GURMARG EDUCATION IDEA

The objective of education is to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals.

Education is cardinal in inculcating values, to provide skills and competencies for the citizens, and in enabling them to contribute to the nation’s well-being; strengthens democracy by empowering citizens; acts as a cohesive force in society, and fosters national identity. One cannot over -emphasize the role of Education as the key catalyst for promoting socio-economic mobility in building an equitable and just society.

 “A king is honoured only in his own country, but one who is learned is honoured throughout the world." The ultimate aim of education in ancient India was not knowledge, as preparation for life, but for the complete realization of human potential. The Indian education system attempted to preserve ancient culture and promote cultural unity infusing a sense of responsibility and social values. The ancient Indian education system has been a source of inspiration to all educational systems of the world, particularly in Asia and Europe.

According to Gurmarg the fulcrum of education must be based on the three values – Equity, Quality and Accessibility. To quote Swami Vivekanand, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. He said “If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis.” The statement of Swami Vivekanand assumes much greater significance with the transformation of society, rapid use of internet and ever expanding digital connectivity.

The core objectives of education should encompass four essential components – i.e. building values, awareness, knowledge and skills. It should be seen as a powerful weapon to overcome regional and social disparities, and enabling choice, autonomy and freedom to every individual for a productive life and participate in the country’s development. Value orientation is an over-arching and comprehensive area that needs conscious integration with general education at each stage. An acquaintance with the Indian tradition of acceptance of diversity of India’s heritage, culture and history could lead to social cohesion and religious amity. Every individual must define their own path. Great men from all ages have emphasized on this. It is easier to walk on a paved road, a conventional path which seems to guarantee results but the truth is that no predefined path is cut out exactly for us and we must each find our way. This exploration calls for freedom and autonomy. Freedom that brings accountability, freedom that teaches responsibility. For this purpose service is the key. Incorporating service along with literary learning can build the foundation for the future tasks that each student may have to undertake. It would also give them a hands on experience and help them decide which profession they want to pursue.

Accessibility is another attribute of effective education. Education must be within the reach of the rich and poor alike. This is the best way to ensure equality. Along with this, teachers must also inculcate discretion within students; the ability to differentiate right from wrong. This prudence is what makes man different from animals and machines. Such decision-making can come with the space to make mistakes. Mistakes are the only way to make prudent decisions.

While trying to achieve perfection, we often become ambitious and catalyse the process of reading in young children. What we overlook is their natural tendency to learn from observation and listening. This natural process has power but when we override it with skills like reading and writing artificially then their natural instincts of learning become suppressed.

We believe that wholesome education can only come with fitness of mind and body which can be attained through exercise and training of the bodily organs, e.g. hands, feet, eyes, ears, nose, etc. In other words an optimum use of bodily organs in a child provides the best and quickest way of developing his intellect. But unless the development of the mind and body goes hand in hand with a simultaneous nurturance of the soul, the former would be incomplete. The mind, body and soul constitute an indivisible whole. The negative effects of the absence of co-ordination and harmony among the various faculties of body, mind and soul respectively are often insidious and irreparable.

The aim and objective of Gurmarg Educare is to build citizens who live joyfully and consciously in the society and can see things objectively without prejudices. This process will help students to become a rational being who can think out of box and unconventionally. Here prior stereotypes will be questioned and guillotined, if necessary, values will be build, confidence  will be augmented, communicated English.

Unfortunately, Education is only seen as a means to reach the limited goal of employment and not as a continuous process of learning to grow and evolve in life. Education is only realized when it can lift a human being to the realm of self-actualization.

 School is a place where one learns about the nuances and the wholeness of life. Academic excellence is no doubt essential, but a schooling experience means much more than that. It is a place where both the teacher and student explore not only the external world, the world of knowledge, but also their own thinking, their behaviour.

The purpose of education is to bring about freedom, love, “the flowering of goodness” and the complete transformation of society. The principle of Gurmarg Educare is to prepare children to succeed materially in the society that exists. The intentions of education is freedom, but freedom is more inner in character than political. There is a connection between psychological freedom and outward compulsion – it is difficult to help a student find the former in a climate dominated by the latter It is the deeper freedom of the psyche and the spirit, the inner liberation that is both the means and the ends of education.

Mankind is facing a crisis. The absolute emphasis on the scientific and mechanical ways of life is fast reducing man to the status of a machine. The reason for this is neglect of the emotional, psychological, moral and social values are being undermined. Moving farther way from what make humans so unique i.e., an emotional quotient. The fundamental principles of civilization are being ignored. Conflicts of ideals, opinions and lifestyles are creating distorted thought and behaviour patterns. Solutions of most of these social and global evils is education. The result of all education is a competent man; competent to cope with any situation that life throws at him/her. Education has the ability to enrich us and form deeper connections with the inner-self. 

Understanding the goal or objective of education, the next question is what method of imparting education should be adopted? Our methodology of teaching aims at awakening of a child. For instance, one cannot do anything more to help a plant grow other than nurturing it with water, air and manure while it grows naturally, so is the case with a human child who just needs a facilitator. Thus, a student cannot be forced to grow, he/she can only be guided and nurtured to realize their potential. Our method of education resembles the heuristic method of the modern educationists. In our system, the teacher invokes the spirit of inquisitiveness in the students who wish to know and learn under the unbiased mentoring of the teacher.

We lay a lot of emphasis on the environment at home and here in institute for the proper growth of the child. The parents as well as the teachers should teach by the example of their own lives. In such systems, the students can have real life observations which guide them in small and big ways.

The education can be brought under the broad heads of physical culture, aesthetics, classics, language, religion, science and technology. The cultural values of our country should form an integral part of the curriculum of education.The time-tested values are to be imbibed in the thoughts and lives of the students after separating them from the prevalent illogical religious values.

Another important aspect of our scheme of education is women’s education. According to our Idea if the women of our country get the right type of education, then they will be able to solve their own problems in their own way. The main objective of our scheme of female education is to make them strong, fear-less, and conscious of their dignity.

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