Schools

Perhaps the most extensive (and ultimately important) service work done by Ananda Marga is the running of schools on the spiritual and universalistic principles of "Neohumanist education." Schools are run for children of poor communities (of which there are hundreds of examples throughout the developing world) as well as for prosperous communities in developed countries, of which the Ananda Marga River School in Maleny, Queensland, Australia is an example:

The Ananda Marga River School is a community of learning, including students from kindergarten to year 7, teachers, administrators and parents.

The River School opened in 1995 with 23 students. Currently there are over 155 students and 20 staff members.

Children who attended a preschool at this site previously came up with the school's name while playing in beautiful Bridge Creek that runs through the property. They called it the "Wet and Wild River School."

The primary school is divided into six "family" classrooms, some of which include multi-age groupings. Lillipillies (year 1), Gumnuts (year 2), Kingfishers (years 2/3), Currawongs (year 4), Silky Oaks (years 5/6) and Red Cedars (years 6/7). By 2007, we will also be offering a preparatory year class.

Many activities in the school are collective, with mixtures of ages, to encourage a sense of unity. The mixing of ages helps older students learn leadership and responsibility, while young children benefit from the guidance and help of the older children.

The guiding philosophy of Ananda Marga schools is Neohumanist Education. Neohumanism is the philosophy of the innate oneness of all things. Studying about the "web of life" helps understand the interconnections between self, others and the natural environment.

Neohumanist education fosters love and respect for all, regardless of culture, religion, race or nationality, and for animals and plants and the earth's ecosystems. Children learn these principles both through lessons and teacher modelling, as well as through developing their own intuitional feeling of the intercon-nectedness of all things.

Aims and ideals of Neohumanist Education:

• To develop the full potential of each child: physical, mental and spiritual
• To awaken a thirst for knowledge and love of learning
• To equip students with academic and other skills necessary for higher education
• To facilitate personal growth in areas such as morality, integrity, self-confidence, self-discipline and cooperation
• To develop physical well-being and mental capabilities through yoga and concentration techniques, sports and play
• To develop a sense of aesthetics and appreciation of culture through drama, dance, music and art
• To encourage students to become active and responsible members of society
• To promote an awareness of ecology in its broadest sense (i.e. the realization of the inter-relatedness of all things) and to encourage respect and care for all living beings
• To encourage a universal outlook, free from discrimination based on religion, race, creed or gender
• To recognise the importance of teachers and parents in setting an example

Some general principles of the Neohumanist Education curriculum:

1. Based on the concept of universalism
• all people are children of the one God
• there is a unity in all creation
• cultivation of love for God and His entire creation (human beings, animals and plants)
• there should be no discrimination on the basis of race, religion, nationality, etc.
• universal outlook – the curriculum is global in perspective and regional in application

2. Holistic approach
• the human personality is multifaceted
• balanced development of the child's potentiality should be on all levels of existence; physical, mental and spiritual

3. Morality and ethical values are stressed
• development of moral integrity is vital to the well-being of the individual and society as a whole

4. Education must awaken a thirst for knowledge in the child's mind
• when learning is joyful, children learn rapidly and thoroughly
• younger children learn through play, stories and songs
• older children learn through experiential projects and problem-solving exercises
• one who is learned is one who has read a lot, understood it, remembered it and applied it.

5. Emphasis is given to applied skills, in addition to theoretical knowledge

6. All teaching must be based on factuality
• free from the influence of political or other propaganda

7. All qualities of mind are to be developed
• discipline, self-reliance, initiative, character, sweet disposition
• rationality, creative intellect, awakened conscience
• self-knowledge

8. Culture, language and heritage
• children are encouraged to learn and preserve their local culture and language
• at the same time they become familiarised with the multicultural world environment
• in this way the native culture is maintained in the midst of globalization

9. Development of an expanded social consciousness
• starts with self-confidence and esteem
• leads to a sense of responsibility
• towards social justice, security and peace

10. Benevolent outlook and social service
• inculcation of the spirit of selfless service to others
• service to humanity is service to God
• for the welfare and happiness of all


Some basics of the Neohumanist Education curriculum:

1. Morality is of fundamental importance, and includes the development of moral principles such as:
• integrity of character
• trustworthiness
• benevolent outlook
• simplicity of life
• magnanimity of mind

2. Languages
• the child's mother tongue is its most precious means of expression
• as such the use of mother tongue is encouraged
• the lingua franca of the world, in addition to other useful languages, is also taught

3. Development of arts, science and technology
• art should be for the inspiration and upliftment of humanity (not just "art for art's sake")
• science and technology are beneficial to humanity if used properly
• children are encouraged to develop their latent skills and aptitude in all these fields

4. Aesthetics and creativity
• children should not only learn established facts and methods
• they should also develop a sense of aesthetics and creative expression
• creativity of thought allows for the development of new ideas and techniques, beneficial for individual and collective social progress

5. Physical education and practical life skills
• to equip the child with the skills needed to deal with the physical world
• physical education includes sensorimoter development through sports, exercise and yoga
• practical life skills include health and hygiene, cooking, gardening, self-defense and survival training

6. Sense of human history and society
• history is not only inspiring, but gives valuable lessons in human nature and psychology
• social studies gives an awareness of social problems and equips the child with the skills to deal with these problems
• children should feel inspired to work for social justice and upliftment

7. Natural history and ecology
• ecologically sound principles are explored from an early age
• sense of love for nature is cultivated
• leads to ecological awareness and care for the environment

8. Intuition and wisdom
• children are instilled with a sense of positivity and optimism
• this leads to a natural curiosity about the wonder of the universe
• a basis is built for the contemplation of our relationship with God, others and the universe as a whole
• the child gradually gains the ability to realise its purpose in life and act upon it

Qualities of teachers

The role of teachers in our society is of paramount importance, as it is the young children who will be the leaders of tomorrow. Children learn very quickly, and everything is easily assimilated by their inquisitive and absorbent minds. As such, the exemplary role of educators is of vital importance, as they themselves are setting the example for the children.

The necessary qualities of any teacher are:
• an innate love and compassion for all humanity
• a genuine love and affection for children
• moral integrity and righteousness
• dedication to the all-round development of the child
• self-restraint of behaviour and temper
• decency of personal behaviour
• discipline, punctuality and dutifulness
• strong character
• inspiring personality
• leadership ability
• good judgement and balanced mind
• academically qualified
• able to conduct a cooperative and communicative relationship with the parents
• free from the influence of political or other vested interests
• possessing a spirit of selfless service to the society
• teaching by personal behaviour and example


Have you got what it takes?
Email service at anandamarga.org to volunteer.