Why is the coordination of science, spirituality, and human consciousness necessary in education?

 Why is the coordination of science, spirituality, and human consciousness necessary in education?

We have a rich Eastern knowledge tradition, but the ability to communicate with modern science is also developing.

Why is the coordination of science, spirituality, and human consciousness necessary in education?

It is essential to include the human and psychological aspects in health education, including palliative care and the experience of the last stages of life.

Nepal's education system is currently at a critical juncture of change. Artificial intelligence, biotechnology, neuroscience, mental health, and global social change have changed the situation. Education can no longer be just a means of passing exams, getting jobs, or teaching technical skills.

Today's generation needs not only knowledge, but also the ability to understand life, mental strength, moral decision-making ability, compassion, self-discipline, and the skill of remaining balanced in uncertain situations.

Many countries around the world have begun to recognize this need. Mindfulness, stress management, socio-emotional learning, palliative care, positive psychology, end-of-life care, and consciousness-related studies are gradually expanding in schools and universities. Modern science is also studying the relationship between the body, brain, emotions, and behavior in greater depth than ever before.

In such a situation, an important question arises—can Nepal develop an education system that establishes a balanced dialogue between its own knowledge tradition and modern science?

Nepal is not only a country of mountains and natural beauty; it is also an important center of Vedic, Upanishadic, Yogic, and Buddhist knowledge traditions. Thousands of years ago, sages and sages deeply pondered on the fundamental questions of human life, nature, consciousness, health, ethics, and the universe.

The ideas developed in the Vedas, Upanishads, Bhagavad Gita, Patanjali Yoga Sutras, Ayurveda, and other ancient texts about the body, mind, breath, self-discipline, meditation, compassion, life, and death have enriched the knowledge tradition. These texts are still studied today as important sources for understanding the development of philosophy, history, culture, and human thought.

Similarly, yoga is not just a method of physical exercise; it has traditionally been interpreted as a holistic way of life that disciplines the body, mind, and behavior. Practices such as pranayama, meditation, introspection, restraint, and compassion emphasize the inner development of the individual. Modern science has begun to study some aspects of these practices—especially meditation, mindfulness, and controlled breathing exercises—and the potential health effects of these practices. While positive evidence has been found in some areas, many questions are still the subject of research.

Therefore, the need today is not to accept ancient knowledge as superstition or to completely reject it in the name of modern science. What is needed is to conduct critical and evidence-based studies of these knowledge traditions in dialogue with history, philosophy, culture, and contemporary scientific research. It is necessary to creatively connect the wealth of knowledge developed by the sages and sages with modern research, neuroscience, psychology, medical science, and pedagogy. If this can be done, it will give a new direction to the national education system and create the possibility of establishing Nepal's unique identity in the global knowledge community.

This does not mean making religious/religious education mandatory in the curriculum. Nor does it mean presenting any religious or spiritual belief as scientific truth. Rather, it is about creating an environment where the various perspectives that human civilization has developed on life, health, consciousness, and death are studied based on evidence, history, philosophy, and critical thinking.

For example, thousands of scientific studies have been published on meditation and controlled breathing exercises in the last three decades. Some studies have shown that regular meditation practice can help reduce stress, anxiety, and emotional imbalance. There is also increasing evidence that controlled breathing exercises can have a positive effect on the autonomic nervous system, heart rate variability, and physical responses to stress. However, not all claims of all types of yoga or pranayama have been scientifically confirmed.

Therefore, where the evidence is strong, it should be taught based on evidence; where research is ongoing, it should be presented as a subject of open research.

Another important aspect is health education. Today, most students studying medicine, nursing, pharmacy, public health, physiotherapy, etc. receive education focused on the diagnosis, treatment and life-saving skills of disease. This is very necessary. But not every treatment is successful, and every human life ends in death one day. Therefore, future health workers need to understand death not only as a biological event, but also as a deeply human, psychological, social and cultural experience for the patient and his family.

In many universities around the world, subjects such as palliative care, grief management, sensitive communication with patients, end-of-life decisions and death studies are gradually being made an important part of health education. It is time for Nepal to think about including such subjects according to its own cultural context.

Similarly, the body is not only a biological structure that can get sick It is not enough to understand only the brain. Science has proven that thousands of biochemical reactions are taking place inside the body every moment. Chemicals like dopamine, serotonin, oxytocin, endorphins, cortisol, melatonin affect our emotions, thinking, memory, sleep, immune system and behavior.

Nutrition, exercise, sleep, stress, social relationships and lifestyle also affect these biochemical processes. This is why the concept of ‘holistic health’ is becoming important again in health science today.

Eastern yoga and meditation traditions have also emphasized breathing, self-discipline, diet, meditation and mental balance for thousands of years. The relationship between modern science and these traditions is not yet fully established, but the field of dialogue and research is expanding rapidly. Nepalese students should have the opportunity to study both sides from a critical, evidence-based and open perspective.

Another interesting topic is consciousness. Modern neuroscience is studying the brain processes related to consciousness, while philosophy, psychology, Vedanta, and Buddhist thought offer different explanations about the nature of consciousness. So far, a complete scientific explanation of consciousness is not available. For this reason, consciousness studies are developing as an interdisciplinary research field in prestigious universities around the world. Nepal can also explore the possibilities of research, dialogue, and educational development in this area.

Some may understand such a proposal as an attempt to expand religious education. But that is not the real purpose. The basis of the education system should always be the scientific method, critical thinking, evaluation of evidence, and intellectual freedom. No philosophical or spiritual concept should be studied as the ultimate truth, but as ideas developed by human civilization. Similarly, claims that are not confirmed by science should not be presented as scientific facts. This balance makes the education system credible.

Nepal has a rare opportunity. We have a rich Eastern knowledge tradition, but the ability to communicate with modern science is also developing. If these two can be connected on the basis of research, evidence, philosophy and critical thinking, Nepal can present a new educational model not only for its students, but also for the world.

The education of the future should not be just a means of producing good engineers, doctors, teachers or administrators. It should produce citizens who are scientifically minded, culturally aware, mentally strong, compassionate and able to maturely engage with the complex questions of life.

Education should teach technology, but also self-discipline. It should teach science, but also ethics. It should teach research, but also compassion. And along with preparation for life, it should also develop the ability to understand the final journey of life with dignity.

Where the ultimate goal of education is not just to produce successful professionals, but to produce holistically developed, responsible and humane citizens.

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Urges to pay attention to child psychological education in Covid Pandemic

Due to the corona epidemic with new variants, various sectors of the country including agriculture, infrastructure development, economy, and education are also stalled at this time. Schools, colleges, and universities are all closed.

The direct hit of the bandh has been on the children studying in the school and the young students studying in the university. Although online teaching activities are available in urban areas, this is not possible for students studying in rural areas. This is having a direct impact not only on the education of the children but also on their psychology.

In the midst of the crisis caused by the Corona disaster, the Central Working Committee of the Unified All Nepal Teachers' Organization has launched a three-day virtual national discourse program on 'Impact of Covid-19 and Educational Counseling' from Saturday. In the first session of the program, educational campaigner Shrimant Bhattarai gave a presentation on 'Child Psychology and Practical Learning' and said that Corona Kahar was a great opportunity to impart practical education to the children at home. He said, "We want degrees, not skills. We want numbers but we don't want culture and ethics. When our education was not practical, it was considered a curse to do agriculture in an agricultural country, forcing the young manpower to go abroad. ”

Stating that the knowledge learned through reading is more practical, he advised the parents and teachers to provide opportunities for children to connect wires, cook food, wash dishes, do cleaning, work in Karesabari and work according to the environment.

He said that the common goal of teachers, parents, and students would be achieved only if they could create a learning environment for children by understanding child psychology as per the method started by Dr. Maria Montessori without the development of information and technology. However, he emphasized that the culture provided by the home and social environment for children should be good.

Dr. Yogi Vikasananda, a seer and philosopher of Nepal Manokranti, argued that Bokre Shakti and Gudi Shakti had worked in this critical situation of the Corona epidemic. "The corona dies and the vaccine saves. "It's the Boker power," he said. "People die when the immune system is weakened. It's the core power."

He claimed that the use of ashwagandha, meditation, and yoga to protect the immune system was a great vaccine against corona. Urging people to eat less green salad and take vitamin D instead of rice, Dr. Yogi suggested the government formulate a course to strengthen the immune system.

Shankar Adhikari, central chairman of the Unified All Nepal Teachers' Association, said that the three-day national lecture program was organized to impart 'Effect and Educational Counseling of COVID-19' with the focus on connecting teachers, parents, and students. The program was attended by 811 people including teachers, parents, and students.

The history of the spoon found in Egypt, how did it develop in the world?

Today, the use of spoons has become mandatory in every human activity. Even in the villages now, they have stopped adding salt to the vegetables by hand. Nowadays, Karchuli has stopped extracting ghee oil. Nowadays, all these utensils have been replaced by spoons. Not only this, by humanizing the spoon, the tendency of people is also interpreted as spoon tendency nowadays.

The history of Chamcha has always been associated only with rich and prosperous families. At one time it was customary in Europe to keep it at home only for show. Even today, many people continue to embrace this culture, even though they seem to be rich and newly rich. So the history of the spoon has always evolved as a tool around the rich.

Archaeological history shows that with the beginning of human civilization, people began to use a variety of tools. As people began to adopt a collective lifestyle and live in a family structure, they started using different utensils. But when did the spoon-eating system, which is emerging as today's culture, start with the spoon system? Where did the development come from?

In Nepali culture, not everyone has adopted the method of eating food with a spoon at the dining table. However, some urban families have made this culture a matter of necessity. Due to this, it can be assumed that the practice of eating food with a spoon has started to develop in Nepali culture. But where did the spoon come from? It is worthwhile to look at its international study.

Historical tools

Looking back at history, pottery has been around since time immemorial. The history of wooden tools is also long. Then there is the history of metal tools. It was from this soil that various shapes were developed. Before the development of pottery from clay, in the Stone Age, people used to feed themselves by hunting with stone weapons. But with the development of civilization, structures like earthen jars, water containers, drinking glasses, cooking utensils were developed. Looking at the list of historical materials in this way, it is not seen that any spoon-sized pottery has been used in India every year. But in the case of Egyptian civilization, such devices have been in use since the beginning of the Vedic period.

After reaching the invention of metallurgy through simple sharp rocks, clay tools, wood tools, the spoon has now succeeded in proving itself as the best tool for cooking food. Despite its simple design and other devices of semicircular shape, such a culture has not been developed in Eastern culture in ancient times. But now the spoon is in the modern way of preparing and serving food

Various international studies have shown that there are now more than 50 types of spoons in circulation around the world. This device is used for many specific tasks in food and other activities around the world.

The history of the spoon is long and enjoyable. No one knows when and where the first spoon was used. But archaeological finds date back to BC. Some decorative and religious spoons have been found to have been used in the area of ​​1000 years. The ancient spoons were made of wood, slate, and ivory. The spoons used by the Egyptian priests were made in unique designs. Evidence has been found that spoons were made of bronze and silver in the days of ancient Greece and the Roman Empire.

Until medieval Europe, cow horns, wood, bronze, and pottery were used to make spoons out of clay. It was only in the 15th century that wooden spoons began to replace the more durable metal spoons. Such spoons were widely used by the upper classes in the 15th century.

The earliest mention of a spoon in England was in 1259 as a wardrobe description of King Edward I. In medieval times, spoons were used not as food but as a symbol of wealth and power. Each of the kings of England used the method of anointing with a special spoon after the coronation. It finally took on a modern look by the end of the 18th century.

In modern times, the spoon is used a lot in our food consumption. It was first used only for the consumption of liquids or semi-liquids. But later it works as a perfect tool. Nowadays it is also used in modern kitchenware and all kinds of food. That is why in Nepali, a person who cures everyone is called a spoon.

Below are some examples of spoon designs that people use now.

Caviar Spoon - Caviar means fish egg. Such spoons were made of pearls, gold, animal horns, and wood so that the dish would change its taste when eaten.

Teaspoon - a little smaller than a teaspoon.

Dessert Spoon - This is a medium-sized spoon. It tends to be larger than a teaspoon and smaller than a food spoon. Besides, many types of spoons are used around the world.