We live in an objective world, where objects themselves are neither inherently good nor bad. It is the context and meaning we assign to them that evoke feelings of joy or unhappiness. While this understanding is not new, our ignorance of it or our attachment to objects often leads to suffering. Spirituality offers a profound tool for understanding the nature of things and human psychology, providing clarity and liberation from these attachments. As the Buddha taught, attachment is the root cause of all suffering. Spiritual masters echo this wisdom, urging us to discern between needs and wants. While our needs are few, our wants are limitless. Yet, these teachings are more effective when practiced than merely heard. In the complexity of daily life, we often fail to apply them, perpetuating a cycle of suffering and depriving ourselves of our innate ability to experience joy.
This raises an important question: how can we integrate spirituality into every stratum of society, fostering a state of happiness that is accessible to all? Many suggest reviving the ancient tradition of gurukuls, where philosophy and spirituality were imparted alongside practical knowledge during the Vedic period. Such an approach, they argue, could nurture young minds with values and cultural depth. In today’s hyper-competitive world, where stress, pressure, and dejection are rampant, this idea holds significant appeal. However, we must acknowledge that many mathas and ashrams already offer such spiritual education. The goal should not be to produce monks, but to cultivate a generation equipped to navigate the challenges of the modern world with resilience, balance, and joy.
A more effective approach might be to blend spirituality with the current educational system. Knowledge of spiritual concepts and Vedic scriptures could enhance the spiritual dimension of education. Alongside professional and technical subjects, students could be introduced to the science of their own being—spirituality. An integrated curriculum like this would enable them to pursue their careers and financial aspirations while simultaneously recognizing the transient nature of material achievements. This dual focus would encourage students to explore what leads to a permanent state of happiness and fulfillment. Through reflection and inquiry, they could connect with their inner world and cultivate self-awareness.
This would lead them into an enquiry mode, reflecting and contemplating transformative questions such as: Who am I, at my core? and How do I balance between the subject (self) and the objective world? These questions could guide them in their journey towards a meaningful and fulfilling life.
For instance, consider a young professional who excels in their career yet struggles with feelings of emptiness and stress. Through guided self-inquiry, they might realize that their identity has been overly tied to external success, neglecting their inner fulfillment. By addressing this imbalance through spiritual practices like meditation or mindfulness, they could find renewed joy and resilience in both personal and professional spheres.
Imagine a society where such a transformational approach is embraced. Education would not only prepare individuals for professional success but also equip them with the tools to lead ethical and ecologically balanced lives. By fostering a culture of introspection and inner exploration, we could usher in a new beginning—a society where values, happiness, and harmony are prioritized alongside progress. Such a shift has the potential to create a world that is not only materially advanced but also spiritually awakened, capable of addressing the complex challenges of our time with wisdom and compassion.
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