REVIEW Of RELATED LITERATU RE - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/23551/8/08_chapter_02.pdf · REVIEW Of RELATED LITERATU RE ... Patanjali Sutras about Yoga

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Chapter II

REVIEW Of RELATED LITERATURE

2.1 Introduction

In previous chapter brief introduction of the research work has

been given. In the present chapter, review of related literature has

been presented.

According to John W Best and James Kahn (2006) “ A summary

of the writings of recognized authorities and of previous research

provides evidence that the researcher is familiar with what is already

known and what is still unknown and untested .”It is one of the

important steps in the research process.

Study of the related literature implies locating , reading and

evaluating reports of research as well as reports of casual

observation and opinion that are related to the individual’s planned

research project.

The Importance of the Review of Related Literature

i) The review of the literature is the basis of most of the

research projects in the physical sciences, natural sciences,

social sciences and humanities.

ii) It gives the researcher an understanding of the previous

work that has been done.

iii) The results of the review actually provide the data to be used

in research.

iv) It enables the researcher to know the means of getting to

the frontier in the field of our problem. Until we have learnt

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what others have done and what still remains to be done in

our area, we cannot develop a research project that will

contribute to further knowledge in our field.

v) The information thus gained saves much time of the

researcher.

vi) The importance of the review is quite obvious in delimiting

the research problem and in defining it better.

vii) It gives the researcher the insight he needs to convert his

tentative research problem to a specific and concise one.

viii) It provides the researcher with an opportunity of gaining

insight into the methods , measures, subjects and approaches

employed by other research workers. This, in turn will lead

to significant improvement of our research design.

ix) It can help the researcher in making him alert to research

possibilities that have been overlooked.

x) In the process of reviewing the literature the researcher is

alert for finding out research approaches in his area that have

proved to be sterile.

xi) A careful consideration of the chapters entitled

‘recommendations for further research’ in various research

studies guides us regarding the suitability of a problem

and in assisting us delimiting our research problem.

In the words of Walter R, Brog, “ The literature in any field

forms the foundation upon which all future work will be built.”

He further observes that if we fail to build this foundation of

knowledge provided by the review of the literature our work is

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likely to be shallow and naive, and will often duplicate work that

has already been done better by someone else.

Carter V. Good writes, “The keys to the vast storehouse of

published literature may open doors to sources of significant

problems and explanatory hypotheses , and provide helpful

orientation for definition of the problem, background for selection

of procedure, and comparative data for interpretation of results. In

order to be truly creative and original , one must read extensively

and critically as a stimulus to thinking.

2.2 Review of Related Literature

Saint Tukaram ( 1673) in his book Abhang Mantra Gita (vHkax

ea=xhrk ) has described Characteristics of Sattvaguna. In chapter

14, Gunatrayvibhagyog ( xq.k=; foHkkx ;ksx )he has discussed about

sattvaguna.

ƒ- xq.kHkos izd`rhpsA mRiRrhps dkj.k AA

lRo vkf.k jt reA iq#"kksRre lkax rw AA

„- jtrekal eksMwfu A ;s ok<wfu lRoka’kw AA

…- QG fueZG lRRokykA ts dkgh cksyyk A

jtkps QGs rs nq%[kA tjh #fp us ?ks eq[k A

m?kMs rekps [kkijA vKkukpk f’kjksHkkj AA

There are three qualities of prakruti, i.e. personality. These are sattva,

Raja and Tama. Sattva prevails over Raja and Tama. Sattva is fruitful,

Raja is sorrowful and Tama is lack of knowledge.

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Swami Abhedanand (1979) in his book True Psychology has

described ‘ Mental condition’. In the chapter ‘ Power of concentration’

he has discussed 4 states of mind.

1. Ksipta 2. Mudha 3. Vikshipta. 4. Ekagra state. In all these 4 states

there is different proportion of sattva , Raja, Tama. In vikshipta

state ( 3rd

state ) SattvaGuna starts increasing and overpowers Raja and

Tama.

Kolhatkar Krushnaji Keshav ( 1981) in his book Hkkjrh;

ekul’kkL=] vFkok lkFkZ vkf.k fooj.k ikrTty ;ksx&n’kZu has

described the views of Indian Psychology. He has presented different

Patanjali Sutras about Yoga.

In the chapter ‘ Samadhipad’ Sutra-2., he has described about ‘

Trigunas’. That Sutra is // ;ksxf’pRro`fRr fujks/k // He has explained

that Sattva, Rajas, Tamas are (Gunas) traits of chitta (mind). There are

different states of chitta depending upon which trait is dominant. In

Kshipta & Mudha state Rajas & Tamas Guna are dominant By studying

different Yoga practices like Dhyan & Manan, a person can change his

state of Chitta (mind). In the chapter ‘ Samadhipad’ sutra- 10, the

author has described characteristics of Gunas. That Sutra is

// Hkko izR;;kyacuk o`fRrfuaZnzk //

He has explained that, when Rajas & Tamas subsides sattva guna

becomes dominant and chitta is illuminating with knowledge. This is

very useful to a person.

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Swami Vivekanand ( 1988) In the book Bharatiya Vyakhyane

(Hkkjrh; O;k[;kus) in chapter Vedantache Vividh Pailu (osnkUrkps

fofo/k iSyw )and Vedanta (osnkUr ) , he has discussed about importance

of pure food.

vkgkj 'kq/nkS lRo’kqf/n%

lRo’kq/nkS /kzqok Le`fr%

When diet is pure, sattvaGuna increases and due to it memory becomes

stable. Food becomes impure due to inherent shortcomings of the

matter, thoughts of the person who prepares food and externally

mixed matters. In the chapter ‘ Vedanta’, Swami Vivekanand has

described about Trigunas. When Tamoguna is converted into

Sattvaguna, infinite powers are created and expressed by the person.

When a person follows rules about diet it is easy to enrich sattvaguna.

Yardi M.R. (1991) in his book ‘ The Jnaneshwari’ has described

Sattva, Rajas & Tamas as ‘qualities born of Prakriti’. They bind the

immutable Self to the body.--- Sattva, Rajas and Tamas are the names

of three Gunas and they are born of Prakriti. Of these three Gunas,

Sattva is the best , rajas is middling quality and tamas is inferior. All

these three qualities are seen in every mental state.

Of these, sattva-being pure- is luminous and wholesome. It binds

by attachment to happiness, and by attachment to knowledge. Rajas is

of the nature of passion, born of desire and attachment. It binds

through attachment to action. Tamas is born of ignorance. It binds by

inattention, sloth and sleep.

By suppressing rajas and tamas, sattva prevails. When the sattva

increases, over powering rajas & tamas, the person says ‘ I am so

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happy’. When rajas overpowers, then person feels that nothing is more

desirable than action. Greed , restlessness , activity, enterprise, craving

all these arise when rajas is on the increase. Dullness, inaction

negligence and delusion arise when tamas increases.When, in all gates

of the body, the light of knowledge shines forth, then one should

know that sattva has increased.

Shri. Prabhupad (ISCON) (J h d `J h d `J h d `J h d ` " . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k, (1991) - in

Religious Scripture ‘ Bhagvad Gita As It Is ’ (Hkxon~xhrk t’kh vkgs

r’kh) has described three qualities of nature. In chapter14, Guna

trayvibhagyog (xq.k=; foHkkx ;ksx) the three modes of material

nature have been discussed.

lRRokRlat;k;rs Kkua jtlks yksHk ,op

izekneksgkS relkS Hkorks·Kkuesop

Sattvaguna is illuminating, wholesome. It is an indication of

knowledge. Rajoguna is indication of greed and Tamoguna is

indication of sinful actions.

jtLre’pfeHkw; lRRoa Hkofr HkkjrA

jt% lRRoa re’pS; re% lRoa jtLrFkkAA

There are three qualities of nature. When one increases in person, the

other two subside. When sattvaguna increases, Rajoguna and

Tomoguna subside and vice versa.

Å?oZ xPNfUr lRRoLFkk e/;s fr"BfUr jktlk%AA

t?kU;xq.kofRRLFkk v/kks xPNfUr rkelk%A

Sattvaguna is most desirable. Rajoguna is of middle quality and

Tamoguna is inferior. One must try to increase sattvaguna.

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Mind Tools Ltd. (1995) Among essential skills for an excellent

career in article ‘Are you a positive or negative thinker?’, importance

of positive thinking has been discussed. Positive and negative thoughts

can become self fulfilling prophecies. What we expect ,can often come

true. Positive thinking is often associated with positive actions and

outcomes. You will enthuse others and they may well pitch in to help

you. This makes constructive outcomes all the more likely. Optimistic

people are happier & healthier. Dr. Martin Seligman, who has been

described as America’s most influential psychologist, has done

extensive research on thought patterns.

Zimmerman , Alan (2000) The author says in his article ‘Build

a Positive Attitude with the 4 Day Attitude Diet’ that when you

compare age, gender, upbringing , education, IQ and just about

any other factor you can think of , research says that positive

attitude is the little bit of difference that makes all the difference

in success in both your personal and professional lives. In fact,

the research makes it clear that attitude is more important than

any other element when it comes to ensuring success.

Positive Attitude Day 1 : Fill your mind with positives.

Positive Attitude Day 2: Affirm yourself.

Positive Attitude Day 3: Think only good things about people.

Positive Attitude Day 4: Speak only positive words.

When we have a positive attitude, we refuse to use a

loser’s language. If we talk like a loser, we’ll end up losing. As

George Schultz, the former U.S. Secretary of State said “ The

minute we start talking about what we’re going to do if we lose,

we have lost.”

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Deshmukh Bhupal (2003) in his article ‘Ayurved and Mind’, has

discussed the relation of Ayurveda with mind. He has described

properties of mind functions and powers of mind, fallacies of talent,

and mind, mind & diet, examination of flow of thoughts in mind etc.

He has also described characteristics of sattvaguni person. According

to Ayurveda, absence of cruelty, proper likeness for all, truthfulness,

religiousness, orthodoxy, knowledge, work for good things without any

expectations, talent, intelligence, happiness are some of the

characteristics of sattvaguni person.

Varma Ravindranath & Varma Anjubala (2003) in their article ‘

Relation of food with psychology : Ayurvedic Perspective,’ have

described property of mind, relation between mind & body, daily habits

responsible for psychological disorders and how vitamins & minerals

affect psychology of people and conventional treatment verses

Satvavijay ( lRofot;). They say,for sound and healthy mind one

should nourish satvik behaviour which can be attained by changing our

eating pattern to satvik food. According to Ayurveda, Sattva, Raja,

Tama are basic characters and are related with mind. Leafy vegetables,

fruits, fresh roots, legumes, milk etc. are having sattvik characters.

Food containing Jal Tatva are mentioned as Satvik food.

R. Kumar Bhasker & B.S.Vijay Kumar (2005), In proceedings of the

‘Orientation course in value education for in-service teachers’

organised by Shri Satya Sai Institute of Higher Learning (Deemed

University) ,Prasanthi Nilayam (A.P.) have described the course in

value Education for in service teachers..

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The theme of the course is,

i) Concept, philosophy, methodology of value-oriented education.

ii) Value oriented education at Shri. Satya Sai Institute of Higher

Learning.

iii) Role of teachers and parents in value oriented education.

iv) Factors, issues and methods of value oriented education.

v) Teaching of various subjects with value orientation.

Observations of the Authors

Value education is the only panacea for all the societal maladies

today Teachers are the most important change agents in education

system in general & value education in particular. Teachers ought to

impart values predominantly by role modeling, supplementing through

pedagogy. Conscienciously developed teaching methods such as

carefully devised lectures, role plays and experiential learning systems

play an important role in value education. Value education should be

undertaken as a natural part of teaching of all courses by all teachers

and also through specially designated courses, and finally through a

systematized pattern of life : yoga , meditation, prayers, congregational

prayers to counter the pernicious effects of the electronic age on the

children.

Patil Geetanjali S (2005) in her article “Basis of value Education- A

philosophical analysis” has explained the concept of Chitta and its

states. As Swami Vivekananda says, Chitta is like a water tank , our

thoughts are like the waves & the Atman (soul) is like the bottom of the

tank.

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Three main states of chitta are -

i) Darkened or Tama State .

ii) Active or Raja State

iii) Enlightened or Satwa State.

If darkness prevails in the life of person, he proves to be

dangerous for him self and for the society. Great Indian thinkers have

insisted on enabling the student to proceed towards the internal source

of light i.e. Atman. Thus, it is the basis of value education and

guidance for self evaluation.

Decides whether the thought Throws light on the thoughts

is good or bad and according dwelling in mind.

to it action.

Waves of thoughts dwelling in mind

The teacher will have to provide the students criteria for good

thoughts.

Samarth Ramdas Sartha Shri Dasbodh (lkFkZ nklcks/k ) ( Editor –

Prof. K.V. Belsare ) 18th

edition (2006) : has described characteristics

of Trigunas. In Dashak 2nd

, Samas 7th

(n’kd „jk lekl ‰ ok ) he

has discussed characteristics of sattvagunas. Love for god, Vivek

(foosd ), learning, teaching, donation, not using hard words, sympathy,

balanced behaviour, warmth, satisfaction, steadiness, good memory,

Intellect

True Self

(Atman)

Mind

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storage of sattvik books, religious scripts, positive attitude, mind

control, calmness, quietness are all characteristics of sattvaguni person.

In Dashak 2, he has described characteristics of Tamoguni and

Rajoguni person. When SattvaGuna increases, there is light of

knowledge.When Tamas increases dullness, sleep, inattention, delusion

increases. It is the lowest quality. When Rajoguna increases passion,

greed, restlessness increases. It is middle quality. Sattvaguna is always

desirable. When one guna increases, other two subside. Sattvaguni

person is always stable. So, for teachers, sattvaguna is important and

desirable.

Tejguru Sirshri, Tejparkhiji,(2006) : in his book ‘Swasthya Trikon

(LokLF; f=dks.k ) Triangle of Health has discussed the importance of

diet for building up and maintaining body properly. He has explained

Trigunas, their characteristics and relation of trigunas with diet. He has

explained the triangle and star of Panchasharir (iap’kjhj).

Meal eue;h 'kjhj

foosde;h 'kjhj v Uue;h 'kjhj

Yoga Sleep izk.ke;h 'kjhj v kuane;h 'kjhj

In that he has explained ‘ Annamay Sharir’ (vUue;’kjhj). Author says

that Sattva, Raja and Tama are three, qualities of the body. Among

these three Sattvaguna is most desirable and for enrichment of

sattvaguna sattvik food should be taken. Author has stated

characteristics of Tamas, Rajas and Sattvik persons. He has given

different words for their sleep. Tamas persons are passive, dull, in

iap’kjhj

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active . Their sleep is known as ‘ Kumbhakaran’ (dqaHkd.kZ) sleep. Rajas

persons are too much active, restless, always busy. They like spicy oily

food. Their sleep is known as ‘ Ravan’ (jko.k) sleep’ Sattvik persons

are balanced, hard working, not tired. They eat only when they are

hungry. Their sleep is known as ‘ Rest of Ram’ (jke ).

Lopper Jerry (2007) The author says in his article ‘The power of

Positive Attitude, Benefits of Positive Thinking, Positive Mental

Attitude & Optimism.’ that Positive psychology studies indicate a

positive attitude, along with an optimistic outlook and positive

thinking, can bring better health and greater happiness.

Positive attitude, positive thinking, and optimism are now

known to be a root cause of many positive life benefits- the good

life and well being. You’ll live longer and be healthier and happier

with a positive attitude towards life. In addition , you’re more

likely to be successful. Learn to use the power of thinking

positive, adopting positive attitudes, and affirmations to gain

important life benefits.

Attitude is a mental position relative to a way of thinking

or being; a learning towards that which you believe. A positive

attitude is, therefore, the inclination to generally be in an

optimistic, hopeful state of mind.

Optimists believe they are accountable for good things and

that good things will generally come their way. If something bad

comes instead, optimists tend to write if off as an isolated

incident, an anomaly, or something out of their control ; optimists

believe things will be better in the future.

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If you’re a person whose first thoughts about the meaning

of something that’s happened are negative thoughts, be encouraged

by the knowledge that the first step towards a positive attitude

and positive thinking is to simply think another thought. Thoughts

are under your control.Your pessimistic way of thinking is a habit ;

habits can be changed.

Chincholkar Sunil (2008) : in his book Dasbodhache Manasshastra

(nklcks/kkps ekul’kkL= ) has described the three qualities of

personality in the chapter ‘Trigun Vichar’ (f=xq.k fopkj ). He has

discussed characteristics of sattvaguna. Sattvaguni person is always

satisfied minded, philanthropist, proper decision maker. He loves God.

He is steady minded. He has given different examples for Tamoguni

and Rojoguni person. Sattvaguni person always donates different

things.

Shri Shri Ravi Shankar (2008) : in his book ‘Wisdom for the New

Millennium’ has discussed human values. In chapter VI ‘Human values

in the classroom. A talk to Teachers he has explained that basic human

values need to be encouraged in the classroom. Teachers need to

uncover the values. These values are compassion, cooperation,

friendliness, smiling, lightness, wanting to help, sense of

belongingness, caring for each other. He also says that food plays a big

role in a child’s development.

Dekhane Ramchandra (2008, April 30) : in his article ‘Santavani’

(larok.kh) ‘Sathvachi Hetu Dnyan’ (lRRofp gsrq Kku ) in Dainik

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‘Pudhari’ has discussed about Trigunas from Dnyaneshwari and

Bhagvadgita.

Eg.kkSfu ck js vtwZuk A

;sFks lRofp gsrq KkukA

tSlk dk fnuekuk A

lw;Z gk iSAA ƒ†@„ˆ‡AA

He has explained this shloka from Dnyaneshwari. He has taken

reference from Bhagvadgita.

lRokRlatk;rs Kkua

jtlks yksHk ,o pA

Sattvaguna creates knowledge, Rajoguna creates greed, & Tamoguna

creates misbehaviors in person. All mistakes, disorders in life are

created by Tamoguna. When sun shines, darkness disappears likewise

when sattvaguna increases,the state of ‘lack of knowledge’ disappears.

There appears ‘knowledge’ in one’s life.

Narayan , Shobha (2008). in her article ‘Stripping the soul out

of Yoga ?’ says that Yoga, in India is a spiritual practice more

than a physical one. In America, they have adapted it to reap its

physical rewards while paying scant heed to its spiritual aspects.

The word yoga is derived from the Sanskrit word yuj, which

means “ to yoke” Yoga practices yoke- or unite - the self with God.

A great yogi , Patanjali, codified yoga into a book called the

Yoga Sutras some 5000 years ago. Before Columbus discovered

America and before Vasco da Gama initiated the spice trade

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between Portugal and India, Patanjali become obsessed with the

mind – body connection and wrote a treatise about it.

Yoga is not a religion. Rather, it is part of the Hindu-

religion , just as prayer is part of many world religions. Yoga is

a means towards realizing God, a spiritual mystical path towards

higher consciousness.

Yoga in its more holistic form incorporates many Hindu

concepts such as karma, reincarnation, chanting the word Om,

and meditation. But just as singing carols doesn’t make you a

Christian, doing yoga asanas doesn’t make you a Hindu. But if

you want to practice yoga as Patanjali envisioned and devised it,

that may involve embracing such Hindu concepts as chanting ,

fasting and studying the Vedas.

The beauty of yoga is that it is both encompassing and

narrow. You can improve concentration and your physical well-

being by doing yoga asanas. You can also achieve moksha

(liberation) if you “take it all the way” by following a daily

regimen of asanas at dawn adhering to a sattvik diet ( one that

includes pure and healthful foods) , studying Vedic texts, and

learning to control the mind and body through celibacy.

Great yogis in India radiate joy as well as a childlike

innocence that is devoid of ego, greed and ambition.

Virk G.S. (2008) The author says in his article ‘ Heavenly Gardens

-Meditation Pratice Meditation Relaxation’(Translation of original

sanskrit scripture larks"kknuqRre% lq[kykHk% AA42AA) says that

Satisfaction gains incomparable relaxation and happiness.

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It means, the aura of relaxation and happiness keeps a

satisfied human being encircled in its delightful embrace when

the mind is made satisfied it automatically becomes distressfree.

When the mind become distressfree, the bliss of relaxation and

happiness envelopes and spreads its radiance in all directions.

Thereafter , a person does not ever become unhappy. Desire and

greed aspects do not touch the person who has attained the bliss

of satisfaction and who has renounced his cravings. In order to

achieve this, it is essential that thoughts of mind are made

satisfied and cravingfree consciously. The method of disciplining

the mind lies through the path of meditation relaxation.

Wikipedia the free encyclopedia. Sattvic Diet. (2009)On the site,

the information about Sattvic diet was given A sattvic diet, also

referred to as a yoga diet or sentient diet, is a diet based on

foods which, according to Jainism, Ayurveda and Yoga are strong

in the sattva guna , and lead to clarity and equanimity of mind

while also being beneficial to the body. Such foods include

water, fruits, cereals, bread, most vegetables , beans, nuts, grains,

milk and milk derivates ( cheese, butter, ghee, cream, yogurt) and

honey.

Although it has been suggested that one can arrive at the

sattvic diet through trial and error, it can be most helpful to

consider the general characteristics of the sattvic diet, which

traditionally is described as pure foods that are rich in prana.

Organic foods are therefore recommended for both their purity and

vitality.The food should be fresh and freshly prepared. Leftovers

are decidedly tamasic. Pure, sattvic food needs to be chewed

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carefully and eaten in modest portions. Overeating is tamasic. The

food should be enjoyed for its inherent taste and quality, rather

than the spices and seasonings that are added. Too much salt and

spice has a rajasic effect.

Department of Education, Davidson College, Davidson (2009)

Davidson college has prepared conceptual framework preparing

the Future – Ready Educator.

Content

Leadership Diversity

Reflection Facilitation

Knowledge

In the summer of 2009, the Dept. of education adopted a

new conceptual framework for teacher education programme in

order to emphasize 21st

century skills and to align the programme

with the State Board of Education. Such professionals must be

critical thinkers, problem solvers, innovators, effective communicators,

effective collaborators, globally aware, financially and economically

literate.

These characteristics are embedded in the North Carolina

Professionals Teaching Standards, approved by the State Board of

Education on June 7, 2007 and represented in the Teacher candidate

Evaluation.

Teacher Education candidates will provide evidence that

they have achieved proficiency in each of the following

The future

ready

Educator

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i) Leadership - Teachers demonstrate leadership by leading in

their classrooms, schools , teaching profession by advocating

for schools and ‘students’ and by demonstrating high ethical

values.

ii) Diversity – Teachers establish a respectful environment in

which each child has a positive, nurturing relationships by

treating students as individuals.

iii) Content knowledge – Teachers demonstrate knowledge of the

content by recognizing interconnectedness of content areas

disciplines, by making instruction relevant to students.

iv) Facilitation - Teachers facilitate learning by helping students

develop critical thinking problem solving skills, students

work in teams and develop leadership qualities by

communicating effectively.

v) Reflection - Teachers reflect on their practice by analyzing

student learning , by linking professional growth to their

professional goals and by functioning effectively in a

complex , dynamic environment.

Swami, Radhanath (2010) The author says in the article

‘ Spiritual Dimension to Positive Attitude’ that the Bhagavad Gita

gives a complete understanding of a human being. It says that our

body consists of eight basic material elements. Five are gross

elements –earth, water, fire, air, and ether ; and three are subtle

elements-mind, intelligence, and ego. Besides these inferior elements

that make the body, there is a superior nature which is the spirit

soul, the conscious life force within all of us. The nature of the

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soul, the atma, is that it is sac-cid-ananda, eternal, full of

knowledge and full of bliss.

The Bhagavad Gita especially teaches about the spiritual

dimension of life and its relationship with the mental, intellectual,

egoistic and gross forms of matter. It is the greatest and deepest

science of reality . It trains us how to have a positive blissful

attitude in every situation that could come upon-us including death.

The Bhagavad Gita says that there is a reason for everything .

One should not see anything as totally bad, Rather, one should

look for the good opportunity even in the bad.

2.3 Review of Ralated Researches

Das K (1975) submitted his Ph.D thesis entitled ‘ The concept of

personality in Sankhya Yoga & the Gita.’ The Aim of his study was to

determine the concept of personality as found in the Sankhya Yoga &

Gita. The method was Analytic – Synthetic method.

The Related Findings of his research were as follows

i) The personality as found in the Sankhya Yoga was a pattern of

dynamic organization of psycho-physical constructs of nature,

having a self or spirit as inherent principle of consciousness &

technology, working in & responding to the environment in ways

peculiar to its own for the experience & realization of the

spiritual principle.

i) Consciousness was present in varying degrees, in all things &

beings.

ii) Personality had two aspects, the conscious & the unconscious,

the former was the principle of knowledge & latter of activity.

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iii) The Sankhya Yoga & Gita mainly stressed the training of the

will or intellect so as to function according to the principle of

reason & to avoid the forces of restlessness & ignorance.

Babu A. S. ( 1978 ) submited his Ph.D thesis entitled ‘ A Study of

Shri. Aurobindo’s philosophy to Shrivenkateshwara University.

Purpose of his study was to interpret Shri. ‘Aurobindo’s philosophy of

education based on his philosophical treats & educational writings.

The related Major Findings of his research were as follows

i) The psychic being was the divine aspect of man.

ii) With Psychic realization man would be aware of truth, good &

beauty.

ii) In all great people, in saints, in sages, in seer, it was the psychic

consciousness that worked.

iii) The psychic being could be realized through education.

iv) The barriers of egoism & the effects of ego personality became

demolished when the psychic being became predominant in the

child’s personality the psychic education.

v) World orientation & social orientation the education were both

independent & necessary pursuits, irreducible to any other

pursuits. They had instrumental value & their perfection formed

the basis or the ground for any further growth of the child.

vi) In education, an empirical perfection & spiritual perfection had

to find place for a harmonious & integral development of the

human personality.

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Nair V.S. (1980) submitted his Ph.D thesis entitled ‘Educational

ideas of Swami Vivekananda’ to Kerala University

The Related Objectives of his research were as follows

i) To find out the philosophical basis of education, psychology of

education, & socio-political & cultural aspects if education.

ii) To find out the significance of Vivekanand’s ideas in modern

times.

The Related Major Findings of his research were as follows. –

i) To him, the ultimate aim of education was self-realization . He

firmly believed that character was more important than rights.

ii) According to Swami Vivekanand, no teacher could educate a

child because it grew according to nature.(His application of the

analysis of the human mind as sattva, rajas & tamas had a great

bearing on the modern educational psychology.)

Mutha D.N. (1980) submitted his Ph.D thesis entitled ‘An Attitudinal

& Personality Study of Effective Teachers’ to Jodhpur University.


To identify the factors attitudinal, motivational,& personality which

differentiated effective teachers from ineffective ones.

The Related Major Findings of his research are as follows

i) Sex, professional training, nature of schooling & in come level

were significantly associated with the teachers effectiveness.

ii) Personality variables ascendance- sub mission, anxiety, marital

adjustment, extroversion, neuroticism, job satisfaction, teaching,

aptitude, real self-ideal, self-discrepancy, religious, value, social,

60

theoretical value, aesthetic value, economic value, political value

& intelligence significantly predicted the teachers effectiveness.

Dev B. R.(1981) submitted his Ph.D thesis entitled ‘The spiritual

element in the educational philosophy of Mahatma Gandhi’ to

Maharaja Sayajiraw, Baroda.

The Related Objectives of his research were as follows. –

i) To prove that the actual purpose of all education was self-

realization.

The Related Major Findings of his research were as follows. -

To help the child to be successful in life the teacher, who is the

guide must see to it the child is motivated and (he as a teacher, is doing

his work, properly with love, self respect, dignity as well as respect &

consideration for others.) Gandhiji wanted man to be proficient,

efficient & productive by knowing himself and his environment.

Shukla S.C. (1982) submitted his Ph.D thesis entitled ‘ Integration of

Yogic philosophy and Practices in the Modern system of Indian

education’ to Kumaun University.


i) To study the Yogic philosophy & practices, their implications for

human life & for education of the individual.

ii) To examine the significance of Yogic exercise for the

development of a well balanced personality.

iii) To estimate the scientific relevance Yogic philosophy.

iv) To design a curriculum on yoga for various levels ( Primary,

junior, secondary, higher.)

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The Related Major Findings of his research were as follows. -

i) Yoga was important for physical, mental & spiritual

development of human being.

ii) Yoga could be integrated with the educational system with co-

curricular activities like N.C.C., N.S.S. etc.

iii) Yoga could be introduced as a separate or an optional subject in

the curriculum, also be integrated with the informal schemes of

education.

iv) Yogic Suksama- vyayam should be encouraged for developing

the power of the Throat , eyes & ears & will power & memory.

v) Yoga education should be an integral part of teacher education.

Kesari H. (1986) submitted his Ph.D thesis entitled ‘ The Gita as

Learning Process with reference to modern Education’ to Osmania

University.

The Related Major Objectives of his research were as are follows.

i) To study concepts relating to Individual self, education for

material welfare, fearlessness & the process of education.

ii) To analyses the teaching – learning process relating to the

fundamental causes of all human problems.

The Related Major Findings of his research were as follows

i) Bhagvat Gita is textbook of teaching- learning process to educate

man in the development of the Inner man

ii) The Gita is a textbook of action on the philosophy of life for

development of the whole personality, material as well as

spiritual.

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iii) The Gita gives the right meaning of education, conveying that

education is life & life is education.

iv) The Gita Mataphysics (Brahma Vidya) & it’s teaching learning

process ( Yoga sastra ) are for the development of the total

personality for the realization of Truth.

v) The learning process of the Gita helps man to develop an

integrated personality-victory of the spirit over nature.

Gupta, B.D. (1988) submitted his Ph.D thesis entitled ‘ Intelligence,

adjustment and personality needs of effective teachers in science

and arts.’ to Agra University.


i) To correlate teacher effectiveness with intelligence,

adjustment and personality needs.

ii) To find out personality characteristics which differentiate

effective and non effective teachers.

iii) To analyse the differences between the following groups of

effective teachers a) science and arts teachers, b) male and

female teachers, and c) rural and urban teachers, in respect

of intelligence, adjustment and personality needs, iv)to

analyse the differences between adjustment scores of the

following groups of effective teachers a) science and arts

teachers, b) male and female teachers and c) rural and urban

teachers, v) to analysis the differences between the

personality needs scores of the following groups of effective

teachers. a) science and arts teachers, b) male and female

teachers and c) rural and urban teachers,

63

Methodology of his research was follows

In the study 46 science teachers and 298 arts teachers were

taken from the 39 intermediate colleges of Aligarh District. The

tools used include Teacher Effectiveness Scale of Pramod Kumar

and D.N. Mutha, Samoohik Mansik Yogyata Pariksha of

R.K.Tandon, Adjustment Inventory of S.K.Mangal , and Personal

Perference Schedule of R.R. Tripathi. The researcher also used the

Concurrent Correlation -cum Concurrent Comparison of Contrasting

Groups Design. The statistical analyses included mean, mode ,

median , S.D., skewness , kurtosis, ‘t’ test and chi-square.


i) Science and arts teachers did not differ significantly with

respect to adjustment and academic and general environment

of the institution.

ii) Effective science and arts teacher did not differ with

respect to professional adjustment.

iii) Effective arts teachers were found significantly better

adjusted in personal life than effective science teacher.

iv) Effective arts teachers were significantly higher than effective

science teachers on financial adjustment and job satisfaction.

v) So far as total adjustment was concerned effective arts

teachers were significantly superior to effective science

teachers.

vi) Effective science teacher had significantly more n-ach , n-

abasement, n-endurance and n-aggression than effective arts

teachers .

vii) Teacher effectiveness was found to be related to the age of

the teachers . There were found most effective in the

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age-group of 30-39 years ; after that their effectiveness went

on diminishing.

viii) Teacher effectiveness was found to be related to experience

of the teachers. They were found most effective in the

11-15 years experience group after that it began to decline.

ix) Teacher effectiveness seemed to be related to salary . The

number of effective teachers decreased as the salary

increased 10) Teacher effectiveness was not related to

gender .

Macfarland, M. Claire. (1988) submitted his Ph.D thesis entitled

‘A study of the effects of the effective classroom communication

programme on secondary school teacher.’ to Delhi University.


i) To ascertain the human relations skill of a group of

teachers in English-medium schools,

ii) To improve the human relations skill of the same group of

teachers by training them in the skills of the effective

classroom communication programme.

iii) To discover whether as a result of such training there is

measurable improvement in this group of teachers effective

classroom behaviour, and

iv) To suggest measures for improving the human relations skill

of teachers.

Methodology of his research was as follows

The study had a pre-test-post-test design having an

experimental and control group. The experimental group comprised

10 randomly selected schools, 27 teachers and 867 pupils for pre-

65

and post test. The control group consisted to eight schools, 26

teachers and 843 students in the pre-test where as in the post test,

the number of pupils decreased to 829. The tool used for the study

was the Index of Adjustment and Values (Adult and Junior - IAV)

The collected data were treated using inferential statistics.


i) Teachers in the experimental group scored significantly

higher than teachers in the control group on their post test

measures of a) self –acceptance, b) communication, c)

initiating affective messages, d) congruence self-disclosure ;

they also used more democratic methods.

ii) Level of regard, empathy, unconditionally of regard , and

congruence indicated a more positive attitude towards school.

More. R.T. (1988) submitted his Ph.D thesis entitled ‘A study of

the relationship between personality, aptitude for teaching and

effectiveness of secondary teachers.’ to Nagpur University.


i) To find out the standard of in service teachers by

evaluating the relationship between the teaching

effectiveness , the teaching aptitude and the personality of the

teachers


The sample comprised 500 male and female teachers taken

from secondary schools in Nagpur , Wardha, Bhandara, and

Gadchiroli Districts, through purposive sampling . The tools used

were Cattell’s 16 Personality Factors Questionnaire ( Hindi version

of S.D. Kapoor ) the Teaching Aptitude Test (TAT) of Jaiprakash

66

and Shrivastava and the Teacher Effectiveness Scale of Pramod

Kumar and Mutha. The collected data were treated using

quantitative techniques.

The Related Major Finding of his research was as follows

i) Out of the 16 personality factors, only six factors were

found to be positively correlated with teaching effectiveness,

of which intelligence was the most important.

Mittal Anupma. (1989) submitted his Ph.D thesis entitled

‘Personality characteristics and observed classroom behaviour of

secondary school teacher.’ to Lucknow University.


i) To study objectively the proportion of direct telling and

indirect elicitation in the teaching performance of secondary

teachers, and

ii) To relate the same to their age, sex, medium of instruction,

class level, general personality characteristics and teaching

personality type.


The sample of this study consisted of 164 teachers from

eight randomly chosen secondary institutions of Lucknow City.

The tools used for data collection included, the Modified

Observation Category System of Flanders, Cattell’s 16 PF

Questionnaire, and Teaching Personality Questionnaire (TPQ) of

Gupta. Two lessons were observed for the same teacher in two

different classes and subjects. Then the Direct-Indirect (I/D) ratio

of different categories of teachers was determined on the basis of

67

the aforesaid variables and the significance of the difference of

their mean I/D ratio was statistically examined.


i) Personality characteristics wise the outgoing , more

intelligent, emotionally stable, humble , sober, conscientious,

restrained, tender-minded, trusting, imaginative, shrewd,

apprehensive, conservative, group-dependent, controlled , and

relaxed teachers were found to be more indirect in their

classroom behaviour than the reserved, less intelligent ,

affected by feelings, assertive, happy-go-lucky, expedient,

venturesome, tough-minded, suspicious, practical , forthright,

placid, experimenting , self sufficient , self-conflict –ridden

and tense teachers.

ii) On the whole teachers with positive and neutral attitude

towards teaching obtained higher I/D ratio than teachers

with negative attitude towards teaching.

iii) Senior, experienced and trained teachers had higher I/D ratio

than younger, less experienced, and untrained teachers.

Choudhury, Namita Roy. (1990) submitted her research paper

‘Personality of the teacher and classroom discipline to Indian

Educational Review’


i) To find out the effective personality factors of teachers for

maintaining classroom discipline

ii) To find out the correlation between personality factors of

teachers and classroom discipline, and

68

iii) To compare the two groups of teachers, effective and non-

effective, for maintaining classroom discipline.


The sample consisted of 500 secondary school pupils and

50 secondary school teachers of Bombay City. The random

sampling technique was used. A 10 – point rating scale, and the

Teachers, Personality Rating Scale were used as tools. Mean, SD

and bi-serial correlation were computed to treat the data.


i) The teachers who scored high on the basis of the

assessment on the ‘Teachers’ Personality Rating Scale were

found effective in maintaining classroom discipline,

Sharma, Adarsh, (1990) submitted his Ph.D thesis entitled ‘Nature

and development of personality in the Bhagwad Geeta:

Educational relevance in the present society.’ to Kurukshetra

University.


i) To study the emergence of human personality from the

metaphysical reality and its basic constructs ,

ii) To study the specialisation of the traits of an exalted

personality after regimented means,

iii) To study the validity of the teachings of the Bhagwad

Geeta for the present society, and

iv) To find out the contribution of the Bhagwad Geeta to

educational philosophy.

69


Critical study of the original Sanskrit text of the Bhagwad

Geeta for the , available traditional Sanskrit commentaries for under

standing the text , and the works of modern scholars were used

in the study.


i) According to the Bhagwad Geeta, the personality of man

has three constructs: the physical body, the subtle or psychic

body, and the soul (Jeeva)

ii) The all pervasive conscious principle, called Brahman, is

inherent with the creative potential (prakriti) of speculation

(sattva guna), formulation of limitation (rajas guna ) and

finalisation or destruction (tamas guna)

iii) The sattva, rajas and tamas that define the three dispositions

of the inherent creative potential (trigunmayi prakriti) are

interlocked.

iv) The all pervasive consciousness is said to be the absolute

witness principle.

v) This principle, through its creative potential, idealistically

creates infinite units of psychic constructs and subtle

elements of earth, water fire, air and ether which through

the creative agency, further develop into gross physical

forces of the universe, and various plants and creatures. 6)

A synthesised assimilation of jnana , vijnana, spiritual values

and material assets recommended in Bhagwad Geeta can

help in developing a comprehensive curriculum for achieving

a harmonious relationship with society, nature and spirit.

7)The Bhagwad Geeta acknowledges the ideal studentship of

70

Arjuna that can be incorporated with the situational learning

of students.

Lohakare, S.S. (1991) submitted his Ph.D thesis entitled has

studied ‘ A study of the educational philosophy in Samartha

Ramdas Swamy’s Shri Dasbodha with reference to the values of

life.’ to Nagpur University.


i) To study critically the educational philosophy of Samarth

Ramdas as depicted in Shri Dasbodha. and

ii) To find out the position of inclusion of the educational

ideas contained in shri Dasbodha in the curriculum of

Marathi for Classes V to X and utility of the educational

philosophy in the curriculum.


Critical analytical study of Shri Dasbodha articles, letters,

criticism, notes and other documents related to the book

supplemented by interature of followers of the Shri Dasbodha

literature served the study.


i) The values cherished by Samarth Ramdas, inter alia , include

a) personal values- selflessness, industriousness, simplicity,

self-evaluation ability, self control, purity, leadership,

judiciousness, faith in science, efforts, rationality, b) social

values- comprehensiveness , equality , friendship, sacrifice,

(attitude for) secularism, brotherhood , tolerance , good

mannerism, c) moral values responsibility, truthfulness,

71

sympathy and love for nature. d) spiritual values - faith in

God, indifference, love and aesthetic attitude.

ii) Educational philosophy depicted in Shri Dasbodha includes

spiritualism , realism pragmatism and naturalism.

iii) The study found inclusion or reflection of certain elements

of the educational philosophy of Shri Dasbodha in moral

and spiritual values recommended by a) Shri Prakasha’s

Committee (1960) b) The Kothari Commission’s Report

(1964-66) c)The Standard IX textbook’s Marathi poem Ram

Rajya, and d) The values cherished in Indian life in general .

A lot of similarity was found in the concept of public

welfare envisaged in the Report of the Education Commission

(1949) and the concept of Anand-Van-Bhuwan of Ramdas.

Gupta , Alka (1992) submitted his Ph.D thesis entitled ‘A study of

students academic satisfaction is related to their personality needs

and personal values.’ to Allahabad University.

The Related Objective of his research were as follows

i) To measure the academic satisfaction of graduate students

ii) To find out the relationship of student’s academic satisfaction

with their personality needs and personal values.

iii) To compare most satisfied and least satisfied students on

various personality needs and personal values.

Methodology of his research is was follows

A stratified random sample of 579 B.A. (II) students (278

males and 301 females ), selected from the affiliated colleges of

Merit University, served as the sample . A specially developed and

standardised Students Academic Satisfaction Scale (SASS) ,

72

Meenakshi Personality Inventory (MIP) , and Personal Values

Inventory (PVI) were used as the data gathering instruments .

Product moment coefficient of correlation and two -way analysis

of variance (ANOVA) were employed to analysis the data for

testing the research hypotheses.

The Major Findings of his research were as follows

i) n-achievement, n-affiliation and n-nurturance were positively

related while the needs for dominance, abasement and

aggression were negatively related with academic satisfaction

in male graduate students.

ii) The needs for achievement , affiliation, nurturance and

endurance were positively related while need for dominance

and aggression were negatively related with academic

satisfaction for the entire sample.

iii) Religious and academic values were positively related while

economic value was negatively related with the academic

satisfaction of male graduate students.

iv) Religious , academic, and democratic values were positively

related with academic satisfaction for the total sample.

v) Most satisfied students were significantly higher on

religious value while least satisfied students were higher on

economic values .

vi) Level of satisfaction and sex interacted significantly for

aesthetic , academic, domestic and economic values.

Devi, Prativa (1996) submitted his Ph.D thesis entitled ‘Humanistic

Education during Upanishadic Period’ to Bharatiya Vidya Bhavan .


73

i) To find out how far the Upanishadas reflect a humanistic

ideology of educational theory building from the

renaissance onwards.

ii) To examine the text and formulate concepts that build up a

philosophical base of education, &

iii) To bring together in on coherent view the ideas reflected

by the humanistic Psychologists of America in the field of

education in 1960.


Eleven principal Upanishads were analyzed in a historical

context.


i) Upanishadic ideology emphasises ‘Being’ and self realization

as Ultimate persuits and education underscores the same.

(Similar objectives are reflected in Mallows proposals.)

Watve Sujala (2003) in her research article “Assessment of Satwa,

Raja, Tama qualities within a person. Glimpses of Indian Psychology”,

has discussed theoretical background of Trigunas & Trigun theory

according to Sankhya philosophy . She has explained trigunas in terms

of cognitive, affective and behavioral changes. She has constructed a

test to measure trigunas Satwa, Raja & Tama.

Micro objectives were

i) To explore pattern of personality of individuals in terms of

trigunas.

ii) To verify the scores of a person on trigunas in the light of

his/her personal qualities. Elaboration of concepts – Description

of trigunas given in Bhagvadgita was referred. Descriptions of

74

Satwik, Rajasik, tamasik, persons was carefully studied. A panel

of 5 psychologists listed 60 situations in day-to-day life.

Psychologists wrote how these three types of persons are likely

to react for these situations. Most comprehensive statement was

chosen for each situation. Three alternatives were there for each

situation.

Experts from Ayurveda , Yoga & Philosophy were called to decide

which alternative indicates which type of behaviour. They were

requested to name the guna. The items on which all experts agreed

were included in the inventory. Original test was developed in Marathi.

Nikumbh Ravindra (2003) in his research article “Role of Yoga

Training for the Behavioural Modification of the Prisoners, Common

Men and Women. Glimpses of Indian Psychology” has done

experiment of Yoga training for the behavioral modification of the

prisoners. It is also a comparative study of the prisoners with common

Men & women from society. He included 25 prisoners as respondents

and gave Yoga training daily for 1 hr early in the morning for one

month. He observed change in total life style of the respondent. The

questions were based on Indian Psychology. It was observed that

confidence of all respondents was increased. Feelings of hatred, envy,

jealousy , revenge etc. were replaced by general feelings of friendship,

goodwill for one another.

Teacher Competency Test (2007) on the site the importance of

good teacher to a students enjoyment level of the subject matter

was discussed in the article ‘ Education Teacher Competence’.

Abstract - In this paper , the writer notes that as a profession that

75

directly involves working with people , teaching is a very arbitary

profession. What constitutes good teaching is considered even

more arbitary , as the writer points out that definitions of good

vary from person to person. Furthermore, the writer discusses that

perceptions of teaching vary from student to student, each of

whom has his or her own ideals and expectations regarding good

teachers. A good teacher, in the writers view, should connect

with his or her student in a personal and targeted way. Most

importantly, the teacher has a responsibility to make the teaching

experience enjoyable for his students. The writer concludes that

students tend to be more responsive to a learning experience

that is associated with enjoyment than one associated with pain

or worse, boredom.

Students can learn to expand their imagination via not only

an appreciation of work written by others but also by creating

literature of their own. This can again be combined with

pragmatism and functionalism in terms of learning language and

grammatical structure and usage.

GUIDELINES RECEIVED FROM THE REVIEW OF RELATED

LITERATURE

From all above review it was noticed that the topics taken for the

study were based on, the Personality, Indian Scriptures, Indian

Philosophy, Yogic Philosophy etc. Survey and Analytic Synthetic

methods were used . The tools used were interviews , questionnaires

and tests.

76

From all above literature following findings were observed.

i) In Indian psychology, three personality traits have been

described Sattvik, Rajasik, Tamasik. These personalities are

made up of combination of trigunas ‘ Sattva’ , ‘ Raja’ and ‘

Tama’.

ii) Sattvaguna is most desirable and one must try to increase.

iii) Feelings of hatred, envy, jealousy, revenge have been replaced

by feelings of friendship , goodwill for one another due to

Yoga exercise.

iv) The Sattva, Rajas, Tamas that define the three dispositions

of the inherent creative potential (Trigunmayi prakriti ) are

interlocked .

v) Level of regard , empathy , unconditionally of regard and

congruence indicated a more positive attitude towards

schools.

vi) Swami Vivekananda’s application of the analysis of the

human mind as sattva, rajas and tamas had a great bearing

on the modern educational psychology.

vii) The teacher has a responsibility to make the teaching

experience enjoyable for his students. The teaching is most

arbitary profession .

From the above study it was noticed that development of

specific progamme for enrichment of sattvaguna for secondary

school teachers was not done . Therefore, this particular research

is original.

77

In this Second chapter researcher has presented review of

related literature. In the next chapter researcher has discussed

methodology of research.

78

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