Issue 38 – May 2014

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https://gurukul.edu/wp-content/uploads/2014/05/Issue381.pdf

Inside cover

AMGK/NHE Conference Caracas, Venezuela

4 – Neohumanist Education for Peace – Dr. Shambhushivananda
6 – Education for Peace – International NHE Conference – Conference Report
8 – The Transformative Power of Neohumanist Education in Social Change – Dada Maheshvarananda
10 – What is Neohumanism, and What is Neohumanist Education? – Eric Jacobson
11 – The Application of Neohumanism to the Layers of a School – Eric Jacobson
12 – Theater in Education – Ole Brekke
13 – How to Be the Most Effective Preschool Teacher in the World – Mary Jane Glassman

AMGK Webinars and Seminars

17 – Microvita Seminar – Verona, Italy
18 – Gurukula Webinar Series: Starting a Global Conversation – Dr. Marcus Bussey
19 – Era of Neohumanism: Towards a Cooperative Spiritual Society – Dr. Sid Jordan
22 – AYAM Yoga Academy Intensive Yoga Teacher Course 2014 – Argentina

NHE Colleges, Schools and Projects in Focus

23 – Ananda Marga Gurukula Teachers Training College
24 – NHE Activities in Chouf, Lebanon
25 – Training in Lebanon for Child Friendly Spaces for Syrian Refugees
26 – AMSAI Philippines
27 – GANE – Global Association of Neohumanist Educators

NHE Teacher Training and Studies

28 – Educating Teachers for a Whole New World – Tatjana Popov
29 – Neohumanist Education Teacher Training – Zonnelicht School, Den Bosch, Holland
30 – Planting the Seeds of Neohumanist Education and Evolution of Spirituality – Didi Ananda Uttama
32 – Master Units: Challenges and Solutions – Tapan and the Master Unit Team in Saigon, Vietnam

Global News

34 – Qahira Sector – Malta, Egypt
35 – Berlin Sector – Iceland, Romania
36 – Delhi Sector – India
37 – New York Sector – USA
38 – Nairobi Sector – Ghana; Manila Sector – Thailand
39 – Hong Kong Sector – Taiwan

Back cover

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Sá vidyá yá vimuktaye – “Education is that which liberates.”The real meaning of education is trilateral development – simultaneous development in the physical, mental and spiritual realms of human existence. This development should enhance the integration of the human personality. By this, dormant human potentialities will be awakened and put to proper use. Educated are those who have learnt much, remembered much and made use of their learning in practical life.

Emphasis should be given to moral education and the inculcation of idealism – not only philosophy and traditions. The practice of morality should be the most important subject in the syllabus at all levels.

The sense of universalism should also be awakened in the child. Etiquette and refined behaviour are not enough. Real education leads to a pervasive sense of love and compassion for all creation.

Shrii PR Sarkar