Lost Nirvana Kedar Kelkar

Lost Nirvana is a series of articles describes about
right parenting, understanding brain development,

importance of family and role of school in the
development of your own child’s and your own
potential.
LOST NIRVANA
By Kedar Kelkar
Lost Nirvana
Contents
1. Introduction
2. Ignorance In The World
3. My Perception On Lost Nirvana
4. Life In The Womb & Prenatal Care
5. An Environment Of A Womb
6. Typical Hospital Childbirth
7. Welcoming An Infant With Respect.
8. What Is Breast Crawl?
9. Umbilical Cord
10. Cord Clamping Of New-Born
11. Heart & Brain Connection
12. New Born Smiling
13. Bonding Of An Infant And A Mother
14. Rocking, Swaying , Swinging - 1/2
15. Rocking, Swaying , Swinging - 2/2
16. Breastfeeding 1/3
17. Breastfeeding 2/3
18. The Connection Of Breast Feeding And Antisocial Behaviour 3/3
19. Some Random Thoughts On Crying ,Screaming Of Infants
20. Evolutionary Development Process Of Infant Part 1
25. Origin Of Violence And Bodily Pleasure Part 1
26. Origin Of Violence And Body Pleasure Part 2
27. Homosexuality And Touching, Cuddling, Stroking, Embracing In Early Life
28. Missing Experience Of In Arm Phase And Growing Up
29. Missing Experience Of In Arm Phase And An Impulse Of Wanting
30. In Arm Phase & Thumb Sucking Behaviour
31. Child Centeredness Of Parents From Zero To Three Years
32. Two Styles Of Parenting
33. Third Way Of Dealing With Children
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34. What Is Love? In The Words Of Ashley Montagu Well-Known Author

35. Brain Development In Humans
36. More On A Reptile Brain
37. Limbic System Or Emotional Brain
38. Neocortex Thinking Brain
39. Plasticity Of The Human Brain
40. What Is Play?
41. True & Optimum Learning Is State Specific
42. Everyone Plays
43. Play & Cultural Conditioning
44. Contest Culture And Children
45. A School
46. Suspending Parent's Agenda
47. Emphatic No, Don’t & Never
48. Judgement Day Of My Nephew
49. What Is Intelligence?
50. Flowering Intelligence
51. Vested Interest In Failure
52. In The Words Of John Holt How Children Fail
53. Fear Of Being Humiliated & Insulted …. And Participation In School Concerts
54. Unfolding Importance Of Language, Story Telling, , Imagination
55. Story Telling, And Let’s Pretend And Other Games
56. Beginning Of Conversation
57. Existential Qualities Of Children
58. Your Child Is What You Are , Not What You Instruct Him
59. How Children Learn Reading On Their Own
60. Writing , A Way Of Expressing Ourselves Silently
61. Lifestyle Of My Nephew & Value Of Suffering In Life
62. Random Thoughts Of Carl Jung On Children
63. Discipline
64. World’s Deadliest Human Or Animals
65. Random Article On Tamil Book , But Absolutely Spot On
66. Brain & Television
67. Origin Of Self As Self-Defence
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68. The Oldest Custom Of Thread Ceremony - A New Perspective

69. Osho On Parenting
70. Education & Intelligence
71. Subjugation Of Ourselves In The Interest Of Children
72. Enlightened Witness
73. Commodity
74. Conditioned Reflex Of Human Being & Parenting
75. Mother & Child Relationship
76. Small Story Of Napoleon Bonaparte & His Fear Of Cats
77. Waldorf Education
78. Nature Or Nurture ?
79. Abuse -Physical Abuse , Corporal Punishment
80. Superstition & Naked Reality
81. Rewards & Punishment
82. The Dysfunctional Family Rules
83. Regression In People & Adult Children
84. Shame
85. Teachers - Wolf In Sheep's Clothing
86. Protein –Vital Elements For The Development Of Fetus And Children In Growing Age.
87. Five Categories Of Teachers – Osho
88. Messing Up
89. Fat In Growing Age
90. Brain Stabilization And Frontal Lobes Of Brain
91. Ref:- The Underachieving School By John Holt
92. Osho Referring Kahil Gibran To Talk About Lovers
93. Sleep -Rapid Eye Motion - साखर झोप .....
94. Osho's Childhood Story About School
95. Parenting Is Unearthing Your Hidden Potential
96. Humanization Of Education 1/2
97. Humanization Of Education 2/2
98. D.H .Lawrence Answering A Question Of A Child
99. The Tyranny Of Testing 1/3
100. The Tyranny Of Testing !!!! 2/3
101. The Tyranny Of Testing 3/3
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102. What Is Love?

103. True Learning In The Words Of John Holt
104. School Makes Children Stupid …..1/7
105. School Makes Children Stupid 2/7
111. Family
112. Fearlessness
113. Inheritance
114. Socialization Of Children
115. Visit To My Sister’s Home
116. Self-Learning Is The Best Form Of Learning
117. Rote Memorization –The Worst Evaluation Method In School
118. Circumcision
119. Circumcision- The Effect on Women
120. How hormones can be manipulated through circumcision and meat eating
121. The Pleasures of Natural Sex
122. Random Articles and thoughts
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Your children are not your children.

They are the sons and daughters of Life’s longing for itself.
.
They come through you but not from you,
And though they are with you yet they belong not to you.
You may give them your love but not your thoughts,
For they have their own thoughts.
You may house their bodies but not their souls,

For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.
You may strive to be like them, but seek not to make them like you,
For life goes not backward nor tarries with yesterday.
You are the bows from which your children as living arrows are sent forth.
Let your bending in the archer’s hand be for gladness.
Kahlil Gibran
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Introduction
Nirvana is a blissful state of humans which we all experience from 0 to 3 years of age; in rare case it is
prolonged after three years of age.
Otherwise once a child is admitted to a school or his formal education begins (in the form of
instruction), most of the time this blissful state is lost in course of time.
This is the state which brings us closer to human qualities, but with emerging of a school in early days,
unnecessary pressure of exam, competition etc, It is thrown on the periphery and we are left with
limited human potential or rather no human potential & we become conditioned being .
Many spiritual teachers likes of Bhagwan Osho, George Gurdjieff talks more about this state and
provide number of methods and techniques of meditation for self-transformation.
Gurdjieff further calls,” Man is machine and moving talking, living life in a hypnotic sleep”
Large numbers of population hear what they want to hear. Truth spoken on face is shocking and
disturbing. But the acknowledgement of flawed states only helps you transcend it, and experience the
true human potential.
I have started this page to share some profound, fundamental and original practices of the child
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rearing, parenting etc. Though they form the bedrock of education & social structure, they will never
seem so. But rather they will look more radical & evolutionary in their approach & implementation.
And that is why this page may contradict your traditional views about family system, child rearing
practices prevailing today at home & in a school. Some may not get an inkling of what this page is all
about ,some may reject it with scorn, others may be intrigued deeply.
Whole thing depends on what level of understanding you are. The more you are conditioned, less the
chances you will understand and accept these practices. If you are flowing, spontaneous and
accommodating , this page will unfold lot more fascinating and exciting world of children for you.
“Data is not information,

Information is not knowledge,
Knowledge is not understanding,
Understanding is not wisdom.”
~ Clifford Stoll
To be continued….
kedar
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Ignorance in the world !
Ignorance is not a matter of not knowing, but of not knowing that you don’t know or mistakenly
believing that you do know or that at least some expert somewhere does know.
Ignorance is not so much not knowing an answer as not knowing that there is a question, not being
able to think when thinking is required.
Ignorance is a blind dependence that someone else will be able to tell you what to do. Such ignorance
existed earlier and even today.
Long before infants acquire control of their bladders they demonstrate an intellectual awareness,
flexibility, and responsiveness that are the very antithesis of ignorance.
Children can think long before they come to school. The first time most children meet nonsense in
their lives is in the classrooms. Learning is not meaningful to many children in school.
Children do not arrive at school ignorant, though they may arrive illiterate. Whether or not they leave
school illiterate, they frequently leave it ignorant, which is the state in which the more” successful” of
them may enter universities and other institutions of higher ignorance, some in due course to return
to the classroom and spread the infection to another generation of children.
The first lesson that many children learn is “Don’t think, do as I tell you,” just as the teachers
themselves have been taught.
“Don’t think, someone else will tell you what to do” (the concept of “leadership”).Ignorance is not
distributed equally in this world. It is relative to the situation you are in, a function of your aspirations
and expectations. In particular, ignorance is clustered in our educational institutions.
The price of literacy need not be the reader’s free will and intelligence.
The prime concern of schools is getting through the day. Schools are not concerned with literacy, nor
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with creativity, nor with intelligence, except as items on tests or in end of- term reports.
The opposite of ignorance is not knowledge, which is either a dead end or a route to new ignorance.
The opposite of ignorance is understanding achieved only through active awareness and thought. And
awareness and thought are not faculties that you acquire from experts or skills that can be taught in
schools. Rather, they are aspects of human nature that are inherent in all children, until they are drilled
out of them by a process that is called socialization.
The opposite of ignorance is keeping the mind alive, always considering alternatives, and never
shutting the system down.
The opposite of ignorance is never to rest content doing something you do not understand.
Being told what to do is a good short-run solution in an emergency situation, such as changing a tire
or floating off the roof in a flood. But education should not be an emergency situation, and even if no
one is really sure of what is going on in the classroom, at least the question could be mutually
examined by those who are most involved, the child and the teacher.
Children do not learn by instruction; they learn by example, and they learn by making sense of what
are essentially meaningful situations.
Children have been learning since birth. They learn when they hear adults talking to them or to each
other.
They learn when a parent lets them take a chance with hammer and nails. They learn when they find
it necessary to check the price of sports equipment in a catalogue.
Always they learn in order to make sense of something and especially when there is an example, a
model, to be copied. Even when they learn to loot stores, sniff glue, or mug cripples, they do so by
example and because it makes sense in their environment.
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If thinking or asking questions seemed to pay off, and if some good models were around, children
might even spend a few years at school doing just that—thinking and asking questions.
Excerpt from
ESSAYS INTO LITERACY Selected Papers and Some Afterthoughts
FRANK SMITH
kedar kelkar
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My Perception on Lost Nirvana

My parents had no luxury of having their world at their fingertips, the way I have now with emergence
of the internet . The values, morals, tradition, knowledge about life, they imparted to us were
inherited & evident fact was they had no itching to search answers. (Who the hell will work so hard?)
And there was no question of right or wrong. All inherited answers were accepted undoubtedly &
unquestionably. I was strictly prohibited to ask,” why? Any question with “Why” was always ignored
or the answer was obvious,” we never asked our parents. We just did it and you are also supposed to
follow it as we did it.”
And if anything is done out of way, out of innovation and if it does not fit their set standard, it would
incur harsh words, rage, and typical moral tone of parents with lots of adjectives from my mother
tongue “मुख खुठला ! बावळट ! गप रे !"
The crisis of my childhood is, I never had secure base other than my parents to fall on. My survival
depended upon them but at the same time they were threatening force for me. In such situation one
becomes very good actor and then gradually forgets his original face( i.e. the unique way to deal with
world ) and follow the word blindfolded.
My ignorant parents justified their parenting style with traditional dogma,” spare a rod and spoil the
child”.
Many of my uncles, aunts so called intelligent ones resorted to some subtle strategy of upbringing and
parenting but I think both were opposite extremes of abuse, one is physical & other is emotional.
Many of experiences I will share here are my own observation of my life, extract of many books read
so far , observation made of children in my family and neighbourhood , & what has been happening
around the world in this regard . Of course not to forget my long & fulfilled 15 years of teaching
experience with some of the best schools in the industry. Here best does not mean popular. (Some
other time on this subject).
This is not at all traumatic & abused horror story of my childhood. We are all manipulated in childhood
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by our teachers, parents in some manner. Some remember it, some forget it. I did remember &
understood mechanism behind it.
Even so called intelligent being ones are manoeuvred with this subtle mechanism under the pretext
of good upbringing, but we are just few percentage of conscious, & subconscious is lying enormously,
waiting to erupt violently. Most of our (rather All) actions, behaviour, nature, habits etc are by
triggered by our subconscious and it is beyond human understanding to reach to our suppressed part
of mind through ordinary way i.e. ordinary human mind.
My only aim is to help teacher, and parents etc, to look at a child with respect & dignity and not as a
clumsy sub human.
I am not challenging the authority of parents, teachers and their deep ingrained values and not telling
them to abandon these values.
I am just asking them to hold more expansive view of approaching their child, through which possibility
of something new may emerge completely.
My perception is knowledge, learning etc is always dynamic, and changing frequently. We should hold
provisional attitude towards it and never cling to it permanently, else it will prevent true intelligence
to respond. We should aim for knowledge collaborated with intelligence.
Now you will never find this approach in books, articles, journals etc. That is why reading these articles
could be intellectually interesting. But at the same time it is downright dangerous if you make it a law
of childrearing and upbringing.
You will have to imbibe in yourselves quality like innocence, & be childlike, impartial & non-
judgemental to understand this work. And last but not the least; you will have to be the change before
you change your child.
Disclaimer: Just making my stand clear. I am not here to convince anybody, to argue or to debate over
any form of educational system. I am not an educational reformer, and don’t believe in changing the
world. I don’t believe in imparting or imposing any idea, philosophy, or any kind of ideology. I believe
in freedom of other individual the most and subsequently mine.
“Know a man, a woman, a family, a community, a school, a country, the way they treat their children.”
Kedar
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Life in the womb & Prenatal care

Well! Our life begins when ovum from mother and sperm from father meet and multiplication of cells
starts.
I was told a story of a warrior of epic Mahabharata, who learns the strategies of warfare in the womb
of his mother. This is not just a story but the truth.
With modern ultrasound it has been recorded by scientist, that fetus in the womb is far more receptive
& responsive to the sound & mood of the mother.
A Fetus is bound to listen to heart beat of a mother, gurgling sound of her digestive track. Her muffled
voice is better heard there. Tone & tenor of her voice is nothing but sound vibration and fetus
recognizes it even after birth.
A fetus in a womb so accustomed to heart beat that even after birth they are made quite , when
recorded player of heart beat placed near them in some hospitals.
A Mother and a fetus are now united body and share same food, blood supply and her state of mind,
positive and negative feeling, food & beverage, are going to be transferred to fetus.
A fetus shows disagreement to loud noise and agreement to soft pleasant melody or mothers
comforting voice.
And they are made to learn music, poetry, language etc and after birth they have shown preference
to the heard melodies and poetry.
Dr. Suzuki world famous violinist felt listening to music should start in the womb,
“Babies who have been stimulated while in the womb exhibit advanced visual, auditory, language and
motor development skills. These babies sleep better, are more alert to their environment and
surroundings and are far more content than infants who did not receive any form of prenatal
stimulation." says Thomas Verny, M.D., and Rene Van de Carr.
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And again from 'The Secret Life of the Unborn Child', Studies have proven that music played to your
unborn child helps to; facilitate intellectual development, engage the baby’s attention, communicate
a mother’s and father’s love, develop learning, language and memory skills, and stimulate latent
musical abilities".
Joseph Pearce World renowned author says,” At 7th month fetus is functionally ready for learning.”
In India science of Ayurveda & Garbhasanskara was at peak in ancient times and this consists of Sankrit
mantra, Shoklas, stories, and Ayurveda medication.
Even today numerous organization, doctors, etc offer Garbhasankara, Uterus guidelines. But our
discretion is always advisable.
In some countries fetus is exposed s to direct stimulation (to uterus) of sound, music, etc. But it is not
advisable.
It is the mother whom fetus is connected and experiences all her feelings, emotions through her body
& mind.
If the composure of the mother is calm and serene, it is going to be reflected on fetus positively. This
is how Garbhaankars maintains relaxed demeanour of fetus.
Another reason is words uttered by a mother is better heard in a vibration form by a fetus and that is
how first form exposure of language is ingrained on a fetus.
Though there is a vast amount of information available, number of organization are cropping up every
now & then. There is one scientific institute named Manashakti is worth attention.
Manashakti scientific institute in Lonavala (Maharashtra) has done immense & meticulous research in
Garbha sansakra, & others fields like human brain, child sankaras, Indian music etc.
Their music therapy for fetus has a strong base of Indian classical music. Three CDs of Garbha sangeet
(Fetus music) designed by them for three trimesters are of a high value and make sense immediately.
Their popular Workshops, programs for expected parents, young children, are conducted throughout
a year. This is not a couple of years old institute.
Gajanan S. Kelkar is a Trustee and Research Director of the REST New Way Trust in Lonavla India.
www.manashakti.org/
https://birthpsychology.com/person/gajanan-s-kelkar
Kedar Kelkar
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An Environment of a Womb
Quite recently I happened to read one of the books of birth process fortunately and it was unexpected
eye-opener.
I have never thought about birth process (pregnancy) in such a kind and a human way, though I was
aware of abuse happening to infants after birth.
Revelation is to be born is a trauma if it is done in a harsh & cruel way.
Let’s see an environment of a womb.
An infant is floating in an amniotic fluid and knows nothing about gravity. He is enjoying pleasant
warmth of temperature and knows no cold. Most of the harsh & high pitched sounds are muffled and
filtered. The gushing sound of blood, heartbeat of a mother are calming and monotonous.
At the beginning we do not distinguish ourselves very well from our mothers. We are not quite sure
where our mother ends and we begin. There seems to be an overlap, which is quite a large at first. We
are not even sure that we want to be separate or have the right to exist as a separate. Perhaps the
mother and I are one.
Somebody has rightly said,”
"It is an ‘oceanic’ state without any boundaries where we do not differentiate between ourselves and
the maternal organism or ourselves and the external world. “
All the strength, all the power, seems to be in relation with the mother. There may even be a feeling
of omnipotence, of being all-powerful. Everything we do is right.”
His all the needs are met and he has no idea of two opposites good & bad, pleasant & unpleasant,
hot& cold, etc
Womb is a safe & cosy place. He is completely one with his mother, her tone and tenor, her moods
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etc. He receives food, blood, oxygen from his mother.
Most of the time he is in a sleep, trance, dream and awake for short span of a time.
To come out of a womb is completely contrary to the life he has spent inside.
It is one of the biggest transitional periods in the entire of history of mankind. If this transitional period
is gentle, gradual, progressive, this new-born will be gladly ready to experience next phase of life. He
will feel welcome, respected and deserved to be here. He will take life as a challenge.
But if this period is hurried, abrupt and new-born is not given time to keep evolutionary pace. This
moment will leave an adverse effect on his psyche.
He is not welcomed in this world, not respected. He is threatened and his survival is at stake. The New-
born with threatening and frightening feeling will take further course of life with caution. He will be
unsure of events happening in his future.
Scientists have found such stressed out new-borns have high amount of stress hormone in their blood,
and they are going to be aggressive and prone to stress & hostility in future. Secretion of High stress
hormone can even impede brain development, learning cognitive skills.
To remember violence at our birth is impossible but you may see the visible change in personality who
has traumatic memories of past & there is no link to be found.
In our day today life we would like to forget all unpleasant events, traumatic and disturbing past. We
don’t want to remember such painful memories. That is why they are suppressed and become root
cause of many personality traits in a person.
So we don’t want to remember disturbing past as an adult, Let alone infancy.
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Typical Hospital childbirth!!!
Let’s see what takes place during child birth in a typical hospital set-up.
The infant who is used to be in pitch dark womb, has suddenly come out in blinding & dazzling light
around him.
Though the infant has a sense of hearing and used to hear monotonous heartbeat of a mother,
cracking of joints, rumbling & gurgling sound of intestines, gushing sound of blood flowing in the
womb. Most of these sounds are muffled, filtered by amniotic fluid in the womb.
But out he comes with high pitched screams of doctors, nurses moving in & out, doors banging and
there is acute anxiety in the environment.
Harsh & aloud sounds must be terrible deafening to delicate & sensitive infant
Scenario of harsh sound & lights is like thousand clap of thunder & flash of lighting for new-born.
His sensitive skin is touched by the rough & cold gloves of doctor, nursed by rough towels, weighed in
cold freezing weighing machine.
Just imagine a new-born who is not touched at all, and if handled by rough hands as if he is not human
& not have any feeling of his own.
Let me tell you human new-born are far more sensitive than any other adults. He can hear sounds. He
can see at a distance of 10 to 12 inches. Coincidently distance from mother’s breast to her face is
approximately similar. So during breastfeeding an infant start making eye contact with mother. Skin
is one of the biggest organs and highly sensitive to outside temperature and loving & rough touch.
At this stage new-born has only one survival instinct, “I am OK or I am not OK”.
He is stimulated to breathe in without much patience .Surgical equipment like suction etc are used to
make him breath & to drain water from his nose.
To this new guest this seems to be a very cold welcome from a safe womb.
If a close friend or your husband or wife, who has been staying with your from long time, suddenly
dies, what would happen to you?
A terrible shock! For days, months, years you will be in a deep grief and it would create the deep void
within you.
Just imagine what would happen to new-born that has no idea of separateness and has not known
opposite world of good & bad,
In last decades mortality rate of babies was high. It is called SIDS (Sudden Infant Death Syndrome). If
infants are left abandoned without care, they die.
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In typical hospital set-up nurses know this fact so when the breathing of these infants goes shallow,
these infants are touched and stroked to stimulate their breathing .That is why to separate an inborn
from a mother is downright dangerous.
For nine months fetus is attached to womb, and you to take him away suddenly. It means his world is
collapsing and he is feeling,” I am not at all OK, and there is something terrible happening to me. In
such cases evolutionary survival mechanism (fight & flight) takes over. This is the same mechanism
that gets activated when your boss shouts at you with scorn.
Such helpless new-born has the last resort to go into sudden spasm and jolt, tightening his whole
body, clenching his fist, with outstretched hands, kicking furiously, and crying bitterly for help.
His whole being is pleading and protesting desperately and whole being is saying,” Stop this”
When I shared this piece of knowledge with my mother. She replied emphatically,” but it is very big
trauma to mothers.” she was little hesitant to accept the trauma to new-borns.
But just imagine if birth is a big shock to physically emotionally psychologically matured mothers, how
terrible it could be to someone who has just entered to this world and no language to express and
treated in such a violent way!!!
We are living in such insensitive world of technology that we have forgotten right kind of sensitivity &
responsiveness to the needs of other human beings. Probably if you have not experienced such
sensibility in your life early at infancy, you will less tend to show it to others.
I feel, sometimes through our journey to be human’s insensitivity & unresponsiveness to infant has
become so normal that we think this trauma is normal & there is nothing we could do. This
helplessness on part of parents is downright dangerous to new-borns in years to come.
Hell is not a word or a concept; it is here on the earth for new-borns.
check out the video https://www.youtube.com/watch?v=cgygjrzsbcw
Kedar Kelkar
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Welcoming an infant with respect.

To welcome and make him feel worthy of being born, speak the language of love to him.
The way lovers approach each other .Dim lights, silence and language of touch.
1)Turn off the bright lights, and keep minimum bare brightness away from the eyes of new-born.
2) Silence in the room and all prefer talking in whisper so as not to frighten the new-born. Such silence
has deep and profound impact on him and it goes against traditional idea of baby crying after birth.
Given enough time, he will open his eyes and start looking around inquisitively.
3)Labour is an altered state of consciousness for mothers and they are hypersensitive and slightest
noise can disturb them, so encouragement sounds of common ! Push ! have to be softer & gentler.
4)Another important element and dimension of pregnancy is patience and allow tuning the mother &
baby to the rhythm of life. Our sense of time conflicts with the infant & the mother. We are always in
future or past, but never here in this moment. Somewhere I have read that, it is infants who decide
the right time for pregnancy, by secreting different hormones and signalling for vigorous contraction
of vagina.
5)After delivering the infant, let new-born lie( in the same curled up position*) straight on mothers
belly for warmth with cord attached to the mother and she is wrapping her arms around him to
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recreate the atmosphere of womb , or massaging his back in rhythm , to recover from birth process.
*Straightening spine of the infant immediately after birth could be injurious to his spine as it is curled
up for almost nine months .
6) The infant moves through the narrow passage of vagina. Compression of vagina on his body,
particularity on his chest cavity, stimulates his breathing, and given time infant breathes on his own.
His chest cavity is pressed enormously and obviously it is expanded and air is taken in with the law of
physic, i.e. volume & pressure are inversely proportional. Else rubbing on back helps to stimulate
breathing but spanking & turning him upside down are not the way.
7)Let umbilical cord be pulsated for few minutes as new-born receive oxygen through two ways and
natural physiological changes takes place on its own pace . Cutting cord instantly can deprive the
oxygen to him. Hypoxia can be one of the major reasons for brain damage , & many other
psychological states & traits.
8)Lungs of new-born take couple of minutes to function fully after birth, which is why keeping cord
intact makes sense.
9)If you allow the new-born to lie on his mother’s abdomen for a while, he will start crawling to the
mother’s breast, & start breast feeding on his own. This is amazing experience to see. This is called
breast crawl. It has its immense benefits like bonding with mother & many more.
Checkout this website to know more about breast crawl.
http://www.breastcrawl.org/science.shtml
10) Once new-born is settled on mother's back and breathing fully & done breasted. Eye drops,
medical treatment will take their course only in mother’s arms. Washing him in a warm tub and putting
back in warm clothes is next things. Weighing & footmarks can wait.
11)The presence of doctor is required only in case there is any complication. Else he just there
witnessing natural events and not interfering with any.
Such violence free infant whose first experience is such a rich & pleasant will find world friendly, will
explore world with courage and confidence. Now there is no looking back, life is fun ahead.
Many may start doubting such theories, but such procedure takes just 5 to 10 minutes more than
normal.
Sometimes I think we should use more of feeling and sensitive part of our mind, than calculated,
cunning & logical part that is used only for our survival.
"अितिथदे वो भव" "The guest is equivalent to God" is the tradition of India.
So be humble host & treat this little one as the God.
Frederick Leboyer French obstetrician and author has popularized gentle birthing techniques. He is
best known for his 1975 book, Birth Without Violence. Here is a link of his videos , which describes
gentle birth and infant smiling after birth rather than crying .
Check out links of Part 1 & 2.
https://www.youtube.com/watch?v=FoOa9O1tyEA
https://www.youtube.com/watch?v=sgQnIgC0hjs
kedar kelkar
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What is breast crawl?

Usually after birth new-borns have instinct to turn their head towards their mother’s breast & start
looking for breast if they are left on mother’s abdomen, & not interfered. Smell, vision and taste all
help the new-born to detect and find the breast.
This initial bonding of mother & new born has immense benefits for both ,mother who has
complicated hormone system & new-born who is in transition phase .
Breast crawl is one of the important sequential events in the life of a new-born.
Read the article full at following link.
Ref:-http://www.breastcrawl.org/science.shtml
This video has power to move you.
https://www.youtube.com/watch?v=YW72pFFEIUo
kedar kelkar
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Umbilical cord
Umbilical cord which is the lifeline of new-born till his cardiopulmonary system gets adopted to world
outside womb.
So the question arises when to cut the cord and what are the benefits of delayed cord clamping .
Here is an essence of one of the articles that has covered almost everything.
Common Objections to Delayed Cord Clamping – What’s The Evidence Say?

November 13th, 2012 by Sharon Muza
Answered by Mark Sloan M.D.
Many maternity care providers continue to clamp the umbilical cord immediately after normal
delivery, even though the significant neonatal benefits of delayed cord clamping (usually defined as 2
to 3 minutes after birth) are now well known.
1) Nearly one-third of a baby’s total blood volume resides in the placenta at birth.
This is equal to the volume of blood that will be needed to fully perfuse the fetal lungs, liver, and
kidneys at birth
Half of that blood is transfused into the baby by 1 minute of age. By 3 minutes, more than 90% of the
transfusion is complete.
2) Babies whose cords are clamped at 2 to 3 minutes—and thus, who have an increased total blood
volume compared with their immediately-clamped peers—have a smoother cardiopulmonary
transition at birth
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4) stem cells, which play an essential role in the development of the immune, respiratory,
cardiovascular, and central nervous systems, etc. The concentration of stem cells in fetal blood is
higher than at any other time of life. cutting cord quickly leaves nearly one-third of these critical cells
in the placenta.
5) Immediate cord clamping is only one of many factors that contribute to iron deficiency in early
childhood. But babies who start out life low on iron have a very difficult time catching up. Delayed
cord clamping provides a baby with as much as a 4- to 6-month supply of iron.
6) Early infancy is a time of rapid brain growth and development, and iron is essential to that process.
Studies of infants with iron deficiency have found specific deficits in cognitive processing (including
attention and memory) which may lead to permanently decreased intellectual functioning.
7) Making matters even worse, children with severe iron deficiency often exhibit “emotional
dulling”—difficulty engaging with caretakers and their environment—which can lead to long-lasting
social-emotional deficits.
8) Breast milk contains a remarkable array of healthful components, a high concentration of iron isn’t
one of them. A recuperating mother has her own urgent iron needs. Nature intends babies to get most
of the iron they’ll need for their early development from the placental blood reservoir, rather than
from mother, and so comparatively little iron goes into breast milk.
9) New-born does not lose significant blood volume back into the placenta in normal birth.
10) The increased blood volume associated with delayed clamping could lead to severe
hyperbilirubinemia & can result neonatal jaundice. But better blood flow allows the liver to process
bilirubin more efficiently.
summary
Delayed cord clamping promotes a healthy neonatal cardiopulmonary transition, prevents iron
deficiency at a critical time in brain development, provides the newborn with a rich supply of stem
cells, and helps sick neonates achieve better outcomes—all with little apparent risk to mother or baby.
kedar kelkar
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Cord Clamping of new-born
Comments of Erasmus Darwin published this in 1801:
about the clamping of cord
“Another thing very injurious to the child, is the tying and cutting of the navel string too soon; which
should always be left till the child has not only repeatedly breathed but till all pulsation in the cord
ceases. As otherwise the child is much weaker than it ought to be, a portion of the blood being left in
the placenta, which ought to have been in the child”
Educator Joseph Chilton Pierce on umbilical cord
“Educator Joseph Chilton Pierce in his book "Magical Child" makes ref to studies that were done on
primates who gave birth in captivity and had early cord clamping. Autopsies of the primates showed
that early cord clamping produced unusual lesions in the brains of the animals. These same lesions
were also found in the brains of human infants when autopsied.”
“Frederick Leboyer believes the way we breathe at birth creates a pattern that will determine how we
will breathe for the rest of our life.”
kedar kelkar
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Heart & brain Connection

Recently I have read few books of Joseph Pearce, & some of the striking facts of his books will give us
fresh and new look at life and change the way we live it.
It has been told to us our brain is inside our skull, but there is lot more to this fact.
It is not brain that has neurons but striking fact is even heart has
Your 60% to 65% heart is made from system of neurons and it plays huge role in regulation of your
emotional life. It is as intelligent as your brain in the skull is .
“Molecular biologists have discovered that the heart is the body's most important endocrine gland. In
response to our experience of the world, it produces and releases a major hormone*that profoundly
effects every operation in the limbic structure, or what we refer to as the "emotional brain."
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This includes the hippocampal area where memory and learning take place, and also the control
centres for the entire hormonal system “
Your heart is linked to major organs in the body and enables humans to express emotions.
Half of the hearts neural cells contribute in translating (decodes) information sent to it from all over
the body and other half maintain connection with emotional brain.
So your heart work like mediator between your body and emotional brain , signalling the state of body.
Heart is the first organs to be developed within ten days after conception in fetus which keep their
emotional world sound.
Heart –Electromagnetic generator
“Meanwhile, biophysicists have discovered that the heart is also a very powerful electromagnetic
generator. It creates an electromagnetic field that encompasses the body and extends out anywhere
from eight to twelve feet away from it.
The field the heart produces is holographic, meaning that you can read it from any point on the body
and from any point within the field.
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More on electromagnetic field of heart & how it helps in bonding a mother & an infant ,in next
articles…
*(ANF - which stands for Atriol Neuriatic Factor)
kedar kelkar
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Bonding of an infant and a mother !!!

An Infant bonding, imprinting or attachment to a mother after birth is paramount to the survival of
species and growth of next consecutive step in its evolution.
Konrad Lorenz , working with birds found that species of

different bird start following any moving object as soon as they
are hatched out of egg, no matter whether it is human being,
or any other animal. He was present during hatching and
young ones of these species started following him.
With a human infant to be in close contact with a mother

makes bonding complete initially and then extend further for
three years.
Joseph Pearce in his books has given scientific reasons of

bonding of an infant and a mother.
In last articles we have seen our heart is 60% to 65 % is made

from system of neuron and plays huge role in the emotional
stabilization as well as it is very powerful electromagnetic
generator. It creates an electromagnetic field that
encompasses the body and extends out from eight to twelve
feet away.
Heart is the first organs to be developed with ten days after conception. The vibrating frequency of a
heartbeat of a mother and an infant overlap each other and interaction begins.
Such resonating field is present in every relationship, that is why many times we feel uncomfortable
with few individuals but clueless about the reason and at the same time have great rapport with others
and but unknown about the reasons.This resonating field is attributed to the success of bonding.
When heart frequencies of mother and infant become coherent, it creates a state of harmony,
wholeness and health and further their brain structures also become synchronized. This is bonding or
attachment.
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An Infant needs such stabilizing influence of a heartbeat of a mother that will subsequently create
balanced state of the brain of an infant with the connection of a heart –brain dynamism
In the words of Joseph Pearce
“Our intellectual creative brain is critically dependent on the emotional system. Cognition is limited
by the nature and development of our emotional system. If we want to develop higher levels of
intelligence, in ourselves and in our children, we must first develop our emotional intelligence, or we
have no foundation to move on into the higher levels of human intelligence.
It is on this very basis that our educational and family systems are falling apart. We are not furnishing
the fundamental foundation of emotional security, the safe space, and the bonding early in life. And
this emotional nurturing again is determined by the coherency or the incoherence of the heart fields
we all share, but especially between mother and infant. This emotional bond provides the necessary
foundation for the higher intelligence to unfold. If we want brilliant children, we must honour and
follow the intelligence of the heart right from the beginning.
The intelligence of the heart is not some sweet sentiment but a primary biological necessity and the
foundation of all bonding. Bonding itself develops in clear stages: mother-infant, infant -family, family-
society, and a final male-female “pair-bonding” on which life itself is based. This series of biological
links is the primary job of the first level of heart intelligence, and far more powerful stages lie in wait,
contingent on the successful completion of this first major stage.”
Ultimately, everything in our lives hinges on our emotional response to specific events.
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New born smiling
Have you heard inborn smiling , and looking curiously around.Here are few people who observed
this in the world
Obstetrician Frederick Leboyer (1975) was one of the first to look seriously at newborn faces and
recognize what they were saying. He got the message and started to rearrange obstetrical practices
to suit the babies.
Reacting to the faces in Leboyer's book, noted Swedish

obstetrician John Lind was surprised to see so much
anguish. Lind had done thousands of deliveries in
Stockholm, but he decided to take a series of photos of
newborn faces there. After collecting 130, he announced
that instead of anxiety or pain, baby faces expressed great
curiosity and often, great expectations (Lind, 1978).
In Thailand the obstetrician who holds the record for the

greatest number of smiling babies is Chairat
Panthuraamphorn. With inspiration from obstetrician and
prenatal bonding pioneer Rene Van de Carr,
Panthuraamphorn designed an experimental program of
prenatal stimulation for parents in his hospital in Bankok
(Panthuraamphorn, 1993).
From about 20 weeks gestational age, mothers were encouraged to take time each day for a bath, to
sit in a rocking chair, relax, look at a beautiful picture and listen to classical Thai music.
Panthuraamphorn recommended abdominal massage three times a week, along with breathing
exercises, visualization of birth and bonding, and engaged experimental subjects in a multi-sensory
program of speaking and singing to the child, playing a game with a bell, and other pleasant
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interactions. When the babies were measured after birth, the experimental group proved to be
significantly more advanced in a variety of measures--including smiling and laughing.
kedar kelkar
Rocking, swaying , swinging !!! ,1/2

We all have seen infants being rocked and swayed by mothers, caretakers, sometimes carrying them
in hands or sometimes in a cradle. And infants are seen to enjoy it with great zest and many fall to
sleep, the moment they are rocked.
Till recently I used to think rocking infants is a great tool to make them sleep. Of course when we travel
by train, bus, we cannot resist dozing off.
Rocking serves number of vital stimulation to infants rather than just sleep.
One of the first reasons is, rocking is an ancient to our existence. Before we are born we know how it
is to rock. We are used to regular rhythm of it. A mother walks, sits , runs , climbs stair case, tosses
and turns in the bed and an infant experiences it as an intrinsic part of his life.
After birth if this rhythm of movement is lost and he is restricted in a cradle or a crib. Suddenly life
comes to standstill for him. He feels himself alone in the wilderness of the world. When you pick him
up and rock side to side or give little swing to his cradle is like going back to his ancient world of
rhythm- safe & cosy womb. Such infants have their first exposure to world very pleasurable. Their
emotional world is stable, & calm.
Second reason is general stimulation to his viscera. Pendulum movement of rocking helps to maintain
muscles tone and subsequently efficient functioning of intestine. Infant restricted to cradle will not
have this advantage and may develop flatulence and colic problem. In addition cardiac output is also
increased, & is helpful to circulation. It promotes respiration and discourages lung congestion.
Third reason in the words of world renowned author Ashley Montagau ,” The benefits of rocking are
considerable. When the infant is too warm the rocking has a cooling effect, hastening evaporation
from the skin. When the infant is too cold the rocking helps to warm him. The warming has a hypnotic
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effect on the infant, and it is soothing to his nervous system. Above all, the rocking motion produces
a gentle stimulation of almost every area of his skin, with consequential beneficial physiological effects
of every kind.”
Rest of the reasons to be continued in the next post .
kedar kelkar
Rocking, swaying , swinging !!! Part 2/2
Fourth reason is contact seeking, in ideal situation an infant must be carried by mothers till he grows
to 6 months of age. It is the foundation on which subsequent behaviour of infants develop.
When contact seeking is denied, the infants resort to behaviours like self-clasping, finger-sucking, self-
rocking, or self- swaying. Such behaviour represents regression of infant to the passive movement
experienced in the womb, rocking motions, and the sucking of fingers with forearms pressed against
the body.
Skin is the one of the biggest organ, when touched and rocked by somebody undergoes series of
motion.
As we all know that a human infant born six months of premature and when born he does not possess
a psychic ability to distinguish between inside & outside, mother and him. The infant who is touched,
rocked, swayed & patted become aware of himself.
His kinaesthetic awareness grows. And subsequently develops object perception which bridges the
birth and life out of the womb & is model for all those perception to come later.
Fifth reason is visual stimulation; inborn have good vision at birth but it is not perfect. Infant can see
12 to 18 inches away perfectly and coincidently the distance between mother and infant carried at
chest is almost 12 inches. Infant takes several months to mature his vision that of adult. This way we
give opportunity to infant to operate his faculty of vision earlier than usual.
Sixth reason is stimulation to The Vestibular System. This complicated system is the inner ear. And it
provides us information about the balance of the body. It is a sensory system that provides inputs
about movement in space and equilibrium. Rocking helps infants to find their place in space and
ultimately to keep their heads up in a neutral position
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Scientist opinions that, “The areas of the brain which control emotional, sexual and social
development, including pleasure, pain, rage, peace, affection were being affected by stimulation from
the Vestibular Cerebellar Complex, which is the brain system that mediates body movement in space
and balance.
If this system is not developed, the baby resorts to complicated forms of self-stimulation, like head
banging, body rocking, and head rolling.
The self-rocking commonly seen among patients in mental hospitals has often been frequently
observed as an act of self-comfort in grief among individuals who do not otherwise rock.
In some countries premature babies were rocked in a small cradle three times a day. It was found
these infant were significantly superior to the non-rocked premature in the development of tracking
behaviour to visual and auditory stimulation, head lifting, crawling, muscle tone, strength of grasping,
and weight gain.
The best way to rock your baby is to held in hands and rock side to side, or sit in a rocking chair and
sway with it, sit in a swing in your garden or at home.
Rocking can be done three to four times in a day as much time an infant wants .
So let’s rock with your baby!!!
here is the link of documentary rock a baby
https://www.youtube.com/watch?v=uRI8VKApgsU
https://www.youtube.com/watch?v=jurRryx2a8I
https://www.youtube.com/watch?v=H6sKo-OKAuE
Kedar Kelkar
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Breastfeeding !!! 1/3
Recently I have watched on Nat Geo wild a young kangaroo tucking in the pouch of its mother and
sucking milk. Scientists were awestruck over survival of young kangaroo that is as small as size of a
peanut at birth and can be prone to infection in jungle very easily.
There is research going on to find out immunological properties of the milk of kangaroo.
Generally kangaroos rear two babies and they have two breasts, the nutrients contents of the milk for
both babies are completely different as per their needs of development.
Wow!!! Glory of nature at its brilliance!!!!
Does human mother have any magical formula? Yes! It does!!! Breastfeeding serves number of
purposes in human mothers and infants.
1)One of the purposes is first milk of mother contain a substance called colostrums, lasts for first five
to seven days. And works as a laxative and can clean gastrointestinal tract. It is also antidote against
diarrhoea.
Colostrums is richer than true milk in lacto globulin, which carries the factors that immunizes the baby
against a number of diseases.
2) It also protects infants from variety of illnesses like Asthma, Obesity, Type 2 diabetes, etc.
Human infant is born six month premature and his numbers of biological systems are underdeveloped.
His resistance capacity against foreign invaders is weak and he easily prone to many infections.
3)Mother’s milk from day one serves the purpose of antibiotic till he develops his own immune system.
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Colostrums last for five days, & the permanent milk starts at fourteenth day. The transitional period
is around eight days. This process is timed & designed in perfection, gradually with the infant’s
physiological development & metabolic need.
As infants enzyme system evolve, the nutrient level of breast milk changes to match the development
and need of them.
The amount of colostrum produced in the first few days of life is only approximately 50 cc (the
equivalent of 10 teaspoons) per day. The amount may be small, but it is just right to encourage the
healthy development of the infant’s gut and immune system.
The benefits of breastfeeding are immeasurable to the infant, and they must be breastfed throughout
the day and night.
4)It has been found there is relation of composition of milk with frequency of breastfeeding.
Human mother’s milk contents low protein and fat and that is why frequency of breast feeding must
be very high, of course taking cue from an infant. This low composition of protein and fat shows human
mothers are designed to carry their infants like monkeys.
Rabbits and hares breastfeed their young ones once in a twenty four hour, because they have milk
with high protein-fat content.
In this connection I have read ( According to Nobel lawyer and all of his staff), is that the human infant
is designed to feed between 40 and 60 times a day, about every 20 minutes, to keep the metabolic
system in shape.
Ref:- https://ttfuture.org/files/2/members/sym_jcp_birth.pdf
WHO and UNICEF recommend breastfeeding for “two years of age or beyond” (WHO/UNICEF, 1990).
In our civilized culture breastfeeding seems bizarre concept for two years. But breastfeeding does not
only serve the purpose of nutrition, but many vital functions for infants also.
5)Colostrums contains essential amino acids called Tryptophan, which is amino acid (protein) .That is
converted into brain serotonin (happiness hormone), deprivation of it can cause depression, impulse
dyscontrol, drug abuse and the violence of homicide and suicide.
Formula milk does not contain right amount of amino acids that leads to other brain neurotransmitter
system abnormalities.
e.g. those that mediate affection bonding,

e.g. tyrosine that is converted into brain dopamine that, in part, makes body pleasure possible.
6)Stomach of infants begins producing hydrochloric acid only after completing six months. This acid is
necessary to digest proteins & fats. That means child is designed to only breast milk for first six months.
7)Breast milk contains long-chain polyunsaturated fatty acids such as docosahexaenoic acid (DHA) and
arachidonic acid (ARA), which are essential for brain development & linked to enhanced intellectual-
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cognitive functioning.
Ref http://www.violence.de/prescott/ttf/article.html
More astonishing facts about breastfeeding in next articles.
kedar kelkar
Breastfeeding 2/3
Breastfeeding is not only beneficial to infants, but has stabilizing & calming effect on the physiology
of mother.
One of the benefits is repeated suckling secretes hormone called oxytocin from the mother's pituitary
gland. This signals breasts to release milk as well as produces contraction in the uterus. This prevents
postpartum haemorrhage. And it brings the uterine to a non pregnant state. That is why as soon as an
infant is born breast feed has to be initiated.
Second it causes suppression of ovulation for considerable period of time. That means a menstrual
period in mother is delayed. This condition has the important benefit of conserving iron in the
mother's body and often provides natural spacing of pregnancies.
Third Production of milk is an active metabolic process, requiring the use of 200 to 500 calories per
day, on average. So breastfeeding mother tends to lose fat gained during pregnancy. Even HDL
cholesterol (good cholesterol) is found to increase in breastfeed mother.
Fourth is Prolactin, the milk-making hormone, appears to produce a special calmness in mothers.
Fifth is reduces the risk of breast uterine and ovarian cancer in future.
Sixth breastfeeding is less costly affair than formulae milk.
Seventh with the initiation of breast feeding third stage of labour becomes easier. It facilitates many
physiological functions like arresting of the post-partum haemorrhage, contraction of the uterus,
detachment and expulsion of the placenta, improved circulation, etc
kedar kelkar
The connection of Breast Feeding and antisocial behaviour !!! 3/3
Today I watched program called Brilliant Beasts on National geography Wild. This program was about
resemblance of pigs with human beings in anatomy & physiology and how it has served it’s purposed
in organ donation. At the same time emotional development of pigs were checked in laboratory
experiment.
Doctors want to witness emotional development in two groups of pigs, one who were breastfed milk
for sufficient period of time and other did not.
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Group of Young ones who were suckled sufficiently by their mother pig & weaned very late, was let
into the small pool of water with submerged platform. Pig being a good swimmer, explored the whole
area without much fuss and worry, collided against platform and was safely climbed on it.
The same young one was left into the pool after ten minutes of interval, remembered the location of
the platform and climbed on it without much exploration. This is done 3 to 4 times and young one
showed no anxiety and climbed on the platform straight.
The other young one who has been suckled little and weaned early, was left into the same pool, the
result was astonishing. He started making anxious grunting sounds , showed signs of worry & stress
and finally found the platform somehow. This young ones also left into the pool after ten minutes of
interval, but did not remember the location of the platform and was stressful every time.
The young pigs that were not suckled sufficiently, were violent and showed high level of stress in social
life.
Pigs are sensitive to exposure to early weaning (deprivation of breastfeeding), so are humans.
kedar kelkar
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Some random thoughts on Crying ,screaming of infants !!!
This is what the infant must be feeling when we leave him unattended..
"Whatever I want, they say no. I want to be with my mother. I want to be close.
I want to be safe. I want to be with someone alive, who's breathing and warm and smells right and
feels right and who touches me and helps me feel my own flesh appropriately, not a lifeless box with
a lifeless cloth."
"I don't want to hear myself screaming in my own ears, and hear other people screaming around me
and get no response."
"When I scream I expect something to happen. Not just to scream but because I'm waiting. I'm
expecting something and it doesn't come and I scream until I'm exhausted."
Marshall Klaus of Case Western Reserve Hospital in Cleveland, Ohio makes the astonishing claim that,"
if properly bonded with the mother, the child should never cry.
"Crying, he states, is an unnatural, abnormal, uncommunicative expression, an emergency distress

mechanism only."
"And in those societies where bonding is practised, crying is, indeed quite rare.
“Crying is an expression of need and usually it is a late-stage expression of need,”
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Evolutionary development process of infant !!! Part 1
After the gentle pregnancy, bonding and attachment – the next evolutionary step in the life of humans
is to be with their mothers.
To be in arms of a caretaker or a mother for certain period of life i.e. giving secure base to them till he
gets matured physiologically & psychologically.
Jean Liedloff author of the book "The Continuum Concept", spent few year in the jungle with the
primitive tribes and comes with revolutionary and ground breaking theory that in order to achieve
optimal physical, mental and emotional development.
Human beings — especially infants requires certain experience to which our species are adopted in
the long process of evolution.
here are these steps of evolutions..
•Constant physical contact with his mother (or another familiar

caregiver as needed) from birth; till crawling and then whenever
he seeks for it.
•sleeping in his parents' bed, in constant physical contact, until he

leaves of his own volition;
•breastfeeding "on cue" — nursing in response to his own body's

signals;
•being constantly carried in arms or otherwise in contact with someone, usually his mother, and
allowed to observe (or nurse, or sleep) while the person carrying him goes about his or her business
— until the infant begins creeping, then crawling on his own impulse, usually at six to eight months;
•having caregivers immediately respond to his signals (squirming, crying, etc.), without judgement,
displeasure, or invalidation of his needs, yet showing no undue concern nor making him the constant
centre of attention;
•Sensing (and fulfilling) his elders' expectations that he is innately social and cooperative and has
strong self-preservation instincts, and that he is welcome and worthy.
Infants whose continuum needs are fulfilled during the early, in-arms phase(carrying the infants) grow
up to have greater self-esteem and become more independent than those whose cries go unanswered
for fear of "spoiling" them or making them too dependent.
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When I shared the fact with my mother of carrying an infant for six months , she responded if cries of
infant are regularly attended, he will be over pampered , spoiled brat and difficult to handle over
the years and letting infant cry will make him stronger human being.
I was surprised and awestruck with her view of negligence and cruelty, but this is normal in society
and this is what I call ignorance, my attempt to convince her are always futile & useless because
probably her views are discoloured and she must have not experienced such sensitivity, tenderness
and gentleness from her parents .
Ignorance does mean not knowing an answer or not knowing there is a question, but not being able
to think when thinking is required.
kedar kelkar
Evolutionary development process of infant !!! Part 2 .
A continuation of the blissful state !!!
Why to carry an infant from 0 to 6 months?
In last articles we have seen evolutionary development of humans. One of the prominent features of
it ,is carrying an infant till 6 months and further allow him the contact whenever he seeks it.
First and foremost thing is human infant is born six months premature. Many other animals start
walking as soon as they are born. Human infant takes six more months to develop number of other
faculties required to be independent.
Human infant enjoys nine months of safety in the womb of his mother. And To be born is a shock. To
come out of the blissful state suddenly into other extreme is a terrible shock. If this process is gentle,
infant is looking forward to life ahead with confidence .
But life ahead should be extension of this blissful state till he matures himself. His world will collapse
suddenly if he misses maternal heartbeat, her warm touch, tone and tenor of her voice, rocking &
swaying movements of womb, cosy & packed space of the womb which he has experienced in the
womb.
Our human duty is to create the womb sort of environment & that is why swaddling & carrying make
sense.
Infants kept in very big cradle and not swaddled starts looking for a boundary with his legs is testimony
that he is craving for safe and cosy environment of womb.
At this stage he cannot differentiate himself. He does not know boundaries between his self and other
one, & where he ends and where his mother starts.
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His self has not emerged . Nervous system is not matured yet. Eye sight is not perfect. Crying is his last
resort.
What imprints he experience first when he knows nothing about the world lays foundation for further
enhancement in his personality.
To be able to extend this blissful state, carrying infant for at least six months is prerequisite.
Kedar kelkar

Exposure of humans
It is only human infants who have innate ability to imitate and shape themselves in wide variety of
ways, but no other animals possess such intelligence. Behaviour of the rest of the animals is instinctive
and far more limited. Dog, no matter where it is on the world only barks. But American infant raised
in Indian family will adopt himself to it and imitate & learn Indian culture.
It has been found in the history of mankind, children left in jungle, backyard of house, confined in
basement, in early age with animals and or in isolation, and not in touch with humans have picked up
the traits of certain animals. Such feral children are found all over the world .The famous Mogli of
Jungle Book & Tarzan are few known names.
Infants want to make sense of everything happening around him. He likes to see human faces, hear
human voices, and to be in touch with them.
To restrict him in a crib or a cradle or leaving him alone and depriving all human experience in his early
years is a big miss.
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Rather after initial shock of birth is over and an infant is ready for the next stage, in arm phase will
give him all essential experience of humans talking, playing, laughing, working etc. At this stage he
passively participates in it and is provided a good role model of life. The infant is craving for more
exposure to humans and it gets fulfilled in arm phase.
Declining this evolutionary response of an infant is impeding the progress of his character.
At these stage infants main business is to witness the actions, interactions and surroundings of his
caretaker adults or children. This prepares him for further leap in the human world.
Such welcomed & respected infant will possess a character of distinct quality. He will independent
with full quota of in arm phase , sure of himself and accustomed to well-being of in arm phase and
ready to next set of appropriate experiences.
Every indigenous community, local culture prefers to carry their infants till he starts crawling or asks
to be dropped down. And their culture never produces people with emotional hangover.
Kedar Kelkar

In arm Phase -Discharge of energy
We have seen in our civilized society infants wave their arms & kick violently arching their back, crying
uncomfortably, fussing while they are being picked up.
The reason behind is accumulated energy in their bodies. This way Infant tries to discharge pent up
energy.
Jean Liedloff author of the book “The continuum concept”, has intriguing view on it.
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“If the infant kept in constant contact with the body of a caretaker, his energy held becomes one with
hers and excess energy can be discharged for both of them by her activities alone. The infant can
remain relaxed, free of accumulating tension, as his extra energy flows into hers. “
The Yequana babies (ancient tribe) are relaxed and easy to handle, non-resistant to being held or
carried in any convenient position.
Whereas our modern babies when they are picked up, they are still rigid with tension and try to rid
themselves of the discomfort by flexing their limbs or signalling the person holding them to bounce
them on a knee a throw them up in the air and catch them.
The passive infant, snug inside his continuum, his expectations for continual physical contact are met.
He makes little contribution towards the discharge of energy, leaving it to the active adult or child who
is carrying him.
But a child is unable to discharge enough energy to remain comfortable, as so often happens in
civilized situations His actions are limited by insufficient time or space in which to play or being
imprisoned in a playpen, harness, cot, or high chair.”
Babies whose energy is not discharged find some other ways to get it out. Few resorts to consistent
crying, and become grumpy & complaining and need somebody to entertain them all the time. Such
infants are terrible to handle and over a time bear the brunt of parent’s anger.
Scenario goes worse as these infant remain stressed with excess energy and not finding way, thought
they elicit response to parents which is not understood rightly.
Best way is to let him to be in arms as much as possible , but it does not mean to play with him all the
time , rather to be busy with our work and allow him to observe our work , our talk ,people etc.
Such half an hour watching around, listening to people, will make him drowsy as it will require huge
energy.
Such infant whose energy is discharged will be calm, serene and such infants rarely cry.
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In arm of Phase – Touch
Have you ever seen a gorilla, a chimpanzee or species of any other monkeys carrying their young ones
till it becomes completely independent?
Human mammals are not much different than the monkeys, our evolution is not much completed yet
and we are somewhere halfway through to be human. Many of our reflexes and responses are still
remind us of primitive world.
Though the things around us have changed far more drastically, we are still not able to keep pace with
it; our physiology is more or less same.
Flight & fight response is one of them, it gets activated in emergency and makes us ready for fighting
predator or to escape from it.
I feel the primitive response of being in arm of mother, touching, caressing, stroking, patting, is still in
our psyche.
Skin is one of the biggest sensory organs, and there is something, mysterious magical and beautiful
about touch, it plays very significant role in the life most of the animals.
How often do we see animals licking their young ones after birth, and number of times when they
show affection to each other.
Scientist, researcher, and doctors have found some of the animals in captivity, deprived of touch but
provided enough food, were timid, not self-reliant, and not very much social.
Some of the animals like rabbit, mouse etc have to be taught to urinate and defecate in their infancy
and this is facilitated by their mother by licking.
Some young pets have to be stroked with a piece of wet cotton for urination and defecation in
captivity.
But in arm phase of new born is in major part neglected in this fast paced and materialistic world.
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The development of human being is a continuous process, and it is gradual. Skipping a step of process
and depriving certain experience of continuum, may lead a distorted human being, who will happen
to look for missing experience somewhere else desperately and not knowing what and why he is
looking for.
In our fast paced world for some or other reason touching, stroking, cuddling, hugging to infants in
first six months if missed , it can have devastating effect on the individual.
Sensory stimulation acts like nutrients, is essential for the normal development of the brain in both
structure and function.
These abnormalities turn into the behavioural disorders of depression, social alienation, chronic
stimulus-seeking behaviours (includes drug/chemical stimulation), impulse dyscontrol and violence
(self-mutilation, suicide, assaultive behaviours and homicide).
Cats deprived of their sense of touch behave self-destructively. Dogs and monkeys deprived of
somatosensory (touch) stimulation will engage in self-mutilation, e.g., bite and chew flesh from their
fingers, hands, arms, or legs.
James Prescott, neuropsychologist argues that these behaviours illustrate one of the basic
developmental mechanisms of sadomasochistic and suicidal behaviours in humans.
The head banging, rocking and aggressive behaviour seen in the maternally deprived animals.
The absence of physical affectionate bonding produces the unbonded child who typically becomes the
anti-social, violent, sociopathic and psychopathic adolescent and adult of tomorrow.
People do not choose to be criminals, homosexuals, greedy, insecure. They just happen to be one of
them.
Basic trust, intimacy, affection is conveyed through touch.
Ref:- James W. Prescott, Ph.D. is a developmental neuropsychologist and cross-cultural psychologist.

see: Prescott, James W. (1996). The Origins of Human Love and Violence. Pre- and Perinatal Psychology
Journal. Vol 10, No.3, pp.143-187
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Origin of violence and bodily pleasure !!! Part -1

Retrospection of Nirbhya’s Rape
Last year in a shocking incident, a girl from Delhi brutally raped and assaulted in a moving bus. I was
aghast and raged over the cruelty & violence, a human being can display to other.
This was not just the act of disgust & horror and to be punished severely, but it was the act that set
the alarm bell ringing in the minds of many scientist, psychologist , neurologist , etc and even common
man that there is something terribly wrong happening with the evolution, nurturing ,development in
the humans .
Common population has applied their logic and came with many valid reasons. Lack of education,
sansakrs, and worst upbringing are few of them.
But all illiterate are not violent & cruel rapist and all educated are not civilized & cultured.
If you see statistics of all over the world, you will find more the developed country, far more the rape
cases. I think USA tops this list.
Have you heard in tribal, indigenous community cases of rapes, violence, and assault against women?
You will see probably sex is enjoyed in such society with great pleasure,& violence, cruelty, and assault
towards women will be less or in fact not at all. Such communities will be very peaceful and
harmonious.
That is why I feel with the development of new brain and subsequently technology, we have gone
astray with our normal & natural development. We have deviated from our genetic make-up.
And this missing experience of our biological make up, haunting us now and then.
Nature is amazing, brain if not experienced certain stimulus at right time, will somehow instigate
humans to complete it in near future. Such humans never choose their experience to feel; they are
always pulled & drawn with great force towards it.
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‘Love’ is a brain gestalt that is formed primarily from sensory stimulation in the mother-infant
relationship:
• Body movement (vestibular-cerebellar system);
• Body touch (somesthetic system); and
• Body smell (olfactory system).
We need better mothers to stop rapes .
Kedar Kelkar
Origin of violence and body pleasure Part -2

Recently I happened to read about bonobo chimpanzee, found in Congo Central Africa and share 99%
of genes with human.
Surprising and contrary fact is they are playful and peaceful. Sex, body contact, touching, play huge
role in stress relieving in their day to day life.
Lot of research is done by many world renowned scientist, psychologist, doctors, anthropologist etc
on young ones of monkeys, rats, rabbits etc.
Young monkeys were isolated from their birth, and not allowed body touch. Such monkeys were
provided with two surrogate mothers, one made from soft cushion but no milk and one made of some
hard material but had milk.
These isolated young monkeys always stayed with soft cushion

mother and fed themselves time to time from hard mother and
came back to surrogate mother of soft cushions for comfort and
assurance.
Such isolate reared monkeys were not social, engaged less in

grooming and sexual behaviour. They showed high amount of
violent and abnormal behaviour towards their own young ones and
adults.
In another instance two surrogate mother of some soft material had

milk but one has ability to rock itself and other was stationary. Young
monkeys’ preferred to be with rocking monkeys.
Rocking is also a great nourishment to brain from the womb, more on the benefits of rocking,
sometimes later.
In our early life what emotions, pleasure or pain, we experience lays foundation for our future life.
Body touch (sensory stimulation) induces structural changes in the developing brain. It gives pleasure,
security and warmth and becomes building block of our further life, that lead to divine experience
called love.
The richer the network of such stimuli, there is greater connectivity of neural pathway and it
maximizes development of brain.
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Deprivation of sensory pleasure lead to less development of neural pathways and subsequently partial
and limited development of brain. Such individual will be pleasure seeking and will resort to many
activities like masturbation, teenage age sex, violence, rape, drug abuse, crimes etc.
Author James W. Prescott Says ,” A raging, violent animal will abruptly calm down when electrodes
stimulate the pleasure centres of its brain. Likewise, stimulating the violence centres in the brain can
terminate the animal's sensual pleasure and peaceful behaviour. "
"When the brain's pleasure circuits are 'on,' the violence circuits are 'off,' and vice versa. Among
human beings, a pleasure-prone personality rarely displays violence or aggressive behaviour, and a
violent personality has little ability to tolerate, experience, or enjoy sensuously pleasing activities. As
either violence or pleasure goes up, the other goes down."
By controlling pain and pleasure during the formative periods of development, you control the
structural and functional development of the brain. And also moral and social values associated with
pain and pleasure, which becomes embodied in the whole body, not just the cognitive mind.
Sensory deprivation is one of the causes of violence towards women, crime, drug abuse etc. There are
many other dimensions to be taken in account for further insights and can be discussed later.
Taboo against extramarital sex & premarital sex, rigidity over human body, restriction of exploration
of genitals in childhood, are few other dimensions to be studied in this regard.
Read Touching: THE HUMAN SIGNIFICANCE OF THE SKIN by Ashley Montagu and the continuum
Concept by Jean Liedloff for further insights.
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Homosexuality and Touching, cuddling, stroking, embracing in early life !!!!
There is nothing wrong to be in love with other person. Love is a sacred and great feeling. This other
person could be our mother, father, friend, uncle, aunty, wife, husband, son, or daughter. It is our
nature to love, hug, kiss our closed ones. It is very natural.
The dictionary meaning of word natural is usual, ordinary, expected. One more meanings of word
natural is innate feeling of human being. That is we human beings are programmed to do certain things
just like any other animals.
To eat food, to move, to reproduce, to take care of new-borns are inherent abilities of human beings.
We are wired and programmed to do so. It is in our genes. To do contrary for above mentioned abilities
is not natural. It is unnatural for human being. As long as you are normal human being you are bound
to do these normal things. I repeat as long as you are normal.
A year back a girl was raped violently and brutally injured is a sign of not normality.
All these typical personalities will have their own reasoning for their action, considers their action,
behaviour, very normal.
But to deviate from innate qualities is not normal.
Many psychologist, researches, doctors have claimed that such people happen to be what they are.
They never choose.
Osho great spiritual teacher says, baby who is not breastfed enough , will tend to be a incessant
smoker.
Smoking is symbolic representation of a breast. The symbolic need is not the real one; the real one is
deep down suppressed into your subconscious.
Conscious argues, but subconscious never argues.

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Missing experience of in arm phase and growing up !!!
Missing experience of in arm phase ( carrying an infant ) and lack of calm & reliable adult figure creates
profound frustration in infants.
Many through their cries, tantrum show their experience is not correct.
In my neighbourhood a girl of six months cries often .It is not triggered by pain, hunger, separateness,
stress etc. But her cry has a distinct quality of wanting to learn something substantial & significant.
Many children cry incessantly very often to get attention of their caretaker not for the sake of it but
to signal their caretaker that their experience is unacceptable.
Unwelcomed and disrespected i.e. (not carried infant) will be always in a state of want. He will feel
missing something in his life. His life will be void and empty. He won’t feel right or worthy about
himself.
Many times this initial signal of crying of frustrated child becomes lifelong impulse to seek attention
people around them. Many spend their whole to fill the missing experience, void and empty space.
He is in dire & unbearable state of wanting, wanting & wanting.
His whole being is longing for something unknown. His growing up with fundamental feeling of
wanting and his ingrained feeling doubles over the years.
His impulse of wanting becomes lifelong goal.

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Missing experience of in arm phase and an impulse of wanting!!!
Many do not believe that missing experience of in arm phase can have such adverse effect till our
adulthood.
But the period after birth is most sensitive period in entire life of human beings. Our further
experience will depend upon this sensitive period.
And first impressions we experience, when we have no data available about the external world, are
the biggest criterion of our subsequent success in this world. And these are the most inflexible
experience of ours.
At this stage he has no tomorrow, but just today, just to be here, now, and does not understand time
as we do.
An infant has not developed his nervous system completely and is not Homo sapiens yet. He has just
a basic feeling of rightness about himself. The requirement is very strict at this age. He is either right
or not right.
Just by being right in arms or with caretaker he knows he is welcomed, respected.
In the words Jean Liedloff author of the book “The continuum concept
“Without the sense of being right, one has no sense of how much one ought to claim of comfort,
security, help, companionship, love, friendship, things, pleasure or joy. A person without this sense
often feels there is an empty space where he ought to be.
Many a life is spent in seeking nothing much more than proof that one exists. Racing-car drivers,
mountain climbers, war heroes and other daredevils who flirt with death by predilection are often
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only trying to feel, by contrasting it as closely as they can with its opposite, that they are, in fact, alive.”
The earliest experience of your babies will be foundation on which his further personality will grow.
What your infant feels, before his thinking abilities develop, is a powerful determinant of what kind of
things he thinks when thought becomes possible.
Abandoned infants have no power to reason but sense that they are not welcomed, respected and
lives with missing experience, void and emptiness.
Such deprived infantile need is in subconscious and resurfaces often in adult life and you will see adults
doing senseless things.
It is found in courtship where prospective bride and groom see how their infantile needs are going to
be met. They will often exchange messages, or talk in infantile (childish )way.
Every deprived one will find some or other way -an object, unique hobby, lot of money, long lasting
rather motherly or fatherly relationship, extravagant jewellery, tasty food, and respectable social
position, compulsive travelling, homosexual relationship ,being thief, being sick, drug addiction,- to
just make them feel right.
All these varied means make them centre of attention, just like a baby in arm who gets all attention,
care, warmth, love, which they have deprived in their childhood.
We find many who do not feel right about themselves and trying to prove something with material
wealth, their performance, political career.
Many drug addicts are easily caught and behave childish. Why???
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In arm phase & Thumb sucking Behaviour !!!

Ref:- Attachment and Loss: Volume 1: Attachment John Bowlby
A child in disgrace sucks his thumb; a child separated from his mother over-eats. In such situations it
is possible to think of the thumb and food as being symbolic of mother as a whole or at least of nipple
and milk, to postulate that when a child's attachment to his mother is frustrated sucking or over-eating
develops as a non-symbolic out of context activity.
It is noteworthy that something of this sort almost certainly occurs in sub-human primates.
Both rhesus monkey and chimpanzee infants brought up without mothers to cling to show a great
excess of auto-erotic sucking.
Nissen reports that, though thumb-sucking is not seen in infant chimps reared with their mothers, it
occurs in some 80 per cent of those reared in isolation. It is the same with rhesus monkeys.
In Harry Harlow's laboratory a full-grown rhesus female habitually sucked her own breast and a male
sucked his penis. Both had been reared in isolation.
In these cases what we should all describe as oral symptoms had developed as a result of the infant's
being deprived of an attachment to a mother-figure
As in the case of human infants, monkey and ape infants take readily to bottle for food, and to
comforter and thumb for non-nutritive sucking. Non-nutritive sucking may also be directed to a variety
of other parts of their body: to toes commonly, and occasionally in a female to her own nipple and in
a male to his own penis.
As something to cling to, Harlow has shown, baby monkeys take quickly to a dummy mother-figure
provided it is soft…..
Thus it seems clear that, whether in human infants or monkey infants, whenever the ‘natural’ object
of attachment behaviour is unavailable, the behaviour can become directed towards some substitute
object.
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Child centeredness of parents from zero to three years !!!

One of the concerns many will feel is carrying an infant (in arm phase for six months ) for such a long
time will make him more demanding and asking attention of a care giver all the time.
But carrying your infant is not child centeredness but rather non child centeredness parenting.
Today many modern parents are child cantered. That means when infant is learning & exploring world
on its own, parents tends to pause their activities and focus their attention on infant and start playing
with him and assisting him in his natural tendency.
Of course parents do not want to be negligent but in the process they have gone over-anxious, and
feel that this ways they are helping their child.
Infants want to have a role model of an adult who is working, talking, etc but if adult stops their activity
and asks him “what do you want to do my boy?
This scenario seems to be very alarmingly insecure, and it projects hesitant adult who is asking
guidance from a child. The child always wants competent, confident, adult who is sure of himself.
The child’s predictable reaction is to push his parents who is uncertain about the situation and want
to know what are supposed to be done. He gets in rage and starts crying, his demands becomes
illogical.
Parents at this stage generally misread the situation and starts pleading even more. Sometimes such
children are bribed and punished physically. With bribe such children learn lesson that parents can be
manipulated this way. They will accept the gifts, sweets and start crying again. So in course of time
this becomes dangerous game, as these pampered little once keep pressing alarming button and want
to know who the boss and whom he can confide in.
A child never wants to control the behaviour of parents; he never wants to be bossy and dominates
his parents. But a child cannot resist himself to test adult until adult stand firm and reliable.
This child centeredness is not what a child needs; rather it needs calms, and a secure figure. He is
programmed to imitate your action and not to answer your questions.
Non child centeredness parenting is the way ahead.
Just be passive and let him figure it out how his toys work, how to walk, how to talk and so on……
Never ever do anything that your child can do himself.
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Two styles of Parenting !!!
Around the world there are two parenting styles one is too permissive & lenient and other is too
authoritarian. Both styles are two extremes and do not serve the right purpose of a right role model
for a child.
To be lenient, tolerant, and permissive is the latest style of parenting. Here child will have excessive
freedom, too many choices, and parents are literally begging for his acceptance. Such children are
bribed, spoken sweetly, when thrown tantrum and any disrespected behaviour.
Such children are little emperors and parents are their obedient servants.
You will find parents babbling with child often” would you want pizza or roti to eat my child?
The child asks for pizza, then mother apologetically responds,” no pizza is bad, roti is good. Now
mother is trying to convince him, requesting him but child is not ready and becomes furious, throwing
thing, banging them hard on the floor.
Mother sensing situation going out of control, starts screaming and shouting. The last resort, he starts
crying, then mother hugs child as if she is asking for forgiveness, trying to make up the situation.
Such scenario is repeated often unless taken non child centred action immediately.
Such children are fussy, attention seeking, confused, nervous and running riots everywhere they go.
The other extreme is too strict, lot of rules & regulation to obey.
Such parents are more or less oppressive and demanding too much from their child. And there is harsh
criticism, unpleasant glances of parents, categorizing action into good & bad, moral tone.
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Such children are always under pressure of their parent’s expectation, confused and just fulfilling the
expectation of their parents. Such children are deprived of love, tender voice & security figure to fall
on in case of emergency.
This parenting style is worse than earlier one, because it leaves deep scars, unpleasant memories &
creates human being who is full of conflicts. Such Parents always impose their fear; insecurities on
them subsequently make their children like them. So you will find them tentative, indecisive, and less
self-sufficient.
Some of the repeated phrases heard in such houses are..
No! Don’t touch that!
Idiot! Stop playing that!
Don’t you understand how many times I have told you not to do that?
Let’s see third way of dealing with children in next articles.
kedar kelkar
Third Way of dealing with children !!!

concerned more with 0 to 3 years of children.
Both permissive and strict style of parenting does not fulfil the need of a secure base and subsequently
role model.
But third way is just to inform child what is supposed to be done with calm and assurance. Assuming
him as your friend and matured person, expect it that he will listen to you. Just Supply the information
of what is right and trust the innate ability of child.
You need not to give endless reasons, never plead, never request and never try to please him.
Don’t obey your child at all, respect the need of the children but never worship him. It does not mean
you never play with your child, once in a while you coo your child, kiss him, hug him, play some games
but stop looking at him all the time.
Of course play with parents strengthens the bond, but in arm phase and making him part everyday
activity of adults fulfils his need of self-esteem, security, and respect.
Ultimately child does not need any adult to play with him all the time. You cannot even play with your
child all the time. That will be irritating & tiring job for you and your child. On top of it no child will
respond positively to your coos, babbling, and play tricks whole day.
Two to three small sessions of fifteen to twenty minutes of play are sufficient if he is bored being
alone.
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Remember you child learns everything on his own and he imitates your language, mannerism, body
language, etc. he has an inborn intelligent mechanism. So let him figure it out everything on his own.
And remember this mantra for child “Never do anything for your child that he can do “
This way he will be more independent, creative and disciplined.
At this stage your needs are his needs .so without much shame, keep yourself busy with active life, &
let him observe you.
Never say,” don’t run riots all around when go to our neighbour, just sit down quietly.” He gets the
message that he is supposed to run riots.
“Don’t run you fall down and get yourself injured.” And he does injure himself.
So talk what is expected him to behave, if these right action are not obeyed, never get into any kind
of war with him, never argue and make him feel bad. Just be steady, initially probably you will have to
set an example. Do not praise & do not blame.
Many children are confined in a room or left out from the family and threatened for some punishment.
Such measures deteriorate the scenario even further. Such measure is strictly not necessary.
Non child centeredness parenting does not mean to control your child but provide right information
model.
It also means to give enough freedom from zero to three, to explore the world, provide freedom, such
child will know what is right after three and will trust his own abilities.
Non child centeredness does not mean you stop loving your child.
More on Love, sympathy in next articles
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What is love? In the words of Ashley Montagu Well-known author

“It is the ability to communicate to others your profound involvement in their welfare, such that you
will never commit the supreme treason (disloyalty) of letting them down, whenever they most stand
in need of you, and that you will minister to and encourage the growth and development of their
potentialities. That’s love.
To be born human is to be in great danger because you are free of the instincts which largely
determine the behaviour of other animals.
We have to learn everything about human beings. We have to learn from others to be human being .
We know that we’re all born with physical needs, like the need for oxygen, for liquid, for rest, activity,
sleep, and so on. These must be satisfied if we are to survive physically.
The extraordinary thing is that we’re also born with basic behavioural needs. These are the need for
love, about which we know very little, the need for creativity, the need for sensitivity, the need for
learning, the need for the acquisition of knowledge, the need for play, for song, for dance, for curiosity,
for imagination
All these are basic behaviour needs, which are as much a part of our genetic system as the physical
needs. Yet, we haven’t recognized them
But we will never know how to love unless we are taught to love, unless we learn to love others who
know how to love. Not that it is impossible to correct this at any age, because we can be educated all
the days of our lives. It’s never too late.
We don’t love children adequately; we don’t even know what love is. It's a great help to know exactly
what the criteria of love is, because these murderers, these violent people, these terribly undisciplined
characters are exhibiting the frustration of love.
You show me a murderer, and I’ll show you a person who’s been failed in the supreme need for love
- who never learned how to love, and will hate, as I heard one of them saying, "I hate the whole world’s
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guts and the whole world hates mine." These are the victims of our society, as most of us are victims
of our society
What is frustration - it is the thwarting of an expected satisfaction. And what every baby expects is to
be loved. And when you thwart that expectation and you make the character sink lower and lower
into despair, and frustration, and the reaction to frustration is hostility, aggressiveness, “I don’t care
a damn about you anymore. You haven’t cared a damn about me, why should I worry about you? Why
should I become involved in all this?”
This is the massive alienation, the disengagement, the detachment, which we are suffering from in
our culture
One of the outstanding examples is rape. Who commits rape?
If you’d discuss this with rapists you’ll find that they will invariably reject the statement, this is a sex
crime. They’re not interested in sex at all. It is a crime of violence. And what is the violence about?
Rejection by the mother. They hate all women. Mother may have loved them until they were 5 years
of age and then pushed them away saying, now you’ve got to identify with this other character, your
father. And this is a switch which girls are not required to make, only males”
By Ashley Montagu https://ttfuture.org/files/2/members/int_montague.pdf
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Brain development in humans !!!

Reptile brain or the oldest brain of human being !!!!
The development of the brain begins in the first few weeks after conception. Your Primitive structures
are visibly distinguished from one another called the ‘Hind brain’, ‘Mid-brain’ and ‘Fore-brain’. So we
humans have three brains.
Oldest structure is called “hind-brain” .Oldest does mean the first part developed in fetus & part that
was present in human, reptiles, and amphibian some 500 million ago.
It was called by many names such as reptile brain, hind brain, instinctive brain, R-Complex. It is located
in brain stem and the cerebellum.
It controls many function such as heart rate, breathing, body temperature and balance. Coping ability
of this brain to varied stimulus like predator, earthquake, famine etc has kept us alive so far.
It is an instinctive type of brain and does not even need your thinking. Without an act of thinking it
burst into action. The primary function of this brain is revolving around only one word- survival. And
would ask only three questions
Can I eat it?
Can I mate with it?
Will it Eat Me?
An individual dominant of this brain would show

1) strong survival instinct
2) Fight-or-flight response: - To fight against predators or to escape.
3) Aggressive behaviour
4) Anger display
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5) Fear
6) Revengeful attitude
7) Territorial behaviour
8) Reproductive instinct
9) Repetitive behaviour
Life experiences encountered by reptile brain are inflexible, rigid and compulsive. So once ingrained
the circumstance experienced by a reptile brain will remain almost similar in nature. And will need
effort to change it.
This brain is not merely a concept. It's a real, and it's living on the top of your spine, fighting for your
survival.
But, of course, survival and success are not the same thing.
Kedar kelkar
More on a reptile brain !!!

The period of emergence of reptile brain is first trimester of pregnancy. If mother is serene, calm
comfortable, & in a positive frame of mind. Taking cue from the mother, infant will be completely all
right and his reptile brain will act as more of a stabilizer and supporter to the further brain
development positively i.e. Limbic System (emotional brain) and Neo cortex (thinking brain).
But if a mother undergoes stressful situation, chronic anxiety or life threatening event, or there is a
shortage of nutrients. Infant will develop his strategies to cope with it and his reptile brain will be
hyper vigilant. So his subsequent brain development will hamper itself.
As all the different parts of brain work together & not separately, hyper vigilant & dominate reptile
brain will govern the whole brain system. Such reptile consciousness individuals dictate their own
terms. They show typical behaviour traits such as domination, obsession, greed, hoarding, incessant
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desire to control, compulsive tendencies, total lack of concern for others, aggression, sadism, and
unprovoked violence.
Parents should take time to observe themselves and try to repair this mechanism before pregnancy.
The development of reptile brain continues for at least one year after birth i.e. till our sensory motor
system (physical) gets matured. This brain controls your sensory motor system. That is why you see
your child exploring the world voraciously in this period . He wants to touch the objects, feel them in
his hands & rather than with vision he wants to experience with his mouth & hands.
So anything & everything come into his hands goes straight into his mouth. And most of the time he
is not even looking at an object. He is total physical i.e. sensory motor.
“Maria Montessori speaks of the child coming into the world as an absorbent mind, ready to expand
and embrace the universe within, to utilize fully all their genetically inherited capacities. If the child is
not given a safe space, if the child is damaged or traumatized, he or she will close into a tight defence
against the world that cannot be trusted. This reduced sensory intake seriously impairs neural
development and results in completely different structures of knowledge.
Many children are punished for touching their genitals which creates a neural-dissociative state in the
brain. The sensory deprivation results in the failure of certain neural pathways to properly develop.
Sensory stimulation acts like a nutrient for brain growth and development. The richer the networks,
the greater the interconnectivity and neural integration of the brain.
sensory motor system and development of language are connected so more child explore the world
by touching, playing better they are at language.
One more benefit of reptile brain is habitual and patterned way & unable to alter and inherited and
/or learned patterns. This way it can take over our learned skills like driving, running, walking, and can
free our higher brain.
So this action brain or reptile brain if calm and given full quota of sensory activities, it incorporates &
integrates into next brain development and remain great stabilizing foundation for further brain
structures.
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Limbic System or emotional Brain !!!

Later in development, during the second trimester, the second ‘oldest’ structure emerges. This one,
is called as limbic system. It is also called the mammal brain or emotional brain. The limbic system
arrived on the planet 150 million years ago.
It can record memories of behaviour that produces agreeable and disagreeable experiences, so it is
responsible for what are called emotions in human beings.
The main structures of the limbic brain are the hippocampus, the amygdala, and the hypothalamus.
The limbic brain is the seat of the value judgments that we make, often unconsciously, that exert such
a strong influence on our behaviour.
Reptile system gives awareness of outer sensory world , limbic system gives awareness about the
internal world , subjective world.
This brain is the foundation for what psychologists call emotional regulation: The ability to respond to
stress and return to equanimity afterwards
Emotions are a common mammal trait that is generally lacking in reptiles and lower animals. Reptiles
feel pain and undergo basic stimulus-response, but they do not display emotional reactions such as
joy, sadness, empathy, etc.
The limbic system acts as a buffer between our thoughts and actions, for it is our emotions which
generate feelings within our physiology that make us aware of the impact our actions have upon
others.
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Without the limbic system, we would have no capability to experience feelings or empathy for others,
and we would be incapable of reeling in damaging and destructive tendencies and actions, whether
they are directed toward ourselves or other
In early years of life mothers emotional state determines child's state, therefore child's emotional
state in general can be controlled.
kedar kelkar
Neocortex Thinking brain ! ! !

The neocortex starts developing during the third trimester. This brain first showed up just two to
three million years ago at the dawn of the Homo Genus.
The Neocortex is the collection of dense folds you see when you look at a brain from the outside.
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The large cerebral hemispheres has been responsible for the development of human language,
abstract thought, imagination, and consciousness. The neo cortex is flexible and has almost infinite
learning abilities. The neo cortex is also what has enabled human cultures to develop.
This brain occupies five times more space that reptile and limbic system.
Joseph Chilton Pearce describes ,‘The Reptilian Brain registers present tense only; The Limbic System
computes both present and past. The Neocortex supports past, present, and future.”
The three brain we have seen reptile brain, emotional brain and neocortex are together called the
triune brain. Though anatomical different they function together in collaboration.
One more fact is ,neocortex, although responsible for intellect and creative ambition will only function
well with calm reptile & emotional system .
Many times disturbances in learning, language, hearing and sight can be improved by stabilizing the
limbic and reptilian systems.
If there are survivals or emotional concerns for an individual that are overpowering the limbic and
reptilian systems, then they are distracted from their job of stabilizing the neocortex. The neocortex
will be drawn into survival strategies rather than strategies for creativity.
By calming and integrating the functions of the limbic system and reptilian brains, often the neocortex
can be freed up to perform its ‘higher function’s; a mixture of verbal and intellectual duties and
pursuing dreams .
There is fourth brain which develops on top of neocortex named the pre-frontal cortex. This brain
develops after birth and gives rise to the experience compassion, empathy and spirituality.
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The pre-frontal cortex is just 40000 years old in its development.
How your child feels about himself and the world around him will have a tremendous impact on his
learning, memory , health and well-being.
If your child feels unconditionally wanted, accepted and loved, he will become intelligent, & successful
in his life.
And if it is not the case then it is not true learning, but conditioned learning. It is fear based and
stimulated by hind brain (reptile brain). It is not from higher frontal lobes.
kedar kelkar
Plasticity of the human brain !!!

Genetics and environment both play huge role in brain development.
Let’s see the development of brain in infants and its adaptation to varied stimuli and its connection to
learning, cogitation, personality.
The higher brain of humans is not developed fully at infancy, the neocortex or new brain involved in
regulating emotions, language, abstract thought, decision making ability etc. This is the brain that
makes us human.
The difference between humans and animals is possession & well developed neocortex in human and
non-existent neocortex in animals. Else we humans and animals are the same species.
Amazing ability of our brain is plasticity, i.e. flexibility to create new pathways or wiring with varied
stimulation and though lower brain is less flexible, on the contrary new brain neocortex is extremely
flexible. It is this plasticity that allows us to learn throughout our lives continuously.
Our day to day experience, leaning, exploring in the world makes pathway or wiring or connection in
our brain, with repeated experience such pathways or wiring is strengthened and eventually become
memory.
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According Alison Gopnik,” Babies learn so fast and play so hard that they completely transform their
own world-views (connection of brain) every few months, abandoning all that they once knew and
embracing entirely fresh ways of understanding their existence.
"Really flexible and innovative adults might change their minds this way two or three times in a
lifetime."
Now with infants if such pathways are not repeatedly activated or not created in the brain, it become
fragile & faint and later diminishes.
Zero to 3 years period is far more sensitive period, as infant blessed with such flexible brain; he is
open, and ready to embrace anything and everything.
During this time different parts of its brain has to be provided with certain experience it needs. it
could be anything from secure base of parents, freedom to explore, multiple language, maths,
drawing, etc. This is the window of opportunity in the development process of infant to be potential
human.
In the words of Joseph Clinton Pearce “at eighteen months of age, when a little toddler's head is about
one-third adult size, he has the full number of neuronal connectors that we have as adults, same
number. By age six, that child has four to five, and sometimes greater, times more neuronal
connections than we have -- four to five times more than we have as adults, or than he had at eighteen
months -- a fantastic neural mass of networks prepared to match or adapt to or imprint to any
conceivable kind of model given the child at all.”
He further says that if not used these connection don’t atrophy. They get dissolved, all of a sudden,
with a chemical released into the brain. They'll get dissolved, and literally absorbed into the
cerebrospinal fluid, and become just kind of food for the rest of the brain.
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Fatty sheathing (covering) called myelination protects this atrophy. Myelination takes place if multiple
stimuli are given to child.
The study of Einstein's brain indicated that he had more of this myelination (more neural connections
or wiring) on his nerve tissues.
And by age six, then, the child has this infinite capacity of adapting to any kind of pattern given. Eighty
percent of that neural brain mass is dissolved by age fourteen from disuse.
You then have at disposal only twenty percent of brain potential as an adult brain; you utilize
approximately five percent of it.
Not it does not mean you cannot learn language, drawing, art,
maths, etc as an adult, but it is little difficult to make brain
connections as an adult.
Due to this plasticity of a brain at early age & rigidity at later

age, infancy is make or break period.
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What is Play?
To an adult play is unimportant, not very serious business, but to a child it is royal road to intelligence,
creative thinking and joy. Only it is through play they will shape themselves to be successful adults.
Play is a part of their biological make up.
If you have observed any kid (0 to 3) approaching his new world, you will see him, exploring each and
everything around him with his five senses. His play is effortless, joyful and with no outcome.
Rather than an activity it is a state of mind to be here now at this moment, This state involves
undivided focus, complete engagement of the moment, focus on the process rather than outcome
and completely free of conflicts.
This is the state nature has designed for

optimum learning, and performance.
Now a days scientists agree that most of the

learning takes place in this state, this state
precede your learning.
Kids learn language, math, etc faster than any

individual because of being in natural state of
playfulness.
Recent studies done on the brainwave

pattern of kids, from fist five years of life,
stated that these kids display primarily delta
and theta states, like hypnotic trance.
A delta is associated with unconscious and

sleeps like state and provide unquestioned
acceptance of environment they live in.
Theta state of brain is experienced by adults after we get up early in the morning and half awake and
half asleep. Beta state of brain is seen in the children in the age group of 10 to 12.It is conscious
focusing of attention.
Maria Montessori (known by Montessori school in India) calls this absorbent state of children.
She has further said that,” We are conscious; we have a will and if we want to learn something, we go
about it. There is no consciousness in the small child, no will. For both consciousness and will have to
be created. The child's mind is not the type of mind we adults possess. If we call our type of mind the
conscious type, that of the child is an unconscious mind. Now an unconscious mind does not mean an
inferior mind. An unconscious mind can be full of intelligence.
One will find this type of intelligence in every being and every insect has it. It is not a conscious
intelligence even though sometimes it looks as if it were endowed with reason. It is of an unconscious
type and while he is endowed with it the child performs his wonderful achievements. The child of one
year has already seen all things that are in his environment and is capable of recognising them.
The creation of human character takes place within its span; and once we have understood this, it also
becomes clear that we must help the child in his creative work. For there is no age in which the child
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is more in need of intelligent help than in this period. It is evident that if the child meets with obstacles,
his creative work becomes less perfect.
It is not only children but many sports person, dancers, musician yogis, spiritual practitioners,
experience this playful, innocent, non-judgemental state.
In such a state of playfulness, you achieve

peak performance effortlessly, you have zero
anxiety. You are not critical about your
performance, you are not self-conscious.
Many call it Zone, Flow, Good Form etc.
You will find number of spiritual ways to go

into trance like state, absorbent state.
Dr. Gary Landreth, a noted play therapist,

has stated that Play is child’s work.
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True & optimum learning is state specific !!!

In the words of Joseph Pearce
“Research suggests that as much as 95 percent of all learning is state specific. Only 5 percent of what
we learn, lifelong, is acquired through formal instruction, training, or schooling. Of the 5 percent of
information we learn through instruction, only 3 to 5 percent is remembered for any length of time.
State-specific learning, what we refer to as “primary learning,” is remembered for a lifetime.
State specific learning and performance means simply that the quality of the state or relationship, as
learning takes place, is woven into the memory of that experience.
Optimum & True learning takes place, when you are doing something you love the most. Then you are
in the present completely absorbed in the moment, clear in thinking and with your whole being.
There is curiosity, spontaneity, freshness , dynamisms, new challenges, imaginativeness, playfulness,

open-mindedness, willingness to experiment, flexibility, humour, energy, receptiveness to new ideas,
honesty, eagerness to learn, and perhaps the most pervasive and most valuable of all, the need to
love.
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You make pact with chaos, mistakes are welcomed and laughed off. It could be crawling, walking,
eating, reading, and speaking. Many times while accomplishing anything you fail and find some other
ways to do it.
These are childlike qualities and valuable possession of our species.
But when you have to defend yourself all time your high creative capacities are drawn into the service
of the lower incomplete stages i.e. survival brain.
The result is an extremely clever and creative, defensive, self-centred and aggressive population.
Not a pretty sight!
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Everyone plays !!!!!

Have you seen young lions, tiger, wolf chase & pounce on each other, bite playfully?
Have you seen monkey, chimpanzees, gorillas jump from small branches to branches, swing
themselves?
And so does humans.
Greater the intelligence of species, grater the play. The more complicated way of playing, more
complicated there brain are.
So young ones of all the of the species indulge themselves into play, learn about their world through
it.
We are the most complicated species and need different stimulation or play activities at varied stages
of evolution.
We are the only species whose brain grows still the age of 21 years and there after still he can learn
number of things due to flexibility of his brain.
That is why there is diversity amongst his play activities, what one play at infancy will never play at
adulthood.
But the truth is we keep playing no matter what age we are.
Some of you will become charted accountant and play with numbers. Some will be sales professions
& will play with psychology of people.
Some will play with physics, biology and become scientist.
We need certain kind of environment to play in our childhood, as that will be a foundation of our adult
world.
The right environment helps us to transcend the development stage. It facilitates the flowering of
complete potential of human being. This will lead to maximize evolution and minimize devolution.
“Play is the answer to how anything new comes about.” Jean Piaget.
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Play & cultural conditioning..!!!

In last article we have seen play is a state of mind. It is a relationship with universe; with which one
transcend the limitation of everyday life.
When you are with your closest friend, the relationship is very playful and friendly. The relationship is
not mechanical. What we achieve when we meet such playful friend, defies explanation. You whole
being is there.
But when you meet your distant relatives or unknown person, you are partially there. Your attention
is divided. You don’t feel safe with his intriguing questions, enquiries and meddlesome attitude.
Authors like Michael Mendizza & Joseph Chilton Pearce call this Attention Deficit Disorder (ADD). Part
of our attention is trying to meet the current challenges. Another part is defending against not feeling
safe.
Optimum learning and performance is when all of our attention is focused and none is wasted on
defence. If there is an outcome, which may be painful, this undivided attention stops, play stops, which
compromises learning, performance and our sense of well-being.
Many wild animals cannot play freely if human are nearby. The same way the child of 0 to further age
can not pursue his interest as approval of parents is hanging over his head.
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It is this undivided attention to present moment can help us go beyond the limitation of habits. This
is the fertile ground for creativity & imagination. This is where child will form his own world and
project it through his plays.
E.g. This is exactly how Michelangelo saw the statue in the stone before it was carved. To use one
object for another are testimony to the great creativity and imagination of child.
Such playful child lives in a participatory universe rather than a mechanical one. Everything is play for
him.
The current approach of parents is limited one. We don’t allow unfolding intelligence. There are rigid
boundaries, fixed beliefs and set formulas of culture.
In such scenario our habits take over and run us, like a machine. We’re stuck in our habits, repeating
the same patterns over and over again.
Authority, rules & regulation, and cultural conditioning are an act of violence on human spirit.
There’s a profound difference between conditioning and true learning.
Parents sacrifice their children to the culture with the best of intentions.
Parents sacrifice their true development to maintain the culture.
You can’t have love and law at the same time.
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Contest Culture and children !!!

Have you ever heard IIT guys committing suicide who could not cope with failure and high amount of
pressure?
Have you heard IITian who leave monotonous high paid job and venture into project that challenges
their creativity, gives satisfaction, and allows them to move on their own pace.
These guys are far more matured; no one would doubt their psychological state and in fact will value
their decision to get out of rat race.
Just imagine how much pressure a child of age 0 to 3 will be?
No species hold such a high expectation from their young ones, except human being. Instead of
carrying this sensitive being in arm for at least six months, we let him cry so he would become strong
human being and less pampered.
The moment he starts crawling and on the verge of standing, we are holding his hands and making
him walk because some tom, dick and harry has written in the book that so and so age you infant must
walk and you have seen your neighbour’s infant has started walking at the same age.
Your adult competitive mind is always in the future whereas brain development of infant is designed
for just for the present.
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One need to understand the physiology of child is not yet ready for competition; a child just born
cannot see more than 12 inches away and try to minimize too much stimulation.
A child learns crawling, walking, talking on his own. Nobody teaches him. An adult would take 10 to
15 years to learn what child learns from 0 to 3.
Recently I happened to read that many children if given freedom read on their own. I repeat for those
insensitive mortals – many children read on their own if given enough freedom and parents red stories
for them.
Your child learns everything around him effortlessly & joyfully. Some authors call this - casual learning.
Many insensitive mortals see world as a large jungle and trust in you lose, I gain. Such rogue mortals
never consider emotional state of their child, their interest, hobby, needs, but rather grades, points,
marks, etc. and painful part is this starts very early in class first or sometimes very earlier than that.
Good Grades, high point, fair report card decide emotional bond between parents and child. Winning,
victory, strengthen the bond, contrary to it weaken it.
To compare your child this way is undermining his self-worth, creating conflict and distorted
personality
What are the reason parents cannot see the truth?
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The reason is nothing but parents are not sensitive human being, their senses have become blunt,
they are clinging to their past and cultural conditioning. They are not adventurous and feel safe to be
with old ragged ideas. They have become timid and not ready to accept corrective measure.
More or less they have become machines, and move mechanically. Even so called intelligent being are
machines. In fact only so called intelligent being can be machines.
Bruce Lee, martial artist, spiritual seeker, has said that,” I don’t go with any strategy during combat of
martial art , no strategy is my strategy “
When life is dynamic how you can be so rigid to respond to it.
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A school !!!
One of the culprits of contest culture is nothing but your so called alma mater- school that focuses on
grades, marks and comparison. As if learning is some distant goal and it is to be achieved within given
time-frame like a business deal.
In our cut throat world of competition, too much importance has been given to memorization in
schools.
I remember in my earlier days of school to graduation, I have learned everything by heart. Those were
the days of good marks. Your self-worth, intelligence, bond with your parents, your parent’s social
status were relied on one dimension of brain - ratta mar, learning each everything by heart.
As far as I understand memorization is just one of the functions of brain, and if subject matter is
meaningful to you. You will remember the experience for long duration of time. Concentration,
attention, grasping, are then by product of it.
And if it is meaningless, you will have to undergo memory enhancing workshop and take memory
boosting drugs and what not.
Today you carry the world at your fingertips and the need to memorize information is almost nil.
The need of the time is calm, composed, emotional stable human being, who embodies curiosity,
flexibility, creativity and the intelligent ability to respond to ever changing world.
But with comparison, rewards, punishment, intelligence of human being is manipulated.
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Accustomed to rewards, praise, external appreciation he craves for it internally, expect approval from
outside. His ability to work, learn for the sake of fun is diminished. Being a slave of goody words makes
him easy prey for manipulation. In fact praise junkie such individual will always perform anything for
some distant goal, not for the sake for fun, enjoyment
Everyone comes in this world with endowed ability and no parents, no teachers have the right to
compare it with other and suppress it.
What one needs from 0 to 3 years and even further is
-Unconditional approval of parents, teachers, coaches, etc.

-Little comparison with fellow being,
-Less critical & judgemental about his performance, behaviour, action etc,
-Modest expectation or rather no expectation at all.
-No hurry with learning.
-No indulgence of praise and resort to violence in terms spanking, whacking, unpleasant glances, and
moral tones.
-No bribes of prizes, rewards, golden stars etc.
-Permissive to mistakes, errors, failures, more attempts etc
-Least usage of word -No & Don’t, never
Our human Life starts with cooperation. Have you forgotten amoeba? Life grows from one cells to
million with the basic pattern of cooperation.
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Suspending parent's agenda …!!!!!

It means to subjugate your onions, view, judgements and respond to the needs of others . It is a great
tool when you are dealing with your child.
Yesterday night my nephew visited my home; there are many motives behind his short visit.
First and foremost reason is I am not a threat to his being and there is no need for him to defend
himself.
Second is, not boasting about myself but my friendly gesture, interest in all his activities & make him
feel that I am on his side irrespective of his performance in studies, sports, etc.
Third is enough freedom to indulge him in computer games, creative talk, pranks, jokes etc.
This time I added one more vital reason to this list.
He is computers games buff and always looking for new games. This time he brought few games to
install on my PC. I personally dislike computer games, cartoons, & animated movies. I was about to
express my disagreeing views but resisted the temptation and did the contrary to it.
I started taking interest and kept asking all kinds of questions about the games. I further made few
suggestions about innovation of the game and proposed him to design a game with some freaky
avatar.
This time he was about to go to bed, but listening to all fascinating suggestions, his interest arouse.
Sleep eluded him for next one hour or so and he bombarded questions after questions about designing
games, software programs needed and time duration etc. He wanted to know each and everything
about how the freaky avatar to be made. Our discussion about designing freaky avatar went on almost
till midnight.
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Such inspired child should be enrolled straight to animation classes where he can learn about
animation, software programming, etc.
This way I realized what it was to suspend your agenda and to just respond to the needs of the child.
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Emphatic No, don’t & Never !!!

Wandering what is “No”, don’t & Never”??? These are the words child learns very early in his life.
From early life genetic make-up of a child is to explore the world around him. And this curiosity does
not allow him to be at one place. But life for parents becomes miserable.
That is why parenting is the toughest job in the world, & you will have to inculcate infinite amount of
patience, understanding, & inner strength. Your imposition & restriction on your child’s exploration,
expression of annoyance over their pee & poo, and shaming him ,are your old rigid inherited
behaviour.
Father eats sour grapes and grandchildren feel the teeth. Your influence goes down to at least three
to four next generations.
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Your child has entered a bathroom & playing in water. And you are about to explode your
disagreement. Hold on! This is not very dangerous scenario. Let him explore it till his quota of
experience is fulfilled.
Your child has shit on the floor and obliviously playing around. Hold on!!! This is not even dangerous
scenario. Defecation is very natural. Don’t condemn it. Without much judgement, joyously clean it.
Your child is running towards the edge of a half constructed balcony. Don’t hold on. Shout! & your
child will instantly know danger looming ahead. He will know you mean it. Probably he may not cry
also if you are setting the alarm bells ringing once in blue moon.
I remember a story told to me in my childhood “kolha ala re ala”(a story about a shepherd boy who
deceives villagers by faking the attack of a wolf) .But when the real wolf attacks no one helps him,
assuming the attack is fake.
If you are a parent who set alarm bell ringing in first two instances unnecessarily , when the real danger
is ahead, your child won’t listen to you and in fact will do contrary and will run towards balcony.
Just with an emphatic “No” your pet cat or a dog starts showing signs of submission.
Your child learns counter negative word “No” because he knows it holds power.
On physiological level when you use word “No often, scientist says mothers use it after every 10
minutes; your child’s whole energy is drawn to your survival brain rather than creative brain i.e. new
brain or neo cortex.
Such child will be always on guard and his one eye is on parents and another one on his exploration.
You cannot do two things together to learn as well as to defend.
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Judgement day of my nephew !!!

Exams in a school are not so tough but waiting for its results patiently and enduring insulting
comments of parents, while one is enjoying play is chilling.
Today my nephew, my sister’s son got his report card, and his days of free play are over momentarily.
There is tension looming largely at home. Strong and loving bond of parenting is at stake and have
become fragile. Parents are emitting fiery words of insult, humiliation and disgust.
Over the years there is onslaught on his personality from the entire dear and near ones. His unique
abilities & trait are compared with completely different individual of his class. He is made to feel guilty,
shameful and afraid of his behaviour, and his inability to score fair marks. The assault on his psyche is
carried in such a negative & harmful ways that it makes him feel worthless & useless. He starts living
negative world like stupid, foolish, and good for nothing and over the years become synonymous with
his psyche.
His whole life rest on the support of his parents so he is defenceless and cannot have his say.
His personality is bruised, self-worth injured, confidence weakened. He starts alienating from his
studies further and so does with his parents.
In this long hazardous process of schooling now he has no identity of own with which he can explore
the world , school has destroyed it systematically in the name of education.
School is a place where worth of a rabbit is judged by flying and worth of a bird is judged by hopping.
Both will fail disastrously and winner will be -The School.
To run a school for an education is basically completely wrong concept no matter how much school
boast of its philology.
It is paradigm conspiracy. School is nothing but money minting machine and they are not interested
in learning and teaching but manipulating children through some rigid & meaningless criteria of
intelligence.
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Parents are part of this conspiracy and not aware of it. The time they are aware of the conspirator &
conspiracy. That will be judgement day of school and its methods.
And no children will suffer Judgement day thereafter.
Amen! Amen! Amen!
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What is intelligence?
Intelligence does not mean to score good grades, ranks, etc ,(of course to score marks is needed when
it is the most, not always) but intelligence is an ability to behave in a certain way when things look
confused, strange and unknown.
The true test of intelligence is not how much we know how to do, but how we behave when we don't
know what to do.
The intelligent person encounter new situations or problems openly & boldly and gauges it thoroughly,
thinks about it resourcefully, never think about himself or his position in it.
He may fail at times but he never feels shameful over his failure and there is no need to please
somebody. There is certain attitude he is wearing than set pattern of feeling.
You will find such attitude in every child, less in young and old ,who is curious, courageous, ready to
learn, flexible and ready to embrace life. Such children are patient, can tolerate uncertainty & failure
and they never feel frustrated with failure and keep trying until solution emerges.
Unintelligent children find failure unbearable. Not to know answer is threatening situation for them.
Any new assignment is not challenge for them, but rather they feel nervous and their self-worth is at
stake.
The intelligent child explores life with no plan, & incomplete information. He moves in darkness
excitedly and hoping to find light and he does. He moves uncharted territory for sake the of
adventurous and in the hope to find something new & fascinating. He is confident of solution coming
out if he persists.
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A dull child will move ahead in life only when he is sure of everything. He would like to know further
experience in advance, else it frightens him. He feels world is unpredictable place and cannot be
trusted.
An intelligent child or infant is like inquisitive scientist, who is explorer of the world from cradle to
grave. He keeps inventing about dynamics life, does his exploration for the sake of pure joy and
learning is the by-product of it.
Such intelligent child is happy, calm, composed, emotionally stable and he does not feel need to do
certain things to gain approval of someone or please someone.
He is sensitive of the need of other human beings and trusts the self-worth of others, and never
manipulates someone for his benefits, never imposes his decisions on others, never judges and
categorizes others into good and bad.
He responds to present moment with fresh outlook rather any set pattern of culture or ready-made
answers.
Such intelligent person is always odd man amongst common population, challenging tradition, ideas
opinions, and accepting new, fresh and novel.
His philosophy is what works today at this moment is truth!!!
So are these people born or made? Everyone is born this way i.e. Intelligent but only education i.e.
school, teachers and parents systematically ruin them.
kedar kelkar
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Flowering Intelligence !!!!

Everyone is born intelligent, but culture wants xerox copies, and most of the infants are moulded into
cultural conditioning.
This starts when new-born arrives home in family, and tries to make sense of the world around him.
His sheer way of seeking attention is crying, fretting and fidgeting.
Taking a cue from baby, nourishment, cuddling, cooing, and rocking to be initiated but not on any
fixed schedule. Responding in such a way to his signals give him power over his environment, make
him confident of his abilities and allow him to express openly.
Even at this stage many infant will reject food, show their dislike for carrying in a particular position
or restricted in one place and deprived of audio-visual stimulations, disrespect to one certain person
by fidgeting in his or her arms.
This mean infant even at this age have their priorities, likes and dislikes set perfectly right and sure of
what they want.
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The real drama starts when infant gain power of

locomotion and starts crawling. This is an added advantage
to an infant whose signals has been responded positively
and has freedom to express himself openly without any
guilt & shame. He will explore his environment voraciously
and without backward glance to his parents.
He is somebody whose intelligence is still intact and not

altered. He has no accused face. His attention is not divided
on the activity and parents. He has undivided attention and
complete engagement of any activity. His action, behaviour
are not censored.
This is how intelligence is allowed to flower!!!
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Vested interest in Failure !!!
Do children have some interest in failure? Do they play strategies and games to elude failure?
Yes they do!!! All humans play games and strategies when their performance, behaviour, & action are
going to be judged by authority.
School is a place where we have categorized everything into right & wrong. And thus deprive children
of making mistakes, experiment, & gamble. Instincts & hunches are forbidden and incur number of
unpleasant situation.
In such situation classroom becomes dangerous, boring and confusing place, & learning go out of
window.
And in such threatening place priority of children is to be self-protective as they cannot openly
challenge authority. On the other side there are many who resort to mischief, rebel and labelled as
spoilt brat.
These strategies have their way through subconscious and so subtle and fine that they remain elusive
and one does not know consciously what he is applying.
What children face in the class is embarrassment, insult, failure, loss of status, wrath and fury of
teachers, painful situation of not knowing answers, giggles from their friends, and to counteract they
becomes deliberate failures & stupid, daydreams , yes man, etc.
They will adopt foolish smiles, fake cooperativeness, willing incompetence, and convincing nod and if
such strategies cannot be opted, they deliberately choose to disobey teachers.
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This is their attempt to preserve their intelligence, dignity and position in hopeless situation of
classroom.
This way they deny their intelligence to be used for meaningless drilling, repetition, and fragmented
learning of the classroom.
I remember many of my daydreamer friends, who would never come to reality of the world in a
classroom, no matter how much embarrassment and insult he would face. But the same guy would
be lively on the sports ground.
Many alcoholics, sportsperson etc choose same strategy of incompetence & stupidity to cope with
pressure and high expectation from them. So they choose deliberate incompetency and failure.
“Walking a tightrope, you worry about falling off; once fallen off, you don't have to worry”- John Holt.
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In the words of John Holt how Children Fail!!!

“They fail because they are afraid, bored, and confused. They are afraid, above all else, of failing, of
disappointing or displeasing the many anxious adults around them, whose limitless hopes and
expectations for them hang over their heads like a cloud.”
“They are bored because the things they are given and told to do in school are so trivial, so dull, and
make such limited and narrow demands on the wide spectrum of their intelligence, capabilities, and
talents.”
“They are confused because most of the torrent of words that pours over them in school makes little
or no sense. It often flatly contradicts other things they have been told, and hardly ever has any
relation to what they really know— to the rough model of reality that they carry around in their
minds.”
Only a few children in school ever become good at learning in the way we try to make them learn.
Most of them get humiliated, frightened, and discouraged. They use their minds, not to learn, but to
get out of doing the things we tell them to do--to make them learn.
They (Schools) make it possible for many children to get through their schooling even though they
learn very little. But in the long run, these strategies are self-limiting and self-defeating, and destroy
both character and intelligence. Result is limited versions of the human beings.
(if allowed freedom) School may then become a place in which all children grow, not just in size, not
even in knowledge, but in curiosity, courage, confidence, independence, resourcefulness, resilience,
patience, competence, and understanding.
Schools are on the whole bigger than they used to be, more depersonalised, more threatening, more
dangerous. What they try to teach is even more fragmented than it was, what Professor Seymour
Papert in Mindstorms calls "dissociated," i.e., not connected with anything else, and hence
meaningless.
what we think of as our most up-to-date notions about schools, teaching, and learning are either
completely inadequate or outright mistaken.
The schools cling more and more stubbornly to

their mistaken idea that education and teaching
are industrial processes, to be designed and
planned from above in the minutest detail and
then imposed on passive teachers and their even
more passive students.
John Holt
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Fear of being humiliated & insulted …. And participation in school concerts !!!
Recently two of my nephews were arguing very intensely over the issue of mandatory participation of
yearly concert to their mothers.
I remember my school days one of our authoritarian teachers would call each one of us in front of
packed class and make us recite certain dialogues. He would dismiss many of us with just a twist of his
head, or some derogatory click of his tongue or disapproving comments.
Many so called intelligent ones would feel rejection unbearable and tears would start trickling their
eyes.
The whole process was such horrible & degrading to our position in the class that many of us would
never attempt the trial out of subsequent threat to the dignity.
I had no option as this teacher was a family acquaintance; I was forced to be through the ritual of
humiliation. But to save my dignity, I would perform badly deliberately. Because to be a part of drama
is to live near a ticking bomb.
But there was no rescue, if you are not central figure or not petty character in the drama, the worse
would come with mandatory participation in patriotic dance performance.
Some of the memories of my awkward dance are still vivid; I would never ever look straight ahead into
the crowd but look sideways into the green-room and feeling big lump in the abdomen.
Today my one of the nephews displayed the same tendency, he would look sideways and his face
emitted fear, embarrassment and inadequacy. Another one is resisting her mother very hard over
participation in such programs.
I know parents have very good intention of well-rounded development of children. They don’t want
their children fall short in any way in the cut-throat world of competition.
But your intention is good but approach is completely

wrong. you have to allow to develop in him such qualities,
attitude and temperament that at growing age he can
peak himself at right time, learn new skills, and explore
uncharted territory with ease.
He learns to crawl on his own, walk on his own, & talk on

his own. There are instances when child writes on his own
and reads on his own.
Nature has its own pace, given freedom child picks up what is required in due course of time.
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“The continuum of experience.”
A few good principles to keep in mind:
(1) Children do not need to be "taught" in order to learn; they

will learn a great deal, and probably learn best, without being
taught.
(2) Children are enormously interested in our adult world and

what we do there.
(3) Children learn best when the things they learn are
embedded in a context of real Life, are part of what.
(4) Children learn best when their learning is connected with

an immediate and serious purpose
From George Dennison’s "The Lives of Children."
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Unfolding importance of language, story Telling, , Imagination !!!

Excerpt from Joseph Pearce’s work on language .
Infant starts learning language in the seventh month in womb, every word spoken, song recited, is a
vibration and it bring a muscular response in infant.
That is when a word is spoken, fetus response it with their set pattern of muscles.
Many scientist , psychologist have found that if fetus is spoken in utero, these sounds are responded
with certain muscles and even after birth such muscular response is visible .
So from the very beginning, there is this intimate connection between body, body movements, the
brain and the formation of word structures
For few months when infant is in arm phase and his visual world is not stabilized. He does nothing else
but looks everywhere and everything and absorbs enormous amount of information.
Once auditory and visual world stabilizes around a year. Language and locomotion starts developing
and child starts asking question pointing finger at the objects. Once the object is named, brain build
single neural pattern of a word and an object. This is how child learn concrete language.
The word doesn't stand for any particular thing for child; just as an adult can distinguish & use a word
& an object.
Ask a 2 year-old child to say the word hand, and he

moves his hand when he says it. Because hand
means something very tangible, something very
concrete. The word and the thing are the same to
the early child.
Children at this early age can’t deal with

abstractions.
At this stage word is just object for child. But

suppose object is not present (not be felt through
sensory system) and word is used. Here we have
just the name of the object, so brain comes up as a
substitute we can cope with.
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The brain will create an inner sensory image in the absence of an exterior one.
Here is where words stimulate not the sensory motor system, and not the emotional cognitive system,
but the highest cortical (new brain) systems of the brain.
We are not just processing what the reptilian brain (oldest brain) and all the other animal brains can
do, but creates an image that doesn't exist at all into us.
One of the research says though it is still hypothetical is that the capacity of brain to operate entirely
on imagery. it communicates information through images.
Even congenitally blind child think in images. Congenitally blind teenagers can even solve spatial,
geometric organizational problems far better than seeing children. Why? Because they have
developed such an acutely accurate, internal imagery process.
Kedar Kelkar
Story Telling, and Let’s Pretend and other games !!!

This leads us into play, storytelling, let’s pretend game, etc
When we have elaborate talk with our children or at home amongst us. Children want to be a part of
this discussion even at a younger age. They start responding with internal imagery in every case that
they can.
Just see what happens when child is listening a story, “The job is so enormous that children go into
total entrainment. All of the energy moves into this creation of inner imagery. They go catatonic. Their
bodies stop all movement, their jaws drop down, their eyes get great big and wide, and they are
literally not in this world. Their eyes are wide open, but they are not looking at anything outwardly.
They are looking at the marvellous world that is forming within”
With storytelling brain must create entirely new pattern. Every new story means new neural
connections creating vast sensory maps in the brain. It is not number of neurons in the brain but
number of neurons connections.
With each new story brain must expand ,expand & expand its operations- auditory, visual, sensory
field.
What is the reason Child wants to hear same story over and over again?
Brain connection gets established with a story told but this connections have to established firmly and
once connections are establishes and (Repetition stabilizes the new neural links brought about in such
activities. This is called myelination. ) become permanent pattern. He moves on with next story.
At a certain point the child will act those inner story pictures out in imaginative play, projecting their
inner image on some outer object.
When one object stands for another object in this fashion, metaphoric and/or symbolic action takes
place. Metaphor and symbol are the foundations of all great intellectual ventures later in life. All
alphabets, numerals, and written signs are metaphoric or symbolic
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Our ability, later on, to understand notations such as 2 + 2 = 4, E=mc2 etc, depends on metaphoric
transference in the brain system, i.e. the ability of the brain to take one kind of imagery and turn it
into the imagery of pure abstract thought.
There is a direct correlation between the use of descriptive language—that is, storytelling in early
childhood—and the capacity for abstract thought, math and science being based on languages that
are more abstract than concrete language. Got it.
As Lev Vygotsky, the great Russian psychologist, said, “They want to modify the external world by the
internal world, and play in a world of their own creation.
The inner image in the absence of the exterior image. This is where words can stimulate the highest
cortical systems of the brain. Storytelling , talking , play are the foundation of imagination , & creativity
& abstract learning.
Imagination , that Einstein calls more powerful than knowledge, is nothing but using or crating internal
images when object is not present.
Children have a neural structure that is absolutely open-ended and infinite. They can respond to any
and all possible models and build a corresponding structure of knowledge about it according to the
nature of the models. If they're not given the models for these possibilities, nothing happens, and age
eleven they'll be left with only the neural feelers that have been stabilized, activated, and put to use.
At that point we find an 80 percent reduction in the brain's capacity.
When Einstein was asked how to develop the best scientist in the world, he replied, “Tell them stories
as little children.” He wasn't kidding.
Imagination is more important than knowledge, but we have tossed this simple wisdom out of the
door.
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Beginning of conversation !!!

Human infant has inherent desire to imitate their environments; they want to do the things adults do,
they want to be part of their surroundings.
They see adults make some sort of sound with their mouth, gestures, and facial expressions. They
have learned from their observation that the sound made by adults make things happen. They want
to make sense of these spoken sounds. They want to be part of their conversion& want to make things
happen with their voice.
Their position is like an adult who is thrown on to a completely different planet that does not make
any head or tail of anything. Any adult thrown onto some other planet has at least some background.
Today scientist claim that inborn does not see the world the way we see it. Inborn just sees chaos,
confusion & mass of different shapes, sizes & colours. They look at our world as one whole and cannot
form system out of it. The chair in the room is part of the whole.
That is why if it is not the room, it stops to exist into the room (Object permanence). As inborn gets
older, he can form a system out of mass of objects.
Language acquisition also is one of the most courageous leap in their development. To children our
language must be some sort of gibberish.
What can I do with my babbling if I want to tell something that is very important ? I may not have
much self-control, I may become agitated, enraged, and begin to cry.
That is what happens to the child of one or two years. He wants to show by one word what he wants
us to know, but he cannot and hence tantrums.
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Most of the Children learn emotional part of language long before they start speaking like an adult.
We see infant resisting eating food by turning their neck, or expressing happiness, sadness, distress,
anger etc with their body language and emotional states.
And then comes time they understand everything about the world and but have no adult language
but babbling, stammering etc. Here they are making tremendous effort to make them understood and
trying to get response from caretaker.
At this stage of life child needs curious, attentive, sympathetic caretaker. Because it is on trial & error
business. If he finds that he cannot get his most important thoughts and feelings across to other
people, he will be seriously hurt. And he will decide there is not use trying.
At this their repeated stammering sometimes difficult to understand, they are trying hard to convey
something, we must try hard to decode his language. If this is not possible we can at least be courteous
and respectful towards them and keep asking questions to what he means.
We need persistent and resourceful parents to enhance their verbal skills.
At this stage child is seen pointing at every object and asking word for it.
A child at this stage likes to hear adult conversation and sit quietly for long time.
They will use certain sentences, patterns, used by adult in different context; they will wait for long
time before situation appears
A child at this stage collects enormous quantity of useful data, as well as random useless data. Most
the skills children learn is by trying to do them , making mistakes and correcting them. Mathematicians
call this "successive approximations. They do something, compare the result with the desired goal
(doing it the way bigger people do it), see some of the differences (their mistakes), and try to reduce
these differences (correct their mistakes).
They do not learn to speak by practicing skills of speech. They learn to speak by speaking.
If we are trying to teach speaking, they will never ever learn.
One way to help children learn talking is to be natural & speak to them as if they are adults & and let
them be around when we talk to other people.
Ref John Holt.
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Existential qualities of children…….!!!

Let me share one incident that took place at my home.
One of my cousins visited my home after long time with his wife & son. I instantly opened conversation
with his son, studying in class 1 st about his school, class, sports, computer games & so on.
He enjoyed my company & was not bothered with any of my interesting questions. Of course many of
questions were not probing in nature and insulting to his self but in fact were supporting his freedom
and making fun of school, parents, and teachers.
Some of questions like तू आई ला आिण शाळे त िकती ास दे तोस ?
I am sure he must not been treated courteously & respectfully at any other place he visited.
Generally nobody bothers to be attentive towards children and they are supposed to be submissive &
obedient.
His grandmother had overnight stay at my home & she called back her home casually. This guy named
Tejas asked his granny about my relationship with me . Once he knew I was his uncle. He had praised
ME a lot and he liked ME the most. And said," कसला भारी आहे तो काका मला आवडला !!!
Le t me decode the hidden message. Though he has praised ME immensely, what he liked is not ME
(That is just incidental), but the way I have treated him respectfully and made him feel just like any
other adult. He must have been felt alive, & existed.
Many times children sitting in a lap of their parents don’t allow their parents to talk to guest or just
distract their attention by asking something, just to feel alive or to be part of bigger people
conversions. They do not have a wicked intention to disturb their parents or want to boost their ego.
Their mischief, grumpiness & tantrum have existential qualities.
An adult if not spoken or paid attention in a party, meetings or gatherings feel insulted. Why? This is
more or less concerned with their EGO (social mask).
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Your child is what you are , not what you instruct him !!!
Recently my nephew visited my home, we all were watching India’s one day match or something like
that and it was almost over, and we were switching over to CID once in a while. He is used to watching
CID, I mean his father & mother.
When he was not allowed to watch CID for short period of time, he gave mouthful to his father in front
of everyone. My sister was furious with him, I ignored it completely and went to the kitchen on the
pretext of drinking water, but I knew it was not his fault but only his father was speaking through his
mouth.
I know his father very well, the mannerism, gesture, speaking habits, and it was straightforward that
his son would imitate his ways.
Joseph Clinton Pearce says in this regard that ,"
"We basically are cultured through a form of hypnosis. Around about age seven the child becomes
acutely susceptible to suggestion, of the ideas implicit in his society -- that is, the ideas his society gives
him of his place in the universe, what the whole show is about, his capacities, his limitations, and so
on -- and imprints to those through his intellectual brain fully ninety-five percent of all learning and
memory that the brain lays down in that neural patterning takes place beneath conscious awareness."
"Only five percent of those neural patterns will result from all of our training of our children, all of our
disciplines of our children. All of our teaching of them, and so on, can only account for about five
percent."
So we’re unconscious of most of what we impart to our children. And so do children.
But our verbal instruction and non-verbal signs are just opposite. We speak something and our body
language displays something. Most of the time we convey messages 90% of through body language
and just 10% through verbally.
The child is living in the unconscious of the parents. - Carl Jung
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How children learn reading on their own!!!

This is little surprising title but very true. Children read on their own if
1) Story telling is regular & significant activity at home like eating, sleeping, travelling etc & parents,
sisters, brother, grandparents are good at it
2) If both the parents are seen reading books, magazines, etc
3) if books are part of children's surroundings.
4) last but not the least he is not hurried into reading, not asked about it, not made feel bad about it.
5) if sufficient time is given for messing up & guess work , hunches, gut feeling.
This way you are directly sending a message to learn reading on your own just he leans to talk on his
own and no system in the world can teach him talking.
A child who is read stories in a substantial amount will be enormously interested in reading, as we
have seen in earlier article, child will ask to read one story often and often till his brain connections
gets established firmly, but by the time he will be familiar to the phonetic (connected with
pronunciation of words). Gradually before you read words, he will start reading on his own in a faint
voice & gradually louder.
With his basic knowledge of phonetic child will make huge effort on his own in his leisure to make
sense of the books.
Now a days school phonetic class has been hyped in school. It may help a bit, but it is fragmented &
isolated approach. what helps is interesting & fascinating books & real life situations.
Of course he will need help in course of time but sensitive & proud children will not tolerate
interference like probing their reading skills, judging his competence, checking his understand,
correcting them often, & teaching him when not asked.
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In this case he may lose interest in reading, & will not inculcate habit of reading just for the fun.
John Holt on correcting children
“A word to the wise is infuriating."(Not to be too quick to point out and correct mistakes).
A word to the wise, or even the unwise, is infuriating because it is insulting. When we teach without
being asked, we are saying, in effect, "You're not smart enough to know that you should know this,
and not smart enough to learn it."
For the same reason, a question to the wise, if it is a probing

question, a quiz, and not a true request for information, is
often just as infuriating, because it implies, insultingly, that
the person quizzed doesn't know the answer.
Little children getting furiously angry when their kind and

loving parents, meaning only the best, try to give them help
they have not asked for. Children are perceptive and
sensitive, and very easily hurt, humiliated, and discouraged.
We should even be careful about mentioning mistakes

which they have themselves corrected. They may not like to
be reminded of them.
But we must be aware that their ignorance and clumsiness

are often painful to them, and we must be careful not to rub their noses in their own weaknesses.
Parents who do everything well may not always be good examples for their children; sometimes such
children feel, since they can never hope to be as good as their parents, that there is no use in even
trying.”
Last but not the least we must give plenty of time to mess up the random information (both useless
& useful) children learn. With time & situation children learn to apply it on the outside world.
Their initial application is faint & tentative and they are not sure of themselves, they test these
hunches, & with positive response these hunches are confirmed.
The more child uses his ability of hunches, the more he will understand his mind better.
If no time is given to develop self-correcting (hunches), the child will start looking for readymade adult
answer, or will say,” I don’t know”. Is it right?
Remember your child learn the most difficult part of language first i.e. language itself and not
phonetics, grammar, structure etc.
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Writing , a way of expressing ourselves silently !!!

Many parents want their child to learn writing, what is writing?
There are two parts of writing
One is to learn skill of writing i.e. learning the alphabets, grammar, structure etc which is learnt in a
school.
Other is to learn to write our thoughts, views, feelings, etc, which is also a part of school curriculum, I
have not learnt in my school but rather after finishing school.
So in a broader way writing is a way of expressing human emotions, thoughts, views, etc. than just
learning skills of writing.
Talking helps us to express ourselves loudly and writing silently.
In a traditional school it is never taught that writing is a way of expressing our feelings & thoughts.
The plight of such school is one is never allowed to express his heart.
It is a teacher who talks and learns a lot whereas a child is passive and learns nothing.
In my school I was allowed to talk only in two classes drawing & sports, rest of the time our teachers
used to talk, question, probe etc. There was no healthy discussion & we used to see how we escape &
dodge from dead, dull & artificial place, by keeping one eye on our activity & other eye on teachers.
We were never given a feel on my school that writing was a way to say something and it was exciting
and fascinating.
I remembered one small girl , having vernacular background who was admitted to class 3rd in English
Medium school(school where I was teaching) , wished me on Diwali and realized the ,meaning of “
Happy Diwali” just by writing it.
Many children make their own story books with lot of pictures & names at bottom to express
themselves.
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Talking or expressing yourself without fear and writing are interrelated activates.
You talk about something that interests you. You write about something fascinating that you want to
convey to other person.
If you have something to say – you will talk to other person or you will write it down on piece of paper.
That is why learning the skills of writing first and then find something fascinating to write is a
dangerous strategy . By the time you learn the skills of writing, you tend to have nothing to say or lose
interest. It takes years to master writing with its grammar, rules & regulation, structure etc.
John holt,”The sensible way, the best way, is to start with something worth doing, and then, get
whatever skills are needed. If we begin by helping children feel that writing and reading are ways of
talking to and reaching other people, we will not have to bribe and bully them into acquiring the skills;
they will want them for what they do with them”
This loss of skill and interest in talking affects every subject in the standard curriculum. For example,
take writing.
A child who does not talk will not have many things that he wants to say, and hence will not know
what to write about.
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Lifestyle of my nephew & Value of Suffering in life !!!

All parents complain about their children’s lack of interest in studies and lacklustre way of looking at
future.
My nephew is no exception to this way of the world, of course he has not been born with this trait.
His parents have helped him to master this art of fooling around or lazing , which they have started
hating it now.
He is computer games buff, and does not miss a chance to play games at home on his computer &
parent’s mobile. If by chance he is at my home, my father’s smart phone is under assault. Most of the
time he teaches lesson to his father & grandfather either by deleting whole stuff of mobile or by
installing whole new games and zooming your mobile bill . This one activity is enough to occupy him
for long stretch of time. His recent invention is all face book games.
If computer and mobile games are not around, never worry !!! TV keeps him occupied for eternity. He
can enjoy & savour wide range of programs CID, TARAK MEHTHA KA ULTA CHASMA, CARTOONS &
what not.
Third, but not the least he has developed fine taste for delicious & yummy food, & has voracious
appetite to gobble it down any kind of gorgeous food any time of the day.
His father is a designer in multinational, and mother is a teacher. And life is a bed of roses. Everything
is spoon fed. Unless beaten & threatened he never bothers to look up into books.
The comfortable lifestyle has made him lazy & lethargic, and he does not value the luxury & lavishness
of being at cosy home, ready-made food served, TV, mobile & computer games at disposal, recent
movies at movie hall provided by his parents. In fact he takes generosity of his parents granted and
thinks that it is birth right to have all fine things.
Life is always two sides of the coin, success & failure, happiness & sadness, etc.
Now he is just 13 years, if he is allowed to have his ways, after puberty he will add more reason to his
list.
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It is lopsided development of life and need other half of life desperately. Suffering, hardship, adversity,
pain, agony are as essential as comfort, luxury, lavishness.
I strongly feel sometimes you need conscious suffering i.e. deliberately putting yourself into suffering,
agony, hardship etc.
Conscious suffering is just going against personality or conditioned being. After six days of work, you
go for hiking, or boot camp, etc. Many work hard in the gym. Some run. Few dance.
These are the way we challenge our body & mind. when we run last lap to the ground or last set of
the weight training, your personality resist, but you overcome it .sometimes encouraging yourself or
at times help from friend, trainer, coach, teacher etc. Here you have coach, friend, etc to fall on in
case you fail. Many coaches consciously make the life of players miserable so that their best potential
can come out
Parents are nothing but coaches. Their job is two folded one is to ensure their child’s basic needs like
food, studies, comfortable home etc are fulfilled & provide unconditional support. Read the word
unconditional* twice. If your love, support comes with a mark *, you will lose your child a bit every
day.
Be non-judgemental and allow develop rapport. Here support mean emotional, psychological, etc so
in any sorts of high mental & physical agony your child has a strong, confident individual who can
absorb all shocks.
And second is to ensure your child faces some sorts of stressful situations which you think he can
handle himself. The best strategy from early infancy, when your child is crawling, is to “never do
anything that your child can handle himself. No infant will like to be helped in their play, walk, etc.
They will like to perform all hard tasks on their own. Any help given when not required can arouse the
infant with great protest. The key word is “Never help him unless asked”.
There are many situations in our daily life which are challenging & demanding, but at the same time
safe & harmless.
Two attitudes of parents are two sides of the coin, both are essential, lack of reliable figure and too
much stress will create coward & fearful being. Lack of hardship, pain will create lazy & sluggish being.
Both in right amount make life better.
Sufi Master Gurdjieff has used the technique of

conscious suffering in his “work”. He used to insult
disciplines, get angry with them and disturb their
fake personalities. He used to consciously ensure
their disciplines are under some sort of stress,
weak ones would leave him, and strong ones would
develop incredible will. He would tell them to be
CONSCIOUS during such disturbing situations.
He would say “suffering has value if it is tolerated “
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Random thoughts of Carl Jung on Children !!!

Carl Jung spoke of the child living in the unconscious of the parent. The parent’s implicit beliefs and
expectations are decisive factors in the formation of the child’s world-self views, even when not
spoken or expressed (by the parent) in any way.
Jung found that the parents of a neurotic child (neurotic means full of conflict) were “fanatical” in
wanting to “do their best” for their children and “ to live only for them. ” Rather than help the children,
this attitude created a monster, because the focus had turned from the parents’ own growth and
development to their forcing their “best” down their children’s throats. Jung felt this “best” was often
the very thing the parents had neglected in themselves.
The psychic state of the parents was most often the root cause of the child’s dilemma.
He saw little point in treating the child when the real problem lay with the parents. And he felt parents
“should make it a duty to work out their inner difficulties for the sake of the children.
Neurotic states are often passed on from generation to generation, like the curse of Atreus.
Jung saw how society labels children as “problems” when most often the real source lies with the
parents and the home environment they create.
Parental efforts toward their own individuation, and their work to

become conscious of the unconscious were Jung’s most frequent
prescription for healing what ailed a problem child.
The child is holding up a mirror to the family’s domestic reality,

and presenting his parents with the opportunity to grow and move
more fully into an authentic way of being.
The things which have the most powerful effect upon children do
not come from the conscious state of the parents but from their
unconscious background.
It is of course not possible for parents to have no complexes at all. That would be superhuman. But
they should at least come to terms with them consciously; they should make it a duty to work out
their inner difficulties for the sake of the children.
If there is anything that we wish to change in our children, we should first examine it and see whether
it is not something that could better be changed in ourselves.
As you are unconscious doing your acts, the child’s

unconscious mind is recording them one after the
other
The things which have the most powerful effect

upon children do not come from the conscious state
of the parents but from their unconscious
background.
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Discipline !!!!
Discipline is a hallmark of my mother’s character. Not only my mother but her brother, sister etc. It
runs in their family.
Probably grandpa must have eaten sour grapes and his grandchildren have been feeling their teeth
sour. It is obvious if you are moulded in one particular way you tend to think that is the best way in
the world & most effective way.
Their idea of discipline stems from obedience, doing what are told, following authority, working in
patterns, etc.
This way you are not open to another, you are intolerant to other ways, you are prejudiced & biased
towards one way.
And to discuss with such rigid people about any issues is to incur in to dangerous verbal spat. आ बैल
मुझे मर !!!
Remember you cannot have intelligent discussion with them. Or share some piece of information with
them which is of outside their genre.
They will either plainly refuse such views exist or start arguing
in favour of it as if it is their own ideology.
Joseph Pearce says ,”The root meaning of the word discipline is

disciple, which meant originally to be a joyful follower. True
discipline involves no coercion, no external rewards or
punishments. The disciple joyfully follows the teacher”
Osho on a commentary on Patanjali Yoga Sutra says,” This centring Patanjali calls discipline –
ANUSHASANAM. The word “discipline” is beautiful. It comes from the same root from where the word
” disciple” comes. ”Discipline” means the capacity to learn, the capacity to know. But you cannot
know, you cannot learn, unless you have attained the capacity to be. A disciple means one who is
centred, humble, receptive, open, ready, alert, waiting, and prayerful.
Your children will be joyful follower, open, humble, receptive, alert only when he finds joy in the
activities he does & finds them sensible & meaningful.
His performance is not judged & criticized all the time.
He finds people around him are tolerant, patient, and loveable and he is accepted as he is.
Such child will never need any kind of restriction & order, he will emerge as self-disciplined , sensitive,
gentle guy.
Only when he is required to be disciplined , when YOU want to impose on him something you think is
right. Sure enough he will be spoilt brat, mischief monger, irritating ,destructive ,violent & throw his
tantrums often.
Spare the rod, self-discipline the child.
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World’s Deadliest - Human or Animals !!!

Today I have watched a series named World’s Deadliest on Nat Geo wild. This program was about
deadly animals and their deadlier young ones.
One of the species of birds lay three to four eggs and these eggs are hatched one by one , not all at
once. So the first once hatched is stronger than
others , subsequently gets more food . With
progressing days stronger one get stronger and
weaker one weaker. One fine day stronger one in
struggle to get food, pushes the younger chick out of
the window. Mother bird watches this cruel drama
passively and never interferes. This is the nature’s
way to keep the number of the species in check.
When young male lion in the jungle mates lioness, they kill her cubs to get her back into heat as early
as possible and pass their genes. This strategy of male lion keeps their number in check.
It has been found many species (mother) in times of shortage of food, will either leave their young
ones or eat one of them to nourish themselves.
Some species kill their young ones if they are weak, have infection and their survival is difficult.
This seems to us very cold and insensitive but this serves evolutionary purpose in the world of animals.
The
behaviour of animals are driven by nature. They are impulsive & instinctive. And can perform only set
pattern of actions.
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To me animals are just machine and serving purpose of nature. Without animal machines whole
nature on earth will collapse and it will be a dead planet.
With their set patterned behaviour harmony of nature is kept, equilibrium of earth is maintained.
Their pattered behaviour is beneficial to us.
Their patterned behaviour is normal to their surroundings.
Do humans resort to any strategy to keep their number in check? Yes they do. How?
Many psychologist, anthropologist, scientist, researchers believe that it is not war, terrorism, natural
disasters, environmental causes that will wipe out humans from this planet. All these causes are just
visible on surface, but they are incidental to root cause.
In the words of Joseph Pearce in his book “Biology of Transcendence”

“Montessori claimed that humankind abandoned in this early formative period becomes the worst
threat to its own survival. Allan Schore’s research shows that a form of semi-abandonment happens
to us all, perpetuates our culture, and seriously impairs our emotional relational system itself. “
Osho spiritual master spoke about sufferings,
"If someone opts for suffering he does not suffer alone, he makes many others suffer with him.
Unhappiness is a contagious disease: a single unhappy person can be the cause of the unhappiness of
thousands. It is impossible that an unhappy man can make another happy. How can he give happiness
to another when he refuses to take it for himself. Remember, we can share with others only that which
we have, not what we don't have."
"One who has turned his life into a bundle of hurts and wounds is going to be the cause of much
suffering in the lives of many people around him. "
"Remember, when you choose unhappiness, you are not choosing it for yourself alone, but for the
whole world as such.”
Psychologist, anthropologist, scientist, researchers opinions that negligence towards children in their
early life will wipe out the world than any other way. And or it will be one of the biggest cause of
human elimination on the earth.
Family is miniature of the social system & the world. You want to see better world , make family better.
And the world will be taken care by itself.
check out the attached picture of parenting style throughout history.
siblings rivalry
https://www.youtube.com/watch?v=YREw5vXHPBs
Kedar kelkar
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Random article on Tamil book , but absolutely spot on !!!

िथ व ुवर" ही पाच हजार वषापूव िलिहली गेलेली तािमळ संिहता आहे .. मानवी वतणुकीवरचे हे एवढे जुने शा ,
पण ातील त े आज ा िव ान-तं ाना ा युगातही जशास तशी लागू होतात.
1. तुमचे मूल तुम ाशी नेहमी खोटे बोलते याचा अथ ा ा ेक चुकी ा वाग ावरची तुमची िति या
अितशय कठोर असते..
2. तुम ा मुलाला तुम ाशी मनातले सव बोलायला, मन मोकळे करायला तु ी नाही िशकवू शकलात तर तुमचे
मूल तुम ा हातातून गेले असे समजा..
3. तुमचे मूल कोणासमोरही अनाव क पणे दडपून जात असेल, नको ितथे एखा ाचे वच ीका न ा ा
अपे ेनुसार वागत असेल, तर समजा की तुम ा मुलाम े आ ित े ची कमतरता आहे आिण ाचे कारण तु ी
ाला ो ाहन कमी आिण स ेच जा दे ता..
4. कधी कधी आपले यो असूनसु ा जग आप ाला चूक ठरवते; अशा वेळी ठाम रा न तः ा भूिमकेचे समथन
करता आले पािहजे. तुमचे मूल इथे कमी पडत असेल तर ाचा अथ असा आहे की तु ी ाला सवा ा दे खत िश
लावायचा सात ाने य केला आहे ..
5. तुमचे मूल दु सया ा व ू घेते याचा अथ ा ासाठी तु ी व ू तर घेता कदािचत पण ाला ती व ु तः

िनवड ाचे ातं दे त नाही..
6. तुमचे मूल िभ े आहे कारण तु ी नेहमी जरा जा च त रतेने

ा ा मदतीला धावून जाता..
7. तुमचे मूल इतरां ा भावनांचा अनादर करते याचा अथ तु ी

ा ाशी संवाद साध ाऐवजी सतत सूचना करत राहता आिण
ा ा वाग ा बोल ाचे िनयं ण कायम तःकडे ठे वता, ावर
नेहमी अिधकार गाजवत राहता.
8. तुम ा मुलाला फार पटकन राग येतो याचा अथ ा ा चुकी ा

वाग ाकडे तर तुमचे चंड ल असते पण ा मानाने ा ा
चांग ा वाग ाची तु ी आिजबात दखल घेत नाही..
9. तुम ा मुलाला इतर कुणाब ल असूया आहे याचा अथ ाने

एखादे काम यश ी पणे पूण केले तरच तु ी ाचे कौतुक करता;
मा ाने ा ा धडपडी दर ान तःम े पूव ा मानाने
न ीच काही सुधारणा केले ा असतात - भले ते काम ाला
तुम ा अपे े माणे पूण करता आले नसेल पण अशा
सुधारणांब ल तु ी ाचे मोक ा मनाने कौतुक क शकत
नाही..
10. तुमचे मूल तु ाला मु ाम ास दे ते, खो ा काढते, तुम ा भावनांचा िवचार न करता तुम ा कामात य
आणू न असुरी आनंद िमळवायचा य करते याचा अथ तुमचे मूल णून ाला हवी असलेली शा र रक जवळीक
व ा आपुलकी ा शातून होणारी तुमची माया कमी पडली आहे ..
11. तुमचे मूल तु ाला मुळी जुमानतच नाही, अगदी उघडपणे तु ाला धुडकावून लावते, याचा अथ तु ी बयाचदा
नुस ा पोकळ धम ा दे ता पण ा माणे कृती कधीच करत नाही..
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12. तुमचे मूल तुम ा पासून गो ी लपवते, तु ाला कळू च नये णून य करते याचा अथ तु ी ाला समजून
ाल याचा ाला िव ास वाटत नाही उलट तु ी राईचा पवत क न आकां डतांडवच जा कराल याची ाला
खा ी आहे ..
13.तुमचे मूल तु ाला उलटे बोलते, दु रे करते कारण तु ांला ाने इतरां शी असेच करताना अनेकदा पािहले
आहे ; ामुळे ात काही गैर आहे असे ाला अिजबात वाटत नाही..
14. तुमचे मूल तुमचे तर ऎकत नाहीच; उलट इतरां चे जा ऎकते आिण ां ा स ानुसार वाग ाचा य करते
कारण तु ी फार पटकन िनणय सांगून िकंवा आपले मत दे ऊन मोकळे होता हे ाला माहीत आहे ..
15. तुमचे मूल तुम ाशी बंडखोरी करते कारण ाने हे प े ओळखलेले आहे की काय यो आहे यापे ाही लोक
काय णतील , हे तुम ा लेखी जा मह ाचे आहे ..
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Brain & Television !!!

1)Television anaesthetizes our higher brain functions and disrupts the balance and interaction
between the left and right hemispheres.
The left hemisphere is the critical centre for reading, writing and speaking. It is the place where
abstract symbols (e.g., the letters of the alphabet) are connected to sounds (phonic skills).
Distraction of TV get our attention momentarily but keep us operating in our lower core and limbic
brains( animal brain)
2) The lower brain can't distinguish between images that are real or created on TV, because
discrimination is the function of the neocortex.
when the TV presents sudden close-ups, flashing lights, etc. as stimuli, the core-limbic brain
immediately goes into a "fight or flight" response
With the release of hormones and chemicals throughout the body. Heart rate and blood pressure are
increased and blood flow to limb muscles is increased to prepare for this apparent emergency.
Because this all happens in our body without the corresponding movement of our limbs, certain TV
programs actually put us in a state of chronic stress or anxiety.
Studies have shown atrophy of the left hemisphere (in adults who are chronically stressed and only
functioning from their core-limbic brain. Even as adults, what we don't use, we lose.
3) Television seems to have a profound effect on our feeling life and therefore, one could argue, on
our soul. As human beings, we become detached from the real world by watching television .
Nevertheless, while reading a book (that doesn't have a lot of pictures) the child's mind creates its
own pictures and has time to think about them. These thoughts could actually lead to ideas that inspire
a child or adult to action. TV does not give time for this higher level of thinking that inspires deeds.
4) Watching television often eliminates the part of our brain that can make sense of, analyse and
rationalize what we are seeing. We don't forget what we see.
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The limbic brain is connected to our memory, and the pictures we see on TV are remembered -- either
consciously, unconsciously or subconsciously.
5)The problem with television is that children get

used to not using their imaginative thinking at all, and
they don't exercise that part of the brain (the
neocortex) that creates the pictures.
Children are not reading enough, and we aren't

reading or telling them enough stories to help their
minds create pictures.
Creating pictures is not just entertaining, but the foundation of our dreams and higher thoughts
(intuitions, inspirations and imaginations). We dream, think and imagine possibilities of the future in
pictures.
6) Keep the television turned off as much as possible. One author recommended avoiding television
as much as possible for the first 12 years of your child's life and then encourage your child to always
read the book first before seeing the movie.
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To Me or Not to Me? That Is the Question!

Excerpt of Origin of Self as Self-Defence !!! From the book Magical Child Joseph Chilton
Pearce.
We encounter an intense experience, either pleasurable or painful and an image of this experience is
recorded as memory. This is repeated over and over again, building up patterns of personal images,
day after day. Most often, when we refer to our “self”.
The evidence suggests that Optimum Learning Relationships begin when justifying and defending the
image ends. It is really that simple.
The less energy we invest in justifying and defending our self-image, the more attention and
intelligence we have for learning and performance. Learning and performance increase as the
demands imposed by our self-image decrease.
The images we have of ourselves feel very important, perhaps supremely important, and extend
beyond our physical and environmental histories to encompasses everything we have learned, all our
beliefs, likes, dislikes, and opinions
If someone challenges a strong belief it feels like they are attacking “me.” We take it personally. Are
beliefs part of our self-image? Apparently they are. Just about everything we know becomes part of
the image, and we construct from these images an individual identity.
The image rises to the surface most often when we feel threatened.
Research reveals a peculiar absence of self-

image (and its defence) during moments of
extraordinary learning and performance.
When we feel safe, completely safe, and
engaged in the present moment or activity,
our self-image disappears
According to Allan Schore, Ph.D., author of the

ground-breaking book Affect Regulation and
the Origin of Self: The Neurobiology of
Emotional Developent,
"our self-image begins to form between twelve and eighteen months of age, when we leave the safety
of mother’s arms and become mobile."
Increased mobility brings with it greater risk. To temper our wild explorations mom, dad and
caregivers begin to say “No.” Every nine minutes a No! or Don’t! blocks the toddler at the time of his
or her life when the greatest learning is designed to take place.
“No” is a threat and threats must be defended against. The defensive response to a perceived threat
creates the image.
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The mother accuses the child just by her look. Her accusative look warns the child that the action he
or she is taking or is about to undertake will break the bond. This becomes a permanent imprint and
we carry that accusing face with us, lifelong.
Driven by nature’s imperative to explore the world, the child is now threatened if he or she does so
by the caregiver with whom he or she is equally driven to maintain the bond.
The resulting conflict sets up the first major wedge in the infant’s mind. The toddler and young child
will maintain what integrity they can, but eventually will split and become one of us. We then speak
of the emergence of the child’s “social self,” by which we mean he or she has adopted the enculturated
mask we adults have learned to wear. And this is the mask we and they eventually identify with,
become, and defend, forgetting who we really are.
Over time our reaction to “No, don’t touch that,” “Do this, not that,” becomes a pattern, a conditioned
reflex. Whenever we feel threatened, physically or psychologically, there is a loss of safety, a loss of
love that demands a defence.
Reduce or eliminate the threat and the need for the defensive image disappears. When the image
disappears, the energy and attention used to sustain the image can be playfully invested in learning
and performance: pretty simple.
Once shame is imprinted there will never again be “unquestioned acceptance of the given,”
The mind-brain is designed for astonishing capacities, but its development is based on the infant and
child’s construction of knowledge of the world as it actually is.
Children are unable to construct this foundation because we unknowingly inflict on them an anxiety-
conditioned view of the world (as was unknowingly inflicted on us.)
Childhood is a battleground between the biological plan’s intent, which drives the child from within,
and our anxious intentions, pressing the child from without.
These beliefs are instilled in us in infancy, before we’re able to judge anything.
We get our feeling of worth about ourselves and everything else from our authority figures. This is
what children do. They take the authority of these people and believe it. Whatever it is.
This becomes the basic feeling we have about self and also about the relationship between self and
other. We don’t need to empower children to trust their nature.
The tendency to trust is there. We simply need to allow them to do so.
Ashley Montagu points out that “We not only see ourselves as others see us, we become ourselves as
others see us.”
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The oldest custom of thread Ceremony ! A new perspective !!!

Thread ceremony is a sacred custom performed when a child turns 7 or 8 years of age. It consists of
teaching recitation of gayantri mantra, & a certain puja called sandya. And child is made to wear thread
across his left shoulder to right hip. He is supposed to recite Gayantri mantra 108 times & perform
sandhya
Many of these or rather most of these customs have deep scientific and or spiritual purpose.
Mr. VIBHAKAR V. LELE writes in his book “CHITPAVAN KONKANASTHA BRAHMINS’ HISTORY (PROTO
AND PRE) “about Thread ceremony.
As some scholars regard, the very purpose of Maunji-bandhan (ceremonial tying of the sacrificial
thread called the ‘Yajnyopavit’) is to pass on the Kundalini Shakti by traditional Vedic rites from father
to son.”
Gopi Krishna famous Indian writes in his book Kundalini: Path to Higher Consciousness
“The famous Gayatri Mantra, which every Brahmin must recite daily after his morning ablutions, is an
invocation to Kundalini to grant transcendence. The sacred thread worn by the Hindus, consisting
generally of three or six separate threads held together by a knot, is symbolic of the three well-known
channels of vital energy, Ida, Pingala and Sushumna, passing through the centre and on either side of
the spinal cord.
The tuft of hair on the top of the head usually worn by men indicates the location of the inoperative
conscious centre in the brain ….”
All over the world child turns seven and certain ceremony is performed. In today’s world activation of
kundalini is impossible with any ceremony the way it was done in vedic civilization, as our DNA is
deteriorated.
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Joseph Pearce in his book Magical Child speaks,
“…around about age seven the child becomes acutely susceptible to suggestion, of the ideas implicit
in his society -- that is, the ideas his society gives him of his place in the universe, what the whole show
is about, his capacities, his limitations, and so on -- and imprints to those through his intellectual
brain.”
“That's when we throughout human history recognize the emergence of the social ego, somewhere
between six and seven, and the emergence of logical thinking. The church started administering the
sacraments at age seven two thousand years ago for a very good reason -- because at age seven the
kid can begin to catch on to some real rules and regulations.”
“Well, we could go on throughout history, how they recognized six to seven as that big turning point
when the society becomes the model, and the child shifts from the family as his major model to the
society as his major model.”
Rudolph Steiner expressed that “Children “come down into their body” at age seven
The left hemisphere takes over from the dreaming right, & control and mastery of this newly
discovered body becomes sheer joy.
The boy wants to climb every tree, leap every obstacle, run like the wind. The little girl will jump rope
endlessly, past all count. Play and development are intertwined at every stage. Coming into full
awareness of body is a major event and calls for near-constant movement. School desks are a disaster
at this point.”
If parents uncover the secrets of brain development of children, parenting is going to be a sheer joy &
learning is fun.
There is book called शा असे सांगते ! Which has detailed description about thread ceremony.
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Osho on parenting !!!

The trouble with the family is that children grow out of childhood, but parents never grow out of
parenthood! Man has not yet learned that parenthood is not something that you have to cling to
forever. When the child is a grown-up person your parenthood is finished.
The child needed it - he was helpless. He needed his mother, the father, their protection; but when
the child can stand on his own, the parents have to learn how to withdraw from the life of the child.
And because parents never withdraw from the life of the child they remain a constant anxiety to
themselves and to their children.
They destroy; they create guilt; they don't help beyond a certain limit. To be a parent is a great art. To
give birth to children is nothing - any animal can do it; it is a natural biological, instinctive process. To
give birth to a child is nothing great, it is nothing special; it is very ordinary.
But to be a parent is something extraordinary; very few people are really capable of being parents.
And the criterion is that real parents will give freedom. They will not impose themselves upon the
child, they will not encroach upon his space. From the very beginning their effort will be to help the
child to be himself or to be herself. They are to support, they are to strengthen, they are to nourish,
but not to impose their ideas, not to give should and should-not. They are not to create slaves.
But that's what parents all over the world go on doing: their whole effort is to fulfil their ambitions
through the child.....
Excerpt taken from the book I AM THAT by Osho
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Education & intelligence !!!

Recently there was a row over the lack of education of HRD minister Ms. Smitri Irani of India. The
accusation of many people, opposite leader, and media is Ms Irani is just passed standard 12th and it
does not hold substantial experience of administration.
Their prime argument is standard 12th is not enough education to hold the ministry of education.
Many so called educated scholars wanted to see minister conferred PhDs, Masters, or Bachelor
degree.
The country has witnessed ministers of such high stature earlier, but not seen major breakthrough in
the field of education. In fact school, college, etc have turned out to be money minting machines, and
percentage has become pivot point and innovation, creativity, experimentation, etc are thrown on the
periphery.
Many times my father shares with me that a candidate passed standard 10th was asset in his time.
Our education over the years has degraded so much that completing PhDs, MBAs are not enough.
Matter of the fact is even after acquiring such degrees, they contribute very little to the everyday
world.
I have seen in one of the previous organization I worked, Graduates from so called MIT Kharagpur
etc, would be non-productive in their early years. Such degree holder took couple of years to be
important entity of organization.
Our first ten years of compulsory miseducation is so dull, dead and sluggish, that we literally create
millions of non-productive, scared, & confused being.
What is need of the hour; it may seem revolutionary & radical but I am trying to hit the nail on the
head.
1) There should not be schooling till the child turn to 10 years of age.( Google it you will find many
countries follow this system of education)
2) School should be not be compulsory, there should be one school assigned to one particular area
with teachers ready to help ( not ready to teach).
3) Child should be allowed to pursue his interest in such school without much compulsion .( Every child
don’t just play whole day)
4) All these schools should be sponsored by government or whatever but fees should be minimum.
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5) Teachers in the school should be from all walks of life. There should be engineers, Cook, Journalist,
Scientist, Marketing Professionals, Sports Persons, doctors, etc
6) There should be more emphasis on Art, Music, Science Experimentation, Spontaneous talk, etc
rather than lecturing, memory based education.
7) Criterion of entrance exam for engineering, MBA, MBBS, etc has to be something else. I cannot
think of it now. But respecting other field of education will help large population to pick course what
he likes rather than what works in the world .
8) These are few suggestion there could be many.
Learning is not only restricted to school, it encompasses large number of things outside school.
http://www.scoopwhoop.com/entertainment/drop-the-bass/
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Subjugation of ourselves in the interest of children !!!

Recently on Colour TV there was a program named “India has got talent” that invites talented people
from all over the India to showcase their talent.
A boy of 10 years of age came with his parents and danced in a disguise of a girl on a popular song
choreographed on a heroine. At the end of his performance when judges started talking to him as if
he is a girl, then the original identity of a boy surprised judges.
Talking to him further it was revealed that , ”he liked to dance only in disguise of a girl and not liked
any manly songs." His mother was very happy but his father was embarrassed talking about him. He
despised his son dancing in disguise of a female avatar & never promoted his talent.
Each human being is born with unique potential, & society should provide right platform &
opportunity, & allow fulfilling & flowering it .
Osho spiritual master says ,”
"Right now everything is topsy-turvy. One who

wanted to become a carpenter has become a doctor;
one who wanted to become a doctor has become a
carpenter. "
"Everybody is in somebody else's place, hence so

much unintelligence - everybody is doing somebody
else s job. Once you start seeing it, you will feel why
people are behaving unintelligently.”
“In India we have been meditating deeply, and we have found one word: SWADHARMA, self-nature.
"That carries the greatest implication for a future world.
Krishna has said: SWADHARME NADHANAM SHREYAH: it is good to die in your own self- nature,
following your self-nature."
"PER DHARMO BAVAHA BAHA: somebody else's nature is very dangerous. Don't become imitators.
Just be yourself.”
World peace & harmony will prevail if everyone is allowed to experience themselves, if not he or she
will take revenge against the world in variety of ways towards their own children , wife ,or at office
towards subordinates.
That is why we need parents who have no unfulfilled ambitions but someone who have experienced
democratic world early in their childhood.
Most of the parents don’t understand democratic world today, so called intelligent & educated ones
not understand at all as they think, they are not required to think about it and never bother to think
also.
In this case Sigmund Freud says,” The fifteen-year-old schoolboy Sigmund Freud wrote in his notebook
of aphorisms that the worst egoist is the person to whom the thought has never occurred that he
might be one. Many people, even in old age, do not reach the wisdom of the fifteen-year-old Freud
but truly believe they have no such needs of their own, simply because they are not aware of them “.
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Few understand democratic ways but cannot implement it.
Least number of parents understands it & work on their unconscious desire or unfulfilled desires, &
child is taken care naturally.
In this case word "subjugation of self " plays very important role. It is nothing but suppression with
awareness. Yes! this is the essence of Patanjali yoga sutra .
This means living as if you have no will, no opinions, no point of view & just mirroring your child’s view.
Of course this is for certain age group & in certain conditions.
George Gurdjieff spiritual master calls this (subjugation of self) external consideration. In external
consideration you know other person very well like a back of your palm. External consideration is
adaptation towards people, to their understanding, to their requirement. You support their point of
view. If you are weak, you cannot perform external consideration. It requires great power over
oneself.
We perform external consideration at office, home, etc by supporting & liking senior, colleagues,
relatives, friends etc in spite of disagreement & dislike.
Why cannot we subjugate ourselves to the needs, interest, views of our children to allow them to
experience their potential?
True love is subjugation. True respect is subjugation. True appreciation is subjugation, and subjugation
is a very necessary thing to live in the world and go beyond it.
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Enlightened Witness !!!

Few days back in a discussion with my mother, happened to talk about my granny.
She is 90 years old, staying with my uncle from last 35 yrs. She was married to my grandfather around
age of 16. And there was vast age difference. I feel lump in my abdomen, visualizing a girl who was 16
years in an unknown family with stranger of 30 years old. My granny had three sons and worked hard
hand to mouth after the death of grandpa to raise her three sons.
All her relatives, other family members are averse to invite her home. Of course at the peak of her age
she throws tantrum and needs attention of people around her.
Children & elder ones in our family & society are helpless & weakest need lot of attention.
If elder & children have suffered injustice & pain, nobody listens to these agonizing stories, then
repressed rage in them will find some unknown (to them) ways to express it.
If such repressed & restricted feelings are expressed & emitted often, given vent, cried over, talked
over & accepted consciously, this can initiate the process of escape from the vicious circle of
sufferings.
Osho spiritual master has prescribed a Dynamic Mediation, that allows a great catharsis, (purification"
or cleansing) before actual meditation.
But this is not possible for children & elder, as Dynamic Mediation is vigorous process & can take toll
on a body.
And young & elder ones need human being to talk to them.
In this case Alice Miller talks about Enlightened Witness in Society
Enlightened Witness are courageous people who help people to recognize the injustices they
suffered,.....
The presence of a warm, enlightened

witness - therapist, social aid worker,
lawyer, judge - can help the people
unlock their repressed feelings and
restore the unrestricted flow of
consciousness.
Well ! We all in our life show empathy to many individuals like our friend, brother, sister etc don’t we
?
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Commodity !!!
A dictionary meaning of commodity is - A raw material or product that is bought and sold commercially
in large quantities or something useful or valuable.
Few years back Yuvraj Singh's mother said that he does not want to do many commercial
advertisements as he feels he is being exploited commercially by advertisements world as a product
or a commodity.
In this cut throat world of competition everyone is being used irrespective of caste, creed, religion ,
gender , place , etc
At corporate sector you are exploited generously & openly by making you work like a donkey , as you
are paid handsome salary.
But family system is one of the places where exploitation is rampant with subtle strategy & it is hidden
& you cannot see it unless you have eyes to see it.
Alice miller in her famous book " Drama of the gifted child " says,"
"To comply totally with the needs and feelings of my mother and to ignore my own. And keeping
yourself away from learning the truth all my life."
Mostly exploitation is done under the name of discipline , or for the sake of civilizing young ones.
Most of the parents think that it is their duty to civilize their children else he or she will become a
savage.
When it was asked to D. H .Lawrence ,"How to begin to educate a child."
He said," First rule: leave him alone. Second rule: leave him alone. Third rule: leave him alone. That is
the whole beginning."
Alice miller wrote ,"
"A child who has been breast-fed for nine months and no longer wants to drink from the breast does
not have to be taught to give it up.
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"And a child who has been allowed to be egoistic, greedy, and a social long enough will develop
spontaneous pleasure in sharing and giving."
"But a child trained in accordance with his parent’s needs may never experience this pleasure, even
while he gives and shares in a dutiful and exemplary way, and suffers because others are not as "good"
as he is"
"If a mother respects both herself and her child from his very first day onward, she will never need to
teach him respect for others. He will, of course, take both himself and others seriously"
Parents often use their children as object to throw their feeling and if they not comply, they are
threatened with dire consequences.
It never occurs to parents that they may use their children for their needs.
The tragedy of this part is parents have already been manipulated themselves & lost themselves.
And children have no defence against parent's

manipulation, abuse in their delicate period, in
order to save themselves they will lose themselves.
In order to survive & be part of phony civilization

they will lose their real identity.
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Conditioned Reflex of human being & parenting !!!

My nephew is a computer games buff and spends enormous amount of time playing them. Of course
there is strong censorship on his playing by his mother.
He was introduced to computer games by his parents and now things are going out of control. He can
indulge in playing them on certain time and only after finishing his studies.
And if he is caught red handed plying more than stipulated time. His mother scolds him in very
irritating tone. And he leaves his playing half way through distressingly.
Once he was at my home and playing computer games. No one disturbs him at my home and respects
him as an adult.
But this time I played a trick and imitated his mother’s nagging tone, for a moment he was about to
leave playing and distressed with me.
He realized my pranks in an instance & continued his play.
This reminded me Pavlov and his dog. Dog salivates when it sees food. It is a natural reflex. Pavlov, a
psychologist, gave food to a dog and rang the bell. Now ringing of the bell was synonymous with food,
subsequently salivation.
This is how human being works. Much of what happens in our body is reflexive in nature.
Joseph Pearce famous author talks about reflex,
"Learning requires conscious awareness, attention, or intelligence.
Perception has the ability to perceive something new, which is not contained in memory.
Predetermined responses lack this perceptive intelligence. Reflexes drive and determine a great deal
of what we call parenting.
Reflexes are great when driving freeways, but not so great when responding to children, who happen
to be the most intelligent and dynamic learning systems in the known universe.
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The reflex system, as Bohm calls it, predisposes us to behave in predictable patterns. They block all of
the childlike qualities.
It is not the reflex that causes the trouble; it is the lack of attention and intelligence driving the reflex
that does the damage
Most of the “childlike” qualities Ashley Montagu describes in Growing Young involve imagination;
curiosity, playfulness, willingness to experiment, flexibility, humour, receptiveness to new ideas,
eagerness to learn. None of these qualities are reflexive."
Today human being have become mass

of reflex.
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Mother & child relationship !!!

Mother is the first influence on a child. She is somebody ,a child relates first . She is the child’s first
world.
What he sees there in her eyes when he has no ability to think, will be vital foundation for him on
which further development takes place.
Alice miller in her books says,”
“Every child has a legitimate narcissistic need to be

noticed, understood, taken seriously, and respected
by his mother. In the first weeks and months of life he
needs to have the mother at his disposal, must be
able to use her and to be mirrored by her.
Beautiful illustration is given by of (Donald Winnicott) Winnicott's images: the mother gazes at the
baby in her arms, and baby gazes at his mother's face and finds himself therein , provided that the
mother is really looking at the unique, small, helpless being and not projecting her own introjects onto
the child, nor her own expectations, fears, and plans for the child.
In that case, the child would not find himself in his mother's face but rather the mother's own
predicaments. This child would remain without a mirror, and for the rest of his life would be seeking
this mirror in vain.”
Alice miller further in her book says,”
If a child is lucky enough to grow up with a mirroring mother, who allows herself to be cathected
narcissistically, who is at the child's disposal—that is, a mother who allows herself to be "made use
of" as a function of the child's narcissistic development, then a healthy self-feeling can gradually
develop in the growing child.
This automatic, natural contact with his own emotions and wishes gives an individual strength and
self-esteem.
He may live out his feelings, be sad, despairing, or in need of help, without fear of making the
introjected mother insecure. He can allow himself to be afraid when he is threatened or angry when
his wishes are not fulfilled.
He knows not only what he does not want but also what he wants and is able to express this,
irrespective of whether he will be loved or hated for
This feeling of self around which a 'sense of identity' will become established.
If child has no such mirror mother then mother starts using child for her needs rather child .
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A child starts showing unconscious needs of her mother.
This does not mean child is not loved , On the contrary, the mother often loves her child as her self-
object, passionately, but not in the way he needs to be loved.
The child develops something the mother needs, and this certainly saves his life (by securing the
mothers or the father's love) at the time, but it nevertheless may prevent him, throughout his life,
from being HIMSELF.
All his life he or she will be looking for a substitute mirror in further relationship with society.
Jean Liedloff author of The Continuum Concept has spoken of “infantile need” in her book.
Ref :- Alice Miller , The Drama of the Gifted Child: The Search for the True Self
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Small story of Napoleon Bonaparte & his fear of cats !!!

Napoleon Bonaparte was defeated by Nelson, but in fact the credit should not go to Nelson.
Napoleon Bonaparte was defeated by a small incident in his childhood. Now history does not look at
things in this way, but to me it is absolutely clear.
When he was just six months old, a wild cat jumped on him. The maidservant who was looking after
him had gone for something in the house; he was in the garden in the early morning sun and the fresh
air, lying down, and the wild cat jumped on him. It didn’t harm him – perhaps it was just being playful
– but to the child’s mind it was almost death.
Since then, he was not afraid of tigers or lions; he could have fought a lion without any arms, with no
fear. But a cat? That was a different affair. He was absolutely helpless.
Seeing a cat he was almost frozen; he became again a six-month-old small child, with no defence, with
no capacities to fight. In those small child’s eyes that cat must have looked very big; it was a wild cat.
The cat may have looked into the eyes of the child.
Something in his psyche became so impressed by the incident that Nelson exploited it. Nelson was no
comparison to Napoleon, and Napoleon was never defeated in his life; this was his first and last defeat.
He would not have been defeated, but Nelson had brought seventy cats at the front of the army.
The moment Napoleon saw those seventy wild cats his mind stopped functioning.
His generals could not understand what had happened. He was no longer the same great warrior; he
was almost frozen with fear, trembling. He had never allowed any of his generals to arrange the army,
but today he said, with tears in his eyes, “I am incapable of thinking – you organize the army. I will be
here but I am incapable of fighting. Something has gone wrong for me.”
He was removed, but without Napoleon his army was not capable of fighting Nelson, and seeing the
situation of Napoleon, everybody in his army became a little afraid: something very strange was
happening
From -Osho, Beyond Psychology, Talk #33
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Waldorf education !!!

Recently I have read a book named Completing the Circle by Thomas Poplawski .
This book is about founder of Waldorf education, Rudolf Steiner his scientific education.
Rudolf Steiner perceived the child as a spiritual being, not merely as a “higher animal” that needs to
be trained or a supercomputer whose brain needs to be properly programmed
Rudolf Steiner has divided human life into 7 phases of development. And Waldorf school curriculum
has been established on the same lines.
Ages 0 to 7: Coming into life
Ages 7 to 14: Stronger health & healing abilities
Ages 14 to 21: The emotional realm comes into being
Ages 21 to 28: Play that turns to responsibility
more on Waldorf education some other time ..
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Nature or nurture ????

Recently I have seen a video ( Little Albert" experiment ) of famous psychologist John Watson , the
essence of this video is environment of human being is more powerful than his biology or genetic &
environment is going to be his destiny.
In fact biology of animals is their destiny , that is why a dog is bound to be a dog , a cat is bound to be
a cat but human being is not going to be human being.
There has been long debate about nature and nurture.
Of course we are born with potential i.e. nature but human being is born open ended. It has its
advantages & disadvantages
Joseph Clinton Pearce author of Magical Child and many other books says ,”
"All this indicates a bio-cultural effect, wherein our biology influences our culture and our culture
influences our biology. A sufficient number of children born predisposed toward defensiveness and
quick reflexive survival reactions will tend to change the nature of the society in which they grow up.."
"Angry defensive people tend to clone their condition in the next generation, civilized society
disappears and culture is born, growing more and more explosive and dangerous with each
generation. "
"Any reduction in personal power produces anxiety, as millions of years of genetic encoding and
expectancies begin to be short-changed. "
"For years Bruce Lipton and other enlightened biologists have observed that environment influences
genetic coding every bit as much as conventionally recognized hereditary factors. "
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"Lipton found that from the simplest cell on up, a new life unfolds in one of two ways: it can either
defend itself against a hostile environment, or open, expand and embrace its world. It can’t do both,
and environment is the final determinant in the decision made."
The biological plan of learning gets aborted. When we introduce our child too early to competition.
Child himself goes through lot of stress, hardship, frustration while learning language, crawling,
communicating his needs, to be like adults and making sense of world around him
Our job is just to provide a safe environment & unconditional support to let unfold biological plan of
learning.
Environment of human being is his destiny .
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Abuse -Physical abuse , corporal punishment !!!

Spare the rod and spoil the child!!!
Abuse is by far very common in society. It means mistreatment, cruelty, violence, exploitation etc.
Alice Miller author many bestselling books writes ,”
"Abuse means to me using a person for whatever I want from her, him, without asking for their
agreement, without respecting their will and their interests.
With children, it is very easy to do so, because they are loving, they trust their parents and most adults,
and they don’t realise that they were abused, that their love had been exploited. Especially if they
were forced to ignore their emotions from the beginning, they might have lost their sensibility for the
warning signals."
Today abuses in family, school, etc are so deep rooted & from such a long time that we have developed
a blind spot for them & feel almost insensitive to it."
In this case we unwilling or unable to access these emotions to conscious memory.
Abuse happens in many ways. Spanking, hitting, beating, slapping ,smacking are still very common in
many families .
It is an abuse of power. It teaches violence. It destroys unconditional love and causes anxiety.
Child learn to repress his feeling, and a feeling of revenge grows in him. He loses compassion &
sensitivity for other or his own children.
Such child probably will make fun of the weak, hit his classmates, annoy his teacher, may watch TV,
play video games with violent characters.
Alice miller talks connection of abuse & TV,"
"Children who have really been loved and protected will not be interested in these films and shows
and will not be in danger. But the child who was hurt and humiliated -- maybe at school, not necessarily
by his parents -- is looking for outcomes, for material; he is looking for an object to hate and on whom
to take revenge. Of course there are people who make a business of the suffering of children. But the
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violence doesn't come from TV films. Its sources are deeper. Protected and loved children cannot
become murderers. It is impossible to find one person who was not beaten who beats a child. "
This reminds me of my nephew who used to beat his classmates in school. Even at home he was a bit
annoying and destructive.
Coincidently he is the youngest in the family and probably bear the brunt of everyone’s anger , gets
good hitting form his impatient mother & father , scolding from grandpa & dominated by elder
brother.
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Superstition & naked reality!!!!

Recently I have met a mother who has started reading religious scripture so her child’s performance
in studies goes up.
I know her son very well who is a bit pressurized to perform in studies & sports from very early age.
Once she asked me a solution to up his performance and I told her to leave him alone & not to judge
his performance often.
She liked it and expressed agreement over it but this is not implemented yet.
Today her son studies in English medium school in class 8th. He is extremely submissive, meek, &
docile in public life. His performance in studies is extremely poor.
He has severe difficulty in reading & communicating English, he is almost illiterate in Marathi.
In spite of regress in studies she feels his performance has gone up due to the religious scriptures.
It is a matter of faith of an individual but one should have scientific attitude towards life .Blind belief
can distort the view of future.
If you see the history of India (Bharat), you will see this country has become so passive & lethargic due
to the gossip of God & Goddess.
That is why it could not protect itself from foreign invaders, when country was attacked; it started
searching answers in religious scriptures.
Root cause of non-performance could be
Deficiency of nutritious food

Peer pressure
Parent’s unconscious need
Too early into competition
Too much expectation
India is still in the mode of destiny, fate, kismet etc
This reminds me of a program that I watched recently called Man eater lion on Nat Geo wild.
Certain pride of lions in South Africa forest started attacking nearby villages and eating farmers
regularly. A ranger was appointed to kill the pride, and it came to know that there was only one certain
lion mark on a neck attacked villagers.
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The ranger took a month or so to kill the lion; in mean time 30 to 35 farmers were killed.
He shared very interesting information that sometimes complete pride has to be eliminated to erase
the idea that man could be killed like any other prey. If not, the idea that “man is prey” passed on to
next generation and more killing of humans keep happenings.
We human being are not different than animals. We also passes vast amount of illogical & unscientific
information to next generation that is literally killing next generation.
A year back a rationalist in Pune was murdered for eradicating prevalent superstitions.
Osho referring to Nietzsche says,” man cannot live with the truth: he needs dreams, he needs illusions,
and he needs lies to exist. He needs beautiful lies . no one is ready to see the naked reality.
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Rewards & Punishment !!!!

Rewards and punishment come into the life of children when parents, society, teachers, corporates
want to control the human being.
He or she is manipulated, exploited , coaxed, persuaded into doing something under the pretext of
job, moral responsibility, education, tradition, etc
No human like to be treated unfairly.
New-born perform varied number of activities just to have fun and just for the sake of doing it.
He picks up things and it straight goes into his mouth. He throws them down. He explores his
surroundings .He makes happy sounds when he is allowed to be on his own. He is unfolding natures
plan, genetic blueprint of humans .
He does not need to be persuaded or punished to do so.
He learns crawling, balancing, standing, walking running without any push.
He masters the most difficult part i.e. acquisitions of language on his own.
He is playful with his activities, curious about his surroundings & adventurous to experiment.
He is tireless worker; if not one way he goes for another way till successfully finishes the task at hand.
Jospeh Pearce Clinton says ,”Primary learning is open, free from failure, playful, completely absorbing,
and self-rewarding. Primary learning is psychologically safe. It requires no defence.”
With rewards & punishment he is split, and out of playful zone . And all the time on guard to see what
parents expects from him. Because approval of family, school, society is utmost importance for him.
Now with consistent reward he is externally motivated, does everything unless it has its rewards and
lost the idea of doing anything for fun, adventure etc.
With consistent punishment he perform whet is expected and always on lookout for approval.
He is now not a risk taker but rather safe player. Attributes like fun, adventurous, challenge, thrills are
lost gradually.
Over the years work is boring for him; it is just business for him .It is stressful, monotonous & does not
excite him much. Monday mornings are tough to start.
He is looking for change in job, obvious reason is pay , not motivation of work.
Approval of others become important to him. Luxurious car , spacious bungalow, high-tech gadgets,
and what not become ways to maintain the approval of others.
"Desmond Morris (zoologist, ethologist ) once gave a television program in which he showed what
happened to chimpanzees. These chimpanzees were given paint and canvas and they started to paint
abstract patterns with some balance and they were fascinated by it and could not stop."
"It was more interesting than anything else and they would go at it endlessly. They looked very alert
and they showed children doing the same thing. Then they began to reward the chimpanzees which
produced good paintings and soon the quality of the work went down. They were only interested in
the reward. The painting was perfunctory."
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"Then the whole thing died out. With human beings it may not go quite that far. If you establish a
situation where reward is the main point, then you’re going to go into the reflexes. They’re going to
keep their mind on the reward and try to find a system of reflexes that gets the reward unfailingly."
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The Dysfunctional Family Rules !!!

1.Control — One must be in control of all interactions, feelings and personal behaviour at all times . .
. control is the major defence strategy for shame.
2. Perfectionism — Always be right in everything you do. The perfectionist rule always involves a
measurement that is being imposed. The fear and avoidance of the negative is the organizing principle
of life. The members live according to an externalized image. No one ever measures up.
3. Blame — Whenever things don't turn out as planned, blame yourself or others. Blame is another
defensive cover-up for shame . . . Blame maintains the balance in a dysfunctional system when control
has broken down.
4. Denial Of The Five Freedoms — The five freedoms, first enunciated by Virginia Satir, describe full
personal functionality.
Each freedom has to do with a basic human power . . . the power

to perceive; to think and interpret; to feel; to want and choose; and
the power to imagine. In shame-based families, the perfectionist
rule prohibits the full expression of these powers.
It says you shouldn't perceive, think, feel, desire or imagine the way
you do. You should do these the way the perfectionist ideal
demands.
5. The No-Talk Rule — This rule prohibits the full expression of any
feeling, need or want. In shame-based families, the members want
to hide their true feelings, needs or wants. Therefore, no one
speaks of his loneliness and sense of self-rupture.
6.Don't Make Mistakes — Mistakes reveal the flawed vulnerable self. To acknowledge a mistake is to
open oneself to scrutiny. Cover up your own mistakes and if someone else makes a mistake, shame
him.
7. Unreliability — Don't expect reliability in relationships. Don't trust anyone and you will never be
disappointed. The parents didn't get their developmental dependency needs met and will not be there
for their children to depend on. The distrust cycle goes on.
From Healing the Shame that Binds You By John Bradshaw.
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Regression in people & Adult children !!!!

Evolution, the very word reverberates through the history of mankind.
Without progression we will not be where we are today.
Every human being from birth to death goes through a series of development from his physiology,
psychology, to spiritual world.
Our brain development takes place from the time we are in the womb till the age of 21 years.
The blueprint of nature unfolds in an order they are designed, & the successful development of its
earlier part.
New-born mistreated at birth may sleep more in order to replicate the safety of womb. His world out
there is too challenging to handle.
Joseph Clinton Pearce in his book magical child says ,” Nature strives for completion, for
transcendence. Trauma at any stage compromises development. Attention which would normally go
into learning and growth is shunted into defence. Rather than transcendence, compromised
development demands that resources, which open at later stages, be used to fill in the gaps”
“Our high creative capacities are drawn into the service of the lower incomplete stages. The result is
an extremely clever and creative, defensive, self-centred and aggressive population. Not a pretty
sight”
Maria Montessori talks regression in people,”
She says degenerated child is one who wants people working for him, want less work , idling as long
as he can, sleeps too long, & shuns the company of other people.
These are children who are not helped in the first days of their life to adapt themselves and who has
acquired disgust for the environment and for activity.
These are the characteristics of degeneration. “
These are the characteristics which have been recognized, analysed and described as the tendency to
go back to embryonic life.
The deviated child has no love for the environment, because the environment presents too many
difficulties, too much resistance.”
I see in my surrounding many middle aged, elderly people and even youngsters who lost zeal for life.
It seems they have paused their progress of life.
I call them ADULT CHILDREN, who just with a hint of discomfort starts throwing tantrum, make fuss
and hold others responsible.
And their behaviour is almost childish.
Osho enlightened spiritual master says,”
“The average mental age of man is thirteen. This is the situation. This is how the old man has lived up
to now. A thirteen-year mental age means: at the age of thirteen people have stopped growing. Yes,
they go on growing old, but they don’t grow up. Growing old is one thing, growing up is totally
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different. Growing old is a physiological phenomenon; growing up means maturity, wisdom. And only
those who go on flowing with life grow up."
Osho wrote that most people die childish. Insult

an adult, and he regresses to the mental age of
twelve.
Growing old is not of any worth, every animal does it, it needs no intelligence. Growing up is a totally
different experience. Growing old is horizontal; growing up is vertical, it leads you to heights, it leads
you to depths.”
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Shame!!!!
Shame is one of the emotions human experiences all the time.
Shame is a painful emotion resulting from an awareness of inadequacy or guilt.
We are all shamed, dishonoured, & embarrassed from very early in our life.
Mother or caretaker accuses infant with their look, gesture, and verbal abuse.
Excessive attack on infant’s exploration and fear of losing bond with caretaker creates defensive self-
image.
This is the first social mask or ego child wears and development of further biological plan hampers.
According to Allan Schore, Ph.D., author of the ground-breaking book Affect Regulation and the Origin
of Self: The Neurobiology of Emotional Development, our self-image begins to form between twelve
and eighteen months of age, when we leave the safety of mother’s arms and become mobile.
Excerpts on "Shame" from John Bradshaw Book.
In itself, shame is not bad. Shame is a normal human emotion. In fact, it is necessary to have the feeling
of shame if one is to be truly human.
Shame is the emotion which gives us permission to be human. Shame tells us of our limits. Shame
keeps us in our human boundaries, letting us know we can and will make mistakes, and that we need
help.
Our shame tells us we are not God. Healthy shame is the psychological foundation of humility. It is the
source of spirituality.
To have shame as an identity is to believe that one's being is flawed, that one is defective as a human
being. Once shame is transformed into an identity, it becomes toxic and dehumanizing.
Healthy shame is an emotion which signals us about our limits. Like all emotions, healthy shame is an
energy-in-motion. Like all emotions it moves us to get our basic needs met
Healthy shame keeps us grounded. It is a yellow light warning us that we are essentially limited.
Healthy shame is the basic metaphysical boundary for human beings. It is the emotional energy which
signals us that we are not God — that we have made and will make mistakes, that we need help.
Healthy shame gives us permission to be human.
According to Erik Erikson, a sense of shame is part of the second stage of psychosocial development.
In the first stage a child needs to establish a sense of basic trust.
This basic trust must be greater than his sense of mistrust.
The child needs good modelling of healthy shame and other emotions. The child needs the caretaker's
time and attention. Above all the child needs good boundaries.
A child needs to have a caretaker available to set limits. Outer control must be firmly reassuring. The
child needs to know that the interpersonal bridge will not be destroyed by his new urge for doing
things his own way — his new urge toward autonomy.
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If a child can be protected by firm but compassionate limits; if he can explore, test and have tantrums
without the caregiver's withdrawal of love, i.e., withdrawal of the interpersonal bridge, then the child
can develop a healthy sense of shame.
It is about love, truth, goodness, beauty, giving and caring. Spirituality is about wholeness and
completion. Spirituality is our ultimate human need. It pushes us to transcend ourselves, and to
become grounded in the ultimate source of reality. Most call that source God.
Our healthy shame is essential as the ground of our spirituality. By signalling us of our essential
limitations, our healthy shame lets us know that we are not God.
Our healthy shame points us in the direction of some larger meaning. It lets us know that there is
something or someone greater than ourselves. Our healthy shame is the psychological ground of our
humility
The problem of toxic shame is ultimately a spiritual problem. I call it "spiritual bankruptcy".
The chief component in the family as a system is the marriage. If the marriage is healthy and
functional, the family will be healthy and functional. If the marriage is dysfunctional, then the family
is dysfunctional
Dynamic homoeostasis means that whenever a part of the system is out of balance, the rest of the
members of the system will try to bring it back into balance.
The children in a dysfunctional family take on rigid roles necessitated by the family's need for balance.
For example, if a child is not wanted, he or she will try to balance the family by not being any trouble,
by being helpful, perfect, super-responsible or invisible. This is the Lost Child role. I capitalize it to
show that it is a dysfunctional role.
Toxic shame is consciously transferred by means of shaming rules. In shame-based families, the rules
consciously shame all the members.
Generally however, the children receive the major brunt of the shame. Power is a cover-up for shame.
Power is frequently hierarchical.
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Dad can yell at anyone. Mom can yell at anyone but Dad. The oldest can yell at anyone but Mom and
Dad, etc. The youngest tortures the cat.
Each one cajoles,” If you love me, you'd do it my way,"
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Teachers - Wolf in sheep's clothing !!!!

In this competitive world everyone wants to be on the tiniest top position in terms of marks, grades,
percentage, etc
Everyone wants to go that extra mile by reading a book twice, purchasing exclusive book, or attend
classes.
My one neighbour who has a son and a daughter. Their son who is at class 7th sent to extra classes to
a tutor.
This boy looks innocence, carefree and does not take studies seriously; probably studies does not
make any sense to him yet . But he is not at all dull as he is being called in a society.
Your child will shape into personality unconsciously, taking a cue from family environment. He is the
youngest child in the family. His father is dominant type personality, mother is illiterate and sister is a
studious girl.
I share a great rapport with him, of course I have not had deep interactions, but many passing
interaction in which I started knowing him as a person.
He studies in so called reputed school, in which I was interviewed once, got selected and worked for
seven days and left after pathetic experience of being crowded by 60 to 70 pupils in a class.
Everyday my neigh hood lady tutor (torture) him, I can overhear their conversion.
This lady tutoring seems to me literal torture. The lady teacher vent her all pent up emotions out on
this innocent boy. He drags away his time in tuition , sobbing passively.
Interestingly her marital relationship with her husband does not go very well. And there is always
uproar & clamour from the house. It is so funny her husband keeps quiet, probably sobbing silently.
This reminds me of Osho’s comments on Aurangzeb’s father who wished to tutor children when he
was imprisoned.
Aurangzeb, a Moghul emperor, imprisoned his father Shah Jehan in his old age. it was not like a prison;
absolutely everything that he needed was there. Only one thing was missing and that was activity –
he couldn't do anything.
He asked to send thirty boys to teach . Thirty boys were sent to him and everything was okay. He
became again the emperor – thirty small boys.
You go in a primary school, the teacher is almost the emperor; . And Shah Jehan created in that room
with thirty boys the whole situation of his court – just old habit and the old drug addiction to ordering
people.
Psychologists suspect that teachers are in fact politicians. Of course, not self-confident enough to go
into politics, they move to the schools and there they become presidents, prime ministers, emperors.
Small children – and they order them and they force them.
And psychologists also suspect that teachers have an inclination towards being sadistic, they would
like to torture. And you cannot find a better place than a primary school. You can torture innocent
children – and you can torture for their own sake, for their own good.
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And psychologists suspect – I am certain, they are torturers. And you cannot find more innocent
victims: unarmed completely, they cannot even resist; they are so weak and helpless – and a teacher
stands like an emperor.
Aurangzeb writes in his autobiography:” My

father, just because of old habits, still wants to
pretend that he is the emperor. So let him
pretend and let him fool himself, there is nothing
wrong. Send him thirty boys or three hundred,
whatsoever he wants. Let him run a MADERSA, a
small school, and be happy .
From Osho’s book - Tantra: The Supreme Understanding
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Protein –vital elements for the development of fetus and children in growing
age.
There are three major food ingredients in our diet, Protein, carbohydrates, fats.
Carbs are easily gained through any food product and they are easily available in the market cheaply.
E.g Wheat , jawar, bajri ,rice
Protein is something we lack when in the womb and growing age or rather all age group.
Protein is called “ िथने “in Marathi (my mother tongue) that means primary “ थम “ first.
The word is derived from the Greek “Proteus” that mean of prime importance.
Every food is combined with these three major ingredients ( Protein , Fats , carbs). But there quantity,
quality, differ with varied food.
Protein is made of amino acid & there are 20 amino acids; combinations of these 20 amino acids vary
in different food. Egg has certain unique combination of amino acids, so has groundnut.
Human being needs DIFFERENT TYPE of amino acids or protein according to the work life , exercise
type, biological changes happening in his body.
These are three DIFFERENT TYPEs OF amino acids...
1. Essential Type: - as name suggest these amino acids are essential, needed for survival, need to be
taken from food
2. Conditionally essential type: needed during exercise, stress, illness, etc. need special food sources
just like first type.
3. Non-essential type: - not essential & can be made by body,
Function of Protein
1)Body structure:-building block of protein,

Primary tissue of body muscle is made from protein
The basic structure of each cell in the body is also made form protein .e.g hair, bone, skin
2)Growth & Repair:-Promotes muscle growth
3)Control body function:- all hormone except sex hormone are protein .e.g insulin, thyroid hormone
4)Immunity: - All antibodies needed to fight infection are protein.
5)Transport & metabolism:- All body enzymes needed for metabolism are protein
6)Energy:-Protein is also scarified for energy under conditions of intense exercise.
Based on performance protein are classified according to
-First class protein (complete protein) & Second class protein.( incomplete protein)
-First class protein: - (Complete protein) –in which all amino acids present & alone enough for muscle
repair& body’s survival. They are Egg, chicken, fish, meat, pork, mutton Milk, Paneer, curd, Whey &
Casein (supplement made from Milk) They are mostly animal protein.
-What is Second class protein (Incomplete protein):-in which one essential amino acids is short & alone
not enough for muscle repair & body’s survival. They are sprout, dal, chole,chana, rajma , soya,
tofu(soya tofu). They are all plant protein.
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If you are not an athlete, sports person, body builder, and or not exercising intensely, obliviously your
wear & tear of body will less and you will not need First class protein in high quantity quality, &
frequency .
So by being sensible You can obtain your protein intake following ways
1) Non-vegetarian do have to worry as they have easy option to consume like egg, chicken, mutton,
fish, pork, etc
2) The only care vegetarian has to take for making complete protein is to combine cereals and pulses
in a very sensible way, as vegetarian protein lack one amino acids.
Variety & right mixing of food are key here. That is why you will see lot of variety in vegetarian food
with certain mixture of grains.
For instance Rice & dal (Varn & Bhat )Dal-khichdi,dosa, dhokla,Puranpoli etc
3) Vegetarian can eat as much paneer, milk, curd, cheese, soys, & soya fu as they want.
Soya has estrogenic properties so Men should eat sensibly as it can increase feminine properties in
them.
4) Whey protein (supplements in powder form) made from milk is an easy option.
5) Laddus of Udit dal(Black gram or black lentil,), til (sesame ),shengadane (ground nut ),Dry fruits
(almonds, cashew nuts etc can be made and can be eaten alone.
6) Recipes of sensible mixture of pulses can be made.
7) Egg is complete protein and does not contain carb at all as well as densely packed with vitamin and
minerals. There are two types of egg, fertilized egg (desi egg) & unfertilized egg.
Unfertilized eggs have no life in it whereas fertilized eggs have potential to be chick.
-That is why vegetarian can think of egg as an option to make up the loss of essential protein, as well
as biological value ranking system is high .
biological value of whole egg is 93.7.
-What is Biological Value Ranking system?

Is the rank or mark given according to
-how good protein in repairing wear and tear of the body
-whether they give 20 essential amino acids
- 70 is minimum standard or passing mark
From the first heart beat in the womb to growing age one needs protein and fats for the development
vital organs like brain,
All non-vegetarian protein are hard on digestive system and need better cooking before eating, so it
is not easier to your stomach. It also has saturated fats. So they have to keep minimum one or two
days in a week for normal population.
Athlete, body builders, sports person have high wear and tear of their body so they must consume
beef, chicken, fish, etc but they also rely on protein supplement.
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Pregnant mother & growing children should consume optimum amount of protein and fat for
optimum development of brain.
Description for attached picture
Transillumination of the Skulls of Normal (left), Malnourished (centre), and Marasmatic-Starved (right)
Infants.
The skull is illuminated in proportion to the amount of fluid-filled space between the brain and skull.
A well-fed infant has a well-developed brain with little space and fluid between the brain and skull.
Not so, the malnourished or starving child.
Reproduced courtesy of F. Monckeberg (in Prescott, et al. 1975)
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Five Categories of Teachers – Osho

14 October, 1982 in INS Portland Oregon
Osho’s visit to the U.S Immigration and Naturalization Service was in connection with an application
for permanent residence in the USA, filed on his behalf a year earlier. These extracts are from
highlights of what Osho said about his work and vision.
Q: Okay, do you consider yourself a teacher of religion?
I will have to explain it.
Q: You may feel free to explain that to me.
In India we have five categories of teachers. The first category is called the Arihanta; he’s a teacher
and also a master. Being a master means that he has realized what he says.
For example, Jesus will be called an Arihanta because whatsoever he says is his own realization. He
says, “It is on my own authority.”
The second category is called the Siddha. The Siddha is only a master. He has realized but he’s
incapable of communicating it. He cannot say what he has realized; in a way he is dumb. And there
have been many saints in the world who have not spoken because they cannot manage to bring the
beyond within the words. That too is called a Buddha, a teacher.
The third category is called an Acharya – who is only a teacher but not a master. He knows exactly
what he’s teaching, but not on his own authority. The Pope is an Acharya. If Jesus is an Arihanta, then
the Pope is an Acharya. He is speaking on the authority of the Bible, not on his own authority.
The fourth category is called Ubadhyay – one who is not even certain of what he says. Perhaps
fragments are true. P.D. Ouspensky has written a book on Gurdjieff: In Search of the Miraculous. Its
subtitle is “Fragments of an Unknown Teaching”, and he’s very true in writing the subtitle – only
fragments, because he could understand only parts of it; parts were beyond him. He’s also called a
teacher.
And the fifth is called a Sadhu. A Sadhu is one who has not achieved but is trying sincerely to achieve.
He may be just one foot ahead of you, but he can teach that much. He cannot claim the achievement;
he cannot say with certainty that this is so.
English is poor in that way, it has only two words. English is poor in many ways, particularly as far as
religion is concerned, but is bound to be so. Eastern languages are poor in scientific terms. So you have
only one word, teacher, for everything. You can call me a teacher but to us it means a very lower
category.
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Q: Where would you put yourself on this list of five categories?
I am an Arihanta. You can call me a super teacher, because I speak

on my own authority. I don’t have to rely on Jesus, or Buddha, or
Krishna. What I say, I know. If I don’t know, I don’t say it.
Kedar Kelkar
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Messing Up !!!!
We adults hate messing up, only few adult can cope with messy situation or work in disordered
manner & can keep their cool.
Mess, chaos, confusion are hallmark of childhood. We wonder how these children learn through this
chaos, how they form order out of disorder, & how they are not stressful about it.
In this regard John Holt educator, & teacher has coined a word “Messing up”
Excerpts from John Holt's Work on Messing up
"Children need what we rarely give them in school--time for "Messing About" with reading--before
they start trying to learn to read, to make the connections between letters and sounds. "
"They need time to build up in their minds, without hurry, without pressure, a sense of what words
look like, before they start trying to memorize particular words."
"In the same way, they need time for "Messing About" with numbers and numerals, before they start-
-if they ever should start--trying to memorize addition facts and multiplication tables. They need to
know how big 76 is, or 134, or 35,000, or a million. They need to see, again without hurry or pressure,
how numbers change and grow and relate to each other. "
"They need to build up a mental model of the territory before they start trying to talk about it. We
teachers like to think that we can transplant our own mental models into the minds of children by
means of explanations. It can't be done"
"When learning is at the most fundamental level, as it is here, with all the abstractions of Newtonian
mechanics just around the corner, don't rush! When the mind is evolving the abstractions which will
lead to physical comprehension, all of us must cross the line between ignorance and insight many
times before we truly understand."
"This is exactly the process I am trying to describe in the chapter on reading, where I tell about the
five-year-old teaching herself to read. "When the mind is evolving the abstractions. . . ."
"In practice, this means that you get a faint hunch, lose it, get it again, test it, lose it again, get it again-
-and all this many times over. You think that a word says such and such; it seems to work; you meet
the word again, and try a new hunch; it doesn't work, causes an inconsistency; you correct the mistake,
and go on. "
"After many times, you know the word. You have not memorized it, you know it. It is part of your
model of the way things are; you could no more "forget" it than you could forget that if you drop your
shoe, it will fall to the floor, not rise to the ceiling."
"Professor Hawkins rightly says, "All of us must cross the line between ignorance and insight many
times before we truly understand." Not only must we cross that line many times, but, in the words of
the old spiritual, nobody else can cross it for us, we must cross it by ourselves. Being shoved or dragged
across does no good."
Professor Hawkins again
"This (Messing About) phase is important, above all, because it carries over into school that which is
the source of most of what children have already learned, the roots of their moral, intellectual, and
aesthetic development. If education were defined, for the moment, to include everything that children
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have learned since birth, everything that has come to them from living in the natural and the human
world, then by any sensible measure what has come before age five or six would outweigh all the
rest.”
"When we narrow the scope of education to what goes on in schools, we throw out the method of
that early and spectacular progress at our peril. . . . To continue the cultivation of earlier ways of
learning, therefore; to find in school the good beginnings, the liberating involvements that will make
the kindergarten seem a garden to the child and not a dry and frightening desert, this is a need that
requires much emphasis on the style of work I have called "Messing About."
As time goes on, through a good

mixture of this with other phases of
work, "Messing About" evolves with
the child and thus changes its quality.
It becomes a way of working that is no longer childish, though it remains always childlike, the kind of
self-disciplined probing and exploring that is the essence of creativity.
Kedar Kelkar
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Fat in growing age !!!

Just like protein ,fat is also important ingredients for healthy brain development and divided into three
main categories.
Saturated Fatty Acids: - typically solid at room temperature. For instance butter, ghee, cheese, milk,
coconut oil, palm oil, animal fat (charbi).
Saturated fat in animal with long chain of fatty acids damage cardiovascular health and hard to digest.
Ghee (clarified butter through process of curdling and heating has short chain fatty acids. These are
easy to digest and promote good health.
Unsaturated Fats: - it is divided into MUFA & PUFA
Mono Unsaturated Fatty Acids (MUFA) essential for our body as it cannot be produced on its own by
our body. Olive oil has dominant MUFA. But olive oil is not for deep frying .Its smoke point is very low
and can go rancid. It is for dressing on salad.
MUFA is also found in many other oils but then you get unnecessary SFA & Omega 6 through these
oils.
MUFA is also found in dry fruits like almonds, cashew nuts, walnuts, sesame seeds, peanuts flaxseed
etc and worth consuming .
Poly Unsaturated Fatty Acids (PUFA):- It is subdivided into Omega 3 & Omega 6
O6:- It is essential fat for human being. It is found in all cooking oil, cereals & vegetables .So it is already
high in our diet.
Best way to take O6 in diet is ground nut oil for Indians. It does not go rancid with deep frying and
have high smoke point and have right amount SFA, MUFA & PUFA.
if not ground nut , you can use coconut oil . It has medium chain fatty acids that aids digestion and
improve metabolism. Medium chain are used for fat loss and endurance building supplements. That
is why you will see coconut added in every recipe in India from laddus to chiwda .South Indian have
been using coconut oil from time immemorial. It is good for deep frying , as it has highest smoking
point .
Safflower oil & sunflower oil have severally high O6 in them and that is why they are dangerous. We
don’t need so much O6 from them , in fact we need right balance of Omega 6 & omega 3
The ratio of omega 6 & omega 3 should be 3:1.
PUFA are heart protecting values if they have equal amount of O6 & O3.
We eat more O6 but not O3.
Omega 3:- omega 3 is found in flax seeds, walnut & fish oil.
O3 contains Alpha linolenic acid and EPA & DHA . Both are essential for us.
Fish oil has readymade 30 % EPA & DHA.
Flax seed powder or oil content is almost 60 % and has Alpha linolenic acid which body needs to
convert to EPA & DHA..
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Fish oil and Flax Seed powdered both have to be taken for optimum effect.
There is one more version of fats called trans fats . It is used commonly by restaurants , as fast food
chain & companies that produce food on large scale. It is bad fat and has to be avoided
Function of Fats
1) Transport vitamins A, D, E, K also known are fat soluble vitamins
2) Protects vital organs like kidney, liver, heart lungs etc
3) Acts as an insulator and prevents loss of fat
4) Stimulates flow of bile and emptying of gall bladder
5) Required for milk production and normal growth of a fetus in pregnant
6) Makes much of the brain (more than 60 % of the brain is composed of fat) and helps its function
smoothly
7) Lubricants joints
So the right approach is to
1) Avoid SFA or to keep it minimum i.e. butter, ghee, animal

fat (charbi)
2) Your cooking oil should be groundnut oil ,coconut oil(deep
frying ) or if any option not available go for olive oil
3) Use flaxseed powder , walnut ,or fish for omega 3
4) Never use sunflower, and safflower as they have high
omega 6.
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Brain stabilization and Frontal lobes of brain !!!!

Recently I watched a program on Nat Geo wild about spotted Hyena, it shared astonishing information
about harmonious relationship each one shares with others.
And the reason could be frontal lobe (frontal part of brain) development in them. This part is not
developed as much as that of humans but enough to maintain their clan together.
We have one of the biggest frontal lobe development, and that is why we are homo sapiens, wise
man.
It controls motor movement, inner speech, self-control and reasoning. It chooses between good and
bad, considers future consequences of our actions.
It is this brain that makes us choose socially acceptable behaviour, and suppress our instinct.
Frontal brain development grows till 21years of age and that is why humans rather children tend to
behave irrationally between puberty to the complete development of frontal lobe development.
Stress, anxiety, & worry are biggest enemies of frontal brain. They bring down the energy down to
lower brain and we have no frontal lobe at our disposal.
courtesy http://www.bodymindcentering.com/
In the late 1970’s, the late Bonnie Bainbridge Cohen, Occupational Therapist and founder of Body-
Mind Cantering, stumbled upon a way to help children reorganize their lower brain centres as a cure
for their seeming ‘cortical’ or ‘neocortical’(frontal lobe) learning disabilities.
She did this by making them do movements reminiscent of reptilian or amphibian stages of
development.
She understood that by revisiting reptilian movements of walking on all fours, leading with the same
arm and leg, helped the reptilian brain regulate itself.
The same held true of the limbic system, she would encourage children experiencing emotional dis
regulation to move like amphibians, pushing first off both front legs and second then off of both hind
legs.
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Children or adults in her workshops would go through these movement exercises and later would find
that many of their higher brain functioning was better afterwards.
By stabilizing the lower developmental centres, the higher ones functioned more freely.
Thinking, creativity, empathy, problem-solving, reading, writing and language skills became easier for
these previously challenged children.
Indians have already known the secrete of brain stabilization from time immemorial.
This is part & parcel of our daily lifestyle. This is our way of life, Yogasana.
We had uncovered these animal postures and even named them with Bhujagasana, Gomukhasana,
Matsyendrasana, Makrasana,etc
Patanjali yoga sutra , Hathyoga pradipika,Gheranda Samhita etc give detailed procedure of how to do
asana and the benefits of doing them.
We Indian knew asana is just one step (limb) to move further in the ladder and to achieve ultimate
step i.e. samadhi.
Kedar Kelkar
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Ref:- The Underachieving School by John Holt

Dear Dr Bliss:
... I think children learn better when they learn what they want to learn when they want to learn it,
and how they want to learn it, learning for their own curiosity and not at somebody else’s order.
I believe that learning would be greatly improved if we could completely or at least largely abolish the
fixed curriculum in its present sense. I do not believe that testing and grading form any inherent or
useful function in learning; in fact, they corrupt and impede the learning process.
I am altogether opposed to any kind of so-called ability grouping in school. I think that in many more
cases than not it is the act of instruction itself that impedes learning and nowhere else more than in
the field of reading; in short, I feel that children would learn to read better and more easily if they
were not taught.
I think we need to find ways to get more people into the schools who are not teachers. I do not think
it is helpful to have children spend all their time with people who have no other concerns than
children.
I would like to see streams of people coming into the schools who are there to talk about their outside
life and work in the world. I would also like to see children encouraged and helped to use the resources
of the world outside the school to further their learning.
I believe that compulsory school attendance no longer serves a useful function, either to schools,
teachers or students, and that it should be done away with or greatly modified.
I think we have made education which should be something that helps young people move into the
world and do useful work there, into an enormous obstacle standing in their way, and I think we need
to find ways to remove that obstacle.
In short, I am opposed to all kinds of credential requirements

as preconditions for doing work. I think we should remove
every possible obstacle between any child and any gainful or
useful contribution he wants to make to society.
Everything we say and do tends to separate learning from

living, and we should try instead to join them together...
Sincerely yours,
JOHN HOLT
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Osho referring Kahil Gibran to talk about lovers !!!

Kahlil Gibran in his wonderful book THE PROPHET says lovers should be like pillars of a temple --
supporting the same roof, but not too close to each other. Like pillars....
If they come too close, the whole temple will fall; if they go too far away, then too the whole temple
will fall. They cannot come too close; they cannot go too far. They should be like pillars of a temple,
supporting the same roof.
This is the art, the knack. If you want your love to be eternal, don't come too close, because if you
come too close then the need to go far away arises. If you come too close then you trespass on each
other's freedom -- and everybody needs a space of his own.
Love is beautiful when it co-exists with your space; if it starts trespassing on your space then it
becomes poisonous. And lovers always behave foolishly and stupidly. When they are in love they don't
listen to anything; they try to come too close and then they destroy their love. Had they been a little
wiser, they would not have come too close and then they would have remained close forever.
- Tao: The Three Treasures, Vol 1, Chapter #5 by Osho
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Sleep -rapid eye motion - साखर झोप .....

Recently my father shared concerns of oversleeping habits of my 13 years old nephew.
He sleeps at around 10 to 10.30 pm, his mother & grandpa have to wake him up for school, tuition
etc. else you never know how long he sleeps. But this takes place when he is at home.
When he is at my home he has enough liberty to watch TV and wake up at any time. But he can neither
watch TV late at night nor sleep very late in the morning. He sleeps early with remote in his hand and
gets up on his own in the morning.
This is testimony if enough freedom is given how things can change dramatically
Here we will see mechanism of sleep....
Sleep is anabolic i.e. it is building up the immune, nervous, skeletal, and muscular systems. Recovery,
healing, & growth take place with enough sleep.
Your cognitive skills i.e. learning and reasoning are product of sleep.
New-borns sleep for 14 to 17 years and we need at least 9 to 10 hours of sleep till the age of 17 ideally.
As we our brain mature and brain wiring becomes more rigid, sleep requirements minimizes. Our brain
matures till the age of 21 years.
An adult human need 7 to 8 hrs of sleep.
Sleep is divided into two broad types: rapid eye movement (REM sleep) and non-rapid eye movement
(NREM or non-REM sleep).
REM (rapid eye movement) means literally movement of eyes during sleep.
Scientists have found that everyone from new-born to adults dreams in REM, and that is why there is
rapid movement of eyes.
Your brain works one & half times more actively than in normal in REM, but your body is relaxed. It is
nature’s arrangement to keep body relaxed so it does not start working automatically assuming
dreams are true.
We experience REM & non REM every 90 minutes. Non REM is experienced in first half of night and
REM in latter half, probably after 3.
In Marathi it is called sakhar zop( REM) साखर झोप
Patanjali in his Patanjali Yoga Sutra describes these two states & named them Shushupti and Swapna.
And further instructs to use highly active brain activity that we experience in REM around dawn.
Hindus call it brahmha muturut .
Neurotransmitters like dopamine, serotonin (happiness hormone),noradrenaline are secreted in brain

in wakeful state , but in REM these are used less. And it is influenced directly on brain function.
REM sleep consists 20–25% of total sleep in adults
This is also called paradoxical sleep because the sleeper, although exhibiting high-frequency EEG
waves similar to a waking state, is harder to arouse than at any other sleep stage.
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Vital signs indicate arousal and oxygen consumption by the brain is higher than when the sleeper is
awake. An adult reaches REM approximately every 90 minutes, and remains in REM sleep for longer
during latter half of sleep. REM sleep occurs as a person returns to stage 1 from a deep sleep.
A new-born baby spends almost 9 hours a day just in REM sleep. By the age of five or so, only slightly
over two hours is spent in REM.
During a night of sleep, one usually experiences about four or five periods of REM sleep; they are quite
short at the beginning of the night and longer toward the end.
The relative amount of REM sleep varies considerably with age. A new-born baby spends more than
80% of total sleep time in REM.
During REM, the activity of the brain's neurons is quite similar to that during waking hours; for this
reason, the REM-sleep stage may be called paradoxical sleep.
Infants spend more time in higher REM sleep than adults. The proportion of REM sleep then decreases
significantly in childhood. Older people tend to sleep less overall but sleep in REM for about the same
absolute time, and therefore spend a greater proportion of sleep in REM.
One of the veteran blogger named Ajay Vadakyil says ,”
“Twice the amount of blood flows to your brain during REM than when you are conscious. REM sleep
restores us mentally. REM has an UNLEARNING and memory-consolidating function . Some of these
clutter memories taken in by our senses may be rejected by the mind as useless, while others may be
seen as valuable and retained.
"REM sleep provides endogenous stimulation to prevent the brain from being shut down too long.
REM sleep also acts as an escape valve for letting off the “psychic steam” that accumulates from
emotional stresses during the day. People become anxious, irritable, and sometimes borderline
psychotic, when they have been experimentally deprived of REM."
Adults spend 20% of their sleep in REM..
As you can see a major part of your life on earth is spent in REM sleep. God has made it so for a reason.
You cannot consume alcohol or take tranquilliser drugs to go into REM sleep.
Sleep is necessary for our nervous systems to work properly If sleep deprivation continues,
hallucinations and mood swings may develop.
Idiots do NOT understand the healing effects of REM sleep. REM sleep prevents self-destructive
behaviour .REM sleep is paramount for mental clarity and learning
The movement of eyes is helpful to release of pent up emotions . Any unaccepted emotions, frustrated
motive, & unfulfilled action are stored in brain and it tries to complete it through dreams .
In utero, mammals spend more than half (50–80%) of a 24-hour day in REM sleep.
Hypotheses about the function(s) of REM sleep
Sleep in general seems to aid memory. REM sleep may favour the preservation of certain types of
memories: specifically, procedural memory, spatial memory, and emotional memory
In humans, the best evidence for REMS improvement of memory pertains to learning of procedures—
new ways of moving the body (such as trampoline jumping), and new techniques of problem solving.
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REM deprivation seemed to impair declarative (i.e., factual) memory only in more complex cases, such
as memories of longer stories.
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Osho's childhood story about School !!!

In my childhood it was a constant conflict between me and my father. Whenever I was feeling good,
that meant a holiday from school.
And he said, ”You are a strange fellow. When you are sick, you have fever, you are suffering from a
cold, then you go to school. You have an upside down mind!”
I said, ”Whether the mind is upside down or not, when I am feeling good I go to the river” – which I
loved... to swim for miles or to boat.
In a beautiful full-moon night the river looked almost like silver. And I told him, ”I am not going to
waste my time in school.
When I have fever and I cannot go to the river, school is good. School to me is a kind of hospital.”
He said, ”Do whatever you want to do. There is some truth in what you are saying, because you cannot
enjoy the river and swimming when you are sick.”
I said, ”You have understood my point. Whether I am sick or I am not sick, I don’t enjoy your history,
your geography anyway.
So when I am sick it is perfectly good, I can waste my sickness on your school and your education.
For the remaining part of my life I am going to enjoy nature, to enjoy the stars, to play the flute, to
sing songs, to go to the forest and to dance there amongst the dancing trees.
I have made a clear-cut distinction.”
And in my childhood I was rarely sick, so rarely present in the school.
But you will be surprised, I was not present in school but they were giving me seventy-five percent
attendance every year.
They were very happy that I was somewhere else!
Every principal of every school, college, every vice-chancellor of every university I was taught in, told
me once or twice, ”If you can go somewhere else – to the library, to the botanical garden... or the
whole world is there.
Just don’t go to your classroom, because it creates so much trouble for us.
And I promise you that we will not prevent you from entering the examination because you have not
attended enough.” Seventy-five percent was the right percentage of attendance, only then could you
enter the examination. ”Even if you don’t come at all, just appear at the examination hall and every
paper will be ready and you will be allowed to sit.”
I said, ”This is such a good arrangement. I am happy outside, you are happy inside.
But once in a while when I am not feeling well, I want to make it clear to you, I will not allow you or
your college either to be in a state of well-being.
If I am not feeling well, I am going to come. So pray to God that I never fall sick.
That is your only protection!”
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Osho
CHAPTER 13. RIDE ON THE WAVE OF JOY
Hari Om Tat Sat
The mankind is at risk of disappearing from the earth not because of famine , flood, earthquake,
nuclear weapon, third world war, or any kind of violence .These are just incidental causes ,..........
....diminishing maternal instinct ,feminine qualities like love , kindness, gentleness etc will be the root
causes for degeneration of human race.....!!!!
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Parenting is unearthing your hidden potential !!!

The dormant creativity of many adults is awakened through imaginative interaction with their
children.
Many characteristics typical of creative people are readily evoked in parenting—for example, humour,
playfulness, curiosity, flexibility, high intrinsic motivation, sensitivity, spontaneity, tolerance of
incongruity, and experiencing deep emotion.
Life with young children provides continuous opportunities for identifying problems and solving them
creatively.
Since young children are often unable to indicate their purposes or problems
clearly, the parent’s challenge is to clarify the problems experienced by the child and negotiate
solutions
It is a special opportunity for personal development wherein you can become a creative artist,
choreographing your own dance in partnership with your child.
Jenny Cullen
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Humanization of education 1/2

Now a day we talk about how to make education more effective, how to make curriculum better, how
to impart more knowledge and information …
John Holt educationalist on the contrary expresses term “how to humanize education”
This is what he says about “humanization of education”
“Next to the right to life itself, the most fundamental of all human rights is the right to control our
own minds and thoughts.
That means, the right to decide for ourselves how we will explore the world around us, think about
our own and other person’s experiences, and find and make the meaning of our own lives.
Whoever takes that right away from us, as the educators do, attacks the very centre of our being and
does us a most profound and lasting injury.
Education, with its supporting system of compulsory and competitive schooling, all its carrots and
sticks, its grades, diplomas, and credentials, now seems to me perhaps the most authoritarian and
dangerous of all the social inventions of mankind’
It is the deepest foundation of the modern and worldwide slave state, in which most people feel
themselves to be nothing but producers, consumers, spectators, and “fans,” driven more and more,
in all parts of their lives, by greed, envy, and fear.
My concern is not to improve “education” but to do away with it, to end the ugly and anti-human
business of people-shaping and let people shape themselves.
This does not mean that no one should ever influence or try to influence what others think and feel.
We all touch and change (and are changed by) those we live and work with.
We are by instinct talkative and social creatures, and naturally share with those around us our view of
reality. Both in my work as writer and lecturer, and among my friends, I do this all the time.
But I refuse to put these others in a position where they feel they have no choice but to agree with
me, or seem to agree.
I want them to have the right, if they wish, to reject absolutely any and all of my ideas, as I would want
and demand for myself the right to reject theirs.
Also, I have learned that no one can truly say Yes to an idea, mine or anyone else’s, unless he can
freely say No to it.
I do not mean to say, either, that no one should ever have the right to ask another to show what he
knows or can do.
Clearly, if someone wants to drive a car, fly a plane, or do something that might directly affect the
lives or health of other people, then society, through some agent, has the right to demand that he
show that he is able to do what he wants to be allowed to do.
Indeed, even where health and safety are not involved, a person can often rightly be asked to show
his competence.
If he wants to play in an orchestra, sing in a chorus, act in a play, or join other people in any work they
are doing, whether for money, pleasure, or other reasons, they have a right to ask him to show that
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he can do it well enough to help and not hinder them. But these demands are specific in time and
place.
They are not at all the same thing as saying

to someone that just to be allowed to live in
the world at all he must be able to show that
he knows this or that.
to be continued..
kedar kelkar
Humanization of education 2/2

The point is that it is the doer (children), not someone else, who has decided what he will say, hear,
read, write, or think or dream about.
He is at the centre of his own actions. He plans, directs, controls, and judges them.
He does them for his own purposes— which may of course include a common purpose with others.
His actions are not ordered and controlled from outside. They belong to him and are a part of him.
The best and only really good place for doers (children) would be a society that does not yet exist.
In that society all people, of whatever age, sex, race, etc., could have work to do which was varied and
interesting, which challenged and rewarded their skill and intelligence, which they could do well -and
take pride in doing well, over which they could exercise some control, and whose ends and purposes
they could understand and respect.
Today, very few people feel this way about their work—only a small number of artists, artisans, skilled
craftsmen, specialists, professionals, and a few others.
Beyond this, all people would feel—as very few people do now—that what they thought, wanted,
said, and did would make a real difference in their lives and the lives of people around them.
Their politics, like their work, would be meaningful. Their elected officials would be public servants,
not petty kings and emperors.
They would shape and control the society they lived in, instead of being shaped and controlled by it.
In such a society no one would worry about “education.”
People would be busy doing interesting things that mattered, and they would grow more informed,
competent, and wise in doing them.
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They would learn about the world from living in it, working in it, and changing it, and from knowing a
wide variety of people who were doing the same.
By “doing” I do not mean only things done with the body, the muscles, with hands and tools, rather
than with the mind alone.
I am not trying to separate or put in opposition what many might call the “physical” and the
“intellectual.” Such distinctions are unreal and harmful. Only in words can the mind and body be
separated.
In reality they are one; they act together. So by

“doing” I include such actions as talking, listening,
writing, reading, thinking, even dreaming.
by John Holt
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D.H .Lawrence answering a question of a child !!!

D.H .Lawrence was walking in the garden with a small child. The little child asked D.H. Lawrence a
strange question: "Why are trees green?" .
They can say, "Trees are green because they have a certain chemical, chlorophyll.
Because of chlorophyll, they are green." But this is not the answer. Now the question will be: "Why do
the trees have chlorophyll?"
Mystery is not destroyed, only pushed back. The whole of science has pushed the mystery back. It has
not been able to demystify it. Neither have all the religions of the world been able to demystify
existence; they have found answers for everything, but all their answers are pseudo.
D.H. Lawrence was certainly a mystic. His answer to the child has made me immensely respectful
towards the man. He said, "Listen, trees are green because they are green. Understand?"
The child said, "That's the right answer. They are green because they are green!"
The mystery remains the same.
D.H. Lawrence had not tried to deceive the child by giving some phony answer.
From Osho's Talk
Kedar Kelkar
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THE TYRANNY OF TESTING 1/3

"Let me not mince words. Almost all educators feel that testing is a necessary part of education.
I wholly disagree - I do not think that testing is necessary, or useful, or even excusable. At best, testing
does more harm than good; at worst, it hinders, distorts, and corrupts the learning process.
Testers say that testing techniques are being continually improved and can eventually be perfected.
Maybe so - but no imaginable improvement in testing would overcome my objections to it. Our chief
concern should not be to improve testing, but to find ways to eliminate it.
In some circumstances, of course, tests are necessary. If a man wants to play the violin in a symphony
orchestra, it makes sense to ask him to show that he meets the orchestra’s standards.
If he wants to work with people who speak no English, he ought to prove that he can speak their
language. If he wants a license to design and build buildings, he should show that he knows enough
to keep his structures from falling down.
If he wants to be a surgeon, he should prove to competent judges - on the operating table, not a piece
of paper - that he can operate on people without killing them.
Very similar to these are the tests people give themselves to check their own progress. The typist types
exercises to increase her rate per minute. The musician plays scales and studies, and plays difficult
passages against a metronome.
The tennis player serves dozens of balls, trying to place them accurately in this or that corner. The
heart surgeon operates on frogs, training his fingers to work
In short, all serious practice can be seen as a way in which the learner tests his own skill and
knowledge.
But virtually none of the testing done in schools is of this kind. Students are not, as a rule, tested to
prove they can perform activities they have chosen for themselves, without endangering other people
or ruining a collective enterprise.
Testing in schools is done for very different reasons, and, by and large, we are not very honest about
these reasons.
To the public - and to ourselves - we teachers say

that we test children to find out what they have
learned, so that we can better know how to help
them to learn more. This is about ninety-five per
cent untrue.
From "The Underachieving School" by John Holt - Kedar Kelkar
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THE TYRANNY OF TESTING !!!! 2/3

There are two main reasons why we test children: the first is to threaten them into doing what we
want done, and
The second is to give us a basis for handing out the rewards and penalties on which the educational
system - like all coercive systems - must operate.
The threat of a test makes students do their assignment; the outcome of the test enables us to reward
those who seem to do it best. The economy of the school, like that of most societies, operates on
greed and fear. Tests arouse the fear and satisfy the greed.
To me, it seems clear that the greater the threat posed by a test, the less it can measure, far less
encourage, learning. There are many reasons for this.
One of the most obvious, and most important, is that whenever a student knows he is being judged
by the results of tests, he turns his attention from the material to the tester.
What is paramount is not the course or its meaning to the student, but whatever is in the tester’s
mind.
Learning becomes less a search than a battle of wits. The

tester, whoever he is, is no longer a guide and helper, but
an enemy.
Before long many children associate books and reading

with mistakes, real or feared, and penalties and
humiliation. This may not seem sensible, but it is natural.
Mark Twain once said that a cat that sat on a hot stove
lid would never sit on one again, but it would never sit on
a cold one either.
As true of children as of cats. If they, so to speak, sit on a

hot book a few times, if books cause them humiliation
and pain, they are likely to decide that the safest thing to
do is to leave all books alone.
From "The Underachieving School" by John Holt
Kedar Kelkar
THE TYRANNY OF TESTING 3/3

In short, the school must become communities in which children learn, not by being preached at, but
by living and doing it, to become aware and considerate of the needs of other people.
It is not a question of setting up phony model legislatures, but of making the school a place in which
a child has so much respect for his own work that he will respect the work of others, and will be
naturally concerned to make the school a place where everyone can do best whatever kind of work
he wants to do.
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With our schools as they are, this is not surprising. What is most shocking and horrifying about public
education today is that in almost all schools the children are treated, most of the time, like convicts in
jail most.
What shocks me most is that the students do not resist this, do not complain about it, do not mind it,
even defend it as being necessary and for their own good. They have truly been made ready for
slavery.
What is the effect of this kind of treatment on children? Just what one might expect?
It destroys most of their sense of their own worth, if they have any; if they don’t, it makes it almost
impossible for them to get any. It convinces them that they, and certainly almost everyone else, are
not fit for responsibility or worthy of respect and trust.
By denying them the chance to have, and use, and enjoy, and value their own freedom, it persuades
them, or makes them easy to persuade that true personal freedom is at least valueless and at most
dangerous.
if we want a country in which people will resist the growing pressures to conformity and servility and
will vigorously defend their own rights and the rights of others, then we had better begin to give
children some real freedom in school - freedom to move, to talk, to plan and use their time, to direct
and assess their own learning, to act, and be treated, like sensible human
beings.
This means that we must give children, at home and in school, what few of them now have - freedom,
dignity, and respect
We had better begin to give children some real freedom in school - freedom to move, to talk, to plan
and use their time, to direct and assess their own learning, to act, and be treated, like sensible human
beings.
From "The Underachieving School" by John Holt
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What is Love?
What is love is difficult to explain, it defies definitions.
But on the contrary there are so many definitions and quotes on love.
But what is prevalent today in the world in the name of love is not love.
Human being is open ended animals; other animals are born with instincts and live & die with it. There
is little learning takes place in their lives.
Humans are born with a great adaptation skill. He has to be taught to love else he does not learn
“LOVE”.
Heart centre of humans has to be developed by parents and later on head.
Today word “LOVE “comes with asterisk mark (*conditions apply)
D. H. Lawrence English novelist, says ,”My God, these folks don't know how to love — that's why they
love so easily.”
New-borns are love object for all relatives… kisses, cuddling, stroking i.e stimulation is necessary to
some extent.
To allow him to be as he is LOVE.
To allow him to use his mother as a mirror for his feeling is LOVE, as it is his mother’s face & eyes he
sees his real self.
In growing age not to dump him at caretaker and in the company of grandparents is LOVE
To allow access to the mother’s breast for nutritional & non nutritional suckling is LOVE.
To allow him explore his surrounding without guilt is LOVE
To allow him explore his genitals, thumb, big toe is LOVE.
To allow him to express his all emotions like selfishness, anger, fear etc is LOVE.
To allow him on own and trusting his abilities fully is LOVE.
To allow him to make mistakes and not to laugh at his awkwardness is LOVE
To allow him to be busy with his activities and not to pick him up because you have come from office
(for your emotional needs) is LOVE.
To allow him to talk to you about any forbidden subject in adolescent age is LOVE.
To stand by his side in all situations is LOVE.
Is this sort of LOVE very ideal????
Ordinarily parents are so preoccupied with their agenda that they really cannot LOVE.
Osho spiritual enlightened master says,”
“It is difficult to get a loving mother, and very difficult and rare to get a loving father. Every father,
every mother, thinks that he or she loves.”
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”It is not so easy. Love is a difficult growth, very difficult. But if love is not there in the beginning for
the child, he himself will never be able to love.”
If you love somebody in any relationship, love in such a way that he or she remains free.
If you cannot keep her or him free, there is something wrong with your childhood parenting & you are
trying to fulfil your repressed needs through friends, mother, sister, wife, etc
You are using them merely as an

object, commodity & product to
fulfil your needs.
Unless you work on yourself , you won’t understand LOVE.
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TRUE LEARNING in the words of John Holt !!!

True learning - learning that is permanent and useful, that leads to intelligent action and further
learning - can arise only out of the experience, interests, and concerns of the learner.
Every child, without exception, has an innate and unquenchable drive to understand the world in
which he lives and to gain freedom and competence in it.
Whatever truly adds to his understanding, his capacity for growth and pleasure, his powers, his sense
of his own freedom, dignity, and worth may be said to be true education.
Education is something a person gets for himself, not that which someone else gives or does to him.
What young people need and want to get from their education is:
one, a greater understanding of the world around them;
two, a greater development of themselves;
three, a chance to find their work, that is, a way in which they may use their own unique tastes and
talents to grapple with the real problems of the world around them and to serve the cause of
humanity.
Our society asks schools to do three things for and to children: one, pass on the traditions and higher
values of our own culture; two, acquaint the child with the world in which he lives; three, prepare the
child for employment and, if possible, success.
All of these tasks have traditionally been done by the society, the community itself. None of them is
done well by schools.
None of them can or ought to be done by the schools solely or exclusively.
One reason the schools are in trouble is that they have been given too many functions that are not
properly or exclusively theirs.
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Schools should be a resource, but not the only resource, from which children, but not only children,
can take what they need and want to carry on the business of their own education.
Schools should be places where people go to find out the things they want to find out and develop the
skills they want to develop.
The child who is educating himself, and If he doesn't no one else will, should be free, like the adult, to
decide when and how much and in what way he wants to make use of whatever resources the schools
can offer him.
There are an infinite number of roads to education; each learner should and must be free to choose,
to find, to make his own.
Children want and need and deserve and should be given, as soon as they want it, a chance to be
useful in society.
It is an offence to humanity to deny a child, or anyone of age, who wants to do useful work the
opportunity to do it.
The distinction, indeed opposition, we have made between education and work is arbitrary, unreal,
and unhealthy.
The Underachieving School by JOHN HOLT
Kedar Kelkar
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School makes children stupid …..!!!!!! 1/7

When someone is hitting you with a stick, or deliberately making you feel like a fool in front of a class,
you know what is being done to you and who is doing it.
You know who your enemy is. But most of the harm that is done to children in schools they can’t and
don’t resist, because they don’t know what is being done to them or who is doing it, or because, if
they do know, they think it is being done by kindly people for their own good.
Almost every child, on the first day he sets foot in a school building, is smarter, more curious, less
afraid of what he doesn't know, better at finding and figuring things out, more confident, resourceful,
persistent, and independent, than he will ever again be in his schooling or, unless he is very unusual
and lucky, for the rest of his life.
Already, by paying close attention to and interacting with the world and people around him, and
without any school-type formal instruction, he has done a task far more difficult, complicated, and
abstract than anything he will be asked to do in school or than any of his teachers has done for years.
He has solved the mystery of language.
He has discovered it - babies don’t even know that language exists - and he has found out how it works
and learned to use it.
He has done it, as I described in my book How Children Learn, by exploring, by experimenting, by
developing his own model of the grammar of language, by trying it out and seeing whether it works,
by gradually changing it and refining it until it does work.
And while he has been doing this, he has been learning a great many other things as well, including a
great many of the ‘concepts’ that the schools think only they can teach him, and many that are more
complicated than the ones they do try to teach him
The Underachieving School by John Holt
Kedar Kelkar
School makes children stupid ! 2/7

"In he comes, this curious, patient, determined, energetic, skilful learner. We sit him down at a desk,
and what do we teach him? Many things. First, that learning is separate from living.
You come to school to learn, we say, as if the child hadn’t been learning before, as if living were out
there and learning in here and there were connection between the two.
Secondly, that he cannot be trusted to learn and is no good at it. Everything we do about reading, a
task far simpler than what the child has already mastered, Says to him, ‘If we don’t make you mad,
you won’t, and if you don’t do it exactly the way we tell you, you can’t.’
In short, he comes to feel that learning is a passive process, something that someone else does to you,
instead of something you do for yourself.
In a great many other ways he learns that he is worthless, untrustworthy, fit only to take other
people’s orders, a blank sheet for other people to write on.
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Oh, we make a lot of nice noises in school about respect for the child and individual differences and
the like.
But our acts, as opposed to our talk, say to the child, ‘Your experience, your concerns, your curiosities,
your needs, what you know what you want, what you wonder about, what you hope for, what you
fear, what you like and dislike, what you are good at or not so good at - all this is of not the slightest
importance, it counts for nothing.
What counts here and the only thing that counts, is what we know, what we think is complicated than
the ones they do try to teach him.
In a great many other ways he learns that he is worthless, untrustworthy; fit only to take other
people’s orders, a blank sheet for other people to write on.
What counts here and the only thing that counts, is what we know, what we think is important, what
we Want you to do, think, and be.’
The child soon learns not to ask questions: the teacher isn’t there to satisfy his curiosity. Having
learned to hide his curiosity, he later learns to be ashamed of it.
Given no chance to find but who he is, and to develop that person, whoever it is, he soon comes to
accept the adults’ evaluation of him.
Like some highly advantaged eighth graders I once talked with in a high-powered private school, he
thinks of himself, ‘I am nothing, or if something, something bad; I have no interests or concerns except
trivial ones, nothing that I like is any good, for me or anyone else; any choices or decisions I make will
be stupid; my only hope of surviving in this world is to cling to some authority and do what he says.’
He learns many other things. He learns that to be wrong, uncertain, confused, is a crime.
Right Answers are what the school wants, and he learns, as I described in How Children Fail, countless
strategies for prying these answers out of the teacher, for conning her into thinking he knows what
he doesn’t know.
He learns to dodge, bluff, fake, cheat. He learns to be lazy. Before he came to school, he would work
for hours on end, on his own, with no thought of reward, at the business of making sense of the world
and gaining competence in it.
In school, he learns, like every buck private or conscript labourer, to goldbrick, how not to work when
the boss isn’t looking, how to know when he is looking, how to make him think you are working when
you know he is looking.
He learns that in real life you don’t do anything unless you are bribed, bullied, or conned into doing it,
that nothing is worth doing for its own sake, or that if it is, you can’t do it in school.
He learns to be bored, to work with a small part of his mind, to escape from the reality around him
into daydreams and fantasies - but not fantasies like those of his preschool years, in which he played
a very active part.

Kedar Kelkar
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School makes children stupid …..!!!!!!!!!!!!!! 3/7

There is much fine talk in schools about Teaching Democratic Values. What the children really learn is
Practical Slavery.
How to suck up the boss. How to keep out of trouble, and get other people in. ‘Teacher, Billy is ...’ Set
into mean-spirited competition against other children, he learns that every man is the natural enemy
of every other man.
Life, as the strategists say, is a zero-sum game: what one wins, another must lose, for every winner
there must be a loser. (Actually, our educators, above all our so-called and self-styled prestige
universities, have turned education into a game in which for every winner there are about twenty
losers.)
He may be allowed to work on ‘committees’ with other children, but always for some trivial purpose.
When important work is being done - important to the school - then to help anyone else, or get help
is called ‘cheating’.
He learns, not only to be hostile, but to be indifferent - like the thirty-eight people who, over a half-
hour period, saw Kitty Genovese attacked and murdered without offering help or even calling for help.
He comes to school curious about other people, particularly other children.
The most interesting thing in the classroom - often the only interesting thing in it - is the other children.
But he has to act as if these other children, all about him, only a few feet away were not really there.
He cannot interact with them, talk with them, smile at them, often even look at them.
In many schools he can’t talk to other children in the halls between classes; in more than a few, and
some of these in stylish suburbs, he can’t even talk to them at lunch.
Splendid training for a world in which, when you’re not studying the other person to figure out how
to do him in, you pay no attention to him.
In fact, he learns how to live without paying attention to anything going on around him.
You might say that school is a long lesson in How To Turn Yourself Off, which may be one reason why
so many young people, seeking the awareness of the world and responsiveness to it they had when
they were little, think they can only find it in drugs.

Kedar Kelkar

Aside from being boring, the school is almost always ugly cold, and inhuman, even the most stylish,
glass-windowed, $ 20-a-square-foot schools.
I have by now been in a good many school buildings - hundreds, many of them very new, but I can
count on the fingers on two hands those in which the halls were made more alive and human by art
or decoration, of the children or anyone else - pictures, murals, sculpture.
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Usually, the only thing that may be legitimately put up on the walls is a sign saying ‘Beat Jonesville’ or
‘Go You Vampires’ or the like.
Sit still! Be quiet! These are the great watchwords of school.
If an enemy spy from outer space were planning to take over earth, and if his strategy were to prepare
mankind for this takeover by making men’s children as stupid as possible, he could find no better way
to do it than to require them, for many hours a day, to be still and quiet. It is absolutely guaranteed
to work.
Children live all of a piece. Their bodies, their muscles, their voices, and their brains are all hooked
together.
Turn off a part of them, and you turn them off altogether.

Kedar Kelkar

But in most schools there is no contact, either with the real world, or real things, or real people.
In these dull, ugly, and inhuman places, where nobody ever says anything either very true or truthful,
where everybody is playing a kind of role, as in a charade,
where the teachers are no more free to respond openly and honestly to the students than the students
are free to respond to the teachers or each other, where the air practically vibrates with suspicions
and anxiety, the child learns to live in a kind of daze, saving his energies for those small parts of his life
that are too trivial for the adults to bother with and thus remain his.
Even the students who learn to beat the system, one might say especially those who beat it, despise
it, and often despise themselves for giving in to it.
It is a rare child indeed who can come through his schooling with much left of his curiosity, his
independence, or his sense of his own dignity, competence, and worth.

Kedar Kelkar

Increasingly, instead of developing the intellect, character, and potential of the students in their care,
they are using them for their (school) own purposes in a contest inspired by vanity and aimed at
winning money and prestige
Institutions serve the student; in fact, the real job of a student at any ambitious institution is, by his
performance, to enhance the reputation of that institution.
I do not think it is in any way an exaggeration to say that many students, particularly the ablest ones,
are being as mercilessly exploited by ambitious schools as they are by business and commerce, which
use them as consumers and subject them to heavy and destructive psychological pressures
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It is at this period of his life that he becomes most sharply aware of himself as a person, of the need
to know who and what that person is, and of the fact that he can and will to a large extent determine
who and what that person becomes.
In short, it is at this time that he begins not only to know himself but also consciously to create himself,
to feel intuitively what Thoreau meant when he said that every man is his own masterpiece
A person’s identity is made up of those things - qualities, tastes, beliefs - that are uniquely his, that he
found and chose and took for himself, that cannot be lost or taken from him, that do not depend on
his position or his success or other people’s opinion of him.
More specifically, it is the people he admires; the books, the music, the games, the interests that he
chooses for himself and likes, whether or not anyone else likes them, or whether or not they are
supposed to be ‘good’ or ‘worthwhile’; the experiences that he seeks out for himself and that add to
his life.
An adolescent needs time to do this kind of seeking, tasting, selecting and rejecting. He needs time to
talk and think about who he is and how he got to be that way and what he would like to be and how
he can get there. He needs time to taste experience and to digest it. We don’t give him enough.
In addition, by putting him in a position where he is always being judged and where his whole future
may depend on those judgements, we require the adolescent to direct his attention, not to who he is
or ought to be or wants to be, but who we think he is and want him to be.
He has to keep thinking about the impression he is making on us - his elders, the world. Thus we help
to exaggerate what is already, in most young people, a serious and crippling fault - an excessive
concern with what others think of them.
Since our judgements are more often than not critical, unfavourable, even harsh, we exaggerate
another fault, equally serious and crippling - a tendency to imagine that other people think less well
of them than in fact they do, or what is worse, that they do not deserve to be well thought of.
Youth ought to be a time when people acquire a sense not just of their own identity but also of their
own worth. We make it almost certain to be the very opposite.
The pressures we put on our young people also tend to destroy their sense of power and purpose. A
friend of mine, who recently graduated with honors from a prestige college, said that he and other
students there were given so much to read that, even if you were an exceptionally good reader and
spent all your time studying, you could not do as much as half of it.
Looking at work that can never be done, young people tend to feel, like many a tired businessman,
that life is a rat race. They do not feel in control of their own lives.
Outside forces hurry them along with no pause for breath or thought, for purposes not their own, to
an unknown end.
This is, I think, what Paul Goodman meant when he said that we have imposed on the elite of our
younger generation a morale fit for slaves. We have given them a sense not of mission and vocation,
but of subjection and slavery. They do not seek more knowledge and power so that they may one day
do great work of their own choosing: instead, they do their tasks, doggedly and often well, because
they dare not refuse.
Along with their sense of mission, we destroy to a very considerable extent their sense of joy,both in
work and in leisure.
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Thoreau once wrote: ‘The truly efficient labourer will not crowd his day with work, but saunter to the
task surrounded by a wide halo of ease and leisure.’
The man is badly cheated who has never felt that he could not wait to get back to his work and, so
feeling, hurled himself into it with fierce joy. Not only is he cheated; the work he does is probably
neither well done nor much worth doing.
Children come to school to learn, not to talk.’ As if learning were a passive process, like a kettle being
filled at a faucet.
The trouble is that when we treat children this way, we make them bad learners. For real learning
takes place only when the learner plays a dual role, when he is both learner and teacher, doer and
critic, listener and speaker.
The student who tries only to remember what is in his book will not even succeed in doing that. The
skilful learner talks to, even argues with, the book. He asks himself questions and checks his
understanding as he goes along.
A poor student never knows what parts of a lesson he understands and what he does not. He leaves
it to the teacher to find out. Even in learning a skill - painting, or music, or a sport - the learner, as he
performs, must continually judge his own performance, be aware of his mistakes. Am I in tune and in
rhythm? Am I watching the ball?
Little children learning to walk, talk, and do a hundred other things are good at this. Too often, it is
school and non-stop talking teachers that turn them into inert and passive learners.

Kedar Kelkar

How to reforms education!!!
Take a hard one first. We should abolish compulsory school attendance.
At the very least, we should modify it, perhaps by giving children every year a large number - fifty or
sixty - of authorized absences.
Our compulsory school attendance laws once served a humane and useful purpose
Let the children learn to judge their own work. A child learning to talk does not learn by being
corrected all the time; if corrected too much, he will stop talking.
He compares, a thousand times a day, the difference between language as he uses it and as those
around him use it.
Bit by bit, he makes the necessary changes to make his language like other people’s.
In the same way, kids learning to do all the other things they learn without being taught - to walk, run,
climb, whistle, ride a bike, skate, play games, jump rope - compare their own performances with what
more skilled people do, and slowly make the needed changes.
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But in school we never give a child a chance to detect his mistakes, let alone correct them. We do it
all for him.
We act as if we thought that he would never notice a mistake unless it was pointed out to him, or
correct it unless he was made to. Soon he becomes dependent on the expert.
Let him do it himself. Let him figure out, with the help of other children if he wants it, what this word
says, what is the answer to that problem, whether this is a good way of saying or doing this or not.
If right answers are involved, as in some math or science, give him the answer book. Let him correct
his own papers.
Why should we teachers waste time on such donkey work? Our job should be to help the kid when he
tells us that he can’t find the way to get the right answer.
Let’s get rid of all this nonsense of grades, exams, marks. We don’t know how, and we never will know
how to measure what another person knows or understands. We certainly can’t find out by asking
questions.
All we find out is what he doesn’t know - which is what our tests are for, anyway, traps designed to
catch students.
Throw it all out, and let the children learn what every educated person must someday learn, how to
measure his own understanding, how to know what he knows or does not know.
2) Some harder reforms. Abolish the fixed, required curriculum.
People remember only what is interesting and useful to them, what helps make sense of the world or
helps them enjoy or get along in it.
All else they quickly forget, if they ever learn it at all.
The idea of the ‘body of knowledge’, to be picked up at school and used for the rest of one’s life, is
nonsense in a world as complicated and rapidly changing as ours.
Anyway, the most important questions and problems of our time are not in the curriculum, not even
in the hot-shot universities, let alone the schools. Check any university catalogue and see how many
courses you can find on such questions as Peace, Poverty, Race, Environmental Pollution, and so on.
Children want, more than they want anything else and even after many years of miseducation, to
make sense of the world, themselves, and other human beings.
Let them get at this job, with our help if they ask for it, in the way that makes most sense to them.
Anxious parents and teachers say, ‘But suppose they fail to learn something essential, something they
will need to get on in the world?’ Don’t worry; if it is essential in the world, they will find it and learn
it out there.
The adults say, ‘Suppose they don’t learn something they will need later?’ The time to learn something
is when you need it; no one can know what he will need to learn in the future; much of the knowledge
we will need twenty years from now may not even exist today.
The adults say, ‘If you let children make choices they will make bad ones.’ Of course, they will make
some horrible ones. But how can a person learn to make good choices, except by making them, and
living with them? What is more important, how can a person learn to recognize and change his bad
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choices, to correct mistakes, if he never has a chance to make any mistakes, or if all his mistakes are
corrected for him?
Most important of all, how is a child who is never given real choices to make going to think of himself
as a person who is capable of making choices and decisions?
If he thinks he cannot be trusted to manage his own life, to whom is he going to turn to manage it for
him?
What this all boils down to is, are we trying to raise sheep timid, docile, easily driven or led -or free
men? If what we want is sheep, our schools are perfect as they are.
If what we want is free men, we’d better start making some big changes.

Kedar Kelkar
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Family!!!!!!
Family system is as old as human being on the planet earth.
The sole purpose of family is survival of species. Without support of each other we would have been
in danger of extinction like any other species of this planet.
It served right purpose of protection, & warmth in the wild forest with constant threat of ferocious
animals, erratic weather, & food shortage etc
In fact all these threatening elements kept family closed together,
Earlier humans had collective consciousness, i.e. tribe mind, or group mind .And whatever group
would think & do, was right and there was no second thought to any decision taken.
With rapid evolution of human being, he now does not stay in jungle amongst wild animals, he is much
protected from fury of nature, has immense control over his surroundings, & much comfortable.
He now is not part of tribe, group, civilization…his collective consciousness is disappeared. He has
individual consciousness. He has likes & dislikes, way of life, point of view etc …
Now he does not behave in accordance with nature.
Now he means business, he is his head not heart.
Need of protection subsided drastically, the presence of other human being is not much needed.
In fact other human being is now hell.
With introduction of money he can buy anything from safe & cosy home, food, happiness, etc. to even
sex.
Family, microcosm of society succeeds only when family member are ready to sacrifice, care, love,
respect for each other.
This is very huge expectation from each member; generally more powerful or least powerful exploit
others for physical, emotional, or any other type of need.
Family is always in process mechanism, it needs huuuuge commitment, dedication & devotion.
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Many couples fail utterly...
Family today is outdated system; Osho in this regard talks about commune or larger families where
you have more people for help, warmth & protection.
I remember living in large families in my childhood with uncle, aunty, grandma, cousins …Where you
learn the skill of socialization, meet different people and always look for help from them.
Many psychologist, sociologist , thinkers agree on the fact that society will collapse , human population
will be annihilated from the earth, not due to nuclear war, natural catastrophes , alien attack, etc but
due to disappearance of family system .
Today we have been witnessing live in relationship, homosexual’s & lesbian’s couples.... and what not
….
It is high time we search better options for marriage ……..
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Fearlessness !!!
In my childhood personality development classes were mushroomed everywhere.
I attended few residential workshops . We would be acquainted with Indian culture like yogasana,
Sanskrit shlokas, trekking here.
Besides that I had not attended any such personality program till certain age. I was too shy & timid to
go through any such program (side effects of being in a rigid school & parents ).I was not comfortable
mingling in a group and not interested in singing, acting, conversation etc, but I was very good at sports
, trekking, swimming, adventurous activity etc.
But today at this stage of life I feel if there is any quality that is to be developed in kids from the
beginning is Fearlessness
Somebody once asked Friedrich Nietzsche German philosopher, , "How can one develop one’s
personality?"
He said, "Live dangerously! Live dangerously if you want to develop your personality."
Osho further says about fearlessness ,” Even if a few thousand children of a race die each year while
climbing a mountain or entering a river or climbing a tree, it does not matter at all. “
“Because if all the children of a whole race become filled with fear and become empty of fearlessness,
then although the whole race may seem to be alive, it is actually dead”
Entrepreneur Richard Branson launched Virgin Records in 1973 said in biography that ,” Mum stopping
the car on the way home from a shopping trip and telling me to find my own way home - about three
miles through the countryside, and I was somewhere around five years old”
Fearlessness does not mean absence of fear; in fact fear is necessary & intelligent force.
It serves purpose of human safety. It enables to understand our human limitation. It cautions us
against danger . it is survival strategy It keeps us humble & modest.
Every time you do something new, there is going to be anxiety, tension, & worry. if you are going to
meet unknown person , your mind starts visualizing the strategy to deal with him.
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Fear & courage are not opposite emotions , in fact they go hand in hand, they are two parallel lines of
rail roads , they both are essential for destination. It is walking on tight rope and not allowing fear to
overpower you.
It is not running away from negative emotions like fear, worry, tension, but rather understand them
and they disappear. Fighting with them makes them bigger.
A thought of fear arises observe it, & it has no other option but to disappear it .
Fearlessness requires certain criterion at home front

1) Freedom to explore & experiment
2) Provision to make lot of mistakes
3) Non-judgemental & no labelling attitude towards your children
4) Sharing anything & everything at home
5) Lot of repair work with parents attitude
6) Parents setting up role model & building strong support system during all failures of their children.
These sorts of training to be given from childhood, children imitate parent’s fear. So be careful and
work on yourselves!!!
A thought of fear, worry, difficult situation should be challenge to you then life is joyful, else life sucks.
Osho spiritual master says ,”Fearlessness is the total presence of fear, with the courage to face it”
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Inheritance !!!
inheritance of wealth of knowledge, money, culture, emotional support, etc
Mankind on this planet has made progress beyond imagination…..he would not have imagined himself
at this junctures when he started.
This is not possible with the effort of one man. Generation after generation are ceaselessly making
effort and passing the baton to next generation.
We heard India in past had rich civilization, but today we are poor in everything. We are clueless about
way of life today, and searching answers at wrong places. India toady has lost its identity.
Older generation blame younger ones for their wayward behaviour…..and vice versa.
Family is microcosm of society, it is here imprinting or passing the baton starts.
You need wealth, knowledge, education, emotional support, etc to live in the world and prosper and
to achieve ultimate reality of human being.
If you are inherited wealth property, it is good.
If you are inherited knowledge, information, it is better.
If you are inherited strong emotional support and freedom to pursue your career goals from very early
age (I mean almost the moment we are born), it is the best scenario.
If you see families failing in harmony & balance, the root causes are in inherited wealth of knowledge
, education, emotional support etc ……..
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Socialization of children!!!!!
Recently I had conversion with my sister about de-schooling. She was concerned that de-schooling
would deprive her son socially.
Human being is social animal, but not from the birth.
In many communities after pregnancy mother and new born are kept in isolation for a month or so
and even father is not allowed to meet.
To deprive father from meeting new-born is too old custom. Today husbands are encouraged to be
with their pregnant wives for various reasons. One of them is to give emotional support and other is
to understand pain & suffering women go through and to see a new-born .
Many animals keep themselves in isolation after pregnancy, & introduce the young once only when
the mother forms bond with them and they are adapted to new surroundings.
Human new-borns forms bond with a mother through eye contact, and need an attachment figure till
he matures completely.
The real socialization starts with a mother.
I have seen many children resisting when they were admitted to nursery school.
Nursery school is too much and too early exposure of social life.
If we have traditional schools with their so called money minting agenda, I feel child should not be
exposed to social life like a school.
Traditional schools are not better places for social life.We need places where children can be
themselves.
Their learning is self-directed, purposeful, and meaningful and to do so they are not bribed, punished,
& threatened.
Traditional schools are too harsh, cruel & rigid places for socialization.
Family, relatives, friends are enough ways for socialization.
The real socialization starts with family, and today there are infinite better ways to socialize rather
than bloody school.
Many parent’s wants their son to socialize rather than isolate.
But many discoveries, inventions, masterpiece art, research & development are done better in
isolation.
Swami Vivekananda was enrolled into the school when he was eight years old.
Osho was also enrolled into the school when he was eight or nine years old.
Rabindranath Tagore was taught at home.
Pandit Ramabai, Indian social reformer, a Sanskrit scholar was taught by her father.He taught Ramabai
to read and write Sanskrit, as well as how to interpret vedic texts. By the age of twelve, Ramabai had
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memorized 18,000 verses from the Puranas. Besides Sanskrit, Ramabai learned the Marathi, Kanarese,
Hindustani, and Bengali languages.
Ref Wikipedia
Dr. Anandibai Joshi , was one of the first South Asian female physicians and the first Indian female
physician, to be trained in the tradition of Western medicine. She was the first female of Indian origin
to study and graduate with a degree in medicine in the United States.
Her husband helped her receive an education and learn English.
Steve Job was drop out of school and considered “loner “by his classmates.
"By the time he was ten, Jobs was deeply involved in electronics and befriended many of the engineers
who lived in the neighbourhood. He had difficulty making friends with children his own age, however,
and was seen by his classmates as a "loner."
Entrepreneur Kirloskar had not admitted his son in a school.
All these people are world renowned and successful in dealing with people
Exception is Pappu,one of the Indian Politician he has not attended traditional school, he was taught
at home by a tutor. He failed miserably in social life.
Osho spiritual enlightened master says, " Meditation means learning how to be alone”
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Self-learning is the best form of learning!!!
Today there are schools, colleges, coaching classes for each and every subject at every nook and
corner.
Today it is easier to master any skill, talent, than 50 years back. The moment the child is born; teaching
aids are all around him.
Ready-made toys, books, writing materials, audio videos of nursery rhymes, phonics, and abacus are
flooded in his shelf for his further development.
Of course this is the need of the time to educate your child, but one thing is for sure you fundamental
learning is man's own treasure & he himself has to find it.
And he does discover it. He is proud of his achievement, shows it through joyful movement, bursting
with laughter, happy sounds, jumping, moving and asking ultimate feedback from caretaker and
shares it with him or her.
This is self-initiated learning, & foundation for further learning.
Now a day’s psychologist says half of the life of human being is complete till the age of 7. That means
50 % of human being is complete till this age.
Reading these parents may hurry with vast number of activities, but this may not help, as the child
himself chooses the activity directed by natures plan. All the force in the world are useless and can
prove harmful. Our job at this stage is removing the obstacle and make journey easy.
Our fundamental learning is self-initiated, i.e. learning to talk, crawl, stand, and once further enrolled
in a school, many activities, talents, skill are picked very easily.
We learn many skills in school, achieve accolades and teachers & parents are appreciated.
This is half-truth, they are just instrumental. Real learners are children.
I have divided learning in risk free learning & non risk free learning.
All that teacher teaches in school are almost risk free learning except some adventurous sports,
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laboratory experiments etc.

Out there in the world most of the learning is risk free except driving, computer surgery, etc that needs
special education under guidance.
How many times we have seen chaiwala ( Tea –seller boy ) is good at oral maths than school going
boy.
With just sound of a bike the auto-mobile mechanic gets your bike in order .
Today you will see lots of businessman, artist, sportsman; actors have their own self –learned unique
styles which have gone down into the history of world.
And if you are incessant explorer from the beginning of your life as you are and if these explorations
are encouraged and given support for potential risk. Your love of self-learning grows double. Life
seems to be a challenge than stress. You want to know how things work out in the world.
Such child is lifelong learner in life . Self-learning creates his unique style of learning and his identity.
Science fiction master Isaac Asimov (who died in 1992) describes a future world where self-directed,
online learning allows individuals at any age to learn about whatever truly fascinates them.
In Asimov’s words, “Nowadays, what people call learning is forced on you. Everyone is forced to learn
the same thing on the same day at the same speed in class. And everyone is different. For some it goes
too fast, for some too slow, for some in the wrong direction.”
Is it a mistake not to allow students a choice from early on in which studies they take?
-[A student] has got to look forward to the fun in life, which is following his own bent
There’s no reason, then, if you enjoy learning, why you should stop at a given age. People don’t stop
things they enjoy doing just because they reach a certain age.
"Self-education is, I firmly believe, the only kind of education there is.”
– Isaac Asimov
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Rote memorization –the worst evaluation method in school !!!
Today your worth in the world i.e. in a school, college etc is assessed by how much data you can retain
and reproduce. It is assumed as the intelligence.
As far as I remember I was initially good (forced) at memorizing and used to learn note books of every
subjects by heart and with just a hint of first word or a sentence would parrot whole answers i.e. pages
after pages.
This went on very well but eventually memorization derailed with growing numbers of subjects every
year & too much pressure from parents to score marks.
It was tiring and time consuming. Somehow I would pass the exam with whatever little I understood.
School never bothered to improvise their ways of teaching. How could they do it? When they were
running a money minting factory of 60 students in a class with 10 divisions.
And in such a crowded place we were too timid to ask a single question. No one wanted to be butt of
joke. In these scenarios our only job was to escape the harsh reality of classroom by rote
memorization.
Overall this memorization took a heavy toll on my other life skills that are needed for the further
development in life.
I was not “retain & reproduce type of kid.”
I was curious about history, wanted to know science of anatomy, interested in historical monuments,
spirituality & so on.
I was made to memorize tables from 2 to 30. But eventually math’s was my uninterested subject.
In life you need not just rote memorization but
Scientific attitude towards life,
Oratory skill or presentation skill to present your thoughts, ideas, etc,
Resourcefulness in crisis,
Patience & persistence when things don’t happen your way,
Logical thinking in problem solving,
Understanding, perception, Research & developmental qualities
Leadership qualities, coordination, management, etc.
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Interpersonal & intra personal abilities,
Negotiation, persuasion sales & marketing,
Art, music, aesthetic sense
Sports, adventurous skill,
School uses only one tool to assess, & evaluate the performance of children and create literally robots
who have no guts to be different.
The root cause of chaos and confusion in society today lies in SCHOOL and its methods of evaluation.
Evaluation methods school uses are out dated, dull and fatal. It creates society that hates reading
books, plays maths, experiments, etc.
I have seen in my life many children whom I have taught are zoomed ahead with many other qualities
like curiosity, patience, understanding, perception, but not only memorization.
I am not downplaying memorization. When you explore a new subject first comes excitement. You are
excited & thrilled with it. You start exploring more & more. With more exploration comes attraction,
fascination & likeness towards it.
Ultimately you develop insight & perception towards the exploration. At this stage every cell of your
body is throbbing with that subject.
Words like attention, concentration, focus & rote memorization are by product of this learning.
Have you forgotten the character “chatur” from “Three idiots" Hindi movie that believes in mindless
memorization & recite rote speech with no understanding of Hindi and makes fool of himself.
Kedar Kelkar
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Circumcision
Circumcision excerpts from the article -“Endocrinologist traced Jewish behavior to an hormonal
imbalance caused by circumcision”
The act of circumcising performed on males eight days after birth as a Jewish and Muslim religious rite.
The act of circumcising; surgical removal of the foreskin of male.
Well there is, for the Jews, an operation you get done on the 8th day after birth, it's called
circumcision.
As Dr. Jean Gautier has shown, the first puberty begins on the eighth day after birth and lasts 21 days.
And it's on the 8th day that circumcision is practiced. [At 7 to 9 years the sexual differentiation begins,
and lastly there is full puberty at 10 to 17 years.] As a result of circumcision, this first puberty is
disturbed... What do Jews have in common?
It's the left brain that's ... more developed compared to the right. -- That's it, particularly. The
pituitarian side, the analytical mind
What happens is when you perform his operation, you set free some hormones contained in the
internalgenitalorgan,which is THE human gland.
Pituitary will be underdeveloped and at the same time, it will liberate other organs, which will run
without the brakes on.
It will be underdeveloped and at the same time, it will liberate other organs, which will run without
the brakes on. Because the role of the internal genital gland, is precisely to orchestrate a balance in
the whole hormonal system. It won't be able to do it. Thus the pituitary and the thyroid, even the
adrenal glands to a lesser extent, will become unhinged.
The internal genital gland, which is underdeveloped in the mentally ill, will be underdeveloped in the
Jews
Which means they'll only have enough interstitial capacity, to direct their speculations which will be
dictated by their pituitary and their thyroid. Hence a sort of real illness: they can't stop
They will therefore be out of control, 7, 8, or 10 times more active than in most humans. And what's
going to happen? The internal genital gland, which is underdeveloped in the mentally ill, will be
underdeveloped in the Jews. Which means they'll only have enough interstitial capacity, to direct their
speculations which will be dictated by their pituitary and their thyroid. Hence a sort of real illness:
they can't stop.
3 Strange Uses For Infant Foreskins
The Stir’s Christie Haskell dug deep into the largely hidden industry of baby foreskins. An infant’s
foreskin has special cell properties, similar to those found in stem cells. Their versatility means that
they can be used to cultivate skin cells.
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Some of the strangest purposes they’re put to:
Cosmetics: Foreskins are used to make high-end skin creams. The skin products contain fibroblasts
grown on the foreskin and harvested from it. One foreskin can be used for decades to produce fancy
face cream like the SkinMedica products hawked on Oprah.
Skin grafts: In addition to making products for skin, a baby’s foreskin can be turned into a skin graft
for a burn victim. Because the cells are extremely flexible, they’re less likely to be rejected. Currently,
this technology can be lifesaving in providing a real skin “band aid” to cover an open wound while a
burn victim heals. Researchers at Harvard and Tufts are working on advanced skin replacements that
use human foreskins.
Cosmetic testing: All those cruelty-free cosmetics you buy? Some of them are tested on foreskins. This
yields better results, since they’re human skin. And it saves the lives of the rodents your shampoo
would otherwise be tested on.
Medical Claim: Doctors claim men with foreskins are more likely to get viral or bacterial infections and
pass them on; that the foreskin is tender and thin, and therefore more prone to tiny cuts through
which germs can be transmitted. New justifications for circumcision include preventing penile, cervical
cancer and even HIV.
Reality: Science has been unable to support even one of the justifications for circumcision promoted
by medical doctors. Nor is there any scientific proof that circumcision prevents sexually transmitted
diseases.
George Denniston, M.D., stated, "The United States has high rates of HIV and the highest rate of
circumcision in the West. The "experiment" of using circumcision to stem HIV infection has been
running here for decades. It has failed miserably. Why do countries such as New Zealand, where they
abandoned infant circumcision 50 years ago, or European countries, where circumcision is rare, have
such low rates of HIV?"
The immunological functions of the foreskin help protect the body from pathogens. The sphincter
action of the preputial orifice prevents entry of infectious contaminants. Glands secrete lysozyme, an
enzyme that breaks down cell walls of pathogens. The sub-preputial moisture lubricates and protects
the mucosal lining of the glans and inner foreskin. The high vascularization of the foreskin brings cells
to fight infection, while Langerhans cells secrete cytokines, proteins that regulate the intensity and
duration of immune responses.
The foreskin provides the skin necessary to accommodate a full erection. Even when erect, the
foreskin has a gliding action that provides additional sexual pleasure to the man and his partner. The
gliding mechanism of the foreskin facilitates insertion and reduces friction and chafing during sex. The
foreskin also provides a seal, keeping the secretions necessary for comfortable intercourse contained
within the vagina.
The foreskin contains 20,000-70,000 erogenous nerve endings, the majority of which are concentrated
in the ridged band, which encircles the inner opening of the foreskin. When the penis is flaccid, the
nerve endings are protected but, when erect, they are exposed. Circumcision removes about three-
fourths of the nerve endings in the penis, leaving the circumcised penis severely disabled by
comparison.
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These nerve endings allow a man to modulate his sexual experience. Without them, a man may feel
pleasure, but, without warning, reaches ejaculation quickly. The greatest complaint of circumcised
males is premature ejaculation.
Without the foreskin’s protection, the glans becomes keratinized (calloused). The free nerve endings
in the glans become buried in layers of callused skin. Many circumcised males complain about sexual
dysfunction and impotence because they lack the feelings and feedback meant to be provided by
nerve endings that were amputated with circumcision. Circumcised men are 4.5 times more likely to
be diagnosed with erectile dysfunction than intact men.
Bottom Line: Leave your body parts and those of your children alone. They're are a part of the body
for a reason and they are perfect just the way they are.
Circumcision causes a true loss of sensation. Canadian pathologist Dr John Taylor and his team found
that the foreskin contains specialized nerve endings comparable to those in fingertips and lips.
'Whereas the foreskin is loaded with nerves, the head of the denuded penis is a blunt instrument,
insensitive to light, touch, heat, cold, and, as far as the authors are aware, to pinprick"
Medical researcher Tina Kimmel found that the penile sensitivity of intact males is 25 percent to 30
percent greater than that of circumcised males.
The foreskin also acts as a mechanical lubricant during sex. The penis is not designed to slide in and
out of a woman, but in and out of its own skin during sex. Without a foreskin, a man has to build
friction to feel pleasure.
Many circumcised men have voiced their struggle to achieve sexual satisfaction.
Here are some comments I found online. A man who got circumcised 'out of curiosity':
"Getting circumcised was the most foolish thing I've done in my life... I was quite sexually active before
marriage, and had a pretty normal sex life after marriage for two years before my reduction. Now I
am essentially only interested in oral sex, as vaginal sex does not provide the detailed sensations that
it did when I had a foreskin. The analogy of "seeing without color" is perfectly apt to describe sex
without a foreskin. Rather than being a touch-sensitive organ, it becomes merely a pressure-sensitive
tool. Big difference!"
A promiscuous gay man:
"I have a lot of insight about this subject... Over the years I have noticed that uncircumcised men
plainly have more intense pleasure (I see it as uncontrollable and very intense), erections and last
much longer and with much less stimulation. Circumcised men always need to be stimulated or they
lose the feeling of pleasure."
I have often wondered why all male porn stars are circumcised. Are they snipped purposely to reduce
sensitivity? Does it help them have sex for hours without ejaculating?
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Circumcision - The Effect on Women
Circumcision can also hinder a woman's sex life. Firstly, the friction a circumcised man needs to build
can cause her pain.
Secondly, circumcised men get less satisfaction form typical sex and require 'compensatory sex', such
as oral sex and the use of lotions. Many women may resent giving these services and feel demoralized
that their partner cannot reach satisfaction through normal sex. As the saying goes 'sex is between
the ears'; if a woman feels the man isn't enjoying it, neither will she.
Here are some comments I found online by women. A 44-year-old woman who experienced her first
uncircumcised penis later in life:
"I discovered that since the penis goes in and out of its own skin, the vagina does not get sore from
frequent sex. It is a much smoother process. I have had times when I was having frequent sex and got
so sore and raw from the common circumcised penis I had to sit in a hot bathtub, and then smear
cortisone cream on my vulva. With a 'ragtop' that does not happen.
I never performed oral sex on an uncut guy and they never seemed to want it. I assume they were
getting enough stimulation from regular vaginal sex."
Another 'experienced' woman:
"Circumcision can harm sexual relations. If you've ever had sex with both a circed and an uncirced
man, you'd know. Some women say that it doesn't make a difference, but I know that it definitely did
for me. (Think "ribbed for her pleasure".)
When you rub the (uncircumcised) penis with your hand, the foreskin makes it "glide" up and down
easier. Sex is better, too, for the same reason - the foreskin helps it slide in and out better."
One man who is 2 years into an on-off restoration attempt reports:
"I can definitely report differences! During sex, the dominant sensation is no longer friction, but the
tension of the skin being pulled in and out... an additional pleasurable and very different sensation
entirely absent before restoration. It's hard to describe, but I must say it was well worth the time and
effort put into restoration!"
Conclusion
The foreskin is an essential part of a functioning penis.
The removal of the foreskin causes great trauma to a newborn baby and may cause him serious sexual
problems in the future.
Given the negative effects of circumcision, what justification is there to continue the practice?
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How hormones can be manipulated through circumcision and meat eating
Jean-Paul Turcaud is usually associated with discoveries of a geological kind eg, mining exploration, in
particular his findings in.
Dr Jean Gautier, Endocrinologist, of Bordeaux, France, who died unknown after being shunned all his
life by the Medical Community. Indeed he made the unacceptable feat of systematically curing one of
the most misunderstood and incurable diseases in children i.e. Down & Myoedemateux Syndromes.
The children were recovering easily in a few years, and reaching adult age as normal. Such
unacceptable behaviour, questioning the pre-eminence of the Nervous system, was never forgiven to
Dr Gautier by the Officials Quacks
... All specific Ethnics features are the result of the Endocrinal system specific working.. as a example
the Down Syndrome child, presented as a chromosomal depletion has in fact an atrophied Thyroid !
... and most of the time is born of an hyperthyroid mother !
... and the great French Endocrinologist whose works have been trampled underfoot since 50 years
because of his findings, was able to bring those children back to normality by their adult age.
... and of course I have founded my understanding of that subject on his discoveries on part and on
my own investigation on the other.
" ... Dow Syndrome is not a Trisomic 21 related disease, as the Quacks 's Disease Industry affirms, but
is resulting from Hyperthyroid disfunction in the mother, inducing as a result Hypothyroid disfunction
in the conceived child ... and in fact in the Dow syndrome & Myxodoemateux the Thyroid is atrophied,
resulting then in the Trisomic 21 anomaly.
" Admire incidentally the Quacks' typical logic unable to sieve causes from consequences, and
especially through their Universities training, to be unable to see the causes behind the causes ... and
still those Imbeciles are the ones to whom the mob entrust its life !!!
Another researcher is Professor Polacco de Ménasce, a Jewish-Frenchman of fiery energy and known
for his astounding opinions and thoroughly heretical views, has picked up the Jewish side of the
manipulation:
"The only common denominator which may explain the Jewish issue is their circumcision at the 8th
day which perturbs the 21 days of the 1st puberty. This perturbation brings about, through hormono-
psychic action, a speculative parasitic mentality, the cause of antijewism of all times, all nations in all
languages."
http://www.adelaideinstitute.org/Dissenters/zundel11.htm
Jean-Paul also draws on his own Celtic insights -
"In Angleterre & Grande Bretagne it has been known from Celtic Wisdom, which is going back a mere
11,600 years to the Uighur & Gobi Empire ( and then to the Antediluvian civilisations of the Pacific
MU, Atlantis..) how to modify races of dogs & horses mainly. It has been known as well that the
destruction of the both the Genital intern & extern functions in bull and stallion would change their
mental & intellectual characteristics .... with consequences particularly on the surenales and the
management of adrenaline ( that hormone of violence developed by the 2nd puberty endocrinal
mutilation amongst the Islamists )."
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Different glands and their effects on temperament
"NOW IS THE WORKING OF IT : By producing the atrophy of one Endocrinal Gland, the others will take
the relay and resulting hypertrophic development of the others is the aim researched. .... of course
everything is done to roll the Goys in the flour, and this is that genetic manipulations which has been
made up in a fraudulent religion since 2400 years ! ..... Genetically modified humans with a man-made
atrophy of one gland and the hypertrophy of some other ."
As Wilhelm Reich has pointed out we are not even experiencing integration of the somatic level let
alone the noetic. The authority structures of the day are doing everything possible to make sure that
the psychic scission is augmented.
Knowledge comes to us, but it is a knowledge gained through narrow left-brain cognitive abilities,
though exclusion, partiality and fragmentation, and not from seeing the world as it actually is.
7. The three puberties
A little known fact is there are three puberties, and these stages are times when hormones play a part
in future development. An all encompassing definition of puberty would be more usefully given as, "A
developmental phase brought about by the action of hormones as part of the maturing process". The
puberty we are familiar with is actually the third and final puberty occurring in late childhood/early
teens. It is commonly recognised that hormones play a role in the process.
The puberties are pivotal times, deciding the direction for future growth, and once set up they lock in
the tendencies for future growth, and so in that sense they are pivotal. Anything happening to upset
this process has a profound and far reaching effect, particularly in regard to temperament and learning
abilities.
The puberties are -
1st puberty occurring at 8 days of age. Is a very special period of change happening only once in the
child life. The 1st circumcision is on the 8th day after birth and lasts for 21 days. The 8th day is
precisely at the very time that the whole Endocrinal system is going through a very special phase of
reshuffle.
2nd puberty is 7 to 9 years. Sexual differentiation & awareness is not complete before the 7th year.
3rd puberty occurs during age 10-17 years.
Hormones have a direct influence on outlook and attitudes. The blood of animals, if eaten by a person,
alters their thinking more in line with that of the animal hormones.
"There is something which you don't obviously know and which I am going to
tell you : The process of learning does not rest on the nervous system (brain, synapses connections,
physico-chemical exchanges etc ) but on the
endocrinal system
Incidentally, I recall from my studying of the macrobiotic diet (Chinese author, George Osowah (sp?),
wrote many books on macrobiotic diet for health and wellbeing), that meat eating is the wrong food
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for a person. If a man is to become like a "thinking reed" he should abstaining from eating meat,
although no mention is made of hormones
Some points that Jean-Paul makes about circumcision:
Circumcision by reflex action, caused imbalance in the endocrinal system,
Imbalance of the endocrinal system is directly responsible for changes in temperament,
The hormonal changes directly affect genetics,
The effects on the hormonal system accumulate from generation to generation
There is a different effect according to at what age the circumcision takes place, as different glands
are developing at different times.
THE OTHER KEY CONCEPT IS CONDITIONING THROUGH TAMPERING WITH ENDOCRINAL SYSTEM
... and this is what circumcision does, with immediate consequences on the genetic system.
It should be understood that the endocrinal system is the silent architect, conditioning both our
appearance and all moral/intellectual possibility. The nervous system is subject of the endocrinal
system and you do not learn through the brain, but thanks to the Hypophsis, Thyroid & Interstitial.
The brain is only the seat of automatic innate or acquired reflex. "
Jean-Paul's comments,
"The Jew does not exist ! It is made up generation after generation through the endocrinal mutilation
of the Interstitial ( or Genital Intern ) on the 1st day of the 1st puberty. In clear carrying on the 8th
day after birth !
"Genetically modified humans with a man-made atrophy of one gland and the hypertrophy of some
other resulting :
Suprarenals ( violence, conquest ) ,
Hypophyses ( analytic / narrow-minded / iterative logic ),
Pineal ( atrophy of the higher centre of spirituality & power of synthetic logic ),
Thyroid ( gland of memory whose hypertrophy produces popping eyes

syndrome & Down syndrome in the descent ) last but not least
Genital extern ( insatiable mating propensity, pornography, women slavery etc ).
"Muslims alleged circumcision takes place on the 2nd puberty and hence lead to the atrophy of the
Pineal gland, the gland of spiritual awareness, by uncovering the protection of its reflex point on
the glans ! This is why the muslims are so dull & sad people ! They have lost that sparkling and
brightness proper to high level people. They are fallen to the instinctive level of animals and
whatever they do, they will never invent nor create ... just beastly follow what they are told !"
In fact the whole Muslins sect revolves on sex and the founder anyway had 7 women for his own as
a result of the Nazarean erronous or should I say ignorance on matter well beyond their grasp !
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History of hormonal manipulation
Circumcision has been practised for a long time, going back maybe 6000 years or more. The Celts have
knowledge about it perhaps going back even longer.
Religion and manipulation of society.
Mankind has been manipulated to an atrocious extent by those who wish to keep humanity subjected
to authoritarian rule. There is every reason to believe that all religions are basically manmade dogmas
to keep people suppressed and living in fear and trembling under the control of the priests.
IMPORTANT INSIGHT ON THE 3 ZEMITE SECTS' MANIPULATIONS
The basic question is what make people fanatics, greedy, preying, dull, stupid and mad ?
This is the question of importance, and all the Zemite sects' religious hogwash is just a smoke
screen, to hide the genetic modification imposed by the 3 JIC (Judeo-Islamo-Christian) sects upon
their children indeed
The key understanding which has never been expressed before is,
1) Tampering with the Endocrinal system has immediate repercussion onto the Nervous & Genetic
system.
2) The atrophy of one of the endocrinal gland, upset immediately the functioning of the others, which
compensate the lost function by hyper-development of all the functioning glands
3) The seat of intelligence; memory, aggressively, sexual impulse, logical & synthetic reasoning,
inspiration / invention & spiritual awakening, IS NOT in the nervous system. It is in the Endocrinal
system in fact with specific function related to all the Endocrines
4) The whole Quacks' system and especially at that, the Psy system of that Dr Fraud drug addict &
sexual deviant of Vienna and his debased parasites followers, falls by the side indeed, since all the
vicious interpretation that fraud gave to children's behaviour does not apply. Indeed sexual
differentiation & awareness is not complete before the 7th year.
5) Racial traits are the result, not of alleged genetic heredity, but of the growth into the mother's
womb. Heredity is for more than 90% made during pregnancy.
Teratology abounds in cases of children born looking like frogs, dogs or elephants .Dow Syndrome &
Myxodémateux children are born from Hyperthyroidian mothers
... born then with an atrophied Thyroid and the mere complementation of those children by Thyroid
extract bring them back to normality for the end of the 3rd puberty at 16 or 17. If an endocrinal gland
is too much prompted it goes in sleep or atrophy, if of course the Quacks 's & Disease Industry ignore
such fact which are not generative of profits. Dow Syndrome & Myxodémateux is not due to anomaly
of the 21st gene ( trisomic 21) but to a definitive atrophy of the Thyroid producing as a result the
trisomic 21 genetic consequence.
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6) There are not specific races on Earth, but only ethnies whose specific traits are modulated by the
Endocrinal system. All Chinese by ex. have a Hypo function of the Thyroid due to stung interference
with the liver function by their specific diet.
In India there is a whole village population who exactly the same : men, women, children, young,
middle age and old people alike. The water feeding that community has a very content in Cobalt.
Zews 's mutilation of their children on the 1st day of the 1st puberty ( 8th day after birth) by destroying
the Interstitial, or Genital intern with the consequences of the hyperfunction of all other endocrines,
created then the famous chosen race ! Conducting to the typical physical & mental traits of the Zews.
As a note, the complete population of the Causase, the Khazars, was transformed in Zews in the 9th
century following the conversion of the Kazan ( or King of such). From the immediate mutilation of
new-born Khazar children following was established another chosen race in Caucase then which is
known now as the Ashkenazi. It has all the characters of the Sepharades Zews who are rightly of zemite
descent, but the Ashkenazy converts are in fact more religious as the others indeed ! What can be
noted in the Zews as the result of the mutilation, are their popping eyes indicating a Thyroid
disfunction ( hyperfunction) with the immediate consequences on the nervous system. Etc
Slamists 's mutilation of their children on the 2nd puberty (from 7th year ) with the consequences of
atrophy of the Pineal, by discovering at a later age the reflex zone of the glan. Creating further a
permanent erection syndrome in the male, with permanent prompting of the Genital extern, and
consequent weakening of the Thyroid ! ... all this giving the Slamists typical physical and moral traits,
particularly at that their crass ignorance of their conditions and the reason for it.
Furthermore, the Slamists have a particularity of shunning alcohol and wine , while being in fact
permanent alcoholics. Indeed their weakened pancreatic funtion produced as well from the mutilation
results in a bad management of sugar & insulin then. Hence the propensity of Slamists for non-leven
pasta and enormous quantity of chemical sugar in their diet. The clear result is to upset the normal
intestinal lactic fermentation, and to lead to most potent Alcoholic fermentation. So the Slamists do
not drink alcohol, they make it !!! ... and through their very diet, with cirrhosis galore in such
population, puffed up body, bad breath, white tongue and of course abominable intestinal gases
resulting from their own Mobile Alcohol Still ...Although further Slamists do not eat Hogs, they do eat
like the Xians, like Hogs indeed
Xians 's mutilation of their children although more subtle is somehow as well very insidious. It goes
through the Hogs s like feeding specific of that degenerated sect of blood drinkers. Well in the blood
of animals are contained the Hormones specific of such cow, sheep, hogs, snails etc which the
Christians feed on. Anything is good as long a palatable, research of food pleasure is typical of Xians
society !
Unfortunately the Xians children bear the awful consequences of such debased and ignorant way of
living... with the typical Coward trait of Christian society. Their propensity to lay low, to crawl in front
of authority, to accept as gospel truth anything spoken sufficiently loud & strong!!
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How hormones can be manipulated through circumcision and meat eating
The name of Jean-Paul Turcaud is usually associated with discoveries of a geological kind eg, mining
exploration, in particular his findings in Western Australia's Great Sandy Desert, and contributions to
alternative geology (commonly referred to as the true geology). Jean-Paul, following in the spirit of
the true pioneer, has also made some interesting discoveries in other areas, and consequences of
hormonal manipulation, he claims is his greatest discovery of benefit to mankind
"What makes people fanatics, greedy, preying,

dull, stupid and mad?"
Why the Jewish baby boys are circumcised on the eighth day?
The secret to this lies in the occult knowledge. Levites possess that knowledge.
And incidentally, they do not perform circumcision on their own babies, they do that only to their
"livestock" - the Jews.
During the first eight days only three lower Chakras are developed. All the higher Chakras remain
undeveloped in the body of a circumcised Jew.
In other words - a circumcised Jew is only half a person - with mutilated soul and brain.
Jewish circumcision ritual produces real bio-robots that cannot tell the difference between good and
evil, and who cannot be reprogrammed.
We have all seen that religious Jews wear a skull cap. The meaning of it is very profound - that skull
cap covers the highest, seventh human chakra - Sahasrara, which is located at the top of the head.
The Jews close it, thus cutting themselves off the Cosmos.
Note that the Catholic Pope and the highest Catholic priests also wear skull caps.
If you try to talk with a circumcised Jew about philosophy, you would encounter such fanaticism, that
it would be senseless to continue the conversation. That's what it means to be dealing with a bio-
robot!
Chakra of the third eye is not developed among contemporary Europeans, in this respect the Jews are
no different from the others. But in ancient times this Chakra was well developed among a much
greater percentage of people.
One of the most important human chakras is Anahata (heart). Practically all normal people feel it.
Probably every language has an expression, "I can feel it with my heart." And it is true that people can
feel many things with their heart.
It can feel trouble, suffer, feel pains of conscience, shame, to feel fear, to love, to hate, to feel
compassion, pity, to be able to commiserate, to feel good and evil . A person without a developed
heart Chakra is rude, compassionless, "heartless." All circumcised Jews are like that.
If you try to tell the circumcised Jew about these feelings, he would not understand you. He would
think that you are either a fool or an actor. It is probably similar to trying to describe colors to a color-
blind person.
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It should be noted that Jesus from Nazareth, who called himself Christ, was also a Jew, who was
circumcised on eighth day. (Luke 2:21)
The Pleasures of Natural Sex
I've always felt that the male foreskin, one of most richly innervated and hyperelastic pieces of tissue
in the male body, is there for a reason. Until recently, I didn't know exactly what that reason was. But
now, thanks to Kristen O'Hara's well-researched book, Sex as Nature Intended It, I finally understand
the reasons for the design of the penis and foreskin and how this design ensures optimal penile
function, including this organ's ability to satisfy the female sexually. Most American women have not
personally experienced the sensation of sex with an uncircumcised man because the majority of men
in this country, especially those born before 1980, have been circumcised. But Kristen O'Hara's long-
ago affair with an uncircumcised man was the spark that touched off years of research, the result of
which is her eye-opening book. Consider the following:
The primary pleasure zones of the natural (uncircumcised) penis are located in the upper penis, which
includes the penis head, the foreskin's inner lining, and the frenulum--the hinge of skin that connects
the foreskin to the head of the penis. When a male is circumcised, some of the most erotically sensitive
areas of the penis are removed: the foreskin that normally covers the head of the penis (the glans)
and some or all of the frenulum.
The frenulum contains high concentrations of nerve endings that are sensitive to fine touch. The glans
was designed by nature to be covered all the time except during sexual activity. Upon erection, both
foreskin layers unfold onto the upper penile shaft, leaving the highly innervated frenulum, glans, and
inner lining exposed and readied for sexual activity. This is one of reasons why the penile tip is the
focus of sexual excitement.
New scientific evidence shows that highly erogenous tissue equivalent to the female clitoris is located
in the core of the penis, beneath the corona (the hook-like head of the penis) and coronal tip. This
sensitive tissue extends all the way down the length of the penile shaft to the pubic mound, where it
branches and continues into the pelvis and onto the pelvic bone in a manner analogous to the anatomy
of the female clitoris. Though the penis contains nerves that are sexually excited by pressure, its tip
contains the greatest density of these nerves and is therefore the most sexually responsive part, just
as the tip of the clitoris is the most sensitive part. And like the tip of the female clitoris, the tip of the
penis is sexually stimulated by the pleasurable sensations created by the massaging actions of the
movement of the foreskin upon it during intercourse.
During intercourse, these exquisitely sensitive nerves of the upper penis both excite a man sexually
and control the rhythm of penile thrusting. "When the natural penis thrusts inward, the vaginal walls
brush against the erotically sensitive nerves of the glans, the foreskin's inner lining, and the frenulum,
causing these nerves to fire off sensations of pleasure;" writes O'Hara. "The inward thrust of the penis
keeps these pleasure sensations ongoing, but after these nerves have fired, the penis senses a
reduction in pleasurable feelings, so it stops its inward thrust and begins its outward stroke in search
of stronger sensations.
"During the outward stroke, the foreskin's outer layer slides forward to cloak the nerves of its inner
lining, while the inner lining itself covers the frenulum" she continues. "Once covered, these nerves
are allowed to rest from stimulation until the next inward thrust. As the foreskin moves forward on
the shaft, it bunches up behind the coronal ridge, and may sometimes roll forward over the corona,
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depending upon the length of the stroke. This applies pressure to the interior tissue of the corona and
coronal ridge where nerves that are excited by pressure send a wave of sexual excitement throughout
the upper penis. The natural penis receives pleasure sensations from one set of sensory nerves on the
inward thrust and a different set of nerves on the outward stroke. It can maintain a continuous stream
of highly pleasurable sensations by maintaining the right rhythm"
And intriguingly, because the area of sexual sensation is so localized in the tip, the penis only has to
travel a short distance to excite one set of nerves or another. In other words, it doesn't have to
withdraw very far to receive pleasure on the outward stroke. This allows the penis to stay deep inside
the vagina, keeping the man's pubic mound in close and frequent contact with a woman's clitoral area,
which increases her pleasure and a sense of closeness.
As part of the research for her book, Ms. O'Hara surveyed approximately 150 women--enough to make
the study statistically reliable. Here's how one survey respondent described sex with a natural partner:
"Sex with a natural partner has been to me like the gentle rhythm of a peaceful but powerful ocean--
waves build, then subside and soothe. It felt so natural, as if it were filling a deep need within me, not
necessarily for the act of sex, but more in order to experience the rhythm of a man and woman as
they were created to respond to each other."
The Sexual Consequences of Male Circumcision

After circumcision, the exposed head of the penis thickens like a callus and becomes less sensitive.
And because erotically sensitive areas of the penis have been removed, the circumcised penis must
thrust more vigorously with a much longer stroke in order to reach orgasm through stimulating the
less sensitive penile shaft. In her study of women who have had sexual experiences with both natural
and circumcised men, O'Hara notes that respondents overwhelmingly concurred that the mechanics
of coitus were different for the two groups of men. Seventy-three percent of the women reported
that circumcised men tended to thrust harder, using elongated strokes; while uncircumcised men
tended to thrust more gently, to have shorter strokes, and to maintain more contact between the
mons pubis and clitoris.
O'Hara's research makes the following sexual comparisons between the natural and circumcised
penis.
The natural penis may be more comfortable for the vagina than the circumcised penis. The coronal
ridge of the natural penis is more flexible; O'Hara likens it to the resiliency of Jell-O. The circumcised
penile head is considerably harder--overly firm and compacted like an unripe tomato. This is because
circumcision cuts away 33-50 percent of penile skin. As a result, the skin of the penile shaft can get
stretched so tightly during an erection that it pulls down on the skin covering the glans, compressing
the tissue of the penis head. The abnormally hardened coronal ridge can then be very uncomfortable
to vaginal tissue during intercourse.
Women sometimes experience a scraping feeling with each outward stroke and even report
discomfort after intercourse or even the next day. The brain makes pain-relieving endorphins that may
partially block any discomfort during intercourse itself. As a gynecologist, I can tell you that painful
intercourse is a very common symptom in women, many of whom blame themselves or who feel that
something is wrong with their sexual response.
The give of the natural penis, by contrast, allows for more bend and flex of the organ in the vagina,
adding to a woman's pleasure and comfort. The abundant skin of the natural penile shaft further
cushions the force of the coronal ridge in the vagina. In addition, the mobile skin of the penis is
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"grasped" by the ridges of the vaginal mucosa and held in place. The bunching and unbunching of
penile skin during intercourse enhances a man's pleasure, but it also excites the woman. As one of
O'Hara s survey respondents reported: "What I noticed was that my natural man got a lot of pleasure
from deliberate, slow insertion and backing out because his foreskin would fold back and forth, which
would excite me also."
Circumcised sex may cause the vagina to abnormally tense up and decrease its lubrication. Women
report more problems with lubrication when having sex with circumcised men, possibly because of
irritation from the harder tip and involuntary tensing against it, and also because the longer stroke
length tends to remove lubrication from the vagina. Often an artificial lubricant is necessary.
Intercourse may also be painful for the circumcised man because his penis scrapes against the ribbed
structure of tensed-up vaginal walls and becomes over stimulated from constant pressure. The degree
of discomfort, if any, will depend upon the tightness of the man's shaft skin, the vigor of his thrusting,
the duration of intercourse, and the amount of lubrication.
Circumcision may cause a man to work harder to achieve orgasm, resulting in emotional and physical
distancing from his partner. When a circumcised man has sex, he may have to concentrate intensely
on the erotic sensations he is receiving while simultaneously blocking out any uncomfortable
sensations. Survey respondents often reported that their circumcised partners seemed to have to
work too hard to achieve orgasm. And because of the erotic tissue that has been removed, he can't
enjoy the sensations leading up to orgasm or his partner's responses.
O'Hara makes a compelling argument that circumcised intercourse may frustrate the primordial
subconscious that seems to know "real sex ain't this way." She also suggests that each circumcised
experience has the potential to buildup negative memory imprints so that over time, repeated sexual
encounters with the same partner may lead to negative feelings between the two that carry over into
everyday life. If this sounds like an extraordinary leap, consider the question that O'Hara asks in her
book: "Other things being equal, which couple is more likely to stay together--one enjoying delicious,
satisfying sex or one whose sexual pleasure is being compromised in many ways?"
Despite the obviously irrational cruelty of circumcision, the profit incentive in American medical
practice is unlikely to allow science or human rights principles to interrupt the highly lucrative
American circumcision industry. It is now time for European medical associations loudly to condemn
the North American medical community for participating in and profiting from what is by any standard
a senseless and barbaric sexual mutilation of innocent children." -- Fleiss PM. MD, MPH. Circumcision.
Lancet 1995;345:927 [1]
"Custom will reconcile people to any atrocity." --George Bernard Shaw
"What is done to children, they will do to society." --Karl Menninger, MD
A typical western medical circumcision results in the loss of approximately 1/2 of the total surface
area of the penis and between 50 and 80% or more of its erogenous sexual nerves, [8, 9, 10] including:
 The Taylor "ridged band" [sometimes called the "frenar band"], the primary erogenous zone
of the male body. This unique, highly specialized and exquisitely sensitive structure is
equipped with soft ridges designed by nature to stimulate the female's inner labia and G-spot
during intercourse.
 The frenulum, the highly erogenous V-shaped tethering structure on the underside of the
head of the penis.
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 Between 10,000 and 20,000 specialized erotogenic nerve endings of several types, which can
feel slight variations in pressure and stretching, subtle changes in temperature, and fine
gradations in texture.
 Thousands of coiled fine-touch receptors called Meissner's corpuscles, which are also found
in the fingertips.
Also lost are:
 The foreskin's gliding action, the non-abrasive gliding of the shaft of the penis within its own
sheath, which facilitates smooth, comfortable and pleasurable intercourse for both partners.
 The "subpreputual wetness" which protects the mucosa of the glans (and inner foreskin), and
which contains immunoglobulin antibodies and antibacterial and antiviral proteins such as the
pathogen-killing enzyme lysozyme, a potent HIV killer which is also found in tears and
mothers' milk.
 Estrogen receptors, the purpose of which is not fully understood.
 The foreskin's apocrine glands, which produce pheromones.
 The protection and lubrication of the erogenous surface of the penis, which is designed by
nature to be an internal organ like the vagina. Natural sex involves contact between two
internal organs. [11]
In 1888, Dr. John Harvey Kellogg, a well respected physician and founder of the Kellogg cereal
company, spoke for mainstream Victorian medicine when he wrote: "A remedy for masturbation
which is almost always successful in small boys is circumcision. The operation should be performed by
a surgeon without administering an anesthetic as the brief pain [sic, see below] attending the
operation will have a salutary effect upon the mind, especially if it be connected with the idea of
punishment." [1
"The natural penis requires no special care. A child's foreskin, like his eyelids, is self-
cleansing. Forcibly retracting a baby's foreskin can lead to irritation and infection. The best
way to care for a child's intact penis is to leave it alone
The Foreskin Is Necessary
Western countries have no tradition of circumcision. In antiquity, the expansion of the Greek and
Roman Empires brought Westerners into contact with the peoples of the Middle East, some of whom
marked their children with circumcision and other sexual mutilations. To protect these children, the
Greeks and Romans passed laws forbidding circumcision.1 Over the centuries, the Catholic Church has
passed many similar laws.2,3 The traditional Western response to circumcision has been revulsion and
indignation.
Circumcision started in America during the masturbation hysteria of the Victorian Era, when a few
American doctors circumcised boys to punish them for masturbating. Victorian doctors knew very well
that circumcision denudes, desensitizes, and disables the penis. Nevertheless, they were soon
claiming that circumcision cured epilepsy, convulsions, paralysis, elephantiasis, tuberculosis, eczema,
bed-wetting, hip-joint disease, fecal incontinence, rectal prolapse, wet dreams, hernia, headaches,
nervousness, hysteria, poor eyesight, idiocy, mental retardation, and insanity.4
What Is the Foreskin?
The foreskin is a uniquely specialized, sensitive, functional organ of touch. No other part of the body
serves the same purpose. As a modified extension of the penile shaft skin, the foreskin covers and
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usually extends beyond the glans before folding under itself and finding its circumferential point of
attachment just behind the corona (the rim of the glans). The foreskin is, therefore, a double-layered
organ. Its true length is twice the length of its external fold and comprises as much as 80 percent or
more of the penile skin covering.6,7
The foreskin contains a rich concentration of blood vessels and nerve endings. It is lined with the
peripenic muscle sheet, a smooth muscle layer with longitudinal fibers. These muscle fibers are
whirled, forming a kind of sphincter that ensures optimum protection of the urinary tract from
contaminants of all kinds.
Like the undersurface of the eyelids or the inside of the cheek, the undersurface of the foreskin
consists of mucous membrane. It is divided into two distinct zones: the soft mucosa and the ridged
mucosa. The soft mucosa lies against the glans penis and contains ectopic sebaceous glands that
secrete emollients, lubricants, and protective antibodies. Similar glands are found in the eyelids and
mouth.
Adjacent to the soft mucosa and just behind the lips of the foreskin is the ridged mucosa. This
exquisitely sensitive structure consists of tightly pleated concentric bands, like the elastic bands at the
top of a sock. These expandable pleats allow the foreskin lips to open and roll back, exposing the glans.
The ridged mucosa gives the foreskin its characteristic taper.
On the underside of the glans, the foreskin's point of attachment is advanced toward the meatus
(urethral opening) and forms a bandlike ligament called the frenulum. It is identical to the frenulum
that secures the tongue to the floor of the mouth. The foreskin's frenulum holds it in place over the
glans, and, in conjunction with the smooth muscle fibers, helps return the retracted foreskin to its
usual forward position over the glans
Retraction of the Foreskin
At birth, the foreskin is usually attached to the glans, very much as a fingernail is attached to a finger.
By puberty, the penis will usually have completed its development, and the foreskin will have
separated from the glans.8 This separation occurs in its own time; there is no set age by which the
foreskin and glans must be separated. One wise doctor described the process thus, "The foreskin
therefore can be likened to a rosebud which remains closed and muzzled. Like a rosebud, it will only
blossom when the time is right. No one opens a rosebud to make it blossom."9
Even if the glans and foreskin separate naturally in infancy, the foreskin lips can normally dilate only
enough to allow the passage of urine. This ideal feature protects the glans from premature exposure
to the external environment.
The penis develops naturally throughout childhood. Eventually, the child will, on his own, make the
wondrous discovery that his foreskin will retract. There is no reason for parents, physicians, or other
caregivers to manipulate a child's penis. The only person to retract a child's foreskin should be the
child himself, when he has discovered that his foreskin is ready to retract.
Parents should be wary of anyone who tries to retract their child's foreskin, and especially wary of
anyone who wants to cut it off. Human foreskins are in great demand for any number of commercial
enterprises, and the marketing of purloined baby foreskins is a multimillion-dollar- a-year
industry. Pharmaceutical and cosmetic companies use human foreskins as research material.
Corporations such as Advanced Tissue Sciences, Organogenesis, and BioSurface Technology use
human foreskins as the raw materials for a type of breathable bandage.1
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What Are the Foreskin's Functions?
The foreskin has numerous protective, sensory, and sexual functions.
 Protection: Just as the eyelids protect the eyes, the foreskin protects the glans and keeps its
surface soft, moist, and sensitive. It also maintains optimal warmth, pH balance, and
cleanliness. The glans itself contains no sebaceous glands-glands that produce the sebum, or
oil, that moisturizes our skin.11 The foreskin produces the sebum that maintains proper health
of the surface of the glans.
 Immunological Defense: The mucous membranes that line all body orifices are the body's first
line of immunological defense. Glands in the foreskin produce antibacterial and antiviral
proteins such as lysozyme.12 Lysozyme is also found in tears and mother's milk. Specialized
epithelial Langerhans cells, an immune system component, abound in the foreskin's outer
surface.13 Plasma cells in the foreskin's mucosal lining secrete immunoglobulins, antibodies
that defend against infection.14
 Erogenous Sensitivity: The foreskin is as sensitive as the fingertips or the lips of the mouth. It
contains a richer variety and greater concentration of specialized nerve receptors than any
other part of the penis.15 These specialized nerve endings can discern motion, subtle changes
in temperature, and fine gradations of texture.16, 17, 18, 19, 20, 21, 22, 23
 Coverage During Erection: As it becomes erect, the penile shaft becomes thicker and longer.
The double-layered foreskin provides the skin necessary to accommodate the expanded organ
and to allow the penile skin to glide freely, smoothly, and pleasurably over the shaft and glans.
 Self-Stimulating Sexual Functions: The foreskin's double-layered sheath enables the penile
shaft skin to glide back and forth over the penile shaft. The foreskin can normally be slipped
all the way, or almost all the way, back to the base of the penis, and also slipped forward
beyond the glans. This wide range of motion is the mechanism by which the penis and the
orgasmic triggers in the foreskin, frenulum, and glans are stimulated.
 Sexual Functions in Intercourse: One of the foreskin's functions is to facilitate smooth, gentle
movement between the mucosal surfaces of the two partners during intercourse. The foreskin
enables the penis to slip in and out of the vagina nonabrasively inside its own slick sheath of
self-lubricating, movable skin. The female is thus stimulated by moving pressure rather than
by friction only, as when the male's foreskin is missing.
 The foreskin fosters intimacy between the two partners by enveloping the glans and
maintaining it as an internal organ. The sexual experience is enhanced when the foreskin slips
back to allow the male's internal organ, the glans, to meet the female's internal organ, the
cervix-a moment of supreme intimacy and beauty.
The foreskin may have functions not yet recognized or understood. Scientists in Europe recently
detected estrogen receptors in its basal epidermal cells.24 Researchers at the University of Manchester
found that the human foreskin has apocrine glands.25 These specialized glands produce pheromones,
nature's chemical messengers. Further studies are needed to fully understand these features of the
foreskin and the role they pla
Care of the Foreskin
he natural penis requires no special care. A child's foreskin, like his eyelids, is self-cleansing. For the
same reason it is inadvisable to lift the eyelids and wash the eyeballs, it is inadvisable to retract a
child's foreskin and wash the glans. Immersion in plain water during the bath is all that is needed to
keep the intact penis clean.26
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The white emollient under the child's foreskin is called smegma. Smegma is probably the most
misunderstood, most unjustifiably maligned substance in nature. Smegma is clean, not dirty, and is
beneficial and necessary. It moisturizes the glans and keeps it smooth, soft, and supple. Its
antibacterial and antiviral properties keep the penis clean and healthy. All mammals produce smegma.
Thomas J. Ritter, MD, underscored its importance when he commented, "The animal kingdom would
probably cease to exist without smegma."27
Studies suggest that it is best not to use soap on the glans or foreskin's inner fold.28 Forcibly retracting
and washing a baby's foreskin destroys the beneficial bacterial flora that protect the penis from
harmful germs and can lead to irritation and infection. The best way to care for a child's intact penis
is to leave it alone. After puberty, males can gently rinse their glans and foreskin with warm water,
according to their own self-determined needs.
How Common Is Circumcision?
Circumcision is almost unheard of in Europe, South America, and non-Muslim Asia. In fact, only 10 to
15 percent of men throughout the world are circumcised, the vast majority of whom are Muslim.29
The neonatal circumcision rate in the western US has now fallen to 34.2 percent.30 This relatively
diminished rate may surprise American men born during the era when nearly 90 percent of baby boys
were circumcised automatically, with or without their parents' consent.
How Does Circumcision Harm?
The "medical" debate about the "potential health benefits" of circumcision rarely addresses its real
effects.
 Circumcision denudes: Depending on the amount of skin cut off, circumcision robs a male of
as much as 80 percent or more of his penile skin. Depending on the foreskin's length, cutting
it off makes the penis as much as 25 percent or more shorter. Careful anatomical
investigations have shown that circumcision cuts off more than 3 feet of veins, arteries, and
capillaries, 240 feet of nerves, and more than 20,000 nerve endings.31 The foreskin's muscles,
glands, mucous membrane, and epithelial tissue are destroyed, as well.
 Circumcision desensitizes: Circumcision desensitizes the penis radically. Foreskin amputation
means severing the rich nerve network and all the nerve receptors in the foreskin itself.
Circumcision almost always damages or destroys the frenulum. The loss of the protective
foreskin desensitizes the glans. Because the membrane covering the permanently
externalized glans is now subjected to constant abrasion and irritation, it keratinizes,
becoming dry and tough. The nerve endings in the glans, which in the intact penis are just
beneath the surface of the mucous membrane, are now buried by successive layers of
keratinization. The denuded glans takes on a dull, grayish, sclerotic appearance.
 Circumcision disables: The amputation of so much penile skin permanently immobilizes
whatever skin remains, preventing it from gliding freely over the shaft and glans. This loss of
mobility destroys the mechanism by which the glans is normally stimulated. When the
circumcised penis becomes erect, the immobilized remaining skin is stretched, sometimes so
tightly that not enough skin is left to cover the erect shaft. Hair-bearing skin from the groin
and scrotum is often pulled onto the shaft, where hair is not normally found. The surgically
externalized mucous membrane of the glans has no sebaceous glands. Without the protection
and emollients of the foreskin, it dries out, making it susceptible to cracking and bleeding.
 Circumcision disfigures: Circumcision alters the appearance of the penis drastically. It
permanently externalizes the glans, normally an internal organ. Circumcision leaves a large
circumferential surgical scar on the penile shaft. Because circumcision usually necessitates
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tearing the foreskin from the glans, pieces of the glans may be torn off, too, leaving it pitted
and scarred. Shreds of foreskin may adhere to the raw glans, forming tags and bridges of
dangling, displaced skin.32
Depending on the amount of skin cut off and how the scar forms, the circumcised penis may be
permanently twisted, or curve or bow during erection.33 The contraction of the scar tissue may pull
the shaft into the abdomen, in effect shortening the penis or burying it completely.34
 Circumcision disrupts circulation: Circumcision interrupts the normal circulation of blood

throughout the penile skin system and glans. The blood flowing into major penile arteries is
obstructed by the line of scar tissue at the point of incision, creating backflow instead of
feeding the branches and capillary networks beyond the scar. Deprived of blood, the meatus
may contract and scarify, obstructing the flow of urine.35 This condition, known as meatal
stenosis, often requires corrective surgery. Meatal stenosis is found almost exclusively among
boys who have been circumcised.
Circumcision also severs the lymph vessels, interrupting the circulation of lymph and sometimes
causing lymphedema, a painful, disfiguring condition in which the remaining skin of the penis swells
with trapped lymph fluid.
 Circumcision harms the developing brain: Recent studies published in leading medical
journals have reported that circumcision has long-lasting detrimental effects on the
developing brain,36 adversely altering the brain's perception centers. Circumcised boys have a
lower pain threshold than girls or intact boys.37 Developmental neuropsychologist Dr. James
Prescott suggests that circumcision can cause deeper and more disturbing levels of
neurological damage, as well. 38, 39
 Circumcision is unhygienic and unhealthy: One of the most common myths about
circumcision is that it makes the penis cleaner and easier to take care of. This is not true. Eyes
without eyelids would not be cleaner; neither would a penis without its foreskin. The
artificially externalized glans and meatus of the circumcised penis are constantly exposed to
abrasion and dirt, making the circumcised penis, in fact, more unclean. The loss of the
protective foreskin leaves the urinary tract vulnerable to invasion by bacterial and viral
pathogens.
The circumcision wound is larger than most people imagine. It is not just the circular point of union
between the outer and inner layers of the remaining skin. Before a baby is circumcised, his foreskin
must be torn from his glans, literally skinning it alive. This creates a large open area of raw, bleeding
flesh, covered at best with a layer of undeveloped proto-mucosa. Germs can easily enter the damaged
tissue and bloodstream through the raw glans and, even more easily, through the incision itself.
Even after the wound has healed, the externalized glans and meatus are still forced into constant
unnatural contact with urine, feces, chemically treated diapers, and other contaminants.
Female partners of circumcised men do not report a lower rate of cervical cancer,40 nor does
circumcision prevent penile cancer.41 A recent study shows that the penile cancer rate is higher in the
US than in Denmark, where circumcision, except among Middle-Eastern immigrant workers, is almost
unheard of.42 Indeed, researchers should investigate the possibility that circumcision has actually
increased the rate of these diseases.
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Circumcision does not prevent acquisition or transmission of sexually transmitted diseases (STDs). In
fact, the US has both the highest percentage of sexually active circumcised males in the Western world
and the highest rates of sexually transmitted diseases, including AIDS. Rigorously controlled
prospective studies show that circumcised American men are at a greater risk for bacterial and viral
STDs, especially gonorrhea,43 nongonoccal urethritis,44 human papilloma virus,45 herpes simplex virus
type 2,46 and chlamydia.47
 Circumcision is always risky: Circumcision always carries the risk of serious, even tragic,
consequences. Its surgical complication rate is one in 500.48 These complications include
uncontrollable bleeding and fatal infections.49 There are many published case reports of
gangrene following circumcision.50 Pathogenic bacteria such as staphylococcus, Proteus,
Pseudomonas, other coliforms, and even tuberculosis can cause infections leading to
death.51, 52 These organisms enter the wound because it provides easy entry, not because
the child is predisposed to infection.
Medical journals have published numerous accounts of babies who have had part or all of their glans
cut off while they were being circumcised.53, 54, 55 Other fully conscious, unanesthetized babies have
had their entire penis burned off with an electrocautery gun.56, 57, 58 The September 1989 Journal
of Urology published an account of four such cases.59 The article described the sex-change operation
as "feminizing genitoplasty," performed on these babies in an attempt to change them into girls. The
March 1997 Archives of Pediatrics and Adolescent Medicine described one young person's horror on
learning that "she" had been born a normal male, but that a circumciser had burned his penis off when
he was a baby.60 Many other similar cases have been documented.61, 62 Infant circumcision has a
reported death rate of one in 500,000.63, 64
 Circumcision harms mothers: Scientific studies have consistently shown that circumcision
disrupts a child's behavioral development. Studies performed at the University of Colorado
School of Medicine showed that circumcision is followed by prolonged, unrestful non-REM
(rapid-eye-movement) sleep.65 In response to the lengthy bombardment of their neural
pathways with unbearable pain, the circumcised babies withdrew into a kind of semicoma
that lasted days or even weeks.
Numerous other studies have proven that circumcision disrupts the mother-infant bond during
the crucial period after birth. Research has also shown that circumcision disrupts feeding patterns. In
a study at the Washington University School of Medicine, most babies would not nurse right after they
were circumcised, and those who did would not look into their mothers' eyes.66
 Circumcision violates patients' and human rights: No one has the right to cut off any part of
someone else's genitals without that person's competent, fully informed consent. Since it is
the infant who must bear the consequences, circumcision violates his legal rights both to
refuse treatment and to seek alternative treatment. In 1995, the American Academy of
Pediatrics Committee on Bioethics stated that only a competent patient can give patient
consent or informed consent.67 An infant is obviously too young to consent to anything. He
must be protected from anyone who would take advantage of his defenselessness. The
concept of informed parental permission allows for medical interventions in situations of clear
and immediate medical necessity only, such as disease, trauma, or deformity. The human
penis in its normal, uncircumcised state satisfies none of these requirements.
Physicians have a duty to refuse to perform circumcision. They also must educate parents who, out of
ignorance or misguidance, request this surgery for their sons. The healthcare professional's obligation
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is to protect the interests of the child. It is unethical in the extreme to force upon a child an amputation
he almost certainly would never have chosen for himself.
Common Sense
To be intact, as nature intended, is best. The vast majority of males who are given the choice value
their wholeness and keep their foreskins, for the same reason they keep their other organs of
perception. Parents in Europe and non-Muslim Asia never have forced their boys to be circumcised. It
would no more occur to them to cut off part of their boys' penises than it would to cut off part of their
ears. Respecting a child's right to keep his genitals intact is normal and natural. It is conservative in
the best sense of the word.
A circumcised father who has mixed feelings about his intact newborn son may require gentle,
compassionate psychological counseling to help him come to terms with his loss and to overcome his
anxieties about normal male genitalia. In such cases, the mother should steadfastly protect her child,
inviting her husband to share this protective role and helping him diffuse his negative feelings. Most
parents want what is best for their baby. Wise parents listen to their hearts and trust their instinct to
protect their baby from harm. The experience of the ages has shown that babies thrive best in a
trusting atmosphere of love, gentleness, respect, acceptance, nurturing, and intimacy. Cutting off a
baby's foreskin shatters this trust. Circumcision wounds and harms the baby and the person the baby
will become. Parents who respect their son's wholeness are bequeathing to him his birthright-his
body, perfect and beautiful in its entirety.
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मुलांची ‘माणसं’ करताना.. by shobha bhagwat

मुलां ची ‘माणसं’ करणं हे शा आहे , ती कला आहे . हे मह ाचं काम आहे आिण तो त: ा िवकासाचाही भाग
आहे . पालक ाचा हा अथ समजून ा. मघ बघा, काय जादू होते ती. कारण मुलांवर ेम करा हे आप ाला माहीत
असतं, पण ां ना स ानानं वागवा हे माहीत नसतं.!
आमची मुलं लहान होती ते ा लवकरच असं वाटू लागलं की, पालक ही सोपी गो नाही. फार कठीण काम आहे
ते! मुलं वाढवायला जो धीर, जे शहाणपण, जी सहनश ी, क कता लागते; ती आप ाकडे आहे का? ेम होतं,
पण ते पुरेसं वाटत न तं. कौश ं न ती. पुरेसा िवचार न ता. मग आ ी अ ासाला लागलो. पु कं शोधली.
अ ास मां ची मािहती काढली. काही अ ास म पूण केले.
मग ल ात आलं की आपण मुलं ज ाला घालतो खरी, पण ा मुलांची ‘माणसं’ करणं हे शा आहे , ती कला आहे .
हे मह ाचं काम आहे आिण तो त: ा िवकासाचाही भाग आहे . आपली आता एक नाहीतर दोन मुलं. ती कायम
आपले िम राहावीत, आप ातला संवाद िटकून राहावा, आपलं जगणं ‘ ािलटी लाइफ’ असावं या सा ा अपे ा
असतात.
पालक ा ा अ ासात पिहली मह ाची गो णजे ‘आपण पालक णून कसे आहोत?’ हे त:ला िवचारणं.
काही पालक िश ि य तर काही बेिश , काही आळशी तर काही कामसू, काही झटपट तर काही चगट, काही
रागीट तर काही शांत, काही सुजाण, काही अजाण, अ ासू-अ ास न करणारे , आधुिनक- पारं प रक, हौशी-
उदासीन, ग -बालीश.
ां ना यातले गुण णता येईल तसे आपण असलो तर मुलां ा वाढीला ाचा उपयोग होतो. दोषांचा तोटा होतो ही
साधी गो आहे . पण पालकां ना असं वाटतं की िश ण झालं, ल झालं, मुलं झाली; आता आपण मोठे आहोत, ग
आहोत, आता आपण िशकावं असं काही उरलेलं नाही. िशकायचं ते मुलां नी. आपण िशकवायचं.
आिण हे िशकव ाचं काम पालक सतत करत असतात. मूल चांगलं पोहत असतं तरी काठाव न बाबा सांगतच
असतात, ‘‘हं, पाय मार जोरात.’’ मूल िच काढत असतं. ाचं ाला काढू दे ना! पण नाही. पालक सांगतात, ‘‘ हे
फूल असं का काढलंस? असं काढ. पान िनळं असतं का? िहरवं रं गव.’’ अशानं मुलाचा काही िशक ातला रसच
संपेल अशी भीती नाही का वाटत? मुलां ा कृतींवरची, वेळेवरची, जागेवरची ही आ मणं बंद झाली पािहजेत. ांचं
िनवां तपण जपायला हवं.
आमची एक म ीण ित ा सहा वषा ा मुलीला घेऊन आम ाकडे आली होती. ितला मी टलं, ‘‘ितला काही
खेळणी, पु कं दे ऊ का?’’ तर ती णाली, ‘‘काहीच नको. ती झोपा ावर बसून तास ास आकाशाकडे पाहात
रा शकते.’’ हे फार छान होतं! ितचं िनवांतपण आई-विडलांनी जपलं होतं. कृ मूत ब ल असं िलिहलेलं वाचलं
की, ‘ ां चं मन लहानपणापासून रतं असे.’ असं रकामं असणं णजे पोकळ न े तर शांत असणं, गजबजलेलं,
गडबडलेलं, वादळात सापडलेलं नसणं. मुलां कडे ही मता मुळात असतेच. ती जे करत असतात ात ती मनानं
पूणपणे गुंतलेली असतात. शांत असतात. ांना भूक लागली, करायला काही नसलं, काही होत असलं त ेतीला,
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तरच ती अ थ होतात. ांचा मूळ भाव उ ोगात रम ाचा असतो. ही मुलगी नुसतीच आकाशाकडे बघते आहे ,
असं वाटलं तरी ते खरं नाही. ती शांतपणे बघते आहे , िनरी ण करते आहे ते पुरेसं आहे . कुणी लगेच ित ा मागे लागू
नये की ‘आता दोन तास काय िनरी ण केलंस ावर िनबंध िलही बरं .’..
मुलां चं अवकाश असं ापून टाकायचा मोठय़ां ना अिधकार नसतो. कारण खलील िज ान णतात ते कायम ल ात
ठे वून मुलांना न तेनं वाढवायला हवं.-
तुमची मुलं ही तुमची नसतात.
ती असतात जीवना ा त:ब ल ा

आस ीची मुलं
ती तुम ातून ज ाला येतात, पण
तुम ामुळे न ेत
आिण जरी ती तुम ाबरोबर असली
तरी ती तुमची नसतात
तु ी ां ना तुमचं ेम ा
पण तुमचे िवचार दे ऊ नका
तु ी ां ा दे हाला िनवारा दे ऊ शकता
पण ां ाआ ाला न े
कारण ां चे आ े वसतात ‘उ ा’त
ितथे तु ी पोहोचू शकत नाही

तुम ा ातही नाही.
तु ी ां ासारखे हो ाचा
य क शकता
पण ां ना तुम ासारखं
बनव ाची धडपड क नका.

कारण जीवनाचा वाह उलटा वहात नाही.
तो कधीच ‘काल’पाशी घोटाळत नाही.

तु ी आहात धनु
ा ा ंचेव न भिव ात
सोडले जाणार आहेत

सजीव बाण, तुमची मुलं
ा धनु धरा ा हाताम े
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तु ाला वाकायचंय
ात तु ाला आनंद िमळू दे .
पालक ाचा हा अथ समजून घेतला तर आपलं मुलांवर अिधकार गाजवणं, ां ना रागावणं, मारणं, ांचा अपमान
करणं, सतत मागे लागणं, चारचौघां देखत ां ची लाज काढणं, ांना धम ा दे णं, सतत आ ा करणं, खोचक
िवचारणं, अिव ास दाखवणं, िश ा करणं, अबोला धरणं, उपहास करणं, टोमणे मारणं, सगळं बंद होईल. ही
सगळी ह ारं आहे त ती वाप न आपण आपली सोय बघतो, मुलां वर ताबा गाजवतो, मुलांना जखमी करतो. हे
सगळं टाळू न तर बघा, काय जादू होते ती!

मुलां वर ेम करा हे आप ाला माहीत असतं, पण ांना स ानानं वागवा हे माहीत नसतं ना!
First Published on January 17, 2015 5:02 loksatta
पालक अथात ‘संपूण माणसं शोभा भागवत January 31, 2015 loksatta
घरात बाबां ची जागा नुसते पसे िमळवून िस होणार नाही तर आप ा मुला- माणसांवर ेम करणं, संसारात ा
जबाबदा या समजणं, आ कि त न राहणं यातून घरं पूण होतील. मुलां ना आई आिण वडील ही ‘संपूण माणसं
पालक णून िमळू दे त. हा पालक ातला मह ाचा धडा आहे.
शा ळे त पालकसभांना, पालक िश णा ा वगाना यांची सं ा जा असते. पु ष पालक ामानाने कमी
येतात. पालक ाब ल ऐकलं की या णतात, ‘आ ाला सगळं कळलं; आता जरा मुलां ा बाबांना हे िशकवा.
असा असतो की बरे चसे बाबा काही िशकायला तयार नसतात. हे अगदी गरीब वगातही तसंच आहे, म म
वगातही आहे आिण उ वगातही.
मुलां ना एकदा शाळे त िवचारलं होतं, ‘आई घरात काय काम करते? मुलांनी भली मोठी यादी िलिहली आिण वडील
काय काम करतात? असं िवचार ावर काहीच काम सुचेना. ब याच वेळाने एक मुलगा णाला, ‘पेपर वाचतात.
बाईंनी टलं, ‘आणखी काहीच नाही काम करत? आठवून बघा. ते ा आणखी एका मुलीने सां िगतलं, ‘‘बाबा
झोपून पे पर वाचतात. असंच एकदा ायामाब ल ग ा चालू हो ा. कोणाकोणाचे आईबाबा ायाम करतात
असं िवचार ावर एका मुलीने सां िगतलं, ‘आईला वेळच नसतो. बाबा बोटांचे फ तीन ायाम करतात. एक पसे
मोजतात. दोन चेकवर सही करतात. तीन टी. ी.चा रमोट वापरतात. ही मुलांची उ रे आहेत ती स प र थती
सां गणारीच आहे त.
अलीकडे असा पडावा की, ‘बाबां ना बायको, घर, मुलं ‘आपली वाटतच नाहीत का? अशी प र थती आहे.
ां ाब लची कत ं ांना कळत नाहीत का? सनां ा आहारी जाणारे बाबा (मग ते सन पसे िमळव ाचं
असो, दा चं असो, छानछोकीचं असो, बायको ा जीवावर जग ाचं असो.), बाहेर ाली बाबा, मारहाण करणारे
बाबा, घरात पसे न दे णारे बाबा, बेजबाबदार बाबा, पिहली मुलगी झाली णून बायकोला माहेरी पाठवणारे बाबा,
जेवण मनासारखं नाही णून ताट िभरकावणारे बाबा, घरी न िफरकणारे बाबा िकती णून गुण वणावेत? इतरांना
न िदसणारी आणखी एक मह ाची भूिमका काही बाबा पार पाडत असतात ती णजे से व न बायकोला
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है राण करणं. आ ी मागणी केली की तु ी ती पुरवलीच पािहजे असा ां चा खा ा असतो. काही याउलटही
वागून बायकोला ास दे तात.
पालक ा ा िश णात असं णतात की, ‘तुम ा मुलांसाठी तु ाला काही करावंसं वाटत असेल तर मुलां ा
आईवर मनापासून ेम करा. बाबां चं आईवर खरं खुरं ेम असलं तर घरात शां ती राहील, वातावरण चांगलं राहील,
मुलं सु खानं वाढतील.
बाबां ची भूिमका घरात रा साची नाही, बागुलबुवाची नाही तर ेमळ विडलांची आहे. िगजुभाई बधेका िश णत
होते . ां ना मोठय़ा िमशा हो ा. ते फार ेमळ होते णून ांना ‘मूँछोवाली माँ णायचे. आज घराघरात
मूँछोवाली माँ ची गरज आहे . बायकोला, मुलां ना मा नका, ांचा अपमान क नका हा पिहला धडा आहे.
घरातली आपली अरे रावी करणारा बाबा अशी आहे की जबाबदार, घर सुखाचं करणारे बाबा अशी आहे? एकदा
‘बालभवन चे एक बाबा पालक मा ाकडे आले. ते णाले, ‘‘ताई, तु ी नेहमी णता ना, मुलां ा ांना उ रं
दे त जा. परवा मी ा ा ां ना सगळी उ रं िदली ते तु ाला सांगायचंय. इतकं जाग क बाबा बघून मला तर
फार आनं द झाला. मी िवचारलं, ‘‘काय िवचारत होता अनीश? ते णाले, तो मला णाला, ‘‘बाबा तु ी मरणार
का? मी दचकलोच. पण शां तपणे टलं, ‘‘हो मरणार. मग णाला, ‘‘आई पण मरणार का? मी टलं, ‘‘हो.
ाचं थां बेचना. आजी, आजोबा, काका, काकू, मामा, मामी, आ ा, मावशा सगळे मरणार का. असं िवचारत होता.
शेवटी मी टलं, ‘‘हे बघ, जो जो जीव ज ाला येतो तो मरतोच. लगे च तो णाला, ‘‘मग ांचे सगळे लोक
मा न जातात, ा मुलां नी कुठे राहायचं? मी टलं, ‘‘असते एक जागा, ितला अनाथा म णतात. तो लगेच
िवचारतो कसा, ‘‘आपण अनाथा मात जाऊयात का? मी मािहती काढली. ाला घेऊन गेलो. अनाथा म बघून
तो कोणते िवचारे ल असं मला वाटलं होतं, ाचा धु ा उडवत णाला, ‘‘इथे सवाना अंघोळी कोण घालतं?
ावर मी टलं, ‘‘मा ाइतकं कोणी चांगलं नाही घालत, पण जेमतेम घालतात कोणी तरी. तो णाला, ‘‘बाबा,
तु ी या लोकांना पैसे दे ऊन ठे वा ना, णजे मी आलो कधी तर ते मला सांभाळतील. मी तर थ च झालो. पण
ताई, मला तु ाला असं िवचारायचं होतं , की मी उ रं बरोबर िदली की नाही?
मीदे खील थ झाले होते. मी ां ना टलं, ‘‘ ाने िवचारले ा सव ांची तु ी उ रं िदलीत, पण ाने जो
िवचारलाच नाही ाब ल तु ी काहीच णाला नाहीत. तो जे ा सगळे मरणार का णाला, ते ा भीतीने ाला
ता ात घेतलं होतं. ते ा तु ी ाला पोटाशी घेऊन णायला हवं होतं, ‘‘अरे , मी, तुझी आई एवढे मोठे आहोत
तरी आमचे आई-बाबा आहे त की नाही अजून. तू काही काळजी क नकोस. तू पण मोठा होईपयत आ ी सगळे
असू. मुलां ा ांना उ रं दे णं णजे पेपर सोडवणं थोडं च असतं ? ातलं लॉिजक, ाचं बौ क उ रं मुलांना
हवं असतं? ते मू ल मनात काय िवचार करतंय ते आप ाला कळायला हवं. मुलांशी एवढं बोलणारे बाबाही दु म ळच
णायचे!
घरात शु िअहसेचं वातावरण असलं तरच सवाना ातं अनुभवता येतं. घराबाबत आिण समाजाबाबतही हे खरं
आहे . अगदी सुिशि त, उ िशि त बाबां नाही हे कळत नाही. ब याच वषापूव पालक ाब ल माझं ‘आपली मुलं
हे पु क कािशत झालं ते ा आमचा एक प कार िम णाला होता, ‘मूल वाढव ात मजा असते हे मा ा
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पिह ां दाच ल ात आलं, तुझं पु क वाचू न. नाहीतर मी आपला मुलीला डॉ रकडे जायचं असलं तरी नुसता
बायकोबरोबर जायचो. आता मला मुलीची काळजी वाटते, ितला सां भाळ ातला आनंद कळतो. मला फार बरं
वाटलं होतं.
घरात ि◌हसक वडील असले तर मुलगे असं िशकतात की असंच वागायचं असतं आिण मुली मनात खूणगाठ
बां धतात की नवरा हा ाणी असा ासदायक असतो. आपण ल च नाही करायचं. केलं तर नव याशी ेमाने नाही
वागायचं. मग हा िसलिसला िपढय़ान् िपढय़ा चालू राहतो. प रणामी समाज अ थ राहतो.
‘वन िमिनट फादर नावाचं एक पु क आहे. खूप सुंदर िलिहलं आहे . ात सां िगतलंय की, बाबांना वेळ नसतो तर
म ेच एखादं िमिनट मुलां शी बोला. मूल काही छान करीत असेल तर जवळ जा. पाठीव न ेमानं हात िफरवा.
णा की, हे तू फार छान करतो आहेस बरं का. मुलाला आनंद होईल वडील कौतुक करतात णून. कधी मूल
चां गलं वागत नसेल, तर तेवढय़ा ेमाने ा ाजवळ जा, पाठीवर हात ठे वा, ेमळपणे णा, ‘‘हे मा तुझं मला
आवडत नाही बरं का. असं कोणीच करायचं नसतं. ाला कळे ल की बाबा आप ाकडे ल दे तात, ेमळपणे
बोलतात आिण बाबां शी ाची मै ी वाढत जाईल. बाबांनाही कळे ल की मुलांचा सहवास छान वाटतो. एकच िमिनट
का? पु ढ ा वेळी १५ िमिनटं मुलाशी ग ा मा . आणखी मै ी क . अशी मै ी वाढत जाते. िवशेषत: घरात न
बोलणा या, संवाद टाळणा या त ण मुलांशी असा एका िमिनटांत संवाद साधायला हवा. ा ा कशाला तरी चांगलं
णा. बघा काय जादू होते!
माधुरी पुरंदरे यां ना नुकताच सािह अकादमी पुर ार िमळाला. ां ा पु कामधला बाबा मुलांना अंघोळ
घालतो, सुटी ा िदवशी मु लांना टे कडीवर नेतो. प ी, दगड, फुलपाखरं , सरडे दाखवतो. घरात आईला मदत करतो.
गणपतीची आरास करतो. िभंतींवर सुंदर िच ं काढतो. कधी मुलांना जुने फोटो दाखवत बसतो. मुली ा शाळे चा
वग रं गवून दे तो. भुता ा गो ी सां गतो. मुखवटे घालतो. मुलांना असा बाबा िकती ि य असेल!
माझे वडील आम ा लहानपणी सवानी एक बसून रा ी जेवावं असा आ ह धरत. ( ाकाळी टी. ी. न ते.)
आिण जेवताना आ ाला िवचारत. िवचारात पाडत. एकदा ते णाले, ‘ ाने रांनी समाधी घेतली ते ा
िनवृ ीनाथां नी कुठे दगड ठे वला? हा काय ! उ र साधं आहे. णून भाऊ णाला, ‘‘अथातच समाधी ा
दारावर. आ ी काहीतरी उ र िदलं. ावर ते णाले, ‘‘ िनवृ ीनाथां नी त ा दयावर तो दगड ठे वला. याचा
अथ समज ाचं ते ा माझं वय न तं पण मी अजूनही ा वा ाचा िवचार करत असते. फार मोठय़ा
संवेदन मतेचं बीज विडलांनी आम ा मनात पेरलं होतं, कुठलंही भाषण न दे ता. हीदे खील विडलांची भूिमका
असते.
‘‘आईने मु लाला कुशीत ावं आिण जग िकती ेमळ आहे ते ाला दाखवावं. तर विडलांनी मुलाला उं च टे कडीवर
ावं आिण जग िकती मोठं आहे ते ाला दाखवावं. मुलाला लहानपणी िमळालेलं ेम ाला संवेदन म बनवतं
आिण ानं मोठं जग पािहलेलं असलं तर तो िवशाल दयाचा होतो.
अलीकडे काही बाबा घरात कामं क लागलेत ामुळे मुलगे कामं क लागतील आिण बायका िकती कामं
करत असतात हे कळू न ां ातली माणुसकी जागृत राहील. घरात बाबांची जागा नुसते पसे िमळवून िस होणार
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नाही तर आप ा मुला- माणसांवर ेम करणं, सं सारात ा जबाबदा या समजणं, आ कि त न राहणं, सतत

त ाच सुखाकडे न पाहणं यातून घरं पूण होतील.
मुलां ना आई आिण वडील ही ‘सं पूण माणसं पालक णून िमळू दे त. हा पालक ातला मह ाचा धडा आहे. मुलांना
सतत िशकव ाची बाबांना सवय असते, ती िवसरायला हवी. मुलां ना खूप कळत असतं. एकदा एका ीमंत
विडलांना वाटलं की, आप ा मुलाला ग रबीचं ए पोजर िमळावं. ते ाला घेऊन एका खेडय़ात, शेतावर राहायला
गेले. धनगराचं घर होतं. मढय़ा हो ा. मुलगा खूश होता. तो नदीत डु ं बला, रा ी उघडय़ावर झोपला. कोकरांशी
खेळला आिण मग ते चार िदवसांनी घरी परत जायला गाडीत बसले. वडील मुलाला णाले, ‘‘आता तुला कळलं
का, की ग रबी कशी असते ? मुलगा णाला, ‘‘हो बाबा. मला चांगलं कळलं आहे. बघा ना, आप ाकडे एकच
कु ा आहे , ां ाकडे चार कु े आहे त. आपला िमंग पूल िकती लहान आहे. ां ा घरापासून िकती तरी
अं तरापयत नदी वाहते आहे . आपण आप ा बागेत वीसच िदवे लावलेत. ाचं सगळं आकाश रा ी चांद ांनी
चमकत असतं. बाबा, आता मला चां गलं कळलं, आपण िकती गरीब आहोत!
19th Dec Article Loksatta shobha Bhagwat

मुलां ा संदभात कोणतीही गो आपण करत असलो तरी हे ल ात ठे वलं पािहजे की ती अ ंत ेमानं, िज ा ानं,
जबाबदारीनं आिण जीव ओतून झाली पािहजे. कारण ती आपण आप ा मानवी सं ृ ती ा ‘मुळासाठी’ करत
असतो.
‘मूल’ णजे मला मानवी सं ृ तीचं ‘मूळ’ वाटतं. आज समाजात जी माणसं इतरांशी वाईट वागतात, िन ेम
असतात, गुंडिगरी, दहशतवाद यात गुंततात ती एकेकाळी िनमळ, िनरागस, ेमळ बालकंच असतात ना? मग ांची
वाट कशामुळे चुकते?
चार हजार वषापूव पयत समाजात मातृ धान कुटुं बप ती होती. ते ा यां ा ेमळ सहवासात मूल वाढत असे.
ा ा आजू बाजूला िदवसभर आई, आजी, माव ा, भावंडं असत. वडील घराचे राजे नसत. ही मातृकुळं उद्
क न ां ावर त:चं आिधप िनमाण कर ासाठी लढाया झा ा. ाची एक गो मी अमे रकेत ा
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पोटलॅ जवळ ऐकली. ागा या नावाची एका मातृकुळाची मुख ी होती. ित ा कुळावर ह ा झाला आिण
आता ितथ ा टे कडीवर एक मोठी िशळा आहे , ती णजेच ागा या असं लोक मानतात. ती ित ा
मुलाबाळां कडे ितथून पाहत असते, असं णतात. अशा ऐितहािसक गो ी आप ापयत पोहोचतात तोवर ातले
धारदार भाग बोथट होऊन जातात. मा ा मनात आलं, ा ागा याला काय झालं असेल? ित ा नावाचा दगड
क न टाकला आ मण करणा यांनी! हा काही स ान न ता. अ ाचार होता.

िपतृ सं ृ ती िनमाण झाली ती अशा अ ाचारातून. हे प रवतन सोपं नसणार! या प रवतनात मूल हे ‘मूळ’ उखडलं
गेलं आिण ाचे प रणाम मानवी सं ृ ती भोगते आहे अ थ कुटुं ब, अनाथा म, वे ागृहं, िनराधार मुलं यां ा
पानं. मानववंशा ा ा अ ासक मंगला सामंत यांचा एक लेख ‘चतुरंग’म े िस (१४ नो बर) झाला होता
‘बालक धान समाजाची गरज’ असा ाचा मथळा होता. तो वाचून यां ा आिण मुलां ा दु दशे ा पूवापार
साख ां चा शोध लागला! आप ा सं ृ तीचं मूळच जर असेल, तर काय करावं लागेल? ते थ कसं होईल?
मूल यो कारे कसं वाढे ल यावर शांताबाई िकलरे रांनी एका गीतात टलं आहे ,
जागवा जागवा. सकल िव जागवा.
‘बालकां स अ ह ’ हाच मं घोषवा.

िव सकल जागवा.
शरीर बनो सु ढ सबल,

सदय मने, हात कुशल,
ममते ा प रसरात िनभय मन वाढवा.
मूल असं वाढवायचं असेल तर समाजानं ‘बालकां स अ ह ’ हे मू णून मानायला लागेल. घर, शाळा आिण
समाज या तीन िठकाणी मूल वाढतं, वावरतं टलं तर आज घराचं मुलां कडे ल नाही, शाळांतही ‘मुलाला अ ह ’
नाही, समाजात मुलांसाठी काय खास व था आहेत?
लहान मुलां साठी चांगली पाळणाघरं भरपूर माणात हवीत. ासाठी मोठय़ा जागा राखून ठे व ा पािहजेत.
पाळणाघरात काम करणा या सवाना िश ण िदलं पािहजे. मुलां ा काळजीपूवक आिण ेमपूवक दे खभालीचं.
तसंच सं ाकाळी मुलां ा मोक ा हवेत खेळ ाची सोय हवी ासाठी मैदानं राखायला लागतील. स ा तरी
अशा मोक ा मैदानां वर मुलं खेळत असली तर अनेकांना ाचा ास होतो. ती जागा वाया जाते आहे असं वाटतं.
ाऐवजी ितथे घरं उभी राहावीत, मॉ , दु कानं उभी राहावीत णजे ा जागेचं क ाण झालं असं ांना वाटतं.
याला सवानी िवरोध करायला हवा. मुलांसाठी मोकळी मैदानं राखून ठे वणं हे आपलं कत आहे .
खास मुलां साठी पु कालयं हवीत. पालक मुलीला मोठय़ा ंथालयात सोडताहेत. ती ांना आनंदानं िनरोप दे ते आहे .
आत जाऊन ती त:ला हवी ती दोन-तीन पु कं शोधते. ती ंथालया ा काऊंटरवर दाखवते. ती ितला लगेचच
िदली जातात. ती थेट बाहे र येऊन बागेत झाडाखाली वाचत बसते. मनात आलं तर थोडं काही खाऊन-िपऊन येऊ
शकते. कधी ंथालयात ा दालनां तले करमणुकीचे काय म बघू शकते. दोन तास होतात आिण ितला घरी जावंसं
वाटतं तेवढय़ात आई-बाबा येतात..
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आप ाकडे सगळी िच पटगृहं मोठय़ां चीच असतात. पण केवळ लहान मुलांसाठी िथएटस हवीत. जगभरातले
उ म िच पट मुलं ितथे पाहतील. मोठय़ा मुलांसाठी साय पाकस् हवीत, छोटय़ांसाठी ांना मनसो खेळता
येईल अशी मोठी आिण खूप खेळणी असलेली खेळघरं हवीत. ितथले कायकत िशि त हवेत.
मुलां ा अशा सं थांम े मुलांची अनेक िच ं िभंतीवर लावलेली हवीत. मुलांनी िलिहले ा काही किवता, गो ीही
लावा ात. इतरही ह कलेतले कार येतील. मुलां साठी मुलां ची पु कं दु म ळ आहेत ती िलहायला ांना ो ाहन
हवं. ां ना यो कारचे काशक िमळायला हवेत. पु कां ा िकमती कमी ठे वता या ात. सं थांकडे १०००
वाचकां चा एक गट असे गट असले, तर एकेक आवृ ी एका िदवसात संपेल. पु कं गावोगावी पोहोचावीत.
टी. ी.वर लहान मुलां ा काय मांनाही बंधनं हवीत. लहान मुलं िकतीही सुंदर नाचत असली तरी ांनी
मोठय़ां सारखे अं गिव ेप करायचे नाहीत हे सां िगतलं पािहजे. अ ील, ंगा रक
गा ां वर धा नकोत आिण शाळां नीही हे िनयम पाळावेत.
जी मुलं सावजिनक बसमधून िकंवा इतर गद ा वाहनातून शाळे त जातात ांचे फार हाल होतात. पाठीवर मोठं
द र ामुळे ांना लोक आत येऊ दे त नाहीत. कोणीही ट ल मारायला मागेपुढे पाहत नाही. मुलं काय करणार?
कोण ाही मुलांना मारहाण करणं हा गु ाच आहे . मारणा यांना शासन ायला हवं.
मुलां ची सुरि तता हा मह ाचा मु ा आहे . ासाठी र ावर रहदारीचे िनयम कडकपणे पाळायला हवेत. मुलं आई-
विडलांना िशकवत असतात िनयम पाळायला.
मुलां ना रोज एक तासभर िनसगा ा सहवासात ‘िहरवा तास’ िमळायला हवा ातून ांना शु हवा, शु पाणी,
शु माती णजे काय ते कळावं आिण तो ां ा िश णाचा भागच ावा. मुलां ा वावर ा ा ा ा गो ी
समाजात आहे त ितथे खेळाय ाही सोयी ह ात. काही खेळणी हवीत. मुलां ा ेसवर मोठय़ांचं आ मण होऊ
नये.
लहान मुलांना शेतीचा अनुभव यावा णून थोडी मोकळी जागा िश क ठे वावी. मोठी मुलं तर त:च जवळ ा
शेतावर जाऊ शकतील. शेतीत काय काय होतं, अवेळी पाऊस आला तर िबयाणं, पीक कसं वा न जातं, शेतक याला
कसा फटका बसत असेल! पीक छान आलं की कसा आनंद वाटत असेल! हे सारं ांनी त: वषभर अनुभवलं
पािहजे.
मागे आ ी एकदा काही सं थांनी िमळू न मोठी िमरवणूक काढली होती. बरीच मुलं आिण बरे च कायकत होते ात
मु घोषणा ‘पु ाचं िच बालक िम !’ अशी होती. ‘मैदानं वाचवा’ ही घोषणा होती. दर वॉडम े एकेक बालभवन
ायला हवं. मुलां ना घराजवळच ‘बालभवन’ िमळू दे .
लहान गावातसु ा बालभवनं चां गली चालू शकतात. शाळे ित र वेळात ांना मु पणे अनेक कलांचा अनुभव
िमळू शकतो, अनेक खेळ खेळता येतात, पु क वाचणं, सहलींना जाणं, अनेक कामं करणं, काही चांग ा
माणसां चा सहवास िमळणं, गाणी णणं, गो ी ऐकणं, िच ं काढणं, िव ानाचे योग करणं आिण अनेक क क
गो ी.. करता येतील.
मुलां ा संदभात कोणतीही गो आपण करत असलो तरी हे ल ात ठे वलं पािहजे की, ती अ ंत ेमानं, िज ा ानं,
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जबाबदारीनं आिण जीव ओतून झाली पािहजे. कारण ती आपण आप ा मानवी सं ृ ती ा ‘मुळासाठी’ करत
असतो.
केवळ त: ा फाय ासाठी लहान लहान मुलांना राबवून घेणं बंद झालं पािहजे. असे लोक कि त असतात
आिण क ीय असणं णजेच माणुसकी िवसरणं. क ी असणं णजे जंगली जनावरांचा कायदा चालवणं,
असं गां धीजी णत. इतरां चं शोषण कर ातून त: मु होणं हे त:ला माणूस करणं असतं. बालमजुरांची या
जंगली जनावरां ा काय ातून सुटका झाली पािहजे.
गां धीजी णत वसाहतवादी िश णप ती अपुरी, अपायकारक, माणसाला आतून मोडून टाकणारी, समाजात फूट
पाडणारी आिण मुलां ना सां ृ ितक य़ा परकं बनवणारी आहे . ती नाका न आपण चांगलं िश ण ायचं टलं
तर सहभागी प तीनं िश ण घेता आलं पािहजे. आतले िवचार, बाहे रचं जग आिण आपली कृती यात एकवा ता
असली पािहजे. यातून जबाबदारीची सं ृ ती िनमाण होईल. नैितक ातं ाचं वातावरण िनमाण होईल.
‘मुलां वर िव ास ठे वा’ या न सोपं आिण या न कठीण काही नाही. ासाठी त:वर मा िव ास असावा लागतो.
‘मुलां बरोबर चालणारा’ बालक ी समाज आज हवा आहे आिण आपण सगळे ातले ‘बालकारणी’!
या लेखमाले ा िनिम ानं आपण वषभर मोकळे पणानं भेट रािहलो. वष आनंदात गेलं. तु ा सवाना ध वाद!
बालक धान समाजाची गरज!
आज ा िपतृ धान कुटुं बात ‘बालक- ाधा ’ लयास गेले आहे.
मंगला सामंत | November 14, 2015 1:20 Loksatta
आज ा िपतृ धान कुटुं बात ‘बालक- ाधा ’ लयास गेले आहे . कुटुं बाम े पती-प ी ा भांडणाचा असो,
कुटुं बा ा संप ीचा असो, आई-विडलां ा क रअरचा असो, आईला बेघर कर ाचा असो, इथे मुलांचा
कुठे च िवचार नाही. ी-पु षां नी ल क न-सव न ते जमले-िटकले तर मग ाम े मुलांना राहायला ायचा
िवचार आहे . ‘अप ां साठी त ाळ िन पिहला िनवारा’ या िनसगमू ाची जाणीवच उरलेली िदसत नाही. बालकां ची
हे ळसां ड आिण माता-मूल ना ा ा झाले ा हानीमुळे आप ा जीवनातील नैितक थती ढासळली आहे . ातून
सावर ासाठी आज ा बालकिदनािनिम ाने ‘बालक धान’ समाजाची मागणी लावून धरावी लागेल.
मानवी सं ृ तीने आप ा बु ी ा जोरावर अनेक शोध लावले. ाचबरोबर समाज व थेतही आप ा
सोयी माणे बदल केले. ‘माता-मूल’ हे अगदी नैसिगक जडणी-घडणीतील स न ा ाचे कुटुं ब आहे , जे फ
माणसाने च आप ा गरजे माणे िव ा रत नेत पिह ा थम माता- मुख कुळ व था आणली आिण नंतर िविवध
कुटुं बप ती आण ा. माणसाम े, अ स न ा ा माणे जो ादनासाठी िविश ठरीव कालखंड नसतो.

णजेच अप सं ा मयािदत ठे व ाची जबाबदारी, िनसगाने ी-पु षां ा बु ीवर सोपिवलेली आहे . ातही
ज ानंतर बालका ा मदू ा पूण िवकासा ा काळानु सार ी ा मातृअव थेचा काळ दीघ आहे . या दीघ
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काळात ीने पु ा गभवती राह ाने, ित ा अप संगोपना ा कामात अडथळा येणे ाभािवक होते आिण
िववाह था नस ाने ‘िपता’ या अथाने पु षाचा प रचय झालेला न ता. पण याक रताच जणू, िनसगाने एक
शारी रक वरदान ीला िदलेले आहे िन ते णजे वय वष ४५ नंतर ती रजोिनवृ होते.. आिण कोण ाही
ाणीजातीत नाही, पण फ मनु जातीत ‘आजी-पालक ाचा’ ज होतो.
आजी ा या भूिमकेचा शोध १९९९ म े अमे रकी मानववंशत डॉ. िनकोलस जो यांनी उ र टां झािनयामधील
आिदम अव थेत राहणा या ‘हादसा’ जमाती ा अ ासातून जगासमोर आणला. ही आजी णजेच ीची माता, ही
पुढे आप ा मुलीची मुले सांभाळते आिण यामधूनच उ वली ती माता, आजी, मावशा, बिहणी यांची एकि त
मातृ धान कुळ व था! ही मातृकुळे , शेकडो शतके ीला ित ा अप संगोपनात आधारभूत ठरली.
वा िवक नवजात िपढीला जगिव ाचा िवचार िनसगातून सु होऊन, तो मातेकडे येऊन थांबतो. ापुढील
जबाबदारी मातेला पेलता यावी णून िनसग ाक रता िव यकारक शारी रक, बौ क मतांनी मातांना प रपूण
करीत असतो. पशु-प ां बाबत िनसग ही काळजी घेताना िदसतोच, पण मनु ा ातसु ा गभार ी ा
गभाशयात बाळासाठी मऊ अ राची गादी, बाळाभोवती ा ा संर णासाठी राखलेले पाणी, नाळे ारे मातेचा
अ रस बाळाला िमळ ाची व था, बाळ ज ाला आ ावर मातेला बाळा ा पोषणासाठी येणारे दू ध, ाम े
बाळा ा संर णासाठी असणारी रोग ितकार िपंडे, हे सव पाहता, माणसाचे याबाबत कसलेही योगदान नसताना
िन ळ िनसगाकडून घेतली जाणारी ही ेक खबरदारी, िनसगाला नवजाताची असणारी काळजी दशिवते.

पुढेसु ा बाळा ा ज ानंतर ा ा संगोपनासाठी मातेम े मम ाची भावना िनमाण करणारी हाम र ात
सोड ाचे काम िनसगत: होत असते. या सव घटनांचा अथ एकच आहे िन तो णजे बालका ा गभाशयातील
जडणघडणीपासू न ते, बालक पूण ावलंबी होईपयत िनसगाने, नवजाताला आिण ाला वाढिवणा या मातेला
ाधा मां कावर ठे वलेले आहे .
आज ‘बालक- ाधा ’ हे नैसिगक त इतर स न ा ां त जसे ा तसे िटकून आहे . मानव जातीम े मातृ-सं ृ ती
असेपयतसु ा ते िटकून होते. पण मग, िववाह था ीकार ानंतर ा सुमारे ४ हजार वषा ा िपतृसं ृ ती ा
वाटचालीत हे त िकतपत िटकून रािहलेले आहे ? कुटुं बात, शाळे त, समाजात णजे बालकाचे िजथे िजथे वा
िकंवा संचार आहे , ा िठकाणी बालकाला क थानी ठे वून िकती सुिवधा, िनयम-कायदे आण ाचा आपण य
केले ला आहे?
आप ा दे शाम े छिळत आिण दु लि त, िन ेम वाढले ा बालकां ची सं ा ल णीय आहे . णजे

गभधारणेपासून अगदी काळजीपूवक िनपज व तरतुदी क न िनसगाने आप ा हाती सोपवले ा नवजात मानवी
अभकाची, पुढे ही अशी दु दशा हो ाचे कारण काय आहे ? आज आप ाकडे अशा पीिडत बालकां साठी अनेक
सं था काय करीत आहेत. हा ा ा बालका ा पुनवसनासं बंधीचा उपाय आहे . जो मह ाचा आहे . पण पुनवसन
णजे, ा सम ेचे िनमूलन नाही, हे ल ात घेणेही िततकेच मह ाचे आहे . फ काही दु लि त बालकां चे
पुनवसन एका बाजूला होत राहील. पण सव छिळत बालके या पुनवसनात येऊ शकत नाहीत. िशवाय न ाने बालके
छळाला बळी पडणे, हे सु ा या पुनवसन कायाने थांबणार नाही. बालकां ा छळाची कारणे वेगळीच आहेत.
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बालकां ा सम ांचे िनमूलन करायचे असेल, तर ां ावर अशी थती आणणा या कारणां चा शोध ावा लागेल
आिण ा कारणां मधून अशा बालकां ची आप ाला पिह ा थम सुटका करावी लागेल. ही कठीण गो आहे , हे
खरच. कारण ा कारणां म े ी-पु षांचे िहतसंबंध आिण िवशेषत: पु ष स ेचे ाथ गुंतलेले आहेत. तरी
मानवजातीला िवनाशापासून वाचवायचे असेल, तर ती कारणे आप ाला मािहती क न ावी लागतील. ापैकी
जे अगदी मुळाशी दडपले गेलेले ाचीन आिण णून पिहले कारण णावे लागेल, ते णजे नांगरा ान ा
शेतीतं ामुळे जो िपतृकुल व थेचा सुमारे ३-४ हजार वषापूव उदय झाला, ामुळे मातृकुळातील आजी, मावशा,
भाऊ, मामा यां ा अखंड ेमाचा ोत खंिडत होऊन ‘माता-मूल’ या नैसिगक ना ाचे संर ण करणारा आधारवड
कोसळला. िनसगत ा माणे, ीचे मूल हे कोण ा पु षापासून आहे , हे मह ाचं नाही, तर ा मुलाचे नीट संगोपन
क न सकस, जोमदार िपढी घडवणे, हे सव मह ाचे

असते. मातृकुळात, िववाह था नस ामुळे ती तंतोतं त या िनसगत ावर उभी होती.
कोण ाही पु षापासून होणारे ीचे मूल मातृकुळात ीकारले जाणे, ही ाभािवक बाब होती. मातृकुलातील
यां ची ीला असणारी मदत ही कोण ाही अटी-तटीवर न ती. ीला बाळं तपणात िकंवा आजारपणात, आई,
आजी, माव ांकडून िज ाळा, िव ां ती, सेवा उ फूत ेमातून िमळत होती. बाळा ा अपमृ ूम े या र संबंधी
नातलग यां चा ीला मानिसक आधार िमळत होता आिण मातेचा अकाली मृ ू झा ास ित ा अप ांना आधार
दे णारे आिण ांचे ममतेने संगोपन करणारे अनेक हात मातृकुळात होते. अथात ‘अनाथ’ िकंवा ‘प र ा’ वगैरे
क नां नी मातृसं ृ तीला श केलेला न ता, हे च आहे .
िपतृ सं ृ तीत हे च सव फासे आप ाला उलटे िफरलेले िदसतात. ेक ी ा अप ाला ाचा िपता दाखवता
आला पािहजे, नाही तर ते मूल अनैितक, हा िववाहाचा पिहला मह ाचा दं डक रािह ामुळे, ी-पु षा ा
िववाहबाह्य़ संबंधांतून गे ा चार हजार वषात ज लेली जगातील अ ावधी बालके कुटुं बा ा बाहे रच टाकली
गेली. िववाह ढ झा ावर ज ले ा अशा असं मुलांना िपता तर नाहीच िमळाला, पण ह ाची माताही
अनेकां ना गमवावी लागली. नैसिगक नैितकतेला बसलेला हा मोठा ध ा णावा लागेल. ातून ा बालकां ना ा
झालेली ग रबाव था, िशवाय ां ा मातांवर लाद ा गेले ा वे ा वसायाबरोबर, मिहला म, बालका म,
अनाथा म, भटकी, बेघर, िभकारी बालके, सनी-गु े गार, कामगार बालके हे या व थेचे दु रणाम आपण
कायमचे हाती घेऊन बसलो आहोत. अनैसिगक प तीने माणूस घडिव ाचा एक वास यातून के ा सु झाला,
हे कळलेच नाही. यामधून मातृसं ृ तीत अ ात असणारा, कुटुं बबाह्य़ असा एक ी-पु षांचा समाज पुढील
काळात उभा रािहला. मातेिवना आनंददायक बालपण हरवलेली आिण एकूण ममतेचा श गमावलेली ही बालके
पुढे ौढपणात आप ा कुटुं बीयांना ेम दे ात कमी पडत गेली. साहिजक पुढील मानवी िपढय़ांत िन ेम िकंवा
छिळत मुलां ची सं ा वाढत गेली आिण अनाथा म हे वे ा वसाया माणे िपतृसं ृ तीचे अिवभा अंग झाले.
खु िववािहत माता-िपता असणा या कुटुं बात तरी ‘माता-मूल’ ना ाची काय प र थती होत गेली? भारताब ल
बोलायचे झा ास पितगृहात वेश केले ा ीला (अपवाद वगळता) त:ला ेम, सेवा, िव ांती, आधार
िमळ ाऐवजी सासू, सासरे , दीर, नणंदा, पती यां ा आ ा मानीत ांना सेवा आिण िव ांती िकंवा आधार दे णे, हे
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ितचे पिहले कत झाले. पडे ल ते काम करीत राहणे, िमळे ल ते अ प रणे िकंवा उपाशी राहणे, मुलगा होईपयत
मुले ज ाला घालणे आिण वाटय़ाला येणारे अपश , अपमान िगळणे, या सव अटी-शत ने वाग ास ा ीचे ा
घरातील अ मा केले जाऊ लागले. नाही तर ितला घराबाहे र काढणे वा ितची आ ह ा\ ह ा हे ठरलेलेच
होते आिण आजही आहे . साहिजक पिह ा थम ‘ त:चा बचाव’ करणे हा िपतृसं ृ तीत ी ा कंठाशी आलेला
मु ा झाला. वैवािहक कुटुं बात, अशा रीतीने माते ा छळाची परं परा िनमाण झा ाने, ती माताही आप ा अप ांना
पुरेसा वेळ दे ऊ न शकणारी, अित मामुळे अप ांना मम दे ा ा शारी रक-मानिसक थतीत नसणारी,
वेळ संगी प र थतीचा राग मुलांवर काढणारी, अशी घडत गेली. ितला व ित ा मुलांना सावरणा या जु ा
काळातील ित ा आई, माव ा, बिहणी आपाप ा पती कुटुं बात अडक ा गे ामुळे, िपता लाभणा या मुलांचेही
मातेबरोबर हळू हळू उभे रा लागले, ते अगदी आज ा माता-िपता नोकरीला जा ा ा काळात घरात एकाकी,
असुरि त आिण टी. ीसमोर वाढणा या बालकां पयत!
एकूणच िपतृ- ाधा असणा या कुटुं बातील ‘बालक- ाधा ’ कधीचेच लयास गेलेले आज आपण पाहत आहोत.
कुटुं बाम े पती-प ी ा मतभेदाचा, भांडणाचा असो, कुटुं बा ा संप ीचा असो, आई-विडलां ा
मह ाकां ेचा, क रअरचा असो, आईला बेघर कर ाचा असो, इथे मुलांचा कुठे च िवचार नाही. कुटुं ब\ घर
हे जणू ां ाक रता नाहीच आहे . ी-पु षांनी ल क न-सव न ते जमले-िटकले तर मग ाम े मुलांना

राहायला ायचा िवचार आहे . ‘अप ांसाठी त ाळ िन पिहला िनवारा’ या िनसग-मू ाची जाणीवच आप ाम े
आता उरलेली िदसत नाही. पाळणाघरे , अनाथा म, रमांड हो ही अिभमानाची क े बनून, ांना दे ण ा दे ऊन
ती व था मजबूत कर ात आपण म आहोत.
णून इथे पिह ा थम एक स मा क न पुढे गेले पािहजे की, िववाह हा ‘पु षाचे िपतृ ’ िनि त कर ासाठी
आणला गेलेला एक उपाय आहे . ती काही ीला ा -सुर ा व मदत दे ाची आिण बालकाला िपता िमळवून
दे ाची सोय न ती. याचा अथ असा की, ‘पु षापासून मूल होते’ हे समज ावर िनसगाने बेतून िदलेले ‘माता-मूल’
नाते मानवाकडून संकुिचत केले गेले, ाचे मह ‘िपतृ ा’ ा मह ापुढे गौण ठरिवले गेले. िकंब ना ा ना ाला
तोड ाचा य खूप सहज श झाला. जर कुटुं बातच मुलांचा िवचार नाही तर तो समाजात कुठून येणार? णून
मुलां साठी जाणीवपूवक बनवलेली ीडांगणे फारशी नाहीत, शाळा पुरेशा नाहीत वा वगात बसायला जागा नाही,
वासाची सुरि त साधने नाहीत, आरो वा ते ा सुिवधा नाहीत आिण मुलांसाठी जे काही आहे ते िचंताजनक
आहे . णजे शाळे त प पात आहे , वगात ांची फिजती कर ाची वृ ी िश कां त आहे , अपमाना द िश ा आहेत,
ां ा ित िन ाळजीपणा आहे , असुरि तता आहे , ां ा मनोरं जनाची मा मे िहंसक आहेत, बालकां चे
अपहरण आहे , खंडणीसाठी िकंवा अं ध े ने ां ा ह ा आहेत. ां चे गु ेगारीकरण आहे , लिगक शोषण आहे .
हे सवसाधारण सवच गरीब- ीमंत, सुिशि त-अिशि त वगातील मुलांसंबंधीचे वा व आहे . या अशा आजारी
वा वात वाढणा या बालकां पासून ते त णांपयत ा आयु ात ामुळे, आज मानिसक ोभ आिण िन ठु रता ही
ाभािवक वृ ी झालेली आहे. ातून वाढलेली िहं सक, अ थर वृ ी आिण बला ारापासून ते दहशतवादापयतचे
सव मानवी समाजात उभे ठाकलेले आपण पाहतो. ही आजची गो नाही, हे दु रणाम गेली काही हजार वष
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जले जाऊन, ते भोगत आिण ावर आधार क ा ारे वरवरचे उपाय योिजत आपण आज इथवर आलेलो आहोत.
मातृकुळातील मम ाला माणूस पारखा झा ाचे हे पिहले थेट प रणाम णावे लागतात, जे आज आप ा ल ात
येणेसु ा अवघड झालेले आहे. इथे असेही ल ात येते की, ा ा समाजात िकंवा सं ृ तीत ीची ससेहोलपट
आहे , ितथ ा बालकां चे अिधक गंभीर आहेत आिण णूनच ते ते सव समाज अ थ आिण अशां त िदसतात.
जसा आजचा अितरे की टो ांचा समाज आहे .
णून ‘माता-मूल’ हे िन ळ नैसिगक जविळकीचे नातेच नाही तर तो एक आिण एक िवचार आहे . तो िवचार
एकमेकां पासून वेगळा होत नाही आिण तो िवचार एकमेकांपासून वेगळा न करणे हीच खरी सं ृ ती आहे . माता व
मूल यां ा शारी रक जोडणीतून ा दोघां चे जीवन आिण भिव एकमेकांशी जोडलेले असते. याबाबत, डॉ. नॉमन
डोईज आप ा ‘िद ेन दॅ ट चजेस इट से ’ या पु कात नोंदवतात, ‘‘अभका ा माते ाश ांचा नाद, ितचा
आवाज, हे अभका ा मदू ा उज ा भागात ीकारले ( रसी ) जाऊन, पुढे ते अथ पात ोसेस होत असते.
माते ा मदू ा उज ा भागा ारे , अभका ा मदू चा उजवा अधा भाग हा अशा रीतीने िवकिसत होताना, श ाचे
अथ जरी अभकाला समजले नाहीत, तरी मातेचे सूर, ित ा चेह यावरील भाव आिण ितचे हावभाव याव न िन:श
भावना जाण ाचा मदू चा िवकास अभका ा ज ानंतर पिह ा १६ ते १८ मिह ांत होत असतो.’’ डॉ. डोईज
णतात, ‘‘ ा बालकाला ता ्य़ा वयातच माता गमवावी लागते, ा ाम े िन:श भावना ओळख ा ाव
हाताळ ा ा कौश ाचा कायम अभाव राहतो. ामुळे त णपणात दु स या ी ा भावनेशी जोडून घे ात,
ते बालक आप ा आयु ात अपयशी ठरते.’’
दु स या महायु ात, रे ने झ या संशोधकाने दोन कार ा अभकां चा अ ास केला. मातांबरोबर तु ं गात

असणारी अभके आिण माता गमावलेली अभके, जी अनोळखी आयां ा दे खरे खीखाली वाढत होती. तो णतो की,
‘‘मातेिशवाय असणारी ही मूले बौ क िवकासात कमी पडत जातात. ती मागेपुढे अ थपणे झुलत राहतात,
हाता ा िनथक हालचाली करतात. आजूबाजूला ां ाशी बोलणा या ींना ती कोणताही ितसाद दे त नाहीत.
ां ा नजरे त काही तरी गमाव ाचे मोठे दु :ख भरलेले असते.’’

या संशोधना ा पा वभूमीवर तपास ास आप ा दे शात ीचे ता े मूल, ितला िश ा णून पतीने आप ा
ता ात ठे वणे, हा तर अगदी ी-छळाचा ‘लोकि य’ कार आहे . एरवीसु ा मातेचा अपमान िकंवा ितला मारहाण
डो ादे खत पाहावी लागणारी बालके कोण ा प रणामांतून त ण वयात वेश करीत असतील याची क ना येते.
माते ा साि ात ित ा िवनाअट (४ ू ्ि◌र३◌्र ं’) ेमाबरोबरच ितचा शसु ा बालकां चा िवकास
घडिवणारा असतो. याबाबत डॉ. थेरेसा े शाव णतात, ‘‘मातेने बालकाला जवळ घेऊन कुरवाळ ामुळे
ए ोफ न हे हाम न बालका ा मदू कडून र ात सोडले जाते, ाचा उपयोग बाळाचे कोणतेही दु :ख व भीती
शमिव ासाठी होत असतो. माते ा शात बालका ा आ िव ासाची सु वात असते. ाच माणे या शाने
ऑ टोिसन या मम ा ा होम नची बालकामधील पातळी वाढते. बालका ा बाबतीत ‘ ेमाचा श’ ही ाला
माणूस णून घडिवणारी ा ा आयु ातील पिहली घटना असते. या शा ा उिणवेमुळे, बालका ा
म ाम े ुटी राहतात.’’ णून या शाला डॉ. े शाव ‘टी टॉिनक’ संबोधतात. एखादे बालक ज त:च
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सोडून िदले गेले आिण मम ा ा शापासून कायम अनिभ रािहले, तर ाचा प रणाम हा ा ा मदू ा काही
पेशी न हो ाम े होतो, असेही डॉ. े शाव नोंदवतात. याव न माता-मूल साि ाचे मह ल ात येते.
हे ेम, हा हळु वार श गमावले ा भट ा, बेघर, अनाथ बालकांना ां ा था, वेदना, अपमान करता
या ात, असे जवळचे कोणीही नसते. मना ा आतून असणारा एकटे पणा ांना आयु भर छळत राहतो.
बालपणीच मातेअभावी, आ िव ास िनमाण न झा ामुळे ांना मह ाकां ा नसते, कोणतीही मोठी े नसतात.
अ सुखव ू बालकां ा तुलनेत अशा अनैसिगक सं ारात वाढले ा बालकां तून िनमाण झालेले ी-पु ष हे
मानिसक, बौ क, आिथक िवकासात कायम मागे असतात. िकंब ना, माते ा िकंवा त म मम ा ा
ीअभावी ेमभावनेची संवेदना गमावलेले हे त ण अ थ रा न, ते समाजकंटकां ा हाती पड ास, िहंसक

िकंवा िवकृत िनपज ाचा संभव वाढतो. साहिजक सामािजक ा आिण सुरि तता यासंबंधीचे समाजात
उभे राहतात.
याचा अथ ग , दजदार, सकारा क ी-पु षां ा जडणघडणीसाठी बालक-बीजाची िनकोप जोपासना
मह ाची आहे . बीजा ा ज ात मातीचे असणा या मह ाइतकेच, बालकां ा मातेचे मह आपण मानवी
जीवनात थािपत करायला हवे आहे . माता-िपता दोघेही बालकाला ा झा ास उ मच, आज ा यांना
िमळणा या िविवध संधींचा ा घेत असलेला फायदा कुटुं बालाही िमळत असतो. ामुळे पु षांचीही या पुढ ा
काळात समाजातली, कुटुं बातली भूिमका मह ाची ठरणार आहेच पण िकमान माता बालकाला लाभणे हा तर ाचा
ज िस ह आहे .
िपता माहीत नाही, णून जी मुले िपतृ व थेने अनौरस ठरवलेली आहेत, ा सवाना आईबरोबर स ानाने जगता
ये ास आपण ाधा िदले पािहजे. संबंिधत िपता ाची काळजी घेत नसेल, तर ा बालकाचा खच तरी िकमान
ा िप ाने दे णे ास बंधनकारक केले गेले पािहजे. हा खच न िदला गे ास तो दखलपा गु ा ठरवला जाऊन ा

िप ावर फौजदारी कारवाईची तरतू द पािहजे. बालकावरील कोणताही अ ाय हा अशा कारे गंभीरपणेच घेतला
गेला पािहजे. घरातील आई-मुलांचा, पु ष त: ा वतनाने वा सनाने छळ करीत असेल, तर अशा पु षांना
घराबाहे र वेग ा सं थेत दाखल केले गेले पािहजे. जी माता क क न आप ा तुटपुंजा वेतनात मुलांचे पोषण-
िश ण करीत असते, ितला पतीकडून धोका अस ा ा सबबीखाली घराबाहेर काढून, चालवली जाणारी मिहला
आधार क े णजे बालकिवरोधी आिण पु षधािज ा उपाययोजना आहेत. ाऐवजी जो कुटुं बीयांचा छळ करतो,
ा पु षां साठी सुधार क े हवीत. मातांना अप ांपासू न दू र करणारी ही शासन पुर ृ त मिहला क े , पु षाचा
बेजबाबदारपणा वाढिवणारी आिण मातेिवना राहणा या ां ा बालकां ना िप ा ा भीतीमुळे घरातून पळवून
लावणारी आहे त. ातून गु ेगारीचे च न ा जोमाने िफरतच राहते. आज बालकां वरच उलटणारे जे जे कायदे ,
सं था, परं परा अ ात असतील ावर पुनिवचार केला गेला पािहजे. अपवादा क शारी रक-मानिसक गंभीर
आजार असणारी माता वगळता वया ा १५ वषापयत मुलगे आिण मुली या मातेबरोबरच राहतील, असा िन:संिद
कायदा असायला हवा. पु षा ा कोण ाही गत फाय ासाठी मातेचे साि , ितचा सहवास आिण ित ा
ेमापासून अप ांना दू र करणे, हासु ा दखलपा गु ा ठरवला गेला पािहजे. ा बालकांनी अपघातात िकंवा
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आजारपणात िपता गमावलेला आहे िकंवा िप ाने ांना िझडकारले आहे , अशा ‘मदर-ओ ली-फॅिमलज्’साठी
समाजाने आिण सरकारने ा कुटुं बातील बालकां ना अ -व , िश णापासून सव सुिवधा सहजपणे िमळू दे ाचा
संवेदनशील य केला पािहजे. अनाव क मुले ज ाला येऊ न दे णे, हा ज ले ा मुलां ना िदलेला पिहला ाय
होईल. यातून बालक धान व थेचा जाहीरनामा खालील माणे मांडता येईल. १) बालकाचा मातृसाि ाचा
अिधकार कायदे शीर ावा.

२) बालका ाउ ृ िवकासासाठी जनन िनयं ण हवे. ३) बालकाला तातडीची व दजदार वै कीय सेवा हवी. ४)
बालकाची पिहलीपयतची शाळा ा ा राह ा िठकाणीच हवी. ५) मुलां चा अपमान, ांना दे ात येणारी
छळा क वागणूक याबाबत तं ायालये राखून कडक िश ा, ितची अंमलबजावणी रत हवी. ६) माता-
िप ा ा वेगळे हो ात मुलांचा ताबा

१५ वषापयत आईकडे अस ाचा व बापाने आिथक आधार बाहे न दे ाचा िन:संिद कायदा हवा.
नुकतीच भारतात घडलेली दु दवी घटना, या िवषयासंदभात बोलकी आहे . गुवाहाटीम े राहणा या एका शाळकरी
मुलीचा ित ा साव बापाने केले ला छळ, ितला कोंडून केलेली मारहाण आिण ितचे लिगक शोषण आिण ात
स ा आईचा कोणताही न िमळालेला आधार, यामुळे ती मुलगी १४-१५ ा वष च घरातून कोणी एका डाय र
पु षाचा आधार घेऊन पळाली. आई-विडलांचे ेम न अनुभवलेली ही मुलगी, घराबाहेर त:ला जगिव ासाठी
आधार आिण पैसा शोधत रािहली. पैशाक रता िक ेक पु षां शी ती संबंध ठे वून रािहली. ातून वषा ा अंतराने
ितला लहान वयात झाले ा दोन मुलां ना नाइलाजाने पुन आप ा आई व साव बापाकडे ठे वून ती खचा ा
िववंचनेत घराबाहे र पडली. ताटातूट झाले ा या माय-लेकरांम े ेम-मम ाचे बंध पुढे कधी िनमाण झालेच नाहीत.
उलट भ म आिथक आधारासाठी पु ष बदलणा या आईब ल ित ा मुलांम े ित ाब ल अिव ास आिण

ितर ार िनमाण झाला. माता-मुलांमधील संबंध इतके िन ेम व संशया द होत गेले की ाचे पयवसान अखेर
त: ा मुलीला मातेने िजवािनशी मार ाम े झाला. या घटना माने हादरलेला संपूण भारतीय समाज ितचा दु
माता णून िनषेध करीत आहे, कारण तेच फार सोपे आहे . पण या मातेला त: ा बािलकाव थेत जो छळाचा िन
असुरि तते चा वास एकटे पणाने करावा लागला, ाकडे संवेदनशील होऊन पािह ास, त: ा आईचे ह ाचे
ेम व सहवास न िमळा ामुळे मुलगे जसे गैरमागाकडे , सनाकडे सहज वळू शकतात तशी एखा ा मुलीचीही
संवेदनहीन, िन ठु र माता बनू शकते आिण ातून ितची पुढील िपढीसु ा बरबाद कशी होते, हे जर जाणता आले,
तर या थतील सोडिव ाचा माग ातून िदसणार आहे .
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ेरक पु कं:...िश कांसाठीही! (हेरंब कुलकण ) - हेरंब कुलकण
माजी रा पती िदवं गत डॉ. अ ु ल कलाम यां चा ज िदन (१५ ऑ ोपबर) ‘वाचन ेरणा िदन’ णून साजरा
कर ाचं रा सरकारनं ठरवलं आहे . िव ाथ , िश क आिण सामा माणूस अशा सग ां ाच आयु ात

वाचनाचं थान मह ाचं असतं. आयु ाला अथ दे णारी ही वाचनसं ृ ती णजे काय? ती समाजात ख या अथानं
जली आहे काय? िव ाथ घडवणा या िश कां नी नेमकी कुठली पु कं वाचावीत? िव ा ानी कुठली पु कं
वाचावीत ? ‘वाचन ेरणा िदना’िनिम सरकार कोणते उप म राबवणार आहे , या सग ा ांचा वेध घेत आहेत
िश ण े ात काम करणारे हे रंब कुलकण , े प कार-सािह क महावीर जोंधळे आिण िश णमं ी व

भाषािवकासमं ी िवनोद तावडे .
डॉ. अ ु ल कलाम यां चा ज िदन (१५ ऑ ोदबर) ‘वाचन ेरणा िदन’ णून साजरा कर ाचा सरकारचा िनणय
कौतु का द आहे . यािनिम ाने आप ा घरात ा मुलां ना ‘लाइफटाइम वाचक’ बनिव ाचा संक करता येईल.
वाचन ेम एकाच वेळी शाळा आिण घर यांनी संयु पणे िवकिसत करायचा उप म आहे .
‘तुम ा घरात िकती पु कं आहेत?’ असं मुलांना मी नेहमी िवचारतो, ते ा अनेकदा एकअंकीच सं ा
उ रादाखल सां िगतले जाते... ते ा मुलां ा वाचनसं ृ तीसाठी आधी पालकां म े वाचनसं ृ ती यावी लागेल. ‘मुलं
वाचत नाहीत’ अशी त ार करणारे पालक हे मुलांनी वाचावं णून काय करतात? ासाठी पालकां नी गावाव न
येताना खाऊऐवजी पु कं आणावीत. घरात पु कं असतील, तर ती न ीच वाचली जातील. मुलां ा बाबतीत

होणारा टी ी, मोबाईल, गेमचा अितरे क वाचनामुळंच दू र होऊ शकतो. ते ा टी ीव न िचडिचड कर ापे ा
घरात पु कं वाढवत ने ाचा संक वाचन ेरणा िदनी करायला हवा. िकमान पाच िदवाळी अंकांची खरे दी,
बालमािसकां ची वगणी भरणं, दर मिह ाला पु कखरे दी अशा काही गो ी मुलांसाठी ठरवायला काय हरकत आहे ?
आप ा वािषक उ ातला िकती ट े वाटा पालक मोबाईल, पेटोल, फिनचर, हॉटे लवर व पु कावर खच करतो,
याचा िहशेब यािनिम ानं मांडला जायला हवा.
मुलां ना थेट ‘वाचा’ टलं, की ती वाचत नाहीत. सुरवातीला कथेचा काही भाग मुलांसोबत वाचला, तर ातली गंमत
ां ना कळायला लागते. वृ प ां ा रिववार ा पुरव ांमध ा गो ी, दै िनकां त ा बात ा ां ाकडून वाचून

ा ात. िदवाळी ा काळात लहान मुलां साठी िस होणारे िदवाळी अंक आणावेत. शाळे सार ाच वाचना ाही
इय ा असतात. ात राजा-राणी ा कहाणीपासून सुरवात क न वैचा रक पु कां पयत जायचं असतं. या इय ा

पार कर ासाठी पालकांनी बालकां ना मदत करायची असते. सुदैवानं मराठीत इसापनीती, पंचतं यांपासून िव ान-
खगोलिव ाापयत सव कारची पु कं आहेत. सुरवातीला मुलां साठी उपदे शपर पु कां पे ा ांना गंमत वाटे ल
अशी पु कं िनवडावीत. ात जादू ची पु कं, हसवणारी िवनोदी पु कं, गूढकथा, धाडसी पु कं, िव ानकथा
आदी कारचं वाङ् मय असावं. या वयात रं जन करणा या मनाला ही पु कं जवळची वाटतात... ‘ ाअम’,
‘गो ा’, ‘िचंगी’, ‘धमा’, ‘लंपन’ यांसार ा अजरामर नायकांची भेट पालकांनी आप ा मुलांना घडवायला हवी.
च र मािलका व सानेगु जींचं बालसािह हे मराठी बालसािह ाचं सदाह रत दालन आहे . या ेरक पु कां नीच
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वाचकां ा िप ा घडले ा आहे त. न ा िपढीला ई-बु रचीही मदत होईल. नॅशनल बुक ट ा अनुवािदत
पु कां नी मराठी बालसािह समृ होत आहे . अरिवंद गु ा, माधुरी पुरंदरे यांनी या े ात मोलाचं काम केलं आहे .
अनुवािदत पु कामुळं आप ा मुलांना जागितक व भारतीय कथािव प रिचत होतं आहे . नाझी छळवादाचं भेसूर
दशन घडवणारी ‘हनाची सुटकेस’सारखी कलाकृती मुलां ना कुठ ाही े षापासून दू र ठे वील. ‘ब प गां धी’सारखं
अनुवािदत पु क मुलां ना गां धी सहज समजावून सां गेल. मराठी सािह ाची सफर घडवणारं ‘वाचू आनंदे’ हे पु क
पालकां नी मुलांना आवजून वाचायला ावं.
काही पु कां वर आपण उगाचच ‘मो ा माणसांनी वाचायची पु कं’ असा िश ा मा न टाकतो! ंकटे श
माडगूळकरां चं ‘बनगरवाडी’, दु गा भागवतां चं ‘पैस’, पु. लं. दे शपां डे यांची ‘गणगोत’, ‘अपूवाई’, ‘ ी अिण व ी’
अशा पु कां चा आनंद हाय ू लची मुलंही घेऊ शकतील. यािशवाय शंकर पाटील, द. मा. िमरासदार यां ा िवनोदी
कथा, अ ाभाऊ साठे यां ा‘ शानातले सोने’ यांसार ा कथासु ा हाय ू लमधली मुलं वाचून ातून काही
बोध-आनंद घेऊ शकतात.
किवता या वाङ् मय काराचं आकषण स ा कमी होत आहे . ासाठी मराठीत ा बालकिवता मुलांकडून वाचून
ायला ह ात. श चम ृ ती व अफलातून क ना असले ा किवता सुरवातीला िनवडा ात. मंगेश

पाडगावकर, िवंदा करं दीकरां ा किवता ासाठी सुयो ठरतील. कुसुमा जांपासून ते नारायण सुव
यां ापयत ा किवतांची सैर मुलांना घडवायला हवी. ामीण, दिलत किवता नुस ा वाचून दाखिव ा, तरी ांतली
वा वाची धग शून जाते.
केवळ श ां चं साम काय असतं, ते अनुभव ासाठी बाबा आमटे यां चं ‘ ाला आिण फुले’ हे पु क मुलांना
आवजून वाचून दाखवावं.
‘िड री’ वािहनी मुलं खूप उ ं ठे नं बघतात. शहरी भागातली मुलं आज िनसगवंिचत आहेत. ही िनसगवंिचतता
दू र ायला िनसगिवषयक पु कं वाचून िनसगाची ओढ िनमाण होऊ शकेल. मा ती िच मप ी यांचं व इतर
िनसगिवषयक लेखन मुलां ना वाचायला ायला हवं. ाणी, प ी, साप, ह, तारे या िवषयांवर मराठीत ा मुख
काशकां नी मािलकाच िस के ा आहेत. ा मुलांना आवडतात. शा , मूलगामी बु वंत यां ा
च र मािलका येत आहेत. मुलांमधली िज ासा िवकिसत करतील.
माणूस िल लागला, की तो प ा वाचक बनतो. अिभ ीमुळं मुलां चा जग ातला आ िव ा स वाढे ल. मुलांना
िविवध अनुभव, वासवणन िलहायला ो ाहन ावं.
लेखनाची नस गवसली, तर वाचनाचं नातं ढ होईल. इं श मा मात िशकणा या मुलांचं मराठी भाविव ल
िवकिसत करणं हे खूप मोठं आ ान आहे . अशा पालकांनी मराठीपण जवायला मुलांकडून घरी जाणीवपूवक
वाचक क न घेतलं पािहजे अ था या मुलां चे भाविव ि शंकू हो ाची भीती आहे . ाच वेळी मराठी मा मा ा
मुलां ची इं श भाषाही िवकिसत ायला हवी. ासाठी इं श वाचनाची सुरवात बालवयातच करणं इ . स ा
ै भािषक पु कं िनमाण होत आहेत, ां चा वापर ावा. िबरबल-बादशहापासून रामायण-महाभारतात ा गो ी हे
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सारं बालसािह आता सो ा इं शम े उपल आहे . ानं सुरवात करावी. आर. के. नारायण, र न बाँ ड,
रवीं नाथ टागोर हे लेखक इं शची भीती घालवू शकतात.
स ा मौ खक सािह च कमी होतं आहे . घरात गो सां गणं कमी होत आहे . एक गो सांगणं णजे एक पु क
वाचून दाखवणंच असतं. पण मुळात पालकां नाच (यात मीसु ा आहे च!) फार गो ी माहीत नसतात, हे कबूल
करायला हवं.
गो ींमधून मुलांचं भाविव अिधक बहरतं, ते ा पालकां नी गो ी जमवायला सुरवात करावी. ‘ ॉट् सॲप’वर तेच ते
िवनोद टाक ापे ा मुलांसाठी ा गो ी टाकायला सुरवात करायला काय हरकत आहे ? ‘गो सं ृ ती’ वाढीस
लाग ासाठी ‘सानेगु जी कथामाला’ हा उप म सव शाळांमधू न जायला हवा. या उप मानं हजारो शाळांत
वाचनसं ृ ती जली आहे . शाळां म े शाळे ा २०० िदवसांत िकमान १०० गो ी सांगता ये ासाठी असे सं ह
तयार करायला हवेत...
िश कां ना वाचनाचा उपदे श सारे च जण करतात; पण िश कां नी नेमकं काय वाचायचं, हे सांिगतलं जात नाही.
िश काचं काम अिधक प रपूण रीतीनं कर ासाठीची आिण ां ना ेरणा दे णारी पु कं जर सुचवली, तर िश क
ती पु कं िमळवतात व वाचतात, असा माझा अनुभव आहे . ा ानातून मी अनेकदा ‘तो ोचान,’ ‘टीचर’
यां सार ा पु कां ची गो सांगायचो, ते ा िश कां ा डो ांत एक चमक िदसायची आिण ‘ही पु कं कुठं
िमळतील?’ असं ते ा ानानंतर िवचारायचे.... ते ा ल ात आलं, की ‘िश कां ना ेरणा दे णारी पु कं’ अशी
तं वाचनचळवळ सु ायला हवी. ातून िश क समृ बनेलच; पण तो हे वाचता वाचता इतरही सािह
वाचू लागेल. मराठीत आज जवळपास ८० पे ा जा पु कं फ थेट िश कां शी िनगिडत अशी आहेत. जी
िश कां ना ेरणा दे णारी व वसाय समृ करणारी आहेत.
मी जे ा माझी तःची जडणघडण बघतो, ते ा ही योगिश णाची वाट, जगात ा ितभावंत समिपत िश कां ची
ओळख या िश णिवषयक ेरक पु कां नीच क न िदलेली आहे , असं ल ात येतं. ा ानानंतर पु कां साठीचे
प े मागणारे िश क मो ा सं ेनं भेटू लाग ावर मग मी पु कां ा या ा क लागलो; पण ल ात आलं, की

केवळ पु काचं नाव सां गून ा पु कािवषयी आकषण िनमाण होत नाही, तर ा पु काचा सारांश थोड ासत
सां गायला हवा... ातून मी ६० पु कां चा सारां श एक िल न ावर ‘बखर िश णाची’ (राजहंस काशन) हे
पु कच तयार केलं असून, ते पुढ ा मिह ात बाजारात येईल. िश कांना ेरणा दे णारी जी पु कं आहेत, ांचं
वग करण करता येईल. ात जगभरात ा िश कां ा योगां िवषयीची अनुवािदत व दे शी पु कं आहेत. अरिवंद
गु ा यां ा पुढाकारानं मराठीत जगभरातली अनेक िश णिवषयक पु कं अनुवािदत झाली. ेरणा दे णा या
पु कां त तो ोचान (जपान), टीचर, ( ूझीलंड) ी ॲट ला , (अमे रका), माझे िव य मुलांचे, (रिशया) नीलची
शाळा व टू सर, िवथ ल , (इं ंड) आमादे र शांितिनकेतन (भारत), डॉ. अ ु ल कलाम यांची दशसू ी, िदवा व
िगजूभाई बधेका यांची सगळीच पु कं आहेत. मराठीत िश कां ची च र ं, आ च र ं मो ा सं ेनं आहेत. ात

‘कोसबाड ा टे कडीव न’, ‘वटवृ ा ा छायेत’, ‘कुडाळकरां ची शाळा’, ‘नंदादीप ◌ः आठवणीतील साठवणी’,
‘माझी काटे मुंढरीची शाळा’, ‘िहं दसेवक’ यां सारखी जु ा िपढी ा िश कां ची पु कं आहेत. भारतात ा व
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महारा ात ा योगशील शाळां िवषयीची पु कं िश कांना थेट उप मािवषयी मागदशन करतात. ात

दे शात ा योगशील शाळांिवषयीचे ‘कणवू’, महारा ात ा योगशील शाळांिवषयीचं ‘िश ण-आनंद ण,’
‘सहजिश णाची योगशाळा’ ‘िश ण वाहा ा उगमापाशी,’ सरकारी शाळांतील उप मािवषयीचं ‘शाळाभेट’
अशी पु कं आहे तच; पण लीलाताई पाटील यां नी सृजनआनंद शाळे ा ३० वषा ा योगावर िलिहलेली १२ पु कं
ही ेक िश कानं वाचलीच पािहजेत. शाळे त वाचनसं ृ तीचे कोणते उप म करता येतात यािवषयी ‘एका
ंथपालाची योगशाळा’ हे नर लां जेवार यां चं पु क मागदशन करतं. िश णातलं त ान व ष मांडणारीही
पु कं आहे त. ात िश णत रमेश पानसे यांची सव पु कं िश णामागचं िव ान आिण त ान उलगडून

दाखवतात. जे. कृ मूत , ओशो, महा ा गां धी, िवनोबा, कृ कुमार यांची अनुवािदत पु कं, जनादन वाघमारे ,
अरिवंद वै यांची पु कं िश णािवषयीची भूिमका िनि कत करायला मदत करतात. िव ाथ व िश कां सोबत
मारले ा ग ां चा समावेश असलेलं ‘या गो ींचा िवचार करा’ हे जे. कृ मूत यांचं पु क तर िश क व मुलं एकाच
वेळी वाचू शकतात. कृ मूत ा भारतात ा सव शाळांना भेट दे ऊन ा शाळांवरचं माझं हे पु क आहे .
शालाबा , वंिचत मुलांचं िव समजून घे ासाठी मराठीत खूप पु कं आहे त. नापास मुलांनी िश कां ना िलिहलेलं
‘ि य बाई’ हे पु क जणू काही आप ासाठीच िलिहलेलं आहे , इतके आपण ते पु क वाचून अंतमुख होतो. ‘न
पेटलेले िदवे,’ ‘ काशा ा उं बर ावर,’ ‘आमचा काय गु ा?’ ‘का करायचं िशकून?’ ‘नापासां ची शाळा,’
े शनवर ा मुलांिवषयीचं ‘ ॅटफॉम नंबर झीरो’ यांसारखी पु कं वंिचत मुलांचं जग िश कां ना उलगडून
दाखवतात.
अ ापनात सा भूत ठ शकतील अशी पु कं सवच काशकांनी िस केली आहेत. इं श सो ा
रीतीनं कसं िशकवावं यापासून तर िच कले वरची पु कं, माधुरी पुरंदरे यांचं ‘िलहावे नेटके’चे दोन अि तीय खंड,
भूगोलकोश, गिणतातली को ांची पु कं, अरिवंद गु ा व इतरां चे वै ािनक योग, ओ रगामी, काडे पे ांची कोडी
असं िवपुल मनोरं जन उपल आहे . या कारची पु कं वाचता वाचता िश क नकळत इतरही सािह वाचू
लागतील. खरे तर डीएड, बीएड ा मुलां ना पूरक वाचन णून अशी पु कं लावायला हवीत.
िश कां साठीची ही पु कं पालकां नीही वाचली पािहजेत. कारण ातून खरं िश ण कशाला णायचं, हे समजू
शकेल. ातून ते शाळे कडून व मुलां कडून चुकी ा अपे ा करणार नाहीत व मुलां ा िश णांत पूरक भूिमका घेऊ
शकतील.
िश क वाचत नाहीत, याचं मह ाचं कारण णजे ांची नोकरीच ां ाकडं वाचनाची मागणी करत नाही!
वषभरात केलेलं वाचन, पु कखरे दी यां ना मू मापनात थान िदलं, तर िश क न ीच पासबुक, फेसबुक
यां सोबत इतर बुकंही वाचतील...! वाचन ेरणा वषभर जव ासाठी गावोगावी ा िश कां नी मिह ातून एक
येऊन वाचले ा पु कां वर चचा करणारे व पु किभशी सु करणारे अ-सहकारी गट िश कां ना सु करायला
शासनानं ो ाहन ायला हवं. उदगीर, पाथड , गडिहं ज या िठकाणी िश क असे गट चालवतात. ांचं
सावि कीकरण ायला हवं. शाळे त मुलां ना व िश कां ना ा मिह ात वाचले ा पु कां वर बोलतं कर ाचा
सोपा उप म करता येईल. आठव ातून एक वाचनाचा तास असायला हवा.
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बुलढाणा शहरात नर लांजेवार यांनी शहरात ा वेगवेग ाग ां म े मुलांनाच ंथपाल बनवून पु कपेटी
दे ऊन ५० बालवाचनालयं सु केली आहेत. या पु कपे ांमधून मुलं वाचू लागतील. यापासून ेरणा घेऊन मी
मा ा घरात मुलांसाठी मी १५ऑ ोकबरला बालवाचनालय सु करत आहे ... तु ी पण करणार का...? चला,
आपण आप ा घरातली पु कं प रसरात ा मुलांना खुली क न दे ऊ या...!
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Inflated grades, deflated education

June 22, 2015, 12: Dipankar Gupta
There was a time when scoring 65% meant you were brilliant, and if you touched 70% then Einstein
had better watch out! But today anything short of 100% in Higher Secondary does not guarantee
admission to a department of choice in Delhi’s top colleges.
In economics, the GDP deflator is used to assess the impact of inflation on the pricing of goods and
services. But what kind of deflator do we need to make sense of grade inflation in high school results?
Scoring 99% in English, once considered impossible, is not uncommon today. The question, therefore,
is whether our kids are getting more skilled and more competitive, or whether awarding high marks
is a clever way of concealing poor education.
It is comforting to imagine that India is intellectually rising because our school grades are getting better
every year. However, all indications show that the reverse is actually true. While at one end, college
cut offs keep going up, our international standing in science, technology and innovation keeps going
down. In other words, scoring high marks does not necessarily mean learning well, at least in India.
Over the years our students are getting better and better grades on paper, but have these brilliant
performances helped to push up our knowledge levels? According to the 2014 Global Innovation
Index, 81% of patent applications are from China, the US, Japan, South Korea and the EU. While
America leads in computer systems, South Korea has emerged as the new kid on the block. It has
overwhelmed all of Europe and ranks second to the US in this very high-tech sphere.
But where is India? In terms of patent applications we cannot match up to any of the world leaders in
the field. Curiously enough, patents submitted by Indians abroad are more in number than those that
originate in our country. Once again, education here seems to have contributed little.
Worse, our school children fare very poorly when it comes to skills in reading, writing, mathematics
and science. Globally we now stand 62nd on this measure, well behind even Jordan and Armenia.
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It is bad manners to go on and on, but our famed IITs do not figure among the top 300 institutions of
higher education in the world. There is so much pressure in India to win a place in these engineering
colleges, so much envy against those who make the grade, yet globally these institutions are minor
players.
It is not as if western universities are always on top. Peking University occupies the 48th position,
Tsinghua the 49th and even lowly Fudan University, at rank number 193, is way above our best.
The reason why a grade deflator does not work like a GDP deflator does is because the quality of the
product that is being accounted for is not the same. True, more and more students are getting higher
and higher marks, but the standard of education is going in the opposite direction. There was a time
when a first class meant something and one wore that distinction like a badge of honour. But today,
those with 60% would happily throw a party if a lowly vocational school lets them in.
The principal reason for grade inflation in school results is the way teachers have traded in their sense
of responsibility for comfort. Consequently, question papers have become more and more objective
and the right answers are actually screaming in your face. At times it comes down to the presence of
a certain word, or sentence, in an answer for a student to max the question.
On the other hand, if you try and be creative, your grades could slide all the way down. Examiners, in
the main, do not want to be bothered by reading something new in the answer scripts. Listen up,
people; tick the right boxes, say the right thing, take your marks and run.
It is not as if everybody is happy about this outcome; some teachers are actually chafing at the bit.
Yet, the educational system is structured such that taking responsibility for quality teaching and
marking can become job threatening. All of this suits mediocre instructors excellently; as long as the
grades are good, there is little scrutiny and everybody is happy. The more generous the system of
marking, the less pressure there is on teachers to perform.
It is not as if such an affliction only attacks schools. Even universities and institutions of higher
education happily inflate grades. This is one of the reasons why good school teachers and professors
are driven out by bad ones.
In some post graduate departments, it is hard for a student to score below a B plus. This depresses
the urge to learn for high grades are like low hanging fruit. Is it surprising then that good marks at
home are accompanied by poor performance on the world stage? So when our Higher Secondary
grades climb even higher next year, and in every subsequent year, be prepared for a proportionate
fall in educational standards.
But how high can these marks go? If 100% is not such a big deal any longer then will we see 105%
soon? Or, perhaps even 110% before long?
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Thoughts of a Baby Lying in a Child Care Centre !!! Cartoon published in 1995 by Michael Leunig
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My first article in School Magazine 2003
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Television can’t be tasted, touched, felt, smelt, and

talked with.
The truth is that the least-studied phase of human

development remains the phase during which a
child is acquiring all that makes him most
distinctively human….
John Bowlby
If we teach children to speak, they'd never learn."

John Holt & Bill Hull
Anxiety is always the enemy of

intelligence and always blocks the
biological plan. The minute anxiety
arises, intelligences closes to a search for
anything that will relieve the anxiety.
This might lead to a street-smart
mentality or to precocity
along narrow culturally approved lines,
but the biological plan will have been
aborted.
Magical Child by Joseph Chilton Pearce
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The successful parent is one whose child matures to walk away without a
backward glance.
Backward glances, either of obsessive love or hatred, show incomplete

development, looking back to pick up some missing peaces, to try and
patch a broken system.
Bond of Power by Joseph Chilton Pearce
The creative scientist analyses a problem slowly and carefully, and

then proceeds rapidly with a solution.
The less creative man is apt to flounder in disorganized attempts to
get a quick answer.
by John Holt
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As doctor and family psychiatrist Peter Cook states it, “a child’s maturation occurs at its own accord.
You don’t have to make it happen,
The purpose of our educational system is not human

development today. It is there to serve the economic
system.
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A child who has a warm, affectionate relationship with the mother will relate to others in a warm,
affectionate manner, whereas a child with a guarded, distant relationship will relate to others in a
guarded, distant manner.
by Lloyd deMause
An infant who never experiences restraint, in any form, will never need
restraining. - The Biology of Transcendence by Joesph Chilton Pearce
A neuropsychologist contends that the greatest

threat to world peace comes from those nations
which have the most depriving environments
for their children and which are most repressive
of sexual affection and female sexuality.
James W. Prescott (a neuropsychologist)
It is worth noting that the bonobo

chimpanzee, which is the most peaceful
primate on the planet, breastfeed their
young to about four years of age;
the mother carries her offspring on her

body through early adolescence
(particularly male offspring); and where
multiple male/female sexual relationships
are commonplace which are characterized by the lack of aggression or violence.
The Origins of Love & Violence: An Overview by James W. Prescott, Ph.D.
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By Ashley Montagu
Unless the child has been firmly grounded in the discipline of love and interdependency, he is damaged
in his ability to develop clear and definite judgements
concerning people and things, and his ability to form
such judgements as an adult is seriously
handicapped.
As adults the judgments of such persons tend to be
blurred and vague. Their decisions about the world,
people and things tend to be characterized by doubt,
suspicion, uncertainty, misgiving and unsureness.
They vacillate, in short, they tend to see the world
through a mist of unshed tears.
They are characterized by an inability to enter into
the feelings of others because, when they were young, no one cared enough to enter into theirs.
Education is not what the teacher gives : education is a natural process

spontaneously carried out by the human individual. It is acquired not by
listening to words, but by experiences upon the environment.
The task of the teacher then becomes not one of talking, but one of preparing
a series of motives of cultural activity spread in a specially prepared
environment.
The Absorbent Mind By Maria Montessori
The long hours of sleep in the new-born !!!

The long hours of sleep in the new-born are considered
normal, but too long sleep is not normal even in the
new-born and it is considered as a sort of refuge due to
a psychic repulsion from the world and a means to
seek oblivion from the earth.
Sleep is a refuge, a getting-away from the world.
Another fact is the position of the body in sleep. In the
new-born child the natural position is to double up with the hands near the face, and the legs next
to the body.
This however continues also in some older people, and is, we might say, a refuge into the pre-natal
position. Then there is another fact. This is clearly a character of regression.
When children wake up, they start crying as if they were frightened, as if they were living again
through that terrible moment of birth which brings one into a difficult world. Often they suffer from
nightmares. These form a part of the terror of life.
The Absorbent Mind By Maria Montessori.
252
Lost Nirvana
The First Relationship !!!
253

Lost Nirvana Kedar Kelkar

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Lost Nirvana is a series of articles describes about

right parenting, understanding brain development,

34. What Is Love? In The Words Of Ashley Montagu Well-Known Author

68. The Oldest Custom Of Thread Ceremony - A New Perspective

102. What Is Love?

Your children are not your children.

You may house their bodies but not their souls,

“Data is not information,

Ignorance in the world !

My Perception on Lost Nirvana

Life in the womb & Prenatal care

Revelation is to be born is a trauma if it is done in a harsh & cruel way.

Let’s see an environment of a womb.

Somebody has rightly said,”

etc. He receives food, blood, oxygen from his mother.

So we don’t want to remember disturbing past as an adult, Let alone infancy.

Typical Hospital childbirth!!!

Hell is not a word or a concept; it is here on the earth for new-borns.

check out the video https://www.youtube.com/watch?v=cgygjrzsbcw

Welcoming an infant with respect.

Checkout this website to know more about breast crawl.

"अितिथदे वो भव" "The guest is equivalent to God" is the tradition of India.

So be humble host & treat this little one as the God.

What is breast crawl?

Read the article full at following link.

This video has power to move you.

Common Objections to Delayed Cord Clamping – What’s The Evidence Say?

Answered by Mark Sloan M.D.

Cord Clamping of new-born

Comments of Erasmus Darwin published this in 1801:

about the clamping of cord

Educator Joseph Chilton Pierce on umbilical cord

Heart & brain Connection

Heart –Electromagnetic generator

*(ANF - which stands for Atriol Neuriatic Factor)

Bonding of an infant and a mother !!!

Konrad Lorenz , working with birds found that species of

With a human infant to be in close contact with a mother

Joseph Pearce in his books has given scientific reasons of

In last articles we have seen our heart is 60% to 65 % is made

In the words of Joseph Pearce

New born smiling

Reacting to the faces in Leboyer's book, noted Swedish

In Thailand the obstetrician who holds the record for the

Rocking, swaying , swinging !!! ,1/2

Rest of the reasons to be continued in the next post .

Rocking, swaying , swinging !!! Part 2/2

So let’s rock with your baby!!!

here is the link of documentary rock a baby

Breastfeeding !!! 1/3

Wow!!! Glory of nature at its brilliance!!!!

e.g. those that mediate affection bonding,

More astonishing facts about breastfeeding in next articles.

Sixth breastfeeding is less costly affair than formulae milk.

The connection of Breast Feeding and antisocial behaviour !!! 3/3

Some random thoughts on Crying ,screaming of infants !!!

"Crying, he states, is an unnatural, abnormal, uncommunicative expression, an emergency distress

“Crying is an expression of need and usually it is a late-stage expression of need,”

Evolutionary development process of infant !!! Part 1

here are these steps of evolutions..

•Constant physical contact with his mother (or another familiar

•sleeping in his parents' bed, in constant physical contact, until he

•breastfeeding "on cue" — nursing in response to his own body's

Evolutionary development process of infant !!! Part 2 .