Consciousness-based Education (CbE) is a remarkable educational model, which can supplement any traditional, national or regional system of Education. It does not replace existing academic or vocational curricula, but adds another important but usually missing element, which in turn enhances all aspects of whichever style of education is on offer. It has been described as the science and art of unfolding values hidden from view.

Traditionally, education has focused primarily on the curriculum - imparting as much information as possible to pupils, often accompanied by the difficult need to maintain order in the classroom. Whereas the prime concern of CbE is to release the greatest hidden value – the full potential of the students’ consciousness, based on Maharishi Mahesh Yogi’s explanation of the true value of human consciousness. By developing the consciousness of both the students and staff, CbE enables everyone to get the most out of the learning or teaching experience. The school’s motto is “Knowledge is Structured in Consciousness”. With a clear understanding of the structure of
knowledge, CbE provides a more profound and meaningful education for all concerned.
 

  Year 10 pupils meditating

The cornerstone of CbE is the twice daily
practice of Transcendental
Meditation (TM) – uk.tm.org - by
students and staff. 


This simple, effortless, mental technique is highly effective and brings multiple benefits, many of which are perfectly suited to educational settings. It is not
dependent on any particular philosophy, faith or belief system, any ethnicity or cultural tradition, or socio-economic background. It is easy to learn and starts to work very quickly, with benefits in day-to-day life usually being noticed in the first day or two after instruction. In addition, this wonderful technique is backed up with hundreds of research studies showing its benefits, over 200 of them published in peer reviewed medical and scientific journals.

Year 6 pupils meditating

TM allows the mind and body to easily settle down and enjoy a state of restful
alertness. This eliminates deep-rooted stress and balances the whole physiology,
including the nervous system, which is the basis for improved performance and
behaviour in school, and increased enjoyment of life. When the mind quietens during TM, it transcends mental activity and allows the meditator to access the unlimited reservoir of energy, intelligence, creativity and happiness that is deep within our consciousness, and usually hidden from view.


EEG studies show the brain functioning in a more integrated way during meditation, while other scientific research into the benefits of the TM technique show many areas of improvement that are ideal for students and adults. These include increased intelligence and creativity – resulting in improved academic performance, better memory, improved physical health, less anxiety and better behaviour. Studies show reduced absenteeism and suspensions, a decreased need for medication and use of recreational drugs, as well as greater confidence and self-actualisation.

EEG tracings recorded during practice of the TM technique. The lines are moving up and down together — brain waves are no longer scattered but & "in phase"; indicating that neurons are firing in harmony within the same frequency of alpha1.

CbE’s perspective is that knowledge, which is more than just information, is formed of three areas. These are – the knower (ie: the student), the known (ie: the curriculum), and the process of gaining knowledge (ie: the teaching practice).


With TM, we develop the knower aspect, so that students have a broader perspective, the ability to appreciate more deeply, are more settled, attentive and engaged, and able to work in a more focused way. The known area is the regular curriculum, but CbE also adds a unique, additional curriculum item, which uses a series of simple but profound themes to help pupils see the deeper connection between themselves and the school subject, and ultimately the subjects themselves.
These themes are used in two ways, with weekly dedicated lessons in which the themes are explored, usually through creative projects, and secondly by the teachers integrating the themes into the other lessons. In this way all three areas, knower,  known and process are benefitted.

Finally, to complete the process of knowing, there are CbE principles of teaching and fundamentals of education. The teaching principles guide the teachers to teach effectively, such as with techniques of communication, and to enliven the fundamentals of education within the pupils. For more information on Cbids principles please visit: - cbids-principles