1. Hol i s t i c
Educa t i o n ,
Economy
and
Heal t h
Dr .
Shr i n iwa s
Kasha l i k a r

2. Improvemen t in economy through
ho l i s t i c educa t i o n i s pivo t a l to
Tota l St r e s s Management i . e .
empowerment and blo s s om ing of an
ind i v i d u a l , schoo l , nat i o n and
th e wor ld .
I f you ana l y z e the pover t y and
as s o c i a t e d g l oba l l y preva l e n t
i s s u e s l e ad i n g to ubiqu i t o u s
s t r e s s , wi th a ho l i s t i c
per sp e c t i v e , then i t would be
c l e a r tha t the inna t e cor e ( th e
sp i r i t u a l domain tha t impar t s
univ e r s a l per sp e c t i v e and
g l oba l l y bene f i c i a l out l o o k ) and
th e produc t i v e domain ( tha t
empowers ) ; of peop l e conc e rn ed
wi th educa t i o n ; are gro s s l y

3. neg l e c t e d and rema in perenn i a l l y
de f i c i e n t .
Mains t r e am Educa t i o n Sys t em and
th e cour s e s and car e e r s in i t ;
revo l v e around and se r v e the
gro s s l y pe t t y and supe r f i c i a l
cons i d e r a t i o n s , mot i v a t i o n s and
in t e r e s t s ( I am re f e r r i n g to what
I have been obse r v i n g in Ind i a
fo r l a s t ha l f a cen t u r y and gue s s
tha t i t i s not much di f f e r e n t in
oth e r par t s of the wor ld ) ! Thi s
s t a t e of af f a i r s i s s t r o n g l y
pro t e c t e d and s t r e n g t h e n e d by th e
po l i t i c a l e l emen t s wi th s im i l a r
in t e r e s t s ! Hence l aws , ru l e s and
regu l a t i o n s deve l o p acco rd i n g l y !
Step s to re c t i f y

4. 1. Working phys i c a l l y in
di f f e r e n t ways and earn i n g
[ produc t i v e domain ] in i t s e l f , i s
not a burden . I t i s an
oppor t un i t y to grow f r om wi th i n .
I t i s an oppor t un i t y to deve l o p
se l f es t e em . I t i s an oppor t un i t y
to become se l f su f f i c i e n t .
2. Thi s l e ad s to se l f su f f i c i e n c y
in schoo l s . They do not have to
depend on heavy f e e s or f ed e r a l
gran t s or dona t i o n s . Thi s makes
th e educa t i o n in s t i t u t i o n s
acc e s s i b l e to a l l and se l f
su f f i c i e n t !
3. Through produc t i v e domain the
hypok in e t i c s t r e s s , emot i o n a l
s t r e s s of be i n g dependen t and
in t e l l e c t u a l s t r e s s

5. of exc e s s i v e memori z i n g would be
aver t e d .
4. Due to produc t i v e domain , the
dropp i n g out due to l a ck of
earn i n g [ a s i s common in ca s e of
mil l i o n s of s t ud en t s in many
par t s of wor ld ] and th en turn i n g
in t o he lp l e s s , vu ln e r ab l e and
cheap ch i l d l abo r would come
down .
5. Being empowered , the s t ud en t s
would not go through the s t r e s s
of unemploymen t and tu rn in t o
he lp l e s s , f ru s t r a t e d menta l
wreck s or cr im i n a l s .
6. The emphas i s on produc t i v e
( and hence psychomoto r and
prac t i c a l aspe c t s ) would br i n g

6. down the nece s s i t y to “copy” and
as s o c i a t e d cr ime s and cor rup t i o n
in proc edu r e s of examina t i o n s ,
cer t i f i c a t i o n , prov i d i n g gran t s
pre s e n t l y rampant in many par t s
of wor ld .
The ca s t e based re s e r v a t i o n fo r
educa t i o n , job s and oth e r
fa cu l t i e s ; re spon s i b l e fo r so c i a l
div i d e and s t r i f e in many par t s
of the wor ld ; ( e sp e c i a l l y Ind i a )
can be peac e f u l l y and
advan t a g e ou s l y done away wi th , by
cons en s u s !
Thi s i s on l y a br i e f ske t c h of
th e pot en t i a l advan t a g e s of
produc t i v e domain .

7. The prac t i c a l aspe c t s of
produc t i v e domain can in c l u d e
sev e r a l cra f t s and sk i l l s and
ar t s and the i r sa l e acco rd i n g to
th e s i t u a t i o n s . For exampl e ,
plan t i n g of
medic i n a l herb s , rea r i n g of cows ,
home f l owe r garden i n g , produc t i o n
of cha l k
s t i c k s , carp en t r y , pot t e r y , ar t s
such as musi c , dance , pa in t i n g
and oth e r s .
Tips
1. The produc t i v e domain shou l d
be an es s e n t i a l ing r e d i e n t of
Mains t r e am Educa t i o n Sys t em , but
no par t i c u l a r job shou l d be
en f o r c e d .

8. 2. The produc t i v e domain shou l d
cons t i t u t e on l y abou t twen t y f i v e
perc en t of the schoo l t ime .
3. The t e a ch e r s and oth e r s shou l d
par t i c i p a t e in the produc t i v e
domain .
Warning s
1. Admin i s t r a t i v e aspe c t s such as
in f r a s t r u c t u r a l deve l o pmen t have
to be done wi th pro f e s s i o n a l
expe r t i s e .
2. I t shou l d be done wi th due
car e and conc e rn fo r the phys i c a l
capac i t i e s of th e
ch i l d r e n and shou l d not be
pa in f u l and t r oub l e s ome .
3. Al l th i s shou l d be done wi th a
c l e a r a im of a l l - round
deve l o pmen t of the s t ud en t s ,

9. Teache r s and oth e r conc e rn ed .
Sourc e s ava i l a b l e fo r f r e e
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1. Str e s s : Under s t a nd i n g and
Management : Dr . Shr i n iwa s
Kasha l i k a r
2. Concep tu a l St r e s s :
Under s t a nd i n g and Management : Dr .
Shr i n iwa s Kasha l i k a r
3. Hitagu j (Mara th i ) : Dr .
Shr i n iwa s Kasha l i k a r
4. Smi l i n g Sun : Dr . Shr i n iwa s
Kasha l i k a r
5. Namasmaran : Dr . Shr i n iwa s
Kasha l i k a r
Dr . Shr i n iwa s Kasha l i k a r