Exploring diverse realities

"Purnapramati - A Canter for Integrated Learning" is a platform to different approaches exploring through experiences.

Purnapramati is completing its 10th Anniversary   (Dashamanotsava). It's a good time to retrospect our journey and also contemplate on future direction. The idea of Purnapramati was  seeded in 2010 based on experience, explorations followed by serious pursuits in studies and research. The efforts, the time , the energy, the thoughts, the passion, the commitment put in by all the concerned people to start and grow Purnapramati is highly commendable.

As Prof D.Prahladacharya says "it's quite possible to sow the seeds of values of life in the innocent minds of young students who, in large number every year are admitted to seek primary education.  Gradually it's also possible to introduce such a curriculum  by which they would become well aware of the rich Indian knowledge heritage and feel proud of it. In relation to holistic study of Prakruti and Prana, an integrated learning as emphasised by Shri Anandateertha needs to be understood.

ಚಿಂತಕರ ಮಂಥನದಲ್ಲಿ ಪೂರ್ಣಪ್ರಮತಿ

ಅಖಿಲ ಪ್ರೌಢಶಾಲಾ ಅಧ್ಯಾಪಕಿ

ಧಾರ್ಮಿಕ ಹಾಗೂ ಸುಸಂಕೃತ ಜೀವನಕ್ಕಾಗಿ, ಶಾಂತಿ ಸಮೃದ್ಧಿಯ ಬಾಳ್ವೆಗಾಗಿ ನಾವು ನಮ್ಮ ಮಕ್ಕಳ ಜೀವನವನ್ನು ರೂಪಿಸಬೇಕಾಗಿದೆ. ಧರ್ಮದ ನೆಲೆಯಲ್ಲಿ ಶಿಕ್ಷಣ ಸಿಕ್ಕಾಗ ವಿದ್ಯಾರ್ಥಿ ಉತ್ತಮ ಚಿಂತಕನಾಗುತ್ತಾನೆ. ಶಿಕ್ಷಣದ ಮುಖೇನ ಸಮೃದ್ಧ ಜೀವನಕ್ಕೆ ಪೂರಕವಾದ ನಂಬಿಕೆಗಳನ್ನು ಬಲಪಡಿಸಿಕೊಳ್ಳುತ್ತಾನೆ. ಆದರೆ -"ಪ್ರಾಚೀನ ಋಷಿಮುನಿಗಳ ಚಿಂತನೆಯಲ್ಲವೂ ಅಪ್ರಬುದ್ಧ ನಮ್ಮ ಹಿರಿಯರೆಲ್ಲಾ ಮೂಢ ನಂಬಿಕೆಗಳ ದಾಸರು" ಎನ್ನುವ ಸ್ಥಿತಿ ಇಂದು ನಿರ್ಮಾಣವಾಗಿದೆ. ಆಂಗ್ಲ ಮಾಧ್ಯಮದ ಶಿಕ್ಷಣ ಪದ್ಧತಿಯನ್ನು ಒಪ್ಪಿಕೊಳ್ಳಬೇಕಾದ ಸಾಮಾಜಿಕ, ಕೌಟಂಬಿಕ ಒತ್ತಡ ಎಲ್ಲೆಲ್ಲೂ ಹರಡಿದೆ. ಜ್ಞಾನವೆನ್ನುವುದು ಸ್ಪರ್ಧೆಗೆ ಮೀಸಲಾಗಿದೆ. ಮಕ್ಕಳು ಕಲಿಕೆಯ ಆತುರದಲ್ಲಿ ಜೀವನದ ಮೌಲ್ಯಗಳ ಚಿಂತನೆಗಳಿಗಿಂತಲೂ ತೋರಿಕೆಯ ಬದುಕಿನ ದಾಸರಾಗುತ್ತಿದ್ದಾರೆ. ನಾನು ಪೂರ್ಣಪ್ರಮತಿಗೆ ಈ ವರ್ಷವಷ್ಟೇ ಸೇರಿಕೊಂಡೆ. ಇಲ್ಲಿನ ನನ್ನ ಕೆಲವು ಅನಿಸಿಕೆಗಳನ್ನು ಹೇಳಬಯಸುತ್ತೇನೆ.

Our experience in Purnapramati

Abhivaadaye, We have been a part of Purnapramati from last 8 years. In this article we have tried to share some of our experiences, which impacted us the most and shaped us in Purnapramati.

When we joined Purnapramati in our 4th standard, the school felt very small compared to our earlier ones and number of students in each class was very minimal too. The teachers were very caring. It took a little while to get adjusted to calling our teachers akka and anna and then, it was as if they became our akkas and annas. The atmosphere was very free: we could talk and discuss with our teachers without apprehension. We also started learning Sanskrit starting from names of various objects and the basic Shabdas & Dhaatus as well as Subhashitas. This adhyayana of Samskrutha has stayed with us till date, and now, we  are about to write Sahitya pareeksha of Sanskrit University this year. It was in our 1st year that we were introduced to 2 special subjects which were unique to Purnapramati: Tattvadarshana  and Paramapara. Tattvadarshana started off as various stories from Ramayana and Mahabharata and other neetikathas. In Parampara we learnt various stotras and most importantly the greatest asset of any student of Purnapramati: Bhagavadgeetha. We were taught the shlokas pada by pada and had to memorize them. This continued until we were able to give Kanthapaatha Pareekshe of all the 18 Adhyayas to Sri Pejawara Swamiji. Our academic learning was also different from other schools. Focus was on understanding the concepts rather than preparing for exams (we weren’t given marks or grades; our report cards had only detailed observation of us by our teachers), we went on field trips to better understand the topics in our textbook. We also had ‘Guest Lecturers’, experts from different fields, who  came and interacted with us. We also got introduced to the idea of ‘Utsava’ as our annual day. All in all, our 1st year was spent in getting acquainted with this new idea of Purnapramati.

पूर्णप्रमति में मेरा अनुभव

आशा हिन्दी आध्यापिका

पूर्णप्रमति को यदि एक् वाक्य में परिभाषित किया जाये तो मेरे अनुसार एक बीज को सम्पूर्ण विकसित करना अर्थात् एक बच्चे का सर्वाङ्गीण विकास।

अभि कल की हो बात लगती है जब मुझे यह हिंदी शिक्षण के लिए नियुक्त किया गया। प्रारंभ मे तो बहुत सी कठिनाईयाँ आई क्यों कि हिंदी बच्चों के लिए एक नयी भाषा थी। बहुत बार में निराशा हे जाती थी, लगता था कि मिझसे नही होगा लेकिन मेरी सहयोगी अध्यापिकाओं और रघुराम भैया ने मुझे प्रोत्साहित किया कि अभी बच्चों के लिए हिंदी भाषा नही है पर धीरे-धीरे सब ठीक हो जाएगा। उन सभी के प्रोत्साहन के कारण मेरे लिए हिंदी शिक्षण का कार्य एक जिम्मेदारी कम और चुनौती अधिक हो गया। अब मुझे यह एक साल से भी अधिक होगया है। स्थिति में भी बहुत परिवर्तन हो गया है। बच्चों की सीखने की ललक और सभी के सहयोग ने इस कार्य को आसान बना दिया है। बच्चों से हिंदी में वार्तालाप करने से धीरे-धीरे उनकी भी हिंदी के प्रति रुचि बढ़ रही है।

आने वाले समय में मेरा यही प्रयत्न रहेगा कि हर एक बच्चा हिन्दी में वार्तालाप करने में सक्षम हो सके।