My
FREE SA
Jayram Daya
My Front for Radical Educational Empowerment of South Africans
“A lazy and
lethargic nation will always be a slave.” It hurts our souls when we had to
refer to our country, South Africa.
The South
Africans have cultural and an economic problem which produces the extreme in
its population growth. We have the undernourished and the obese where both are
liabilities of the nation. From my blog on the post ‘National Education Theory of Sri
Aurobindo’ Note 6 is of prime importance. Physical
training/education is the basic requirement that will produce the required
citizens of this nation and we need to investigate its placement in our
education system.
Note 6; to achieve the objective of a practical educational system few criteria from the theses of Sri Aurobindo
Physical
training/education
Vital training/education - the training of the vital organs i.e. the
sense-organs
Mental training/education
Psychic training/education
Supramental training/education (Supramental ; beyond or somehow above
normal thought)
Physical
education, also known as Physical Ed., PE and known in many Commonwealth
countries as physical training or PT, is an educational course related to
maintaining the human body through physical exercises (i.e. calisthenics). ...
Physical Education programs vary all over the world.
Western
or the European system describes it with 5 purposes of physical education.
The main
purpose of health and wellbeing within Curriculum for excellence is to develop
the knowledge and understanding, skills, capabilities, and attributes necessary
for mental, emotional, social and physical wellbeing now and in the future.
Then what is
the main purpose of physical education? Physical Education is "education
through the physical." It aims to develop students' physical competence
and knowledge of movement and safety, and their ability to use these to perform
in a wide range of activities associated with the development of an active and
healthy lifestyle.
Do you think
that we have successfully integrated this into our curriculum? If the answer is
no then can we revise the system with a user- friendly and interesting system
to get all learners participating with lots of enthusiasm?
India
has an educational system for thousands of years incorporating “Physical
Education’ with many benefits that gave the world a Vedic civilization of more
then 15,000 years full of knowledge, philosophy, science, culture and other
incredible values. It would be interesting to copy a few of its systems integrating
with the South African culture with a rewarding outcome. One important subject
is Yoga which has been identified in the western world with its benefit hence
South Africa should also take on Yoga as a subject for training the learners
from an early age.
Highlighting
some of the most important aspects of education in the thesis written by Dr.
Debashri R Banerjee on “Physical education” which has many connotations with
South Africa.
Read the
following highlight that I feel is of importance without a prejudice to
religious associations.
Note 9; a good introduction with facts relating to
the country (replace India with South Africa and get inspired by the last
sentence “and
by making them physically fit and mentally strong our beloved country could be
uplifted towards glorifying itself.”
Note 10; the views on Knowledge and education as
described by Sri Aurobindo, Tagore, Swami Vivekananda’s and Gandhi make an
interesting read as they were the great thinkers of India.
Note 11; Stimulating consciousness will finally bring
wisdom and that’s what is desired from the African nation. A good education
will produce great thinkers for our country in the future.
Note 12; recommendation of Physical education by Sri Aurobindo, Tagore, Swami
Vivekananda’s and Gandhi identify their importance in one way or another.
Note 13;
clarification of several steps
necessary for the attainment of physical education, read
in the theses
Note 14;
copy from the theses below Now the question is –
how could this be done? In its answer, The Mother, as following Sri Aurobindo,
mentioned the usefulness of food, control of desires, ban of punishment,
formation of hygienic habits, exercises of muscles, and most of all need of
sleep etc in the physical training procedure separately. In brief,
Sleep = to terminate fatigues of the body via
the process of rest and relaxation; and to revive dull veins of Brain;
Food = to revitalize the body and help also
in its growth to be balanced in nature;
Control of desires = ‘control of palates’
stands for control over our desire of taking food; while ‘control over desire’
stands for every kind of restriction over bodily pleasures, whether taken in a
broad or brief sense;
Ban of punishment = it merely stands for
restricting physical punishment, helpful enough to grow fear in him;
Formation of hygiene = it seems essential
for the child’s proper physical development;
Muscular exercises = necessary to make the
body grow properly and to remove any type of bodily pain; etc. Hence –
Physical education = sleep + food +
hygienic habits + physical exercises + ban of punishment + control over desires
Note 15; At last, we can conclude with such a high note that, at
some days India (replace
India with South Africa) would be the best- desired conclusion that will
finally, inspire you and the fellow South Africans.
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Physical
Education: In the Light of Aurobindo & Contemporaries
Debashri Banerjee
[Lecturer in Philosophy,
Chatra Ramai Pandit Mahavidyalaya,
P.O. Darapur,
Bankura]
Note 9; ‘Physical Education’ generally denotes the common physical
trainings we receive from our educational institutions. But in the point of
view of Indian educational philosophers, its arena appears quite vast in
nature. It seems, according to them, not only a means of attaining physical
fitness, but also to develop the feeling of brotherhood and humanity among
Indian masses. Here we can quote Sri Aurobindo – ‘In their more superficial
aspect they appear merely as games and amusements which people take up for the
entertainment or as a field for the outlet of the body’s energy and natural
instinct of activity or for a means of the development and maintenance of the
health and strength of the body; but they are or can be much more than that :
they are also fields for the development of habits, capacities and qualities
which are greatly needed and of the utmost service to a people in war or in
peace, and in its political and social activities, in most indeed of the
provinces of a combined human endeavour’ . Actually physical training is useful
for the formation of good habits, discipline, obedience, team-work,
fellow-feeling and leadership etc good qualities in children. Hence physical
training of our Indian counter-parts seems mandatory, as it by all means helps
us in the attainment of our future glory of upcoming India. Because for the
development of India, the development of its common masses is highly essential,
and by making them physically fit and mentally strong our beloved country could
be uplifted towards glorifying itself.
Now before
entering to the question of physical education let us start from the notion of
education. Because without understanding the meaning of ‘education’, the true
sense of the concept regarding ‘physical education’ remains far from our touch.
The definition of true education is indeed a very debatable concept. Generally
we denote by the word ‘education’ the system of education received by us during
our school and college days. But is this denotation appropriate? If yes, then education will stand just for
bookish knowledges encouraged by our traditional educational institutes.
Education certainly not means that. In its true sense, education should be that
training, both mental and physical, of the children, which will enable them to
reveal their internal capabilities as well as introduce them with the world of
knowledge. Thus, the prospective of education over our whole life seems quiet
vast; as it does not remain limited only within the small boundary of books,
but is expanded throughout our whole life-experiences.
So
let us start our discussion with the notion of true education. Actually if we
go through the writings of Sri Aurobindo, Swami Vivekananda, Tagore and
Gandhiji among few other educational philosophers, then
we will certainly discover that the true sense of ‘education’ stands for
‘man-making’.
Sri Aurobindo and
The Mother On Physical Education, “Messages”, p. 3
Note
10; According
to Sri Aurobindo, a true and living education has to deal with three conditions
‘the man, the individual in his commonness and uniqueness, the nation or people
and universal humanity - - that alone will be a true and living education which
helps to bring out to full advantage, makes ready for the full purpose and
scope of human life all that is in the individual man, and which at the same
time helps him to enter into his right relation with the life, mind and soul of
the people to which he belongs and with that great total life, mind and soul of
humanity of which he himself is a unit and his people or nation a living, a
separate and yet inseparable member’ .
In his metaphysics, he seeks the spiritual salvation of everybody. Not only a
person, but the entire community along with the whole world would be free from
the bondage of life, only when the Divine realization of Universal Harmony will
take place in reality. The evoking of a
man’s True Being is absolutely necessary for his ultimate realization of the
Universal Harmony with all. And this evoking of man’s True Being hidden inside,
is an essential part of man-making. This man-making aspect of education leads
Sri Aurobindo to an honorable place among other educationalists.
However Sri
Aurobindo’s theory of education has enormous similarities with that of Tagore. Note 10;Tagore in his
theory of education said that education must be meant for self-realization of
man by the help of which he could find out his harmony with nature, with
universe, with whole human race. So, also in his writing we discover the
deep urge to explore man’s relation with anything affecting himself as in Sri
Aurobindo. Tagore truly claimed that for the
development of the individual, the necessity of identifying the universal soul
along with his pre-existent individual soul is extremely necessary. Hence
education helps a man to overcome all the limitations of his individual
personality as well as to search for his universal personality. And this
universal personality of a man can be discovered not only within himself, but
also in every single moment deploring his relationship with the nature and also
with the universe. Thus R. N. Sharma truly evaluated that ‘He (Tagore) believes
in an inner harmony between man and Nature and God’ . This
divine realization of harmony encouraged Tagore in discovering the true sense
of education as nothing else than man-making.
Note 10;Swami Vivekananda’s thesis of education is quite similar with
that of Sri Aurobindo as Swamiji declared – education is the manifestation of
the perfection already existent in man. Knowledge, according to him, is
inherent in man, no knowledge comes from outside; it is all inside. What we say
a man ‘knows’, should be what he actually ‘discovers’ or ‘unveils’. Thus a child does not learn something
new, but he unravels the thoughts covered within his own inner self. All
knowledge, therefore, is in the human mind. Often when it remains covered and
when the covering is slowly taken off, we say ‘we are learning’. Swamiji truly
noticed that man manifests knowledge, discovers it within himself, which is
pre-existent through eternity. So no child could be taught anything. For the
same reason, Sri Aurobindo hated the idea of hammering the child into a desired
shape. The desired knowledge, in both of their view, is always within the
pupil’s mind and education is a mere means of revealing this under-covered
knowledge out of its coverage. Thus the necessity of education, in Swami
Vivekananda’s view, is to
[1] Sri Aurobindo and The Mother On
Education, p. 13-14
[1]
Sharma, R. N., Textbook of Educational Philosophy, p. 320
make a man grow in his own way by
reveling his inner potentialities. Therefore the ideal of every education
should be man-making to Swamiji.
However Gandhi’s theory of education
is renowned as Value Education as his educational concept depends on several
values. Note
10;Gandhi also accepted
the notion of Universal Unity of mankind with the society as well as with the
entire world. In order to attain this so-called unity, Gandhi identified eleven
values, which he called vows, to be practised individually, socially and universally.
These values are: ahimsa
(non-violence), satya (truth), asteya (honesty or non-stealing), brahmacharya
(celibacy), asangraha (non-possession), shaeera sharma (manual labor), asvada
(control of palate), sarvadharma samanatva (equal respect for all religions),
swadeshi (respect for own culture), sparsha bhavna (equality) and sarvatra
bhaya varjana (fearlessness). All these
values, combined together and practised by individuals, serve both social and
spiritual purposes. They bring harmony and social peace. In the point of view
of J.B. Kripalani – ‘The aim that a particular society keeps before itself
necessarily follows closely the ideal that its representative members keep
before themselves for individual growth and fulfillment.’ So we see that Gandhi’s education strongly
depends on the basis of these eleven values of society. And by the help of
these vows, according to him, the on-going educational institutes will be able
to succeed in their mission of man-making.
Depending upon the man-making aspect
of education, we now have to concentrate on the notion of physical education.
If the aim of education is simply man-making, then physical education certainly
helps a lot it in this desired endeavor. Because in the character-building
procedure, physical training occupies a crucial role to play; as without a
properly built body, a sound mind cannot reside at all. So let us start with
Sri Aurobindo’s thesis on physical education and its similarities with that of
other Indian contemporaries.
In Sri Aurobindo’s theory of
evolution we see – the ascent of the Matter to Life, life to Mind, Mind through
various levels to Supermind (unmanifested Brahman) and Supermind at end to the
highest level i.e. Sachchidananda (manifested Brahman).
Sachchidananda
(Consciousness-Force)
Supermind
(Super-conscient)
Mind
(Conscient)
Life
(Sub-conscient)
Matter/Body
(Inconscient)
[1] J.B. Kripalani, The Latest
Fad, p. 80
But what are
the essential steps to make the Body Divine? The probable solution is to evoke
the hidden consciousness of the body. Sri Aurobindo gave immense importance
upon body in the process of evolution. The awakening of consciousness and its
climbing to a higher level leads us towards the supreme and total perfection
which is the aim of our existence. As the consciousness grows in perfection,
its control of the spirit over consciousness also grows. The growth of spirit
towards perfection is impossible if imperfectly conscious body does not remain
at its bottom. But then bodily perfection does not happen at all, even though
spiritual perfection becomes possible.
Sachchidananda (Consciousness-Force)
Supermind (Super-conscient)
Mind (Conscient)
Life (Sub-conscient)
Matter/Body (Inconscient)
[Discovering Existence of bodily
consciousness = Gaining Bodily Perfection]
[1] Sri Aurobindo and The
Mother On Education, ‘Perfection of the Body’, p. 68
Note
11; Only
when body becomes aware of the existence of consciousness within itself, then
via its self-discovery it can be a participator and agent in its own
transformation towards consciousness.
Body is the participator, because without body this total perfection of spirit
could not be attained at all. And at the same time it is known as the agent,
because like a true representative it has to realize the inner consciousness of
itself; because without the help of bodily consciousness, the summit of
spiritual consciousness could never been reached by us. Then the total
perfection of body can be made possible. Now, in short, these are the steps
towards the attainment of Sri Aurobindo’s most desired bodily perfection. And
this attainment of bodily perfection could be conceived as the chief aim of his
theory concerning physical education.
Note
12; Now
while describing the relevance of physical education Sri Aurobindo clearly
depicted that – ‘At any rate, in school like ours and in universities sports
have now a recognized and indispensable place; for even a highest and
completest education of the mind is not enough without the education of the
body. Where the qualities
I (Sri Aurobindo) have enumerated are absent or insufficiently present, a
strong individual will or a national will may build up, but the aid given by
sports to their development is direct and in no way negligible. This would be a
sufficient reason for the attainment given to them in our Ashram…The notion
which possesses them in the highest degree is likely to be the strongest for
victory, success and greatness, but also for the contribution it can make
towards the bringing about of unity and a more harmonious world order towards
which we look as our hope for humanity’s future’ . In this way, the future
development of India is being related with the physical strength of its
country-men by Sri Aurobindo.
Note 12; Actually the relevance of physical
education was also admitted by Swami Vivekananda. In one of his most famous
quotations he strongly advocated for playing football instead sitting idle and
of reading Gita. According to him, what our country wants are muscles of iron
and nerves of steel, gigantic wills which nothing can resist; which can bring
end to the miseries of the universe along with its country-men and can prepare
oneself even not to dare death. Without the help of physical education, this
dream cannot be fulfilled at all. For this reason he gave so much stress upon
providing physical training to children in schools.
Like Vivekananda, Tagore also condemned the prevalent British
system of as it entirely neglects the importance of body. According to him,
‘Education of the body in the real sense, does not exist in play and exercise
but in applying the body systematically to some useful work’ . Thus, one of the
aims of education, according to him, must be to ensure child’s physical
development. It is hence he so much emphasized the usefulness of games and
sports in school education. Pointing out the value of physical activities in
the child’s learning he says, ‘Even if they learnt nothing, they would have had
ample time for play, climbing trees, driving into ponds, plucking and tearing
flowers, perpetrating thousand and one mischiefs on Mother Nature, they would
have obtained the nourishment of the body, happiness of mind and the
satisfaction of the natural impulses of childhood’
[1]Sri Aurobindo and The
Mother On Physical Education, “Messages”, p. 4-5
[1] Tagore, Alochana, July,
1925.
[1] Tagore, Shiksha, p. 2
Therefore
physical fitness is first cardinal principle in the child’s development. As an
educationalist (even though he hated this term) Tagore very well realized the
influence of Nature over man. About a child’s contact with Nature he mentioned - ‘I speak in very moderate terms:
Seven years – till then let the child has nothing to do with clothes and shame.
Till then let Nature alone conduct the indispensable education of the savage’ .
Here we can find out his amazing similarity with that of Sri Aurobindo as he
also admitted that – seven or eight should be the earliest permissible age for
the child’s introduction with any study. Note 12; Almost all
contemporary Indian educational philosophers, including Gandhi, Vivekananda and
Sri Aurobindo, besides Tagore, laid emphasis upon the importance of setting
educational institutes in natural environment (Gurukul) so that the educand may
learn every deep mysteries of life by the touch of the Nature. Sri
Aurobindo’s response, in this context, is quite similar with these two
educationists as he also was in favor of giving Mother-Nature enough time so
that she can train a child’s mind in her own way and perhaps in the most proper
way. According to Sri Aurobindo, the
relation formed between child and books is the relation of terror and distance;
but only under the careful supervision of Nature, he will be properly
well-trained and this education is however much more practical, sound,
interesting and higher in qualities than the traditional one. Hence, it is
proved that, all of them gave profound importance on the role of Nature in
education. And physical training is the most proper way to allow Nature to work
in her own way. Hence physical education is so important to all of them.
Gandhi gave
immense importance on the mind-body union in his educational theory. In this
context, we can discover his similarity with that of other educationalists,
especially with that of Sri Aurobindo. Sri Aurobindo highlighted on the
influence of mind over body and also vice versa. Indeed in reality when mind
rests or feeling unwell, body is not prepared to perform any action and if it
is bound to do so, it does the job most reluctantly. And when body is unfit or
meet any accident, our mind always think of that incidence over and over again
and thus not comfortable to do anything peacefully. In the proper physical
training, as he said, learn not only to train our bodies, but also to control
our mental faculties. In Gandhi’s theory the importance of advancement of
mental faculties in physical training is also clearly stated in this following
way –
Note 12; ‘I (Gandhi) hold that
true education of the intellect can only come through a proper exercise and
training of the bodily organs, e.g. hands, feet, eyes, ears, nose etc. In other
words an intelligent use of bodily organs in a child provides the best and
quickest way of developing his intellect. But unless the development of the
mind and body goes hand in hand with a corresponding awakening of the soul, the
former alone would prove to be poor lop-sided affair….A proper and all-round
development of the mind, therefore, can take place only when it proceeds pari passu
with the education of the physical and spiritual faculties of the child. They
constitute the whole’ . Hence
it is proved that Gandhi admitted the necessity of physical education in our
schools and colleges and perhaps this is the reason behind which helped him a
lot to build up his notions of bread-labor and use of handicraft as means of
living. However we can discover that here
[1] Ibid, p. 84
[1] The Selected Works of
Mahatma Gandhi, [Vol. 6, ‘The Voice of Truth’], p. 506
Gandhi actually clarified the inner meaning of Sri
Aurobindo’s notion of physical education.
Note 13; Now
let us try to clarify several steps necessary for the attainment of physical
education. As found in the writings of The Mother, the education of the body
has three principal aspects –
1. Control
and discipline the undisciplined bodily functions;
2. A
methodical and harmonious development of all bodily parts and movements;
3. Rectification
of all existing bodily defects and deformities.
All of them can be attained via the means
of Hathyoga, Rajyoga and Tantra sadhana; and Sri Aurobindo accepted their
importance whole-heartedly in his book named The Synthesis of Yoga.
Note 14; Now the question is – how could this be done? In its answer, The
Mother, as following Sri Aurobindo, mentioned the usefulness of food, control
of desires, ban of punishment, formation of hygienic habits, exercises of
muscles, and most of all need of sleep etc in the physical training procedure
separately. In brief,
Sleep = to terminate fatigues of body via
the process of rest and relaxation; and to revive dull veins of Brain ;
Food = to revitalize the body and help also
in its growth to be balanced in nature ;
Control of desires = ‘control of palates’
stands for control over our desire of taking food; while ‘control over desire’
stands for every kind of restriction over bodily pleasures, whether taken in a
broad or brief sense ;
Ban of punishment = it merely stands for
restricting physical punishment, helpful enough to grow fear in him ;
Formation of hygiene = it seems essential
for the child’s proper physical development ;
Muscular exercises = necessary to make the
body grow properly and to remove any type of bodily pain ; etc. Hence –
Physical education = sleep + food +
hygienic habits + physical exercises + ban of punishment + control over desires
Sri Aurobindo’s education is well-known as Integral
(Purna) Education, so physical part of it can not left apart from it; rather
this physical training stands as one of the important corollaries of Integral
Education. His Integral Education have five aspects concerned with five
principal activities in human being – the physical, the vital, the mental, the psychic
and the spiritual. All of them are equally important in nature and can not be
replaced by one another. So the physical part of education can not be made
apart from his educational theory.
Integral
Education
Spiritual
education (of Spiritual Life)
Psychic
education (of Psychic Life)
Mental
education (of Mind)
Vital
education (of Life)
Physical
education (of Body)
To identify the specialty of Sri Aurobindo’s theory of
physical education, let us point out these two following points –
1. In the
views of other contemporary educationists, e.g. Gandhi, Vivekananda, Tagore,
mention of desire-control and ban of punishment from the child life is strongly
advocated. But no one else than Sri Aurobindo even dare to admit the usefulness
of sleep, food, formation of good habits etc. In the writings of The Mother, we
find out their elaborate details. Actually most of them rejected the need of
food or sleep taking them granted as obstacles in the way of Sadhana.
2. Sri
Aurobindo gave immense importance upon bodily perfection. None other than him
so minutely described the possibility of Body Divine and necessary steps of its
attainment. This touch of Metaphysics behind his educational theory makes his
thesis so special than others. However, in this context, we can notice the
influence of Vedas and Upanishads over him.
While concluding Sri Aurobindo’s thesis we have to admit
that the physical side is not the end, rather the starting-point of his Yoga
and Education. Just as Buddhist philosophers for showing us the desired path of
liberation or dukha-mukti, accepted the dukha or suffering as the basis of
their discussion; so also Sri Aurobindo’s theory of Physical education stands
as the background of his Yogic philosophy and Integral Education.
Note 15;
At last, we can conclude with such a high note that, at some days India will
give importance to the values of physical education as following the renowned
Indian educationists, namely Aurobindo, Tagore, Gandhi, and Vivekananda, etc.
Today’s India and its country-men lost the value of Physical Education. But for
making a healthy and strong India, we need to make Indians physically strong
and mentally sound. Today all strength is given upon gaining pure bookish
knowledge, but not upon the body of the children. But without the help of
proper physical development no kind mental development can also be obtained.
Our on-going educational system, on one side, introduces Higher degrees in it,
e.g. Maters, M.Phil, Ph.D.; whereas on the other side, deletes physical
education from the school syllabus. In this dichotomy we are unable to understand
the necessity of physical education in proper way. But, we can hope that, at
the upcoming future India will make free its future citizens, who are none else
than our children, from the burdens of swallowing pure bookish knowledges and
vomiting it in the examinations. Then the true sense of education can be
realized by our recent educationalists and so its necessary reformation can
also be done by them. And when Indian children will get enough opportunity to
be grown up with a properly well-built body along with a sound mind, then our
beloved motherland will surely advance towards the glory of future India as
dreamt by Sri Aurobindo.
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