Positive Psychology & Indian Culture: A Way to develop 'Positive' Generation

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 Vi eka a da has defi ed edu atio as the a ifestatio of the pe fe tio al ead i a . This research paper is inspired from a finding that School with Indian Cultureoriented 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 21 st century face challenges, opportunities, and expectations that prior generations could not have been imagined and would not have been believed. Simultaneously, growing amount personalpsychological-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 Framework2005). 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 i pa t o stude t s ps ho-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 dis ipli es of "dos a d do ts". “age Pata jali i his autho itati e T eatise 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 e ha es hu a ei g s e tal pea e. 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 u de sta di g the o ld. A o di g to the ithout a deep u de sta di g of o e 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 a d o t ols ut athe is see as a f ie d, a e to , a fa ilitato , o a e pe ienced t a eli g o pa io . Teachers help young people feel connected by fostering collaboration rather than competition in classrooms). They encourage reflection and questioning rather than passi e e o izatio of fa ts Bhatta, . 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 valuesbased 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 i o po ated i toda s so iet . It is quite significant to study the link between ultu e/e i o e t a d its effe t o o e s de elop e t, efo e ad o ati g 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 s oli aspe t of s hool a ti ities t a s itted lite all f o ust e o side ed fo those a e o e ge e atio to a othe alues that a e Wren, 1999).  Research has shown that school environment and culture, classroom interactions, s hool a ti ities, stude ts pa ti ipatio a e ajo fa to s i flue i g e otio al, so ial a d 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 i p o es stude ts a ade i pe fo  a e Kauts, “ha a, 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 elate to pupils st ess a d e e ps hopatholog . Fu the o e, a positi e lass oo climate facilitates pupils lea i g a d adjust e t Kase & 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 ualit of edu atio a d s hool life i ge e al is i po ta t fo hild e 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) .  ‘esea h also ited Hollo a i di ated that pa ti ipatio i s hool activities, especially athletics, leads to higher self-esteem and an enhanced status among pee s .  A positive relationship between the classroom climate and some aspects of hild e s adjust e t, i ludi g self-esteem, interest and motivation, behavior and school achievement, has been found in a considerable number (Fraser, 1982;). Therefore, good s hool li ate a d a good lass oo li ate oth see to asso iate ith hild e 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 o pou d of toda s edu atio al p o ess Kha , u e t p o le s, stude ts . With premier concern to these etal-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 wa to ake the diffe e e i stude t s life. These ki ds of s hools a e ilita 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 7 th 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 adventu e a d spo ts gi es a outlet fo stude ts feeli gs a d lo e s the a iet 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. Na da pa a i itiated a p oje t ‘a i a hi “hala “u da “ hool i . It e t o fo 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 Gu ukul A a d “hala .  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. Gu ukul A a d “hala ai s at overall development (Emotional-SocialMo al of the stude ts ith a pe fe t le d of toda s edu atio al st u tu e a d a ie t 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 le el: E a i atio ased o itte s lla us ii) B le el: O al & P a ti al E a i atio a ks of Ph si al edu atio , ‘e itatio , Project, Computer, Field Visit, Reading, Camp/Picnic of 50 marks each (350 marks) iii) C Le el: E aluatio ased o stude t s pa ti ipatio , i ol e e t a d conduct throughout the year and appraisal from classmates (200 marks) iv) D Le el: E aluatio f o pa e ts ega di g pupil s ha its a d eha io i general (100 marks) This is very effective evaluation system. It resembles to the 360 0 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 evaluatio of stude t s a ade i -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 stude ts pe fo a e a ade i all a d also i e t a u i ula . O e a 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. Pa e ts a e satisfied as the ha e o se ed stead g o th i pupil s pe fo a e 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 pe fo eage ole of o se e o fi a ial p o ote of thei a d s edu atio . The are moreover external factor in the process. It even make a positive parenting just a story a d o the othe side pa e ts sta t feeli g that a d s o e all de elop e t is hole a d sole responsibility of school. They do not realize their share in the process. Gurukul Anand Shala promotes pa e ts pa ti ipatio . At the ti e of ad issio , oth the parents are counseled by the staff and VC, personally, regarding the culture, activities and expectations of the school. The eed to e aluate thei behavior at home, in so iet . A o di gl the e aluatio a d s pe fo a e a d of the stude t s o e all 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. “tude ts pa ti ipatio i pla i g a d ad i ist atio ake the a le to ha dle ig 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. 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