Education has long been recognized as a central element in
development. It is considered as a vital
input in modernization where the developing countries like India began its
drive for social and economic
development since its independence.
Education is
important in a small country India, because it promotes the knowledge, skills,
habits, values, or
attitudes and understanding of the
people in the country. And it is also considered as the backbone of the
development of India. Therefore, greater concern and emphasis must be put into
the means and ways by which education transfer
the needed knowledge and
information to students/children. It helps people to become a useful member of
the society and to develop an appreciation of their culture heritage and live
more satisfying human lives.
There is an acute need for incorporative Spiritual values on
the realms of religion, education, social service, economics and politics in
India. The term “Value” refers to a development of “heart”. It is not enough to
find for Mother India a modern independent, secular, technological “herd” if,
in the process she has lost her “heart”.[1]
Spirituality is more about “Developed Heart, which is concerned about the
Vyapakta of the understanding of Heart.
It is our ignorance which does not allow us to get over the dichotomy
between Matter and Spirit. But, says Sri Aurobindo, "The affirmation of a
divine life upon earth and an immortal sense in mortal existence can have no
base unless we recognize not only eternal Spirit as the inhabitant of this
bodily mansion, the wearer of this mutable robe, but accept Matter of which it
is made, as a fit and noble material out of which He weaves constantly His
garbs, builds recurrently the unending series of His mansions."[2]
“A spiritual education would prepare the student to face life
armed with a greater faith and face with an outlook which is integral. His
recognition of the problems of life will not depend entirely on their
appearances; he will be able to delve deep into them and see the play of hidden
forces behind them. He will be able to grow spiritually through tackling the
hurdles, presented by life.”[3]
In today’s world Spiritual Education is the need of this
hour for the so called modern society because our lives have become more
miserable. The number of educational institutions has considerably increased,
but the quality has gone. The number of educated people has reached at a higher
level, but murder, hatred, and selfishness have spread out like wildfire
everywhere. Many institutions are opened, but only few civilized people are
produced. Degrees are available for all, but the dignity has gone down. Trained
people are produced from many institutions, but sincere people are very few.
Many books are written; much research is done; many professional achievements
are attained, but humanity is threatened. At this hour of such a crisis of
character, we need Value-Based-Education and according to the author it should
be touched by spirituality.
An educated person should have all kinds of qualities.
Education should make every individual capable physically, mentally,
intellectually, emotionally and spiritually. Therefore, some universal ideals
of “love, respect, friendliness, non-violence, tolerance, forgiveness, compassion,
peace and bliss” should be accepted by all the educators worldwide. These
values are truly indispensable, which are called virtues in spiritual language,
devoid of which, our society cannot survive and people cannot achieve the
ultimate spiritual goal i.e. enlightenment.
Dr. C. M. Yogi, in his paper on ‘Value-Based-Education in
Nepal’ rightly quotes Mahatma Gandhiji explaining the concept of education,
"The real difficulty is that people have no idea of what education truly
is. We assess the value of education in the same manner as we assess the value
of land or of shares in the stock-exchange market. We want to provide only such
education as would enable the student to earn more. We hardly give any thought
to the improvement of the character of the educated. The girls, we say, do not
have to earn; so why should they be educated? As long as such ideas persist
there is no hope of our ever knowing the true value of education".[4]
