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Category : All ; Cycle : February 2012
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Feb29
HOUSE OF STRESS: DR. SHRINIWAS KASHALIKAR
HOUSE OF STRESS: DR. SHRINIWAS KASHALIKAR

Stress is neither; merely in the environments nor; merely in the individuals. Hence mere socioeconomic reforms of mere personal purification; cannot be adequately effective.

Stress is inappropriate internal interactions between the internal environment and external interactions between external environment; and the individual.

For accomplishing Total Stress Management we have to learn to make our internal as well as external interactions appropriate.

How can we achieve it?

NAMASMARAN is a process that rectifies; our internal as well as external interactions and hence ensures; simultaneous blossoming of the individual and the environments.

However; blind belief, blind disbelief; or even rational acceptance of NAMASMARAN do not matter; as the result depends only on the extent and intensity of practice.


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Feb29
Day surgery for gall bladder stones
It is not uncommon to see an abdominal ultrasonogram report suggesting stones in the gall bladder when you visit your doctor for pain in the upper abdomen or indigsetion or chronic gas. Stones in the gall bladder is a more serious condition than stones in the kidneys. The GB stones can cause infection in the gall bladder presenting with severe pain abdomen, can also cause jaundice by blocking the bile passage into the intestine and rarely a near fatal condition called acute pancreatitis by blocking the mouth of the pancreatic duct..
There is no medical treatment for gall bladder stones and these patients will require laparoscopic removal of the gall bladder along with the stones.
This surgery is performed as a day care procedure where in the patient checks into the hospital at5.00 am .Surgery is done at 6.00am and the patient is discharged at 2.00pm. Effectively the patient is in the hospital for about 6 hours. They walk back home and will take a normal dinner that night. Pain killer medications are given for relief of pain if any.. These patients start their routine normal activity the day following surgery. In the las t 100 such operations we performed ,we had no problems with any patient and none of them have been re-admitted to the hopital. So I believe that laparoscopic gall bladder remoban can be safely operated on a day care basis and there is absolutely no need for the patient to saty in the hospital overnight.


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Feb29
Robotic surgery in India
Robotic surgery is the newest addtion to the surgical armamentarium. here the operating surgeon makes use of a mechanical robot with four movable arms to operate on patients. Robot holds a telescope inserted into the human body through a small hole and moves it around on instrucctions from the surgeon who manipulates the robot from a distance looking into a 3D view console with excellent vision and zooming facility. Four other robotic arms wield different types of instruments used for that particular surgery. Surgeon moves these arm by manipulating ceratin pulleys with his hands sitting comfortably.Robotic surgery provides the surgeon as well as the patient maximum comfort and ergonomics. Because of high level of precision, error rates are extremely negligible. Robotic surgery is being extensively used in surgery of the prostate, uterus, rectum, esophagus etc.. with excellent results and drastically reduced hospital stay for the patient. India has about 12- 15 robots at the moment and the numbers are likely to multiply rapidly in the coming months.


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Feb29
TECHNOLOGY, SIDDHI AND MAYA: DR. SHRINIWAS JANARDAN KASHALIKAR
TECHNOLOGY, SIDDHI AND MAYA: DR. SHRINIWAS JANARDAN KASHALIKAR

Technology has made many things, thought to be impossible in the past, easily possible!

In common language these technological feats could be conceived and appreciated as extraordinary achievements. In spiritual tradition such achievements (though through different means and ways) are called SIDDHIS.

ADWAITA philosophy refers to the internal and external universe as MAYA or MITHYA, to indicate and convey its changing, fleeting and hence deceptive nature. I conceive MAYA as relative reality as distinguished from absolute.

Technology validates this perspective in many ways.

It is through technology (modern siddhis) that we realize that what we see in the immediate vicinity with naked eyes is only apparent and the ‘reality’ of electromagnetic radiations and microbes is not apparent.

The transmission of news on the news channels of electronic media; validates with great impact, that every situation, every person, every success or failure and every moment, are ephemeral, transient and fleeting!

The internet highlights the fact not appreciable to otherwise intelligent mind; that millions of people are reading and thinking about what is uploaded and millions of people are engaged in different activities beneficial or harmful to mankind.

It is however necessary to appreciate; that whatever is apparent through technology is also fleeting and superficial.

In other words, it is also; relative reality and not absolute! In fact, technology can create illusions, delusions and thereby hallucinatory effects leading to paranoid feelings and behavior. For example, the larger than life presentation of movies, serials, reality shows, advertisements; can create havoc, especially in young minds. The technological feats (siddhis) thus can unveil the maya on the one hand and create far more illusory, deceptive and destructive “replications of MAYA” on the other!

What is absolute?

We find ultimate culmination of our life in the absolute or cosmic consciousness. It is in this cosmic consciousness that we experience the ultimate of bliss, peace, and harmony; and the way to this “absolute” is NAMASMARAN! We should not believe, disbelieve, accept or discard this; blindly; but verify this conviction; on the basis of extensive study, discussion, contemplation and most importantly, the practice!


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Feb29
WHAT IS WELLBEING? DR. SHRINIWAS KASHALIKAR
WHAT IS WELLBEING? DR. SHRINIWAS KASHALIKAR

It is true that a variety of physical attributes such as strength, agility, skilled coordination, good posture, endurance, good proportions of body etc; indicate physical health.

In aging population, good memory, good eyesight, good hearing sense, good sleep, good mood, delayed graying, delayed wrinkling of skin etc; constitute indicators of good physical health.

But it is said that the most important hallmark of wellbeing is being connected with our true self or the cosmic self. This is called ANUSANDHAN.

It appears to be associated with benevolent, enkindling, enlightening and vitalizing effect on the entire universe.

Whether NAMASMARAN can help in achieving such an objective mental state that has sublimely romantic subjective counterpart; and reflects in benevolent personal and social actions conducive to holistic health; is for the readers to experience and decide.


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Feb29
STRESS VIOLENCE AND NONVIOLENCE: DR. SHRINIWAS KASHALIKAR
STRESS VIOLENCE AND NONVIOLENCE: DR. SHRINIWAS KASHALIKAR

“Indiscriminate violence and nonviolence” are like short circuiting. They manifest through an individual due to inappropriate communication through nerve impulses (energy flow) from and towards the brain.

“Indiscriminate violence and nonviolence” usually result from extreme subjective responses. Indiscriminate violence towards others or towards self is counterproductive and detrimental to inner and outer and individual and global blossoming.

Indiscriminate nonviolence i.e. hysterical pampering of self or that of other men or animals is equally counterproductive and hindrance to inner and outer prosperity and profundity.

Therefore, “indiscriminate violence and nonviolence” in the form of impulsive or planned activity by individuals or groups is neither conducive nor justifiable, for the welfare of a person or mankind.

The globally benevolent perceptions, emotions, passions, instincts and personal and social actions are (should be) aimed at rectification of impulsive, mean, cruel or stupid and hence “indiscriminate violent or nonviolent” concepts and practices, counterproductive and hazardous to human progress.

The essence of these efforts is however defeated time and again by gullible kindness and cunning wickedness!

Thus “indiscriminate violence” in the form of exploitation, repression, fanaticism, terrorism, cheating and torture in more than one way of innocent people; and the massive propaganda of the “indiscriminate nonviolence”; go on incessantly and hand in hand by practitioners of indiscriminate violence! They are inappropriately and suicidally supported by genuinely kind but unwise proponents of “indiscriminate nonviolence” who unknowingly accept and subject themselves to indiscriminate violence!

Thus “indiscriminate violence” multiplies exponentially because “justifiable and essential therapeutic violence” against such “indiscriminate violence”; is paralyzed by the hypocritical preaching or gullible propaganda of “indiscriminate nonviolence” by the practitioners of “indiscriminate violence” and some well meaning but naïve supporters of “indiscriminate nonviolence” respectively!!

It is important to understand urgently that “destruction of diseased cells benefits the diseased patient for recovery to health and hence the global conscience must rise against concepts and practices of “indiscriminate violence” and “indiscriminate nonviolence” (harmful to blossoming of mankind). It is urgent to employ wherever necessary, “a well meaning globally beneficial, surgically skilled, appropriate, disciplinary, corrective and “nonviolent violence” to effectively and rapidly curb the indiscriminate violence and indiscriminate nonviolence towards self and others by state agencies and non state entities.

This is essential for creating a world where even this sort of “therapeutic and nonviolent violence”; would also not be required.

NAMASMARAN is said enable us to acquire this enlightened wisdom and overcome indiscriminate, unwise, unjust and suicidal conception and practice of violence and nonviolence!


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Feb28
STRESS AND KULADEVATA (THE FAMILY DEITY): DR. SHRINIWAS KASHALIKAR
STRESS AND KULADEVATA (THE FAMILY DEITY): DR. SHRINIWAS
KASHALIKAR

One of the varieties of STRESS is; one that results from severance from the habitat or childhood atmosphere. In our life this STRESS results because of being away from our native place, family members, and childhood friends and often neglected or ignored but important entity called KULADEVATA i.e. family deity.

Most of us belonging to the Hindu way of life; have their family deity and the temples of family deity in their respective native places. The customs and traditions of worshiping family deities differ some what, but in essence; they involve; regular visit to the temples of the family deities; especially on the occasion of yearly festivals of celebration called jatra.

Many of us instinctively know; the kind of STRESS resulting from the deprivation of habitat; and hence make a yearly religious visit without fail; to the temple of KULADEVATA, on the occasion of jatra.

In our early childhood we used to go to Walaval, where there is a temple of our family deity Laxmi Narayan. We traveled in our neighbor; Mr. Chintamni (fondly called Chintu) Patankar’s hired; van like private vehicle.
The narrow brick red roads to Walaval; flanked by the greenery, the water streams, the rivulets, the typical shacks selling hot tea and bhaji (the smell of which percolated in the atmosphere and titillated the olfactory sense and taste buds), the houses with tiled roofs and lastly the temple of Laxmi-Narayan (also called Dev Narayan) are still very fresh in the memory.

The Laxmi Narayan temple is several centuries old and there is a lake by its side. In those days; the lake appeared fearsome as we did not know swimming and there was the belief that at least one or two persons died in the lake! The pujaris (the people appointed for worship of the deity); had maintained the sanctity of the temple, which created a sense of reverence and awe! These feelings and even the taste of the simple; but fresh and hot food; served by our distant relatives, linger in our minds even today.

But later I came in touch with Marxist analysis of poverty and misery in the society. Since I had no strong enough argument to counter the Marxist analysis, my beliefs somewhat drifted (in search of truth), from the family deity Dev Narayan, who appeared to be redundant and restricted to the temple and provide no solutions to challenges in personal and social life.

But today we are convinced that Marxist analysis; (though definitely more advanced than the indolent, parasitic, helpless and deterministic outlook), has to be culminated quickly into the globally blossoming process of self realization.

Thus God is one, but deities are many. Every family has a family deity. The child is introduced to the deity right from the birth. This introduction is immensely important because it keeps reminding the individual about the destination viz. blossoming into comic consciousness!

Thus the family deity is a forward step, made easy by parents, towards the realization of truth! At that age, no amount of philosophy can work. In fact it can be counterproductive and convert young minds into fanatic fascist robots. It is this introduction, familiarity and actual participation in the activities meted out for individual and social blossoming that constitute; some of the valuable aspects of acculturation called SANSKARA.

Today we are under the stress of being away from our habitat. Let us understand that being educated in alien atmosphere, alien curriculum and alien ideology; boosts and bloats our ego and disgruntlement. We then keep grumbling about our literature, our deities, our history, our capabilities and our future. We turn against our own ancestors and culture as if they were villains and we are heroes! Such self destructiveness; turns us away from the loving ambience of our families and family deities. We egoistically think that the family deity provided no solutions (as if he/she was supposed to provide ones); and hence is redundant and restricted to the temple. This arrogance and disgruntlement itself is the hallmark of stress resulting from the deprivation of habitat.

How can going back to this habitat physically and intellectually be extremely pleasant and beneficial in Total Stress Management?

Return to our families and family deities; is reunification of our-selves with our emotional roots. We are introduced to the family deity right from our birth. When no amount of philosophy can work; or in fact can convert our young minds into fanatic fascist robs; the introduction, familiarity and actual participation in the rituals of KULADEVATA enrich our habitat and ensure; individual and global blossoming. This is how going back (if we are broken away) to our family deity and physically and intellectually would ensure Total Stress Management.

The family deity conceptually then grows into cosmic consciousness and the individual develops cosmic perspective in the course of time.

Family deity is a very important and vital component of the process of individual and global blossoming and emancipation!

Our family deity lives in the beautiful temple located in the beautiful place mentioned above viz. Walaval in Kudal Taluka, Sindhudurga district, Maharashtra state, India. Even as Dev Narayan is my family deity, any one who visits the temple, would be reminded and reoriented to the cosmic consciousness in the course of time, besides being rejuvenated by the especially invigorating ambiance!

However the humility and openness; is very much required for the physical and intellectual return to KULADEVATA i.e. family deity (and Total Stress Management); and subsequent orientation to the cosmic consciousness; becomes possible through the practice of NAMASMARAN.

We may not believe all this; but can think over and verify!


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Feb27
Namasmaran: The healing and blossoming ambrosia: Dr. Shriniwas Kashalikar
Namasmaran: The healing and blossoming ambrosia: Dr. Shriniwas Kashalikar

Introduction:
Namasmaran (From Sanskrit: Nama = a (divine) name; smaran = remembrance); means remembering the name of God, either loudly or silently. This is called jaap, jap, jikra in Hindi and Urdu respectively.

Namasmaran is a traditional practice of Stress Management; that is beyond exploitative, mercenary, commercial, professional and even philanthropic transactions. It is practiced in many religions including Hindu, Christian, and Muslim etc. Namasmaran; by virtue of its almost universal acceptability, simplicity, non-technicality and inexpensiveness has the potential to be beneficial in stress management, to majority of people in the world, irrespective of age, sex, occupation, socioeconomic stratum, race, religion, culture, ideology, nationality. This is especially so, because; namasmaran does not involve any stringent rules, coercive regulations or crippling bindings such as; conceptual, intellectual, emotional, social, cultural and traditional. It does not interfere with the customs or belief systems. Namasmaran is said to reorient us to our own selves, empower us and reenkindles our potential to blossom together! It is said to revitalize and rejuvenate us and catalyze the evolution and implementation of holistic perspective, policies, plans, programs and achieve individual and global blossoming; inside and outside!

Conceptual and procedural details of namasmaran:
Namasmaran usually embodies; remembering the name of God, Guru, great souls such as prophets; and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, namasmaran is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

The principle (hypothesis) underlying namasmaran; is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self! Since individual consciousness is the culmination of every activity in life; and namasmaran is the pinnacle of or culmination of individual consciousness; namasmaran; is actually; opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with our true self!

Thus namasmaran is said to be the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the YOGA of YOGA; also because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not “miss” the “benefit of namasmaran as they may remember "true self" through one symbol or another”!

It is said to be meditation of meditation; because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

It is said that namasmaran would certainly enlighten, empower and enlighten billions to evolve, guide and consolidate; the global conscience and empower the global perspective, policies, plans and programs; and thereby usher in global unity, harmony and justice.

We should not merely believe, disbelieve, imagine, conjecture, or theorize casually about namasmaran. We should not develop presumptions, prejudices, liking, acceptance, disliking, rejection or respect; and go into uncertainty, dilemma, indecision, wavering, and vacillations! In stead; we should provisionally accept, study and practice namasmaran; and verify.

Some arguments against namasmaran:

1. Namasmaran does not seem to produce tangible results; if compared to scientific research, socio-political activities, agricultural activities, handicrafts etc. In view of this; there is no basis that namasmaran can lead to global blossoming.

True. There is no basis. Nobody can provide the "experimental and quantifiable" proof. We have ourselves to to practice, experience and verify.

2. There is no demonstrable cause and effect relationship to say that namasmaran evolves us into objective or cosmic consciousness or imparts global perspective.

True. We can not prove that namasmaran evolves us into objective or cosmic consciousness; or imparts global perspective! This is matter of verification.

3. Namasmaran has no demonstrable influence on individual or social life. Namasmaran is wastage of time. In fact; One may feel that namasmaran has benevolent role, because of erroneously attributing the good changes in him or her; to namasmaran; when in fact; it could actually be the other way round; that is; good changes in him or her; have lead to him or her to develop interest in namasmaran.

This argument is because of inability to “see” anything tangible and rather the addiction to believe in a thing; only if it is tangible! It can not therefore be refuted. It can only be satisfied if the questioner exercises his or her freedom to blossom his or her capacity to “see” and "experience" the benefits of namasmaran.

It is said that namasmaran can influence the social life, because the blossoming is irresistibly manifested in society; impossible to be ignored. There are many illustrious examples such as scholarly saints Dnyaneshvar, Tukaram, Ramadas, Eknath, Waman Pandit, Meera, Kabir; including Mahatma Gandhi.

It is also said that if we have doubt about whether namasmaran blossoms us into cosmic consciousness, or cosmic consciousness absorbs us into namasmaran; or cosmic consciousness some how is related to namasmaran, or whether namasmaran has anything to do with cosmic consciousness; then also there is freedom to blossom and experience rather than condemned to get buried in the sterile semantics! All in all, practice of namasmaran and the experience associated with it; are innate and beyond linguistic comprehension and communication; though the glimpses of its supremacy can be described. We have freedom NOT to believe in namasmaran blindly; and provisionally accept, study, experiment out and experience!

4. What is the sense in the claim that there is "active peace" in namasmaran; as suggested by some?

The “Active Peace” is a concept to suggest desireless (absence of subjective desire) desire i.e. objective desire. This is a stage in life reached by many; through namasmaran. It can not be and need not be arbitrarily imposed on oneself, because, even as it is pleasant to those who achieve it; it is not usually imaginable and hence agreeable to those; who are engrossed in sensual pleasures.

In fact we find it quite dreadful to be “freed” from these “pleasures”! This is a kind of “fear of loss”! We become miserable even with the thought of such “dreaded freedom”! However if we think keenly, then we can (in the course of namasmaran) imagine how sublime and towering is this stage, why it is acclaimed in books like Bhagavad Gita; and why knowingly or unknowingly; we all tend to move towards it.

5. Is it not true that namasmaran has nothing to offer in material terms?

It is true that namasmaran does not ensure any concrete material gains as such. But it actually “converts” us from our “seeker” status into a “master” status! We become masters of our petty selves! In fact this is the hallmark of progress in any culture; anywhere in the world.

However; what sort of conversion we undergo; what sort of masters we become; has no tangibility. Practitioners of namasmaran say, "Having delivered a child and having become a mother; need not be proved to others; or need not be proved by getting certified from others. The mother knows it more than anyone else! It is her privilege! The change within us through namasmaran is accessible to experience and not dependent for its validation on any words and proofs!"

6. Why is namasmaran ridiculed by many of us?

Namasmaran binds us in “something” non sensuous; and due to our immaturity; appears to force us away from our likes and dislikes i.e. our ego. Since this is painful; we ridicule it as foolish, escapist, nihilistic, nonsense and erratic activity.

7. Is it not true that namasmaran is a kind of paranoid behavior or slavish behavior?

Initially; namasmaran gives us the feeling of submission, prostration, defeat, surrender, prostration by negation of ourselves. But actually this negation is of ego, and victory of our true self. But since we do not realize this initially, we feel that this is an unpleasant and discomforting paranoid activity, which is not true.

8. What is the use of practicing namasmaran right from childhood?

If we practice namasmaran right from childhood even without much understanding; this subconscious learning experience remains in our subconscious and is pivotal in setting us free from our lower self. Because of namasmaran; we become oriented to our higher selves and conquer the stress resulting from the dragging by the lower self. This is why we should provide or impart (by including in all the curriculums and daily routines) the practice of namasmaran right from childhood.

9. Is there any reason to believe that the world would unite and blossom?

No. There is no reason to believe in anything. There is no reason to disbelieve; or waver and vacillate either! It is however a golden opportunity and privilege to practice namasmaran and be free to “see” the world re-exploring the hitherto imperceptible unity and blossoming together!! This is analogous to appropriate linking of the bogies of a train; or assembly of various parts of a car; or even connection of various types of cells in a body!

In view of above arguments against and in favor; namasmaran appears to provide a completely radical and holistic yet totally nonviolent, inexpensive and universally acceptable tool of stress management. Stress as such can be managed; but only temporarily and symptomatically by many ways such as; shopping, taking shower, swimming, skating, skiing, singing, slimming and many such measures; which serve as at best; adjuvant measures.

Selected Sources and References:
1. Bhagavad Geeta: Preached by Lord Krishna on Kurukshetra about 3000 BC to his esteemed disciple Arjuna as compiled by Maharshi Vedavyas (the great seer and philosopher poet Vyas)
Author: Krishna and Vyas; chapter 9, chapter 10.
2. "Dnyaneshvari" (A commentary on Geeta written by the author between 16th an 21st years of his age; between 1285 to 1290 in Marathi, this edition published in 1986; by Swanand Prakashan, Pune);
Author: Shri Dnyaneshvar; Chapter 9, page 252, verses 200 to 210.
3. "Dasabodh"; (A Philosophical tratise of 17th century in Marathi);
Author: Shri Samarth Ramadas Swami; Dashak 4, Samas 3, Pages 141 to 143.
4. Biography of Sadguru Brahmachaitanya Shri Gondavalekar Maharaj, in Marathi published by Prasad Prakashan Pune, on October, 3 1957;
Author: Prof K. V. Belsare, pages 460 to 479.
5. Namacha Nandadeep; (A book published in Marathi on namasmaran)
Author: Sadguru Shri Vamanrao Pai.
6. Namachintamani: A Marathi treatise on namasmaran and its benefits
Author: Ramachandra Krishna Kamat.


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Feb27
STRESS AND HOLISTIC MEDICINE: DR. SHRINIWAS KASHALIKAR
STRESS AND HOLISTIC MEDICINE: DR. SHRINIWAS KASHALIKAR

The stress is unavoidable turbulence within us. One of the factors leading to such stress or turbulence in us; is non- availability of holistic medical assessment, investigations and treatment under one roof. The only way to manage this kind of stress is international and national policy of adopting holistic medicine in mainstream medical education, training, practice and research.

Our stress would certainly be managed if we actually witness development of medical institutions, which would engage in teaching, training, practice and research of holistic medicine and holistic health care.

The most essential and the core aspect (and also the asset) of these institutions would be that; everyone involved in them would be encouraged to practice NAMASMARAN. The practice of NAMASMARAN could vary as per one’s religious beliefs.

Second characteristic would be encouragement to practice of PRANAYAMA.

The third feature would be encouragement of vegetarianism. The food served on campus to the patients and the staff members; would be vegetarian and would include green vegetable, fruits, roots, tubers, different grains, spouted beans, and different variety of nuts, different oils, cow milk and plenty of drinking water.
Drinking water would be available in earthen pots (matkas) and the fridge water would best be avoided.

There would be plantations of herbs such as tulsi, neem, bel, kmari, gulvel, aghada, putrajeevak, shivalingi, kadamba, lemon grass, pudina, jaswandi, pipal, banyan etc and other edible fruits and vegetables also.

There would be quotes, portraits, photos, paintings, specimens, murals of (from Ayurveda, Yoga, Naturopathy; of scientists, instruments, techniques, herbs etc), which would empower, inspire and motivate the patients, the students the staff members for working together to blossom one another!

The curriculum would include compulsory introductory course as a foundation in which holistic approach, holistic medicine, holistic health are introduced and explained; so as to inculcate the unity amidst apparent diversity of people as well as medical systems, so as to enable everyone; to appreciate the contribution of every walk of life and every system of medicine in contributing to holistic health.

The OPD and IN DOOR treatment would be in consultation with the experts from different systems of medicine and different specialties. Different modalities of treatment (under the supervision and control of experts) such as yoga, pranayama, panchakarma, shatkarma, naturopathy; besides; physiotherapy, intensive care, surgery and rehabilitation would be available.

There would be a team of doctors to advise the local, state and central governments; on designing and implementing policies in different fields such as agriculture, industries, education, information and broadcasting; and so on; for achieving holistic health, on routine basis as well as during critical periods such as endemics, epidemics and pandemics.

To be edited and other details to be added…..


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Feb27
STRESS AND HOLISTIC EDUCATION: DR. SHRINIWAS KASHALIKAR
STRESS AND HOLISTIC EDUCATION: DR. SHRINIWAS KASHALIKAR

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student’s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one’s social environment and culture

Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not been included in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain; viz. productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of “educational material” such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers’ children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain


20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to “copy” and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress and ill effects in individual and social life; can not be managed effectively unless and until; a situation where millions are “imprisoned” in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not “miss” the “benefit of NAMASMARAN as they may remember true self through one symbol or another”!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable at least some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent policies!

References:
1. Stress: Understanding and Management: Dr. Shriniwas Kashalikar
2. Conceptual Stress: Understanding and Management: Dr. Shriniwas Kashalikar
3. Hitaguj (Marathi): Dr. Shriniwas Kashalikar
4. Smiling Sun: Dr. Shriniwas Kashalikar
5. Namasmaran: Dr. Shriniwas Kashalikar
6. Sahasranetra: Dr. Shriniwas Kashalikar
7. Holistic Medicine: Dr. Shriniwas Kashalikar

All available for free download on 170 free sharing websites.


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