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Holistic Education, Economy And Health Dr

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Holistic Education, Economy And Health Dr

  1. 1. Hol i s t i c Educa t i o n , Economy and Heal t h Dr . Shr i n iwa s Kasha l i k a r
  2. 2. Improvemen t in economy through ho l i s t i c educa t i o n i s pivo t a l to Tota l St r e s s Management i . e . empowerment and blo s s om ing of an ind i v i d u a l , schoo l , nat i o n and th e wor ld . I f you ana l y z e the pover t y and as s o c i a t e d g l oba l l y preva l e n t i s s u e s l e ad i n g to ubiqu i t o u s s t r e s s , wi th a ho l i s t i c per sp e c t i v e , then i t would be c l e a r tha t the inna t e cor e ( th e sp i r i t u a l domain tha t impar t s univ e r s a l per sp e c t i v e and g l oba l l y bene f i c i a l out l o o k ) and th e produc t i v e domain ( tha t empowers ) ; of peop l e conc e rn ed wi th educa t i o n ; are gro s s l y
  3. 3. neg l e c t e d and rema in perenn i a l l y de f i c i e n t . Mains t r e am Educa t i o n Sys t em and th e cour s e s and car e e r s in i t ; revo l v e around and se r v e the gro s s l y pe t t y and supe r f i c i a l cons i d e r a t i o n s , mot i v a t i o n s and in t e r e s t s ( I am re f e r r i n g to what I have been obse r v i n g in Ind i a fo r l a s t ha l f a cen t u r y and gue s s tha t i t i s not much di f f e r e n t in oth e r par t s of the wor ld ) ! Thi s s t a t e of af f a i r s i s s t r o n g l y pro t e c t e d and s t r e n g t h e n e d by th e po l i t i c a l e l emen t s wi th s im i l a r in t e r e s t s ! Hence l aws , ru l e s and regu l a t i o n s deve l o p acco rd i n g l y ! Step s to re c t i f y
  4. 4. 1. Working phys i c a l l y in di f f e r e n t ways and earn i n g [ produc t i v e domain ] in i t s e l f , i s not a burden . I t i s an oppor t un i t y to grow f r om wi th i n . I t i s an oppor t un i t y to deve l o p se l f es t e em . I t i s an oppor t un i t y to become se l f su f f i c i e n t . 2. Thi s l e ad s to se l f su f f i c i e n c y in schoo l s . They do not have to depend on heavy f e e s or f ed e r a l gran t s or dona t i o n s . Thi s makes th e educa t i o n in s t i t u t i o n s acc e s s i b l e to a l l and se l f su f f i c i e n t ! 3. Through produc t i v e domain the hypok in e t i c s t r e s s , emot i o n a l s t r e s s of be i n g dependen t and in t e l l e c t u a l s t r e s s
  5. 5. of exc e s s i v e memori z i n g would be aver t e d . 4. Due to produc t i v e domain , the dropp i n g out due to l a ck of earn i n g [ a s i s common in ca s e of mil l i o n s of s t ud en t s in many par t s of wor ld ] and th en turn i n g in t o he lp l e s s , vu ln e r ab l e and cheap ch i l d l abo r would come down . 5. Being empowered , the s t ud en t s would not go through the s t r e s s of unemploymen t and tu rn in t o he lp l e s s , f ru s t r a t e d menta l wreck s or cr im i n a l s . 6. The emphas i s on produc t i v e ( and hence psychomoto r and prac t i c a l aspe c t s ) would br i n g
  6. 6. down the nece s s i t y to “copy” and as s o c i a t e d cr ime s and cor rup t i o n in proc edu r e s of examina t i o n s , cer t i f i c a t i o n , prov i d i n g gran t s pre s e n t l y rampant in many par t s of wor ld . The ca s t e based re s e r v a t i o n fo r educa t i o n , job s and oth e r fa cu l t i e s ; re spon s i b l e fo r so c i a l div i d e and s t r i f e in many par t s of the wor ld ; ( e sp e c i a l l y Ind i a ) can be peac e f u l l y and advan t a g e ou s l y done away wi th , by cons en s u s ! Thi s i s on l y a br i e f ske t c h of th e pot en t i a l advan t a g e s of produc t i v e domain .
  7. 7. The prac t i c a l aspe c t s of produc t i v e domain can in c l u d e sev e r a l cra f t s and sk i l l s and ar t s and the i r sa l e acco rd i n g to th e s i t u a t i o n s . For exampl e , plan t i n g of medic i n a l herb s , rea r i n g of cows , home f l owe r garden i n g , produc t i o n of cha l k s t i c k s , carp en t r y , pot t e r y , ar t s such as musi c , dance , pa in t i n g and oth e r s . Tips 1. The produc t i v e domain shou l d be an es s e n t i a l ing r e d i e n t of Mains t r e am Educa t i o n Sys t em , but no par t i c u l a r job shou l d be en f o r c e d .
  8. 8. 2. The produc t i v e domain shou l d cons t i t u t e on l y abou t twen t y f i v e perc en t of the schoo l t ime . 3. The t e a ch e r s and oth e r s shou l d par t i c i p a t e in the produc t i v e domain . Warning s 1. Admin i s t r a t i v e aspe c t s such as in f r a s t r u c t u r a l deve l o pmen t have to be done wi th pro f e s s i o n a l expe r t i s e . 2. I t shou l d be done wi th due car e and conc e rn fo r the phys i c a l capac i t i e s of th e ch i l d r e n and shou l d not be pa in f u l and t r oub l e s ome . 3. Al l th i s shou l d be done wi th a c l e a r a im of a l l - round deve l o pmen t of the s t ud en t s ,
  9. 9. Teache r s and oth e r conc e rn ed . Sourc e s ava i l a b l e fo r f r e e download on www. supe r l i v i n g . n e t 1. Str e s s : Under s t a nd i n g and Management : Dr . Shr i n iwa s Kasha l i k a r 2. Concep tu a l St r e s s : Under s t a nd i n g and Management : Dr . Shr i n iwa s Kasha l i k a r 3. Hitagu j (Mara th i ) : Dr . Shr i n iwa s Kasha l i k a r 4. Smi l i n g Sun : Dr . Shr i n iwa s Kasha l i k a r 5. Namasmaran : Dr . Shr i n iwa s Kasha l i k a r Dr . Shr i n iwa s Kasha l i k a r

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