Introduction
Sri Aurobindo-a nationalist, philosopher, and seer of the future who envisioned the evolution of humanity beyond its current limitations-first spoke about Indian National Education in 1910 through his writings in the weekly journal Karma Yogin, published in pre-independent India. In his deliberations, he emphasised that acquiring various kinds of information is only one aspect and not the chief necessity of education. The central aim, according to him, is the building of the powers of the human mind and spirit. True education, he asserted, should never lose sight of man's highest object: the awakening and development of his true-self. The Indian school education system is indeed at a critical juncture; where there is an urgent need to equip its burgeoning youth population with the essential skills, competencies, and values to face the challenges of the 21st century. Traditional education, which has leaned heavily on rote learning and theoretical knowledge, has served past generations but is now insufficient in equipping students for the complexities and dynamism of the modern world. The urgent need is for a paradigm shift towards an educational model that is competency-based, value-oriented, and child-centred. This approach emphasises holistic development, critical thinking, creativity, and praction skills, where learners are not only academically competent but also socialis responsible and adaptable to change. Such a transformation is crucial for future citizens to be empowered and ready to contribute meaningfully its Interconnected, rapidly changing, global landscape. We are now witnessing the unavoidable impact of globalisation ad impact has often focused on materialistic ideals, imposing substantial expectations on future generations. They are consistently expected technological progress, even in the education sector. This two-pronged Furthermore, the inescapable intrusion of generative Al in the education to refine their abilities and aim for mastery in their chosen domains personalised learning experiences, automating routine tasks, and offering real-time feedback. However, it is crucial that we ensure the integration of Al catalyses the entire learning process and acts as a springboard to reach newer heights, fostering critical thinking, creativity, and ethical values, As per the latest reports, India's school education system currently serves approximately 270 million students studying in about 1.6 million schools, supported by nearly 10 million teachers. The system comprises a significant proportion of government schools alongside private institutions, reflecting a vast and diverse educational landscape. By adopting an education system founded on the principles of Integral Education, India can transform its education system and empower its youth to become the architects of the future through a value-based education system that plays a critical role in unlocking their potential. If the true aim of education is to develop an individual in all his five dimensions-physical, vital, mental, psychic, and spiritual-culminating in the union of our true-self with the higher-Self; what stands before us are the questions: Is our current education system effective enough to impart this true education and equip our children with a new consciousness and prepare them for the future; Will it be able to bring out their inner potential? The answer is a clear NO.
About The Book
This book is a call to action for educators devoted to nurturing children so they blossom in accordance with their true nature and grow integrally. It invites teachers to transform classrooms into joyful spaces of discovery, innovation, creativity, and self-exploration, while promoting a transformative approach to education in which learning transcends conventional boundaries. The book incorporates the recommendations of NEP 2020 and integrates the age-wise learning outcomes of NCERT
About The Author
Dr. Ajit Sabnis, embodies a distinctive combination of technical proficiency and educational insight. A postgraduate from IIT Madras with a doctorate in Sustainability, he blends over four decades of technical excellence with a deep commitment to integral education. He pioneered a unique sustainability algorithm while mentoring schools and engaging with students and educators for more than two decades. An ardent traveller. avid reader, and speaker at national and international fora, he is also the recipient of a national award for Best Editor of a reference journal. Dr. Sabnis is a Member-Executive of the Sri Aurobindo Society, leading its initiatives in Karnataka and serving as Chairman of Auro Schools in Bangalore. He has conducted several capacity-building programmes for teachers in integral education, values-based learning, and teacher empowerment. He is currently ocusing on establishing a National Teachers' Training Academy in Bangalore.
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