Vimal-Viveka: The threshold point

 

 

But, Sanatana-living-guru-shishya-parampara stays as evidence that there is a way to figure it out exactly how we are and, who we are. And, that is the way of self-realisation or science of ‘how to live’. But, to make ‘how to live’ integral part of primary education across the globe, majority of leading academicians and decision-makers across the globe have yet to mature to become capable of transcending various colours (impressions and influences) of professions, religions, nations, ethnicities on their identities/minds and, attain to Vimal-Viveka( pure discerning).

 

It’s only after crossing this threshold point of Vimal-Viveka in their respective consciousness that they may attain to the spiritual maturity of realising the real prominence it deserves in refining human intellect, intelligence and wisdom.

 

When one’s Viveka arrives at a threshold above point then alone, so to say, that escape velocity is attained in one’s consciousness which makes one capable of upholding inner values and stays unshaken facing adverse forces and taking all in one’s stride. And, as long as this chasm between upholding inner values and living under compulsions of survival or artificial constructs designed by societies and countries for administrative purposes exists, human beings cannot live peacefully relying on one’s Vimal-Viveka as one’s real guide. Because most of our problems which afflict us today are manmade, resulting from vivekheenataa.

 

Until a critical mass of people is ready to uphold inner values by devising innovative ways which help everyone to leave behind all those compulsions which confine us to limited identifications as mentioned earlier, till then it will not be possible to arrive at a clear consensus over the common primary curriculum for all children across the globe.

 

Yagna of making and shaping our lives for united purposes of humanity and, aligning those with the ultimate goal of individuals can happen only when such a consensus is arrived at among education leaders of the world. Imparting universal primary education with the proper quotient of para-vidya in it will help ensure some level of oneness in the consciousness of children, and that will work through them for universal welfare when they grow up to become a responsible citizen of the global community. As Indic wisdom has established earlier also that universal welfare and individual fulfilment/liberation/ happiness/peace are two sides of the same coin. The appearance of such a courageous, critical mass among education leaders and entrepreneurs is the need of the hour.

 

This universality in primary education will also help remove any discrepancies. Does scrutiny show that in school syllabuses of various countries, different narratives are taught that how exactly human beings came into being? If these narratives are part of fiction and entertainment, then such stories will enrich human imagination. Because then it will not matter whether these are true stories or these are stories which are told to impart some emotional truth about human experiences. But when these narratives are taught as part of history, then it affects children’s psyche adversely, they become myopic. Science of ‘how to live’ is capable of removing all such nonsense from children’s mind as it is capable of imparting discernment and making us capable of seeing reality as it is.

 

More and more our sciences, discoveries and explorations are refining and becoming subtler, more and more evidence and indications are coming to fore and establish the truth which Indic wisdom through its vast literature available in Sanskrit and timeless Shruti-parampara have been preserving. For example, when according to popular science our origin is still stays shrouded in mystery then telling children that earth is merely six thousand years old is not true, howsoever truthful the book may be through which it is taught. By doing this, will we not be shaping their personalities as doubting individuals instead of curious with the sense of wonderment?