APV educational philosophy stems from the ancient Vedic sloka, 'Sa vidya ya vimuktaye', or 'knowledge is that which makes you free.' Freedom, in this sense, is from those internal bondages which the great religious philosophers and mystics have articulated: greed, lethargy, competitiveness, material pleasure, insecurity, jealousy, domination over others, etc. These internal bondages have manifested themselves outwardly and have been institutionalized into our current world order. They can be seen through unequal political, economic, cultural, and religious power structures, corroding moral standards, materialism, etc. Yet, it seems as though our society has stagnated and complacently settled within these bondages, maintained by the institutions that, for generation after generation, have socialized its citizens into acquiescent patterns and perpetuated a social system of inequity.

It is also paramount that the teacher find creative ways to present material relevant to her student's interest. Governmental departments spend considerable effort and time constructing rigid curriculum to enforce standards of knowledge deemed appropriate to each grade. In practice, these curriculum provide only volumes of written material to be memorized and parroted in order to pass exams at the 5th and 8th grade level. The material is also typically fixed in the abstract, rarely involving any real life correlation. Added to this, curriculums are centrally designed with the entire country in mind, thus neglecting the experience of local environment, skills, cultures, etc. But APV does not view such curriculums useless: it is important for children to pass these exams to leave open the option of further studies and the curriculum provides teachers with a framework of helpful concepts for the child to learn. Therefore, APV uses the governmental syllabus as a 'core' which we then connect with real life with a link syllabus (Dwivedi 1995, 41). It is with these link syllabuses that the teacher must connect the prescribed topics to the specificity of interest in each individual class and student. Likewise, the curriculum must also be woven into the local reality that each child comes from, integrating local materials and knowledge into the educational process.

But immense mental energy is required for this realization. And for most people 98 percent of their mental energy is diverted to this superfluous, illusionary thought (Dwivedi 2002, 54). The first step in gathering this mental energy is to simply recognize the constant traffic of thoughts in the brain. Once this is seen, thoughts begin to slow and mental energy begins to accumulate and flow into everything that one thinks, feels, or acts. When one practices this mindful living, they soon can discover that they have access to immense physical, emotional, and mental energy and that the real source of all energy is within oneself. Our attentions are typically focused on the outside, seeking money, fame, or power which is actually due to the lack of contact with this inner source. Once this realization dawns, the inward journey becomes the purpose of life, bringing contentment, compassion, and intelligence within the individual and their actions. It is the power of this mindfulness that is at the heart of APV educational philosophy and lays the foundation for an educational and social revolution.