Since India embraced its current Constitution, the term secularism has been misused to hinder all attempts to incorporate moral and spiritual education. Despite numerous Education Commissions advocating for the inclusion of moral education, the system continues to ignore their suggestions. Sri Aurobindo explicitly stated that “To overlook moral and religious education entirely is to degrade the race. The infamous moral decay among our youth, prior to the revitalizing influence of the Swadeshi movement, was a direct consequence of the solely intellectual instruction provided to them under the British educational framework.” Therefore, it is not an exaggeration to assert that an individual lacking moral and spiritual education is sub-human, with a life valued at nothing. One could reference the opinions of various other national figures such as Dr. Radhakrishnan and Vinoba Bhave to further support this argument. However, this may be unnecessary, as policymakers are already well aware of these perspectives. So, what is the obstacle? It is simply a failure to recognize the necessity of developing a coherent educational policy that integrates moral education and the practice of meditation into our educational framework.
The current imperative is not solely to implement moral education; there is also a necessity to understand the essence of consciousness or the self. It is insufficient to merely teach subjects such as physics, chemistry, mathematics, and science; education must also illuminate an individual about the self or the mind. Aurobindo stated: “The true foundation of education lies in the exploration of the human mind. Any educational system based on theories of academic excellence that overlooks the mind, the tool of study, is more likely to hinder and obstruct intellectual development than to cultivate a fully equipped mind.” Similarly, Schrodinger, the Nobel Prize-winning physicist recognized for his work in Wave Mechanics, expressed in his book titled “Science and Humanism”: “Who are we? The resolution of this inquiry is not only one of the objectives of science but also the very essence of science itself.”
Currently, scientific research has definitively demonstrated that meditation offers numerous advantages for both individuals and society. Therefore, one may wonder why the government has not implemented it in educational institutions such as schools and colleges. The potential reason for this could be the existence of various meditation systems, leaving the government uncertain about which one to adopt. However, it is essential to find a method to identify the most effective forms among the many that are currently popular. If we evaluate the outcomes based on the benefits experienced by practitioners in terms of their physical, mental, spiritual, and social well-being, this should provide a compelling rationale for its initial trial introduction in select schools. Another important criterion could be whether the foundational principles of meditation are universal, scientifically valid, and psychologically sound. Additionally, the government could acknowledge institutions that provide moral and spiritual education while also teaching meditation, thereby fostering a broad international perspective among their students. Consequently, let us unite in advocating for educational reforms and abandon our complacent attitudes, propelling ourselves into an era of enlightenment characterized by thoughts that are consistently loving, pure, and harmonious.