A PROJECT OF EDUCATION-2.
20/01/2018
A PROJECT OF EDUCATION-2.
2.1
The individual may be said to constitute a cross-section of the universe. The human being operates like a miniature cosmos. This would mean that the principles that are active in the universe direct and condition the existence and activity of all human life. The analysis would also reveal that there is a universal performance implicit in the existence of human beings and in their pursuits of what they consider as their objectives or aims. Towards this end, there is all the striving of human life, concerning which there has always been felt the necessity for intense educational training as a method of introducing a universal manifestation into the adventures of human individuality.
2.2
These insights may perhaps be adequate to begin a spade-work for laying the foundation of a proper educational career for humanity.
2.3
When a child is born and practically knows nothing except for the fact that it is evidently self-conscious of its bodily existence and has a feeling of awareness of a vague and nebulous atmosphere of persons and things around it, there is also in it a pressure towards objective consciousness, and the inclination of the child is more in the direction of externality of perception and feeling than an awareness of its own existence as a human unit.
2.4
What we may call the cosmological scheme is naturally to be followed in an understanding of the educational project, since it would appear that education is nothing short of a conscious discipline of the individual to ascend gradually, stage by stage to levels indicated by cosmic evolution. The condition of the child-consciousness mentioned may pave the way with which the educational method could be commenced for implementation.
2.5
In the earlier stages of education, call it the kindergarten, the Montessori stage, or the primary education level, there is always to be a psychological programme to bring slowly into a state of gradual integration the many-sided, rather distracted, perceptions of the external world by the child. Often education begins with training in writing reading and basic arithmetic and discipline.
2.6
Later on, the mind of the child is allowed to move further in a similar integrated fashion along wider areas of human society around, together with the civic sense involved in every kind of human relationship, whether in the family or in the community of people outside, because, practically, the human individual is primarily concerned with other such individuals more than with things which are not human.
2.7
There are instincts of the species which pull it to its own kindred individuals or kith and kin or others who are related humanly in any manner. Human relations may be said to be the immediately felt necessities in the process of study and training, which include the norms of civic duty and behaviour in regard to the immediate environment of any society, determined, of course, by the psychology, the social set-up or, rather, the sociological tradition and scheme operative. in the particular human environment,--it may be in a locality of a linguistic society bringing people together with an affinity of any cultural and fraternal thinking.
To be continued ...
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