शिक्षा--जीवन की गरिमा
Summary
The text critiques modern education, arguing it fails to uphold the dignity of life by not fostering true knowledge and discernment. It contrasts current schooling, described as market-driven and focused on careerism, with "vidya" (true knowledge) that awakens conscience. Examples include highly educated youth from affluent backgrounds involved in violence and terrorism, which concerned the central government enough to consider psychological studies. The text also notes the market's instability: in September 2008, 169,000 jobs were cut in the U.S., and by July 2009, Tamil Nadu saw a sharp decline in interest in IT, engineering, and computer science courses, with 43,000 of 105,000 engineering seats filled, and 190 of 426 colleges having no IT students. This, the text argues, shows market-driven education is unreliable. It contrasts this with the Kathopanishad's definition of vidya as that which leads to liberation. Educator Dayalchandraji Soni is cited, noting education focuses only on external subjects like language and science, ignoring self-reflection or inner learning. Jayaprakash Narayan is quoted, saying human culture and self-development have become unproductive verbal traditions. Acharya Mahapragya emphasizes improving mental state over circumstances, arguing without inner refinement, external change is impossible. He sees dharma and spirituality as means to purify consciousness, fostering compassion and ethical conduct, which he equates with liberation and true vidya. The piece concludes by noting September 5 is Teacher's Day, and the issue of Jain Bharati presents these reflections, coinciding with Yuvarajya Mahashramanji's appointment anniversary on September 1.
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Conclusion
The document’s implications are clear: current education, driven by market demands, has failed to cultivate wisdom and conscience, leading educated youth toward violence and instability. The 2008-2009 economic downturn and empty engineering seats in Tamil Nadu expose the fragility of this market-oriented system. True education, as the text argues, must shift from external skills to inner transformation—purifying the mind through spirituality and ethics, as emphasized by Acharya Mahapragya. Without this change in mental state, societal improvement remains impossible. The outcome calls for a redefinition of education toward liberation and compassion, urging educators and institutions to reflect on this deeper purpose.