Priya arangan adiyar,
Following the words of Ammangar, Smt Padmashree spoke on ‘Academics and Spirituality’. She was eloquent in putting across her points. A repertoire of academic knowledge accumulated by studying systems across the globe, she asked the fundamental question “Why education at all?” The basic reason for education is to do good to humanity. And that is the motto of Acharyah. Today all the textbooks say man came from monkey. But even the proponent of this theory (Charles Darwin) admits the existence of a Supreme Progenitor. But still our textbooks screech that life came from matter.
Education needs to be deep. It should have no regulated stringent framework. It should be passion driven and not time and age driven. Most information in our textbooks are outdated. The British discovery of ancient India was laden with prejudice and self-interest. We had no knowledge of technology then nor were our voice heard outside. Hence what the British ‘wanted to be’ our history became our history. But look now. Various sciences have joined hands in re-writing the history of India. But all these latest details are available for people outside India. Our textbooks still carry the same old imaginative tale of India. And all our children read them like the Vedas.
At Acharyah, every single subject is deeply researched. A team of doctorates and post-doctorates are involved in the design of the syllabus. Since these people are research scholars, their knowledge are up to date and so is the syllabus of Acharyah. This also means the portions are never static and go through alteration frequently which is how education should be. When new discoveries and inventions are made at the every day, how can we keep reading the same old information? We shouldn’t make math and science part of the history book.
The school constantly makes efforts to keep the children in the thoughts of the Supreme Beings. Incorporating the spiritual aspects into the everyday portions makes this possible.
Smt Padmashree went on to explain the most important aspect of the session on how to handle the children. What to do and what not to do?
- Children should never be ill- handled physically. As adults would we tolerate if someone abuses us (even for our good) physically? Would we not retaliate instantly? Whatever we need to convey them or make them do, it all has to be through influencing their thoughts. Only then will it stay in them. Getting things done by fear will not have any long term impact. But the worst effect of this is the loss of inquisitiveness and self analysis on the part of the child which harms him throughout life.
- Never rush with the child. You make have thousand thoughts and plans flipping through your mind. Don’t thrust it on the child. Let him live and enjoy the ‘now’. Let him discover things himself. Allow him the luxury of time. If you are too occupied for the moment to move around with him, just stay away from him. If you wish to spend time with the child, let it be quality time.
- Never make your child a spectator when you’re heatedly discussing family affairs in the house. Never let your anger, pressure and prejudices seep into that innocent heart. Let him judge people for himself. Let not your feelings decide his.
- Let him be himself. You didn’t want a child so that you can constantly keep a vigil over his activities and make every act of his ‘perfect’. Stop being emotional perfectionists. If he is angry let him express it. If he is solemn, let him be. Let them pick up ideals; let him understand the harm of emotional outbursts. In a fit to stop his bad behavior, don’t show him yours. He’ll happily learn from you.
- Understand that a parent -child relationship is like a partnership. Keep your mind focused on his strengths and virtues. Always endeavour to create an environment where those can be enhanced. Once your focus moves away from the negative aspect of the child to the positive, there would be remarkable transformation in him. If you cannot think he is virtuous, that he is excellent, how can he?