Tag Archives: INTRO to SCIY/.. Debashish Banerji

Sri Aurobindo envisaged the goal of human becoming as a transformed society and civilization based on the expressions of an integral consciousness. However, in keeping with the collective dimension of this goal, a transformed society was envisaged by him not merely as the end result of individual transformations, but as the dynamically transforming life-context or field which would allow and facilitate individual transformation. Seen from this standpoint, the social discipline of education, meant to “socialize,” “in-form” and inculcate the cultural, knowledge and epistemological skills of the social habitus for individual engagement takes on a changed meaning related to a new phenomenology, epistemology and teleology of human and social becoming. Integral Education then becomes a socially acknowledged and authorized praxis of the Integral Yoga or at least the pedagogical condition for its social possibility and collective transformation.

Though much has been written and several attempts at implementation made to formulate Integral Education as a form of child education, the higher educational possibilities and ramifications of Integral Education have remained largely untheorized. This paper is an attempt to think through some of these possibilties and implementations. Debashish Banerji is the educational coordinator of The University of Philosophical Research in Los Angeles.