2. The Mental Development:
Full development of the- mind in such a way as to make the ideas coming from it indicative of positive actions.
3. The Emotional Development:
To develop such a self- consciousness in which the Satva (righteousness) predominates.
4. The Intellectual Development:
The development of intellect (Buddhi), to make it (intellect) free of the slavery of senses and to involve it in the experience of the spirit (Purush).
5. The Moral Development:
For this development it is necessary that the individual does not indulge in speaking lies, in, in stealing, in accumulating superfluous wealth and in other words, the individual has to be austerity of Satya, Ahimsa, and Asteya, harya (i.e., truth, non-violence, not necessary wealth, and continence).
According to Sankhya Philosophy for achieving the aims of education Sankhya phuosopn admits the importance of both physical and spiritual aspects of life. So it wants that both these aspects should be duly developed.
Therefore, the curriculum should provide scope for the development of knowledge and activities pertaining to material and spiritual realms of life according to the various stages of development of an individual.
According to Sankhya during infancy senses and organs of actions (Gyanendriyas and Karmendriyas) grow very rapidly. So the necessary environment should be provided to children for their full development.
They should be allowed to play under an open environment which has adequate light and fresh air. They should be allowed to come under direct contact with nature as far as possible in order to promote the development of their various senses and organs of actions.
In the modem age, out of her many other methods Maria Monlessori of Italy, too has advocated this procedure for development of young children.
Sankhya is also aware of the chief propensities of an individual’s development during childhood when mind, self-consciousness and intellect begin to develop quite rapidly.
Accordingly, suitable provision should be made in the course of studies for the due growth of these aspects of one’s life. For this, language, literature, social studies, mathematics and physics, etc., should be suitably included in the curriculum in terms of the demands of child development.
Sankhya philosophy is of the view that during adolescence the concept of ‘self starts assuming a permanent form and the individual is able to take independent judgment. Therefore, for adolescents difficult subjects involving reasoning should be particularly taught along with other subjects.
Sankhya philosophy stands for individual merits of all persons. It recognizes the independent status of each soul. Therefore, each person should be given education as his development warrants.
This means that all types of subjects should be included in the curriculum and each should be taught according to his interests and aptitudes. Sankhya believes that an individual is ever-growing. Therefore, there is a need for his continual education till he is able to distinguish between matter and spirit (Prakriti and Purush).