| Education has gone a long way in making us who and | | | | do with culture and the process of acculturisation. |
| what we are, but its goals and avenues need to be | | | | |
| redefined. The goal of education has become the | | | | The ascent from a being literate to being educated is |
| production of people able to earn a living, and be | | | | punctuated by several steps whereby the individual is |
| successful in life. The definition of success needs a | | | | exposed to realities that are at times not easily |
| redefinition. Education should be directed to the | | | | absorbed into the intellect. As a literate child becomes |
| upliftment of the people who are not educated. | | | | educated, he is made to actively partake in the |
| Education needs to be defined in such a manner that | | | | process of development of his community, and to his |
| it capable of bringing about a metamorphosis in | | | | own proper development. Education is what brings |
| individuals in particular, and the society in general. | | | | out the hidden potential of individuals that could have |
| | | | | been latent and forgotten had it not been for |
| There is a huge difference between education and | | | | education. |
| literacy. A large proportion of the public today is | | | | |
| literate by virtue of the several avenues of learning | | | | This is where the importance of schools comes in. |
| open to the layman, but very few are able to | | | | schools become the harbours where ships of peace |
| comprehend the difference between education and | | | | and harmony are anchored. Education brings a sense |
| literacy. Education brings with itself many things that | | | | of tolerance within the individual. It shows the way to |
| are not visible to the eyes of the layman. It is a lot | | | | succeed in life. Success can never be alienated from |
| to do with culture and the process of acculturisation. | | | | the merits of education. It is education that makes |
| | | | | successful people what they are, and it is education |
| The ascent from a being literate to being educated is | | | | that defines their success. |
| punctuated by several steps whereby the individual is | | | | |
| exposed to realities that are at times not easily | | | | This way, the entire outlook towards success in the |
| absorbed into the intellect. As a literate child becomes | | | | world would have to be redefined. The parameters |
| educated, he is made to actively partake in the | | | | defining success would have to be redefined. Success |
| process of development of his community, and to his | | | | needs to be defined in terms of satisfaction that |
| own proper development. Education is what brings | | | | could be obtained through adequate education of |
| out the hidden potential of individuals that could have | | | | children. These children would grow up as citizens of |
| been latent and forgotten had it not been for | | | | the world and they could be brought up to be |
| education. | | | | worthy world citizens if they are given adequate |
| | | | | education of the world around themselves. This |
| This is where the importance of schools comes in. | | | | would arm them with skills and competence to |
| schools become the harbours where ships of peace | | | | conquer and overcome all obstacles that might come |
| and harmony are anchored. This is how the school | | | | their way. Children need to be made wary of the |
| forms an important and inseparable part of the | | | | obstacles that could come in the way. Material |
| society. This is how schools play an important role in | | | | education aimed at refining the parameters along |
| the acculturation of the society. Education brings a | | | | which success is measured needs to be imparted. |
| sense of tolerance within the individual. It shows the | | | | Material education should be capable of preparing |
| way to succeed in life. Education adds values to the | | | | them for a healthy future. |
| nuances of everyday life. The goals set out by | | | | |
| education can never be achieved till it is liberated | | | | Thinking of the future seems to put children in a time |
| from the grips of commercialization. | | | | machine that propels us to the heavens. These |
| | | | | abstract things push us into realms of the unknown, |
| Education needs to be freed from the grips of | | | | they identify us with God. This brings in the need for |
| business. The educational sector is as much an arena | | | | a meaningful education that would circumvent all the |
| of investment as anything else. About $40 billion | | | | religions of the world. The All Religion Prayer at CMS |
| are being invested in the educational sector every | | | | is a unique and distinctive feature that sets the |
| year for the purpose of creating individuals able | | | | institution apart from others in the whole world. |
| enough to make pots of gold. A lot of grey matter is | | | | |
| wasted in simply the pursuit of money. Brain drain | | | | Religion and education are what make a man he really |
| resulting from the attraction towards IT and | | | | is. While education shows him or her a rational world |
| management and other fields should be brought to | | | | with all the manifestations of good and evil, religion |
| an end. For this, the educational sector needs to be | | | | pushes the individual into an ideal world where only |
| made worthy of being praised and admired. This goal | | | | the virtuous and good exist. It depends on the |
| could be accomplished when teachers and students | | | | person's upbringing as to which way he or she is |
| are known to have a definite goal besides | | | | pulled and attracted. |
| amassment of material wealth. | | | | |
| | | | | The individual needs guidance at every step of life |
| Teachers and students ought to emerge as | | | | for proper direction. A proper direction needs to be |
| contributors to the process of peace in the world. | | | | given to a person's life from the very day he or she |
| The school atmosphere needs to be modified to this | | | | is born. An individual's home and school are the most |
| effect. The school curriculum needs to be modeled | | | | important elements in teaching the values of the |
| on the pattern to produce the effect. It should be an | | | | society to the individual. They are the gates to the |
| adequate mixture of human education that would | | | | society. They are the ones that make an individual |
| involve mutual cooperation and team work. Mutual | | | | give his best to the society, and they also ensure |
| co operation and understanding foster trust and | | | | that the individual get the best back from society. |
| confidence, but at the same time, they also give rise | | | | |
| to conflicts and strife among individuals. After all, no | | | | The best that an individual can get from society is |
| society can exist without conflict. Conflict is an | | | | respect and tolerance. This would be the direct |
| essential part of all the drama that is staged in the | | | | consequence of the polarity he or she chooses for |
| world. Drama often gives rise to conflicts and tension. | | | | his life. The direction in which his or her life is headed |
| There are always ways to deal successfully with this | | | | for should be set out in a clear way. What is needed |
| conflict and tension. Students must be taught about | | | | is a compass that can point out the appropriate |
| the principles of law and justice in the whole world as | | | | direction for the individual. This is exactly what religion |
| there are bound to be conflicts arising out of the | | | | and education are aimed at. Religion and education |
| mutual distrust between men and women. | | | | should be given to children or the whole of humanity |
| | | | | in the appropriate proportion. This would ensure |
| The mistrust and misunderstanding needs to be | | | | peace and harmony in the world at large because |
| resolved and need to be countered with forces of | | | | religion and religious tenets have been found to be at |
| trust and understanding. These are the feelings that | | | | the heart of all contentions. |
| would make up the human education that should be | | | | |
| given to every child as a part of his education. | | | | These religious tenets need to be clarified. They need |
| Children need to learn to trust each other and give | | | | to be brought before the masses ignorant of the |
| adequate amount of understanding to each other. | | | | significance of these tenets. Education of these |
| This way they could develop into healthy asocial | | | | tenets needs to be given right from the days one |
| individuals contributing to the society in particular and | | | | begins one's education. This could be the ideal way of |
| the world in general. | | | | inoculating mutual love and harmony for different |
| | | | | religions and cultures. |
| Students at CMS are inculcated with the concept of | | | | |
| holistic education aimed at an overall development of | | | | All the cultures of the world are different and unique, |
| the child. This way, they partake in a lot of hobbies | | | | but they are all aimed at fulfilling the same purpose |
| while at the same time focusing on their academic | | | | of making us happy. It is happiness that all of us |
| pursuits too. The goal of education as imparted in | | | | strive for, all of us want to be happy, whatever we |
| other schools has become the production of people | | | | do, we do to be happy, the sieves of education and |
| able to earn a living, this needs to be redefined. | | | | religion are supposed to filter out the best that our |
| Education should be directed to the upliftment of the | | | | lives can give us to make us happy. Good education |
| majority who are not educated. But the ability to | | | | can show the individual the correct way to achieve |
| read and write can never be equated with the merits | | | | happiness, this is where schools play an important |
| of education. | | | | role. |
| | | | | |
| There is a huge difference between education and | | | | The role of the school cannot be confined to the |
| literacy. A large proportion of the public today is | | | | provision of proper religious education. it is required to |
| literate by virtue of the several avenues of learning | | | | supplement it with an appropriate dosage of material |
| open to the layman, but very few are able to | | | | education that is capable of making the child able |
| comprehend the difference between education and | | | | enough to wade through the world and its exigencies. |
| literacy. Education brings with itself many things that | | | | Schools in general are not supposed to provide |
| are not visible to the eye of the layman. It is a lot to | | | | anything other than material education. |