Magazine - Year 2017 - Version 1
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Science and Spirituality
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Scientific Spirituality in Education & Culture
Existence and expression of human life is incomplete without culture and education. However, it looks like that today’s intellectually
advanced and civilized society is living with partial or even wrong interpretation and implementation of these foundational elements
of progressive life. Perhaps this is the reason why the enormity of materialistic development too has kept us deprived of its very goal — prosperity and progress with happiness and peace. Not only that, this incompleteness has led the modern civilization towards lacunae, disparity, uncertainty and risks in several respects. There is a need for thorough review and rectification. Let us discuss some key aspects in this regard.
To many of us, the supposedly cultured and educated people, the word “Culture” implies —music, dance, other art forms, and traditional customs, etc, and “Education” is confined to — learning and skill development at some school/ educational and training centre/institute. No doubt, all these are integral facets of culture and education and essential components of development. However, focusing only on these is like attempting to nourish only the branches and leafs of a tree while ignoring its roots hidden deep beneath the soil.
According to some linguistic experts, the word “Culture” derives from the Latin “colere” which means to tend to the earth and grow, or cultivate and nurture; it shares its etymology with a number of other words related to actively fostering growth. The simple dictionary meaning of the word “Culture” is often described as the ideas, customs, and social behavior of a particular group of people or a society. A more expanded definition of culture scripted by some savants is — shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. But these scholarly definitions and practical interpretations leave several issues unaddressed, such as — how is this ‘learning through socialization’ different from ‘influence of social ambience’? “Learning” implies ‘improvement’ in some way, so “is there a definition of culture associated with some improvement”? “What is the purpose of culture? Why it should characterize a ‘society’ or nation? How is it different from “Civilization”?
The prominence of “civilization” seems to have overshadowed the meaning and purpose of “culture” in current trends of life. We must note that “civilization” deals with development on ‘materialistic’ fronts of life and the systems and disciplines like sociology, civics, economics, politics, etc, associated with the use of these developments. “Culture” pertains to the non- materialistic or the so-called ‘softer’ domains of life. In physical or materialist terms these domains and associated developments do not make any direct contribution to one’s living. But these indeed enrich and prosper the core of liveliness and fulfillment.
A comprehensive meaning of “Culture” is conveyed by Sanskrit translation of the word, viz., Sanskriti. “Sanskriti” literally means the knowledge and mode of refinement and holistic development of a human being. It is the inspirational energy, the motivating force, and expression of purity, beauty, creativity, and activity in life that elevates and expands the goodness, splendor, and serenity, indwelling everywhere, in everything. It is thus inherently associated with not only the creative expression of feelings and intrinsic talents but also with nurturing and elegant grooming of values, inner beauty, and emotional character of a human being. Therefore, the roots of sanskriti (culture in a comprehensive sense), lie in spirituality.
In “Bhartiya Sanskriti Kosh” (a Hindi treatise on Indian Culture) the scholarly author Shri Liladhar Sharma Parvatiya considers that the inherited culture of a society or nation is collective expression of its spirit, principles, and historic activities and achievements that nurture the elements of welfare of humankind. In his views sanskriti of a society or nation defines its ‘intrinsic personality’. The greater the virtues and values of (the members of) a society, the more evolved is its sanskriti.
The grandeur and purpose of culture (sanskriti) and its direct linkage with spirituality and comprehensive education is elegantly explained in Pandit Shriram Sharma Acharya’s treatises on related topics [1, 2] . Prof. Mahendra Sharma in “Bharitya Sanskriti Ke Moola Adhara” (Hindi book on Fundamentals Elements of Indian Culture) discusses sanskriti as an ensemble of principles and practices for refinement and ascent of people’s life towards a chosen high ideal. These aspects of relevance of sanskriti and spirituality in education need to be looked at in more detail. In a series of articles in some earlier issues of this magazine [3] we had reviewed the history of education, multiple traits of intellect, learning, and capacity-building, diverse thoughts and schools of education, formal and informal modes of education, role of education in socio- economic development, etc. Related reports and reviews on systems of basic and higher education were analyzed and views on multiple aspects of education were also sought from several students, parents, teachers/academicians, professionals. Based on these, we had presented a summary of different perspectives and possibilities of filling the gaps and future of education system.
In a nutshell, the study showed that education, as the modern world has understood and practiced it, is mostly associated with civilization. Its linkage with culture has been only peripheral — e.g. confined to ‘teaching’ music, fine- arts, performing arts, and textbooks on ‘moral education’, etc. It seems to have become mainly a key source of developing human beings into human resources for a civilized society.
In other words, by and large, “education” has been confined to what is termed in Sanskrit (and Hindi) as “Shiksha” (Ïikï3) and has often ignored the core of “Vidya” (Vidy3). Shiksha makes one aware of the worldly nature of life, renders information and knowledge of various disciplines of civilization, enables one to earn his/her living, and trains one to live ‘successfully’ in a civilized society and contribute to its development as per the prevalent norms. It nurtures analytical reasoning and/or creative talents, supports grooming and glazing of professional skills, and helps augment intellectual potentials, scholastic thinking, etc. Vidya cultivates moral values, inspires positive orientation of thoughts and emotions and helps virtuous development of character. It is thus naturally linked with
scientific spirituality [2, 4].
No doubt, shiksha is a crucial component of life. No words would be adequate to describe its importance. But it does not achieve the purpose unless it also teaches self-management under all circumstances and enables one to live a purposeful life with unconditional happiness and goals worth human dignity. It should therefore be complemented by vidya — which inculcates wisdom. Even a highly learned person could be ignorant without vidya. An ignorant person is akin to a strayed man, as he does not ‘see’ the precious goal and righteous path of life.
Multiple facets of culture (sanskriti), morality, and virtuous tendencies incorporated in vidya influence and develop the worldly and spiritual domains of life. So far, since the medieval times, this field of human development has largely remained neglected. This is because man has failed to understand the importance and necessity of this aspect of life. In one form or the other, education system (shiksha), existing today, barely serves the objective of teaching social behavior, making livelihood, meeting worldly necessities and acquiring comforts and materialistic success. But, we must remember that this alone is not adequate for a truly dignified, happy, and progressive life. In the absence of humane sensitivity and virtuous traits (good sanskars), in spite of attaining civility and sophistication, professional skills and extrovert intelligence, the emotional and deeper intelligence levels of a person remain crude and dormant.
Vidya bestows true knowledge (Gyan) of self and life and awakens wisdom. It is supposed to be the most precious treasure worth acquiring in human life. It is referred in ancient texts as a source of nectar (Amrit). However, its benefits accrue only when one attempts to use wisdom for discretion in actions and for development of virtuous qualities, character and personality to make the best use of one’s talents commensurate with cultural values and needs. Devoid of the light of good, corrupt thinking and immoral actions would make one undesirable in the society. Such a person, despite his high educational degrees and intellectual eminence, would become like a “wise devil” (Brahmarakïas). Our negligence of vidya in the education system has indeed resulted in such hazards. We can find ample examples of sharp intelligence, higher technological expertise, and professional skills these days cleverly being used in fraudulent practices, corruption, and even in devilish acts of terrorism.
Shouldn’t these experiences motivate us to rethink and reorient our conceptualization and approaches to education? People who care for the future of the coming generations, who strive to save the future of humanity, would largely agree that it is time we rediscover the lost roots of inherent linkage of education with sanskriti. It is time we realize the key role of vidya and make collective efforts to adopt it in our education system and continuous learning in different phases of life.
Swami Vivekanand had aptly described the holistic meaning of education when he said— we want that education by which characteris formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet. Eminent Jurist Mr. Nani Palkhiwala had also underlined the importance of enlightened understanding and character building in education. In his views —“Animals can be trained; only human beings can be educated. Education requires personal participation and transformation. It cannot be given to anyone; it must be inwardly appropriated”. Indeed, real purpose of education would be completely served only when it would incorporate both shiksha and vidya.
Mutual relevance and importance of education and culture are clearly reflected in Gilbert K. Chesterton’s remarks — “Education is simply the soul of a society as it passes from one generation to another”.
Our ancient educational system was formulated with such a holistic perspective. Its objective was not only to provide informative knowledge and skills about means of livelihood and their adequate use but at the same time, it helped in bringing about a positive progressive change in thoughts and actions of the disciples for natural resource-management, proper conduct, fulfillment of responsibilities, and progress with values. Most importantly, it also helped inculcating spirituality — self-awareness, self-refinement, emotional maturity, sensitivity, and awakening of discrete wisdom, inner peace, and unalloyed love and blissfulness.
Cultivation of awareness towards the inner- self and knowledge and experience of the real self (soul) and hence spirituality is essential for intellectual and emotional evolution. This is what leads to holistic development on all fronts of life. This is what would lead to the ultimate ideal goal of education (shiksha and vidya) and sanskriti. Holistic development of individuals would naturally lead to holistic development of the society, nation and the world as a whole.
References:
1. Acharya Shriram Sharma: Bhartoya Sanskriti Ke Âdharabhuta Tatva. Pt. Shriram Sharma Acharya Samagra Vangmaya Vol. 34. Akhand Jyoti Sansthan, Mathura. 1995
2. Acharya Shriram Sharma: Ïikïa Evam Vidya. Pt. Shriram Sharma Acharya Samagra Vangmaya Vol. 49. Akhand Jyoti Sansthan, Mathura. 1995
3. Pandya P. and Shambhudass (editors): Articles on Education in Akhand Jyoti – The Light Divine. Vol.13 (Issues 1-6). Akhand Jyoti Sansthan, Mathura. 2015
4. Pandya P. (editor): Pioneers of Scientific Spirituality. Sri Ved Mata Gayatri Trust, Shantikunj, Haridwar. 2009
Existence and expression of human life is incomplete without culture and education. However, it looks like that today’s intellectually
advanced and civilized society is living with partial or even wrong interpretation and implementation of these foundational elements
of progressive life. Perhaps this is the reason why the enormity of materialistic development too has kept us deprived of its very goal — prosperity and progress with happiness and peace. Not only that, this incompleteness has led the modern civilization towards lacunae, disparity, uncertainty and risks in several respects. There is a need for thorough review and rectification. Let us discuss some key aspects in this regard.
To many of us, the supposedly cultured and educated people, the word “Culture” implies —music, dance, other art forms, and traditional customs, etc, and “Education” is confined to — learning and skill development at some school/ educational and training centre/institute. No doubt, all these are integral facets of culture and education and essential components of development. However, focusing only on these is like attempting to nourish only the branches and leafs of a tree while ignoring its roots hidden deep beneath the soil.
According to some linguistic experts, the word “Culture” derives from the Latin “colere” which means to tend to the earth and grow, or cultivate and nurture; it shares its etymology with a number of other words related to actively fostering growth. The simple dictionary meaning of the word “Culture” is often described as the ideas, customs, and social behavior of a particular group of people or a society. A more expanded definition of culture scripted by some savants is — shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. But these scholarly definitions and practical interpretations leave several issues unaddressed, such as — how is this ‘learning through socialization’ different from ‘influence of social ambience’? “Learning” implies ‘improvement’ in some way, so “is there a definition of culture associated with some improvement”? “What is the purpose of culture? Why it should characterize a ‘society’ or nation? How is it different from “Civilization”?
The prominence of “civilization” seems to have overshadowed the meaning and purpose of “culture” in current trends of life. We must note that “civilization” deals with development on ‘materialistic’ fronts of life and the systems and disciplines like sociology, civics, economics, politics, etc, associated with the use of these developments. “Culture” pertains to the non- materialistic or the so-called ‘softer’ domains of life. In physical or materialist terms these domains and associated developments do not make any direct contribution to one’s living. But these indeed enrich and prosper the core of liveliness and fulfillment.
A comprehensive meaning of “Culture” is conveyed by Sanskrit translation of the word, viz., Sanskriti. “Sanskriti” literally means the knowledge and mode of refinement and holistic development of a human being. It is the inspirational energy, the motivating force, and expression of purity, beauty, creativity, and activity in life that elevates and expands the goodness, splendor, and serenity, indwelling everywhere, in everything. It is thus inherently associated with not only the creative expression of feelings and intrinsic talents but also with nurturing and elegant grooming of values, inner beauty, and emotional character of a human being. Therefore, the roots of sanskriti (culture in a comprehensive sense), lie in spirituality.
In “Bhartiya Sanskriti Kosh” (a Hindi treatise on Indian Culture) the scholarly author Shri Liladhar Sharma Parvatiya considers that the inherited culture of a society or nation is collective expression of its spirit, principles, and historic activities and achievements that nurture the elements of welfare of humankind. In his views sanskriti of a society or nation defines its ‘intrinsic personality’. The greater the virtues and values of (the members of) a society, the more evolved is its sanskriti.
The grandeur and purpose of culture (sanskriti) and its direct linkage with spirituality and comprehensive education is elegantly explained in Pandit Shriram Sharma Acharya’s treatises on related topics [1, 2] . Prof. Mahendra Sharma in “Bharitya Sanskriti Ke Moola Adhara” (Hindi book on Fundamentals Elements of Indian Culture) discusses sanskriti as an ensemble of principles and practices for refinement and ascent of people’s life towards a chosen high ideal. These aspects of relevance of sanskriti and spirituality in education need to be looked at in more detail. In a series of articles in some earlier issues of this magazine [3] we had reviewed the history of education, multiple traits of intellect, learning, and capacity-building, diverse thoughts and schools of education, formal and informal modes of education, role of education in socio- economic development, etc. Related reports and reviews on systems of basic and higher education were analyzed and views on multiple aspects of education were also sought from several students, parents, teachers/academicians, professionals. Based on these, we had presented a summary of different perspectives and possibilities of filling the gaps and future of education system.
In a nutshell, the study showed that education, as the modern world has understood and practiced it, is mostly associated with civilization. Its linkage with culture has been only peripheral — e.g. confined to ‘teaching’ music, fine- arts, performing arts, and textbooks on ‘moral education’, etc. It seems to have become mainly a key source of developing human beings into human resources for a civilized society.
In other words, by and large, “education” has been confined to what is termed in Sanskrit (and Hindi) as “Shiksha” (Ïikï3) and has often ignored the core of “Vidya” (Vidy3). Shiksha makes one aware of the worldly nature of life, renders information and knowledge of various disciplines of civilization, enables one to earn his/her living, and trains one to live ‘successfully’ in a civilized society and contribute to its development as per the prevalent norms. It nurtures analytical reasoning and/or creative talents, supports grooming and glazing of professional skills, and helps augment intellectual potentials, scholastic thinking, etc. Vidya cultivates moral values, inspires positive orientation of thoughts and emotions and helps virtuous development of character. It is thus naturally linked with
scientific spirituality [2, 4].
No doubt, shiksha is a crucial component of life. No words would be adequate to describe its importance. But it does not achieve the purpose unless it also teaches self-management under all circumstances and enables one to live a purposeful life with unconditional happiness and goals worth human dignity. It should therefore be complemented by vidya — which inculcates wisdom. Even a highly learned person could be ignorant without vidya. An ignorant person is akin to a strayed man, as he does not ‘see’ the precious goal and righteous path of life.
Multiple facets of culture (sanskriti), morality, and virtuous tendencies incorporated in vidya influence and develop the worldly and spiritual domains of life. So far, since the medieval times, this field of human development has largely remained neglected. This is because man has failed to understand the importance and necessity of this aspect of life. In one form or the other, education system (shiksha), existing today, barely serves the objective of teaching social behavior, making livelihood, meeting worldly necessities and acquiring comforts and materialistic success. But, we must remember that this alone is not adequate for a truly dignified, happy, and progressive life. In the absence of humane sensitivity and virtuous traits (good sanskars), in spite of attaining civility and sophistication, professional skills and extrovert intelligence, the emotional and deeper intelligence levels of a person remain crude and dormant.
Vidya bestows true knowledge (Gyan) of self and life and awakens wisdom. It is supposed to be the most precious treasure worth acquiring in human life. It is referred in ancient texts as a source of nectar (Amrit). However, its benefits accrue only when one attempts to use wisdom for discretion in actions and for development of virtuous qualities, character and personality to make the best use of one’s talents commensurate with cultural values and needs. Devoid of the light of good, corrupt thinking and immoral actions would make one undesirable in the society. Such a person, despite his high educational degrees and intellectual eminence, would become like a “wise devil” (Brahmarakïas). Our negligence of vidya in the education system has indeed resulted in such hazards. We can find ample examples of sharp intelligence, higher technological expertise, and professional skills these days cleverly being used in fraudulent practices, corruption, and even in devilish acts of terrorism.
Shouldn’t these experiences motivate us to rethink and reorient our conceptualization and approaches to education? People who care for the future of the coming generations, who strive to save the future of humanity, would largely agree that it is time we rediscover the lost roots of inherent linkage of education with sanskriti. It is time we realize the key role of vidya and make collective efforts to adopt it in our education system and continuous learning in different phases of life.
Swami Vivekanand had aptly described the holistic meaning of education when he said— we want that education by which characteris formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet. Eminent Jurist Mr. Nani Palkhiwala had also underlined the importance of enlightened understanding and character building in education. In his views —“Animals can be trained; only human beings can be educated. Education requires personal participation and transformation. It cannot be given to anyone; it must be inwardly appropriated”. Indeed, real purpose of education would be completely served only when it would incorporate both shiksha and vidya.
Mutual relevance and importance of education and culture are clearly reflected in Gilbert K. Chesterton’s remarks — “Education is simply the soul of a society as it passes from one generation to another”.
Our ancient educational system was formulated with such a holistic perspective. Its objective was not only to provide informative knowledge and skills about means of livelihood and their adequate use but at the same time, it helped in bringing about a positive progressive change in thoughts and actions of the disciples for natural resource-management, proper conduct, fulfillment of responsibilities, and progress with values. Most importantly, it also helped inculcating spirituality — self-awareness, self-refinement, emotional maturity, sensitivity, and awakening of discrete wisdom, inner peace, and unalloyed love and blissfulness.
Cultivation of awareness towards the inner- self and knowledge and experience of the real self (soul) and hence spirituality is essential for intellectual and emotional evolution. This is what leads to holistic development on all fronts of life. This is what would lead to the ultimate ideal goal of education (shiksha and vidya) and sanskriti. Holistic development of individuals would naturally lead to holistic development of the society, nation and the world as a whole.
References:
1. Acharya Shriram Sharma: Bhartoya Sanskriti Ke Âdharabhuta Tatva. Pt. Shriram Sharma Acharya Samagra Vangmaya Vol. 34. Akhand Jyoti Sansthan, Mathura. 1995
2. Acharya Shriram Sharma: Ïikïa Evam Vidya. Pt. Shriram Sharma Acharya Samagra Vangmaya Vol. 49. Akhand Jyoti Sansthan, Mathura. 1995
3. Pandya P. and Shambhudass (editors): Articles on Education in Akhand Jyoti – The Light Divine. Vol.13 (Issues 1-6). Akhand Jyoti Sansthan, Mathura. 2015
4. Pandya P. (editor): Pioneers of Scientific Spirituality. Sri Ved Mata Gayatri Trust, Shantikunj, Haridwar. 2009
