The Rishi(s) and Muni(s) of ancient times and Psychologists, Scientists, Educationists and other experts of modern times, all are of the view that development of the person should start from his childhood because it is difficult to change the nature and character of a person after teens.
According to child psychology, the environment & atmosphere of the family play a major role in inculcating human values, mainly moral and spiritual values in the children. The family plays the most important role in building the character of the child and transform him into a good human being. Joint family system, the presence of elders in the family play the effective role in social and moral development of the children. But today atmosphere of the families somehow has become polluted due to many reasons: one being the disintegration of Joint family system. The environment of family, primary and pre-primary educational institutions leave a strong imprint on the child's psyche and play a significant role in the inculcation of Human Values specially social, emotional, moral and spiritual values. The conduct & behaviour of elders of the family and teachers influence the conduct & behaviour of the child very strongly. The thinkers and psychologists have laid great emphasis on the creation of such environment & atmosphere in the institutions and the family which is conducive for the inculcation of human values and for all round development of the child's personality.
The environment & atmosphere of the institution is much more than its physical location and its surroundings. It also includes several other elements like the ambience, social and emotional atmosphere of the institution, the rituals, and conventions and, of course, the programmes conducted at the institution. In true sense the environment of an institution is the sum total of the influences generated by the above and its setting, its rituals, ideals, the guru(s), pupils, in a word, the overall ethos of the institution where high ideals guide the working of the institution and where teachers/guru(s) work with a sense of dedication, where there is mutual respect, affection and love among all concerned- pupils and guru(s), where children revere the guru and there is intensity in guru-pupil bonding, where children love their institution - in such an environment values are inculcated in the children in a natural way. The Gurukul(s) and Ashrams of the ancient times were examples of such an ideal in practice. The pupils and guru(s) shared a common life in the gurukul(s) and ashrams, situated in natural environment of forests in quest of spiritual perfection and education. A life led in communion with nature provides greater possibilities for moral & spiritual development.
In the modern times it is not possible to establish residential gurukuls in towns and cities. Thus there is a need to create such institutions in each and every corner of the world where environment and atmosphere is nature friendly, holistic and conducive for inculcating moral and spiritual values. The environment and atmosphere of the institution and the personality of the teacher/guru(s) cast a powerful influence on children especially in their spiritual and moral development.
Children have a natural tendency to identify themselves with their parents, other family elders, peers and their teachers/gurus whom they revere. Children adopt them as their personal models for emulation and imitation. The identification with them and hero-worship triggers off the process of imbibing their qualities and initiating them into behaviour, unconsciously, particularly in respect of social and moral perspective & scenario. The conduct and behaviour of the teachers/ guru(s), parents and other family members can influence a child's behaviour much more than anything else because the children imitate the behaviour of their parents, family elders and guru(s) whom they revere.
In the early childhood, Programmes such as Story telling, Songs, Rhymes, Music, Dance, Lullabies, Puppetry, Comics, Cartoon Strips, Movies, Illustrated Stories, Skits and other dramatized presentations with humans, animals, birds and/or other characters are always a favourite with children. The children have a natural fascination for them. By the age of about 5 years, peer influences become very powerful, Identification with the group, its interests, goals, attitudes, values etc. is an important factor. Good peer groups can contribute to the wholesome development of the group members.
At a later childhood stage the role-playing, participation and other such activities can be useful experiences for imbibing human values and positive attitude. However generalization and conceptualization can start in a systematic way. Stories of role models can also be presented as ideals for emulation. Inspirational talks by eminent persons can be quite productive. Good and logical presentations, participation in discussions and debates, self-evaluation etc. lead to better understanding, so do the visits to historical/spiritual/ religious places. They provide proximity with nature and value-rich situations & activities. It is necessary to experience the values-especially aesthetic and spiritual values like compassion, sincerity etc.
Along with imbibing human values, it is also necessary that the children should be physically healthy, vitally energetic, emotionally pure, having positive thinking, intellectually curious, with sharp grasping power, sociable and tolerant, balanced and free from egoism. Therefore, physical, vital, mental, intellectual, social and spiritual development of children is as important as inculcating human values in their subconscious and their character-building so that when they grow they may face the challenges of life courageously, lead an ideal life and prove useful for the family and the society.
Prayer, yoga, meditation, pranayam and exercise develop physical and mental ability and sharpen memory, intellect and receptive prowess. They also help in the eradication of negative tendencies and ennobling/ improvement of the self. Spiritual programmes and activities like yoga, meditation and pranayam for the development of the physical, mental and intellectual abilities and for sharpening receptivity besides this thrilling & exciting games, outdoor games, celebrating festivals for social & physical development should be organized.
To retain children's interest and to ensure their involvement in the activities of the institution, it is necessary that programmes and activities in the institution are immensely enjoyable and serve as tools of imbibing human values in their subconscious. The value-rich behaviour can be effectively presented through these programmes and can be followed up with analogous behaviour. Modern technology such as audio-visual presentation also has great potential.
The programmes/activities take care of various factors i.e. age groups, aptitude, ability of the children and culture & traditions of the region.
In the modern times it is not possible like ancient times to establish residential gurukuls in the natural atmosphere in every city. Resources of material education are now available to every one. Hence, in the modern context it has become necessary to make such an arrangement so that a person beginning from his childhood gets a chance of his all round development, character-building and self-elevation also besides the knowledge of material subjects, science and education of technology etc. This task is not feasible with modern education system alone. Therefore, for the all-round and complete development, character-building and self-elevation of the children, it is essential to set up Children Institutes in every city and village, where-
1 The environment provided to children is nature friendly, healthy, positive, cheerful and holistic.
2 Examplary and ideal Mentors (Gurus) with righteous instinct should be able to inspire children with their conduct and behaviour and have the qualities to becoming Role Model for children.
3 Guru-Shishy relation should be intimate and emotional and the children should have faith and loyalty in Guru (Mentor) and rever him.
4 Besides the teaching of material subjects (as science, technology, vocation and artistic skill), they should also get acquaintance of culture, yoga, environment etc.
5 There is variety of the value rich programmes/activities which children can enjoy. Such programmes/activities be used as tools which may enable the children to imbibe human values and build their character for themselves.
6 The programmes and activities should be blissful and entertaining and values should be latent in these programmes and activities. Besides, sports full of exercise and thrill should be organised.
7 The programmes and activities should be according to the liking and age of the children and should be interesting and manifold also.
8 Children should be able to remove their negative mental tendencies without any effort and following human values becomes part of their nature.
9 Yogic, pranic and spiritual programmes should also be arranged to enhance the physical, vital, intellectual and spiritual power of the children.
10 Celebration of festivals and cultural programmes collectively should be organised.
11 The programmes & activities shall have the inbuilt mechanism by which foundation of modern education would be laid.
12 Programmes & activities be organised in such a manner which result in all round integrated harmonious development of children and they become physically healthy, vitally energetic, emotionally pure, intellectually curious and spiritually balanced.
Besides the above, family life is the main source of human values. This is proven fact of Indian traditions. If the value system is practised in the family, the value inculcation in young family members becomes automatic. Therefore it is also essential to create the holistic, lively, healthy, blissful environment and atmosphere in the family which will assist the family members to become cultured, balanced, cheerful, energetic and duty-conscious and remain balanced in the event of odd circumstances. Such atmosphere in the family will develop the love, affection, tolerance, generosity between the family members and would be instrumental in their social, emotional and spiritual development and self evolution. It will also help young generation of the family to imbibe human values and eradicate their negative mental tendencies.
In view of the above aspects, 'Sanskaram' has developed & devised a unique methodology by taking the sutra(s) from old scriptures, the process of Sanskar, the methods followed by the Ancient Guru(s) and by blending these with modern technology and scientific & other Innovative methods invented and designed with the assistance of today's educationists, psychologists, scientists, spiritualists, child experts and learned men of different fields to suit the present social conditions. In this methodology, there will be No Preaching, No Lecture and No Instructions. The emphasis will be on providing blissful holistic environment and value loaded programmes & activities, rich in entertainment to the children and creating such situation, where children experience the value themselves, so that negative tendencies are eradicated and human values are inculcated in their subconscious, unconsciously.
This objective cannot be fulfilled merely by preaching or delivering class room lectures. Therefore a methodology based on the process of Sanskar has to be adopted, being the only proven method since ancient ages.
In this 'Sanskaram methodology, 'Sanskaram' has envisaged the creation of : -
(i) Children institution(s) for providing joyful, holistic, nature-friendly & value-rich environment to children, where they immensely rejoice and get their negative mental tendencies wiped out and imbibe Human Values, Positive Attitude in their subconscious without being aware of them, build their character and develop their integrated harmonious personality by developing themselves physically, vitally, mentally (emotionally), intellectually, socially & spiritually.
(ii) Sanskar Centre(s) to inspire family members specially youths for developing themselves physically, vitally, emotionally, socially & spiritually and for creating the holistic, cultured and delightful environment in their families.
(iii) Training Institute(s) for training of mentors, facilitators and professionals who will act as friend, facilitator and guide for the children and youths.
(iv) Production and Publication unit for developing & producing the value based programme and activities and for publishing the books, periodicals & good literature pertaining to Character Formation, Personality Development, Human Values, Conduct & Behaviour to inspire people for developing holistic and harmonious environment in their families.
The main objective of creation of Institution(s) for Children is to provide the holistic and joyful environment to the children which enables them to imbibe human values and eradicate their negative mental tendencies. In these Institution(s) especially designed value rich, innovative programmes & activities would be organized in such an interesting way that the children would like them immensely and they would, along with fun, pleasure and enjoyment imbibe positive attitude and human values in their subconscious. These especially designed value-loaded programmes & activities would, inter-alia, include performing arts, spiritual activities, literary activities, creative art & craft, audio-visual programmes, Indoor/ outdoor games and physical activities. Besides, there will be other Social and outdoor activities such as plantation, social service, cultural programmes, celebration of festivals, workshops, symposiums, short-term camps, tours, excursions, visits to historical & religious places and interaction with children belonging to different socio-economic strata etc so that children may experience harmony and affinity with nature and society.
A unique concept of Sanskar Guru(s), who would act as Friend, Facilitator and Mentor for the children has been envisaged in this methodology. The prime duty of Sanskar Guru is to empower & inspire the children to imbibe human values through the process of 'Sanskar'. The Sanskar Guru(s) themselves would be true followers of human values; believe in "simple living and high thinking"; would work with missionary zeal and would enjoy working with young children. They would be lively, energetic, creative and innovative. The conduct & behaviour of Sanskar-guru(s) would be such that they could become the Role Models for the children and inspire them through their conduct, behavior and multidimensional personality, as children imitate the actions of their parents, family elders, peers and Guru(s) whom they revere.
The Second main component of this methodology is to set up multidimensional, multi-activity and multipurpose Sanskar Centre(s), with an objective to inspire family members specially youths to create values based, holistic, harmonious, cultured and joyful environment in their families. The programmes of Personality and Character Development; Yoga, Meditation, Pranayam, Pranik healing and Sports for youths, Physiotherapy, Naturopathy, Steam bath, Spa etc for the physical, mental and spiritual development and value rich and entertainment, cultural and social programmes & activities for the social development and other knowledge based programmes to develop the intellect of the people would be organized at these centre(s). The atmosphere and environment of these centre(s) would be holistic, Joyful and festive.
The Third main component of this Sanskaram Methodology is of setting up Training Institute of Human excellence for training and preparing the mentors & facilitators who in turn will counsel and inspire the youths and children for the purpose of their harmonious personality development and character-building. And fourth is Production and Publication Centre for the development, adaptation and production of value rich programmes and publishing the books, periodicals, electronic media pertaining to Personality & Character Development, Conduct & Behaviour, Human Values, Art of Living, Spirituality, Philosophy, Science and Dharm, Yoga, Meditation and Pranayam, Inner and Outer Health and Happiness, Family Environment & Atmosphere, Parenting, Child Development etc.
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