Education Of Future - Book Summary

Here's a comprehensive summary of the Jain text "Education of the Future" by Hemant Shah, based on the provided PDF pages:

Overall Thesis: The text argues that traditional education, focused solely on acquiring information and skills for livelihood, is insufficient for the future. It advocates for a transformative approach that emphasizes inner development, spiritual growth, and the cultivation of wisdom and values to address humanity's current crisis and prepare for an evolutionary leap.

I. Introduction:

Quoting Dr. S. Radhakrishnan, the text highlights the ancient Indian and Greek emphasis on education's role in cultivating human virtues, kindness, sensitivity to human needs, intellectual freedom, and individual integrity.
It acknowledges the advancements brought by science and technology but points out a contradiction: while material life improves, humanity's deepest aspirations for perfection and truth remain unfulfilled, suggesting a need for spiritual unveiling.

II. Education: Then and Now:

Historically, society was static, with occupations passed down through generations, until the 15th century.
The 17th century marked an "Enlightenment" period in Europe, characterized by a belief in progress, intellectual activity, and a focus on sciences.
The Age of Reason and revolutions brought political equality but also led science to abandon its pursuit of "truth," focusing instead on utility and efficiency.
While scientific and technological progress has led to improved living standards (e.g., abolition of slavery, better working conditions), human nature, marked by egoism, greed, and lust for material wealth, has not significantly changed.
The text cites American writers expressing a sense of emptiness, boredom, and powerlessness in the face of internal human dilemmas despite external achievements.
Sri Aurobindo is quoted, suggesting humanity is at a "crucial moment" of evolution, with the present crises indicating a necessary breakdown of the old to make way for a new type of being.

III. Education: An Indian Approach:

Drawing from the Vedas and Upanishads, the text defines education as the "manifestation of the perfection already in man." Knowledge is seen as inherent, not something acquired from outside. The meaning of "education" is to "educe" or bring forth this inner potential.
The dual aims of education are identified: developing good citizens for a healthy society (collective aspect) and fostering individual growth (individual aspect).
Beyond superficial aims, the deeper aim, according to Indian philosophy, is to know and work for the manifestation of the "Divine Reality."
The fundamental need of future education is questioned: Is it merely to create efficient social beings, or to create a "new Man" who transcends the limitations of mental consciousness and can lead humanity towards evolutionary fulfillment?
This necessitates an understanding of humanity's evolutionary predicament and the role of education in realizing higher terrestrial evolution.
Key Indian Philosophy Paradigm for the Future:
- Man is a transitional being, and rationalized mental consciousness is not the final stage.
- Nature is preparing humanity for an evolutionary leap towards "supramental consciousness" (free from mental limitations).
- This higher evolution requires a "new science and technology of Consciousness or Yoga."
- Education based on the science of Yoga, rather than economics or material sciences, will spearhead this evolution. Future educational technology will stem from understanding "levels of Consciousness."

IV. Intuition and Intuitional Knowledge:

The text emphasizes the importance of cultivating intuition to prepare for the future.
Intuition is presented as the "first teacher," often veiled behind mental operations, bringing "brilliant messages from the Unknown." Reason then tries to profit from this insight.
Intuition points to something "behind and beyond" our known experience, driving us to formulate concepts of God, immortality, etc.
The Vedas distinguish between "lower knowledge" (intellectual understanding) and a "higher knowledge" which is "vision" and "over-standing."

V. Education of the Future:

Future Technological Landscape: Thinkers envision individuals having personal computing devices for news and information. The workforce will shift from production to services, with a greater focus on cultural pursuits, recreation, and knowledge expansion.
Creating a Golden Future: The future should be actively created by humanity. It envisions a "new age, new way of life, new education... the new man" who is free from miseries, jealousies, wars, and destructive tendencies. This new man will live according to "passionate intuitions." The "new man" is described as unconditioned, free from national or religious discrimination, representing "one humanity."
Critique of Present Education: Current education is deemed insufficient, incomplete, and superficial, primarily focused on earning a livelihood. It prioritizes examinations over the present, creates emptiness, replaces creativity with cramming, and is driven by competition. Education is becoming commercialized, with the missionary spirit overshadowed by professionalism. The joy of learning is lost in rigid structures, and it remains theoretical, detached from reality and life itself, serving degrees rather than true development.
Addressing Future Challenges: Education must be effective and relevant to address challenges like technological advances, military threats, inequalities, family breakdown, erosion of values, population explosion, and environmental damage. Prioritizing children's education is crucial for shaping a promising future.
Mind and Spirit: There's a connection between the human mind and the universe's spirit. Education should "tidy up our minds," impart a bent of mind, an attitude of reason, and a spirit of democracy for responsible citizenship.
Vital Change and Spiritual Education: A "vital change" and a new approach to education are needed for a golden future. Man is a moral agent with a spiritual dimension. Sri Aurobindo's view of an evolutionary crisis and the need for a "new man" draws educators back to spiritual education.
- Osho's Five Dimensions of Education:
  1. Informative
  2. Scientific Inquiry
  3. Art of Living
  4. Art and Creativity
  5. Art of Dying (meditation for awareness of eternal life)
- This "whole education" is currently missing, necessitating transformation.
National Identity and Global Comprehension: The best education involves teaching children about their country's true nature, mission, and place in the world, alongside a broad understanding of other nations without imitation.
UNESCO's Pillars of Education: The Delors report emphasizes the socio-cultural and ethical dimensions of growing interdependence.
- Four Pillars: i. Learning to Know ii. Learning to Do iii. Learning to Live Together (greatest emphasis: developing understanding of others, managing conflicts peacefully) iv. Learning to Be (supported by the other three)

VI. Conclusion:

To prepare for the future, we must shed racial pride, religious intolerance, and the lust for power. Civilizations are built on values, not just machines.
The driving force comes from within. Progress depends on intellectual creativity and moral qualities like gentleness and compassion.
Education must instill these moral qualities. Stifling the spirit leads to societal breakdown.
Discipline from religion and philosophy, value education, study of classics, meditation, and comparative religions can foster genuine love for mankind and preserve intellectual integrity.
India's tradition of reverence for life and suffering, and the pursuit of a "great cause" or "supreme purpose," should be instilled in children.
The essence of "Education of the Future" is a specific attitude towards the child (for the teacher) and a way of living, growing, and progressing (for the child).
The ultimate goal is not brilliant students, but "living souls."

In essence, "Education of the Future" calls for a paradigm shift from knowledge acquisition to wisdom cultivation, emphasizing spiritual and ethical development to prepare individuals and humanity for a more evolved and harmonious existence.