Consciousness-Based EducationDeveloping the full potential of the brain and unfolding the inner genius of every student

Comments from Educational Leaders

on the Transcendental Meditation Programme and Consciousness-Based Education

Consciousness-Based Education has more than 35 years of experience and over 600 scientific research studies proving its effectiveness and comprehensive benefits. This programme improves educational outcomes, reduces stress and antisocial behaviour, increases creativity and intelligence, and unfolds the inner happiness of students and teachers of all cultural and educational backgrounds.

Deputy Principal - Primary School, South Africa

“There is a young girl in my class. Only 12 years old. She was a child of a single parent family. Her father had been killed years ago. A great tragedy happened and her mother died of an illness. Now she was alone. She was sent to live with some family members but from that day great misery had set in. Such a young child but she was never happy any more. Never smiling or laughing. She seemed to lose any desire to live.  She stopped looking after herself and others. In fact, she even stopped cleaning herself. She would come to school every day in the same more and more dirty clothes. She never bathed and started to smell worse and worse. The other children tried to understand in the beginning but then they stopped being friends with her. She just became more and more alone. The other children – you know how children are – even started ganging up against her and no one would sit near her. After she learned to meditate and her whole class learned to meditate the change was amazing. From the next day she started to come to school looking more and more orderly. After about two weeks she must have been the neatest student in the class. Clean, neat and perfectly dressed school uniform. The other children also changed and started to play with her and sit with her. Now she laughs again and plays and seems as happy and balanced as the other children.”

Abner Modiba, Headmaster, South Africa

“The programme also assisted in maintenance of order and discipline in the school, particularly in the mornings when both children and teachers enter their classrooms. The teachers support the programme and encourage children to be fully involved during meditation.”

Nteene Langa, Teacher, South Africa

“On 7 June 1997, we had a speech contest for Grade 6 and 7. In this competition four schools were involved. Before every practice session I meditated with the children for 10 minutes. Children understood the topic well and were well prepared. During the competition they were relaxed. They expressed themselves before a large audience without being nervous. Six pupils were prepared for this competition but only three were to represent us. They were all eager to be the participants. After the final selection, the members who were not elected were calm, not complaining and wished the elected ones good luck. This was the first time I have ever seen them compromising. The spirit was high and we easily won the competition. The children were so amazing.”

Mpho Mmolawa, Teacher, South Africa

“Relating to pupils has become very, very great. I am able to understand the situations in which they live in a more professional and considerate way. These situations might be affecting them a lot in school. I have more time even in explaining to the slowest pupils.”

Kevin ColganKevin Colgan
former Principal; Social Studies Teacher Pennsylvania, USA

“As a Principal and teacher in both private and public schools for the last 28 years, I feel that the Transcendental Meditation programme should be an essential component of every educational programme for administrators, teachers, and students. For decades I have observed the profound and far-reaching effects of this programme when implemented in the schools.

“Its benefits for me personally include being able to remain composed and maintain clarity of thinking in stressful situations; the ability to remain focused on detail while not losing the larger view; a greater appreciation of my good fortune in being a father, son, and teacher; ability to see the good points in ‘difficult’ co-workers and students; and growth of spontaneous feelings of happiness and compassion and the urge to share them.

“I encourage all Superintendents and Principals to consider implementing the Transcendental Meditation and Consciousness-Based education programme to help in realizing their highest educational goals.”

Dr. George RutherfordDr. George Rutherford
Public school Principal for over 25 years Washington, D.C., and Maryland, USA

“The way public and private schools are set up today, everything is stressful, and stress leads to violence. My experience using TM with teachers and students is that it relieves the stress and makes teaching and learning a lot easier. If students are required to take social studies, art, or physical education, why aren’t students—and teachers—required to take the TM and Consciousness-Based program? It will make our schools much better, and it will reduce the deep stress that led to school violence and all the other violence and terrorism in the world.”

Carmen N’NamdiCarmen N’Namdi
Principal Detroit, Michigan, USA

“Our staff was taught the TM technique for the mental and physical health benefits that result in the work environment with the release of stress. In students, we have seen the TM programme enhance study skills, academic performance, critical thinking skills, interpersonal and social skills—all because of the deep rest that the body is receiving. We are looking forward to the years to come when more and more schools and work environments will realize that not much gets done until the stress is out of the way.”

Dr. Norman BrustDr. Norman Brust
retired Superintendent of Schools and Principal Missouri, USA

“Our schools need to help teachers and administrators develop effective management skills to enhance student learning in our classrooms. One activity that will dissipate stress and refine our educational efforts is Transcendental Meditation. Transcendental Meditation has been well documented by modern research to reduce stress. It also enhances the development of a more integrated person and produces a more harmonious environment.

“I have seen TM have a transforming, positive impact upon students, teachers and administrators even within three months. You will find that it will begin to work for you, as you, staff members, and students make use of it.”

Patrick F. BassettPatrick F. Bassett
President National Association for Independent Schools USA

“Maharishi School of the Age of Enlightenment is a world-renowned independent school of the highest caliber academically, akin to the finest independent schools in your state. In fact, the Maharishi School of the Age of Enlightenment routinely is recognized as outstanding in Iowa, since its students frequently take top prizes in state-wide academic competitions (and the school almost always has the state¹s top SAT [Scholastic Aptitude Test] scores).”

Ashley Deans, Ph.D.Ashley Deans, Ph.D.
Director of Maharishi School of the Age of Enlightenment (500 pupils) Fairfield, Iowa, USA

“Consciousness-Based education is unique in the world today because, as scientific research shows, it develops more of the brain’s total potential, thereby allowing the student to be more alert and receptive to knowledge.

“Any educator who wants to see the fruits of Consciousness-Based education should come and visit our school. Not only are our students achieving unprecedented success in academics, the arts, sports, and creative problem-solving; they are also wholesome, caring, responsible individuals, destined for leadership in any profession they enter.”

Roxie TeagueRoxie Teague
Master Teacher and Curriculum Developer California, USA

“At the Consciousness-Based school in Iowa, I found that because both students and teachers were experiencing their most settled state of consciousness through Transcendental Meditation, a sweet intimacy developed between teachers and students. Communication was easy, relationships were harmonious, and focus on learning came naturally.

“The Consciousness-Based programme was clearly developing in the students an innate thirst for learning, improving their critical thinking, creativity, and integration of knowledge; and increasing their happiness, kindness, and compassion. I saw graduates who genuinely could accomplish their own aspirations while contributing to the quality of life in society.

“The Consciousness-Based education program, in my view, fulfills the most exalted aspirations of educators everywhere, providing the basis for an ideal society.”

Dave FelicyDave Felicy
Director after-school programme Nebraska, USA

“I would highly recommend the use of Consciousness-Based education to help students stay in school. All of the kids in our [Boys and Girls] Clubs who have learned have benefited, and in many cases lives have been completely turned around.

“Children who were lost and withdrawn began to feel self-assured and able to interact with others. Children who were aggressive began to soften and notice others’ feelings. Children who were hyperactive and scattered became more focused and able to follow instructions. I would recommend it to any club or school that is trying to help youngsters grow up and take responsibility for their lives.”

Comments on the Application of the Transcendental Meditation Programme in the Correctional Setting

Judge David MasonJudge David Mason, St. Louis judge who sentences probationers to TM practice

“The results have been incredible, better than any rehabilitative programme I’ve dealt with. Out of 30 or 40 offenders who have gone through the program, only one has receded back into criminal behaviour. Two of my colleagues now use the technique in their own probation cases…. The guys have gone beyond just avoiding criminality, they’ve taken significant steps to improve their lives. They’re going to churches, in some cases they’re holding multiple jobs, getting educated and finding new aspects in their lives.”

“I would highly recommend the use of Consciousness-Based education to help students stay in school. All of the kids in our [Boys and Girls] Clubs who have learned have benefited, and in many cases lives have been completely turned around.

“Children who were lost and withdrawn began to feel self-assured and able to interact with others. Children who were aggressive began to soften and notice others’ feelings. Children who were hyperactive and scattered became more focused and able to follow instructions. I would recommend it to any club or school that is trying to help youngsters grow up and take responsibility for their lives.”

Judge Henry Autrey, Judge 22nd Judicial Circuit of Missouri (Saint Louis)

“In short, my personal experience with TM has been extraordinary. My experience with TM and its effects upon my probationers has been, thus, far, rewarding and quite gratifying. Transcendental Meditation is a tremendous asset for the criminal justice system. It is a tool that all judges can use to effectively perform their task.”

Christine Holmstrom, Correction Counselor II, San Quentin State Prison

“I started TM at San Quentin when I was under great stress during a period of extreme tension and constant violence. TM gave me the inner strength and calmness to function under these stressful conditions.”

John G., Inmate, San Quentin State Prison

“I have spent years of my life with nothing but drugs and penitentiaries to fill my shallow mind. Who would ever think that I would find inner peace at a place called San Quentin?… TM gives a person something that nobody can take away. That something is an inner peace and a discovery of one’s Self.”