Many people involved in corruption and heinous crimes are not illiterate but are, in fact, considered "educated." When society is plagued by a culture of hatred, revenge, and violence targeting certain communities, people question how educated individuals come under the influence of prejudice and hatred. Why do many justify mob lynching and bulldozer justice? Why do some leaders call for the genocide of a particular community? Why does an educated grandmother instruct her grandchild not to associate with children of a certain community? The answer lies in a lack of education of the heart.

In one of his speeches, the Dalai Lama emphasised that formal education must also focus on "education of the heart," teaching love, compassion, justice, forgiveness, mindfulness, tolerance, and peace. Mahatma Gandhi's vision of education includes the development of the head, hand, and heart. Swami Vivekananda's understanding of education involves character-building, strengthening the mind, and expanding the intellect. By "building character," Swami Vivekananda means fostering core ethical and human values, especially honesty, love, and compassion.

History shows us that intellectual education without educating the heart can be highly dangerous. Adolf Hitler, who massacred 9 million people, including 6 million Jews, was a highly competent person. Bin Laden, responsible for the destruction of the World Trade Center and the deaths of around 3,000 people, was also very capable. Yet both lacked character and education of the heart.

In this context, it is relevant to recall the words of Dr Haim Ginott, an educator and child psychologist who survived Hitler's concentration camps. He exposed the dangers of creating competent individuals without educating the heart:

"I am a survivor of a concentration camp. My eyes saw what no person should witness: gas chambers built by learned engineers, children poisoned by educated physicians, infants killed by trained nurses, women and babies shot by high school and college graduates. So, I am suspicious of education. My request is: Help your children become human. Your efforts must never produce learned monsters or skilled psychopaths. Reading, writing, and arithmetic are important only if they make our children more human."

Education that neglects the heart can be harmful. John Sloan Dickey once pointed out the dangers of ignoring character formation: "The end of education is to see the man-made whole, both in competence and in conscience (character). For to create the power of competence without creating a corresponding direction to guide that power is bad education. Moreover, competence will ultimately disintegrate without conscience."

In India, religion is often used by politicians and religious leaders to polarise people and create division. In this context, students need to be educated on the difference between religiosity and spirituality. Spirituality refers to practising the core values taught by religions, while religiosity focuses on rituals, prayers, penance, pilgrimages, etc. Religious practices should inspire followers to live by core values like forgiveness, compassion, justice, and respect for all human beings. Unfortunately, religious practices often become ends in themselves, leading to blind faith, unhealthy competition, and sometimes conflict. Students should be encouraged to focus on core human and ethical values rather than being fanatical about rituals.

Educating the heart involves the ability to transcend lower identities and focus on the highest identities—humanity and the divine presence in every person. We all have different identities, such as caste, class, gender, profession, and nationality. While a particular identity can foster a sense of belonging and security, it can also lead to exclusion and hostility toward others. The creation of an "Us" inherently creates a "Them"—those who are different. Dialogue between religions and conflicting ideologies becomes possible only when we focus on our highest identities of humanity and the divine in all individuals.

Educating the heart also means accepting, appreciating, and celebrating diversity, which is beautifully reflected in nature. Imposing uniformity is a function of the mind while appreciating and enjoying diversity is the role of the heart. From an early age, students should be encouraged to accept and appreciate the diversity in nature, culture, and religion.

Another aspect of educating the heart is learning to admit one's mistakes. Children should be taught from an early age that acknowledging mistakes is an act of courage. Admitting mistakes can relieve guilt, restore lost trust, and save relationships. Accepting one's mistakes and apologising is a sign of humility.

Lack of compassion and empathy leads to insensitivity, indifference, and sometimes hatred. Altruism and compassion need to be instilled in children from a young age. Exposing young people to the situations of the poor and less privileged can help nurture compassion.

Before COVID-19, students who attended leadership training at the Universal Solidarity Movement (USM) in Indore were taken to meet children from non-formal schools in slums. These children worked to support their families and attended school in the evening for two hours. The middle-class students, mostly from English-medium schools, interacted with these children to better understand their lives. After returning, students shared insights and learning in groups, reflecting on their experiences in a brief report and making resolutions. Some examples include:

• I will reduce eating junk food and use the money saved to help poor children.

• I will celebrate my birthday with residents of an orphanage or old age home instead of spending on celebrations.

• I will never complain about food or waste it.

• I will avoid demanding costly clothes and be content with simpler attire.

Sharing resources, talents, and time with the needy is a beautiful outcome of educating the heart. More than 700 million people worldwide suffer from hunger, not because of food shortages but because people hesitate to share. Mahatma Gandhi said, "The earth has enough resources to meet everyone's needs, but not enough to satisfy even one person's greed."

The education system in India mainly focuses on intellectual development, often neglecting education of the heart. Instead of preparing students for life, it is oriented toward equipping them for careers. The result is an increase in crimes against women and children, rising hatred toward certain communities, and rampant corruption—consequences of ignoring the heart.

The words of the Greek philosopher Aristotle are strikingly relevant to education in India today: "Educating the mind without educating the heart is not education at all."