The EFL approach is used in a number of schools in the USA and Europe. In the not-too-distant future, we hope to open schools in India as well. Meanwhile, we are training teachers and parents throughout India, particularly around Pune-Mumbai, Pondicherry, the NCR, and Kolkata, in understanding and applying EFL principles and practices
We are a cross-cultural team of Indian and US professionals in education, training, and health with long experience that has afforded us unusual awareness of India’s educational and family needs. We work at all levels with principals, teachers, and parents, tailoring our services and formats according to individual needs.
These success skills are what EFL offers. No matter how holistic, child-centred, and experiential an instructional approach, EFL can enhance it with keys to transformed teaching. For parents, skills are typically just picked up “on the job”.
… the children’s and the teachers’ or parents’. With this skill, interaction with children becomes much more magnetic and behavioural management far easier. At the ground level, several sets of exercises are used to create energy in the body and lift consciousness. Such techniques are rarely addressed, if not missing, in most teacher or parent training. With EFL, teachers and parents also work with energy through understanding the stage of maturity through which a child is passing, and applying the corresponding tools to guide that child more appropriately. By understanding a child’s “specific gravity”, they are enlightened about what kind of guidance to use when with a child. By “flow learning” they understand how to motivate a child to learn something new.
With this skill, teachers and parents find an inner place of peace and freedom where they can always go to gain clarity and cultivate the strong internal life required to lead children to their fullest potential.
…something many teachers and parents encounter as they juggle responsibilities that may seem in to be in conflict with each other. With this skill, teachers and parents find new ways to harmonise the varied aspects of their busy lives.
How Education for Life Came About
Paramhansa Yogananda began a “how to live” school for boys in Ranchi in 1917. In his autobiography, he explains: “The ideal of an all-sided education for youth had always been close to my heart. I saw clearly the arid results of ordinary instruction, aimed only at the development of body and intellect. “
He brought the boys outdoors for many of their classes and satsangs, especially under a large litchi tree that scientists later recognised as a brand new variety. The uniqueness of Yogananda’s school similarly became recognised, winning acclaim long before he gained fame in the West as a great spiritual teacher. The litchi is a striking image for both of his teaching endeavours: to foster discovery of delectable hidden fruit.
When Yogananda’s direct disciple Swami Kriyananda founded Ananda’s earliest community, he encouraged these same principles and practices but adapted to the modern world. Michael Nitai Deranja, principal of Ananda’s first school, took EFL forward there and at later Ananda schools, and in teacher training. Swamiji’s groundbreaking book Education for Life inspired others on related topics, especially value and character education, by EFL teachers. Swamiji’s book is now being translated into Hindi.