By Maya Shakti
WHAT? Evolution of human consciousness
Lifelong learning is a term used commonly in the field of education today, and refers to the ongoing learning and adaptability that is needed for a rapidly changing world. It is for example used when referring to the 21st century skills of the neoliberal, ambition oriented educational movement that is seen globally today. This is not to be confused with the term Unending Education, which is an integral journey through different stages of development of human consciousness, ongoing throughout all the phases of life.
The first step towards an Unending Education is acknowledging that learning and growth happens in stages of development. An Integral Education during childhood and adolescence aims to set the foundation for an Unending Education throughout life. Following the expanding maturity of each individual student, an Integral Education aims to develop individualism not at the cost of others but through awareness of oneself, others and of the environment. By widening through a curiosity to see that there are different perspectives and solutions, and that no one perspective is complete, comes an interest to connect the dots and find long term solutions. This expansion will grow the individual understanding of the impact of one’s own thoughts and actions, and bring forth a responsibility for these. Being guided by one’s truth consciousness comes by being able to see without judging, blaming and criticizing, but going beyond and rising above this into values of open-mindedness, understanding complexity and the bigger picture, and to be able to solve problems at their root. It is an education aiming to connect each individual to their inner wisdom, replacing fear and judgment with curiosity and care. 1
WHY? For each individual to reach their highest potential
The possibility of reaching full potential within each stage of development, requires the student to be supported in the process of becoming aware of herself/himself and the other individuals as being free in their growth.2 This freedom allows the individual’s mind to be consulted in its own growth 3 and be guided by this self-knowledge. When teachers recognize the student as a free, autonomous agent, they also foster this within the student. Forms of recognition are respect, esteem, love, friendship - and will influence how the student will develop self-awareness, self-confidence, self-respect, and self-esteem.4
Such an education is based on choice, where each student engages through intrinsic motivation, rather than extrinsic motivators of comparison or rewards (grades), where the inner satisfaction of growth and development becomes the drive.5 Therefore the idea of hammering the student into the shape desired by the teacher is a barbarous and ignorant superstition. It is the student who must be induced to expand in accordance with her/his own nature.6 The process of such an education happens through free progress, where the student “is consulted at every stage, free to express his preferences and his aim, but it is a freedom leading to progress towards full mastery of his highest possibilities - not the opposite of these.” 7 By building this capacity from birth, by the time the individual reaches adolescence it will be well established and enable them to lead their life and development from this space in themselves.8
The aim of education is growth and development, and inside each individual there is an inbuilt energy, striving to learn. This vital force, when mastered and channeled by the psychic being, is what will drive the potential of the individual, to gradually acquire the enabling ability to take on even the most difficult things.9 Then the goal of education and the process of education are the same thing. As the future is undetermined, it's the individual's reflective capacity of self-awareness and self-determination that education must have as a main focus.10 Education can no longer be seen as something preparing for later life, instead it is a continuous unfolding and the purpose in the present life.
HOW? Freedom to grow
Integral Education institutions need to look at human development as the lens through which practices, cultures and systems are shaped and influenced, and acknowledge the importance of these in their organizational structures. Teachers then operate with a clear view of what the developmental stages look like, and nurture and guide students through them. The teacher respects the unique developmental learning path of each individual student, and fostering in themselves a genuine knowledge of human development. The teacher will both pay individual attention to each student, and respect and encourage the particular ways in which each individual unfolds to make progress.11
These stages of development are used as a cornerstone in forming the practices for life and for education. Time in schools should be dedicated to that which arises and needs the time. This opens up freedom through a responsive recognition of what is going on and is alive in each individual student as well as in the group. It has immediate meaning, and the work is therefore relevant to all parties. Instead of preparing for future needs that the student now is completely disconnected from, and may never need, education should deal with the present developmental needs.12
This is deeply linked with learning to discipline the vital part of the being - energy, emotions, impulses, desires, enthusiasm, violence, dynamic energy, depressions, passions and revolts. This is an energy that can set things in motion, to build and to realize. But it can also destroy, and this is the most important, and also the most difficult part to work on in education. The stronger the connection to one’s inner truth consciousness becomes, the less will be the pull of the destructive energies, and here lies progress and transformation of the human beings consciousness. 13 “Progress may be slow, relapses may be frequent, but if a courageous will is maintained, one is sure to triumph one day and see the difficulties melt and vanish before the radiance of the truth-consciousness”.14 It is through this work that freedom can evolve. “Freedom, in its true sense, evolves out of awareness, choice and responsibility. If I am not in a position to choose my course of action out of my own understanding and awareness, and if I cannot assume full responsibility for what I choose, then I cannot be regarded as a free individual at all”.15 Unending Education is being free to navigate the transformation of one’s own human development consciously, over a lifetime.
References
- Spiral Dynamics – The next evolution, https://www.thenextevolution.com/spiral-dynamics/
- Ylimaki, Rose & Uljens, Michael (2017). Theorizing Educational Leadership Studies, Curriculum, and Didaktik: Non Affirmative Education Theory in Bridging Disparate Fields. Leadership and Policy in Schools, 16(2), 175-227.
- Aurobindo, Sri (1972). The hour of god and other writings. Pondicherry: Sri Aurobindo Ashram.
- Ylimaki, Rose & Uljens, Michael (2017). Theorizing Educational Leadership Studies, Curriculum, and Didaktik: Non Affirmative Education Theory in Bridging Disparate Fields. Leadership and Policy in Schools, 16(2), 175-227
- Stoll Lillard, Angeline (2007). Montessori - the science behind the genius. New York: Oxford University Press.
- Aurobindo, Sri (1972). The hour of god and other writings. Pondicherry: Sri Aurobindo Ashram.
- Monod-Herzen, G. & Benezech J. (1972). The free progress experiment (Pondicherry-India). International commission on the development of education. Series C:Innovations. No. 17. UNESCO, p.5.
- Stoll Lillard, Angeline (2007). Montessori - the science behind the genius. New York: Oxford University Press.
- Mother, The (2012). On education. Pondicherry: Sri Aurobindo Ashram Press.
- Ylimaki, Rose & Uljens, Michael (2017). Theorizing Educational Leadership Studies, Curriculum, and Didaktik: Non Affirmative Education Theory in Bridging Disparate Fields. Leadership and Policy in Schools, 16(2), 175-227.
- Neeltje (2015). Psychic education - a workbook. New Delhi: Sri Aurobindo Society.
- Reinventing Education Podcast, https://reinventingeducationpodcast.podbean.com/
- Mother, The (2012). On education. Pondicherry: Sri Aurobindo Ashram Press.
- Mother, The (2012). On education. Pondicherry: Sri Aurobindo Ashram Press, p.7.
- Partho (2008) Integral education – a foundation for the future. Pondicherry: Sri Aurobindo Society, p.285.