INSPITE OF RECOGNITION WORLD OVER AS HEROIC PERSONALITY VIVEKANANDA SYSTEM OF EDUCATION IS YET TO BE APPLIED IN SCHOOLS, COLLEGES, AND UNIVERSITIES. PROPOSAL HAS BEEN PREPARED FOR GIFTING THE VIVEKANANDA SYSTEM OF EDUCATION IN THE FORM OF THIS PPT.

1. CELEBRATING VIVEKANANDA BIRTHDAY BY
GIFTING VIVEKANANDA EDUCATION SYSTEM
TO THE NATION ON 12.01.2017
PREPARED FOR APPROVAL OF THE
VIVEKANANDA INTERNATIONAL FOUNDATION,
DELHI
BY
DEVINDER KUMAR KANSAL,
M.Sc.,Ph.D.(Human Biology )& Specialist, Sports Science
Retired Principal,
INDIRA GANDHI INSTITUTE OF PHYSICAL EDUCATION &
SPORTS SCIENCES, UNIVERSITY OF DELHI.
18.12.2016

2. GOALS OF PRESENTATION
1. Remembering Swami Vivekananda and his practicable
Educational tools for benefitting children.
2. Implementation of personality developing Balanced
Eclectic Education(BEE) in schools , colleges & Univ.
3. Empowering Language Teachers with self-
Development knowledge to be used4english essays.
4. Introducing BMI ,Body fat, Exercise methods, Yoga &
Self-knowledge Concepts4Health Education in general
education 4 benefitting all students.
5. Correcting Nomenclature from Dept. of “Education” to
“ BalancedEducation” to remember Vivekananda
concept of PD &that of its components.

3. VISION
• SWAMI VIVEKANANDA’S EDUCATIONAL
APPROACH HAS ALSO BEEN independently
reworded BY MAHATMA GANDHI. It has also
been widely accepted and approved by all
Educationists.
• The mission to implement in all educational
institutes can empower the youth 4their all round
Personality Development.
• To do so , we need to empower school , college &
university teachers with Vivekananda education.

4. PROMOTION OF SPORTS BY TEACHING
(SOME TWEETS)
• DevinderKumarKansal @devinder_kansal Sep 11
• We pseudo-respect Bapu Gandhi, Vivekananda,
BECAUSE WE DON’T ASSURE THAT Accredit Agencies
& Universities follow their principles 4educating and
follow NPE NSP&UNESCO's PES.
• DevinderKumarKansal @devinder_kansal Sep 10
• At least now Paralympic Coaches be produced in
India through B.Sc.(Paralympics Coaching) & each
Univ must teach PE

5. SIMILARITY IN
VIVEKANANDA & GANDHI
• VIVEKANANDA, “Education is the manifestation of
perfection , already in Man”.
• GANDHI, “ Education is drawing out the best in Man, Body,
Mind & Soul”
• The difference is only of words
• “Drawing out of the Best” in place of “Manifestation of
Perfection”
• and we know in english, Manifestation may be considered
as Execution or showing of or drawing out where as
Perfection is synonymous with ideal or best. Hence both
Vivekananda & Gandhi philosophy refer to the same
philosophy of competence of Man’s inbuilt powers.

6. INTRO 2NCTE
• The National Council for Teacher Education
(NCTE) was established by an Act of
Parliament (Act No. 73 of 1993) “with a view
to achieving planned and coordinated
development of the teacher education system
throughout the country.

7. NCTE PUBLICATION ON VIVEKANANDA
• Swami Vivekananda and Education
Empowering Teacher Educators
• Compiled and Edited by:
• Professor K.P. Pandey
• Professor B.P. Khandelwal
• Dr. Shardindu
• PROPOSED BY
• Committee on National Lecture Series
• ( Convenor: Dr. Anil Shukla )
• National Council for Teacher Education, 2015

8. EMPOWERING TEACHERS WITH VIVEKANANDA’S
EDUCATION DIVIDED IN SIX MODULES
1. Vision of Teacher Education in India.
2. Swami Vivekananda’s Concept of Education.
3. Curriculum and Teaching Methods: Swami
Vivekananda’s Perspective.
4. Ends and Means.
5. Teacher Educators and Moral Ethics.
6. Swami Vivekananda’s Thoughts –
Contributions for ‘Out-of-the-Box-Thinking’

9. NCTE’s VIEW ABOUT VIVEKANANDA
• According to Swamiji, we must have life-building, human-
making, character-forming education.
• Swami Vivekananda is an embodiment of
• human excellence and is a multifaceted personality.
• Swami Vivekananda was a patriot saint and seer of highest
realization which our country has ever known. His prime
concern had been the welfare and the uplift of man.
• The NCTE, as a regulatory body for promotion of quality
concern in teacher education, is fully conscious of its role
and obligation to draw heavily from the ideas of our epoch
making thinkers who have contributed towards the
emergence of a vision for educating our children and youth.
• As cogently put by A.D. Pusalker, Swami Vivekananda is
universally acclaimed as a pioneer in the field of national
liberation in India.

10. NCTE’s VIEW ABOUT VIVEKANANDA
(Continued)
• Vivekananda suggests that education should lay proper emphasis on creativity, originality and excellence. To him
good education is only that which unfolds all the hidden powers in man. Real education requires the cultivation of
a sense of humility. This sense of humility is the basis of a man’s character, the true mark of a balanced
personality.
• What India wants is character and strengthening of the will. The
• will is Almighty and if one can continue to exercise his/her will,
• he/she is sure to go higher and higher. It is strength of will or
• character that can cleave through wells of difficulties. “Watch a man
• and his most common actions; those are indeed the things which
• will tell you the real character of a great man.” To Vivekananda the real personality of man, the real love
• of man that makes his work as a master for the pleasure of work,
• Swamiji’s cherished desire was that to accomplish his duties, “one
• should be pure, simple and sincere to the backbone.” Every
• educated man must have behind him tremendous integrity,
• tremendous sincerity and that is the cause of his success in life. He
• may not have been perfectly selfish; yet he was tending towards it.
• 2. EDUCATION AS DEVELOPMENT OF PERSONALITY (Page-20) The science of Yoga
claims that it has discovered the laws which develop this personality, and by
proper attention to those laws and methods, each one can grow and strengthen
his personality. This is one of the great practical things and this is the secret of all
education.

11. NCTE’s VIEW ABOUT VIVEKANANDA
(Continued)
• That is to say, there are no such realities as a
physical world, a mental world, a spiritual world.
Whatever is, is one. Let us say, it is a sort of
tapering existence, the thickest part is here, it
tapers and becomes finer and finer; the finest is
what we call spirit; the grossest, the body. And just
is it is here, in the microcosm, it is exactly the
same in the macrocosm. This universe of ours is
exactly like that; it is the gross external thickness,
and it tapers into something finer and finer until it
becomes God.

12. Three Kinds of Violence
• As pointed out by Swami Vivekananda, there are three
kinds of violence, namely, mental (manasik), verbal
(vachik) & physical (kayeek).
• § Mental - Thinking of hurting others, thoughts like ‘I
wish I had hit him hard’ is mental violence although it was
only a wish and no physical harm was actually done.
Thinking ill of others is also one form of violence.
• § Verbal - Use of harsh words is another form of violence
since it hurts others. An advice by the preceptor to the
disciple, 'speak the truth, speak sweetly; do not speak the
truth that's not sweet'. This dictum is to prevent violence
through speech.
• § Physical - Using physical force to harm others. This is the
most commonly recognized form of violence between
individuals, groups, communities, and countries.

13. Life-building, Man-making,
Character-making,
Assimilation of ideas Needed
• The vision of teacher education in India is to be derived and
transmitted through the inspiring averment made by Swami
Vivekananda:
“We want that education by which character is
formed, strength of mind is increased, the
intellect is expanded and by which one can
stand on one’s own feet. Education should
unveil the divinity in
• man/woman ……”
SWAMI VIVEKANANDA

14. NCTE’S USEABLE VIEWS
• Teacher education is integrative and eclectic.
• Teachers need to re-conceptualize citizenship
education in terms of human rights and
approaches of critical pedagogy;
• emphasize environment and its protection, living
in harmony within oneself and with natural and
social environment;
• promote peace, democratic way of life,
• constitutional values of equality, justice, liberty,
fraternity and secularism, and caring values.

15. NCTE’S USEABLE VIEWS (Continued)
• Evaluation protocol needs to be
comprehensive and provide due place for the
evaluation of attitudes, values, dispositions,
habits and hobbies.
• It may be mentioned that the quality of
teacher education is dependent on the quality
of entrants to the teacher education
programmes.

16. NCTE’S USEABLE VIEWS (Continued)

17. NCTE’S USEABLE VIEWS (Continued)
• NCTE VIDE ITS NOTIFICATION DATED 4th May , 2016
has committed itself for ensuring high quality
‘Standards’ for ‘Teacher Education System’
producing teachers for all subjects of school
education system.
• NCTE has also committed to ensure effective
implementation of its Guidelines in all the
Teacher Education Institutions.

18. “We want that education by which character(Soul) is formed,
strength of mind(Heart) is increased, the intellect(Budhi) is
expanded & by which one can stand on one’s feet(Body)”
SWAMI VIVEKANANDA

19. VIVEKANANDA’S APPROACH2EDU
• For holistic harmonious development of learners in
schools, following approach may strengthen Swamiji’s
vision of effective balanced Personality Development (For
Body, Intellect, Mind & Soul):-
1. Physical: (C-F.E.W.)i.e. Concentration on choices of
Cleanliness, balanced Food, all5types of Exercise , &
Worriless learning.
2. Intellectual: (P.A.S.T.) i.e. Prayer, Attentiveness, Study-
deeply, & Thinking before doing.
3. Moral : P.A.S.T. i.e. Purity of Action, Speech &Thought
4. Spiritual : S.A.M.E.i.e. Soul/self, Always
conscious2self,Meditation, Experience as the mode of
learning.

20. MAKE FOR SCHOOLS, COLLEGES & UNIV.
(Where MAKE = Management of Applicable Knowledge Effectively)
• Following practices may be taught by PE, HE, Language & other subject
teachers, in collaboration to each other as per the maturity status of
pupils in school, colleg and universities :-
1. For Physical Dev.(C-FEW).:Cleanliness-regular hand-washing, healthy
Food & BMI, Exercise, Worriless.
2. Intellectual Dev.(PAST): One selected Prayer (Say , Sarve-bhavantu
sukhne…) ;Attention practices: Deep Study –Receptive Technique &
Thinking on problem solving practices.
3. Moral(PAST) : Emphasis on Purity of Action, Speech & Thought
techniques through common parables.
4. Spiritual (SAME): Assuring clarification of Soul/Self, Training to remain
conscious At all times , Meditation(need & technique), & learning by
Experience method.
5. Environmental(S-OM-E : HOPE) :Conscious to Sustainable Oxygenation
of all skeletal Muscles by systematic all varieties of Exercises,
accompanying Habits Of Pollution-free (soil, air ,water, food ,sex)
Environments.

21. WHO IS A PHYSICALLY EDUCATED
PERSON?

22. PRACTICAL SKILLS for Physical Domain
• BMI =BODY MASS( WEIGHT, Kg)/HEIGHT X HEIGHT(IN METERS).
REGULAR GOOD PRACTICES TO BE INTRODUCED IN EDUCATIONAL INSTITUTES :-
• Health Education Teacher or PET will maintain six monthly/yearly ,digital record
of body weight , height , Body Mass Index(BMI), Percentage Body Fat (to be
measured accurately as per standard methodology with proper orientation &
practice training).
• Teacher/s on duty during Mid-day meal will motivate and observe washing of
hands by children in schools; In colleges & in universities, proper arrangements will
be assured for motivating & willful adoption of assuring hand-washing & throat
gargling, by teachers becoming role-models executing & training before/during
all group eating events .
• Regular provision for accessibility to learning & practicing balanced physical
activity & healthy balanced food, teaching moderation of all food group items.
• HE/PE/Yoga/Language / Cultural –activity /Music/ All Subject & Class Teachers will
remain conscious to promote ‘Worriless way of living in facing all life problems,
using common parables/fables etc.

23. WHO IS A MENTALLY EDUCATED
PERSON?

24. PRACTICAL SKILLS for MENTAL DEV.
• One mutually agreeable local Prayer will be
assured in morning assembly or the first
period of the Institute as per the case.

25. WHO IS AN INTELLECTUALY EDUCATED
PERSON?

26. PRACTICAL SKILLS FOR INTELLECTUAL
DEVELOPMENT

27. WHO IS A SPIRITUALLY EDUCATED
PERSON?

28. PRACTICAL SKILLS FOR SPIRITUAL
DEVELOPMENT

29. WHO IS A EMOTIONALLY EDUCATED
PERSON?

31. WHO IS AN ENVIRONMENTALLY
EDUCATED PERSON?

32. PRACTICAL SKILLS FOR
ENVIRONMENTAL EDUCATION

33. WHO IS A SOCIALLY EDUCATED
PERSON?

34. PRACTICAL SKILLS FOR SOCIAL
DEVELOPMENT

35. WHO IS A HOLISTICALLY EDUCATED
PERSON?

36. GANDHI & RAVINDERANATH SAYINGS
• I have gone through swami Vivekananda’s works very
thoroughly, and after having gone through them, the
• love that I had for my country became a thousand-fold.
• Mahatma Gandhi
• If you want to know India, study Vivekananda. In him
everything is positive and nothing negative.
Vivekananda’s gospel marked the awakening of man in
his fullness and that is why it inspired our youth to the
diverse courses of liberation through work and
sacrifice.
• Rabindranath Tagore

37. Sri Aurobindo Gosh’s Saying
• The going forth of Vivekananda, marked out by the Master as
the heroic soul destined to take the world between his two
hands and change it, was the first visible sign to the world
that India was awake not only to survive but to conquer...
• Once the soul for the nation was awake in religion, it was only
a matter of time and opportunity for it to throw ‘itself on all
spiritual and intellectual activities in the national existence
and take possession of them.
• We perceive his influence still working gigantically, we know
not well how, we know not well where, in something that is
yet formed, something leonine, grand, intuitive up heaving
that has entered the soul of India and we say,
• “Behold, Vivekananda still lives in the soul of his Mother and
in the souls of her Children.”
Sri Aurobindo

38. Subhas Chandra Bose’s Saying
“With him religion was the inspirer of nationalism. He
tried to infuse into the new generation a sense of pride
in India’s past, of faith in India’s future&a spirit of self-
confidence & self-respect.
Reckless in his sacrifice, unceasing in his activity,
boundless in his love, profound and versatile in his
wisdom, exuberant in his emotions, merciless in his
attacks but yet simple as a child-he was a rare
personality in this world of ours...
Swamiji was a full-blooded masculine personality - and a
fighter to the core of his being. He was consequently a
worshipper of Shakti and gave a practical interpretation
to the Vedanta for the uplift of his countrymen”.
Subhas Chandra

39. Parables told by Swami Vivekananda:Frog In The Well
• A frog lived in a well. It had lived there for a long time. It was from there
and brought up there, and yet was a little, small frog. One day another
frog that lived in the sea came and fell into the well.
• "Where are you from?“ "I am from the sea.""The sea' How big is that? Is it
as big as my well?", and he took a leap from one side of the well to the
other. "My friend, "said the frog of the sea, "how do you compare the sea
with your little well?“ Then the frog took another leap and asked, "Is your
sea so big?“ "What nonsense you speak, to compare the sea with your
well!“ "Well, then", said the frog of the well, "nothing can be bigger than
any well; there can be nothing bigger than this; this fellow is a liar, so turn
him out".
• That has been the difficulty all the while. I am a Hindu. I am sitting in my
own little well and thinking that the whole world is my little well. The
Christian sits in his little well and thinks the whole world is his well. The
Mohammedan sits in his little well and thinks that is the whole world. I
have to thank you of America for the great attempt you are making for
breaking down the barriers of this little world of ours, and hope that, in
the future, the Lord will help you to accomplish your purpose.

40. Strength of Positive Ideas
• “We should give positive ideas. Negative thoughts only
weaken men. Do you not find that where parents and
constantly taxing their sons to read and write, telling
them that they will never learn anything and calling them
fools and so forth, the latter do actually turn out to be so
in many cases? If you speak kind words to them and
encourage them, they are bound to improve in time.
• If you can give them positive ideas, people will grow up to
be men and learn to stand on their own legs. In language
and literature, in poetry and arts, in everything we must
point out not the mistakes that people are making in their
thoughts and actions, but the way in which they will be
able to do these things better.”
• SWAMI VIVEKANANDA

41. The Parable of the Lion Cub Among Sheep
There is a story about a lioness, who was bearing,
and was going about in search of prey; and seeing
a flock of sheep, she jumped upon them. She
died in the effort; and a little baby lion was born,
motherless. It was taken care of by the sheep and
the sheep brought it up, and it grew up with
them, ate grass, and it bleated like the sheep.
And although in time it became a big, full-grown
lion, it thought it was sheep.
• One day other lion came in search of prey and
was astonished to find that in the midst of this
flock of sheep was a lion, fleeing like the sheep at
the approach of danger. He tried to get near the
sheep-lion, to tell it that it was not a sheep but a
lion; but the poor animal fled at his approach.

42. The Parable of the Lion Cub Among Sheep
(Continued)
• one day,lion found the sheep-lion sleeping. He
approached it and said, "You are a lion." "I am a
sheep,“ cried the other lion and could not believe the
contrary but bleated. The lion dragged him towards a
lake and said, Look here, here is my reflection and
yours.“ It looked at the lion and then at its own
reflection, and in a moment came the idea that it was a
lion. The lion roared, the bleating was gone.
• You are lions, you are souls, pure, infinite, and perfect.
The might of the universe is within you. "Why weepest
thou, my friend? There is neither birth nor death for
thee. Why weepest thou? There is no disease nor
misery for thee, but thou art like the infinite sky; clouds
of various colours come over it, pray moment, then
vanish. But the sky is ever the same eternal blue."

43. Concentration: The only Method to
attain Knowledge
• “The teaching must be modified according to the
needs of the taught. Past lives have moulded our
tendencies, and so give to the pupil according to
his tendencies. Take every one where he stands
and push him forward.
• There is only one method by which to attain
knowledge, that which is called“concentration.”

44. MODULE-3:Curricular and Teaching Methods
(Swami Vivekananda’s Perspective)
The question ‘what should be taught?’ derives from a deeper
question namely ‘what aims are worth pursuing’ in
education – a vision of capabilities and values that every
individual must have . This is not a single aim, but a set of
aims. So also, the content selected should seek to do justice
to the entire set of aims and has to be comprehensive and
balanced.
Swamiji thought of “education as a manifestation of perfection
within an individual”.
The real issue is as to how to attain this avowed goal.
The several keys for critical reflection incorporated here are
congruent with Swamiji’s concepts of education and its
process.
Editors

45. APPROACH TO CURRICULUM DESIGN
• In the traditional approach , there are strong pressures
for a syllabus to be designed in terms of factual
knowledge, not for the benefit of students, but for
those who teach and administer the courses.
• They develop loyalties to their subject and discourage
making inter-disciplinary links required4the benefit of
students.
• Thus, real multi-dimensional knowledge of all-round
development of personality (of body , mind , soul)
could not be dealt by present education. Vivekananda
had said, “Our education is producing dyspeptics”
(through unbalanced educational curriculum).

46. TEACHING METHODS – DIRECT AND
INDIRECT
• Learning by the student is put on the shoulders of
the teacher with less responsibility put on the
shoulders of the students.
• An old adage says: "Tell me and I forget, show me
and I remember, involve me and I understand.“
• Indirect instruction is an approach to teaching
and learning in which (i) the process is inquiry,
• (ii) the content involves concepts, and (iii) the
context is a problem.

47. Swami Vivekananda, “The Only Method
of Education is Concentration”.
• ..All have to use the same method to attain knowledge
that is concentration…The more the power of
concentration, the greater the knowledge that is
acquired…All Success in any line of work is the result of
this. High achievements in arts, music, etc., are the result
of concentration…
• The power of concentration is the only key to the treasure-house of
knowledge…To me the very essence of education is concentration of
mind, not the collection of facts. If I had to do my education once
again, I would not study facts at all. I would develop the power of
concentration and detachment, and then with a perfect instrument,
collect facts at will.

48. Pedagogy Heterarchy
• New pedagogy as interpreted in Swami Vivekananda’s frame
of reference is based on the opposite of the traditional
classical hierarchy – that is, a heterarchy, a term that depicts a
system in which each working element or agent is equally
ruled by all others.
• This means that, while learning, these agents communicate or
talk to each other, exchanging messages filled with related
information.
• In this system, there are no simple linear chains of cause and
effect, but more and more cross-connected rings & loops .
Common parables are also used to teach various concepts.

49. Antahkarana (Sanskrit: "inner
conscience" or "the manifest mind")
• The Mental faculty of the sukshma-sharira (astral
body), comprising intellect, instinct and ego. It
consists of 1. manas (the mind), 2. chitta (the
memory), 3. buddhi (the intellect) and
4. ahańkāra (the ego).
• 4ahańkāra"I-maker," egoity3buddhiknows,
decides, judges, and discriminates2chittastorage
of impressions1manassensory, processing
mindThe Four Functions of the Mind

50. Four Functions of the Mental
faculty or Mind (
• In Sanskrit these four functions are designated
as manas, buddhi, ahamkara and chitta.
• Manas is ordinary, indeterminate thinking — just being aware that
something is there and automatically registers the facts which the senses
perceive.
• The subconscious action, memory, etc., is caused by chitta. The function
of chitta is chinta (contemplation), the faculty whereby the Mind in its
widest sense raises for itself the subject of its thought and dwells thereon.
• Buddhi determines, decides and logically comes to a conclusion that
something is such-and-such a thing. That is another aspect of the
operation of the psyche — buddhi or intellect. buddhi, on attending to
such registration, discriminates, determines, and cognizes the object
registered, which is set over and against the subjective self by ahańkāra.
• Ahamkara — ego, affirmation, assertion, 'I know'. "I know that there is
some object in front of me, and I also know that I know. I know that I am
existing as this so-and-so." This kind of affirmation attributed to one's own
individuality is the work of ahamkara, known as egoism.

52. • Hierarchical relationship
• There is a definite hierarchical relationship between
the four parts of the mind from Mana to Ahankar in
ascending order. Mana, being intangible hence
superior than the body and sensory organs can control
them but it can’t control or perceive Chitta as it is
superior to Mana. Chitta can’t perceive Buddhi and
Buddhi can’t perceive Ahankar. Ahankar being the
subtlest of the four can perceive all these parts of the
mind as well as the gross physical body. Asmita, the ‘Id’
is not included in the foursome called Antahkaran, as it
is still above and subtler in the hierarchy.

53. • The Mind perceives the world through the five senses
• Our mind perceives the world around us through the five senses, namely, sound,
touch, sight, taste and smell, aided by the five respective sensory organs the ears,
skin, eyes, tongue and nose. When our Mind desires to know an external object, it
activates the sensory organ or organs necessary for the purpose, engulfs the
object through that organ and collects the necessary information of the object.
The part of mind performing the above task is called Manas and the above act is
called Manan. The part of the Mind thinking and visualizing the objects, events
and experiences from the past or the future is called the Chitta and this act is
called Chintan. It is necessary to take note of the fact that in the process of Chintan
the outer object is absent. The part of Mind that records the accumulated
conclusive knowledge on brain neurons and help recalling the same as and when
required is called Buddhi. The ever-present awareness of the above three actions,
like ‘I, so and so, am knowing this particular object, I am internalizing the
knowledge so acquired, I hold so much accumulated knowledge’, is the fourth part
of the Mind, which is called Ahankar.

54. References
• Bibliography
• 1. The Mandukya Upanishad, by Swami
Krishnananda
• 2. The Riddle Called Mind, by S. B. GOGATE.

55. LEARNING THE MEANING OF POISON

56. LEARNING THE MEANING OF
CHARACTER BUILDING