‘A collective & collaborative process is the need of hour’
The term ‘education’ has expanded and transformed in the 21st century to include the science of upbringing and nurturing which requires micro- and macro-influence. In today’s socio-digital era, educational spaces have transcended beyond classrooms. Undoubtedly, digital technologies are an integral part of the learner’s life as they can be effectively employed to simulate and enrich the students’ learning environment.
Digital aids may, furthermore, be used to keep the attention of the Gen-Z students with ‘clip thinking’ riveted but have we ever considered what our vision is for the future generations? Do we want our industrialists to decide what education must cater to? Vedic sciences include yoga, cosmology, astrology, space research, planets and galaxies, medicine and surgery, ayurveda, environmental science, metallurgy and several other studies, without the use of modern day technology.
MIT School of Vedic Sciences believes that ‘if the fundamental, holistic and value based on subjective Vedic knowledge with sensible economic utility could be integrated to form a curriculum, it would be the right direction for the human society’s overall welfare’. Germany’s interest in Sanskrit, Hindi and its other theosophical obsessions is not without a reason. The focus of the ancient scriptures and texts was on the development of character (charitra), health (swasthya), wealth (ann-dhan) and strength (bal), which is a holistic approach.
Productive mental activity manifested by right knowledge garners satisfaction. Technology can only serve as a medium to pique the curiosity but the quest for knowledge can only be quenched with the inherent search for knowledge, the absence of which can now be observed predominantly due to readily available answers and distractions. It is now time for all of us to introspect about what we really want for our children. A collective and collaborative process in which educators, policy makers, researchers and scientists must spend time for deciding the outcomes, is the need of the hour.
We must realize that years of experience can’t be dismissed as ‘ancient texts with no relevance’. Scholars with knowledge of deciphering all the ancient texts should be included in the panel which would design a curriculum framework or the education policy. The curriculum must include Vedic sciences for reshaping a better future guided by the knowledge locked in our ancient texts.
Social, communicative and life competencies are pivotal in the success of every individual as no human is an isolated unit. A positive and immersive learning experience can indeed be imparted by a teacher who sets a positive spiritual environment using didactics which include developing motivating methods and technologies of education charted by a well-planned NEP and curriculum.
Although teachers have diametrically diverse opinions, ranging from conservative to radically changing the process of education, an ambivalent approach wherein a mixed approach of traditional to innovative must be adopted to make the process enriching. Educators must adopt a deep approach that would promote knowledge synthesis and transformation, self-regulated learning, active epistemology, realistic and relatable views, holistic and healthy development, and creative thinking. But what is the most effective approach?
Priya Mohan is the PGT of English, Seth Anandram Jaipuria School, Ghaziabad. Views expressed are personal.