Academic Programs and Degrees
The pilot program may start with a 24-month residential Masters of Arts (MGH) Degree in Global Harmony. The students may obtain a local and global perspective in all areas of human development from the leading experts in the world with mandatory programs on physical and mental health. During this period, the students may help develop curriculum for the soon to be offered undergraduate program. After the Institute has successfully graduated its pilot graduate students, the Institute may offer the MGH graduates a doctoral program in the areas of their respective specialization leading to a Doctor of Arts (DGH) in Global Harmony. After four years since inception, the Institute may begin a four year residential undergraduate program leading to a Bachelor of Arts (BGH) Degree in Global Harmony. In the same manner, after the Institute has successfully graduated its first batch of undergraduate students, the Institute may open a four year Higher Secondary School (9th grade to 12th grade) leading to a Baccalaureate (or High School) Certificate (CGH) in Global Harmony.
The pilot program may have an initial enrolment of 100 students with 50 students from India and 10 each from the continents of Asia, Europe, Middle East and Africa, North America, and South America. The selected students may represent diversity of faith, race, and gender, political, social and economic systems. The enrollment may successively increase fifty-percent every year to a maximum dependent upon resources, infrastructure and other considerations.
Curriculum
One of the responsibilities of the President along with Executive Council (IEC) is to develop Harmony Curriculum for all degree Programs: DGH,MGH, High School, and pre-School in succession. These programs should be approved by the President and the student body. The President and the National chancellors would be further responsible to get accreditation from the appropriate organization within the state governments and the Accreditation Councils in the respective countries. In general, the harmony education follows four essential criteria: It must be 1) Universal in the sense that the educational curriculum must be universally applicable toall human beings at all times and at all places (all countries). That is, it must be independent offaith, race, culture, nationality, and gender; 2) Rational in the sense that it is logically reasonable for all students and teachers independent of their belief systems; 3) Verifiable in the sense that both the teachers and the students should be able to verify the contentin theirpersonal experiences independent of howsoever rational it is proved in the classroom discussions, and 4) Leading to Individual and Social Harmony in the sense that it enables the students and the teachers alike to live in peace and harmony within themselves and the environment.
In general, the curriculum must include philosophical, scientific, and religious theories and practices in social, economic and political harmony including mass communication. The curriculum must also include other ideas covered in the mission statement. It is important to note here that the IGH is different from any other similar institute in the sense that the students would accept the Programs as their own and become the Peace and Harmony makers for the future generations. This factor must be the central point in the preparation and development of the Harmony Curriculum. Correspondingly, the curriculum must include courses that teach students about sensitivity toward the fellow human being, practice of human values in human conduct, respect for the law, responsibility toward the environment, strength of character and service for the fellow human being.
The entirecoursework at the Institute of Global Harmony (IGH)is based on Existential Harmony (EH). EHis intrinsic to all elements and systems comprising existence. It is based on the ever present three principles: Balance for Truth, Order for Sustainability, and Law for Justice.
Thecurriculum for a Degree Masters in Global Harmony (MGH) is spread over a 2-yr period. In Year One, students gain a strong understanding of the basic science about life through coursework in Harmony Sciences and a Unique System of Education on Simulation-Based Technologies. The students would be given training in living those values that comprise Harmony Sciences. In Year One, the students also obtain instruction in Health Maintenance and Preventive Medicine.
Thecurriculum for a Diploma in Existential Harmony (MEH) is spread over a 1-yr period. During this period, the students gain a strong understanding of the basic science about life through coursework in Harmony Sciences and a Unique System of Education on Simulation-Based Technologies. This will include some training in living those values that comprise Harmony Sciences.
Thecurriculum for a Certificate Course in Existential Harmony (CEH) is spread over a 6-Moperiod. During this period, the students gain understanding of the basic science about life through coursework in Harmony Sciences.
Emphasis would be given to the essential disciplines in imparting education teaching and learning such as listening, reading, writing and observing. Class room discussion for dialogue as well as presenting the discussed material would be encouraged as a food for thought for individual reflection and contemplation. Experiential evidence would be accepted as the validation of learned material and would be the most important factor in the individual ability to have understood, the meaning of education and the basis of global harmony.
Harmony Sciences
Philosophy of Truth would be covered in Harmony Sciences to include Existential Harmony, Behavioral Science, and Humanism: Existential Harmony (Awareness Development Value Education, Philosophy of Human Behaviour, ExperientialPhilosophy, Philosophy of Human Endeavour and Philosophy of Human Action); Behavioural Science (Conventional Populism, Human Values, Sociology of Human behaviour and Conduct, Sustainable Economics, and Human Awareness Development Psychology); and Humanism (Resolution Based Materialism, Populist Humanism, Psychology of Awareness, Economics of Replenishment, and Experiential Spiritualism).
Simulation-Based Sustainable Technologies
In the last 10 years alone, we’ve observed how cell-phones have impacted human lives. The computing power of cell-phones alone has changed human way of living from food, to health, travel and transportation, sports and entertainment.Simulation-Based Sustainable Technologieshas been especiallydesigned to foresee the future trend in education and human life involving futuristic living. It essentially entails an input-output device in the form of a wearable ring to do all work online.Simulation-Based Technologies would include: Human Engineering (Content creation, learning, and decision making);4d Printing(Concepts, Techniques and applications, such asPhysical Activities; Health care; Food printing; Justice Delivery);Services Management (Satellite Surveillance, Online Security, Travel, Transportand Regional Development);Process Engineering through new type of cloud computing, and; Construction of Temporary Foldable Community Centers (that will be used as ‘Local Resource Centers’ after the underprivileged and the marginalized shift to a new way of living). This course is structured in a redesigned computer education program. With this unique system of education, all would take part in sharing wealth as they learn, teach, or sponsor. The students, teachers, and the sponsors will equally share the collected funds. Teachers would post the teaching material; students would learn the posted material with live instruction, whenever needed, and the sponsors would be collecting and sharing funds.
Sustainability
Sustainability would be covered in arts and sciences that promote sustainability of human beings as well as the environment.
Healthcare Sciences
Tis would include Ayurveda (world’s oldest holistic (whole-body) healing systems based on a delicate balance between the mind, body, and spirit);Traditional Tibetan Medicine (centuries-old traditional medical system that employs a complex approach to diagnosis, incorporating techniques such as pulse analysis and urinalysis, and utilizes behaviour and dietary modification, medicines composed of natural materials and physical therapies to treat illness); Marma Therapy (an ancient Indian practice by manipulation of subtle energy in the body for the purposes of supporting the healing process), and; and Sujok Therapy (A safe and easy therapy developed by Professor Park Jae Woo by stimulation of active points on palm and foot that produces a curative effect).
Sustainable Energy
This would emphasize technologies that promote sustainable energy and may includerenewable energy sources, such as hydroelectricity, solarenergy, wind energy, wave power, geothermal energy, bioenergy, tidal power and also technologies designed to improve energy efficiency.
Sustainable Agriculture
Sustainable Agriculture is the production of food, fiber, and other plant or animal products using farming techniques that protect the environment, public health, human communities, and animal welfare. This form of agriculture enables us to produce healthful food without compromising the ability of future generations to do their part in sustaining our precious resources.
Environment Restoration
Environmental restoration is broadly associated with public policyfor ecological restoration including remediation in the realms of industry ecological restoration.With regard to harmony, the definition is extended to include public policy and technologies to restore the quality of land, water and air suitable for human health and sustainability of these resources. This includes technologies for climate change reversal, water conservation, disaster management.
Waste Water Restoration and Management
WastewaterRestoration Technologies are used to meet each area’s current and future wastewater collection and treatment, protecting human health, animal welfare, and the environment.There are new ways of managing urban water systems and water resources. These new treatment regimes, especially the integration of urban-water and waste-management systems, promise to dramatically improve the sustainability of our water resources.
Disaster Management
Disaster Management is the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of natural disasters, such as hurricanes, tornados, earthquakes, and tsunamis, etc. It promotes safer and less vulnerable communities with the capacity to cope with hazards and disasters.
Justice
The basis of justice is in the following of values that sustain all human relationships in every human encounter. Justice starts in the family and makes it way to the society, nation, and the world. Justice in the self implies resolution for individual problems, justice in the family implies a complaint-free relationship, justice in the society implies fearlessness, and justice in the world implies harmonious relationship with the environment. For the present state of the world, the students would obtain instruction in Human Values, Social Justice, and Economic Justice.
Human Values
Social Justice
Social justice is the notion of equality or equal opportunity in society. Although equality is undeniably part of social justice, the meaning of social justice is actually much broader. The ideas of Equal Opportunity and Personal Responsibility diminish the prospective for realizing social justice by justifying enormous inequalities in modern society. Whereas the most recent theories about social justice illustrate the complex nature of the concept, existential harmony makes it simple from the standpoint of recognition of relationship and affording value to maintain that recognition.
Economic Justice
Economic justice is a component of social justice. It is a set of moral principles for building economic institutions, the ultimate goal of which is to create an opportunity for each person to create a sufficient material foundation upon which to have a dignified, productive, and creative life beyond economics. Its social component implies fairness in banking, loans and taxation.