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| Sri Sathya Sai Institute of Higher Learning - Administrative Building at Prasanthi Nilayam |
It was on Vijaya Dasami day, October 8, 1981 that the Sri Sathya Sai Institute of Higher Learning came into being. Inaugurating it on November 22, 1981 Bhagavan Baba described in outline its path-breaking mission thus:
“The university will not be imparting in its Botany course merely a knowledge of trees in nature; we will spread knowledge of the Tree of True Living. It will not be imparting the knowledge merely of Economics; the knowledge of theistic ethics too will be included. It will not be teaching mere Chemistry (Rasayana Shastra); it will also unravel the mystery of Raso Vai Sah, the supreme embodiment of nectarine sweetness, the Atma. It will teach not only the science of the material world; it will also teach the science of the non-material world. It will not differentiate the material from the non-material or treat the non-material as irrelevant to the material. We have decided that this shall be the uniqueness of this university. This will not be like all other universities which adopt a few faculties and burden their alumni with degrees which they can present as begging bowls while clamouring for jobs. This university will confer on its alumni the courage and confidence, the knowledge and skill to shape their careers by their own efforts, standing on their own legs and relying on their own strength. So, we have proposed that spiritual education be integrated harmoniously with the teaching of ethical, physical and metaphysical sciences in this university.”
These observations, interalia, constitute the Educational Manifesto declared by Bhagavan Baba in crystal clear words. It is true that several Educational Commissions and Committees and Task Forces set up by the Government of India in the past had brought out weighty reports with weighty recommendations on the question of reconstruction of higher education on innovative lines with a stress on the need for a synthesis of education and social and moral values. But it was Bhagavan Baba, the All-Knowing Eternal Educator who, even before the publication of these reports had envisioned the need for a structured Programme of Education in Human Values at all levels of education. He even designed a working model in this context and set about His Mission of operationalising His unique scheme in His chain of educational institutions. It is against this backdrop that Sri Sathya Sai Institute of Higher Learning, a Deemed University has gripped the attention and evoked the admiration of national and international educators and creative thinkers. What has won their accolades is the University’s outstanding stature as a role model of an educational centre where both the teaching and the training of its students in the acquisition of knowledge and practice of basic Human Values are in consonance with the letter and spirit of its imaginatively formulated curricula.
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| Prof. S. V. Chittibabu (right) as the Chief Guest at the SSSIHL Convocation with Chancellor Sri Sathya Sai - November 22, 1996 |
In the light of my long association with the SSSIHL as a member of its Governing Body I must say that it stands out as an acclaimed centre of exemplary educational excellence amidst a wilderness of academic mediocrity. Today we have in India a massive higher education system comprising 344 universities and university-level institutions and more than 17,690 colleges. The Chairman of the University Grants Commission Dr. Sukhadeo Thorat has said recently, “Despite the UGC setting parameters to assess and measure the quality of higher education – the 2(f) status for granting temporary affiliation to institutions and the 12(6) status for securing permanent affiliation - only 6,000 of the 14,000 colleges that come under the Commission’s jurisdiction have made the mark under each category. Even among the 6,000, only 2,700 have secured accreditation from the National Assessment and Accreditation Council. Also a distinction needs to be made between quality and excellence. Of the 280 universities in the country under the Commission’s purview, only 9 qualified for the university, with the ‘potential for excellence’ concept developed by the UGC.” It is evident from this depressing review that barring a few, many of our universities, are substandard, whose style of functioning is highly disappointing. The causes for this degradation are not far to seek. Higher education has become a trade-able commodity available for those who have heavy purses to buy. Academic merit has been conveniently marginalised. Truly speaking, education is increasingly becoming so expensive that large sections of society find it hard to pierce through the strong cordon of social resistance and economic disadvantage to get into the domain of enlightenment. To make matters worse a deep crisis of values has overtaken our country. The diagnosis of the political, economic and social malaise afflicting our body politic is pointedly spelt out by our Bhagavan thus:
“Wealth is worshipped as God. Pride has become a creed. Selfishness is entrenched in the intellect. The ego is flaunted and desires have become an ornament. Righteousness has become a mere figurehead in the world. Compassion has dried up. Hypocrisy has become the hallmark of life. Love and affection have given place to lustful afflictions. The scriptures are disregarded ... In the Kali Age these have become the qualifications of educated persons.” (Benedictory Address of Bhagavan Baba at the Convocation, November 22, 1987).
The Prevailing Crisis
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| Prof. Chittibabu with Sri Sathya Sai in Brindavan |
It can hardly be gainsaid that our country is in a state of moral degeneration. The caption of a cartoon: “the world is neither flat nor round - it is crooked” would seem to aptly describe the world of politics today. Instead of keeping our minds and hearts open, many of us would appear to keep our mouths open. It is quite disturbing that the entertainment media should unconscionably pollute the minds of children and growing youth with movies that are hell-bent on putting a premium on violence and crime, and vulgarity. No holds are barred in the debasing game of trickery, deceit and exploitation. The Ten Commandments of the Bible are treated like a history examination question paper – only three or four are ‘attempted’. Students in university campuses indulge in destructive activities. Some of them are so morally depraved that they do not care a hoot for discipline and lawful conduct. They disrespect their teachers and even gherao their Vice Chancellors. Recently a Professor in Ujjain was mercilessly attacked by them resulting in his death. One is reminded of a quip of George Bernard Shaw: “I never thought much of the courage of a lion tamer. Inside the cage he is at least safe.” Elitism and consumerism pampered by the new technologies are creating a feeling of social alienation and weakening the bonds of good neighbourliness. Pollution of our environment goes on unchecked, with a chemical and biological warfare waged mercilessly against Nature. The eradication of poverty, ignorance and disease and the social sustainability of development are vociferously talked about but there is hardly any concerted follow-up measures. No doubt we see breathtaking advances of science and technology opening up new vistas of marvellous possibilities of what we can achieve for the benefit of mankind. But these advances are not matched by the wisdom, the discrimination to guide our decisions on what ought to be done.
The present education system cannot disown its responsibility for the decline of basic Human Values. It has failed to impart a Value-imbued education. Mere knowledge inflates the ego of the so-called learned persons who have no qualms of conscience while resorting to acts of unworthy conduct and behaviour. A spirit of apathy among the teachers has aided the decadence of academic standards and widened the yawning gap between the academic world and the community at large. The universities have become academic wastelands and have turned out to be places where pebbles are polished and diamonds are dimmed. Lessons and lectures of a routine type have become the substitute for intellectual exercise and such qualities of head and heart as independent study, creative thinking, devotion, generosity, humility, endurance, tolerance and humanism remain chloroformed. Encouragement is tilted more in favour of courses for utility skills and promotion of careerism sans Human Values. Higher education has failed to grapple with crucial moral dilemmas and existential traumas through proper training of human resources. It has lost sight of the crucial end of education “which is to see man made whole in competence and conscience”. To create the power of competence without a corresponding direction to guide the use of that power is bad education. Higher education must get illumined by values, morals and high ideas; and the educator and the learned need to transcend ‘ifs’ and ‘buts’.
The Sublimity of Integral Education
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| Chancellor Sri Sathya Sai Addresses the SSSIHL Convocation - November 22, 1994 |
Is there no way to rescue higher education from the enveloping crisis? The answer to this question lies in the master remedy advocated by Bhagavan Baba who time and again has been emphasising that true education must be integral education. While inaugurating the Institute of Higher Learning named after our revered Bhagavan thirty one years ago. He, as the Chancellor, made known His vision thus: “My sankalpa is to provide to the youth an education which, while cultivating their intelligence, will also purify their impulses and emotions and equip them with physical and mental disciplines needed for drawing upon the springs of calmness and joy that lie in their own hearts. Their higher nature will have to be fostered and encouraged to blossom to place them on the path of self-confidence, self-sacrifice and self-knowledge.” This comprehensive vision of Bhagavan is constantly and consistently kept in perspective by the Institute; and it has successfully adopted the methodology of Integral Education which is a magnificent blend of the five ideals of education viz., knowledge, skill, equipoise, insightfulness and rectitude, harmonised in the teaching-learning experience. Amplifying this conceptualisation it may be said that it encompasses the acquisition of knowledge leading the way to the imbibing of wisdom, inculcation of the traits of truthfulness, discipline, duty, devotion, tolerance, compassion and sacrifice and the virtue of simple living and enlightenment of the mind through meditation, development of physical well being through games and Yoga, genuine involvement in social service projects and cultivation of a spirit of unity with all people without distinction of caste or creed, border or breed. Succinctly, it is a synoptic vision, knowledge of life in a harmonious setting, a Samanvaya.
Bhagavan has said: “Education has two aspects. The first is related to the external and worldly education which is nothing but acquiring bookish knowledge. The second aspect is known as ‘educare’ which is related to Human Values. The word ‘educare’ means to bring out that which is within. Human Values are hidden in every human being. One cannot acquire them from outside; they have to be elicited from within.... Educare means to bring out Human Values. ‘To bring out’ means to translate them into action.” (Human Values and Education, Divine Discourse on July 26, 1999). It is interesting to note that the spirit of Swami’s definition of ‘educare’ finds its echo in the caption of the report submitted to UNESCO sometime ago by Jacques Delor: “Learning: The Treasure Within”. In this report he talks of four pillars of Learning - Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. So far our educational system’s focus has been more on the first aspect – acquisition of knowledge which means turning out one-dimensional personalities. It is to correct this lopsided development of higher education that Swami has underscored the imperative of blending education with educare which means a coherent combination of secular and spiritual education - the widening of the mind and the broadening of the heart leading to a holistic character-building. Bhagavan has enjoined that the five cardinal values of life which subsume all other values viz., Satya, Dharma, Shanti, Prema and Ahimsa should be looked upon as the enduring building blocks for the development of character which can stand foursquare against all threats and temptations. Educare which seeks to create the right milieu in which character gets moulded on right lines, creates a sense of compelling purpose, and a high concern for noble ends which will accelerate the tenor and tempo of life of individuals and extend the frontiers of their reach. Education and Educare are not separate but closely interdependent and they instill in the youth not only a sense of humility but also courage as open-minded arbiters of right and wrong, truth and untruth, both in their individual capacity and collectively.
Some Special Features of SSSIHL
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| Sri Sathya Sai Institute Campuses |
1. The Institute follows an open admission policy which is truly national in character.
2. It collects neither tuition fees nor caution deposits. In fact it extends scholarships to deserving students to meet their hostel expenses.
3. It offers undergraduate, postgraduate and professional level courses including Fine Arts (Music), MBA and M.Tech. courses.
4. Evaluation is by a combination of Continual Internal Evaluation (CIE) and End Semester Examination (ESE).
5. Because of the adoption of Integral Education which includes Academic items and Integral items, both these aspects are evaluated and shown separately in the degree certificate.
6. The point system of grading is adopted.
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| International Sports Center at SSSIHL |
7. Besides formal instruction in core subjects, the students are put through an Awareness course which gives them an exposure to Indian culture and spirituality, unity of all faiths, lives of great leaders of thought and action, the cultural heritage of humanity, inspirational literature of the world, the work of famous men and women in the sphere of science, and an understanding of the synthesis of science and spirituality.
8. The Music College provides, a sense of completeness to the Philosophy of Integral Education by showcasing the emotional harmony of the secular and spiritual phases of education.
9. The Sri Sathya Sai Grama Seva Programme organised year after year involving the entire staff and students of the Institute is a mega project involving more than 100 villages whose poor folks are provided with food packets, saris, dhotis, blankets and clothes. This massive service campaign enables the students to gain insights into the plight of rural India and elevates their feelings of empathy and evokes their spirit of selfless service.
10. The curricula and the syllabi are revised, revitalised and updated in the context of liberalisation and globalisation trends and latest developments in the Information and Technology sector.
11. As recommended by NCTE - a paper entitled “Information and Communication Technology” has been included in the B.Ed. curriculum.
12. High level research projects are undertaken by most of the departments and completed with effective results. Special mention needs to be made of DST, DRDO and Bio-Tech research projects which are of national value.
13. The Institute has a sophisticated Planetarium which uses multimedia with enhanced Graphics Software techniques.
14. Even as students are selected and admitted on the basis of merit, members of the faculty are selected and appointed on the basis of their brilliant academic credentials, professional proficiency and demeanour with the result that both by personal example and their competencies the teachers of the Institute have enthused and inspired their students so much so the latter get to be intellectually enriched, emotionally conditioned and ethically cultured. Senior members of the faculty participate in National level Conferences, Seminars and Workshops and share the benefit of their knowledge and experience.
15. The Library of the Institute is now electronically linked to all the university libraries in the country through the INFLIBNET project of the UGC.
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| Morning Prayer Sessions at the Institute Campuses |
16. A Committee on Education in Human Values deputed by the Government of India visited the Institute in 2000 and was so extremely impressed as to aver that “the SSSIHL is a role model in Integral Education and can serve as a resource centre in Value Education”.
17. Even in respect of games, gymnastics and sports the students have demonstrated their excellence in physical feats of skill, courage, vigour and daredevilry.
An Institute par excellence
Bhagavan’s Institute is a pioneering university of an exceptional kind. He, as the Divine Reformer, has sought to infuse into the prevalent pattern of education a refreshing force of spiritual awakening and a revitalising sense of social commitment marked by love, courtesy and compassion. In this respect He has set afoot a transformational process which holds out the promise of our higher education getting reconstructed through a silent spiritual revolution.
Let us all, in all humility, respond in action to the Divine Exhortation of Bhagavan Baba: Love all, Serve All; Help ever, Hurt never; Satyam Vada, Dharmam Chara.
About the Author:
Dr. S V Chittibabu, a distinguished educationist, is a member of the Governing Body of Sri Sathya Sai Institute of Higher Learning, Prasanthi Nilayam; served as Vice Chancellor of Madurai Kamaraj University, and Annamalai University; was President of Association of Indian Universities in 1986; was Vice Chairman of Tamil Nadu State Council of Higher Education for 2 terms; was Director of School Education, and Director of Collegiate Education, Tamil Nadu State Government; headed committees for reforming secondary and tertiary education, both at the State and Central level; was State Chief Commissioner of TN Bharat Scouts and Guides; was Vice-President of Indian Red Cross (TN Chapter); and founder of the Tamil Nadu History Congress. He merged at the Lotus Feet at the age of 100 in March 2020.
Source: Vidyagiri: Divine Vision (2006)
