There are states and states of consciousness; there are profundities and Widenesses; there are heights over heights. To discover them one has to enlarge and explore ever-widening possibilities of psychological experience. In the depths of the being we may begin to integrate the threads and complexities of what we are and can become. It is there, perhaps, rather than in books or preachings, that we may begin to perceive and live what precisely is our aim of life. Free from dogmas and fixed beliefs, in the purity of experience, we may hope to discover the answer to the all-important questions: what am I to do? What role do I have to play in the vast and mysterious universe? What is the best and highest goal that I should aim to realise?
But from no human endeavour — particularly when at a collective and general level— is it easy or desirable to eliminate intellectual inquiry. On the contrary, such an inquiry can be an excellent aid in the ultimate search for the aim of life — a direct search that is based on disciplined practice and experience. But the inquiry must be unfettered by narrow or exclusive assumptions, and carried out in the spirit of sincere exploration. Throughout the history of awakened thought, there has been a persistent questioning as to what is the aim of human life. Answers have been sought at various levels of reflection and critical thought. Answers derived from morality, religion or spiritual experience have also often been expressed in ways which are accessible to our rational understanding The inquiring mind needs to reflect on these answers and arrive at its own conclusions.
We speak today of value-oriented education and of integral education. It is not necessary to define these two terms here, nor is it easy to do so. But it is clear that certain precautions must be taken if value-oriented education is not to degenerate