This international conference is a call to global action by parents, grandparents, and all stakeholders in the future of education. We must work together to substantially enhance its learning outcome.
The current system expects distracted minds to learn. Instead, we want education to teach time-tested and science-based mind-body exercises to cultivate the focus of attention in students as an essential part of curricula at all levels, from preschool to Ph.D., to enhance learning effectiveness.
The focus-building exercises promote world unity by enhancing health, wellness, happiness, purposefulness, and behaviour; they also build peace and harmony, improve race, gender and interfaith relations, resilience to stresses and strains of life, and environmental sustainability.
Theoretical Background
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Until you make the unconscious conscious, it will direct your life, and you will call it fate.
CARL JUNG
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This conference is convened by Spiritual Heritage Education Network Inc. (SHEN), established on September 15, 2,000, to eliminate cruel exploitation by humans of other humans, non-humans, and our habitat.
SHEN’s research shows that a plausible solution lies in adopting a new educational paradigm on a global scale. Currently, education is delivered to students’ brains in the natural waking state, lacking focus because of random distractions by our inbuilt mental instincts inherited from our parents. Our parents inherited theirs from their parents, and so on genetic inheritance and mutation connect us all backwards with non-humans that ever lived on planet Earth.
Life is born and dies. In addition, life eats life. Thus, it is incumbent on it to survive as long as possible. Our survival is the sole reason why natural instincts. Self-awareness, sustenance and procreation are implicit in survival. Natural survival instincts are lodged in our unconscious genetic memory that expresses the compulsiveness of day-to-day survival, sustenance, procreation and identity by randomly bubbling into our conscious mind in the form of mental distractions. On one side, they are an existential necessity, while they inhibit in-depth learning on the other. They are there as long as we are alive and keep us enmeshed in their fulfillment, our body and mind activity-ready and our learning in the school of life superficial and reductionist.
Neurologically, our survival instincts work through our autonomic nervous system connecting the brain with the core survival systems such as the heart, lungs, circulation system, digestive system etc., which must work ceaselessly around the clock for survival. Natural survival instincts run all physical survival systems at high speeds while slowing the digestive system. A possible solution is individual effort to keep the body still and reverse these speeds.
Fortunately, there are exercises and lifestyles to do just that, and the effort required is not herculean, although the regularity of practice is necessary to control the ever-present unconscious, instinctive memory in our genes from distracting our minds.
Contemplators around the world practiced these exercises to keep attention of their brains focused on their explorations. Einstein, a theoretical physicist without access to a laboratory, and Ramanujan, a mathematician, are two prime examples of modern contemplators. No research, in-depth study and learning is possible without the requisite focus of attention, and the academy is reticent about it.
Already there is research available, and further studies can be done about mind-body exercises to answer questions such as what they are, how they work, their efficiency, when they should be taught, how they should be taught, etc. Public discourse is needed to create the political will to change educational policy. Strategic questions such as teacher training and cultural resistance have to be addressed. Implementation challenges pale given the public good to ensue, but they must be addressed collectively.
