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Project Presentation.

Summary of books and materials.

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THIS EDUCATIONAL PROJECT CONSTITUTES A UNIQUE SYNTHESIS OF:

Comparative/ intercultural philosophy.

The major philosophies through history evolving some kind of integral

education on spiritual grounds: Vedanta, Buddhism, Platonism and

Enlightenment/ Romanticism (Kant, Rousseau and Hegel; Emerson, Thoreau).

Comparative/ intercultural pedagogy:

The main schools of holistic education in the modern world.

In India: Vivekananda, Tagore, Aurobindo, Krishnamurti and Sathya Sai Baba.

In the Western world: Waldorf /Steiner, Montessori, Dewey and Kilpatrick.

The best academic excellence from Europe/ the West and the most profound

spiritual self-inquiry towards self-realization from India/ the East.

Science and spirituality (quantum physics/ new science in dialogue with the

traditions of wisdom); human development and education.

IN PARTICULAR, THE PROJECT PRESENTS FOR THE FIRST TIME AN

ORIGINAL SYNTHESIS OF:

The most prestigious and holistic international syllabus: the International

Baccalaureate from Geneva (Switzerland),

And the most respected integral value-based education from the West and

the East (inspired by renowned sages, philosophers and educationists from

both Western and Eastern cultures).

This is maybe the first proposal of integral education that really blends

in depth the best from the West and the East in an international horizon

towards the unity of mankind.

It is also valuable for its articulation of:

A profound, comprehensive and coherent pedagogic system

With aperture of mind, being flexible and open to innovation;

And a sound interdisciplinary theoretical frame on scholarly grounds

Integrating education, philosophy, psychology, science and spirituality.

Beyond other holistic pedagogies that have been either scholarly but superficial, or

deeper but esoteric, beyond many amateurish interpretations,

this Project tries to unveil all the depth of integral value-based education in a

serious academic format (at the same time beautiful and artistic)

in order to bring it to the general public, and the educational, academic, scientific

and governmental arena of the modern world on the threshold of a paradigm shift.

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A PROJECT FOR HUMAN DEVELOPMENT IN EDUCATION.

INTEGRAL OR HOLISTIC VALUE-BASED EDUCATION

IN AN INTERCULTURAL/ INTERNATIONAL HORIZON.

WITH AN INTERNATIONAL SYLLABUS (THE I.B. FROM GENEVA).

(To be formally proposed; informal interaction already going on.)

BLENDING IN DEPTH THE WEST AND THE EAST,

INTELLECTUAL/ ACADEMIC PERFORMANCE

AND THE HUMANISTIC/ SPIRITUAL QUEST.

AN INTERCULTURAL SYNTHESIS OF MAJOR PHILOSOPHIC SCHOOLS

AND PEDAGOGIC SYSTEMS FROM INDIA/ ASIA AND EUROPE/ AMERICA;

AN INTERDISCIPLINARY SYNTHESIS OF EDUCATION, PHILOSOPHY,

PSYCHOLOGY, SCIENCE AND SPIRITUALITY.

UNFOLDING THE MULTI-DIMENSIONAL NATURE OF HUMANITY.

MERGING ACADEMIC EXCELLENCE AND THE INNER BEING,

SCIENCE AND SPIRITUALITY, THE SPIRITUAL AND THE MATERIAL.

THROUGH A CHILD-CENTRED AND VALUE-BASED PEDAGOGY,

SELF-LEARNING AND SELF-INQUIRY TOWARDS SELF-REALIZATION.

KNOWING THAT THE KEY LIES IN CONSCIOUSNESS:

THE TRANSFORMATION OF HUMANITY TOWARDS

HIGHER STATES OF CONSCIOUNESS AND VIBRATION.

THE PEDAGOGY OF QUANTUM PHSYCS AND NEW SCIENCE

IN DIALOGUE WITH SPIRITUAL PHILOSOPHY AND WISDOM:

A NEW HOLISTIC PARADIGM AND A NEW HUMANISM.

TOWARDS THE UNITY OF MANKIND AND A NEW WORLD.

The very presentation of the Project already tries to be integral, expounding the

scholarly contents in clear pedagogic ways and also through a beautiful artistic

format that already conveys the message by itself.

The 1200 pages book that fully develops the Project in detail constitutes a whole

treatise and encyclopaedia of the new holistic paradigm and integral education.

There are various summaries and other presentations.

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Education for the XXIst century.

Project of

SAI INTERNATIONAL SCHOOLS AND COLLEGES.

Initial campus/ model school:

Preferably in Puttaparthi (South India).

However the Project is open to a diversity of locations.

In the line of a new era of peace, cooperation and unity, we propose:

A UNIQUE KIND OF INTERNATIONAL CAMPUSES.

Model International Schools to inspire the entire world towards integral

humanistic education in a spirit of brotherhood of mankind.

Including an Arts Section for children with an artistic vocation.

Offering a Local School and a Vocational School for children who will not

pursue an academic syllabus till the end and prefer a practical profession.

Developing into pioneering Colleges towards the new holistic paradigm.

Always blending academic excellence and human values,

Education and social service,

Science and spirituality,

The West and the East.

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This Project is presented through

Illustrated books in PDF/ XPS and printed format.

Global presentation of the Project:

1200 pages complete book (3 volumes)

550/ 350/ 250 and 150 pages handbooks

Shorter presentations/ other materials

The Project through different topics and disciplines:

Bibliography

School outline

Pedagogic project/ school guidelines

School organization/ management

Architecture

Syllabus: International Baccalaureate from Geneva

Practical tools for integral value education/ pedagogic models

Psychology of education and neuroscience/ philosophy of education

The teachings and educational philosophy of Sathya Sai Baba

Scientific foundation: quantum physics and the new holistic paradigm

The world crisis of boys’ education

Quotations from universal wisdom

The Project through images

The Project is also presented through a set of academic books

with scholarly articles for international Journals.

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“The world is in a sorry mess

Because of the absence of human values.”

Sathya Sai Baba.

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“Knowing is not enough. We must do.”

Leonardo da Vinci.

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BIBLIOGRAPHICAL ANNEXE.

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ANNEXE.

BIBLIOGRAPHY.

I. Philosophy of Education in Europe and the Western World. P. 5.

A. General history. P. 5.

B. Historical periods. P. 7.

C. Great educationists. P. 9.

D. Philosophy, anthropology and sociology of education. P.11.

E. Particular topics. P. 15.

F. Integral or holistic education, and Idealism in education. P. 16.

G. Special bibliography on the problems of boys’ education and the crisis of boyhood.

P. 19.

II. Philosophy of Education in India. P. 21.

A. General History. P. 21.

B. Vedas, Upanishads and Vedanta. P. 22.

C. Great educationists. P. 23.

D. Philosophy, anthropology and sociology of education. P. 23.

E. Integral or holistic education, and Idealism in education. P. 24.

III. Anthropology of initiation. P. 27.

IV. Philosophy of education in the West.

Primary Sources. P. 31.

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V. Philosophy of Education in India.

Spiritual Masters. P. 40.

A. General Studies. P. 40.

B. SRI AUROBINDO. P. 42.

C. J. KRISHNAMURTI. P. 46.

D. THE MOTHER OF PONDICHERRY (MIRRA ALFASSA). P. 52.

E. R. TAGORE. P. 53.

F. SWAMI VIVEKANANDA. P. 55.

G. SRI SATHYA SAI BABA. P. 58.

a. Secondary sources. P. 58.

1. Biography. P. 58.

2. Teachings. P. 59.

3. Personal testimony. P. 64.

4. Sai Baba and education. P. 68.

b. Primary sources. P. 73.

1. Autobiography. P. 73.

2. Sathya Sai Baba about spiritual masters. P. 74.

3. Vahinis: discourses on different topics. P. 75.

4. Collections of discourses. P. 76.

5. Varied literature. P. 77.

6. Discourses to students. P. 78.

7. Sathya Sai Baba on education. P. 79.

Texts by Sathya Sai Baba. P. 79.

Documents by Sathya Sai Organizations. P. 80.

VI. Comparative Mystical Philosophy East/ West. P. 82.

VII. New Science. P. 96-112.

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Prof. Dr. Albert Ferrer

SAI INTERNATIONAL SCHOOLS.

Pedagogic Project and School Guidelines.

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SUMMARY.

1. The Project. P. 5.

2. Vision and Mission. P. 12.

3. Highlights of this educational Project. P. 13.

4. The new institutes: Sai International Schools. P. 18.

5. The main features of our pedagogic system. P. 35.

6. The syllabus: the International Baccalaureate from Geneva. P.45.

7. Pedagogic tools and issues in holistic value education. P. 53.

8. School organization. P. 75.

9. How do we do it? P.91.

10. Pedagogic progress through age groups. P. 101.

11. Some examples of value-based education. P. 114.

12. The five domains of integral education in human values. P. 124.

I. The physical domain. P. 128.

II. The relational domain. P. 131.

III. The intellectual domain. P. 139.

IV. The aesthetic domain. P. 150.

V. The spiritual domain. P. 173.

13. From the Montessori and Waldorf Method to Socrates. P. 231.

Appendix I.

Our philosophy of

education. P. 241.

Appendix II.

Diagrams for a

pedagogic outline.

P. 243.

Appendix III.

The crisis of boys’

education. P.251-260.

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THE PRACTICAL TOOLS OF A FIVE-FOLD PEDAGOGY

THROUGH THE FIVE DOMAINS OF HUMANITY.

* I. The relationship with the Environment and the Cosmos.

* I b. Physical exercise (sports and games) and education for integral health.

*II. The relational realm and dialogue.

Human relationship and dialogue; the sense of community, brotherhood and

unity. Positive values, ethics, character, emotional life and the psychic

domain (love and compassion).

* III. The development of the intellect and the rational mind. Academic excellence

and conceptual education.

From a Theory of Learning to pedagogic methods.

* IV. The Arts. Aesthetic and emotional education.

Art-Therapy and Aesthetic Neuroscience.

* V. Education in Human Values: Educare/ Bala Vikas. Education from the Self and

the spiritual dimension.

The spectrum of human consciousness: from philosophy to science.

Spiritual Neuroscience; the paths and tools of inner work (East and West)

with some practical examples.

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SAI INTERNATIONAL SCHOOLS.

Appendices.

School organization and management.

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SUMMARY.

1. School organization. P. 10.

2. School/ college management. P. 22.

3. Number of teachers. P. 30.

4. Salaries scale. P. 32.

5. Budget estimation. P. 34.

6. Stages to be completed. P. 35.

7. Architectural design. P. 40-54.

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PRACTICAL ORGANIZATION OF THE SCHOOLS.

1. Syllabus: application to the International Baccalaureate (IB). P. 12.

2. Academic morning and afternoon workshops for integral education. P. 13.

3. Cine-club and intercultural centre East/ West. P. 14.

4. Academic year and holidays. P. 15.

5. Day scholars and residential students. P. 16.

6. Beyond coeducation. P. 17.

7. Preparatory and Provisional Schools. P. 18.

8. Uniform. P. 19.

9. School fees: moderate fees, scholarships and social service. P. 20.

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SAI INTERNATIONAL SCHOOLS

ARCHITECTURAL DETAILS

(Model Campus)

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APPLICATION TO THE

INTERNATIONAL

BACCALAUREATE.

(IB).

Prof. Dr. Albert Ferrer.

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Application of Sai International Schools to

the International Baccalaureate (Geneva, Switzerland). P. 10.

1. The general pedagogy of the International Baccalaureate and Sai

International Schools. P. 12.

2. The Primary Years Programme (PYP). P. 18.

3. The Middle Years Programme (MYP). P. 26.

4. The Diploma Programme. P. 32-38.

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Sai International Schools.

Practical tools for integral education in human values

And pedagogic models.

FROM THE ROBOTIC SYSTEM TO

ACADEMIC AND HUMAN EXCELLENCE.

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PRACTICAL TOOLS FOR INTEGRAL VALUE EDUCATION

AND PEDAGOGIC MODELS.

FROM THE ROBOTIC SYSTEM AND ROTE MEMORIZATION

TOWARDS CONCEPTUAL EDUCATION.

FROM ACADEMIC EXCELLENCE TOWARDS

VALUE EDUCATION AND SELF-INQUIRY.

1. The structural flaws

within the robotic

system. P. 15.

2. The shift to conceptual

value-based education. P.

30.

3. Some practical examples

of value education.

P. 46-54.

4. The pedagogic principles

for the practice of

integral education.

P. 57.

5. From the Montessori and

Waldorf Method to the

Socratic Method. P. 88.

6. Schools of integral

education in India and

the West. P. 107.

7. Annexe. The crisis of

boys’ education.

P. 193-202.

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4.THE PEDAGOGIC PRINCIPLES

FOR THE PRACTICE OF

INTEGRAL EDUCATION.

1. Theories of learning. P. 59.

2. The holistic mindset. P. 65.

3. Experience-based education. P. 69.

4. Self-learning strategies. P. 71.

5. A child-centred pedagogy. P. 74.

6. Value-based education and ethics. P. 77.

7. The Socratic Method or Dialogue. P. 79.

8. The Indian Gurukula and meditation for modern schools. P. 81.

9. From neuroscience to wisdom; technocracy and humanism. P. 83.

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“It is my belief that the thing which we should cultivate in our teachers

is more the spirit than the mechanical skill of the scientist;

that is, the direction of the preparation should be toward the spirit

rather than toward the mechanism.”

Maria Montessori

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“Individuals are seldom brought into touch with their own humanity.

Anthroposophy, which is based on a real and comprehensive

understanding of the human being, would hear this heartfelt appeal

coming from all sides.

When we have genuine knowledge of the human being we see that the

human being possesses three clearly distinguished members: physical

body, soul and spirit.”

R. Steiner

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Schools of integral

education

in India and the West.

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Holistic education in India and Europe/ the West.

Pedagogic models.

The experience of Sri Sathya Sai Education in Human Values.

Ramakrishna Mission, R. Tagore, Sri Aurobindo and

ISKCON.

Theosophy and J. Krishnamurti.

Steiner, Montessori and Piaget in Europe.

Dewey and Kilpatrick in the USA.

Recent developments: Gardner, Goleman and Zohar/Torralba.

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Philosophy of Education and Practical Pedagogy

For Integral Education in Human Values:

Towards the new holistic paradigm.

EDUCATIONAL PSYCHOLOGY

AND PHILOSOPHY OF EDUCATION.

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GOING MORE DEEPLY INTO BOTH THE THEORY AND THE PRACTICE OF

INTEGRAL EDUCATION IN HUMAN VALUES. P. 9.

The need for holistic value education towards a new humanism. P. 15.

Introduction to integral education: history, scientific foundation and

philosophical implications. P. 24.

Official recognition of integral value-based education. P. 43.

Learning theories and academic trends in value education. P. 64.

Educational Psychology; Jungian/ Transpersonal Psychology,

Developmental Psychology and Neuroscience. P. 78.

Education through history in the West and the East. P. 133.

Philosophy of education in India and the Western world. The major

philosophers of education. P. 161.

Philosophical Idealism among the schools of educational philosophy.

P. 207.

Annexe.

The crisis of

boys’

education.

P. 246-254.

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1.General Theories of Learning. P. 64.

2. Types of learning. P. 70.

3. Approaches to value education. P. 74.

4. Educational Psychology. P. 78.

5. Progress through age-groups. P. 93.

6. Educational neuroscience. P. 108.

7.Affective neuroscience. P. 112.

8. Aesthetic neuroscience. P. 121.

9. Spiritual neuroscience. P. 125.

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Education through history in the West and the

East.

1. Holistic education in the philosophical traditions of the

East and the West. P. 134.

2. A brief history of education in modern Europe. P. 150.

3. The historical drift towards integral education. P. 154.

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Philosophy of education in

India and the Western

world.

The major philosophers of

education.

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Indian Philosophy. P. 165.

Buddhism. P. 173.

Plato. P. 181.

Kant. P. 185.

Rousseau and his heirs.

P. 189.

Hegel and the Bildung.

P. 194.

Emerson/ Thoreau.

P. 199.

“Regulations have become more important than the warmth of

affection.

When there is love, the problem is simple.”

J. Krishnamurti.

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IV. PHILOSPHICAL IDEALISM AMONG THE MAJOR SCHOOLS

OF EDUCATIONAL PHILOSOPHY.

1.Idealism. P. 208.

2. Existentialism. P. 214.

3.Naturalism. P. 216.

4. Realism. P. 219.

5. Pragmatism. P. 223.

6.The contemporary debates on education through European history. P.

231.

7. The middle path in education and discipline and the underlying

matter of freedom. P. 234.

8. The great debate in the XXIst century: Liberation (or freedom)

versus protection (or education). P. 243.

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THE TEACHINGS OF SATHYA SAI BABA.

INTEGRAL EDUCATION IN HUMAN VALUES

TOWARDS A CONSCIOUSNESS AND PARADIGM SHIFT.

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SUMMARY.

I.EMPIRICAL EVIDENCE FOR THE MODERN WORLD. P. 11.

1. TOWARDS A NEW EDUCATIONAL ORDER AND A NEW PARADIGM. 11.

2. ACADEMIC SURVEY OF VALUE EDUCATION AND OFFICIAL

RECOGNITION. P. 19.

a. Official recognition of Sri Sathya Sai education in India. P. 20.

b. Academic survey and official recognition throughout the world. P. 24.

c. Scholarly research and empirical evidence in other pedagogic

contexts. P. 32.

II.THE SOURCE OF INSPIRATION:

SATHYA SAI BABA’S TEACHINGS AND HIS HUMANISTIC

PHILOSOPHY OF EDUCATION. P. 36.

1. The mission of this unique spiritual master. P. 38.

2. The general teachings. P. 48.

Human values and the transformation of the human being.

3. Sathya Sai Baba and Western philosophy.

From Plato to Hegel. From freedom to dialectics. P. 61.

4. Integral education in human values in the teachings of Sathya Sai

Baba. P. 92-122.

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Philosophical/ scientific foundation

For Integral Education in Human Values.

Quantum physics/ new science

And the new holistic paradigm.

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I.SCIENTIFIC RECORDS OF THE POSITIVE EFFECTS OF INNER WORK.

NEW DISCOVERIES AND EMPIRICAL EVIDENCE FOR THE EXISTENCE OF

A MULTIDIMENSIONAL REALITY. P. 22.

W. Reich and Orgone Energy. Electrography/ water crystals. Synchronicity: from

Jung to Quantum Physics. After-death experiences. Neuroscience on meditation.

Higher consciousness: mysticism, hypnosis, ayahuasca and psychedelics.

Human-Machine Anomalies and Remote Perception. The Mind’s New Science.

Holistic Medicine and Self-healing. Vibrionics and Quantum Medicine.

Psychoneuroimmunology.

Therapeutic effects of paths of inner work: Transcendental Meditation,

Mindfulness, Focusing, Sophrology, Past Reality Integration, Seitai, Reiki, etc.

II.FROM NEWTONIAN PHYSICS TO QUANTUM THEORY. P. 68.

FROM NEW SCIENCE TO MYSTICAL PHILOSOPHY AND WISDOM.

EDUCATION IN HUMAN VALUES: THE PEDAGOGY FOR THE NEW

PARADIGM AT THE CONVERGENCE OF SCIENCE AND SPIRITUALITY.

1.History/ key concepts of quantum physics, new physics and new science. P. 72.

Quantum physics and new physics: from Einstein and Tesla to M./ Strings Theory

and the Higgs Particle. From virtual particles to galaxies. P. 75.

The Implicate Order, the Zero Point Field, the Akashic Fields, the Unified Field, the

Holographic Universe, the Multiverse, Biocentrism, the Tao of Physics, the God

Theory, the Theory of Everything, the unity of science and spirituality. P. 107.

Relational science. P. 138. Epigenetics, new biology and the Gaia Hypothesis. P. 140.

Jungian Psychiatry and Transpersonal Psychology. P. 144.

2.The convergence of new science and mystical philosophy or wisdom. P. 147.

3.Towards the new holistic paradigm. P. 169.

The main features of the quantum world view in coherence with spiritual

philosophy. P. 177.

The major question for the future of humanity: What is Consciousness? P. 203.

4.Integral education in human values. P. 229.

The philosophy of education and the

practical pedagogy of the new paradigm.

5. Relation and dialogue. P. 243.

AN OPEN CONCLUSION.

P. 254.

POSTSCRIPT. P. 282-286.

The future of science/ exopolitics.

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SPECIAL ISSUE.

THE CRISIS OF BOYS’ EDUCATION, THE ALIENATION OF

BOYHOOD,

AND THE NEW “RECUPERATIVE MASCULINITY POLITICS”.

I.The crisis of boys’ education

anf the alienation of boyhood.

II. The deepest causes for the

crisis of boyhood.

III.Solutions to the crisis of

boys’ education and the

alienation of boyhood.

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“The practical truth of love and brotherhood.”

Sathya Sai Baba.