Education to Develop your Full Potential
TM is a powerful and innovative educational tool for systematically dissolving stress and developing the inner potential of students and teachers. It is widely acknowledged that stress fuels widespread problems in education, including poor academic achievement, anxiety, depression, school violence, and teacher burnout. To help neutralize this stress, many schools are establishing a “Quiet Time” period at the start and end of each school day—two 10- to 15-minute sessions of the Transcendental Meditation Programme. Schools in the U.S., U.K., Australia, New Zealand, India, Latin America, the Middle East and Africa among other countries.
Improving Academic Performance and Decreasing Stress
Scientific research and 40 years of educational experience show that TM develops students’ mental abilities and latent brain potential, improve academic performance, decrease ADHD and ADD, reduce anxiety and stress, promote a greater sense of well-being and more positive relationships. As a result students enjoy increasing success in their lives.
Reference: Scientific Research on Maharishi’s TM Programme: Collected Papers Volume 1: 396–399, 1977. “I like TM because it calms me down after a stressful day …. I was not doing my very best in school before, now I’m at the national standard for most of my subjects.” – Daishah 10 yrs old
Neutralising Stress in Schools
Building Brain Potential through Student Years
For the first 20 years of life, the connections between the brain cells are increasing and decreasing, the output is maturing, and the speed of processing is getting faster. This is the ideal time to develop full brain potential through TM, building the circuits in the brain that will last a lifetime. This is also the ideal purpose of education, to culture integrated brain functioning to enable better decisions, greater success, and greater enjoyment of life throughout life.
University students who were practicing the Maharishi TM and TM-Sidhi programs increased significantly on intelligence in contrast to control students.
Reference: Personality and Individual Differences 12: 1105–1116, 1991.
Spontaneously Improving Values
In the New Zealand Curriculum, there are Values to be ‘encouraged, modeled and explored’. These values are seen to spontaneously grow in students and teachers through regular practice of TM, fulfilling the purpose of this aspect of the curriculum. When the majority of students in a school are practising TM, the whole school atmosphere becomes increasingly harmonious, calm, focused and positive, creating an ideal atmosphere for learning and growing. “Since doing TM, I’ve noticed when kids around me need help, and I just help them. I didn’t used to even notice that before.” – NZ Secondary School student Decreased Alcohol and Drug Use
- Reduced stress and anxiety
- Greater use of brain’s potential
- Improved academic achievement
- Increased intelligence (IQ)
- Increased creativity
- Improved general health
- Increased self-esteem
- Increased tolerance and appreciation
- Decreased alcohol and drug use
- Higher level of moral reasoning
- Increased field independence (not as easily influenced by others)