What is BCG

With a rich history in education spanning 30 years, the Bombay Cambridge Gurukul schools have sent out more than 20,000 students who continue to do us proud. We have had more than 2,000 teachers work with us, some of whom, enriched by their experience, hold important posts in Education and carry forward the BCG legacy.

During this journey, BCG has made significant contributions to prestigious institutions such as UNICEF, Maharashtra government, TISS, Mumbai University, SNDT, and several schools and colleges across the country.

We have been forerunners for student-sensitive education, and introduced concepts which are now being applied in schools across the state and parts of the country. Some of these concepts include: no examinations and competitions till the age of 10; computer education; worksheets; counseling and remedial facilities; 100% participation; HRD in Education; etc.

Our students are a testimony to our success!

“BCG is a philosophy, an idea. It aims to integrate all of human knowledge to create an environment that builds future generation.”

Why Cambridge?

Over the years, much research has been done on education. Teaching has been the subject of interest for scientists, educators, psychologists, industrialists, politicians, artists, writers – almost every field – since education is the base of all disciplines.

‘Cambridge’, in Bombay Cambridge Gurukul, is an acknowledgement of the logical, rational, and scientific nature of education.

The Universe is in complete order. All things in Nature follow the laws of the Universe without exception. Man, on the other hand, has defied and defiled all laws of Nature, to the extent of destroying the Earth and its resources and itself.

Education has the responsibility to restore this disorder, and provide for students an environment that helps them be rational, resourceful, and responsible.

Why Gurukul?

Ancient Indian education has been studied by experts all over the world. And all our ancient texts contain the wisdom of the process of learning. Education has been linked by all saints and wise men as being the road to the ultimate goal of life, which is liberation, complete freedom from self.

The ‘Gurukul’ in Bombay Cambridge Gurukul, is an acknowledgement to the value of this wisdom. Sa vidya ya vimukte.

Ultimately, the fate of humanity rests on our awareness of how the relationships between humans affect the relationship of mankind with the universe. The values of compassion, cooperation, creativity and generosity, reflect courage and confidence are central to the Gurukul philosophy. All humans are one, and if we were to understand that, we would have the sensitivity to be kinder, more generous, and more forgiving.


what about schools?

Teaching children about Physics, Chemistry, Math – this is only 30% of education. We do have to teach them about things which will help them earn a livelihood, but what about the other 70%? The unconscious mind of the student registers everything – and very fast! And how we behave in the classroom is the way they behave in society.  In schools, our effort should be to sow some good seeds in their mind, so that they don’t contribute bitter fruits in society when they grow up. When will we start teaching children how to behave well? How to listen, how to observe, how to care? Today schools spend 90% time on academics, which will be soon taken over completely by technology. Do teachers know enough to teach the most important subjects – resilience, responsibility, appreciation, sensitivity?


what is missing?

Education has succeeded in developing the intellect fantastically – to the extent, we now have artificial intelligence and robots that can manage difficult human tasks with ease. Yet, just like the wheels of a bullock-cart – if one wheel is large, well developed, but the other is small and underdeveloped, can the bullock cart move? No. It will turn around on its side. Similarly, if education has provided so much for humans and their biology, is it not it’s role to also provide for human psychology? The psyche is the same since thousands of years. We are controlled by our emotions, slave to our needs, and conditioned to the past. Can education now focus on bringing about a psychological revolution?

role of teachers

The danger of education is that our conditioned minds limit us, and unknowingly we try to push and prod the student’s mind into the same mold.  We believe that what we know is the truth, the most important thing; that our attitudes are right, our beliefs and values and practices are the only way to think and behave. And this limitation we impose on the children. With computers taking over the domain of knowledge, a cognitive equality has been established between teacher and students. Yet, in her capacity to manage anger, fear, anxiety, jealousy, sorrow – the teacher struggles in the same way as her young students. Though older, we are all still slave to our emotions. The computer has no such emotions to impose, appreciates for a task done well, allows for as many chances a student needs to succeed, is fair about scoring, does not grumble about time, and does not punish. When the student makes a spelling error, the computer simply corrects it, while the teacher would have been upset. If the student has a question, the computer will offer 10 different answers and allow the student to choose. So what will be the role of the teacher in the future? With courses going online, will teachers become irrelevant? Will they have anything to offer to students at all?

the problem

With education systems in place since hundreds of years, I only ask this – have the problems in the world increased or decreased? If education was effective, mankind’s problems should have reduced. Since they haven’t, we can only conclude that there is something wrong with the whole plan of education. Maybe the problem comes from having trained children like they were animals in a circus. If they do as we say, we reward them; if they don’t do what we say, we punish them. Is there no difference between children and animals? And then, if these children grow up to behave like beasts, who is to blame? We compare them, teach them to compete, create in them low self esteem and feelings of inadequacy – we break them so young! Can these emotionally wounded people ever be happy or be the cause of happiness?