The International Baccalaureate

 

Education has always moved like a river, carrying traditions and ideas. In India the Gurukula system made learning a way of life. Students stayed with their teacher, practised discipline, learnt values, and absorbed knowledge in daily living. In Rome, Italy, Maria Montessori opened her first Casa dei Bambini in 1907. She allowed children to explore freely. Her classrooms invited them to touch, move, and discover. Both Gurukula and Montessori remind us that true education is not about collecting facts. It is about shaping a complete human being.

By the middle of the twentieth century, the world was unsettled. Families travelled across borders. Children who moved from one country to another often-lost years of study. Each nation had its own syllabus and examinations. In Geneva a group of teachers asked a daring question. Could there be one shared passport for learning. This question planted the seed of the International Baccalaureate. The organisation was registered in Geneva in 1968. Two years later twelve schools in ten countries conducted the first IB Diploma examinations.

The Story

• Began with the needs of children who moved between countries
• Registered in Geneva in 1968
• First Diploma exams in 1970 with twelve schools
• Drawn from the ideas of John Dewey, Jean Piaget, A S Neill, and Kurt Hahn

The Philosophy

The IB treats the learner as an explorer. Students are guided to ask questions, make connections, and think deeply. The aim is to form thoughtful and responsible individuals who can live with respect for difference and with openness to the wider world.

What it is today?

The IB has grown into a complete pathway for students from early childhood to the end of school years. There are four programmes, each with its own rhythm. Together they form a journey from the first questions of a child to the reflections of a young adult.

 

Programme	Age group	Teaching & learning methods	Key features
Primary Years Programme (PYP)	3 – 12 years	Inquiry based, concept driven, transdisciplinary learning	Big themes like Who we are or, How the world works guide lessons. Focus on curiosity, agency, and action. Skills such as thinking, research, and communication are built naturally.
Middle Years Programme (MYP)	11 – 16 years	Inquiry continues, interdisciplinary approach, global contexts	Students learn through real world themes such as community, sustainability, identity. Strong emphasis on personal project in final year. Assessment is continuous with feedback.
Diploma Programme (DP)	16 – 19 years	Depth in subjects + reflection, project based, independent research	Students take six subjects plus three core elements: Theory of Knowledge, Extended Essay, and Creativity, Activity, Service. Inquiry is balanced with rigour. Both formative and summative assessment are used.
Career related Programme (CP)	16 – 19 years	Blend of academic and vocational learning, applied projects, internships	Students take IB subjects along with career studies. Core focuses on personal and professional skills, ethical reflection, and real-world application.

 

The Digital Question

The IB was born in a time when classrooms were opening up and teachers were seeking new methods. Today children live in a digital world where information appears without pause. The question is no longer how to access knowledge but how to filter and use it wisely. The IB addresses this by giving importance to reflection, good judgment, and the ability to ask questions (genuinely!). Technology provides speed. The IB reminds learners to balance that speed with depth and pause.

My Reflection

From the Gurukula courtyards, to Montessori’s first classroom in Rome, to the international halls of Geneva, education has always moved with the rhythm of its time. The International Baccalaureate is the voice of our present age. It encourages young people to question, to search for meaning, and to engage with the world around them.

In my view the IB is a strong and thoughtful model. It prepares students for a life that is fast and uncertain, yet it also reminds them to think deeply and act with balance. At the same time, it has its limits. The cost makes it unreachable for many families. Its international emphasis can sometimes leave little space for local roots. Not every school has the resources or trained teachers to carry its vision fully.

Even with these challenges, the IB has created a system that gives children confidence, builds resilience, and opens their minds to many perspectives. It is not a replacement for older traditions but another stream in the river of education. What may come next could be another vision of learning born in India, one that draws from our civilisational heritage while speaking to the needs of a global future.

 

References

• International Baccalaureate Organization. The History of the IB. 2017 URL: https://www.ibo.org/
• Montessori, Maria. The Montessori Method. 1912, URL: https://digital.library.upenn.edu/women/montessori/method/method.html 
• Altekar, A S. Education in Ancient India. 1944 URL: https://archive.org/details/educationinancie032398mbp 

 

Education as Well Being: The Spirit of the Gurukula

Gurukula: The Forest Schools of Ancient India

Long ago, in the quiet forests of India, education did not take place in large buildings or crowded classrooms. It happened in small hermitages where children lived with their teacher, sharing his roof, his food, and his way of life. These were the Gurukulas, the forest schools, where learning was not just about study but about shaping character.

A New Beginning

When a child entered a Gurukula, it was seen as a new birth. The boy or girl left the comfort of home and came with firewood in hand as a symbol of readiness to serve. From that moment, the teacher became a second parent. The student belonged to the teacher’s family and was guided not only in knowledge but also in discipline and values.

Life in the Hermitage

Life in the Gurukula began before sunrise. Students bathed in the river, offered prayers, and chanted hymns. Then came the chores — sweeping the huts, bringing water, caring for animals, and tending the sacred fire. These daily tasks were as important as study, for they built patience and humility. Lessons were given under trees or by the fire, where the teacher recited and the students repeated until the words were held in memory. After that came reflection and questions. The forest schools were alive with dialogue, where students dared to ask about the mysteries of life and teachers answered with stories, examples, and sometimes with silence.

Stories of Devotion

Many stories from these schools show how much students valued their teachers. One such tale is about Satyakama, who was sent to care for a small herd of cows until they grew to a thousand. He stayed in the wilderness for years, faithfully guiding them. In his solitude he learned lessons from the very creatures around him, and by the time he returned, his teacher saw the glow of wisdom on his face.

Another story tells of Aruni, whose teacher’s field was threatened by a burst in the water channel. Aruni tried to repair it but could not stop the flow. So he lay down in the gap with his own body, holding back the water through the night. When the teacher found him at dawn, he was deeply moved. He lifted Aruni with care and blessed him with insight that later made him a great sage.

There is also the tale of Upamanyu, who gave away all the food he collected to his teacher and tried to survive quietly. He grew weaker and was blinded by poisonous leaves. When divine beings offered him a cure, he refused to taste it before offering it first to his teacher. Such devotion touched even the gods, and his sight was restored.

The Teacher and the Student

The relationship between teacher and pupil was sacred. The teacher was more than an instructor; he was a guide of the spirit. The student’s duty was not only to remember the lessons but to live by them. Knowledge was treated as a trust. Pride could take it away, humility could deepen it. One story tells of a proud student who lost the verses he had learned, only to receive new wisdom through his perseverance and faith. Such tales remind us that learning was not about possession but about inner growth.

A Gift of Gratitude

At the end of their time, students offered a gift of gratitude to the teacher. Sometimes it was simple. At other times it was remarkable. Krishna, as a student, was asked by his teacher to bring back his lost son. He crossed seas, fought a demon, and even entered the realm of death to restore the boy to life. Such was the honour given to the teacher’s word.

Why the Gurukula System Matters

Education in the Gurukula was life itself. Learning was never separated from living. Every task of the day, whether caring for the fire, tending the cows, or fetching water, was counted as education. Character was the foundation. Discipline, humility, patience, and respect grew naturally through routine and service.

The bond between teacher and student was sacred. It was not only a matter of lessons and examinations but of living together and observing how the teacher prayed, spoke, or worked. Dialogue and questioning were encouraged. Students were invited to seek answers to the deepest mysteries, and teachers guided them with patience. Gratitude completed the circle. At the end of study, the student offered thanks, ensuring that knowledge remained free from trade and filled with reverence.

Reflections for Today

It is tempting to imagine that the Gurukula could be recreated exactly as it was in the ancient forest. But times have changed. Children now grow up in towns and cities. Schools serve hundreds rather than a handful. Knowledge has expanded far beyond the verses of scripture and the skills of the household. Carrying firewood to a teacher’s hut is no longer possible, nor is it practical for every child to live away from home.

Yet the spirit of the Gurukula can still be applied in gentle and meaningful ways. Instead of tending a sacred fire at dawn, schools might begin with a few minutes of quiet reflection. The act of collecting food for the teacher can be reimagined as community service, such as planting trees, sharing meals with the poor, or keeping public spaces clean. These carry the same lessons of humility and responsibility.

The close bond between teacher and student is difficult in crowded classrooms, but it can be revived through mentoring groups. A teacher guiding a small circle of ten or twelve pupils can build the same trust and care. Discipline need not mean harsh routines but can be taught through regular habits, shared tasks, and activities that build cooperation.

There are also lessons of equality. In the past, the Gurukula was not always open to all. Today, education must be inclusive, welcoming every child regardless of background. The best way forward is to carry the essence of the Gurukula - the personal guidance, the daily discipline, the questioning mind, and the gratitude at the end - and merge it quietly with the strengths of modern schools.

Imagine a classroom where lessons are balanced with moments of reflection, where students learn not only from books but also from caring for a garden, helping in the community, and practising gratitude. That would be a Gurukula in spirit, alive not in the forests but in our towns and schools.

The Gurukula cannot return in its old form, but its light can still guide us. What was once taught by the fire in the forest can now be taught in homes, classrooms, and communities. The essence is unchanged: to live what we learn, to respect those who teach, and to allow education to shape both the mind and the heart.

Montessori: Was It Supposed To Be This Hard?

Montessori was spoken of as light. A way of learning that was not forced but flowing. Children were to learn as naturally as they breathe. Maria Montessori, a doctor in Italy more than a hundred years ago, first saw this possibility when she worked with children who were dismissed by others as slow and incapable. Instead of pushing books into their hands, she gave them things to touch, things to move, things to feel. Beads that could be counted, letters carved on sandpaper, wooden towers that could be built one over the other. Slowly the children began to change. They started to concentrate, they began to speak, they showed abilities nobody had expected.

From that moment the Montessori method travelled across the world. Parents trusted it because it appeared to respect the child more than the system. The teacher was not the commander but the quiet guide. The child was not forced to memorise but was encouraged to discover. The classroom itself was not meant to be a race but a garden where each child grew in his or her own time.

That was the dream. The pink tower was not only wood, it was patience. The golden beads were not only numbers, they were understanding. The sandpaper letters were not only symbols, they were sound brought alive. Montessori was not about how quickly a child could finish an activity, it was about how deeply the child could enjoy it.

But what do we see today. The same beads are used to show how far a child can count. The same towers are seen as ladders of comparison. The same letters are turned into early report cards. Montessori was meant to give ease, but in practice it often becomes another test.

Parents are caught between hope and doubt. They chose Montessori believing it would give their child peace, yet they find themselves again measuring milestones. A child quietly stacks the pink cubes but the parent wonders whether he is ahead of his peers. The very system that promised freedom now looks strangely like another form of pressure.

The beauty of Montessori lies in its simplicity. But ambition has stolen that simplicity.

Freedom has been replaced by comparison

Joy has been replaced by pressure

Wonder has been replaced by targets

The question is not whether Montessori works. The question is whether we have allowed it to remain what it was meant to be. Can we step back and let children live at their own pace. Can we trust that a child’s curiosity is enough.

Montessori was never supposed to be hard. Oh, Infact Childhood itself was never supposed to be hard. Right? 

Wondered, Feared! What lies ahead of you? Do not… Here’s a solution.

Life's journey is not straight. We all definitely know it. It is a winding road, full of unexpected twists and turns, (like you can recall the last time you cried!). Sometimes, it feels like we're stumbling blindly into the unknown, unsure of what lies ahead.

Hey? But…

If you check on me, I have faced it more too. Just like you.

However, amidst uncertainties, there's ONE THING ✊ that has always provided me with a sense of grounding and peace:

That’s PRAYER. For me prayer is not wishing for anything, but it’s chanting his name and believing he’s always in me. ✊

For me, my faith lies in Shiva ✊. His presence in my life has been cheerful and appreciative during the happier times, and so is it a source of strength and comfort even during the toughest times.

I've come to believe that no matter what challenges we face or how uncertain the future may seem, prayer has a way of making things just a little bit easier. It's like a beacon of light cutting through the darkness, guiding us forward with each heartfelt plea.

Whether I'm seeking guidance? offering gratitude? or simply finding solace in his divine presence? Prayer has become my lifeline.

But prayer isn't exclusive to any one faith. It's a universal language that transcends religious boundaries. Whether you find comfort in Allah, Jesus, or any other deity, the power of prayer remains the same—a powerful force that connects us to something greater than ourselves.

What I've come to realize is that prayer isn't about changing the world around us; it's about changing our perspective. It's about finding peace and acceptance in the midst of chaos, and finding strength to face whatever comes our way.

What’s important in every point?

Staying peaceful. Yes?

If we are mindful of that, worrying liquidifies itself, and peace surrounds. Prayer or chanting sets the tone.

So as we navigate the uncertainties of life, let's not forget the power of prayer. Let's take comfort in the knowledge that we're not alone—that there's something greater watching over us, guiding us, and offering us a sense of peace in the midst of life's storms, but that force is inside me. We just have to speak to that force, be it what, but offering prayer. It responds. That works.

May we all find solace in prayer, and may it carry us through whatever challenges lie ahead.

🙏

For Our Happiness is Our Truth: Exploring the Essence of Prosperity in Ancient Vedic Prayers

Introduction

In the ancient Vedic tradition, the pursuit of truth was intrinsically linked to the attainment of happiness. Through profound prayers and invocations, the Vedic sages sought divine blessings to ensure their well-being and prosperity.

शं न॑: स॒त्यस्य॒ पत॑यो भवन्तु॒ शं नो॒ अर्व॑न्त॒: शमु॑ सन्तु॒ गाव॑: । शं न॑ ऋ॒भव॑: सु॒कृत॑: सु॒हस्ता॒: शं नो॑ भवन्तु पि॒तरो॒ हवे॑षु ॥

शं नः सत्यस्य पतयो भवन्तु शं नो अर्वन्तः शमु सन्तु गावः । शं न ऋभवः सुकृतः सुहस्ताः शं नो भवन्तु पितरो हवेषु ॥

This profound prayer invokes the blessings of the master of truth, symbolizing the importance of aligning ourselves with honesty and authenticity to find true happiness. The mention of horses and cattle signifies our connection with the natural world, acknowledging that abundance and harmony with nature contribute to our well-being. The virtuous Ṛbhus , with their skill and benevolence, are called upon to bring felicity into our lives, emphasizing the value of virtuous actions. Lastly, the prayer recognizes the role of our ancestors in promoting our happiness, particularly during seasons of worship, highlighting the significance of ancestral blessings and the continuity of happiness across generations. This essay will explore the deeper meanings embedded within this prayer, elucidating how the pursuit of truth and the blessings of various aspects of existence contribute to our ultimate happiness.

The Significance of Truth in Happiness

The opening line of the prayer emphasizes the importance of the “master of truth” in the pursuit of happiness. In Vedic philosophy, truth is not merely a factual representation of reality but also a higher spiritual principle. The pursuit of truth is seen as a transformative journey that brings about inner harmony and contentment. By invoking the master of truth, the prayer seeks their benevolence and guidance, acknowledging their role in aligning individuals with the ultimate source of happiness.

Harmonizing with Nature and Abundance

The subsequent lines of the prayer invoke horses and cattle, symbolizing the abundant blessings of nature and material prosperity. In the Vedic civilization, horses and cattle were essential for transportation, sustenance, and wealth. By invoking these symbols, the prayer recognizes the interdependence between humanity and the natural world. It signifies that a harmonious relationship with nature and the recognition of its abundance contribute to our overall happiness and well-being.

Virtuous Actions and Divine Intervention

The prayer further calls upon the virtuous and dexterous Ṛbhus, celestial beings associated with craftsmanship, creativity, and divine benevolence. The invocation of the Ṛbhus highlights the importance of personal effort, skill, and virtuous actions in the pursuit of happiness. It implies that happiness is not solely dependent on external factors but also on individual dedication and ethical conduct. By seeking the blessings of the Ṛbhus, the prayer acknowledges the role of divine intervention in enhancing felicity and fostering a harmonious and prosperous life.

Ancestral Blessings and the Continuity of Happiness

The final line of the prayer highlights the role of the progenitors in promoting happiness during the seasons of worship. Ancestral worship was a significant aspect of Vedic culture, with the belief that ancestors continue to influence and bless the lives of their descendants. By seeking the blessings of the progenitors, the prayer emphasizes the importance of ancestral connections and the continuity of blessings throughout generations. It underscores the idea that happiness is not merely an individual pursuit but is also shaped by the accumulated wisdom and blessings of those who came before us.

Conclusion

In conclusion, the timeless wisdom embedded within this ancient Vedic prayer holds remarkable relevance in our modern lives, offering guidance to navigate the complexities we encounter. Embracing truth and authenticity allows us to find clarity amidst the confusion and make decisions that align with our deepest values, leading to a genuine and fulfilling sense of happiness.

In our fast-paced and technology-driven world, taking a moment to reconnect with nature and appreciate its abundant beauty serves as a grounding force, restoring balance and bringing us a profound sense of peace amidst the hustle and bustle of life. By cultivating kindness, compassion, and integrity—the very qualities embodied by the virtuous Ṛbhus—we can build stronger and more meaningful relationships, fostering a supportive and harmonious social fabric that nurtures our well-being.

Lastly, recognizing and honouring our ancestral connections provides us with a sense of identity and purpose, guiding us through the challenges of modern life. Drawing inspiration from the wisdom and traditions passed down by our ancestors, we gain strength and gratitude, understanding our place in the vast tapestry of time. By incorporating these teachings into our lives, we embark on a transformative journey towards happiness, navigating the complexities of the modern world with grace and resilience, and finding fulfilment in the simplest yet profound aspects of our existence.

History- a befitting catalyst in bringing harmony!

#Wellnessmatters #history

History is a powerful tool to realize one’s well-being, more than just a subject of dates and places. Prof. Sheik Ali signifies History as the record of unique events in the life of mankind, is the stir and vibration of life. 

Its significant to know who, what, where and when but its pertinent to understand why and how, from the events of History. Unfortunately, the idea of learning history is often misrepresented by many learned people including Hegel (Ali, 1978), who quotes the only lesson we learn from history is that it has no lesson to offer. Another instance of defaming history is of Frederick the Great, a German military campaigner who often indicated an order- ‘Bring me my liar’, whenever he felt like reading history.

We find many statements admitting and rejecting history as a whole or part. But as individuals, we are often surrounded by our history, the past events of our own lives. Some of it bring happiness, some bring glory while some even pushes us into a greater grief. It is we, who should take care of the events we wish to recall. Sometimes, forgetfulness stands a boon. This applies to the subject of history too. 

Let’s understand the society we were, and bring good changes to the unhealthy behavior of humans. If we can manage being better than our ancestors, it will be a value addition to having read history. Else at least shall we learn, instead of passing criticisms and sharing hatred which has unfortunately been the diet of our generation. History is noteworthy to all of us in order to learn and keeping holistically well too, be it ours or our society’s. Before I forget, my teacher had narrated a story of a little bird which carried a drop of water in its mouth to extinguish the forest-fire for hours together. 

Let us be the little bird in the society to convey history for better. If the events represented hatred, let us ignite the knowledge with goodness and spread the kind virtues. If the events brought glory to humanity, let us glorify it. If the events brought happiness to humanity, let us spread it across.  

Let us be the catalysts of spreading history for awareness and stop heatedness and criticisms. Let us be that little bird of extinguishing the heat of hate in the society, by learning from the historical events. It will consequently take us far in the path of humanity. And there lies our wellness! 

History matters and so does our wellness. 

Scale of Values

Each one of us will definitely have a value system for ourselves, framed either on the basis of life’s experiences or thoughtfulness cultivated over a period of time. When I first encountered the term "scale of values" in an article of Shri. Navarathna Ramarao, it so occurred to me that- “such a mesmerizing terminology”. He explains it as- if Govinda has a rupee in his hand, he can buy an instrument from it, or a book, or a chocolate, a dress or can invest on an orphanage and, etcetera. It is from which distribution of that money, he gets maximum satisfaction, he does it. Or what best he finds among the rest he does it. Similarly, our scale of values is accorded.

Now looking at this expression I started observing my scale of values among relationships. Its just wondering. Our scale of values has typically awarded great friends and relatives from time to time and proportionately has taken away the closeness of few over a period of time and has bestowed another set of close ones. Ultimately the life needs companionship in different forms. After all man is a social animal.

But why does this scale of values in life change from time to time.

• 1.    Because we stop feeding relationships?

• 2.     Because we happen to migrate from a social life to economic life as we grow?

• 3.     Because of our experiences with a particular relationship?

• 4.     Because we happen to turn inward?

• 5.     Because we expect more?

• 6.     Because ………………

x

And several other reasons. Whatever be it the reasons, but it just happens invitingly or just without notice. While we are born, we are purest form of souls, as we grow up, we develop a set of values which brings in a lot more changes to our lives. We end up thinking too much about the situation, people etcetera so much so that we sometimes not only spoil relationships but our values and physical health too. Probably I should mention this here, and this remains a good solution which I read in my teacher Vid. Jagadisha sharma’s series –

akAnDa-pAta-jAtAnAm|

ArdrANAm marma-BEdinAm||

Which means- Suddenly an accident occurs, it just shakes the whole life, uncompromising pain surrounds, what is the solution? JUST LEAVE THAT THOUGHT BEHIND. DON’T THINK OF IT AT ALL.

This might sound overwhelming, but it is a fact. It truly works.

The idea of such scale of values itself is fascinating and interestingly it has not been identical. It is sometimes puzzling too to see my ethics sound unethical to another person. However, that’s a healthier moment to opt kindness amongst it or just leave the thought itself behind, so as to not conclude any value out of it. Still, identifying those values and observing it to perceive kind ones will lead to a good life. Practicing this method will certainly prepare us to well-being. Just like the rains; when it pours, the water in its purest form goes through several good elements as well as the toxic ones. It is up to us, for what we breathe in, what scale of values we develop over a period of time.