Democracy is based on faith in the dignity and worth of every single individual as a human being. The object of a democratic education is, therefore, the all-round development of every individual’s personality.. i.e. an education to initiate the students into the many-sided art of living in a community. It is obvious, however, that an individual cannot live and develop alone. No education is worth the name which does not inculcate the qualities necessary for living graciously, harmoniously and efficiently with one’s fellow men. (Secondary Education Commission, 1952 - 53, p. 20) “Curriculum has to provide learning experiences which help describe an individual's thoughts, feelings and actions. Multiple intelligences- as opposed to the traditional concept of intelligence, views every individual as a uniqueness the various ways in which learning takes place. An idea like this, which does not hold intelligence as unitary concept but as a multiple attribute, promotes personalization of education by connecting learner's total life to the learning in the classroom.”
“Children love to learn! Learning is instinctive to them They learn by playing, by being inquisitive, and through discovery with concentration and pure enjoyment”.
"Knowledge is constructed in the mind of the learner" – Bodner.
Primary Classes: Opening their minds to new vistas:
Respecting various theories of constructivism ,Vasishta believes that teachers should do less work than the learners; the learners should always be busy in learning. According to Vasishta Ethos : teaching should not be for transmitting the knowledge but transforming children into well adjusted Global Citizens. Thus they become intuitive, insightful and consolidate their learning.
Vasishta fosters multiple intelligence concept and addresses all types of learners i.e., Visual, Auditory and Kinesthetic.
Thoughts and Feelings are powerful partners to Vasishtians which enable them to fit themselves in the new world!
Middle Classes: Solving their problems through Creative Thinking:
Psychological studies reveal that: Individuals remember 10% of what they hear, 20% of what they see, 40% of what they talk or discuss and 90% of what they 'do'!
In this stage emphasis is on 'Doing'. The hand is trained to be skillful and the eye is fixed to observe relationships. In the earlier stages play-way method paves way for an experiential approach, where the child actually encounters the concepts and acquires abilities to work with materials. Learning becomes meaningful through group discussions. Students undertake 'live observations' and undergo a 'hands-on-experience' and develop abilities in the natural environs. The school has full-fledged laboratories for Physics, Chemistry and Biology subjects – where students experiment right from class VI. Teachers follow the students' interests, inspire their originality, accept their ideas and are always available to help them learn from their mistakes and experiences.
Secondary Classes: Developing their Emotional Intelligence:
The intellect comes into play when the student passes through adolescence. The individual travels from polarity to contrast, from analysis to synthesis and so on. Various concepts which were earlier 'analyzed to understand' are now 'synthesized to draw conclusions'. Here, the student is challenged to work independently and learn through observation, surveys, reports, projects, seminars and presentations. This is the culmination of all thinking processes. Here they consider teacher as facilitator and as an ‘Experienced Friend'. Such perception, known as intuitive insight reforms Vasishtians into 'complete individuals'.
Thus Vasishta widens the intellectual horizons like open mildness, problem solving techniques through critical and creative thinking and finally develops the value of integrity through emotional intelligence.