as to refine them and sublimate them to the highest possible degrees, and to transmit

PREFACE The children of today are different in the sense that they are: future-oriented; they tend to be more and more comprehensive, global and universal. they attach a great value to the virtues of friendship and commitment to the relations that are rooted in impartiality, team spirit and freedom from rigidities of conventions, dogmas and all the conflicts of ideologies that prevent free inquiry leading up to discoveries and inventions that will sub-serve the ideals of mutuality and harmony; their boundaries tend to be crossed by travels and fresh experiences, and they insist on integrality between profession and practices;

PHILOSOPHY OF SPIRITUAL EDUCATION III (Rationale and Relationship with Integral 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 space here, 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 natio

NEW ROLES FOR THE TEACHER AND METHODS RELEVANT TO TEACHER EDUCATION It is noteworthy that the role of the teacher is sought to be determined during the recent decades not only in the context of providing the dimension of values in our system of education but also in the context of providing more effective methods of education. These two contexts are not mutually exclusive, and they tend to lead to conclusions that converge upon the important point, namely, that the role of the teacher is not merely that of a lecturer. According to one extreme view, the method of lecturing should be eliminated altogether from our educ