Fianl Human Value and Professional Ethics Complete Book

8/16/2019 Fianl Human Value and Professional Ethics Complete Book

1/208

Abhay

saxena

Vayu Publication , NewDelhi

[HUMAN VALUESAND PROFESSIONALETHICS]A foundation course for the professionals to achieve excellence in lifethrough self exploration


2/208

Dedicaed !ih "#ai$de %

P%%&ya '$#$de(

P) Sh#i#a* Sha#*a Acha#ya&i

+

Pa#a* Vandaniya

Maa ,ha"!ai De(i Sha#*a&i

Pa#%n -%$nde# %-

A.. !%#.d 'aya#i Pa#i!a#

Shani/$n&0 Ha#d!a#

1ih hei# .%(in" 2 b.essin"s

This !%#/ beca*e s$ccess-$.

2 | P a g e


3/208

,#ie- C%nens3P#e-aceAc/n%!.ed"e*enAb%$ he A$h%#sAn In#%d$c%#y O(e#(ie! %- he ,%%/

Seci%n I 3 In#%d$ci%n % Va.$e ed$cai%nChapter I: Basic of human values

Chapter 2: Understanding value in education

Chapter 3: Self exploration as the process for Value education

Chapter 4: Human aspiration much needed sugar of life

Chapter !: Understanding human aspiration the clash of consciousness

Seci%n II 3 Unde#sandin" he ha#*%ny a (a#i%$s .e(e.s

Chapter ": Understanding the concept of harmon#

Chapter $: Understanding the concept of self %I& and 'od#

Chapter (: Understanding m#self

Chapter ): Harmon# *ith in the famil#

Chapter +,: Harmon# *ith the societ#

Chapter ++: Harmon# *ith nature

Chapter +2: Harmon# *ith cosmos and concept of existence

Section III : ighteous !nderstanding of professional ethics

Chapter +3: Basic of universal human values and ethical human conduct

Chapter +4: Holistic alternative to*ards universal human order

Chapter +!: -rofessional ethics a complete overvie*

Chapter +": Holistic approach to*ards life st#le the road ahead

A44endix'.%ssa#yRe-e#ences

3 | P a g e


4/208

P#e-ace3

fine morning m# colleague -f. San/eev Sharma called me. He*as 'it anno#ed and complaining a'out the social and moral

degradation and ultimate deca# of societ#. His out'urst loo0s

natural and he as pioneer in the field of education is going

through man# rough patches in around life. 1e exchanged

vie*s a lot on that da# and come across man# segments and finall# landed up

on conclusion that our emotional and sentimental Ba0/ha0 *ill 'e presenta'le

to the societ# in the form of a 'oo0 on Human Value and moral ethics.

Human as the name suggests High 5an is a pioneer in the 6od7s 0ingdom.

He is highl# edited version of animal and 'eing on this earth *ith an additional

hard dis0 i.e. the mind. 8he heav# head Human is the onl# creation of 6od *ho

can thin09 act and change the so called m#stical *orld of 6od. In the *orld of

ne* interventions and innovations the rapid development are leading to*ards

a goal *here creation of 6od is on the cards and if it is materialie in a perfect

da#9 it must not 'e a surprise.

ctions and moving ahead is s#non#ms of Human efforts. 8o pace up the life

*ith the help of machine is ma0ing the /ourne# smooth and effective and no* it

loo0s that the entire *orld is under control. 8he s0# is the limit9 sho*s the

determination and enthusiasm of the human mind. 8o con;uer the earth *as

mile stone of last centur#.


5/208

la'orator#. 8he artificial *orld is 'eing continuousl# replacing the real *orld.

8his is reall# remar0a'le as the human efforts are /ust some centuries old

*hereas the 6od9 the generator9 operator or the destro#er too0 million of the

#ears to create histor# and historical 'eing on this earth.

8he ;uestion arises *hat happen next *hen the man creates a man= 1hat

happen *hen he con;uer the universe= 1hat *ill 'e the matter of research

after that is a matter of de'ate for entire intelligentsia. It loo0s from this end of

the *orld that one thing is missing alarmingl# is the soul. 1ho is the loser9 *hat

is going 'ehind is 8h#self. Hardl# has it made us to loo0 into inside of the self

and come around an# ne* theor# or definite result. Seldom has *e time to

introspect for to realie th#self. 1hat is the purpose of ma0ing over here= 1ho

am I= 1hat am I=

>o these ;uestions ever haunt us or *e are /ust merel# spectators *aiting for

someone to come up *ith solutions at some da# and *e /ust clap and

ac0no*ledge the ne* finding. 8he technocrats *ho are supposed to more

introvert must come up aleast some programming structure9 *h# *e can7t

de'ug the life error. 1e had some man# o'/ects9 classes and varia'les in

enormous programming li'raries9 Can7t *e manage a single program i.e. the

program of life. 1h# is it so miseries in nature9 aren7t *e come up *ith some

perfect operating s#stem *hich can 'e once installed can ma0e and match

ever#thing *hich a small 'ut happ# life needs=

1e the so called educated people of the societ# do reall# need a human value

'ased education. 8he values *hich are in our nerves9 'loods and vain9 right

from the 'irth or call it hereditar# as Bharat vanshi does reall# need a lesson

of moral ethics. ?thics is the treasur# *hich *e feel proud9 and *e do seldom

said that the Indian culture has sho*n the *orld the torch of 0no*ledge. >o

these honora'le citiens of India have forgotten to s*itch on the light of this

torch or the# have focused ever#thing on the *orld and loo0 so forgotten the

'asics and lost the glae and glamour in the extreme dus0.

5 | P a g e


6/208

1ho *ill sho* the path= 8he education *hich *e are getting in our colleges

and school has lost its 'asic goal and original o'/ective. 1h# and *hom for the

education is more ans*era'le rather than giving ans*er to *hat for this

education is= Is it /ust a process of providing another paper sheet *hich *orth

less than a fe* hundred rupees or getting high salar# pac0age or to get the life

in a perfect shape or to sho* the art of living to the *orld= 5an# theories and

st#les of teaching are in the *orld 'ut it loo0s that ever#thing is /ust leading

to*ard a ne* s;uare *here ever# road leads to ne* m#ster# and surprises for

life. 5an# *or0shops9 seminars9 government and


7/208


8/208

8his 'oo0 *ill provide a road map to 'asics of human values and professional

ethics. 8he scope and the horions of value education can 'e easil#

understood '# going through some thought provocative statements in the

coming chapters. 8he mind and its relationship *ith the 'od#9 soul can 'e

'etter realie '# going through the contents in details. 8he harmon# *ith the

nature is to 'e understood firstl# and then the action accordingl# is the need of

the hour. 8he personalit# of the self and then loo0ing 'e#ond the self is the

ne* dimensions of understanding the 'est of us *e have. 8he universal value

and the ethics and moral stories *ill provide an insight vie* of the ishis and

munis of Vedic era. 8he professional standard and the ethical relationship *ill

lead the professors as *ell as the students to get a practical approach in the

life.

1e are grateful to man# laureates ph#sical and su'tle in this *orld for ma0ing

us to come up *ith this foundational course in the human value and

professional ethics. @ur hum'le re;uest to the intellectual class is to provide

us the feed'ac0 *hich is more vital for the *riters especiall# *ho have a small

experience in the field of *riting to shape and tone this 'oo0 into a perfect

ph#sical sheath and to serve the societ# as al*a#s in the search of ne* lights

and horions.

D 'ha# SaxenaD San/eev Sharma

Ac"nowledg#ent:

8 | P a g e


9/208

1e are heartil# grateful to man# stal*arts and experts during the development

of the course material *hich comes into the shape of the 'oo0 after #earlong

efforts. 8heir regular input9 discussion and 0ind suggestion has ma0es our

*or0 eas#.

In particular9 *e *ish to express our inde'tedness to >r. -ranav -and#a9

Chancellor9 >ev Sans0riti vish*avid#ala#a for providing us a ne* vision on

holistic life st#le9 Bhag*ad 6eeta in ne* perspective and meditation through

his regular discourses.

In formation of this 'oo0 and *riting various chapters9 the tangi'le help *as

provided '# >r. S.-.5ishra9 vice chancellor9 >SVV9 -f. S.. gar*al9 Sho'hitUniversit#9 -f. @m vi0as9 C>C ehradun.

1e are also grateful to our *ives n/ali Saxena and eena Sharma for their

dedicated support and encouragement to carr# out this uphill tas0 successfull#.

1e are rather than0ful to 5s. Upasana Saras*at9 a student of final #ear

graduation E 5r. 6opal rishna Sharma9 5.Sc. %C.S.& first #ear student of

>SVV for providing us the 'asic inputs through their real insight and

suggestions *hich ma0e us to come up *ith this 'oo0.

Fast 'ut not the least *e are also than0ful to 5r. Gain and his team of Va#u

-ulication9 elhi for the tremendous endeavors in pu'lishing and

promotion of this 'oo0 on time.

9 | P a g e


10/208

Ab%$ he A$h%#s

P-) San&ee( Sha#*a3

• Is Professor and $ead, %& 'ech and (&)&A& in *&P& Institute of

+ngineering and 'echnology (eerut& $is expertise is in Algorith#,

discrete #athe#atics, )o#puter rgani-ation.............&

• $is publication wor" is i##ense in nature and already published

#ore than /0 boo"s on various di#ensions of co#puterfunda#ental, Arti1cial Intelligence, 2eb technology, Database(anage#ent syste#, +3co##erce, )o#puter Networ" and so on&

• $e is a #otivational spea"er and conducted #any wor"shops and

se#inars in and around #any states of India on personalitydevelop#ent and holistic lifestyle&

M#) Abhay Saxena 3

• Is an Associate Professor 4 $ead in Dept& of )o#puter Science, Dev

Sans"riti Vishwavidyalaya& $e is being a life ti#e volunteer of Shanti"un5, $ardwar& $is expertise is in Infor#ation etrieval usingsy##etric web, co#puter Networ"s and Vedic Studies&

• $e has published 6 boo"s related with co#puter funda#entals,co#puter networ", e3co##erce, database #anage#ents, life#anage#ent and %hagwad 7eeta in #anage#ent perspectives& $ehas sub#itted several research papers in National and Internationalse#inars and 5ournals&

• $e is a #otivational spea"er and delivered #any lectures on #oraleducation, positive lifestyle, personality disorders in national andinternational scenario&

An In#%d$c%#y O(e#(ie! %- he ,%%/

1e are proud to present this 'oo0 to the readers. 8he 'asic aim *as *riting

this 'oo0 is to provide an inside out vision of values9 moral teaching9 ethic and

10 | P a g e


11/208

fundamental of life. 8he language is simple and da# to da# life examples has

'een included so as the reader ma# have the feel of their o*n life.

1e had 'een 'rought up in the societ# *here the values have 'een preached

a lot and occasionall# *e tr# to adopt them as the salt of life. @ur efforts are

here to ma0e a proper understanding of these values and their relationship

*ith th#self9 famil#9 societ# and ultimatel# *ith the nature. 8he ma/or segment

is the transformation of the self into a 'igger self.

8here is much emphasis on the self exploration and navigation in this 'oo0.

8he harmon# of the self *ith the nature9 societ# and famil# is the 0e# of life and

the techni;ue to find the desired goal is easil# explained in the coming

chapters.

8he 'oo0 is divided into three ma/or sections follo*ed '# glossar# and

appendices:

Section I9 comprises of the introduction to the value education is 'eing

elongated into the need of value 'asic understanding of the value education9

follo*ed '# self exploration of values education and lastl# the 'asic aspirations

of life has 'een explained.

Section II is the soul of the 'oo0 *here there is much emphasis on the self.

8he purified self9 the holistic relationship 'et*een mind9 'od# and soul9 the

harmon# of the self *ith the surrounding and circumstance is minutel#

explained. 8he proper harmon# of individual *ith the famil#9 societ# and nature

is ela'orated further. 8he concept of existence *ith the other living creature is

finall# explained in this section

Section III 0eeps the pace of the 'oo0 *ith rightl# understanding of

professional *orld9 professional ethics and holistic approach to appl# in life

st#le is emphasied. 8he importance of the human conduct9 education and

11 | P a g e


12/208

change in the constitution is explained. 8he definite road ahead and ho* to

0eep the things intact in the on*ard /ourne# is the last segment of this section.

uthors

12 | P a g e


13/208

13 | P a g e


14/208

Section I

Introduction to Value education

8he su' themes are

Basic of human values

Understanding value in education

Self exploration as the process for Value education

human aspiration – much needed sugar of life

Understanding human aspiration – the clash of consciousness

14 | P a g e


15/208

Unit I

Basic of Human Values

Nature of Life:

t all starts *ith the 'asic of the nature i.e. life. 8he value of a natural

product is ver# much there. 1e distinguish it in man# formats. Some

products are sorted out '# the ;ualit#9 some '# ;uantit#. 8he more or

less9 'est or *orst and good or 'ad are the supplement terms related *ith

value of a product. 8he ;uestion is ho* a value can 'e calculated= 1ho is

going to 'e the /udge and *hat are the parameters *hich one must 0eep in

mind in order to achieve the excellence=I@'vious9 the creator is not going to come to the earth. It is *e are going to

ma0e the difference or the 'etter /udges to get the things going in the 'est

possi'le *a#. Civiliation comes and goes9 'ut the *orld remains as it is. It is

the current social changes or the scenario of the societ# *hich do decides

*hat the values are and ho* one can 'e 'enefitted or even adopts the 'asic

values in da# to da# life.

8he search for the values is a common phenomenon in all philosophical9

religious and cultural traditions. Arom the earl# da#s of classical ancient

civiliations the en;uiries *as focus on the ultimate or a'solute values. In the

6ree0 tradition these ultimate values have 'een recognied as 8ruch9

%6oodness and Beaut#&. In the Vedanta9 the atmavad tradition9 the ultimate

value and the ultimate realit# is Sat9 Chita9 nanda %existence9 0no*ledge and

'liss&9 *hich denotes the universal Self or the Brahma %6od&. In the Buddhist

tradition the goal is li'eration from the 'ondage of >u0ha9 caused '#

ignorance9 greed and hatred. Buddha sa#s9 that love is the onl# solution to get

rid from du0ha *hich leads to a state of nirvana. 8he other value themes

pursued '# ancient as *ell as relativel# modern philosophical traditions are

15 | P a g e


16/208

concerned *ith moral and ethical values and the personal and social conduct

'ased on them.

8he /udges are the 0e# mem'ers in the societ#. 8he# are 'asicall# aristocrats9

'ureaucrats9 and the name differ from region to region 'ut these persons are

the 0ing pin of the societ#. 8he entire villages9 districts or even the nation

'lindl# follo*s them. 1hatever the# sa#9 or *hatever decided '# the panch

%village and su'ur's scenario& is the final *ords and one has to a'ide '# these

rules and regulation.

Situation has so far changed in man# districts 'ut still it loo0s so that the

values ma# differ as per the norms of societ# or the peoples. So it is ver# hard

to decide *hether *e need values in this GungleDra/ %'ar'arism& of societ#.

8here must 'e a generalied formula for the societ# to 'ind the people and

different segments into a single nec0lace. 8he la* and order situation9 the

rules and regulations are 'asicall# value added varia'les *hich are located

into the societ# function to run smoothl#.

>oes the -rince of 6od9 *e usuall# called him human 'eing needs to

understand the concept of value. >oes these values needs to 'e taught in a

school9 college that *hat this is #ou are= ou are suppose to 'ehave as a

human 'eing9 if the things are going out of hand9 then it is reall# a great

concern for the future of the societ#.

Values – what are the!

8he sense of value is an essential attri'ute of the human societ#. It is the

sense *hich prompts and guides the true aspect of 6od lies in ever# human

'eing. 8he *ord Jvalue7 expresses in ;ualitative significance *e assign to

ideas9 feeling9 activities and experiences.

1hile tal0ing to the different aspects of Values and definitions are concerned

the term value literall# means:

16 | P a g e


17/208

• elative *orth9 merit or importance the value of a college education

the value of ;ueen in chess

• 5onetar# or material *orth9 as in commerce and trade this piece of

land has greatl# increased in value.

• 8he *orth of something in terms of the amount of other thing for *hich it

can 'e exchanged or in terms of some medium of exchange.

• ?;uivalent *orth or return in mone#9 material9 services. ?tc. to give

value for value received.

• 5athematical value

• 5agnitude ;uantit# num'er expressed in figure and this list goes onK

Value is a concept that descri'es the 'elief of an individual or culture. set of

values ma# 'e placed into the 'elief of a value s#stem. Values are su'/ective

and var# across people and culture. Value are the evaluative standards *e use

for deciding *hat is right and *hat is *rong9 *hat is good and *hat is 'ad9

*hat is desira'le and *hat is undesira'le.

@ur inner self goes through these experiences and anal#ses the experiences9

sometimes consciousl# 'ut more often unconsciousl#9 and tries to put up result

in the 'est thought pattern availa'le. 8he 'asis of this evaluation process is our

s#stem li0e9 Jhe is a good person79 Jshe is an honest lad#79 Jit is a 'eautiful

sunrise79 J*e should respect all9 etc.

8he value s#stem *e ac;uire reflects our o*n persona and affects our

attitudes9 preferences9 goals and aspirations. It sets the standard and

guidelines *hich govern our personal and social 'ehavior9 the ;ualit# of

relationship *e 'uild9 and the response *e ma0e to life situations. 8hose *ho

value mone#9 po*er and status have all ideas and efforts to achieve them9

ignoring the social9 human and ethical implications and lastl# the# attain it

an#ho*. Aor them9 human relationship is onl# a professional attitude and its

importance is nothing more than that.

Human value definitions:

17 | P a g e


18/208

Value in general9 important and enduring 'eliefs or ideas shared '# the

mem'ers of a culture a'out *hat is good or desira'le and *hat is not. Values

expert ma/or influences on the 'ehavior of an individual and serve as 'road

guidelines in all situations.

Values evolve from circumstances *ith the external *orld and can change over

time. 8his is not to sa# that the value concept themselves are not universal9

merel# that each individual possess a uni;ue conception of them i.e. a

personal 0no*ledge of the appropriate values for their o*n genes9 feelings and

experiences.

It is ver# rightl# sa#s '# S*ami u0tananda that9 the values are the ver# core

of our 'ehavior9 the motive force of our lives.

Values are caught "ut not taught:

Human nature is su'/ect of research and it s*ings from time to time. Sometime

*e 'elief in the ultimate 6od and act accordingl# to his rules and regulation

and sometimes *e acts li0e a perfect atheist. 1e rarel# put an# e#e on the

existence of the 6od9 its rules and regulation9 and tr# to 'ehave in a fashion

*here *e are the sole proprietor of the *orld. 8he river9 the mountain9 the

social structure and the luxur# comes under one 'elt and one 'ecomes the

demigod of the societ#. 1e can find these demigods more in societ#.

8he value defined in the earlier paragraphs suggests that it depend upon

individual perception. It is ver# rightl# said that the values are caught 'ut not

taught. 8hin0 of the situation *here the honest# is to chec0 out. If it is 'eing

practiced in the earlier part of life then onl# the honest# *ill come from inner

soul else if 'eing taught then the person *ill definitel# slip from the conduct.

8o help the need# person is a good value to 'e incorporated in life. -eople

ta0e it casual instead of it al*a#s pa# a good role in human life. 5an# of us are

18 | P a g e


19/208

not *illing to help others *hen needed. 1e tries to give some arguments that I

am not a god to help all9 it is not our matter or sometimes *e sa# if7s and 'uts

are part of life9 one has to deal it as per situation. 5an# mouths *ith man#

excuses continue in life.

emem'er *e give excuses in spite of having enough resources. Contraril# on

other hand *e do find that the people having minimum resources are al*a#s

read# to help others. It is not 'ecause the# need an# name of fame 'ut the#

are more open hearted person *ho does 'elieve that entire *orld is one famil#9

the concept of Vasudev Kutumbkam. 8he# are not the laureates of @xford or

Cam'ridge 'ut still the# 0no* the real po*er of value in da# to da# life.

Values are immense in nature9 e.g. the value to 'e nurtured to the extent it

helps in the person career gro*th. 8he value moralit#9 /ustice9 0indness9

compassion ma# decline even lucrative career options if it re;uires

compromising these values. If someone values nature and natural 'eaut# he

*ill 'e tre00ing in mountains during holida#s rather than shopping in mall.

Similarl# those *ho value music9 art9 literature *ill spend their evenings in

these pursuits instead of *atching 8V or chilling out. In short9 the ;ualit# of

living space *e create for ourselves is determined '# our s#stem of values.

#pes of Values:

Values can 'e classified in man# manners. Basicall# if #ou see microscopicall#

the human conduct %manviya acharan& is divided into three catagories i.e.

value % manviya mulya&9 polic# % niti & and Character %Charitra&.

8#pes of human conduct:

19 | P a g e


20/208

v al u e 8 # anvi y a# ul y a 9 ,

p ol i c y 8 ni t i 9

)h ar a ct er

8 )h ar i t r a 9 &

8he first and third are mostl# ta0en care '# human 'eing and second one is

left for the societ#9 police and for others *ho has 'een responsi'le to maintain

peace and prosperit# in societ#. Values are supplemented or replaced some

time '# S*a'hav %'ehavior&.

Swabhav $"ehavior% : It is true that the 'ehavior sho*s the personalit# 'ut

human 'eing is so t#pical that he can hold t*o personalities simultaneousl# in

man# cases. 8he dual personalit# cases are alarmingl# increasing and

ps#chiatrist are 0eeping up the pace to handle them.

Niti %-olic#& : 1hen *e tal0 of the


21/208

clearl# understood '# the self *hile *or0ing or moving in the an# part of the

societ#.

&lassification of Values $Vedic scriptures%

If one goes through the immense of sea of Vedic literature9 one can easil# find

that all these shastras %vedic 'oo0s& are full *ith values i.e. to ma0e the 'est of

the societ# in *hat so ever ma# 'e scenario. 8he values *ill 'e in form of

Geevan mul#a %values for life&9 manvi#a mul#a % 'asic human values&9 stapit#a

mul#a %esta'lished values& or Sisth#a mul#a %expressed values&.

Fet us ta0e one '# one a'out these values in da# to da# life9 in famil#9 in

societ# or largel# the# are the part of an# nation.

'eevan (ula: 6od has given us /eevan %life&. It also means that *e are

the living 6od on earth. 6od is not li0e an# UA@ person landing from the ne*

territories or planet. It is 'eing defined as the person o*ning the godliness

;ualities can 'e named as 6od. If *e have a /eevan so the ;ualities of 6od

must 'e im'i'ed in the self. 1e all 0no* it ver# *ell that 6od has given us all

the 'asic ;ualities and virtues in the su'tle form. 8hese ;ualities lie inside the

human 'eing. It is the onl# *e that can ma0e the difference '# continuous

cultivation of righteous deed that can transform our life into superlative form

I.e. if not 6od then next to 6od or godliness form.

8here are four ma/or /eevan mul#a:

+. Shanti %peace of mind&: 5an# 0no*s a'out peace9 *ant to find it and

tr# to search it in man# forms and t#pes 'ut land up open hands. Shanti

%peace& cannot 'e 'ought from the mar0et it has to find. 8he ma/or

;uestion is to find it *here= @ne cannot find in the mar0et place9 nor in

the temple or mos;ue 'ut it can 'e find out in the core of our o*n heart.

It resides inside the self9 the purified soul 'ut *e hardl# pa# attention to

attain it. Shanti the real peace of mind and 'od#9 the state *here there

21 | P a g e


22/208

is no distur'ance9 no more 0a#os9 distress9 dis'elief and no *orld of

stress.

2. Su)ha $happiness in all circumstances%: the su0ha is the state *here

one find real pleasure9 happiness in all the circumstances. It is not

confined *ith the state of getting material pleasure or ph#sical pleasures

'ut the state of happiness in all the conditions. 1e al*a#s feel

comforta'le and co# in the situations *here the things are going

favora'le and al*a#s complaints *hen the situations goes out of hand

or not in control. Su0ha is 'eing tal0ed as a situation such as @cean

*ho hardl# cares *hether the tides are ma0ing to*ards the 'each or

moving a*a# from seashore. It is /ust li0e a >rastha %visionar#&9 *ho

sees all the things %>rasha0& 'ut ne*er tries to engage in it %drash#a&.

3. Santosh %to satisf# the innerself9 contentment *ith the availa'le

resources&: it is true that Santosh dhan param su0ham i.e. that if one

attains the santosh %satisfaction&9 he is filled *ith all the su0h

%happiness&. 8he vedic literature rightl# said this santosh can 'e attain

'# the practice onl#. It is a state *here the inner self sa#s that this much

is enough I am not going accumulate furthermore9 *hatever I am

having is enough. @nce these thoughts come into the mind that mean

one is moving ahead in the righteous direction. So it is the situation

moving al*a#s from the greediness.

4. *nanda %perfect 'liss9 the attainment of the Sampurana free from all

*orldl# 'ondages&. It is the condition *hich is rarel# find in the societ#.

stage of paramhansa or perfect soul. 8he state of 'liss %ananda& is

reall# hard to attain 'ut not impossi'le in nature. 8he situation *here

one understands *ho am I = *hat for I am here= 1hat is the source of

m# origin= 1hat is m# definite goal on ma0ing this earth= ?ver# thing

loo0s cr#stal clear in this state of mind9 *here one is filled *ith shanti9

su0ha and Santosh.

22 | P a g e


23/208

It is the perfect state *here one realie that I am the part of that 6@>9

*ho is omnipotent9 omnipresent and omniscient. It is the state of S*ami

ama0rishna paramhansa9 *ho tal0s *ith 0ali in temple9 eat *ith her

and it is /ust the complete transformation of the self into 6oddess ali. It

can also 'e understand in a *a# that all the virtues9 ;ualities are

im'i'ed in the ama0rishna.

Similar *as the case of Ford Buddha. 8he ordinar# prince of a 0ingdom

after performing penance attain the situation of perfection and 'ecome

lord Buddha *ho sho*s the path of peace9 happiness and santosh to

the societ#. His maestro *ords Budhham sharanam 6ach#ami9

Sangham sharanam 6anchami9 >hammam sharanam 6ach#ami are

still sho*ing the light of attain the ananda.

• If Su0h is there is a definite possi'ilities that one can find shanti

o Shanti L su0h M shanti

• @nce shanti is added into su0ha it *ill leads to*ard santoshN

o Santosh L Su0h M Shanti

• @nce santosh is 'eing added *ith com'o of su0h and shanti that

ananda is not a far.

o nanda L Su0h M shanti M Santosh

23 | P a g e


24/208

Su"h shanti

Santos

h

Anand

a

(anavia (ula $Basic of human values%:

1hile tal0ing of the 'asic of human values9 there are certain ;ualities that are

expected to 'e a part of nature of ever# human 'eing. 8his onl# ma0es us

them count to 'e a true human values or manvi#a mul#a.

Ford rishna rightl# profound in Bhag*ad 6eeta

Bhuddhirg#ansammoha chama sat#am dhamah shamah

Su0ham du0ham 'hava'havo 'ha#am cha'ha#mevav cha.

hins asamta thushtitapo danam #asho#ashaha.

Bhavanti 'hava 'hutanam mata evah prathvivadhaha. %+, O 4D!&

In 'rief lord rishna sa#s in the a'ove verses that the determination po*er9

true 0no*ledge9 merc#9 control over the mind9 happiness and sorro*9 'irth and

death9 'raver# and co*ard9 santosh9 tapa %penance&9 0irti %fame& all are 'orn

from me. 8hat is in 'rief that all the human 'eings are 'orn *ith these virtues

'ut *ith the time frame these virtues lies unexplored in the human 'od#.

24 | P a g e


25/208

o Sama/dari % intelligence&: to use the proper 'rain in ever# conditions of

da# to da# life.

o Immandari % honest#&: man# sa#s honest# is the polic#9 that is to 'e

honest in all parts of life.

o Gimmedari %dutifulness&: if *e thin0 that *e are the responsi'le for the

circumstances then onl# *e can ma0e a change. >utifulness must 'e

come from the heart not from the mouth onl#.

o Bahudari % Braver#& : once has to sho* his 'raver# *hen the time

demends.

o Chamah %forgiveness&: Brave hearts are al*a#s has the virtue of

forgiveness. 8o let go and forgo are the 'eaut# of these highl# potential

souls.

o >a#a %indness&: to sho* the 0indness to all the need# persons is a

real human value.

Sthapita and stitha mula: $esta"lished and express values%:

Indian vedic scriptures are filled *ith these stapit#a and stith#a mul#a. 8he

mandup upnishad9


26/208


27/208

are of #our time9 the# are /ust o'solete in nature9 the# are not fit for the modern

societ# and man# more. 1ho *ill ans*er these ;uestions= 8he generation

gap is creating all these differences in changed values.

&onflicts "etween generations $+eneration +ap%

8hat7s perfectl# true if #ou loo0s into societ# *e seldom finds the 'ehavior9

personalit# of the #oung generation is a mirror of the current icons of the

societ#. 8he film stars9 the sports person are the real ideal for the #oung *orld.

8he *orld fashion is /ustified '# its true sense if #ou see the societ# '# the

e#es of #outh. 8he# sa#s that fashion is /ust a *a# of presenting the self. It is

dressing sense9 the *a# of putting clothes in all possi'le matter of permutation

and com'ination in selection the *ardro'e is the real fashion. 8he #oung mind

sa#s *h# #ou mind if I put the /eans in m# o*n *a#s. fter all it is m# life and

ho* is going to govern us. 8he ans*er he *ants to hear from #ou is the self.

8hese are the things *hich ma# differ from the parental perspective. 8he# cr#

that the# have seen the *orld more. 8he# 0no* *hat is good or 'ad9 or even

tries to force their *ard to perform *hatever the# li0e so. It is a matter of

conflict *hat to do and *h# to do= 8his is all a'out the as al*a#s the stor# of

generation gap. It *ill remain as it is 'ecause the changing mood of the societ#

compels the person to change.

nd it is true rather harsh9 that change is not accepta'le after an age. 8he ever

changing scenes9 actions and activities enforce us to 'e a part of the race.

Some cope up ver# nicel# 'ut for some of them lost the race 'efore start.

Some starts ver# slo*l#9 some starts nicel# 'ut could not cope up *ith the pace

of the societ# and lost the trac0. so the pace of change and the action of

performance does var# from person to person. 1hom to 'e 'lamed=

8hose *ho are 'orn in #oung generation *ith ne* uprooting of action are to

come on platform or those *ho had 'een 'orn much 'efore this generation9

27 | P a g e


28/208

traditional in nature9 li0es to *or0 in the frame of the societ#. 8his conflict

al*a#s gives 'irth to ne* change in the values and ethics of societ#.

Situation adapta"ilit is the solution of +eneration +ap

8he societ# is for to live in a perfect fashion and order. If an#thing goes *rong

the first and foremost effect al*a#s comes into the form of social disorder. So

*hat has to 'e done is to 'e converted into act rather preaching from the man#

stages and ceremonies.

6eneration gap is a menace to the societ# and often it 'leed so 'adl# that *e

are loo0ing place to save our heads. 8he person in the societ# or the famil#

al*a#s replaces each other *ith the actions9 performance and activities.

Seldom have *e found that the senior most mem'er of our house9 *hom *e

are not giving an# importance9 is coming up *ith ver# innovative idea. Arom

*here does this idea comes from9 it is all 'ecause of his experience or the

0no*ledge *hich he or she had gained in man# #ears.

8his is also true *ith the #oung minds also. 1e have gone through in man#

near'# families *here a #oung 'o# or girl tr# to help the famil# or suggest

something to the pro'lem9 he had 'een stopped '# the elders immediatel# 'ut

putting the comments9 he is /ust a 'o#9 his mil0 teeth are #et not 'ro0en9 ho*

can he provide an# solution to the societ# *hich he hardl# seen and this ho*

the 'o# or the girl goes on in suffocating situations. 1hen it 'last it sound

much as the emotions9 sentiments *hich had 'een inside are coming up to the

'oiling point and the situation goes out of control.

1e had 'een running the societ# in our o*n *a# 'ut it is not true ever long.

8he conflict in the famil# is not the 'o# is not follo*ing the father or the

daughter is not hearing the *ords of mother rather it is that *ho *ill order and

*ho fill follo*. It is hardl# an# situation of let go9 or cooll# follo* the others

order and occasionall# *e do find in the famil# that the child is so afraid of his

o*n parent9 he *ants to tal0 the parents 'ut he or she feel rather sh# or afraid

28 | P a g e


29/208

of the parents. Some ta0es decade to come out of the shell and remain silent

performer throughout in his earl# da#s.

'ust practice situation adapta"ilit:

8he 'est suggestive measure in these situations is to inculcate the situational

adapta'ilit#. @ne has to 'e open minded for the changes in the societ#. 8he

situations some time suits us and some time *e have to adapt the situation. It

is ver# true *ith an example of cric0et pitch. 1hen #ou move to the other part

of the *orld9 the situation and the climate is 'it different9 the pitch is rather

'ounc#9 one has to understand the situation and to score accordingl#. In the

home to*n or in our o*n countr# the situation is totall# favora'le9 the

conditions are rather familiar or the air is rather supportive *here the level of

performance is rather eas# and adaptive. It is onl# those *ho ad/ust

themselves in 'oth the situations are rather applauded into the societ# for their

all round performances.

So situation is ne*er good or *orst9 it is /ust *e9 the perception or the

0no*ledge posses '# the self ma0e the difference. 8he more #ou are open in

nature9 more #ou have eal to adopt ne* and ne* technologies9 it is a definite

situation ma# arise for #ou *here the rate of success is 'it more for #ou. It is

generalied in nature that if #ou *ants more it has to 'e done no* itself rather

*aiting for the things to happen in favora'le conditions.

&*S, S#U-. in real life situations conflicts

&ase I: amesh is 'eing 'orn *ith a split personalit#. 1ithin earl# phase of the

life9 he *as paral#ed. His legs and hands are not *or0ing properl#. He is on

*heel chair and needs someone to help him to go through his dail# schedule.

Still he is having a 'rave heart. He is coping up the situation. He *as gifted

29 | P a g e


30/208

*ith extraordinar# cali'er in dra*ing and he ma0e up his mind to use this

;ualit# as a source of his livelihood. 1ith the help of his leg finger9 he is

holding pencil9 color 'rushes and ma0ing *onderful dra*ings. He is 'eing

helped '# his colleagues and no* he o*es a *e'site through *hich he is

selling his painting. He is earning his 'read and an inspiration for those *ho

thin0 the# don7t have an#thing.

5oral of the stor#: limitation ne*er come across the 'rave heart.

&ase II: Sand#9 a mother of t*o #oung children *as living happil# *ith the

famil#. His hus'and *as in arm#. da# she had 'een informed '# the arm#

authorit# that his hus'and is 'eing a'ducted and 0illed '# the militants. Sand#

has t*o options to live a life full of sorro* and miseries or to come up from the

situation and life a life for her children. Sand# opt the second option9 she is

no* *or0ing a leading 5


31/208

5anvi#a mul#a are sama/dari9 immandari9 /immedari9 'ahaduri9

Chamma 9 >a#a and so on.

Values can 'e classified as esta'lished values and expressed values.

Values changed *ith the generation.

Situation adapta'ilit# is the 0e# for adopting the values.

Basic /uestions:

01 6eneration gap is the stor# of the life. Comment #our vie* on thisfamous ;uotation.

21 1h# the values are important in da# to da# life=31 1h# the values can7t 'e taught 'ut caught=41 >ifferentiate 'et*een Geevan 5ul#a and 5anvi#a 5ul#a51 1hat are the esta'lished and expressed values=

&hapter II

Understanding Value education

ver# o'/ect is not considered useful until and unless it hasn7t

certain importance. ?ducation is no more exception. s far as our

education process in concerned9 there must 'e some standards of

o'taining that education in such a *a# that can enhance the real

?31 | P a g e


32/208

re;uirement of the person9 persuading that education '# involvement of

values.

Fife is the most important present of nature. So such a life should 'e full of /o#9

happiness and aiming to achieve certain set goals. Value education means to

get ahead in life '# ma0ing one potentiall# strengthen for chasing the preD

decided target.

Need for value education

Fet7s tr# to go through certain points that depict the value education *ithin our

career life:

• no* a'out our aims and o'/ectives

o 8he first and foremost tas0 is to recognie the self9 identit# th#self

i.e. *ho am I= 1hat for I am here= 1hat sort of life targets are

there to setup for m# aim of education= re these o'/ectives are

merel# limited to fulfill m# personal needs or the aim is for 'ig

achievement.o 8he techni;ue to /udge the self is to ma0e a chart and *rite do*n

a'out the self strength and *ea0ness of the self. Select #our aim

from the chart and tries to *or0 hard to achieve it more honestl#.

• >o not thin0 over others thin0ing

o 8here comes a stor# that one frog clim'ed ups the hill and the

secret *as his success *as his ph#sicall# challenged pattern

deafness. ?ver#one *as criticiing the frog 'ut he *ent upuninterruptedl#. 8his is *hat to 'e understand '# the stor# that if

#ou have firm 'elieve *ithin #ourself regarding #our aspirations

then listen to onl# #our inner voice.

• ?nhancement of one o*n values and s0ills

o fter 0no*ing #our goal and o'/ectives9 no* the main aim is to

increase the inner value and strength graduall#. Una*are from

32 | P a g e


33/208

Se lf intro spection

Se lf re1n e#entSe lf deve lop#ent

Self reali-ati on

the pitfalls and strengthening oneself the 'asic aim to enhance

the self '# adding more and more virtues.o Various self disciplines practices can 'e adopted such as:

Self introspection

Self refinement

Self development

Self realiation

4 6s7 of perfection:

a1 Self introspection: 1e often find our self misguided '# the

circumstances or '# the person and landed into situation *here the

existence of the self is ;uestiona'le. @ne must 'e a*are of the self.

It is the a*areness related *ith our goal9 o'/ective and ho* to get it

is the 0e#. 8he num'er of good and 'ad in the self can 'e easil#

evaluated '# the help of o*n consciousness. Self introspection is

loo0ing at #our aspirations. It is /ust putting a ra# of light on the inner

core of heart and tries to find the unexplored areas in the self. It is

the matter of locating the dar0 phases in the self. Gust identif# and

introspect #our aspirations.

33 | P a g e


34/208

It is harsh 'ut true *e rather do not 'elieve in self introspection. 1e

never tr# to loo0 inside the self. 1e often have the ha'it to inspect

other9 ho* one *al0s= Ho* one dress= Ho* one rides a 'i0e and so

on. 8his list in endless and more over if someone tr# to point out our

mista0e9 *e 'elieve in arguments rather than adopting as it is.

Self introspection is 'asicall# a tool to have a microscopic loo0 of our

o*n personalit#.

"1 Self 8efinement: this is second t#pe of self discipline activit#.

8he o'/ective of the life is not merel# standing on a huge 'uilding

rather than it should 'e to manage it more timel# and effectivel#.

@nce #ou locate the dar0 factors and the aspiration9 the second step

is to ma0e it in a lighted area. 8o ma0e the self as per our aspiration

is self refinement. It is the area *hich needs continuous efforts9

regular cultivation of righteous deed9 action and performance.

Ho* to start is a 'ig ;uestion9 *hich rather ma0e us to merel# a

spectator. It is not the matter for preach 'ut to act. Initiate right no*Q

5old #ourself9 #our routine9 #our life st#le and #our ever# 'reath for

the demand of #our pure aspirations. In other *ords *e can sa# self

refinement is continuous and regular 'rushing and polishing of innerD

self.

c1 Self -evelopment:

8he development of the self is the third step of self disciplinar#

practices. >evelopment is the process through *hich one can

anal#e the distance travelled so far. It is /ust a mile stone through

*hich one measure ho* much one had achieved in the life /ourne#.

efinement is the state of actions and the development is /ust ahead

the state of measurements of those actions.

>ifferent disciplines of education offer different expertise in the same

*a# there must 'e some preDdefined or preDplanned tas0s that are

the step foot of success. >evelopment al*a#s tal0ed to 'e in the

34 | P a g e


35/208

positive directions. 1e are the 0e# anal#st to measure the self

developments. fter detecting the aim no* the *or0 should 'e done

on development. Aor e.g. the soft*are development9 *e move ahead

'# step '# step in order to finish off the soft*are in desired time.

Computer professional 0no*s it 'etter it starts *ith


36/208

productive manner. 8he state of Buddha is the condition of self

realiation *here one is not affected '# fear9 hate and violence. It is the

condition *here the love9 compassion and oneness is 'eing realied

and one tries to deliver it in as man# form as he can. It is a perfect

condition of pure 'liss the Sat9 Chit and nand state. 8his is the

situation *hich can7t 'e learned into the educational s#stem 'ut a matter

of practice and continuous effort is desired.

Value education:

5uch has 'een *or0ed out on the concept of value added *ith

education in last thirt# #ears. 8here *as almost the social cr# '# the

intellectuals9 social leaders9 parents a'out the critical conditions of

student. Simpl# the education is not serving the purpose. It must 'e

lagging something i.e. the values. 8he 'asic pillar of life st#le in Indian

perspective is 'it missing from the real heart of education. 8he moral

value education9 social value education9 the value 'ased education9 the

holistic approach to*ards education are the 'u*ord *hich came into

existence in the last t*o decades.

8he do*nfall of the education standards9 the character loss of children

as *ell as the teachers9 the insincerit# of the teacher to*ards their /o'

are the man# 0e# issues *hich pushes the education upto a level *here

it is merel# a tool for 'read and 'utter. 8he education 'asicall# provides

a /o' to live a life9 'ut it hardl# *or0s on ho* to sustain the life= 8he life

sustenance tools9 the stress coping techni;ues9 the role of a real citien

is ne*er 'eing focused. 8he relationship *ith the nature9 *ith other

living creatures is not 'eing taught or purposel# missed from the

s#lla'us.

8he soul of the education is to live and let other live %Gi#o or Geene# do &

is dried up. 8he 0no*ledge enhancement tools are ever#thing in the

education *here as one must 'e a*are that the tool %education& is for

36 | P a g e


37/208

the experiment %life& and no tool is 'igger than the experiment. So

intellectuals9 the a*are elites came together and focused on this serious

issue and come up a ne* *ord value 'ased education.

It is not merel# the education 'ut it includes the social9 personal and

national gro*th tips along *ith the education. It is not the mastering of

the mind 'ut it includes the training of the soul. 8he 'asic values must

'e in the s#lla'us as a mandator# '# all the educational regulating

authorities. It *as a perfect step to provide the societ# *ith 'etter and

future citien.


38/208

sort of education *hich is actuall# *hat *e thin0= part from an#

imposed *a# of education. It is a ph#sical 'ut natural phenomenon. It is

a *a# in *hich the naturalit# of person lands up on the surface.

• 8elia"le and validelia'le means having same sense in various opinions9 elia'ilit# of

value education means the message of value education is same in an#

discipline of education9 i.e. it tal0s a'out self perfection and continuous

refinement of capa'ilities. Valid stands for one to one9 means the

o'/ectives of one discipline is in resonance *ith its value of education.

8he relia'ilit# and validit# of value education is certain. It *as a 0e#

thing in the ancient 6uru0ul 'ased Vedic education and the results of

Ford ama9 Ford rishna9 r/una9 udhistir9 runi9 ?0lav#a are the

products of the institutions *hich the# are proud of.

How to im"i"e our education with value education!

dding certain foundation to present education9 *hich is consist of

0no*ledge of /udicious use of resources9 mone#9 man po*er9 a'ilities9

time9 focused thoughts leads our education to 'e value education. 8he

'ottom line is that one should 'e clear a'out the /udicious use that *hat

are the limits and ho* to use all the entities in the da# to da# life.

If four virtues needed for purposeful life are added such as *isdom9

honest#9 responsi'ilit#9 courage9 to the education purpose then value

education could 'e im'i'e. Virtues al*a#s pa# in life9 it is the *e /ust

stand outside and not imparting these values in our o*n personalit#.

part from the idea of earning more and more mone# the target should

'e to utilie at least a part of earning for charit#9 for social services.

8herefore '# starting various social service 'ased internship value

education can 'e im'i'ed and one feel proud of the things *hich has

'een done from our end. It is not finite *ith the *ealth that can onl# 'e

38 | P a g e


39/208

#an#a"ing

fa#ily

#a"i

ng

society

#a"i

ng

nation

#a"i

ng

shared *ith the societ# 'ut it can also include the 0no*ledge9 the

resources9 the time and lastl# the eal to help others. 1e do find at

man# occasion in spite of having all the resources the soul9 the mind

ne*er permits to help other. So value 'ased education is /ust training of

the mind to do charit# and attain *isdom.

@ne should im'i'e the value education in life as other essential

ingredients. fter all it is our life and one must proud of *hat he or she

is. In short one can conclude that value education leads to ultimate goal

and one can 'ecome a perfect citien for our nation.

?ducation *ith inclusion of value education onl# provides

perfect and dutiful citien of nation.

8he human personalit# loo0s im'alance if it is not having value 'ased

education. In the lac0 of value 'ased education the person loo0s more fitted for

animal 'ased societ# rather than human 'ased societ#. 1e seldom find man#

examples in the societ# *here *e feel ashamed of the activities *hich are

performed '# human 'eing 'ut inhuman in nature. So the graph on the

follo*ing page sa#s that individual progress on the horion of value education

*ill provide the righteous virtues in the personalit# leads a perfect citien of

nation.

39 | P a g e


40/208

Value education

individual progress

Virtues accu#ulation

Summar of the chapter:

• self disciplines practices are

o Self introspection

o Self refinement

o Self development

o Self realiation

• 8he soul of the education is to live and let other live %Gi#o or Geene# do&

is dried up. Intellectuals9 the a*are elites came together and come up a

ne* theor# of value 'ased education.

• Aeatures of value 'ased education are

o Harmonious development

o Holistic approach

o 'stract

o elia'le and valid

• If four virtues needed for purposeful life are added such as *isdom9

honest#9 responsi'ilit#9 courage9 to the education purpose then value

education could 'e im'i'e.

/uestions:

?xplain the need of value 'ased education in da# to da# life

1hat are 0e# features of value 'ased education

Self discipline can provides us some virtues. 1hat are the#=

40 | P a g e


41/208

?ducation has lost its originalit# in the lac0 of values 'ased education.

Comment on this statement.

&hapter III

Self exploration as the process for value education

1e all are ac0no*ledged a'out the po*er of lence. If sun ra#s are centered

on the lence then it can 'urn the paper 0ept on other side. If the actual po*er

of *ater is 0no*n then the large amount of electricit# can 'e generated *ith

h#dropo*er. 8he focused attention of the guardians to*ard their *ards9 results

in endo*ment of good ha'its in it. ll these examples explore the 0e# point of

0no*ing originalit#Q 8his is the main concept of value education.

8he exploration of the self is the 0e# thing. 8he 'eaut# of the life is that *e are

having *onderful technolog# of exploring the earth9 moon and *ater 'ut not

enough for a common man to 0no* the self. 1e hardl# *or0 for it as it is a

matter of rare concern to us. It is not that *e are lagging 'ehind in the

technolog# rather *e are afraid of the circumstances *hen *e tries to explore.

8he inner self is not filled *ith virtues. It also has the traces of pitfall and

failures. 1e are afraid of these failures. 1e have shielded it in 'ehind the

memor# *alls and ne*er feel comforta'le so that other can 0no* a'out our

failure

hat is thself!

8he ;uestion is of million dollars and the solution also lies *here *e have to

spend million more. 8his is a ;uestion *hich ma0es all the sages9 saints9 peer9

hol# person to loo0 for. 8he# have realied it man# *a#s and tries to preach it

out in most generalied format. 8he 'asic entit# of the self lies 'ehind several

41 | P a g e


42/208


43/208

;eystone andconsistency to

personality

egulator ofhu#an

behaviors


44/208

It is a perfect realiation stage *here one can see the godl# virtues inside the

self. 8he though pattern9 imagination and action all 'elongs to 'etterment of

the societ# and *orld. 8he 'ig I is resolved into us9 the concept of tmavat

Sarva Bhuteshu % to see the self in ever# creature& emerges from the self and

it too0 avatar into 4 pillars of diving self.

8he# are

• *ham Brahmasmi % I am the Brahman9 the6od9 the pure omnipotent

and @mniscient god is *hat I am =&

• *am *tmanan Bhram % 5# soul is completel# manifested into

Brahma9 the perfect 6od&.

• Sat &hit *nanda *ham % I am in the perfect stage of 8ruth9 pure

consciousness and the state of *isdom. 8his is complete li'ration from

the *orldl# 'arriers&.

• #atvamasi % I am the ! 'asic tatva component of *orld&. 8he pure

tatva %6od& is m# perfect soul.

emem'er the ham *hich is 'eing used is not the aham %ego& 'ut here *e

are tal0ing a'out the ham %self & i.e. the perfect soul.

,xploration of the self:

Fet7s tr# to find the *a# in *hich *e can explore the self. It is matter of concern

for some of those *ho are hesitant starter. 8he# need someone to come *ith

them for at least a distance from start. It is the real condition of the self *here

one *illing to start 'ut the 'ig ;uestion lies in front is *hat to start and *hen to

start= 8here is no definite 'oo0 or templates are availa'le for self exploration.

8here are man# theories and each lands up in the state of confusion and

mislead. Secondl# *hich theor# is correct and *hich leads to the desire result

is a matter of serious concern.

1hat *e feel is to start the /ourne#. 8he steps *ill come and let it 'e faced on

the 'asis of its priorities. Success and failure are the part of life and one should

44 | P a g e


45/208

"nowyoursuccessandfailures

;now yourabilities,potentialsandinterests

;now youractual andpure desire

;now yourduties andresponsibilities

h nice =you have

"nown2hat >ourare&

not 'e afraid of failure. -erfectionist ne*er achieved 'ig roles9 so one must 'e

confident enough to start.

8he five step self exploration is as follo*s.

8he chart of Self exploration

Begin with Self ,xploration:

fter 'een familiar *ith the 'etter part of the self no* proceed ahead. 8he

/ourne# is not ended 'ut it is a perfect 'eginning. 8he 'eginning *ith man#

loo0s for 'ut hardl# succeeds to achieve it. 8he ne* path *a# is turning this

self exploration into the attainment of a perfect soul. @ne can call it a soul

transformation. In the *ords of 5aharishi uro'indo9 it is a condition of

transformation of an ordinar# soul into transcendental consciousness.


46/208

Set yourco##it#ents

to life

Plan the target

7ive a deadline 'rust in yourself

%elieve in7od?s help

Self exploration in current scenario:

8he ;uestion arises in the inner core of the heart *hat *e are tal0ing is true or

not= 1hether it is achieva'le or not is second= 8hirdl# it is possi'le to attain

self exploration in toda#7s adverse conditions=

8hese are the ;uestion *hich ma# arise in ever# potentiall# divine soul. 8oda#

the traged# *ith all of us is not that *e don7t 0no* ourself 'ut the misfortune isthis that *e are committing foll# of *ise. >espite of 0no*ing all idealistic

thoughts *e are ignoring our self and have made comforts9 short cuts in *or0

and life9 'oundless desires9 'lindl# hope for the mone# are the part and parcel

of our lives.

1e had forgotten that the great achievements lie into the small steps.

'andoning greed9 attachment9 egoism9 passion9 arrogance9 longing9 desires

of *ealth9 name and fame9 *e ought to em'race faith9 prudence9 devotion9 and

46 | P a g e


47/208

tr# to improve our thought process9 character and 'ehavior through actual self

exploration.

In nut shell *e can sa# the self exploration is complete process9 *hich one has

to go through *ith determination and patience. 8he success is definite 'ut it is

a /ourne# *hich too0 its o*n time to complete.

Virtues attained after getting the target:

8he taste of success is al*a#s good. 8hin0 of the situation *here #ou have

achieved the 'est out of a 'unch9 the moment *hen #ou *in the race9 the

instance *hen #ou *on the lost 'attle9 its moment of /o#9 happiness and

cheerfulness. 8hese moments are reall# 'ig in the sense9 *hen #ou feel proud

of #ourself. 8he moment #ou feel to live *ithin entire life.

8he success *hich come across after lots of efforts al*a#s leads to certain

in'uilt virtues i.e. determination9 self confidence9 enthusiasm9 *or0 hard etc.

8he determination ma0es #ou more effective in dealing the adverse situations.

8he self confidence can 0eep #ou live in unfavora'le odds. 8he enthusiasm *ill

ma0es #ou to march ahead from others. 8he *or0 hard a'ilit# *ill ma0e to dig

the *ell hard to get the *ater. So in all these virtues *ill ma0e #ou more agile

and effective to attain next in the life.

;actors arises when get defeated in process1

@dd things produce odd. 8he nature of the failure9 mishap and unto*ard

ma0es the life stagnant. 8he situation 'ecomes *orse *hen it come up *ith

certain 'leeds. 8he anger9 anxiet#9 stress9 dishearten and man# more follo*s

*ith a small failure.

common sa#ing is it is not 'ad to get fall 'ut it is *orse *hen #ou denies to

stand up after fall. 8he common meaning is that it so happens *hen others

*in the race 'ut doesn7t mean that *e should not go for the race in future. It

ma# 'e the condition *hen the other *as *ell e;uipped9 the preparation at our

47 | P a g e


48/208

end *as not good9 and the conditions for our side *ere not favora'le. It ma#

'e a 'ad da# 'ut it insist one thing that 0eep on moving9 no more dishearten

approach9 no more remorse or the moment to 0eep on *eep. It is the moment

to loo0 after #ourself9 the strength *hich ma# lies in the self must 'e gathered

and hit the target *ith perfection.

Summar

• 8he 'asic entit# of the self lies 'ehind several sheaths. 8he# are

thoughts9 feelings9 striving and hopes9 fear and fantasies and attitude.

Self exploration is a /ourne#. Success and failure are the part of life and

one should not 'e afraid of failure rather loo0 at a ne* opportunit# at the

door step.

'andoning greed9 attachment9 egoism9 passion9 arrogance9 longing9

desires of *ealth9 name and fame9 *e ought to em'race faith9

prudence9 devotion9 and tr# to improve our thought process9 character

and 'ehavior through actual self exploration.

/uestions1

• 1hat do mean '# Self= is it merel# a statement or a complete epic=

comments on this statement.

• ?xplain in 'rief the steps involve in self exploration.

• Success up'ring man# virtues in self. ?xplain some of these virtues *ith

suita'le example.

• 8hose *ho 0no* the self ma0e them detach from the mundane *orld.

?xpress #our o*n vie* on this statement.

&hapter IV

48 | P a g e


49/208

Human *spirations – #he much needed sugar of life

*spiration to "e loo) around:

8he more #ou loo0 deep inside more #ou find thrust to get this and that and

'elieve it there is no definite end. 5ore #ou go deeper there *ill 'e one ne*

si'ling ma0ing it from the core of the heart that I *ant to 'ecome >oc. I *ant to

earn more than Bill 6ates. I *ant to 'e more popular than Shahru0h 0han.

Some had a dream of 'ecoming ish*ar#a or 5iss 1orld. 1e /ust tr# to

resolve the things or occasionall# tr# to fool ourself *ithout ta0ing effort to get

this list done. >reams ma# supplement the aspiration 'ut it should not 'e da#

dreaming.

Fet us tr# to ma0e a simple list of spirations. 8hen chal0 out *hat comes on

the top priorit#. I9 m#self9 m# social and personal *ell'eing9 m# life st#le9

getting first in the 5C or getting a high profile /o' and /ust tr# to add on the

things.

spirations are mingled up *ith the greed or the real sense of the aspiration is

ne*er come 'efore us. 8he aspiration provides happiness and prosperit# in the

life. It is /ust a positive node *hich ma0es #ou heart to gro* more9 not in sie

'# giving trou'le to the cardiac person 'ut it 'lossoms in general ma# for a fe*

moments 'ut that positive vi'ration9 the real energ#9 eal to perform gives #ou

a 0ic09 moral 'oost and ultimatel# #ou land up on the desired. 6reed ma0es

#our heart to sin0 'ecause it is an endless thrust *hich *ill ne*er end9 nor *ith

the *ealth of u'er %6od of 1ealth&. It has to 'e chec0ed out at an optimum

level from *here one can see the *indo* of the self9 the societ# and the *ide

perspective the nation.

Unfortunatel# *e are in the search of happiness 'ut *here to loo0 is the real

pro'lem. Some sa# to loo0 here and there9 some gives input to find it in

materialistic approach9 such sa#s renounce the *orld9 #ou *ill 'e happ#. It is a

49 | P a g e


50/208

serious trou'le. Happiness is the not the thing *hich *e can go into the mar0et

and purchase9 it has to 'e searched out. 8he more #ou find the happiness it

has to 'e ma0ing a part and parcel of life. Ho* to explore the *onderful *orld

of happiness *ill 'e explained later.


51/208

Gust thin0 *hen he 'ecomes 5ahatma9 *hat he *as having9 a >hoti9 *hich

*as half9 a specs for vision9 and a stic0 to *al0. Still he *as happiest man on

the earth. 1e proudl# call him father of nation. 1h#= It is all 'ecause that the

happiness is not confined *ith resources. It is not gro*n on the 'ranches of

*ealth. It is not spread '# putting costl# perfumes9 not '# putting good

dresses.

Happiness is a state in *hich the one lives. It is the state of mind in *hich he or

she feels that the# li0e it. It is immaterial *hether that ma# 'e a thing *orth of

some coins or ma# 'e one has to pa# millions of dollars.

Happiness is the situation *here there is no 'oundar#9 no more struggle

complete li'ert# from the mundane *orld. It is a pure isolation state *hich can7t

'e put into the *ords 'ut it is matter of realiation. Chec0 #ourself *hen #ou

feel happ#9 one doesn7t need an#thing more than that.

Happiness

• Immaterial of *ealth

• Can7t 'e 'ought from mar0et• Is a state of mind

• Is a 5oment to cheered a'out

• Is complete li'ration from mundane *orld

Unhappiness is /ust a counterpart *here all the distrust9 failure and the loss is

there. 8he person is the same 'ut the situation is /ust turned upside do*n. 8he

mind set or the li0e of the life is changed into unli0e.

8he same person *ho is part and parcel of life loo0s 'ad. 1hether an# change

has 'een done in the ph#sical appearance of the person9 a'solutel#


52/208

contradiction9 disharmon# is ma0ing our life a real fuss. It is root of all

unhappiness.

Unhappiness

• 5oving a*a# from the flo* of life

• situation of complete 'loc0age of emotion9 sentiment and

activities

• >isharmon# *ith the real life

• Cornering #ourself from the entire *orld


53/208

4hysica. Need

55

P#%s4e#iy

8he second situation *hen the person 'ecome saturated %apt0am&. He

0no*s that this is a limit. He openl# sa#s this is the set target and if achieved I

am not going to ma0e it more. I *ill chal0 out m# limit and the rest is for the

*orldl# people. It is harsh 'ut true most of them *ere not a'le to *or0 out *ith

our limit of ph#sical need. 8he game of )) is ma0ing us /ust fool and running

around the *orld in the laps of 5a#a %illusion&. -rosperit# is the situation *here

the availa'le resource is more than needed.

If #ou excess amount of the *ealth9 health or an# other attri'ute then onl# #ou

can help the *orld. So the situation of prosperit# is a little ahead of *hat is

re;uired.

53 | P a g e


54/208

&riteria of Need: the need is a *onderful factor of life. Some needs 'uc0ets of

*ater to 'ath9 *here as for some have one 'uc0et enough for some da#s.

Some eat pia per da# *here are some find hardl# 'read *hich is not on dail#

'asis. So the need especiall# of ph#sical re;uirement is ver# hard to

distinguish 'ut *ith the normal living situation and the societal re;uirement is

varies from person to person.

@ccasionall# *e added *ord greed *ith need9 or 0eep an accumulation to get

the state of prosperit#. Some had a opinion that if *e not accumulate toda#9

*hat *ill 'e availa'le in the need# situation. 8he# /ust tr# to ma0e their o*n

logics and tr# to confuse others *ith a'surd reasons.

* #rue perspective of Happiness and


55/208

*hat he meant is 6od is great. He al*a#s caters a'out ever#one. 8hin0 of

*hen #ou are 'orn *ith no teeth in the mouth9 the 6od has given mil0 in the

form of mother and no* if he gives us teeth9 *hether he *ill not give food=

It is surprisingl# that the accumulation of *ealth is the status s#m'ol or in other

*ords it is /ust sho*ing distrust on the 6@>. 8he la* of 6@> is al*a#s remain

same for all the people9 it is onl# *e tr# to interpret in our language and o*n

'enefits. 8he happiness lies in the detachment of the *orldl# 'eings.

Vedic literatures rightl# said9 8#en t#athen Bhun/ita. @ne must not go for

renunciation these materialistic things are meant for human 'eing. It must 'e

used in proper fashion and need. Confusion in *anting and


56/208

• 5# action and performance *ill degrade9 if I am too happ#. Happiness is

an act of harmon# and contentment *ith the nature9 ho* one can

measure it *ith personal performance. It is /ust 'aseless the

performance and the action *ill 'e affected if an# '# happiness.

Summar:

• 8he aspiration provides happiness and prosperit# in the life. It is /ust a

positive node *hich ma0es #ou heart to gro* more.

• Happiness is the situation *here there is no 'oundar#9 no more struggle

complete li'ert# from the mundane *orld. It is a pure isolation state*hich can7t 'e put into the *ords 'ut it is matter of realiation.

• 1ho is prosperous=

8he one *ho 0no*s to access the ph#sical need or the one *ho

ma0es efforts to achieve the ph#sical need

• -rosperit# is a little ahead of the 'asic need.

/uestions:

+. ?xplain the happiness and prosperit# in #our o*n *ords.2. ?la'orate #our vision on perfect happ# and prosperous life.3. Compare and contrast the happiness *ith unhappiness.4. Comment on the statement9 happiness cannot 'e 'ought 'ut can 'e

taught *ith o*n activities.

&hapter V

Understanding Human *spiration

56 | P a g e


57/208

$#he clash of consciousness%

Human aspiration – more than happiness and prosperit

1hile tal0ing a'out the t*o 'asic human aspirations D happiness and

prosperit# in the previous chapter it loo0s so that the human dimensions are

much more than this. 8he 'asic need of human 'eing loo0s more as compare

to the needs of animals. >ar*in sa#s that human 'eing is the developed form

of mon0e# %an animal& 'ut *hat a'out the level of consciousness= Is it a higher

version of animal consciousness or a decline is there= 5an# times human

'ehave li0e an animal or suppressed animal instinct of human 'eing comes to

the surface. 1e tries to 'lame the individual or to the entire societ# for these

inhuman activities. Some tries to find excuse '# sa#ing that it ma# 'e the

human nature or the act is all due to need. Is there a definite 'ottom line from

*here *e can sa# that this is need=

Need: to accumulate everthing or to "ecome contented:

8his is ;uiet confusing *hat is called to 'e a need= In man# form *e have

needs. 8he need for the ph#sical fulfillment is natural. @ne has to *or0 hard to

fulfill those needs. 8here is no harm in that. @ne tries to earn 'read for his

livelihood9 to sustain the famil#9 children9 parent and this list goes on. 8here is

a'solute no harm up to this level. It all started *orst *hen *e find the same

man is *or0ing overtime9 or occasionall# indulging into those practices *hich

are unethical then *hom to 'lame=

1e can 'lame the human 'eing for not understanding the meaning of the

livelihood. 1e can 'lame the famil#9 parent or societ# for too much expectation

from the same man. 1e can also 'lame the need9 *hich is s*ollen so much

that it is 'eing no* eating the health9 peace and mental condition of the

person.

57 | P a g e


58/208

8he person is same 'ut his need has changed. He *as living happ# *ith t*o

times 'read and 'utter.


59/208

once capa'ilit# and the eal to gro* more and more9 taller '# taller and

ultimatel# to 'e 'illionaire.

8elationship – societal structure or open!!!

It is the matter of de'ater for laureates that human consciousness or 'asicall#

human 'eing is developed from >ar*in theor#. It can also 'e a 'rain storming

session from intellectuals *hether the structure of societ# is 'eing needed or it

can 'e *or0ed out in Gules and Areud opinion of open end societ#.

8he current trends and the emergence of the ga#s and les'ians in the societ#

do loo0s so that *e are loo0ing for open end societ#.


60/208

&onsciousness -efinition:

If one tries to search consciousness in 1i0ipedia9 he *ill find it as a su'/ective

experience9 a*areness or *a0efulness or the excessive control s#stem of

mind.

Conscious comes out from a Fatin *ord conscious9 *hich means having /oint

0no*ledge *ith another9 priv# to9 cogniant it. Schneider and Velmans %2,,$&

defines that an#thing that *e are a*are of at a given moment forms part of our

consciousness9 ma0ing conscious experience at once the most familiar and

most m#sterious aspect of our lives.

Consciousness9 according to *estern science9 has its root in the mind9 *hich is

turn is seated in 'rain. 8he human 'rain9 *ith its highl# developed frontal

cortex9 is divided into three distinct parts and includes the cere'rum9

cere'ellum9 and the medulla o'longata or stem. 8he latter is remnant of our

reptilian ancestr# *ith the ocean as its original ha'itat.

1e do come across '# people '# common sa#ing9 ou *ill not understand m#

point. It is not 'ecause one is not *illing to hear 'ut the level of understanding

or consciousness is different. 8he level of understanding platform ma# differ

from person to person. Some are a*are of the situations and some needs to

'e ma0ing them a*are. @n the other hand side #ou ma# find man# *ho hardl#

pa# attention as the# don7t *ant to 'e a*are.

Veda sa#s the# are in Supta a*astha %unconscious sleep# condition&. 8here

level of consciousness has not come out from the shell of animal conditions.


61/208

Human consciousness is the matter of de'ate from ages. In recent #ear9 some

*onderful discoveries have lead to a convergence of material science and

spiritual *isdom. 8he 6erman philosopher Ariedrich Von Schelling %+$$!D+(!4&

*rotes: 5ind sleeps in stone9 dreams in plant9 a*a0es in animals and

'ecome conscious in man.

Human consciousness and awareness:

It is the first step *hen *e 'ecome a*are of *hat *e are= It is a*areness of

thoughts9 emotions and sentiments. It can 'e said that *hen *e are conscious9

*e are a*are. @ccasionall# this is not true. 1e ma# 'e a*are9 for instance9

*ithout 'eing reall# conscious of 'eing a*are. So in 'rief the a*areness is

onl# a part of consciousness. @ther 0no*n aspects of consciousness are free

*ill9 reasoning9 virtual imager#9 recalling and ma0ing choice.

Human consciousness and )nowledge:

no*ledge is the 0e# term right from the origin of the *orld. 8he aspect of to

0no* the things9 eagerness to explore the un0no*n 0eeps the man to go for

ne* inventions and discoveries. 8he intelligence is the superlative term of

0no*ledge. @ne can sa# it is a ;uantum leap *here the highl# evolved

individuals have moved into higher level of consciousness *ith continuous

efforts. 8his leap has no language 'arriers9 no more grammar or et#molog# to

loo0 after. It is a higher level of attainment *here the things can 'e vie*ed

more clearl#.

&onsciousness and 8ealit:

1e sometimes see things not as the# reall# are9 sometimes invent categories

that do not exist and sometimes fail to see the things that are reall# there.

8here are people *ho have never seen or heard of an space craft and *ill not

'e a'le to imagine it and a real space craft overhead *ill 'e distorted in their

minds9 creating alternative realities.

61 | P a g e


62/208

ealit# is the matter of conscious realit# state *here one can perceive onl# 'ut

not conceive. Gohn -earce rightl# said9 5an7s mind mirrors a universe that

mirrors man7s mind. Imagination is the seed *hich gro*s along *ith the side

of realit# plane. It ma# 'e or ma# not 'e true *ith the development of the

consciousness.

Understand and live in the harmon at all levels of Livings:

@ur thoughts 'egin at random9 our mind ta0ing the first opening 'efore it.

-erceiving a false route9 it retraces the steps9 ta0ing another direction. B# a

0ind of artificial selection *e perfect our thought su'stantiall#9 ma0ing it more

logical as *e go along. 1ith enough experience9 the 'rain comes to a state of

complete understanding.

8he understanding of the self to get attained a stage of perfection and definite

0no*ledge of a'out the self and the societ#. It is the evolution of cosmis

consciousness. 8he term evolved '# Canadian ps#chologist ichard 5. Buc0e.

It is a transpersonal mode of consciousness9 a*areness of the universal mind

and one7s unit# *ith it. -t. Shriram Sharma rightl# ;uoted9 8hat this is the

moment to arouse collective consciousness. 8he consciousness of the group9

the mass has to 'e alleviated to 'ring the righteous atmosphere on the earth.

&ollective consciousness:

8he consciousness moves around in the state of dualit# i.e. the nature of

animal or divine. It is onl# *e *hat *e perceive through our sense comes to

the surface and the landed into the consciousness *hich ma# 'e called as

>emon or >evta %6odliness&. 8he po*er of collective consciousness is

immense. It can change the movement of the sea9 or it can change the

direction of an arm# marching ahead. 8he pro'lem is to rightl# channelie it in

righteous direction. Histor# proves that great movements emerges in an# area

emerge from a collective consciousness.

62 | P a g e


63/208

Collective consciousness results from consensus. t an# given time9 collective

consciousness is activel# operational in a group as the famil# and as large as

half the glo'al population. @ne can find the effect of collective consciousness

*hen the group Jpra#er7 is 'eing offered for a su'stantial reason or cause and

the pra#ers are ans*ered.

8easons of conflict:

-eople often sa# that the# are living in the situation of conflict. 8he path or the

righteous direction is missing in life. 8he reason 'ehind this that the# are not

a*are of the real situation and nor the# *illing to get out of it. 8he desperate

efforts9 the eal to get rid of al*a#s pa# in life. 8he un*illingness to get into

unfavora'le circumstances ma0e them to sta# in the situation *here the# are.

8he human consciousness is the 'etter half of the animal consciousness.

5an# of us 0no* it 'ut hardl# thin0 to act accordingl#. 8he moment *e

understand the clear vision of human consciousness the animal instincts sheds

off.

Human consciousness is the collection of righteous thought9 righteous actions

and righteous understanding. It is the matter of a little more than the animal

consciousness *here the sense of action and understanding is definite there

'ut the righteous thought is missing. So in all the human consciousness *ill 'e

a marching ahead from the animal consciousness and attainment of perfect

human 'eing. It is the superlative condition of pure consciousness *here all

the actions and understanding is 'eing governed '# the thought pattern.

63 | P a g e


64/208

ighteousthoughts

ighteousaction

ighteous

understanding

$u#anconsciousn

ess8ighteous understanding:

It is not to develop the understanding of the self is 'eing tal0ing a'out9 it is /ust

'e#ond that. 8he understanding of the circumstances9 environment9 *ith other

living creatures is also 'eing important. 8he happiness of the self is to move

'e#ond and to attain the state of mutual happiness. 8he condition *here it is

not the state of survival of the fittest is tal0ed a'out 'ut much 'roader to givecondition in *hich the other can also sustain.

It is the understanding much 'e#ond the peripher# of self prosperit#. 8he

mutual prosperit# is the matter of action. 8he prosperit# of the famil#9 societ#

and ultimate nation is in vie* then onl# one can sa# that the real understanding

is follo*ed.

In nut shell it is a transformation of thought9 emotions9 actions and ultimatel#

landing into the righteous understanding. 8he perfect face of human 'eing is

such that it *ill remain as a pride for entire cosmos not as a curse for entire

humanit#.

64 | P a g e


65/208

Summar#:

• 8he person is same 'ut his need has changed. 8he small need

develops into endless greed and the ninet#Dnine factor is ma0ing over sleep restless.

• 8he human consciousness9 the superior ;ualit# in all animals is full of

greed9 lust9 anger9 misDtrust and ultimatel# full of mental9 ph#sical and

spiritual illness.

• Conscious comes out from a Fatin *ord conscious9 *hich means

having /oint 0no*ledge *ith another9 priv# to9 cogniant it.

• Human consciousness is the collection of righteous thought9 righteous

actions and righteous understanding. It is the matter of a little more thanthe animal consciousness *here the sense of action and understanding

is definite there 'ut the righteous thought is missing.

• 8he po*er of collective consciousness is immense. It can change the

movement of the sea9 or it can change the direction of an arm#

marching ahead.

/uestions:

+. Human consciousness is the most perfect consciousness among living

creatures. ?xplain it *ith suita'le examples.2. 8he *ord consciousness is misunderstood *ith 0no*ledge. Comments

on this statement.3. 1hat do #ou mean '# consciousness= Classif# it on the 'asis of #our

0no*ledge.4. Is @pen relationship in societ# is harmful or not= -ut #our thoughts

specificall# and *h#=!. 1rite a short note on a*a0ening of collective consciousness.

65 | P a g e


66/208

Section II

Understanding the harmon# at various levels

8he section contains

Understanding the concept of harmon

Understanding the concept of self $I% and "od

Understanding mself

Harmon with in the famil

Harmon with the societ

Harmon with nature

Harmon with cosmos and concept of existence

&hapter six

66 | P a g e


67/208

Understanding the concept of harmon

-eople often use the *ord harmon# as unit# in feeling or vie*s. It is an

expression *here *e feel the favora'le conditions *ith us. 1henever there is

an atmosphere of mutual understanding and conformation of opinions9 it gives

rise to a harmonious environment. 8he environment in *hich one feels

comforta'le9 co# and favora'le is harmonious environment.

Harmon from histor:

8he *ord harmon# has originated from the 6ree0 *ord harmona *hich means

Tto fast or /oinT. 8he *ord *as coined during the da#s of -#thagoras9 the

famed 6ree0 mathemati

Documents

Fianl Human Value and Professional Ethics Complete Book