Recreating Sustainable Societies through Experiential and Peer Learning in Higher Education

Abstract

Education System in India was based on culture, traditions and social practices that was passed on to the pupils through inherited values. It was learnt at homes as well in schools such as the Gurukul System, which was the centre of diverse learning. The cultural practices in the society, whether reading the scriptures or acquiring hoplology skills, were needed for all round development of the individual. Art and craft; sports and yoga; and also, daily chores were given the same importance, for holistic learning. To some extent, they were also taught to have restraint on unearthly desires. This exercise was influenced by spiritual enlightenment, awareness about nature and self-discipline. It prepared them for their future life struggles, as well as psychological wellbeing. The modern education system introduced during the colonial era was aimed at competitiveness and exploitation of resources. They destroyed the culture and created social divides amongst children; and encouraged a consumeristic lifestyle. Gradually, these societies divorced themselves from ethical principles and were responsible for destruction of nature. The urban milieu vitiated further in this process, becoming centres of environmental degradation and pollution; and diminished social values. Although one associates education with higher level of consciousness, many modern societies have failed to prevent the ecological devastation. In fact, numerous traditional societies have lived more sustainably despite the people there being less literate. Thus, existing education system requires a certain change geared towards human awakening. The present study elucidates the importance of reviving some practices of the past within the modern curriculum by adopting experiential tools for a sustainable living.