THE emergence of a new spiritual epoch in education may have dawned far back in the late 19th century driven by Theosophical principles.
New educational reforms encompassing spiritual development are evident in the formation of new schools today, many of which embody the eternal principles championed by H. P. Blavatsky in The Key to Theosophy.
“In many countries, educational reforms are taking place to consider the changing needs of 21st century learners,” writes Canadian theosophist Kathleen Hall in The Theosophical Roots of Spiritual Education, noting how:
“The old factory model of education that was mainly concerned with churning out obedient workers no longer suits the needs of today’s world.”
The principles defined by Madame Blavatsky in The Key to Theosophy, raised the educational bar, both then and now . “Children should above all be taught self-reliance,” she declared, “love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves.”
Adding: “We would reduce the purely mechanical work of the memory to an absolute minimum and devote the time to the development and training of the inner senses, faculties and latent capacities …
“Deal with each child as a unit and educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development; Aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish.” (Theosophy and Education).
“The object of modern education is to pass examinations, a system [adapted] not to develop right emulation, but to generate and breed jealousy, envy, hatred almost, in young people for one another, and thus train them for a life of ferocious selfishness and struggle for honours and emoluments instead of kindly feeling.”