The last half of the previous century had witnessed a decisive change in educational policies, aimed at guaranteeing access to education to all. Formulated in terms of compulsory (up to 13 or 16years of age depending on countries) and optional studies, de facto, it marked a shift away from the exploitation of children labour (e.g in the coal mines of Britain) and was informed by the democratic ideal that education would create responsible citizens able to creatively contribute to the well being of a society. It also marked a gradual shift away from educational institutions (normally primary and intermediate education) run by the clergy in favour of a more secular type of education. Whereas on the one hand this shift was promoted by an increasingly atheist ethos, on the other hand it also brought a sight of relieve to those who, within the same country, were forced to silence their religious credo and to allow their child to be raised according to beliefs which reflected the ‘fashion’ of a society, and not those of the family’s. 

Whereas education for all was indeed a revolutionary impulse, which gave to all the right to literacy, it did not, on the other hand, lead to more conscientious or more creative citizens. Indeed at that time all were lead to believe that paradise on Earth could be constructed by human  hands and minds, through technological and scientific progress.

Whereas, it is undeniable that the economic progress has sustained also industrial progress - from factory production to medical nuclear research and pharmaceutical ‘miracle’ drugs - it is also equally undeniable that this has happened at a high cost for all: our planet’s pollution, the loss of cohesion and mutual support amongst people, and a society which, by and large, is ruled by scepticism and egoism, geared as it is towards personal gain.

Almost sixty years later, we are left wandering:  what did we accomplish?

Where can an answer to modern man’s quest come from?

The last fifty years have also witnessed, at first, a gradual and almost hidden and, later rampant and publicly declared, surge of spiritual minded people who, making a distinction between spirituality and religiosity, proposed that a solution could only be found if human beings could rediscover their essentially spiritual dimension, meaning by this, their connection with the soul, with the Universe and with a God, defined not so much as the specific God of a specific religious domination, but as a Universal Power.

This is not to say that in the past had not existed great teachers leading some followers along a similar path, but rather it underlines the fact that, in the last half a century, this has the spiritual quest has become more and more a mass movement that no one dares ignoring. Even main stream women magazine, traditionally dedicated to gossip and the promotion of the woman-bimbo image, have somehow taken this shift on board. Indeed, it is not unusual, nowadays that these magazines report on Yoga’s, Taoist’s or American Indians’ philosophy or promote far away spiritual resorts, where people can retreat and mediate. 

Indeed, the great teachers of our century seem to agree with the assertion of the ‘spiritual’ movement’ of the age of Aquarium:  a solution will only come, when people on this planet will rediscover their Divine essence and live according to it.

To state that spirituality is the solution to the contemporary world’s dilemma and pain is, however, one thing and yet, to say that we know how to do this is definitely another.

Education is, once again, at the centre of much discussion: to spiritually minded people is clear that they need now, as adults, to fill in the gap between what they know in theory about spiritual matters and experiencing themselves as living spiritual beings.

Never more than in these days, adults seek spiritual guidance in order to recover their own physical as well as emotional health, and come to terms with the eternal question of the meaning and purpose of life. Many find surrogate teachers who guide them on a theoretical road to happiness and salvation, but fail to help them to connect experientially with their soul. The result is that many run from one so called teacher to another aimlessly….without finding an real answer to their problems.

The greatest enlightened Master of our times, Guru Sotidanandana, besides giving a real solution to all adults truly wishing to find the path of their soul – with His teachings and spiritual direction - also, and most importantly, suggests that, in order to change the present condition of Earth, it is necessary to educate children in such a way that they can grow into fully aware, spiritual adults. His is, at the present, actively engaged in the design of the future school: the ‘School for the harmonious development’, where children can both ‘learn to become themselves’ and grow into valuable and creative public beings.

Guru Sotidanandana studied in India, where he had been sent by the ‘Academy of Sciences’ of the USSR in order to improve his telepathic abilities. There, besides improving telepathy, he became a Raja-yogi. Raja-yoga means ‘Royal Yoga’, and its philosophy, amongst other ideals, sustains that it is possible to lead children to the highest levels of development possible according to the mental and energetic potentials of a human being. This means that children will develop equally well spiritually, morally, mentally and physically.

The ‘School for the harmonious development’, under the guidance of Guru Sotidanadana, and excellent teachers selected by Him telepathically, by nurturing their brightest expression and ensuring that children are raised to a high level of professionalism and brilliance, guarantees the development of their innate talents. Children will develop in such a way that, upon their entering society as adults, they will be ready to fulfil their duty and responsibility with pleasure, precisely because they would be doing just what they are most capable of doing, in accord with their developed personal abilities.

Essentially conceived as a boarding school, the “School for the harmonious development’ will take on children from three to seventeen years of age. Explaining why this will be a boarding school Guru Sotidanandana says: “What happens now is that parents are busy with the education of their children, but also with their jobs and with their own relationship”. This leads to the fact that they are unable to devote their time and effort entirely to their children’s education. In addition, parents were brought up with programs, which made them unhappy and their life a struggle. These highly alienating and suppressive programs, however, are still part of most parents’ subconscious and they are, precisely, what makes their life difficult and sets them on a path of spiritual search. Children, therefore, in order not to be raised with the same kind of alienating and suppressive programs, need be educated by someone who has already been able to achieve a high level of freedom from them. This is why educating children according to the Yoga’s philosophy can lead to the great results outlined before.

Not only this is different from other philosophies but, in addition, Yoga teachers are also different from other teachers: whereas, for instance, in all schools teachers want their students to be like them, according to Yaga’ s philosophy, a pupil is encouraged to surpass his teacher.  They will not teach children through coercion, but through love, so that the learning experience is turned into a joyful event. Imagine children telling their teachers: ”Teach me, teach me!”.

This is this is the kind of school Guru Sotidanandana wants to build!

Teaching by coercion or alienation does not lead anywhere as violence only creates violence. It is necessary to teach only through love. In order to teach through love, people must know how to love, and only then can teach children how to love others.  One of the outcomes is that children brought up in such as school will know by themselves what to do in life and how to be confident in it. In addition, thanks to the Raja-Yoga philosophy informing the ethos of the school, children right from childhood will know that they need to love everybody.

       Last, but not least, personal example is the best method of teaching.

       The above kind of teachers, indeed, can offer a child more than his parents ever could.

 As a way of piloting the school, Guru Sotidanandana, educated a group of three years old children, who, after three years, when they were six, had received an education in many areas. Wherever they went people loved them and even their parents reported that their children were smarter than they were and had ever been.

Another significant principle of the school is that children will be encouraged not only to respect differences in abstract terms, but also in particular, as well as not to harbour feelings of envy and jealousy for others. In facts, as their talents differ, they will be taught to know and accept happily that not all can become, for instance, doctors, and to find their way to happiness with the talents they have, even when this may mean doing a less prestigious job. What really matters is not what one does, but how excellently he or she does it and the satisfaction and reward he or she derives from this. How this becomes a  tool of personal and spiritual growth.

When asked to provide some details about the school’ s curriculum, Guru Sotidandana explains that this will roughly reflect the following: from the third up to tenth year of age, the curriculum will include: art, music and sports as well as, at the same time, the learning of several foreign languages. In the second stage - for children from the eleventh to seventeenth year of age - more intensified study of mathematics, physics and chemistry, along with other disciplines chosen by the individual student, will be added to the existing curriculum.

The basic structure of the class – made of 10 to12 students - will be in accordance with traditional systems. New procedures and one-to-one tutoring will be incorporated into more classical forms of study.

The school curriculum will also include programs and special lessons at museums, visits to the theatre and tours in the areas around Saint Petersburg and other Russian cities, as well as trips abroad (for senior classes). Hopefully this kind of school will also develop in other countries.

The qualifications obtained at the ‘School for harmonious development’ will be recognized by the universities of Saint Petersburg, thus guaranteeing that the of the School’s students can have access to any Institute of Higher Education nationally and internationally.

In short, the principles on which the school will be based are:

• children from three years old and up will be admitted to it

• children will develop harmoniously

• children will develop equally well on the physical, moral and spiritual levels

• children will live in the School, and parents will be able to take the child home on Saturday and Sunday but, if busy, they can also leave the child at the School for the whole week

• whenever parents want, they can watch their children through the Internet and see how they develop, how they sleep, eat, learn etc.

The underlying main ethos of the ‘School for harmonious development’, will, however, be that it will teach children to have faith in God, to understand that it is necessary to believe in God. This will not be done through coercion, but through teaching. 

Without this fundamental premises it is not possible to educated any child to grow into a happy, responsible and spiritual being and for the whole planet to finally move on a better path, truly spiritual and, and the same time, truly human!