Implementation of the three principles of education in TLC
Interpretation and Implementation of the three principles of education in TLC
In TLC we have chosen to implement the three principles of education as envisioned by The Mother and Sri Aurobindo, through a process where the self becomes the leader of one’s life and growth. This process aims for the child to develop the skills and qualities needed to later in the teens be able to move fully into a free progress methodology, develop a love and motivation to learn, setting the foundations for an unending education that will follow the individual throughout life.
The Three Principles are:
- The first principle of education is that nothing can be taught.
- The second principle is that the mind has to be consulted in its own growth.
- The third principle of education is to work from the near to the far, from that which is to that which shall be.
When trying to develop a way of implementing the principles in TLC, we are facilitating the development of the child’s mind, to build consciousness. By trying to understand the mind, its functions and development, we try to create a system of education moving from the teaching of subjects to the development of faculties. To build consciousness we want to offer an environment, activities and opportunities with that specific purpose.
According to Sri Aurobindo the mind has three different layers: Memory, the Sense/Emotional Mind, and the Ordinary Mind. The ordinary mind is what sets us humans apart from animals, with which we share the other two layers of the mind. Sri Aurobindo divides this mental consciousness into different sub planes, where the ordinary mind is the starting point to start working toward a deeper consciousness. It is this part of the mind thatt gives us the capacity to be self-aware. It can be divided into three different parts: the expressive mind, the dynamic mind and the thinking mind. The Ordinary Mind is the part of the mind that can take us on a journey of consciousness, a collective and individual evolution of mankind.
In TLC we see that these layers of the mind are a core foundation for developing an Integral Learning programme. How the mind functions is very different during different stages of a child’s development, and steers how we need to work with a child. It is also throught the understanding of the mind that we can develop an educational program through which the child can develop her/his faculties of consciousness, physical, vital, mental psychic and spiritual.
When looking at brain development, research has shown that the brain develops at its most rapid pace in the first few years of life. During the early years neurons form new connections at the incredible rate of 700-1000 per second. And these early synaptic connections form the basis of neuroplasticity, which in turn form the foundations for the child’s physical and mental health, for the lifelong capacity to learn, adapt to change as well as developing psychological resilience. We believe that this neuroplasticity has a connection with the child’s ability to develop their consciousness.
If the brain fails to get what it expects and needs during the most sensitive and rapid periods of development in early life, the amount of effort required to set it back on track later in life is enormous. Therefor we see that Integral Education can only be fully implemented when starting to work with children/families from a very early age, and to be able to follow the same children closely over time and thereby understanding their developmental needs better.