Consciousness-Based Education - Maharishi University of ...

Harnessing the laws of nature—maximum success to government• As we have seen, the most crucial result of these educational technologiesis life in accord with natural law. As one gains a growing familiaritywith natural law within, one develops a natural sense of whatis healthy for the body and useful for the mind and surroundings.Also, as the physiology and neurophysiology become integrated andbalanced, the stress and dissatisfaction that can compel one knowinglytowards harmful behavior is absent. As a consequence, one’sbehavior becomes spontaneously more life supporting. 6The incorporation of such developmental technologies within educationis generally known as “consciousness-based education” (Jones,1989). Until now, education has focused mainly on the “known” or contentof knowledge. It has thus ignored the most fundamental componentof learning, the “knower”—the quality and clarity of the student’sconsciousness. Traditionally, education provides no knowledge of consciousnessand no scientifically proven means to develop it. This is theprimary source of the failure of education today.Even recent proposals to improve education tend to focus on academiccontent, or on information technologies, such as computer accessto the Internet, which offer access to larger and larger volumes of data.However, without a means to develop more than 5%–10% of a student’sinnate potential, no amount of information will ever produce truly educated,truly dynamic, or successful citizens. This is why consciousnessbasededucation is so essential.In addition to the above experiential technologies, powerful newteaching methods and instructional materials have been developed totake maximum advantage of the discovery of the unified field of naturallaw—pure consciousness—at the basis of every discipline. For example,large wall charts, known as Unified Field Charts, graphically display thesequential emergence of an entire discipline from its unified source inthe unified field—i.e., the superstring in the context of modern physics,the universe of sets in the language of mathematics, the DNA moleculein the context of physiology, or the pure consciousness of the artist. (SeeFigures 1 for the physics chart) These charts relate the parts of knowledge(e.g., specific aspects of the discipline or the lesson of the day) to the6For example, drug abuse among students decreases at two- to ten-times the rate of standardtreatment and prevention programs explicitly designed to treat such problems (Alexander, Robinson,& Rainforth, 1994).195