IJERS/ BIMONTHLY/ MINAKSHI BISWAL (121-131)

ALTERNATIVE EDUCATION AND SRI SATHYA SAI SYSTEM OF EDUCATION

Minakshi Biswal, Ph.D

Asst. Prof. in Education, Vasanta College for Women, Rajghat, Varanasi

Abstract
Education is the pillar stone of life. In the present situation schools are the carrier of formal
education. Long back schools were very less in number. Now-a-days the number and types of
schools are really increased. One gets at least three to four private schools in ones vicinity. This
makes it confusing for parents to decide what type of learning environment is right
for their child: Choosing a school, or choosing to educate child outside the institution of
schooling. One directory published in 1997, The Parents Guide to Alternatives in Education,
by Ronald E. Koetzsch, described over twenty distinct types of alternative schools and six
innovative trends in public education. These twenty or thirty different educational orientations
can be grouped into six basic clusters: the transmission model, freedom-based learning, social
constructivism, critical pedagogy, spiritual developmentalism, and integral or holistic education.
Out of these Spiritual developmentalism is the best with regard to the quality issue. Spiritual
developmentalism encompasses educational models based on very specific ideas about the
unfolding of the human soul through specific stages of development. Both terms in the
description are essential: The educators who practice these models insist that there is
a spiritual dimension to human existence i.e., the soul is nourished by universal creative
energies that are not explained by the laws of physical science or conventional psychology or
learning theory. And the models carefully prescribe what sorts of teaching and learning
experiences are appropriate and beneficial at each level of development. Sri Sathya Sai Higher
Secondary School is

a school which believes and practices a combination of spiritual

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developmentalism and holistic education. This paper will discuss the mission, vision, and
working of Sri Sathya Sai Higher Secondary Schools in detail.
Key Words: Alternative models of schools, Spiritual developmentalism, holistic education and
Sri Sathya Sai Higher Secondary School
Upanishad declares, Ekoham Bahusyam :I am one and I became Many. Anuraniyan
Mahotomahiyan: I am the smallest atom and I am the vastest Universe. I am everywhere. I
was one and I become many to love and to be loved. Thus whatever we see around are the Gods
different form. So, each one should be treated alike. It is Gods will that people made in his
image develop in all aspects of their personality. It is rooted in the theology of creation, that
people have worth of dignity. If we consider educating a child then each one can learn, and each
one should have the opportunity to learn and to achieve a quality of life they desire based on
their educational efforts and achievements, then alternative schooling is an absolute requirement
in every community. Alternative schooling opportunities will be needed to accommodate the
educational needs of its youth because the traditional school system can no longer serve the
needs of the students and their family lifestyles.
Alternative schooling also offers the Government the opportunity to fulfill their legal
responsibility to provide equal access to education for all students. The most critical question
that must then be answered is what kind of alternative schooling should be designed and offered
in our public schools? What should the alternative programs look like and how should they be
integrated with the regular school programs in each community?
Types of Alternative schools:
There are various models of alternative schools available to cater the need. As per HefnerPacker (1991) the alternative schools were classified under five catagories, such as:
The Alternative Classroom,
The School-Within-a-School;
The Separate Alternative School;
The Continuation School, and
The Magnet School.
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Mary Anne Raywid (1994), provided another classification as:

Schools of Choice, offering different specialized learning opportunities for students
usually in a magnet school;
Last-Chance Schools, designed to provide continued education program options for
disruptive students; and
Alternative schooling had expanded by 2000. These could be classified as
Alternative or optional schools,
Career-theme or technical magnet schools,
Charter schools,
Contract schools,
Open enrollment programs,
Residential alternatives,
Voucher programs,
Home schools,
Internet courses and programs,
Blending high school with college, and
Area learning centers.
As per Educational alternatives: A map of the territory (Spring, 2004) All these alternative
schools can be catagorized under these models. Such as
Transmission Model
Freedom-based learning
Social constructivist models
Critical pedagogy
Spiritual developmentalism
Integral or holistic education
Characteristics of Alternative schools:
The main characteristics of these schools are
a maximum teacher/student ratio of 1:10;
a small student base not exceeding 250 students;
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a clearly stated mission and discipline code;

a caring faculty with continual staff development;
a school staff having high expectations for student achievement;
a learning program specific to the student's expectations and learning style;
a flexible school schedule with community involvement and support; and
a total commitment to have each student be a success.
According to Alternative schooling, Types of Alternative schools, Alternative schools
models, International Alternative schools and Conclusion, the success principles of the
alternative schools depends on these five criteria. These are:
Voluntary participation: Students, parents, and teachers voluntarily participate in a school
of their choice.
Small school size: Schools of choice (alternative, magnet, and charter schools) have sought
to humanize and personalize learning by creating small educational options. The average
enrollment for a school of choice has remained at approximately 250 students for more than
twenty years.
Caring teachers with high expectations: Since teachers voluntarily participate in schools of
choice, they become highly invested in the school. This investment translates into a strong
motivation for both student achievement and school success.
Customized curriculum/personalized instruction: Schools of choice offer students,
parents, and teachers opportunities to participate in a highly focused curriculum with valueadded enhancements. Students in public schools of choice meet state requirements for high
school graduation through participating in a curriculum designed to both motivate student
learning and provide experiences that relate to individual needs, interests, and career aspirations.
Safe learning environment: Research has documented a remarkable lack of violence,
vandalism, and disruptive behavior in schools of choice. Students and families consistently
report feeling both physically and emotionally safe to participate and learn.

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From these criteria we can easily conclude that a successful alternative school should have
Clearly stated mission and discipline code
A small school size with a maximum teacher student ratio i.e. 1:10
Caring and dedicated teacher with high expectation for student achievement
Customized curriculum
Respectful learning and conducive environment
Community involvement and support
A total commitment to have each student be a success.
Sri Sathya Sai Primary and Higher Secondary school:
Sri Sathya Sai School was inspired and initiated by Bhagawan Sri Sathya Sai Baba on the
15th june, 1981. It is situated at Prashanti Nilayam, Puttaparthi, Anant Pur, Andhra Pradesh.
Bhagawan Sri Sathya Sai Baba is the ultimate goal of the inmates of the school. Character
Development with Academic Excellence", has been the governing principle of all endeavours in
the school. The school believes in fully residential and free education. It has two wings as Sri
Sathya Sai Primary school which is for girls and Sri Sathya Sai Higher Secondary School which
is for boys. Boys up to seventh class study in Sri Sathya Sai Primary School in a separate wing
as the system does not accept co-education at all.
Characteristics as an alternative school :
Clearly stated mission and discipline code:
The school is based on the philosophy of Sri Sathya Sai Baba. Edcuation here is designed on His
saying "Education should be for life; not for mere living". The mission of the school is to lay the
foundation of a noble character in the young minds by instilling in them the eternal and universal
values of brotherhood, patriotism, sacrifice and moral integrity so that they grow up as ideal
leaders who can shape the destiny of the nation and the world.
The school has very clearly defined objectives as
Self-confidence with faith in God.
Academic excellence.
Communication and social skills along with analytical abilities.
Maintenance of a well-nourished, healthy and agile physique.
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Inculcating an affinity towards a disciplined and regulated life.

Instilling the value of selfless service to the society.
Harmonising positive thoughts, words and actions.
Respect and regard towards Indian culture and way of life.
Upholding reverence for parents, elders and dignity of all men.
It has well regulated and well framed code of conduct which is must for the students.
A small school size with a maximum teacher student ratio i.e. 1:10
In Sri Sathya Sai School, the code word is Quality not Quantity. Thus the school has
1187 students with 87 teaching staff which gives a good student teacher ratio. Teachers work to
fulfill Bhagawans mission and they are totally dedicated. Students also know their duty towards
their academics, towards the society and parents well. Their sole aim of teachers and students is
to please the almighty.
Caring and dedicated teacher with high expectation for student achievement:
It is incredibly disrespectful to assume that people are empty vessels to be filled up with
knowledge, even if that knowledge is the content of scripture. So, the task of the educator,
parent/ youth worker should be to help create an environment in which people can grow. There is
nothing can be done to change the pattern of development. The teachers are responsible to create
the environment that facilitates Gods natural intervention in the lives of his people. The task of
the teachers in Sri Sathya Sai school is to help people lose the limitations of the lower stages so
that they may enjoy the fullness of their God given human potential. All the teachers understand
the developmental process. They respect the developmental process. The teachers encourage
questioning as in the long run, questioning is much better than never questioning, because
questioning means thinking and thinking is necessary for spiritual growth. The teachers work
tirelessly day in and day out to get the excellence. They are always ready to help in childs
growth and development.
Customized curriculum
The curriculum for class I to XII is as prescribed by the Central Board of Secondary
Education, New Delhi. The School offers courses in Science and Commerce at the Senior
Secondary level. A course in "Human Values" is taught to students to all the classes. Integration
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of Value Education is a special feature of the school. The school integrates value education and
teaching in all its programmes. It is the relentless pursuit at the school to instill in every student
the universal and timeless doctrine of Fatherhood of God and Brotherhood of Man. There are
also special Human Value classes held to provide students a deeper insight into religion and
philosophy. In addition to the usual curriculum human values course is taught in the school
which is a basic spiritual education course drawn upon the universal Sai principles of Sathya,
Dharma, Shanthi, Prema and Ahimsa is instructed at the school not merely by precept but more
by

example.

This

is

for

nurturing

each

soul

for

spiritual

maturity.

Conducive environment for respectful learning:

Each child is treated as respectfully as a child of Bhagawan. There is no chance of disrespecting
a child. The school has a fostering climate based on the twin foundations of love and discipline.
It is suffused with prayers, bhajans, stories and parables drawn from different faiths of the world.
Community involvement and support
The children celebrate various festivals and national days to be in contact with the community as
well as the Indian culture and heritage. The school conducts a specia programme called Gram
Seva. 'Grama Seva' or serving in the villages is an event which is a great enlivening experience
for the students. This is organised generally after the half-yearly examinations in the months of
Oct-Nov. Boys in groups go to different villages in and around Puttaparthi and distribute clothes,
food packets, stationary items, etc. to the villagers. They get to see the actual living condition of
their fellow brothers and sisters and experience the joy of serving the needy. Serving in the
villages sensitises them to other people's suffering and sows the seeds of compassion, sympathy
and service in their hearts.
A total commitment to have each student be a success:
All the teachers feel and work for the principle, We should desire to see growth in the people
we serve
Character Development with Academic Excellence" has been the guiding principle of the
school in all its endeavours since its inception. The school strives to instill into the minds of the
students the eternal and universal values of love, service, non-violence, compassion, discipline,
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truthfulness and the like through various means. The best of them being through personal
example of the dedicated band of teachers who serve the students with a missionary zeal to see to
it that they blossom in all aspects of human excellence, be it physical, intellectual, emotional,
psychic or spiritual. To see the performance of the school in this aspect one must observe a
student of the school - his discipline, his morality and his humility.

Academic Excellence
While a lot of emphasis is laid on the character development of the students, this is in no way at
the cost of academic excellence. The well-qualified and committed teachers leave no stone
unturned to see to it that the outstanding academic excellence record of the school is maintained
year after year. The school has been maintaining a 100% pass record with around 90% of them
with first division, consistently year after year for two decades now. Tables below give a detailed
report of the academic performance of the school since 1984 which is a thing to be proud of for
any school.
Hence Sri Sathya Sai School is an ideal Alternative school.
Blending of Spitual developmentalism and holistic education model:
In Sri Sathya Sai school one can easily observe a beautiful blend between spiritual
developmentalism and holistic education. Spiritual developmentalism and holistic education is a
combination of Theology, Psychology and Education. Theology is the divine side of spiritual
growth. Psychology tells about the ways God has designed people to grow. Education is the
learning process that produces spiritual growth. That implies educating a child as per the
developmental stages keeping spiritual maturity in mind.
These types of educational alternatives are child-centered in a paradoxical way. The
learning environment is generally highly structured, with the teacher having a very active and
authoritative role. These are not free schools! Yet the structure provided is intended to meet the
authentic (if often unconscious) developmental needs of the growing child. Unlike transmission
education, education grounded in spiritual developmentalism does not invoke authority for the
sake of authority; rather, it intends to establish a structure meant to support the unfolding of each
childs latent potentials. In contrast to freedom-based and even social constructionist approaches,
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this educational model asserts that a specially trained, self-disciplined, and caring teacher can
know a students true potentials better than the student knows them him or herself because an
immature young person is still gaining the capacity to know and understand deeply.
Sri Sathya Sai school is concerned with teaching for spiritual growth assuming that
learning is an integral part of becoming spiritually mature. Five aspects(Physical, cognitive,
affective, social and moral) of the human personality yield to empirical inquiry and demonstrate
predictable stages of development. For the sake of study and discussion each is considered
separately, but human beings are integrated wholes and each aspect interacts with and influences
the other. The spiritual is not an aspect of our humanity; it is the essence of what we are.
Therefore the teachers feed and clothe people, reason with them, love them, relate to them, and
treat them justly. Human beings are complete and must ultimately be understood as integrated
wholes. Development must be understood holistically. Developmentalism provides a framework
for understanding the process of educating for spiritual growth. Behaaviuorists manipulates the
environment in order to change people. The developmentalists create an environment that
facilitates the inborn developmental programme. Performationism helps us to look at people
respectfully, seeing them as complete, yet limited. Hence in Sri Sathya Sai School the training in
spiritual matters are also well graded .At the lower classes the children learn to sit quietly for
hours together which helps in concentration and meditation at the latter stage. The smaller kids
participates in group singing and at latter stage they become the lead bhajan singers. The children
learn basic human values through different stories which gets modified as value incorporated
concepts. Thus these training as per their stages of development make them spiritually mature
and a useful citizen.
Thus, we can easily observe that in Sri Sathya Sai school children are having academic as well as
spiritual growth which is nothing but a holistic development. Hence Sri Sathya Sai School is an
ideal Alternative school of spiritual developmentalism and holistic education model.
Wouldn't it be wonderful if each traditional school could share these characteristics and operate
with the best practices outlined abovemaybe there would be no need for alternative schools?
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