This book examines education and the aim of life through the ages; how the conception of progress is the primary driving force in the modern world; and how this limited understanding of progress has failed to satisfy the deepest aspirations of humanity, bringing modern civilisation to its present crisis and highlighting the limitations of today's education to meet this crisis. The author presents the free progress system at the Sri Aurobindo International Centre of Education (...) and explains how the views of Sri Aurobindo and the Mother on integral education can prepare the children of today to consciously and luminously participate in the evolutionary destiny of the future. (shrink)

This book examines education and the aim of life through the ages; how the conception of progress is the primary driving force in the modern world; and how this limited understanding of progress has failed to satisfy the deepest aspirations of humanity, bringing modern civilisation to its present crisis and highlighting the limitations of today's education to meet this crisis. The author presents the free progress system at the Sri Aurobindo International Centre of Education (...) and explains how the views of Sri Aurobindo and the Mother on integral education can prepare the children of today to consciously and luminously participate in the evolutionary destiny of the future. (shrink)

Revolutionary, philosopher, litterateur, and seer, Sri Aurobindo remains one of the brightest minds India has ever had. This book captures the evolution of his thought through excerpts from his political articles and speeches, essays, talks with and letters to disciples, and public messages-presented chronologically. It includes his views on Jawaharlal Nehru and Subhas Chandra Bose; his doubts about Gandhi's method to attain freedom and insistence on Ahimsa; and his very distinctive contribution to the nascent Nationalist Movement. Both prophetic of (...) the challenges to come India's way post-Independence, and persuaded of her potential to overcome them, Sri Aurobindo's vision of a new India melds the spiritual with the political. More than sixty years after his passing, Sri Aurobindo's penetrating insights on issues such as building on India's cultural and spiritual foundations, a national agenda for education, Hindu-Muslim coexistence and the need to distinguish reason from a blind imitation of the West, continue to resonate. (shrink)

Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift educational (...) approach from rote learning to understanding, from exhaustive learning techniques to excitement of discovery and towards the joyful exploration. True education must encompass a synchronized working of body, mind and spirit. The ultimate aim of education must be to help the growing soul draw out the best and make it perfect for a noble use. The aim of education is not only to prepare an individual to succeed in life and society, but to reach the optimum. With this background, the paper is attempting at the theoretical level, to study the Integral philosophy, in the light of NEP 2020. It also tries to inquire into the modalities of Integral thinking, propose the application of the same in education and pedagogies to characterize its practice and goals in Integral Education. (shrink)

In this present article I want to explore Sri Aurobindo's theory of Life Divine.

The purpose of this paper is to examine the factors that influence the intention of students to pirate academic e-books by integrating three main theories: ethics theory, deterrence theory, and the theory of planned behavior. The study also examines the moderating role of past piracy behavior on the relationship between the factors in the previously mentioned theories and students’ piracy intention.,The data were collected using a convenience sample of 662 university students. Based on their past behaviors, the students were grouped (...) into “no piracy” and “piracy” groups.,The result shows that the piracy intention of both the no-piracy and piracy groups has a similar influence based on the moral obligation in ethics theory. The factors in the deterrence theory, which includes fear of legal consequences and perceived likelihood of punishment, have no significant impact on the attitudes of the two groups toward piracy. While the intention of the no-piracy group is not influenced by other internal factors, such as self-efficacy, or by external factors, such as subjective norms and facilitating conditions, the behavioral intention of the piracy group is significantly influenced by these three factors.,This study only focuses on piracy attitude and behavior in the context of e-books.,In Indonesia, the insignificant impact of factors from deterrence theory (the fear of legal consequences and perceived punishment) indicates weak law enforcement to combat digital piracy. Thus, it is imperative that law enforcement, especially regarding piracy, should be enhanced.,The significant role of ethics in the attitudes toward piracy indicates that morality serves as a moral compass to fight piracy behavior. The strong impact of subjective norms, especially in the piracy group, suggests that families should raise children and educate youth with beliefs that align with the concepts of morality.,The study integrates three theories that are most often used in piracy behavior studies: ethics theory, deterrence theory, and theory of planned behavior. In addition, the study provides empirical evidence on the moderating role of past experience in piracy behavior. (shrink)

Correspondence with a disciple revealing an altogether unknown facet of Sri Aurobindo's personality: his great sense of humour.

Entrepreneurs often express their reliance on intuition for several types of decisions while labelling its source somewhere hidden in a black box of our mind. Such expressions leads us to the exploration of the concept of intuition in the field of spirituality as this field addresses the inner aspects of our mind. Therefore this paper embeds intuition in the domain of spirituality for understanding entrepreneurs’ use of intuition. It examines the following questions. What is spirituality? Where do the fields of (...) spirituality and entrepreneurship meet? What is the place of intuition in the literature on entrepreneurship? What could be the epistemology on intuition as part of spirituality? What is intuition? How is intuition acquired? What do people know about their intuition? How do we know what we know about intuition? What is the potential role of intuition in disciplines such as education? For understanding the concept of intuition a philosophical base has been followed, inspired by the teachings of Sri Aurobindo on types of knowledge and levels of consciousness. The use of intuition is somewhat subjective as it stems not from the analytical mind, nor the subconscious mind, but from higher consciousness. Intuition therefore has been considered as a holistic spiritual approach to facilitate entrepreneurial processes and activities through a coping style to manage external stimuli and as a core training part in the process of entrepreneurship so that it works as an internal resource in all entrepreneurial processes. (shrink)

_Elite Education – International Perspectives_ is the first book to systematically examine elite education in different parts of the world. Authors provide a historical analysis of the emergence of national elite education systems and consider how recent policy and economic developments are changing the configuration of elite trajectories and the social groups benefiting from these. Through country-level case studies, this book offers readers an in-depth account of elite education systems in the Anglophone world, in Europe (...) and in the emerging financial centres of Africa, Asia and Latin America. A series of commentaries highlight commonalities and differences between elite education systems, and offer insights into broader theoretical issues, with which educationalists, researchers and policy makers are engaging. With authors including Stephen J. Ball, Donald Broady, Rubén Gaztambide-Fernández, Heinz-Hermann Krüger, Maria Alice Nogueira, Julia Resnik and Agnès van Zanten, _t_he book offers a benchmark perspective on issues frequently glossed over in comparative education, including the processes by which powerful groups retain privilege and ‘elite’ status in rapidly changing societies. Elite Education – International Perspectives will appeal to policy makers and academics in the fields of education and sociology. Simultaneously it will be of special relevance to post-graduates enrolled on courses in the sociology of education, education policy, and education and international development. (shrink)

School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action (...) at school (teaching, learning) as well as the reflection of theory in pedagogical practice are made understandable by "school as a counter-public". Not least with a view to the today's Jena Plan schools, the question is asked for a context-independent core of what makes a school a Jena Plan school. The opportunities and ambivalences of the model thus become equally visible. (shrink)

A single-volume guide to the writing and thought of one of the greatest personalities of modern India A multi-faceted genius, Sri Aurobindo was a political revolutionary, social critic, poet and, above all, a great yogi and spiritual teacher. He was not only one of our foremost interpreters of the Vedas, Upanishads and the Bhagavad Gita, but developed also an original philosophy, which, though based on the ancient wisdom of India, has a modern, evolutionary dimension to it: the human being, (...) according to him, is not the end of the evolutionary process; our destiny is to grow to a higher state of consciousness which will fundamentally alter life as we know it. As a writer, Sri Aurobindoýs range was staggering; there is hardly a field of human endeavour that escaped his notice. This collection offers a representative sampling of his writings with selections from most of his major works and areas of interest. The volume begins with the early, often-ignored essays written during the struggle for independence, and traces the development of Sri Aurobindoýs philosophical and religious thought, culminating in the system of Integral Yoga. Also included are some of his poems, letters and aphorisms. Together, they provide an ideal introduction to the complex and brilliant mind of a remarkable yogi and seer-poet. (shrink)

The Life Divine explores for the Modern mind the great streams of Indian metaphysical thought, reconciling the truths behind each and from this synthesis ...

Sri Aurobindo represents a synthesis of the teachings of both the West and the East. Not content simply with dissolution into a transcendental, other-worldly God-consciousness, nor with concentration on the outer life and its powers to the exclusion of anything other or higher, Sri Aurobindo has created the teachings of a Divine Life on Earth. Sri Aurobindo held a unique mastery of exhaustive exposition of his global vision and universal insight. At the same time, he was able (...) to pack each sentence with depth and intensity of meaning. "Gems from Sri Aurobindo" has drawn out some of his statements on subjects of interest from his vast writings. "Gems" can provide inspiration, themes for mediation and ideas for reflection on a wide variety of subjects. (shrink)

This book offers current international initiatives, developed for working with children from "Birth to Eight" by a diverse group of noted professional authors. Their readings present an overview of early education as it evolved from the Froebelian kindergarten to today's practices in various Early Education settings around the globe. The international voices of the authors represent a balanced perspective of happenings in various nations and lend a conversational approach to each chapter. The chapters analyze the Universal (...) Preschool Education movement promoted by various countries, states, and agencies; examine model curriculum programs in a variety of teaching/learning settings; and identify directions the community can take in promoting effective early education programs. Particular attention is given to key issues and concerns faced by practitioners and families world-wide. Studies reveal successful approaches to bilingual education in a Chilean kindergarten, research findings on gender differences in primary school girls for learning science in Wales, literacy development strategies for teaching in UK multicultural classrooms and childhood centres, the process of integration special education with early childhood practices in China, and exemplars of community outreach to improve the well being of children through advocacy for governmental changes in early education policies and professional development. This book is for everyone interested in the well being of young children moving forward in a global age to meet the challenges of early citizenship in their world. (shrink)

The ‘epistemic’ violence that has beset gender discourses in education refutes the claim that progress is measured by figures and numbers of Jordanian women in schools and the workplace. While such discourses demand to be contextualized, deconstructed and resisted, they also necessitate creating a link between political praxis and gender politics. My argument centres on the indispensable role critical discourse can play in locating these instances of ‘epistemic’ violence and revealing the manner in which the themes of constructed gender (...) knowledge have been subjugated to the political praxis of each context. Interventions by donors and NGOs have more often than not been emasculated by the political considerations of governments and establishments. The result has been ‘disciplined’ gender politics in education, perpetuating traditional discursive practices, roles and stereotypes instead of acting as an emancipatory power. Human development reports and traditional literature on gender bias in education have failed to account for such discursive/power practices. In this paper, I shed light on the national, the international and the textual ‘knowledge’ that surrounds gender bias in education in a context like Jordan. I conclude by demonstrating the importance of the national and its discursive practices in reformulating approaches based on the international (human development reports) and the textual (literature on gender bias and stereotypes in education). (shrink)

This volume centres the notion of 'chance' in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to 'tame' this notion has had on present day educational policy and practise. Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking and comparative education with issues of control, prediction, and comparison (...) as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today. This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 24.1 (2004) 241-243 [Access article in PDF] International Conference on Religion and Globalization Ruben Habito Perkins School of Theology The International Conference on Religion and Globalization, with over two hundred participants from thirty-one countries, was hosted by Payap University and its Institute for the Study of Religion and Culture in Chiang Mai, Thailand, from 27 July to 2 August 2003, with the Society for Buddhist-Christian (...) Studies among the several cosponsoring organizations. Other sponsoring and cosponsoring organizations included the United Board for Christian Higher Education in Asia, the International Network of Engaged Buddhists, the Christian Conference of Asia, and the Museum of World Religions. Prof. John Butt, convener of the conference and director of the Institute for the Study of Religion and Culture, with other officials of Payap University, welcomed the delegates at the opening ceremonies on 27 July in a program that included musical and cultural presentations from the riches of the northern Thai heritage.Plenary speakers included Dharma Master Hsin Tao, founder of the Museum of World Religions based in Taipei, Taiwan, who spoke on "Education for Interreligious Understanding in a Global Age." Donald Swearer, of Swarthmore College and Harvard University, spoke on "Religious Identity and Globalization," with a provocative subtitle: "Would Jesus, Buddha, or Mohammed Drive an SUV?" He addressed sociological aspects of religious living in a globalized age, with particular reference to Thai society. Phra Paisan Wisalo, a noted Thai forest monk and ecological activist, spoke on the "Reform of the Thai Sangha in the Light of Global Realities." Dr. Wesley Ariarajah, a Methodist theologian from Sri Lanka who has worked for many years with the World Council of Churches, spoke on "Religious Diversity and Interfaith Relations in a Global Age."The Venerable Dhammananda (formerly known as Dr. Chatsumarn Kabilsingh) was scheduled to give a plenary address on "Women's Experience in Theravada Buddhism," but could not attend due to the untimely death of her beloved mother, the Ven.Voramai Kabilsingh, one of the pioneering twentieth-century bhiksuni s in Thailand. Mae Chee Vimuttiya delivered an address titled "The Tripitaka Answer to the Extremes in the Modern World." Episcopal Bishop John Shelby Spong (ret.) presented an address titled "Transcending the Limits of Religion in Search of the Wonder [End Page 241] of God," and spoke of challenges to Christian faith and life in a postmodern society. Muslim scholar and activist Chandra Muzaffar described the challenges to and prospects for the religions in the wake of the globalizing process in a plenary address titled "Religion and Society in a Global Age." Dr. Muzaffar's presentation succeeded in highlighting key issues faced by those sincerely looking for ways in which religious traditions and communities can contribute to global healing, rather than continue to be part of the problem that divides the human family. Michael von Brueck gave the final plenary address, titled "An Ethics of Justice in a Cross-Cultural Context," suggesting pathways for a hopeful future.In addition to the plenary addresses, there were twelve plenary panels covering various topics. These included "Education for Global Awareness," chaired by Ruben Habito; "Religion and Media in a Global Age," chaired by Louis Gabaude; "Interfaith Dialogue in a Global Age: Personal Testimonies," chaired by Donald Swearer with members from the Interreligious Group for Theological Encounters, better known as the Cobb-Abe group; "Religion and the Globalization of War," chaired by Nancy Martin; "The Shadow of Religion: Killing People and Making Peace," chaired by John Butt; "Women and Spirituality," chaired by Roshan Dhunjibhoy; "The Transformation of Religious Traditions through Global Interreligious Encounter," chaired by JosephRunzo;"Islam,Social Justice,andGlobalization," chairedby Chandra Muzaffar; "Pluralism, Human Rights, and Buddhism," chaired by Michael von Brueck; "Students of Subaltern and Superpower States: Intercultural Communicative Competence via Information Technology," chaired by Daniel Wessner; "Globalization and ReligiousVocation," chaired by Herbert Swanson; and "Contemporary Exemplars of Interreligious Bridge-Building: Thomas Merton and Bede Griffiths," chaired by Douglas Conlan. In addition to the plenary sessions, individual paper sessions were held in three concurrent groups, with more than sixty topics presented by scholars and religious leaders throughout the entire... (shrink)

Brief life-sketch and philosophy of Sri Aurobindo, 1872-1950, Indian philosopher and nationalist.

This is an introduction to Sri Aurobindo, considered by the author to be one of the most profound and relevant contemporary Asian masters speaking to the West. His vision he contends transcends the different strengths and weaknesses of India and the West. His teachings include the yogas of the Hindu spiritua; classic the Bhagavad Gita - knowledge, action, devotion and meditation and applies them to the task of world transformation, rather than just spiritiual liberation.

Karl Marx and Sri aurobindo with whose ideas this book is mainly concerned, through belong to two different culturesand ages, the affinity of their chosen ...

Sri Aurobindo is one of the most prominent figures in the Indian Philosophy of twentieth century and yet we barely find any mention of his work in the philosophy circles. He has written extensively on metaphysics, aesthetics, and ethics. Sri Aurobindo’s work is all-encompassing and carries marks of a deep yogic insight into both the individual self (with all its parts and their integrated working) and the universe that ultimately shares a relation of identity with the individual in (...) secret. He talks about a world-process that contains evolution qualified with involution. It is one of the most unique features of Sri Aurobindo’s philosophy. He deals with the questions of ignorance also in the most satisfying way. Sri Aurobindo has an integral vision that sees everything in the movement of one and develops the methods and practices of Integral Yoga. In his yogic vision, he not only tries to solve the problems of humanity but also attempts to make a very bold move of transforming the whole earthly existence into a divine existence through one large stride. The epistemological discussion we find in his work is deeply connected with his metaphysics. He articulates the limits and extents of reason and senses and attempts to surpass them. Sri Aurobindo is not an armchair philosopher; he attempts to salvage the human condition by empowering humanity to consciously guide the march of human evolution towards a divine future. The boldness of his vision, the originality of his philosophical work is spectacular. In this paper, I will discuss his World-process, i.e. the evolution qualified with involution. I will also discuss the epistemological foundation of his philosophy, cosmology and integral yoga psychology. For the sake of clarity in understanding, the paper is divided into five major sections starting with an introduction. Integralism is a central idea in Sri Aurobindo’s philosophy and I have tried to do justice with it throughout this paper. In the end, the paper attempts to deals with three main themes—cosmology, integral yoga psychology and integral experience. All these three themes shall bring out—The integral experience of Sri Aurobindo is deeply intertwined with his cosmology and yogic psychology and shall not be seen in isolation. Integral experience of reality is also intertwined and works in tandem with his Integral Yoga. There is a yogic exploration of oneness between the self and world that informs and shapes both his philosophical and yogic endeavors. The rationale behind undertaking this study is to question whether the observations of the physical world from the standpoint of yogic experience could suggest some new theoretical framework for the metaphysical ontology of the world. Taking perspectives from the states of consciousness described by Sri Aurobindo may furnish us with a deeper understanding of the material and metaphysical character of physical categories, such as matter, energy, force, space, and time. This paper however is an introductory overview of Aurobindo’s relevance for cosmology, psychology and integral experience which provides a philosophical framework to reinterpret and arrive at a synthetic metaphysics. (shrink)

Prof. Iyengar's biography of Sri Aurobindo, long a standard reference work, is now in its fifth edition. The author's subtitle indicates the depth and breadth of the book, as it links the life of Sri Aurobindo, who played for our age the crucial role of leader of humanity's evolving destiny , with the history of India and the world. It also provides detailed discussions of Sri Aurobindo's writings, from the early poems and plays to the politics of (...) Bande Mataram, from the philosophy and social thought of the Arya to the epic masterpiece of Savitri, as the essential keys to understanding his life and work. This book is available again after a long time. (shrink)

Sri Aurobindo dedicated his life to the transformation of humanity. His journey saw him traverse many paths, including that of poet, journalist, jailed revolutionary, philosopher, and radical mystic. Essays, translations, literary criticism, political articles, philosophical treatises, poetry, epics, plays and short stories-his writings encompass the depth and range of his extraordinary life. The modern sage commented on spiritual texts such as the Vedas, the Upanishads and the Bhagwad Gita, authored an epic poem, Savitri, presented his integral vision in The (...) Life Divine, wrote on contemporary issues, all the while writing thousands of letters to guide his disciples, and even documenting his inner life in meticulous detail. The relevance of Sri Aurobindo's message has never been more urgent and compelling, yet, his Complete Works, thirty-six volumes in all, can be a daunting prospect even for those acquainted with his philosophy and practice. Reading Sri Aurobindo introduces each of these volumes through the perspectives of twenty-one contributors. The result is a book packed with insights inviting us to explore Sri Aurobindo's deep wisdom and vision for resolving the fundamental issues facing individuals, societies, and nations today. (shrink)

This volume provides a comprehensive analysis of the various aspects of Sri Aurobindo's work as a poet, literary critic, political leader, social reformer, philosopher, and spiritual thinker. Bringing together essays by scholars across disciplines, it situates and evaluates his work and contribution within a larger framework.

In many schools of architecture worldwide, design studios are frequently isolated from everyday life and tend to focus on theory without experience. In countries with complex social problems, such as Colombia, experiential learning can offer valuable opportunities for architectural education to become an agency for social reconstruction and peace building. This works proposes a teaching method which centres on the promotion of significant learning, through live projects as a complement to studio-based projects. Bloom’s revised taxonomy and Fink’s taxonomy for (...) levels of knowledge were used as references. In order to develop and test this method, 15 different live projects were designed, built and analysed over the course of four years. These involved the participation of 170 undergraduate learners, various national and international teachers, six sponsors from the construction industry and 12 children’s foundations. The findings reveal valuable insights into the development of intellectual, physical and em... (shrink)

Study on the thought and activities of a mystic philosopher of India.

On the life and works of the Indian philosopher Aurobindo Ghose, 1872-1950.

This article explores the context for the accompanying suite of papers on creating and sustaining democratic spaces in education. Prompted by the centenary of Summerhill, the internationally famous democratic school founded in Suffolk, England, in 1921, by A.S. Neill, this collection of papers explores and broadens out the central questions at the heart of experiments in democratic education. We suggest that, at a time of distrust in and questioning of the central institutions of democratic government, and in the (...) wake of challenges to the mainstream system of state schooling, these questions are more relevant than ever. We argue that detailed attention to the everyday practice of creating democratic spaces in a variety of educational and social contexts can highlight the myriad ways in which educators, students, families and communities can keep democratic values and principles alive, thereby enriching our discussions about the meaning and value of democratic education. (shrink)

The purpose of this research was to know the description of hosters work profesionalism of children day care center at Yogyakarta. The research subjected 8 hosters who had work up to one year. The data was collected by Interview, test of child developmental knowledge, and observation. Hoster work profesionalism was measured from the understanding of child developmental knowledge, ability to apply their knowledge, ethics, and responsibility at worked. The result showed that hosters can understand about child developmental knowledge, good enough. (...) Hosters ability to apply their knowledge was good enough eventhough almost all of the hosters just gave care service to children and not maximally in applying their knowledge. Almost all of the hosters had good enough responsibility about all that happened in workplace. Almost all of hosters not too understand about profession ethics, their just use social norms and rules of their workplace. (shrink)