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----- SMRITI GRANTH - will ensure the contact of the body with the (d) A great stress falls upon the individual work psychic centre and the body will learn to put forth at by the student. This individual work may be a result every minute the effort that is demanded of it, for it of the students' own wish to follow a particular topic will have learnt to find rest in action, to replace throu- of interest; or it may be a result of a suggestion from gh contact with the universal forces the energies it the teacher but accepted by the student. It may be of spends consciously and usefully. By this sound and the nature of a follow-up of something explained by balanced life a new harmony will manifest in the body, the teacher, or it may be of the nature of an original reflecting the harmony of the regions which will give it line of inquiry. the perfect proportions and the ideal beauty of form.
This "individual work may be pursued in several It will then be in a constant process of transformation,
different ways: and it will be possible for it to escape the necessity of disintegration and destuction, and death.
(i) by a quiet reflction or meditation; (q) At a certain stage of development, when the
(ii) by referring to books-or relevant protions of seeking of the student is found to be maturing; he can
books suggested by the teacher; be directed more and more centrally to the psychic (iii) by working on "work sheets" prepared for the and the spiritual discovery. And here we come to yoga
students by the teachers; proper, the nature and problems of which have to be
(iv) by consultation or interviews with the teachers; studied separately.
(v) by carrying out experiments; A SUITABLE ORGANISATION FOR THE PSY CHIC
(vi) by solving problems: AND SPIRITUAL EDUCATION
(vii) by writing compositions; -FREE PROGRESS SYSTEM
(viii) by drawing, designing, painting, etc. . An education governed by spiritual values stands in
or need of a very fi.xible structure of organisation. A brief
(ix) by any other work, such as decorating, cooking, description of the salient features of such a structure
carpentry, stitching, embroidery, etc.* that is growing at the Ashram as a result of several experiments made there in this direction is given below: (e) There are topics in each subject where lectures
are useful; and for these top.cs, lectures are organised; (a) The structure is oriented towards the meeting
but these lecture classes are comparatively fewer than of the varied needs of the students, each one of whom
those obtained in the classical system. This necessitates has his own special problems of developments;
the announcement of time-tables every week. (b) It is not merely the subjects of study that
() There are also classes of discussions between should count in education; the aspiration, the need for
teachers and students and between students and growth, experience of freedom, possibility of educating
students. These discussion classes again are not componeself, self-experimentation, discovery of the inner
ulsory. However, the discussions do not pertain merely needs and their relation with the programme of studies,
to academic subjects; they often centre round the indiand the discovery of the aim of life and the
vidual needs of growth, and thus, they provide an oppo-. Sart of life--these are much more impo; tant, and the
rtunity for guiding the students in their finner search. structure of organisation must provide for them;
(g) In each subject, there are topics which more (c) In this system, cach student is free to study
easily yield to the project system; teachers therefore any subject he chooses at any given time; but this
announce a few projects in each subject, the students Freedom; has to be guided; the student should experience freedom; but it might be misused; the student his
according to their choice select at least a minimum
number of projects for which they collectively or india therefore to be watched with care, sympathy and wisdom;
vidually work and produce charts, monographs, designs, he teacher must be a friend and a guide, must not
etc. which are periodically exhibited for the benefit mpose himself, but may interven when necessary.
of the whole school. the wastage of opportunities given should not be lowed indefinitely. But when to intervene depends (h) The role of the teacher in this system may be hon the discretion of the teacher.
summed as follows:
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