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Calendar of Educational Events:

  • Philosophy of Education of the Sri Isopanisad of the Yajur Veda

    Defining philosophy of education

     An articulated and applied philosophy of education can create a clear learning culture and environment for staff, parents, students, and community. One feature of schools with high achievement is that teachers discuss pedagogy and make clear links between their practice and educational theory. However, for many schools, their philosophy is never openly recognized or examined. Furthermore, it is probably true in a large number of schools that various implied or stated philosophies of education, some in direct conflict with one another, underlie the differing learning strategies, discipline procedures, and resources the staff employ. In addition, the actions of leaders and teachers may bear little resemblance to stated philosophies. In summary, it is rare for a school to have a unified theoretical philosophical base for all facets of its operations, rarer still for that unified philosophy to be public, and exceedingly rare for a clearly stated theory of philosophy to be practically evident in nearly all aspects of that school.

    In order for a school to achieve its purpose, staff and parents must clearly know that purpose and how it can be achieved. Most importantly, school leaders who are most likely to accomplish their mission are those who frequently assess whether and to what extent the philosophy of education is evident in the materials, words, and behaviors of all school staff. The value of a school can be determined, at least in part, by how much it reflects on and lives its philosophy of education. These are the major aspects of a school which should be based on its philosophy of education:

    Educational materials and resources

    Methods of teaching and learning

    Content of what is taught

    Goals and process of student discipline and training

    Methods and substance of teacher training

    Methods and substance of teacher and student assessment

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  • Vedic Education (Gurukula) In a Contemporary Context

    by Prana Dasa

    Abstract
    This thesis presents the Vedic system of education (Gurukula) in a contemporary context. By means of a detailed description and analysis of the essential characteristics underlying the rationale of Vedic education, the Gurukula system is defined from within the tradition it has evolved. I examine the social dimension of Vedic education and consider the importance of a supportive culture. The organization of society according to varna-asrama-dharma is described within this thesis and the original intent of its conception defined.
    Education is described in terms of its purposive nature, the goal being to develop consciousness. Krishna consciousness is described as a state of reality which enables the soul to identify as spiritual, and in that capacity discriminate between spirit and matter. Individuality in this analysis is defined as the constitutional position of the soul.
    The sanctity of the individual is maintained throughout human life by recourse to the proper use of intelligence. The Gurukula endeavours to provide a framework within which its members can develop the capacity to cultivate a level of consciousness suitable for participation in the culture represented by the Vedic world-view. I have argued a case for developing appropriate curriculum, which enhances both the culture and the process.
    The educational implications of teaching children to discriminate within a religious framework, while at the same time maintain their independence and power of critical thinking is a challenge. An appropriate program for providing children with the power of discrimination is considered an essential element of education in this thesis.


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