Mark of a Good Education System || Acharya Prashant (2022)

Acharya Prashant

Full Video: Why doesn't the current education system create a Vivekananda? || Acharya Prashant (2019) Link:      • Why doesn't the current education sys...    ➖➖➖➖➖➖  ‍♂️ Want to meet Acharya Prashant? Be a part of the Live Sessions: https://acharyaprashant.org/hi/enquir...  ⚡ Want Acharya Prashant’s regular updates? Join WhatsApp Channel: https://whatsapp.com/channel/0029Va6Z...   Want to read Acharya Prashant's Books? Get Free Delivery: https://acharyaprashant.org/en/books?...   Want to accelerate Acharya Prashant’s work? Contribute: https://acharyaprashant.org/en/contri...   Want to work with Acharya Prashant? Apply to the Foundation here: https://acharyaprashant.org/en/hiring...  ➖➖➖➖➖➖  Video Information: Shabdyog Session, 15.06.2019, Advait BodhSthal, Greater Noida, India   Context: ~ What is the purpose of our current education system? ~ What can't this system produce more Vivekanandas? ~ What will it take for the system to create one? ~ What is the mark of a Good Education System? ~ Who are the designers of current Education System?   Music Credits: Milind Date ~~~~~~~~~~~~~ .

Transcript

00:00 A good education system would have two components.

00:11 On one hand, it would surely tell you about the world.

00:19 For a couple of reasons.

00:20 Firstly, if you do not know about the world, then you are prone to imagination.

00:31 The absence of facts is a good breeding ground for imagination.

00:36 So you must know the facts.

00:39 So that you do not fall prey to baseless imaginativeness.

00:45 Secondly, when you know the world, then you also know the hollowness of the world.

00:57 If you do not know the world, the world remains a distant attraction.

01:03 When you go close to it, only then its attractiveness starts waning.

01:09 And you see that it cannot offer you what you really deeply and desperately want.

01:18 So that component education must surely have.

01:22 Deep, clear, factual, solid knowledge about the world.

01:30 That includes sciences, mathematics, knowledge about different lands, their cultures, their

01:40 political systems, history, cosmology, the rivers, the trees, the hills, man, his life,

01:52 his health, his body, molecules, the atoms, the medicines.

02:09 Education must surely tell us about these things.

02:11 If we do not know about these things, then we will be superstitious.

02:26 And education must have a very important second component also.

02:37 Education must tell us about the one being educated.

02:44 How important does that sound?

02:47 If you are being told of a lot of things, if you are being given a lot of knowledge,

02:52 without being told of the one, the knowledge is coming to.

02:59 How good is it for you?

03:01 So the second component of education must tell you of who you are.

03:08 Why at all do you need to be educated?

03:11 Why do you know about the plains of Central Asia?

03:17 Why do you need to know about the prairies?

03:19 Why do you need to know about the Ural mountains?

03:24 You'd probably never go to Antarctica.

03:28 And why do you need to know about the glaciers there?

03:33 You are never going to be found on Saturn.

03:37 Then why do you need to know about the rings and moons of Saturn?

03:44 The second component of education must tell you who you are and therefore why do you need

03:54 knowledge?

03:55 It will tell you why you need knowledge and it will tell you the distance to which knowledge

04:03 can go and therefore the limit of knowledge.

04:10 And where knowledge stops, love begins and meditation begins.

04:20 If you do not have the second component in education, there is no possibility of love

04:25 or meditation.

04:27 All you will have is factory-made products.

04:34 Those factories would be needlessly named as universities.

04:45 There would be an admissions office, there would be a placement office and in between

04:51 there would be the assembly line.

05:03 The second component of education is almost totally missing.

05:08 The ones who are educating do not know who they are and who is being educated.

05:14 The one who is being educated has no idea why all the knowledge is being thrown upon

05:18 him.

05:19 If you ask him why do you need to read those books, if at all he wants to justify himself,

05:25 he will have just one response.

05:27 He will say it will give me acceptance and placement.

05:36 I will get a job or I will get admission into a subsequent course.

05:45 Ask him why do you need that?

05:51 He will mumble something.

05:55 Go deeper, repeat the question and he will get irritated because he will have no answer,

06:03 because he has no understanding.

06:06 It's alright if a three-year-old has to be just taken to the school, let's say to the

06:18 play school.

06:20 You really can't explain to him why he needs to be there.

06:23 So you have to just engage him and entertain him and these things.

06:28 But by the time the student reaches the age of 6, 8 or 10, the thing has to be consensual.

06:38 The student must know why he is proceeding to class 5 or 6.

06:46 There has to be clarity about the learning process and only then would there be love

06:51 for learning.

07:05 [END]

07:08 [music]

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