Swami Vivekananda: Praxis of Education

By Priya M.Vaidya

Published by Vivekananda Kendra Prakashan Trust,No.5, Singarachari street, Triplicane, Chennai 600005. 2013, paperback,pp.104, Rs.60.

In answer to ‘why this book’, the author relates from personal experience how Swamiji’s thoughts on life in general and education in particular enhanced her life skills, specially teaching skills. In addition, a positive outlook, happiness and a tendency to help and ‘live for others’ automatically followed. The book is intended to disseminate the essence of Swamiji’s views for welfare of humanity. Through four chapters, the book examines human values. The contents cover a wide range of topics including purpose of human life, the need to realize one’s divinity within, moral discipline, ethical and spiritual values and the pursuit of four Purusharthas.

The ancient Ashrama Dharma system that disciplines life and the impact of the family surrounding the individual are worth recalling in the context of the modern nuclear family culture. Sadly, there has been a neglect of valueoriented education and inner development of students. Parents show keen interest in the ‘outer development’ of children to enable them ‘to face the world outside’. They may succeed in enabling the child to become a high-earning professional, but may ‘fail in making a moral man out of him’. Their talents are visible in accumulating material wealth in plenty but spiritual values are devalued. The neglect of a spiritual orientation in education might result in encouraging selfishness and, as the author remarks, inability ‘to cope with conflicts and turmoil’ in life. The views of revered Swami Ranganathananda on ‘eternal values’ and ‘human excellence’ quoted are most enlightening. The case studies given towards the end of the book reflect the ills of the present system. These will be useful to those aspiring to take up teaching as a career.

To transform the system a head start has been given by Swamiji long ago followed later by the recommendations of high powered committees, viz., the Radhakrishnan Committee, the Kothari Committee and Sri Prakasa Committee, apart from the suggestions of educationists.

It is pertinent to recall Sri Ramakrishna’s caution that a person is not qualified to impart religious lessons in the absence of Divine command. Book knowledge and paper qualifications are not enough. Applying this test to the teaching profession, only those who have a passion and commitment to impart education should join the profession. We need people possessing the spirit and calibre of Sister Nivedita in order to bring in transformation.

The book under review is a step in the right direction.

_______________________________ P. S. SUNDARAM, MUMBAI