Bhagavan Kalki sri kalki bhagwan

Bhagavan Kalki... the showman of the era is expected shortly. One with almost equivalent powers of Lord Krishna... Bhagwan Kalki would be the most revered person on Mother Earth in the near future. It would be beyond the capacity of a normal human being to assess and understand the phenomenon that would be termed as Bhagavan Kalki.

In the present Kali Yuga of today (aka the metal age)... the advent of Bhagavan Kalki is awaited with abated breath. Bhagwan Kalki would be the one who delivers the mankind from the ills of today. A one-man phenomenon... Kalki Bhagavan shall take the entire community of the world... the 6000 million people by storm.

Bhagavan Kalki shall wield that power and influence which shall make even the most powerful scouring for hidden pastures. Bhagwan Kalki would stand for truthfulness and justice. For Kalki Bhagavan maintaining the Dharma and bringing about the end of Kali Yuga would be the most formidable task.

ONENESS UNIVERSITY HISTORY

he Oneness University is so inseparably intertwined with the being of its founders Sri Amma-Bhagavan that it is almost impossible to discuss the history of the Oneness University without understanding the birth and the vision of Sri Amma & Sri Bhagavan. Sri Amma-Bhagavan’s childhood could be considered a very important phase in this Oneness phenomenon, for this is when they formulated their vision & was entirely dedicated to preparation for making this extraordinary phenomenon possible for humanity. While talking about the glorious history of the Oneness University, there are three important milestones to it, namely the birth and childhood of Sri Amma-Bhagavan, the birth of the Oneness Blessing phenomenon and the Consecration of the Oneness Temple. We will now be discussing at length about each of these three important phases.

Sri Amma-Bhagavan’s birth & childhood:

Sri Bhagavan was born on the 7th March 1949 as the eldest son of Sri Varadarajulu Naidu & Srimati Vaidarbhi Amma in Natham village in the South Indian state of Tamil Nadu after several years of intense prayer & austerities by His mother. The auspicious circumstances that preceded Sri Bhagavan’s birth with His mother experiencing a blissful state of communion with her personal God, Sri Krishna and being immersed in His divine presence almost through her entire period of pregnancy heralded the birth of a very divine child to all the family members. Even as an infant, people experienced an aura of deep silence and love around Sri Bhagavan and as He grew up, this became more and more evident. Even as a very young child of two or three, Sri Bhagavan experienced a deep sense of connection and Oneness with everything and even sensed this was not how people around him experienced life.

This was when Sri Bhagavan felt deeply for the immense suffering that is caused by this sense of separation and resolved to find a way to annihilate this illusion in all its forms. His vision to end suffering was not sourced in an intellectual understanding, but more an actual experience of humanity’s suffering and thus, became the singular focus of his existence. It was around this time, when Sri Bhagavan was three years old that a bright golden ball appeared before Him and an esoteric Sanskrit mantra kept resonating within Him all day, even while asleep! This process of chanting the mantra continued incessantly for the next 24 years, day and night, during which Sri Bhagavan felt His divine consciousness concentrated with all His passion for awakening humanity into Oneness moving into the Golden Ball.Such was the nature of the intense penance Sri Bhagavan undertook as preparation for the Oneness phenomenon, which is today transforming the lives of innumerable individuals by the minute! While this intense process made Sri Bhagavan very silent and deeply absorbed in meditation throughout His childhood, it also manifested as extreme wisdom, compassion and powerful teachings that have the potential to liberate the seeker. His extreme passion to end human suffering enabled Him to look deeper & deeper into the reality of all human existence, only to see how helplessly humanity is driven by the mind and its fears and how all of this is ultimately neurobiological in nature. With every passing day, Sri Bhagavan only perceived with greater clarity that humanity cannot make it to total liberation on its own, it has to result only from a benediction.

Sri Amma was born on the 15th August 1954 as the daughter of Sri Venkaiah Naidu and Srimati Penchalamma in Sangam village in the adjacent South Indian state of Andhra Pradesh. While Sri Bhagavan’s childhood was spent in preparation for the Oneness Phenomenon, Sri Amma’s childhood could be most ideally described as ‘waiting for Sri Bhagavan’ or as a preparation to support Sri Bhagavan in every step that He would take towards ushering in a Global Oneness Age. As a child, Sri Amma radiated deep unconditional love and joy to everyone that related to her and was the darling of the entire village. Even today, fellow villagers speak of the extreme sense of purity that surrounded Her person, completely untainted by fear, emotional expectations or any hidden motives.

While extreme love and a virtually contagious sense of joy and laughter characterized the person of Sri Amma, She was also renowned for Her extreme austerities & being deeply absorbed in meditation for several hours in a day from as early as 3.00 am! Many perceived Sri Amma as an embodiment of the divine mother as they often experienced miraculous solutions to their problems upon sharing them with Her and some even had visions of Her appearing in their dreams or during prayer. Though Sri Amma & Sri Bhagavan physically met each other only much later, Sri Amma always strongly felt and even spoke with conviction whenever she was asked by Her elders that She would marry none less than God Himself! During all Her intense penance in childhood, Sri Amma constantly experienced a sense of generating immense spiritual power only to support Her long-awaited Lord, Friend and Beloved Sri Bhagavan in His massive task of awakening humanity into Oneness. Sri Amma & Sri Bhagavan could be best described as two inseparable expressions of the same divine consciousness, each supporting and complementing the other in the fulfillment of this vision of Oneness.

In accordance with their divine purpose, Sri Amma & Sri Bhagavan were united in the sacred wedlock on June 9th 1976 and the birth of their son Sri Krishnaji in 1977 could be considered the culmination of the first phase of this phenomenon. The immense significance of Sri Krishnaji’s birth and its indispensable role in the vision of Sri Amma-Bhagavan could be comprehended only as we go along to understand the genesis of the Oneness Blessing phenomenon.

The Oneness Blessing Phenomenon: The history of the Oneness Blessing phenomenon goes back to 1984, when Sri Amma-Bhagavan, started a school in South India. The school was called ‘Jeevashram’ (meaning ‘where life is lived without stress’ in Sanskrit). It was a boarding school for children from the first to the tenth grade. At the most there were 180 students living in the school. Every day there were also about 200 children from village around, who were allowed to study for free since they could not pay for their education. Children from all religious backgrounds, Muslims, Hindus, Christians etc were welcome. The school had no particular religious or spiritual motives except that the founders of the school, Sri Amma-Bhagavan, carried a grand vision that sprung from an awareness of the true nature of man.

They envisioned a world wherein conflicts and suffering no longer existed, where every individual was naturally a global citizen, concerned with the rest of life & lived in peace, happiness and harmony. This noble vision constituted the founding principle of the Jeevashram School wherein children were brought up in an atmosphere of love and joy & where inner fulfillment and happiness were placed ahead of material achievements and success.

The school also focused on helping each child discover what he or she had a passion for, with special emphasis on how they could relate to life and to each other. Spirituality was not a subject in this school, but Sri Bhagavan put up large boards across the campus that brought forth His profound vision of ‘liberation for all’ through some of His teachings like:

Your thoughts are not your thoughts
Your mind is not your mind
Your Body is not your body
Your self is only a concept

While the profundity of all these teachings and the connections it bore with the grand vision of their beloved ‘Director Sir’ and ‘Madam’ (as Sri Bhagavan & Sri Amma were referred to then) held not much relevance for the children, they felt incredibly loved, seen and completely accepted by Sri Amma-Bhagavan and never missed the slightest opportunity to be in their physical presence whenever possible. Sri Amma-Bhagavan’s selfless compassion and care made them conscious of even the slightest signs of comparison sparking within the children and they took immediate steps to help the child overcome such emotional hurdles & feel accepted. The school was one that valued every single child’s life as opposed to its own academic ambitions. Children were encouraged to participate in sessions called ‘Samalochana’ (meaning ‘thinking together’ in Sanskrit) and contribute their ideas and suggestions to run the school as well as to solve problems that might have come up. Spirituality was not seen as meditation or prayer, but more as the art of relating to another without any sense of hurt, guilt or deceptive images. In this complete absence of fear and comparison, an immense flowering of intelligence had occurred in the children and the school made news for being the only school in the entire province that had no failures in the state-level examinations that were held in the 10th grade. Many of the Jeevashram students today pursue highly successful careers and also live fulfilled lives for this was the holistic education that was offered to them. Although the vision behind founding of the school was obviously much greater than merely imparting education, Sri Amma-Bhagavan patiently waited for it to be naturally revealed.

The year 1989 heralded the beginning of a very great spiritual phenomenon amidst the humble settings of this school, the phenomenon of the Oneness Blessing or the Oneness Deeksha. The epicenter of this wonderful phenomenon was in Sri Krishnaji, Sri Amma-Bhagavan’s son, who also studied in the same school. On the evening of the 19th July 1989, Sri Krishnaji suddenly came running to Sri Amma-Bhagavan describing a wondrous experience of being absorbed in a deep communion with a luminous golden being in his heart. As he communed with this divine being who named himself ‘Prajapathi’ (meaning ‘Lord of all sentient beings’ in Sanskrit), he had amazing mystical experiences and astral journeys & he described how incredibly peaceful it felt to have these experiences. Sri Bhagavan knew this was the phenomenon He had been preparing for all His childhood & asked Krishnaji if he could transfer the same to the other students who had gathered that evening. Krishnaji, who was only 12 years old then, almost spontaneously agreed and started laying his hands on their heads, even though he had never been formally trained into any particular spiritual modality of transferring states of consciousness through touch. As he touched them, the students experienced a bright Golden ball rolling out of Krishnaji’s third eye chakra and descending into all their chakras, transporting them into very deep states of consciousness like cosmic consciousness, a direct experience of their personal God, love, bliss, etc. In the days to come, these profound states deepened virtually replicating heaven within the school premises, with children speaking profound words of wisdom and performing amazing healing miracles like the sages and saints of yore. The spiritual aura in and around the school premises was so intense that even passers-by used to experience a very ‘dense’ silence even as they neared the school walls and some used to even get physically dysfunctional, with their body movements slowing down and sensory experiences being heightened under the impact of the immense divine grace that poured out of the school premises. In almost all these experiences, the students experienced the descent of this bright golden ball and aptly named it as the ‘Golden Ball of Divine grace’. Further, as they communed with this Golden Ball in their hearts, it revealed to them that it was issuing forth from the consciousness of Sri Amma-Bhagavan and even chanted back the same mantra that Sri Bhagavan had chanted in His childhood. Thus, through a direct experience, the children discovered this was indeed the very same Golden Ball that had appeared to Sri Bhagavan when He was just 3 years old and into which He had impregnated His divine consciousness.

The children also had amazing mystical journeys in space and in time and some even started visiting their families astrally. They would even report to their parents over phone or in person as to what was happening at home the other day when they had ‘visited’ and the parents were left dumbfounded! There was a very deep transformation that had occurred in their consciousness and many of the parents were deeply fascinated and yearned for the same kind of experiences. To this effect, the first spiritual course for the parents of the children was held in April 1990.There were however a few parents that were displeased with this spiritual phenomenon in the school and expressed that they had not sent their children to become saints and sages, but successful doctors, computer professionals, engineers etc. By then, Sri Amma Bhagavan too began to feel that this phenomenon if left to work uncontrolled on people without sufficient preparation, would not result in the smooth transition and the collective awakening they envisioned. Hence, they withdrew the phenomenon only to release it in a more controlled fashion whereby people would be ready enough to experience such a massive descent of divine grace. It is this intent of theirs that constitutes the basis of the Oneness programs, wherein people are prepared through a series of spiritual practices and teachings to receive the immensely beneficial effects of the Oneness Blessing phenomenon.

However, the transforming effects of the Oneness Blessing phenomenon left an indelible effect on a few children that went on to dedicate their lives to the fulfillment of the vision of their beloved Sri Amma-Bhagavan. Four of these students became the foremost disciples of Sri Amma Bhagavan. They are Sri Krishnaji, Sri Anandagiriji, Sri Samadarshiniji and Sri Vimalakeerthiji. Around this time Sri Preethaji, the niece of Sri Bhagavan, who later married Sri Krishnaji, also became a direct disciple taking lessons from Sri Amma Bhagavan.

The school had now fulfilled its purpose. Sri Amma-Bhagavan realized that it was time they really started the work they had been preparing for all their life, namely to help humanity awaken into Oneness. In the year 1994 the last of the students graduated from the original, academic form of the school. The school was now renamed ‘Satyaloka’ (the abode of truth) and became the first spiritual centre of the Oneness Movement and offered courses to raise the levels of human consciousness. The numbers of thirsting seekers that thronged the school campus soon outgrew its capacity and subsequently two other spiritual centres were established in Somangalam and in Nemam. While the spiritual centre in Somangalam actively functioned for a very short period of time, Nemam continues to be one that is thronged by large numbers of Indian followers every day. The programs offered at Nemam cater more to the Indian masses and take the route of awakening people to divine grace through ancient Vedic rituals.

The three senior disciples toured the length and breadth of India conducting spiritual retreats and prayer meetings across many cities of India. In 1995, a tiny band of young men and women offered to dedicate their services to Sri Amma Bhagavan’s vision of Oneness and joined hands with the senior disciples to take the Oneness phenomenon to new heights. These are the Oneness Guides that facilitate a variety of Oneness programmes in India and the world-over.

While a few followers from other parts of the world had visited India earlier to participate in Oneness retreats, the first official inauguration of the Oneness Movement outside India happened in 1996 with Sri Anandagiriji’s visit to South America & North America. In the years that flowed by, Oneness flourished across other continents and countries, with ever more people being drawn to Sri Amma-Bhagavan’s vision of Oneness. Today, Oneness has reached out to more than 300 million people from across the world, with more than 25,000 active Oneness Blessing Givers in India and abroad that work tirelessly to bring this phenomenon of Oneness to fellow human beings. After Sri Amma-Bhagavan had chosen to withdraw the Oneness Blessing phenomenon in 1989, it remained a highly esoteric phenomenon for almost 14 years until August 17th 2003, when Sri Amma-Bhagavan once again opened the floodgates of this divine phenomenon for the whole world. In a very massive public gathering at Nemam, in the divine physical presence of Sri Amma-Bhagavan, more than a 100,000 people received the Oneness Blessings or Oneness Deeksha and experienced amazing transformation & varied states of consciousness.

Ever since, the Oneness Blessings or Oneness Deekshas have become the most important element of the Oneness programs and Sri Amma-Bhagavan’s divine intent or ‘sankalpa’ has made it possible for thousands to be initiated as Oneness Blessing Givers worldwide. Upon being formally initiated a Blessing giver, one’s consciousness is attuned to Sri Amma-Bhagavan’s divine consciousness, thereby facilitating the descent of the Golden Ball of Divine Grace into every person that receives the Oneness Blessing from them. The Oneness Blessing is a major leap in humanity’s spiritual journey, for it directly affects the neurobiology of the brain and results in a direct experience of the higher consciousness. Since the phenomenon is primarily experiential in nature, it never narrows down to embracing a particular belief system or tradition. Hence, people of practically every national, cultural or religious disposition feel an immediate sense of comfort since the Oneness Blessing only awakens them to their own truths or the higher self. Even business entrepreneurs and scientists are fascinated with this phenomenon that transcends belief and lands you straight in an experience of reality whatever that may be for you. The Oneness Blessing is very popular among highly academic circles for its immensely empirical and dogma-free nature.

With growing numbers of overseas as well as Indian following, the need arose to set up a bigger facility to accommodate them & run courses in many different languages. Thus in the year 2000, the Oneness Headquarters was formally established and the Oneness University founded in the South Eastern part of Chittoor district, Andhra Pradesh state in South India. The Oneness Facility is scattered over several 1000’s of acres from the Eastern Ghats until the famed Pulicat salt-water lake. In all, there are 7 Oneness campuses wherein spiritual programs are conducted for the Indian and Non-Indian participants. The most wonderful among them is the one that houses the marvelous Oneness Temple.

Oneness Temple and history

The Oneness Temple is one of India’s great architectural wonders and the centerpiece of all of the Oneness University’s campuses in India and abroad. The Temple was designed to have an impact on the spiritual development of humanity as it moves toward an Age of oneness consciousness. Since its consecration on April 23, 2008, the Temple has been visited by millions of spiritual seekers from all over the world.

The dedication of a structure, in the name of any form of the Divine, is a tradition dating back to the origins of civilization. Building design showcasing humanity’s creativity and architectural prowess in the pursuit of the transcendent is a form of reverence and worship. It represents the hand following the movement of the Divinity from the ground, encompassing and shaping space that reaches towards heaven.

The Oneness Temple is not dedicated to any single faith. Although it was conceived by Sri Bhagavan, and follows ancient Vedic geometric patterns to generate extraordinary sacred energy, the Temple welcomes every man and woman who desires the pure experience of the Divine, regardless of belief. This space is where spiritual concepts give way to the silent longing of each individual’s heart, where seekers of all faiths come to sit in the loving embrace of their own personal God.

Thousands of followers and friends of Oneness, building professionals, and local craftsmen contributed ingenuity, skill and enthusiasm to make the Oneness Temple a reality. The seven-year project was directed by Sri Krishnaji, Sri Amma and Sri Bhagavan’s son, who was only twenty-three years old at the onset. A rich array of indigenous materials was used in the completion of the magnificent structure, including white Indian marble, semi-precious stones, enduring metals, and hundreds of varieties of native woods.

The Temple sits on forty-two acres of level land and stands a hundred and eight feet tall. The meditation hall can hold up to 8,000 people and contains over 25,640 square feet of meditating space. The Temple’s grand inner hall is the largest structure built without pillars in Asia. The only standing object in the vast main hall is an empty throne where visitors may envision the image of divinity that suits their individual faith. It is the desire of Sri Amma, Sri Bhagavan, and everyone at the Oneness University to welcome visitors from all countries to the Temple and join in a solemn prayer of grace for humanity.

vision of oneness university

VISION

Sri Amma and Sri Bhagavan have worked ceaselessly for nearly fifty years to help end suffering, separateness, and conflict among people. They have helped millions receive the Oneness Blessing. It is Sri Amma and Sri Bhagavans vision to positively affect the global consciousness by awakening individuals to self-acceptance, healed relationships, spiritual growth while contributing to others. The alleviation of suffering is at the heart of the Oneness Blessing.

As societies witness the greatest advances in history, inequalities continue to grow among individuals and nations. Despite improvements in technology,medicine, and telecommunications, a feeling of disconnection between individuals ensue. A great distance is perceived between humanity and the Divine. This separateness feeds on differences and is primarily the result of a flawed perception promoting emotional and existential suffering. If we are to aspire to a future of peace and prosperity, then the alleviation of human suffering must become a priority along with the recognition that there is no separation between humanity and the Divine. For an awakening of consciousness, these ideas must be considered along with the economic, scientific,or political solutions to the practical challenges we face.

Sri Amma and Sri Bhagavan envision an awakening that allows humanity to live in creativity, collaboration and joy. Our new world would see unimagined progress in development, science, technology. We would discover efficient ways to protect the environment and distribute resources. It is a world where nations and individuals recognize cooperation is essential to our need to survive and thrive.

This new consciousness that will move humanity forward is facilitated by the Oneness Blessing because it creates an opportunity for "the heart to flower" or to awaken to a higher level of conscious awareness. Sri Bhagavan believes that the "Oneness Blessing would help create a new generation of human beings, with a new outlook, with a new sense of being citizens of the world, concerned with all the living things of the earth". This spiritual growth of all human beings and a positive and productive future of our planet is everyone's vision that is part of Oneness.

mission of oneness university

MISSION

The Oneness University is committed to creating a future where advancements in creativity, science, and technology reflect the inner development and happiness of all human beings. Therefore, the mission of the Oneness University is to: (1) Help attendees better understand psychological and existential suffering, so they may learn to see how it controls their thoughts, reactions, decisions, and relationships;

(2) Encourage individuals to grow in awareness and contribution, with enough compassion and enthusiasm to effect change in their families, communities and in global consciousness;

(3) Assist humanity in awakening to its common reality which is human relationships. We can embrace the future only if there is a greater appreciation of relationship as it is the foundation for all organic and human interaction.

(4) Provide the Oneness Process and the granting and receiving of the Oneness Blessing. The course material is based upon the wisdom and teachings of Sri Amma and Sri Bhagavan. The Oneness Blessing is a solemn exchange of divine, universal grace borne of their intent; and

(5) Support individuals in continued spiritual growth as a way to affect all humanity. Our objective is to have Oneness Centers worldwide so continuing education can be readily accessible. Currently, all courses at Oneness are designed to help individuals expand on their own faith or truth.

Sri Bhagavan believes the index of development of a country is happiness and collaboration is the only option for a future of peace for all nations. He says, "Psychologically you cannot be separate from another and this desire to be separate psychologically is the very source of danger and destruction. Each person asserting himself threatens his own existence."

At the Oneness University, we are dedicated to teaching these concepts in an effort to connect individual growth with collective progress.

one ness university

Welcome! On behalf of the founders, the Guides, and staff of the Oneness University, I invite you to explore this site, where you will find information about our Vision, the Oneness Blessing, and the Oneness Process. The Oneness Process was created to offer people an opportunity to release limitations that prevent their ability to live a meaningful life. In this process, men and women of all faiths and nationalities can explore how to have fulfilling relationships and create prosperity, peace, and live in balance with the world.

Whether at our headquarters in Southeast India, at our spectacular campus in the Fiji Islands, or our upcoming Oneness Centers in Italy and the other parts of the world, the Oneness Process uniquely combines ancient wisdom with progressive strategies for self-development and personal transformation, helping you realize your full potential.

The Oneness Process also provides an opportunity to be a part of a global community of Oneness Blessing Givers who are working towards a new consciousness that uplifts every endeavor of the human spirit, from the art of parenting to national and global leadership.

Come and experience the Oneness Blessing. We look forward to your awakening!

Sri Krishna Ji

FOUNDERS

Sri Amma and Sri Bhagavan are the global visionaries behind the Oneness phenomenon, whose lives have been dedicated to accelerating the release of human suffering and help people live better lives. To know SriAmmaBhagavan, as they are known to the millions who have benefited from their work, is to know the limitless potential of human existence when heart is aligned with intent in the loftiest aspirations for our world. To know SriAmmaBhagavan is also to understand the realm of possibility beyond the human condition. Day after day, hundreds of individuals from all over the globe come to the Oneness University seeking peace, inner calm and an opportunity for contribution with the larger challenges facing humanity.

What they find is miraculous transformations; the release of deep trauma, the healing of broken relationships, the restoration of a sense of purpose, and even opportunities to recover from emotional and physical conditions through the energy of the Oneness Blessing.

Sri Amma was born on August 15, 1954, in Sangam Village, Nellore District, in the state of Andhra Pradesh. Her parents, Smt. Penchalamma and Sri Venkaiah Nadu, knew from very early in her life that theirs was an unusual child, precociously attuned to the needs of others, and clear in her acceptance of service as the ultimate joy. As she grew up, the young Amma was often found listening to the stories of families in crisis, assisting those families with material and spiritual help, and cultivating a relationship with the Divine born of a desire to be a vehicle so that others would receive the benefits of grace.

Sri Bhagavan was born on March 7, 1949, in Natham Village, Tamil Nadu, to Smt. Vaidarbhi Amma and Sri Varadarajulu Naidu, parents who fostered their son’s awareness of the role of divine grace in our lives. Already as a young teenager, Sri Bhagavan knew that the solution to the problems of our world must rest in the alleviation of the deep suffering that caused neighbor to hate neighbor, families to break up, and countries to threaten each others with war and extinction. His precocious vision allowed him to inquire into the causes behind human conflict with his probing intellect and his wise, knowing heart.

Sri Bhagavan saw that the root of conflict among human beings was not just about material suffering, but about the ravage that existential suffering could cause in the spirit of every man, from the poorest to the most successful. Sri Bhagavan studied the beliefs and history of the major religious and spiritual movements around the world, including Buddhism, Christianity, Islam and Hinduism. He discovered that dogma by itself left believers empty, for it could not provide the actual, live experience of the divine. He longed to find a way to help the common man to experience the profound connection to the divine that a mystic felt.

In the clarity of his understanding, Sri Bhagavan also saw that material conditions were peripheral to the reality of human suffering. They were not the root of the problem, but at some point they became entangled with the search for solutions. Many faiths advocated renunciation, while others yet advocated the search for prosperity. Sri Bhagavan came to conclude that these beliefs, in any form, were restrictions placed upon the human psyche and thus another layer of distancing from the actual experience of the divine was established. He was convince that to fully experience the Divine, humanity needed to be free of dogma and free of entanglements associated with values or expectation.

Throughout his youth, Sri Bhagavan took a deep intent (or sankalpa in Sanskrit) to find a way to help all men and women, regardless of their origin, belief, lifestyle of religious association, make that quick leap into an unimpeded experience of the Divine that was only previously available to mystics. He met Sri Amma and discovered that she had the same desire and intent, and they were married on June 9, 1976, and eventually had one son, Sri Krishna, whose intellect and devotion was a force behind the building of the facilities that house the Oneness Uinversity and the Oneness Temple.

With Sri Amma now as his partner, they founded the Jeevashram School in 1984, and this institution, devoted to educating and loving students in a holistic manner, became the cradle of the Oneness Blessing phenomenon. As the Blessing started pouring through their son and their young students, Sri AmmaBhagavan saw that this energy was given for the benefit of all humanity, not to liberate a chosen few, but to share the grace of the Blessing with anyone and everyone looking for transformation, healing, and a purposeful, joyous life. From the Jeevashram school and later the University, SriAmmaBhagavan created a body of teachings suited for the new earth in this new millennium.

The most intelligent, advanced and exquisitely simple teachings have been put forth as the offering of the Oneness University, and they have been embraced by everyone, from those who have never attended school to the highly educated and sophisticated. It is because in their language, their teachings are like rays of sunlight that alight upon every human concern and illuminate our understanding not just intellectually but also experientially. Sri AmmaBhagavan believe that experiencing is the requirement of a life lived in full, and that everything and anything, if experienced fully, regardless of how difficult or tragic, eventually turns to joy.

Sri AmmaBhagavan currently have oversight of all the courses of the Oneness University with the Guides that they have carefully selected and trained to teach the students that arrive from all over the world. The operational and decisional level at the University is in the hands of three Acharyas or Senior Guides who were among SriAmmaBhagavan’s first young disciples in the Jeevashram school, and who are as brilliant and devoted to humanity as their loving mentors. The work of the Acharyas and the Guides continues to bring forth the new paradigm of human consciousness that is Sri AmmaBhagavan’s gift to civilization now and forever.

Education Reform for the Next Generation

The teacher stands before their High School Math class. “OK, so, in calculating a slope, you have to remember that Y=mx + b”. “Why?” responds the student. “Why do we have to know how to calculate a slope?” Of course, the student immediately receives a disciplinary referral for disrupting the class. The teacher knows they have to learn this. It’s important! This teacher spent 5 years of their life preparing to teach. They love math, they understand the subtle thinking that learning math can open. They have learned how to think logically, how to look at problems (not only math, but complex life problems) from different aspects. Why don’t these students understand that math must be learned precept upon precept? The teacher knows that you have to know how to solve for “x” before you can solve for “x” and “y”. That’s how the teacher learned. That’s how everyone over 30 learned for a thousand years! The problem is, that’s NOT how these students have learned about life.

Let’s take “Johnny” as an example. Johnny is 15 years old and just finishing his freshman year at high school. Johnny’s grades are poor to say the least. He is among the 50% of freshman in California that are in danger of failing his Algebra 1 class. He doesn’t remember his multiplication tables very well and just can’t seem to focus on multi-step problems with any great success. He forgets to do all the steps to solve quadratic equations, and will often not follow the order of operations in his linear equations. In other words, he’s a typical 9^th grader in trouble.

Johnny was born in 1994. He has never seen a “record” turntable other than as a Disc-Jockey effects machine. He has never had access to less than 50 television channels, or had to look up a fact in an encyclopedia. He has always had internet access, microwaves, transportation, video games, and been able to instantly access the music he wants to hear. When Johnny wants an answer to a question, he Googles, texts, tweets, IMs, or watches a science or history channel. He does not read news papers (which may be extinct before this is published), listen to lectures, or experience the frustration of not being able to find the information he seeks.

We, the Gen Xer’s, Baby Boomers, or AARPer’s, think Johnny isn’t interested in learning. That he wants everything done for him. He doesn’t WANT everything done for him, it already is. This is the world he lives in. There is a tremendous gap between what he experiences out of school, and what he experiences in the classroom. So great is this difference that Johnny has become convinced that formal education may not be worth the effort. We, the establishment, are trying to convince him that It IS important without much success. The stark fact is that education is increasingly out of touch with what today’s student really needs to become a successful, productive, informed citizen.

Isn’t that the goal of education? To help a young person develop a sense of self, a well rounded, and well founded, view of the world in which we live? That’s classical educational philosophy. It’s still a sound point of view. The problem seems to be, that we’re trying to prepare a student for a world that no longer exists. This is not to say that the information we’d like a student to learn can’t be valuable. Indeed, knowing how to communicate, how to calculate using advanced math (Algebra and Geometry), being familiar with science and history, and learning about arts and other general knowledge is still important for every person. That’s why (in America and most of the Western world) we have public education. We want our next generation to be prepared for assuming the responsibility of guiding our society.

“Guiding” is the key. Education has a unique paradox which is built into the present system. We want to prepare our students for the future, but we’re still using the techniques of the past. Many of our students (especially those born after 1999) can’t read, or at least have difficulty in reading cursive. Is this a failure of education? They write in block (printing) lettering and can’t even read a cursive note. Why is this? If we think about it, where can they read cursive in today’s’ society? They read print in their books, they read print in their magazines, they read print everywhere. What source do they have to cursive writing? Do they receive letters from friends? Or, do they get IM’s? Educational thinking is that they need to learn cursive so that they can write more efficiently. Realistic thinking might be they need to learn to TM at an earlier age so that they can communicate more effectively.

The real issue isn’t what is taught in public schools, but rather, how education is approached in order to truly prepare young people for the future. It’s not WHAT we’re doing; it’s the WAY in which we’re doing it. OMG!

Classroom Management

his category contains classroom management articles of interest to teachers and other educators. "Classroom management is a term used by many teachers to describe the process of ensuring lessons run smoothly without disruptive behaviour by students. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes many people to leave teaching altogether. It is closely linked to issues of motivation, discipline and respect.
1: Dear teacher, what is your goal? (2.50/5)

Dearest teacher , Hello! Do you know my name? I always think my name is unique. Is it in your notebook? Do you have notes about my family background?I have a great family,surely you have one,too. Do you know our family culture and bits and pieces of my heritage that is a strong influence in the way I am? Are you familiar with my family traditions? Are you even interested in some? By the way teacher, do you know what community I come from? Do you know what the good

2: Show And Tell (2.00/5)

Imagine a classroom busy with children, arriving one by one to attend a day's class or workshop, as in the home school set-up. At the door way, a child lingers and hesitates to come in while she or he hangs on to mom's skirt or dad's shirt. Teacher looks on, approaches the child and encourages the child to come in , hoping that the child will readily agree to enter the room, hoping that not too much time will be spent doing this. Ther

3: Middle School Classroom Management: Behavior Action Plan (4.20/5)

by Adam Waxler One of the most difficult skills to master as a teacher is classroom management. Unfortunately, if you can not master this skill you are not going to survive as a teacher, especially as a middle school teacher. However, when the school year starts, many first-year middle school teachers are pleasantly surprised. All through their teacher training they were told how difficult classroom management at the middle school level can be and how important it is to have effective cla

4: 5 Classroom Management Tips To Silence A Noisy Class (4.00/5)

By Rob Johnson 1. The first thing to remember is that you are the boss. Self belief is incredibly important in this job. You can’t expect pupils to respond positively to you unless you believe, really believe, that you fully deserve their respect and compliance. The thought that you are the leader in the classroom must be at the forefront of your mind. If you give any sign at all that you are NOT in FULL CONTROL, children will sense this and exploit your weaknesses. You MUST project str

5: Effective Classroom Management Is About Getting Pupils To Follow Your Instructions Every Time (5.00/5)

by Rob Johnson When we are put in stressful situations the directions and instructions we give out to pupils who are annoying us are often very unclear and often impulsive. As such they virtually guarantee conflict when they are stated. Children become confused unless the instructions we give them are very specific - especially when they are in a state of anxiety themselves. Vague instructions give them choice, and if you want them to behave in a certain, specific way, you need to tell

6: Classroom Management Plan - Top 3 Ways to improve your classroom management overnight. (5.00/5)

by Lee Davies Classroom Management Plan - Top 3 Ways to improve your classroom management overnight. Looking for an effective classroom management plan is hard. Student behaviour is getting worse due to a variety of different factors, so it is no surprise that people everywhere are looking for an effective classroom management plan. So what should be part of your classroom management plan in your attempt to improve student behavior? Well an effective classroom management plan has many

7: The Number One Secret to Getting Your Worst Pupils to Behave (5.00/5)

by Rob Johnson There is one true key to successful behavior management. It doesn't matter how many effective teaching skills and useful behavior strategies you have in your arsenal; without this, your efforts will eventually come unstuck. The secret ingredient is... the teacher-pupil relationship. You see, when you really get to know a pupil you become aware of their triggers - the things that upset them and cause all sorts of problems in class. And when you're dealing with children w

8: An extremely effective classroom management tool (4.60/5)

by Rob Johnson An obvious fact that we're all aware of as teachers is that a student, when recognized for positive behavior, will feel less inclined to seek attention in inappropriate ways. Conversely, when a pupil's efforts are ignored, the chances of them disrupting the lesson to gain some attention are greatly increased. Young people need reassurance and encouragement if they are to continue to behave appropriately The problem we have, as teachers, is that we are told to give out pr

9: Time Management for Teachers: Why Start a New School Year with the Same Old Systems? (Not Rated)

by Denise Landers How can a teacher manage to find time during the day to get things done? In providing teacher time management training for school districts, I recognize that using time management in education at the teacher level is difficult because you face unique challenges: *Your time is booked every day. There is no leeway in altering a class schedule, so you must work within the very limited planning periods.*An important component of your job is to be available for students and

10: Classroom Management (5.00/5) By Bob Roach Classroom management is one of the greatest concerns for any teacher. This is especially true when teaching Middle School. In the paragraphs that follow It is my greatest hope that I will empower you as a teacher with some powerful tools that will improve your classroom management. After all, teaching and learning really should, and can, be fun. The foundation of classroom management is the relationship that you develop between yourself and the student. After all it will ulti.

Physical Education

In most educational systems, physical education (PE), also called physical training (PT) or gym, is a course in the curriculum which utilizes the learning medium of large-muscle activities in a play or movement exploration setting. It is almost always mandatory for students in elementary schools, and often for students in middle schools and high schools. The primary aim of physical education is to equip students with the knowledge, skills, capacities, and values along with the enthusiasm to maintain a healthy lifestyle into adulthood, regardless of their physical abilities. Activities included in the program are designed to promote physical fitness, to develop motor skills, to instill knowledge and understanding of rules, concepts, and strategies, and to teach students to work as part of a team, or as individuals, in a wide variety of playlike and competitive activities.
1: Who Is Watching Your Coach? (Not Rated)

Who Is Watching Your Coach? I hate to write this article. For many years I was a coach in the public school systems. I still have many friends who are currently coaching but I feel like this is a perspective that a least needs to be heard. Extra-curricular activities are one of the great learning environments of public schools. Many life lessons can be taught by quality coaches whose priority is the welfare of their athletes. I remember how much high school football shaped me.

2: Gym Goes Online (1.00/5)

by Stacy Andell The traditional view of gym class is changing all over the United States. While most of us remember the endless games of kick ball and calisthenics, students at all grade levels are having a very different experience in elementary schools, middle schools and high schools across the country. The traditional gym class is shifting from team sports and group oriented activities to more independent and individual activities to keep kids active all year round. Reasons Behind th

3: A Guide To The Importance of Physical Education Programs (2.60/5)

By Steve Bishop Physical activity offers a broad range of benefits, including the prevention of obesity, improved self confidence, and an overall sense of well-being. Physical education programs within the school setting can set the stage for how children view physical fitness, activity levels, and future health. Physical education programs also include general health and safety information in addition to providing opportunities for students to learn how to cooperate with one another in at.

Foreign Languages

Language acquisition is the process by which language develops in humans. First language acquisition concerns the development of language in children, while second language acquisition focuses on language development in adults as well. Historically, theories and theorists may have emphasized either nature or nurture (see Nature versus nurture) as the most important explanatory factor for acquisition.

Most researchers however, acknowledge the importance of both biology and environment. One hotly debated issue is whether the biological contribution includes language-specific capacities, often described as Universal Grammar. For fifty years, linguist Noam Chomsky and, before his death, Eric Lenneberg, strongly argued for the hypothesis that children have innate, language-specific abilities that facilitate and constrain language learning.

Other researchers, including Elizabeth Bates, Catherine Snow, and Michael Tomasello, have hypothesized that language learning results only from general cognitive abilities and the interaction between learners and their surrounding communities. Recent work by William O'Grady proposes that complex syntactic phenomena result from an efficiency-driven, linear computational system. O'Grady describes his work as "nativism without Universal Grammar". One of the most important advances in the study of language acquisition was the creation of the CHILDES database by Brian MacWhinney and Catherine Snow. Source:
1: Visualization- An Essential Method For Teaching Modern Languages (3.00/5)

In order to make a language class successful one has to try to match its content with various methods aiming to make studying exciting and engaging. The usage of modern technological equipment ought to be taken in consideration when preparing teaching materials for a language course. Needless to say, one has to always keep in mind the following objectives when teaching a language class: 1. to develop the intellectual potential of the student 2.&nbs

2: 3 Steps Parents Can Take To Support Elementary Language Education In Their Communities (0.00/5)

by Anneke Forzani Many parents and teachers are concerned about cutbacks in funding for foreign language programs at the elementary school level. Is there anything a parent can do to support early childhood language education in their communities? Yes! I recently attended a presentation given by Janis Jensen, the NJ Coordinator of World Languages and the President of the National Network for Early Language Learning. During her talk, she made these suggestions for parents and teachers who

3: Want to Make Language Learning Easier? Rhymes to the Rescue! (0.00/5)

by Kathy Steinemann Learning a foreign language can be enjoyable - but exasperating. Anything you can do to accelerate learning or make language acquisition more enjoyable is a valuable weapon in your learning arsenal. Kathy Steinemann shares a helpful and unique approach to this challenge. Take a look at the following two sections of text: *Version 1 The sky is blue today. I'm sitting on the beach. A bully kicks sand in my face. Too bad for him! Here come my bodyguards! *Version 2

4: Home Versus Travel-based Language Learning (2.50/5)

by Michael Gabrikow When you have set your mind on learning a new language, you are in the position to choose how to start learning it. You basically have three options: starting a practical home-based language learning course (possibly an online one), starting a so-called "travel-based" learning experience that would have you travel to a country speaking the language you intend to learn for at least a couple of weeks, or a combination of the two. We will try to dissect these two

5: Spanish Language Teaching Methods (3.00/5)

By: Steven Muller Most people would agree on the absolute necessity of learning a foreign language in today’s society. But what is the most adequate, most effective way to do it? Here things get a little bit more complicated. Different answers to this question have guided the various methods employed in the language classrooms throughout the years.If you grew up during the 70s or 80s you’ve probably been studying a second language at least since you were in high school. Studying is the key

6: Reference Information to Ease Your Chinese Character Study (0.00/5)

Chinese characters seem the most difficult part for foreign friends to learn the Chinese language. In my opinion, the main reason for that may be Chinese characters look very different from their quarter parts in the Roman languages: each character represents not only the pronunciation, but a certain meaning. Many a complaint comes from that Chinese characters are so unlike each other that you have to learn them one by one, and there are so many to memory, and that when encountering a new cha

7: Language Learning For Children (1.00/5)

By Frank Middleton Historically, languages are not well taught. We can see this is true because most adults who have had to study a language or languages when younger have no real competence in them as an adult. Maybe as a result of these early experiences, many people never learn another word in a foreign language no matter how frequently and widely they travel . It would be unfair to place the blame on the educational system, but an interest in language learning and the non English speaki

8: How To Get Your Kids To Speak Your Language (Not Rated)

By Frank Gerace Note: This experience had to do with preserving Spanish for our kids but the principles are valid for anyone trying to help their kids speak and preserve any language and culture. COUNTRY OF MANY PEOPLES This country,,, (The authors raised their kids in the United States but they believe that their experience can be useful for people in other non-spanish-speaking countries.) This country is made up of people from all over the world. We or our parents came from Latin countrie

9: Kids Can Learn Spanish (Not Rated)

By Frank Gerace Spanish for Kids, Spanish for Children, Teach Kids Spanish Kids Can Learn Spanish! Spanish for Children I just got a call from my two year old granddaughter. She wanted to sing "Los Pollitos" to me. You can find this children's classic in most of the collections of songs that we are recommending. It is perfect for hand gestures. These gestures are ideal for language learning because they imprint the sense of the words as the child recites. The text is: (translation

10: Learning Styles And Their Effect On Language Learning (2.00/5)

By Frank Gerace Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning. ¡LEER ES PODER! ¡Learning Spanish! How can you best learn Spanish? It depends on your particular approach to learning. Take a look at the following approaches to learning Spanish. But if you already know where you are, you can skip the following reflections and go back to see what is available for your level

Adult Education

Adult Education Articles

Articles on adult education for adult learners, teachers, and other educators. "Adult education is the practice of teaching and educating adults. This is often done in the workplace, or through 'extension' or 'continuing education' courses at secondary schools, or at a College or University. The practice is also often referred to as 'Training and Development'. It has also been referred to as andragogy (to distinguish it from pedagogy)."

1: Characteristics of Adult Learners (Not Rated)

Adult learners are qualitatively different than younger learners. You certainly can “teach an old dog new tricks” by understanding the cognitive and social characteristics of adult learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of adult learners can make all the difference in their success. Adult Learner Cognitive Characteristics 1. Generally speaking, most adult learners share the following characteristics:

2: Adult Learning Disabilities (1.67/5)

by Patrick Hartell You have to deal with a number of issues if you have a learning disability, even if that disability was diagnosed in the childhood. The issues will be different and many more in adulthood than they were in your childhood years. Hence you will have to find new ways to cope with these challenges and issues posed by the learning disability. Most children plan on marrying, having children, and being a productive member of their society. If you have a learning disability, y

3: It Is Never To Late To Learn (2.33/5)

by Rose Mary There are people who do not pursue college education during their early days. For those who do, some of them do not continue with graduate education immediately after completing their first degree. These people have several reasons for not pursuing their studies at that time. Firstly, they may lack the financial support for their study. Secondly, they may not be able to meet the entrance criteria set by the college. Thirdly, they may lack the interest to study. Fourthly, the

4: Adult Learning Theory (0.00/5)

By Gabriel Rise It goes without saying that nowadays we are all confronted with an environment of continuous change and speedy shifts. Technology has altered the very nature of business and this had greatly influenced the employment market. Jobs requiring expertise and technical skills are growing in nearly every sector of the economy. The continuous change in what employees need to know and be able to handle suggests that learning, training and education will occur over the length of a car

5: 5 Reasons Why You Should Learn a Foreign Language (2.00/5)

During the modern age, with globalization at its height, knowing one or two secondary languages has become more than a simple feat of high class and intelligence but also a strict requirement in many occasions. Whether it’s for professional, social or personal reasons, learning at least one foreign language is a must for anyone that wants to keep his or her head up high in today’s society. Let’s take a focused look on 5 of the main reasons that should turn you towards learning a foreign language

6: Online education and the challenge of motivation (0.00/5)

by Timothy D. Arnold Getting an online education is both a very thrilling proposition and a challenging one as well. It is quite exciting to learn through a very new and non-traditional form of education and it offers a set of new challenges that would compel individuals to really immerse themselves in what they are doing. Unfortunately, even with an educational format as new as online education, the same old problems that plague students would usually crop up. The most common difficulty

7: Financial Aid Options For Adults Who Want To Continue Their Education (0.00/5)

By Gary Stuart Approximately 90 million adults in the United States are now enrolled in some kind of training or educational program. Four out of every ten college students are over twenty-five years of age. Another 800,000 take the General Educational Development (GED) test every year to earn high school diplomas. Adult education and re-training is a big trend! Some of the pressure to get more education is coming from a job market that demands up-to-date skills, especially in technology.

8: Facing Your Fears as an Adult Returning to School (Not Rated)

by Matt McAllister In case you hadn't noticed, career colleges aren't just for learning a vocational trade anymore. Nowadays, career colleges can help you obtain a Bachelor's, Master's, or even Doctorate Degree in just about any field of study, or they can even help you simply brush up on skills you might already have on your way to earning a certification or Associate's Degree. So while some career schools might still specialize in vocational trades like auto body repair, masonry or hair s

Alternative Education: Finding Solutions to Educational Shortcomings

Educators have long struggled to understand why some students fail to thrive in traditional classroom settings (Quinn et al., 2006). Some contended the problem lies within educational programming, whereas others pose the problem lies within the student (Quinn et al., 2006). Regardless of the perspective on where the failure to thrive originates, all students and districts have the same accountability standards (Quinn et al., 2006). If students do not meet standards academically and behaviorally and school districts fail to provide an appropriate educational setting, severe consequences follow (Hamilton & Stecher, 2004).

The No Child Left Behind Act (NCLB), proposed by President George W. Bush and passed by Congress in 2001, requires greater accountability through assessment scores, annual yearly progress, and higher standards (Hamilton & Stecher). The aim of alternative-education programs is to support students who are at risk of dropping out of a traditional school setting or students who display behaviors that repeatedly result in suspension (Quinn et al., 2006).

According to Ishee (2004), students often suffer from “learned irresponsibility” (p. 5), which indicates a person feels a sense of powerlessness. Indifference or defiant, rebellious behaviors can mask feelings of powerlessness. Students in alternative-education programs tend to display behaviors such as refusal to comply with reasonable staff requests, faking effort, and peer isolation (Ishee). The traditional school setting discourages some students who have lost their sense of purpose. The students lack a connection to the curriculum, their teachers, and classmates. Alternative-education programs provide students with the opportunity to start over in a new educational setting to meet their high school graduation requirements, including state assessments (Genesee Valley Board of Cooperative Education Services [BOCES], 2007b).

National, state, and local governments provide policies and procedures to address unacceptable behaviors in an educational setting (Ingersoll & LeBoeuf, 1997). Safety in schools is a critical component of managing a school system in which all students have the opportunity to learn (Ingersoll & LeBoeuf). When a student’s behaviors interfere with learning, districts must provide an educational program for the student. The student’s home district does not need to implement the educational program (Ingersoll & LeBoeuf).

The development of alternative-education programs increased as more students became at-risk for school failure (Hughes & Adera, 2006), and program development is critical because of the needs of the youth (McCurdy, Mannella, & Eldridge, 2003). According to Emmer, Evertson, and Worsham (2000), a well-organized alternative-education program includes classroom conditions conducive to learning, clearly articulated expectations, and structured student behavior plans. Districts must provide a learning environment that is nonthreatening and conducive to meeting the state accountability standards set forth by NCLB.

Albrecht and Joles (2003) noted holding all students accountable to proficiency standards requires schools to improve educational services to all students, including students with disabilities and behavioral issues. Student assessments are vital to the identification of interventions necessary to support student needs. Alternative-education programs provide opportunities for students to participate in state-mandated curriculum and proficiency assessments while participating in a program that includes behavioral interventions to deter students from dropping out of school.

The implications of research confirm the need for alternative-education programs in meeting the needs of today’s youth who struggle with social-emotional issues, and for those with learning disabilities. It is the job of educators to gain information relating to student success rates in order to make effective decisions relating to program development.

By statistically analyzing multiple measures of success, alternative-education programs display proven methods of success. It appears that alternative-education programs provide a structured, individualized environment that retains students in order to continue working towards a high school diploma. The alternative-education model showed an increase in course completion rates, improvements in school attendance rates, and a decrease in referral rates which could result in suspension or expulsion. This study confirms the need for alternative education programs. The success that students who are at-risk of school failure display in an individualized program where course content relates to future job opportunities is evident in the studies findings.

Alternative-education programs can meet the needs of at-risk youth (Foley & Pang, 2006). This research adds significant findings for educational leaders and proves that through individualized programming, small class sizes, and real-life learning opportunities, at-risk youth find success in alternative-education programs (Foley & Pang).