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Right Understanding is also Necessary for Human Being, , RIGHT UNDERSTANDING, (le>), in the self, , RELATIONSHIP, (laca/k), with human, being, , PHYSICAL FACILITY, (lqfo/kk), with rest of nature, , For animals:, necessary &, adequate, For human being:, necessary but, not adequate, , Are all 3 required? Is something redundant? Is anything more required?, Are we working on all 3?, If all 3 are required, what would be the priority*?, *Working on the high priority makes it easier to deal with the lower priority, 24
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Priority: Right Understanding, Relationship & Physical Facility, , 1, , RIGHT UNDERSTANDING, (le>), in the self, , 2, Feeling, - Trust, - Respect, -…, , RELATIONSHIP, (laca/k), with human, being, , 3, , PHYSICAL FACILITY, (lqfo/kk), with rest of nature, , For animals:, necessary &, adequate, For human being:, necessary but, not adequate, , MUTUAL HAPPINESS MUTUAL PROSPERITY, , (mHk;, , lq[k), , (mHk;, , le`f)), , 25
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Priority: Physical Facility, , ?, , RIGHT UNDERSTANDING, (le>), in the self, , ?, , RELATIONSHIP, (laca/k), with human, being, , UNHAPPINESS, Making others Unhappy, , 1, , PHYSICAL FACILITY, (lqfo/kk), with rest of nature, , For animals:, necessary &, adequate, For human being:, necessary but, not adequate, , DEPRIVATION, Exploiting and, Depriving others, 26
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Animal Consciousness, Indefinite Conduct, , ?, , RIGHT UNDERSTANDING, (le>), in the self, , ?, , RELATIONSHIP, (laca/k), with human, being, , 1, , PHYSICAL FACILITY, (lqfo/kk), with rest of nature, , Animal, Consciousness, , tho psruk, UNHAPPINESS, Making others Unhappy, , DEPRIVATION, Exploiting and, Depriving others, 32
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Role of Education-Sanskar: To Enable Transformation, , Holistic development is transformation to Human Consciousness., The role of education-sanskar is to enable this transformation by way of, ensuring the development of the competence to live with Definite, Human Conduct, For this, the education-sanskar has to ensure, 1. Right understanding in the self of every child, 2. The capacity to live in relationship with the other human being, 3. The capacity to identify the need of physical facility and the skills &, practice for sustainable production of more than what is required leading, to the feeling of prosperity, , These are the 3 components of human eduction-sanskar, if it has to, ensure development of definite human conduct, , 39
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Role of Education-Sanskar: Enable Transformation, , Holistic development is transformation to Human Consciousness., The role of education-sanskar is to enable this transformation by way of, ensuring the development of the competence to live with Definite, Human Conduct, For this, the education-sanskar has to ensure, 1. Right understanding in the self of every child, 2. The capacity to live in relationship with the other human being, 3. The capacity to identify the need of physical facility and the skills &, practice for sustainable production of more than what is required leading, to the feeling of prosperity, , These are the 3 components of human eduction-sanskar, if it has to, ensure development of definite human conduct, If we look at the education we are giving today…, 1. First one is missing, 2. The second one is missing, 3. In the third one, identification of physical facility, is also missing. The, willingness to produce by way of labour is also missing. The core feeling, that is generated is to accumulate more & more rather than produce more, & more ; and to consume more & more, 40
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Course/Workshop Content: Right Understanding, , 1, , RIGHT UNDERSTANDING, (le>), in the self, , 2, Feeling, - Trust, - Respect, -…, , RELATIONSHIP, (laca/k), with human, being, , 3, , Understanding Harmony:, - Harmony in the Individual, - Harmony in Family, - Harmony in Society, - Harmony in, Nature/Existence, , PHYSICAL FACILITY, (lqfo/kk), with rest of nature, , Living in Harmony at, all 4 levels:, - Individual, - Family, - Society, - Nature/Existence, , MUTUAL HAPPINESS MUTUAL PROSPERITY, , (mHk;, , lq[k), , (mHk;, , le`f)), , 42
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Course/Workshop Content: Right Understanding, , 1, , 2, , RIGHT UNDERSTANDING, in the Self, – Understanding Harmony, in Individual, Family,, Society, Nature/Existence, , JUSTICE in, RELATIONSHIP, with Human, Being, - from Family to, World Family, , 3, , Human, Consciousness, , ekuo psruk, , PARTICIPATION in, LARGER ORDER, with Nature, - From Family, Order to World, Family Order, , MUTUAL HAPPINESS FULFILMENT of HUMAN GOAL, UNDIVIDED SOCIETY UNIVERSAL HUMAN ORDER, 43
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Sum Up: Holistic Development & The Role of Education, , The role of education-sanskar is to enable the transformation to Human, Consciousness (i.e. holistic development) by way of ensuring the, development of the competence to live with Definite Human Conduct, For this, the education-sanskar has to ensure, 1. Right understanding in the self of every child, 2. The capacity to live in relationship with the other human being, 3. The capacity to identify the need of physical facility and the skills &, practice for sustainable production of more than what is required leading, to the feeling of prosperity, , These are the 3 components of human education-sanskar, if it has to, ensure development of definite human conduct, Parents, teachers & society/environment have the, responsibility of providing such, education-sanskar, We will explore the steps necessary to ensure, Human Education-Sanskar, 46
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More about the Course/Workshop
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Need Voiced by Education Commission & Committees in India, , Every, committee, on framing, education policy has easily, 1., The Education, Commission, -1882, agreed, that education, on human, 2, .The Universities, Commission, - 1902values should be imparted…, but, we have not, been able, implementpolicy, it effectively., 3 .Government, Resolution, on to, Educational, - 1913, 4 .The Calcutta University Commission- 1917, The, problem, has been 1929, “How to teach human values in, 5 .The, Hartog Committeeeducational, institutions”, 6 .The Sapru Committee, -1934, 7 .The Abbot-Wood Report, 1936, 8 .Zakir Hussain Committee -1937, 9 .The Sergeant Report- 1944, 10. The University Education Commission (S Radhakrishnan)- 1948, 11 .The Secondary Education Commission-1952, 12 .The National Committee on Women's Education-1958, 13 .D.S. Kothari Commission- 1964, 14 .Yashpal Committee Report -1993, 15 .National Knowledge Commission-2005, 16 .S. Muthukumaran Committee-2007, 50
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Guidelines for Value Education, - Universal, Whatever is studied as value education needs to be universally applicable to, all human being and be true at all times and all places., It should not depend on sect, creed, nationality, race, gender, etc., - Rational, It has to be amenable to logical reasoning., It should not be based on blind beliefs., - Verifiable, The student should be able to verify the values by checking with one's own, experience, and is not asked to believe just because it is stated in the course., - Leading to Harmony, Values have to enable us to live in peace and harmony within our own self as, well as with others (human being and rest of nature)., 51
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Content of Value Education (All Encompassing), , 1, , 2, , RIGHT UNDERSTANDING, in the Self, – Understanding Harmony, in Individual, Family,, Society, Nature/Existence, , JUSTICE in, RELATIONSHIP, with Human, Being, - from Family to, World Family, , 3, , Human, Consciousness, , ekuo psruk, , PARTICIPATION in, LARGER ORDER, with Nature, - From Family, Order to World, Family Order, , MUTUAL HAPPINESS FULFILMENT of HUMAN GOAL, UNDIVIDED SOCIETY UNIVERSAL HUMAN ORDER, 52
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Process of Value Education (Self-verification), , Whatever is said is a Proposal (Do not accept it to be true or false), Verify it on your own right, , Proposal, 1 Verify, on the basis, Of, your, Natural, Acceptance, , 2, , Experiential Validation, Live according to it, 2a, , Behaviour with, Human being, , 2b, , Work with, Rest of Nature, , Mutual Happiness Mutual Prosperity, , Right, Understanding, 53
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Basic Human Aspiration – Happiness, Prosperity Continuity, , Happiness, To be in a state of Harmony is, Happiness, , Prosperity, The feeling of having more than, required Physical Facility, , – Harmony at all levels of my, being – from self to entire, existence, , – Physical Facility is required only, for nurturing, protection & right, utilisation of the Body, , 54
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1, , Scope of Right Understanding in the Self, , Right Understanding i.e. Understanding the reality, as it is, 1. Understanding the Human Being (Individual), – Harmony in the Human Being, 2. Understanding Human-Human Relationship, – Harmony in the Family, 3. Understanding Society, – Harmony in the Society, , 4. Understanding Human-Nature/Existence Relationship, – Harmony in Nature/Existence, Desirability: Right Understanding – in every human being, 57
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2, , Scope of Relationship with Human Being, , Right Feeling in Relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , Understanding these Feelings, ensuring continuity of these feelings in, the self leads to happiness. Expressing these Feelings to the other, leads to his/her happiness, i.e. mutual happiness, Justice = Recognition, Fulfillment & Evaluation of Human-Human, Relationship, leading to Mutual Happiness, Desirability: Right Feeling – in every human being & sharing right, Feeling, i.e. Justice – from Family to World Family Undivided Society, 58
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3, , Scope of Human Order, , Human Goal (ekuo, , y{;), , Right Understanding, & Right Feeling, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , Five Dimensions of Human Order ¼ekuoh;, 1. Education–Sanskar, , - f”k{kk&laLdkj, , 2. Health–Sanyam, , - LokLF;&la;e, , 3. Production–Work, , - mRiknu&dk;Z, , 4. Justice–Suraksha, , -, , 5. Exchange–Storage, , O;oLFkk & i¡kp vk;ke½, , U;k;&lqj{kk, - fofue;&dks’k, , Desirability: Fulfillment of Human Goal for all human being, i.e. Family Order to World Family Order Universal Human Order, Qs: Is there a provision in Nature for living thus? Is existence in chaos?, 59
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Current State – Have we understood our Goal?, , Human Target (ekuo, , y{;), , Right Understanding, & Right Feeling, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , Gross Misunderstanding (vk/kkjHkwr, , Hkze), , Assumptions (eg., Money is everything), , Accumulation, By Any Means, , Domination ,, Exploitation, Fear, , Mastery &, Exploitation, , In Every Individual, , In few Individuals, , In Society, , Over Nature, , Hkksx mUekn, ykHk mUekn, dke mUekn, , Terrorism, War, , Resource Depletion, Pollution, , Madness for Consumption, Madness for Profit, Madness for Sensual Pleasure, , 60
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FAO Report – 11-May-2011, Of the 4.2 billion tons of food produced, more than 1 billion tons of food is, lost or wasted every year, UN-backed report finds (11 May 2011), About a third of all the food produced for human consumption each year – or, roughly 1.3 billion tons – is lost or wasted, according to a, new study commissioned by the United Nations Food and Agriculture, Organization (FAO), Global Food Production is 6 times requirement, Global Food Wastage is 1/3rd of production, Wastage is enough to feed 1300 crore people/year, Have we understood right utilisation?, Is it a question of production?, Is it a question of distribution?, Is it a question of relationship?, Is it a question of right understanding?, It is a question of right education-sanskar, http://www.un.org/apps/news/story.asp?NewsID=38344&Cr=fao&Cr1, 61
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State of Education-sanskar State of Society, , Education-sanskar shapes the society of the future, If we are providing human education-sanskar, students will exhibit, definite, human conduct & they will contribute toward a humane, society in future, If we are not providing such education-sanskar, students will exhibit, indefinite, inhuman conduct & they will contribute to an inhumane, society in future, The state of society today indicates that:, There is increasing tension in individuals, division in family, terrorism in, society…, There is increasing exploitation of nature, climate change, global, warming…, , Is it desirable to ensure human education-sanskar?, Are we ensuring human education-sanskar?, 62
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4 July 2013, , Year, 1947, 2011, , Literacy, 12%, 74%, , Values, Declining, , The Supreme Court said today, that the education system in the, country has failed to achieve its, objective and it has to be, reformed immediately., It is unfortunate that today, education instead of reforming, the human behaviour, in our, humble opinion, appears to, have failed to achieve its, objective., http://www.ndtv.com/article/india/india-s-educationsystem-failed-to-achieve-objective-needs-reformsupreme-court-388000, 63
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Universal Human Order: Dynamics, Conduct that ensures, continuity of mutual, happiness &, prosperity, , Human, Constitution, , Nature of, society, of people living, together in a, relationship of, mutual fulfillment, , Human, Conduct, , Human, Tradition, , Education that, ensures the, development of the, competence to live, with, Human, Definite, Education, Human, Conduct, Entry Point, , Universal, Human, Order, , The society in which, Human Goal, is realised, 66
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Sum Up: Holistic Development & The Role of Education, , The role of education-sanskar is to enable the transformation to Human, Consciousness (i.e. holistic development) by way of ensuring the, development of the competence to live with Definite Human Conduct, For this, the education-sanskar has to ensure, 1. Right understanding in the self of every child, 2. The capacity to live in relationship with the other human being, 3. The capacity to identify the need of physical facility and the skills &, practice for sustainable production of more than what is required, leading, to the feeling of prosperity, , These are the 3 components of human education-sanskar, if it has to, ensure development of definite human conduct, Parents, teachers & society/environment have the, responsibility of providing such, education-sanskar, We will explore the steps necessary to ensure, Human Education-Sanskar, 67
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Home Work, , 1. What is naturally acceptable to you, to live with animal consciousness or, to live with human consciousness?, , 2. Are you living in animal consciousness or human consciousness?, 3. Is this transformation from animal consciousness to human, consciousness desirable?, 4. What is the role of education in this transformation?, , 68
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FAQ, , 1. What is natural acceptance?, 2. What is the meaning of sanskar? Is it to do with tendency, habits,, liking?, 3. How do you say that physical facility is necessary and adequate for, animals? [ans: need to know and potential to know], 4. According to Maslow's hierarchy of needs, the physiological needs, are most basic, followed by safety & security, love & belonging, selfesteem and finally self-actualisation. Here you are saying the, hierarchy of needs are right understanding, relationship then, physical facility. These two are in contradiction. Which one is, correct?, , 69
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Understanding the Need, Basic, Guidelines, Content & Process, for Value Education
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State of Society Today…, , Many advances have taken place through the use of science,, technology, management, medicine..., Has society also advanced toward the desired state?, Out of the three types of fear, which is predominant?, Fear of Natural Calamities, Fear of Wild Animals, Fear of the Inhuman Behaviour of Human Being, , Is this on the increase or decrease?, There is increasing tension in individuals, division in family, terrorism in, society…, There is increasing exploitation of nature, climate change, global, warming…, Is education contributing positively or negatively to this?, Do students develop a mindset of sustainable production & right utilisation, Or they develop a mindset of accumulation & indulgence (with minimum, labour), Does this increase the fear or decrease the fear?, 3
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Success, , Is it getting money?, Is it getting a degree?, Is it getting a job?, What is success?, Should Education prepare you to be successful?, , 4
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Expectations from Education, , Education has the responsibility to facilitate:, Understanding „what to do‟ – What is valuable, as a human being, and, Learning „how to do‟ – skills, technology, Are both required or we can do with just one of them?, , Both are important, What would be the priority between these two?, The Priority is, 1. Understanding „what to do‟, 2. Learning „how to do‟, 5
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The Current Priority: Learning „how to do‟, , Knowingly or unknowingly, our education has become skill-biased., There is almost no input on values, We are currently so focused on providing skills to do things, to prepare, people for profession or jobs that in spite if tremendous achievements, of science and technology, we can observe:, 1. Lack of mutual feelings in relationship with human beings, 2. Lack of mutual enrichment with rest-of-nature, This shows up as confusion in the self; being easily influenced by, others; and being busy in their program, E.g., - Language, - Clothes, - Course, - Job…, 6
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Deciding “What to Do” or “What is Valuable” – Example, , Without clarity on the first question, without understanding what to do,, even if we are going about doing things in an efficient and effective, manner… we are not sure where we want to reach, what is our goal, Our program becomes a jumble of choices like, -, , Goal, , Complete school, Get admission to a good college, Get a degree, Get a job, and so on…, , So while we progress in skills, it is difficult to find out if we are making, progress or not, As a human being, it is important to understand what to do (what is, valuable for human being), and then, how to do, 8
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Can we decide “What is Valuable” on our own right?, , Is it possible to for us to decide what is valuable for us, what is, meaningful, what is right, what is wrong, what is innate in us?, What do we want to achieve, how do we want to live:, As an individual, As a member of the family, As a member of an institution... society, , As a unit of nature, , Can we decide these on our own right? This is the issue, this is the, essential point of the first lecture, Is this possible?, We need to explore into this further, 11
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The Need for Value Education, , We saw that the first issue is that we need to understand “what to do”?, And we need to learn “how to do it”?, To understand “what to do”, we need Value Education, Second, in order to ensure this we need to get into the details of things,, for which we need a holistic perspective, To develop a holistic perspective, we need Value Education, So, that is the need of Value Education, , 13
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Guidelines for Value Education, - Universal, Whatever is studied as value education needs to be universally applicable to, all human beings and be true at all times and all places. It should not depend, on sect, creed, nationality, race, gender, etc., - Rational, It has to be amenable to logical reasoning., It should not be based on blind beliefs., - Verifiable, The student should be able to verify the values by checking with one's own, experience, and is not asked to believe just because it is stated in the course., - Leading to Harmony, Values have to enable us to live in peace and harmony within our own self as, well as with others (human being and rest of nature)., 15
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Content of Value Education, , Holistic, All Encompassing, Covers all 4 dimensions as an Individual:, 1., 2., 3., 4., , Thought, Behaviour, Work, Understanding/Realization, , Eg. In Thought – we want to have clarity (a state of resolution,, solution) NOT confusion (a state of problem), Covers all 4 levels as a Society:, 1., 2., 3., 4., , Individual, Family, Society, Nature/Existence, , Eg. As a Family, Society – we want Fearlessness / Trust, NOT fear (due to mistrust / opposition), 24
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Process of Value Education, , 1. Universal, 2. Rational, 3. Natural, , 4. Verifiable, 5. All Encompassing, 6. Leading to Harmony, , – all time, all place, all individuals, – logical, appeals to human reasoning, – Naturally Acceptable to human being &, there is provision in Nature for its, fulfilment, – through one‟s own Natural Acceptance, as well as experience in Living, – covering all aspects of human existence, – among human beings and with nature, , Based on the inputs of MHRD, 25
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Process of Value Education, , UNDERSTANDING on the basis of self-verification and experiential, validation, Whatever is said is a PROPOSAL., The PROPOSAL is to be EXPLORED within oneself:, a) On the basis of one‟s own Natural Acceptance (The student is, NOT expected to ASSUME it to be true), b) On the basis of one‟s own VERIFICATION in living, , This is a natural process of self verification and experiential, validation that leads to understanding, It is not a process of assuming things (Do‟s & Don‟ts) as given, , 32
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Human Values course developed 1995-2004, "A Foundation Course on Human Values & Professional Ethics", has been, designed by Dr. RR Gaur, Prof. R Sangal & Shri. GP Bagaria, It has been designed to be a part of the academic curriculum:, , 1. To develop a critical ability to distinguish between essence and, form; or between what is of value and what is superficial in life (to, appreciate the importance of fundamental issues related to their, happiness and real success in the life & profession)., What makes it interesting & challenging is the fact that the ability is to, be developed not for a narrow area or field of study, but for everyday, situations in life. It covers the widest possible canvas., 2. To move from discrimination to commitment (to develop, sensitivity and awareness leading to commitment and courage to act, on the basis of their own understanding, rather than merely on the, basis of assumptions), It is not sufficient to develop the discrimination ability, it is important to, act on such discrimination in a given situation on their own right., 38
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Human Values course developed 1995-2004, , It follows a process of self verification, on the basis of, one‟s own Natural Acceptance, leading to self-empowerment, It does not teach values. It encourages students to discover what they, consider valuable. Accordingly, they should be able to discriminate, between valuable and the superficial in real situations in their life., , It facilitates discussion on:, Their life goals, reflection on what they are and what they want to be, Their relationships in family, Their relationships with society, Their relationships with nature/existence, , It is not a process of assuming nor a process of do‟s & don‟ts, 39
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Human Values in Education – 2011, , 2005, 2009, 2011, , IIIT Hyderabad (AP) – an experiment, GBTU & MTU – a large scale experiment, [ 700 C], PTU (Punjab) – a high speed, large scale experiment [ 325 C], Encouraging results..., , 40
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HE President Dr. APJ Abdul Kalam‟s Message to the Nation – 2006, , Dr. Kalam, the then President of India, had 4, personal discussions about this,, recognized its potential and spoke about, the effort in his address to the nation on, the eve of Independence Day in Aug 2006, “… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal…, and their teams … [it] is a „teachable human value based skill‟… This, process of imparting self-knowledge would promote a learning, atmosphere, where this whole movement of inquiry into knowledge, into, oneself, into the possibility of something beyond knowledge would bring, about naturally a psychological revolution.. From this comes inevitably, a totally different order in human relationship and therefore society, as a whole. The intelligent understanding of this process itself can, bring about a profound change in the consciousness of, mankind…”, Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm, , 41
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Natural Expansion of Human Values in Education – June 2014, , 2005, 2006, 2009, 2011, , IIIT Hyderabad (AP) – an experiment, IIT Kanpur (UP) – an experiment, GBTU & MTU (now UPTU) – large scale experiment [ 700 C], PTU (Punjab) – a high speed, large scale experiment [ 325 C], Encouraging results, , 2012, 2013, 2013, 2013, 2013, 2013, , HPTU, Hamirpur (HP), [ 46 C], JNKVV, Jabalpur (MP), [, 6 C], RVSKVV, Gwalior (MP), [, 2 C], JNTU, Hyderabad (AP), [ 462 C], Collegiate Education, Andhra Pradesh, [2500 C], Galgotias University, Greater Noida, [, 3 C], 4000+ Colleges in 30 Universities in 6 states in India, , 2013, , Royal University of Bhutan, [, All Colleges of Higher Education in Bhutan, , 10 C], 42
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Some of Your Questions May Be…, , Is there a need for values in today's world?, , The need is urgent, , Can values be taught in the classroom?, , We have to facilitate, the student to, discover values, within themselves, , Is this teaching effective?, , In the experiments, so far, the results, have been quite, encouraging, , Can our teachers teach it?, , Preparation required, , Will our students be interested in it?, , Communication, , We need to explore into these and such other questions…, 43
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Sum Up, , Need – To have the clarity about, 1. "what to do" / Human goal, Human purpose, we need to know what, is valuable for Human Being, 2. "how to do" / Program for fulfillment of human purpose, Guidelines:, 1., 2., 3., 4., 5., 6., , Universal, Rational, Natural, Verifiable, All Encompassing, Leading to Harmony, , – all time, all place, all individuals, – logical, appeals to reasoning, – to human being & to nature, – through one‟s own experience, – covering all aspects of human existence, – among human beings and with nature, , Process, Content, 45
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Acceptance, , Natural Acceptance, , Under the given circumstances,, what one ends up accepting, , Given all the choice, what is, acceptable naturally, , Natural Acceptance (swabhav), Preconditioning, Peer pressure,, Sensation (dabav, prabhav), , Natural Acceptance (swabhav), , E.g., Relationship,, opposition, compromise, , E.g., Relationship, , Food for nurturing,, sometimes only for taste, , Food for nurturing, , Mobile for communication/sharing,, sometimes for respect, show-off, , Mobile for communication, sharing, , 3
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Process of Self-exploration, Self-investigation, , 1. It is a process of dialogue – between me and you, to begin with. It, soon becomes a dialogue within your own self, 2. It is a process of dialog between what I am (tSlk, , eSa g¡w) and my, Natural Acceptance or what I really want to be (tSlk gksuk eq>s lgt, Lohdk;Z gS = LoRo), , 3. It is a process of Self-exploration, Self-investigation Self-evolution, 4. It is a process of knowing oneself and through the self, knowing, Nature and the entire existence, 5. It is a process of recognizing one's relationship with every unit in, nature/existence; and fulfilling that relationship, 6. It is a process of knowing Human Conduct (ekuoh; vkpj.k) and, living according to it, 7. It is a process of living in harmony within, living in harmony with, others…living in harmony with entire existence, , LoRo, , Lora=rk, , LojkT;, , 14
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Scope of this Workshop, , Knowing your Natural Acceptance, What you really want to be, , LoRo, , Living in accordance with your Natural Acceptance, Living in harmony within, , Lora=rk, , Living in harmony with others… with the entire existence, , LojkT;, , 16
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Self-Exploration, Self-investigation, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Objective, Purpose, , What do I want to achieve?, b. Program (djuk) – Process of achieving the desire, action, , How do I achieve it ?, 2. Process of Self Exploration, a. Whatever is stated is a Proposal, Do not assume it to be true/ false, Verify it on your own right, b. Self-verification, , 19
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Self-Exploration, Self-investigation, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Objective, Purpose – Happiness, Prosperity Continuity, , What do I want to achieve?, b. Program (djuk) – Process of achieving the desire, action, , How do I achieve it ?, 2. Process of Self Exploration, a. Whatever is stated is a Proposal, Do not assume it to be true/ false, Verify it on your own right, b. Self-verification, , 23
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Process of Self-verification, , Whatever is stated is a Proposal (Do not assume it to be true/ false), Verify it on your own right, , Proposal, 1 Verify, on the basis, Of, your, Natural, Acceptance, , 2, , Experiential Validation, Live according to it, 2a, , Behaviour with, Human Beings, , 2b, , Work with, Rest of Nature, , Mutual Happiness Mutual Prosperity, , RIGHT, UNDERSTANDING, 24
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Self-exploration, Proposal – Listening – Self-exploration – Seeing the Reality (meaning), , Not Self-exploration, Proposal – Listening – Comparing with preconditioning – Agreeing /, Disagreeing, Proposal – Listening – Assuming it to be True / False – Preconditioning, Proposal – Not Listening, , 26
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Happiness, , Unhappiness, , The state or situation, in which I, live,, , The state or situation, in which I, live,, , if there is harmony / synergy in it,, , if there is disharmony /, contradiction in it,, then it is not Naturally Acceptable, to me to be in that state /, situation, To be forced to be in a state /, situation which is not Naturally, Acceptable is Unhappiness, , then it is Naturally Acceptable to, me to be in that state / situation, To be in a state / situation which is, Naturally Acceptable is, Happiness, To be in in a state of Harmony /, Synergy is Happiness, , Happiness = To be in Harmony, , To be forced to be in a state of, Disharmony / Contradiction is, Unhappiness, Unhappiness = Disharmony, 33
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Happiness, , The state or situation, in which I, live,, if there is harmony / synergy in it,, then it is Naturally Acceptable to, me to be in that state / situation, , To be in a state / situation which is, Naturally Acceptable is, Happiness, To be in a state of Harmony /, Synergy is Happiness, , Continuity of Happiness, , State / Situation in which I live or, Expanse of my Being:, 1. As an Individual, 2. As a member of a Family, 3. As a member of Society, 4. As an unit in Nature/Existence, Continuity of Happiness =, Harmony at all levels of my, Being. i.e., 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , Happiness = To be in Harmony, 36
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Continuity of Happiness, , Happiness = To Be in Harmony, Expanse of my Being:, 1. As an Individual, 2. In Family, 3. In Society, 4. In Nature/Existence, Continuity of Happiness = Harmony at all levels of my Being. i.e., 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 38
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Program for Continuity of Happiness, , To understand the Harmony at all levels of my Being, 1. Harmony in the Human Being, 2. Harmony in the Family, Scope of Understanding, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , To live in Harmony at all levels of my Being, 1. As an Individual, 2. In Family, Scope of Living, 3. In Society, 4. In Nature/Existence, , 40
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Our Program, , To facilitate understanding of the Harmony at all levels of my Being, 1. Harmony in the Human Being, 2. Harmony in the Family, Proposals, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , To understand & to live in Harmony at all levels of my Being, 1. As an Individual, 1 Verify the proposals, a), on the basis of your, 2. In Family, NATURAL ACCEPTANCE, 3. In Society, 2b) Experiential validation, 4. In Nature/Existence, , by LIVING ACCORDINGLY, , Right Understanding, 42
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Sum Up, Basic Human Aspiration = Happiness & Prosperity Continuity, Happiness = To be in a state of harmony, Expanse of my Being = 4 levels, (Individual, Family, Society, Nature/Existence), Continuity of Happiness = Harmony at all 4 levels of my Being, (Individual, Family, Society, Nature/Existence), Program for Continuity of Happiness = Understanding the Harmony & Living in, Harmony… at all 4 levels of my Being, 1. As an Individual (between What I am and My Natural Acceptance), 2. In Family, 3. In Society, 4. In Nature/Existence, Process of Understanding = Self-exploration, Self-investigation, The Purpose of this Workshop/Course is to Initiate the Process of Selfexploration, Self-investigation in You, 44
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Purpose of Workshop – To Initiate Self-exploration in You, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 46
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FAQ, , 1. Traditionally, we have been told that our ultimate goal is moksha., What exactly is moksha? Is it the same as continuous happiness?, 2. Won't we get bored with continuous happiness?, 3. I think progress will stop if we become satisfied continuously, , 48
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Harmony in the Human, Being, Understanding Human, being as Coexistence of, Self (I) & Body
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Self-exploration, Self-investigation, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 2
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Knowing & Assuming, , Knowing, Assuming, Recognizing, Fulfilling, , Problem leL;k, Education-Sanskar, , Resolution, , Preconditioning or, Assuming without Knowing, Assumptions keep changing, Conduct is indefinite, (Dependence, Partantrata), , KNOWING, , The Perception of Reality, matches, with Reality, (by direct observation), Knowing, through, self-verification, lek/kku, Definiteness, Continuity, Universality, – on&the, basis of Natural Acceptance &, E.g. Perception of Human, Being, = Self?, – on the, basis, of living accordingly, Perception of Human Being = Body?, Perception of Human Being = Self – Body?, Assumptions are definite (on the basis, ASSUMING, Accepting my Perception of Reality as being so, of Knowing), (can be on the basis of knowing or even without knowing), RECOGNISING My Relationship with, other (human, being or, rest of nature), Conduct, is definite, (Swatantrata), FULFILLING, Fulfilling my Relationships, 8
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Sum Up, Human being is a co-existence of Self (I) and Body, Self (I) is consciousness. Its needs are feelings in consciousness (like, happiness) and these needs are fulfilled by activity of consciousness, i.e., Right Understanding & Right Feelings, Body is material. Its needs are material (like food) and these needs are fulfilled, by material, i.e. Physio chemical things, The needs of consciousness can not be fulfilled by material, , The needs of material can not be fulfilled by consciousness alone, The recognition & fulfillment of the body is definite, The recognition & fulfillment in the self (I) is on the basis of knowing, assuming, , , , If the assumption is based on knowing, the assumption is right and the, recognition & fulfillment is correct definite conduct, , , , If the assumption is without knowing, the assumption may or may not be, right , so the recognition & fulfillment is uncertain indefinite conduct, 13
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Home Work, , 1. Is human being just the body or co-existence of self (I) and body?, 2. Are you able to see distinctly & separately, The self & the body, The need of the self & the need of the body, The fulfillment of the need of the self & need of the body, The activity of the self & the activity of the body, The response of the self and the response of the body, , 3. Am I going by assuming or by knowing (whether my recognition &, fulfillment is based on assumption or on knowledge)?, , 14
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Harmony in the Self (I)
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Self-exploration, Self-investigation, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 2
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Sum Up, , The Self(I) has activity of Desire, Thought & Expectation, together called, Imagination. This is going on continuously, Behaviour/Work is an expression/outcome of Imagination, Imagination is motivated by Preconditioning, Sensation or Natural, Acceptance, , Desires based on Natural Acceptance lead to harmonious thought &, expectation. This is harmony in the Self (I). This is the state of, Swatantrata. This is the state of happiness. In this state, the, behaviour/work is also mutually fulfilling – it is definite, Desires based on preconditioning or sensation may lead to contradiction, in thought & expectation. This is disharmony in the Self (I). This is the, state of Partantrata. This is the state of unhappiness. In this state, the, behaviour/work may or may not be mutually fulfilling – it is not definite, 8
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Home Work, , 1. Are activities of desire, thought and expectation going on in your, self?, 2. Are these going on continuously or you can stop them?, 3. Make a list of your desires, thoughts & expectations. Then categorize, them as, Force / Power, Activity, Those that are connected to the, cy@“kfDr, fØz;k, 1., Realization, Need of Self (I), vuqHko, Need of body, Understanding, 2., cks/k, Those that are motivated by, 3. Desire, Imaging, Preconditioning, bPNk, fp=.k, Sensation, 4. Thought, Analysis, fopkj, fo'kys"k.k, Natural Acceptance, 5. Expectation, Selecting/Tasting, vk'kk, , p;u@vkLoknu, 9
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Harmony in the Self (I), , Detail
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Self Confidence, Ego & Depression, , Right Evaluation, , Over Evaluation, , Under / Otherwise, Evaluation, , Self Confidence, , Ego, , Depression, , I am self referential, ¼Lora=rk½, , The other is my, reference ¼ijra=rk½, , The other is my, reference ¼ijra=rk½, , Definite Conduct, , Indefinite Conduct, , Indefinite Conduct, , Disharmony within, Tension, Frustration, Depression, ………., 13
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Harmony in Self = D, T, E in accordance with Natural Acceptance, Basic Desire (pkguk) – Happiness, Prosperity Intact, Uncorrupted, invariant, Connection = ? Preconditioning, Sensation, NA, Desire1 (eg. To be unique), Desire 2 (eg. To be accepted by everyone), Harmony/Contradiction?, Similarly between 2 thoughts, 2 selections, Between desire and thought, between thought and selection, The disharmony in these is unhappiness, Harmony in these is happiness, Harmony in the self = harmony within, between basic desire and sub-desires (desires are based on contemplation "What is my, role/participation in existence"), Between desire and thought, Between thoughts, Between thought & selection, Between selections, 17
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FAQ: Self – Mind – Body – Happiness, , Continuous, (Permanent), Sanskar based on, Preconditioning, Sensation, Fear, Wretchedness,, Cunningness, Cruelty…, , Temporary, (Imparmanent), Sanskar based on, Natural Acceptance, Trust, Respect…, Love, Compassion, , 19
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Sources of Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, , – in Self (I), – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, , 20
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Sources of Continuous Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, – in Self (I), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, , 21
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Sources of Excitement (Temporary Happiness), , 2. Right Feeling, – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, 22
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Purpose of Right Understanding, Right Feeling, Sensation/PF, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), for happiness in the Self(I), definite completion pt., 2. Right Feeling, – in Self (I), – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, for happiness in the Self(I), definite completion pt., For evaluating state of other Self(I), to identify complementarity in relationship, Sound, Touch, Form, Taste, Smell, For evaluating state of physical facility, to identify if it is OK for nurturing, protection, of body (health of body), exchanging feeling &, right understanding, 23
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Harmony (of the Self) with the, Body, - Understanding Prosperity
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, , Body is an instrument, of the Self (I), , Material, Temporary in Time, , 3
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, , Body is an instrument, of the Self (I), , Material, Temporary, , Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , 4
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , 5
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , Physical Facility is required to fulfill the feeling of Sanyam, Identification of required Physical Facility, , 6
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , Food… Clothes, Shelter... Instruments…, , 7
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , Food… Clothes, Shelter... Instruments…, , The quantity of Physical Facilty required can also be recognised, Identification of required quantity, 8
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Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , Food… Clothes, Shelter... Instruments…, Limited,, , Limited,, , Limited quantity, , 9
Page 145 :
Harmony with the Body, Self (I), , Body, , INFORMATION, Instruction, Sensation, , Consciousness, Needs & Activities are Continuous in Time, Sanyam, Feeling of responsibility for, Nurturing, Protection and Right Utilization of, the Body, , Body is an instrument, of the Self (I), , Material, Temporary, Health, 1. Body acts according to I, 2. Parts of the body are in, harmony (in order), , Food… Clothes, Shelter... Instruments…, Limited,, , Limited,, , Limited quantity, , Physical Facility is required in a limited, quantity, , 10
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FAQ – Why “More than Required Physical Facility”, , If my family is prosperous, then:, 1. We identify the required physical facility for the family (including the, required quantity) – with right understanding, 2. We produce more than the required physical facility using cyclically, enriching process – with right skills, 3. We consume as much as is required (for nurturing, protection & right, utilisation of the body), and not more – with a feeling of sanyam, , 4. We share the rest for mutual fulfillment in relationship & for order in, society – with a sense of responsibility in relationship, , 16
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Sum Up, Human Being is co-existence of Self(I) and Body, Body is an instrument of the Self, The transaction between Self(I) and Body is only in the form of information, The Self(I) and the Body are in Harmony when there is a feeling of Sanyam in, the Self(I) and Health in the Body, Sanyam = Feeling of responsibility for Nurturing, Protection and Right, Utilization of the Body, Health = The body acts according to Self(I) & parts of the body are in harmony, (in order), , Physical Facility is required, in a limited quantity, for Nurturing, Protection &, Right Utilisation of the Body, , Prosperity = Feeling of having more than required physical facility, 1., 2., , Identification of required physical facility (including the required quantity), – with right understanding, Ensuring availability/ production of more than required physical facility, – with right skills, 19
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Home Work, 1. Do you have a feeling of responsibility (sanyam) toward your body?, 2. Is your body healthy?, , 3. Have you recognized (made an assessment of) your physical, needs?, 4. Do you have more physical facility than your needs?, 5. Do you think of right utilisation, nurturing others? Or Do you think of, accumulation, exploiting others?, 6. Do you have a feeling of prosperity? – continuous?, , 20
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Harmony in the Family, Understanding Relationship, – Trust
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Self-exploration, Self-investigation, Self-study, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 2
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Harmony in the Family, , 1., 2., 3., 4., , Relationship is – between one self (I1) and other self (I2), There are feelings in relationship – in one self (I1) for other self (I2), These feelings can be recognized – they are definite (9 Feelings), Their fulfilment, evaluation leads to mutual happiness, , Feelings in relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , Are these feelings Naturally Acceptable to You?, When you live with these feelings, does it lead to your happiness?, When you express these feelings to the other, does it lead to the, happiness of the other?, 3
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Evaluating Trust – Between 2 Individuals, , About your Natural Acceptance, 1a. I want to make myself happy, , About your Ability, √ 1b. I am able to make myself, , ?, , always happy, 2a. I want to make the other happy √ 2b. I am able to make the other, , ?, , always happy, 3a. The other wants to make, herself/himself happy, 4a. The other wants to make me, happy, , √, , 3b. The other is able to make, herself/himself always happy ?, , 4b. The other is able to make me, ?, , Intention – Natural Acceptance, What is Naturally Acceptable to You, , always happy, , ??, , Competence, , What You Are (∑ D, T, E), 6
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About the Other, , About Myself, , The other broke a glass, He comes late to class, , The glass broke by accident, I became late to class, , If the other makes a mistake even, once…, , Even if I make the same mistake, 100 times…, , – I doubt his intention, – He makes mistakes intentionally, – I have a feeling of opposition, get, irritated, angry…, – I reinforce “The other is bad”, can, not improve, , – I never doubt my intention, – I make mistakes by accident, – I have a feeling “I am special”, – I reinforce “I am good”. I do not, make effort to improve my own, competence, , Doubt on intention is a major reason for problems in relationships, 9
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About the Other, , About Myself, , The glass broke by accident, He became late to class, , The glass broke by accident, I became late to class, , Even if the other makes the same, mistake 100 times…, , When I make a mistake even, once…, , – I am clear about his intention, – I know the mistake is due to lack, of competence, not a lack of, intention, – I make effort to help improve his, competence with a feeling of, affection, I know that “he may have difficulty, understanding… and I may have, difficulty in explaining…”, , – I am clear about my intention, – I know the mistake is due to lack, of competence, not a lack of, intention, – I make effort to improve my, competence ( I am willing to learn, from other), , Trust on intention is the starting point for mutual development, 11
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Trust, Trust on Intention = To be Assured, Verify on the basis of your natural, Verify on the basis of your, = acceptance, to have the clarity that the other wants to make me happy &, competence, prosperous, I am gks, able, 1a., happy, =, nwlI want, jk esjs tolqmake, [k] le`myself, f) ds vFkZ, esa gS] √,sl1b., k Li’V, uk to make myself, ?, always happy, When, there, is Trust, Intention,, feel related to the other, 2a. I want, to make, theon, other, happy √you, 2b. I am able to make the others, , Absence of Trust on Intention, always happy, ?, 3a., The, other, wants, to, make, = lack of assurance that the other intends my happiness & prosperity, herself/himself happy, √ 3b. The other is able to make, Lack of Trust on Intention leads to Doubt, herself/himself, Fear, Opposition…, always happy?, 4a. The other wants to make me, 4b. The other is able to make me, ?, happy, always happy, ??, , √, , Natural Acceptance, ie Intention, , Competence, , What we really want to be, , What we are, 12
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Check within yourself, , If you have unconditional, continuous trust on intention (natural, acceptance) of the other and if the other is lacking competence, what, will you do:, a), b), c), d), , Try to improve his competence, Get irritated, Get angry, Have a feeling of opposition, , If Trust on Intention, If Doubt on Intention, , How many persons do you have trust on intention (natural acceptance), – unconditional, continuous?, This is fundamental. Trust on intention is the foundation of relationship, You can get an idea of the state of your understanding about, relationship from this exploration…, Feeling born out of understanding can be definite, unconditional,, continuous…, 14
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Sum Up, , Trust is to have the clarity that the other wants to make me happy &, prosperous, If I have trust on intention, I feel related to the other. I make a program, with the other based on right evaluation of our mutual competence, In case the other is lacking in competence, I make effort to assure the other, I make effort to improve his competence once he is assured in, relationship (and not before that), If I lack competence, I become ready to take help from the other to, improve my competence, , If I have doubt on intention, , , I evaluate myself on the basis of my intention and others on the basis of, their competence, , , , I have a feeling of opposition with the other which shows up as irritation, or anger (and it further leads to fighting, struggle and war), 18
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Home Work, , 1. How many persons do you have trust on intention (natural, acceptance) – unconditional, continuous?, 2. When you have a feeling of opposition, get irritated or angry,, observe your desire, thought, expectation – can you observe the, doubt on intention?, 3. Can you see your intention (natural acceptance, swatva) clearly?, [Then you can conclude about the intention of the other also], , 19
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Harmony in Family, Understanding Relationship, – Respect
Page 164 :
Harmony in the Family, , 1., 2., 3., 4., , Relationship is – between one self (I1) and other self (I2), There are feelings in relationship – in one self (I1) for other self (I2), These feelings can be recognized – they are definite (9 Feelings), Their fulfilment, evaluation leads to mutual happiness, , Feelings in relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , 2
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Over evaluation, , vf/kewY;u, Under evaluation, , voewY;u, , – to evaluate for more than what it is, , vf/kd vkaadyu djuk, – to evaluate for less than what it is, , de vkaadyu djuk, , Disrespect, , vieku, , Otherwise evaluation – to evaluate for other than what it is, , vewY;u, , vU;Fkk vkaadyu djuk, , Whenever the evaluation is not right, it is disrespect, Check for yourself in every interaction with others whether it is respect, or disrespect, If we observe, we find in our day to day relationship, we tend to do one, of the above three, which is disrespect, 4
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Respect: Right Evaluation, , Will the right evaluation be on the basis of the Self (I) or the Body?, , 5
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Respect: Right Evaluation – on the basis of the Self (I), 1. Purpose y{;, I want to live with continuous happiness & prosperity, The other also wants to live with continuous happiness & prosperity, , Our purpose is same (on the basis of Natural Acceptance), , 2. Program dk;ZØe, My program is to understand and to live in harmony at all 4 levels, The program of the other is also to understand and to live in harmony at all 4, levels (Individual, family, society and nature/existence), , Our program is same, 3. Potential {kerk, Desire, Thought & Expectation ¼bPNk] fopkj], I am endowed with Natural Acceptance, , vk”kk½, , is continuous in me., , Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in the other., The other is also endowed with Natural Acceptance, , Our potential is same, MINIMUM CONTENT of RESPECT, , The Other is Similar to Me, , nwljk esjs tSlk gS, 6
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Differentiation, , Hksn, Differentiation, , Hksn, Body, , “kjhj, Age, , Gender, , Race, , vk;q, , fyax, , oa”k, , Physical, Strength, , cy, , The Gross Misunderstanding is, “Human Being = Body”, While the reality is, “Human Being is co-existence of self & Body”, 7
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Differentiation, , Hksn, Differentiation, , Hksn, Physical Facility, , lqfo/kk, Wealth, , Post, , /ku, , in, , The Gross Misunderstanding is, “Physical Facility = Happiness”, While the reality is, “Happiness is being in a state of Harmony”, 8
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Differentiation, , Hksn, Differentiation, , Hksn, Beliefs, , ekU;rk, Isms, , okn, , Sects, , Info, , laiznk;, , lwpuk, , The Gross Misunderstanding is, “If the pre-conditioning of the other matches, my preconditioning, then the other is like me”, While the reality is, “Every Human Being is like me”, 9
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Respect: Right Evaluation – on the basis of the Self (I), , 1. Purpose – Our purpose (Natural Acceptance) is same, 2. Program – Our program is same, 3. Potential – Our potential is same, The Other is Similar to Me, 4. Competence – On the basis of right evaluation of our mutual, competence, I recognise our complementarity and fulfill it:, If the other has more understanding, is more responsible than me, I am committed to understand from the other, If I have more understanding, I am more responsible than the other, 1. I live with responsibility with the other, unconditionally,, unperturbed by the behaviour of the other, 2. I am committed to facilitate understanding in the other (once, the other is assured in relationship, and not before that), COMPLETE CONTENT of RESPECT, , The Other is Similar to Me. We are complementary to each other, 12
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Self Confidence, Ego & Depression, , Right Evaluation, , Over Evaluation, , Under / Otherwise, Evaluation, , Self Confidence, , Ego, , Depression, , I am self referential, ¼Lora=rk½, , The other is my, reference ¼ijra=rk½, , The other is my, reference ¼ijra=rk½, , Definite Conduct, , Indefinite Conduct, , Indefinite Conduct, Assumptions…, Disharmony within, Tension, Frustration, Depression, ……, 14
Page 175 :
Differentiation, , Respect – on the basis of Self (I), , I evaluate on the basis of body,, physical facilities or belief (pre, conditioning). I compare,, compete, differentiate…, , 1. Our purpose (Natural Acceptance), is same, 2. Our program is same, 3. Our potential is same, , I am different from the other, We are competitors, , The other is similar to me, We are complementary to each, other, If the other has more, understanding than me, , I make effort to accentuate the, difference, to manipulate, exploit, the other, , - I am committed to understand from the, other, , If I have more understanding, 1. I live with responsibility with the other, 2. I am committed to facilitate, understanding in the other (once the, other is assured in relationship, and, not before that), 16
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Sum Up, Respect is Right Evaluation, Under evaluation, over evaluation or otherwise evaluation is disrespect, Differentiation is disrespect, Respect on the basis of Self(I) – The other is like me. We are complementary to, each other. The only difference is in our level of understanding (how much of, our desire, thought & expectation is on the basis of our Natural Acceptance), , If the other has more understanding , he is more responsible than me, I am committed to understand from the other, If I have more understanding, I am more responsible than the other, 1. I live with responsibility with the other, unconditionally,, unpeturbed by the behaviour of the other, 2. I am committed to facilitate understanding in the other (once the, other is assured in relationship, and not before that), 18
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Home Work, , 1. What is the basis of respect?, , , Is it on the basis of the self (I)?, , 2. Observe your interaction with others:, , , , Are you evaluating the other? Is your evaluation of the other right, evaluation, over evaluation or otherwise evaluation?, Are you also evaluating yourself? Is your evaluation of the other right, evaluation, over evaluation or otherwise evaluation?, , 19
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Harmony in Family, Understanding Relationship, – Justice
Page 179 :
Harmony in the Family, , 1., 2., 3., 4., , Relationship is – between one self (I1) and other self (I2), There are feelings in relationship – in one self (I1) for other self (I2), These feelings can be recognized – they are definite (9 Feelings), Their fulfilment, evaluation leads to mutual happiness, , Feelings in relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , 2
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Affection (Lusg), , The feeling of being related to the other, (acceptance of the other as one’s relative, the other is like me), , nwljs dks laca/kh ds :i esa Lohdkjus dk HkkoA fufoZj®f/krkA, One naturally feels related to the other when one has the feelings of, Trust and Respect in oneself for the other, , Responsibility and commitment for mutual fulfilment, Absence of Affection = Opposition, Jealousy, , 3
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Reverence (J)k), The feeling of acceptance for Excellence, , Js’Brk dh LohÑfr dk HkkoA, Excellence ¼Js’Brk½, Understanding Harmony &, Living in Harmony, , at all 4 levels, 1. In the Self, as an Individual, 2. In Family, 3. In Society, 4. In Nature/Existence, , Excellence and competition are not similar., In excellence, one helps to bring the other to his level, In competition, he hinders the other from reaching to his level, Worship ¼iwtk½, Effort made to achieve excellence. Js’Brk ds fy, fd;k x;k iz;klA, , (inspiration from the revered), 5
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Working for Excellence, , Competing to be Special, , The other is like me –, we are complementary, , Not other – only me, I am different/more than the other, , Helps the other to come to his level, , Stops the other to come to his level effort to accentuate the difference,, , to dominate, manipulate, exploit, Operates on the basis of his Natural, , Operates on the basis of his, , Acceptance (that is definite) –, , preconditioning (that changes) –, , swatantra, self driven by clarity of, , driven by other on the basis of, , human purpose, , reward / fear of punishment, , Trust, respect... In relationship, , Conditional relationship, overevaluation of self & underevaluation of other, , Is Prosperous – Rightly Utililises,, Shares, Nurtures, , Absolute (definite completion point), , Is Deprived – Hoards, Accumulates,, Exploits, , Relative (no definite completion point), 7
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Excellence (Js"Brk), , To Be Special (fo'ks"krk), , The other is like me – we are, complementary, , Not other – me, I am different from the other, Rights – Happiness, Prosperity , Continuity, , Rights – Happiness, Prosperity , Continuity, , Goals – 4 Human Goals, , Goals – Accumulation of Physical, Facility, maximisation of sensation…, , Responsibility – To understand, harmony & to live in harmony at all, levels of being, , Responsibility – ?, , Self development, , Self Development – ?, , Development of Other, , 8
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Verify on the basis of your natural acceptance if you want to be related, to:, X None, The feeling of being related to none – in opposition to all, The feeling of being related to one, √ One, Affection, The feeling of being related to many, √ Many, Love, The feeling of being related to all, √ Everyone, Affection (Lusg) – The feeling of being related to the other, (acceptance of the other as one’s relative), , nwljs dks laca/kh ds :i esa Lohdkjus dk HkkoA, Love ¼izse½ – The feeling of being related to all (Complete Value), , ¾ gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA, 13
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Check for yourself –, , In relationship, what is the priority, of right understanding & right feelings (needs of self(I)), of physical facility (needs of body), What is the role of physical facility in the fulfillment of right feelings?, In relationship, where would you start:, 1. Expect right feelings from the other, 2. Take responsibility to understand relationship, ensure right feelings, in yourself and express them to the other, , 20
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Harmony in Family – Justice, From Family to World Family (Undivided Society), , 1., 2., 3., 4., , Relationship is – between one self (I1) and other self (I2), There are feelings in relationship – in one self (I1) for other self (I2), These feelings can be recognized – they are definite (9 Feelings), Their fulfilment, evaluation leads to mutual happiness, , Feelings in relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , Justice = Recognition, Fulfillment & Evaluation of Human-Human, Relationship, leading to Mutual Happiness, Justice from Family to World Family Undivided Society ¼v[k.M, , lekt½, 28
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Harmony in Family – Justice, From Family to World Family (Undivided Society), , 1. Relationship is (it already exists – we just need to realise it) –, between one self (I1) and other self (I2), 2. The base of relationship is feelings – in one self (I1) for other self (I2), 3. These feelings are definite (9 Feelings) – they can be understood, , 4. Justice in relationship is understanding relationship, acceptance of, relationship, having the right feelings, expressing these feelings,, right evaluation of these feelings leading to mutual happiness, Having the right understanding & right feeling in myself leads to my happiness, Expressing (sharing) these feelings to the other & it’s right evaluation by the, other leads to his/her happiness, , Justice from Family to World Family Undivided Society ¼v[k.M, , lekt½, 29
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Sum Up: 9 Feelings, Trust, fo”okl To be assured that the other intends my happiness &, Foundation Value vk/kkj ewY;, prosperity, Respect, , Affection, Care, Guidance, Reverence, Glory, , Gratitude, , lEeku Right evaluation (with the basis that the other is like me, and we are complementary to each other), Lusg, Acceptance of the other as one’s relative, eerk Responsibility & commitment for nurturing and, protecting the body of one’s relative, okRlY; Responsibility & commitment for ensuring Right, Understanding and Right Feeling in the self (I) of one’s, relative, J)k, Acceptance for Excellence, xkSjo Acceptance for those who have made effort for, Excellence, —rKrk Acceptance for those who have made effort for my, Excellence, , Love, izse, The feeling of being related to all, Complete Value iw.kZ ewY;, 31
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Role of Education, , To ensure the Right Understanding to live with Justice in every, relationship fulfilling all the values in relationship, , Justice , from Family to World Family , Undivided Society ¼v[k.M, , lekt½, , 32
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Role of Education, , 1, , 2, , RIGHT UNDERSTANDING, in the Self, – Understanding Harmony, in Individual, Family,, Society, Nature/Existence, , JUSTICE in, RELATIONSHIP, with Human, Being, - from Family to, World Family, , 3, , Human, Consciousness, , ekuo psruk, , PARTICIPATION in, LARGER ORDER, with Nature, - From Family, Order to World, Family Order, , MUTUAL HAPPINESS FULFILMENT of HUMAN GOAL, UNDIVIDED SOCIETY UNIVERSAL HUMAN ORDER, 33
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Human Tradition, Conduct that ensures, continuity of mutual, happiness &, prosperity, , Human, Constitution, , Nature of, society, of people living, together in a, relationship of, mutual fulfillment, , Human, Conduct, , vkpj.k, , Human, Tradition, , Education that, ensures the, development of the, competence to live, with, Human, Definite, Education, Human, Conduct, Entry Point, , Universal, Human, Order, , The society in which, Human Goal, is realised, 34
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Home Work, 1. Reflect on your assumptions about each of the 9 feelings. Study the, proposals about each of the 9 feelings, 2. Are you making effort for getting feelings from others or for ensuring the, feelings in yourself?, 3. What is the role of physical facility in the fulfillment of relationship?, 4. Are you working for excellence or for being special / domination? What are, your underlying assumptions about happiness and about relationship?, 5. Is love about sensation or about feeling in relationship?, , 6. Where would you like to draw the line between people who are related to, you and people who are not related to you?, 7. Is justice served in a courtroom or is to be ensured in family?, , 35
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Harmony in the Society
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Self-exploration, Self-investigation, Self-study, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 2
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Harmony in Society, , We will explore:, 1. Goal of Human Being Living in Society (Human Goal), 2. The System Required to Achieve Human Goal, 3. Scope of this System, , 3
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What is Desirable and Where are we today?, , Families living together, in a relationship of mutual fulfillment, (common goal), Society, People living together, but not in relationship of mutual fulfillment, (differing goals), Crowd, People living separately, in opposition / struggle, (conflicting goals), Battlefield, , We will explore harmony in society – The base of harmony in society, is harmony in family for which the base is harmony in human being, 4
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Harmony in the Society (lekt, , Human Goal (ekuo, Right Understanding, & Right Feeling, , esa O;oLFkk), , y{;), Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Family, , In Society, , In Nature/, Existence, , Happiness, In Every Individual, , Are all 4 required, desirable or we can leave something out?, Other than these 4, what else is required?, , Are we working for all 4?, , 6
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Current State – Have we understood our Goal?, , Human Goal (ekuo, Right Understanding, & Right Feeling, , y{;), Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Society, , In Nature/, Existence, , (mutual enrichment), , Happiness, In Every Individual, , In Every Family, , Gross Misunderstanding (vk/kkjHkwr, , Hkze), , Assumptions (eg., Money is everything), , Accumulation, By Any Means, , Domination ,, Exploitation, Fear, , Mastery &, Exploitation, , In Every Individual, , In few Individuals, , In Society, , Over Nature, , Hkksx mUekn, ykHk mUekn, dke mUekn, , Terrorism, War, , Resource Depletion, Pollution, , Obsession for Consumption, “, for Profit, “, for Sensual Pleasure, , 8
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Harmony in the Society (lekt, , Human Goal (ekuo, , esa O;oLFkk), , y{;), , Right Understanding, & Right Feeling, 1, Happiness, , Prosperity, , Co-Existence, , 2, , Fearlessness, (Trust), 3, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , 3, , 4, , 1, , 2, , 4, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar 1, 2. Health – Sanyam, 2, 4, 3. Production – Work, 4. Justice 3 – Preservation 4, 3, 5. Exchange – Storage 2, 17
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, 1, Happiness, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , 3, , 4, , 1, , 2, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar 1, 2. Health – Sanyam, 3. Production – Work, 4. Justice, – Preservation, 5. Exchange – Storage, , 1a. Education – To develop the right, understanding of the harmony at all levels of, our living – from self to the entire existence, (individual, family, society, nature/existence), 1b. Sanskar – The commitment, preparation, and practice of living in harmony., Preparation includes learning the skills and, technology for living in harmony at all levels, – from self to the entire existence, (individual, family, society, nature/existence), More, , 18
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, Happiness, In Every Individual, , Prosperity, , Fearlessness, (Trust), , 2, , 4, , In Every Family, , 1, , Co-Existence, , 2, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar, 2. Health – Sanyam, 2, 4, 3. Production – Work, 4. Justice, – Preservation, 5. Exchange – Storage, , In Society, , In Nature/, Existence, , 3, , 4, , 2b. Sanyam – Feeling of, responsibility for Nurturing, Protection, and Right Utilization of the Body, 2a. Health (Swasthya) –, Body acts according to I, Parts of the body are in harmony, (in order), Recognising What is Needed as, Physical Facility, 21
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Prosperity of Human Being, , Prosperity = Feeling of having more than required physical facility, 2, 1, 1. Identification of required physical facility (including the required, quantity), – with right understanding, 2. Ensuring availability/ production of more than required physical, facility, – with right skills, , A prosperous person thinks of right utilisation, nurturing the other, “ deprived, “, “, “ accumulation, exploiting “ “, , 28
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, Happiness, In Every Individual, , Prosperity, , Fearlessness, (Trust), , 2, , 4, , In Every Family, , 1, , Co-Existence, , 2, , In Society, , In Nature/, Existence, , 3, , 4, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar, 2. Health – Sanyam, 2, 4, 3. Production – Work, 4. Justice, – Preservation, 5. Exchange – Storage, , 3b. Work: The labour a human, being does on the rest of nature, 3a. Production: The physical facility, obtained out of work, 29
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, Happiness, In Every Individual, , Prosperity, , Fearlessness, (Trust), , 2, , 4, , In Every Family, , 1, , Co-Existence, , In Society, , In Nature/, Existence, , 3, , 4, , 2, , Human Order ¼ekuoh; O;oLFkk½, , 1. What to Produce?, , Five Dimensions ¼i¡kp vk;ke½, , Required Physical Facility (necessary for, nurturing, Protection & right utilisation of, body), , 1. Education – Sanskar, 2. Health – Sanyam, 2, 3. Production – Work, 4. Justice – Preservation, 5. Exchange – Storage, , 4, , 2. How to Produce?, a), b), , Mutually Enriching, Cyclic Process, (Eco-Friendly), Ensuring Justice (People-Friendly), 30
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Mutually Enriching, Cyclic Process (Avartansheel Process), , 1. Cyclic, 2. Every Unit in the Process is Enriched, , Plants, , Soil, Water,, Air, , This mutually enriching, cyclic process is already going on in Nature, We do not have to make it, We just have to understand it & to live accordingly. i.e. To update the manmade processes accordingly, 31
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Mutually Enriching, Cyclic Process (Avartansheel Process), , 1. Cyclic, 2. Every Unit in the Process is Enriched, , Plants, , Soil, Water,, , Animals &, , Air, , Birds, , √?, , √?, Human, , √?, , Beings, , We just have to understand it & to live accordingly. i.e. To update the man-made, processes accordingly, 33
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, , Prosperity, , Fearlessness, (Trust), 3, , Co-Existence, , In Every Family, , In Society, , In Nature/, Existence, , 3, , 4, , Happiness, In Every Individual, , 1, , 2, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar, 2. Health – Sanyam, 3. Production – Work, 4. Justice 3 – Preservation, 5. Exchange – Storage, , 4a. Justice – Recognition of, Human-Human Relationship, its, Fulfillment & Evaluation leading to, Mutual Happiness, , 35
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Harmony in Family – Justice, From Family to World Family (Undivided Society), , 1., 2., 3., 4., , Relationship is – between one self (I1) and other self (I2), There are feelings in relationship – in one self (I1) for other self (I2), These feelings can be recognized – they are definite (9 Feeling), Their fulfilment, evaluation leads to mutual happiness, , Feeling in relationship:, , 1- Trust fo”okl FOUNDATION VALUE, 2- Respect lEeku, 3- Affection Lusg, 4- Care eerk, 5- Guidance okRlY;, , 6-, , Reverence J)k, 7- Glory xkSjo, 8- Gratitude —rKrk, 9- Love izse COMPLETE VALUE, , Justice = Recognition, Fulfillment & Evaluation of Human-Human, Relationship, leading to Mutual Happiness, Justice from Family to World Family Undivided Society ¼v[k.M, , lekt½, 36
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, , Prosperity, , Fearlessness, (Trust), , 4, , Happiness, In Every Individual, , Co-Existence, , In Every Family, , 1, , 2, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar, 2. Health – Sanyam, 3. Production – Work, 4. Justice, – Preservation 4, 5. Exchange – Storage, , In Society, , In Nature/, Existence, , 3, , 4, , 4b. Preservation – Recognition of, Human-Rest of Nature, Relationship, its Fulfillment &, Evaluation leading to Mutual, Prosperity or Mutual Enrichment, 1. Prosperity of Human Being, 2. Preservation of rest of Nature, (Enrichment, Protection & Right, Utilisation of rest of Nature), 37
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Harmony in the Society (lekt, , esa O;oLFkk), , Human Goal, Right Understanding, & Right Feeling, Happiness, In Every Individual, , Prosperity, , Co-Existence, , 2, , Fearlessness, (Trust), 3, , In Every Family, , In Society, , In Nature/, Existence, , 3, , 4, , 1, , 2, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar, 2. Health – Sanyam, 3. Production – Work, 4. Justice, – Preservation, 5. Exchange – Storage 2, 3, , 5a. Exchange – of physical facility, with a view of mutual fulfillment (not, with obsession for profit / of, exploitation), 5b. Storage – of physical facility, with a view of mutual fulfillment (not, with obsession for profit / of, accumulation), 40
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Harmony in the Society (lekt, , Human Goal (ekuo, , esa O;oLFkk), , y{;), , Right Understanding, & Right Feeling, 1, Happiness, , Prosperity, , Co-Existence, , 2, , Fearlessness, (Trust), 3, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , 3, , 4, , 1, , 2, , 4, , Human Order ¼ekuoh; O;oLFkk½, Five Dimensions ¼i¡kp vk;ke½, 1. Education – Sanskar 1, 2. Health – Sanyam, 2, 4, 3. Production – Work, 4. Justice 3 – Preservation 4, 3, 5. Exchange – Storage 2, 41
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Harmony in Society – Universal Human Order, Human Goal (ekuo, , y{;), , Right Understanding, & Right Feeling, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Family, , In Society, , In Nature/, Existence, , Happiness, In Every Individual, , Five Dimensions of Human Order ¼ekuoh;, 1. Education – Sanskar, , 2. Health – Sanyam, 3. Production – Work, 4. Justice – Preservation, 5. Exchange – Storage, , O;oLFkk& i¡kp vk;ke½, - f”k{kk laLdkj, - LokLF; la;e, - mRiknu dk;Z, - U;k; lqj{kk, - fofue; dks’k, , Ten Steps ¼nl lksiku½ – From Family Order to World Family Order, Family – Family cluster – Village – Village cluster ... Nation ... World Family, ~101, , ~102, , ~1010, 45
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Some Indicators of Progress toward Human Family… Society, , 1. Index of Understanding: % of Population with Right Understanding, e.g. % individuals who live in response (who facilitate right, understanding & relationship in others) vs reaction (who do get, irritated, angry, quarrel etc.), 2. Index of Prosperity: % of Prosperous Families, e.g. families that have recognised their need for physical facility and, produce/have more than their need, 3. Index of Fearlessness (Trust): % of People you have Trust on their, Natural Acceptance – Unconditionally, Continuously, , 4. Index of Sustainability (Co-existence): Enrichment of Nature, e.g. Right Utilisation of Physical Facility, Air Quality, Water Table,, Water Quality, Average Annual Improvement of Soil Quality,, Definiteness in Weather, 46
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Sum Up, A society is composed of families living together, in a relationship of mutual, fulfillment. They have a common goal, which is:, 1., 2., 3., 4., , Right understanding & right feeling (happiness) in every individual, Prosperity in every family, Fearlessness (Trust) in society, Co-existence in nature/existence, , The family is the basic unit in society, i.e. society is composed of family, group, of families, village family, group of village families, town family… and so on,, where every individual is responsible or self-disciplined and self motivated by, common values, participating in the larger order toward a common human, goal, Through the participation of every family in the society, in the 5 dimensions or, social systems, the common human goal is fulfilled for all, 1. Education – Sanskar, – from family order to world family order, – generation after generation, , 2. Health – Sanyam, 3. Production – Work, 4. Justice – Preservation, 5. Exchange – Storage, , [the current civilization is largely based on the assumption that happiness is, derived solely from sensual pleasure, physical facility & feeling from other;, and hence domination and exploitation is at the core of the socio-economic, systems], 49
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Home Work, , 1. What is your common family goal?, 2. Do you sit together and discuss, , , , , , the family goal, the program for its fulfillment, the role / participation of each of the family members in its fulfillment, the state of the fulfillment of the goal (evaluation), , 3. What is the common societal goal?, 4. How are you & your family contributing / participating in the, fulfillment of the social goal?, 5. How is the organisation you are working for / in contributing /, participating in the fulfillment of the social goal?, 50
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Next we want to explore Nature/Existence, , So far we have understood our Natural Acceptance, Our Natural Acceptance is for living in Harmony – as an Individual, as a, Family, as a Society…, Is there provision in Nature/Existence for living in accordance with our, Natural Acceptance?, Is it possible to live in harmony as an Individual, as a Family, as a, Society…?, Is co-existence, mutual fulfillment inherent in Nature?, Or, Is the design of nature/existence by way of opposition, struggle, survival, of the fittest…?, , We will explore the underlying design of Nature/Existence with, these questions…, 51
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Self-exploration, Self-investigation, Self-study, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 3
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Next we want to explore Nature/Existence, , So far we have understood our Natural Acceptance, Our Natural Acceptance is for living in Harmony – as an Individual, as a, Family, as a Society…, Is there provision in Nature/Existence for living in accordance with our, Natural Acceptance?, Is it possible to live in harmony as an Individual, as a Family, as a, Society…?, Is co-existence, mutual fulfillment inherent in Nature?, Or, Is the design of nature/existence by way of opposition, struggle, survival, of the fittest…?, , We will explore the underlying design of Nature/Existence with, these questions…, 4
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Harmony in Nature iz—fr esa O;oLFkk, , Nature is organised in such a manner that the physical facility required, for any order is available in abundance, Dependence of any order is on all, previous orders, e.g. Animal order depends on plant order, & physical order, , Quantity of units, Physical >> Pranic >> Animal >> Human, , Human, Order, Animal Order, , Pranic Order, , Physical Order, 23
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Harmony in Nature iz—fr esa O;oLFkk, , All orders have definite conduct except human order, In human being, the body has definite conduct, The Self (I) operating on assuming without knowing is the source of, indefiniteness, problem, Human, Order, The solution is to ensure knowing, The natural acceptance is to know,, Animal Order, to be in harmony, With human education-sanskar, this can be ensured for all, , Pranic Order, , Physical Order, 24
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Sum Up, 1., 2., 3., 4., , Physical order, Pranic order, Animal order, Human order, , – soil, metals etc., – trees, plants etc., – animals, birds etc., – human beings, , Nature = Collection of Units, = 4 Orders, , There is a relationship of mutual fulfilment amongst these 4 orders. So far, the, first 3 orders are mutually fulfilling for each other as well as for human beings, It is naturally acceptable to human beings to be fulfilling for all the orders., Human beings need to understand this mutual fulfilment; only with this, understanding will human beings be able to live with mutual fulfilment, The role of Human Being is to realize this mutual fulfillment – For this, all that, human beings need to do is:, 1. To understand that mutual fulfilment is inherent in nature – we do not, have to create it, 2. To live accordingly – then the mutual fulfilment amongst the 4 orders will, be realised (and there is provision in nature for living in a mutually, fulfilling manner), 28
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Home Work, , 1. What are your assumptions about nature?, 2. How do you and your family contribute to / participate in maintaining, the order in nature?, , 29
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Self-exploration, Self-investigation, Self-study, , 1. Content of Self Exploration:, a. Desire (pkguk) - Aim, Purpose – Happiness, Prosperity Continuity, b. Program (djuk) – Process of achieving the desire, action, , Happiness = To be in Harmony, To understand Harmony & to live in harmony at all 4 levels:, 1. Harmony in the Human Being, 2. Harmony in the Family, 3. Harmony in the Society, 4. Harmony in Nature/Existence, , 2. Process of Self Exploration, Self-verification, , 2
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Sum Up, , Existence is in the form of co-existence. It is ever present, (Existence = Co- Existence = Units submerged in Space), Every unit in existence is related with every other unit in existence in a, mutually fulfilling manner, Synergy is intrinsic to existence, harmony is inherent in existence – we, do not have to create it, we do not have to construct it, The role of Human Being is to realize this co-existence, this harmony,, this order in existence – For this, all that human beings need to do is:, 1. To understand the inherent harmony, the co-existence in existence, 2. To live accordingly – to live with the feeling of harmony or coexistence (and there is every provision in existence for living, in co-existence), 20
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Program for Human Being (Our Role in Existence), , Existence is Co-existence, Human Being is by virtue of Co-existence; embedded in Co-existence, All the Human Being needs to do is to to understand Co-existence and, to live in Co-existence, , 22
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Program for Human Being (Our Role in Existence), , Human beings have two important things to do:, 1. To understand the co-existence, 1.1. To understand co-existence –, Knowledge (Gyan), 1.2. To ensure the feeling, thought of co-existence –, Resolution (Samadhan), 2. To live in co-existence, 2.1. To live in co-existence with human-beings, –family to world family –, Undivided Society, (Akhand Samaj), , 2.2. To live in co-existence in nature, –family order to world family order – Universal Human Order, (Sarvbhaum Vyavastha), By these two being ensured by human beings, the result will be Undivided, Society and Universal Human Order on Earth, in which Harmony and, peace are very natural outcomes (and there is every provision in Existence, for it), 23
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Now we can see that…, , Happiness is an indicator, a feedback, that we, - have understood harmony and at all 4 levels of our being, - live in harmony, Unhappiness is an indicator, a feedback, that we, - have not understood harmony and/or at one or more of the 4 levels, of our being, - do not live in harmony, Our role is to make the effort, - to understand harmony and, - to live in harmony, , at all 4 levels of our being, 1., 2., 3., 4., , In the Self, as an Individual, In Family, In Society, In Nature/Existence, , This is our role in existence …, 24
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Universal, Order, , Existence, (= Co-existence = Units submerged in Space), Units (Nature), , Space (All-pervading), , Limited in size, , Unlimited, , Activity, , No activity, , Self-organized, , Self-organization is available, , Energized, , Energy in equilibrium, , Recognises the relationship and fulfills, , Transparent, , tM+] xBu'khy, , Material, , Consciousness(Self), , Temporary, , Continuous, , Recognising, Fulfilling, , Knowing, Assuming,, Recognising, Fulfilling, , +, , pSrU;] xBuiw.kZ, , +, Animal Order, , +, , Pranic Order, , Atom, , Cell, , Molecule, , Plant, , Molecular Structure, , Animal Body, , Lump, , Human Body, , Fluid, , Composition – Decomposition, , LakxBu&fo?kVu, , fodkl, No Cycle xBuiw.kZ, , Physical Order, , Development, , Human Order
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Role of Human Being, , Realisation of Co-existence…, Universal Human Order, , 31
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Universal Human Order: Dynamics, Conduct that ensures, continuity of mutual, happiness &, prosperity, , Human, Constitution, , Nature of, society, of people living, together in a, relationship of, mutual fulfillment, , Human, Conduct, , Human, Tradition, , Education that, ensures the, development of the, competence to live, with, Definite, Human, Human, Education, Conduct, Entry Point, , Universal, Human, Order, , The society in which, Human Goal, is realised, 34
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Sum Up, Level. Name, , Relationship, , Details, , 4b. Existence Co-existence, , Units submerged in Space, , 4a. Nature, , Mutual Fulfillment, , Amongst Units, Amongst 4 Orders, , 3. Society, , Right Understanding,, Prosperity,, Fearlessness/Trust,, Co-existence, , Human-Nature relationship, Natural Laws, 5 dimensions of Human Order, 10 steps, , 2. Family, , Feeling of coHuman-Human relationship, existence, Justice, Trust, Respect … Love, , 1b. Individual Co-existence of Self(I), Human Being & Body, , Sanyam in Self(I), Health in Body, , 1a. Self (I), , Realization of co-existence, Understanding, of Harmony in Nature, Contemplation of, Participation in larger order – definiteness, of desire on this basis. Feeling & thought of, relationship & order, behaviour, work &, participation in larger order, 27, , Continuous happiness, = happiness, peace,, satisfaction, bliss
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Now we can see that…, , Happiness is an indicator, a feedback, that we, - have understood harmony and at all 4 levels of our being, - live in harmony, Unhappiness is an indicator, a feedback, that we, - have not understood harmony and/or at one or more of the 4 levels, of our being, - do not live in harmony, Our role is to make the effort, - to understand harmony and, - to live in harmony, , at all 4 levels of our being, 1., 2., 3., 4., , In the Self, as an Individual, In Family, In Society, In Nature/Existence, , This is our role in existence …, 31
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Program for Human Being (Our Role in Existence), , Existence is co-existence – which is ever present, Human beings have two important things to do:, 1. To understand the co-existence, 1.1. To understand co-existence –, Right Understanding, (Kku), 1.2. To ensure the feeling, thought of co-existence –, Resolution (lek/kku), 2. To live in co-existence, 2.1. To live in co-existence with human-beings (Justice), –family to world family –, Undivided Society, (v[k.M, , lekt), , 2.2. To live in co-existence in nature (Mutual fulfillment), –family order to world family order – Universal Human Order, (lkoZHkkSe, , O;oLFkk), , By these two being ensured by human beings, the result will be Undivided, Society and Universal Human Order on Earth, in which Harmony and, peace are very natural outcomes (and there is every provision in Existence, for it), 32
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Program of Action
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Now we can see that…, , Happiness is an indicator, a feedback, that we, - have understood harmony and at all 4 levels of our being, - live in harmony, Unhappiness is an indicator, a feedback, that we, - have not understood harmony and/or at one or more of the 4 levels, of our being, - do not live in harmony, Our role is to make the effort, - to understand harmony and, - to live in harmony, , at all 4 levels of our being, 1., 2., 3., 4., , In the Self, as an Individual, In Family, In Society, In Nature/Existence, , This is our role in existence …, 41
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Program of Action (Individual), , To understand harmony and live in harmony – at all 4 levels (individual,, family, society, nature/existence), 1. Self-exploration, Self-study – Verify the proposals within yourself, on your, own right understanding co-existence, feeling & thought of co-existence;, behaviour, work & participation in larger order on the basis of co-existence, 2. Self-awareness – Be aware of your desire, thought and expectation, – every moment, , 3. Self-evaluation – Evaluate your, desire, thought and expectation, – on the basis of, your Natural Acceptance, , Sanskar = ∑ (Desire, Thought, Expectation), Sanskar (t), Environment (t), Self-exploration (t) Sanskar (t+1), 42
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Program of Action (at the level of Society), 1. People‟s Education Program (yksd f'k{kk ;kstuk): for adults, 10 yrs, Next 10 yrs, 100 yrs, , 1, 10, 1000 cr, , People with Right Understanding & Right Feeling, - Parents, - Policy Makers, -Teachers, …, , 2. Education-Sanskar Program (f'k{kk laLdkj ;kstuk): for children, People with Right Understanding & Right Feeling, - People with definite Human conduct, the competence, to participate in Universal Human Order, , 20-50 yrs, , Course, in Academic, Curriculum, 3. Undivided Society, Universal, Human, Order Program, (v[k.M lekt] lkoZHkkSe, O;oLFkk ;kstuk), Socially Relevant Projects, Conducive, Environment, Fulfilment, of Human, Goal, , 10-20 yrs, , Just as a seed replicates itself, so the vision of an Undivided Society and, Universal Human Order can be evidenced on this planet…, Family – Family cluster – Village – Village cluster ... Nation ... World Family, ~101, , ~102, , ~1010, 44
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Universal Human Order: Dynamics, Conduct that ensures, continuity of mutual, happiness &, prosperity, , Human, Constitution, , Nature of, society, of people living, together in a, relationship of, mutual fulfillment, , Human, Conduct, , Human, Tradition, , Education that, ensures the, development of the, competence to live, with, Definite, Human, Human, Education, Conduct, Entry Point, , Universal, Human, Order, , The society in which, Human Goal, is realised, 45
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Status of Universal Human Values in Higher Education – Mar 2015, , 2005, 2006, 2009, 2011, , IIIT Hyderabad (AP) – an experiment, IIT Kanpur (UP) – an experiment, GBTU & MTU (now UPTU) – large scale experiment [ 700 C], PTU (Punjab) – a high speed, large scale experiment [ 325 C], Encouraging results, , 2012, 2013, 2013, 2013, 2013, 2014, , HPTU, Hamirpur (HP), [ 46 C], JNKVV, Jabalpur (MP), [, 6 C], RVSKVV, Gwalior (MP), [, 2 C], Collegiate Education, Andhra Pradesh, [2500 C], Galgotias University, Greater Noida, [, 3 C], Atmiya Group of Institutions, [, 4 C], 4000+ Colleges in 33 Universities in 7 states in India, , 2013, , Royal University of Bhutan, [, All Colleges of Higher Education in Bhutan, , 8 C], 46
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Purpose of this Workshop / Course, To initiate the process of self-exploration in you, The self-exploration that human being is co-existence of self and body, (tostart with), , Assumption: „Human Being is Body‟, Expectation to live with continuous happiness (effort to be made outside and, not within – I am OK, problem is with others), Seeking Happiness through Physical Facility, Sensation & Feeling from, Other, Requirement of physical facility is undefined/unlimited, Program is Accumulation of Physical Facility, , Self-exploration, Knowing: „Human Being is coexistence of Self (I) & Body‟, Desire to live with continuous happiness (effort to be made within and then, outside), Continuous happiness = To be in harmony at all levels of being, Physical facility is required only for nurturing, protecting and right utilisation of, body. Need of PF is defined, limited in qty, Program is to understand & to live in harmony at all levels of being, 48
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Self Evaluation (about 5 minutes each), , 1. Brief introduction including aspiration, 2. Achievement through the course, 3 key proposals you could verify, Thoughts before & now, Behaviour/work before & now, Any experiments done during the course, 2 specific preconditioning you could verify, 1 remaining/new fundamental question, Your realization during the course, 3. Future Plans, , 49
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Self Evaluation (about 3 minutes each), , 1. Brief introduction, 2. Achievement through the workshop, Thoughts before & now, Three key takeaways, , 50
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Sharing Values
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Institution, Teacher are clear about the Role of Education-sanskar, , To Make Effort for an Enlightened Individual, Humane Family,, Humane Society, Right Understanding, & Right Feelings, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , For Job, Managing in Society Today, Assumptions (eg., Money is everything), , Accumulation, By Any Means, , Domination ,, Exploitation, Fear, , Mastery &, Exploitation, , In Every Individual, , In few Individuals, , In Society, , Over Nature, , Hkksx mUekn, ykHk mUekn, dke mUekn, , Terrorism, War, , Resource Depletion, Pollution, , Madness for Consumption, Madness for Profit, Madness for Sensual Pleasure, , 52
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Institution, Teacher Understand the Role of Education-sanskar, , 1. To enable the child to know, to see things as they are, on his own, right; clarity of human goal; and to have a vision for living a fulfilling, life, i.e. in harmony within, with good health in the body, in mutually, fulfilling relationship with human beings and in mutually enriching, relationship with rest of nature, 2. To develop the commitment, ability and practice to live in mutually, fulfilling, complimentary relationship with one, then few and ultimately, with all (human beings as well as with rest of nature), Mutual Happiness, 3. To develop the commitment, ability and practice to live in mutually, enriching relationship with rest of nature, i.e. To live with prosperity., Have the understanding to correctly identify the need of physical, facility, have the skills and practice to produce more than the required, physical facility through his own labour using a cyclic-mutually, enriching process, have the understanding to rightly use as much, physical facility as is required and share the remaining in relationship, and order in society, Mutual Prosperity, 55
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Material for Self-study & Preparation, 1., 2., 3., 4., 5., 6., 7., 8., , Syllabus, Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions), Text Book, Posters, Presentations, including Practice Sessions, Tutorials & Videos, FAQ, Video of Workshop Lectures, Weekly Meeting (also through WebEx), Web Site http://www.uhv.ac.in, , 9., 10., 11., 12., , 8-Day Teachers' Orientation Program, How to Share Values, Examination & Evaluation, Assignments, Social Projects & Social Internship, , 13. Process of Implementation (stage by stage), Advanced Study, 1. PSL2 …, 56
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The Teacher has the Primary Responsibility, , Teacher, , Student, , 1. Feeling of Trust, Respect,, Affection, Care & Guidance, for the Student, 2. Having Excellence /, Making effort for Excellence, 3. Is a co-explorer, , 1. Feeling of Trust, Respect,, Affection, Reverence, Glory &, Gratitude for the Teacher, 2. Inspired by the Teacher, , Excellence ¼Js’Brk½, Understanding Harmony &, Living in Harmony, , 3. Making effort for Excellence, (explorer), , at all 4 levels, 1. In the Self, as an Individual, 2. In Family, 3. In Society, 4. In Nature/Existence, 57
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The Teacher is Making Effort For Excellence, 1. Understanding harmony & living accordingly, PSL1, PSL2… PhD, Self study (reading, exploring…), Weekly Meeting, Sharing along with an experienced faculty, Sharing with small group on your own, Doing social projects/ social internship, , 2. Sharing the content, Teaching foundation course, Conducting short workshops, Conducting full workshops, Social Projects, social internship, , 3. Guiding the student onward, taking responsibility to guide students in and, out of the classroom, 4. Living in harmony in the family, with students & reaching out to the, community, 58
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DETAILS, , 59
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Transition to Universal Human Education, Step 1: Introduce a foundation course on Universal Human Values in parallel, with other courses with a view to initiate the process of self-exploration,, leading to right understanding (gyan). i.e. introduce right understanding and, right feeling in the academic curriculum. Higher level courses may be offered, in addition to the foundation course. Social projects, social internship and, conducting the course as an integrated workshop may take place wherever, the teacher is well prepared. This will ensure better grasping and, comprehension by the students, 1. Prepare Teachers, Parents and Policy makers, 2. Introduce Universal Human Values in Higher Education. The student can, develop clarity about, Human goal & universal human order, Human conduct, Guidelines for Professional Ethics, which is a particular aspect of human, conduct, , Step 2: Align the academic curriculum (all courses) in the institution with right, understanding, leading to thought about all encompassing resolution, (samadhan), so as to establish Value Based Education at the level of the, institution, Step 3: The lifestyle and institute culture reflects Value Based Living. i.e. on the, basis of right understanding and right feeling, behavior, work, 62
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Transition to Universal Human Education, Step 4: The institute develops into a live model of living with happiness and, prosperity, i.e. on the basis of right understanding and right feeling, behavior,, work and participation in the institution order. Programs for self-sufficiency of, the institution through cyclic & mutually enriching production activities and, take such activities to a scale where all the faculty, staff and students can be, supported internally. This will help transform the institution into a family, participating with self-responsibility for a cohesive harmonious journey toward, excellence for all, Step 5: The institute becomes a nodal center to share and promote value, education and value based living in the local community. Institution works on, all 5 dimensions, Step 6: The institute becomes a resource centre for the district level. The, Institution works in collaboration with other institutions for all 5 dimensions, Step 7: The institute becomes a resource centre for the National level., Step 8: The institute becomes a resource centre for Undivided Human Society, and Universal Human Order, 63
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Initial Steps in Implementation, , 1. Understand the Content, Possibility & Responsibility – Participate in, workshops, discuss with people who have worked toward universal, human values [VC, Heads of Institution…], 2. Form a Value Education Cell at the University level, consisting of, committed decision-makers & people who will take responsibilty &, can follow things through [VC], 3. Create Awareness & Support [University VE Cell], 4. Complete the formalities for introducing the Foundation Course, [University VE Cell], 5. Select & Prepare Teachers [Heads of Institution], 6. Communicate with the Students [College VE Cell], 7. Launch the Foundation Course [University VE Cell], 64
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Further Activities, , The foundation course has to be followed up with other suitable inputs in, the form of elective courses, projects, practical training, self study, and practice to move towards a comprehensive EHV package, It takes some time (typically 1-3 years) to establish the foundation. Once, it is established, then further supportive activity can be fruitful, 1. Social Projects & Socially Relevant Final Year Projects, 2. Social Internship, 3. Higher Level Courses e.g. "Professional Ethics for Managers", 4. Advanced Study (PhD etc.) e.g. "Management by Relationship", 5. Living the Values in all the dimensions, 65
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Human Values Programme introduced at IIIT Hyderabad in 2005, Goal of IIIT: To contribute to transforming industry and society, by, delivering research-led education, promoting innovation, and fostering human, values, Human Values is as an essential part of the academic curriculum. The two, courses are HV1 in 1st sem & HV2 in 4th sem, Each week consists of 2 lectures of 1.5 hrs each, Students do socially relevant humanities projects, detailed studies, reports or, participate in social activities as a part of this course, Students meet every week in small groups along with 2 faculty mentors, At the end of the course a 4-day workshop is conducted. Faculty, faculty, spouses and senior students take the responsibility for conducting it, , Advanced courses include “Work & Life” & “Searching for a Humane Society”, Medium of instruction is students‟ mother tongue/language preferred by the, student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in, Hindi and 3 in English), 66
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Human Values Programme at UPTU (GBTU & MTU), , Introduced as an essential course in all affiliated professional colleges,, after due process (AC, BoS) in 2009, Run as a regular audit course (2-0-2), i.e. 28 lecture-sessions and 14, tutorials (practice-sessions) spread across any one semester, 8-day Teachers‟ Orientation Program (TOP) to prepare teachers, Medium of instruction is English, , 67
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Resources Developed for Self-study & for Teaching, 1., 2., 3., 4., 5., 6., 7., 8., , Syllabus, Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions), Text Book, Posters, Presentations, including Practice Sessions, Tutorials & Videos, Video of Workshop Lectures (Lecture-by-Lecture), Weekly Meeting, Web Site www.uhv.ac.in, , 9., 10., 11., 12., , 8-Day Teachers' Orientation Program, How to Share Values, Examination & Evaluation, Social Projects & Social Internship, , 13. Process of Implementation (stage by stage), Advanced Study, 1. PSL2 …, 68
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Teacher, The role of the teacher is that of a, facilitator – to facilitate the student, to explore on their own right so that, it leads to understanding, With this intention the teacher‟s role, is:, 1. To place the proposals of what, is right before the students, 2. To draw their attention toward, each proposal and to give, enough time & opportunity to, explore, verify, accept, validate, on their own right, 3. To respond with responsibility to, the questions, or clarifications, sought by the students in this, process, , Student, , The responsibility of, understanding is that of the, students. It includes:, 1. Listening, Participating, Actively (Listening vs, Hearing, Asking questions), 2. Verifying the proposals on, the basis of their Natural, Acceptance, 3. Accepting those proposals, that are Naturally Acceptable, 4. Validating the accepted, proposals in their own, Behaviour/Work; and, understanding on this basis, 69
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Teacher-Student Goal & Relationship, , Teacher, , Student, , 1. Feeling of Trust, Respect,, Affection, Care & Guidance for, the Student, 2. Having Excellence /, Making effort for Excellence, , 1. Feeling of Trust, Respect,, Affection, Reverence, Glory &, Gratitude for the Teacher, 2. Inspired by the Teacher, 3. Making effort for Excellence, , Excellence ¼Js’Brk½, Understanding Harmony &, Living in Harmony, , at all 4 levels, 1. In the Self, as an Individual, 2. In Family, 3. In Society, 4. In Nature/Existence, 70
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Teachers Development: Self-study, Self-exploration, , 1. Understanding & Living the content (Understanding = Living), PSL1, PSL2… PhD, Weekly Meeting, Sharing along with an experienced faculty, Sharing with small group on your own, Doing social projects/ social internship, , 2. Sharing the content, Teaching foundation course, Conducting short workshops, Conducting full workshops, Social Projects, social internship, , 3. Guiding the student toward next step, 4. Living accordingly, naturally reaching out to the commiunity, 71
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This is a significant hapenning in your life, Don‟t try to explain to other in your excitement. Let it settle within you,, so it naturally expresses itself in your behaviour / work, Deal with the baggage – you may act on the basis of it. Don‟t get, worked-up. Depending on external conditions, those Desires,, Thoughts & Expectations may get more active & you may forget about, this, It is advisable to:, 1. Go through a workshop once in 6 months (5% listening in 1st, workshop + lot of questions) – so scope for 20 workshops, 2. Go through the literature (incl video of lectures & text book), 3. Meet once in a week for 2-3 hrs (sharing, discussing one topic), 72
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Teacher’s Orientation Program (8-Day Workshop), , 19-26 April, , GCBS Gedu, Bhutan (RUB) English, , 26 May – 2 Jun, , PSIT Kanpur (UPTU), , Hindi, , 21-28 Jun, , IIIT Hyderabad JV, , English, , 23-30 Jun, , Mandi Govindgarh (PTU), , Hindi, , 27-29 Mar 2015, , 4th International Conference on Human Values, in Higher Education at Gedu, Bhutan, 74
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Sharing Your Self-Evaluation, , 1. Brief Introduction, 2. Your Achievement through the workshop, (on the basis of your self-exploration on the content), , , , , , Thoughts before the workshop, Thoughts now, Experiments / observations during the workshop, Realisation, , 3. Specific future plans, Please be mindful about the time (3-5 minutes), Please share about yourself (not others), Vote of thanks and applause can be avoided (your commitment will, manifest itself in your self-exploration, harmony with your family and, what you do in your organisation…), 78
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Story of Stuff, , Watch a 20 minute video "Story of Stuff", We will discuss your observations:, 1. What is the program of the people shown in the video?, 2. Reflect on your own notion of happiness & your program for, happiness. Is your program similar to the program of the people, shown in the video?, 3. What is the outcome from these programs?, , 1
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Discussion, , 2
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Problem (as shown in video), , Solution (as shown in video), , Production of unhealthy products, with focus on profit vs purpose, (eg. carcinogenic pillows), , ??, , Exploitation of the people involved, in production, consumption, , ??, , Over exploitation of natural, resources, , ??, , Linear production process, , Cyclic production process, , Indulgence (influenced by media &, marketing), , ??, , 99% waste, , Recycling can help (but it will, never be enough), 3
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What is your Natural Acceptance:, 1. Indulgence (bhog), - Use physical facility for sensation, 2. Abstinence (tyag), - Abstain from physical facility use, 3. Right Utilization (sadupyog) - Purposeful use of physical facility, , Symptoms of Indulgence:, One is significantly influenced by external inputs (sensation,, preconditioning), Over indulgence, copious consumption (ati bhog), 99% waste, Profit-centric production, Linear (not cyclic) production process, Exploitation of the people involved in production, consumption, Over exploitation of natural resources…, 4
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Sources of Excitement (Temporary Happiness), , 2. Right Feeling, – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, 11
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Prevailing Notions of Happiness & Prosperity, , Happiness = Fulfillment of Desire?, Happiness = Excitement?, Happiness = Sensation?, Happiness = Domination?, Happiness = To be Unique?, Continuous Happiness = Fulfillment of all Desires, Maxisation of, Excitement, Maximisation of Pleasing Sensation, To be Most, Dominant, To be Most Exclusive/Unique?, Prosperity = Physical Facility?, Continuous Prosperity = Maximum (Unlimited) Accumulation of Physical, Facility?, (even if it means struggling to meet the unlimited wants, since resources, are limited), , 12
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Sources of Continuous Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, – in Self (I), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, , 13
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This jhuggi-jhopdi cluster is on left side, just before NZM railway station, (approaching from Okhla side), The dish antennas above almost every structure is an indication of, where they spend their time and money, The dwellings are so close so the noise must be going from one to, another. Is there a concern for the neighbor? Few neighbors could, also have decided to pool and get one dish, and watch together…, , BUT…, 15
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An Appraisal of the Current Scenario, , At the level of the individual – rising problems of depression,, psychological disorders, suicides, stress, insecurity, trauma, health, problems, loneliness..., At the level of the family – breaking of joint families, mistrust and, insecurity in relationships, divorce, family feuds, legal suits., At the level of the society – growing incidences of terrorism and, naxalism, rising communalism, spreading casteism, racial and ethnic, struggle, wars between nations, attempts of genocide, fear of nuclear, and genetic warfare., At the level of nature – global warming, water, air, soil, noise pollution,, resource depletion of minerals and mineral oils, sizeable, deforestations, loss of fertility of soil..., 16
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I desire for happiness, If I am not aware that right understanding and right feelings (trust, respect … love) in me is a source of happiness for me, Then, I have only one option, i.e. to draw happiness from sensation, physical, facility [even though I can see that the happiness by this method is not, continuous], e.g. While I do not want to fight, a fight takes place…, I try to resolve it by giving a gift (tasty food, nice clothes etc.)., Sometimes this used to work…, Now I can see that it only shifts the attention from the fight to the gift,, and only for a short time… In a few days, another fight takes place,, and this time it is of greater intensity…, 19
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Now I can see that it is due to lack of right understanding about, relationship, and therefore, lack of fulfillment in relationship, I have been trying to fill this gap by more & more sensation, physical, facility, The happiness I draw out of sensation, physical facility is not long, lasting; I get bored by one sensation, physical facility… so I go for, another, yet another…, Now I can see that the happiness from having the right understanding, and right feelings in myself is long lasting. I can now start paying, attention to it, I can also rightly evaluate the role of sensation, physical facility, 20
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Right Here Right Now, , Watch the video "Right Here Right Now"., We will discuss your observations:, 1. In the Video, how are the people interacting with each other, 2. How do you interact with the people around yourself, 3. Your understanding about Trust, , 1
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Discussion, , Are the interactions leading to happiness (harmony) or just excitement?, Is it possible to transfer, - Excitement, - Happiness (right understanding, right feeling), What is the motivation for their desires?, (Preconditioning, Sensation or Natural Acceptance), (Right understanding, right feeling, sensation), , 2
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Right Understanding, – in Self (I), Right Feeling, , Happiness, Understanding harmony at all levels, of being (human being, family, society,, nature/existence), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, , – in Self (I), , Sensation for Happiness, – Through Body, , Excitement, Sound, Touch, Form, Taste, Smell, , Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, , Expression of Feeling for Happiness, – from Other, 3
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Reaction (Pratikriya), , Response (Jimmedari), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, , Your behaviour is decided by other, (“remote control” is with others), , Indefinite conduct, 6
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Reaction (Pratikriya), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, , Response (Jimmedari), , You decide how to behave on your, own right, - It is based on right understanding, and right feeling in yourself, , Your behaviour is decided by other You decide your own behaviour, (“remote control” is with others), , Indefinite conduct, , Definite conduct, 7
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Reaction (Pratikriya), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, Your behaviour is decided by other, (“remote control” is with others), - You may doubt his intention, , Response (Jimmedari), , You decide how to behave on your, own right, - It is based on right understanding, and right feeling in yourself, You decide your own behaviour, , -You are clear about the intention of, the other, - You may get elated or hurt by his - You are able to rightly evaluate the, competence of the other, and define, behaviour, your complimentarity, without being, - You do not consider it your, effected by his behaviour, responsibility for mutual, - You take responsibility for mutual, development, development, Definite conduct, Indefinite conduct, 8
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In your interactions, find out the % time you are responding and % time, you are reacting, , 9
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Differentiation, , Respect – on the basis of Self (I), , I evaluate on the basis of body,, physical facilities or belief (pre, conditioning). I compare with, others, , 1. Our purpose (Natural Acceptance), is similar, 2. Our program is similar, 3. Our potential is similar, , I am different from the other, We are competitors:, , The other is similar to me, We are complementary to each, other:, If the other has more, understanding, , I make effort to accentuate the, difference, to manipulate, exploit, the other, , - I am committed to understand from the, other, , If I have more understanding, 1. I live with responsibility with the other, 2. I am committed to facilitate, understanding in the other (once the, other is assured in relationship, and, not before that), 15
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Story of Stuff, , Watch a 20 minute video "Story of Stuff", We will discuss your observations:, 1. What is the program of the people shown in the video?, 2. Reflect on your own notion of happiness & your program for, happiness. Is your program similar to the program of the people, shown in the video?, 3. What is the outcome from these programs?, , 1
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Discussion, , 2
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Problem (as shown in video), , Solution (as shown in video), , Production of unhealthy products, with focus on profit vs purpose, (eg. carcinogenic pillows), , ??, , Exploitation of the people involved, in production, consumption, , ??, , Over exploitation of natural, resources, , ??, , Linear production process, , Cyclic production process, , Indulgence (influenced by media &, marketing), , ??, , 99% waste, , Recycling can help (but it will, never be enough), 3
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What is your Natural Acceptance:, 1. Indulgence (bhog), - Use physical facility for sensation, 2. Abstinence (tyag), - Abstain from physical facility use, 3. Right Utilization (sadupyog) - Purposeful use of physical facility, , Symptoms of Indulgence:, One is significantly influenced by external inputs (sensation,, preconditioning), Over indulgence, copious consumption (ati bhog), 99% waste, Profit-centric production, Linear (not cyclic) production process, Exploitation of the people involved in production, consumption, Over exploitation of natural resources…, 4
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Sources of Excitement (Temporary Happiness), , 2. Right Feeling, – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, 11
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Prevailing Notions of Happiness & Prosperity, , Happiness = Fulfillment of Desire?, Happiness = Excitement?, Happiness = Sensation?, Happiness = Domination?, Happiness = To be Unique?, Continuous Happiness = Fulfillment of all Desires, Maxisation of, Excitement, Maximisation of Pleasing Sensation, To be Most, Dominant, To be Most Exclusive/Unique?, Prosperity = Physical Facility?, Continuous Prosperity = Maximum (Unlimited) Accumulation of Physical, Facility?, (even if it means struggling to meet the unlimited wants, since resources, are limited), , 12
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Sources of Continuous Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, – in Self (I), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, , 13
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This jhuggi-jhopdi cluster is on left side, just before NZM railway station, (approaching from Okhla side), The dish antennas above almost every structure is an indication of, where they spend their time and money, The dwellings are so close so the noise must be going from one to, another. Is there a concern for the neighbor? Few neighbors could, also have decided to pool and get one dish, and watch together…, , BUT…, 15
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An Appraisal of the Current Scenario, , At the level of the individual – rising problems of depression,, psychological disorders, suicides, stress, insecurity, trauma, health, problems, loneliness..., At the level of the family – breaking of joint families, mistrust and, insecurity in relationships, divorce, family feuds, legal suits., At the level of the society – growing incidences of terrorism and, naxalism, rising communalism, spreading casteism, racial and ethnic, struggle, wars between nations, attempts of genocide, fear of nuclear, and genetic warfare., At the level of nature – global warming, water, air, soil, noise pollution,, resource depletion of minerals and mineral oils, sizeable, deforestations, loss of fertility of soil..., 16
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I desire for happiness, If I am not aware that right understanding and right feelings (trust, respect … love) in me is a source of happiness for me, Then, I have only one option, i.e. to draw happiness from sensation, physical, facility [even though I can see that the happiness by this method is not, continuous], e.g. While I do not want to fight, a fight takes place…, I try to resolve it by giving a gift (tasty food, nice clothes etc.)., Sometimes this used to work…, Now I can see that it only shifts the attention from the fight to the gift,, and only for a short time… In a few days, another fight takes place,, and this time it is of greater intensity…, 19
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Now I can see that it is due to lack of right understanding about, relationship, and therefore, lack of fulfillment in relationship, I have been trying to fill this gap by more & more sensation, physical, facility, The happiness I draw out of sensation, physical facility is not long, lasting; I get bored by one sensation, physical facility… so I go for, another, yet another…, Now I can see that the happiness from having the right understanding, and right feelings in myself is long lasting. I can now start paying, attention to it, I can also rightly evaluate the role of sensation, physical facility, 20
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Right Here Right Now, , Watch the video "Right Here Right Now"., We will discuss your observations:, 1. In the Video, how are the people interacting with each other, 2. How do you interact with the people around yourself, 3. Your understanding about Trust, , 1
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Discussion, , Are the interactions leading to happiness (harmony) or just excitement?, Is it possible to transfer, - Excitement, - Happiness (right understanding, right feeling), What is the motivation for their desires?, (Preconditioning, Sensation or Natural Acceptance), (Right understanding, right feeling, sensation), , 2
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Right Understanding, – in Self (I), Right Feeling, , Happiness, Understanding harmony at all levels, of being (human being, family, society,, nature/existence), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, , – in Self (I), , Sensation for Happiness, – Through Body, , Excitement, Sound, Touch, Form, Taste, Smell, , Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, , Expression of Feeling for Happiness, – from Other, 3
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Reaction (Pratikriya), , Response (Jimmedari), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, , Your behaviour is decided by other, (“remote control” is with others), , Indefinite conduct, 6
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Reaction (Pratikriya), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, , Response (Jimmedari), , You decide how to behave on your, own right, - It is based on right understanding, and right feeling in yourself, , Your behaviour is decided by other You decide your own behaviour, (“remote control” is with others), , Indefinite conduct, , Definite conduct, 7
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Reaction (Pratikriya), , Your decide how to behave, depending on the behaviour of, the other, - It depends on whether you like, or dislike the behaviour of the, other, Your behaviour is decided by other, (“remote control” is with others), - You may doubt his intention, , Response (Jimmedari), , You decide how to behave on your, own right, - It is based on right understanding, and right feeling in yourself, You decide your own behaviour, , -You are clear about the intention of, the other, - You may get elated or hurt by his - You are able to rightly evaluate the, competence of the other, and define, behaviour, your complimentarity, without being, - You do not consider it your, effected by his behaviour, responsibility for mutual, - You take responsibility for mutual, development, development, Definite conduct, Indefinite conduct, 8
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In your interactions, find out the % time you are responding and % time, you are reacting, , 9
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Differentiation, , Respect – on the basis of Self (I), , I evaluate on the basis of body,, physical facilities or belief (pre, conditioning). I compare with, others, , 1. Our purpose (Natural Acceptance), is similar, 2. Our program is similar, 3. Our potential is similar, , I am different from the other, We are competitors:, , The other is similar to me, We are complementary to each, other:, If the other has more, understanding, , I make effort to accentuate the, difference, to manipulate, exploit, the other, , - I am committed to understand from the, other, , If I have more understanding, 1. I live with responsibility with the other, 2. I am committed to facilitate, understanding in the other (once the, other is assured in relationship, and, not before that), 15
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Practice Session:, Harmony in Society
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What is Desirable and Where are we today?, , Families living together, in a relationship of mutual fulfillment, (common goal), Society, People living together, but not in relationship of mutual fulfillment, (differing goals), Crowd, People living separately, in opposition / struggle, (conflicting goals), Battlefield, , We will explore harmony in society – The base of harmony in society, is harmony in family for which the base is harmony in human being, 3
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Human Society – Society based on Relationship, Co-existence, , Family is the basic building block, of Society., Family makes effort for, 1. Justice, 2. Prosperity, 3. Participating in Human Society, Human Target – As a Society, , Happiness, , Integrated Family, Society, 4
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Society, , Crowd, , Battlefield, , Families living, together, in a, relationship of, mutual fulfillment, (common goal), , People living, together, but not, in relationship of, mutual fulfillment, (differing goals), , People living, separately, in, opposition /, struggle, (conflicting goals), , Effort for common, goal, , Effort for dealing with, problems, , Effort for dealing with, problems, , Human, Education-Sanskar, Swtantrata, , Laws, Courts,, Incentives, Dependence, , Penal Code, Police,, Force, Dependence, , Proactive, , Active, , Reactive, 5
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Crowd …, , People living separately with, conflicting goals, in arbitrariness (manmani) /, opposition / struggle, , Assumptions (eg., Money is everything), , Accumulation, By Any Means, , Domination &, Exploitation, , Mastery &, Exploitation, , In Every Individual, , In few Individuals, , In Society, , Over Nature, , Hkksx mUekn, ykHk mUekn, dke mUekn, , Terrorism, War, , Resource Depletion, Pollution, , Madness for Consumption, Madness for Profit, Madness for Sensual Pleasure, , Fragmented Family, Society, 6
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Hiware Bazaar, , Watch the video "Hiware Bazaar" (23 Minutes), We will discuss your observations:, 1. What is the goal of this village society?, 2. What is the program followed by this village society?, 3. Man influences society/system or man has to conform to, society/system? Is there space in the current system for individuals, to express themselves?, 4. Reflect on your family goal, family program & participation of each, member of your family, , 16
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26 Apr 2016 News, , Hiware Bazar: An Oasis in Drought Hit Maharashtra, Rainfall 200-300 mm/year, Water table 40-80' in April 2016, No water tanker has been requested in last 21 years, Nearby villages in same district, Water table > 400', Water crisis in April 2016, , Source:, http://timesofindia.indiatimes.com/india/An-oasis-in-drought-hitMaharashtra-village-sets-example/articleshow/51986348.cms, 17
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Summary – Hiware Bazar (Education-sanskar), 1995, , 2012, , School Curriculum, , Defunct, , Curriculum has compulsory course on, water management, 32 students studying medicine in nearby, colleges, , Liquor Shops, , 22, , NIL, , Sanitation, , Open defecation, , 100% toilets, No sweepers hired by village – all work, done by residents, , 18
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Summary – Hiware Bazar (Justice-Suraksha), Families / Population, Gram Sabha, , Forest, , 1995, , 2012, , 182 / ?, , 235 / 1,250, 93 families have returned, Participative, Transparent, , Grazing domestic 10 lakh trees planted 90% success rate., cattle on forest, No grazing in forest – grow fodder instead., land. Trees cut, Babool trees in forest used to harvest gum, for firewood, , Girl Children, , Second daughters marriage expenses, borne by gram panchyat, , Diversity, , Mosque made by community for only, muslim family, , Collaboration, , Community labour, , Environment, , No cars used within village – and outside, use car pools; use cycles within village, (gram sabha 2008), , 19
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Summary – Hiware Bazar (Production-Work, Exchange-Storage), 1995, , 2012, , Average Rainfall / Year, , 400 mm, , 400 mm (190 mm in 2010), , Irrigated Area, , 20 hectares / 976 70 hectares / 976 hectares, hectares, , Water Conservation, , 52 earthen bunds, 2 percolation tanks, 32, stone bunds, 9 check dams., Tubewell only for drinking water, not for, agriculture, , Wells / Water Level, , 90 / 80-125 ft, , 294 / 15-40 ft, , Crops, , Included, sugarcane, , Maize, jowar, bajra, onions, potatoes…, planned after monthly water availability, assessment. Now sugarcane is restricted, to ½ acre & only for fodder, 20% chemical fertilisers plan to go, 100% organic soon, , Organic farming, Milk Production / Day, , 150 liters, , 4,000 liters, , Per Capita Income /, Month, , 830, , 30,000 (60 millionaires), , Families / Below BPL, , 168, , 3 (Hiware Bazar puts it at12), 20
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“I took 21 years to transform my village., Now I have zipped the strategy to take, just 2 years. With community, participation, we can create a new era of, rural change”, Popatrao Pawar, Deputy Sarpanch 2012, , 22
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This is an example of what people have done together, (there is still space for good work in the current system), , After 21 Years… Hiware Bazaar Today (November 2012), 250-300 people visit Hiware Bazaar every day, Popat Rao Pawar has been made State minister, Chairman of, Maharashtra's Model Village Programme, He has been given charge of 100 villages – to implement similar, model, Contacts:, Mohan, Habib Sayyed (works on village water management), 23
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Human Society – Society based on Relationship, Co-existence, , Family is the basic building block, of Society., Family makes effort for, 1. Justice, 2. Prosperity, 3. Participating in Human Society, Human Target – As a Society, , Happiness, , Integrated Family, Society, 34
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Harmony in Society – Undivided Family, Universal Human Order, Human Target (ekuo, , y{;), , Right Understanding, & Right Feelings, Happiness, , Prosperity, , Fearlessness, (Trust), , Co-Existence, , In Every Individual, , In Every Family, , In Society, , In Nature/, Existence, , Five Dimensions of Human Order ¼ekuoh;, , laLdkj, 2. Health – Sanyam, - LokLF; la;e, 3. Production – Work - mRiknu dk;Z, 4. Justice – Suraksha - U;k; lqj{kk, 5. Exchange – Storage - fofue; dks’k, , O;oLFkk & i¡kp vk;ke½, , 1. Education – Sanskar - f”k{kk, , Universal Human Order –, Societal Order in which fulfillment, of the Human Target is ensured, generation after generation, , Ten Steps ¼nl lksiku½ – From Family Order to World Family Order, Family – Family cluster – Village – Village cluster ... Nation ... World Family, ~101, , ~102, , ~1010, 36
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Indicators of Net Achievement (Individual, Family, Society…), , 1. Index of Understanding: % of Population with Right Understanding, e.g. % individuals who live with solution & response (who facilitate, right understanding & relationship in others) vs problem & reaction, (who are mostly talking about problems, get irritated, angry or, quarrel), 2. Index of Prosperity: % of Prosperous Families, e.g. families that have recognised their need for physical facility and, produce/have more than their need, 3. Index of Fearlessness (Trust): % of People one has Trust on, Intention – Unconditionally, Continuously, 4. Index of Sustainability (Co-existence): Enrichment of Nature, e.g. Air Quality, Water Table, Water Quality, Average Annual, Improvement of Soil Quality, Definiteness in Weather, 38
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Practice Session:, Harmony in Nature
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As the National Oceanic and Atmospheric Administration (NOOA) in the US Thursday said that 2016 was on, course to beat 2015 as the hottest year on record globally, the Ministry of Earth Sciences (MoES) reiterated, that for India too it “could be one of the warmest years of the century”., MoES Secretary and lead meteorologist, Dr M Rajeevan, said this year too, January, February and March have, been warm., “In 2015, the annual mean temperature for the country was 0.67 degree Celsius above the 1961-1990 average,, thus making it the third warmest year on record since 1901. However, with the rising mercury levels this year,, especially in the month of March, which is yet to be assessed, it could be one of the warmest years of the, century,’’ said Rajeevan., The other nine warmest years on record are 2009, 2010, 2003, 2002, 2014, 1998, 2006 and 2007., “It may be mentioned that 12 of the 15 warmest years in India were during the past 15 years (2001-2015), while, the past decade was the warmest decade on record with decadal mean temperature anomaly of 0.49 degree, Celsius,” he said., This year, the IMD also came out with a heat index to forecast heat waves and warn regions prone to extremely, hot days. The forecast is to be released every five days for the next 20 days., “Last year, more than 2500 people died because of heat waves across the country. This is a calamity caused, by weather and is as important as drought and flood,’’said scientists of the Indian Institute of Tropical, Meteorology., Heat wave occurs when excessively hot weather, beyond a threshold temperature, extends over a prolonged, period., IMD Director General Laxman Singh Rathore said, “2015 was the hottest year ever recorded and our forecast, predicts a summer with above normal temperatures, due to the El Nino effect. The impact will lessen, eventually.’’ He added that 2016 too looked like it would be among the hottest years. Globally, the reason cited, for such warm temperatures was the El Nino factor, which is likely to become neutral in the coming month., Currently, strong El Nino conditions over the Pacific Ocean that started in 2015 are still continuing, but they will, weaken further by the last phase of the summer season, stated the IMD., NOAA said that for 2016, till date, the global average temperature was 2.07 degrees Fahrenheit above the 20th, century average. It added that this was the highest temperature for the period between 1880-2016, surpassing, the previous record set in 2015 by 0.50 degrees Fahrenheit., , 2
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Human Society – Society based on Relationship, Co-existence, , Human Target – As an Individual, Human Target – As a Family, 1. Happiness (Trust, Justice), 2. Prosperity, 3. To participate in Human Society, , Human Target – As a Society, , Integrated Family, Integrated Society, 3
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Abundance in Nature, , Nature is organised in such a manner that the physical facility required, for any order is available in abundance, Dependence of any order is on all, previous orders, e.g. Animal order depends on plant order, & physical order, , Quantity of units, Physical >> Pranic >> Animal >> Human, , Human, Order, Animal Order, , Pranic Order, , Physical Order, 5
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E.g. Abundance of Fresh Water, , India, 3,287,590 km², 890 mm average rainfall, , Water Storage, Glaciers, Areas with bauxite, Underground aquifers, (433,000 cubic km), , Total annual rainfall, 2,925 cubic km, , Total annual human water use, 230 cubic km urban + rural), , Lakes, ponds…, Forests, , Natural distribution of water, Rain, Rivers & Streams overground, (also distributes silt, fish…), Rivers & Streams, underground, , 6
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Current State – Society based on Preconditioning, Sensation, Assumptions about Human Target, - Individual, - Society, Gross Misunderstanding, (vk/kkjHkwr, , Hkze), , Assumptions (eg., Money is everything), , Accumulation, By Any Means, , Domination,, Exploitation, Fear, , Mastery &, Exploitation, , In Every Individual, , In few Individuals, , In Society, , Over Nature, , Hkksx mUekn, ykHk mUekn, dke mUekn, , Terrorism, War, , Resource Depletion, Pollution, , Obsession - Consumption, Obsession - Profit, Obsession - Sensual Pleasure, , Fragmented Family, Fragmented Society…, 12
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1972 - The Club of Rome publishes "Limits to Growth", , The Club of Rome publishes "Limits to Growth"., The report is extremely controversial because, it predicts dire consequences if there is not a, slowdown of "growth" (throughput of raw, materials from nature):, 1. Environmental breakdown, 2. Breakdown of human relationship, 3. Mental breakdown, , 13
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1974 – Hunger is not a Scourge but a Scandal, Contrary to popular opinion, malnutrition and starvation, are not the result of over-population, of poor climate or, lack of cultivatable land., The reason why hunger exists on such a vast scale is, because world food supplies are controlled by the rich, and powerful for the wealthy consumer., , This classic, study of, Vested interests share responsibility for the fate of the, world, poor., hunger was, written after, Working with local elites & protected by the powerful they, the World, are gradually imposing control over the whole, Food, population., Conference, in 1974, 14
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FAO Report – 11-May-2011, Of the 4.2 billion tons of food produced, more than 1 billion tons of food is, lost or wasted every year, UN-backed report finds (11 May 2011), About a third of all the food produced for human consumption each year – or, roughly 1.3 billion tons – is lost or wasted, according to a, new study commissioned by the United Nations Food and Agriculture, Organization (FAO), Global Food Production is 6 times requirement, Global Food Wastage is 1/3rd of production, Wastage is enough to feed 1300 crore people/year, Have we understood right utilisation?, Is it a question of production?, Is it a question of relationship?, Is it a question of right understanding?, It is a question of right education-sanskar, http://www.un.org/apps/news/story.asp?NewsID=38344&Cr=fao&Cr1, 15
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An Inconvenient Truth, , Watch a video summary "An Inconvenient Truth", 2006, Hindi (27 min), English (17 min), , Observe:, 1. State of the Planet, 2. Root Cause of the Problems, 3. Solution for the Problems, , What were you doing when you had the time to do something?, , We will discuss your observations, 17
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Approaching a state shift in Earth’s biosphere – NATURE June 2012, Human activity now, dominates 43 percent of, Earth’s land surface, and affects twice that area., One-third of all available fresh, water is diverted to human, use., A full 20 percent of Earth’s net, terrestrial primary, production, the sheer, volume of life produced on, land every year, is, harvested for human, purposes., Extinction rates compare to, those recorded during the, demise of dinosaurs., , Average temperatures will, likely be higher in 2070, than at any point in human, evolution., , http://www.nature.com/nature/journal/v486/n7401/full/nature11018.html, , 18
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Discussion, , Root Cause of the Problem (as stated in the video), 1. Population, 2. New Technology + Old Habits, 3. Our Way of Thinking, Assumption: The Earth is so big that humans can not have any lasting, impact on it, What gets us into trouble is not what we don’t know…, It’s what we know for sure that just ain’t so, , With incorrect assumptions, the recognition & fulfilment is also, incorrect, i.e. it is not mutually enriching with Nature nor mutually, fulfilling for Human Being, , 21
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Current Approach, , Work to be Done in Society, , 1. Clarity of All Encompassing, Solution (Samadhan), 2. Effort for All Encompassing, Solution, Human Education,, Human Conduct,, Human Constitution,, Human Order, 3. Problem – Analysis in the light, Problem – Population, old habits,, of Samadhan – Inhuman, Our way of thinking, Conduct (exploitation of, (or only symptom?), nature, domination… are only, the symptoms), Action taken to get rid of it –, 4. Effort for getting rid of problem, Technology, – Ensure Human Conduct, (or symptomatic relief – Temporary?), through Human Education, 23
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Problem (restated), , 1. Population Population without Right Understanding, 2. New Technology + Old Habits Technology developed and used, without Right Understanding i.e. with wrong assumptions, 3. Our Way of Thinking Thinking on the basis of wrong assumptions, (preconditioning, sensation), , 28
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Harmony in Nature, , 1., 2., 3., 4., , Physical order, Plant order, Animal order, Human order, , – soil, metals etc., – trees, plants etc., – animals, birds etc., – human beings, , Nature = Collection of Units, = 4 Orders, , There is a relationship of mutual fulfilment amongst these 4 orders., , So far, the first 3 orders are mutually fulfilling for each other as well as, for human beings, Human being has natural acceptance for mutual fulfilment, Human being has to understand this mutual fulfilment to be, complimentary, 29
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Harmony in Nature, , The physical facility for fulfilling the need of human being are available, in abundance on Earth, in continuity, We only have to realise what our need really is, - happiness, prosperity and its continuity, And how to go about fulfilling that need, - happiness – through right understanding & right feeling in the Self (I), - prosperity or feeling of having more than required physical facility for, nurturing, protection and right utilisation of the Body – through, a) identification of need of physical facility – by right understanding, b) production of more than the need, – by right skills, , - continuity – through undivided family & universal human order, 30
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The role of Human Being is to realize this mutual fulfillment in, Nature – For this, all that we need to do is:, 1. To understand the mutual fulfilment that is inherent in nature, – we do not have to create it, 2. To live accordingly – then the mutual fulfilment amongst the 4, orders will be realised (and there is every provision in nature, for living in a mutually fulfilling manner), , 31
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Practical Exercise, , Make a list of your desires, thoughts & expectations, 1. Find out if these needs can be fulfilled by Right Understanding,, Relationship, Physical Facility or something else (specify), 2. Categorize them as need of Self (I) or need of body, 3. Categorize them based on source of motivation – Preconditioning,, Sensation or Natural Acceptance, Force / Power, Activity, 4. (Optional), cy@“kfDr, fØz;k, 1., Realization, Categorize them as, vuqHko, Expectation, Desire, Understanding, 2., cks/k, 3. Desire, , bPNk, 4. Thought, , You can do this practical exercise, with your family, , fopkj, 5. Expectation, , vk'kk, , Imaging, , fp=.k, Analysis, , fo'ys"k.k, Selecting/Tasting, , p;u@vkLoknu, 1
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Are desires unlimited (or they are continuous?), , 2
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2. Categorize: Need of I and Need of Body, , Make a list of Your desires, Categorize each desire as Need of I or Need of Body, Some needs will be for both I and for Body – you can reflect on what is, the primary need, E.g., Food for nurturing – need of Body, for taste, – need if I, House for protection, – need of Body, House to show others, to get respect – need of I, Q: What is the % of desires that are needs of I, % of needs of Body?, Q: % Effort for PF? % Effort for RU & RF?, Q: Re-evaluate the program to fulfill needs of I. PF can only fulfill needs, of the Body, 10
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2. Categorize: Needs of I and Need of Body, , Human Being = Coexistence of Self (I) and Body, Activities of desire, thought & expectation are going on in the Self (I), These activities are continuously going on. I can see this within myself, Some of these are related to needs of the Body and some or related to, the needs of the Self (I). We can distinguish between these two, Most of the desires, thoughts & expectations are related to the needs of, the self, , Most of the effort is for physical facility, More effort on right understanding & right feeling in oneself is required, 11
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2. Categorize: Need of I and Need of Body, , About 10% desires are needs of the Body, About 90% desires are needs of Self(I), , About 10% effort is for Right Understanding &, Relationship, About 90% effort is for Physical Facility, , Most of the desires are of needs of Self(I), Most of the effort is for Physical facility, Physical Facility can fulfill only needs of the Body…, … There is a mismatch between desire and effort …, What is the effort required to balance this?, 12
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2. Categorize: Need of I and Need of Body – Effort, , Sanskar (t+1) = Fn [Sanskar (t), Environment (t), Self Exploration (t)], Proposal, Self Study, Self Verification, Listening (with comitment, concentration, listening to get the sense, in which the speaker is indicating, not comparing with preconditioning), Self-Exploration (to see the reality indicated by the words, to refer, to your natural acceptance), , Right Understanding & Right Feeling in the Self (I), Your Desire, Thought, Expectation, is guided by your own Natural Acceptance, , 13
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3. Categorise: Preconditioning, Sensation and Natural Acceptance, , Reflect on its underlying assumption, Eg. Nice house, - Nice = comparatively better than other houses – preconditioning, - Nice = luxurious – sensation, - Nice = provides protection for body – natural acceptance, , 14
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3. Categorise: Preconditioning, Sensation and Natural Acceptance, , Preconditioning: Assuming without knowing. Depends on something or, someone outside, keeps changing. Not sure it leads to harmony or, contradiction., Sensation: taste of sound, touch, sight, taste, smell, 4 topics: food,, sleep, fear/security, sex (samvedna – shabd, sparsh, roop, ras, gandh,, 4 vishay: ahar, nidra, bhay, maithun), tasty-necessary tasty-unnecessary tasteless-unnecessary intolerable, , Natural Acceptance: About meaning (sarthakta), Purpose or what to, do as a human being. Leads to harmony (happiness) within, continuity, is desirable, possible, 1. Assurance, (Ashwasti) – I am clear this is what I want to do, 2. Satisfaction, (Tripti) – I am sure that this will lead to harmony, 3. Universal, (Sarvbhaum) – It is same for all, Q: % Preconditioning, % Sensation and % Natural Acceptance, 15
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Natural Acceptance, , About meaning (sarthakta), purpose or what to do as a human being., Leads to harmony (happiness) within, continuity is desirable, possible, For Relationship, For Harmony, For Co-existence, , [Mutual fulfillment, complimentarity], [Nature is by way of harmony, mutual enrichment], [Existence is Co-existence, is ever present], , 1. Assurance, 2. Satisfaction, 3. Universal, , (Ashwasti) – I am clear this is what I want to do, (Tripti) – I am sure that this will lead to harmony, (Sarvbhaum) – It is same for all, , About What to Do (Not about How to Do), 18
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3. Categorise: Preconditioning, Sensation and Natural Acceptance, , Human Being = Coexistence of Self (I) and Body, Activities of desire, thought & expectation are going on in the Self (I), These activities are continuously going on. I can see this within myself, These activities are motivated by preconditioning, sensation and natural, acceptance, , Most of the desires, thoughts & expectations are motivated by, preconditioning and sensation; and to that extent I am partantra, My natural acceptance is for swatantra. Partantrata is not naturally, acceptable to me, To be swatantra, effort is required to understand my natural acceptance, and be motivated/guided by it, 37
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3. Categorise: Preconditioning, Sensation and Natural Acceptance, , About 5% desires are based on Natural Acceptance, About 60% desires are based on Preconditioning, About 35% desires are based on Sensation, If most of the Needs are based on Preconditioning or, Sensation, then one is living mostly in Partantrata, , Effort required for swatantrata:, a) Self awareness, b) Evaluation of desire on the basis of your natural, acceptance, If desire is naturally acceptable, it will become, definite & continue otherwise it will slowly become, corrected or drop off, 38
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4. Sequence of Desires: Goal or just a Step?, Desire (pkguk) – Aim, Objective, Purpose, , To Become, Banana, , To Do/Get, Karna/Paana, , To Be, Hona, , Doctor, Engineer, IIT Engineer, Farmer, Thief, ….., , Service, Money, Respect…, Make Things, Money, Respect …, Make Things, Money++, Respect++…, Grow Things, Money, Respect…, Get Things, Money, Respect…, , Happy & Prosperous, Happy & Prosperous, Happy & Prosperous, Happy & Prosperous, Happy & Prosperous, , Steps toward Goal, Not the Goal, , Basic Human Goal, Desire, Aim, Objective, Purpose, , Teacher by Chance, Teacher by Choice…, 41
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Sources of Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, , – in Self (I), – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, , 46
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Sources of Continuous Happiness, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), Definite completion point, Continuity is possible,, Swatantrata, 2. Right Feeling, – in Self (I), , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Definite completion point, Continuity is possible,, Swatantrata, , 47
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Sources of Excitement (Temporary Happiness), , 2. Right Feeling, – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, Temporary, Dependence on Other,, No completion point, Continuity not possible, , Sound, Touch, Form, Taste, Smell, Temporary, Dependence on Body & Other,, No completion point, Continuity not possible, Tasty-Necessary Tasty-Unnecessary Tasteless-Unnecessary Intolerable, 48
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Purpose of Right Understanding, Right Feeling, Sensation/PF, , 1. Right Understanding, Harmony at all levels of being, Human Being, Family, Society, Nature/Existence, – in Self (I), for happiness in the Self(I), definite completion pt., 2. Right Feeling, – in Self (I), – From Other, , 3. Sensation, PF, – Through Body, , Trust, Respect, Affection, Care, Guidance,, Reverence, Glory, Gratitude, Love, for happiness in the Self(I), definite completion pt., For evaluating state of other Self(I), to identify complementarity in relationship, Sound, Touch, Form, Taste, Smell, For evaluating state of physical facility, to identify if it is OK for nurturing, protection, of body (health of body), exchanging feeling &, right understanding, 49
