Positive Psychology & Indian Culture: A Way to develop

‘Positive’ Generation

Amruta Gokhale

M.A., M.Phil. (Psychology),

Assistant Professor,

Department of Psychology,

Shrimati Binzani Mahila Mahavidyalaya,

Rashtsant Tukdoji Maharaj Nagpur University, Nagpur,

Maharashtra, India

Keywords: Indian Culture, School Activities, Emotional & Social Development

ABSTRACT:

Development of inner strengths and virtues – a central concept of Positive

Psychology – is very closely related with the Indian thoughts. In Indian Philosophy,

education has seemed to bring out constructive, practical and comprehensive character of

the child. The aim of education is to manifest in our lives the Perfection, which is the very

nature of our inner self. Therefore, Swami Vivekananda has defined education as ‘the

manifestation of the perfection already in man’.

This research paper is inspired from a finding that School with Indian Culture-

oriented activities has more positive effect on the Emotional & Social Development of the

students. Moreover, it helps healthier upbringing. This is an attempt to study the basic

philosophy behind those Indian Culture-oriented activities. It explores the foundation of

such school and analyses the structure of activities practiced. It brings out the general

principles that can be implied in other schools for the balanced and positive development of

the next generation.

INTORDUCTION:

Teachers, principals, and other educators in the early years of the 21st century face

challenges, opportunities, and expectations that prior generations could not have been

imagined and would not have been believed. Simultaneously, growing amount personal-

psychological-social problems of student community has become the premier concern for

parents, teachers, educators and researchers in the field of Social Sciences. The observed

trends are:

Multitude of stresses such as making career choices, being in the competition,

forging a social identity, acquiring a social skill, excelling in the academic pursuit.

Number of youngsters facing a gnawing frustration that might blaze into aggression,

defiance insecurity, loneliness, boredom, and a feeling of being at the brink of crisis

Pick rise in suicide among children and adolescents (Sharma, 2005).

Disruption of emotional, social, and cognitive functioning. Disorders like anxiety

disorders, depression disorders are becoming common in school / college going population

(Whitlock, 2003).

A WHO sponsored multi-centered study in 4 developing countries reported a

prevalence of mental health problems in 12.29% children. It has significantly observed in the

society and also supported by studies that students in higher standards are facing

psychological problems (Nair, 2005).

Secondly, in last two decades, people related School and Higher Education are facing

the challenge of developing competent citizens for tomorrow. It has been very much

evident now that success cannot be attributed to the academic achievement and IQ only.

Recently introduced and researched terms Emotional Intelligence and Social Maturity have

moved the scenario upside-down. On the other hand, Educational Research and Innovations

Committee (ERIC) of NCERT, India has identified psychosocial development of school

children as a major priority area for research (Report of National Curriculum Framework-

2005). National Curriculum Framework-2005 has also emphasized the curriculum

development and reform to make it an inclusive and meaningful experience for children.

The rationale behind is:

Education, being a continuous and creative process aims to develop the

capacities latent in human nature and to coordinate their expression for the enrichment and

progress of the society.

School and educational institutes are major agents of socialization. The

school is indeed one of the vital and essential institutions which support the bulwark of the

edifice of humankind.

School - a social institution is nothing less than any other dynamic

organization where all inner and outer processes and inevitable forces interact with each

other and produces very influential impact on expected outputs.

School, a developmental environment for children, is known to have an

impact on student’s psycho-social development and mental health.

POSITIVE PSYCHOLOGY: NEW WALKWAY

Researchers in the field of Positive Psychology have discovered some of the

fundamental processes that enable human success, and they have further developed ways

to help each of us better understand and adopt these patterns of thinking, feeling, and

relating. Positive psychology is the science of human success. Today we can assess and

develop those habits of thinking, feeling, and relating that consistently create the best

opportunity for success, we can help those engaged in the enterprise of education learn and

practice these habits, and we can develop cultures in schools and school systems that foster

and sustain these habits

Positive Education is the incorporation of the science of Positive Psychology into the

life and work of schools. Positive Education inevitably works to create a school culture that

supports the caring, trusting relationships that distinguish excellent schools from their poor

and mediocre peers. Positive Education seeks both higher academic achievement (with test

score increases to back it up) and increased character strengths and virtues, self awareness

and emotional literacy, self-efficacy (not self-esteem), resilience, flexible and accurate

thinking skills, strategies for high quality connections, and learned optimism (Snyder &

Lopez , 2007.

INDIAN EDUCATION SYSTEM AND CULTURE: A RAY OF HOPE

It is a fact that a nation is progressive and developed in true sense when people are

proud of being its citizens. India is one of the ancient nations which has survived, preserved

and propagated her culture inspire of a very hard struggle for existence. She has survived

because of the eternal values that she has cherished and developed since the time

immemorial. Her culture is a living one rooted in a living past and based on undying spiritual

foundation, which in spite of its ups and downs has kept the lamp of the spirit burning. She

has established the principle of spiritual oneness under the great variety found in the world,

the world of thought as well as physical world.

Ancient Indians also developed the concept of Yoga for disciplining the mind and the

body. Without the practice of the principles of yama and niyama, which lay the firm

foundation for building character, there cannot be an integrated personality (BK Iyengar,

2005).

In Yoga Sutra the" Right Living" is based on yama and niyama. Very simple ethical

disciplines of "dos and don’ts". Sage Patanjali in his authoritative Treatise Yoga Sutras builds

his entire Eight-fold path of Yoga on the foundation of yama and niyama. Practice of asanas

without yama and niyama is mere acrobatics. Discipline does not arise from one's own

mind. It has to be learned from outside. The word Yama can be broadly translated as "Self

Restraints".

Suryanamaskara is a form of Sun worship; a type of Yogic exercise. It, other than all

the physical benefits, produces health, strength, efficiency and longevity, tones up the

nervous system and improves memory, promotes sleep and calms anxiety and revives and

maintains the spirit of youthfulness. Yadnya is a holy service offered with an intension to

neutralize the evil power in the environment. It has been scientifically proven that these

kinds of services are good for human health and environment. It is believed and observed

that daily performing these activities spreads positive energy in the surrounding and

enhances human being’s mental peace.

Ancient Indian thinkers fixed for education certain life-long objectives that require

life-long effort to achieve and realize. These objectives were summarized in triple formula

which gave a wide and lofty framework to the ancient system of education.

The ancient system of education in India not only imparted education to earn

livelihood but also to develop all round personality of the students. Ancient universities such

as Takshila and Nalanda had attained phenomenal growth and fame in the world. This

module is designed to introduce the learners with ancient educational system and present

problems and developments in the field of education.

The Gurukula System was an important concept associated with pursuit of studies in

ancient India. A gurukula was a place where a teacher or a guru lived with his family and

establishment and trained the students in various subjects. The gurukulas usually existed in

forests.

Admission into the Gurukula was not an easy process. A student had to convince his

guru that he had the desire, the determination and the required intelligence to pursue the

studies and had to serve him for years before he was admitted into the school and initiated

into the subjects. Students in the Gurukulas were subjected to rigorous discipline. They had

to live in a very austere environment and practice yoga and meditation under the

supervision of the master and also perform many menial jobs for the master's household.

On specific occasions they had to undergo fasting as a necessary means of purification and

mastery of the body and mind.

‘asato ma sadgamaya

tamaso ma jyotirgamaya

mrityorma amritam gamaya’

(Lead me from falsehood to truth

Lead me from darkness to light

Lead me from death to immortality) (Bhatta, 2007).

In this system understanding oneself (self-knowledge) is as important as

understanding the world. According to them without a deep understanding of one’s

relationship with nature, with ideas, with fellow human beings, with society, and a deep

respect for all life, one is not really educated.

In ancient Indian education, the teacher is seen less as person of authority who leads

and controls but rather is seen as “a friend, a mentor, a facilitator, or an experienced

traveling companion”. Teachers help young people feel connected by fostering collaboration

rather than competition in classrooms). They encourage reflection and questioning rather

than passive memorization of “facts” (Bhatta, 2007).

The main aim of ancient Indian education was to make the student fit to current

society and lead it to better prospects. Inculcating the civic and social duties among the

students was also a part of ancient Indian educational system. The students were not to

lead a self-centered life. They were constantly reminded of their obligations to the society.

Convocation address to the students as found in Upanishads show how they were inspired

to be useful members of the society (Mookerje Radha Kumood, 1989).

Ancient Indian educational system focused on building a disciplined and values-

based culture. Human values such as trust, respect, honesty, dignity, and courtesy are the

building blocks of any free, advanced society (Bhatta, 2007).

SCHOOL CULTURE AND ITS IMPACT ON PSYCHO-SOCIAL DEVELOPMENT:

Indian culture has entrusted number of things that can be even useful and must be

incorporated in today’s society. It is quite significant to study the link between

culture/environment and its effect on one’s development, before advocating the scope of

Indian culture oriented activities in present educational system. Number of researchers has

studies the effect of school culture & climate in reference to the activities students undergo.

School climate encompasses the opportunity to affect school classroom policies

and procedures, positive relationships with adults, the perceptions that adults as a whole at

school did not discriminate based on appearances, and opportunities for creative

engagement (Whitlock, 2003).

School culture refers to the values and symbols that affect the school climate. It is

symbolic aspect of school activities must be considered for those are “values that are

transmitted literally from one generation to another” (Wren, 1999).

Research has shown that school environment and culture, classroom interactions,

school activities, students’ participation are major factors influencing emotional, social and

intellectual development of the wards. (Kauts & Sharma, 2009; Rangan, Nagendra & Bhat,

2009; Rutter, 1980; McNeely, Nonnemaker & Blum, 2002).

In a study, researchers have concluded that training of yoga and meditation

improves students’ academic performance (Kauts, Sharma,2009)

A study was conducted to compare the effect of Gurukul Education System and

Modern Education System on memory of students. Researchers found that students who

were in the Gurukul Education System show better results on memory test (Rangan,

Nagendra & Bhat, 2009).

Whitlock & Schantz (2005) has stated the importance of positive school culture for

development of mental well being. It has been stated that environments that cultivate both

positive emotional relationships and the ability to understand and articulate emotional

states may prove particularly useful in supporting positive mental functioning.

It has been found that a poor school climate, by contrast, has been reported to

relate to pupils’ stress and even psychopathology. Furthermore, a positive classroom

climate facilitates pupils’ learning and adjustment (Kasen & Johnson , 2004).

Positive classroom management climates, participation in extracurricular activities,

tolerant disciplinary policies, and small school size were associated positively with higher

school connectedness. (McNeely, Nonnemaker, Blum et al 2002).

The quality of education and school life in general is important for children’s

adjustment. Differences in achievements as well as pupil behavior can be explained by

factors such as quality of school life, values held at school, management style of teachers

and responsibilities given to children. (Rutter, 1980) .

Research also cited by Holloway (1999) indicated that “participation in school

activities, especially athletics, leads to higher self-esteem and an enhanced status among

peers”.

A positive relationship between the classroom climate and some aspects of

children’s adjustment, including self-esteem, interest and motivation, behavior and school

achievement, has been found in a considerable number (Fraser, 1982;). Therefore, good

school climate and a good classroom climate both seem to associate with children’s

adjustment at school.

Increasing evidence suggests that participation in these activities is positively

associated with: assisting the socialization process, academic achievement, school

engagement, psychosocial development, reduced problem behavior and academic

motivation (Edmonds, 2008).)

It has been observed and suggested that in order to face the challenges ahead,

educational institutes should impart knowledge in the field of history and culture.

Subsequently, imbibing moral and ethical values in them also becomes the essential

compound of today’s educational process (Khan, 2007). With premier concern to these

current problems, students’ metal-social development is viewed to greater extent as a

responsibility of schools.

With this view, some educational institutes around are trying to experiment

with schooling pattern and implement the principles of education and psychology in a

different way to make the difference in student’s life. These kinds of schools are military

training schools, schools with special programs of Yoga and meditation for students, day

boarding schools where students spends their day time away from home participating in

various types of activities other than academic one.

A THOUGHT BEHIND:

A study conducted to find out the effect of different school cultures on

Emotional Maturity, Social Maturity and Anxiety on the 7th grade students has revealed that

cultural and yogic activities practiced in Gurukul Ananad Shala situated at Nagpur city of

Maharashtra state of India, positively affect Emotional Maturity and Social Maturity of the

students and also help them to get well adjusted in the society. While activities like

adventure and sports gives an outlet for students’ feelings and lowers the anxiety (Gokhale,

2007).

AIM OF THE STUDY

1. To observe the Indian Culture oriented activities practiced in Gurukul Anand

Shala, Nagpur, India

2. To know about the basic philosophy behind these activities

3. To study the effect of these activities on the overall development of the students

METHOD:

1. Interview method is used to get the information about the school and its

activities. Researcher has interviewed :

a. Authorities of the institution

b. Parents

c. Students

d. Teachers

2. Observation Method

GURUKUL ANAND SHALA: QUALITITATIVE ANALYSIS

After interviewing the authorities, teachers, parents and students, the information

collected was later organized in different categories on the basis of Background, Philosophy,

Curriculum, Activities, Schedule, Internal culture, Planning, Administration, Academic

Performance, role of teachers and parents.

BACKGROUND:

Gurukul Anand Shala, situated in Nagpur, Maharashtra, India, is a day-boarding

school of Shri Shastri Shikshan Sanstha & Late. M.L.Manker Shaikshanik Vikas and Sewa

Pratisthan, Nagpur. It is a conception of Noble & Visionary Educationalist Dr. Baba

Nandanpawar. He is Kulguru (Vice-Chancellor) of the school. In his 40 years of teaching

profession, he observed the teaching community and educational processes very closely. His

observations about the current educational system and curriculum are like –

- Negligence towards personality and moral development on the part of teachers

and parents

- Incapability of the current educational curriculum to develop competent

generation

- Excessive emphasis on marks and grades

- Excessive performance stress which i) directly or indirectly ceases maximum

development and expression of inner potential, ii) raises psychological and

emotional problems

- Incapability of educational system to develop communication skills, coordination,

and confidence in students

- Education – apart from cultural and value base

- Very little scope for balanced emotional and social character in students

PILOT STUDY:

With a vision and aim of developing a culture and value based curriculum, Dr.

Nandanpawar initiated a project ‘Ravivarchi Shala (Sunday School)’ in 1998. It went on for 5

years with 35 students enrolled every year. This project used to run every Sunday (7 am to 4

pm) where students of different age and social background were brought together with the

objective of balanced emotional and social development. Significant results observed at the

completion of this pilot study has leaded to the establishment of ‘Gurukul Anand Shala’ .

PHILOSPOHY OF GURUKUL ANAND SHALA:

The ideal of education has been very grand, noble and high in ancient

India. Its aim, according to Herbert Spencer is the 'training for completeness of life' and the

moulding of character of men and women for the battle of life. There is no denial that the

purpose, the aim and drive of the educational institutes, must be to equip the students with

the most excellent technological proficiency so that the students may function with clarity

and efficiency in the modern world.

But a far more important purpose than this is to create the right climate and

environment so that the students may develop fully as total human beings (Bhtta, 2007).

Total human being means not only a human being with inward understanding, with a

capacity to explore, to examine his or her inward state and the capacity of going beyond it,

but also someone who is good in what he or she does outwardly.

India has a long history of organized education. The Gurukul system of education is

one of the oldest on earth but before that the guru-shishya system was extant, in which

students were taught orally and the data would be passed from one generation to the next.

Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house

or a monastery. Education was free (and often limited to the higher castes), but students

from well-to-do families payed Gurudakshina, a voluntary contribution after the completion

of their studies.

‘Gurukul Anand Shala’ aims at overall development (Emotional-Social-

Moral) of the students with a perfect blend of today’s educational structure and ancient

educational practices and values. It emphasizes the participation of members of the

management, teachers, parents and stakeholders from the society. The philosophy behind

this is to develop the generation with character and values, who will lead the society more

effectively and progressively.

CURRICULUM:

Gurukul Anand Shala has slightly different curriculum for std. 5 to std. 10. It involves

yearly project on various social, economical, social and current topics. It requires

involvement of parents and teacher as facilitator and child is expected to complete the

project in a year. The projects are expected to be done according to the scientific

methodology. Methodology was taught to students in the beginning of the year.

Methodology Practiced:

1. Group Study

2. Project

3. Survey

4. Visits

5. Group Discussion

6. Computer Education

Evaluation Method:

School has four - point evaluation methods – (650 + 350 + 200 + 100 = 1300)

i) ‘A’ level: Examination based on written syllabus (650 marks)

ii) ‘B’ level: Oral & Practical Examination of Physical education, Recitation,

Project, Computer, Field Visit, Reading, Camp/Picnic of 50 marks each (350

marks)

iii) ‘C’ Level: Evaluation based on student’s participation, involvement and

conduct throughout the year and appraisal from classmates (200 marks)

iv) ‘D’ Level: Evaluation from parents regarding pupil’s habits and behavior in

general (100 marks)

This is very effective evaluation system. It resembles to the 3600 appraisal

system of organizational behavioral science. It nullifies the dishonest evaluation if done. The

final internal result is declared not only on the basis of academic performance but on total

evaluation of student’s academic-non-academic performance, social behavior, personal

conduct and interpersonal relations. A student who tops in academics but fails to help his

fellow classmates or others in his social circle, will not be able to secure top position, thus

get motivated to improve his personal and interpersonal relations. Thus, holistic learning

and development is encouraged.

ACTIVITIES:

This school runs various daily activities for students. All the activities are oriented

towards Indian culture and values. It involves:

1. Development of Physical Ability : SURYANAMASKARAs, Sankalp Yag, JUDO KARATE,

SPORTS

2. Development of MIND- Concentration: Yoga, Sadhana, Strotra Patahan, Prayers,

Moun Abhyas (Practicing Silence)

3. Intellectual Development : Through Curriculum Teaching

4. Development of Creativity: Various projects, Experiential Learning, Activities like

Oratory, Writing, Acting, Music, Dance, Drawing, Sculpture

5. Development of Emotional Intelligence: Various projects to develop EQ (Controlling

emotions, Awareness about own abilities, Positive Attitude, Pro-social behavior)

6. Planning & Management: Students have been asked to look after the internal

management of Gurukul, Field Visit, Personality Development Camps, Projects to

get familiar with Business Houses, Social Institutes, current issues and imminent

personalities of the city.

7. Development of Good Habits: Special attention given for developing good habits

along with positive attitude in children (Reading, Collecting Unique Things, Time

Management)

8. Orientation Towards Indian Culture & Society: Visits to get acquainted with Our

Culture and various aspects of our society

9. Goal Setting: Children are making to think about their career. They get ample

exposure to talk to big names in the society which directly-indirectly help them to set

goal for their future.

10. Value Education: Efforts are made to inculcate human values through encouraging

environment and cultural base.

Special programs:

- Sankalp Yaag & Shibir

- Deekshant Samaroh (Convocation)

- Ganeshotsav

- Jayanti & Punyatithi

SCHEDULE : Gurukul Anand Shala, being a runs from 7am to 7pm. The routine

schedule is as under:

- 6:50 Hrs - Day starts.

- 7:00 – 7:30 Hrs – Daily Exercise and Suryanamaskaras

- 7:30 – 8:30 Hrs – Sankalp Yag and Upasana at Dhyan Mandapa (arranged and

leaded by students)

- 8:30- 9:00 Hrs – Breakfast

- 9:00-10:00 - Moun (Practicing Silence) - students either study or whatever they

wish – Craft, Drawing

- 10:00-13:00 Hrs - Classroom Teaching

- 13:00-14:00 Hrs – Bhojan (It is arranged by a class given the duty, Bhojan starts

with Bhojan Mantra, depicting the purpose for having food)

- 14:00-15:15 Hrs – (Group Study) Revision and Home work

- 15:15- 16:00Hrs - Anand Shala (Students go for extracurricular activities they are

interested in - Classical Dance, Music (Vocal, Instrumental), Drawing, Cultural

programs)

- 16:00-16:15 – Phalahar (Light snacks)

- 16:15-17:15 Hrs – Anand Shala continues

- 17:30 - 19:00 Hrs - Play time (outdoor/indoor games, Judo Karate, Skating)

- 7:00 Hrs – Departure towards home

ORGANIZATIONAL CULTURE:

Internal culture of the school is more of democratic than authoritative. Teachers and

students are free to suggest and discus what they feel. Students share their views and ideas

with elders. Basic philosophy has put great amount of emphasis on the participation of

teachers, parents and people around. Thus, the internal culture is quite inclusive and open.

Even Planning & administration of the institute is a collective effort of management,

teachers and students.

ACADEMIC PERFORMANCE:

School provides unique evaluation system which is found very effective in reference

to the students’ performance academically and also in extracurricular. One may feel that

these many activities take much time of the students and may divert their focus to different

things, but it is found and observed that collective efforts put in are proved successful in

yielding good academic performance from the students.

Parents are satisfied as they have observed steady growth in pupil’s performance

and very essential to mention that school has kept 100% result in SSC examination, till date.

ROLE OF TEACHERS:

Gurukul Anand Shala views teachers not mere employees but as facilitators for the

development of the students. They accompany students in each and every activity.

Throughout the day, teacher needs to observe their group of students and help and make

them to perform the given job. The accountability is completely on teachers.

This requires multiplied efforts on the part of the teacher in terms of time, intellectual

input, commitment, motivation and patience. It is very tough to retain a qualified

manpower with low remuneration, but the management and VC of the school are successful

in that. School management and administration has unique strategy for socialization of the

teachers and they are successful in making them work dedicatedly for this righteous project.

It shows that a democratic administration, open culture, family environment, liberty, good

intention and satisfaction of doing a meaningful work itself enhance the motivation level of

the person.

ROLE OF PARENTS:

In ordinary or normal school system, role of the parent is restricted. They are found

to perform meager role of observer or financial promoter of their ward’s education. They

are moreover external factor in the process. It even make a positive parenting just a story

and on the other side parents start feeling that ward’s overall development is whole and

sole responsibility of school. They do not realize their share in the process.

Gurukul Anand Shala promotes parents’ participation. At the time of admission, both

the parents are counseled by the staff and VC, personally, regarding the culture, activities

and expectations of the school. They need to evaluate their ward’s performance and

behavior at home, in society. Accordingly the evaluation of the student’s overall

performance is done. They are asked to accompany their ward, but to ensure that he will do

the things on his own.

Students in the school come from different socioeconomic strata. Parents have

observed the significant change in the behavior of their son/daughter. Even students

belonging to the lower economic strata have shown very significant improvement in their

conduct, communication, mannerisms they show and academics.

INTERPRETATION AND CONCLUSION:

Gurukul Anand Shala is found as a noble mission to develop good citizens and efficient

human resource for the future. The kind of blend of modern education system with ancient

Indian educational system is found very effective.

Activities like Moun (silence) for an hour, Sankalp Yag in the morning makes students

more healthy, mentally sound, more focused and integrated in their personality,

their duties and performance. They are found more clam, less anxious and free from

any kind of academic stress. They are more eager to talk and answer in the class.

Students’ participation in planning and administration make them able to handle big

and bigger responsibilities. It develops sense of accountability in them.

Democratic leadership and open relations give them opportunity to express

themselves fully. They are socially presentable, full of confidence and mannered.

They do not hesitate to mix with people and they enjoy social presence.

Students are observed mature as per their age. Very few teen age problems are

observed by the teachers and parents. They are focused and sense of brotherhood /

sisterhood is very much praiseworthy.

These are the factors which have led to the better emotional and social development

of the students.

It is evident to conclude that Indian culture oriented activities of the school already

have proven their significance for the social and emotional development of the students.

Even it is found quite viable to run these kinds of activities. Hence, it is suggested that

inclusion of these Indian culture oriented activities will help other schools also to develop

their students in good manner and it will provide noteworthy solution to the behavioral

problems of the student community.

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