Education for Life
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An Education for Life Approach to Curriculum

By Nitai Deranja

A question people often ask when first hearing about Education for Life is: “What is your curriculum?” It is the wrong question to start with, however, because it presupposes an approach that EFL, at its very core, is designed to remedy. 

We live in an age that values standardization. It began with the Industrial Revolution when people discovered you could manufacture products in mass quantities using assembly lines. The approach worked well in producing cars, refrigerators, and other products, so people concluded that we should use a similar methodology to create a standardized curriculum for our schools. From this perspective teachers are seen as assembly line workers, repeating a set of designated tasks that will move the product (student) toward its prescribed completion. To facilitate this process, these tasks are defined in minute detail in the ubiquitous curriculum frameworks that lie at the heart of most educational systems.

The problem with this approach is that children are not like cars. As should be abundantly clear to anyone who spends time around children, each one is unique. The attempt to standardize their education will be stifling at best. Instead of cultivating a rich flowering of creative talents that can help solve our global problems, we tend toward graduating students who excel mainly at memorizing material for standardized tests.

Education for Life pursues an alternative approach that shifts the focus from a static sequence of prescribed lessons to the ever-changing needs and interests of a particular group of students. In this way it is similar to other child-centered programs like the Emergent Curriculum of Reggio Emilia. Teachers are empowered to identify and celebrate the unique mix of talents they find in their class and use them to create magnetic ways of expanding student horizons. The effect is transforming. For example, a parent shared that her four-year-old son would cry each morning as they prepared for school. At a conference with the teacher, she noted that the boy was expressing an interest in music. They implemented a plan to create a unit on this topic for the whole class. The following day the tears disappeared as the child realized that school was a place that aligned with his interests. Through this avenue of involvement, the boy quickly began to show interest in other parts of the school day as well.  

For newer teachers especially, it helps to have an overview of the skills and topics usually addressed at each age (see the EFL Curriculum Guides). But even here, it is important to simplify and minimize the number of objectives so that teachers are free to focus on the living realities of their students. EFL facilitates this approach by renaming the traditional subjects to emphasize their relationship to personal concerns. Instead of the standard terminology of History, Language, Science, etc., we use titles like Understanding People, Self-Expression & Communication, and Our Earth – Our Universe. (For an expanded description of these terms, see the accompanying paper on the EFL Curriculum Categories.) 

Education for Life concerns itself with helping students find purpose and meaning in life. Thus each of the Curriculum Categories explores various qualities that help students embrace broader realities as they progress towards ever-greater degrees of maturity. Finally, the categories themselves, as illustrated by the Curriculum Logo, present subjects not as compartmentalized disciplines but as parts of an integrated whole that expands organically from the student’s current level of awareness.

The goal then is not to create an EFL CURRICULUM that codifies what should happen in the classroom for all times and places, but rather to outline a direction of growth that invites teachers and students to work together in co-creating a unique school experience filled with enthusiasm, wisdom, and joy.

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Education for Life

Uplifting the World, One Child at a Time

By Nitai Deranja

The Dalai Lama has said: “If every 8 year old in the world is taught meditation, we will eliminate violence from the world within one generation.”. We can marvel at the simplicity of his statement which if realized would take its place alongside Einstein’s E = mc2, but we can also use it as a model for addressing other world problems. What if there were an equally elegant solution to the challenges of wealth distribution, racial and religious prejudice, or even global warming?

It will help if we first ask ourselves: “What is it about meditation that could be a remedy for humanity’s tendency toward violence?” It is a question that is best answered through personal experience. Anyone who has taken the time to calm their thoughts and emotions to the point where they become aware of the peace that exists within themselves, can testify to the fact that it dissolves the tensions and frustrations that accumulate in daily life. If a child is helped to experience this inner peace on a regular basis, the underlying disharmonies that provoke violent outbursts will lose their potency.

Are there similar experiences that might affect other areas of global inharmony? What if children were encouraged to especially appreciate the parts of their lives which produce feelings of well-being and joy? This practice of contentment, if carried into adulthood, would provide a counterbalance to the greed that produces the economic imbalances on our planet. And what if children are encouraged to celebrate the diverse talents and interests of their classmates? Those feelings will prepare them to embrace the racial, religious, and even political differences they will encounter in later life. Finally, if children are provided with activities that evoke a sense of communion with nature, as adults they will carry a sensitivity that will help to solve the challenges of global warming.

It will take awhile before every child is exposed to meditation and the other experiences discussed above. But why not take steps to reach as many children as possible? If teachers, parents and other adults make the decision to prioritize these activities, progress is ensured, one child at a time.

 

 

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Education for Life

Consciousness and Classroom Composition

By Nitai Deranja

Anyone who has taught for a few years has experienced strong fluctuations in the behavior of different classes. In some groups the overall energy is focussed, cheerful, and harmonious. In others…well, not so much. Education for Life accounts for these differences from the perspective of Progressive Development. When the prevailing consciousness of a class is light, there will be an overall feeling of upliftment and even joy; qualities that will be missing when heavier consciousness predominates.

We can combine this insight with another key dynamic of childhood: the tendency for younger students to look up to those who are older and use them as role models. Our goal then is to set up our classes so that the oldest students are those who express higher consciousness. For example, if you have a 10 year old girl with Light consciousness, you would arrange your grouping so that she is among the eldest, rather than putting her with 11-12 year olds with lower consciousness. A sensitive teacher can then work with these older students to help the entire class. Conversely, it would be wise to place students who primarily express lower consciousness in classes where they are among the youngest, thus providing them with the opportunity to have role models that can help bring out their higher potential.

In order for this approach to work, the teacher must be able to identify and support light consciousness. A first step is to differentiate it from obedient behavior which can be motivated by the desire for teacher approval or fear of punishment. Light consciousness, in contrast, has the goal of helping others without the need for personal gain. The teacher’s role is to find ways to integrate the original ideas coming from these students into the class activities, even if they might not initially align with the lesson plans of that day.

In utilizing this approach of Progressive Development, it will become appropriate and even necessary for the teacher to provide different guidelines for students manifesting various levels of consciousness. Light consciousness benefits from the opportunity to exercise freedom of choice, while heavier consciousness requires more structured approaches. To avoid the pitfall of seeming unfairness, we can use experience as the basis for setting up different standards. For example, the teacher can announce a clean up time and then record who volunteers and who shows that they need support to stay focussed. Again, in math class, time can be set aside for studying with the teacher noting those who are self-motivated and those who require more structure. These observations can be shared with students who ask for an explanation for the different guidelines, thus providing a possible motivation to become more self-directed.

When classrooms are aligned with this direction of Progressive Development, teachers will have a much better chance of retaining their sense of joy and purpose. Everyone then, will have the best opportunity to work at higher levels of consciousness.

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Education for Life

Antidisestablishmentarianism and How We Can Fill the Moral Vacuum in Our Schools

When I was growing up, one of the fascinations of childhood was learning to spell the word antidisestablishmentarianism. It was the longest word my friends and I could find and presented a fitting challenge for our budding intellects. (Some will say it has since been surpassed by the likes of pneumonoultramicroscopicsilicovolcanoconiosis and supercalifragilisticexpialidocious.) Of course none of us had the slightest idea what the word meant and no motivation to find out. Later as a young man though, the word drifted back into my memory along with the curiosity to finally look up its meaning. To my surprise I found that it provided a very helpful clue to understanding something that deeply concerned me, the lack of values and moral direction in our educational system.

The word itself refers to the question of whether or not a country should have an established church, a major concern when the United States was forming since European countries of the time were firmly aligned with either Catholicism or some form of Protestantism. Thomas Jefferson and the other Founding Fathers were firmly opposed to this practice, and thus we inherited the doctrine of the separation of church and state.

At first, the application of this doctrine was confined to keeping religious prejudices out of our courts and government. Schools, however, were for many years left to reflect the overwhelmingly Christian basis of our culture by incorporating such practices as prayer, the celebration of Christmas, and an emphasis on developing sound Christian values. As our country diversified, people began to challenge this bias in light of the separation clause. In recent decades our courts have consistently, if unpopularly, upheld that it is unconstitutional to impose any religious ethics and practices in a secular institution. Today as we observe the consequences of these decisions, it is appropriate to ask if we are cultivating the kind of society that Jefferson and the others were envisioning, and more importantly whether it is the society we want for ourselves and our children.

When we interpret the separation clause to make it illegal to emphasize moral instruction in our classrooms, we can only offer our children a narrow, superficial view of life that has grave consequences. Most poignantly, we have the school shootings. While the shooters themselves are extreme examples of social isolation, insensitivity, and moral confusion, it will be clear to anyone visiting a typical American high school that there is a strong and growing subculture of our teenagers who share these same negative attitudes toward life. With no positive ideals to aspire to, they “glorify” cynicism, apathy, and decadence. In these circles achievement in academics or any constructive pursuit is grounds for ridicule and ostracism.

This absence of positive values is also disturbingly apparent when we shift our focus to another key aspect of society, our economic situation. Here too we find the notorious “villains”, the Bernie Madoffs and Ivan Boeskes who personify unbridled greed, insensitivity, and dishonesty. But once again we can see that they are only the most visible examples of a morally deficient environment that also brought us the credit default swaps and robo-mortgage signings that produced the latest economic collapse. How did we get to the point where our primary financial institutions like Bank of America, J.P. Morgan and others are subject to outright fines in excess of 100 million dollars and “settlements” that run into the billions? [1]

In looking for answers it is instructive to examine how this broader social drama has played out in one particular educational setting. Many of the people in charge of our major financial institutions received their college training at Harvard which lists such people as Jamie Dimon (J.P. Morgan), John Thain (Merrill Lynch) and Jeffry Skilling (Enron) among its graduates. This institution’s response to the crisis of leadership in our economic and financial sectors is revealing. There is a page on the university’s website entitled “Global Financial Crisis Continues: Harvard Economists React” [2] As one might expect, it is a rather imposing collection of articles on the pros and cons of bailouts, regulation, cap and trade, and financial stimuli. While these topics are no doubt worth examining, not a single article addresses “the elephant in the living room”; that even the best economic system will fail us if the people running it are lacking in the basic moral sensitivities.

Harvard was founded as a divinity school in 1636 during the Puritan era of Massachusetts. During the 1800’s it was heavily influenced by the Unitarian Church and was “secularized” under the presidency of Charles W. Eliot from 1869-1909. Eliot’s motivation however, like Jefferson’s, was to promote religious toleration, not the abandonment of the cultivation of moral values [3]. But here again we see
sincere efforts at promoting religious toleration somehow getting sidetracked and leading instead to moral decay. Faced with results so diametrically opposed to the intentions of people like Jefferson and Eliot, it is time to ask ourselves if there is not some basic flaw in our understanding of the relationship between religion and morality.

The Dalai Lama recently offered a profoundly helpful insight into this discussion. In his book “Beyond Religion: Ethics for a Whole World” he equates religion with tea. He notes that everyone likes tea, but some prefer it with certain spices, others with sugar, and in Tibet, with a pinch of salt. On the surface there may seem to be broad differences. But he makes the point that the real reason people like tea, is that everyone needs water; and tea is simply a way of meeting this universal need. He goes on to show how religions (like teas) are simply different approaches to meeting the universal human need for morality.

Utilizing this insight we can see that our fear of encouraging morality in our schools is based on a false identification of moral values with a particular religion. Is there really a Christian monopoly on humility? Have the Buddhists cornered the market on compassion? One of the advantages of a pluralistic society is that we have all met kind, honest people who were different from us in religion, ethnicity, and race. On this basis we can begin to see that there are universal values like courage, honesty, and justice that are simply the bedrock of any healthy and successful society.

In separating church and state, we don’t have to throw out the baby with the bathwater, or as the Dalai Lama might put it, deprive people of water while making sure we don’t impose a particular brand of tea. We are intrinsically moral beings. Would you rather buy your next car from an honest or a dishonest person? The next time you use public transportation, would you rather sit next to a kind or an obnoxious person? By focusing on this universal basis of morality, we find the path that allows us to bring moral training back into our schools, not in the mode of dogmatic indoctrination, but in a spirit of experiential, free-ranging exploration that allows students to examine what really works in creating the happy, fulfilling life that we all aspire to.

Nitai Deranja is the president of Education for Life International and the author of “For Goodness’ Sake: helping our children and teens discover life’s higher values”

[1] (CNN, April 10, 2012)

[2] (http://www.economics.harvard.edu/about/views)

[3] “The second eminent contribution which the [people of the] United States have made to civilization is their thorough acceptance, in theory and practice, of the widest religious toleration.” The Oxford Book of American Essays. 1914. Volume XX. Five American Contributions to Civilization by Charles William Eliot

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Education for Life
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Hallmarks of an Education for Life School

Preparing children to meet life's challenges

By Nitai Deranja, President of Education for Life International

Education for Life offers techniques for transforming education into an integral process which harmonizes book learning with direct life experience and instructs students in the art of living. It is based on the deep insight into the potential of every human being: Nurture creativity, intuition and wisdom in every student, tapping into unexplored capabilities or pure potentiality. Education for Life is a system of education that has the same goal as life itself: progressively to become on every level- heart and mind, body and spirit- more balanced, mature, effective, creative, happy, harmonious human beings.

When you visit an Education for Life School, you will find that each classroom seems unique. There is no standardized “look” to the classrooms, no set outward curriculum that each teacher follows, and no fixed style of learning for students. What then, are the distinguishing features of an EFL school? It is the purpose of this pamphlet to highlight the subtle, yet essential factors that define Education for Life and therefore determine the quality and scope of a child’s school experience.

First and foremost, EFL teachers are trained to appreciate that life itself is a school. Throughout our lives, the events that come to us offer a series of lessons that can lead to an ever-deepening sense of personal fulfillment and happiness. Put slightly differently, life continually offers us the opportunity to expand our consciousness. From this perspective the primary goal for the years of formal schooling becomes the development of the skills and attitudes that will help us take full advantage of these life-lessons.

A hallmark of an Education for Life classroom then will be the modeling of a cheerful openness to life and the unexpected lessons that might come our way. Although teachers will bring appropriate lesson plans to class, there will always be a readiness to embrace and make use of whatever special experiences a particular day presents. In the early grades opportunities for growth might present themselves through an unexpected visitor, unusual weather, or a spontaneous incident from the playground. In later years there will be a concerted effort to involve students in the broader streams of life outside the classroom. In every instance, an EFL teacher will strive to help students discern whether their responses to new events produce an expansion or contraction of consciousness. Specifically, the teacher will guide students from reactions of fear toward courage, from judgment toward compassion, from sadness toward joy. In our school’s philosophy this directionality of attitude is referred to as “Progressive Development.”

This focus on the gradual expansion of the student’s consciousness leads naturally to the next essential component of an EFL classroom, a child-centered curriculum. While every school must address the standard topics of modern education, the EFL curriculum will be child-centered in the sense that the teacher looks primarily to the students’ readiness for particular kinds of growth in determining the specific activities that will take place in the classroom. By knowing each student’s interests, talents, and potential, the teacher is able to present the lessons in a manner that maximizes student involvement and progress. Thus while a teacher may work with the same basic material over a period of years (fractions, world history, etc.), each class will manifest a unique expression of the learning process. EFL curriculum categories such as Understanding People, Cooperation, and Wholeness, as well as our small teacher/student ratios, facilitate this approach to learning.

The emphasis on a child-centered curriculum also contributes to a feeling of mutual respect between teacher and student. In paying close attention to individuals, the teacher develops an appreciation for each student’s positive qualities. Children, on the other hand, sense that the teacher is seeking to adapt the learning process to their interests and abilities as opposed to imposing a rigid program of prearranged lessons. In this way teacher and students can partake in the excitement of co-creating the curriculum.

The final characteristic of an EFL classroom is also rooted in the goal of preparing children to find happiness and fulfillment in life. In responding to life’s challenges, we have four primary tools at our disposal: the body, feelings, will, and intellect. The proper development of these “Tools of Maturity” lies at the heart of Education for Life. In our schools we emphasize one of these tools in each 6-year cycle of the child’s growth.

The stage from 0–6 encompasses the “Foundation” or preschool years. During this period the child is primarily occupied with learning to relate to physical realities, especially those of the body. An EFL preschool will promote physical vitality through a healthy diet and generous amounts of exercise, sunlight, and fresh air. Frequent nature outings will be interspersed with activities specifically designed to promote physical agility and coordination. The Foundation Years are also a time for cultivating the physical senses through creating a beautiful classroom environment and involving the children in painting, crafts, music, dance, and other activities that refine the children’s capacities for hearing, seeing, feeling, etc. Storytelling and role-playing are popular venues with this age for sharing initial insights into human behavior. The preschool years also provide an opportune time for cultivating uplifting habits of cleanliness, cooperation, and truthfulness.

The next cycle of growth covers the period from 6-12, the “Feeling” or elementary years. During this stage we shift our emphasis from the body to working with and through the child’s emotions. For a beginning step, children are helped to notice the different kinds of feelings and their varying effects on people. Students learn to appreciate and cultivate the uplifting influences of kindness, cheerfulness, and even- mindedness. Conversely, they can learn to redirect the disturbing energies that produce anger, greed, and jealousy. Techniques for working with these energies include breathing exercises, affirmations, yoga, and meditation. Of crucial importance during these years is the cultivation of the calm, centered state that leads to clear intuition. As their capacity for refined feelings develops, students learn to discriminate between the positive and negative effects of different kinds of activities and environments. Teachers will also utilize feelings as a powerful stimulus for other kinds of learning by emphasizing the awe of nature and scientific exploration, the sense of order and symmetry in mathematics, and especially the encouragement to be gained from the study of inspiring and saintly people.

Properly understood, the “Willful Years” from ages 12-18 present some of the greatest opportunities for the child’s development. Adults can help students avoid the self- involved negativity and rebelliousness that can plague the junior and senior high school years by encouraging positive applications of the will. Realistic, yet challenging goals must be set for these young people; goals that are in accordance with their own higher sensitivities as well as their individual talents and interests. Through faith in their positive potential and consistent adherence to appropriate disciplinary procedures, adults can support the students’ efforts to gradually learn such lessons as perseverance, self-sacrifice, responsibility, and self-control. Classroom applications of this approach will emphasize a “hands-on” style of learning where students can apply their energies to life-like situations. Science projects, debates, service projects and challenges of physical endurance are especially appropriate for this age group. A primary goal of the EFL teacher is to help each student identify and realize individual areas of expertise, thus providing a basis for the healthy development of the will. In an EFL school students of this age are asked to share in the responsibility for financing field trips and other special activities, even to the point of earning part of their tuition.

The final EFL cycle covers the “Thoughtful” or college years from 18-24. During this period the intellect is trained to work in conjunction with the three complementary tools of the body, feelings, and will. Intellectual insights are coordinated with the energy and enthusiasm produced by physical vitality, the intuitive feel for the rightness of an idea that comes from clear, calm feeling, and the ability to overcome obstacles that results from a dynamic application of the will. In this way the intellect becomes an effective tool for gaining the insights needed to lead a productive and fulfilling life.

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Education for Life
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Academic Achievement and Education for Life

By Nitai Deranja

Education for Life (EFL) is based on a balanced development of the four Tools of Maturity: the body, feelings, will, and intellect. In contrast, mainstream education with its one-pointed focus on obtaining higher test scores has increasingly emphasized the training of intellect at the expense of activities that promote growth in the other areas. It is interesting then to compare the results of these two very different approaches.

Education for Life and Testing

While we do not advocate the testing of young children, older students often express a healthy interest in knowing how they are doing academically in relation to others their age. When the EFL high school near Nevada City, California applied for accreditation in 2005, a part of the process entailed giving the students a nationally recognized, standardized test. The results have been remarkable, though not unexpected for those who are familiar with recent educational studies. In every year the students as a group have averaged in the top 10% of schools nationwide, even reaching the top 1% on one occasion. SAT scores have been equally impressive with the average EFL student scoring 1691 as compared to a national average of around 1500. How can EFL students compare so well with elite academic schools when our focus includes large amounts of time directed toward drama and music, games and outdoor activities, service projects and travel? Current educational research provides some valuable insights.

The Body and the Intellect

It seems obvious that a healthy body provides the foundation for a healthy intellect. Disease, low energy, stress, and a lack of cleanliness and order can all seriously undermine the ability to focus mentally. This relationship is clearly demonstrated in a study done in 2013 by The National Academy of Sciences.

State-mandated academic achievement testing has had the unintended consequence of reducing opportunities for children to be physically active during the school day and beyond…. Yet little evidence supports the notion that more time allocated to subject matter will translate into better test scores. Indeed, 11 of 14 correlational studies of physical activity during the school day demonstrate a positive relationship to academic performance. Overall, a rapidly growing body of work suggests that time spent engaged in physical activity is related not only to a healthier body but also to a healthier mind.

Feelings and the Intellect
Similarly, the ability to work constructively with one’s feelings can be a tremendous help when trying to maintain mental focus in the face of interpersonal tensions or inner turmoil. The advent of the term “Emotional Intelligence” in 1995, produced a wave of research authenticating the importance of social and emotional growth. A key report by J. Payton et al looked at an array of data taken from 317 studies involving 324,303 students. Their conclusion follows.

SEL [Social and Emotional Learning] programming improved students’ academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit…. Although some educators argue against implementing this type of holistic programming because it takes valuable time away from core academic material, our findings suggest that SEL programming not only does not detract from academic performance but actually increases students’ performance on standardized tests and grades”.

Will and the Intellect
The connection between the will and intellect is evident in the value of such qualities as perseverance, concentration, and initiative. In her book “The Willpower Instinct”, Stanford University psychologist Kelly McGonigal Ph.D surveyed the results of over 200 studies in this area.

People who have strong willpower are better off – i.e. better control of their attention, emotions, and actions. They are happier and healthier. Their relationships are more satisfying and last longer. They make more money and go further in their careers. They are better able to manage stress, deal with conflict, and overcome adversity. They live longer. Self-control is a better predictor of academic success than IQ. It’s a stronger determinant of effective leadership than charisma. It’s more important for marital harmony than empathy.

Conclusion and Prediction
It may be taking awhile, but educators are gradually acknowledging that a one-sided emphasis on the intellect is counterproductive. Even the “winners” of this approach are adversely affected. In November of 2011, NBC interviewed an administrator at Peking University High School in Shanghai, the top school worldwide as measured by the Organization for Economic Cooperation and Development, but also a school where students put in 12 hours of study per day including weekends. “Test taking is damaging to students’ creativity, critical thinking skills and, in general, China’s ability to compete in the world. It can make students very narrow-minded. In the 21st century, China needs the creative types its education system isn’t producing.”

For over 40 years, Education for Life has pioneered an approach that emphasizes cultivating the intellect in conjunction with the body, feelings, and will. Modern research shows that the future of education around the world lies with schools that can successfully implement this kind of integrated, holistic approach.

Test Scores
A question that often comes up in discussing Education for Life with newcomers is, “How does this approach affect academic achievement, especially as measured by standardized tests”. The answer often surprises people.

The Scholastic Aptitude Test (SAT) is the principle tool for judging high school achievement in the United States. The following table shows the average scores of our graduating students compared to average national scores.

National Averages EFL School Averages
Critical Reading 497 565
Mathematics 514 579
Writing 489 547
Total 1500 1691

The SAT has withstood the misguided notion current in many educational circles that student achievement can be measured by the number of facts and formulas that have been retained. As an example high scores on the current STAR test in California depend on a student’s knowledge of the Schlieffen Plan, the Tennis Court Oath, and other obscure data that require a fixed curriculum and massive amounts of spirit-deadening memorization to assimilate. Students in an EFL school with an expansive, student-centered curriculum would not do well on these tests.

Other tests, like the SAT however, approach achievement from the more plausible perspective that student progress is better measured in such areas as reading comprehension, mathematical reasoning, and writing skills. We utilized one of these tests, The Iowa Test of Educational Development (ITED), with our students. The results are listed below in percentile ranks that show how our students compared with other schools. A ranking in the 90th percentile means they scored in the top 10% nationally.

Subject 2005 2007 2008 2009 2010 2011 2012 2013 2014
Vocabulary 99 87 89 96 97 99 99 81  95
Reading Comprehension 93 93 96 95 93 99 99 86  91
Language 94 85 92 79 91 96 99 94  94
Math Concepts & Problems 97 91 95 96 85 97 99 96  91
Computation 88 82 61 80 84 71 96 92  85
Total Percentile Score 96 90 94 93 93 98 99 94  91

These scores demonstrate the effectiveness of a holistic approach like Education for Life even in more traditional areas of student achievement. For a fuller discussion of this topic, see the article on “Organic Education”.

Education for Life High School Graduates

EFL graduates are accepted to the colleges they choose. For example,our 2013 senior class were accepted at the following colleges and universities: UC Merced, UC Davis, St Mary’s, Lewis and Clark, Humboldt State, Reed, Linfield, Whitman, Puget Sound, Maharishi University of Management, and Ananda College of Living Wisdom.

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