Salient. Victoria University Student Newspaper. Volume 36, Number 2. 7th March 1973

Education & Fulfillment in Life

Education & Fulfillment in Life

Education, n. bringing up or training, as of a child; instruction; strengthening of the powers of the body or mind; culture. (L. educere - e, from, and ducere, to lead).

It seems quite clear from this definition that the purpose of education is to culture the mind of man so that he can accomplish all his aims in life. And further, the Latin root leaves little doubt that this process of education is one of leading or drawing out from within. It has to do with strengthening powers of both mind and body during this instruction or culturing process. It should develop one's ability to make the most of his own personality, surroundings and circumstances, so that he may accomplish the fullest in life for himself and for others around him. The latent possibilities of unfoldment are boundless for young people during their student life, if only their eyes be opened to them.

In all parts of the world today people seem to be dissatisfied with the prevailing system of education. But in spite of this universal dissatisfaction, there are few persons indeed who are able to point specifically to what is needed and to what it is that is lacking in the present curricula of schools, colleges and universities. And it is not just the students or the parents of the students or the employers of the "educated" graduates who are dissatisfied, but eminent scholars and professors themselves complain and grumble about deficiencies in the educational system.

Maharishi Mahesh Yogi (founder of the science of creative intelligence) says in "The Science of Being and Art of Living" (Signet paperback):- "What is lacking? Simply this: a curriculum with depth. We need a curriculum that will enable students to become responsible adults, fully grown in all the values of life with their bodies in full health, and with their minds and hearts established in higher consciousness and understanding. If subjects could be taught in such a way as to bring to students this full scope of life, a more complete panorama of the full values of life, such depth of curriculum would automatically be implemented".

Instead, what is presently happening is that more and more subjects are being added to the curricula, and with each specialisation or narrowing of focus a new branch of learning begins. There is no end to such a proliferation of knowledge, with each discipline ranging from the simplest of fundamentals to the most intricate complexities involving that particular subject. But no branch has yet reached the peak of knowledge in its own field-still greater findings remain always to be unfolded by scholars who follow. However, the highest knowledge of any subject remains continually beyond grasp and no knowledge is ever complete in the present framework of studies.

What is needed is a knowledge of these highest peaks of all bodies of knowledge to supplement every branch of learning. When systematic study of such knowledge is made available to students, then such studies will reveal those hidden values of life which lie beyond the obvious phenomenal phase of existence. Nobody can deny the existence of some creative intelligence at work in the universe. Simple observation of life and the cosmos around us makes it clear that there is some order, some harmony, some direction, some intelligence at work. And it is this study of universal creative intelligence that will give students a deeper sense of existence, a broader vision of life, an insight into this infinite wisdom which will unfold the possibilities of attaining higher values of life than those found in their ordinary existence. If only transcendental meditation were practised, together with the study of the science of creative intelligence, the purpose of education in the true sense of the word would be served.

Already enterprising students (and working adults as well) in New Zealand are finding this out for themselves by practising transcendental meditation as taught by Maharishi Mahesh Yogi. But both they and those other students who do not yet know this technique would be helped immensely if the education authorities in this country (and throughout the world) would introduce this practical study of the science of creative intelligence into the curricula of all colleges and universities. By so doing, not only would education prepare one for a career geared primarily at earning a living, but also it would develop those inner values of mind, body and spirit which are the essence of human life itself.

Free introductory lectures are held on Wednesdays at 8pm at 233 The Terrace, beginning Wednesday 7th March-all welcome.

Levels of Rest change in metabolic rate

Levels of Rest change in metabolic rate

During Transcendental Meditation oxygen consumption and metabolic rate markedly decrease indicating a deep state of rest.

Increased Learning Ability

Increased Learning Ability

Studies show that meditators perform better on recall tests and learn more quickly than non-meditators. Meditators also show significantly better results on more difficult material. The relation between the practice of meditation and recall ability indicates that Transcendental Meditation improves memory and learning ability.

Reduced use of Tranquilizers, Stimulants and other prescribed drugs

Reduced use of Tranquilizers, Stimulants and other prescribed drugs

Transcendental Meditation provides a state of deep relaxation and rejuvenation, removes stress and strengthens physical and mental health. In addition to finding a discontinued use of prescribed drugs, researchers at Stanford Research institute and Harvard University noticed a marked decrease in the use of non-prescribed drugs among those starting the practice of TM.