Author profilePartho has been worki

Author profile
Partho has been working in the field of spiritual and Yogic education and training for more than fifteen years and is himself engaged in the practice of Vedanta. He was educated in Delhi and graduated from Delhi university with honors in English.
After graduation, Partho spent some years in exploring spiritual and mystic traditions seeking a more comprehensive and meaningful way of life. He joined the Sri Aurobindo Ashram in Delhi at the age of 26 and got involved in personal research in the field of spiritual-Yogic education and practices.
Partho’s research in education and its long term impact on social and human growth led him to his involvement with social and corporate management and leadership. He has been conducting courses in personal growth and self-actualization for over ten years now. He works with small individual and corporate groups on personal growth, change, excellence and self-actualization in the context of Vedanta and Integral Yoga. He runs these courses in India, Europe and the United States.
Partho has written articles and books on the topics of education, Vedanta and Integral Yoga. His book ‘Integral Education: A Foundation for the Future’ (UBS publishers) was published in 2007. He is currently writing a book on the application of Vedantic practices in contemporary life and work.
The premise and the decisive ideas guide this book:
The premise of this book is that if the goal of man is to evolve into a higher being capable of manifesting a divine consciousness, then this ideal must move beyond the realm of individual yogic practices and be seriously and purposefully taken up by societies through the propagation of a new kind of education. Based on his own practice as a teacher and teacher educator, the author describes the characteristics of an integral teacher and an integral learning environment and how these differ, in essence and in detail, from the current mode of education generally followed in the modern world. Set within the framework of Sri Aurobindo’s and the Mother’s thoughts on integral education, the book is an experimental manual for changing the way most teachers view both the process of learning and the child who is at the centre of that process.
There are two seminal ideas that are the mainstayof this book. First, the idea that man is a transitional being and must, in the cosmic scheme of things, evolve to the superman or the divine Godhead. The second is that unless this idea is transformed into a living creative force for the race, there is little possibility of such an evolution for the human species. In other words, it is not individuals alone but societies that must be inspired and driven by such an ideal.
REVIEW
Today we stand at the threshold of a new era when all the standards and ideals of the past which have so far been the guiding principles of human existence seem no more to hold their ground, and man is groping for a new way of life that may rightly answer to his yet unformulated aspiration. Essentially, man seeks for permanent happiness in this transitory world; but he knows not how to achieve this aim for he is ignorant of the nature of this happiness. The utilitarian social order of today speaks to him incessantly of all the wonders that the power of Money can give him. So, undoubtedly, his sole preoccupation is "how to acquire this magical power". Therefore, from the earliest period of his life all his efforts are directed towards preparing himself and later his offspring to become forceful and tactful wielders of this extraordinary force. As Partho writes: “People want one thing and ask for another, they feel one thing and express something quite different, their actions are seldom in harmony with their intentions or beliefs or even desires”. Thus education in our age has become totally utilitarian. But still man is not happy. Because money is not the answer to his perennial question: Where lies happiness? If economic well-being is not what he wants, what is he seeking for? What will give him that which he seeks? This is precisely the question that an “integral education” answers.
Partho, who is himself an educationist and also an educator, has hit the mark straight to the point. He has understood that the aim of an education that will prepare the child to find the answer to the question mentioned above must exceed the present norms by which academicians are in the habit of founding their institutions and move towards new standards, new domains, that are yet to be discovered, in order to help man grow upwards in his evolutionary process and attain his highest ideal: the divinisation of life. This system of new education the author calls "consciousness education". But at the same time he warns us that this education is for the future. For man is not yet ready for such a way of life. He says, "The education for the future will have to be a consciousness education in all its aspects and parts of being." In this process of the divinisation of life, the self-awareness that leads to the discovery of one's psychic being - the progressive divine element in man - and the psychicisation of all the parts of one's being: the physical, the vital, and the mental is the first step.
I really like his idea about the whole educational process when relating it to the cycle of educational foundation: education has to be started from the self, the self must discover itself under guide of family and school, then it applies and experiences all the lesson in the social reality under many different roles and position, in that society he has to try to adapt and adjust day by day under the harmony and orderly nature laws. In order words, the self must perfect his role as a part of society and make the society perfect its role as a part of the wholeness – the cosmos. Infact, this is not a role unique to teachers. For, as Partho points out, "learning is a lifelong, dynamic dialogue with life and the cosmos... It is omnidimensional, omnidirectional and integral." So those with whom the child lives and interacts are responsible to give to the child the best possibilities for acquiring this self-awareness. Partho says "The teachers, the parents and the entire school and environment must work to provide to children the noble and the beautiful"; because to his view nobility and beauty are the essential qualities of the psychic. and nature or the early existence is balance, coherence and harmony.
Actually, the idea towards an integral education is not new because it has been the desire of all the educators so far. It is not a question of a lifetime but of many lifetime. However, What is an integral education? And How is an such education established? are the questions with new answers from Partho.
An integral education must base on the interconnectedness and integration of an integral environment, integral school, integral learning, integral teaching and integral self. Following his explaination I can conclude that an integral education has to guide learner to an integral transformation or to an integral learner. What is an integral learner?. Here, the author indicates exactly the current gap of guiding educational philosophy: “While most of the education practiced in our schools focuses almost exclusively on the head, an integral and unitive education addresses the head as well as the heart, the body and the spririt. In the wholeness of a soul and a cosmos” – “We need to understand that most of us are fragmented and internally inconsistent because our so-called modern education has failed almost completely. It has failed to provide the leverage for this critical process of integration. Where schools tried to give a more balanced education, they have ended up limiting the education of the body to exercise regimens and some sports, while emotional education has been confused with moral education in most cases and a kind of psychoanalytic treatment in others.” Truly, this is the big shortcoming of Vietnamese educational system when education, educator and parents just try to expand child’s head with huge knowledge in order not to become a man with total development but a machine with full of high grades and degrees. This idea also gives me a framework of the whole person in which the spirit of soul is central important but only one part of the integral process, the body with its beauty and grace, the heart with its power of transforming love and the mind with its power of understanding and receiving. The three parts surround the central – the soul and interact each other that create an integral self.
As the heart of integral education, the integral self has to be objective of teaching-learning process in which the teacher need emotional, intellectual and physical competences. Partho is absolutely right when saying that “the first principle of true teaching is that nothing can be taught. The teacher is not an instructor or task-master, he is a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process.” The misunderstanding of current teachers about teaching and their own role in educational process can be harmful to learner when it prevents students from creativity, crictical thinking, self-awareness and even learning love.
On the other hand, the integral teaching-learning needs to be involved in an integral school created by consciousness, environment and a learning community of teachers, parents and students. An integral school is not just an institution, it is the grounding for a way of life, the preparation of a new world order, and therefore far exceeds personal or organizational ambition. The learning environment is very important, Partho indicates 5 elements combine to form a dynamic integral learning environment: the touch of earth symbolizes stability and firmness; the feel of space –

Results (Vietnamese) 1:

Tác giả hồ sơPartho đã làm việc trong lĩnh vực tâm linh và du già giáo dục và đào tạo cho hơn mười lăm năm và là mình tham gia vào các thực hành của Vedanta. Ông được giáo dục ở Delhi và tốt nghiệp từ Delhi trường đại học với danh dự trong tiếng Anh.Sau khi tốt nghiệp, Partho trải qua một số năm trong khám phá tinh thần và thần bí truyền thống đang tìm kiếm một cách toàn diện hơn và có ý nghĩa của cuộc sống. Ông đã tham gia Sri Aurobindo Ashram ở Delhi tại 26 tuổi và đã tham gia vào nghiên cứu cá nhân trong lĩnh vực giáo dục Yogic tinh thần và thực tiễn.Nghiên cứu của Partho trong giáo dục và của nó tác động lâu dài về sự phát triển xã hội và con người đã dẫn ông đến sự tham gia của ông với xã hội và công ty quản lý và lãnh đạo. Ông đã tiến hành các khóa học cá nhân tăng trưởng và tự actualization trong hơn mười năm nay. Ông làm việc với nhóm cá nhân và doanh nghiệp nhỏ về cá nhân tăng trưởng, biến đổi, xuất sắc và tự actualization trong bối cảnh của Vedanta và không thể tách rời Yoga. Ông chạy các khóa học ở Ấn Độ, Châu Âu và Hoa Kỳ. Partho đã viết bài báo và sách về các chủ đề của giáo dục, Vedanta và không thể tách rời Yoga. Cuốn sách của ông ' không thể thiếu giáo dục: A nền tảng cho tương lai ' (các nhà xuất bản UBS) đã được xuất bản vào năm 2007. Ông hiện đang viết một cuốn sách về việc áp dụng tư Vedantic thực tiễn trong đời sống hiện đại và công việc.Những tiền đề và ý tưởng quyết định hướng dẫn cuốn sách này:The premise of this book is that if the goal of man is to evolve into a higher being capable of manifesting a divine consciousness, then this ideal must move beyond the realm of individual yogic practices and be seriously and purposefully taken up by societies through the propagation of a new kind of education. Based on his own practice as a teacher and teacher educator, the author describes the characteristics of an integral teacher and an integral learning environment and how these differ, in essence and in detail, from the current mode of education generally followed in the modern world. Set within the framework of Sri Aurobindo’s and the Mother’s thoughts on integral education, the book is an experimental manual for changing the way most teachers view both the process of learning and the child who is at the centre of that process.There are two seminal ideas that are the mainstayof this book. First, the idea that man is a transitional being and must, in the cosmic scheme of things, evolve to the superman or the divine Godhead. The second is that unless this idea is transformed into a living creative force for the race, there is little possibility of such an evolution for the human species. In other words, it is not individuals alone but societies that must be inspired and driven by such an ideal.REVIEWToday we stand at the threshold of a new era when all the standards and ideals of the past which have so far been the guiding principles of human existence seem no more to hold their ground, and man is groping for a new way of life that may rightly answer to his yet unformulated aspiration. Essentially, man seeks for permanent happiness in this transitory world; but he knows not how to achieve this aim for he is ignorant of the nature of this happiness. The utilitarian social order of today speaks to him incessantly of all the wonders that the power of Money can give him. So, undoubtedly, his sole preoccupation is "how to acquire this magical power". Therefore, from the earliest period of his life all his efforts are directed towards preparing himself and later his offspring to become forceful and tactful wielders of this extraordinary force. As Partho writes: “People want one thing and ask for another, they feel one thing and express something quite different, their actions are seldom in harmony with their intentions or beliefs or even desires”. Thus education in our age has become totally utilitarian. But still man is not happy. Because money is not the answer to his perennial question: Where lies happiness? If economic well-being is not what he wants, what is he seeking for? What will give him that which he seeks? This is precisely the question that an “integral education” answers.Partho, who is himself an educationist and also an educator, has hit the mark straight to the point. He has understood that the aim of an education that will prepare the child to find the answer to the question mentioned above must exceed the present norms by which academicians are in the habit of founding their institutions and move towards new standards, new domains, that are yet to be discovered, in order to help man grow upwards in his evolutionary process and attain his highest ideal: the divinisation of life. This system of new education the author calls "consciousness education". But at the same time he warns us that this education is for the future. For man is not yet ready for such a way of life. He says, "The education for the future will have to be a consciousness education in all its aspects and parts of being." In this process of the divinisation of life, the self-awareness that leads to the discovery of one's psychic being - the progressive divine element in man - and the psychicisation of all the parts of one's being: the physical, the vital, and the mental is the first step.I really like his idea about the whole educational process when relating it to the cycle of educational foundation: education has to be started from the self, the self must discover itself under guide of family and school, then it applies and experiences all the lesson in the social reality under many different roles and position, in that society he has to try to adapt and adjust day by day under the harmony and orderly nature laws. In order words, the self must perfect his role as a part of society and make the society perfect its role as a part of the wholeness – the cosmos. Infact, this is not a role unique to teachers. For, as Partho points out, "learning is a lifelong, dynamic dialogue with life and the cosmos... It is omnidimensional, omnidirectional and integral." So those with whom the child lives and interacts are responsible to give to the child the best possibilities for acquiring this self-awareness. Partho says "The teachers, the parents and the entire school and environment must work to provide to children the noble and the beautiful"; because to his view nobility and beauty are the essential qualities of the psychic. and nature or the early existence is balance, coherence and harmony. Actually, the idea towards an integral education is not new because it has been the desire of all the educators so far. It is not a question of a lifetime but of many lifetime. However, What is an integral education? And How is an such education established? are the questions with new answers from Partho. An integral education must base on the interconnectedness and integration of an integral environment, integral school, integral learning, integral teaching and integral self. Following his explaination I can conclude that an integral education has to guide learner to an integral transformation or to an integral learner. What is an integral learner?. Here, the author indicates exactly the current gap of guiding educational philosophy: “While most of the education practiced in our schools focuses almost exclusively on the head, an integral and unitive education addresses the head as well as the heart, the body and the spririt. In the wholeness of a soul and a cosmos” – “We need to understand that most of us are fragmented and internally inconsistent because our so-called modern education has failed almost completely. It has failed to provide the leverage for this critical process of integration. Where schools tried to give a more balanced education, they have ended up limiting the education of the body to exercise regimens and some sports, while emotional education has been confused with moral education in most cases and a kind of psychoanalytic treatment in others.” Truly, this is the big shortcoming of Vietnamese educational system when education, educator and parents just try to expand child’s head with huge knowledge in order not to become a man with total development but a machine with full of high grades and degrees. This idea also gives me a framework of the whole person in which the spirit of soul is central important but only one part of the integral process, the body with its beauty and grace, the heart with its power of transforming love and the mind with its power of understanding and receiving. The three parts surround the central – the soul and interact each other that create an integral self.
As the heart of integral education, the integral self has to be objective of teaching-learning process in which the teacher need emotional, intellectual and physical competences. Partho is absolutely right when saying that “the first principle of true teaching is that nothing can be taught. The teacher is not an instructor or task-master, he is a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process.” The misunderstanding of current teachers about teaching and their own role in educational process can be harmful to learner when it prevents students from creativity, crictical thinking, self-awareness and even learning love.
On the other hand, the integral teaching-learning needs to be involved in an integral school created by consciousness, environment and a learning community of teachers, parents and students. An integral school is not just an institution, it is the grounding for a way of life, the preparation of a new world order, and therefore far exceeds personal or organizational ambition. The learning environment is very important, Partho indicates 5 elements combine to form a dynamic integral learning environment: the touch of earth symbolizes stability and firmness; the feel of space –