The Relation between Supreme Soul and Individual Soul in Vivekananda’s Concept of Education: A Quantum Entanglement Perspective

The Relation between Supreme Soul and Individual Soul in Vivekananda’s Concept of Education: A Quantum Entanglement Perspective

Samirranjan Adhikari¹, Rupesh Mahato², Malay Halder³

¹Professor, Department of Education,Sidho-Kanho-Birsha University, Purulia, West Bengal, India

²Assistant Professor, Vidyasagar Foundation School of Education and Training, Purulia, West Bengal, India & Research Scholar, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India

³Assistant Professor, Parameswar Mahavidyalaya (B.Ed), Namkhana, South 24 Parganas & Research Scholar, Department of Education, Swami Vivekananda University, Barrackpore, West Bengal, India

DOI: https://doi.org/10.51244/IJRSI.2025.120500129

Received: 12 May 2025; Accepted: 16 May 2025; Published: 16 June 2025

ABSTRACT

This paper explores the philosophical and metaphysical relationship between the Supreme Soul (Paramatman) and the individual soul (Jivatman) within the framework of Swami Vivekananda’s concept of education, through the lens of quantum entanglement. Drawing from Advaita Vedanta and Vivekananda’s interpretation of non-dualistic unity, the study examines the notion that true education manifests the divine perfection already inherent in the individual. This metaphysical idea parallels the concept of quantum entanglement, wherein particles that have interacted remain interconnected across time and space. By aligning these philosophical and scientific paradigms, the research proposes that the Supreme Soul and the individual soul are fundamentally unified, though perceived as separate due to ignorance (Avidya). The paper suggests that Vivekananda’s vision of education as the unfolding of inner divinity resonates with contemporary scientific understandings of interconnectedness, offering a holistic, integrative educational paradigm for spiritual and intellectual evolution.

Keywords: Swami Vivekananda, Supreme Soul, Individual Soul, Quantum Entanglement, Education Philosophy

INTRODUCTION

Swami Vivekananda, one of the foremost spiritual thinkers of modern India, conceptualised education as the “manifestation of the perfection already in man”(Vivekananda, 1963). At the core of this vision lies the spiritual unity of the individual soul (Jivatman) with the Supreme Soul (Paramatman). According to Vivekananda, the ultimate goal of education is not merely intellectual development but the realisation of this inner divinity – the essential oneness of the human soul with the Universal Consciousness (Paramatman).

This ancient Vedantic concept finds a striking modern parallel in the quantum phenomenon of entanglement, where two or more particles become correlated in such a way that the state of one instantly influences the state of another, regardless of distance (Schrodinger, 1935). In this framework, entangled particles are not separate entities but part of a unified system, echoing the Advaita Vedanta principle of non-dualism, which emphasises the essential unity of all existence.

THEORETICAL FOUNDATIONS

The philosophical and scientific underpinning of the relation between the Supreme Soul and the Individual Soul in Swami Vivekananda’s concept of education can be explored through a fusion of Vedantic metaphysics and quantum theory, particularly the concept of quantum entanglement. Vivekananda’s vision of education reflects the Vedantic assertion that the Atman (individual soul) is not separate from the Paramatman (Supreme Soul), but rather a reflection or projection of it, temporarily veiled by ignorance (Avidya).

Vedantic Framework

Central to Vivekananda’s educational philosophy is the Advaita Vedanta school of Indian philosophy, which posits the non-duality of existence, where the ultimate reality (Brahman) is identical to the individual self (Atman) (Radhakrishnan, 1953). Vivekananda emphasised that true education is not about the accumulation of external facts but about self-realisation – the uncovering of one’s true nature, which is divine and eternal. In this light, education becomes a spiritual process, a journey from ignorance to knowledge, from illusion to truth, and from individuality to universality.

Quantum Entanglement: A Physical Overview

Quantum entanglement is one of the most profound and counterintuitive phenomena in quantum physics, wherein two or more particles become so intrinsically linked that the state of one instantly determines the state of the other, regardless of the distance separating them (Einstein, Podolsky, & Rosen, 1935; Schrodinger, 1935). Entanglement challenges the classical assumptions of separability and locality and forms the foundation for modern developments in quantum information theory, quantum computing, and quantum communication.

Theoretical Foundations

Entanglement arises from the superposition principle in quantum mechanics, where a quantum system can exist in multiple states simultaneously until measured (Dirac, 1958). When two particles interact and become entangled, their combined state is described by a single non-separable wave function, which governs the probabilities of all their possible outcomes.

Nonlocality and Bell’s Inequality

Entanglement was initially labelled as “spooky action at a distance” by Einstein, who rejected its nonlocal implications. However, John Bell’s theorem(1964) mathematically proved that no local hidden variable theory can reproduce all the predictions of quantum mechanics. Empirical tests, notably those by Aspect, Dalibard, and Roger (1982), confirmed the violation of Bell’s inequalities, thereby establishing that the universe is inherently nonlocal at the quantum level.

These experimental results reveal that measurement outcomes on one part of an entangled system are correlated with those on another, in a manner exceeding classical expectations. These correlations cannot be explained by any theory that assumes both locality (information cannot travel faster than light) and realism (physical properties exist before measurement), thereby compelling physicists to rethink the very fabric of reality.

Quantum Entanglement and Unity

At the heart of entanglement lies a holistic conception of existence, where parts of a system are not independently real but derive their properties through their relationship to the whole. This has led to philosophical reflections about the interconnectedness of all things – a notion that deeply resonates with spiritual and metaphysical traditions, including Vedanta and the teachings of Swami Vivekananda.

In quantum terms, the individual particles lose their independent identities when entangled, just as individual souls (Jivatman), according to Vivekananda, are not separate from the Supreme Soul (Paramatman) but manifestations of the same universal essence (Vivekananda, 1963). The behaviour of entangled particles, exhibiting instantaneous correlation across space, mirrors the Vedantic idea of a unified cosmic consciousness, where the separation between beings is illusory – a concept that aligns with Advaita Vedanta’s doctrine of non-duality (Chattopadhyaya, 1999).

Implications for Reality and Consciousness

Recent interdisciplinary discussions explore entanglement not only as a physical phenomenon but as a metaphor for conscious interconnectedness (Radin, 2006). In such frameworks, entanglement becomes a bridge between physics and metaphysics, suggesting that consciousness itself may be a nonlocal, interconnected field (Penrose & Hameroff, 2011). This resonates with Vivekananda’s view that education is the manifestation of the divinity already in man, indicating an innate connection to the cosmic whole, potentially parallel to how entangled systems reflect a shared quantum state.

Quantum Entanglement: A Scientific Lens

From a modern scientific perspective, quantum entanglement provides a metaphorical framework to understand this inseparable unity. In quantum physics, entangled particles remain connected such that the state of one instantaneously influences the state of another, regardless of spatial separation (Einstein, Podolsky, & Rosen, 1935; Aspect, Dalibard, & Roger, 1982). This interconnection resonates with the Vedantic idea that all individual souls are interconnected aspects of the same universal consciousness.

When viewed through the lens of quantum holism, as proposed by Bohm (1980), the universe is an undivided whole in which all parts are fundamentally interconnected. Bohm’s concept of the implicate order aligns well with the Vedantic notion of a hidden, unified reality beyond the apparent diversity. Education, in this view, involves aligning oneself with this deeper order,similar to Vivekananda’s idea of awakening the soul to its higher reality.

Synthesising Vedanta and Quantum Theory

This interdisciplinary synthesis finds resonance in recent explorations of consciousness studies, where scholars propose that consciousness may not be a byproduct of the brain but a fundamental aspect of the universe (Penrose & Hameroff, 1996). Such perspectives echo Vivekananda’s assertion that consciousness is not emergent but intrinsic, and that education is a process of becoming conscious of our unity with the Supreme Soul.

Moreover, the concept of non-locality in quantum physics metaphorically supports the Vedantic belief in the omnipresence of consciousness. Just as entangled particles share states across space-time, so too does the individual soul reflect the infinite qualities of the Supreme Soul, not through spatial proximity but through ontological unity (Goswami, 1993).

Implications for Education

Understanding education as a holistic unfolding of consciousness emphasises the need for educational systems that foster inner growth, self-inquiry, and spiritual integration alongside intellectual development. Vivekananda’s model calls for a transformative pedagogy grounded in values, awareness, and self-realisation, suggesting that the deepest aim of education is to bridge the gap between the finite and the infinite, the temporal and the eternal.

This framework repositions education not merely as a socio-economic tool but as a sacred journey of reconnection – akin to the entangled states in quantum physics, where the apparent division is transcended through deeper awareness. Hence, Vivekananda’s ideas, interpreted through the paradigm of quantum entanglement, open a rich theoretical space to re-envision education as a science of the soul, grounded in the metaphysical and scientific unity of all existence.

ENTANGLEMENT AND THE ONENESS OF ATMAN AND BRAHMAN

In the Advaita Vedantic philosophy as expounded by Sankara and later embraced by Swami Vivekananda, the Atman (individual self) and Brahman (Supreme Self or Ultimate Reality) are not two separate entities but the same. This non-dualistic view posits that the apparent multiplicity of existence is an illusion (Maya), and the realisation of the essential unity of Atman and Brahman constitutes true knowledge or Vidya (Radhakrishnan, 1993). Swami Vivekananda, deeply rooted in Vedantic ontology, asserted that “each soul is potentially divine”(Vivekananda, 1963, Vol. 1), suggesting that the divine essence – Brahman – resides inherently within the Atman. This ontological unity resonates strikingly with the concept of quantum entanglement in modern physics, wherein particles, once entangled, continue to exhibit interconnected behaviour regardless of spatial separation (Einstein, Podolsky, & Rosen, 1935; Aspect, Dalibard, & Roger, 1982).

Quantum entanglement suggests a non-local connectedness, defying classical notions of individuality and separateness. Analogously, the Vedantic teaching of Sarvam Khalvidam Brahma (“All this is indeed Brahman”) articulates a profound metaphysical interrelatedness, where the distinction between the knower and the known collapses (ChāndogyaUpaniṣad 3.14.1). Swami Vivekananda interpreted education as a process of discovering this inner divinity – an inward journey towards recognising the indivisible Self that is beyond the ego, body, or mind (Vivekananda, 1963, Vol. 4). In this context, the Atman is not an isolated soul but a localised manifestation of the universal Brahman, just as entangled particles reflect the unity of a shared quantum state.

The metaphor of entanglement offers a potent lens to reinterpret the Vedantic ideal of unity. In quantum mechanics, the measurement of one entangled particle instantaneously influences the state of the other, irrespective of the distance between them (Bohm, 1951; Bell, 1964). Similarly, in Vedantic metaphysics, the realisation of the Atman simultaneously reveals the truth of Brahman, as the two are essentially undivided. This non-duality or Advaita is not merely a philosophical abstraction but an experiential reality affirmed through spiritual disciplines like meditation, self-inquiry, and ethical living, which dissolve the illusion of separateness (Chatterjee, 1989). In educational terms, as per Vivekananda, this means fostering an environment that nurtures the soul’s awakening to its universal nature.

The implication of this ontological entanglement in education is profound. If every individual soul (Atman) is a mirror of the Supreme Soul (Brahman), then the educational process should be one of recognition and alignment, rather than acquisition and accumulation. The teacher, in Vivekananda’s framework, becomes a catalyst, not an external informer but an awakener of inner wisdom already present within the learner (Vivekananda, 1963, Vol. 3). This aligns with the notion of śraddhā (faith) and intuitive insight rather than mere intellectual cognition.

Thus, the confluence of quantum entanglement and Vedāntic metaphysics facilitates a unique dialogical bridge where modern science and ancient spiritual insight converge. Both domains, though differing in language and methodology, point towards an interconnected field of existence that transcends boundaries. Swami Vivekananda’s vision, viewed through this lens, encourages an educational paradigm that recognises the cosmic unity of all beings, harmonising scientific inquiry with spiritual realisation.

THE ROLE OF CONSCIOUSNESS IN BOTH FRAMEWORKS

The concept of consciousness lies at the heart of both Swami Vivekananda’s Vedantic educational philosophy and the modern scientific discourse on quantum entanglement. While the former arises from a spiritual and metaphysical context rooted in the Upanishadic tradition, the latter emerges from quantum physics and the study of non-local correlations between particles. Yet, both converge remarkably in positing consciousness not merely as a byproduct of material interactions, but as a fundamental and integrative force connecting seemingly distinct entities.

In Vivekananda’s Vedanta, consciousness is the substratum of all existence. It is through consciousness that the individual soul (Jivatman) becomes aware of its ultimate identity with the Supreme Soul (Paramatman or Brahman). Vivekananda postulated that true education is the “manifestation of the perfection already in man”(Vivekananda, 1963), emphasising that knowledge is not externally imposed but internally realised through the awakening of consciousness. This awakening enables the individual to transcend the limitations of ego and individuality, realising oneness with the cosmic consciousness, which is omnipresent and eternal. Such a view resonates with the Advaita Vedanta school, which upholds the non-duality of Atman and Brahman, mediated by consciousness (Radhakrishnan, 1999).

Parallelly, quantum physics – particularly through the phenomenon of quantum entanglement – offers a framework where particles, once entangled, remain interconnected regardless of spatial separation. This phenomenon challenges classical notions of separateness and suggests a deep underlying unity. Notably, several physicists and consciousness theorists have drawn analogies between quantum entanglement and non-local consciousness, proposing that consciousness itself might be a fundamental feature of the quantum field (Penrose, 1994; Hameroff & Penrose, 2014). Though speculative, such theories suggest that individual minds may not be isolated but rather entangled with a universal field of consciousness, akin to the Vedantic conception of the unity between the individual soul and the Supreme Soul.

From a quantum entanglement perspective, consciousness may act as an integrative field that collapses wave functions into definite reality – a process that demands the presence of an observer. The observer effect in quantum mechanics – where the act of observation alters the state of the system – parallels the Vedantic idea that consciousness is the creator of experiential reality (Goswami, 2000). In both frameworks, consciousness is not passive but causative and creative. This correspondence underlines the possibility that consciousness is not emergent from matter, but rather that matter is an expression of consciousness, a viewpoint deeply embedded in Indian philosophical systems and increasingly discussed in post-materialist scientific paradigms (Kafatos & Nadeau, 2000).

Furthermore, Vivekananda’s assertion that “all knowledge is within”(Vivekananda, 1963) reflects the non-local and interconnected nature of entangled particles in quantum physics. Just as entangled particles instantaneously affect one another regardless of distance, the realisation of the Supreme Soul within implies a transcendence of physical separations through a unified field of awareness. In this sense, the Vedantic notion of self-realisation mirrors the quantum concept of coherence – a state in which components of a system act in harmonious unity.

Therefore,the role of consciousness in both frameworks – Vivekananda’s Vedantic model and the quantum entanglement paradigm – reveals a profound alignment. Both reject reductionist dualities and affirm a holistic ontology, wherein the individual and the universal are intricately and essentially connected. While their terminologies and foundational assumptions differ, both traditions point toward an integrated vision of reality, where consciousness serves as the bridge between the microcosmic and the macrocosmic, the individual and the universal, the soul and the Supreme.

INTERCONNECTEDNESS AND THE MORAL IMPERATIVE

In Swami Vivekananda’s philosophy of education, the interrelation between the Supreme Soul (Paramatman) and the individual soul (Jivatman) reflects an essential unity that undergirds all of existence. This unity is not a superficial affiliation but a profound ontological truth that transcends the dualities of matter and spirit. Vivekananda emphasised that true education is the manifestation of this inner divinity already present in man (Vivekananda, 1962). From this vantage point, education becomes not merely a transmission of knowledge, but a revelation of the interconnectedness of all beings through the realisation of the self in the universal Self.

This philosophical view can be interpreted through the lens of quantum entanglement, a concept in modern physics where particles remain interconnected regardless of spatial distance, such that the state of one instantly influences the state of another (Einstein, Podolsky, & Rosen, 1935). Drawing a metaphor from this quantum principle, the relationship between the Supreme Soul and the individual soul can be seen as a form of spiritual entanglement,where the realisation of the self (Atman) inherently reflects and responds to the Supreme Consciousness (Brahman). This holistic paradigm dismantles the illusion of separateness (Maya) and affirms a moral imperative rooted in unity and oneness.

The moral imperative derived from such interconnectedness is central to Vivekananda’s educational thought. Once the individual recognises that their true nature is divine and not distinct from others, ethical behaviour becomes not a social obligation but a spiritual necessity. The Upanishadic dictum TatTvam Asi (That Thou Art) implies that to harm another is to harm oneself, and to uplift another is to fulfil one’s spiritual evolution (Radhakrishnan, 1993). Vivekananda (1962) passionately advocated for service to humanity as service to God, emphasising that education must awaken this sense of spiritual solidarity.

In the quantum entanglement analogy, moral responsibility is akin to the instantaneous transmission of ethical influence across the spiritual fabric of existence. If all beings are entangled in the cosmic web of consciousness, then every thought, word, and deed ripples through the universe, affecting all others. This spiritual interdependence implies a profound ethical accountability. Education, therefore, must not only aim at intellectual development but also at cultivating awareness of the self’s role within the greater whole (Nussbaum, 1997).

Furthermore, Vivekananda’s view counters the reductionist materialism of the modern educational paradigm by asserting the primacy of spiritual unity. Just as quantum entanglement challenges classical assumptions about locality and independence, so too does Vivekananda’s metaphysics challenge the ego-centric view of the self as isolated and competitive. Instead, it invites a cooperative and compassionate ethos, grounded in the recognition of intrinsic connectedness-a moral imperative that has pressing relevance in today’s fragmented world.

In conclusion, the intersection of Vivekananda’s spiritual philosophy and quantum entanglement offers a compelling framework for reimagining education as a sacred enterprise that honours both individual self-realisation and universal moral responsibility. The interconnectedness of the soul and the Supreme, viewed through both metaphysical and quantum lenses, demands a moral imperative that transforms education into a pathway toward collective awakening, ethical living, and universal harmony.

EDUCATIONAL IMPLICATIONS

The synthesis of Swami Vivekananda’s philosophical notion of the relationship between the Supreme Soul (Paramatma) and the Individual Soul (Jivatma) with the contemporary concept of quantum entanglement opens a fertile domain for transformative educational paradigms. This integrative framework has several educational implications across pedagogical, curricular, and institutional domains.

Firstly, education must be seen as a means of self-realisation, rather than mere accumulation of information. Vivekananda emphasised that education is the manifestation of the perfection already in man (Vivekananda, 1962). From this perspective, the teacher’s role is not to impose knowledge but to facilitate the unfolding of the divine potential within each learner. When viewed through the lens of quantum entanglement, which implies a non-local, interconnected reality (Capra, 1997), the teacher and student are not separate entities but co-evolving consciousnesses. This re-conceptualisation demands a holistic and humanistic pedagogy that nurtures empathy, awareness, and the spiritual dimension of learners.

Secondly, the concept encourages the integration of spiritual intelligence into educational goals. Spirituality in education, often marginalised in favour of cognitive and psychomotor domains, becomes central when one accepts that all individual souls are entangled with the Supreme Soul. Zohar and Marshall (2000) introduced the idea of spiritual quotient (SQ) as a dimension of intelligence that deals with meaning, values, and deep existential questions. A curriculum inspired by Vivekananda’s educational vision would seek to develop not only IQ and EQ but also SQ, enabling learners to lead purposeful and ethical lives.

Thirdly, inclusive and value-based education emerges as a vital implication. Vivekananda’s universalism – his belief in the divinity of every soul irrespective of caste, gender, or creed – mirrors the non-dualistic, entangled nature of existence proposed in quantum physics. This challenges educational systems to transcend exclusivist structures and promote unity in diversity, fostering global citizenship, compassion, and respect for all beings (Nanda, 2011).

Moreover, this philosophical-scientific synthesis suggests the need for contemplative practices in education, such as meditation, mindfulness, and silence. These practices not only enhance mental focus and emotional regulation (Davidson & Lutz, 2008) but also serve as tools for the introspective journey toward recognising one’s entangled connection with the cosmos and the Supreme. Schools and universities could therefore implement contemplative pedagogies as essential elements of personal growth.

Additionally, the teacher-student relationship gains metaphysical depth. If both teacher and student are manifestations of the same universal consciousness, then the process of education becomes a sacred, reciprocal journey rather than a top-down transmission. This calls for transformational leadership in education, where teachers model integrity, humility, and authenticity – qualities that resonate with spiritual realisation and non-dual awareness (Palmer, 1998).

Finally, this model has implications for redefining success in education. In contrast to material achievement or rote performance, success should be measured by the degree to which individuals actualise their higher selves and contribute meaningfully to the collective well-being. The goal of education, therefore, is to awaken the divine consciousness within, which is already interconnected with the Supreme through an invisible thread, akin to quantum entanglement (Goswami, 2000).

CONCLUSION

The present study explored the intricate relationship between the Supreme Soul (Paramatman) and the Individual Soul (Jivatman) within the framework of Swami Vivekananda’s educational philosophy, interpreted through the lens of quantum entanglement. Vivekananda’s emphasis on the divine potential of the human soul and his belief that education is the manifestation of the perfection already in man presents a compelling parallel to the concept of entangled particles in quantum physics, which remain interconnected irrespective of physical distance (Vivekananda, 2010; Bohm, 1980). This philosophical-scientific synthesis reveals that Vivekananda’s view of spiritual unity,wherein the individual soul is never truly separate from the Supreme Soul,mirrors the non-locality inherent in quantum entanglement, suggesting a deep metaphysical continuity across traditions of science and spirituality.

By drawing upon the Vedantic concept of oneness and the quantum idea of inseparability, this article posits that educational practices can be enriched by a metaphysical understanding that recognises the holistic integration of the learner with a universal consciousness. Such an integrative approach to education may foster deeper self-realisation, inner harmony, and universal empathy, as envisioned by Vivekananda (Sen, 2003). Moreover, it calls into question the dualistic paradigms often dominating modern education and scientific thought, encouraging a more unified, contemplative pedagogy that values both empirical and transcendental forms of knowledge (Capra, 1997).

In this quantum-Vedantic convergence, the teacher emerges not merely as a disseminator of information but as a facilitator of the inner awakening of the individual soul, guiding learners toward the realisation of their intrinsic unity with the Supreme Being. The entangled relationship between the Supreme and the individual self suggests that true knowledge is not acquired but remembered or reawakened – a notion aligned with both Advaita Vedanta and quantum-holistic theories of consciousness (Goswami, 1993; Tagore, 1917). This insight reaffirms that education, in its highest form, is not only about intellectual development but about spiritual evolution and self-liberation.

Ultimately, this study reinforces the idea that Vivekananda’s vision of education is inherently cosmocentric and non-dualistic, advocating for a paradigm where the learner’s soul is eternally linked with the cosmic spirit. When juxtaposed with the principles of quantum entanglement, this vision becomes a metaphysical postulate and a scientifically resonant metaphor for spiritual interconnectedness.

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