By Shrii Prabhat Ranjan Sarkar
Bio-psychology may be divided into several classes – human psychology; the psychology of creatures which stand upon two legs, for example, orangutans; the psychology of other beings, including monkeys, quadrupeds and other developed animals; the psychology of reptiles which move through the pressure of the chest but cannot fly; the psychology of flying creatures, that is, birds; and then the psychology of multicellular protozoa, unicellular protozoa, multicellular metazoa and uni-cellular metazoa. These are the main groups or classes.
Human beings are guided and goaded by a common psychology. There may be some exceptions due to certain biological anomalies; that is, biological exceptions must be there; but otherwise all humans are guided by a common human psychology. Ram, Shyam, Mohan, Yadu, Madhu – all are of the same or similar biological structure. So they have to be guided by the same psychic rules, they have to follow the same psychic characteristics, the same wonts, and the same psychic merits and demerits.
What is goading? There are three terms – “direct guidance”, “guiding” and “goading”. Direct guidance is without any application of force. You want someone to go with you and they go. “Guiding” means making some effort to bring someone along the path of your choice. “Goading” means compelling someone to move and act according to your desire. That is, it means to push or to move by the application of force.
From The Human Body Is a Biological Machine, Yoga Psychology, Ananda Marga Publications, 1991.
Education is just remoulding the old structure of the mind and goading it unto the highest state of realization, the exalted status of Supreme Veracity, the highest status of factualities.
We have to keep in view three fundamentals before imparting education. The first is that education must always be based on factuality. There must not be the injection of any dogma or fanaticism or any type of geographical or racial chauvinism in the education system.
The second fundamental is that education must awaken the thirst for knowledge in the studentsʼ minds. The students themselves will create environmental pressure by persistent demands for answers to queries like: What is the answer? Is it correct? The longing, “I wish to know; I wish to understand and assimilate the entire universe” should be created. Such a thirst for knowledge should be created in the minds of students. A learner, in Arabic, is called tálib-ul-ilm, meaning “a genuine seeker of knowledge.” So a tremendous thirst for knowledge must be awakened in the studentsʼ minds. They will constantly ply their teachers, their parents and their neighbours with questions like: Why is this so? What is that? Why does that happen? Why does this not happen? etc. They are ready to assimilate the entire universe.
The third fundamental of education is that teachers and students should have a balanced mind, unaffected, unassailed by unimportant entities.
From Some Hints on Education, Discourses on Neohumanist Education, Ananda Marga Publications, 1998.
Published in Neohumanist Review, Issue 5, September 2025, pp 36-37.