The document discusses the shortcomings of the present education system and advocates for a holistic education model. It argues that the current system focuses too narrowly on cognitive development and fails to nurture students' affective, psychomotor, spiritual and productive domains. This leads to stress and other societal ills. The document proposes that a holistic education system would incorporate productive work, physical activity, personality/spiritual development and entertainment into the curriculum to foster well-rounded growth of students. It suggests allocating 20% of time to each of these domains to achieve an integrated education approach.
The document discusses how the present education system in India has become a major stressor by failing to nurture important domains. It outlines three key domains - the affective domain relating to feelings, the psychomotor domain relating to skills, and the cognitive domain relating to thinking. The transition from traditional to present education systems damaged these domains by focusing on individualism over community and lacking practical, spiritual, and productive elements. This has led cognition, affection, and skills to suffer while failing to empower students and teachers.
Let us realize the fact that; the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of reservation policy, mere opposition to it and ill effects of all this; in individual and social life; can NOT be managed 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 holistic education policy (and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation).
This document discusses how the current education system in India has become a major source of stress by failing to nurture students' cognitive, affective, psychomotor, spiritual, and productive domains. It argues that the system focuses too much on rote learning, isolation, competition and irrelevant information at the expense of hands-on learning, social bonds, creativity, and practical skills. This has detrimental effects on students' mental health, social development, and future careers. The document advocates reforming education to incorporate holistic development of the individual and society.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, emotional well-being, and opportunities to learn practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
The document discusses the concepts of violence and nonviolence. It states that indiscriminate violence and nonviolence towards oneself or others is counterproductive and harmful. Both extremes arise from extreme subjective responses and inappropriate nerve impulses from the brain. While genuine kindness is important, indiscriminate nonviolence can also be hindering. The document argues for a global rise in wisdom to curb concepts and practices of both indiscriminate violence and nonviolence through appropriate disciplinary measures. This is needed to create a world without violence where such measures are not necessary.
Shambhavi romantic bestseller marathi saga dr. shriniwas janardan kashalikarshriniwas kashalikar
Absorbing Marathi Bestseller Novel by Dr. Shriniwas Kashalikar; very highly appreciated and admired by millions; for the unifying spirit, global canvas, universally beneficial perspective; and visionary holistic solutions provided in a touching narrative form.
The document discusses stress management and laws. It states that stress is a natural part of life but must be properly managed. It has been managed for millennia through traditions, rules and regulations, but these have limitations. True stress management can be achieved through self-realization and merging with cosmic consciousness. This can be achieved through the practice of NAMASMARAN. The document argues that laws governing various areas like education, health, agriculture should promote self-realization and blossoming, and eliminate forces that are destructive.
Fasts stress and holistic renaissance dr shriniwas kashalikarshriniwas kashalikar
FASTS AND STRESS AND HOLISTIC RENAISSANCE
Rather than fasting; we better be holistic and evolve a consensus; on holistic solutions and their practice; at individual, local, national and global levels; and conquer of the stress (as well as participate in holistic renaissance) at all the levels!
The document discusses how the present education system in India has become a major stressor by failing to nurture important domains. It outlines three key domains - the affective domain relating to feelings, the psychomotor domain relating to skills, and the cognitive domain relating to thinking. The transition from traditional to present education systems damaged these domains by focusing on individualism over community and lacking practical, spiritual, and productive elements. This has led cognition, affection, and skills to suffer while failing to empower students and teachers.
Let us realize the fact that; the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of reservation policy, mere opposition to it and ill effects of all this; in individual and social life; can NOT be managed 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 holistic education policy (and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation).
This document discusses how the current education system in India has become a major source of stress by failing to nurture students' cognitive, affective, psychomotor, spiritual, and productive domains. It argues that the system focuses too much on rote learning, isolation, competition and irrelevant information at the expense of hands-on learning, social bonds, creativity, and practical skills. This has detrimental effects on students' mental health, social development, and future careers. The document advocates reforming education to incorporate holistic development of the individual and society.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, emotional well-being, and opportunities to learn practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
The document discusses the concepts of violence and nonviolence. It states that indiscriminate violence and nonviolence towards oneself or others is counterproductive and harmful. Both extremes arise from extreme subjective responses and inappropriate nerve impulses from the brain. While genuine kindness is important, indiscriminate nonviolence can also be hindering. The document argues for a global rise in wisdom to curb concepts and practices of both indiscriminate violence and nonviolence through appropriate disciplinary measures. This is needed to create a world without violence where such measures are not necessary.
Shambhavi romantic bestseller marathi saga dr. shriniwas janardan kashalikarshriniwas kashalikar
Absorbing Marathi Bestseller Novel by Dr. Shriniwas Kashalikar; very highly appreciated and admired by millions; for the unifying spirit, global canvas, universally beneficial perspective; and visionary holistic solutions provided in a touching narrative form.
The document discusses stress management and laws. It states that stress is a natural part of life but must be properly managed. It has been managed for millennia through traditions, rules and regulations, but these have limitations. True stress management can be achieved through self-realization and merging with cosmic consciousness. This can be achieved through the practice of NAMASMARAN. The document argues that laws governing various areas like education, health, agriculture should promote self-realization and blossoming, and eliminate forces that are destructive.
Fasts stress and holistic renaissance dr shriniwas kashalikarshriniwas kashalikar
FASTS AND STRESS AND HOLISTIC RENAISSANCE
Rather than fasting; we better be holistic and evolve a consensus; on holistic solutions and their practice; at individual, local, national and global levels; and conquer of the stress (as well as participate in holistic renaissance) at all the levels!
This document provides information about Gondavle, a place in Maharashtra, India that is home to the Shri Sadguru Brahmachaitanya Maharaj Gondavlekar Chaitanyopasana (Sansthan). The Sansthan is led by truth-realized individuals who impart truth realization and uplift others to global consciousness. People visit Gondavle to participate in daily spiritual activities called Nityopasana and contribute to the global blossoming process. Food and stay are provided freely to support people on their spiritual paths. Contact information is provided at the end.
This document discusses the importance of remembering God's name (Namasmāran) for managing stress and achieving individual and global well-being. It argues that while regional differences should be respected, there needs to be a global consensus on clear universal issues related to welfare. The document states that the days have come when Namasmāran will be practiced joyously in every home, regardless of religion or ideology. It criticizes how people often talk and write more about self-realization but practice it less. Promoting Namasmāran is seen as urgent to counter the hype of antisocial ideas and acting in films, shows, politics that can intoxicate and delude people. More practice of and promotion of Namasm
Stress apathy agitation & superactivity dr. shriniwas kashalikar dr. shrini...shriniwas kashalikar
The document discusses different states of stress and their causes. It describes tamasic stress as a state of apathy, lethargy, and disconnection from vitality which can lead to depression or violence. Rajasic stress is a state of agitation where one is connected to vitality but responds erratically due to flaws in perception. Sattvic stress is an enlightened state where one can perceive and act accurately with peace and benevolence. The document advocates achieving a swarupawastha state of being one's own source of power in order to emanate an enlightening influence and participate in total stress management programs.
Namasmāran, or remembrance of the divine name, is an important practice in Hindu dharma for managing stress. Our stress arises from the internal conflict between our soul's attraction towards the divine and temptation's pull towards worldly pleasures. When we are unable to conquer these distracting forces, we experience a state of spiritual unrest or "glani of dharma". Namasmāran helps reorient our thinking and existence towards fulfilling our soul's quest, leading to the simultaneous blossoming of oneself and all people. Through this practice, our personal and social lives become reorganized to support our soul's urging, decisively defeating stress from moment to moment. Namasmāran belongs to spiritual life but
Dr. Shrinivas Kashalikar discusses the importance of NAMASMARAN, or remembering the divine name, as the key to individual and universal blossoming. Through regular practice of NAMASMARAN, one can realize universal unity and harmony, experience profound bliss, and gain an unshakeable conviction in repeating the divine name. With top priority, NAMASMARAN should be incorporated at all stages of life and in all circumstances across cognitive, emotional, physical, and productive domains, ultimately culminating in enlightenment, empowerment, and directing one's talents and resources toward individual and global prosperity.
This document discusses the relationship between rationality, religion, and defining what is "good". It argues that science and technology focus only on solving physical problems and increasing comfort, but do not address deeper human values. Religions try to answer this but cannot provide perfect guidance. Rationalists and religious people also struggle to understand each other due to differences in how the brain processes information. A holistic approach is needed that uses both rational and religious thinking to define "good" in a way that rejuvenates and inspires people. Repeating names of God (Namasmarn) is presented as one technique that can achieve this holistic perspective.
HOLISTIC RENAISSANCE
HOLISTIC RENAISSANCE is the development of perspective, policies, plans, programs and implementation; of these for individual and global blossoming. The message of Geeta is; HOLISTIC RENAISSANCE is bound to manifest; through the life struggle (DHARMA YUDDHA) irrespective of whether we support it or oppose!
The document discusses the stress caused by the current condition of temples in India. It notes that thousands of temples that were once sacred sites of enlightenment are now surrounded by filth, beggars, crowds, and poorly maintained infrastructure. Priests often psychologically threaten devotees to collect money, and there are reports of drug use, sexual abuse, corruption, and interference by politicians at temples. This has damaged people's faith and left temples unable to provide solace or empowerment. However, the document argues that regular recitation of divine names (Namasmaran) from the temples could help rejuvenate and reform them into centers of holistic education, agriculture, and industry that support universal well-being.
Rationale of total stress management dr shriniwas kashalikarshriniwas kashalikar
Total Stress Management takes a holistic perspective to reducing stress at both the individual and global levels. However, some are cynical about whether the current stressful situation can change or whether individual efforts are enough. Total Stress Management advocates changing both internal and external stressors through holistic solutions in order to blossom individuals and society. It recognizes that inner strength alone is not enough and that stress must be addressed from conception through death at conscious, subconscious, and unconscious levels from within and without.
Stress, romance, and rationality are interconnected. [1] People form lifelong bonds with spouses through experiencing human bonds that cannot be fully analyzed or explained rationally. [2] Similarly, millions devote themselves to religious figures through unconditional bonds of devotion. [3] While rationality has its place, spiritual fulfillment comes from transcending physiology through divine romance with leaders who provide guidance on an individual and universal level.
NAMASMARAN refers to remembering one's true universal self, while NAMAVISMARAN means forgetting one's self. As people forget their true selves, they identify with superficial caricatures and divisions form between races, religions, and other groups. This universal process of forgetting one's self manifests as antisocial and destructive behaviors on both individual and global scales, leading to problems. The solution lies in reversing this trend through actively practicing and promoting NAMASMARAN, or remembering one's true self. As more people dedicate themselves to this, individual and universal well-being will begin to blossom.
Stress and Purushartha
Dr. Shriniwas Kashalikar
PURUSHARTHA embodies the wholesome and fulfilling victory of the deepest divine core in every being over life that benefits the universe. It is not limited to physical or material victories, nor is it about crude masculinity or sexuality, but rather the culmination of spiritual evolution. This culmination at an individual level can be viewed as union with the eternal through endeavors of Dharma and Moksha. NAMASMARAN, or remembrance of the union with the divine, keeps us oriented on the path of Dharma to ultimately reach the destination of Sacchidananda. Without NAM
Education & Stress Dr. Shriniwas Kashalikardrsolapurkar
The document discusses the domains of education - cognitive, affective, and psychomotor - and how the traditional and modern education systems affect each domain. It argues that the modern system fails to nurture these domains and instead causes stress and problems. Specifically, it claims the modern system lacks individual attention, relevant practical learning, economic incentives, and productive elements. This leads to deficiencies in the cognitive, affective, and psychomotor development of students. The document calls for reforming education to include productive work, service, physical activities, and making learning relevant to students' lives to properly develop all domains of learning.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, mental well-being, and opportunities to develop practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
Education & Stress Dr. Shriniwas Kashalikardrkshitija
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikarabhishekka
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikargokhaleajit
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make education more well-rounded and applicable to real life.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikarabanbana
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make education more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikardocpalep
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
This document provides information about Gondavle, a place in Maharashtra, India that is home to the Shri Sadguru Brahmachaitanya Maharaj Gondavlekar Chaitanyopasana (Sansthan). The Sansthan is led by truth-realized individuals who impart truth realization and uplift others to global consciousness. People visit Gondavle to participate in daily spiritual activities called Nityopasana and contribute to the global blossoming process. Food and stay are provided freely to support people on their spiritual paths. Contact information is provided at the end.
This document discusses the importance of remembering God's name (Namasmāran) for managing stress and achieving individual and global well-being. It argues that while regional differences should be respected, there needs to be a global consensus on clear universal issues related to welfare. The document states that the days have come when Namasmāran will be practiced joyously in every home, regardless of religion or ideology. It criticizes how people often talk and write more about self-realization but practice it less. Promoting Namasmāran is seen as urgent to counter the hype of antisocial ideas and acting in films, shows, politics that can intoxicate and delude people. More practice of and promotion of Namasm
Stress apathy agitation & superactivity dr. shriniwas kashalikar dr. shrini...shriniwas kashalikar
The document discusses different states of stress and their causes. It describes tamasic stress as a state of apathy, lethargy, and disconnection from vitality which can lead to depression or violence. Rajasic stress is a state of agitation where one is connected to vitality but responds erratically due to flaws in perception. Sattvic stress is an enlightened state where one can perceive and act accurately with peace and benevolence. The document advocates achieving a swarupawastha state of being one's own source of power in order to emanate an enlightening influence and participate in total stress management programs.
Namasmāran, or remembrance of the divine name, is an important practice in Hindu dharma for managing stress. Our stress arises from the internal conflict between our soul's attraction towards the divine and temptation's pull towards worldly pleasures. When we are unable to conquer these distracting forces, we experience a state of spiritual unrest or "glani of dharma". Namasmāran helps reorient our thinking and existence towards fulfilling our soul's quest, leading to the simultaneous blossoming of oneself and all people. Through this practice, our personal and social lives become reorganized to support our soul's urging, decisively defeating stress from moment to moment. Namasmāran belongs to spiritual life but
Dr. Shrinivas Kashalikar discusses the importance of NAMASMARAN, or remembering the divine name, as the key to individual and universal blossoming. Through regular practice of NAMASMARAN, one can realize universal unity and harmony, experience profound bliss, and gain an unshakeable conviction in repeating the divine name. With top priority, NAMASMARAN should be incorporated at all stages of life and in all circumstances across cognitive, emotional, physical, and productive domains, ultimately culminating in enlightenment, empowerment, and directing one's talents and resources toward individual and global prosperity.
This document discusses the relationship between rationality, religion, and defining what is "good". It argues that science and technology focus only on solving physical problems and increasing comfort, but do not address deeper human values. Religions try to answer this but cannot provide perfect guidance. Rationalists and religious people also struggle to understand each other due to differences in how the brain processes information. A holistic approach is needed that uses both rational and religious thinking to define "good" in a way that rejuvenates and inspires people. Repeating names of God (Namasmarn) is presented as one technique that can achieve this holistic perspective.
HOLISTIC RENAISSANCE
HOLISTIC RENAISSANCE is the development of perspective, policies, plans, programs and implementation; of these for individual and global blossoming. The message of Geeta is; HOLISTIC RENAISSANCE is bound to manifest; through the life struggle (DHARMA YUDDHA) irrespective of whether we support it or oppose!
The document discusses the stress caused by the current condition of temples in India. It notes that thousands of temples that were once sacred sites of enlightenment are now surrounded by filth, beggars, crowds, and poorly maintained infrastructure. Priests often psychologically threaten devotees to collect money, and there are reports of drug use, sexual abuse, corruption, and interference by politicians at temples. This has damaged people's faith and left temples unable to provide solace or empowerment. However, the document argues that regular recitation of divine names (Namasmaran) from the temples could help rejuvenate and reform them into centers of holistic education, agriculture, and industry that support universal well-being.
Rationale of total stress management dr shriniwas kashalikarshriniwas kashalikar
Total Stress Management takes a holistic perspective to reducing stress at both the individual and global levels. However, some are cynical about whether the current stressful situation can change or whether individual efforts are enough. Total Stress Management advocates changing both internal and external stressors through holistic solutions in order to blossom individuals and society. It recognizes that inner strength alone is not enough and that stress must be addressed from conception through death at conscious, subconscious, and unconscious levels from within and without.
Stress, romance, and rationality are interconnected. [1] People form lifelong bonds with spouses through experiencing human bonds that cannot be fully analyzed or explained rationally. [2] Similarly, millions devote themselves to religious figures through unconditional bonds of devotion. [3] While rationality has its place, spiritual fulfillment comes from transcending physiology through divine romance with leaders who provide guidance on an individual and universal level.
NAMASMARAN refers to remembering one's true universal self, while NAMAVISMARAN means forgetting one's self. As people forget their true selves, they identify with superficial caricatures and divisions form between races, religions, and other groups. This universal process of forgetting one's self manifests as antisocial and destructive behaviors on both individual and global scales, leading to problems. The solution lies in reversing this trend through actively practicing and promoting NAMASMARAN, or remembering one's true self. As more people dedicate themselves to this, individual and universal well-being will begin to blossom.
Stress and Purushartha
Dr. Shriniwas Kashalikar
PURUSHARTHA embodies the wholesome and fulfilling victory of the deepest divine core in every being over life that benefits the universe. It is not limited to physical or material victories, nor is it about crude masculinity or sexuality, but rather the culmination of spiritual evolution. This culmination at an individual level can be viewed as union with the eternal through endeavors of Dharma and Moksha. NAMASMARAN, or remembrance of the union with the divine, keeps us oriented on the path of Dharma to ultimately reach the destination of Sacchidananda. Without NAM
Education & Stress Dr. Shriniwas Kashalikardrsolapurkar
The document discusses the domains of education - cognitive, affective, and psychomotor - and how the traditional and modern education systems affect each domain. It argues that the modern system fails to nurture these domains and instead causes stress and problems. Specifically, it claims the modern system lacks individual attention, relevant practical learning, economic incentives, and productive elements. This leads to deficiencies in the cognitive, affective, and psychomotor development of students. The document calls for reforming education to include productive work, service, physical activities, and making learning relevant to students' lives to properly develop all domains of learning.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, mental well-being, and opportunities to develop practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
Education & Stress Dr. Shriniwas Kashalikardrkshitija
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikarabhishekka
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikargokhaleajit
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make education more well-rounded and applicable to real life.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikarabanbana
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make education more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikardocpalep
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikarppkalghatgi
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas KashalikarBadar Daimi
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but modern education has not preserved these while discarding the demerits.
3) To address these issues, the document proposes integrating production, service, physical activity, and personality development into education to make it more well-rounded and applicable to students' lives.
Education & Stress Dr. Shriniwas Kashalikardilipkdas
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikaravalimbe
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families stayed close, but it deprived many of education. The transition to modern schooling failed to preserve these merits.
3) To address issues, the author proposes making education 20% each of production, physical activity, personality development, entertainment, and cognitive skills. This would make it more well-rounded and applicable to real life.
Education & Stress Dr. Shriniwas Kashalikarsakurikar
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but modern education has not preserved these while discarding the demerits.
3) To address these issues, the author argues education must incorporate production, service, physical activities, and make subjects more relevant to real life. Students and teachers should be involved in decision making.
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikarumasrinivas
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Education & Stress Dr. Shriniwas Kashalikartgranganathan
1) The current education system fails to properly develop students' cognitive, affective, and psychomotor domains. It focuses too heavily on rote learning and lacks practical application.
2) Traditional education had merits like ensuring careers benefited society and families, but transitioned poorly by not preserving these merits.
3) A new holistic education model is proposed that incorporates production, service, physical activity, personality development and entertainment to nurture all student development domains.
Similar to Stress and holistic education dr. shriniwas kashalikar (20)
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!
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. Stress at individual and social levels; distorts our
cognition, affect and conation (perception, feelings and
actions); and leads to amongst many other evils;
deterioration of international, national and local
education policy and its implementation. The present day
non-holistic (sectarian, prejudiced, vindictive, malicious,
mercenary, exploitative and malevolent) education
(formal, curricular, co curricular, extracurricular and
informal) is a major stressor that though aids in petty
pursuits; opposes our blossoming and further
perpetuates stress and ill effects in the individual and
social life. Let us review; the present perspective, policy
and practice of education; as seen around.
Even though education is defined in various ways; and
often inadequately or incompletely; there has been a
general agreement on the fact that education is basically
a process of blossoming of an individual and the society.
Hence it included three domains, which are as follows.
The first domain is called AFFECTIVE DOMAIN. This
means the state of mind. In simple words affective
domain relates to how we feel. Thus when our mind is
full of alertness, attention, enthusiasm, buoyancy,
affection, concern, joy, tolerance, self esteem, mutual
3. respect, mutual trust, commitment, dedication, love,
romance, 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 internally satisfying and
socially beneficial (conscientious) 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
providing sufficient practical and demonstration classes;
with all the necessary equipments.
The third domain is called COGNITIVE DOMAIN.
Cognitive domain incorporates accurate perspective,
4. contemplation, correct perception understanding,
conceptualization, analysis and recall of fact and
problems, ability to evaluate, synthesize, correlate and
make decisions, appropriate policies, plans and expertise
in the management, administration, etc.
It is clear that all these domains have three components
each viz. Cognition [Perception], affect [Feelings] and
conation [Response].
Thus cognitive domain would have intellectual
perception, clarity and intellectual expression, affective
domain would include feeling, motivation and response
in emotional sphere such as poetry; and psychomotor
domain would include grasp and internalization of a
particular skill, confidence to perform it and actually
performing it.
Let us now see, how in spite of these goals; how it has
come to be conceived as a process of achieving political,
economic, scientific and technological supremacy and
thus deteriorated to the present stage; where all the three
domains are defective; apart from lacking in the spiritual
and productive domains. In short; let us see how it has
become a major stressor.
5. For this; a brief consideration of the traditional
education system in India would prove useful.
Traditional Education System in India in general;
ensured that:
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; in
preference to the others,
d] All careers ensured income and production from early
age,
e] All careers ensured that the society was benefited,
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 and wisdom; from generation to generation.
These were merits. But it is also true that, the traditional
system was apparently marked by deprivation of
scholastic education on mass scale, apparently
unjustifiable availability of education of jobs based on
6. caste, deficient infrastructure for collective scientific and
technological efforts, and an element of arbitrary
imposition of hierarchy.
The traditional education system has attained the present
status of being a major stressor as a result of several
stressful factors including the onslaught of the tempting
and impressive individualistic doctrines. Thus the
transition from traditional system to the present one
(whether due to British, American or any other
influence, but basically due to individualistic pursuits);
has become a major stressor tearing apart the cohesive
social fabric of India by failing to preserve and nurture
the merits and discard and dispose off the demerits.
As the education shifted from homes, home industries
and farms to; nurseries, K.G. schools, schools, colleges,
universities, corporate industries, research institutions
etc. the transition became viciously poisonous.
Cognition suffered because of:
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,
7. 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.
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] leading to misguided and in most cases
8. 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 affecting 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 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,
9. 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
concrete economic realistic basis. The activities have no
economic incentive and no productive element.
Apart from the defects in the three domains; the other
two domains viz. spiritual and productive; have not been
included in the education.
The spiritual domain that imparts universal perspective and
globally beneficial outlook; incorporates inner blossoming
of an individual through introspection, heart to heart
communication (not merely discussion and arguments),
10. mutual understanding and blossoming of the teachers
and students together; through one of the most universal
practices; viz. NAMASMARAN. Thus the spiritual
domain is a key to conquer lust, whims, fancies, pride,
arrogance, callousness, contempt, ungratefulness,
prejudices, jealousy, hatred, meanness and so on; is
never made available to the teachers, students and the
others; associated with education.
The present education system in India lacks the other
important domain; viz. productive domain that empowers
the people concerned with education. This prevents a huge
section of society such as teachers, students, clerks,
servants, sweepers and many others such as education
inspectors, 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.
It has to be appreciated that billions of rupees are spent
on unproductive or rather counterproductive exercise of
construction, decoration and maintenance of schools and
colleges, electricity, and so called educational material,
11. payment of millions of teachers and other staff members
engaged, and exams conducted to test the “capacity and
merit of rote learning”. This way we weaken the national
economy, jeopardize the developmental activities.
It also causes economic loss to everyone involved in
education; while suppressing and starving their all three
domains nurtured in productive activity. This is a single
most important cause of
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 millions of students
dropouts, who somehow manage to get into the hell of
cheap child labor for subsistence; due to economic
reasons.
In short, present day education system harnesses
arrogance and diffidence; amongst those who continue to
learn. But their spiritual, cognitive, psychomotor,
affective and productive domains are defective. Their
12. spiritual blossoming, self empowerment, creative
wisdom, intellectual competence, productive skills, self
sufficiency and even physical health are deficient. Thus
we have increasing number of unproductive criminals
and mental wrecks or highly competitive efficient
maniacs pursuing petty goals at the cost of others!
For those who are unable to continue the education; the
abyss of being child labor, stealing, delinquency,
criminals, perverts, beggars is wide open!
The piecemeal approach or facilitation of petty pursuits
(under the guise of development and progress) is not only
useless but are in fact counterproductive! It leads to
cancerous spread of industries with uncontrolled
production of unnecessary utilities and their maddening
marketing. These industries consume energy, fuel and add
to undisposable waste and pollution. This sickening and
stressful atmosphere nurtured by the present education;
promotes the growth of terrorism on the one hand; and
pretends to act against it (in a counterproductive way) on
the other!
Mainstream Education System and the courses and
careers in it; revolve around and serve the grossly petty
13. and superficial considerations, motivations and interests
and this state of affairs; is strongly protected and
strengthened by the elements with similar interests! Hence
the present laws, rules and regulations also promote
present education and its ill effects.
Some institutions and individuals, for whom we have
great respect, are involved in the holistic approach to
education (mainstream, formal, informal, curricular, co
curricular, extracurricular as well as education of
physically and mentally challenged children). But these
efforts are too feeble to make a difference to our life.
While piecemeal approaches are failing; there is no
adequate awareness and promotion of holistic education,
which leaves the vicious cycle of stress distorting
education and distorted education creating, aggravating
and spreading the stress; to continue unabashedly and
unabated.
Hence; the ill effects of stress on present education and
vice versa; can be eradicated if we understand and
propagate the defects in present education and promote
holistic education as an international solution. It has to
be appreciated that no statesman, no political leader, no
14. policy maker and no administrator can bring about
change in an existing system (in democratic set up);
unless, we evolve a consensus about the changes in the
majority of people; whose cooperation is very vital.
In short; the policy of holistic education; demands that
every school, college, university etc must become the
center of production and service, self sufficient and must
aid in self sufficiency and blossoming of everyone
involved in education and also of the nation.
The students, teachers and others associated with
education; must blossom as independent and empowered
individuals; spiritually, intellectually, mentally,
instinctually, physically and economically.
In practice; 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 (conceptual
and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain
15. 20 % of the time must be spent in production, service etc.
1. The productive domain should be an essential ingredient of
education System, but no particular job should be enforced. The
teachers and others should participate in the productive
domain. Production and service can involve community
projects such plantation of medicinal herbs, rearing of
cows, home flower gardening, production of chalk sticks,
carpentry, pottery, cleanliness, crafts, skills, arts and their sale
according to the situations.. Working physically in different
ways and earning is not a burden. It is an opportunity to grow
from within. It is an opportunity to develop our self esteem. It is
an opportunity to become self sufficient.
2. This leads to self sufficiency in schools. They do not have to
depend on heavy fees or federal grants or donations and this
way they become accessible to all; rendering the reservations
redundant!
3. Through productive domain the hypokinetic stress, emotional
stress of being dependent and intellectual stress of excessive
memorizing is averted.
4. Due to productive domain, the dropping out due to lack of
earning (as is common in case of millions of students in many
parts of world) and then turning into helpless, vulnerable and
cheap child labor would come down.
16. 5. Being empowered, the students would not go through the
stress of unemployment and turn into helpless, frustrated
mental wrecks or criminals.
6. The emphasis on productive domain (and hence psychomotor
and practical aspects) would bring down the necessity and also
the capability and possibility to “copy” and associated crimes
and corruption in procedures of examinations, certification,
providing grants and so on!
The caste based reservation for education, jobs and promotions;
responsible for social divide and strife; in many parts of the
world; (especially India) can be rendered redundant and thus;
peacefully and advantageously done away with, by consensus!
Most importantly; we have to introduce and incorporate
examinations, which examine the actual skill, capacity or
performance of the student, rather than his/her ability of
repeating or reproducing things and/or copying.
20 % of the time must be spent in physical activities
Physical activities can include pranayama, sports, exercise,
trekking, hiking, a variety of physical fitness training
programs and methods to avoid monotony and improve
efficacy. A variety of sports prevalent in every other parts of the
17. world can make the programs more interesting, entertaining
thereby promoting global unity.
20 % of the time must be spent in personality (conceptual
and spiritual) development and
Personality development includes affective domain,
spiritual domain and embodies broadening of perspective
through various means such as; NAMASMARAN, by
hearting and chanting prayers, poems and songs from
different languages and countries thereby promoting
global unity, 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.
20 % of the time must be spent in entertainment
Entertainment that enriches the soul; not only should
include playing musical instruments, dance, painting,
mimicry, singing, story telling, drama, movie etc. but
everything that nurtures the affective domain and
spiritual domain as well.
18. 20 % of the time must be spent on cognitive domain
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 irrelevant questions in the
examination of history, languages, mathematics; 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.
We must encourage maximum and daily person to person
interaction and dialogue amongst the teachers and
students; so that analytical, synthetic, contemplative,
decision making, trouble shooting and problem solving
capacities are developed optimally.
Let us realize the fact that the vicious cycle of stress
distorting education and distorted education causing and
multiplying stress and ill effects in individual and social
life; can not be managed 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
19. eradicated through holistic education policy and its
implementation; at international, national and local
levels; through the laws, government rules and public
awareness, consensus and participation.
The details of practical steps can be developed by
interactions amongst the people active in the field of
education all over the world. But we all need;
1, Perspective and conviction of Global Unity and global
welfare
2. Readiness to accept and introduce physiological insights
and principles in the holistic education
3. Readiness and openness to have dialogue with experts
in other fields
4. Participation from the society and governments and the
media including internet websites, so that holistic
education activists all over the world can have a
meaningful dialogue and share views, work and
experiences and may be, inspire others!
5. Administrative proficiency and due care and concern
for the physical capacities of the children (normal as well
as the physically and mentally challenged) and should not
be painful and troublesome.
20. 7. The opportunities for psychomotor activities and
productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst
teachers and students; so that better international
relations can be realized.
The physical, instinctual, emotional, intellectual, spiritual
and economic empowerment and blossoming; of all those
involved in holistic education is integral to Total Stress
Management (the core of which is NAMASMARAN); i.e.
individual and global blossoming; culminating into global
unity, harmony and justice.
Can NAMASMARAN be useful in this? To find out that;
we must find out what is NAMASMARAN!
Namasmaran usually embodies; remembering the name
of God, Guru, great souls; such as prophets and
whatever is considered as holy e.g. planets and stars. It is
remembered silently, loudly, along with music, dance,
along with breathing, in group or alone. Further,
NAMASMARAN is either counted by some means such
as fingers, rosary (called SMARANI or JAPAMALA), or
electronic counter; or practiced without counting. The
21. traditions vary from region to region and from religion
to religion.
However the universal principle underlying
NAMASMARAN is to reorient our physiological and
social being; with our true self and establish and
strengthen the bond between; our physiological and
social being; with our true self; and finally reunification
or merger with our true self!
Since individual consciousness is the culmination of every
activity in life; and NAMASMARAN the pinnacle of or
culmination of individual consciousness;
NAMASMARAN is actually opening the final common
pathway to objective or cosmic consciousness; so that
individual consciousness in every possible activity gets
funneled into or unified with Him!
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 we 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
22. 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 NAMASMARAN as they may
remember true self through one symbol or another”!
Just as NAMASMARAN is YOGA of YOGA it is
meditation of meditation also! This is because the natural
and ultimate climax of every form of meditation; is
remembering true self or merging with cosmic
consciousness effortlessly!
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!
23. 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, not by one or few person
sporadically; but most preferably, by billions!
The last point is; NAMASMARAN would certainly
enlighten, empower and enable some people; out of those
billions practicing NAMASMARAN; to evolve, guide and
consolidate the global conscience and thereby manifest
global unity and harmony and justice, through globally
benevolent proper policies!
References:
1. Stress: Understanding and Management: Dr. Shriniwas
Kashalikar
2. Conceptual Stress: Understanding and Management: Dr.
Shriniwas Kashalikar
3. Hitaguj (Marathi): Dr. Shriniwas Kashalikar
4. Smiling Sun: Dr. Shriniwas Kashalikar
5. Namasmaran: Dr. Shriniwas Kashalikar
6. Sahasranetra: Dr. Shriniwas Kashalikar
7. Holistic Medicine: Dr. Shriniwas Kashalikar
All available for free download on