Learning by Upasana

LEARNING BY UPASANA
(An indigenous learning technology)

Dr. P. SUBBARAYAN

            The author has extracted an indigenous learning technology known as learning by Upasana from ancient Indian texts, Veda etc Upasana means chanting a code word which, develops the mental capacities. It is in vogue even today. The author is confident that this super technology of learning best - fits the experimental set up. –Editor

Learning is the fundamental psychological process manifested in innumerable adjustment patterns of individuals with their environments ­social, and physical throughout their life - span. “Learning is essentially a transfer technology. A content in any form - cognitive, affective, or psycho - motor transfers to a learner by a learned (Peri 1994)”. Western Psychology defined learning as a relatively permanent change in per­sonality (including cognitive, affective, attitu­dinal, motivational, behavioural, experiential and the like) and reflects a change in permanence, usually brought about by practice, although it may arise from insight or other factors including memory (Bigge 1994). Endless efforts are be­ing made in the West since the golden Greek pe­riod up-to-date to understand the process of learning. As a result, to-day we have about 30 learning theories with subtle difference.

Very recently, the researcher, Peri (1992, 1994) developed two different ab­stract learning technologies viz., learning by Aptavakyam, and learning by upasana, extracted from the ancient Indian texts: Vedas, Upanishads, Darsanas, Mantrasastra, etc., on the lines of the Western psychological thinking and concepts.

“Upasana learning when compared and contrasted differs significantly from all other learning strategies of West and East put together including APVL (Peri, 1994)”. To quote Peri (1994), though UL is indigenous it is a highly sophisticated super-learning technology, indepen­dent of the teacher at times and the content

ABSTRACT: Though it is indigenous it can be the best-fit in the rigorous experimenta­tion of the modem scientific psychology. The process of learning by upasana can efficiently be tested with the ultra-modem techniques of physiology, neurology, and psychology.

The entire upasana learning can be simply explained. The learner chants a code word, sentence, or the name of any deity for a definite num­ber of times. In doing so the mental capacities of the individual develop in an abnormal fashion. “At times the UL is teacher-free, and at times content - free (Peri, 1994).

As to the enquiry how it can be subjected to the rigorous experimentation is an enthusiastic query. First let us test whether we can call the Upasana as learning at all. For this, the an­swer is affirmative. If we analyse the widely ac­cepted definition of learning as given in the first para of this paper we are left with these compo­nents:

i)                    Learning means any thing that brings forth a permanent change in personality,
ii)                   The change in personality may be in cognitive, affective, or psycho-motor domains,
iii)                 The change should be permanent, and
iv)                 The change should be caused by prac­tice as in trial and error or insight or a host of such means.

Applying the case of UL, it brings forth a permanent change in personality, and the change may be in one or all domains. Thirdly, the change continues to the end of the life. Finally, the change occurred is by a practice of a special type, but not the trial-and-error. The individual while en­hancing the frequency and quality of the code word (mantra) first gets his mind develop and which in turn brings forth a change in the antici­pated behavioural line.

Coming to the psychology of the process of UL it is definitely a transfer technology. The mind of the individual completely gets fused with the target behaviour by means of contemplation. No physical trials nor insights are necessary.

The above given hypothetical arguments may be convincing at least to the author himself. How can you sanction the above explanation for approval? Final approval for any philosophical or scientific premises is the experience. We needn’t be an archeologist to dig into the history of centuries to approve the experience. Today we find many intellectuals around us. Two cases are appended.

What we researchers can do in this field ­is the next posed question. We can design experiments by selecting UL as dependent vari­able and keeping IQ, creativity etc., as indepen­dent variables. Physiological, neurological and psychological correlates can be experimented. Experiments finding significant relation between bio-feed system can be taken up.

REFERENCES:

Bigge, L., Morris. Learning theories for teachers, Harper and Row, 1982.

Hill, W.F., Learning. The third edition, Methuen,  1980.

Peri, S.R., Learning by Aptavakyam. Paninian pub. Visakhapatnam, 1992.

Peri S.R., The Psychology of Aptavakyam learning. A Monograph Paninian pub. Visakhapatnam, 1992.

Peri S.R., Aptavakyam Learning. A strategy of learning M. M. Pattabbirama Sastry Commemoration Vol. R. S. Vidyapeetham., Tirupati., 1993, 330-338

Peri S.R., The Psychology of Aptavakyam Learning. In press. (TRIVENI).

Peri S. R., Beyond Gane’s Conditions of Learning. In press.

Sahakian, S. Willian., Introduction to the Psychology of Learning, Rand Mc Nally, Chi­cago, 1976.

APPENDIX: Mr. X, aged about 40, a friend of the author, just by upasana given by a holy man acquired the power of composing po­ems thousands and thousands in a shortest time with ease and efficacy. Father of the author, aged 85, the only living authority on Sanskrit today, has acquired the faculty of critical scientific en­quiry, unusual memory, spontaneity and resourcefulness in scholarly debates by upasana only.

            (Readers who are interested in this subject can correspond with the author)

Formal education is important of course but it is primary a method of opening the way to real education that is acquired when we are alone with a book or a magazine. This becomes even more true when schooling is completed. In these times when science makes new discoveries every day, when communication has the potential ability to put us in touch with all the nations of the earth, when the most distant events often immediately affect our destinies­ no one can truly be educated unless his learning continues far beyond the class-room. Our great need of our time is to be mentally flexible.

–ANDRE MAUROIS