Editor’s note: Two passages from Sri Aurobindo’s volumes – The Human Cycle and Early Cultural Writings – are featured here. These passages highlight the new progressive ideas on parenting and education which are now accepted by growing sections of humanity as we go beyond the age of rationalistic individualism to a deeper subjectivism.
Already in the practical dealing with life there are advanced progressive tendencies which take their inspiration from this profounder subjectivism. Nothing indeed has yet been firmly accomplished, all is as yet tentative initiation and the first feeling out towards a material shape for this new spirit. [. . .]
[. . .] the hope of the race lies in those infant and as yet subordinate tendencies which carry in them the seed of a new subjective and psychic dealing of man with his own being, with his fellow-men and with the ordering of his individual and social life. The characteristic note of these tendencies may be seen in the new ideas about the education and upbringing of the child that became strongly current in the pre-war era.
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Formerly, education was merely a mechanical forcing of the child’s nature into arbitrary grooves of training and knowledge in which his individual subjectivity was the last thing considered, and his family upbringing was a constant repression and compulsory shaping of his habits, his thoughts, his character into the mould fixed for them by the conventional ideas or individual interests and ideals of the teachers and parents.
The discovery that education must be a bringing out of the child’s own intellectual and moral capacities to their highest possible value and must be based on the psychology of the child-nature was a step forward towards a more healthy because a more subjective system; but it still fell short because it still regarded him as an object to be handled and moulded by the teacher, to be educated.
But at least there was a glimmering of the realisation that each human being is a self-developing soul and that the business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material.
It is not yet realised what this soul is or that the true secret, whether with child or man, is to help him to find his deeper self, the real psychic entity within.
That, if we ever give it a chance to come forward, and still more if we call it into the foreground as “the leader of the march set in our front”, will itself take up most of the business of education out of our hands and develop the capacity of the psychological being towards a realisation of its potentialities of which our present mechanical view of life and man and external routine methods of dealing with them prevent us from having any experience or forming any conception.
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Parenting in the New Age
These new educational methods are on the straight way to this truer dealing. The closer touch attempted with the psychical entity behind the vital and physical mentality and an increasing reliance on its possibilities must lead to the ultimate discovery that man is inwardly a soul and a conscious power of the Divine and that the evocation of this real man within is the right object of education and indeed of all human life if it would find and live according to the hidden Truth and deepest law of its own being.
That was the knowledge which the ancients sought to express through religious and social symbolism, and subjectivism is a road of return to the lost knowledge. First deepening man’s inner experience, restoring perhaps on an unprecedented scale insight and self-knowledge to the race, it must end by revolutionising his social and collective self-expression.
~ Sri Aurobindo, CWSA, Vol. 25, pp. 31-33
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Child as a Growing Soul
The idea of hammering the child into the shape desired by the parent or teacher is a barbarous and ignorant superstition. It is he himself who must be induced to expand in accordance with his own nature. There can be no greater error than for the parent to arrange beforehand that his son shall develop particular qualities, capacities, ideas, virtues, or be prepared for a prearranged career.
To force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deface its perfection. It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given it and is forced to accept instead something imperfect and artificial, second-rate, perfunctory and common.
Every man has in him something divine, something his own, a chance of strength and perfection in however small a sphere, which God offers him to take or refuse. The task is to find it, develop it, use it. The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble use.
~ Sri Aurobindo, CWSA, Vol. 1, p. 384
