Vigyan ( Science of Living ) :
Building of a Spiritual cum Scientific Personality
Dimensions of Education
Resolve to build a healthy Society
Practices of Jeevan-Vigyan
Man : New World By: Acharya Mahapragya
Man has been progressively developing ever since the earliest times.
There are three developmental dispositions in him : jigyasa (desire
to know, inquire, investigate), Bubhusha (desire to be or become
anything), and chikirsha (desire to make or do or perform).
Man has jigyasa. At times he wants to discover new facts.
He has chikirsha. He wants to do something.
wants to remake himself, wants to become something. These three
dispositions have helped the various stages of development. Today
development has reached a very high stage for which education has
been chiefly instrumental.
has been the chief determinant of all development. The basic means
of education is practice. Nowadays we have forgotten this basic
meaning. Today by education we mean studying. Now practice is of
two kinds : that meant for acquiring and that meant for properly
using. Acquiring or knowing is also proper education but it is not
all of education. Putting to proper use what one has acquired or
learnt is an important part of education. These sequential stages
are as true of religious education as of mental education.
religion is repeatedly faced with the question : Why is it not being
A man went to a hermit and asked him, "Why is religion so ineffective
The Hermit asked :"How far is the King's palace from here?"
The man answered :"Two hundred miles."
"Do you know it ?"
"Yes I do"
"Have you actually got here?"
"How could I? I am right here. I can't get there unless I go
At this point the hermit said : "Now you've got the answer
to your question. You know the Kings palace but you can't get there
unless you proceed in the right direction. The same is true of religion
also. People do know what religion is but unless they act accordingly
to its precepts - unless they advance towards it - religion will
have no effect on them."
is an analogous story of great significance. A disciple went
to his guru and said : "Gurudev ! Since times immemorial
people have been trying to know why religion proves ineffective.
The same question is troubling my mind today."The
Guru knew the trends of the times. He said, "My son, go
and bring a pitcher full of liquor."
The disciple was amazed to hear the word liquor. He wondered
what sort of demand it was. The guru and liquor! He was nonplussed.
Guru repeated himself :"Whats the matter? Go and bring a pitcher
full of liquor."
disciple went away and returned with a pitcher brimming over with
liquor. Placing it before the guru he said : "I've obeyed your
The Guru remarked : "Drink all of it."
The disciple was amazed.
Guru said : Be careful. You have to take the liquor without swallowing
it, you have to spit the liquor out."
disciple began the exercise. He would take a mouthful of liquor
and would at once spit it out. It did not take long for the pitcher
to be empty. He went to the guru and informed him : "Gurudev,
the pitcher is empty."
"Did you get drunk or not?" the Guru asked him.
"Not in the least guru."
"You say you have emptied a whole pitcher of liquor and not got drunk."
"Gurudev how could I get drunk when not a drop went down my throat?"
The guru said : "You have yourself answered the question asked
earlier to you."
" Don't understand you."
People practicing a religion never internalize it. They do it superficially.
IN a manner of speaking they never take it down to their throats
but just spit it out. How then can religion have any impact on them?
How can it intoxicate them?"
is proving ineffective these days as its process remains incomplete.
The full process requires that on acquire it first and then put
it to use, try it out in life. Know and experiment. But today the
later part - using, experimenting - has been all but forgotten.
was asked :"How can one control one's mind?"
He replied :"In two ways : Practice and freedom from all worldly
Likewise Arjun asked Lord Krishna : "How can the mind be controlled?"
Krishna gave the same answer and said :"Parth, the mind can
be controlled by practice and freedom from all worldly desires."
the present we have given up practice-oriented education and have
retained education confined to merely acquiring knowledge. This
has lamed it and therefore it is not yielding the desired results.
As we have seen, all three dispositions of man - jigyasa, bubhusha
and chikirsha - are mediated by education. All three are helped
by education. In other words the skill of doing something, the courage
to change and become something and the ability to know and acquire
something are the gifts of education. We should also know the respective
scope of jigyasa, bubhusha and chikirsha. The temporal and spatial
context of these are also worthy of consideration, since no thorough
investigation into anything is possible in the absence of their
are four dimensions of education : Bodily development, mental development,
intellectual development and emotional development. Between them
these four encompass everything related to the individuals development.
IN the is context let us now consider the great present education
- its successive stages and its methodology. It does not sound appropriate
to call the present education system faulty. Anything operational
is successful. If we want to examine the god and bad points of a
thing, we will have to think of its results and achievements. Looking
to the results of modern education, it cannot be said that its results
are useless. The results we are getting are related to the type
of education being given. It is producing good doctors, good engineers,
lawyers, teachers - all of them expert in their respective fields.
How can we say that the education field is faulty? When its achievements
are combinable, how can we say that the education system is not
good? This raises the problem - What after all is not good?
system of education is not a balanced one. In a balanced system
of education all the four dimensions of the personality develop
in a balanced manner. The body, the mind, the intellect and the
emotions have all to be developed. Modern education stresses only
two of these four dimensions, the physical and the intellectual.
The other two are neglected. As a result, while there has been a
considerable development of the body and the intellect, mental and
emotional development has been lagging behind. It has created an
imbalance. Let us have a look at the achievements of this unbalanced
system of education.
Today the educational institutions are facing many problems which
are far too many in the case of colleges and universities than in
that of primary schools. The problems grow intractable with the
increase in intellectual development. How can we under these circumstances
expect that the students to be disciplined? Educational institutions,
the family, the society all expect the students to be disciplined
bad that they should have a good character. We want education to
develop character discipline, restraint, and toleration.Somehow
this is not happening. Modern education has nothing to offer for
the students mental and emotional development. Our schools are full
of teachers of physical exercise and yogic postures as well as of
those who dole out enormous quantities of materials for intellectual
development, but they have hardly anyone who can take care of the
students mental and emotional development. The Government is not
in the least worried about it, nor does the present system of education
offer any method for solving the problem. We want to reap fruits
without sowing the seeds and blame the system of education for everything.
How surprising ! It is a clear indication of topsy turviness.
What is happening today is that desirous of seeing due importance
given to the character of building and to discipline, but finding
both neglected in practice, man feels relieved by laying all the
blame on the system of education. He forgets that it is in vain
to seek the effect when the cause is absent.
The Science of Living visualizes a balanced system of education.
In fact Science of Living and Balanced system of education are being
used synonymously. And the word balanced is meant equal importance
given to bodily and intellectual development on the other. It alone
can make education balanced.
What are the facts involved in a balanced education?
The first fact is a balanced vital force (pran dhara). The development
and balance of the vital force is essential for mental and emotional
development. It courses through two vessels - idaa (a tubular vessel
- one of the principle channels of the vital spirit, that which
is on the right side of the body) and pingala (the right of three
tubular vessels which are the chief passages of air and breath).
These names belong to Yoga philosophy. IN modern philosophical terms
they are called parasympathetic Nervous System respectively. Unless
these two flows of the of the vital breath (pran) are balanced,
we cannot realize the ideal of the type of student we cherish. If
the right course of the vital breath is hyperactive, the tendency
to indulge in insolent and irresponsible behaviour as well as vandalism
is roused. If on the other hand the left course of the vital breath
is hyperactive, the individual suffers from inferiority, fear and
weakness. A balance between the tow courses is vital for a balanced
development of personality.
medical science has established the truth that it is the left lobe
of the human brain that is connected with all learning activities.
Logic, mathematics and language are all related to the left lobe.
Though scientists do not know everything about the brain, it has
been proved that whereas the left lobe is responsible for the development
of the intellect and of knowledge, it is the right lobe that determines
spirituality, inner consciousness and all mental attitudes.
modern malady lies in a disaproportopnate growth of the left lobe
at the cost of its right counterpart. Otherwise over development
of on and retardation of another has created a serious imbalance.
second fact involve in the Science of Living is the establishment
of a biological balance.
third is creating faith in one's own competence. Man is unaware
of his potentialities. From the point of view of philosophy infinite
knowledge , power and joy inhere in man. Modern science reiterates
the same hoary truth.
time back a technique of super learning was developed by Dr. Lopnov.
It is based on applying the principle of man's limitless capacity
to learn. By applying it he made a pupil learn a thousand of words
even though at first the latter was reluctant to learn even five
to ten words.
has proved that of his infinite potentialities man hardly uses five
to ten percent. He who uses ten percent becomes great.
th e Science of Living students have got to be made aware of their
limitless competence and they have to be further made aware that
it lies in their power to activate it.
faith is a great achievement. The great historian Tounbee says that
we face two questions concerning faith and bread. Faith without
bread and bread without faith can both prove dangerous for us. We
need both bread and faith. Again a balanced outlook is called for.
fourth fact involved in the Science of Living is refinement, which
has three forms : refinement of outlook, behaviour and feelings.
Nations have risen and fallen according as these three refinements
have been present or absent. Right outlook, right behaviour and
right feelings are basic to all progress.
Science of Living will have it as on of its important functions
to effect these refinements in the students.
it will not be out of place to ask : What causes our outlook, behaviour
and feelings to be vitiated? For this it is necessary to know who
or what the controller is. Scientific investigations have revealed
that they are controlled by the hypothalamus and the endocrine glands,
specifically the pineal and the pituitary glands and the adrenal
gland as affected by these two. We have to concentrate on the Hypothalamus
first, which will refine the secretions of the endocrine glands
and this in turn will refine our outlook, behaviour and feelings.
is true that man's outlook, behaviour and feelings are affected
by outer circumstances also. but their influence is secondary to
that of the secretions of the endocrine glands. While circumstances
can be regarded as the instrumental cause, the secretions can be
regarded as the material cause. The latter is more important than
the former. An analogy might help. IN the case of an earthen pitcher,
clay is the material cause and the potter and the wheel constitute
the instrumental cause. While the latter is important, the former
is much more so at the time the pitcher is being made.
effect refinement is one of the functions of the Science of Living.
We must be convinced that if is desirable. We see progression everywhere
in the world. If we observe any stage of change we will notice progression
there. On that basis we can talk of the final stage. There can be
nothing final where there is no progression. Indian philosophy has
reflected on every element in the context of progression.
every field we can observe different kinds of progression. We have
to size the point where refinement can be effective.
a child first joins school he brings with him a certain state of
progression. Education should bring about refinement in him. It
is not our contention that Preksha Meditation alone can bring it
about. What we are stressing is the need for effecting refinement.
the human mind feels the need for refinement, the feeling itself
is the outcome of the process of refinement. In this sense the system
of education must give utmost importance to the refinement of the
thus the science of Living :
The balance of the vital force
2. Establishment of biological balance
3. Rousing faith in the individual's potentialities
this will yield results of four kinds :
2. Intellectual development
3. Mental development
4. Emotional development