अर्जन विसर्जन और शिक्षा
By शुभू पटवा
Summary
The text explores the concept of "visarjan" (renunciation or giving away) through the story of Krishna and Sudama, where Krishna gives away his entire wealth after eating two handfuls of rice from Sudama's bundle, stopping before the third. It cites historical figures like Bhama Shah, who sacrificed everything for nationalistic reasons, and Sohanlalji Dugad, who continuously gave away his earnings without pride. The author argues that the process of earning and giving away, when done with detachment, is a path to freedom from inequality and mental afflictions like anger, greed, fear, attachment, lust, hatred, and jealousy. While spiritual practices aim to calm these impulses, their impact is hard to assess due to lack of systematic results. The text criticizes the current education system, quoting Mahatma Gandhi's 1924 statement that it is based on foreign models from Oxford, Cambridge, Edinburgh, and London, and that national education is impossible without abandoning them. It notes that Gandhi's "basic education" has failed. However, hope is found in Acharya Mahapragya's "Jeevan Vigyan" (Life Science) education method, which targets the root of mental distortions. The author questions whether integrating this into the current system will bring change, citing Acharya Mahapragya's view that the problem is one-sidedness—some focus only on spirituality while others focus only on the external. The text concludes that earning's true joy lies in giving away, otherwise it becomes a burden and source of inequality, and that "Jeevan Vigyan" could be a tool for liberation, requiring open-minded consideration to build a problem-free society.
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Conclusion
The document underscores that the cycle of acquisition and relinquishment, when performed with detachment, is essential for a society free from mental afflictions like greed and anger. It highlights that while historical figures like Krishna and Sohanlal Dugad exemplify this ideal, modern education systems have largely failed to cultivate such values. The text points to Acharya Mahapragya's 'Jeevan Vigyan' as a promising approach that integrates spirituality with practicality to address these root issues. However, it cautions that simply grafting this onto existing curricula may not suffice, as the core problem is one-sidedness. Ultimately, the implication is that a balanced, detached approach to earning and giving, fostered through a reformed education, is crucial for building a superior, problem-free society.