This document discusses the root causes of child labor and proposes holistic education as a solution. It argues that the current education system fails to develop students' cognitive, affective, and psychomotor domains, and lacks a productive element. This causes economic hardship for families and forces children into labor. The document advocates for an education system that incorporates production, physical activity, personality development, and cognitive learning, to provide students with skills and economic incentives to avoid child labor. Regular remembrance of God or a guru through namasmarn is also proposed to help orient students to their true selves.
समाजात; आणि विशेषत: सर्व प्रकारच्या सत्ताकेंद्रांत जेवढे नामस्मरण वाढेल, तेवढ्या अधिकाधिक प्रमाणात समाजामधील सर्व स्तरांवरील क्रिया आणि प्रतिक्रिया अधिकाधिक पूर्वग्रहरहित (न्यायपूर्ण) आणि म्हणून कल्याणकारक होतात आणि व्यक्ती आणि समाजाचा सर्वांगीण विकास वेगाने होऊ लागतो.
ज्याप्रमाणे चुलीमुळे आग नियंत्रित होते आणि तिची धग भांड्याला नीटपणे लागून अन्न वेळेमध्ये शिजते, त्याचप्रमाणे जीवनातील सर्व भोगांची आणि उपभोगांची धग नामस्मरणरुपी चुलीमुळे अंतरात्म्याकडे पोचते आणि अंतरात्म्यामध्ये समाधानरुपी अन्न शिजू लागते. साहजिकच आपले, आपल्या कुटुंबियांचे आणि समाजाचे समाधान होऊ लागते! ज्याप्रमाणे चुली आणि त्यांच्यातील आग कमी जास्त असते, त्याचप्रमाणे नामसाधकांच्या प्रगतीचे टप्पे देखील वेगवेगळे असतात. पण नामस्मरणाने समाधानाकडे वाटचाल होऊ लागते; हे केवळ सद्गुरू ब्रह्मचैतन्य श्री गोंदवलेकर महाराजांच्याच नव्हे तर सर्वच संत महात्म्यांच्या शिकवणीचे त्रिवार सत्य असे सार आहे.
ह्या अमृताचा अगदी अंशत: अनुभव देखील जीवन झळाळून टाकणारा असतो आणि तो येण्यासाठी चित्तशुद्धी होत राहण्याची आवश्यकता असते. ही चित्तशुद्धी नामस्मरणाद्वारे होत जाते आणि ती चित्तशुद्धी देखील कोणत्याही बाह्य लक्षणाने ओळखता येत नाही आणि दाखविता येत नाही!
नामसंकल्पयुक्त नामस्मरणाचे चैतन्याधिष्ठान आणि सद्गुरुंची गोड ओढ; यानी रटाळ क्षण उत्साहवर्धक बनतो, कंटाळवाणा दिवस सण बनतो आणि निरर्थक आयुष्य कृतार्थ बनते! कुणीही हे करून पाहिले तर याचा अनुभव येऊ शकेल.
होय! अशी एक पायाभूत सुविधा आहे! पूर्णपणे बिनखर्चाची, कुणाचेही अंत:करण आणि आणि अस्मिता न दुखावणारी आणि सर्वांनाच सहज शक्य अशी ही सुविधा आहे. ह्या सुविधेद्वारे सद्विचार, सद्भावना, सद्वासना, सत्संकल्प आणि विश्वकल्याणकारी आणि सतत विकसित होणारी सत्कार्ये अविरतपणे घडू लागतात. प्रत्येक व्यक्ती समाधानी आणि कृतार्थ होऊ लागते. अशी अत्याधिक अत्यावश्यक पायाभूत सुविधा म्हणजे नामस्मरण
“नाम घेणाऱ्याला सत्कर्म टाळू म्हणता टाळता येत नाही” असे जेव्हां सद्गुरू श्री. ब्रह्मचैतन्य महाराज गोंदवलेकर म्हणतात, तेव्हां त्यांमध्ये वरील सर्वकाही अंतर्भूत आहे, म्हणजेच वेळ, पैसा आणि शक्ती यांचे (अर्थात आयुष्याचे) सर्वोत्तम व्यवस्थापन अनुस्यूत आहे!
परंतु पूर्वजन्मीच्या किंवा ह्या जन्मीच्या नामस्मरणाने; स्वत:च्या आणि इतरांच्या कल्याणाविषयी जी वैचारिक स्पष्टता येते ती स्पष्टता, जी गोड आणि उत्कट आस्था तयार होते ती आस्था, आणि त्या अनुरोधाने जी मन:पूर्वक कृती घडते ती कृती; ह्या तीनही बाबी मात्र हृदयाच्या अगदी जवळ असतात.
१. केवळ वाचन आणि चर्चेने नामस्मरणाच्या ह्या विश्वकल्याणकारी सामर्थ्याची संकल्पना काही प्रमाणात येऊ शकेल, पण त्याची प्रचीती येण्यासाठी नामस्मरण करणेच अत्यावश्यक आहे. किंबहुना, नामस्मरणाला पर्याय नाही असे म्हटले तरी ते अतिशयोक्त ठरणार नाही!
आपणा सर्वांना निकोप जीवनासाठी आणि जीवनाच्या सार्थकतेसाठी नामस्मरणाची, श्रीक्षेत्र गोंदवल्याची आणि अश्या प्रसाद व महाप्रसादाची अत्यंत तीव्र आणि निकडीची गरज आहे!
नामस्मरण करत प्रसाद किंवा महाप्रसाद वाढणारे आणि ग्रहण करणारे सर्वच जण ईश्वराप्रती किंवा आपल्या सद्गुरुप्रती कृतज्ञ असतात आणि कृतार्थ असतात! यातून परस्परांच्या कल्याणाची सद्वासना, सद्भावना, सद्विचार, आणि सत्संकल्प यांचे पोषण होऊन सर्वांचे उत्थान अधिक जोमाने गतिमान होते.
सद्गुरू श्री. ब्रह्मचैतन्य गोंदवलेकर महाराज म्हणतात, "आंधळ्याने पाणी भरावे तसे नाम घ्यावे. भांडे भरले किती आणि रिकामे किती, हे त्याला समजत नाही. तो भरतच राहतो. तसे नाम सतत घेत राहावे. देहाच्या कणाकणातून नामाचा ध्वनी केव्हाही यावा इतके नाम घ्यावे. सुरुवातीला रामनाम असे मुरले की पुन्हा जास्त लक्ष द्यावे लागत नाही. आपोआप देहाचे सारे कण नामजप करतात."
आम्ही सर्वच माध्यमवाल्यांनी नामस्मरणाचा अत्यंत आस्थेने अभ्यास, अगत्यपूर्वक अंगिकार आणि जीव तोडून प्रसार केला पाहिजे ह्याची खोलवर आणि तीव्र जाणीव झाली आणि त्यातच आमचे आणि सर्वांचे भले आहे ह्याबद्दल खात्री झाली!!
तुमची परम कृपा मात्र प्राणवायूप्रमाणे चिरंतन, चैतन्यमय, स्फूर्तिदायी आणि शाश्वत समाधान देणारी आहे! नामस्मरणाच्या आणि तज्जन्य सद्बुद्धीच्या, सद्भावनांच्या, सद्वासनांच्या, सत्संकल्पांच्या आणि सत्कर्माच्या रूपाने ती माझ्यासारख्या सर्वांना उपलब्ध झाली आहे!
श्रीराम समर्थ!
सतत नामस्मरण घडू लागले, गुरुची सत्ता पदोपदी जाणवू लागली, गुरुचे सानिध्य क्षणोक्षणी जाणवू लागले, जगण्याची उमेद वाढली, आजारपणाची आणि मृत्त्युची भीती गेली; आणि विशेष म्हणजे; ह्यापेक्षा वेगळे ध्येय गाठण्याची व त्यासाठी अधिक काही करण्याची उर्मी गेली तर तोच साक्षात्कार नाही का?
ह्यामुळे आहे त्या परिस्थितीत नामस्मरण टिकू लागते आणि वाढू लागते! आश्चर्याची बाब म्हणजे आपल्या लक्षात येऊ लागते की हीच ती खरी शांतता, खरी विश्रांती आणि हीच ती (स्वत:, इतर आणि परिस्थिती यांच्यामधल्या) खऱ्या सुधारणेची ईश्वरी प्रक्रिया!
Our Sadguru Shri Brahmachaitanya Maharaj Gondavalekar said, “Trust that the practice of NAMASMARAN as prescribed by Guru would emancipate the universe! Lord Rama would bless!”
नामाच्या सत्तेनेच आपल्या कळत-नकळत; सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार; म्हणजेच सद्गुरू ब्रह्मचैतन्य श्री. गोंदवलेकर महाराजांना अभिप्रेत असलेली संस्कृती आणि सुधारणा; व्यक्तिगत आणि सामाजिक जीवनात अधिकाधिक प्रमाणात आविष्कृत होत असतात!
पण काळजी करण्याचे कारण नाही. आपल्या इच्छे-अनिच्छेपलिकडे; विश्वचैतन्याची जननी आपली गुरुमाउली सर्व बऱ्या वाईट प्रसंगात आपल्याला सांभाळून आपल्याला चैतन्यामृतपान करवीत आहे. आपल्याकडून नामस्मरण आणि स्वधर्मपालन वाढत्या प्रमाणात करवीत आहे. सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार यांनी आपले व्यक्तिगत आणि सामाजिक जीवन अधिकाधिक प्रमाणात भरून टाकीत आहे! नामस्मरण करता करता आपल्याला नक्कीच याचा अनुभव येतो!
पण; काळजी करण्याचे कारण नाही. आपल्या इच्छे-अनिच्छेपलिकडे; विश्वचैतन्याची जननी आपली गुरुमाउली सर्व बऱ्या वाईट प्रसंगात आपल्याला सांभाळून आपल्याला चैतन्यामृतपान करवीत आहे. आपल्याकडून नामस्मरण आणि स्वधर्मपालन वाढत्या प्रमाणात करवीत आहे. सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार यांनी आपले व्यक्तिगत आणि सामाजिक जीवन अधिकाधिक प्रमाणात भरून टाकीत आहे! नामस्मरण करता करता आपल्याला नक्कीच याचा अनुभव येतो!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. I have not gone through the international law or the
details of WTO. But since most of us (the people of
world) do not like children to undergo the coercion of
daily labor for survival, there is international consensus
about banning child labor. But inspite of this; the child
labor continues. Our egalitarian desire of banishing
child labor; through charity and laws; has not worked.
What is the reason for this?
The reason for this is; we have not gone to the root
cause of the child labor. The egalitarian desires, charity
and laws can be wishful, but not effective in banishing
child labor; unless we have policies which rectify the
root cause of the child labor.
What is the root cause of child labor?
The root cause of child labor is lack of spiritual and
productive domains in educational policy. We; the
students, teachers or parents in the mainstream
education (in countries like India); are cut off from
“ourselves” and our productive capabilities.
3. Further our education is generally cut off from the real
life and hence we are “locked into unrealistic and
parasitic education”! In other words; the our education
is irrelevant to the current sociopolitical developments
in different fields; such as philosophy, culture,
traditions, literature, technology, economy, agriculture,
environment, health, fitness and medicine, business,
industry and so on.
In addition; our education is unnecessarily and highly
dependent on books, calculators, computers and other
costly teaching and learning aids; thus serving elitist
frenzies and idiosyncrasies (five star hotels, credit
cards, fashion designing, cosmetics and showbiz)!
Today; we the students and teachers and parents suffer
from (rather than getting benefited) unproductive
education, and become liabilities right from the
beginning; in spite of our natural tendency to enjoy all
round growth and development and self sufficiency!
The education being alien and unproductive, produces
repulsion amongst us; the students, teachers and
parents; and leads to child drop outs that become the
4. liabilities and/or vulnerable and easily available
helpless child labor. Alternatively, our education
produces the graduates who are unproductive and
ignorant about current developments and transactions in
the society and incompetent to get self employed. As a
result; they either become unemployed, frustrated; and
suicidal mental wrecks or arrogant and indiscriminately
violent criminals.
Hence child labor and the indiscriminate violence
continue as if it is inevitable, because of a kind of
helpless or callous passiveness; or frantic, unwise,
sentimental and even hysterical uproar to stop it.
Child labor can be effectively stopped mainly
through the policy of holistic education as discussed
below.
Education is defined in various ways but it can be
safely said to have three domains, which are as follows.
The first domain is called AFFECTIVE DOMAIN. This
means the state of mind. In simple words affective
5. domain relates to how we feel. Thus when our mind is
full of alertness, attention, enthusiasm, buoyancy,
affection, concern, joy, tolerance, self esteem, mutual
respect, mutual trust, commitment, dedication,
confidence, positive and victorious spirit, we would call
it healthy affective domain. In addition the zeal and
concentration needed in the pursuit of excellence in
intellectual field, tenacity and endurance required in
skillful activities and patience and commitment
essential for satisfying and socially beneficial actions
constitute affective domain. The purpose of education is
to nurture this domain by designing suitable curricula
and syllabi.
The second domain of education is called
PSYCHOMOTOR DOMAIN. This implies ability to
appreciate skills and ability to perform physical and
mental skills, with speed, accuracy, elegance, ease of
performance etc. This may involve appreciation and
performance of skills such as surgery, playing a musical
instrument, playing basket ball or doing carpentry! The
purpose of education is to nurture this domain through
not only designing suitable curricula, syllabi but also by
6. providing sufficient practical and demonstration classes
with all the necessary equipment.
The third domain is called COGNITIVE DOMAIN.
Cognitive domain incorporates accurate perspective,
contemplation, correct perception understanding,
conceptualization, analysis and recall of problems,
ability to evaluate, synthesize, correlate and make
decisions, appropriate policies, plans and expertise in
the management, administration, etc.
It is clear that all the domains have three components
viz. Cognition [Perception], affect [Feelings] and
conation [Response].
Let us consider the traditional system in a dispassionate
manner and scrutinize the merits and demerits. It is
obvious that we will not be able to consider all the
details of the system as they varied from time to time
and from place to place. But a general review of the
system would help us in rectifying the present
education system.
7. We may argue here that this task can not be
accomplished by common people, but can be
successfully accomplished only by the politicians,
political advisors, the decision-makers and the top
administrators. This argument is valid, but not
completely. It has to be appreciated that no statesman,
no political leader, no policy maker and no
administrator can bring about change in an existing
system unless, there is a consensus in the vast majority
of people whose cooperation in such matters is very
vital.
So let us take at least a cursory look at the merits and
demerits of traditional system of education in India.
a] Careers were not selected on the basis of monetary
gains,
b] Careers were not selected arbitrarily on the basis of
idiosyncrasies and whims,
c] Some lucrative careers could not be sought after
obsessively, in preference to the others,
d] All careers ensured income and production from
early age,
e] All careers ensured that society was benefited,
8. f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness
between young and old in the families.
h] All careers ensured ethical education and passage of
experience from generation to generation.
But it is also true that, the traditional system was
apparently marked by deprivation of scholastic
education on mass scale, apparently unjustifiable
distribution of a variety of jobs, deficient infrastructure
for collective scientific and technological efforts, an
element of arbitrary imposition of hierarchy etc.
But the point here is to see how to preserve and nurture
the merits and discard the demerits; and establish the
basis and blue print of holistic education.
As the education shifted from homes, home industries
and farms to; nurseries, K.G. schools, schools, colleges,
universities, corporate industries, research institutions
etc.
Cognition suffered because of:
9. a] Huge number of students, in a single class making
following three things almost impossible. These things
are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive
and economic security to the teachers taking away the
initiative of nurturing cognitive domain
c] Increase in alienation with respect to student’s
background and aptitude
d] Lack of adequate incentive to the students in the
form of creativity, production and earning, service to
the family and service to the nation, takes away the
motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of
cognitive domain in the teachers and students because
of outdated practical and demonstration classes, lack of
interdisciplinary dialogue and in general the irrelevance
of education to the realities of day to day life in as
much as almost predictable consecutive unemployment
at the end! The lack of conviction could be partly due to
lack of participation by teachers in decision-making,
policy making, development of curricula, syllabi etc.
10. f] Emphasis on recall and hence rote learning thereby
denying free inquiry, reading, questioning etc. thereby
directly thwarting the cognitive domain
g]] Too many examinations with irrelevant parameters
or criteria of evaluation [besides being unfair in many
instances] lead to misguided and in most cases
counterproductive efforts thus adversely affecting the
cognitive domain
h] Competitions where the manipulative skills,
callousness, selfishness are given more respect, destroy
the enthusiasm of growing in cognitive domain
i] Information explosion can affect cognitive domain by
either causing enormous and unnecessary burden on
memory or inferiority complex
j] Pressure of interviews causing constant tension and
sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the
students their legitimate right to enjoy their childhood
and make them physically, mentally and intellectually
unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in
lectures in the form of monologue, leading to
suppression of the spontaneity, originality, interest and
11. enthusiasm so much required in cognitive development
amongst the students,
Affective domain suffered due to,
A] Isolation of the children from their parents and their
domestic environment at an early age [Making the
parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational
tours, recreation and physical development etc
E] Alienation from one’s social environment and
culture
Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually
participate in skillful activities such as drawing,
painting, sewing, sculpturing, carpentry, knitting,
weaving, music, agriculture, horticulture, other
handicrafts, various sports, performing arts etc.
It is important to realize that promotion of psychomotor
domain is evident but in its caricature form. It has no
12. concrete economic realistic basis. The activities have no
economic incentive and no productive element.
The present education system in India; basically and
almost completely prevents a huge section of society
such as teachers, students, clerks, servants, sweepers
and many others such as education inspectors, etc. from
being creative and productive. In addition it causes
colossal loss of space, electricity, construction cost and
so on. In addition because of the typical emphasis on
rote learning it leads to phenomenal waste of
educational material such as paper, bags, pencils, ball
pens etc.
Lack of productive element in education not only
causes colossal loss to nation but it also causes
economic loss to children while suppressing and
starving their psychomotor domain! The lack of
productive element and economic incentive is a single
most important cause of
13. 1] Reduction in the dignity of labor amongst those who
continue to learn, as well as reduction in the income of
the concerned families and the nation
2] Lack of education, lack of employment and
starvation or criminalization amongst those who are
forced to drop out because the poor villagers’ children
normally contribute to the earning of the family.
3] Inhuman suffering of those dropouts, who
somehow manage to get into cheap labor for
subsistence.
It has to be appreciated that billions of rupees are
spent on construction, decoration and maintenance
of schools and colleges. Billions more are spent on
payment of millions of teachers and other staff
members engaged in unproductive exercises. Billions
are spent on electricity, and so called educational
material. Billions more are spent on the exams
conducted to test the “capacity and merit of rote
learning”. This way we weaken the national
economy, jeopardize the developmental activities
and force millions of students to drop out due to
economic reasons and get into the hell of child labor,
14. besides starving and suppressing the cognitive,
affective and psychomotor domains of millions. In
short, present day education system harnesses
[amongst those who continue to learn] arrogance
coupled with lack of confidence leaving all the
domains viz. cognitive, psychomotor and affective,
[including creative and productive skills and
physical health] defective, deficient and
underdeveloped. Further, when this education fails
to give a job, it tends to create vindictive attitude
transforming an individual into a criminal or
develops frustration and transforms an individual
into a mental wreck.
It must be appreciated that some institutions and
individuals are making illustrious efforts in the
direction of rectifying the education at their level.
But the problem of child labor cannot be managed
effectively, unless we propagate this conceptual
understanding about education and try to see that
suitable changes are made to nurture cognitive,
15. affective, psychomotor and productive domains all
over the world.
In short it can be stated that every school, college,
university etc must become the centers of production
and service besides being centers excellence in science,
art, literature, philosophy etc.
The student must have economic incentive for what he/
she is privileged to make. Besides, everybody
connected with education directly or indirectly must be
involved in production or service.
Everyday approximately
20 % of the time must be spent in production, service
etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality
development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain
Production may be of suitable items and service can
involve community projects such plantation, cleanliness
etc.
16. Physical activities can include sports, exercise,
trekking, hiking etc.
Personality development refers to broadening of
perspective through various means such as invited guest
lectures, seminars, discussions on holistic health,
educational tours and visits to places where the student
gets exposed to rapid developments in the society such
as laboratories, airports, government offices, share
market, farms etc.
Entertainment could include playing musical
instruments, dance, painting or anything that makes a
student happy such as mimicry, singing, story telling,
drama, movie etc.
Development of cognitive domain can include teaching
of languages, history, geography, mathematics etc with
utmost emphasis on interpretation and relevance in day
to day life.
Thus typical questions in the examination of history,
languages should be totally done away with. The
subject such as economics, psychology, civics,
philosophy, logic, sociology etc must include field
work and made relevant to the present society.
17. Child labor can not be stopped effectively unless and
until a situation where millions are “imprisoned” in
unproductive work and millions are forced into
unemployment and inhuman cheap child labor is
eradicated through law and government rules, besides
public awareness.
The details of practical steps can be developed by
interactions amongst the people active in the field of
education all over the world.
Can practice of NAMASMARAN by everyone;
prove useful in this? But what is NAMASMARAN?
Namasmaran means; remembering the name of God,
Guru, great souls; such as prophets and holy objects
such as planets and stars. It may be remembered
silently, loudly, along with music, dance, along with
breathing, in group or alone, either with counting by
rosary (called SMARANI or JAPAMALA) or without
counting. The traditions vary from region to region and
from religion to religion.
18. However the universal principle underlying
NAMASMARAN is to reorient our physiological being
with our true self. In fact while reorienting with true
self we aim to establish and strengthen the bond or
connection; between; our physiological being; with our
true self. We aim at reunification within ourselves!
Since remembering our true self is the pinnacle of or
culmination of individual consciousness and individual
consciousness is the culmination of every activity in
life, remembering any name of God or Guru (any
symbol of your true self) is equivalent to opening the
final common pathway for the individual consciousness
associated with every possible activity to get funneled
into or unified with objective or cosmic consciousness.
Thus NAMASMARAN is in fact the YOGA of YOGA
in the sense that it is the culmination of consciousness
associated with every possible procedure and technique
in the yoga that you are familiar with. It is the YOGA
of YOGA because it is the culmination of
consciousness associated with all the activities in the
universe, which it encompasses as well! It is YOGA of
19. YOGA because everybody in the world irrespective of
his/her tradition and the beliefs; would eventually,
ultimately and naturally reach it; in the process of
liberation. Even so called non believers also would not
“miss” the “benefit of remembering the true self
through one symbol or another”!
Just as NAMASMARAN is YOGA of YOGA it is
meditation of meditation also! It is the natural and
ultimate climax of every form of meditation.
These facts however have to be realized with persistent
practice of NAMSMARAN and not blindly believed or
blindly disbelieved with casual approach!
In short NAMSMARAN is super-bounty of cosmic
consciousness for every individual to realize it (cosmic
consciousness)! This is truly a super-bounty because a
person who experiences it, rises above mercenary,
commercial and even professional and charity planes
and manifest super-transactions in his or her life!
20. These are just few observations to give rough idea
about what is NAMASMARAN. NAMASMARAN is
an ocean of bliss. Its true meaning is beyond description
in words and has to b experienced, most preferably, by
billions!
NAMASMARAN can certainly help in evolving
holistic education and eradicating child labor; and
holistic education in turn can universalize
NAMASMARAN! In fact; NAMASMARAN can
enlighten and empower us to firmly assert; universally
benevolent perspective and policies and these policies,
which blossom the individuals and the universe; in turn;
can help in making NAMASMARAN; a universal
practice!
However; we should not merely believe, disbelieve,
imagine, conjecture, or theorize casually; about what is
written here; and should not develop presumptions,
prejudices, liking, acceptance, disliking, rejection or
respect; and should not go into uncertainty, dilemma,
indecision, wavering, and vacillations! In stead; we
should; though provisionally; accept and actually study
21. and practice TOTAL STRESS MANAGEMENT and
NAMASMARAN; and verify the views or ideas.
References:
Namasmaran: Dr. Shriniwas Kashalikar
Sahasranetra: Dr. Shriniwas Kashalikar
Holistic Medicine: Dr. Shriniwas Kashalikar
Stress: Understanding and Management: Dr.
Shriniwas Kashalikar
Conceptual Stress: Dr. Shriniwas Kashalikar
All books are available for free download on
www.superliving.net
and
www.scribd.com