November 18th - 19th, 2016 PROCEEDINGS International Educational Futures Conference NITTTR Campus, Sector 26, Chandigarh, India Convenors : Dr. Shambhushivananda Avadhuta Dr. Sanjay Sharma NITTTR-NERI Joint Initiative Human beings, as the most thoughtful and intelligent beings in this created universe, will have to accept the great responsibility of taking care of the entire universe - will have to accept thatthe responsibility of the entire universe rests with them. - Shrii Prabhat Ranjan Sarkar Dr P. K.Tulsi Director, National Institute of Technical Teachers Training & Research (NITTTR) (Ministry of Human Resources & Development, Government of India) Chandigarh-160019 Introduction International Conference on Educational Futures - Dr. Shambhushivananda About the Conference: Its Theme, Venue and Participants his international conference is an attempt to bring together some progressive educators and thinkers from around the world in order to reflect, affirm and discover cardinal values, which could be important for future generations. TEvery generation carries the legacy of the past. We can now consciously begin to pass on what is most useful from our present generation and find innovative ways to address some of the challenges facing the present world. First of all, we need to look at our patterns of behavior, our life styles and mindsets. Without inner reflection, we can never build a better world. The theme of inner ecology was designed to understand the complexity of the human body, the human mind and the consciousness that we are endowed with. There is much interest currently among scientists to understand the dynamics of the physico-psychic-spiritual spectrum. The ancient yogic tradition also has much to offer towards better understanding. Change is the only constant in the world. Not all changes are, however, in alignment with cosmic evolution. Some changes can contribute towards the extinction of a nation or human civilization and other changes can improve the quality of life of all inhabitants of the earth. Hence, it is important for us to stop and reflect upon: where are we headed and, how best can we face the challenges facing our society in general and our education systems in particular? The need for improvements in our education system needs no discussion —not only in catching up with the rest of the world in terms of ranking of our universities and institutes, but in terms of their real contribution in creating a healthy, peaceful, prosperous and progressive nation. I, on behalf of NERI, Neohumanist Education Research Institute, join all faculty, staff and students of NITTTR to extend a hearty welcome to all participants in this International Conference. I do hope that the deliberations on this important theme will be fruitful for all of us in India and the rest of the world, which is also finding itself in a similar predicament. The choice of Chandigarh as a venue was also a conscious decision. This city symbolizes an international partnership, an attempt in post-independent India to design its own future with the best of human aspirations. However, the education system that the British left us still carries the deep psychology of dependency, bureaucratic mentality and disconnects us from our cultural ethos. How do we build an education system, which inspires the thirst for knowledge, cultivates the faculty of critical reasoning, scientific temper and rationality, and retains the moral and spiritual fervor that our ancient past glorified? As its name signifies, Chandigarh was named after the Tantrika goddess Chandi and therefore carries the spirit of the ancient past and yet it also embodies the forward looking spirit of modern India. I hope that as we look towards the future, we shall also weave the strands of greater humanity from our spiritual heritage. This conference brings together delegates from around India and the world. They all share the common dream to customize education for each child or person in order to tap the highest potential of our precious human resources. The end result, we hope, will be a healthy life, greater prosperity, more equity and justice, all-round liberation, freedom from dogma, and a compassionate, sustainable future for one and all. With these high hopes, I welcome you all for two days of sharing and deep discussions. I am conscious of the vast scholarship we have gathered for these two days and optimistic that it will bear historic fruits for our nation as well as for the entire world. International Educational Futures Conference November 18th - 19th, 2016 3 Table of Contents Foreword 01 Introduction Dr. Shambhushivananda 03 Abstracts 06-19 01. Neohumanist: Rethinking Education for Planetary Future Dr. Marcus Bussey 20 02. Educational Policy in India Ms. Advaita 25 03. Bio-Psychology and Yoga Sadhana Dr. Sid Jordan 28 04. Sacred Activism for a Sustainable Future Shambhushivananda 34 05. Towards a Renewable Energy Age Krisada Kampanatsanyakorn 35 06. Neo-wisdom of Human Ecology Dr B.D. Sharma 36 07. Education for Resilient & Sustainable Futures Vikram Saraph 38 08. Transforming Education :Dance of Co-learning & Creativity Dr Anant Giri 40 10. Techno-Ethics: From Society to Classrooms Dr Savita Gupta 51 11. Neurological Science & Child Education Dr Renu Khamesra 57 12. Understanding Inclusive Education Dr. Susheela Narang & Kapil Batheja 59 13. Moral Development and Neohumanist Education Sunandita Bhowmik 61 15. Causal Layered Analysis: A Case Study of USM (Universiti Sains Malaysia) Dr. Marcus Bussey 66 14. Causal Layered Analysis Defined Dr. Sohail Inayatullah 65 17. Neohumanist Future of Education: A Global Perspective Sid Jordan 73 16. Microvita: A New Paradigm in Scientific Thought Dr. S.K.Verma 69 18. Production Based Education Swar, Dikshit , Vaidya & Deshmukh 78 19. Challenges of Architectural Education in India J. Gupta & Dr. Rashmi Ashtt 85 20. Integrated Approach to Science, Engg & Medicine Dr. Dhanjoo Ghista 92 21. Pragmatism & Spirituality and Social Theorizing Dr. Anant Giri 98 22. Yoga: Fight Stress & Find Serenity Ms. Kavita Devi 106 23. Role of Yoga in Schools, Colleges and Universities Dr. N. J. Patil 110 24. Role of Yoga Psychology in Education Dr. Sant Ram Pathik 112 25. Neohumanist Education (NHE): An Eclectic Model of Holistic Education Dr. Shambhushivananda 113 26. Neohumanism Dr. Marcus Bussey 118 27. Service as a Value for Reorienting Higher Education? Dr. Marcus Bussey 120 28. Dynamic Education for Transformation Julie Geredien 128 29. Inertia Explained Richard Gauthier 133 30. Cultural and Religious Alienation among Indian Youth Dr. Neera Sharma 136 31. Perspective on Indian Education System Singla, Rattan, Harman 138 32. Krishnamurti’s Understanding of Mind & Its Content Dr. Hemant Verma 141 International Educational Futures Conference November 18th - 19th, 2016 5 Abstract Educational Policy in India - Ms. Advaita Rajendra, IIM, Ahmedabad My presentation focuses first on the evolution of education policies in India post-independence from 1948-2016: University Education Commission (1948), Secondary Education Commission (1952), Kothari Commission (1964-66), Draft National Policy on Education (1979), the Right to Education Act (2009), followed by the recent New Education Policy (in draft stage, 2016). After this the shifting focus of the State is analyzed based on these policies. Each of these exemplifies the focus of the period in which they were formed and implemented. The broad trend can be understood as a shift from the initial focus on university and higher education, to primary schooling (Kothari Commission and Right to Education) to more recently on skill development (New Education Policy). Finally, the paper critically examines the policies with a focus on the recent New Education Policy, 2016. The state intervenes in the educational domain of a country largely through policies. In the context of capitalism as the economic system, and democracy as its political system, as is the case in India, a unique challenge is provided between the preparation of ‘human capital’ for the capitalists and the creation of good citizens for the country. There are two main challenges this paper recognizes as impediments to a substantive shift to a holistic education. One is the broader discourse of measurement and tracking of students and schools. Many components of what can be interpreted as components of a holistic education, do not lend themselves to measurement easily (for example building character or co-curricular activities). The second is implementation of formulated policy documents. While policy documents may exude objectivity in terms of their aims and the steps they take, implementation of these formulated policies is often marred with conflicting values. This is keeping aside the notion that much of what gets written in policy documents does not find its way to the ground (at least substantively). For example, spirituality have marked its presence in Indian policy documents from Kothari commission’s 1966 report onwards, ‘yoga’ since 1992, but did not make a mark as a primary focus of the government, until very recently in 2016, when the focus on yoga has been overly emphasized in both the policy documents (New Education Policy) and in political discourse in India. Much of the worry around these, do not stem from the exercise itself, but from those advocating it; what one can clearly see as passing off a politically driven ideology under a seemingly innocuous exercise. Biopsychology and Yoga Sa’dhana: Education for Self Knowledge and Social Welfare - Dr. Sid Jordan, Director, Prama Institute, Marshall, NC, USA The ancient and modern science of biopsychology seeks an understanding of the connection between the mind, body and spirit. This science was first systematized by Ashtabakra over 2000 years ago under the name “Raja dhi Raja Yoga”. Shrii P.R. Sarkar, Indian philosopher and spiritual teacher, revitalized this science as Biopsychology that synthesized modern science and the ancient understanding of how the chakras are related to mental and emotional states. Sarkar’s elucidation of this knowledge is embodied in how we can use yogic practices or Sadhana to create individual and social balance.