International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Re-envisaging National Education: Operationalizing Sri Aurobindo’s Consciousness-Based Pedagogy to De-stress Contemporary Learning Ecosystems

Author(s) Shahjahana Begum
Country India
Abstract Abstract
Contemporary national education systems face a profound structural paradox: while modern policies advocate for multi-disciplinary flexibility and holistic development, the actual student experience remains deeply constrained by acute academic anxiety, metric-driven evaluation, and digital overstimulation. This paper examines the educational philosophy of Sri Aurobindo Ghose, specifically focusing on his paradigm of Consciousness-Based Pedagogy, as a direct solution to this crisis.
Using India’s current National Education Policy (NEP 2020) framework as a contextual backdrop, we analyze how Aurobindonian principles can be structurally operationalized to shift the educational focus from external performance metrics to internal psychological resilience. The study evaluates practical applications—such as integrating the refinement of the instruments of the mind (Chitta Suddhi) into daily routines, replacing high-stakes evaluation with non-metric progress matrices, and re-orienting teacher training programs. Ultimately, the paper argues that transforming the emotional and psychological well-being of the learner requires a deliberate transition from purely structural policy changes to an inner, consciousness-driven pedagogical model.
Keywords Keywords: Sri Aurobindo, Consciousness-Based Pedagogy, Mental Well-being, NEP 2020, Academic Anxiety, Intuitive Learning, Educational Reformation.
Field Arts
Published In Volume 3, Issue 3, May-June 2021
Published On 2021-05-20
DOI https://doi.org/10.36948/ijfmr.2021.v03i03.81502
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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