UHV-II: Universal Human

Values – Understanding
harmony and Ethical Human
Conduct
Module 1 – Introduction to Value Education
Module 1 – Introduction to Value Education (6 lectures and 3 tutorials/ practice sessions)
Lecture 1: Understanding Value Education
Lecture 2: Self-exploration as the Process for Value Education
Tutorial 1: Practice Session PS1 Sharing about Oneself
Lecture 3: Continuous Happiness and Prosperity – the Basic Human Aspirations and their Fulfilment
Lecture 4: Right Understanding, Relationship and Physical Facility
Tutorial 2: Practice Session PS2 Exploring Human Consciousness
Lecture 5: Happiness and Prosperity – Current Scenario
Lecture 6: Method to Fulfill the Basic Human Aspirations
Tutorial 3: Practice Session PS3 Exploring Natural Acceptance

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Module 1 – Introduction to Value Education (6 lectures and 3 tutorials/ practice sessions)
Lecture 1: Right Understanding, Relationship and Physical Facility
(Holistic Development and the Role of Education)
Lecture 2: Understanding Value Education
Tutorial 1: Practice Session PS1 Sharing about Oneself
Lecture 3: Self-exploration as the Process for Value Education
Lecture 4: Continuous Happiness and Prosperity – the Basic Human Aspirations
Tutorial 2: Practice Session PS2 Exploring Human Consciousness
Lecture 5: Happiness and Prosperity – Current Scenario
Lecture 6: Method to Fulfill the Basic Human Aspirations
Tutorial 3: Practice Session PS3 Exploring Natural Acceptance

3
Lecture 1
Understanding Value Education
5
Expectations from Education
Education has the responsibility to facilitate:
Understanding ‘what to do’ – What is valuable, as a human being
and
Learning ‘how to do’ – skills, technology

Are both required or we can do with just one of them?

Both are important

What would be the priority between these two?

The Priority is
1. Understanding ‘what to do’  Value Education
2. Learning ‘how to do’ and Doing  Technical Education

6
The Current Priority: Learning ‘how to do’
Knowingly or unknowingly, our education has become skill-biased.

So while we progress in skills, develop & use new technologies, we are unable to ensure ethical
use of the technology…

Without clarity on the first question, without understanding what to do, even if we are going about
doing things in an efficient and effective manner… we can see that we don’t know where we
will reach

This shows up as confusion in the self; being easily influenced by others; and being busy in their
program

7
Deciding “What to Do” or “What is Valuable”
“what to do” is “what is important” is “what is valuable”

Do you want to be able to decide what to do and what not to do on your own right or
Do you want to be dependent on somebody else to decide for you?
(this somebody may be a group of people, it may be the society or the education system)

If you are not able to decide as to what is valuable what is not valuable on your own right then:
1. Someone else is programming you as to what is valuable what is not valuable
2. Unconsciously you keep accepting those things as values
3. You are busy with how to implement them, how to realize them and materialize them

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Deciding “What to Do” or “What is Valuable” – Example
Eg. In a professional college, the language in which students talk undergoes a drastic change in
using foul language in a very short time

What is happening? Foul language is assumed to be an indication of freedom, an indication of

progress… and the student starts using foul language . They are not even
investigating/finding out whether it is really worth for them

Did they decide it for themselves that they want to change? Or it just happened and they are not
even aware of it? Are these things happening “unconsciously”?

So, we are also being programmed generation after generation without being aware

Look into yourself – do you decide what to do or is it decided from outside?

The question is – can we become aware? Can we investigate? Can we find out what is worth for
us to do?
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Can we decide “What is Valuable” on our own right?
Is it possible to for us to decide what is valuable for us, what is meaningful, what is right, what
is wrong, what is innate in us?

Can we decide these on our own right? This is the issue, this is the essential point of the first
lecture

Is this possible?

We will explore into this further

10
The Need for Value Education
We saw that the first issue is that we need to understand “what to do”? And we need
to learn “how to do it”?

To understand “what to do”, we need Value Education

Second, in order to ensure this we need to get into the details of things, for which we
need a holistic perspective

To develop a holistic perspective, we need Value Education

So, that is the need of Value Education

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Understanding Value
Value of a unit is its participation in the larger order

e.g. The value of a piece of chalk is its participation in the classroom

What is valuable
The chalk writes on the blackboard in the classroom?
or
The chalk scratches the blackboard in the classroom?

What is valuable = value

The context is always the larger order

Value of a unit is definite (does not change with time, place, person)

The value of a unit is also referred to as its role

Thus, the role of chalk is to write on the blackboard
12
Explore
What is the value of water?

E.g. Value of water for quenching your thirst – the participation of water in quenching your thirst
Does water quench your thirst? Is it valuable?

Is its value (participation) definite?

Does it remain same over time?
Does it remain same in different places?
Is it same for different persons?

You can further reflect on the relationship between value and price
13
Human Values
Value of a human being is its participation in the larger order

E.g. Your participation in the family defines your value in the family
What is valuable for you? feeling of respect or feeling of disrespect?
You feel happy when you have a feeling of respect
The other feels happy when you express respect to him/her

Living in accordance with human values leads to mutual happiness*

 Your happiness
 Happiness of the other human being

*i.e. in the case of human-human interaction

In the case of human-rest of nature interaction,
living in accordance with human values leads to mutual prosperity

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Understanding Human Values
In nature, every unit participates with every other unit in a mutually fulfilling manner
E.g. air nurtures plants and plants enrich air

Except for human being (who does not understand human values)

For a human being to live with human values,

s(he) has to understand human values

E.g. for a human being to live with a feeling of respect s(he) has to understand the feeling
of respect

To live with happiness, human beings have to understand human values

They have to understand their participation
They have to understand their role

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Human Values
Value of a unit is its participation in the larger order

Human values = Value of human being is its participation in the larger order
In human-human interaction, living in accordance with human values leads to mutual happiness
 Your happiness
 Happiness of the other human being
In human-rest of nature interaction, living in accordance with human values leads to mutual
prosperity
 Your prosperity
 Prosperity of rest of nature

To live with happiness and prosperity, it is essential to understand human values

Without understanding human values, one may or may not be able to live with happiness and
prosperity
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Deciding Our Values
Do you want to be able to decide on your own right?
or
Do you want somebody else to decide for you?
(this somebody may be a group of people, it may be the society or the education system, etc.)

If you are not able to decide on your own right then:

1. Someone else is deciding what is valuable and what is not valuable for you
2. Unconsciously you keep accepting those things as values
3. You get busy with how to implement them, how to realize them, materialize them
17
Values Decided by the Other
Eg. In a professional college, many first-year students start to use foul language within a very
short time

They are made to assume that this sort of language is one of the indicators of their freedom, of
their own progress to adulthood… and they may adopt it as a new value

Similarly, with sleeping late and getting up late… and so many things

Did they decide it for themselves?

Did it just happen “unconsciously”, without being aware of it?
Is it worth for them? Is it fulfilling for them?
Is it fulfilling for others (like their family members)?

So, if we are unable to decide on our own right, we are programmed by the other; our values are
decided by someone else…

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Deciding Human Values on Our Own Right
Would we decide on the basis of whatever we like, whatever we believe?
If we decide in this manner, human values will be different for different people

Or is there some definite, existential basis, something we can understand, something we can be
assured about, something that ensures mutual fulfilment in living?
If this is the case, then there is a possibility that human values are universal, they are the same
for all of us

Value education is about exploring into this possibility

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Should Education help You to Develop Holistically?
Understanding What to do Values Value Education
Learning How to do Skills Skill Development
Doing Use of Skills Skills guided by Values Practice

The problems around you are more due to lack of skills?

or more due to lack of values?

Are both, values and skills, required?

Both are required; Values and skills are complementary to each other

If both are required, then what is the priority?

Values (what to do) first, then skills (how to do), but both are required

What is the state in present-day education?

Education has become skill-biased
(there is a need to make appropriate changes)
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Basic Guidelines for Value Education
Universal
The content needs to be universal – applicable to all human beings and be true at all times, all places
It should not depend on sect, creed, nationality, race, gender, etc.
Rational
It must be amenable to logical reasoning
It should not be based on blind beliefs
Natural and Verifiable
It has to be ‘naturally acceptable’ and experientially verifiable, and not based on dogmas, beliefs or
assumptions.
Should not be asked to believe just because it is stated in the course
All Encompassing
It needs to cover all dimensions (thought, behaviour, work and understanding) and levels (individual, family,
society and nature/existence) of human life
Should not be confined to only few aspects of life.
Leading to Harmony
Values have to enable us to live in peace and harmony within our own self as well as with others (human
being and rest of nature)

This will be sufficiently exemplified in the presentations in this workshop

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Guidelines for Value Education
- Universal
The content needs to be universal – applicable to all human beings and be true at all times, all
places
It should not depend on sect, creed, nationality, race, gender, etc.

- Rational
It must be amenable to logical reasoning
It should not be based on blind beliefs

- Verifiable
The student should be able to verify the values on one’s own right
Should not be asked to believe just because it is stated in the course

- Leading to Harmony
Values have to enable us to live in peace and harmony within our own self as well as with
others (human being and rest of nature)
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Guideline 1. Universal
It is universally applicable to all human beings and be true at all times and all places
It is about the basic principles of human existence which are universal. And if it is universal then it is not
dependent on any sect, caste, creed, nationality, gender etc.

Eg. Living with a feeling of relationship is naturally acceptable to all human beings – it is universal

Q: What do you think Value Education has to be universal or sectarian? It has to be dependent on time,
space and individual or independent of time, space and individual (i.e. apply equally to all of them)?

If it is universal then it is secular and it is more than that. When you say secular, it is a negation. Universal
is more than secular. One of the interpretations of secularism is that we not talk about religion or sex.
What has happened in the name of secularism is that we have stopped talking about human beings.
So, secularism is basically a negation, not an assertion. When you say universal, it is an assertion.

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Guideline 2. Rational
It is a set of proposals about reality, not a set of negations
It is amenable to reasoning

It is not based on whims, fancies, dogmas or blind beliefs

It is not a set of sermons
It is not a set of do’s and don’t
It is not antirational
It is not illogical

it can be communicated clearly

It can be questioned
it can be verified
It can be understood

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Guideline 3. Verifiable
We want to verify these values ourselves, i.e. we don’t want to assume something just because
something is stated, rather, each one of us will want to verify these to find out whether they are
true for us

It has to be naturally acceptable, and

experientially verifiable in terms of mutual fulfilment in my behaviour and work
 Behaviour with human beings leads to mutual happiness
 Work with rest of nature leads to mutual prosperity

If it is naturally acceptable, it leads to commitment to live in that manner without being forced in
any way or conditioned by another person

Every individual needs to be able to verify these values oneself

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Guideline 4. Leading to Harmony
Finally, value education must be able to enable us to be in harmony within and live in harmony
with others in the complete expanse of our being, of our living

As an individual, it needs to take care of all the dimensions of our individual existence – thought,
behaviour, work and the realization
Also it must cover all levels starting from individual to family to society and to nature/existence

Hence, when we live on the basis of these values, we start understanding that it will lead to
harmony in us and harmony in our interactions with other humans and the rest of nature. That
is, it leads to human conduct

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Content of Value Education
Holistic, All Encompassing

Covers all levels of human existence:

1. Individual (human being)
2. Family
3. Society
4. Nature/Existence

Eg. As a Family, Society – we want Fearlessness / Trust

NOT fear (due to mistrust / opposition)

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Content of Value Education
Holistic, All Encompassing

Covers all levels of living: Covers all dimensions of human being,

1. Individual (human being) (as an Individual):
2. Family 1. Understanding/Realization
3. Society 2. Thought
3. Behaviour
4. Nature/Existence
4. Work/Participation in larger order

Eg. As a Family, Society – we want Eg. In Thought – we want clarity

Fearlessness / Trust (a state of resolution, solution)
NOT fear (mistrust / opposition) NOT confusion (a state of problem)

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Levels of Living of a Human Being

Individual
My value for myself
(eg. ensuring happiness in the self and
health in the body)

Family
My value in the family
(eg. ensuring feeling of relationship and
prosperity)

To live with happiness, human beings Society

have to understand human values, My value in the society
i.e. their participation, their role in the (eg. to participate in social systems for
larger order justice, peace and harmony)
Without understanding human values,
they may assume something about
Nature/Existence
their participation, role, which may or My value in nature/existence
may not be fulfilling (eg. mutual fulfilment with rest of nature)
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Dimensions of Human Being (as an Individual)

1. Understanding

2. Thought

3. Behaviour 4. Work/
Participation in the larger order
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Process of Value Education
Universal
The content needs to be universal – applicable to all human beings and be true at all times, all
places
It should not depend on sect, creed, nationality, race, gender, etc.

Rational
It must be amenable to logical reasoning… should be able to question
It should not be based on blind beliefs

Verifiable
The student should be able to verify the values on one’s own right
Should not be asked to believe just because it is stated in the course

Leading to Harmony
Values have to enable us to live in peace and harmony within our own self as well as with
others (human being and rest of nature)
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Process of Value Education – Self-exploration
Whatever is said is a Proposal
Verify it on Your Own Right – on the basis of our Natural Acceptance
Do not assume it to be true or false

It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
between what you are and what you really want to be (your natural acceptance)

The purpose of this course is to initiate this internal dialogue,

to help you to be self-referential, self-confident

Is this process naturally acceptable to you?

Is the purpose of this course valuable for you?

More 32
In this course, we will explore… human values, human conduct

What is my
role (value) in
the family? What is my
role (value) in
the society?
What is my Who am I?
role (value) What is my
with my Body? purpose? What
is my role (value)
with myself? What is my role
(value) in
Nature/existence?

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Sum Up
Need for Value Education
To live with fulfilment, happiness, continuous happiness…
it is essential to understand what is valuable for human being (human values)
To understand human values, human conduct we need value education

Basic Guidelines for Value Education

Content of Value Education

All encompassing
Holistic

Process of Value Education

Self exploration, becoming Self-referential
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Human Aspiration – As an Individual and Where are we today?
A. Living (Surviving)?
Physical facility

B. Living with fulfilment?

Physical facility
Getting feelings from other

C. Living with continuous fulfilment?

(called by different names such as bliss, peace, satisfaction, happiness, fulfilment, salvation,
contentment, enlightenment, liberation, independence, self-actualisation, ecstasy, divinity,…)
Having right understanding – in the Self (harmony in the Self,
happiness)
Having right feeling – in the Self (living with fulfilment in relationship with human being,
mutual happiness)
Physical facility – with rest of nature (living with mutual enrichment with rest of nature,
mutual prosperity)

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Human Aspiration – As a Society and Where are we today?
A. Families living together, in a relationship of mutual fulfillment
(common goal)
Society

B. Individuals living together, but not in relationship of mutual fulfillment

(differing goals)
Crowd

C. Individuals living separately, in opposition / struggle

(conflicting goals)
Battlefield

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FAQs for Lecture 1
Understanding Value Education
Questions
Response
 Preaching, Moralising, Moral Education has been tried for many years – it does not
work. So, is this any different?

 Values can only be caught and not taught, so what's the use of classroom teaching?

 We have introduced UHV in higher education. But should not the UHV start early from
childhood. Isn’t it too late to start teaching value education from college?

 Due to cut-throat competition and lack of human consciousness in society, the focus of
the students is on developing skill for a good pay package and not on values. How to
bring their attention to values?

…

38
Value Education and its Outcome
Understanding Value Education
(definite, universal, invariant…) (proposals,
Right World-view, Perspective self-exploration,
knowing,
Self-discipline)
Natural Acceptance

Thinking Moral Education

(ideas, morals…) Belief

Doing Discipline, Instructions

(behaviour, work) (externally enforced
fear, incentive…)

Conduct is Conduct is Human Conduct

Indefinite Indefinite (Definite)
39
Can Values be Taught?
One of the misconceptions has been that
“values cannot be taught, they are caught”

Of course, values are inspired and reinforced in institutions by people who are living models of
human values

From the experiments in the last 20 years in mainstream education, it is clear that:

Human values can be taught! √

 Youth, regardless of their background, find it interesting when it is shared as a proposal
(rather than a set of instructions or do’s and don’ts).
 They are able to explore into the proposals, discover the values intrinsic in them
 Self-exploration is an effective means of self-evolution. There is significant perceptional transformation in those
exploring seriously.

40
Is it too Late?
We have accumulated so many problems… at every level

At the level of individual: unhappiness, dissatisfaction, a sense of purposelessness or futility,

tension, frustration, depression even suicide and on the other hand show the signs of
domination, violence, crime, terrorism etc. Poor health of the body…

At the level of family: deprivation, complaints, fights, inter-personal tensions, injustice and
hatred…

At the level of society: poverty, unemployment, division, discrimination, exploitation, opposition,

struggle and war…

At the level of nature: ecological disturbances, pollution, resource depletion, global warming,
heralding larger problems and disasters soon
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If we can start even now, Where to start from?
Where to start from: teachers or parents or policy makers?
At what level to start in education: primary or secondary or higher?

Its good to start value education right from elementary stage – children start learning values right
from childhood in their homes from their parents…
So, its better to start from their parents.

But when you go to educate the parents, ultimately you have to work with grown ups.

So, we have started with higher education

Through higher education, you are directly able to address the future teachers, parents and
policy makers.

42
Quiz
Self Reflection
Assignment Questions
1. For each slide in this presentation, mark the 1, 2 or 3 key points communicated

2. List 2 of the most significant problems that you see in yourself

3. List 3 of the most significant problems that you see in the society around you
4. Are these problems due to
 Lack of Skills
 Lack of Values
 Other reasons (please specify)
5. Do these problems have a common root cause?
6. If there is a common root cause, what are 3 major factors keeping you from making effort for
taking care of the root cause?

45
In the effort for Self-reliance… High Focus on Skills
Stress, focus was on skills
Not able to give adequate attention to the value aspect

Right values Wrong values

Right use of skills Misuse of skills

With even more skills

Right values Wrong values

Faster, more pervasive faster and more pervasive

Right use of skills Misuse of skills

Where are we are today?

46
Question(s) 2: Need for Value Education Response
• Why do we need to teach human values to
students in school / college? Isn’t it the job of
parents to inculcate values in their kids at
home?

• Due to cut-throat competition and lack of

human consciousness in society, the focus of
the students is on developing skill for a good
pay package and not on values. How to
bring their attention to values?

47
Question(s) 2: Need for Value Education Response
• Why do we need to teach human values to The parents think that they are paying for
students in school / college? Isn’t it the job of education and hence it is the job of teachers.
parents to inculcate values in their kids at Teachers think that our task is to cover the
home? syllabus and conduct exams, these things are
the responsibility of parents. But ultimately the
• We have introduced UHV in higher need is not met. And if it is not met in the
education. But should not the UVH start family, it is our responsibility as teachers.
early from childhood. Isn’t it too late to start
teaching value education from college? Response on next slide

• Due to cut-throat competition and lack of Every student ultimately desires for a happy
human consciousness in society, the focus of and prosperous life. We need to clarify this to
the students is on developing skill for a good the student through a process of dialogue.
pay package and not on values. How to We are not stopping the students from going
bring their attention to values? for a higher package. We are only saying that
it is not the complete program for life.
48
If we can start even now, Where to start from?
Where to start from: teachers or parents or policy makers?
At what level to start in education: primary or secondary or higher?

Its good to start value education right from elementary stage – children start learning values right
from childhood in their homes from their parents…
So, its better to start from their parents.

But when you go to educate the parents, ultimately you have to work with grown ups.
Teachers
Society… policy makers

So, why not start with higher education!

Through higher education, you are directly able to address the future teachers, parents and
policy makers.

49
Question(s) 3: Teaching of Human Values Response
• Values can only be caught and not taught.
Kindly comment.

• How to make value education part of life

rather than just being taught as a subject in
formal education?

• Implementation of human values in society

holds the key. It is not just sufficient to teach
the students for few semesters in colleges.

50
Question(s) 3: Teaching of Human Values Response
• Values can only be caught and not taught. Response on next slide
Kindly comment.

• How to make value education part of life Through self-exploration.

rather than just being taught as a subject in The content doesn’t have to be delivered as a
formal education? prescription or a moral thing, rather as an
essential requirement for continuity of
happiness in life.

• Implementation of human values in society Agreed. But one needs to be clear what is
holds the key. It is not just sufficient to teach there to be implemented.
the students for few semesters in colleges. Unless there is content to explore, what will
They may become misfits in society like this. one explore? Hence the classroom input is
necessary.

51
Can Values be Taught?
One of the misconceptions has been that
“values cannot be taught, they are caught”

Of course, values are inspired and reinforced in institutions by people who are living models of
human values

From the experiments in the last 15 years in mainstream education, it is clear that:

Human values can be taught! √

 Youth, regardless of their background, find it interesting when it is shared as a proposal
(rather than a set of instructions or do’s and don’ts).
 They are able to explore into the proposals, discover the values intrinsic in them
 Self-exploration is an effective means of self-evolution. There is significant perceptional transformation in
those exploring seriously.

52
Question(s) 4: Teaching of Human Values Response
• Shouldn’t the course on UHV be taught When a child is self-exploring, it is essential to
through practical exercises or short stories or give them proposals about basic, underlying
case studies of great people, in place of principles
classroom teaching? By classroom teaching, Help them to explore within, find out for
students will only mug up the content and themselves
reproduce in the examination. This will not Answer their questions, clarify
bring any transformation in their life. Provide a conducive environment

We do have practice sessions

Live examples

With that it is certainly a good idea to

introduce stories… particularly when the child
is imitating (as in primary education)

53
Question(s) 4: Teaching of Human Values Response
• Shouldn’t the course on UHV be taught • There are two parts to this process:
through practical exercises or short stories or One, to grasp the proposal which states the
case studies of great people, in place of basic principle about life.
classroom teaching? By classroom teaching, Secondly, to verify and validate in one’s living.
students will only mug up the content and
reproduce in the examination. This will not And both are necessary.
bring any transformation in their life. So, we need to enable our teaching
methodology to include both, and not leave
the second part.
Practical exercises are already included.
We can of course include short stories or case
studies of great people too. But we have to
ensure that the content is grasped clearly.
There is always a probability that the stories or
memoirs of great men give some otherwise
conclusions too.

54
Question(s) 5: Teaching of Human Values Response
• Students already are not interested in That’s why we need to include such subjects
studies. Many of them are sent forcibly for which can help them relate better to
studies. And now we are adding one more education. Students lose interest in studies
course. Is it justifiable? when they are not able to relate the studies to
their life and happiness.

• Are young students mature enough to sit Yes. Students are very much in a position to
through lectures like this and grasp these explore if the content is proposed through a
values? process of dialogue.

55
Question(s) 6: Teaching of Human Values Response
• There is a vast generation gap between the The generation gap may be there in terms of
teachers and students. How to teach this living, but there is no gap in Natural
course creatively given this generation gap? Acceptance. We have to help the students
reflect on their natural acceptance.

• Today people only look for skills and not Even in industries today, they are giving higher
human values. Students have a feeling that if priority to teamwork. Further, we need to make
they care about such courses, they will be it clear to the students that their basic
lagging professionally behind. Is it really aspiration is continuity of happiness and
possible to teach values in such a scenario? prosperity and not just the physical facility.

• How to manage the contradiction between To begin with they may feel that there is
focus on marks (for admission/placement) contradiction but, when they start working on
and importance of human values for life? human values, it is found that they become
sincere towards their academics

56
Question(s) 7: Basic Guidelines and Content of Value Education Response
• What do we mean by universal here? Does it It includes the essence of all that has been
include all that has been said across the said across the world for a happy and
world? prosperous life, a happy and prosperous
society.
Universal means applicable to every human
being in all time and all place.

• We are saying that we do not have to Essentially, we do need to verify what is the
assume anything as true or false, rather relationship of any activity (reality) with me, my
verify on one’s own right. Now how do we life and happiness.
verify on our own right whether the earth Having verified this, then in the process of of
revolves around the sun or the sun around fulfillment of this relationship, we can get the
the earth? necessary information through observation or
from others, (e.g. about earth, sun and their
rotation).

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Additional Question Response
What is the difference between value and There are four aspects:
meaning 1-words  2-meaning  3-seeing the reality
 4-seeing the reality in completeness

Meaning – description of certain aspect of a

reality…

Value – the role of a reality at different levels

Value is relative to the context, the larger order

Value of human being as an individual
Value of human being in family
Value of human being in society, etc.
Value of human being in its completeness

Value is one of the aspects of the reality, so a

meaning may indicate one of these value
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All participants requested to respond to the
poll

So far only 50% have responded

59
Lecture 2
Self-exploration as the Process
for Value Education
2
Process
Whatever is said is a Proposal (Do not assume it to be true or false)
Verify it on Your Own Right – on the basis of our Natural Acceptance
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
between what you are and what you really want to be
(your natural acceptance)
The purpose of this workshop is to initiate/strengthen this internal dialogue

izLrko gS ¼ekuas ugha½

tk¡pas & Lo;a ds vf/kdkj ijA
viuh lgt LohÑfr ds vk/kkj ijA
;g laokn dh izfØ;k gSA
;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas pyus yxrk gSA
More 3
What is this Workshop / Course
1. It is a process of dialogue – between me and you, to begin with
;g laokn dh izfØ;k gSA ;g laokn vkids vkSj esjs chp 'kq: gksrk gSA
2. It soon becomes a dialogue (Self-exploration) within your own Self…
“kh?kz gh ;g laokn vkids Lo;a eas pyus yxrk gSA

4
The Dialogue Within

What I Really Want to Be

Always
My Natural Acceptance
Relationship
My Intention

These are in These are in

Dialogue
Contradiction Harmony

Unhappiness Happiness

What I am
My Desire, Thought, Sometimes Sometimes
Expectation… Opposition Relationship
My Competence

5
Points for Self-observation
We have the innate potential to recognise what is right

We are endowed with natural acceptance

- It is innate, a part and parcel of our being
- It is invariant, uncorrupted by pre-conditioning
- It is definite

As we refer to our natural acceptance, we become self-referential

(self-organised, autonomous, swatantra)

6
Process of Self-exploration, Self-investigation
1. It is a process of dialogue – between me and you, to begin with. It soon becomes a dialogue
within your own self
2. It is a process of dialogue between what I am (tSlk eSa g¡w) and my Natural Acceptance or what
I really want to be (tSlk gksuk eq>s lgt Lohdk;Z gS = LoRo)
3. It is a process of Self-exploration, Self-investigation  Self-evolution
4. It is a process of knowing oneself; and
through the self, knowing nature and the entire existence
5. It is a process of recognizing one's relationship with every unit in nature/existence; and
fulfilling that relationship
6. It is a process of knowing Human Conduct (ekuoh; vkpj.k) and living according to it
7. It is a process of living in harmony within, living in harmony with others…
living in harmony with entire existence

7
v/;;u izfdz;k
1- ;g ,d Lkaokn dh izfdz;k gSA
2- ;g Lo;a ¼tSlk eSa gw¡½ dh vius LoRo ¼tSlk gksuk eq>s lgt Lohdk;Z gS½ ls laokn dh izfdz;k gSA
3- ;g Lo;a esa] Lo;a ds vf/kdkj ij tk¡pus dh izfdz;k gSA
4- ;g Lo;a dks ,oa Lo;a ds ek/;e ls [Link] vfLrRo dks le>us dh izfdz;k gSA
5- ;g vfLRkRo dh gj bdkbZ ds lkFk vius laca/k dks igpkuus ,oa rnuqlkj thus dh izfdz;k gSA
6- ;g ekuoh; vkpj.k dks le>us ,oa rnuqlkj thus dh izfdz;k gSA
7- ;g Lo;a esa Lora=rk ,oa lexz vfLrRo ds lkFk LojkT;iwoZd thus dh izfdz;k gSA

LoRo Lrra=rk LojkT;

8
Scope of this Workshop / Course: Self-evolution, Self-extension
Knowing your Natural Acceptance
What you really want to be
Natural Acceptance Swatva LoRo

Living in accordance with your Natural Acceptance

Living in harmony within
Self-organized Swatantrata Lora=rk

Living in harmony with others… with the entire existence

Self-extension Swrajya LojkT;
Harmony Everywhere = Universal Order
9
श वर का आशय

viuh lgt Lohd`fr dks ns[kuk@le>uk

tSlk gksuk eq>s lgt Lohdk;Z gS
LoRo

lgt Lohd`fr ds vk/kkj ij Hkko] fopkj

Lo;a esa O;oLFkkiwoZd thuk
Lora=rk

nwljksa ds lkFk laca/k@O;oLFkkiwoZd thuk & [Link] vfLrRo ds lkFk

LojkT;
10
Self-exploration, Self-investigation
1. Content of Self Exploration:
a. Desire (pkguk) - Aim, Objective, Basic Aspiration, Purpose
What do I want to achieve?

b. Program (djuk) – Process of achieving the desire, action

How do I achieve it ?

Are these questions important for you?

Do you have any other questions?
11
Recall: Exercise from UHV-I (SIP) Explore – Why are You Making Any Effort
to Become Something? to Do Something? to Get Something? To Be Something?
an engineer Build bridges… Money, name, respect… Happy, prosperous
a doctor Keep people healthy… Fame, money… Happy, prosperous
a farmer Grow nutritious food… Acceptance, respect, money… Happy, prosperous
an artist Inspire through music… Name, fame, money… Happy, prosperous
a teacher Educate… Money, respect… Happy, prosperous

-----------------------------Steps / Pathways ----------------------------------------------- --Basic Aspiration--

Which is your basic aspiration? Your goal?

(if being is your goal, the others are steps/ pathways)

If one pathway is not available is there no way to achieve your basic aspiration?
(one can choose another pathway)

12
Desire – Aim, Objective, Basic Aspiration, Purpose (What do I want to achieve?)
1. Happiness
2. Prosperity
3. The continuity of Happiness and Prosperity

Let us find out:

Do we desire for Happiness?
Do we desire for Prosperity?
Do we desire for the continuity of both (happiness & prosperity)?
If continuity of happiness and prosperity is ensured then what else would you desire?

Our basic aspiration is for happiness, prosperity and its continuity

(our desires are not unlimited or indefinite)
13
Self-exploration, Self-investigation
1. Content of Self Exploration:
a. Desire (pkguk) - Aim, Objective, Purpose Happiness, Prosperity
What do I want to achieve? Continuity

b. Program (djuk) – Process of achieving the desire, action

How do I achieve it ?

2. Process of Self Exploration

a. Whatever is stated is a Proposal
Verify it on your own right
Do not assume it to be true/ false
b. Self-verification

14
Process of Self-verification
Whatever is stated is a Proposal – Verify it on your own right
(Do not assume it to be true/ false)

Proposal
1 Verify 2 Experiential Validation
on the basis
Of Live according to it
your 2a 2b
Natural
Behaviour with Work with
Acceptance
Human Beings Rest of Nature

Mutual Happiness Mutual Prosperity

Which process is Naturally Acceptable to you?

A process of self-exploration, self-verification on your own right, leading to understanding in yourself

RIGHT or
UNDERSTANDING
A process of do’s & don’ts, in which you assume what is said, without verification
15
Sum Up
Content of self-exploration Basic human aspiration happiness, prosperity  continuity
How to fulfil it
Process of self-exploration Self-investigation, self-verification

(it may start with the dialogue

between you and me,

but it soon becomes a dialogue within you

between "what you are" and
"your natural acceptance"

The Purpose of this workshop/course is

to initiate/strengthen self-exploration in you
(discover your natural acceptance…)

16
Practice Session after Lecture 2
Introduce yourself in detail:
 Share about yourself, your family and your friends.
 Share salient achievements and failures in your life.
 Share how do you presently differentiate between right and wrong.
 Share your aspirations from life. Share what a fulfilling life means for you. For this, you may list
out the top five points that occur to you when you think of a fulfilling life. While making the list,
please consider your entire life, not just the present stage of your life (youth, middle age, old
age, etc.). How do you expect to fulfil these aspirations and live a life of fulfillment?
What are your observations and conclusions from your life experiences so far?

Expected Outcome:The students start exploring themselves; get comfortable with each other
and with the teacher and start appreciating the need and relevance of the course.

17
FAQs for Lecture 2
Self-exploration as the Process for Value Education
Questions

 How can we say that natural acceptance is invariant with time?

 What we accept is something quite subjective, different things appeal to different

people – How can we say that natural acceptance is same for everybody? Actually
what is this natural acceptance?

 Everyone is right according to his or her own understanding. Kindly comment.

 ...

19
Acceptance Natural Acceptance
What one accepts What is acceptable naturally
under the circumstances, influence of

Others (peer pressure) Innate Nature (natural acceptance)

Own preconditioning, tastes, likes-dislikes…
Sensation…

Sometimes respect, sometimes disrespect… Always respect

Sometimes nurture Body, sometimes exploit… Nurture the Body

Respect elders Respect all

20
Acceptance Natural Acceptance
What one accepts What is acceptable naturally
under the circumstances, influence of About your participation with the other unit

Others (peer pressure) Innate Nature (natural acceptance)

Own preconditioning, tastes, likes-dislikes…
Sensation…

May change with time Does not change with time

May change with place Does not change with place
May change with person Does not change with person

Indefinite Definite
may depend on circumstances, influences… uncorrupted by preconditioning…

Happiness or unhappiness Happiness always (assurance, satisfaction)

21
Self Reflection
Question(s) 2: Natural Acceptance Response
Is Natural Acceptance universal for all human Yes. But you can keep it open and verify. We
being across people of all countries, religion, have interacted with thousands of people from
caste, creed, gender, age, rich-poor, etc.? all sorts of background, and found it to be the
same for all.

What we accept is something quite subjective, As mentioned earlier, we need to distinguish

different things appeal to different people – between natural acceptance and acceptance
How can we say that natural acceptance is or liking or appeal etc. You will see that
same for everybody? Actually what is this Natural Acceptance is
natural acceptance? - Innate to me
- Invariant with time and place i.e. Universal
Liking or appeal has to do with details of how
to fulfill relationship, which may have variety,

Is Natural Acceptance the same as inner Yes. We may relate it to conscience, inner
conscience? voice, pure observer…
23
Question(s) 3: Natural Acceptance Response
Natural acceptance is innate, invariant and
What is difference between natural acceptance,
universal.
acceptance, and forced acceptance?
Acceptance is what I assume to hold good in given
situation.
Forced acceptance is what I do not accept, but in
given situation, I am forced to compromise, abide
by it.

We have to follow social norms and live as per Social norms and family traditions are basically the
family traditions to be accepted in the society, or details worked out at some particular time and
even in the family. This has been working for a long situation about how to fulfill the purpose, the goal
time. Do we need to verify these norms and set by the society.
traditions also? Therefore, we need to verify, from time to time-
1. Whether the goals set are correct- through
natural acceptance
2. Whether these norms and traditions are able to
meet those goals in the present time and
situation 24
Question(s) 4: Right Understanding Response
What is right understanding? How to know If I understand rightly, it will be:
whether my understanding is right or wrong? a. Satisfying to me,
b. Invariant with time and place
Is it same as natural acceptance? c. Universal for all human beings
d. Leading to harmony in my living, in behaviour
with human beings, and work with the rest of
nature
e. I will naturally accept to continue with it.

Everyone is right according to his or her own One may assume oneself to be right. But we need
understanding. Kindly comment. to verify our assumptions on the basis of above
criteria to see if it is part of (or based on) right
understanding.
On a lighter note- is this statement absolute!.
There is nothing absolute in this world. So,
As far as the purpose, goal is concerned, they are
how can we talk about such things with such definite and universal. Details of their fulfillment may
absoluteness? have variety, as mentioned above, e.g. Nurturing of the
body
25
Differentiate between
Understanding something and thinking about it
(thought)

Feeling
(Definite, objective…)

Expression (thought, expectation, beh, wk)

(Variety, subjective…)

26
Question(s) 5: Self-exploration Response
How is it possible to understand everything by As you gradually observe, you will see that the
the self and through the self? Just being aware essence of the whole existence, the co-
of “what I am” and “what I really want to be” existence (relationship, harmony and co-
itself is so difficult. existence), is reflected in me. And I can
observe it.

Presently, being aware of “what I am” and

“what I really want to be” may appear difficult.
But as you go on exploring, the clarity that you
get in the process (leading towards a
harmonious self), becomes self-motivating for
you.

27
Question(s) 6: Self-exploration Response
What is the need for self-exploration? The The existence is vast, but the content to
existence is so vast and I am a tiny unit of this explore is very simple. You need not verify
existence. Is it not unwise to also even think of about every incident taking place in this
exploring everything on my own right? existence, rather only the essence of this
existence- i.e. relationship, harmony and co-
existence (material and consciousness units in
space).
Secondly, unless you verify on your own right,
how do you make to a program to live with it in
a mutually fulfilling manner, be it the other
human being or any other unit of nature?

What is wrong in assuming something written What is written in the books is likely to be true. But
in the books as true? Why to verify everything? how do I understand the true meaning of the words
in the books unless I observe the reality indicated
by myself? To be certain, I need to explore myself
and understand. This is what any authentic book
will expect us to do. 28
In each and every Self, there is naturally
- the need to know (to understand the entire
existential reality)
- Potential to know (to explore, pay attention,
see, understand) the essence

29
Question(s) 7: Self-exploration Response
What if in my experiential validation, the You can see for yourself that your happiness is
proposal is ensuring happiness with one ensured the moment you have the natural
person but not with the other? How do I feeling, e.g. feeling of respect; when you
validate it? express this feeling and the other person
receives this natural feeling of respect, he is in
a state of harmony and happiness within.
However, there may be some problem in your
expression or in the reception of the other
person, that has to be rectified, and that takes
time.

What is meant by mutual prosperity with the Mutual prosperity means that when I am
rest of nature? interacting with the nature, I get the feeling of
prosperity within me, and the nature gets
enriched, preserved in the process.

30
Question(s) 8: Swatantrata Response
Isn’t swatantrata (self-organised) and freedom Swatantrata is being self-organized. At every level,
the same? (please give examples of understanding and living in harmony is the self-
swatantrata at each level of being – individual, organized state.
family, society and nature)
Generally speaking, freedom is to be able to make
a selection without any external pressure.
Freedom may or may not be leading to a self-
organized state as one may try to be free of
external pressure but succumb to internal pressure,
of sensations or pre-conditionings.

There are two kinds of freedom: freedom ‘from’ and

freedom ‘to’.
Many times when we talk of freedom, we are
talking of ‘freedom from’ some external pressure.
When we have to decide the program with ‘freedom
to’ do something, we need right understanding to
make a definite program for happiness.
31
Lecture 3
Continuous Happiness and
Prosperity – the Basic Human
Aspirations
2
Content of Self-exploration
Desire-
1. Happiness
2. Prosperity
3. The continuity of Happiness and Prosperity

Let us find out:

1. Do we desire for Happiness?
2. Do we desire for Prosperity?
3. Do we desire for the continuity of both (happiness & prosperity)?
4. If continuity of happiness and prosperity is ensured then what else would you desire?

Our desires are not unlimited or indefinite

Our basic aspiration is for happiness, prosperity and its continuity

3
Happiness- Ensured through this Internal dialogue

What I Really Want to Be

Always
My Natural Acceptance
Relationship
My Intention

These are in These are in

Dialogue
Contradiction Harmony

Unhappiness Happiness

What I am
My Desire, Thought, Sometimes Sometimes
Expectation… Opposition Relationship
My Competence

4
Happiness = Harmony Unhappiness = Disharmony
To have clarity, solution leading to harmony To have confusion, problem leading to
within contradiction within

To be in harmony with family members To be in conflict with family members

To be in harmony with the society To be in opposition with society

To be in harmony in nature/existence To struggle for survival in nature/existence

= Happiness = Unhappiness

5
Happiness Unhappiness
The state or situation, in which I live, The state or situation, in which I live,

if there is harmony / synergy in it, if there is disharmony / contradiction in it,

then it is Naturally Acceptable to me to be in then it is not Naturally Acceptable to me to be

that state / situation in that state / situation
(and I want to continue to be in that state / situation) T(and I want to get out from that state / situation)o be
To be in a state / situation which is Naturally forced to be in a state / situation which is not
Acceptable is Happiness Naturally Acceptable is Unhappiness

To be in a state of Harmony / Synergy is To be forced to be in a state of Disharmony /

Happiness Contradiction is Unhappiness

Happiness = To be in Harmony Unhappiness = Disharmony

6
Happiness Continuity of Happiness
The state or situation, in which I live, State / Situation in which I live
or expanse of my being:
if there is harmony / synergy in it, 1. As an Individual Human Being
2. As a member of a Family
then it is Naturally Acceptable to me to be in 3. As a member of Society
that state / situation 4. As an unit in Nature/Existence
(and I want to continue to be in that state / situation)
To be in a state / situation which is Naturally
Acceptable is Happiness Continuity of Happiness
= Harmony at all levels of being i.e.
To be in a state of Harmony / Synergy is 1. Harmony in the Human Being
Happiness 2. Harmony in the Family
3. Harmony in the Society
Happiness = To be in Harmony 4. Harmony in Nature/Existence

7
Our Program
To facilitate understanding of the harmony at all levels of being
1. Harmony in the Human Being
2. Harmony in the Family Proposals
3. Harmony in the Society
4. Harmony in Nature/Existence

To understand & to live in harmony at all levels of being

1. In the Human Being 1a) Verify the proposals
on the basis of your
2. In the Family
NATURAL ACCEPTANCE
3. In the Society
4. In Nature/Existence 2b) Experiential validation
by LIVING ACCORDINGLY

Right Understanding
Right Feeling
8
Prosperity (le`f))
Prosperity – The feeling of having / producing more than required Physical Facility

le`f) & vko”;d lqfo/kk ls vf/kd dh miyfC/k@ mRiknu dk Hkko

A prosperous person thinks of right utilisation, nurturing the other

“ deprived “ “ “ accumulation, exploiting “ “

le`) O;fDr lnqi;ksx dk] nwljs dk iks"k.k djus dk lksprk gS

nfjnz “ laxzg “ “ “ “kks"k.k “ “ “ “

9
FAQs for Lecture 3
Continuous Happiness and Prosperity – the Basic Human Aspirations
Questions
• How can meaning of happiness be universal?
Or how can happiness be the same for everyone?

• Everyone in this world is working for one’s own happiness. So is it not right to say that
everyone is selfish in this world?

 Such discussions on prosperity have been there for ages, still people are accumulating
and exploiting. Can it ever be resolved?

• ...

11
Quiz
Self Reflection
Question(s) 1: Happiness Response
• How can meaning of happiness be We have defined happiness as “to be in
universal? harmony”, and unhappiness as “to be forced
to be in a state of contradiction”. Does this
Or how can happiness be the same for
defination of happiness and unhappiness hold
everyone?
good for you? If yes, then happiness means
same for all of us.

• Everyone in this world is working for one’s Yes, everyone is working for one’s own
own happiness. So is it not right to say that happiness; but, unfortunately, they are not
everyone is selfish in this world? working for continuous happiness which is
their basic desire. If only they work for it, they
will realise the importance of relationship,
harmony and co-existence which is the
foundation for ensuring continuity of happiness
for one and for all. In this case, वाथ, पराथ,
परमाथ- all three are fulfilled togrther.
14
Why is it important to understand the aspirations?
1. We will make effort in the intended direction (however far the destination may be)

2. We will know when we get there

3. Without clarity:
 we may get busy with “how to” and
waver from the intended aspiration

 We may over-evaluate “our part” of the whole,

get so involved in it that
the overall target may be compromised
with due apologies to our good doctors

Whatever we feel, think, do, get done… should it not result in desired results?
So, we have to be clear about these desired results
Without that clarity, our efforts may be directionless!
15
Question(s) 1: Happiness Response
• What is happiness? Is it a mental state, Happiness is to be in a state of harmony.
sense of freedom, self-satisfaction in life, Certainly, it is state of the self, the
bliss, harmony in mind, etc.? consciousness. When we are in a state of
continuous happiness, it includes peace,
satisfaction and bliss in the self.

• What is the sign to recognize that one is

When we are happy, we are in a state of
happy?
harmony within and this reflects in terms of the
harmony with world outside. So, these are the
two main indicators that one is happy. On the
other hand, if we are unhappy, we are in a
state of contradiction within and this reflects in
terms of the contradiction with world outside.
Check for yourself, when does a mother
shouts at or beat the child, when she is in
harmony within or contradiction within?
16
Question(s) 2: Happiness Response
• Don’t you think that issues like happiness in • There are two things to be considered- 1. is
continuity are merely imaginary or it desirable? and 2. is it feasible? We all
impractical. We have been talking about desire for happiness in continuity, definitely.
such issues for ages, and it is impossible to As regard feasibility, we have people who
define it and ensure it. realised this relationship, harmony and co-
existence, and the state of bliss emerging
out of it. We can also verify this by
understanding relationship and harmony and
living in it; any small effort in this direction
makes us happy to that extent and it shows
the possibility that if we can understand
these in their completeness and live with
these in continuity, we too can ensure the
continuity of happiness, that state of bliss in
ourselves.

17
Question(s) 2: Happiness Response
• We are talking about ‘want’ of happiness. But • We are talking about ensuring the continuity
traditionally, we have been saying that this of happiness, which is ensured by
‘want’ is the basic reason for unhappiness. understanding of harmony and my living
Kindly comment. with feeling of harmony within. This is
something which has to be ensured within
and not to be obtained from outside. When
we try to get it from outside, that creats the
problem. So, what is being said is that if you
try to get continuity of happiness from
outside, you are bound to fail, be in trouble.
• This is all good to talk about happiness, • Extinguish the fire in the society! But, how do
prosperity etc. But if your house catches fire, you do it, that is the question. We are
what will you do? Talk about happiness or essentially trying yo work for a real answer
put out the fire? The society is burning today. to it. Only when we have a system which
What should I do first? ensure wellbeing of all- by ensuring
continuity of happiness for one and for all,
there will be harmony and peace in the
society. 18
Question(s) 3: Prosperity Response
• Food is physio-chemical in nature, and it
• Why are we calling food also as a physical
facilitates to nurture our body, therefore we
facility? It is the basic need of a human
are calling it as physical facility. In fact, real
being.
purpose of physical facility is to serve our
basic needs. Over indulgence will not come
under right utilisation.

• If I feel happy by accumulating and indulging • You can go for it, but, be clear that it will
in physical facilities, why should I not go for never lead to continuity of happiness and
it? prosperity

• Looking at the rate of inflation in the country • We have to distinguish between the physical
and the unforeseen situations (like this covid needs and the need of the self. Physical
situation), how can I ever make out the need needs, which relates to the needs of the
for physical facilities I will require? body, can certainly be identified. We are
already producing more (6 times) than what
is required for all the people on earth.
Inflation is a man made phenomenon 19
Question(s) 3: Prosperity Response
• When we say prosperity is the feeling of • My physical needs I can identify, and that
having more than required, how do I decide much I have to produce anyway. However, I
how much more? have to produce more to share with others-
my relatives, my friends and people who
need in the society. Of course, while
producing more, we have to make sure that
this production is through a cyclic and
mutually enriching process with the rest of
nature

20
Physical Facility
Right understanding and right feeling (feeling of relationship)
Identification (as a family, with right understanding of natural laws)
Availability / Production (capacity to produce in the family + availability in nature)
Consuming (what is required… right utilization)
Sharing (in family… society… for the wellbeing of all)
Storage of remaining (for right utilization in future)

What is naturally acceptable?

Renunciation
Right Utilisation
Indulgence

21
1. Relate to them
2. Help them see the wider possibilities with human existence
3. Then they will be able to decide… we can also help them to make appropriate choice for
participation in the larger society

Presently
We do not relate to them
They don’t see the relevance of many of te hings we are asking of them
We try to dominate
They react… <<see recording>>

22
Question(s) 4: Prosperity Response
• The right understanding is not going to be • With right understanding, I can identify my
ensured in a day or two. When I go to work need for physical facility. Most of the times
for it, I am not able to work for physical we find that we already have more than what
facilities. Now I have to fulfil all my is required. So we can feel prosperous. In
relationships too and I require more facilities case we have less, we can work better with
for it. So, how do I make the right program to right understanding to produce more. As far
ensure enough physical facilities? as relationship is concerned, the major issue
there is that of feelings and that can be
ensured through right understanding

• If prosperity is a feeling, can’t I simply have it • Not by minimising my needs, but, by rightly
without working much for physical facilities identifying my physical needs. If i do that, i
by minimising my needs? find that it is very less and it is possible to
produce more than that. As we mentioned,
we are already producing more than what is
required for all people. by minimising my
needs?
23
Question(s) 4: Prosperity Response
• You are talking about prosperity. The saints • What has been said time and again is that
in our country talked about renunciation and rightly identify the physical needs, do not
they were happy. Can’t that also be the way over-indulge. When we look at it from the
to live? perspective of people who are over-
indulging, it seems to be renunciation.
Further, it has always been professed that
we produce more than what is required but,
consume only as much as is required, the
rest we share with others for relationship and
for societal well-being.

24
Question(s) 5: Prosperity Response
• How can the feeling of prosperity ever be • When I can identify my need of physical
continuous as it is dependent on the facility, with right understanding, I can also
availability of physical facilities which are see that there is enough provision for it in
temporary? the nature and human being has enough
potential to produce more than what is
required. This clarity gives rise to feeling of
prosperity in continuity.

• At a young age, such issues are quite

motivating. But as we grow up, we start • Such issues are important in all age; when
going with the masses. Isn’t it true? we are young, we are enthusiastic about
taking up these issues. However, if we are
not clear and successful , then as we grow
old, we loose that enthusiasm in general not
only on such issues.
• I understand the need for physical facilities. • Help them to explore and find out for
But my family doesn’t. Hence, I need to keep themselves their need for physical facility. In
earning more and more. What to do? the mean time, may be you have to earn
more. 25
Question(s) 6: Prosperity Response
• Such discussions on prosperity have been • It can be resolved if
there for ages, still people are accumulating 1. we have right understanding and feelings at
and exploiting. Can it ever be resolved? the individual level (mainstream education)
2. identification of physical needs and
production at the family level,
3. a system in the society which supports and
promotes this.
• It is easy to see the limit of need for physical
• If we can see and do it at the level of
facility. But very difficult to see in monetary
physical facility, that is important. Money is
terms. Don’t you think so?
just a means for exchange of physical
facility, though it seems to have occupied a
supreme position
• You are talking about producing physical • First we have feel the need for producing,
facilities. But with all the education I had, then we have to develop the mindset for
now I cannot do physical labour. What labour followed by practice. This may take
should I do? some time, but, that is fine

26
Question(s) 6: Prosperity Response
• Is it necessary that I have to produce to be • Some one has to produce the physical
prosperous? If I am in teaching profession, facility that I need, either I do it or my family
can I have this feeling? members, my friends do it or somebody in
the society does it. If there is a feeling of
relationship and we have divided different
responsibilities in the society, on the basis of
relationship, then it is fine. But, the crisis
today is that the very basis of relationship is
missing.
<<example of village as a family… some 36
types of work for producing what is required…
notion of sharing/distribution (not of exchange)…
exchange between villages (village haat)…
notion of contributing to society… 
PRINCIPLES
1. Human purpose (common?)
• 2. Relationship?
3. Then we can decide on type of economy of
take-take… give-take… give-give…>> 27
Lecture 4
Holistic Development and
Role of Education
2
Content of this Session इस स क वषय-वा तु
Basic human aspiration मानव क मूल चाहना

Fulfilment of basic human aspiration मानव क मूल चाहना क पू त

Holistic development
सम वकास
The role of education in holistic development
सम वकास म श ा क भू मका
It will also give an idea about:
– The content of this workshop/course
– The process of this workshop/course इस स से इन तीन के बारे एक अनम
ु ान बन
– The expected achievement from right पायेगा:
understanding – श वर/कोस &क वषय-वा)तु
– श वर/कोस &क *&+या
– समझ से अपे- त उपलि0ध

3
Process
Whatever is said is a Proposal (Do not assume it to be true or false)
Verify it on Your Own Right – on the basis of our Natural Acceptance
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
between what you are and what you really want to be
(your natural acceptance)
The purpose of this workshop is to initiate this internal dialogue

izLrko gS ¼ekuas ugha½

tk¡pas & Lo;a ds vf/kdkj ijA
viuh lgt LohÑfr ds vk/kkj ijA
;g laokn dh izfØ;k gSA
;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas pyus yxrk gSA
More 4
Desire pkguk
Do we want to be happy?
D;k ge lq[kh gksuk pkgrs gSa\

Do we want to be prosperous?
D;k ge le`) gksuk pkgrs gSa\

Do we want the continuity of happiness and

prosperity?
D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\

5
Desire, What We Want to Be State of Being, What We Are
Do we want to be happy? Are we happy?
D;k ge lq[kh gksuk pkgrs gSa\ D;k ge lq[kh gSa\

Do we want to be prosperous? Are we prosperous?

D;k ge le`) gksuk pkgrs gSa\ D;k ge le`) gSa\

Do we want the continuity of happiness and Is there continuity of our happiness and
prosperity? prosperity?
D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\ D;k gekjs lq[k] le`f) dh fujarjrk gS\

Why this gap?

- between our desire and our state of being
- between what we really want to be and what we are

What are we doing to fill this gap? Is it getting filled up or getting wider?

We will explore into this 6

Desire pkguk Effort djuk
Do we want to be happy? Is our effort (gekjk iz;kl):
D;k ge lq[kh gksuk pkgrs gSa\ – For continuity of happiness and
prosperity?
Do we want to be prosperous? lq[k] le`f) dh fujarjrk ds vFkZ esa gS or ;k
D;k ge le`) gksuk pkgrs gSa\ – Just for accumulation of physical facility?
dsoy lqfo/kk&laxzg ds vFkZ esa\
Do we want the continuity of happiness and
prosperity?
D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\

Have we assumed that happiness and prosperity will be ensured

when we have enough physical facility?

What effort are we making, other than accumulation of physical facility?

7
Physical Facility is Necessary…
When an animal has lack of physical facility it becomes uncomfortable, when it gets physical
facility it becomes comfortable
Eg. When a cow gets a stomach-full of grass, it becomes comfortable, sits and chews the cud
i’kq dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku gksrk gS] lqfo/kk fey tk, rks og vkjke esa vk tkrk gS]
tSls isV Hkj ?kkl fey tk, rks xk; vkjke ls tqxkyh djrh gSA

When a human being has lack of physical facility, he becomes uncomfortable and unhappy
But once he gets the physical facility, he forgets about it and starts thinking about hundred other
things
euq”; dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku o nq%[kh gksrk gS]
ijarq lqfo/kk fey tk, rks mlds ckjs rks Hkwy gh tkrk gS] mlds vykok lkS vkSj phtsa lkspus yxrk gSA

(Check for yourself if you feel happy every day that you are getting enough to eat?)
vki gh vius esa tkap dj ns[ksa] D;k vki bl ckr ij jkst [kq’k gksrs gSa fd vkidks isV Hkj Hkkstu fey jgk gS\

8
Physical Facility is Necessary… but it is not Adequate
When a human being has lack of physical facility, s(he) becomes uncomfortable and unhappy
But once s(he) gets the physical facility, s(he) forgets about it and starts thinking about hundred
other things
euq”; dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku o nq%[kh gksrk gS]
ijarq lqfo/kk fey tk, rks mlds ckjs rks Hkwy gh tkrk gS] mlds vykok lkS vkSj phtsa lkspus yxrk gSA

Lets see if we know how many pairs of clothes we have

If there were a shortage of clothes it would be a problem for us, but now that we have clothes,
we may not even know how many we have… (and yet we may keep collecting more and
more…)

When we don’t know how many clothes we really need, we can be in this situation

We have a problem when we don’t have clarity about our needs!

9
Something more is required (over and above physical facility)
Physical facility is necessary for human being
but
something more is also required

10
To find out what else is required (over and above physical facility)
Check: Is the unhappiness in our families
 More due to lack of physical facility or
 More due to lack of fulfillment in relationship?
vkids ifjokj esa tks nq%[k gS] og lqfo/kk ds vHkko esa T;knk gS ;k laca/k dk fuokZg u gksus ds
dkj.k T;knk gS\

11
To find out what else is required (over and above physical facility)
How much time and effort are we investing:
 For physical facility
 For fulfillment in relationship
vki lqfo/kk tqVkus ds fy, fdruk le; o iz;kl yxk jgs gSa vkSj laca/k dk fuokZg ds fy, fdruk le; o iz;kl
yxk jgs gSa\

The unhappiness is more due to lack of fulfillment in relationship

Most of the time and effort is spent for physical facility
nq%[k laca/k dk fuokZg u gksus ds dkj.k T;knk gS( ijUrq] le; o iz;kl lqfo/kk ds fy, T;knk yxk;k tk
jgk gS

12
For Human Being, Relationship is also Necessary
For human being physical facility is necessary but relationship is also necessary
ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gSA

On examining carefully, we find that this is a fundamental difference between animals and
human being
/;ku ls ns[ksa rks ekuo o i’kq ds chp ;g ,d ewyHkwr varj gSA

Physical facility is necessary for animals and necessary for human being also
lqfo/kk i’kq ds fy, vko’;d gS] euq”; ds fy, Hkh vko’;d gSA
However, ijarq]
For animals physical facility is necessary as well as adequate
i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj [Link] Hkh gS]
For human being physical facility is necessary but not adequate
euq”; ds fy, Hkh lqfo/kk vko’;d gS ij [Link] ugha gSA
13
In Addition to Physical Facility, Relationship is Necessary

For human beings physical facility is necessary but relationship is also necessary
ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gSA

For animals:
necessary & largely
adequate
RELATIONSHIP PHYSICAL FACILITY i’kq ds fy,
vko’;d
laca/k lqfo/kk ,oa [Link]

with human being With nature For human beings:

necessary but not
adequate
ekuo ds fy,
vko’;d
ijarq [Link] ugha

14
Although we have Recognised the need for Relationship…
We do get into arguments, opposition and fights… even in the family, with close friends, with
colleagues at work… in the marketplace…

Every time we have a fight, we want to resolve it…

We say sorry, patch up and promise not to fight in future but…

Even though we don’t want to, a fight does take place once again
(we want the other to improve… and the other wants us to improve…)

Is this happening?
Are incidences of reaction… not speaking to the other… arguments… debates… divorce…
increasing or decreasing?
Explore your close relationships – in the family, with friends, in the workplace, in the society

In spite of our acceptance for relationship, why is it happening?

15
State of Relationship (in the Society)
Out of the three types of fear, which is predominant for us?
 Fear of natural calamities
 Fear of wild animals
 Fear of the inhuman behaviour of human beings

Is this on the increase or decrease?

vki ds fy,] bu rhuksa esa ls dkSu lk Hk; izeq[k gS\

 fgald i'kqvksa dk Hk;
 izkd`frd vkink dk Hk;
 ekuo ds vekuoh; O;ogkj dk Hk;
;g Hk; c< jgk gS ;k ?kV jgk gS\
In spite of our acceptance for relationship,
why do we have such a state of affairs in the society?
16
The most Dangerous Animal!
Originally posted in The Morning Call, April 30, 1989

The Bronx Zoo, New York, then housed more than 4000 animals

Inside the Great Ape House was a large mirror placed within the cage, with a sign at the bottom:

“The most Dangerous Animal in the World: This animal, increasing at the rate of 190,000 every
24 hours, is the only creature that has ever killed off entire species of other animals. Now it has
achieved the power to wipe out all life on Earth”!

Source: [Link]

In spite of our acceptance for relationship, why are we in such a state?

17
Let’s check our Perspective about Relationship
Let us find out if
1. We want to live in relationship (harmony) with others or
2. We want to live in opposition with others or
3. We believe living has to be necessarily in opposition with others, i.e. There is 'struggle for
survival' , ‘survival of the fittest’ and check if we feel happy living this way?

vki gh vius esa tkap dj ns[ksa]

1- vkidh pkguk laca/kiwoZd thus dh gS ;k
2- vkidh pkguk fojks/kiwoZd thus dh gS ;k
3- vkius eku j[kk gS fd thuk rks fojks/kiwoZd gh laHko gSA ‘struggle for survival’, ‘survival of the
fittest’ vkSj D;k vki oSlk thrs gq, lq[kh gksrs gSa\

What is our present perspective? Which view do we promote?

(at home, in the family… in schools and colleges… and in the society)

Is it the naturally acceptable view?

18
Right Understanding is also Essential for Human Being
For fulfilment in relationship, it is necessary to have right understanding about relationship

i.e. Right understanding is also necessary for human being

With right understanding:

 We have clarity about relationship with human being; we are able to fulfil relationship
 We also have clarity about how much physical facility we need

19
Right Understanding is also Essential for Human Being

RIGHT UNDERSTANDING
(le>)
in the self

For animals:
RELATIONSHIP PHYSICAL FACILITY necessary & largely
(laca/k) adequate
(lqfo/kk)
with human For human beings:
being with rest of nature necessary but not
adequate

These are two different types of needs

Let us explore if one type of need can be fulfilled by another
e.g. can the need of relationship be fulfilled by physical facility?
20
Ex: Sitting in a hot room… we are uncomfortable and unhappy
Q: Does an AC help us resolve our discomfort & unhappiness?
? RIGHT UNDERSTANDING
(le>)
in the self

? 1
RELATIONSHIP
(laca/k)
AIR CONDITIONER
with human
being
 An AC does help resolve the physical discomfort
 However, it is not clear that the AC provides any relief from unhappiness

21
Ex: Sitting in an AC room… with someone we are opposed to…
Q: Is the feeling of opposition naturally acceptable? Or do we want to get rid of the feeling of opposition, to
resolve the relationship?
? RIGHT UNDERSTANDING
(le>)
in the self

? 1
OPPOSITION
IN AIR CONDITIONER
RELATIONSHIP

 We can see that an AC has no impact in resolving relationship

 Physical facility does not have any lasting impact in relationship. E.g. A gift can at most distract attention
for some time – it is not a solution
 Right understanding about relationship and right feeling in oneself is required for resolving the
relationship
22
Ex: Sitting alone in an AC room… thinking about one we oppose...
Q: Does the AC help us resolve the contradiction in our thoughts?
? CONTRADICTION
IN
THOUGHTS

? 1
RELATIONSHIP
(laca/k)
AIR CONDITIONER
with human
beings
 We can see that an AC has no impact in resolving contradiction in thoughts
 Right understanding is required to resolve contradiction in thoughts

23
Right Understanding is also Essential for Human Being

RIGHT UNDERSTANDING
(le>)
in the self

For animals:
RELATIONSHIP PHYSICAL FACILITY necessary & largely
(laca/k) adequate
(lqfo/kk)
with human For human beings:
being with rest of nature necessary but not
adequate
Are all 3 required? Is something redundant? Is anything more required?
Are we working on all 3?
If all 3 are required, what would be the priority*?
*Working on the high priority facilitates the realisation of the lower priority
24
Priority: Right Understanding, Relationship & Physical Facility

1 RIGHT UNDERSTANDING
(le>)
in the self

2 3 For animals:
RELATIONSHIP PHYSICAL FACILITY necessary & largely
Feeling
- Trust (laca/k) adequate
- Respect (lqfo/kk)
-… with human For human beings:
being with rest of nature necessary but not
adequate

25
Priority: Right Understanding, Relationship & Physical Facility

1 RIGHT UNDERSTANDING
(le>)
in the self

2 3 For animals:
RELATIONSHIP PHYSICAL FACILITY necessary & largely
Feeling
- Trust (laca/k) adequate
- Respect (lqfo/kk)
-… with human For human beings:
being with rest of nature necessary but not
adequate

MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f)) 26
Priority: Physical Facility

? RIGHT UNDERSTANDING
(le>)
in the self

? RELATIONSHIP 1 For animals:

PHYSICAL FACILITY necessary & largely
(laca/k) adequate
(lqfo/kk)
with human For human beings:
being with rest of nature necessary but not
adequate

UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
27
Human Consciousness
If we are living for all three (right understanding, relationship and physical facility) then we are
living with human consciousness
vxj gekjk thuk rhuksa le>] laca/k vkSj lqfo/kk ds fy, gS rks ge ekuo psruk esa th jgs gSaA

Human being can be fulfilled (be happy and prosperous) on the basis of these three
bu rhuksa ds vk/kkj ij lq[kh] le`) gksdj ekuo r`Ir gks ikrk gSA

28
Human Consciousness
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
If we are living with
in the self all three
(right understanding,
relationship and
2 3 physical facility, in
RELATIONSHIP that priority order)
PHYSICAL FACILITY then we are living
Feeling
(laca/k) with human
(lqfo/kk)
- Trust
- Respect
-… with human consciousness
being with rest of nature
Human being can
be fulfilled
(be happy and
prosperous)
on the basis of
MUTUAL HAPPINESS MUTUAL PROSPERITY these three
(mHk; lq[k) (mHk; le`f)) 29
Animal Consciousness
If our living is only for physical facility, then we are living with animal consciousness, because
animals live only for physical facility and are fulfilled by that, not human being
vxj gekjk thuk flQZ lqfo/kk ds fy, gS rks ge tho psruk esa gh th jgs gS D;ksafd i’kq dk thuk Hkh
lqfo/kk ds fy, gS vkSj i’kq gh blls r`Ir gks ikrk gS] ekuo ughaA

30
Animal Consciousness
Reflect If our living is only for
Is the unhappiness in our family more due tophysical
lack offacility, then we
fulfillment of
relationship ? RIGHT UNDERSTANDING are living with animal
or consciousness; because
(le>) animals live only for
more due to lack of physical facility
in the self physical facility and are
fulfilled by that

Human being can not be

? RELATIONSHIP 1 fulfilled on the basis of
PHYSICAL FACILITY
(laca/k) physical facility alone
(lqfo/kk)
with human
being with rest of nature
Animal
Consciousness
tho psruk
UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
31
Animal Consciousness
If our living is only for
physical facility, then we
? RIGHT UNDERSTANDING are living with animal
consciousness
(le>)
in the self Animals live only for
physical facility and can be
fulfilled by that

? RELATIONSHIP 1 Human being can not be

PHYSICAL FACILITY
(laca/k) fulfilled on the basis of
(lqfo/kk) physical facility alone
with human
being with rest of nature
Animal
Consciousness
tho psruk
UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
32
Animals living with they are in harmony this is fine
animal consciousness

Human being living with they are in harmony this is fine

human consciousness

Human being living with they are in disharmony this is the

animal consciousness problem

33
Since we generally don’t have clarity about our physical needs…
In the society, we can observe two categories of human beings
blhfy, vHkh nks rjg ds euq”; fn[kkbZ nsrs gSa&
1. Lacking physical facility, unhappy deprived (lqfo/kk foghu nq[kh nfjnz )
2. Having physical facility, unhappy deprived (lqfo/kk laiUu nq[kh nfjnz )

While we want to be – tcfd ge gksuk pkgrs gSa&

3. Having physical facility, happy prosperous (lqfo/kk laiUu lq[kh le`))

Find out
 Where are we now – at 1, 2 or 3 and
 Where do we want to be?
vius esa tkap dj ns[ksa&
 vHkh ge dgka gS\& 1] 2 ;k 3 esa vkSj
 dgka gksuk pkgrs gSa\

34
But Resources are Not the Problem!
…by the time you finish reading this book
(approx. 6 hrs) 400 people would have died of
hunger or diseases caused by hunger…

Contrary to popular opinion, malnutrition and

starvation are not the result of over-population,
of poor climate or lack of cultivatable land…

The other half is dying because the first half is

not rightly utilizing the resources...

Hunger is not a scourge but a scandal

35
Resources are already in Plenty!
Of the 4.2 billion tons of food produced, more than 1 billion tons of food is lost or wasted every
year, UN-backed report finds (11 May 2011)

About a third of all the food produced for human consumption each year – or roughly 1.3 billion tons – is
lost or wasted, according to a new study commissioned by the United Nations Food and Agriculture
Organization (FAO)

Global Food Production is 6 times requirement

Global Food Wastage is 1/3rd of production
Wastage is enough to feed 1300 crore people/year
Have we understood right utilisation?
Is it a question of production?
Is it a question of distribution?
Is it a question of relationship?
Is it a question of right understanding?
It is a question of education
[Link]

36
Even Small Individual Choices Add Up. E.g. Choice of Food
20% of all life produced on land every year is harvested for human purposes

14-16 kg grain & 21,000 litres of water  1 kg meat

The world's cattle alone (not including other livestock) annually consume food grains enough for 8.7 billion
people

Land use – 3¼ acres/person on meat diet vs 0.2 acres/person on veg diet

20% Amazon rain forest (the size of California) destroyed since 1970
80% of this land is used for cattle raising

By feeding grain to livestock, we lose 90% of the protein, 96% of the calories, 99% of its carbohydrates,
and 100% of the fiber. Animal-based diets are high in saturated fat, excessive protein and cholesterol,
leading to heart disease and stroke (nearly 50% of all deaths in the US)

Video (1 min)
[Link]

37
Transformation (ladze.k) = Holistic Development (fodkl)
Is development just in increasing physical
facility or development is ensuring of all 3?

Is this transformation desirable?

Are we making effort for it?

Do we need to make effort for it?

We will explore into the effort

required for transformation,
for holistic development
38
Role of Education-Sanskar: To Enable Transformation
Holistic development is transformation to Human Consciousness

The role of education-sanskar is to enable this transformation by way of ensuring the

development of the competence to live with human consciousness and definite human
conduct

For this, it has to ensure

1. Right understanding in every child
2. The capacity to live in relationship with the other human being
3. The capacity to identify the need of physical facility,
the skills and practice for sustainable production of more than what is required – leading to
the feeling of prosperity

39
Required for Transformation Present State
1. Right understanding in every child Missing
2. The capacity to live in relationship with
the other human being Missing

3. The capacity to identify the need of

physical facility,
the skills and practice for sustainable Identification of need of physical facility is
production of more than what is required missing.
right utilisation of physical facility The willingness to produce by way of labour
is also missing.
leading to the feeling of prosperity
The core feeling generated is
to accumulate more & more,
to consume more & more,
(rather than to produce more & more…)

40
Problems = Indication of Lack of Effort for Holistic Development
Most of the problems we see around us are really only the symptoms of human beings not living
with human consciousness

The basic effort is required to ensure human consciousness

(through human education)
Human Education
Human Consciousness

Human Values

Human Conduct
Human Character
Human Society

Ultimately it will result in a human tradition,

in which the human goal is fulfilled for all,
generation after generation
41
Outcome of Human Education-Sanskar

Understanding of
Harmony
Harmony in Human Being
Harmony in Family
Harmony in Society
Harmony in Nature/Existence
VALUES
Guided Skills guided by values

Living in Harmony
As an Individual
In the Family
In the Society
In Nature/Existence
SKILLS

MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f)) 42
Human Being Living with Human Consciousness
Understanding
Understanding
Understanding Harmony
Harmony:
Education –

1 RIGHT UNDERSTANDING - Harmony in Human Being

(le>) - Harmony in Family
- Harmony in Society
in the self - Harmony in
Nature/Existence

Living inin Harmony

Sanskar – Living

2 RELATIONSHIP 3 Living Harmony

PHYSICAL FACILITY at all levels of being:
(laca/k) - Individual
(lqfo/kk)
with human - Family
being with rest of nature - Society
- Nature/Existence

MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f)) 43
Societal implications of living with Human Consciousness
Human
RIGHT UNDERSTANDING Consciousness
1
in the Self ekuo psruk
– Understanding Harmony
in Human Being, Family,
Society, Nature/Existence

2 JUSTICE in 3 PARTICIPATION in
RELATIONSHIP LARGER ORDER
with Human with Nature
Being - From Family
- from Family to Order to World
World Family Family Order

MUTUAL HAPPINESS FULFILMENT of HUMAN GOAL

UNDIVIDED SOCIETY UNIVERSAL HUMAN ORDER
44
Workshop/Course Content Process
Proposals Self-exploration, self-verification
(about harmony at various levels
for your self-exploration)
Desired Achievement
- Harmony in Human Being
Individual Transformation
- Harmony in Family
– Right Understanding
- Harmony in Society (Understanding Harmony)
- Harmony in Nature/Existence – Happiness & Prosperity
(Living in Harmony)

Societal Transformation
– Humane Society

45
Self Reflection
Can you see that you have the faculty of natural acceptance?
- It is innate, a part and parcel of our being
- It is invariant, uncorrupted by pre-conditioning
- It is definite

Find out how you feel when your desire is in accordance with your natural acceptance – happy or
unhappy?

46
Sum Up
 Basic aspiration of a human being is continuity of happiness and prosperity.
 Fulfilment of the basic aspiration requires right understanding, relationship and physical facility
with the correct priority
 If a person is working only for physical facilities, then he/she is living with animal consciousness
 If a person is working for all the three, i.e. right understanding, relationship and physical facility
with the correct priority, then he/she is living with human consciousness.
 Transformation from animal consciousness to human consciousness is holistic development.

47
Practice Session after Lecture 4
 Watch the video “Story of Stuff”. It is a documentary about the materials economy – its
motivation, process and outcome. It has been produced by a set of concerned people
at [Link], USA (source: [Link] Discuss
 The activities and efforts made by the people shown in the video
 The outcomes of these efforts
 How their activities are motivated by their notion of happiness (physical facility = happiness. More
shopping, physical facility = more happiness)? Is this and any other notions of happiness their own
notions or they are programmed by advertisements, others?Does this notion seem to be true or is it
getting the people into the loop of more and more physical facility only?
 Do reflect on your own notion of happiness – is it your own notion or is it borrowed from others?

 Make a list of your desires. Now for each item on the list, find out what would be
necessary to fulfil it, i.e. will it require:
 Right understanding?
 Relationship (right feeling)?
 Physical facility?
(observations on the next slide)

48
Practice Session after Lecture 4…
 If it requires more than one of these, mark which one is the higher priority. Explain your
conclusion from this exercise.
 Can all your aspirations be fulfilled just by physical facility?
 Is right understanding required for the fulfilment of none, some or all of your aspirations?
 Is relationship required for the fulfilment of none, some or all of your aspirations?
 Can one be substituted for the other (e.g. can right understanding be substituted by physical
facility). If they are distinct things, what are their key characteristics (or what are the key
differences between right understanding, relationship and physical facility)?
 What is the priority order of these three?
 In your education, should all three be included? To put it another way, should your education be
only about skills or should it be about skills that are guided by human values?
 The problems that you see around you – are they more due to lack of physical facility or more
due to lack of right understanding and right feeling?
 Keep this list handy, because we intend to use the same list in future practice sessions as well.

49
Expected Outcome
 The students start finding that right understanding is the basic need of human being; followed
by relationship and physical facility. Understanding about all these three needs to be included
in education. In fact, technical education without inculcation of human values can generate
more problems than solutions.
 They appreciate the need to understand happiness and make a programme for it.
 They also start feeling that lack of understanding of human values is the root cause of all
problems and the sustained solution could emerge only through understanding of human
values and value-based living.

50
FAQs for Lecture 4
Holistic Development and the Role of Education
Right Understanding, Relationship and Physical Facility
Questions
If we all become happy, development will stop, isn’t it?

I think physical facility is most basic and important human need. Even Maslow’s
hierarchy of needs puts physical needs at the base. How can you say that RU is the first
priority?

For a person dying of hunger, what is the first priority?

Animals also need relationship. How can we say that animals need only physical
facilities?

…

52
Self Reflection
Question(s) 2 : Human Aspirations Response
If we all become happy, development will stop,
isn’t it?

Look around – there is so much of poverty,

joblessness, etc. By speaking about such an
idealistic state, will we not mislead the next
generation away from development; from
making progress?

54
Transformation (ladze.k) = Holistic Development (fodkl)

55
Question(s) 3 : Need for Physical Facility Response
I think physical facility is most basic and
important human need. Even Maslow’s
hierarchy of needs puts physical needs at the
base. How can you say that RU is the first
priority?

How does Maslow’s hierarchy of needs fit into

this?

In the theory of Maslow's need of hierarchy -

Physical facility is the most basic requirement
and you are saying that it is the third priority?
How is it so?

56
Focus on Physical Facility Focus on Happiness and Prosperity

#1 Right understanding in the self

#2 Right feeling in the self, relationship with

human being

#3 Physical facility with rest of nature

57
58
Needs: Animal Consciousness Needs: Human Consciousness

#1 Right understanding
in the self

#2 Right feeling in the self,

relationship with human being

#3 Physical facility
with rest of nature
59
Question(s) 4 : Need for Physical facility Response
For a person dying of hunger, what is the first
priority?

Can anyone work for right understanding when

he has no physical facility? Then how can RU
be first priority?

60
Resources are already in Plenty!
Of the 4.2 billion tons of food produced, more than 1 billion tons of food is lost or wasted every
year, UN-backed report finds (11 May 2011)

About a third of all the food produced for human consumption each year – or roughly 1.3 billion tons – is
lost or wasted, according to a new study commissioned by the United Nations Food and Agriculture
Organization (FAO)

Global Food Production is 6 times requirement

Global Food Wastage is 1/3rd of production
Wastage is enough to feed 1300 crore people/year
Have we understood right utilisation?
Is it a question of production?
Is it a question of distribution?
Is it a question of relationship?
Is it a question of right understanding?
It is a question of education
[Link]

61
But Resources are Not the Problem!
…by the time you finish reading this book (approx. 6 hrs) 400
people would have died of hunger or diseases caused by
hunger…

Contrary to popular opinion, malnutrition and starvation are not

the result of over-population, of poor climate or lack of
cultivatable land…

The other half is dying because the first half is not rightly
utilizing the resources...

Hunger is not a scourge but a scandal

62
Question(s) 5 : Other Needs Response
Where do we place health here in the priority Health of Self
as human consciousness?
Health of Relationship (Mutual Fulfilment)

Health of the Body… Rest of the Physical

World (Mutual Enrichment)

63
Question(s) 6 : Comparing with Animals Response
Animals also need relationship. How can we
say that animals need only physical facilities?

Why are we demeaning animals?

Animals have higher level of right

understanding, that’s why they are in harmony.
Isn’t it?

Why do we need to at all compare human

beings with animals?

64
Animals living with they are in harmony this is fine
animal consciousness

Human being living with they are in harmony this is fine

human consciousness

Human being living with they are in disharmony this is the

animal consciousness problem

65
Question(s) 7: Relationship Response
There is competition, ‘struggle for survival’, Nature – underlying design = ?
‘survival of the fittest’ all around. Don’t you Struggle or mutual fulfilment?
agree that this is true?
Our way of looking at things
In science, we have studied the theory of our feeling (which may include
evolution (Darwin’s theory) – struggle for opposition)
survival and survival of the fittest. What is the sanskar (which may be biased)
use of talking about harmony and or
cooperation?
our naturally acceptable feeling
our natural acceptance (for
relationship, harmony, co-existence)

Our thoughts, actions depend on our

perspective (our own creation)

66
There is competition, ‘struggle for survival’, Examine yourself in this example.
‘survival of the fittest’ all around. Don’t you There are two people in a room.
agree that this is true? Both are hungry.
The available food is sufficient for just one
In science, we have studied the theory of person.
evolution (Darwin’s theory) – struggle for
survival and survival of the fittest. What is the
use of talking about harmony and Who will get the food – the stronger person or
cooperation? the weaker person?

Going by this theory, the stronger person will

take the food.

But what if the strong one is the mother?

Wherever there is a feeling of relationship…

67
Question(s) 8 : Relationship Response
I feel the expectations in relationship are a 2 aspects in relationship
major cause of unhappiness. So, if we do 1. Feeling in me – for all
away with these expectations, then we will Trust? – I can be comfortable, fearless
automatically become happy – and that is my
right understanding. Do you agree? (but I will evaluate the comp.)
 happiness
I do not feel the need to be in relationship with or
everyone that I come across. Why do I need to Mistrust? – I will be uncomfortable,
be related to others whom I do not feel fearful  unhappiness
connected with?
2. Fulfilment of those feelings
a) Expect the fulfilment by the other – depending
on, considering their competence
b) From our side, we make effort to fulfil those
feelings for those in the vicinity (start from close
family and slowly expand… ultimately to all? –
depends on our competence…)
68
Options in relationship
I continue to work for relationship without
expecting immediate change in the other

I continue to work for relationship and

expecting immediate change in the other

be indifferent

Live with opposition

69
Question(s) 9 : Role of Education Response
What does definite conduct mean? Will human Definite conduct at the level of expression,
beings not become robots like that? follow the norms of the society, programmed
by others?

Or

Follow your own natural acceptance?

- Feeling of relationship (trust, respect…)
- Interacting with others with these feelings
(understanding, feeling is definite,
expression will have lot of creativity)
Will be able to appreciate different cultures,
different expressions…

70
Question(s) 10: Societal Implications Response
Undivided society sounds like a utopian 1. What is desirable (what is our natural
society. It is an ideal state which can never be acceptance) love… undivided society
realized, so why to talk about it? 2. How do we go about it? Make effort
towards what is desirable and feasible
(start with understanding (developing a
holistic world view)…. then feeling….
thought… action)
3. Also can check where we will end up /
reach with any other option e.g. every
nation trying to dominate other nations is
the present direction 50% resources
preparing for war… what is the result?

71
Lecture 5
Happiness and Prosperity
– Current Scenario
2
Continuous Happiness – Basic Aspiration of every Human Being
Every human being aspires for continuous happiness

The program for it depends on whatever s/he has understood or assumed about it
e.g. big house, lots of money… tasty food, loud music, fast car… attention, name, fame…

Keeps shifting from one program to another when the program is not successful
e.g. not getting attention of spouse… shift to watching TV… add tasty food… smoking, drinking...
Indulgence… renunciation…

3
Some Prevailing Notions related to Happiness
 I will be bored of happiness if I am always happy
 I will grow only if I am unhappy. If I become happy, my growth will stop
 I need to be unhappy to recognize that I am happy
 We think of others only when we are unhappy. Thus it is important/useful to be unhappy so that
one can help others
 Happiness and unhappiness go together, they cannot be separated
 Yes, I want happiness. But my desiring does not guarantee it. So, why to talk of desire?
 My happiness depends on the others. What can I do about it
 We do not want happiness for ourselves – but we want to make others happy (while we stay
unhappy)
 Happiness is a small thing. We have higher aspirations – like contentment, peace, bliss etc.
 Do not bother me with happiness. I have to live and deal with things in my real life.

4
Some Prevailing Notions of Happiness – Excitement not Happiness
Owning / accumulating physical facility
Physical facility is required, but it alone does not suffice for human being
Dependence on physical facility, can’t be continuous

Pleasure (from favourable sensation)

Sound, Touch, Form, Taste, Smell – Through the Body
Tasty-Necessary  Tasty-Unnecessary  Tasteless-Unnecessary  Intolerable
Dependence on sensation, can’t be continuous

Attention, appreciation… (favourable feelings) from others

Dependence on the other, can’t be continuous

Sometimes “happiness”, excitement…

Sometimes “unhappiness”, depression…
5
Some Prevailing Notions about Escaping from Unhappiness, Depression
Over eating
Over sleeping
…
Gutka (Doma)
Alcohol
Drugs
…
Violence
…
Suicide

6
Excitement and Escape – Not Happiness

Temporary

Consciousness
Excitement

Animal
Temporary
Escape from
Unhappiness

7
 Continuous

Consciousness
happiness

Human
Realised
(Dorji)

--------------------------------------------------------------------- Transformation / Development -----------------------------------------

Temporary
excitement

Animal Consciousness
Recovering
Addict

Temporary
escape from
unhappiness

Addict
Sources of Happiness
1. Right Understanding
Harmony at all levels of being
Human Being, Family, Society, Nature/Existence
– in Self (I) Definite completion point, Continuity is possible,
Self-organization (Swatantrata)
2. Right Feeling Trust, Respect, Affection, Care, Guidance,
Reverence, Glory, Gratitude, Love
– in Self (I) Definite completion point, Continuity is possible,
Self-organization (Swatantrata)
– From Other Temporary, Dependence on Other,
No completion point, Continuity not possible
3. Sensation, PF Sound, Touch, Form, Taste, Smell
– Through Body Temporary, Dependence on Body & Other,
No completion point, Continuity not possible
Tasty-Necessary  Tasty-Unnecessary  Tasteless-Unnecessary  Intolerable

9
Some Prevailing Notions related to Prosperity
 Accumulation of Wealth = Prosperity?

 The richer you are, the more prosperous you are, i.e. the more you have accumulated, the
more prosperous you are.

10
FAQs for Lecture 5
Happiness and Prosperity – Current Scenario
Questions
 I am happy when I get favorable sensation (tasty food, nice music…). Isn’t that fine?

 I feel happy getting the attention and love from my mother and also some friends.
What’s the problem if I live like that?

 I personally do not want so many physical facilities. But I want to make my family
secure for the future, hence I have to keep working for more and more physical facilities.

 ...

12
Quiz
Self Reflection
Prevailing Notions related to Happiness 2 Response
I am happy when I get favorable sensation It is fine if satisfied with temporary happiness
(tasty food, nice music…). Isn’t that fine?

I feel happy getting the attention and love from No problem if dependence on other is OK for you
my mother and also some friends. What’s the and temporary happiness is what you are looking
for
problem if I live like that?
1. If feeling in other is definite, it is possible to
keep getting it from other, but if it is not
definite…
2. Feeling within (state of independence,
swatantrata) or getting from other (state of
dependence), begging for feeling?

15
Prevailing Notions related to Happiness 3 Response
Are all sensation bad then? What is the role of Sensation from the body is a useful source of
sensation then? information
– about the state of body,
– about the pf,
– about what the other is communicating
Then I can put the sensation to right use. E.g.
– Deciding what to do about health of the body
– Deciding about state of a physical facility,
environment & what to do with it
– Evaluating the state of the other, deciding how
to respond
Sensation as a source of continuous
happiness is the problem

Is there any role of feeling from other?

16
Prevailing Notions related to Happiness 4 Response
• I will be bored of happiness if I am always If it is excitement, you are likely to get bored
happy sooner or later
Check if you really get bored with harmony
(like health in the body)

• Happiness and unhappiness go together, Yes, if excitement is assumed to be

they cannot be separated happiness, then the momentary happiness
and unhappiness do go together

• I need to be unhappy to recognize that I am Check if you really desire for even a moment
happy of unhappiness to recognize happiness
(like disrespect from time to time to recognize
respect)

17
Prevailing Notions related to Happiness 5 Response
• I will grow only if I am unhappy. If I become We have assumed all growth is to happen in
happy, my growth will stop the physical world
At the core, holistic development has to do
with development of the consciousness –
development of right understanding and right
feeling

True if happiness is assumed to be on account

• My happiness depends on the others of right feeling from other. Check if it is
happiness or temporary excitement

• Happiness is a small thing. I have higher True, particularly if happiness is assumed to

aspirations – like contentment, peace, bliss be same as sensory pleasure
etc. We are referring to continuous happiness
which includes happiness, peace, satisfaction
and bliss, etc.
18
Prevailing Notions related to Prosperity 1 Response
• Accumulation of Wealth = Prosperity? Covered in previous lecture

• The richer you are, the more prosperous you

are, i.e. the more you have accumulated, the
more prosperous you are.

19
Prevailing Notions related to Prosperity 2 Response
• I personally do not want so many physical Covered in previous lecture
facilities. But I want to make my family
secure for the future, hence I have to keep
working for more and more physical facilities.
• There is no prosperity without wealth.
• What you are saying makes sense. But I will
work for it once I get to some good position
in the society, have a good amount of money
• People will pay attention to my words only if I
prove myself to be successful by the
prevailing standards in the society. Hence I
have to accumulate wealth first.
• This is all ‘lecture’. Ultimately what matters in
the society today is money. There is no
status in society without money.

20
Lecture 6
Method to Fulfill the Basic
Human Aspirations
2
3
Human Being Living with Human Consciousness
Understanding
Understanding
Understanding Harmony
Harmony:
Education –

1 RIGHT UNDERSTANDING - Harmony in Human Being

(le>) - Harmony in Family
- Harmony in Society
in the self - Harmony in
Nature/Existence

Living inin Harmony

Sanskar – Living

2 RELATIONSHIP 3 Living Harmony

PHYSICAL FACILITY at all levels of being:
(laca/k) - Individual
(lqfo/kk)
with human - Family
being with rest of nature - Society
- Nature/Existence

MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f)) 4
Happiness Continuity of Happiness
The state or situation, in which I live, State / Situation in which I live
or expanse of my being:
if there is harmony / synergy in it, 1. As an Individual Human Being
2. As a member of a Family
then it is Naturally Acceptable to me to be in 3. As a member of Society
that state / situation 4. As an unit in Nature/Existence
(and I want to continue to be in that state / situation)
To be in a state / situation which is Naturally
Acceptable is Happiness Continuity of Happiness
= Harmony at all levels of being i.e.
To be in a state of Harmony / Synergy is 1. Harmony in the Human Being
Happiness 2. Harmony in the Family
3. Harmony in the Society
Happiness = To be in Harmony 4. Harmony in Nature/Existence

5
Our Program
To facilitate understanding of the harmony at all levels of being
1. Harmony in the Human Being
2. Harmony in the Family Proposals
3. Harmony in the Society
4. Harmony in Nature/Existence

To understand harmony and to live in harmony at all levels of being

1. In the Human Being 1a) Verify the proposals
on the basis of your
2. In the Family
NATURAL ACCEPTANCE
3. In the Society
4. In Nature/Existence 2b) Experiential validation
by LIVING ACCORDINGLY

Right Understanding
Right Feeling
6
 Continuous

Consciousness
happiness

Human
Realised
(Dorji)

--------------------------------------------------------------------- Transformation / Development -----------------------------------------

Temporary
excitement

Animal Consciousness
Recovering
Addict

Temporary
escape from
unhappiness

Addict
Practice Session after Lecture 6
 Observe that you have the faculty of ‘Natural Acceptance’, based on which you can verify what
is right or what is not right for you. Of course, you may or may not be generally referring to your
natural acceptance for making decisions. So, find out if you get a spontaneous answer when
you ask yourself basic questions, like the ones mentioned below:
 You want to live in relationship (harmony) with others or You want to live in opposition with others?
 In relationship, you want to live with the feeling of respect or disrespect (for yourself and for others)?
 You want to nurture others or to exploit others?
 Is your living in accordance with your natural acceptance or different from it? How do you feel
when your living is in accordance with your natural acceptance; and when it is in contradiction
to your natural acceptance?

 Make a list of the problems in your family. For each problem, find out the most significant
reason: is it related to lack of right understanding, lack of feelings in relationship or lack of
physical facility? Also find out how much time and effort you have devoted for each in the last
one week.

8
Expected Outcome
 The students are able to see that self-verification on the basis of their natural acceptance (and
experiential validation through living) is an effective way to verify what is right and what is wrong for
them.
 They are able to see that, in many cases, their actual living is not in accordance with their natural
acceptance.
 They are able to see that they are uncomfortable when their living is in contradiction with their natural
acceptance; they are comfortable when they are living in accordance with their natural acceptance.

9
FAQs for Lecture 6
Method to Fulfill the Basic Human Aspirations
Questions
• If ensuring harmony at one level disturbs the harmony at some other level, how can I make the program
for continuity of happiness?
e.g. taking care of my baby and doing justice with my job
e.g. when I invest myself for right understanding, the family members feel angry on me, and there is
disharmony in the family.

• Few people in the history have said that the biggest hurdle in the development of society is family. They
propounded the concept of commune. Where do we place the commune here?

• If there is disharmony in the society, I will also be in disharmony as I am part of society. Then how can I
ensure happiness in continuity? Similar with nature.

• ...

11
Self Reflection
Question(s) 1: Four Levels Response
• If ensuring harmony at one level disturbs the
harmony at some other level, how can I
make the program for continuity of
happiness?
e.g. taking care of my baby and doing justice
with my job
e.g. when I invest myself for right
understanding, the family members feel angry
on me, and there is disharmony in the family.

• Few people in the history have said that the

biggest hurdle in the development of society
is family. They propounded the concept of
commune. Where do we place the commune
here?

13
Question(s) 2: Four Levels Response
• If there is disharmony in the society, I will
also be in disharmony as I am part of society.
Then how can I ensure happiness in
continuity? Similar with nature.

• How do I demarcate between family and

society? e.g. my in-laws, extended family
members, neighbors, friends, etc.

• I have a pet, and I treat it like a family

member. Is it fine to do it as it is not a human
being?

14
Question(s) 2: Four Levels Response
• Where do I put my organization or place of
work here? In family or society?

• Why have we put nature and existence

together at the fourth level?

• How can I be in harmony with the entire

nature/existence? I don’t even know so
many things in the nature/existence.

15
UHV-II: Universal Human
Values – Understanding
harmony and Ethical Human
Conduct
Module 2 – Harmony in the Human Being
Module 2 – Harmony in the Human Being (6 lectures and 3 tutorial/ practice sessions)
Lecture 7: Understanding Human being as the Co-existence of the Self and the Body
Lecture 8: Distinguishing between the Needs of the Self and the Body
Tutorial 4: Practice Session PS4 Exploring the difference of Needs of Self and Body
Lecture 9: The Body as an Instrument of the Self
Lecture 10: Understanding Harmony in the Self
Tutorial 5: Practice Session PS5 Exploring Sources of Imagination in the Self
Lecture 11: Harmony of the Self with the Body
Lecture 12: Programme to ensure self-regulation and Health
Tutorial 6: Practice Session PS6 Exploring Harmony of Self with the Body

2
Lecture 7
Understanding Human being as
the Co-existence of the Self
and the Body
4
Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½

Are these needs are of different types or of same type?

Are both types of needs important / Do we want fulfillment of both types of needs?

Are we working to fulfill both types of needs?

What is the priority between the needs of the Self & the needs of the Body?
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

The needs of the Body can not be fulfilled by Right Understanding, Right Feelings alone
The needs of the Self can not be fulfilled by Physio-Chemical Things

Both type of needs have to be understood separately

Both type of needs have to be fulfilled separately

In living, what is the priority?

How much time & effort is spent for right understanding & right feelings?
How much time & effort is spent for physical facility?
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming*,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk
* Assuming or Accepting
Knowing & Assuming (Accepting)
Knowing, Assuming, Recognizing, Fulfilling

Preconditioning or
Problem leL;k Assuming without Knowing

Assumptions keep changing

Education-Sanskar
Conduct is indefinite (Dependence, Partantrata)

Resolution
KNOWING To see the reality as it is, in its completeness, by direct observation
Knowing through self-verification
lek/kku It is definite, continuous and universal
– on the basis of Natural Acceptance &
ASSUMING What I accept about that reality, which may or may not be same as the reality as it is
– on the basis of living accordingly
(acceptance can be on the basis of knowing the reality in completeness or
acceptance can also be without
Assumptions knowing
are definite thethe
(on reality in completeness,
basis
i.e. one has not seen the reality or not seen it in its completeness
of Knowing)
but assumed something about it)
Conduct
RECOGNISING The relationship is that
with definite
reality(Swatantrata)
(human being or rest of nature)
FULFILLING The relationship with that reality (human being or rest of nature)
11
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk

Consciousness pSrU; Material tM+

Sum Up
Human being is the co-existence of the Self and the Body

The Body is a material unit

The Self is a unit of consciousness
(consciousness is characterized by the activity of assuming and knowing)

The response (recognition & fulfillment) of the body is definite

The response (recognition & fulfillment) of the Self depends on assuming

 If the assuming is based on knowing, the response is definite (the conduct is conduct)
 If the assuming is without knowing, the response is not definite (the conduct is indefinite)

14
Self Reflection
FAQs for Lecture 7
Understanding Human being as the Co-existence of the Self and the Body
Questions
 The Body is tangible but I can’t see the Self. It seems so intangible. How can we see the self? or do we
have to assume it only?

 There is no talk of Self in Science, Medicine or Biology or Neuroscience etc. Then how can you talk
about Self so authentically? What is the need to separate them?

 I don’t think while sleeping. So, the activities of the Self should be also temporary, isn’t it?

 Recognizing is taking place in Self as well as Body. What is the difference between these two?

 ...

17
Self Reflection
Question(s) 1: Self and Body Response
• The Body is tangible but I can’t see the Self. •Body is tangible- to whom- self or body? How
It seems so intangible. How can we see the do you see the body? By observing the form of
self? or do we have to assume it only? the body, then close your eyes and see if you
can still feel that body is there. How do you
feel that body is there? By observing the
sensation from the body, now who is observing
the sensation- self or body? Now, we can see
that it is the self who is feeling the sensation
and deciding that the body is there, similarly, it
is the self who is seeing the form of the body
and deciding that the body is there. So, now
who is more authentic- self or body, is self
authenticating that body is there or otherwise?
Certainly, self is more authentic and it is
authenticating that body is there.

19
Question(s) 1: Self and Body Response
• There is no talk of Self in Science, Medicine •What we are saying is that every one of us
or Biology or Neuroscience etc. Then how can authenticate for himself that self is there;
can you talk about Self so authentically? in fact, one can authenticate that he is the self
What is the need to separate them? in co-existence with the body and not just the
body. If science includes this self,
consciousness in its subject of study, it will be
able to understand human being better than it
is able to do today. So is the case with
Medicine or Biology or Neuroscience etc.
•When we are alive, we can certainly see that
self is there and it is using the body as an
instrument, body does what self wants the
body to do. Further, we can see that the need
and activities of the self are continuous while
that of body are temporary; this points towards
the possibility of self being continuous while
body being temporary. But, i will leave it open
for you to reflect for the time being, 20
Some Implications of Perceiving/ Assuming Human Being = Body
Happiness is sought through
 sensation (through the body)
 getting the right feeling (like respect…) from the other

As a result
 The body is harmed due to excessive consumption or over indulgence to get favourable
sensation
 Continuity of happiness can not be ensured
 There is a major impact on family, society, nature…

A large number of diseases are psychosomatic in nature

e.g. Over eating, consumption of "junk food" etc. for happiness - causing obesity and ill health
The lack of feeling (resulting in unhappiness) causes physical symptoms
The environment (family, society, nature…) is not a major concern or it is exploited

21
Question(s) 1: Self and Body Response
• Is there any strict boundary between the •I think that this issue calls for lot of self-
two? Is the Self inside the Body? exploration before we can discuss about it.
Only when we develop the capacity to see the
self, the body and the interaction between the
two that we will be able to sense of the
response.

• How are Self and Body connected? • Transaction between the self and body is in
the form of information. Self is giving some
instruction to body (to eat for example) and
self is reading some sensation (sensation of
pain for example) from the body. We will
discuss this in detail in later lectures.
Two questions can be asked –
• What is the transaction between the Self and
the Body?
• What is the basis for this?
22
Activities of the Self Body In the Body with involvement of Self
Thinking
Digesting Food
Walking

Breathing

23
Question(s) 2: Need and Activity Response
• I don’t think while sleeping. So, the activities • Do you dream while sleeping? Does dream
of the Self should be also temporary, isn’t it? include thinking? Now,, try to be aware of
your imagination when you are awake, then
slowly you can be aware of your imagination
even when you are asleep, then you will be
able to verify whether you are thinking while
sleeping or not.

• Are some of the needs of the Body also • Needs and activities of the body are
continuous? I always need air and water. temporary. We breathe in and then breathe
out, both breathing in and breathing out are
temporary.

24
Question(s) 2: Need and Activity Response
• We do say that I got less respect than the • When we start focussing on the expression
other (on a particular occasion). So isn’t of the feeling of respect, it becomes more or
respect also quantitative? less; e.g. One is presented with a flower
while the other is not. However if focus on
the feeling itself, we can see that either there
is feeling of respect or not, nothing in
between.

• Can you explain more about this desire etc.? • We will do this as we proceed further in this
section.

• How are the activities of the Body and Self • I have already given some hint when i said
connected? that Self is giving some instruction to body
(to eat for example) and self is reading some
sensation (sensation of pain for example)
from the body. However, we will elaborate on
it as we proceed further.
25
26
Question(s) 3: Response of Self and Body Response
• Recognizing is taking place in Self as well as • In case of self, its recognising depends upon
Body. What is the difference between these assuming as already mentioned.
two?

• What is the difference between knowing, • Knowing is to the reality as it is, in its
assuming and recognizing? completeness, assuming is some
acceptance about the reality which may or
may not be same as the reality as it is.
Recognising has to do with recognition of my
relationship with that reality.

• Assuming is used in the sense of my

• If I know, I don’t need to assume. Right? acceptance; this acceptance may be based
What is the role of assuming after knowing? on knowing or without knowing.

27
Question(s) 3: Response of Self and Body Response
• What is the meaning of definite conduct • Definite conduct here means that our feeling
here? in relationship has become definite, e.g.
feeling of respect; its expression may still
have variety. So, there is space for creativity
in expression of the feeling in definite
conduct.

28
Lecture 8
Distinguishing between the
Needs of the Self and the Body
2
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Right Physio-chemical Things
iwfrZ ds fy, Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk

Consciousness pSrU; Material tM+

 Human Being Self Co-existence Body
the
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Consciousness

Need of the Self = Continuous happiness = Need of consciousness

Fulfilled by = Right Understanding and Right Feeling in the Self = Activities of consciousness
(can not be fulfilled by material)

(The need of consciousness is fulfilled by activities of consciousness)

 Human Being Self Co-existence Body
the
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Material

Need of the Body = Physical facility* = Material in nature

Fulfilled by = Physio-chemical things = Material in nature

(The need of material is fulfilled by material)

*physical facility is required for nurturing, protection and right utilization of the Body
Gross Misunderstanding
Human Being Self (I) Body
Ekkuo eSa = “kjhj
Need Respect Physical Facility
vko’;drk lEeku = (Eg. Food, Clothes)
lqfo/kk (tSls&Hkkstu] diM+k)
Continuous Unlimited
fujUrj = vlhfer

Feeling of
Deprivation
I don’t have Accumulation of Physical
Accumulation =
enough! Facility – Unlimited!
unlimited?
Loop Lqfo/kk laxzg & vlhfer!

Effort for
Physical Deprivation
Check if you
Facility
are caught up nfjnzrk
In this loop by any
means?
Sum Up
Human being is a co-existence of Self (consciousness) and Body (material)

The needs of the Self and the Body are of two different types, and they have to be fulfilled separately

The need of the Self is continuous happiness

The need of the Body is physical facility

The need of consciousness is fulfilled by activity of consciousness (it can not be fulfilled by material)
The needs of material is fulfilled by material

A gross misunderstanding is to assume the human being to be the Body (material), and to assume that all
human needs can be fulfilled by material – this leads to deprivation, exploitation, etc

9
Practice Session after Lecture 8
1. Take the list of desires you made in PS2. Update it if required. Now classify the desires as
being related to the need of the Self or need of the Body. If a desire appears to be related to both
(needs of the Self and needs of the Body), look for the purpose, and split it into two or more sub-
desires until you are able to see clearly whether the sub-desire is related to the need of the Self
or the need of the Body.
From this exercise,
 Find out at least two key distinguishing features between the needs of the Self and the needs
of the Body.
 Roughly what percentage of your desires is related to the needs of the Self and what
percentage is related to the needs of the Body?

10
Practice Session after Lecture 8…
2. Make a list of your activities from morning till night. Some of these are activities going on in
you (the Self), some activities are going on in your Body and some activities involve both you
(the Self) as well as your Body. Classify the list of activities in these three categories (see table,
below).
Activity In the Self In the Body Involving both the Self and the Body
I made the decision to run. The Body is
Running running
I made the decision to eat. The Body is
eating. The Body is getting the nutrition
Eating and I am getting the taste
Thinking I am thinking. My body is not involved
Feeling excited I am feeling excited There is some effect on my Body also Both, me and my Body is involved
Heartbeat This is happening in the Body
Blood circulation This is happening in the Body
Other activities…
Write down your observations regarding:
 The activities of the Self which do not involve the Body. Can you see that these activities are
continuous?
 Activities of the Body. Can you see that they involve some internal organs of the Body (like the
heart and blood vessels)? Can you see that these activities are discontinuous or cyclic?
 Activities that involve both, the Self as well as the Body (like climbing a staircase). In such
activities, try to identify the role of the sense organs as well as the work organs.
11
Expected Outcome
The students are able to relate their desires to need of the Self and the Body distinctly. They are
able to see that the Self and the Body are two distinct realities, and a large part of their desires
are related to the need of the Self (and not the Body). They may also be able to conclude that
while their efforts are mostly centered on physical facility, which can only fulfil the needs
pertaining to the Body and not the Self. They may also see that they are going by the assumption
that physical facility will fulfil the needs of the Self also.

The students are able to see that the Self and the Body are two distinct realities and there are
three distinct types of activities going on – activities of the Self, activities of the Body and
activities of the Body in which the decision of Self is involved. They are able to see that activities
like understanding, desire, thought and selection are the activities of the Self; the activities like
breathing, palpitation, blood circulation etc. are fully the activities of the Body, while the activities
they do with their sense organs like hearing through ears, seeing through eyes, sensing through
touch, tasting through tongue and smelling through nose or the activities they do with their work
organs like hands, legs etc. are such activities that require the participation of both the Self and
the Body.

12
FAQs for Lecture 8
Distinguishing between the Needs of the Self and the Body
Questions
 Are we only talking about the basic needs of a human being here? What about the higher
needs?

 We need food and also the taste. So you are saying that only Self needs taste. Similarly,
clothes are needed for the body but clothes which are trending or in fashion are needed for the
Self. Isn’t it? Why do we need to see this separately?

 There can be many desires which are inter-connected for Body and Self. E.g. Money. In that
case how to distinguish whether the desire is for Body or Self?

 If this is spirituality, then our religious texts have answer to all such questions. Why not refer to
them directly?

 ...

14
Quiz
Self Reflection
Question(s) 1: Needs of Self and Body Response
• Are we only talking about the basic needs of •All the needs- of the self and of the body
a human being here? What about the higher
needs?

• We need food and also the taste. So you are •Because, they are of two different types, and
saying that only Self needs taste. Similarly, they have to be fulfilled differently, e.g. need
clothes are needed for the body but clothes for clothes for protection of the body is
which are trending or in fashion are needed required in limited quantity while need for
for the Self. Isn’t it? Why do we need to see clothes for getting respect becomes
this separately? undefined.

• There can be many desires which are inter- •Need of the self ultimately relates to the need
connected for Body and Self. E.g. Money. In of continuous happiness, whereas, need for
that case how to distinguish whether the body is related nurturing, protection and right
desire is for Body or Self? utilisation of the body. Money is a man-made
artefact, used for exchange of physical facility,
relating to the need of the body. 17
Question(s) 1: Needs of Self and Body Response
• We discussed Maslow’s hierarchy of needs. Need of the self is of higher priority, if we take
By distinguishing needs of the Self and Body, care of the need of the self through right
how will it look? understanding and feeling, then it will the
fulfillment of the need of the body very easy.

18
• What is feeling? Does it happen only in self • Feeling is basically my acceptance of
or it also has an effect on the body as well? relationship, affection for example. This is
certainly in the self. It might reflect at the
level of the body, if self sends some
instruction to the body on the basis of it,
consciously or un consciously.

• What is right feeling? • Feeling that is naturally acceptable to us is

the right feeling.

• Can a feeling which is right for me, may be • No.

wrong for someone else?

• Are you talking about spirituality? Or • We are trying to work for a system of
Are you trying to make us spiritual? education that makes us human. So, we are
talking about humanness- what is being
human. 19
• If this is spirituality, then our religious texts • Truth is eternal but, its expression is ever
have answer to all such questions. Why not fresh. If we can understand the truth, we can
refer to them directly? see that it is there in the wisdom of the
tradition as well. Then we can also see that
the great man of this world have been
essentially trying to express the truth in a
manner which was suitable for that time,
society and people. Everyone of us has to
understand the truth through our self-
investigation, through direct observation and
then we can also see that these are
expressed in the texts also. So, texts are
veyy useful source for right kind of proposals
about the truth, the reality.

20
• The exercise on list of desires was • This is what we are going to talk about all
interesting. Most of my needs turned out to through the course- understanding of
be needs of the Self and I was trying to harmony at all levels of our being from
address them using some physical facility. individual, family, society, to nature/
So now, I can understand the need for right existence. Once we have the understanding
understanding and right feeling within. What of harmony, we will have the feeling of
exactly should I do for developing this? harmony and that will also be detailed out.

21
Lecture 9
The Body as an Instrument of
the Self
2
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk

Consciousness pSrU; Material tM+

 Self Body
Consciousness INFORMATION Material
Instruction
Sensation
 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

I am My body is
I want to live My body is used as an instrument
 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

I am My body is
I want to live My body is used as an instrument
I want to live with continuous Physical facility is required for
happiness nurturing, protection and right
utilization of the body
To understand and to live in harmony Production, protection and right
at all levels of being (from self to utilization of physical facility is a
entire existence) is my program of part of my program (<1/4th)
action for continuous happiness
 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

I am My body is
I want to live My body is used as an instrument
I want to live with continuous Physical facility is required for
happiness nurturing, protection and right
utilization of the body
To understand and to live in harmony Production, protection and right
at all levels of being (from self to utilization of physical facility is a
entire existence) is my program of part of my program
action for continuous happiness
I am the: I use the body as an instrument
Seer, Doer, Enjoyer (Experiencer) for fulfillment my program
nz’Vk] drkZ] HkksDrk
I am the Seer
“Seer” means the one that sees / understands

e.g. If you are given something in your hand and you conclude that it is a pen, it is not your eyes
that concluded this. It is you that concluded this. The Self sees via the eyes – the eyes don’t
see themselves
Like that all the 5 senses are just the instrument that enable the Self to see something outside

Just like you see outside, you can also see ‘within’, without using the body for sensation
e.g. You can ‘see’ that you are feeling happy, getting angry...

Thus, the Self ‘sees’ or understands, sometimes with the help of the body, sometimes without
the help of body

The Body is used as an instrument

9
I am the Doer
“Doer” means the one that does, who takes decision to do

I am the one who decides. I decide what to do, what not to do...

I may or may not use the body to do – what I think of is my decision. I do that thinking within
myself (there is no role of the body in this)

If required, the body is used to express my decision

The Body is used as an instrument

10
I am the Enjoyer (Experiencer)
“Enjoyer” means the one that experiences happiness / unhappiness

I am the one that feels enthused or depressed. I am the one that feels angry or
delighted...

I am the enjoyer, the experiencer

The Body is used as an instrument

11
 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

I am My body is
I want to live My body is used as an instrument
I want to live with continuous Physical facility is required for
happiness nurturing, protection and right
utilization of the body
To understand and to live in harmony Production, protection and right
at all levels of being (from self to utilization of physical facility is a
entire existence) is my program of part of my program
action for continuous happiness
I am the: I use the body as an instrument
Seer, Doer, Enjoyer (Experiencer) for fulfillment of my program
nz’Vk] drkZ] HkksDrk
The Self is The Body is
central to human existence an instrument of the Self
Sum Up
Human Being is co-existence of Self and Body
The Self is the seer, doer and enjoyer – it is central to human existence
The need of the Self is continuous happiness

For this, the program of the Self is:

To understand harmony & at all levels of being

To live in harmony 1. As an individual human being
2. As a member of the family
3. As a member of society
4. As an unit in nature/existence

Production, protection and right utilization of physical facility is a part of my program.

The Body is an instrument of the Self
The transaction between Self and Body is only in the form of information

13
FAQs for Lecture 9
The Body as an Instrument of the Self
Questions
 In one slide, it is written that production of physical facility is less than 1/4th of my program.
Please explain why.

 Mental retardation is a problem with the body or the self?

 Feelings are in the heart. When a person gets a heart transplant, do the feelings also get
transplanted?

 We have been using the words self and body here. we also have these words like brain and
mind. How do they relate to self and body? Can you explain them and their interrelationship?

 ...

15
Self Reflection
Question(s): Response
• If there is a pain in the body, the Self has to • When we are not aware of the self, then
read that sensation, but it seems automatic even the ordinary sensations are read by the
in case of extreme pain. Please elaborate. self while we are unconscious of it,
therefore, it seems automatic. When we
become aware, atleast we can see that
these ordinary sensations are read by the
self by choice. Then, comes this question
about case of extreme pain. We will have to
develop our capacity of being aware of the
self in the case of extreme pain as well, then
we will be able to see that self is reading the
extreme pain by choice only, and that it can
respond to the pain and not react, i.e. it will
think of what to do for relieving this pain,
rather than start crying.

17
Question(s): Response
• Please elaborate on Self as the seer, doer • What is being said is that self is central in
and enjoyer most of the human activities. When we are
seeing something, it is the self who is
seeing, in the process if necessary, it uses
the 5 senses of the body to get the
necessary information, for example, so many
things are passing in front of our eyes but,
we do not take note of them, we take note of
only those things which self considers
important. So, self is the seer. Similarly,
when we want to do something, it is the self
who is deciding what to do; once decided by
the self, then if necessary, it takes help of
the body for execution of that activity. Hence,
self is the doer. It is certainly the self who
experiences happiness or unhappiness. In
that sense self is the enjoyer.
18
Question(s): Response
• People take drugs like “ecstasy” for mood • Body certainly has an effect on the self, if the
enhancement. Similarly medicines are used self is reading some sensation from the body
to take people out of depression. Does this and is influenced by it. Presently, we are so
not show that the body has an effect on the identified with the body that we almost think
Self? (why go to drugs etc. – even that what is happening to the body is
unfavorable temperature, too hot or too cold, happening to us, the self and therefore we
may be enough to put people in a foul mood) react to any input that comes from body, we
are not able to respond to it. For example,
as we discussed in case of extreme pain, do
we respond in terms of doing something to
relieve the pain or we start crying. When a
medicine is given to person in depression,
he may seem to be out of it for sometime,
but, does he really get cured, is it just a
temporary diversion? Experiment being
conducted by BIW, under the supervision of
Dasho Pema Thinley is a good example of it
and we would like to listen from him about it. 19
Question(s): Response
• Mental retardation is a problem with the body • Retardation in a person can be there for two
or the self? reasons- either there is some problem at the
level of body or at the level of self. So, this
we have to find out first. For example, as
body grows older, certain capacity of the
body gets retarded, and we see its impact on
the old people. On the other hand, we see
many mad persons who seem very healthy
at the level of body, this is a case of the
problem of the self (mental).

• Feelings are in the heart. When a person • What do you think? It will be interesting to
gets a heart transplant, do the feelings also check with a person who got a heart
get transplanted? transplanted.

20
Question(s): Response
• In one slide, it is written that production of • To ensure the fulfillment of the need of self
physical facility is less than 1/4th of my i.e. continuous happiness, the program is to
program. Please explain why. understand the harmony and live in harmony
at all levels of our being. We identified the 4
levels as individual human being, family,
society, nature/existence. Out of these 4,
harmony in human being is 1 (1/4). Now, to
ensure harmony in human being, we need to
ensure harmony in the self and harmony
with the body. To ensure harmony woth the
body, we need physical facility, so production
of physical facility is part of my program of
ensuring harmony in human being, which
itself is ¼ of my total program. Therefore, it
is said that production of physical facility is
less than 1/4th of my program.

21
Question(s): Response
• We have been using the words self and body • Self is a conscious unit and body is a
here. we also have these words like brain material unit (with their specific needs,
and mind. How do they relate to self and activities and response) as we discussed in
body? Can you explain them and their last three lectures.
interrelationship? Mind is a part of the self. In essence, it is the
imagination part which includes the activities
of desire, thought and expectation, this we
will discuss in the next lecture.
Brain is a part of the body. Its role to
coordinate the activities of different parts of
the body. Information from different part of
the body is collected in the brain and is
available for the self to read. Similarly,
instruction from the self is received in the
brain and distributed to different parts of
body. So, the brain does the work of
coordination of the activities of different parts
of the body. 22
Question(s): Response
• As per science, thought, memory etc. are • When we assume that human being is just
complex functions of the brain. Is that not the body, then every activity of human being
true? has to be placed in the body. Now, when we
look at human being as co-existence of the
self and the the body (along with mind and
brain as explained), we can understand the
define the activities of the human being
much better. But, this we have to work
through and see it for ourselves. Probably,
by the end of the course, we will be able to
say this with much more affirmation than
now.

23
Question(s): Response
• How do I make out if the activity is taking • One possible way could be to see the
place in the Self or the Brain? activities of these. If the activity performed is
continuous, it is the activity of the self, if the
continuity can not be maintained, it is the
activity of the body which includes the brain.
Thinking, for example, can go on
continuously, therefore it is activity of the
self. On the other hand if I instruct the body
through brain to keep working according to
my thinking continuously, it cannot; it will get
tired after sometime, so, it is the activity of
the body, coordinated through brain.

24
Question(s): Response
• People lose their memory in accidents. In • Memory is stored in the self, and it keeps
some cases the memory comes back after updating it as per the importance it gives to
some time. How does this happen? the information. For example, if you have
visited some place a year back, do you
remember everything that you saw there?
No, you remember those things which you
consider important.
Further, to recall these memory, you may
need some input from outside or from the
body. If this is the case, then there is role of
the body or brain in recalling the memory.
Therefore if there is some degeneration in
the brain, it may be difficult to recall these
information.
...continued

25
Question(s): Response
• People lose their memory in accidents. In In case of accident, it may be self does not
some cases the memory comes back after want to recall that information because it is
some time. How does this happen? painful; so, till it comes to term with it, it does
...continued not want to recall. On the other hand, may
be it requires some input from outside or
from the body, in that case, self will require
the involvement of the brain; now, if there is
some temporary problem with brain, then
self will have to wait till the. brain gets
recovered. So, when brain gets recovered,
self will be able to recall that particular
information.
I thing that it is good to take this response as
a conjecture and work on its details, then it
will give us finer description of this process.

26
Question(s): Response
• What is coma? • Coma seems to be state when the self is not
able to transact the information with body for
all practical purposes. It therefore can not
regulate the body, and somebody from
outside has to help keep even the minimal
functioning of the body.

• When someone is brain dead what happens

to the Self?

27
28
Lecture 10
Understanding Harmony in the
Self
Part I
2
Activities of Self eSa dh fdz;k,a
Ability Activity
fØz;k
Self eSa 1.

2.

3. Desire Imaging
bPNk fp=.k
4. Thought Imagination
Analysing-Comparing
fopkj fo'ys"dYiuk”khyrk
k.k&rqyu
5. Expectation Selecting-Tasting
vk'kk p;u&vkLoknu
Information
Body 'kjhj

Behaviour O;ogkj Work dk;Z

4
Activities of Self eSa dh fdz;k,a
Power Activity Meaning
“kfDr fØz;k
Self eSa 1.

2.

3. Desire Imaging What I want to be

My feeling within
bPNk fp=.k
4. Thought Analysing-Comparing How to go about it
How to ensure fulfillment of the
fopkj fo'ys"k.k&rqyu feeling (its details)
5. Expectation Selecting-Tasting What I have to do outside
for expression of the feeling
vk'kk p;u&vkLoknu
Information
Imagination
Body 'kjhj
dYiuk”khyrk
Note: We explore these activities in detail in UHV-III

5
Sources of Motivation for our Imagination and its Implications
Ability Activity Self verification on the basis
fØz;k of Natural Acceptance
Self eSa 1. lgt Loh—fr ds vk/kkj ij
3 tkap dj
Preconditioning 2.
Self-organised
1
ekU;rk 3. Desire Imaging Lora=rk √
Enslavement bPNk fp=.kContent of
4. Thought Imagination
Analysing-Comparing
ijra=rk X
fopkj fo'ys"dYiuk”khyrk
k.k&rqyu
dh oLrq
5. Expectation Selecting-Tasting
vk'kk p;u&vkLoknu
Information
Body 'kjhj 2 Sensation

laosnuk
Behaviour O;ogkj Work dk;Z
Enslavement ijra=rk X
6
Source of Motivations for our Desires - Its Implications
Power Activity Self verification on the basis
“kfDr fØz;k of Natural Acceptance
Self eSa 1. lgt Loh—fr ds vk/kkj ij
3 tkap dj
Preconditioning 2. Self-organised

ekU;rk 1 Lora=rk √
3. Desire Imaging
Enslavement bPNk fp=.k
4. Thought Analysing-Comparing
ijra=rk X
fopkj fo'ys"k.k&rqyu Imagination
5. Expectation Selecting-Tasting
dYiuk”khyrk
vk'kk p;u&vkLoknu
Information
Body 'kjhj 2 Sensation

laosnuk
Behaviour O;ogkj Work dk;Z
Enslavement ijra=rk X
7
Preconditioning, Sensation and Natural Acceptance
Preconditioning: Assuming without knowing. Depends on something or someone outside,
keeps changing. Not sure if it leads to harmony or if it leads to contradiction

Sensation: Happiness from favourable sensation of Sound, Touch, Form, Taste, Smell through
body
Happiness from indulgence
tasty-necessary  tasty-unnecessary  tasteless-unnecessary  intolerable

Natural Acceptance: Purpose or what to be, what to do as a human being. Leads to harmony
(happiness) within, continuity is desirable, possible
For Relationship [for mutual fulfillment, complimentarity, not for opposition]
For Harmony [for mutual enrichment, not for exploitation- being in harmony within, and harmony
with outside]
For Co-existence [for co-existence, not for conflict]

8
Content of Imagination in the Self
Natural Acceptance Is it like this?
D = Continuous Happiness & Prosperity

D1 D2 D3 …..Dn

T11, T12 ….T1n T21, T22,…T2n T31, T32,..T3n Tn1, Tn2,..Tnn

E111, E112 ,.. E1n E21, E22,.. E2n

Or is it like this?
Natural Acceptance Preconditioning Sensation D = ?
D1.. Dn = Consumption,
profit, name, fame…
D1 D2 D3 …Dn sensual pleasure …
knowledge,…
T11, T12,….T1n T21, T22, …T2n T31, T32,…T3n Tn1, Tn2,…Tnn

E111, E112 ,.. E1n E21, E22,.. E2n

9
State of Imagination – Random and Disorganised
If the imagination is random and disorganised
It indicates a state of confusion

Many of these imaginations may be

contrary to each other and contrary to the natural acceptance

This contradiction in desires, in thoughts, in expectations, this contradiction between desires and
thoughts, this contradiction between desire-thought-expectation and the natural acceptance,
all these contradictions result in unhappiness

If we observe carefully, we realize that we have accumulated a lot of desires, which are resulting
in numerous thoughts and expectations

Harmony in the Self is realised when there are no contradictions in the imagination
and all imagination is in accordance with natural acceptance
10
State of Imagination – Random and Disorganised
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
Information
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

11
Harmony in Self = D, T, E in accordance with Natural Acceptance
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
Right Understanding
vuqHko to
Acceptance
be ensured in the Self
2. Understanding INTENTION
cks/k Guided

3. Desire Imaging
bPNk fp=.kContent of
imagination
4. Thought Analysing COMPETENCE
fopkj fo'ysGuided
"k.k by What You Are
5. Expectation Selecting/Tasting
Right Understanding
vk'kk p;u@vkLoknu
Information
Body 'kjhj
Behaviour O;ogkj Work dk;Z Happiness = To be in a state of Harmony
Lkq[k ¾ laxhr esa] O;oLFkk esa thuk
12
Sum Up
The Self is a unit of consciousness. It consists of various activities which are going on
continuously
 The activities of desire, thought and expectation are together called imagination
 We can begin to observe the Self by becoming aware of our
 imagination and
 natural acceptance
 Behaviour and work are expressions of imagination

Imagination may be motivated by preconditioning or sensation or natural acceptance

 When imagination is fully motivated by natural acceptance, the Self is in harmony; and
therefore in a state of continuous happiness. This is the state of self-organization ( वतं ता).
In this state, the conduct is definite and human

 When the imagination is motivated by preconditioning or sensation, the Self may be in

harmony or disharmony/contradiction; and thus in a state of happiness or unhappiness. The
state of the self is largely decided by external influence. This is a state of enslavement
(परतं ता). In this state, the conduct is indefinite (it may be human or inhuman)
13
FAQs for Lecture 10
Understanding Harmony in the Self
Questions
 Many times, I find my desire to have multiple sources. How do I analyze?

 I do think sometimes but not all the time. Like when I am asleep, I do not think. So, why do we
say activities of Self are continuous?

 How can I be sure that my imagination is motivated by my natural acceptance?

 ...

15
Quiz
Self Reflection
Question(s): What is Self Response
• Is Self the same as the mind or the soul? • The mind is a part of the Self. The activity of
imagination which includes activities of
desire, thought and expectation if referred to
as mind. Soul has been used in different
ways, sometime it is used to represent the
highest activity of the self while in many
cases it is used to mean self as a whole.

• Isn’t what is being said here the same as • We are trying to work for a system of
spirituality? education that makes us human. So, we are
talking about humanness- what is being
human.
Because human being is coexistence of self
(consciousness) and body (material), hence,
we have to understand the laws of material
as well as the laws of consciousness. This is
what we are trying to do.
18
Word

Meaning
(a description of some part of the reality)

Reality

19
Question(s): Activities of the Self Response
• I do think sometimes but not all the time. • Do you dream while sleeping? Does dream
Like when I am asleep, I do not think. So, include thinking? Now,, try to be aware of
why do we say activities of Self are your imagination when you are awake, then
continuous? slowly you can be aware of your imagination
even when you are asleep, then you will be
able to verify whether you are thinking while
sleeping or not.

• One simple way to be aware of your self, be

• Most of the time, we are not able to aware of the imagination going on in the self
remember what is going on in our at this moment of time. If you are aware, it
imagination. Is there some practice, like will be there in your remembrance. When
meditation, to become aware of it? you pay attention to your imagination, you
are able to see it, because you already have
the potential to see, you only have to
exercise this potential ,

20
We all have the capacity to pay attention, to observe… to understand

You are already paying attention… to whatever you consider important

So, the main question is not “how to pay attention”, rather it is “what to pay attention to”
(object of attention)

One only has to see, to decide that:

I am important, Self is important
My imagination is important

Then I will pay attention to the Self and my imagination

21
Science of material
- You can look at it outside, you may not be

Science of consciousness
- You are part of it, you want to and do get transformed

22
Question(s): Activities of the Self Response
• What is the need to see these activities • If you do not observe things with fineness,
separately? How can we differentiate everything seems to one gross thing.
between desire and thought and However, when you look at it with
expectation? It all seems to be one thing subtleness, you see that it is composed of
many things. Like that, imagination is
composed of three different levels of
activities of the self- desire, thought and
expectation. As explained, desire relates to
our purpose, what we want to be, our
feelings, while thought is working out the
details of how to fulfill this purpose and
expectation is what I need to do with the
world outside. Desire is at the base of
thought and expectation, so, if we have to
evaluate our imagination and set it right, it
has to be done at the level of desire, the
feeling; and this desire, this feeling can be
easily verified with our natural acceptance. 23
Activities of Self eSa dh fdz;k,a
Power Activity Meaning
“kfDr fØz;k
Self eSa 1.

2.

3. Desire Imaging What I want to be

My feeling within
bPNk fp=.k
4. Thought Analysing-Comparing How to go about it
How to ensure fulfillment of the
fopkj fo'ys"k.k&rqyu feeling (its details)
5. Expectation Selecting-Tasting What I have to do outside
for expression of the feeling
vk'kk p;u&vkLoknu
Information
Imagination
Body 'kjhj
dYiuk”khyrk
Note: We explore these activities in detail in UHV-III

24
Activities of Self eSa dh fdz;k,a
Power Activity Meaning
“kfDr fØz;k
Self eSa 1.

2.

3. Desire Imaging What I want to be

My feeling within
bPNk fp=.k
4. Thought Analysing-Comparing How to go about it
How to ensure fulfillment of the
fopkj fo'ys"k.k&rqyu feeling (its details)
5. Expectation Selecting-Tasting What I have to do outside
for expression of the feeling
vk'kk p;u&vkLoknu
Information
Imagination
Body 'kjhj
dYiuk”khyrk
Note: We explore these activities in detail in UHV-III

25
Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1
Áek.k vuqHko lg&vfLrRo
2. Determination Understanding Harmony in Nature
Self

O;oLFkk
eSa

ladYi cks/k
3. Desire Imaging Contemplation Participation in Larger
Order, Relationship
bPNk fp=.k fparu O;oLFkk esa Hkkxhnkjh
4. Thought Analysing Comparing Co-existence, Harmony,
B2 Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit

5. Expectation Selecting Tasting Goal, Value

Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
26
Deluded Self: Imagination on basis of Sensation & Preconditioning
Self
Power Dynamic Activity State Activity
verification on
“kfDr xfr fØz;k fLFkfr fØz;k the basis of
1. Authentication Realization B1 Natural
3
Áek.k vuqHko Acceptance
Preconditioning 1
2. Determination Understanding
Self

lgt Loh—fr ds
ekU;rk
eSa

ladYi cks/k
3. Desire Imaging Contemplation
vkËkkj ij tkap
bPNk fp=.k fparu dj
4. Thought Analysing Comparing B2 Unguided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Unguided
vk'kk p;u vkLoknu Sensation

Body 'kjhj 2 Sensation

Behaviour O;ogkj Work dk;Z
ekuo Lakosnuk
Other nwljk Human Rest of Nature
euq";srj iz—fr
27
Question(s): Activities of the Self Response
• What is the difference between deciding and • Deciding is working out the details of how to
selecting? They seem same to me fulfill the purpose, the desire; whereas
selecting has to do with what to do at the
level of world outside. For example, if I have
feeling of respect, then this is my desire,
now, when work out the details of how to
express this feeling of respect, by giving
blessing, touching feet, greeting with some
gift etc., it is a thought ; when this greeting is
to be done with a flower bouque, it is
expectation.

• What is in activity 1 & 2? Why is it kept

blank? • We will talk about these higher activities in
detail in later course UHV III; however, we
will very briefly introduce the activities of
realisation and understanding as 1 and 2
towards the end of the session.
28
Question(s): Activities of the Self Response
• Isn’t desire and intention the same? • Intention has to do with the feeling which is
in accordance with natural acceptance,
hence is definite, while desire could any
feeling, in accordance or against the natural
acceptance, hence is definite. For example,
intention will always be for feeling of respect
while desire could be for feeling of respect or
disrespect.

• What is the meaning of competence? Is it • The word competence is used to represent

the skill? what is our state at the level of imagination-
what is our desire, thought and expectation,
as that will decide our behaviour with world
outside as well.
• The more our imagination is in harmony, the
more competent we are

29
State of Imagination – Random and Disorganised
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
Information
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

30
Question(s): Activities of the Self Response
• Can you tell us something about the • The sense in which these words are used in
conscious, subconscious and super general is the following-
conscious mind 1. when we are aware of what is going on in
the self, it is being conscious,
2. when we are not aware of what is going on
in the self, it is being subconscious,
3. when we are operating with higher
activities of the self, like realisation and
understanding, it is called super conscious,
4. Unconscious – not aware of the world
outside

Freud:
id selecting-tasting
Ego imagination based on preconditioning “I
am separate from the other, in isolation”
Super ego superconscious 31
Question(s): Preconditioning Response
• What is preconditioning? “resources are • Preconditioning is something which is
limited, Desires are unlimited” is that a prevailing in the society which we have
preconditioning or reality? accepted without verification or without
knowing. We are dictated by the world
(it implies that everyone is bound to be outside. A preconditioning may or may not
deprived! correspond to a reality.
• As far as this particular preconditioning is
concerned, it does not correspond to a
reality because
1. Desires, if we understand properly, are
definite i.e., continuity of happiness and
prosperity and the amount of physical
facility required for ensuring prosperity is
limited and can be identified.
2. Availability of resources in nature and
capacity to produce in human being is
more than what is required.
32
Desires are definite
Resources are limited, but more than our
needs
Therefore, everyone can be prosperous)

Need to study
1. Science of material (the world outside) – I
am what I am, I don’t have to change
2. Science of consciousness (the world
within) – I have to see myself… then I am
motivated to develop, to transform to
human consciousness

33
Question(s): Conditioning Response
• Pavlov has a theory of conditioning. How • If we identify ourselves as the body and
does it apply to us? therefore, if the self is influenced by the body
then Pavlov theory of conditioning will hold
good. However, if we can understand the
self and body separately and the self has
right understanding and right feeling, than
self is in a self-organised state and it
responds to any input from the body, and not
react. Therefore, its response to the input
from the body will depend upon what self
finds appropriate for maintaining the health
of the body rather than the conditioning
which is tried to be created through the
conditioning input.
• Self can even articulate that some
conditioning is being created and therefore,
he will be out of conditioning.
34
Source of Motivations for our Desires - Its Implications
Power Activity
“kfDr fØz;k
1. What I Really Want to Be
My Natural Acceptance
My Intention
2.
Preconditioning Self-exploration Contradiction Harmony
Dialogue
3. Desire Imaging
bPNk fp=.k Unhappiness Happiness
4. Thought Analysing-Comparing
fopkj fo'ys"k.k&rq yu
Harmony? What I am
5. Expectation Contradiction?
Selecting-Tasting My Imagination
vk'kk p;u&vkLoknu My Competence & Incompetence

Sensation

35
Question(s): Motivation of Imagination Response
• What exactly is natural acceptance? Is it • Natural acceptance is something which is
same as right understanding? part of our being. It is innate, invariant, and
uncorrupted by the preconditioning for ex.
we have natural acceptance for the feeling of
relationship, feeling of nurturing the body. It
is the answer that we get from our
conscience or the inner voice or the pure
observer which is innermost part of the self.
• Right understanding is understanding the
reality as it is, and this can be ensured
through the process of self-exploration
based on natural acceptance and
experiential validation.
• How can I be sure that my imagination is • If my imagination is in accordance with my
motivated by my natural acceptance? natural acceptance, then I am in state of
harmony within, happiness within. If not,
then I am in contradiction within,
unhappiness within. 36
Question(s): Motivation of Imagination Response
• The exercise on list of desires was • This has already been mentioned that we
interesting. Most of the motivation turned out have to be aware of our own self every
to be from preconditioning and sensation. So moment and it can have different steps
now, I can understand the need for exploring 1. Being aware of the imagination going on in
into my natural acceptance and also to the self, particularly the desire, the feeling
check my preconditionings. What exactly 2. Verifying whether this desire, this feeling is
should I do for this? Any practice? in naturally acceptable to me or not
3. Whether it leads to harmony or happiness
within or otherwise
4. Verifying that the feeling of relationship,
harmony and coexistence is naturally
acceptable to me and not the feeling of
opposition, disharmony and struggle.
5. To ensure that the desire, the feeling is in
accordance with the feeling of relationship,
harmony and coexistence,
37
Question(s): Harmony in the Self, Happiness Response
• When I am reading something, I think of • Our attention keeps going to the things
many other things... How can I focus on what which we feel is important. So we have to
I have to read? decide what is important for me at this point
of time.
• If there are many things that are important,
than I will have to set up a priority among
them. If I am able to do that, than my
attention will be focused on the thing which
is assigned the highest priority.

38
Question(s): Harmony in the Self, Happiness Response
• It is said that we have to get rid of desires to • We have to have the right desire and we
be happy. Isn’t that true? have to have the continuity of this right
desire. We have to get rid of the wrong
desire and wrong feelings. Infact they are
not the real desires, real feelings but we
have assumed them to be our desire, our
feeling because of the prevalent beliefs in
the society. Therefore we should get rid of
these wrong desires, wrong feelings.
• In essence, to be happy we have to have the
right desire, right feeling.
– Truth, Understanding relationship, harmony &
co-existence
– Love, Feeling of acceptance of all, Feeling of
co-existence, harmony, relationship
– Compassion, Thought… of how to fulfil my
feeling of Love…
39
Question(s): Harmony in the Self, Happiness Response
Split personality, schizophrenia… Split between NA and Imaginatoin

Presently as per science

Schizophrenia is characterized by avolition
(motivation less state), hallucinations and
illusions, dopamine and serotonin are two
main neurotransmitter playing role. Has
positive (elated) and negative phase
(avolition),

Split personality is to do with disconnection

with reality, just like inability to differentiate
dream from reality.

40
Question(s): Harmony in the Self, Happiness Response
• What is the meaning of “development of the • Development of self would mean having
Self”? right understanding i.e., understanding the
harmony (relationship, harmony,
coexistence) at all levels of our being and
feeling of harmony at all levels of our being.
This will ensure the state of harmony or
happiness in continuity in the self.

41
Question(s): Harmony in the Self, Happiness Response
• After the last tutorial session on self- • When we start becoming aware of our self,
awareness, my problems have increased! I we are able to see that there are
was quite happy before. Now I can see many contradictions within and therefore
contradictions within… I cant even sleep unhappiness within. This was there even
properly. What to do? before, but we were not aware of it. So it
appears that our unhappiness has
increased.
• As a matter of fact, when we become aware
of our self, our imagination, and our natural
acceptance, than we are able to get rid of
many contradictions that were there within
and therefore there is a increase in our state
of being in harmony and happiness within.

42
Question(s): Harmony in the Self, Happiness Response
• I have a desire to work also and to be with • We have to understand the harmony in
the family also. I want to fulfill both and feel society and harmony in family & nature and
that if any of those is not fulfilled, I will be then define a way of life, a system in the
unhappy. What is the way forward? society, which ensures the fulfilment of all
these harmony. Then we will be free of
these contradictions.

43
Extra Qs.
6th sense Split personality
Schizophrenia
Intuition

Reflex action

Intellect

Cognitive ability

5 quotients
SQ Social quotient self+body+…
IQ Intelligence quotient self
EQ Emotional quotient self
SQ Spiritual quotient self
44
• Can you comment about Freud’s theory of
motivation

45
Lecture 10
Understanding Harmony in the
Self
Part II
2
Source of Motivations for our Desires - Its Implications
Power Activity Self verification on the basis
“kfDr fØz;k of Natural Acceptance
Self eSa 1. lgt Loh—fr ds vk/kkj ij
3 tkap dj
Preconditioning 2. Self-organised

ekU;rk 1 Lora=rk √
3. Desire Imaging
Enslavement bPNk fp=.k
4. Thought Analysing-Comparing
ijra=rk X
fopkj fo'ys"k.k&rqyu Imagination
5. Expectation Selecting-Tasting
dYiuk”khyrk
vk'kk p;u&vkLoknu
Information
Body 'kjhj 2 Sensation

laosnuk
Behaviour O;ogkj Work dk;Z
Enslavement ijra=rk X
4
State of Imagination – Random and Disorganised
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
Information
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

5
Harmony in Self = D, T, E in accordance with Natural Acceptance
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
Right Understanding
vuqHko to
Acceptance
be ensured in the Self
2. Understanding INTENTION
cks/k Guided

3. Desire Imaging
bPNk fp=.kContent of
imagination
4. Thought Analysing COMPETENCE
fopkj fo'ysGuided
"k.k by What You Are
5. Expectation Selecting/Tasting
Right Understanding
vk'kk p;u@vkLoknu
Information
Body 'kjhj
Behaviour O;ogkj Work dk;Z Happiness = To be in a state of Harmony
Lkq[k ¾ laxhr esa] O;oLFkk esa thuk
6
Practice Session after Lecture 10
1. It was mentioned that when you are consuming any physical facility, the following sequence
applies:
Tasty-Necessary  Tasty-Unnecessary  Tasteless-Unnecessary  Intolerable
Observe this sequence for at least five types of physical facility, say a tasty food, TV programs,
your favourite music, etc.
In contrast, observe that any feeling in you is either naturally acceptable or not. If a feeling is
naturally acceptable, you want it continuously; and if not naturally acceptable, you do not want it
even for a moment.
What are your conclusions from this exercise? Is continuous happiness possible through
sensation by consuming physical facility? What are the other options for continuity of happiness?

7
Practice Session after Lecture 10…
 Observe your imagination for about 15 minutes. List down the object of your imagination at
least once every minute. From this list or from directly observing your imagination, make a
sequence diagram (as shown below).

 Now write down your observations:

 Are you able to see your imagination all of the time or only some of the time?
 If you are able to see (be aware of) your imagination only some of the time, what do you think is the
reason?
 Are all your imaginations well connected (one imagination leads logically to another imagination) or are
there sudden changes from one subject to another subject or there are gaps in between one
imagination and another imagination? What is the reason for this state of imagination?
 What are your observations from this exercise?
8
Practice Session after Lecture 10…
 Take your list of desires. Revise it if you need to. For each desire, identify the primary
source of motivation (sensation, preconditioning or natural acceptance). If there is any
desire which has more than one source of motivation, split it into two or more desires.
E.g. a desire for good clothes may be motivated by your natural acceptance (to protect
the Body from excessive heat or cold) and also be motivated by the social
preconditioning for the clothes of the latest fashion. In such a case, split the desire into
two desires. Now, write down your observations:
 What percentage (approximately) of your desires is motivated by your natural acceptance? This will
give you an idea of the percentage that you are self-organised. Keep in mind that natural acceptance is
about purpose and it does not change with time, place or person.
 What percentage (approximately) of your desires is motivated by sensation or preconditioning? Now
you can get an idea of the percentage that you are dependent or enslaved.
 What effort is necessary to be completely self-organised (if that is your goal)?

9
Expected Outcome
 The students are able to see that all physical facility they use is required for a limited time in a
limited quantity. Sensation through physical facility cannot be the source of continuous
happiness. They are able to see that in case of feelings; they want continuity of the naturally
acceptable feelings and they do not want feelings which are not naturally acceptable even for a
single moment.

 The students become aware of the activities of the Self and start finding their focus of attention
at different moments. Also, they are able to see that many of their desires are coming from
outside (through preconditioning or sensations) and are not based on their natural acceptance.
They are able to find out their level of self-organisation and enslavement.

10
Some Details
of
The Self
Deluded Self: Imagination on basis of Sensation & Preconditioning
Self
Power Dynamic Activity State Activity
verification on
“kfDr xfr fØz;k fLFkfr fØz;k the basis of
1. Authentication Realization B1 Natural
3
Áek.k vuqHko Acceptance
Preconditioning 1
2. Determination Understanding
Self

lgt Loh—fr ds
ekU;rk
eSa

ladYi cks/k
3. Desire Imaging Contemplation
vkËkkj ij tkap
bPNk fp=.k fparu dj
4. Thought Analysing Comparing B2 Unguided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Unguided
vk'kk p;u vkLoknu Sensation

Body 'kjhj 2 Sensation

Behaviour O;ogkj Work dk;Z
ekuo Lakosnuk
Other nwljk Human Rest of Nature
euq";srj iz—fr
12
Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1
Áek.k vuqHko lg&vfLrRo
2. Determination Understanding Harmony in Nature
Self

O;oLFkk
eSa

ladYi cks/k
3. Desire Imaging Contemplation Participation in Larger
Order, Relationship
bPNk fp=.k fparu O;oLFkk esa Hkkxhnkjh
4. Thought Analysing Comparing Co-existence, Harmony,
B2 Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit

5. Expectation Selecting Tasting Goal, Value

Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
13
Sanskar
Sanskar =
Acceptances derived out of ∑ [ Desire + Thought + Expectation ]
from all time

Presently, it is likely to be a mixture of:

 Understanding of the human reality, of the universal, invariant existential laws / principles
 Conclusions drawn from life events / experiences, which may or may not be in line with the existential
laws / principles

“What I Am” is largely our sanskar

Our perspective is a part of our sanskar
Our tendencies, habits, likes-dislikes are also a part of our sanskar
14
Updating of Sanskar
Sanskar =
Acceptances derived out of ∑ [ Desire + Thought + Expectation ]
from all time

Presently, it is likely to be a mixture of :

 Understanding of the human reality, of the universal, invariant existential laws / principles
 Conclusions drawn from life events / experiences, which may or may not be in line with the existential
laws / principles

Sanskar is updated over time:

Sanskar (t+1) = Sanskar (t) + Environment (t) + Self-exploration (t)

As we self-explore, verify and understand, our sanskar gets updated

A conducive environment is helpful

15
Program of Action (Individual)

To understand harmony and to live in harmony

– at all levels of being (individual, family, society, nature/existence)

1. Self-exploration – What I Really Want to Be

Discover
Verify the proposals on your own right My Natural Acceptance
 right understanding (of harmony) My Intention
 feeling and thought of harmony
 harmonious behaviour, work
and participation in larger order
Guide
2. Self-awareness – Be aware of your
desire, thought and expectation What I am
– every moment
Purify
My Desire, Thought,
3. Self-evaluation – Evaluate your desire, Expectation…
thought and expectation My Competence
– on the basis of your Natural Acceptance
16
Program of Action (Individual) – 1: Develop Right Understanding

1. Self-exploration

Verify the proposals

(on your own right)

Right understanding of
harmony at all levels

Feeling and thought

of harmony

Harmonious behaviour, work

and participation in larger
order

17
Program of Action (Individual) – 2: Purification of Sanskar
2. Self-awareness – Be aware of your desire, Sanskar =
thought and expectation – every moment Acceptances derived out of
3. Self-evaluation – Evaluate your desire, ∑ [Desire + Thought + Expectation]
thought and expectation from all time
– on the basis of your Natural Acceptance

Sanskar (t+1) =
Sanskar (t) +
Environment (t) +
Self-exploration (t)

18
Self-evolution Human
Consciousness

• Living on the basis of knowing

• Happiness by being in harmony within
Self-exploration and harmony in all aspects of being
Self-verification • Acceptance of relationship – from one
to many, to all [HAPPINESS]
• Identifying need, production, right
utilisation of physical facility
[PROSPERITY]
• Participation in larger order, expanding
harmony [SOCIETAL DEVELOPMENT]

Transformation / Development

• Living on the basis of assuming (without knowing)

• Happiness from outside (through feeling from the
other, sensual pleasure and physical facility)
• Domination and opposition in relationship
[UNHAPPINESS]
• Exploitation and indulgence [DEPRIVATION]
Animal • Exploitation in larger order, increasing disorder
Consciousness [DEGRADING SOCIETY]
Self-evolution

20
Realisation of Co-existence & it’s expression – Universal Human Order

REALISATION
WITHIN

Human Tradition
ekuoh; ijaijk
Mutual Happiness Mutual Prosperity Fulfillment of Human Goal
mHk; lq[k mHk; le`f) Ekkuo y{; dh iwfrZ
Undivided Human Society EXPRESSION Universal Human Order
v[k.M ekuoh; lekt OUTSIDE lkoZHkkSe ekuoh; O;oLFkk
21
 To See (To Observe)

Exercise
1. Seeing the Self by the Self
The consciousness observing the consciousness

2. Seeing the Body by the Self

The consciousness observing the material

3. Seeing the Co-existence, the Space by the Self

The consciousness observing the co-existence
– observing the distance between the Self and the Body
– “ “ relationship “ “ “ “ “ “
 Exercises 1 and 2

We (each one of us) are

doing these exercises for
developing ourselves

- Developing understanding and

- Purification of accumulated feeling and
thought
 Exercise 1

Observing the Self by the Self

Looking within

Note:
This is just one way of looking within (not the only way)
The steps mentioned in this exercise, are one possible set of steps
(not the only set of steps)
 Step 1: Self Observation, Self Awareness
I (Self, consciousness) am observing myself (Self, I)
Be aware of Yourself
(a simple way is to be aware of your imagination)
1a. Try and observe your imagination.
Try and observe the desire, thought and expectation in your imagination.

I am observing the Self by the Self

I am observing my imagination- desire (feeling), thought and expectation at this moment

Observe the imagination going on within you at this moment of time, just as it is –
without evaluating it… without reacting to it… without trying to stop it… without trying to change
it…
1b. If you are not able to see your imagination directly, then you may begin with observing your thought:
If you are able to see your thoughts, try to see the desire (feeling) behind it.
Ultimately, we have to see the complete imagination.

Try to observe your desire ( feeling), thought and expectation going on in your imagination.
In particular, focus on your desire (feeling)

Observe the imagination going on within you at this moment of time, just as they are –
without evaluating them… without reacting to them… without trying to stop them… without trying to change
them… each moment

This is a very simple, but very important step

Write down your observations in your journal

Step 2: Self Evaluation – of Feeling
I am evaluating the feeling, thought that I have at this moment
 Is this feeling naturally acceptable to me or not?
 Is it natural for me or not ?
 Is it in accordance with human nature or not?
 Would I like the continuity of this feeling or not?

For example, observe and evaluate

when you have the feeling of affection, and when you have the feeling of opposition

Be aware of the feeling at this moment.

Just observe the feeling as it is… and simply evaluate it
without any reaction
(make no effort to hold on or to stop any particular feeling, thought)

Just be aware, observe the feeling as it is… and evaluate it; without any reaction

Do the steps 1 & 2 throughout the day- Every Moment

Write down your observations in your journal (say every 4 hours)

Step 3: Self Evaluation – of my State
I am evaluating the impact of my feeling, thought at this moment on my
state of being:
 With this feeling, am I comfortable within or uncomfortable within?
 Am I in a state of harmony within or in contradiction within?
 Am I in a state of happiness or in a state of unhappiness within?

For example, observe and evaluate this

when you have the feeling of affection, and
when you have the feeling of opposition.

When I have a feeling which is naturally acceptable to me,

I am comfortable, I am in harmony, I am in a state of happiness within

The moment I have a feeling that is not naturally acceptable to me,

I am uncomfortable, in contradiction, unhappy within at that moment
 Step 4: Self Evaluation – who Decides the Feeling
In Step 1, I have become aware of the feeling I have at that moment and in Step 2 & 3, I have
evaluated the feeling;
with this I am able to see that it is my feeling that leads to my happiness or unhappiness.
Now, the question is- who is taking decision for this feeling which is the source of my happiness
or unhappiness.
So, I am asking this question to myself-

“Who is taking decision for the this feeling?”

Who decides the feeling, thought that I have at this moment
 Some external physical condition?
 Some other human being?
 I, myself?

It is I who decides the feeling, thought that I have

(The other person or the situation outside may act as a trigger)
Sum Up
The Self is a unit of consciousness. It consists of various activities which are going on continuously
 The activities of desire, thought and expectation are together called imagination (block B2)
 We can begin to observe the Self by becoming aware of our
 imagination and
 natural acceptance
 Behaviour and work are external expressions of imagination

Imagination may be motivated by preconditioning or sensation or natural acceptance (right understanding)

 When imagination is fully guided by right understanding, Block B1, the Self is in harmony in continuity;
and therefore in a state of continuous happiness. This is the state of self-organization ( वतं ता). In this
state, the conduct is definite and human
 When the imagination is motivated by preconditioning or sensation, the Self may be in harmony or
disharmony/contradiction; and thus in a state of happiness or unhappiness. This is a state of
enslavement (परतं ता). In this state, the conduct is indefinite (it may be human or inhuman)

I need to observe myself in the process of ensuring right understanding.

30
FAQs for Lecture 10
Understanding Harmony in the Self
Questions
 After the last tutorial session on self-awareness, my problems have increased! I was quite
happy before. Now I can see many contradictions within… I cant even sleep properly. What to
do?

 Most of the time, we are not able to remember what is going on in our imagination. Is there
some practice to become aware of it?

 What is the need to see these activities separately? How can we differentiate between desire
and thought and expectation? It all seems to be one thing

…

32
Quiz
Self Reflection
Question(s): What is Self Response
• Is Self the same as the mind or the soul? • The mind is a part of the Self. The activity of
imagination which includes activities of
desire, thought and expectation if referred to
as mind. Soul has been used in different
ways, sometime it is used to represent the
highest activity of the self while in many
cases it is used to mean self as a whole.

• Isn’t what is being said here the same as • We are trying to work for a system of
spirituality? education that makes us human. So, we are
talking about humanness- what is being
human.
Because human being is coexistence of self
(consciousness) and body (material), hence,
we have to understand the laws of material
as well as the laws of consciousness. This is
what we are trying to do.
35
Word

Meaning
(a description of some part of the reality)

Reality

36
Question(s): Activities of the Self Response
• I do think sometimes but not all the time. • Do you dream while sleeping? Does dream
Like when I am asleep, I do not think. So, include thinking? Now,, try to be aware of
why do we say activities of Self are your imagination when you are awake, then
continuous? slowly you can be aware of your imagination
even when you are asleep, then you will be
able to verify whether you are thinking while
sleeping or not.

• One simple way to be aware of your self, be

• Most of the time, we are not able to aware of the imagination going on in the self
remember what is going on in our at this moment of time. If you are aware, it
imagination. Is there some practice, like will be there in your remembrance. When
meditation, to become aware of it? you pay attention to your imagination, you
are able to see it, because you already have
the potential to see, you only have to
exercise this potential ,

37
We all have the capacity to pay attention, to observe… to understand

You are already paying attention… to whatever you consider important

So, the main question is not “how to pay attention”, rather it is “what to pay attention to”
(object of attention)

One only has to see, to decide that:

I am important, Self is important
My imagination is important

Then I will pay attention to the Self and my imagination

38
Science of material
- You can look at it outside, you may not be

Science of consciousness
- You are part of it, you want to and do get transformed

39
Question(s): Activities of the Self Response
• What is the need to see these activities • If you do not observe things with fineness,
separately? How can we differentiate everything seems to one gross thing.
between desire and thought and However, when you look at it with
expectation? It all seems to be one thing subtleness, you see that it is composed of
many things. Like that, imagination is
composed of three different levels of
activities of the self- desire, thought and
expectation. As explained, desire relates to
our purpose, what we want to be, our
feelings, while thought is working out the
details of how to fulfill this purpose and
expectation is what I need to do with the
world outside. Desire is at the base of
thought and expectation, so, if we have to
evaluate our imagination and set it right, it
has to be done at the level of desire, the
feeling; and this desire, this feeling can be
easily verified with our natural acceptance. 40
Activities of Self eSa dh fdz;k,a
Power Activity Meaning
“kfDr fØz;k
Self eSa 1.

2.

3. Desire Imaging What I want to be

My feeling within
bPNk fp=.k
4. Thought Analysing-Comparing How to go about it
How to ensure fulfillment of the
fopkj fo'ys"k.k&rqyu feeling (its details)
5. Expectation Selecting-Tasting What I have to do outside
for expression of the feeling
vk'kk p;u&vkLoknu
Information
Imagination
Body 'kjhj
dYiuk”khyrk
Note: We explore these activities in detail in UHV-III

41
Activities of Self eSa dh fdz;k,a
Power Activity Meaning
“kfDr fØz;k
Self eSa 1.

2.

3. Desire Imaging What I want to be

My feeling within
bPNk fp=.k
4. Thought Analysing-Comparing How to go about it
How to ensure fulfillment of the
fopkj fo'ys"k.k&rqyu feeling (its details)
5. Expectation Selecting-Tasting What I have to do outside
for expression of the feeling
vk'kk p;u&vkLoknu
Information
Imagination
Body 'kjhj
dYiuk”khyrk
Note: We explore these activities in detail in UHV-III

42
Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1
Áek.k vuqHko lg&vfLrRo
2. Determination Understanding Harmony in Nature
Self

O;oLFkk
eSa

ladYi cks/k
3. Desire Imaging Contemplation Participation in Larger
Order, Relationship
bPNk fp=.k fparu O;oLFkk esa Hkkxhnkjh
4. Thought Analysing Comparing Co-existence, Harmony,
B2 Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit

5. Expectation Selecting Tasting Goal, Value

Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
43
Deluded Self: Imagination on basis of Sensation & Preconditioning
Self
Power Dynamic Activity State Activity
verification on
“kfDr xfr fØz;k fLFkfr fØz;k the basis of
1. Authentication Realization B1 Natural
3
Áek.k vuqHko Acceptance
Preconditioning 1
2. Determination Understanding
Self

lgt Loh—fr ds
ekU;rk
eSa

ladYi cks/k
3. Desire Imaging Contemplation
vkËkkj ij tkap
bPNk fp=.k fparu dj
4. Thought Analysing Comparing B2 Unguided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Unguided
vk'kk p;u vkLoknu Sensation

Body 'kjhj 2 Sensation

Behaviour O;ogkj Work dk;Z
ekuo Lakosnuk
Other nwljk Human Rest of Nature
euq";srj iz—fr
44
Question(s): Activities of the Self Response
• What is the difference between deciding and • Deciding is working out the details of how to
selecting? They seem same to me fulfill the purpose, the desire; whereas
selecting has to do with what to do at the
level of world outside. For example, if I have
feeling of respect, then this is my desire,
now, when work out the details of how to
express this feeling of respect, by giving
blessing, touching feet, greeting with some
gift etc., it is a thought ; when this greeting is
to be done with a flower bouque, it is
expectation.

• What is in activity 1 & 2? Why is it kept

blank? • We will talk about these higher activities in
detail in later course UHV III; however, we
will very briefly introduce the activities of
realisation and understanding as 1 and 2
towards the end of the session.
45
Question(s): Activities of the Self Response
• Isn’t desire and intention the same? • Intention has to do with the feeling which is
in accordance with natural acceptance,
hence is definite, while desire could any
feeling, in accordance or against the natural
acceptance, hence is definite. For example,
intention will always be for feeling of respect
while desire could be for feeling of respect or
disrespect.

• What is the meaning of competence? Is it • The word competence is used to represent

the skill? what is our state at the level of imagination-
what is our desire, thought and expectation,
as that will decide our behaviour with world
outside as well.
• The more our imagination is in harmony, the
more competent we are

46
State of Imagination – Random and Disorganised
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
Information
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

47
Question(s): Activities of the Self Response
• Can you tell us something about the • The sense in which these words are used in
conscious, subconscious and super general is the following-
conscious mind 1. when we are aware of what is going on in
the self, it is being conscious,
2. when we are not aware of what is going on
in the self, it is being subconscious,
3. when we are operating with higher
activities of the self, like realisation and
understanding, it is called super conscious,
4. Unconscious – not aware of the world
outside

Freud:
id selecting-tasting
Ego imagination based on preconditioning “I
am separate from the other, in isolation”
Super ego superconscious 48
Question(s): Preconditioning Response
• What is preconditioning? “resources are • Preconditioning is something which is
limited, Desires are unlimited” is that a prevailing in the society which we have
preconditioning or reality? accepted without verification or without
knowing. We are dictated by the world
(it implies that everyone is bound to be outside. A preconditioning may or may not
deprived! correspond to a reality.
• As far as this particular preconditioning is
concerned, it does not correspond to a
reality because
1. Desires, if we understand properly, are
definite i.e., continuity of happiness and
prosperity and the amount of physical
facility required for ensuring prosperity is
limited and can be identified.
2. Availability of resources in nature and
capacity to produce in human being is
more than what is required.
49
Desires are definite
Resources are limited, but more than our
needs
Therefore, everyone can be prosperous)

Need to study
1. Science of material (the world outside) – I
am what I am, I don’t have to change
2. Science of consciousness (the world
within) – I have to see myself… then I am
motivated to develop, to transform to
human consciousness

50
Question(s): Conditioning Response
• Pavlov has a theory of conditioning. How • If we identify ourselves as the body and
does it apply to us? therefore, if the self is influenced by the body
then Pavlov theory of conditioning will hold
good. However, if we can understand the
self and body separately and the self has
right understanding and right feeling, than
self is in a self-organised state and it
responds to any input from the body, and not
react. Therefore, its response to the input
from the body will depend upon what self
finds appropriate for maintaining the health
of the body rather than the conditioning
which is tried to be created through the
conditioning input.
• Self can even articulate that some
conditioning is being created and therefore,
he will be out of conditioning.
51
Source of Motivations for our Desires - Its Implications
Power Activity
“kfDr fØz;k
1. What I Really Want to Be
My Natural Acceptance
My Intention
2.
Preconditioning Self-exploration Contradiction Harmony
Dialogue
3. Desire Imaging
bPNk fp=.k Unhappiness Happiness
4. Thought Analysing-Comparing
fopkj fo'ys"k.k&rq yu
Harmony? What I am
5. Expectation Contradiction?
Selecting-Tasting My Imagination
vk'kk p;u&vkLoknu My Competence & Incompetence

Sensation

52
Question(s): Motivation of Imagination Response
• What exactly is natural acceptance? Is it • Natural acceptance is something which is
same as right understanding? part of our being. It is innate, invariant, and
uncorrupted by the preconditioning for ex.
we have natural acceptance for the feeling of
relationship, feeling of nurturing the body. It
is the answer that we get from our
conscience or the inner voice or the pure
observer which is innermost part of the self.
• Right understanding is understanding the
reality as it is, and this can be ensured
through the process of self-exploration
based on natural acceptance and
experiential validation.
• How can I be sure that my imagination is • If my imagination is in accordance with my
motivated by my natural acceptance? natural acceptance, then I am in state of
harmony within, happiness within. If not,
then I am in contradiction within,
unhappiness within. 53
Question(s): Motivation of Imagination Response
• The exercise on list of desires was • This has already been mentioned that we
interesting. Most of the motivation turned out have to be aware of our own self every
to be from preconditioning and sensation. So moment and it can have different steps
now, I can understand the need for exploring 1. Being aware of the imagination going on in
into my natural acceptance and also to the self, particularly the desire, the feeling
check my preconditionings. What exactly 2. Verifying whether this desire, this feeling is
should I do for this? Any practice? in naturally acceptable to me or not
3. Whether it leads to harmony or happiness
within or otherwise
4. Verifying that the feeling of relationship,
harmony and coexistence is naturally
acceptable to me and not the feeling of
opposition, disharmony and struggle.
5. To ensure that the desire, the feeling is in
accordance with the feeling of relationship,
harmony and coexistence,
54
Question(s): Harmony in the Self, Happiness Response
• When I am reading something, I think of • Our attention keeps going to the things
many other things... How can I focus on what which we feel is important. So we have to
I have to read? decide what is important for me at this point
of time.
• If there are many things that are important,
than I will have to set up a priority among
them. If I am able to do that, than my
attention will be focused on the thing which
is assigned the highest priority.

55
Question(s): Harmony in the Self, Happiness Response
• It is said that we have to get rid of desires to • We have to have the right desire and we
be happy. Isn’t that true? have to have the continuity of this right
desire. We have to get rid of the wrong
desire and wrong feelings. Infact they are
not the real desires, real feelings but we
have assumed them to be our desire, our
feeling because of the prevalent beliefs in
the society. Therefore we should get rid of
these wrong desires, wrong feelings.
• In essence, to be happy we have to have the
right desire, right feeling.
– Truth, Understanding relationship, harmony &
co-existence
– Love, Feeling of acceptance of all, Feeling of
co-existence, harmony, relationship
– Compassion, Thought… of how to fulfil my
feeling of Love…
56
Question(s): Harmony in the Self, Happiness Response
Split personality, schizophrenia… Split between NA and Imaginatoin

Presently as per science

Schizophrenia is characterized by avolition
(motivation less state), hallucinations and
illusions, dopamine and serotonin are two
main neurotransmitter playing role. Has
positive (elated) and negative phase
(avolition),

Split personality is to do with disconnection

with reality, just like inability to differentiate
dream from reality.

57
Question(s): Harmony in the Self, Happiness Response
• What is the meaning of “development of the • Development of self would mean having
Self”? right understanding i.e., understanding the
harmony (relationship, harmony,
coexistence) at all levels of our being and
feeling of harmony at all levels of our being.
This will ensure the state of harmony or
happiness in continuity in the self.

58
Question(s): Harmony in the Self, Happiness Response
• After the last tutorial session on self- • When we start becoming aware of our self,
awareness, my problems have increased! I we are able to see that there are
was quite happy before. Now I can see many contradictions within and therefore
contradictions within… I cant even sleep unhappiness within. This was there even
properly. What to do? before, but we were not aware of it. So it
appears that our unhappiness has
increased.
• As a matter of fact, when we become aware
of our self, our imagination, and our natural
acceptance, than we are able to get rid of
many contradictions that were there within
and therefore there is a increase in our state
of being in harmony and happiness within.

59
Question(s): Harmony in the Self, Happiness Response
• I have a desire to work also and to be with • We have to understand the harmony in
the family also. I want to fulfill both and feel society and harmony in family & nature and
that if any of those is not fulfilled, I will be then define a way of life, a system in the
unhappy. What is the way forward? society, which ensures the fulfilment of all
these harmony. Then we will be free of
these contradictions.

60
Extra Qs.
6th sense Split personality
Schizophrenia
Intuition

Reflex action

Intellect

Cognitive ability

5 quotients
SQ Social quotient self+body+…
IQ Intelligence quotient self
EQ Emotional quotient self
SQ Spiritual quotient self
61
• Can you comment about Freud’s theory of
motivation

62
Lecture 11
Harmony of the Self with the
Body
2
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk

Consciousness pSrU; Material tM+

 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

I am My body is
I want to live My body is used as an instrument
I want to live with continuous Physical facility is required for
happiness nurturing, protection and right
utilization of the body
To understand and to live in harmony Production, protection and right
at all levels of being (from self to utilization of physical facility is a
entire existence) is my program of part of my program (<1/4th)
action for continuous happiness
I am the: I use the body as an instrument
Seer, Doer, Enjoyer (Experiencer) for fulfillment of my program
nz’Vk] drkZ] HkksDrk
The Self is The Body is
central to human existence an instrument of the Self
Need of the Self Related to Need of the Body

1 RIGHT UNDERSTANDING
(le>) Both needs must be satisfied for
in the self human-being to be fulfilled

2 RELATIONSHIP 3
PHYSICAL FACILITY
Feelings
(laca/k)
(lqfo/kk)
- Trust
- Respect
-… with human
beings with rest of nature

MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f))
Activities of Self eSa dh fdz;k,a
Power Activity Self verification
“kfDr fØz;k on the basis of
Natural
Self eSa 1.
Acceptance
3
lgt Loh—fr
Preconditioning 2. ds vk/kkj ij
1
ekU;rk 3. Desire Imaging tkap dj
bPNk fp=.k
4. Thought Analysing-Comparing
fopkj fo'ys"k.k&rqyu
5. Expectation Selecting-Tasting Imagination
vk'kk p;u&vkLoknu dYiuk”khyrk
Information
Body 'kjhj 2 Sensation

laosnuk
Behaviour O;ogkj Work dk;Z
 Self Body
Consciousness INFORMATION Material
Instruction
Sensation

Needs: Happiness, Prosperity  Continuity Physical Facility

Needs & activities are continuous in time Temporary in time

Self is central to human existence Body is

an instrument of the Self
 Self Body (Instrument)
Consciousness INFORMATION Material
Instruction
Sensation

Needs: Happiness, Prosperity  Continuity Physical Facility

Needs & activities are continuous in time Temporary in time

Self-regulation (संयम)
Feeling of responsibility toward the body – for
Nurturing, Protection and Right Utilization of
the Body

Self is central to human existence Body is

an instrument of the Self
 Self Body (Instrument)
Consciousness INFORMATION Material
Instruction
Sensation

Needs: Happiness, Prosperity  Continuity Physical Facility

Needs & activities are continuous in time Temporary in time

Self-regulation (संयम) Health

Feeling of responsibility toward the body – for 1. Body acts according to I
Nurturing, Protection and Right Utilization of 2. Parts of the body are in
the Body harmony (in order)

Physical Facility is required to fulfill the responsibility of the Self toward the Body
Self is central to human(to keep the Body in good health)
existence Body is
– for nurturing, protection and right utilisation of the body
an instrument of the Self

The required physical facility can be identified

 Self Body (Instrument)
Consciousness INFORMATION Material
Instruction
Sensation

Needs: Happiness, Prosperity  Continuity Physical Facility

Needs & activities are continuous in time Temporary in time

Self-regulation (संयम) Health

Feeling of responsibility toward the body – for 1. Body acts according to I
Nurturing, Protection and Right Utilization of 2. Parts of the body are in
the Body harmony (in order)
Food… Clothes, Shelter... Instruments…

The required physical facility can be recognised

along with the required quantity
Self is central to human existence Body is
The quantity of food… required for nurturing the body –an
is instrument of the Self
it limited or unlimited?
Clothes, shelter… for protection of the body – is it limited or unlimited?
Instruments, equipments… for right utilisation of the body – is it limited or unlimited?
 Self Body (Instrument)
Consciousness INFORMATION Material
Instruction
Sensation

Needs: Happiness, Prosperity  Continuity Physical Facility

Needs & activities are continuous in time Temporary in time

Self-regulation (संयम) Health

Feeling of responsibility toward the body – for 1. Body acts according to I
Nurturing, Protection and Right Utilization of 2. Parts of the body are in
the Body harmony (in order)
Food… Physical
Clothes, Facility is required
Shelter... to to keep the body in good health,
Instruments…
so that right utilisation of the body can be ensured
Required Required Required in a
in limited in limited i.e. physical Facility
limited is required only for
quantity
quantity nurturing, protection and right utilisation of the body
quantity
If we can see that, the physical facility for
nurturing, protection and right utilisation of the body
is required in a limited quantity,
then we can understand the meaning of prosperity
Harmony of the Self with the Body = Self-regulation (feeling of responsibility toward the body) in
the Self and Health in the Body

Other than these 3 (Nurturing, Protecting and Right Utilization of the Body), what would you need
PF for?

The outcome of putting in so much time & effort is only PF – and it has only this much utility

Have you been able to make an assessment of your need for PF?

Are you able to see whether you have more than what your needs are?

Ex: Find out – how much PF is required; how much PF is available; are you prosperous or
deprived?

13
Prosperity (le`f))
Prosperity – The feeling of having / producing more than required Physical Facility
2 1
le`f) & vko”;d lqfo/kk ls vf/kd dh miyfC/k@ mRiknu dk Hkko
1 2
1 – Identification of required physical facility (including the required quantity) – with right
understanding
vko”;d lqfo/kk dk fu/kkZj.k & lgh le> ls

2 – Ensuring availability/ production of more than required physical facility – with right skills
vf/kd dh miyfC/k@ mRiknu] HkkSfrd jklk;fud oLrqvksa dk & lgh gquj ls

A prosperous person thinks of right utilisation, nurturing the other

“ deprived “ “ “ accumulation, exploiting “ “
le`) O;fDr lnqi;ksx dk] nwljs dk iks"k.k djus dk lksprk gS
nfjnz “ laxzg “ “ “ “kks"k.k “ “ “ “ 14
In a previous session, we had seen that we can observe two categories of human beings
blhfy, vHkh nks rjg ds euq”; fn[kkbZ nsrs gSa&
1. Lacking physical facility, unhappy deprived (lqfo/kk foghu nq[kh nfjnz )
2. Having physical facility, unhappy deprived (lqfo/kk laiUu nq[kh nfjnz )

Now we can see that if the identification of required physical facility is

missing, then one can only shift between category 1 & category 2

While we want to be – tcfd ge gksuk pkgrs gSa&

3. Having physical facility, happy prosperous (lqfo/kk laiUu lq[kh le`))

This is possible only with

a- the right identification of required physical facility and
b- availability / production of more than required physical facility

15
Gross Misunderstanding 1 – Human Being = Body
Human Being Self (I) Body
Ekkuo eSa = “kjhj
Need Respect Physical Facility
vko’;drk lEeku = (Eg. Food, Clothes)
lqfo/kk (tSls&Hkkstu] diM+k)
Continuous Unlimited
fujUrj = vlhfer

Feeling of
Deprivation
I don’t have Accumulation of Physical
Accumulation =
enough! Facility – Unlimited!
unlimited?
Loop Lqfo/kk laxzg & vlhfer!

Effort for
Check if you Physical Deprivation
are caught up Facility
In this loop nfjnzrk
by any
means?
Gross Misunderstanding 2 – Resources are less than our need
Data: Of the 4.2 billion tons of food produced, more than 1 billion tons of food is lost or
wasted every year, UN-backed report finds (11 May 2011)

About a third of all the food produced for human consumption each year – or roughly 1.3 billion
tons – is lost or wasted, according to a new study commissioned by the United Nations Food
and Agriculture Organization (FAO)

Global Food Production is 6 times requirement

Global Food Wastage is 1/3rd of production
Wastage is enough to feed 1300 crore people/year

Have we understood human needs?

Have we understood right utilisation?
Is it a question of production or distribution?
Is it a question of relationship?
Is it a question of right understanding?
It is a question of right education-sanskar
[Link]
17
Right Utilisation of Physical Facility
Indulgence – Happiness from sensation
Renunciation
Right Utilisation – Relationship, Order

18
Sum Up
Human being = co-existence of Self (consciousness) and Body (material)

Self is central to human existence, the Body is used as an instrument

The nurturing, protection and right utilisation of the Body is the responsibility of the Self

Physical facility is required to fulfil that responsibility towards the Body

Physical Facility is required, in a limited quantity, for Nurturing, Protection & Right Utilisation of
the Body

Prosperity = Feeling of having / producing more than required physical facility

1. Identification of required physical facility (including the required quantity) – with right
understanding
2. Ensuring availability/ production of more than required physical facility – with right skills

19
FAQs for Lecture 11
Harmony of the Self with the Body
Questions
 So many great inventions took place during world wars, like operations research, like radar… If
we become satisfied, then there will be no motivation for development. What is your comment
on it?

 Why do we need “more than required” physical facility to feel prosperous?

 It is said that “desires are unlimited, resources are limited”. So how can there be prosperity?

 ...

21
Self Reflection
Preamble
• Now with the clarity of human being as co-
existence of Self and Body, the needs can be
more precisely identified and prosperity can
be discussed with more definiteness

• While many questions regarding prosperity

have been discussed in earlier lectures
(particularly lectures 3, 5 and 6), we can
revisit some of these questions and discuss
few new questions

23
Question(s): Response
• Why do we need “more than required” To ensure Prosperity-
physical facility to feel prosperous? 1. We identify the required physical facility for
the family (including the required quantity)
– with right understanding
2. We produce more than the required
physical facility using cyclic, mutually
enriching process – with right skills
3. We consume as much as is required (for
nurturing, protection & right utilisation of
the body), and not more – with a feeling of
Self-regulation
4. We share the rest for mutual fulfillment in
relationship and for order in society – with
a sense of responsibility in relationship
5. So that more is for sharing in relationship,
not for indulgence or over-consumption.
24
Question(s): Response
• Can we really identify our need? How much We can certainly identify the need of physical
money is really required- can we determine? facility for nurturing, protection and right
utilisation of the body as discussed in the
I am asking because prices keep changing session.
and there is no guarantee that we will not have However, when we try to convert it into money
some accident or some illness where we don’t or any currency, there may be problem
know how much the treatment will cost. We because the terms of exchange of physical
have to include insurance for all these facility with respect to money (or currency) is
contingencies… defined by the human being, by the prevailing
norms in the society. In societal setup where
there is unequal terms of exchange (therefore
injustice) then certain physical facility may be
assigned low price and certain other facilities
may be assigned very high price. Even
knowledge and feeling which is the activity of
consciousness can become a mode of getting
money.
Continued…25
Response (continued)
If value in terms of money assigned to a As far as your health problem is concerned,
particular facility is not defined on the basis you will never be able to decide how much
of labour that has been put up in producing money will be required, so even insurance
that facility and its utility then any value can will not work.
be assigned to the physical facility
depending upon the prevailing norms of the And when you talk about health, are you
society. talking about keeping your body healthy or
getting treatment
Example- Cost of a bread may be 1 rupee
when you have to prepare it in home but it One fundamental question regarding
may cost 10 rupees or even 100 rupees insurance is that whether the assurance is
when you are in a restaurent. in accumulation of physical facility or in
relationship and societal system.
When I was studying at IIT Kanpur,
Education fee was 250 rupees per semester,
now it is around 1 lakh.
26
Response (continued)
Body Physical Facility Money (Currrency) Digital
currency…
Terms of Exchange between
- PF … Currency
- currency 1 … currency 2
(now even Knowledge and currency)

Possible to identify qty Difficult to identify amount of money as

In terms of PF indefinite, unequal terms of exchange…

Existential realities Construct of human being

Governed by Governed by
Existential laws Prevailing man-made regulations
Universal, Definite… Vary from place to place, indefinite…

(made by human beings with right understanding, right feeling?)

(or by people with assumptions, feeling of opposition…?)

27
Question(s): Response
• It is said that “desires are unlimited, • Desires, if we understand properly, is
resources are limited”. So how can there be definite i.e., continuity of happiness and
prosperity? prosperity.

The amount of physical facility required for

ensuring prosperity is limited and can be
identified.

Availability of resources in nature and

capacity to produce in human being is
more than what is required.

Therefore, prosperity is possible for

everyone.

28
Question(s): Response
• So many great inventions took place during • We certainly need development, but, for
world wars, like operations research, like what? For satisfaction, for fulfillment, isn’t it?
radar… If we become satisfied, then there How can there be a development which is
will be no motivation for development. What against satisfaction?
is your comment on it? The problem today is that we have not been
able to define our need with definiteness,
therefore, there is no completion point, it is
undefined, open ended. Now, irregard if
whatever we achieve, we remain
dissatisfied.
As a result, development has no completion
point, it is undefined, open ended; we are
moving forward but, we don’t know where
we want to reach- no clarity about the goal
and therefore, the development today is
directionless.
…continued
29
Question(s): Response
• So many great inventions took place during We need to work out a process of
world wars, like operations research, like development with a well defined goal and
radar… If we become satisfied, then there definite direction. This is what we are trying
will be no motivation for development. What to do.
is your comment on it?
…continued

30
Lecture 12
Programme to ensure self-
regulation and Health
2
 Human Being Self Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
In Time Continuous Temporary
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa [Link] ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Activity Desire, Thought, Eating, Walking…

fØ;k Expectation… [kkuk] pyuk---
bPNk] fopkj] vk”kk---
In Time Continuous Temporary
dky esa fujUrj lkef;d
Response Knowing, Assuming,
Recognising, Fulfilling Recognising, Fulfilling
tkuuk] ekuuk] igpkuuk] fuokZg djuk igpkuuk] fuokZg djuk

Consciousness pSrU; Material tM+

 Human Being Self (I) Co-existence Body
Ekkuo eSa lgvfLrRo “kjhj
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
Fulfilled By Right Understanding & Physio-chemical Things
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq

Feeling of Self-regulation Health

(संयम)
Feeling of responsibility 1. The Body acts according
toward the body – for to the Self
Nurturing, Protection and 2. Parts of the body are in
Right Utilization of the Body harmony (in order)
Feeling of Self-regulation  Program for it  Health in the Body
The Body is an orderly system (a harmony). It has definite conduct.
The cells in the body work together, in harmony with each other, participate in the larger order to
form tissues, organs and organ systems…

I (Self) have to ensure the continuity of that harmony (at least not disturb it).

If I have a feeling of responsibility toward the body, I do what is required for fulfilling that
responsibility.

This will ensure health in the Body

6
Program
(A) For Staying Healthy

1 Intake and Routine (Lifestyle)

2 Labour and Exercise
3 Postures for regulating internal & external body organs and
Regulated Breathing
(B) For bringing (C) Dependence on
body back to drug / machine to
harmony from perform a body
temporary function
disharmony

4 Medicine and Treatment

1a. Intake includes air, water, sunlight, food (food is nutritious, digestible & tasty and
waste is excretable), all intake through our senses (sound, sight, smell etc)
1b. Rising time, sleeping time, eating time…
2a. Outcome of labour is production of physical facility
2b. No physical facility is produced by exercise
7
Intake
Intake includes not just food but also water, air, sunlight… in fact, all that we take in through our
sense organs – i.e. everything we hear, smell, touch, taste or see
 Intake of food – In order to lead to health in the body, food should be
Nurturing for the Body (awareness in Self of food choices we make)
Digestible by the Body (awareness in Self of how much to eat – sensation of fullness)
Tasty
Compatible with Body type, etc. and
Waste is excretable by the body (rich in fibre)
 Intake of water - right amount and at the right time
 Intake of fresh air
 Intake of (morning) sunlight

For keeping the body healthy, we also need to be aware of all intake through our sense organs and the
feelings and thoughts we generate in us as a result (especially while eating).
e.g. what we are seeing (watching TV/ playing games on the mobile while eating, etc.) and
what we are hearing/being a part of (e.g. arguments with others), etc.
8
Routine
The Daily Circadian Rhythm
- Body responds to the day-night cycle
(sunlight/darkness with earth’s rotation on its axis)
(Understanding this helps in setting up a harmonious daily routine)

The Monthly Lunar Rhythm

- Body responds to the lunar cycle
e.g. menstrual cycle in women

The Annual Seasonal Rhythm

- Body response to the various seasons in a year – the solar cycle (earth’s revolutions around sun)
- Availability of complementary plants in various seasons
(Understanding this helps in deciding appropriate seasonal intake, necessary protection of the Body and setting
up a harmonious seasonal routine)

The Lifecycle Body Rhythm

- Childhood – Period of growth/formation (Predominance of Kapha)
- Youth - Period of maintenance (Predominance of Pitta)
- Old age - Period of degeneration (Predominance of Vata)
(Understanding this helps in deciding a harmonious lifestyle for each stage of life)
9
Daily Routine – in Harmony with Nature (Circadian Rhythm)

6 AM
Cleansing time
Wake-up time Breakfast time
(~1½ hrs before sunrise)

Waste Removal
(Detoxification through Kidneys…)
Air–Space Earth–Water
2 AM 10 AM
(Vata) time (Kapha) time
Regeneration and Repair
(Liver Activation…) Lunch time
12 Midnight
Fire–Water Fire–Water
12 Noon
(Pitta) time (Pitta) time Maximum Agni
Deep Sleep
(Digestive Fire)

Earth–Water Air–Space
10 PM 2 PM
(Kapha) time (Vata) time
Bed time

Absorption and
Assimilation
Dinner time
6 PM

10
11
Understanding the Body
(day 1 doc)

The Body – from a single cell to a huge harmony of trillions of cells working together…
 Homeostatis
 Principle of regeneration of Body tissues
 Basic life processes
 Organ systems

A healthy Body is naturally a harmony in itself and is in harmony with the natural environment

It is the Self that has to decide how to stay in harmony or otherwise by way of the lifestyle
(intake, routine etc.)

12
Basic Principles Governing Health of Body
(day 3 doc)

Principle of accumulation
- The body is an accumulation of intake
(Understanding this helps in deciding intake)

13
Basic Principles Governing Health (cont.)
Principle of similarity and dissimilarity

Body type
(Understanding this helps in deciding intake, routine etc. for your body type)

Principle of availability of information from Body

- The Self only has to be aware, read it and act
(Understanding this helps in reading and responding to signals from the Body)

Principles related to influence of the state of Self on health of Body(Understanding this will
influence the way you look at health:
Holistic Human Health = health of Self + health of Body + health of the environment
Environment = family, society, nature/existence)

14
Indicators of Health of Body
(day 3 p 2)
Add flexibility of the Body

15
Labour Exercise
Ensure adequate movement of the Body + Ensure adequate movement of the Body
production of physical facility

Examples: Examples:
– Sweeping and swabbing your room / house / – Jogging outdoors
hostel
– Weight training in a gym
– Kitchen gardening
– Exercise cycling in a gym
– Cycling to your college and back…
– Recreational cycling outdoors

16
Postures Breathing
Postures for regulating internal and external Regulated Breathing
body organs

Example: Yoga Example: Pranayam

17
Medicine Treatment

For bringing body back to harmony from Using a drug / machine to perform a body
temporary disharmony function (dependence)

Examples: Examples:
– Home remedies – Insulin
– Integrated systems of medicine – Dialysis
– Ventilator

18
Program – Priority
(A) For Staying Healthy
1a
1 1 Intake and Routine (Lifestyle)
2 Labour and Exercise 1b

3 Postures for regulating internal & external body organs and

Regulated Breathing
(B) For bringing (C) Dependence on
2 body back to 3 drug / machine to
harmony from perform a body
temporary function
disharmony

4 Medicine and Treatment

1a. Intake includes air, water, sunlight, food (food is nutritious, digestible & tasty and
waste is excretable), all intake through our senses (sound, sight, smell etc)
1b. Rising time, sleeping time, eating time…
2a. Outcome of labour is production of physical facility
2b. No physical facility is produced by exercise
19
Sum Up
The Self and the Body are in Harmony when there is a feeling of Self-regulation in the Self and
Health in the Body
 Self-regulation = Feeling of responsibility toward the body – for Nurturing, Protection and Right
Utilization of the Body
 Health = The body acts according to Self and parts of the body are in harmony (in order)

Program

20
Practice Session after Lecture 12
 In the last 3 years, recall the times that your body has been ill (in disharmony). What steps were taken to
restore the harmony of the Body?
Date(s) Illness or disharmony Type (Accident, viral infection, bacterial infection, lifestyle related Steps taken Root Cause
disorder, any other)

 If you were to take full responsibility for your body (i.e. you had the feeling of self-regulation), what kind
of daily schedule would you have? Approximately how much time would you allocate for keeping your
body in good health through:
 Healthy intake (food, air, water, sunlight, etc.)
 Timings for upkeep of the Body (sleeping and waking up time, excretion, bathing, etc.)
 Labour (production of physical facility)
 Exercise
 Balancing internal and external organs of body
 Regulating breathing of body
 Medicine
 Treatment
(Of course, you need to keep adequate time for studying, understanding, learning, behaviour, work etc.)
Do you think this schedule will make you more productive or less productive? What conclusions do you
draw from this exercise?

21
Practice Session after Lecture 12…
2. Calculate the quantity required for a specific physical facility, say clothes, in your
family. Now find out the quantity available. Is the quantity available less, equal or more
than the quantity required? In that sense, do you feel prosperous or deprived (at least
regarding that particular physical facility)? Do the same for other needs. For that you can
make an inventory of everything in your home (or at least your room). How much of the
physical facility is being rightly utilised? Discuss this with your family and work out your
conclusions regarding:
 Meaning of prosperity
 The role of understanding (human being, the role of physical facility and the feeling of self-regulation)
 Ability of your family to identify its needs, with the required quantity

22
Expected Outcome
 The students are able to list down activities related to proper upkeep of the Body and practice
them in their daily routine. They are also able to appreciate the plants growing in and around
the campus which can be beneficial in maintaining their health and even curing common
ailments.

 The students begin to recognise that the need for physical facility for nurturing, protection and
right utilization of their body is limited in quantity. In cases where they are able to see that they
have more than enough physical facility, they develop a feeling of prosperity. In cases of lack in
physical facility, they start thinking about how to produce more than required physical facility by
way of a mutually-enriching cyclic process (rather than through exploitation).

23
 Exercise 2

Observing (seeing)
the Body
and
the interaction between the Self and the Body

– by the Self

Note:
This is just one way of looking within (not the only way)
The steps mentioned in this exercise are one possible set of steps
(not the only set of steps)
Step 1: Observing the Self and the Body – by the Self
I am
On the basis of observing (seeing) my activities
The Self is a reality (it exists, it is an existential reality)

The Body is
On the basis of observing (seeing) or reading sensation from the Body
The Body is a reality (it exists, it is an existential reality)

The Self and the Body are two distinct realities

I am able to observe this
Step 2: Observing the interaction between the Self and the Body
– by the Self
What is the interaction between me and the body?

I give instructions to the body

I give only those instructions to the body that I consider to be important.
As and when I want to take some work from the body, I give it some
instructions (like ‘get up’, ‘walk’, ‘sit down’…)
Instruction is an information

On the basis of events taking place in the body, sensations are taking
place
I read those sensations that I consider to be important. I taste the
sensations that I read
Sensation is also an information

The interaction between the Self and the Body is only in the form
of information (not of any physio-chemical things)
Step 3: Observing the Decisionmaker
Who is deciding to give instructions to the Body or to read specific sensations from the Body?
Is it the Self or the Body?

 I am the one who decides to give instructions to the body

 I am the one who decides to read specific sensations from the body, sensations which I
consider important
The decisions regarding the exchange of information between me and the body are entirely mine

 I interact with the body as and when I require

 I interact with the body from time to time (not continuously)

 The Body acts according to the instruction that I give it

 I use the body as per my decision, I use the body as an instrument
FAQs for Lecture 12
Programme to ensure self-regulation and Health
Questions
 Is self-regulation same as self control or self restraint?

What will be the role of a doctor if everyone has the feeling of self-regulation?

If body is unhealthy, will the Self be still happy?

...

29
Day 2 Session 1-4
 Human being is co-existence of Self, a conscious entity, and Body, a material entity.
 The Self and the Body can be distinguished on the basis of their needs, activities and response
 The Self is the seer, doer and enjoyer (experiencer), body is an instrument. In that sense, the Self is
central to human existence
 The Self consists of the activities of imaging, comparing, analysing, tasting, selecting… together
referred to as imagination (also Block B2)
 Behaviour and work are expressions of imagination (first it happens in the imagination)
 There are three possible sources of motivation for imagination – preconditioning, sensation and
natural acceptance
 The Self is self-organized ( वतं ) when imagination is guided by right understanding (Block B1)
 The Self is enslaved when imagination is motivated by preconditioning or sensation
 The feeling of self-regulation in the Self is essential to ensure health in the Body and for having the
clarity about the need for physical facility and prosperity.
 There is a definite program for self-regulation.
 For clarity about the Self and Body, two exercises are proposed:
 observing the Self by the Self and
 observing the interaction of the Self with the body by the Self.

30
Quiz
Self Reflection
Question(s): Response
Is self-regulation same as self control or self • Self-regulation is defined as- Feeling of
restraint? responsibility toward the body – for Nurturing,
Protection and Right Utilization of the Body.
With this feeling of responsibility, the self takes
care of the body.
When we talk about self control or self restraint,
the sense we get is that the self is controlling
things related to body with a feeling of fear or of
opposition.
For example, with feeling of responsibility, I eat
food which is nutritious and tasty, but, I don’t eat
food which is tasty but, not nutritious. This
happens in a natural manner. On the other hand,
if I don’t have this feeling of responsibility, and I
want to eat food which is tasty but not nutritious,
however, due to fear of falling sick, I am not
eating that food, then, this is self restraining. This
doesn’t happens in a natural manner and
somewhere I have a feeling of unhappiness.
33
Question(s): Response
The body has an ageing process and with age • In general, a person with right understanding and
diseases start appearing. Also there are feeling of self-regulation will be able to maintain
viruses etc. Will a person with right the health of his body and not fall sick. However,
understanding and feeling of self-regulation the aging of the body will certainly have its effect,
but, he will be able to see this and plan his
not have such diseases?
lifestyle accordingly. Similarly, tmhe effect of
environment such as extreme weather or even
viruses can effect the health of his body. But,, he
will handle this by taking preventive measures or
by doing the necessary detoxification or taking
the suitable medicine, so that the body can
recover its health.

Is health of body also a human value? • Feeling of Self-regulation is value in the self,
which expresses itself as health in the body. This
can be seen as the feeling of care towards the
body.

34
Question(s): Response
What would be right utilisation of a healthy The Self is central to human existence
Body? The purpose Self is to develop completeness
of
1. Right understanding, i.e. understanding of
harmony at all levels of being – Truth
2. Right feeling, i.e. feeling of harmony – Love
3. Right thought, i.e. thought of how to live in
harmony – Compassion

The Body is used as an instrument by the Self

for interacting with the world outside:
- Behaviour with human being
- Work with rest of nature

Physical facility is required for the Body – to

nurture it, protect it and in the process of right
utilisation of the Body
35
Question(s): Response
If body is unhealthy, will the Self be still happy? • As we have discussed, happiness in the self
can be unsured through right understanding
and right feelings which has to do with the
state of the self and not state of the body.
However, if the body is unhealthy, it will be a
matter of concern, and the person with right
understanding will do whatever is necessary
for recovering the health of the body, without
getting unhappy over it.

• Mental health has to with disharmony at the

How do you distinguish between mental health
level of self, but, Physical health has to with
and physical health? disharmony at the level of Physical body.

36
Question(s): Response
Why is medicine and treatment kept separate • As discussed in the session,
– aren’t they similar? medicine is used-r bringing body back to ary
For bringing body back to harmony from
temporary disharmony
this can be done through Home remedies or
through Integrated systems of medicine
However, Treatment has to do with
Using a drug / machine to perform a body
function (dependence)
For examples, by using Insulin in case of
diabetes or doing Dialysis for blood
purification.

37
Question(s): Response
What will be the role of a doctor if everyone The major role of the doctors then would be
has the feeling of self-regulation?
1. Health education- education that will
enable people to have this feeling of self-
regulation and develop the competence to
take care of the health of their body
2. To help them to take preventive measures
for the effect of the environment
3. Provide them necessary help to recover if
their body falls sick due to the effect of the
environment through
– detoxification or
– medicine
4. Provide treatment, only in extreme cases
when there is no option to take any other
recourse
38
Question(s): Response
Like this doctors will become unemployed… Check what is naturally acceptable:
What about their income? Today health-care is - A system that ensures health
a thriving multi billion dollar industry employing - A system based on illness
millions of people! What will happen to all that?
So, we have to make effort for that kind of
system. Ultimately, a system for the wellbeing
of all (what NEP2020 calls and equitable and
just society). People with a holistic world-view,
competence and commitment may be able to
work towards such a society. We will discuss
this when we cover harmony in society

39
Q&A at end of Module 1 & 2 [22-01-2021]

40
UHV-II: Universal Human
Values – Understanding
harmony and Ethical Human
Conduct
Module 3 – Harmony in the Family and Society
Module 3 – Harmony in the Family and Society (6 lectures & 3 tutorials/ practice sessions)
Lecture 13: Harmony in the Family – the Basic Unit of Human Interaction
Lecture 14: 'Trust' – the Foundational Value in Relationship
Tutorial 7: Practice Session PS7 Exploring the Feeling of Trust
Lecture 15: 'Respect' – as the Right Evaluation
Tutorial 8: Practice Session PS8 Exploring the Feeling of Respect
Lecture 16: Other Feelings, Justice in Human-to-Human Relationship
Lecture 17: Understanding Harmony in the Society
Lecture 18: Vision for the Universal Human Order
Tutorial 9: Practice Session PS9 Exploring Systems to fulfil Human Goal

2
Lecture 13
Harmony in the Family – the
Basic Unit of Human
Interaction
4
Harmony in the Family
The family is the basic unit or building block of human organisation

The major issue in the family is relationship… fulfilment in relationship

To live in relationship, for fulfilment in relationship, it is essential to understand relationship

Without understanding relationship, it isn’t possible to fulfil relationship…

e.g. Not speaking to each other… for days… opposition, divorce…
6
Relationship
We had explored into the question “can we live in relationship without understanding
relationship?”
Right understanding about relationship is necessary for fulfillment in relationship

We had also explored "the unhappiness in our families is more due to lack of physical facility or
more due to lack of fulfillment in relationship?”
The major issue in family is that of relationship; physical facility (and body) is used as a means

As long as we consider human being to be body, it is not possible to understand relationship; and
without understanding relationship, it is not possible to fulfill relationship, even though we do
want to fulfill relationship.
We are trying to assume relationship on the basis of body and trying to fulfill relationship on the
basis of body, and it does not work, inspite of all good intentions

In this module we explore into relationship with the basic clarity that human being is the co-
existence of self and body

7
Human Being
Human Being is the co-existence of Self and Body

The Self is central to human existence

The Body is used as an instrument by the Self

The need of the Self is continuous happiness. For this, the program of the Self is:
at all levels of being
To understand harmony and 1. As an individual human being
To live in harmony 2. As a member of the family
3. As a member of society
4. As an unit in nature/existence
The need of the Body is physical facility
It is required for the nurturing, protection and right utilisation of the Body

(production, protection and right utilisastion of physical facility is a part (< 1/4th) of my program)
8
Family
The family is the next larger order – it is the basic unit or building block of human organisation

In the family, there are parents, grandparents, brothers, sisters, children, old people, uncles,
aunts, cousins; and so many relatives and friends…

Our basic grooming for living in relationship begins in the family

The major issue in family is that of relationship

To live in relationship, it is essential to understand relationship

Without understanding relationship, isn’t possible to fulfil relationship…

e.g. Not speaking to each other… for days… opposition, divorce…

9
Family
Is relationship Important?
Really? Then why do we stop talking with the other for days and weeks?
So is ego more important than relationship?

We do want to live in relationship but as long as we consider human being to be body, it is not
possible to understand relationship
Without understanding relationship, it is not possible to fulfill relationship, even though we do
want to
i.e. if we are trying to assume relationship on the basis of body and trying to fulfill relationship on
the basis of body, it does not work, in spite of all good intentions
10
Relationship
These are the four aspects to understand about relationship
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

We will explore each of these aspects one by one

11
1. Relationship is
We are related to each other – whether we understand it or not

The relationship is already there, we only need to understand it

When we understand relationship

 We are able to see that relationship is there
 We are able to accept the relationship and
 think in terms of fulfilling the relationship

When we don’t understand it, the relationship is still there but:

 We are not able to see the relationship
 We are not able to accept the relationship and therefore
 We are not able to fulfill the relationship

12
1. Relationship is – between one self (I1) and other self (I2)
Of course the relationship is between one human being and another human being

Now if you look at the human being,

who is recognising the relationship – the self or the body?
who is having feelings in the relationship – the self or the body?

The Self is playing a central role in recognising the relationship… and fulfilling the relationship

So, in that sense,

Relationship is between one self (I1) and other self (I2)
The body is used as an instrument in expressing – as an when required

13
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:

1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k

2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

14
2. There are Feelings in Relationship – in one Self (I1) for the other Self (I2)
Feelings are fundamental to relationship
Feelings play a central role in relationship
Check if feelings are of significance in relationship
These feelings are in the Self (not in the Body)
Check if feelings are in the self or body?
We can understand these feelings only when we understand the Self

If we do not understand the Self, we do not understand the feelings… nor the relationship
And when we do not understand relationship, we are unable to fulfil the relationship

The major crisis we are facing in relationship today is because of the failure to understand the
Self… and the feelings in the Self
We are trying to assume relationship on the basis of Body and trying to fulfill relationship on the
basis of Body; and it does not work, inspite of all good intentions

15
3. These feelings can be recognized – they are definite (9 Feelings)
We can recognise them, investigate them and understand that they are naturally acceptable to
us in relationship with the other human being

These are the 9 feelings

1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k

2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Are these feelings naturally acceptable to you?

Are these feelings naturally acceptable to the other? … to everyone?
16
3. These feelings can be recognized – they are definite (9 Feelings)
Each of us can investigate if these feelings are naturally acceptable to us or not

What is naturally acceptable to you?

Feeling of trust or mistrust, opposition?
Feeling of respect or disrespect?
Feeling of affection or jealousy?
Feeling of care or exploitation?
Feeling of guidance or misguidance, confusion?
Feeling of reverence or irreverence?
Feeling of glory or inglorious feelings?
Feeling of gratitude or ingratitude?
Feeling of love or hatred?

17
3. These feelings can be recognized – they are definite (9 Feelings)
Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Are these feelings naturally acceptable to you?

Are these feelings naturally acceptable to the other? … to everyone?

18
4. Their fulfilment, evaluation leads to mutual happiness
These feelings are naturally acceptable to me. Therefore Understanding Relationship
when I have these feelings, I am happy
They are naturally acceptable to the other also. Thus, when I
share these feelings with the other, it leads to happiness Acceptance of Relationship
of the other… it leads to mutual happiness
Feeling of Relationship
Find out
Happiness in Me
If you feel happy when you have these feelings (like trust,
respect…) in you?
If the other feels happy when you express feelings like trust,
respect… to the other?
Sharing the Feeling with Other
Can you see that (through Body, as and when required)
The absence of one or more of these feelings leads to
problems in relationship?
Recognition/Evaluation of Feeling
Physical facility can not compensate for lack of feelings? (It is
definitely required for the Body) Happiness in Other
[try to observe what happens to you when the other ignores
you, contradicts you, opposes you…]
Mutual Happiness
19
Analysis of Current Situation
If I do not have these feelings, I am unhappy
(I do not have these feelings if I have not understood the Self, not understood relationship, not
understood the feelings in relationship)

If I do not have these feelings in me, I try to get them from the other in so many ways
(agree with the other, do their bidding, wear fashionable clothes, get a special haircut, climb a
mountain peak, etc.)
 If the other expresses right feelings to me, I am “happy”
 If the other does not express right feelings to me, I am “unhappy”

If the other also does not have these feelings, then s(he) is also trying to get these feelings from
me!
(It is like we are begging for feelings from each other – and our bowls are empty!)
20
The Way Forward
The most fundamental thing in relationship is to understand these feelings. If I understand these
feelings, then I have these feelings in me

If I understand the feeling of respect, I have feeling of respect in me

If I have feeling of respect, I am comfortable (in harmony) within myself. I am happy
When I have the feeling of respect within, I naturally express it to the other. This feeling is
naturally acceptable to the other… it makes the other also happy

In this way, understanding the feeling, having the feeling, expressing the feeling and its right
evaluation (by both) leads to mutual happiness

Right evaluation is required to verify

 whether I have these feelings or not
 whether I have expressed these feelings to the other or not
 whether it has reached to the other or not… and ultimately
 whether the result is mutual happiness or not

21
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness
Right Understanding

Feelings in relationship:
Right Feeling
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk Fulfilment in Relationship
4- Care eerk 9- Love izse COMPLETE VALUE – Mutual Happiness
5- Guidance okRlY;
Harmony in the Family

From the next lecture, we can start exploring each of these feelings one by one…

22
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

From the next lecture,

we can start exploring each of these feelings one by one…

23
FAQs for Lecture 13
Harmony in the Family – the Basic Unit of Human Interaction
Questions
 The major issue in relationship is fulfillment in relationship. But for that physical facility (and
money) is definitely required. Why are you saying that feeling is the most important thing in
relationship?

 In relationship, we must have mutual understanding or adjustment. And sometimes we even

have to compromise and sacrifice. What is the role of adjustment, mutual understanding,
sacrifice and compromise?

 I can see that it is possible to understand relationship. if I understand it, but my spouse does
not, then… How to go about it?

 ...

25
Self Reflection
Question(s): Response
• The major issue in relationship is fulfillment • Human aspiration = continuous happiness
in relationship. But for that physical facility and prosperity. It is fulfilled by right
(and money) is definitely required. Why are understanding + fulfilment in relationship +
you saying that feeling is the most important physical facility…
thing in relationship? what we are saying is that to ensure
fulfillment in relationship, feeling is
fundamental, without the right feeling, such
as respect, no amount of physical facility is
going to result in fulfillment. By that we are
not saying that physical facility has no role, it
may have a role in the expression of the
feeling. E.g. to express the feeling of
affection and care, we certainly need
physical facility to nurture the body of my
relative.

27
Question(s): Response
• If relationship exists between one Self and • The body is used as a instrument by both
the other Self, what is the role of Body? the self, as and when required.

• Do I need a body to feel related? Most of our • As human beings, we are the co-existence
interaction with others is through the Body of self and body; therefore, different types
relationship in case of human being is
defined in terms of self as well as body, e.g.
relationship between father and son.
However, the fundamental thing in fulfillment
in relationship is the feelings, e.g. feeling of
gratitude and glory on the part of the son
and feeling of affection, care and guidance
on the part of the father.

28
Feelings based on Understanding
Understanding Relationship

Acceptance of Relationship
Role of Education
Feeling of Relationship In me – unconditional, continuous
Happiness in Me

Sharing the Feeling with Other Expression of feeling

(through Body, as and when required)

Recognition/Evaluation of Feeling
Happiness in Other

Mutual Happiness  Harmony in the Family

29
Feelings based on Assumptions, Events
My feelings are conditional, Understanding Relationship
may change from time to time…
Assumptions Acceptance of Relationship
My feelings are decided by
my own assumptions or Events Outside Feeling
outside events / behaviour of other Behaviour of Other (conditional, temporary…
sometine relationship
My state (happiness/unhappiness) sometime opposition)
is decided/dictated by the other
Happiness or
(I am in a state of enslavement)
Unhappiness in Me

Interacting with Other

…

30
Question(s): Response
• In relationship, we must have mutual • As discussed, we have to understand
understanding or adjustment. And relationship, accept relationship, have the
sometimes we even have to compromise right feelings in relationship, this will ensure
and sacrifice. What is the role of adjustment, happiness within me. These feelings will be
mutual understanding, sacrifice and unconditional in me. With this, we have to
compromise? express this feeling with the other in
relationship. This all put together will lead to
mutual fulfillment. If we don’t have these
unconditional feelings, then any amount of
adjustment, compromise and even sacrifice
will not work. These things are helpful only in
keeping the relationship from getting
worsened or leading to breakdown.

31
Question(s): Response
• I can see that it is possible to understand • It is essential to begin from one side atleast.
relationship. if I understand it, but my spouse An unconditional acceptance of relationship
does not, then… How to go about it? from my side will atleast ensure happiness in
myself, it will further provide a base for
relationship. When I express these feelings
to other, he will have natural acceptance for
it and therefore, it will lead to his happiness
as well. But, he may not be able to
reciprocate, if he does have the right
understanding and unconditional acceptance
of relationship, and the feelings borne out of
it. In that case, fulfillment from my side will
create a space in him to accept relationship
on the basis of feeling of gratitude, once
there is acceptance, we can have proper
sharing and dialogue, which will help in the
process of dialogue leading to understanding
of relationship and feelings thereby. 32
Question(s): Response
• One more possibility is to live separately, not • We have amply tried this out in the present
have to worry about relationship. Like when I day society, and it is certainly not working.
lived in the hostel, I did not have to worry this is for the reason-
about the family. Even now, I see young 1. relationship is something natural and
people are not interested in the older hence necessary for my happiness and
generation. So isn’t being independent happiness of the other.
another solution?
2. majority of our functions are in mutual
dependence and hence, isolation creates
all kinds of problems in the family and
society. For example if we don’t have three
generations in the family living together,
we will need crest for children and old-
days home for the old people and so on.

33
Question(s): Response
• Why only 9 feelings? What about truth, • What is of importance is
honesty, hard work, sincerity, generosity… ? 1. realsation and understanding of
Then we also have other traditional values… relationship, harmony and co-existence
and our constitutional values, How are all (truth),
these related? 2. acceptance of these relationship, harmony
and co-existence (feeling of love) and
3. commitment for fulfillment of relationship,
harmony and co-existence (compassion)

it is the feeling of relationship which is

naturally acceptable to every human being,
and not the feeling of opposition. This feeling
of relationship we want to have for one,
many and ultimately for everyone. When we
have the feeling of relationship for everyone,
it is called love.
34

• Cross reference of key values, particularly

Question(s): Response
• Why only 9 feelings? What about truth, This love is called complete value, and it
honesty, hard work, sincerity, generosity… ? includes all the feelings in it. So this is what
Then we also have other traditional values… is the most important value, and we must
and our constitutional values, How are all take care of this. Once this is in place, other
these related? feelings can be seen as expression of this
feeling of love at different levels. For
example, affection is an expression of this
feeling of love at the level of one or many;
care is when this affection is expressed in
terms of responsibility of taking care of body.
This feeling of love, in essence, is common in
most of the traditional systems. Some
systems have placed it as non-violence, that
is not having the feeling of hatred for any
one. Detailed expression of this feeling of
love or non-violence may be different in
different traditions.
35
Question(s): Response
• Why only 9 feelings? What about truth, Let us see this in case of constitutional values
honesty, hard work, sincerity, generosity… ? such as freedom, fraternity and equality.
Then we also have other traditional values… Freedom (svatantrata) is being self-
and our constitutional values, How are all organised, which in essence would mean
these related? that I understand what is naturally
acceptable to me (i.e. relationship, harmony
and co-existence) and I am being with that
(i.e. relationship, harmony and co-
existence), so that I am in harmony and
happiness within.
Fraternity in its ultimate would mean having
the feeling of love i.e. accepting everyone as
related to him, treating everyone as one’s
relative.
Equality will be a natural outcome of this
feeling of love. A mother not only gives equal
opportunity to the child but better than
herself. 36
Question(s): Response
• What about the negative feelings like anger? • Negative feelings are basically the absence
These are also there of naturally acceptable feelings. Anger for
example is an expression of the feeling of
trust. This we will see when we talk about
the feeling of trust in detail.

• Such people are having feeling of jealousy

• Many people are happy by seeing others with others, and with this unnatural feeling,
unhappy. How do we relate to such people? they are in contradiction, in unhappiness
within. We need to help them understand
and see the relationship, then they will be
able to accept the relationship and with the
feeling of affection, they will start thinking of
making others happy.

37
Question(s): Response
• What is the difference between feelings and • We are using feeling here in the sense of
emotions? naturally acceptable feeling; emotions
however is used for all types of feelings,
whether naturally acceptable or not.
• Is mood same as emotion? • Generally, mood is the state of imagination
(DTE). It is certainly based on the feeling /
emotion
• I get the feelings I want from my family • If you can work out this way, there is no problem
from our side. But, you check, whether you want
members or someone else. So if I can
continuity of these feelings or not and whether
manage to get feelings like this, what is the
you can ensure getting these feelings from others
problem? I mean, why do I have to ensure in continuity. If not, then it is important that you
these feelings in myself? have these feelings in your self based on right
understanding of relationship, as you can ensure
the continuity of these feelings in yourself and
that can be source of continuous happiness for
you, and it can also help ensuring mutual
happiness.
38
Lecture 14
'Trust' – the Foundational Value
in Relationship
2
Need to Explore Relationship
We had explored “can we live in relationship without understanding relationship?”
Having right understanding about relationship is necessary for fulfillment in relationship

We had also explored "the unhappiness in our families is more due to lack of physical facility or
more due to lack of fulfillment in relationship?”
The major issue in family is that of relationship; physical facility (and body) is used as a means

As long as we consider human being to be body, it is not possible to understand relationship; and
without understanding relationship, it is not possible to fulfill relationship, even though we do
want to fulfill relationship. We are trying to assume relationship on the basis of body and trying
to fulfill relationship on the basis of body, and it does not work, inspite of all good intentions

Now we can explore relationship with the clarity of human being, as co-existence of self and
body
4
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

5
These feelings can be recognized – they are definite (9 Feelings)
Each of us can investigate if these feelings are naturally acceptable to us or not

What is naturally acceptable to you?

Feeling of trust or mistrust?
Feeling of respect or disrespect?
Feeling of affection or jealousy?
Feeling of care or exploitation?
Feeling of guidance or misguidance, confusion?
Feeling of reverence or irreverence?
Feeling of glory or inglorious feelings?
Feeling of gratitude or ingratitude?
Feeling of love or hatred?

6
Now, we will explore
1. What is Trust?
2. Will trust be there for only few persons or for all?
3. Will trust be conditional or unconditional?
4. Can we trust anybody in continuity?

7
Trust (fo”okl)
Trust = to be assured (vk”oLr gksuk)
= to have the clarity that the other wants to make me
happy & prosperous
= nwljk esjs lq[k] le`f) ds vFkZ esa gS] ,slk Li’V gksuk

Now, let us explore this feeling of trust between two individuals

 You are the first individual
 Think of the other as someone in your family… close friends

And let us ask some simple questions…

8
Evaluating Trust – Between 2 Individuals
About your Natural Acceptance About your Ability

1a. I want to make myself happy always √ 1b. I am able to make myself always happy ?

2a. I want to make the other happy always √ 2b. I am able to make the other always happy?

3a. The other wants to make herself/himself √ 3b. The other is able to make herself/himself ?
happy always always happy
4a. The other wants to make me happy always ? 4b. The other is able to make me always ??
happy

Intention – Natural Acceptance Competence

What is Naturally Acceptable to You What You Are (∑ D, T, E)
9
Doubt on Intention: Mistrust
About your Natural Acceptance About your Ability

1a. I want to make myself happy always √ 1b. I am able to make myself always happy ?

2a. I want to make the other happy always √ 2b. I am able to make the other always happy?

3a. The other wants to make herself/himself √ 3b. The other is able to make herself/himself ?
happy always always happy
4a. The other wants to make me happy always ? 4b. The other is able to make me always ??
happy

Intention – Natural Acceptance Competence

What is Naturally Acceptable to You What You Are (∑ D, T, E)
10
About the Other About Myself
The other broke a glass The glass broke by accident

If the other makes a mistake even once… Even if I make the same mistake 100 times…
– I doubt his intention – I never doubt my intention
– He makes mistakes intentionally – I make mistakes by accident
– I have a feeling of opposition, get irritated, – I have a feeling “I am special”
angry… – I reinforce “I am good”. I do not make effort to
– I reinforce “The other is bad”, can not improve improve my own competence

Doubt on intention is a major reason for problems in relationships

11
Common Mistake in Relationship
I evaluate myself on the basis of my intention

I evaluate the other on the basis of their

competence

I doubt their intention. I assume their lack of

competence to be their lack of intention  I
feel opposed to the other, I get irritated,
angry…
?
I may not speak to the other for days… or
even breakup the relationship… One may
have lost many good friends like this…
Doubt on intention is a major
reason for problems in
relationships
12
Distinguishing between Intention (Natural Acceptance) and Desire
Desire is not the Force / Power Activity
same as cy@“kfDr fØz;k
Natural Acceptance 1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Doubt
Analysing COMPETENCE
fopkj on
fo'ys"k.k What You Are
5. Expectation Intention
Selecting/Tasting
vk'kk p;u@vkLoknu
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

13
Self Reflection
If you have unconditional, continuous trust on intention (natural acceptance) of the other and if
the other is lacking competence, what will you do:
a) Try to improve his competence Trust on Intention  Response
(and also improve your competence)
b) Get irritated
c) Get angry Doubt on Intention  Reaction
d) Have a feeling of opposition

How many persons, in your family and friends, do you have trust on intention (natural
acceptance) – unconditional, continuous?

This is fundamental. Trust on intention is the foundation of relationship

You can get an idea of the state of your understanding about relationship from this exploration…

14
Sharing & Questions regarding your Self Reflection
How many persons, in your family and friends
you have trust on intention (natural acceptance)
– unconditional, continuous?

If you have unconditional, continuous trust on intention (natural acceptance) of the other and if
the other is lacking competence, what will you do:
a) Try to improve his competence (and also improve your
competence) Trust on Intention  Response
b) Get irritated
c) Get angry
d) Have a feeling of opposition Doubt on Intention  Reaction

15
Trust: To have the clarity that the other intends to make me happy
About your Natural Acceptance About your Ability

1a. I want to make myself happy always √ 1b. I am able to make myself always happy ?

2a. I want to make the other happy always √ 2b. I am able to make the other always happy?

3a. The other wants to make herself/himself √ 3b. The other is able to make herself/himself ?
happy always always happy
4a. The other wants to make me happy always√ 4b. The other is able to make me always ??
happy

Intention – Natural Acceptance Competence

What is Naturally Acceptable to You What You Are (∑ D, T, E)
16
Trust
Intention
(natural
acceptance)
is
same for all Lack of Competence

Competence
of various
Competence people may
be quite
Me (Self1) Selfi Selfj Selfk different

Take-away:
Trust on Intention (Natural Acceptance)

I am able to see that

the other has a natural acceptance (intention) to make me happy
s(he) may or may not have the competence to do so
17
About the Other About Myself
The glass broke by accident The glass broke by accident

Even if the other makes the same mistake 100 When I make a mistake even once…
times… – I am clear about my intention
– I am clear about his intention – I know the mistake is due to lack of
– I know the mistake is due to lack of competence, not a lack of intention
competence, not a lack of intention – I make effort to improve my own competence (I
– I make effort to help improve his competence am willing to learn)
with a feeling of affection
I know that “he may have difficulty
understanding… and also, I may have difficulty
in explaining…”

Trust on intention is the starting point for mutual development

18
Trust: The Foundation of Relationship
With trust on intention, I feel related to the
other (I accept the relationship)

When I make a program with the other

– I evaluate his competence as well as my
competence and
– I make the program in accordance with our
current mutual competence

I am consistently making effort to learn, to

improve my competence

If the other is lacking in competence, I am

committed to help the other to improve his
competence, without becoming irritated…

Trust on intention is the starting

point for mutual development
19
Understanding Trust Assuming Trust
Being able to see that all human beings have “Trust” on competence is based on events –
the same natural acceptance (intention) as me can keep changing

Trust on intention is founded on understanding The last 5 times I lent her money, she returned
(not based on events) it on time… so I can trust her

It does not keep changing with time or person. He said he will reach at 11, but look it is after
So it can be unconditional and continuous 12 now… he always comes late… so how can
I trust him to be on time?

Of course, the competence may or may not be Here we are not looking at the natural
there – in me or in the other acceptance (intention). We are only seeing the
competence

20
Sum Up
Trust is to have the clarity that the other wants to make me happy & prosperous.
Trust is the foundation of relationship

If I am aware of my natural acceptance, I have trust on intention

I feel related to the other (I accept the relationship)
When I make a program with the other, it is based on right evaluation of our mutual competence
 In case the other is lacking in competence
 I make effort to assure the other
 I make effort to improve his competence once he is assured in relationship (and not before that)
 If I lack competence, I become ready to take help from the other to improve my competence

If I am unaware of my natural acceptance, I may have doubt on intention

 I evaluate the other on the basis of his competence and assume the lack of competence to be the
lack of intention; and thus feel opposed to him (while I evaluate myself on intention)
 This feeling of opposition shows up as irritation or anger (and it may further lead to fighting, struggle
and war)
21
FAQs for Lecture 14
'Trust' – the Foundational Value in Relationship
Questions
 Does everybody really have the right intention? There could be corrupt people… thieves,
rapists, murderers… terrorists…

 If a person is making the same mistake again and again, even after drawing his attention to the
mistake, can we say his intention is right

 I have the right intention and I want to help the other to improve his competence, but he does
not listen. What should I do?

 ...

23
Quiz
Self Reflection
Feelings based on Understanding
Understanding Relationship

Acceptance of Relationship
Role of Education
Feeling of Relationship In me – unconditional, continuous
Happiness in Me

Sharing the Feeling with Other Expression of feeling

(through Body, as and when required)

Recognition/Evaluation of Feeling
Happiness in Other

Mutual Happiness  Harmony in the Family

26
Feelings based on Assumptions, Events
My feelings are conditional, Understanding Relationship
may change from time to time…
Assumptions Acceptance of Relationship
My feelings are decided by
my own assumptions or Events Outside Feeling
outside events / behaviour of other Behaviour of Other (conditional, temporary…
sometine relationship
My state (happiness/unhappiness) sometime opposition)
is decided/dictated by the other
Happiness or
(I am in a state of enslavement)
Unhappiness in Me

Interacting with Other

…

27
Question(s): Intention Response
• Does everybody really have the right • Intention has to with natural acceptance, and
intention – they could be corrupt people… we can see that every human being has same
thieves, rapists, murderers… terrorists… natural acceptance, hence, right intention.
However, their competence may be different
i.e. their desire, thought, expectation may be
different. For example, one may have desire to
fulfill others while the other may have desire
for exploiting other (at that level they could be
corrupt people… thieves, rapists, murderers…
terrorists). So, at the level of desires, there
may be difference. What we are saying is that
we have to have trust on intention but, when it
comes to making a program with him, we
evaluate our mutual competence and decide
for the program on the basis of it.

28
Question(s): Intention Response
• How can we trust everybody, even people • What we are saying is that we have to have
we have never met? Isn’t it blindly trusting trust on intention but, when it comes to making
everyone? a program with him, we evaluate our mutual
competence and decide for the program on
the basis of it. So, it is not a question of blidly
trusting the other, deciding the progrm on the
basis of proper evalation of the competence of
the other.

• If a person is making the same mistake •Yes. There is problem with his competence;
again and again, even after drawing his this we can verify for our own case, we have
attention to the mistake, can we say his right intention but we keep making many
intention is right? mistakes again and again. Now, we both have
to work to improve upon his competence.

29
Question(s): Trust Response
• Don’t you think that if we keep trusting others • Quite likely. This may happen to begin with,
and quietly keep accepting their behaviour, but slowly the other person will accept your
then they will keep taking advantage of us? feeling and there will be some space created
in the other, then the dialogue can begin and
we can together explore into the proposals
regarding relationship. Sometime, we may
have to be very tough to draw the attention of
the other, but that is making the program
based on our mutual competence with the
feeling of trust on intention. For example, a
mother will stop the child from putting his hand
in fire by force, but with a feeling of affection.

• If I start trusting everyone, I will get cheated.

I don’t think we should start trusting right •Till we are able to evaluate his competence
away. So my question is, for how long should properly.
we observe someone before trusting them?
30
Question(s): Trust Response
• If someone you rely on or believe in breaks • As we said, we have to make the program on
your trust, how can we keep trusting them the basis of proper evaluation of our mutual
continuously? And what to do with them? competence. It is possible that our eveluation
may not be correct, and it may have problem.
So, we have to work on reevaluating our
mutual competence.

31
Question(s): Helping Other Response
• Now I can see the problem with my spouse – • An interesting case in a workshop- ‘now, I
s(he) doubts my intention! So what should understand, the problem is that my wife
be my next step? doubts my intention!’ the next step is to have
trust on intention of your spouse, and the
process may start with it.

• I have the right intention and I want to help •You have the intention, but you have to
the other to improve his competence, but he develop the competence. Only when your
does not listen. What should I do? behaviour is fulfilling for the other that he will
feel assured of you and a dialogue will start.
Then, he will be ready to listen to you.

• How many times, for how long should you •It depends on competence of both. If, you find
help the other to improve their competence? that presently, there is problem with your
10 times? What if the other does not really competence (sanskar) as well as the
want to improve? competence of the other, then it may be better
to give time and work on improving one’s own
sanskar
32
Question(s): Response
• What is the difference between reaction and • Reaction and response- described in the
response? next slide

33
Response Reaction
You decide your feeling on your own right You decide your feeling based on the behaviour
of the other
It is based on right understanding It depends on whether you like or dislike the
You always have the right feeling (taste of the) behaviour of the other
It is definite and unconditional - If the other behaves properly, you have a
The behavior of the other is only an right feeling and may behave properly
indicator of the state of the other - If the other misbehaves, you have a wrong
With that input you decide your behaviour to feeling and you may also misbehave
ensure mutual happiness

You decide your own behaviour Your “remote control” is with the others
You are self-organised You are enslaved

Your conduct is definite Your conduct is indefinite

34
Question(s): Response
• I always thought that desire and intention are • We have already clarified about these there-
exactly the same. Also there is confusion natural acceptance, intention and desire.
between desire and natural acceptance. Can Intention has to with natural acceptance, and
you clarify these 3 words? we can see that every human being has
same natural acceptance, hence, right
intention. However, their competence may
be different i.e. their desire, thought,
expectation may be different.

• What do you mean by competence? I mean I • Competence means your desire, thought
can find out their skills – is that their and expectation that you have accumulated
competence? as discussed in the session. Skill is a part of
it.

35
Intention and Desire may be quite different
Force / Power Activity
Intention (natural
acceptance), pure
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
Desire (part of
2. Understanding INTENTION
competence) could Preconditioning 1 cks/k
be motivated by
three sources… ekU;rk 3. Desire Imaging
bPNk fp=.k
Only a fraction of the 4. Thought Analysing COMPETENCE
desires may be in fopkj fo'ys"k.k What You Are
line with intention 5. Expectation Selecting/Tasting
(natural acceptance) vk'kk p;u@vkLoknu
Information
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

36
Competence
Competence = Accumulated imagination (desire, thought and expectation)…
(skill is a part of competence, not all of it)

Right evaluation of competence

evaluation of how much of the imagination is motivated by natural acceptance
It includes evaluation of the skills related to work

Contemporary evaluation of competence

evaluation of skill
+
evaluation of attitude / likeability

Reflect: How would you evaluate someone who is

highly skilled, but poor at teamwork?
moderately skilled, but good at teamwork?
37
Lecture 14
'Trust' – the Foundational Value
in Relationship
Continued…
FAQs on Trust contd…
 How can we trust everybody, even people we have never met? Isn’t it blindly trusting
everyone?

 Don’t you think that if we keep trusting others and quietly keep accepting their behaviour, then
they will keep taking advantage of us?

 How many times, for how long should you help the other to improve their competence? 10
times? What if the other does not really want to improve?

2
Response Reaction
You decide your feeling on your own right You decide your feeling based on the behaviour
of the other
It is based on right understanding It depends on whether you like or dislike the
You always have the right feeling (taste of the) behaviour of the other
It is definite and unconditional - If the other behaves properly, you have a
The behavior of the other is only an right feeling and may behave properly
indicator of the state of the other - If the other misbehaves, you have a wrong
With that input you decide your behaviour to feeling and you may also misbehave
ensure mutual happiness

You decide your own behaviour Your “remote control” is with the others
You are self-organised You are enslaved

Your conduct is definite Your conduct is indefinite

3
Practice Session after Lecture 14
 Make a list of your family members and friends. Take the eight questions regarding evaluation of trust
and reflect on the answers for each person in your list, one person at a time. First reflect on the four
questions about natural acceptance (intention):
1a. I want to make myself happy.
2a. I want to make the other happy.
3a. The other wants to make herself/himself happy.
4a. The other wants to make me happy.
Next, reflect on the four questions about competence – your competence and their competence:
1b. I am always able to make myself happy
2b. I am always able to make the other happy
3b. The other is always able to make herself/himself happy
4b. The other is always able to make me happy
From this reflection, how many people are there with whom you have a feeling of trust on intention? Is the
feeling unconditional and continuous? The indicators of unconditional, continuous trust on intention are:
- You never get irritated or angry with them
- You never have a feeling of opposition for them
- You are always thinking and making effort for their development
4
Practice Session after Lecture 14…
Now in your class group, share your findings and discuss:
 What you have understood about intention and competence – do you evaluate them
separately?
 How you evaluate yourself and how you evaluate others – do you evaluate yourself on the
basis of your intention and evaluate others on the basis of their competence?
 What is the result of such evaluation?
 What would be the result if you evaluated the intention and competence separately? Will it lead
to a feeling of trust for each other?
 Reflect on some instances where you got irritated or angry with someone. What was the result
of it? Can you recollect that you had a doubt on their intention? Try to call them and share your
reflections with one or more of them.
Write down your conclusions from this exercise.

5
Practice Session after Lecture 14…
 Show the video “Right Here Right Now”. It is a short film directed by Anand Gandhi about
human behaviour and its propagation.
(Source: Part 1: [Link] watch?v=OVAokeqQuFM Part 2:
[Link] watch?v=gIYJePEnvUY).
Discuss:
a. Specific interactions shown in the video – are these interactions showing reaction or
response?
b. Reflect on your own interactions – what percentage of your interactions are reactions and
what percentage are response?
c. Is it desirable to have 100% response (and no reaction)? What effort is required for it?

6
Expected Outcome
 The students are able to see that the natural acceptance (intention) of everyone is to be happy
and make others happy! It is the competence that is lacking – it is lacking in themselves and it
is lacking in others also.
 Whenever they evaluate themselves on the basis of their intention and others on the basis of
their competence, whenever they doubt the intention of the other, there is a feeling of
opposition, irritation or anger. They conclude that I am a good person and other is a bad
person! This is a major problem in their relationship with their family and friends.
 As soon as they are able to see their own natural acceptance (intention), they are able to see
that the other also has the same natural acceptance (intention), they have a feeling of being
related and they start thinking in terms of mutual development. This is relieving for them and
also relieving for the other.
 They are able to distinguish between reaction and response; appreciate the need for 100%
response in human-human interaction and make effort towards it.

7
Lecture 15
'Respect' – as the Right
Evaluation
Part I
9
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

11
Respect (lEeku)
Respect = Right Evaluation

lEeku ¾ le~ $ eku

lE;d~ ekiuk

Bhd Bhd vkadyu djuk

Right evaluation of human being… the intention (natural acceptance) and competence…
12
Other Types of Evaluation
Over evaluation – to evaluate for more than what it is
vf/kewY;u vf/kd vkaadyu djuk
Disrespect
Under evaluation – to evaluate for less than what it is
vieku
voewY;u de vkaadyu djuk
Otherwise evaluation – to evaluate for other than what it is
vewY;u vU;Fkk vkaadyu djuk

Not naturally acceptable. Whenever the evaluation is not right, it is disrespect

Check for yourself in every interaction with others whether it is respect or disrespect. i.e.
 It is right evaluation or
 It is over / under / otherwise evaluation

13
Common Implications of Disrespect
Over evaluation – evaluating more than what it is
vf/kewY;u & vf/kd vkaadyu djuk
Right Ego
Evaluation (अहं कार)
Wrong evaluation…
lEeku
Disharmony within
Self
Confidence Tension
वयं म व वास
Frustration
Depression
(अवसाद) Depression

Suicide...
Under evaluation – evaluating less than what it is
voewY;u & de vkaadyu djuk
Otherwise evaluation – evaluating other than what it is
vewY;u & vU;Fkk vkaadyu djuk
14
Disrespect vieku
Ego
vf/kewY;u (Over evaluation ) vf/kd vkaadyu djuk (अहं कार)

voewY;u (Under evaluation) de vkaadyu djuk Depression

(अवसाद)
vewY;u (Otherwise evaluation) vU;Fkk vkaadyu djuk
Ego (अहं कार) •vius gj vkpj.k@O;ogkj esa tk¡ps & ;g
LkEeku gS ;k vieku है ?

•tk¡pus ij ge या ikrs gS ?
• या gekjs vf/kdka”k O;ogkj esa mijksDr rhu
gks jgs gSa tks fd vieku gS ?
Depression
(अवसाद)
स मान / अपमान ---- यंग
15
Self Confidence, Ego & Depression
Under / Otherwise Over Evaluation Right Evaluation
Evaluation
Depression Ego Self Confidence
The other is my The other is my I am self referential
reference ¼ijra=rk½ reference ¼ijra=rk½ ¼Lora=rk½
Indefinite Conduct Indefinite Conduct Definite Conduct

Assumptions…

Disharmony within

Tension

Frustration

Depression

Suicide etc.

16
Self Reflection
Human being = Self + Body…

Will the right evaluation be on the basis of the

Self or the Body?

17
Respect: Right Evaluation – on the basis of the Self
1. Purpose y{;
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program dk;ZØe
 My program is to understand and to live in harmony at all levels of being
 The program of the other is also to understand and to live in harmony at all levels of being
(Individual, family, society and nature/existence)
Our program is same
3. Potential {kerk
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in me.
I am endowed with Natural Acceptance
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in the other.
The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT

The Other is Similar to Me nwljk esjs tSlk gS

18
Self Reflection
While there are similarities at the level of the Self,
in our day-to-day living:

We accept the other as being similar to us?

or
We try to show that we are special, unique, different from the other?

19
Differentiation Hksn
Differentiation
Hksn
Body
“kjhj

Age Gender Race Physical

vk;q fyax oa”k Strength
cy

The Gross Misunderstanding is

“Human Being = Body”

While the reality is

“Human Being is co-existence of Self & Body”
20
Differentiation Hksn
Differentiation
Hksn
Physical Facility
lqfo/kk

Wealth Post
/ku in

The Gross Misunderstanding is

“Physical Facility = Happiness”

While the reality is

“Happiness is being in a state of Harmony”
21
Differentiation Hksn
Differentiation
Hksn
Beliefs
ekU;rk

Isms Sects Info

okn laiznk; lwpuk

The Gross Misunderstanding is

“If the pre-conditioning of the other matches
my preconditioning, then the other is like me”

While the reality is

“Every Human Being is like me”
22
Differentiation Hksn
Differentiation
Hksn
Body Physical Facility Beliefs
“kjhj lqfo/kk ekU;rk

Age Gender Race Physical Wealth Post Isms Sects Info

vk;q fyax oa”k Strength /ku in okn laiznk; lwpuk
cy

Differentiation = Disrespect
Not Naturally Acceptable… Opposition, Movements…
Hksn ¾ vieku
lgt Lohdk;Z ugha gksrk--- fojks/k--- vkUnksyu---

23
Preconditioning: “I am special, unique, different from the other”
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

24
Minimum Content of Respect: The Other is Similar to Me
1. Purpose y{;
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program dk;ZØe
 My program is to understand and to live in harmony at all levels of being
 The program of the other is also to understand and to live in harmony at all levels of being
(Individual, family, society and nature/existence)
Our program is same
3. Potential {kerk
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in me.
I am endowed with Natural Acceptance
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in the other.
The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT

The Other is Similar to Me nwljk esjs tSlk gS

25
Respect: The Other is Similar to Me. We are complementary to each other
1. Purpose – Our purpose (Natural Acceptance) is same
2. Program – Our program is same
3. Potential – Our potential is same
The Other is Similar to Me
4. Competence – On the basis of right evaluation of our mutual competence, I recognise
our complementarity and fulfill it:
If the other has more understanding, is more responsible than me
 I am committed to understand from the other
If I have more understanding, I am more responsible than the other
1. I live with responsibility with the other, unconditionally, unperturbed by the behaviour of
the other
2. I am committed to facilitate understanding in the other (once the other is assured in
relationship, and not before that)
COMPLETE CONTENT of RESPECT

The Other is Similar to Me. We are complementary to each other

26
Take-away re. Respect
The feeling of Complementariness

All the specific characteristics at the level of Body, physical facility, belief etc. can be used to
express that complimentarity

e.g. a person with greater physical strength can do the heavy work

e.g. a person at a higher post can take responsibility for harmony of the larger order, for the
development of more people…

With the feeling of complementariness, other feelings naturally follow

27
Differentiation Respect – on the basis of Self
I evaluate on the basis of body, physical facility 1. Our purpose (Natural Acceptance) is same
or belief (preconditioning). I compare, 2. Our program is same
compete, differentiate… 3. Our potential is same
I am different from the other The other is similar to me
We are competitors We are complementary to each other

I make effort to accentuate the difference, to If the other has more understanding than me
manipulate, exploit the other - I am committed to understand from the other
If I have more understanding
1. I live with responsibility with the other
2. I am committed to facilitate understanding in the
other (once the other is assured in relationship, and
not before that)

28
Sum Up
Respect = Right Evaluation (with a feeling of trust on intention)
Under evaluation, over evaluation or otherwise evaluation is disrespect
Differentiation is disrespect

Respect (on the basis of Self) – The other is like me, we are complementary to each other
The only difference is in our level of understanding (how much of our desire, thought and
expectation is on the basis of our Natural Acceptance)
If the other has more understanding, he is more responsible than me
 I am committed to understand from the other
If I have more understanding, I am more responsible than the other
 I live with responsibility with the other, unconditionally, unperturbed by the behaviour of the other
 I am committed to facilitate understanding in the other
(once the other is assured in relationship, and not before that)

29
FAQs for Lecture 15
'Respect' – as the Right Evaluation
Questions
 We normally respect good people but not bad people, like criminals. One person is successful
on the basis of his hard work – he has done his PhD, has a good job… Another person is a
loser… So, how can we respect both of these people equally?

 How do I ensure right evaluation? How do I know that my evaluation is right?

 I am doing so much work at home (looking after my child also) and I am working outside the
home also. Inspite of this, if my husband doesn’t respect me, my mother in law doesn’t respect
me, wont I feel bad? How will I feel like respecting them?

…

31
Quiz
Self Reflection
Question(s): Response
• Today we respect good people but not bad •What we are saying is that at the level of
people, like criminals. One person is purpose, program and potential, we are
successful on the basis of his hard work – he similar. However, at the level of competence,
has done his PhD, has a good job… Another we may be different. The difference that is
person is a loser… So, how can we respect being mentioned here is about the
both of these people equally? competence and that is fine. The main
question is whether we are able to accept that
at the level of purpose, program and potential,
we are similar or not.

Study level Competence for harmony in

High school Family
Inter Village
Graduation District, State
PG Nation
PhD World
34
Basic Reference: Full Human Potential (Same for All)
1. Completeness of understanding (Truth) and feeling (Love)
 Self… entire existence
 My relationship, my role in existence

2. Completeness of expression (compassion)

 Behavioral competence, ability to live in relationship
 Competence to work or skills related to work
 Competence for participation in the larger order

Check:
Are we able to see that every human being (Self) has the same potential?

35
Competence
Competence = Accumulated imagination (desire, thought and expectation)…
(skill is a part of competence, not all of it)

Right evaluation of competence

evaluation of how much of the imagination is motivated by natural acceptance
It includes evaluation of the skills related to work

Competence includes (make column for full human potential)

1. Level of understanding and feeling

2. Behavioral competence, ability to live in relationship (feeling, likeability, teamwork…)

3. Competence to work or skills related to work
4. Competence for participation in the larger order

36
Question(s): Response
• How do I ensure right evaluation? How do I • As mentioned just now, if we are making the
know that my evaluation is right? evaluation of purpose, program and
potential, which are similar, and also
competence which may be different (for
defining mutual complementarity), then it is a
right evaluation. On the other hand, if we are
making the evaluation of competence only
and on the basis of that differentiate among
people, then it is not a right evaluation

Our evaluation is right when

[Link] are able to accept the other as being
similar
2. We are able to define our complimentarity
(at level of competence)
Our interactions lead to mutual development,
mutual happiness 37
Question(s): Response
• We have given everything for these students, • The problem is that we are not developing
but they are so spoilt – they don’t respect us the competence of behaviour in the
at all! I mean they don’t even say good students, we are only focussing on some
morning or respond when I wish them! How aspects of competence related to skills of
to deal with this much of disrespect? work. This, in fact, is the problem of the
whole education system today. As we have
been mentioning, right from the first session
that right understanding and relationship are
also important, rather more important than
Competence includes physical facility, but, our education is only
1. Level of understanding and feeling focussed around physical facility and this is
the result. The teachers who have tried to
2. Behavioral competence, ability to live in relationship
work on the first two, have found that the
(feeling, likeability, teamwork…)
3. Competence to work or skills related to work students not only start responding to them,
4. Competence for participation in the larger order but they respect these teachers, even touch
their feet.

38
Question(s): Response
• Small children often don’t know, so we have • We will see in detail about the process of
to impose (rather than propose). Is that education, when we discuss about the
wrong? harmony in society and the systems which
ensures this, education system being one of
them. We have to facilitate (not impose) the
students in different ways depending on their
age and self development- such as imitation,
following, discipline and self-discipline. In all
this, there is facilitation and not imposition. In
case if self-discipline, it is essential to initiate
the process of self-exploration through
placing the right proposals.

To be updated
1. Facilitation
2. Keep space for self-exploration…
39
Question(s): Response
• I am doing so much work at home (looking • Certainly, you will feel bad. But, then how do
after my child also) and I am working outside you respond to this? By disrespecting them,
the home also. Inspite of this, if my husband will it work? It is clear that they themselves
doesn’t respect me, my mother in law are in crisis, they do not have right feelings
doesn’t respect me, wont I feel bad? How in them and that is why they are not able to
will I feel like respecting them? share it with you. So you have to help them
develop these feelings. In order to do this,
you have to ensure right understanding and
right feelings in yourself. With this you will be
able to create assurance in them with your
consistent behaviour and that will create a
space for a dialogue This has been
discussed before in detail.
• You are saying don’t differentiate. How can • Treat them as similar to you at the level of
my behaviour be the same for all. Like with purpose, program and potential. Define your
by boss and sweeper? complementarity at the level of their
competence. This will significantly change
your behaviour with them, IIIT Hyd Example 40
Question(s): Response
• To motivate me, my mother used to say “you • Every human being has a natural
are different, you are special – you can do acceptance for understanding what is right
anything”. My father never appreciated me. and doing what is right. So, we must take
Even when I did well at school, he would just this as the basis for appreciating and
say “Good. Do better next time”. motivating students. But, one thing is
Now that I am teaching, I tell my good important, to do this, first we have to
students “you can do anything”, “sky is the establish an assurance in relationship with
limit”. And for the poor students, I say “if you them. Then, they will be willing to listen to
don’t improve, you will have to work in the us, and take our guidance.
farm”. Both are to motivate them to do better.
Now I can see that these are like an over
evaluation or even otherwise evaluation! So,
what would be the right way of
appreciating and motivating my
students?

41
 Clarity of potential (“full human potential”)
 Appreciation for the part completed
 Motivation for the part yet to be completed

42
Appreciation and Motivation
 There is clarity of potential (“full human potential”), the basic aspiration (human goal) is clear,
the completion point is clear (3). This potential is always at the base of any interaction with the
other
 Past state at (1) is evaluated rightly
 Present state (2) is also evaluated rightly (3)-Full Potential

Motivation for the part yet to be completed (2 to 3)

At least one specific action point for the
immediate next step for this development is
shared

(2)-Present State

Appreciation for the part completed

(1  2 has been achieved in some given time)
(1)-Past State

43
Question(s): Response
• Please give some examples of otherwise • When you are very unhappy with your child,
evaluation. It is not very clear to me you say he is a donkey. This is otherwise
evaluation for your son and your own self.

• When someone under-evaluates me, I do • How do you feel when somebody says- he
feel bad. But when they praise me, I feel can do anything. Do you feel comfortable or
good. Don’t you think that saying that these uncomfortable within, you certainly get
things lead to depression or ego is too disturbed within, observe it. One thing is very
much? And suicide! Can you give some clear that when someone over-evaluates
example or explain in more detail? you, it is like to enhance your ego; and as
we said depression is an outcome of this
over-evaluation when you are not able to
perform as per this- “those who feel
punctured, must have been a bubble”.
Example of suicide at IIT Kanpur by a 10
pointer!

44
Question(s): Response
• I can see it is important to understand and • One indicator of right understanding is that
help others to understand. How would I know my competence is in line with my natural
if the other has more understanding than me acceptance, which essentially means that I
or less understanding than me? am in a state of harmony within, a state of
happiness within.
• If we both don’t have right understanding, The other indicator is that my behaviour and
then what should we do? my work is mutually fulfilling for others.
So, on the basis of these two indicators, we
can make an estimate as to what extent one
is able to develop his understanding. This
can be the basis of my deciding whether the
other has more understanding than me or
less.
Generally, we take the attitude “I am OK, the
problem is with the other”

45
Question(s): Response
• If my boss asks me do something unethical • In a just societal system, we define our
then how do I define my complimentarity with participation in the system based on our
him? competence. Someone with higher
competence is given the responsibility to
guide or coordinate those with lower
competence. In that case, we can define our
complemenarity by taking the guidance from
him or working under his coordination.
In this case, the responsibility of coordination
is given to someone who is asking me do
something unethical, this indicates that he
does not have the necessary competence to
guide. So, first thing that is required is to
help to improve his competence so that he
can be a good guide or coordinator. For this
you have to work out the way.
Example of air force technical staff...
46
Lecture 15
'Respect' – as the Right
Evaluation
Part II
2
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

4
Respect (lEeku)
Respect = Right Evaluation

lEeku ¾ le~ $ eku

lE;d~ ekiuk

Bhd Bhd vkadyu djuk

Right evaluation of human being… the intention (natural acceptance) and competence…
5
Other Types of Evaluation
Over evaluation – to evaluate for more than what it is
vf/kewY;u vf/kd vkaadyu djuk
Disrespect
Under evaluation – to evaluate for less than what it is
vieku
voewY;u de vkaadyu djuk
Otherwise evaluation – to evaluate for other than what it is
vewY;u vU;Fkk vkaadyu djuk

Not naturally acceptable. Whenever the evaluation is not right, it is disrespect

Check for yourself in every interaction with others whether it is respect or disrespect. i.e.
 It is right evaluation or
 It is over / under / otherwise evaluation

6
Common Implications of Disrespect
Over evaluation – evaluating more than what it is
vf/kewY;u & vf/kd vkaadyu djuk
Right Ego
Evaluation (अहं कार)
Wrong evaluation…
lEeku
Disharmony within
Self
Confidence Tension
वयं म व वास
Frustration
Depression
(अवसाद) Depression

Suicide...
Under evaluation – evaluating less than what it is
voewY;u & de vkaadyu djuk
Otherwise evaluation – evaluating other than what it is
vewY;u & vU;Fkk vkaadyu djuk
7
Disrespect vieku
Ego
vf/kewY;u (Over evaluation ) vf/kd vkaadyu djuk (अहं कार)

voewY;u (Under evaluation) de vkaadyu djuk Depression

(अवसाद)
vewY;u (Otherwise evaluation) vU;Fkk vkaadyu djuk
Ego (अहं कार) •vius gj vkpj.k@O;ogkj esa tk¡ps & ;g
LkEeku gS ;k vieku है ?

•tk¡pus ij ge या ikrs gS ?
• या gekjs vf/kdka”k O;ogkj esa mijksDr rhu
gks jgs gSa tks fd vieku gS ?
Depression
(अवसाद)
स मान / अपमान ---- यंग
8
Self Confidence, Ego & Depression
Under / Otherwise Over Evaluation Right Evaluation
Evaluation
Depression Ego Self Confidence
The other is my The other is my I am self referential
reference ¼ijra=rk½ reference ¼ijra=rk½ ¼Lora=rk½
Indefinite Conduct Indefinite Conduct Definite Conduct

Assumptions…

Disharmony within

Tension

Frustration

Depression

Suicide etc.

9
Self Reflection
Human being = Self + Body…

Will the right evaluation be on the basis of the

Self or the Body?

10
Respect: Right Evaluation – on the basis of the Self
1. Purpose y{;
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program dk;ZØe
 My program is to understand and to live in harmony at all levels of being
 The program of the other is also to understand and to live in harmony at all levels of being
(Individual, family, society and nature/existence)
Our program is same
3. Potential {kerk
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in me.
I am endowed with Natural Acceptance
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in the other.
The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT

The Other is Similar to Me nwljk esjs tSlk gS

11
Self Reflection
While there are similarities at the level of the Self,
in our day-to-day living:

We accept the other as being similar to us?

or
We try to show that we are special, unique, different from the other?

12
Differentiation Hksn
Differentiation
Hksn
Body
“kjhj

Age Gender Race Physical

vk;q fyax oa”k Strength
cy

The Gross Misunderstanding is

“Human Being = Body”

While the reality is

“Human Being is co-existence of Self & Body”
13
Differentiation Hksn
Differentiation
Hksn
Physical Facility
lqfo/kk

Wealth Post
/ku in

The Gross Misunderstanding is

“Physical Facility = Happiness”

While the reality is

“Happiness is being in a state of Harmony”
14
Differentiation Hksn
Differentiation
Hksn
Beliefs
ekU;rk

Isms Sects Info

okn laiznk; lwpuk

The Gross Misunderstanding is

“If the pre-conditioning of the other matches
my preconditioning, then the other is like me”

While the reality is

“Every Human Being is like me”
15
Differentiation Hksn
Differentiation
Hksn
Body Physical Facility Beliefs
“kjhj lqfo/kk ekU;rk

Age Gender Race Physical Wealth Post Isms Sects Info

vk;q fyax oa”k Strength /ku in okn laiznk; lwpuk
cy

Differentiation = Disrespect
Not Naturally Acceptable… Opposition, Movements…
Hksn ¾ vieku
lgt Lohdk;Z ugha gksrk--- fojks/k--- vkUnksyu---

16
Preconditioning: “I am special, unique, different from the other”
Force / Power Activity
cy@“kfDr fØz;k
1. Realization Natural
vuqHko 3 Acceptance
2. Understanding INTENTION
Preconditioning 1 cks/k
ekU;rk 3. Desire Imaging
bPNk fp=.k
4. Thought Analysing COMPETENCE
fopkj fo'ys"k.k What You Are
5. Expectation Selecting/Tasting
vk'kk p;u@vkLoknu
2 Sensation
Body 'kjhj
Behaviour O;ogkj Work dk;Z Lakosnuk

17
Minimum Content of Respect: The Other is Similar to Me
1. Purpose y{;
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program dk;ZØe
 My program is to understand and to live in harmony at all levels of being
 The program of the other is also to understand and to live in harmony at all levels of being
(Individual, family, society and nature/existence)
Our program is same
3. Potential {kerk
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in me.
I am endowed with Natural Acceptance
 Desire, Thought & Expectation ¼bPNk] fopkj] vk”kk½ is continuous in the other.
The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT

The Other is Similar to Me nwljk esjs tSlk gS

18
Respect: The Other is Similar to Me. We are complementary to each other
1. Purpose – Our purpose (Natural Acceptance) is same
2. Program – Our program is same
3. Potential – Our potential is same
The Other is Similar to Me
4. Competence – On the basis of right evaluation of our mutual competence, I recognise
our complementarity and fulfill it:
If the other has more understanding, is more responsible than me
 I am committed to understand from the other
If I have more understanding, I am more responsible than the other
1. I live with responsibility with the other, unconditionally, unperturbed by the behaviour of
the other
2. I am committed to facilitate understanding in the other (once the other is assured in
relationship, and not before that)
COMPLETE CONTENT of RESPECT

The Other is Similar to Me. We are complementary to each other

19
Take-away re. Respect
The feeling of Complementariness

All the specific characteristics at the level of Body, physical facility, belief etc. can be used to
express that complimentarity

e.g. a person with greater physical strength can do the heavy work

e.g. a person at a higher post can take responsibility for harmony of the larger order, for the
development of more people…

With the feeling of complementariness, other feelings naturally follow

20
Differentiation Respect – on the basis of Self
I evaluate on the basis of body, physical facility 1. Our purpose (Natural Acceptance) is same
or belief (preconditioning). I compare, 2. Our program is same
compete, differentiate… 3. Our potential is same
I am different from the other The other is similar to me
We are competitors We are complementary to each other

I make effort to accentuate the difference, to If the other has more understanding than me
manipulate, exploit the other - I am committed to understand from the other
If I have more understanding
1. I live with responsibility with the other
2. I am committed to facilitate understanding in the
other (once the other is assured in relationship, and
not before that)

21
Sum Up
Respect = Right Evaluation (with a feeling of trust on intention)
Under evaluation, over evaluation or otherwise evaluation is disrespect
Differentiation is disrespect

Respect (on the basis of Self) – The other is like me, we are complementary to each other
The only difference is in our level of understanding (how much of our desire, thought and
expectation is on the basis of our Natural Acceptance)
If the other has more understanding, he is more responsible than me
 I am committed to understand from the other
If I have more understanding, I am more responsible than the other
 I live with responsibility with the other, unconditionally, unperturbed by the behaviour of the other
 I am committed to facilitate understanding in the other
(once the other is assured in relationship, and not before that)

22
Practice Session after Lecture 15
1. List out ten or more of your interactions with other people in your family and friends in the last
one week. Now analyse these interactions:
a. From your side, was it over-evaluation, under/ otherwise evaluation or right evaluation of the
other? In each interaction, were you comfortable within, uncomfortable within or unaware of
your state?
b. Did they evaluate you rightly or they over evaluated or under/ otherwise evaluated you? In
each interaction, were you comfortable within, uncomfortable within or unaware of your state?

2. Study the chart regarding differentiation (discrimination) and regarding respect (on the basis of
the Self). Where has most of your effort been? Where would you like to put in your effort now?
What effort, if any, is required from your side now?

23
Expected Outcome
 The students are able to see that respect is the right evaluation (of intention and competence).
Only right evaluation leads to fulfillment in relationship. Over evaluation leads to ego and
under/ otherwise evaluation leads to depression.
 They are able to see that many present-day problems in the family and society are side-effects
of the lack of correct understanding of respect. This results into differentiation (discrimination)
such as gender bias, generation gap, caste conflicts, class struggle, domination through power,
communal violence, clash of interests, and so on.
 Once they can see beyond the superficial differences at the level of body, physical facility,
beliefs etc., they are able to see that the other is like me (at the level of the Self):
 The other has the same natural acceptance as me.
 The other has the same potential as me.
 The other has the same programme for happiness as me.

24
FAQs for Lecture 15
'Respect' – as the Right Evaluation
Questions
 If my boss asks me do something unethical then how do I define my complimentarity with him?

 I can see it is important to understand and help others to understand. How would I know if the
other has more understanding than me or less understanding than me?

 You are saying don’t differentiate. How can my behaviour be the same for all. Like with by boss
and sweeper?

…

26
Quiz
Self Reflection
Question(s): Response
• Today we respect good people but not bad •What we are saying is that at the level of
people, like criminals. One person is purpose, program and potential, we are
successful on the basis of his hard work – he similar. However, at the level of competence,
has done his PhD, has a good job… Another we may be different. The difference that is
person is a loser… So, how can we respect being mentioned here is about the
both of these people equally? competence and that is fine. The main
question is whether we are able to accept that
at the level of purpose, program and potential,
we are similar or not.

Study level Competence for harmony in

High school Family
Inter Village
Graduation District, State
PG Nation
PhD World
29
Basic Reference: Full Human Potential (Same for All)
1. Completeness of understanding (Truth) and feeling (Love)
 Self… entire existence
 My relationship, my role in existence

2. Completeness of expression (compassion)

 Behavioral competence, ability to live in relationship
 Competence to work or skills related to work
 Competence for participation in the larger order

Check:
Are we able to see that every human being (Self) has the same potential?

30
Competence
Competence = Accumulated imagination (desire, thought and expectation)…
(skill is a part of competence, not all of it)

Right evaluation of competence

evaluation of how much of the imagination is motivated by natural acceptance
It includes evaluation of the skills related to work

Competence includes (make column for full human potential)

1. Level of understanding and feeling

2. Behavioral competence, ability to live in relationship (feeling, likeability, teamwork…)

3. Competence to work or skills related to work
4. Competence for participation in the larger order

31
Question(s): Response
• How do I ensure right evaluation? How do I • As mentioned just now, if we are making the
know that my evaluation is right? evaluation of purpose, program and
potential, which are similar, and also
competence which may be different (for
defining mutual complementarity), then it is a
right evaluation. On the other hand, if we are
making the evaluation of competence only
and on the basis of that differentiate among
people, then it is not a right evaluation

Our evaluation is right when

[Link] are able to accept the other as being
similar
2. We are able to define our complimentarity
(at level of competence)
Our interactions lead to mutual development,
mutual happiness 32
Question(s): Response
• We have given everything for these students, • The problem is that we are not developing
but they are so spoilt – they don’t respect us the competence of behaviour in the
at all! I mean they don’t even say good students, we are only focussing on some
morning or respond when I wish them! How aspects of competence related to skills of
to deal with this much of disrespect? work. This, in fact, is the problem of the
whole education system today. As we have
been mentioning, right from the first session
that right understanding and relationship are
also important, rather more important than
Competence includes physical facility, but, our education is only
1. Level of understanding and feeling focussed around physical facility and this is
the result. The teachers who have tried to
2. Behavioral competence, ability to live in relationship
work on the first two, have found that the
(feeling, likeability, teamwork…)
3. Competence to work or skills related to work students not only start responding to them,
4. Competence for participation in the larger order but they respect these teachers, even touch
their feet.

33
Question(s): Response
• Small children often don’t know, so we have • We will see in detail about the process of
to impose (rather than propose). Is that education, when we discuss about the
wrong? harmony in society and the systems which
ensures this, education system being one of
them. We have to facilitate (not impose) the
students in different ways depending on their
age and self development- such as imitation,
following, discipline and self-discipline. In all
this, there is facilitation and not imposition. In
case if self-discipline, it is essential to initiate
the process of self-exploration through
placing the right proposals.

To be updated
1. Facilitation
2. Keep space for self-exploration…
34
Question(s): Response
• I am doing so much work at home (looking • Certainly, you will feel bad. But, then how do
after my child also) and I am working outside you respond to this? By disrespecting them,
the home also. Inspite of this, if my husband will it work? It is clear that they themselves
doesn’t respect me, my mother in law are in crisis, they do not have right feelings
doesn’t respect me, wont I feel bad? How in them and that is why they are not able to
will I feel like respecting them? share it with you. So you have to help them
develop these feelings. In order to do this,
you have to ensure right understanding and
right feelings in yourself. With this you will be
able to create assurance in them with your
consistent behaviour and that will create a
space for a dialogue This has been
discussed before in detail.
• You are saying don’t differentiate. How can • Treat them as similar to you at the level of
my behaviour be the same for all. Like with purpose, program and potential. Define your
by boss and sweeper? complementarity at the level of their
competence. This will significantly change
your behaviour with them, IIIT Hyd Example 35
Question(s): Response
• To motivate me, my mother used to say “you • Every human being has a natural
are different, you are special – you can do acceptance for understanding what is right
anything”. My father never appreciated me. and doing what is right. So, we must take
Even when I did well at school, he would just this as the basis for appreciating and
say “Good. Do better next time”. motivating students. But, one thing is
Now that I am teaching, I tell my good important, to do this, first we have to
students “you can do anything”, “sky is the establish an assurance in relationship with
limit”. And for the poor students, I say “if you them. Then, they will be willing to listen to
don’t improve, you will have to work in the us, and take our guidance.
farm”. Both are to motivate them to do better.
Now I can see that these are like an over
evaluation or even otherwise evaluation! So,
what would be the right way of
appreciating and motivating my
students?

36
 Clarity of potential (“full human potential”)
 Appreciation for the part completed
 Motivation for the part yet to be completed

37
Appreciation and Motivation
 There is clarity of potential (“full human potential”), the basic aspiration (human goal) is clear,
the completion point is clear (3). This potential is always at the base of any interaction with the
other
 Past state at (1) is evaluated rightly
 Present state (2) is also evaluated rightly (3)-Full Potential

Motivation for the part yet to be completed (2 to 3)

At least one specific action point for the
immediate next step for this development is
shared

(2)-Present State

Appreciation for the part completed

(1  2 has been achieved in some given time)
(1)-Past State

38
Question(s): Response
• Please give some examples of otherwise • When you are very unhappy with your child,
evaluation. It is not very clear to me you say he is a donkey. This is otherwise
evaluation for your son and your own self.

• When someone under-evaluates me, I do • How do you feel when somebody says- he
feel bad. But when they praise me, I feel can do anything. Do you feel comfortable or
good. Don’t you think that saying that these uncomfortable within, you certainly get
things lead to depression or ego is too disturbed within, observe it. One thing is very
much? And suicide! Can you give some clear that when someone over-evaluates
example or explain in more detail? you, it is like to enhance your ego; and as
we said depression is an outcome of this
over-evaluation when you are not able to
perform as per this- “those who feel
punctured, must have been a bubble”.
Example of suicide at IIT Kanpur by a 10
pointer!

39
Question(s): Response
• I can see it is important to understand and • One indicator of right understanding is that
help others to understand. How would I know my competence is in line with my natural
if the other has more understanding than me acceptance, which essentially means that I
or less understanding than me? am in a state of harmony within, a state of
happiness within.
• If we both don’t have right understanding, The other indicator is that my behaviour and
then what should we do? my work is mutually fulfilling for others.
So, on the basis of these two indicators, we
can make an estimate as to what extent one
is able to develop his understanding. This
can be the basis of my deciding whether the
other has more understanding than me or
less.
Generally, we take the attitude “I am OK, the
problem is with the other”

40
Question(s): Response
• If my boss asks me do something unethical • In a just societal system, we define our
then how do I define my complimentarity with participation in the system based on our
him? competence. Someone with higher
competence is given the responsibility to
guide or coordinate those with lower
competence. In that case, we can define our
complemenarity by taking the guidance from
him or working under his coordination.
In this case, the responsibility of coordination
is given to someone who is asking me do
something unethical, this indicates that he
does not have the necessary competence to
guide. So, first thing that is required is to
help to improve his competence so that he
can be a good guide or coordinator. For this
you have to work out the way.
Example of air force technical staff...
41
Lecture 16
Justice in Human-to-Human
Relationship
Other Feelings
Harmony in the Family
1. Relationship is – between one self (I1) and another self (I2)
2. There are feelings in relationship – in one self (I1) for the other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

3
Affection (Lusg)
The feeling of being related to the other
(acceptance of the other as one’s relative, the other is like me)
nwljs dks laca/kh ds :i esa Lohdkjus dk HkkoA fufoZj®f/krkA

One has the responsibility and commitment for mutual fulfilment in the relationship

Opposition, jealousy... are an indication of the absence of affection

reaction (instead of responsibility)
4
Care (eerk) Guidance (okRlY;)
Feeling of responsibility toward the body of Feeling of responsibility toward the self of my
my relative relative

The responsibility & commitment for nurturing The responsibility & commitment for ensuring
and protection of the Body of my relative Right Understanding and Right Feeling in
the self of my relative

laca/kh ds “kjhj ds iks’k.k] laj{k.k dh LohÑfr dk HkkoA laca/kh dks le>nkj o ftEesnkj cukus dh LohÑfr dk
HkkoA

Care & Guidance are a natural outcome of Affection

Do we ensure both care as well as guidance or are we mostly focused on care?

E.g. while taking care of the body, like while feeding the child, are we concerned about both the body as
well as the self?
5
Reverence (J)k)
The feeling of acceptance for excellence
Js’Brk dh LohÑfr dk HkkoA

Excellence ¼Js’Brk½ : Completeness of Right Understanding

Working for Excellence and competing with each other is not the same thing.
In excellence, one helps to bring the other to his level
In competition, he hinders the other from reaching to his level

6
Effort for Excellence Effort for Competition
The other is like me Not other – only me
We are complementary I am different/more than the other
Feelings are based on right understanding (definite, Feelings are based on preconditioning (indefinite,
unchanging) keeps changing)

Feeling of relationship – unconditional Feeling of opposition – relationship is conditional

Nurtures others May nurture or exploit others
Helps the other to come to his level Stops the other to come to his level - effort to
accentuate the difference, to dominate,
manipulate, exploit

Absolute (definite completion point) Relative (no definite completion point)

7
Glory ¼xkSjo½ Gratitude ¼d`rKrk½
Feeling for those who have made effort for Feeling for those who have made effort for my
excellence excellence

ftUgksaus Js’Brk ds fy, fd, iz;kl fd;k gS] muds ftUgksaus esjh Js’Brk ds fy, iz;kl fd;k gS] muds izfr
izfr HkkoA HkkoA

8
Gratitude ¼d`rKrk½
Feeling for those who have made effort for my excellence
ftUgksaus esjh Js’Brk ds fy, iz;kl fd;k gS] muds izfr HkkoA

I can see that the other has a feeling of care, affection, trust.. in behaviour with me. I can also
see that the other
a) has helped me in developing right understanding & right feeling in me
b) Has provided me with the necessary physical facility

Gratitude is significant in the development of relationship

9
Self Reflection
Check whether you have a feeling of gratitude for those who have made effort for you in your
life…

1. Are you able to appreciate both –”what has been done” as well as ”what has not been done”
(the complete picture)? or
are you mostly focused on “what has not been done”?

2. Do you have a feeling of gratitude for the other – continuous

or
the feeing of gratitude comes and goes?

3. Are you making effort for “ensuring the right feelings in

yourself and expressing them to the other”
or
are you “expecting these feelings from the other”?
10
Respect, Reverence, Glory and Gratitude
Basic human aspiration = Continuous happiness
= To achieve excellence
Excellence ¼Js’Brk½
Understanding Harmony &
at all 4 levels
Living in Harmony 1. In the Human Being
2. In Family
Continuous Happiness 3. In Society
4. In Nature/Existence
Trust, Respect– For all

Reverence – For those who have achieved excellence

Glory – For those who have made effort for excellence

Gratitude – For those who have made effort for my excellence

11
Feeling in Relationship
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

12
Opposition, Affection and Love
Verify on the basis of your natural acceptance if you want to be related to:
None
One X  The feeling of being related to none – in opposition to all
Many √ The feeling of being related to one
The feeling of being related to many Affection
Everyone √
√  The feeling of being related to all Love
Affection (Lusg) – The feeling of being related to the other
(acceptance of the other as one’s relative)
nwljs dks laca/kh ds :i esa Lohdkjus dk HkkoA

Love ¼izse½ – The feeling of being related to all (Complete Value)

¾ gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA

13
Love ¼izse½
Love ¼izse½ – The feeling of being related to all (Complete Value)
¾ gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA
¾ [Link] esa jfr & [Link] esa jr gksuk & gj ,d ds lkFk laca/k esa fufgr jl Hkkoksa dh vuqHkwfr djukA
It all starts with identifying that one is related to other human being (Affection - Lusg) and it slowly
expands to the feeling of being related to all human beings and then to all, each & every unit in
nature (human being as well as other units) (Love - izse)
,d → vusd → gj ,d dks laca/kh ds :i esa Lohdkjuk
Feeling of Love is expressed in the form of kindness n;k, beneficience —ik and compassion
d#.kk. The feeling is for all, and it is expressed to those who come in contact

The feeling of Love is the foundation of Undivided Society

14
Justice
Justice is the recognition, fulfilment and evaluation of human-human relationship,
leading to mutual happiness

Recognition
 Unconditionally accepting the relationship. Accepting the other with their full possibility (potential) and
with their current level of competence
Fulfilment
 Ensuring the naturally acceptable feeling in oneself and sharing it with the other
 Living with responsibility with the other unconditionally. This makes the other comfortable and
assured
 Making effort for mutual development, i.e. development of one’s own competence and being
of help to the other in developing their competence
Evaluation
 Verifying that the right feeling has reached to the other and that the other is able to make out that it is
the right feeling

15
Harmony in Family – Justice, From Family to World Family (Undivided Society)
1. Relationship is – between one self (I1) and other self (I2)
2. There are feelings in relationship – in one self (I1) for other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness
Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Justice = Recognition, Fulfillment & Evaluation of

Human-Human Relationship, leading to Mutual Happiness
Justice  from Family to World Family
 Undivided Society ¼v[k.M lekt½
16
FAQs for Lecture 16
Questions
 Isn’t affection the same as attachment to one or few people?

 What is the difference between affection and love?

 Can we not achieve excellence through competition? After all good colleges and good jobs are
so limited, so there has to be competition

 Love, falling in love, having boy/girl friends is a major issue for my students. It often distracts
them from studies. How can that be resolved?

…

18
Day 3 Session 1-4
• Relationship is – between one self (I1) and another self (I2).
• Naturally acceptable feelings in relationship: Trust (foundation value), Respect, Affection, Care,
Guidance, Reverence, Glory, Gratitude and Love (Complete Value)
• Trust - to have the clarity that the other wants to make me happy & prosperous.
• Respect - Right Evaluation (The other is similar to me in terms of purpose, program and potential, and
we are complementary to each other).
• Affection – The feeling of being related to the other
• Care – The responsibility & commitment for nurturing and protection of the Body of my relative
• Guidance - The responsibility & commitment for ensuring Right Understanding and Right Feeling in the
self of my relative
Excellence - Understanding Harmony & Living in Harmony at all levels.
• Reverence - The feeling of acceptance for excellence.
• Glory - Feeling for those who have made effort for excellence.
• Gratitude - Feeling for those who have made effort for my excellence.
• Love - The feeling of being related to all. Expressed in the form of kindness, beneficence and
compassion
• Justice - Recognition, Fulfilment & Evaluation of Human-Human Relationship, leading to Mutual
Happiness
19
Quiz
Self Reflection
Assignment for Today
Each person has a different level of competence. There are many differences. But with these
differences, what program can you make to ensure complementariness with every member of
the family?

What program can you make in the institution to promote the effort for excellence in the students
(and not competition)?
(In excellence, one helps to bring the other to his/her level, in competition, s(he) hinders the
other from reaching to his/her level)

What efforts can be made in the institution to help the students understand the true meaning of
love?

23
Self Reflection
1. In education, which feelings are essential in the teacher and in the student?
2. Make a list of people you have a feeling of gratitude.
3. Is love about sensation or about feeling in relationship?
4. What is justice? Is it to be ensured between 2 persons, then in family and so on or can it be
enforced from outside?
5. What is the role of physical facility in understanding the right feelings and in the fulfillment of
right feelings?
6. In relationship, where would you start?
 Expect right feelings from the other
 Take responsibility to understand relationship, ensure right feelings in yourself and express
them to the other

24
Self Reflection
Check whether you have a feeling of gratitude for those who have made effort for your
excellence in your life…

1. Are you able to appreciate both –”what has been done” as well as ”what has not been done”
(the complete picture)? or
are you mostly focused on “what has not been done”?

2. Do you have a feeling of gratitude for the other – continuous or

the feeing of gratitude comes and goes?

3. Are you making effort for “ensuring the right feelings in yourself and expressing them to the
other” or
are you “expecting these feelings from the other”?

25
Self Reflection
5. Are you working for excellence or for being special or for domination?

6. Where would you draw the boundary between people who are related to you and people who
are not related to you?

26
Observing, Understanding Relationship, Feeling
When we pay attention to human-human relationship, the focal point is feeling, so we will pay
attention to the feeling

1. Is the feeling that we are paying attention to

 Spontaneous or forced?
 Natural or unnatural?
 We want its continuity or not?
2. Has this feeling been ensured within me?
 Have I understood it? Seen it?
 Has this feeling been ensured in me or not?
 Is there continuity of this feeling in me or not?
 Explore if I have these feelings towards individual members of the family to start with, then with friends, with
people we live with in the society, and ultimately with every human being
3. Am I able to express this feeling to the other in relationship?
4. Is my feeling reaching the other or not? Are they able to receive it or not? Are they able to
rightly evaluate the feeling or not?
5. With all that, is mutual happiness taking place or not? Is mutual satisfaction being ensured or
not?
27
Key Points
Lecture 16: Justice in Human-to-Human Relationship
Harmony in Family – Justice, From Family to World Family (Undivided Society)
1. Relationship is – between one self (I1) and other self (I2)
2. There are feelings in relationship – in one self (I1) for other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness
Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Justice = Recognition, Fulfillment & Evaluation of

Human-Human Relationship, leading to Mutual Happiness
Justice  from Family to World Family
 Undivided Society ¼v[k.M lekt½
30
Feelings in Relationship: Expression of Truth, Love and Compassion
Trust fo”okl I am assured that the other intends my happiness & prosperity. The other is similar to me.
I have a feeling of being related to the other
Foundation Value vk/kkj ewY;

Respect lEeku Right evaluation. We can make effort together.

We are complementary to each other.
Affection Lusg Acceptance of the other as one’s relative
Care eerk Responsibility & commitment for nurturing and protecting the body of one’s relative
Guidance okRlY; Responsibility & commitment for ensuring Right Understanding and Right Feeling
in the self of one’s relative
Reverence J)k Acceptance for Excellence
Glory xkSjo Acceptance for those who have made effort for Excellence
Gratitude —rKrk Acceptance for those who have made effort for my Excellence

Love izse The feeling of being related to all

Complete Value [Link] ewY;
31
32
FAQs for Lecture 16
Justice in Human-to-Human Relationship
Question(s): Response
• Isn’t affection the same as attachment to one • Affection is the feeling of being related to the
or few people? other. Attachment, however, indicates that
we have over-evaluated the relationship and
we have become dependent on the other for
our happiness. Affection is born out of my
understanding of relationship and this makes
us self-dependent and having commitment
for the other.

• How would we recognise that someone has • When we have feeling of affection for
a feeling of affection for us? Could you give someone, we have the commitment for the
us some indicators of affection? fulfillment towards him. This commitment
shows up in the form being responsible
towards the wellbeing of the relative, both at
the level of self as well as body. So, we work
for ensuring right understanding and feeling
in the self (guidance) and for ensuring the
health of the body (care) of my relative. 34
Question(s): Response
• You are saying lack of affection is jealousy • You want to say that you are being
but I find that there are some people for indifferent. Are you seeing this at the level of
whom I don’t have a feeling of affection, but I feeling or at the level of its fulfillment. At the
am not jealous of them either. What would level of its fulfillment, you may not be doing it
you call this? with many people, even those for whom you
have feeling of affection, but, at the level of
feeling, it is important whether you have the
feeling of affection or not. If you have the
feeling of affection, it leads to harmony and
happiness within, if not it leads lack of
harmony, lack of happiness, somewhere
deep down you have the feeling of fear with
him. Observe this.
• What is the difference between affection and
love • Affection is the feeling of being related to
one or many, while, love is the feeling of
being related to all.
35
Question(s): Response
• When I am feeding my child, I realise I am • This is fine. But, we have to make sure that
paying more attention to the body, but then we are talking of the self also, atleast not
this is necessary to keep the child healthy – violating it. For example, when we are force
he does not know what is good for him, how feeding the child, are we taking care of the
much is required etc. self also or violating it?

• We also care about other people’s feeings. Is • In the general use of the word ‘care’, it is so.
that not care? What would you call that? But, here, we have defined the feeling of
care as feeling of responsibility towards
body. Taking care about other people’s
feelings can be called as expression of
feeling of affection.

36
Question(s): Response
• Is there any difference between being a good • Guidance as defined here, has to do taking
teacher in a particular subject and guidance? the responsibility of development of the self.
This means ensuring right understanding
and right feelings in the self of the relative.
This is very broad and teaching a subject
may be a part of it.

37
Question(s): Response
• Can we not achieve excellence through • For excellence, we have to ensure
competition? After all good colleges and understanding of harmony and living in
good jobs are so limited, so there has to be harmony at all levels of our being. For this
competition we don’t have to compete, there is provision
for everyone to do this in this nature, in
existence. We only have to develop a proper
system of education which will make it
available to all.
• To grow, we have to work for excellence, and
• I can understand what you said about in the process we cooperate and not
competition. But to grow, should there not compete. When you say ‘competing with
even be healthy competition? Or at least myself’, it would essentially mean working
competing with myself? for excellence.

• Without competition what would be the • Motivation for innovation and growth comes
motivation for innovation and growth? from working for excellence, as mentioned
above.
38
Question(s): Response
• We seek “name and fame” like movie actors • If they are working for excellence, then yes;
or sports persons. Should we not have if not, you ask your natural acceptance.
feeling of glory for such people?
• We can have. If pride has a sense of ego,
• Can one have glory for oneself? Is glory then it is not same as glory, if not then, we
same as pride? can call it self-pride.

• Where would national pride fit in with these • A society or a nation which is working for
feelings? excellence, we will have a feeling of glory for
it, and if it does not include ego, we can call
it pride.

39
Question(s): Response
• Is gratitude the same as being thankful to • Gratitude is the feeling for any help that we
someone or for something? have received for our self development. This
would include being thankful to someone or
for something

• Our students seem to be grateful for some • If we are giving them something which has
time but then they tend to forget about it. continuity, then they will have the the feeling
Even our own children, we do so much for of gratitude in continuity. Ultimately, we have
them, but there are times when they are so help them ensure right understanding and
ungrateful. How to make them feel this right feeling in them and then they will have
gratitude? continuity of feeling of gratitude.

40
Question(s): Response
• Love, falling in love, having boy/girl friends is • They have to understand the feeling of love,
a major issue for my students. It often atleast feeling of affection and see that it is
distracts them from studies. How can that be related to the self and not to the body. Then
resolved? they will be able to be responsible towards
themselves (including their studies) and
others.

• Do we still have the feeling of affection when • Feeling of affection is contained in the
we have the feeling of love? feeling of love.

• Can you explain the feeling of love in more

detail, as there are many confusions related
to this.

41
Preconditioning Related to Love – Common misunderstandings
Excitement (from sensation, preconditioning) is confused for feeling
Natural
Sensation – Imagination
Acceptance
Lust, getting from the other (in the Self) Love
Continuity not possible

Preconditioning
Preconditioning –
Infatuation

Sensation
Infatuation, Lust
1. Love at First Sight?
2. By this age, I must have GF/BF?
3. The other has 4 GF/BF; I have only one?
Continuity not possible

Right understanding (natural acceptance) –

Love ( ेम) = feeling of being related to all, responsible towards all, giving to all
Continuity

Once trust, respect, affection, care, guidance… are ensured within, then
the feeling of being related to all follows naturally
42
Preconditioning Related to Love

This is certainly not Love!

The feeling of love needs to be understood rightly by all,

particularly by youth

43
Love Infatuation
Happiness = Right understanding & right Happiness = sensation (through the body) &
feeling in the self feeling from other

Love = feeling in the Self Love = sensation

Based on relating to the other self Infatuation, Attraction, Liking, Lust, Vasna,
unconditionally based on getting sensation / feeling from the
other

Continuity is possible Continuity is not possible

44
Question(s): Response
• What is the difference between ragging and
interaction?

45
Ragging Interaction
• When we are not able to see this relationship How do you feel when a relative/ friend come
with the newcomers, then we may tease to your family?
them, make fun of them just for the sake of
fun. We are not concerned about its impact • We feel happy about it. We want to share
on the newcomer. Of course, it hurts others. many things with them and also listen from
That is ragging. them. This exchange of feelings and words
• Can you recall, how does it feel, when you satisfy all of us. That is interaction
are hurt by someone? For how many days/
months/ years, it disturbed you?
(Here, we feel concerned with them, take care
• Is it wise/ a normal mental status to seek of their immediate needs and facilitate them to
enjoyment by hurting others? set their things in order….)

46
Interaction and Ragging
Of course, a welcoming healthy interaction is a must, because we are a member of the same
institute family, will be staying together for 3-4 years

Thus, we are related to each other, we want to know each other so that we can be of help for
each other in the process of understanding and learning together

47
Question(s): Response
• What is the difference between feeling and
expression of feeling?

48
Feeling and Expression of Feeling
Feeling Can be continuous
Continuity is desirable for right feelings
e.g. Respect

Expression of Feeling Can’t be continuous

We don’t want continuity here!
e.g. Shaking hands
Feeling Expression of Feeling _______
Trust Cooperation
free from complaints, irritation, anger
Respect Mutual development
Affection Commitment- responsibility towards relative
…
Love Compassion, Unconditional commitment
free from struggle
The important thing is to understand the feelings, to ensure the feelings within
49
Competition and Collaboration/Cooperation
• What is the difference between Competition • When we feel related to each other, we
and Collaboration/Cooperation cooperate. On the other hand, when have a
feeling of opposition, we compete.
Our natural acceptance is for relationship
and cooperation and not for opposition
In today’s world view, we assume there is
“Struggle for survival and survival of the
fittest”; rather than a relationship of mutual
fulfillment in nature.
Just ask yourself- When does our mutual
growth/ competence becomes better-
– When we help each other wherever
needed
– When we work separately in isolation or
– When we work separately in opposition

50
51
Right Feeling Within Feeling from Other
You have the right understanding Within, you don’t have any definite feeling (it
(of relationship, harmony and co-existence) keeps fluctuating)
[You are aware of it, guided by it] • If the other expresses right feeling, you feel
This ensures
“happy”
You have the right feeling within • If the other expresses wrong feeling, you feel
“unhappy”
(happiness)
This indicates
definite, continuous, unconditional
You don’t have the right understanding

(Right understanding and right feeling is your (In terms of feeling, you are dependent on the
property; other;
not dependent on other; you are in a state of enslavement or
You are in a state of self-organisation or partantrata)
swatantrata)

52
The expression of feeling is only an indicator of the state of being
The other is not expressing the right feeling You are not perturbed by it
Check own past misbehaviour

The other does not have the right feeling You express right feeling only, try to assure the
(is unhappy) other

The other does not have the right You are committed to help the other develop
understanding right understanding (as and when (s)he feels
assured of you, your behaviour)
+
The other has a natural acceptance to make
you happy and prosperous You have trust on intention of the other. You
feel related to the other. You feel responsible
[but (s)he is not aware of it, is not guided by it]
in the relationship, unconditionally

53
Role of Physical Facility in Fulfilment of Relationship
Physical facility is only useful for nurturing the body, its protection and its right utilisation

Of course, it includes using the body for fulfilment in relationship

- In the expression of the feelings
In that context, only for fulfilling the feeling of care there is a role of physical facility (for nurturing,
protection and right utilisation of the body)

54
Family
People living together in a relationship of mutual fulfillment with a common family goal
(happiness, prosperity  continuity)

Family is a training ground:

1. To understand relationship & to live in relationship
Developing the right feeling (trust, respect… love)  happiness

2. To understand the need of physical facility & together produce more than required physical
facility  prosperity

3. To participate in the larger order (in the family… in the society)  continuity of
happiness, prosperity… generation after generation

55
Competition and Collaboration/Cooperation
When we oppose/ misguide each other • When we feel related to each other, we cooperate. On
Wrong impacts of feeling of competition- the other hand, when have a feeling of opposition, we
• On our own happiness and prosperity compete.
• On other human beings with whom we are interacting • Our natural acceptance is for relationship and
cooperation and not for opposition
• On the society and nature
• Our perception depends upon our world-view
• We feel unhappy, whenever we have a feeling of
competition within • In today’s world view, we assume there is “Struggle for
survival and survival of the fittest”; rather than a
• Hinders the growth of others and make them unhappy relationship of mutual fulfillment in nature.
• Promotes struggle, war etc in the society • Just ask yourself- When does our mutual growth/
• Over-consumption and therefore exploitation of natural competence becomes better-
resources – When we help each other wherever needed
– When we work separately in isolation or
– When we work separately in opposition

56
• आप ेम क बात कर रहे ह और हमारे पड़ोसी
दे श हमारे दे श पर आए दन हमला बोलते रहते
ह, हम गुलाम बनाने क तयार करते रहते ह |
अगर आपक बात मान ल तो इसका मतलब तो
#फर बाड&र से army भी हटा दे नी चा हए | तो
ऐसा लगता है के आप के का,प-नक बात कर रहे
ह|

• अगर आज समाज क ि0थ-त क बात कर तो

लगभग-लगभग परू धरती के संसाधन6 को चंद
हाथ6 ने कं7ोल कर 8लया है | ऐसे म एक 8श9क
जो ईमानदार से अपने ब;च6 का पालन-पोषण
कर रहा है , वो ?या कर सकता है |

57
• How about other feelings like truth, honesty,
hard work, integrity, sympathy, empathy…
These are also valueable. Can we call these
also values?

58
Question(s): Response
• Had it not been for disciplinary committees
and anti-ragging enforcement, we would
have had lot of ragging on our campus. Do
you think justice can be managed without
strict enforcement?

• Today we go to court for justice. What would

be the role of courts in serving justice?

• What is the role of punishment and

atonement (prayaschit) in justice?

59
Lecture 17
Understanding Harmony in the
Society
2
Society
We saw that the family is the basic unit or building block of human organisation

The society is the next larger order

Society is composed of many families living together making collective effort for a common goal

4
What is Desirable and Where are we today?
Families living together, in a relationship of mutual fulfillment
(common goal)
Society

People living together, but not in relationship of mutual fulfillment

(differing goals)
Crowd

People living separately, in opposition / struggle

(conflicting goals)
Battlefield

5
Society
We will explore:
1. Goal of human being living in society (human goal)
2. The dimensions or systems required to achieve the human goal
3. Scope of the systems (in lecture 18)

6
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Are all 4 required, desirable or we can leave something out?

If all 4 are achieved, would anything else be required?

Are we working for all 4? In the family? In the society?

What would be the sequence and priority of effort on these goals?

7
सावभौम मानवीय यव था का व प

मानव का कृ त क चारो अव थाओं के साथ पर पर-परू कता पव

ू क जीने का व प
काय म-

श ा सं कार- जीवन म !ान, समाधान सु नि%चत करने हे तु

वा 'य संयम- शर(र के वा 'य & तदनक

ु ु ल आहार,,वहार क समझ हे तु
उ/पादन-काय शर(र के पोषण, संर ण ( वा 'य के अथ म) एवं

,व नमय-कोष सदप
ु योग के लये आव%यक सु,वधा क ाि4त हे तु

5याय-सुर ा- मानव का कृ त सम6 के साथ पूरकता के नवाह हे तु

अतः- मन (जीवन), तन (शर(र), धन (स,ु वधा) का संवधन, संर ण, सदप

ु योग

8
Current State – Have we understood our Goal?

Human Goal (ekuo y{;)

Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)

Happiness
In Every Individual In Every Family In Society In Nature/
Existence

Gross Misunderstanding (vk/kkjHkwr Hkze)

Assumptions (eg. Accumulation Domination , Mastery &
Money is everything) By Any Means Exploitation, Fear Exploitation

In Every Individual In few Individuals In Society Over Nature

Obsession for Consumption Hkksx mUekn Terrorism Resource Depletion

“ for Profit ykHk mUekn War Pollution
“ for Sensual Pleasure dke mUekn

9
"Limits to Growth“, The Club of Rome, 1972
The Club of Rome publishes "Limits to Growth". The report is
extremely controversial because it predicts dire consequences if
there is not a slowdown of "growth" (throughput of raw materials
from nature) in 50 years (by 2022):
1. Environmental breakdown
2. Breakdown of human relationship – wars
3. Mental breakdown

By 2016
1. 2016 was hottest year in India’s recorded history (>51 degrees
C), global atmospheric CO2 > 400PPM, way beyond stable
norm of 300PPM
2. Over 50% tax money spent globally on preparing for war
3. WHO statistics show increasing obesity (>30%), depression
(>10%) & suicide rates (>0.1%) in developed countries
10
Problems
Human being + Human-rest of nature relationship
Human-human relationship

Obesity, other diseases Atmospheric carbon (CO2…)

Depression Soil fertility
Alcoholism, drug abuse Water insecurity
Suicide Seed for profit
Population Food insecurity
Breed for profit
Breakdown of family system Genetic manipulation for profit
Divorce
Global warming
Societal breakdown Climate change
Terrorism
War
11
Self Reflection
How much of your
imagination is about
these naturally Natural
acceptable human 3 Acceptance
goals, how to INTENTION
achieve them; and Preconditioning 1
slowly transition ekU;rk
from present society
to a human society?
COMPETENCE
What You Are
And how much of
your imagination is
about the problems
in the present 2 Sensation
society and how to Lakosnuk
manage in it?

12
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar - f”k{kk laLdkj
2. Health – Self-regulation - LokLF; la;e
3. Production – Work - mRiknu dk;Z
4. Justice – Preservation - U;k; lqj{kk
5. Exchange – Storage - fofue; dks’k

14
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness 2 3 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 1
2. Health – Self-regulation 2 4
3. Production – Work
4. Justice 3 – Preservation 4
5. Exchange – Storage 2 3

15
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4
1a. Education – To develop the right
Human Order ¼ekuoh; O;oLFkk½ understanding of the harmony at all levels of
our being – from self to the entire existence
Systems / Dimensions ¼vk;ke½ (individual, family, society, nature/existence)
1. Education – Sanskar 1
2. Health – Self-regulation 1b. Sanskar – The commitment, preparation
3. Production – Work and practice of living in harmony.
Preparation includes learning the skills and
4. Justice – Preservation
technology for living in harmony at all levels
5. Exchange – Storage – from self to the entire existence
(individual, family, society, nature/existence)
16
Human Education

Next generation has improved

- Understanding
- Feeling

Human Education

Personal
Transformation

Societal
Transformation
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4
2b. Self-regulation – Feeling of responsibility for
Human Order ¼ekuoh; O;oLFkk½ Nurturing, Protection and Right Utilization of the
Body
Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 2a. Health (Swasthya) –
2. Health – Self-regulation Body acts according to Self (I)
2 4 Parts of the body are in harmony (in order)
3. Production – Work
4. Justice – Preservation  Recognising What is Needed as Physical
5. Exchange – Storage Facility

18
Program for Health-Self Regulation
(A) For Staying Healthy
1a
1 1 Intake and Routine (Lifestyle)
2 Labour and Exercise 1b

3 Postures for regulating internal & external body organs and

Regulated Breathing
(B) For bringing (C) Dependence on
2 body back to 3 drug / machine to
harmony from perform a body
temporary function
disharmony

4 Medicine and Treatment

1a. Intake includes air, water, sunlight, food (food is nutritious, digestible & tasty and
waste is excretable), all intake through our senses (sound, sight, smell etc)
1b. Rising time, sleeping time, eating time…
2a. Outcome of labour is production of physical facility
2b. No physical facility is produced by exercise
19
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar
2. Health – Self-regulation
2 4 3b. Work: The labour a human being does on
3. Production – Work the rest of nature
4. Justice – Preservation
5. Exchange – Storage 3a. Production: The physical facility obtained
out of work
20
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4
1. What to Produce?
Human Order ¼ekuoh; O;oLFkk½
Systems / Dimensions ¼vk;ke½ Required Physical Facility (necessary for
nurturing, Protection & right utilisation of
1. Education – Sanskar body)
2. Health – Self-regulation
2 4 2. How to Produce?
3. Production – Work
4. Justice – Preservation a) Mutually Enriching, Cyclic Process
5. Exchange – Storage (Eco-Friendly)
b) Ensuring Justice (People-Friendly)

21
Mutually Enriching, Cyclic Process (Avartansheel Process)
1. Cyclic
2. Every Unit in the Process is Enriched

Plants...

Soil, Water,
Air...

This mutually enriching, cyclic process is already going on in Nature. We do not have to create it

22
 Mutually Enriching, Cyclic Process (Avartansheel Process)
1. Cyclic
2. Every Unit in the Process is Enriched

Plants...

Soil, Water, Animals,

Air... Birds

This mutually enriching, cyclic process is already going on in Nature. We do not have to create it

23
 Resource Depletion & Pollution
Resource Depletion – The resource is used at a rate which is faster than the rate at which it is
produced in Nature
lalk/ku vHkko & mRiknu esa iz;qDr laalk/ku dh xfr] mlds izd`fr esa iSnk gksus dh xfr ls T;knk gS

Pollution – The product is such that

1. It does not return to the cycle in Nature or
2. It is produced at a rate that is faster than the rate at which it can return to the cycle in
Nature
iznw’k.k & mRiknu ,slk gS fd
1- mRikfnr oLrq pØ esa okil ugha vkrh ;k
2- mRiknu dh xfr izkd`frd pØz esa okil tkus dh xfr ls T;knk gS

24
Mutually Enriching, Cyclic Process (Avartansheel Process)
1. Cyclic
2. Every Unit in the Process is Enriched

Plants...

Soil, Water, Animals &

Air... Birds
√? √?
√?
Human
Beings

We, human beings, have to understand the mutual fulfilment in nature & to live accordingly
i.e. To update the man-made processes to be cyclic and mutually enriching

25
Mutually Enriching, Cyclic Process (Avartansheel Process)
1. Cyclic
2. Every Unit in the Process is Enriched

Plants...

Soil, Water, Animals &

Air... Birds
? ? ?
Human
Beings

We, human beings, have to understand the mutual fulfilment in nature & to live accordingly
i.e. To update the man-made processes to be cyclic and mutually enriching

26
Localise Lons'kh Globalise lkoZHkkSfed
Physical Facility (Intake, Clothes, House…) Right Understanding & Right Feeling
Mindset – of living in a relationship of mutual
fulfillment, globally

lqfo/kk ¼vkgkj] diM+k] vkokl--- ½ lgh le>] lgh Hkko ¼Kku] lek/kku½

Needs of the Body Needs of the Self (I)

“kjhj dh vko';drk,a eSa dh vko';drk,a

27
Requirement (for Self Sufficiency) Availability
Family of 10 In India, land availability
2 acres of land 2.73 acres of agricultural land for every 10
40 man hrs or work / day persons
Sufficient to produce what is required for
nurturing (food…), protection of body (clothes, Total land = 32,87,590 sq km
shelter, medicine…) Forest 21.6%
and right utilisation of body (instruments, Agricultural 46.2%
equipments…) Fallow 8.6%
Built-up/Other 23.6%
4 full grown trees – wood for 1 person
Total population = 137 cr
90% production in family
10% by exchange / shared by larger order 1 sq km = 247.105 acre

28
Abundance of Natural Fresh Water Availability
India Water Storage
3,287,590 km² Forest (tree roots) (max%)
890 mm average rainfall Glaciers (small%)
Bauxite mountains (min%)
Total annual rainfall
2,925 cubic km Bogs, underground aquifers (433,000 cubic
km)
Total annual human water use Lakes, ponds…
230 cubic km (urban + rural) Forests

Natural distribution of water

Rain
Rivers & Streams overground (also
distributes silt, fish…)
Rivers & Streams underground
29
Water Status – Mismanagement
India Water Storage
3,287,590 km² Forests (deforestation)
890 mm average rainfall Glaciers (melting rapidly)
(has become erratic) Areas with bauxite (mining)
Bogs, underground aquifers (433,000 cubic
Total annual rainfall km) (30% dry)
2,925 cubic km (59% in 2014) Lakes, ponds… (filled up with soil, waste…)

Natural distribution of water

Total annual human water Rain (disturbed)
230 cubic km (urban + rural) Rivers (both over & under ground
(increasing indiscriminate use in urban disturbed)
areas, dumping of waste in rivers,
ground..., chemical farming, heavy
Unnatural storage & distribution of water
machinery, reduced bio-diversity...)
Dams
Canals
30
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 3
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 4a. Justice – Recognition of Human-Human

Systems / Dimensions ¼vk;ke½ Relationship, its Fulfillment & Evaluation
leading to Mutual Happiness
1. Education – Sanskar
2. Health – Self-regulation
3. Production – Work
4. Justice 3 – Preservation
5. Exchange – Storage

31
Harmony in Family – Justice, From Family to World Family (Undivided Society)
1. Relationship is – between one self (I1) and other self (I2)
2. There are feelings in relationship – in one self (I1) for other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness
Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Justice = Recognition, Fulfillment & Evaluation of

Human-Human Relationship, leading to Mutual Happiness
Justice  from Family to World Family
 Undivided Society ¼v[k.M lekt½
32
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 4b. Preservation – Recognition of Human-Rest

Systems / Dimensions ¼vk;ke½ of Nature Relationship, its Fulfillment &
Evaluation leading to Mutual Prosperity or
1. Education – Sanskar
Mutual Enrichment
2. Health – Self-regulation
1. Prosperity of Human Being
3. Production – Work 2. Enrichment, Protection & Right Utilisation of
4. Justice – Preservation 4 rest of Nature
5. Exchange – Storage

33
Prosperity of Human Being
Prosperity = Feeling of having more than required physical facility
2 1
1. Identification of required physical facility (including the required quantity)
– with right understanding

2. Ensuring availability/ production of more than required physical facility

– with right skills

A prosperous person thinks of right utilisation, nurturing the other

“ deprived “ “ “ accumulation, exploiting “ “

34
Preservation of rest of Nature
What is fundamental?
Enrichment, Protection or Right Utilisation of Nature
– Right Utilisation of Nature

Wood of 4 full grown trees is enough for one person's needs from birth to death, including the
pyre wood
How many trees can you plant in your lifetime?
– At least 10 trees?
– Or even one tree on every birthday, so 60-70 trees?

Eg. Prof. Parmeshwara Rao of Emanchally village has planted 5000 trees in each of the 100
villages near Emanchally
35
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 3
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 5a. Exchange – of physical facility with a view
Systems / Dimensions ¼vk;ke½ of mutual fulfillment
(not with obsession for profit / of exploitation)
1. Education – Sanskar
2. Health – Self-regulation
5b. Storage – of physical facility with a view of
3. Production – Work mutual fulfillment
4. Justice – Preservation (not with obsession for profit / of accumulation)
5. Exchange – Storage 2 3

36
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness 2 3 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 1
2. Health – Self-regulation 2 4
3. Production – Work
4. Justice 3 – Preservation 4
5. Exchange – Storage 2 3

37
Sum Up
A society is composed of families living together, in a relationship of mutual fulfillment. They have a
common goal, which is:
1. Right understanding & right feeling (happiness) in every individual
2. Prosperity in every family
3. Fearlessness (trust) in society
4. Co-existence (mutual fulfilment) in nature/existence

The family is the basic unit in society, i.e. society is composed of family, group of families, village family,
group of village families, town family… and so on, where every individual is responsible or self-
disciplined and self motivated by common values, participating in the larger order toward a common
human goal

Through the participation of every family in the society, in the 5 dimensions or social systems, the common
human goal is fulfilled for all 1. Education – Sanskar
– from family order to world family order 2. Health – Self-regulation
3. Production – Work
– generation after generation 4. Justice – Preservation
5. Exchange – Storage

[the current civilization is largely based on the assumption that human being = body, happiness is derived
primarily from sensual pleasure & feeling from other; and hence accumulation of physical facility,
domination and exploitation is at the core of the socio-economic systems]
38
FAQs for Lecture 17
Understanding Harmony in the Society
Questions
 Are we talking about an ideal state of society here? Can we ever achieve such a society?

 Why have we not included Health as one of the human goals?

 If everybody has the feeling of self-regulation, people will be healthy, but there will be more
unemployment of the healthcare professionals. How do we deal with that?
Similar question for lawyers, policemen, security guards, army,…

 While going through courses of marketing, many a times it appears that we need to do injustice
with the other to earn money. As a teacher or student, what can be our role?

…

40
Quiz
Self Reflection
Question(s): Response
• It looks very good to hear such things. But it • First of all we need to see our natural
looks like a utopian society. Can we ever acceptance. Do we want a harmonious
achieve such a society? society or a disharmonious one? Secondly,
once I have the clear vision of a harmonious
• Are we talking about an ideal state of society society, my thought, behavior and work get
here? self-organized on that basis, which ensures
happiness and feeling of prosperity in me.
Since it is the natural acceptance of every
one, the time it will take does not matter.
What matters is our program.

If such a society is imposed from outside, it

becomes kind of utopian. But if it emerges
from right understanding, it is natural.
We call something ideal when we do not have
a definite program to achieve it. But given the
program, it is the natural state.
43
Question(s): Response
• Why are we calling it as human goals, and • If you look at the goals, they give you a clear
not social goals? vision of participation of human being in the
harmony in the society. Hence human goals.

Social goal would be to ensure undivided

society and universal human order.

44
Question(s): Response
• Can every person in the society have a • The common goal is open to self-verification.
common goal? You ask yourself and see what is your
natural acceptance while living in a society.
We have experimented with tens of
thousands of people from all sorts of
background, and every one shares the same
goal. But it is again a proposal to explore.
One can verify on one’s own right.

• Why have we not included Health as one of • Health is a state of the body which is a
the human goals? natural outcome of self-regulation (a part of
right understanding). Secondly, health has
not continuity as body is a physio-chemical
entity. Human goals are those which are
continuous and universal.

45
Question(s): Response
• Entertainment is an important part of life. Every human being wants to have a life of
Where would you place the entertainment happiness and prosperity in continuity. But it
industry in the society? requires the competence to be developed in terms
of right understanding and right feeling. Hence,
while making a program for society, we need to first
place the programs for happy and prosperous
society.
But it will take time for every human being to attain
the state of right understanding in completeness. In
that duration, one can go for such programs which
can help reduce the unhappiness or deprivation.
Entertainment can be one of them. But we need to
understand that such programs only help escape
from unhappiness and do not ensure happiness in
continuity.
We can also observe that when we make effort to
live with mutual fulfilment with human being and
the rest of nature, the need for such measures
goes down.
46
Question(s): Response
• Will there be fashion industry in a • A similar response as the one given for the
harmonious society? previous question. To add to it

• Similar question for advertisement, publicity, If the fashion industry is totally based on
etc. sensation without ensuring right utilization, we
need to work out measures such that right
utilization is also ensured.

47
Question(s): Response
• How do we ensure harmony within the • We discussed the feeling of trust. We saw
society, if the people surrounding us are that the intention of every human being is
doing wrong/disharmonious work pure. Hence no one does anything wrong or
intentionally? How can we teach/change disharmonious intentionally. This is one thing
such people in the society? that needs to be clear. It’s only the lack of
competence due to which such acts take
place.

There is a good possibility that through value

based education right from childhood, the right
sanskar can be ensured in the child. And when
such children grow into adults, they will
develop a harmonious society.

48
Question(s): Response
• If everybody has the feeling of self- • We need to understand the role of a human
regulation, people will be healthy, but there being in society. It needs to be to participate
will be more unemployment of the healthcare in the harmony in the society or at least
professionals. How do we deal with that? reduce the level of disharmony. So the role
of everyone gets transformed as there is
• Similar question for lawyers, policemen, transformation in the society. So in a
security guards, army,… harmonious society, a healthcare
professional can work to ensure self-
regulation in everyone through health
education. And if still there is some
occasional problem, he/she can work to
remove the problem. Even today, it is
happening.

A similar response holds true for lawyers,

policemen, security guards, army,…

49
Question(s): Response
• Today, there are so many industries in the • First of all, we need to develop programs
society which do not add to harmony but which help fulfill the human goals. Gradually,
generate employment as well as Govt. such industries will start transforming in
revenue. How do we plan for such terms of human goals.
industries? • Secondly, employment is not the core issue.
Every human being is capable of producing
more than required. And the resources are
abundant in the nature. Due to lack of right
understanding, the resources are not being
rightly utilized. And mutual fulfillment is not
ensured with human being and the rest of
nature. If these two things are ensured, we
will be able to address the needy areas in
the society, and there will be enough
employment.

50
Question(s): Response
• Can you give some examples of sustainable, • When we talk about production of food, there
mutually enriching production systems? are examples of natural farming, organic
farming, sustainable farming methods etc.
Even today, so many people are practicing it.
• When we talk about health, we have
examples of Ayurved, Naturopathy, Healing
exercises etc.
• Similarly, we can have examples for
production of clothes, shelter, etc.

51
Question(s): Response
• While going through courses of marketing, • As mentioned earlier, there is abundance of
many a times it appears that we need to do physical facilities. Only the right
injustice with the other to earn money. As a understanding and right skills have to be
teacher or student, what can be our role? developed. Once we are able to ensure this,
harmonious ways of production and
• Many a times, the inputs in professional exchange will gradually evolve. Presently,
courses contradict what we are studying in our role is to share both the inputs and let
UHV. What to do then? the other verify.

We need to understand that there is a desired

state and there is the current state. We need
to work out the programs for transformation
given the current state and our potential to
transform.

52
Question(s): Response
• Are we talking about going for barter system • What we are saying is that we need to
of exchange? ensure mutual happiness and mutual
prosperity. Modes of fulfillment can be
• Are we talking about going to primitive worked out depending on the current level of
practices of farming? understanding of the people in the society.
But we need to have a clear vision of a
sustainable model of society.
• Are we talking about making mud houses?

• etc.

53
Question(s): Response
• For the victim of crime, justice is to punish • Justice is to ensure mutual happiness. Verdict is
the culprit. Why don’t you talk about just to pronounce some decision.
punishment in the society?
Now when the crime has already taken place, we
have a responsibility to:
• Are justice and verdict the same thing or
– Give a message to the society that such acts are not
different things? to be continued
– To undo the loss to the victim to the extent possible
– To transform the wrongdoer.
So, one method that is adopted is to confine the
culprit to some place so that he/she does not
commit a similar crime. What remains to be done
is to transform the culprit. We have experimented
with this, and value education can be a big help
to transform the culprits.
And of course, we need to have an education
system which educates about right feelings and
behaviour.
54
Question(s): Response
• What exactly is this enrichment, protection • To enrich is to add to the quantity of physio-
and right utilization of nature? Please give chemical unit and its components.
some examples • To protect is to maintain the quantity &
quality
• Right utilization is to use the unit(s) for
comprehensive human goal.
e.g. If I have a ton of rice and I sow it in the
fields, it adds to the quantity. Then I store the
rice in such a way that it is edible till the time I
do not get the next crop. This is protection.
And I eat it, and do not make liquor of it. It is
right utilization.

55
Question(s): Response
• What exactly is the meaning of preservation? • Preservation includes enrichment (or
E.g. Govt. has made regulations to save the production), protection and right utilization.
environment by banning use of wood in So if we are using wood, we need to
Govt. buildings, we are saving water by produce wood too through plantation,
using less… is this not preservation? preserve wood using appropriate measures
and right utilize them in the required quantity.
If we do it ourselves, there is not need for
any external rule or pressure. We are self-
organized. But if we are not doing it, rules
have to be made. And they become stringent
day by day.
• Similarly, if we are using water, we need to
enrich, protect and rightly utilize the water
bodies.

56
Question(s): Response
• What is the role of currency in exchange of • Currency plays the role of representation of
physical facility? physical facility for exchange. It facilitates
the exchange.
• But if human being does not have right
understanding, there is tendency for over-
consumption, hoarding and exploitation of
others. Basic problem lies here. If this is
taken care of, the importance of currency in
life will go down. Now we are not even using
currency notes. Exchange takes place just
through numbers.

57
Question(s): Response
• If we take the example of tobacco and liquor • It is the human being who is producing,
industry, both the products give a statutory selling and consuming such products. And
warning of being injurious to health. But they human beings only are electing the
have a large market share in India alone and government. So the solution is to ensure
also contribute to the Govt. revenue. How do right understanding among all so that every
we evaluate the use of these substances? one has feeling of self-regulation.

Secondly, we need to look into harmonious

ways of ensuring prosperity for all.

58
Question(s): Response
• People in white collar jobs are more prone to • Solution remains the same: by ensuring right
tax evasions, bribery, inflated sales and understanding in everyone, white collar as
many unethical business practices, misuse well as blue collar, haves as well as have
of public funds in the form of bad debts by not’s.
business houses, etc. How can we • In such cases as mentioned, the potential is
contribute to the life of such people who are being misused. And the result is
few in numbers but can work for a better unhappiness and deprivation in spite of
society if they are able to transform. accumulation of physical facilities. With right
understanding, the potential can be rightly
utilized.

59
Lecture 18
Vision for the Universal Human
Order
2
Universal Human Order
We explored:
1. Goal of human being living in society (human goal)
2. The dimensions or systems required to achieve the human goal

In this lecture, we will recap these two and discuss the

3. Scope of the systems

We will also discuss more details of some of the societal systems which will ultimately lead to the
universal human order

4
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness 2 3 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 1
2. Health – Self-regulation 2 4
3. Production – Work
4. Justice 3 – Preservation 4
5. Exchange – Storage 2 3

5
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4
1a. Education – To develop the right
Human Order ¼ekuoh; O;oLFkk½ understanding of the harmony at all levels of
our being – from self to the entire existence
Systems / Dimensions ¼vk;ke½ (individual, family, society, nature/existence)
1. Education – Sanskar 1
2. Health – Self-regulation 1b. Sanskar – The commitment, preparation
3. Production – Work and practice of living in harmony.
Preparation includes learning the skills and
4. Justice – Preservation
technology for living in harmony at all levels
5. Exchange – Storage – from self to the entire existence
(individual, family, society, nature/existence)
6
Education-Sanskar
Education = Developing Right Understanding
Sanskar = Commitment/ Preparation/ Practice for Right Living
Preparation includes Learning Right Skills & Technology

Development of the competence to live with Definite Human Conduct

Discipline to Self Discipline

1. Right understanding, i.e. wisdom or clarity about what to do as a human being – in oneself, family,
society, nature…

2. Right feeling – the capacity to live in relationship with the other human beings – in family, society…

3. Right skills for prosperity, i.e.

 The capacity to identify the need of physical facility
 The skills & practice for sustainable production of more than what is required (by way of labour using cyclic,
mutually enriching process)
 The feeling of prosperity
7
Process of Developent – In an environment of Relationship
Assuming Imitate vuqlj.k Family
ekuuk ifjokj
Next
Follow vuqdj.k
Generation Obedience/Discipline
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
Right Self-verif
lgh Tkk¡p
Self Discipline (10…)
Every next generation is more
Lo&vuq'kklu
developed
Self-confidence University
vkRefo”okl In harmony within fo”o&fo|ky;
Knowing
In harmony with family
tkuuk In harmony with society Society
In harmony with nature/existence
lekt
8
Process of Developent – In an environment of Domination
Assuming Imitate vuqlj.k Family
ekuuk Next ifjokj
Follow vuqdj.k Generation
Obedience/Discipline
School
vkKkikyu@vuq'kklu
fo|ky;
Self-verif Wrong Domination
Tkk¡p xyr 'kklu

Every next generation may be Arbitrariness euekuh

less developed Opposition nz®g University

In more contradiction within Revolt fonz®g (~teenage) fo”o&fo|ky;

In more opposition with family
Struggle lađkZ Society
More struggle in society
More conflict with nature/ War ;q) lekt
existence
9
Where are we today?

In an environment of Relationship In an environment of Domination

With parents and teachers having right understanding With parents and teachers lacking right understanding
and right feeling and right feeling
10
Human Education

Next generation has improved

- Understanding
- Feeling

Human Education

Personal
Transformation

Societal
Transformation
Human Education

Next generation has improved

- Understanding
- Feeling

Human Education

Personal
Transformation

Societal
Transformation
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4
2b. Self-regulation – Feeling of responsibility for
Human Order ¼ekuoh; O;oLFkk½ Nurturing, Protection and Right Utilization of the
Body
Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 2a. Health (Swasthya) –
2. Health – Self-regulation Body acts according to Self (I)
2 4 Parts of the body are in harmony (in order)
3. Production – Work
4. Justice – Preservation  Recognising What is Needed as Physical
5. Exchange – Storage Facility

13
Program for Health-Self Regulation
(A) For Staying Healthy
1a
1 1 Intake and Routine (Lifestyle)
2 Labour and Exercise 1b

3 Postures for regulating internal & external body organs and

Regulated Breathing
(B) For bringing (C) Dependence on
2 body back to 3 drug / machine to
harmony from perform a body
temporary function
disharmony

4 Medicine and Treatment

1a. Intake includes air, water, sunlight, food (food is nutritious, digestible & tasty and
waste is excretable), all intake through our senses (sound, sight, smell etc)
1b. Rising time, sleeping time, eating time…
2a. Outcome of labour is production of physical facility
2b. No physical facility is produced by exercise
14
System for Health-Self-regulation at various Levels
Level Program

Individual Lifestyle, exercise

Family Intake, daily routine
Family cluster Postures, Regulation of breath
Village Medicine
Village cluster / city Health education, environment, labour, treatment
…
Nation Proliferation of good practices
…
World Humane culture, civilisation, tradition

More research is required for this societal system / dimension

15
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar
2. Health – Self-regulation
2 4 3b. Work: The labour a human being does on
3. Production – Work the rest of nature
4. Justice – Preservation
5. Exchange – Storage 3a. Production: The physical facility obtained
out of work
16
Behaviour Work
With human being With rest of nature

Return of behaviour = Return of work =

right understanding & right feeling physical facility

Mutual happiness Mutual prosperity

17
Production
1. Primary production of physical facility used for nurturing,
protection & right utilisation of body
eg. Food, clothes, shelter…
2. Secondary Production of physical facility used to facilitate primary
production
eg. Tractor…
3. Tertiary Production of physical facility used to facilitate
production, services & behaviour
eg. Train, TV, Mobile…
4. Services to facilitate any of the above production
eg. Tractor maintenance, software for
mobile

Priority order = 1, 2, 3, 4? Or 4, 3, 2, 1?
18
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 3
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 4a. Justice – Recognition of Human-Human

Systems / Dimensions ¼vk;ke½ Relationship, its Fulfillment & Evaluation
leading to Mutual Happiness
1. Education – Sanskar
2. Health – Self-regulation
3. Production – Work
4. Justice 3 – Preservation
5. Exchange – Storage

19
Harmony in Family – Justice, From Family to World Family (Undivided Society)
1. Relationship is – between one self (I1) and other self (I2)
2. There are feelings in relationship – in one self (I1) for other self (I2)
3. These feelings can be recognized – they are definite (9 Feelings)
4. Their fulfilment, evaluation leads to mutual happiness
Feelings in relationship:
1- Trust fo”okl FOUNDATION VALUE 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude —rKrk
4- Care eerk 9- Love izse COMPLETE VALUE
5- Guidance okRlY;

Justice = Recognition, Fulfillment & Evaluation of

Human-Human Relationship, leading to Mutual Happiness
Justice  from Family to World Family
 Undivided Society ¼v[k.M lekt½
20
Self Reflection
What is required for justice in the society? At each level

Family level… neighborhood… institution… city… district… state… nation… world

Like that, clarity of the base as well as details are essential for a humane society to materialize

Most importantly, our meaningful participation in one or more societal systems / dimensions is
expected

21
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 4b. Preservation – Recognition of Human-Rest

Systems / Dimensions ¼vk;ke½ of Nature Relationship, its Fulfillment &
Evaluation leading to Mutual Prosperity or
1. Education – Sanskar
Mutual Enrichment
2. Health – Self-regulation
1. Prosperity of Human Being
3. Production – Work 2. Enrichment, Protection & Right Utilisation of
4. Justice – Preservation 4 rest of Nature
5. Exchange – Storage

22
Harmony in the Society (lekt esa O;oLFkk)
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness 2 3
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½ 5a. Exchange – of physical facility with a view
Systems / Dimensions ¼vk;ke½ of mutual fulfillment
(not with obsession for profit / of exploitation)
1. Education – Sanskar
2. Health – Self-regulation
5b. Storage – of physical facility with a view of
3. Production – Work mutual fulfillment
4. Justice – Preservation (not with obsession for profit / of accumulation)
5. Exchange – Storage 2 3

23
Which type of Economics can be called Developmental Economics
Take-Take Economics (dominate/exploit HB, exploit rest of nature)
Feeling: opposition
Result: both try to maximise their share (profit maximisation)
Needs are undefined / unlimited + resources are limited  Everyone is bound to be deprived
Give-Take Economics
Feeling: indifferent or opposition
Give-Give Economics (both work for mutual fulfilment and enrichment)
Feeling: Relationship
1. Identify the needs  Needs are definite
2. Produce more than what is required by cyclic, mutually enriching process
(more is for sharing in relationship)
 Resources are more than required

Every family (all) can be prosperous

24
Harmony in the Society (lekt esa O;oLFkk)
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
1 Happiness 2 3 4
In Every Individual In Every Family In Society In Nature/
Existence
1 2 3 4

Human Order ¼ekuoh; O;oLFkk½

Systems / Dimensions ¼vk;ke½
1. Education – Sanskar 1
2. Health – Self-regulation 2 4
3. Production – Work
4. Justice 3 – Preservation 4
5. Exchange – Storage 2 3

25
Harmony in Society – Universal Human Order
Human Goal (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual fulfilment)
Happiness
In Every Individual In Every Family In Society In Nature/ Existence

Systems / Dimensions of Human Order ¼ekuoh; O;oLFkk& vk;ke½

1. Education – Sanskar - f”k{kk
laLdkj
2. Health – Self-regulation - LokLF; la;e
3. Production – Work - mRiknu dk;Z
4. Justice – Preservation - U;k; lqj{kk
5. Exchange – Storage - fofue; dks’k

Scope –From Family Order to World Family Order (Universal Human Order)
Family – Family cluster – Village – Village cluster ... Nation ... World Family
Order Order Order Order Order Order
~101 ~102 ~1010

26
My Participation (Value) in the Society
 Ensuring happiness in the family by way of helping in the development of right understanding
and right feeling in the Self of every member of the family, particularly the next generation.
 Ensuring health in the family by way of a system of nurturing, protection and right utilisation of
the Body for every member of the family.
 Ensuring prosperity in the family by way of helping the family recognise the need for physical
facility, its production, its protection and its right utilisation.
 Facilitating one or more members of the family to participate in the larger society, in one or
more dimensions of human order.

In the larger society, my participation (value) is:

To play a role in one or more dimensions of the human order (education-sanskar, health-self-
regulation, production-work, justice-preservation and exchange-storage)

27
Professions in a Human Society
 Profession is the participation of a human being in one or more of the dimensions of the
societal systems.

 We may choose our participation where we have developed competence and interest.

 With the feeling of purpose and relatedness, our professions will be interrelated and, in a
manner, that everyone is able to participate meaningfully, i.e. for mutual fulfilment. It includes
teachers, farmers, carpenters, doctors and so on.

28
Sum Up
A society is composed of families living together, in a relationship of mutual fulfillment. They have a
common goal, which is:
1. Right understanding & right feeling (happiness) in every individual
2. Prosperity in every family
3. Fearlessness (trust) in society
4. Co-existence (mutual fulfilment) in nature/existence

The family is the basic unit in society, i.e. society is composed of family, group of families, village family,
group of village families, town family… and so on, where every individual is responsible or self-
disciplined and self motivated by common values, participating in the larger order toward a common
human goal

Through the participation of every family in the society, in the 5 dimensions or social systems, the common
human goal is fulfilled for all 1. Education – Sanskar
– from family order to world family order 2. Health – Self-regulation
3. Production – Work
– generation after generation 4. Justice – Preservation
5. Exchange – Storage

[the current civilization is largely based on the assumption that human being = body, happiness is derived
primarily from sensual pleasure & feeling from other; and hence accumulation of physical facility,
domination and exploitation is at the core of the socio-economic systems]
29
Practice Session after Lecture 18
1. What are your personal goals or values that you would like to make effort for?
Discuss with your family and find out the goals of other members.
Is there a common family goal?
What are the goals being pursued by your workplace or educational institution?
How much of these three sets of goals are aligned to each other?
What is your role in the fulfilment of these three sets of goals?

2. Assuming that you would like to see your hostel/ educational institution/ workplace/
neighborhood as a model of human society, write down:
a. Its goal(s) – relate it to the four human goals and elaborate on what each goal means.
Also develop some key indicators or measures which will show that the goals are realised
b. The system to achieve these goals – Make a comprehensive plan for the fulfilment of each
goal.
Relate it to the dimensions of human order.

30
Expected Outcome
The students are able to see that as a family, a society, the comprehensive human goal is
naturally acceptable:
Right understanding and right feeling in every human being
Prosperity in every family
Fearlessness (trust) in society
Co-existence (mutual fulfilment) in nature/existence
They are able to see that the systems required for their fulfilment include: Education-Sanskar,
Health-Self regulation, Production-Work, Justice-Preservation and Exchange-Storage.
Meaningful participation by every individual, every family, every family cluster… every village,
town, city… country and the whole world is required in these systems for the human goals to
be fulfilled.

31
FAQs for Lecture 18
Vision for the Universal Human Order
Questions
 What is the right age to start value education? I am asking because children don't have the
capacity to think so deeply and evaluate all these proposals. Is there a different process of
learning for adults and a different process for children?

At one point of time, we were living peacefully in our country. And then were invaded from
outside the country, and got enslaved. Even if we are able to make this program effective, what
is the guarantee that this will not happen again?

There are so many problems in the society, and our effort will take a long time to make an
impact in the society. Don’t you think that a revolution is required?
(There are four things:
1. Clarity of all-encompassing solution (samadhan)
2. Effort to materialize the solution
3. Appraisal of the current state of problems
4. Effort to remove the problems.)

33
Quiz
Self Reflection
Question(s): Response
What is the right age to start value education? • For a child to live with definite human
I am asking because children don't have the conduct, the parents need to have right
capacity to think so deeply and evaluate all understanding so that they are able to give
these proposals. Is there a different process of the right sanskar to the child. Thus the
learning for adults and a different process for preparation for educating the child can start
children? before it took birth.
• Since childhood, the children are observing
their parents, and getting conditioned or
educated. Hence, value education has
already started.
• The process is the same for all: self-
exploration. And with children, we get very
straightforward answers.

36
Child’s Desire / Expectation Fulfillment / Satisfaction Point
1. Expectation for justice Ability to do justice
( याय का याचक) ( याय दाई मता)
• In every interaction

2. Desire for right work & behaviour Competence for right work & behaviour
(सह काय यवहार का इ छुक) (सह काय यवहार करने क यो यता)
• The child naturally wants to participate,
makes effort to learn & can learn
Understanding the truth
3. Speaks the truth (स यबोध)
(स यव ता) • from self to entire existence
• The child naturally speaks whatever truth it
knows
The child expects parents, elders, teachers,
• It willingly makes effort to understand, asks
lots of questions
society… to facilitate it to attain the
satisfaction point (role of education-sanskar)
• It can understand

37
Question(s): Response
Are we talking about having equal physical • We are not talking about having equal
facilities for all? Or is it that I can have a physical facilities. We are talking about the
different need and someone else can have a feeling of prosperity. And for that everyone
different need? After all, we have to calculate needs to make out the need for physical
the amount of money required for living and all facility clearly.
kinds of emergencies. • To make out the need for physical facilities,
we need to understand clearly the needs of
self and body.

38
Question(s): Response
• There are so many problems in the society, • There are four things:
and our effort will take a long time to make 1. Clarity of all-encompassing solution
an impact in the society. Don’t you think that (samadhan)
a revolution is required? 2. Effort to materialize the solution
3. Appraisal of the current state of problems
4. Effort to remove the problems.

Many a times, we start from 3 and go for 4

without working for 1 and 2. And then we may
create more problems than solutions.

We first need to fix our program for realizing

the human goal. In that process, we will be in
a better position to evaluate the current state
and work to remove the current problems.

39
Question(s): Response
• There is so much disparity today in the • We need to understand that the basic
society. There is a vast gap between haves aspiration is continuity of happiness and
and have-not’s. How does this proposal prosperity. And this is ensured by right
seem to address this gap? understanding and right feelings. It is not
determined by the possession of physical
facilities.
So whether one belongs to the category of
haves or have-not’s, what essentially matter is
the correct recognition of need for physical
facilities which is possible through right
understanding and right feeling.

40
Question(s): Response
• At one point of time, we were living • We are talking about undivided society. We
peacefully in our country. And then were discussed the steps for self-organization of
invaded from outside the country, and got world family. And when the content of
enslaved. Even if we are able to make this education is universal, it is going to be
program effective, what is the guarantee that accepted by all.
this will not happen again?

41
Question(s): Response
• How do we plan to transition from value • To have value based education, we need to
education to value based education? base the content in every course on right
understanding and right feeling.
• In the present system, there are several
modes available. We can redefine the
graduate attributes in our courses. At the
level of institution, we can set a holistic
vision and mission, and so on.

42
UHV-II: Universal Human
Values – Understanding
harmony and Ethical Human
Conduct
Module 4 – Harmony in the Nature/Existence
Module 4 – Harmony in the Nature/Existence (4 lectures and 2 tutorials/ practice sessions)
Lecture 19: Understanding Harmony in the Nature
Lecture 20: Interconnectedness, self-regulation and Mutual Fulfilment among the Four Orders of Nature
Tutorial 10: Practice Session PS10 Exploring the Four Orders of Nature
Lecture 21: Realizing Existence as Co-existence at All Levels
Lecture 22: The Holistic Perception of Harmony in Existence
Tutorial 11: Practice Session PS11 Exploring Co-existence in Existence

2
Lecture 19
Understanding Harmony in the
Nature
4
Introduction
So far we have explored our Natural Acceptance
It is for living in Harmony – as an Individual, as a Family, as a Society…

Is there provision in Nature/Existence for living in accordance with our Natural Acceptance?
Is it possible to live in harmony as an Individual, as a Family, as a Society…?

Is co-existence, mutual fulfillment inherent in Nature?

Or
Is the design of nature/existence by way of opposition, struggle, survival of the fittest…?

We will explore the underlying design of Nature/Existence with these questions…

6
Nature = Collection of Units
Air
Water Trees

Soil
Animal body

Birds Animals Human body

Self(I)

Human Beings

Earth Sun
Moon Metals

7
Nature = Collection of Units = 4 Orders
All units can be categorised into 4 orders*

Bio Order
Plants, Trees
izk.k voLFkk
isM+] ikS/ks

Physical Animal Order

Order Animals, Birds
Soil, Metal tho voLFkk
inkFkZ voLFkk i”kq+] i{kh
feV~Vh] /kkrq

Human Order
Human Being
* This is one way of categorising Kku voLFkk
the units (not the only way) euq’;

8
Relationship of Mutual Fulfillment ijLij iwjdrk dk laca/k
Between Physical Order and Bio Order
Interconnected, Interdependent

Mutual Fulfillment Bio Order

1. Cyclic Plants, Trees
izk.k voLFkk
2. Every unit is enriched isM+] ikS/ks

Physical
Order
Soil, Metal
inkFkZ voLFkk
feV~Vh] /kkrq

Mutual Fulfillment = Relatedness + Fulfillment

ijLij iwjdrk = ijLijrk + iwjdrk

9
Relationship of Mutual Fulfillment ijLij iwjdrk dk laca/k
Between Physical Order, Bio Order and Animal Order
Interconnected, Interdependent

Mutual Fulfillment
1. Cyclic
Bio Order
2. Every unit is enriched Plants, Trees
izk.k voLFkk
isM+] ikS/ks

Physical Animal Order

Order Animals, Birds
Soil, Metal tho voLFkk
inkFkZ voLFkk i”kq+] i{kh
feV~Vh] /kkrq

10
Relationship of Mutual Fulfillment ijLij iwjdrk dk laca/k
Physical Order, Bio Order and Animal Order are enriching for Human Order, but Human Order
(without right understanding) is not fulfilling for any of the 4 orders
Human beings have
natural acceptance Bio Order
to be mutually fulfilling Plants, Trees
izk.k voLFkk
isM+] ikS/ks

Physical Animal Order

Order Animals, Birds
Soil, Metal tho voLFkk
inkFkZ voLFkk √
? i”kq+] i{kh
feV~Vh] /kkrq
√? √?
Human Order
Human Being
Kku voLFkk
Once human beings understand, euq’;
they can be fulfilling for all four orders

11
Nature = Collection of Units = 4 Orders
To understand the other three orders,
right understanding of the Human Order
is required, otherwise
The presence of Self (I) is
over-evaluation, under-evaluation or
indicated by the presence
otherwise-evaluation of the other orders
of the activity of Assuming Recognizing, Fulfilling
keeps taking place.
Bio Order
Plants, Trees
izk.k voLFkk
isM+] ikS/ks Assuming,
Recognizing, Fulfilling Recognizing, Fulfilling

Animal Order
Self (I) +
Physical
Order Animals, Birds Body
Soil, Metal tho voLFkk
inkFkZ voLFkk i”kq+] i{kh
feV~Vh] /kkrq
Human Order
Human Being Assuming,
Kku voLFkk Recognizing, Fulfilling
Self (I) + Body euq’; Possibility for Knowing

12
Present-day Problems are largely due to Lack of Understanding
Resource Depletion – The resource is used at a rate which is faster than the rate at which it is
produced in nature
lalk/ku vHkko & mRiknu esa iz;qDr laalk/ku dh xfr] mlds izÑfr esa iSnk gksus dh xfr ls T;knk gS

Pollution – The product is such that

1. It does not return to the cycle in nature or
2. It is produced at a rate that is faster than the rate at which it can return to the cycle in
nature
iznw’k.k & mRiknu ,slk gS fd
1- mRikfnr oLrq pØ esa okil ugha vkrh ;k
2- mRiknu dh xfr izkÑfrd pØz esa okil tkus dh xfr ls T;knk gS

13
Harmony in Nature iz—fr esa O;oLFkk
 Quantity of units in each order
Physical >> Plant >> Animal >> Human
Quantity as per overall enrichment of the whole; and availability of sustaining resources

 Dependence of each order is on all

previous orders Human
Order

 Survival of Human Order is

dependent on all the three orders. Animal Order

Plant Order

Physical Order

14
Harmony in Nature iz—fr esa O;oLFkk
All orders have definite conduct – except human order without right understanding

In human being, the Body has a definite conduct

The Self (I) operating on assuming without knowing is the source of indefiniteness, problem

The solution is to ensure knowing

Human
(understanding harmony) Order

Human beings inherently have a Animal Order

natural acceptance to know,
to be in harmony
Plant Order
For this,
human education-sanskar
Is essential Physical Order

15
Sum Up
1. Physical order – soil, metals etc. Nature = Collection of Units
2. Bio order – trees, plants etc. = 4 Orders
3. Animal order – animals, birds etc.
Relationship of mutual
4. Human order – human beings fulfilment (harmony)

There is a relationship of mutual fulfilment (harmony) amongst these 4 orders. The first 3 orders are
mutually fulfilling for each other. They are fulfilling for human being also. It is naturally acceptable to
human beings to be fulfilling for all the orders

The role of human being is to realize this mutual fulfilment – For this, all that human beings need to do is:
1. To understand that mutual fulfilment (harmony) is inherent in nature – we do not have to create it
2. To live accordingly – then the mutual fulfilment amongst the 4 orders will be realised

and there is provision in nature for living with mutual fulfilment (harmony)

16
FAQs for Lecture 19
Understanding Harmony in the Nature
Questions
 So how can we find out if there is a self or not in any unit?

 In nature the first three orders are already having definite conduct. Why does human order
have to work for definite conduct? I mean why is that also not automatic or natural?

 In nature we can see that there is survival of the fittest. So doesn’t it apply to human beings
also?

 Are the problems like global warming a result of human activities only?

 …

18
Quiz
Self Reflection
FAQ
1. We are told that every living and non-living thing has life (soul). Here you are saying that only
human order and animal order has self. So how can we find out if there is a self or not in any
unit?

2. So are activities like bio engineering, GMO inhuman?

3. In nature the first three orders are already having definite conduct. Why does human order
have to work for definite conduct? I mean why is that also not automatic or natural?

4. Is solely education responsible for the conduct? Are there any other factors?

5. In nature we can see that there is survival of the fittest. So doesn’t it apply to human beings
also?

6. Are the problems like global warming a result of human activities only?
21
Question(s): Response
• Isn’t affection the same as attachment to one • Affection is the feeling of being related to the
or few people? other. Attachment, however, indicates that
we have over-evaluated the relationship and
we have become dependent on the other for
our happiness. Affection is born out of my
understanding of relationship and this makes
us self-dependent and having commitment
for the other.

• How would we recognise that someone has • When we have feeling of affection for
a feeling of affection for us? Could you give someone, we have the commitment for the
us some indicators of affection? fulfillment towards him. This commitment
shows up in the form being responsible
towards the wellbeing of the relative, both at
the level of self as well as body. So, we work
for ensuring right understanding and feeling
in the self (guidance) and for ensuring the
health of the body (care) of my relative. 22
Lecture 20
Interconnectedness, Self-regulation and
Mutual Fulfillment among the Four
Orders of Nature
Details of the Four Orders
ORDERS UNITS ACTIVITY INNATENESS INHERITANCE
4 voLFkk bdkbZ fØz;k /[Link] Lo;a esa O;oLFkk vuq’kaxh;rk
(Self-organisation)
Physical Soil, Metal Formation-Deformation Existence Constitution based
inkFkZ feV~Vh] /kkrq jpuk&fojpuk vfLrRo [Link] vuq’kaxh

Bio Plants, "-“ + Respiration " + Growth Seed based

izk.k Trees “olu&iz”olu iqf’V cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body Breed based
tho Birds “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting-Tasting in I Will to live in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk
Human Human "-“, " in Body ", " in Body Education-Sanskar
Kku Beings “kjhj esa “kjhj esa based
euq’; Imaging, Will to live with f”k{kk&laLdkj vuq’kaxh
Analysing-Comparing, continuous happiness
Selecting-Tasting in I in I
fp=.k] fo'ys’k.k] eSa esa fujarj Lkq[kiwoZd Tkhus dh
p;u-vkLoknu eSa esa vk”kk
Right Feeling
Potential for lek/kku
Understanding in I Right Understanding Kku
le>us dh {kerk eSa esa
3
Details of the Four Orders
ORDERS UNITS ACTIVITY INNATENESS INHERITANCE Innateness: Self Organisation;
4 voLFkk bdkbZ fØz;k /[Link] Lo;a esa O;oLFkk vuq’kaxh;rk being in a definite order
(Self-organisation)
Physical Soil, Metal Formation-Deformation Existence Constitution
Exists, is a based
inkFkZ feV~Vh] /kkrq jpuk&fojpuk vfLrRo [Link] vuq’kaxh
reality.
Exists in a
Bio Plants, "-“ + Respiration " + Growth Seed based
definite order.
izk.k Trees “olu&iz”olu iqf’V cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body Breed based
tho Birds “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting-Tasting in I Will to live in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk
Human Human "-“, " in Body ", " in Body Education-Sanskar
Kku Beings “kjhj esa “kjhj esa based
euq’; Imaging, Will to live with f”k{kk&laLdkj vuq’kaxh
Analysing-Comparing, continuous happiness
Selecting-Tasting in I in I
fp=.k] fo'ys’k.k] eSa esa fujarj Lkq[kiwoZd Tkhus dh
p;u-vkLoknu eSa esa vk”kk
Right Feeling
Potential for lek/kku
Understanding in I Right Understanding Kku
le>us dh {kerk eSa esa
4
Details of the Four Orders
ORDERS UNITS ACTIVITY INNATENESS INHERITANCE Inheritance: How conduct
4 voLFkk bdkbZ fØz;k /[Link] Lo;a esa O;oLFkk vuq’kaxh;rk is decided, maintained
(Self-organisation) generation after
Physical Soil, Metal Formation-Deformation Existence Constitution based generation
inkFkZ feV~Vh] /kkrq jpuk&fojpuk vfLrRo [Link] vuq’kaxh

Bio Plants, "-“ + Respiration " + Growth Seed based

izk.k Trees “olu&iz”olu iqf’V cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body Breed based
tho Birds “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting-Tasting in I Will to live in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk
Human Human "-“, " in Body ", " in Body Education-Sanskar
Kku Beings “kjhj esa “kjhj esa based
euq’; Imaging, Will to live with f”k{kk&laLdkj vuq’kaxh
Analysing-Comparing, continuous happiness
Selecting-Tasting in I in I
fp=.k] fo'ys’k.k] eSa esa fujarj Lkq[kiwoZd Tkhus dh
p;u-vkLoknu eSa esa vk”kk
Right Feeling
Potential for lek/kku
Understanding in I Right Understanding Kku
le>us dh {kerk eSa esa
5
Role of Education-Sanskar f'k{kk&laLdkj dh Hkwfedk
ORDERS UNITS ACTIVITY INNATENESS INHERITANCE
4 voLFkk bdkbZ fØz;k /[Link] Lo;a esa O;oLFkk vuq’kaxh;rk
(Self-organisation)
Physical Soil, Metal Formation-Deformation Existence Constitution based
inkFkZ feV~Vh] /kkrq jpuk&fojpuk vfLrRo [Link] vuq’kaxh

Bio Plants, "-“ + Respiration " + Growth Seed based

izk.k Trees “olu&iz”olu iqf’V cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body Breed based
tho Birds “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting-Tasting in I Will to live in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk The conduct of human
Human Human "-“, " in Body ", " in Body Education-Sanskar being is decided by its
Kku Beings “kjhj esa “kjhj esa based
education-sanskar
euq’; Imaging, Will to live with f”k{kk&laLdkj vuq’kaxh
Analysing-Comparing, continuous happiness
Selecting-Tasting in I in I Next Generation Human education-sanskar
fp=.k] fo'ys’k.k] eSa esa fujarj Lkq[kiwoZd Tkhus dh  Human conduct
p;u-vkLoknu eSa esa vk”kk
Right Feeling Human Inhuman education-
lek/kku Education-
Potential for
sanskar
sanskar  Inhuman
Understanding in I Right Understanding Kku conduct
le>us dh {kerk eSa esa
6
Participation of Human Being in Entire Nature
Preservation (enrichment, protection and right utilization) of nature
and
Prosperity, fulfilment of human needs (in a manner that preserves nature)

i.e. by:
 Protecting its innateness
 Protecting and enriching its inheritance
 Making right utilization of nature, in line with its activity

(or at least not violating their innateness, inheritance or activity)

7
Participation of Human Being in Entire Nature
Physical order: Soil, water, air… Animal order: Animals and birds
Protect its innateness (existence) Protect its innateness (will to live)
(eg. Protect constitution of Earth) (eg. Adequate forest, food, shelter)
Ensure its inheritance (breed)
(eg. Maintain breed of cow)

Bio order: Plants, trees… Human order: Human being

Protect and nurture its innateness (existence Protect its innateness (will to live with
and growth) continuous happiness)
(eg. Ploughing farmland) (eg. Provide societal systems for facilitating
and living with right understanding)
Ensure its inheritance (seed) Ensure its inheritance (education-sanskar)
(eg. Maintain seed of rice) (eg. Ensure human education-sanskar)

8
Participation of Human Being in Entire Nature
To understand the inherent harmony in nature and to live accordingly, i.e.
 To facilitate a conducive environment for the activity (at least not violate it) of all orders
 To facilitate the innateness (or at least not violate it) of all orders
 To facilitate the inheritance (or at least not violate it) of all orders

Order Human Participation for Mutual Fulfillment

Physical Facilitate its existence by ensuring conducive environment and maintaining / ensuring
Order its constitution (eg. constitution of earth)
Bio Order Facilitate its growth by ensuring conducive environment and maintaining / ensuring its
seed (e.g. seed of rice)
Animal Facilitate care of the body by ensuring physical facility, environment for existence &
Order growth of body. To ensure its will to live
Maintaining / ensuring its breed (eg. breed of cow)
Human Facilitate care of the body by ensuring physical facility, environment for existence &
Order growth of body
Facilitate its will to live with continuous happiness by ensuring human education-
sanskar, participating in developing / maintaining undivided society & universal human
order
9
Natural Characteristic LoHkko
Tendency of Human Living with Animal Consciousness
Wretchedness The feeling I can not take care of my body,
nhurk hence I resort to being dependent on the other
Cunningness The feeling I can not take care of my body,
ghurk hence I resort to beguiling the other
Cruelty The feeling I can not take care of my body,
Øwjrk hence I resort to forcefulness & violence

Natural Characteristic of Human Living with Human Consciousness

Perseverence Being assured that the all-encompassing solution is to
/khjrk understand & to live in harmony at all 4 levels, I live
with this commitment without any perturbation
Bravery The commitment to help the other develop right
ohjrk understanding & to live accordingly
Generosity Readiness to invest oneself, one's body & physical facility
mnkjrk to help the other develop right understanding & to live
accordingly

10
Sum Up
1. Physical order – soil, metals etc. Nature = Collection of Units
2. Bio order – trees, plants etc. = 4 Orders
3. Animal order – animals, birds etc.
Relationship of mutual
4. Human order – human beings fulfilment (harmony)

There is a relationship of mutual fulfilment (harmony) amongst these 4 orders. The first 3 orders are
mutually fulfilling for each other. They are fulfilling for human being also. It is naturally acceptable to
human beings to be fulfilling for all the orders

The role of human being is to realize this mutual fulfilment – For this, all that human beings need to do is:
1. To understand that mutual fulfilment (harmony) is inherent in nature – we do not have to create it
2. To live accordingly – then the mutual fulfilment amongst the 4 orders will be realised

and there is provision in nature for living with mutual fulfilment (harmony)

11
Practice Session after Lecture 20
1. Watch the video “An Inconvenient Truth”. It is a 2006 documentary about global climate
change presented by Former US Vice President Al Gore. He raises the question “What were
you doing when you had the time to do something?” (Source: [Link]
[Link]/). Discuss:
a. State of the planet
b. Root cause of the problems
c. Comprehensive solution for the problems and your specific part in it
Take any one environmental issue in your neighbourhood/ village/ country and try to find out the
root cause of it. [for instance, water scarcity, air pollution, food adulteration, etc.].
What exactly can you contribute as an individual, class or institution to the solution?

2. Observe the activity, innateness, natural characteristic and inheritance of at least two units in
each of the four orders. Are you able to see that these orders are in a relationship of mutual
fulfilment?

12
Expected Outcome
The students are able to appreciate the interconnectedness, interdependence and the
relationship of mutual fulfilment existing in nature.
They are able to see that they have a natural acceptance to participate in a mutually fulfilling
manner in nature.
By understanding the activity, innateness, natural characteristic and inheritance of the four orders
in nature, they are able to identify the role of human being in the entire nature.
They are able to see that the present-day environmental issues are related to lack of
understanding; and these issues can be resolved only with the development of right
understanding on the part of human being.

13
FAQs for Lecture 20
Interconnectedness, self-regulation and Mutual Fulfilment among the Four
Orders of Nature
Questions
 In which order do we place insects and fish in the nature?

 What is the difference between innateness and inheritance?

 What is your opinion about the plant 'touch me not'? Does it not have the self?

 It is said that plants have life. So is that correct or not?

 …

15
Day 4 Session 1-4
• Society is composed of families living together, in a relationship of mutual fulfilment
• Human Goals (at the level of Society):
1. Right understanding (of harmony) and right feeling (happiness) in every individual
2. Prosperity in every family
3. Fearlessness (trust) in society
4. Co-existence (mutual fulfilment) in nature/existence
• The family is the basic unit in society, i.e. society is composed of family, group of families, village family,
group of village families, town family… and so on, where every individual is responsible or self-
disciplined and self motivated by common values, participating in the larger order toward a common
human goal.
• Through the participation of every family in the society, in the various social systems, the common
human goal is fulfilled for all
1. Education – Sanskar
– from family order to world family order 2. Health – Self-regulation
– generation after generation 3. Production – Work
4. Justice – Preservation
 Nature = Collection of Units= 4 Orders 5. Exchange – Storage
Physical order, Bio order, Animal order and Human order
• All that human beings need to do is:
1. To understand that mutual fulfilment (harmony) is inherent in nature – we do not have to create it
2. To live accordingly – then the mutual fulfilment amongst the 4 orders will be realised
16
Quiz
Self Reflection
FAQ
1. We are told that every living and non-living thing has life (soul). Here you are saying that only
human order and animal order has self. So how can we find out if there is a self or not in any
unit?

2. So are activities like bio engineering, GMO inhuman?

3. In nature the first three orders are already having definite conduct. Why does human order
have to work for definite conduct? I mean why is that also not automatic or natural?

4. Is solely education responsible for the conduct? Are there any other factors?

5. In nature we can see that there is survival of the fittest. So doesn’t it apply to human beings
also?

6. Are the problems like global warming a result of human activities only?
19
Question(s): Response
• Isn’t affection the same as attachment to one • Affection is the feeling of being related to the
or few people? other. Attachment, however, indicates that
we have over-evaluated the relationship and
we have become dependent on the other for
our happiness. Affection is born out of my
understanding of relationship and this makes
us self-dependent and having commitment
for the other.

• How would we recognise that someone has • When we have feeling of affection for
a feeling of affection for us? Could you give someone, we have the commitment for the
us some indicators of affection? fulfillment towards him. This commitment
shows up in the form being responsible
towards the wellbeing of the relative, both at
the level of self as well as body. So, we work
for ensuring right understanding and feeling
in the self (guidance) and for ensuring the
health of the body (care) of my relative. 20
Lecture 21
Realizing Existence as Co-
existence at All Levels
2
Harmony in Existence vfLrRo esa O;oLFkk
vfLrRo ¾ vfLr + + Ro
↓ ↓
gS@gksuk O;oLFkk

Existence = Exist + Essence

Whatever ↓ ↓
Exists is/to be harmony (mutual fulfillment)

vfLrRo ¾ lg&vfLrRo ¾ “kwU; esa lai`Dr bdkb;ka

Existence = Co- Existence = Units submerged in Space

4
Harmony in Existence vfLrRo esa O;oLFkk
Units are identified by their boundary, limitedness
They appear to be separate from each other, in isolation from each other;
So, when we focus on units only, we see the isolation, the separateness, dividedness.

Now, are they divided, isolated or are they related?

We have seen that they are related, then what is the basis of relationship?
To understand this, we have to understand the reality which remains undivided in the these
divided units- and that is Space,
So, we need to understand the Space also.

vfLrRo ¾ lg&vfLrRo ¾ “kwU; esa lai`Dr bdkb;ka

Existence = Co- Existence = Units submerged in Space

5
Harmony in Existence vfLrRo esa O;oLFkk
Existence vfLrRo = CO-EXISTENCE
lg&vfLrRo
Units Submerged in Space Ever Present
bdkb;ka lai`Dr “kwU;
Limited in Size lhfer vkdkj Unlimited vlhe
(All Pervading, O;kid)
Activity, Active fØ;k] fØ;k'khy No Activity fØ;k”kwU; ¼“kwU;½
1. Energised in Space (“kwU; ds lg&vfLrRo esa ÅftZr gS)
2. Self organised in Space (“kwU; ds lg&vfLrRo esa fu;af=r gS] Lo;a esa O;oLFkk gS)
3. Recognises it's relationship,
Fulfills its relationship with every other Unit in Space
(“kwU; ds lg&vfLrRo esa ijLijrk dks igpkurh gS] fuokZg djrh gS
cMh O;oLFkk esa Hkkxhnkj gS] lexz O;oLFkk esa Hkkxhnkj gS)

6
3.1.2. Knowledge of Existence
Existence vfLrRo ¾ Co-existence lg&vfLrRo
Ever Present fuR; orZeku
Units Submerged in Space
bdkbZ;ka lai`Dr O;kid
Limited in Size lhfer vkdkj Unlimited vlhe All Pervading
Activity, Active fØ;k] fØ;k'khy No Activity fØ;k”kwU; ¼“kwU;½

Material tM+ Consciousness pSrU;

Recognising, Knowing, Assuming,
Fulfilling Recognising, Fulfilling
Ever
Temporary Continuous Unbounded in Time & Space
vfuR; fujarj fuR;

7
Role of Education-Sanskar f'k{kk&laLdkj dh Hkwfedk
ORDERS UNITS ACTIVITY INNATENESS INHERITANCE
4 voLFkk bdkbZ fØz;k /[Link] Lo;a esa O;oLFkk vuq’kaxh;rk
(Self-organisation)
Physical Soil, Metal Formation-Deformation Existence Constitution based
inkFkZ feV~Vh] /kkrq jpuk&fojpuk vfLrRo [Link] vuq’kaxh

Bio Plants, "-“ + Respiration " + Growth Seed based

izk.k Trees “olu&iz”olu iqf’V cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body Breed based
tho Birds “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting-Tasting in I Will to live in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk
Human Human "-“, " in Body ", " in Body Education-Sanskar
Kku Beings “kjhj esa “kjhj esa based
euq’; Imaging, Will to live with f”k{kk&laLdkj vuq’kaxh
Analysing-Comparing, continuous happiness
Selecting-Tasting in I in I Next Generation
fp=.k] fo'ys’k.k] eSa esa fujarj Lkq[kiwoZd Tkhus dh
p;u-vkLoknu eSa esa vk”kk
Right Feeling Human
lek/kku Education-
Potential for
sanskar
Understanding in I Right Understanding Kku
le>us dh {kerk eSa esa
8
 Existence
(= Co-existence = Units submerged in Space)

Units (Nature) Space (All-pervading)

Limited in size Unlimited
This is already in harmony
Activity, Active No activity
Self-organized
Energized
Recognises the relationship and fulfills

Material tM+ Consciousness (Self) pSrU;

Temporary Continuous
Recognising, Fulfilling Knowing, Assuming,
Recognising, Fulfilling

Physical Order Bio Order

+
Animal Order
Atom Cell Only this part is remaining
+ And it has to happen in the
Molecule Plant
Human Order Self by the Self

Linear – Not Cyclic

Development
Molecular Structure Animal Body Right Understanding &
Right Feeling

Lump Fluid Human Body

No Development Definite Human Conduct

Cyclic uf”pr Ekkuoh; vkpj.k
 Existence Universal
(= Co-existence = Units submerged in Space)
Order
Units (Nature) Space (All-pervading)
Limited in size Unlimited सावभौम
यव था
Activity, Active No activity
Self-organized
Energized
Recognises the relationship and fulfills

Material tM+ Consciousness(Self) pSrU;

Temporary Continuous
Recognising, Fulfilling Knowing, Assuming, + +
+
Recognising, Fulfilling
Animal Order
Human Order

Physical Order Bio Order

Linear – Not Cyclic

Atom Cell

Development
Molecule Plant

Molecular Structure Animal Body

Lump Fluid Human Body

No Development
Cyclic
Sum Up
Existence is in the form of co-existence. It is ever present
(Existence = Co- Existence = Units submerged in Space)

Every unit in existence is related with every other unit in existence in a mutually fulfilling manner

Synergy is intrinsic to existence, harmony is inherent in existence – we do not have to create it,
we do not have to construct it

The role of Human Being is to realize this co-existence, this harmony, this order in existence.

For this, all that human beings need to do is:

1. To understand the inherent harmony, the co-existence in existence
2. To live accordingly – to live with the feeling of harmony or co-existence
(and there is every provision in existence for living in co-existence)

11
FAQs for Lecture 21
Realizing Existence as Co-existence at All Levels
Questions
 Is Nature/Existence self organized or is it a chaos?

 Is struggle inherent in Nature/Existence or is there co-existence?

 This existence is so big… unlimited and human being is so small. So how can we understand
the whole existence?

 How can we say that unit is self-organized by virtue of co-existence?

 …

13
Self Reflection
Question(s): Units Response
• What is fluid? • Fluid here is used to indicate the liquid that
is used by the unit of bio-order for its
nurturing; e.g. juice, water etc. are used by
human being for nurturing his body.

• Lump is gross aggregation of molecular

• What is lump? structure or structures. For example, a rock,
a log of wood, a piece of iron

15
Question(s): Space Response
• Why is space being called ‘shoonya’ • Unit is activity, but, space is ‘no-activity’.
(nothing)? Is space = nothing? Nothingness? space is ‘no-activity’, therefore, it is called
‘kriya-shoonya’ or in brief ‘shoonya’ . So,
space is ‘no-activity’, it is not an activity, not
a unit, not a thing. In that sense it is called
as nothingness- what it means is that it is not
a thing, not a unit, an activity. It does not
mean that it is not a reality.
It is a reality but, it is not a thing,
it is not a unit
it is not an activity
no-thing (not nothing)

16
17
Question(s): Space Response
• I am able to see the units, but not space. • before we respond to the question, let us try
How to see the space? to understand what do we mean when we
say “see”.
“see” means what the self is able to get
about a particular reality. This certainly
depends upon the level of activity of the self
through which this seeing is done.

For example, when we are working at the

level of selecting and tasting, then ‘seeing’
would mean what we are able to perceive
through tasting, through 5 senses- sound,
touch, sight, taste, smell; one of this being
the form of the unit. So, seeing the form of
an unit is just a part of the what we see
through tasting, and this itself is part (one of
the 5 levels) of activities of self.
18
...
To See
Form (u1) = shape, size, density of unit1

Property (u1, u2) = effect of unit1 on unit2

= recognition-fulfillment by unit1 with unit2

Seeing through sensation Body + Self (I)

 Form (shape, size, density…) Eyes, ears…
 Some part of property (effect on other unit) Selecting-Tasting

Seeing what is rational Self (I)

 Some part of property (effect on other unit) Selecting-Tasting, Analysing-Comparing

Seeing what is existential (essence) Self (I)

 Natural Characteristic (participation in larger order) Contemplation
 Innateness (self organisation) Understanding
 Co-existence (submergence - of units in Space) Realisation

19
20
 Details of the Four Orders
ORDERS UNITS ACTIVITY INNATENESS NATURAL INHERITANCE
4 voLFkk bdkbZ fØz;k /[Link] CHARACTERISTIC vuq’kaxh;rk
Lo;a esa O;oLFkk LoHkko O;oLFkk esa Hkkxhnkjh
(Self-organisation) (Participation)
Physical Soil, Formation - Existence Composition- Constitution
inkFkZ Metal Deformation vfLrRo Decomposition based
feV~Vh] /kkrq jpuk&fojpuk LakxBu&fo?kVu [Link] vuq’kaxh
Pranic Plants, "-“ + Respiration " + Growth " + Nurture-Worsen Seed based
izk.k Trees “olu&iz”olu iqf’V lkjd&ekjd cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body ", " in body Breed based
tho Birds “kjhj esa “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting/Tasting in I Will to live in I Cruelty, Non-cruelty in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk eSa esa Øwjrk] vØwjrk
Human Human "-“, " in Body ", " in Body ", " in body Education-
Kku Beings “kjhj esa “kjhj esa “kjhj esa Sanskar based
euq’; Imaging, Analysing, Will to live with f”k{kk&laLdkj vuq’kaxh
Selecting/Tasting in I continuous
fp=.k] fo'ys’k.k] happiness in I
p;u@vkLoknu eSa esa eSa esa fujarj Lkq[kiwoZd Tkhus Next Generation
dh vk”kk
Potential for Perseverance, Bravity,
Right Feeling & Thought Generosity… in I Human
Contemplation,
lek/kku eSa esa /khjrk] ohjrk] mnkjrk]]] Education-
Understanding &
Right Understanding Kku sanskar
Realisation in I
le>us dh {kerk eSa esa
21
Nature = Collection of Units = 4 Orders
The presence of Self (I) is To understand the other three orders, right
indicated by understanding of the Human Order is required,
otherwise over-evaluation, under-evaluation or
1. the presence otherwise-evaluation of the other orders keeps
of the activity of Assuming taking place.
Recognizing, Fulfilling
2. Developed part of the
Body that can communicate Bio Order
with the Self – Brain Plants, Trees
izk.k voLFkk
isM+] ikS/ks Assuming,
3. Can take signals from HB
Recognizing, Fulfilling Recognizing, Fulfilling

Physical Animal Order

Self (I) +
Order Animals, Birds Body
Soil, Metal tho voLFkk
inkFkZ voLFkk i”kq+] i{kh
feV~Vh] /kkrq

Human Order
Human Being Assuming,
Kku voLFkk Recognizing, Fulfilling
Self (I) + Body euq’; Potential for Knowing, Assuming,
Recognizing, Fulfilling
22
Question(s): Space Response
• Why study something which has no activity? • It is a reality (not something) which is ‘no
activity’, but, in which every activity is taking
place, through which every activity is related
to every other activity, as discussed before.

• Participation is defined wrt a unit, which is in

• Value is the participation in the larger order. the process of becoming, it has to participate
So, what is the value of space? And if no in terms of certain activities at the level of
value, then why to study it. this unit wrt to the activities in the other unit.
When it comes to Space, it is complete in
itself, it is not an activity, so, there is no
process of becoming and hence,
participation can not be defined in the sense
we are talking about here. But, it is important
to understand It as It is the base in which
every activity is taking place, through which
every activity is related to other activity.
23
Question(s): Space Response
• Space is omnipresent. Is it omnipotent too? • Space is all-pervading, therefore, it is said to
If it is a systematic unfolding, then isn’t the be omnipresent.
co-existence the doer also? As regard omnipotent, let us try to understand
the followings –
1. Space is no-activity, therefore, it is not the
one taking decision, in that sense it is not
the “doer”.
2. But, all the activities are taking place in
Space, in co-existence in Space, in that
sense it is at the base of all activities, all
that is happening in nature.
As proposed, all that we see in nature, is the
systematic unfolding of co-existence, of units
submerged in space; in this sense, co-
existence is the basic cause, fundamental
cause of all that we see in nature. However,
24
Question(s): Space Response
• Space is omnipresent. Is it omnipotent too? • …when we say doer, it involves taking a
If it is a systematic unfolding, then isn’t the decision which is an activity of
co-existence the doer also? consciousness unit, which of course is an
unit borne out of this process of unfolding of
co-existence. So, the consciousness unit
which is taking the decision is the doer.

25
Question(s): Submergence Response
• All units are supposed to be activity. If you • All unit are activity, activity is going on in
look at a stone there is nothing going on in it, every unit. However, it may be gross or
then how is a stone activity? Also how is it subtle. Depending upon our capacity to see,
active, because it is not moving or anything? we are able to observe these activities (as
discussed before). If we seeing at the lower
level of activities of the self, then we can
only see the gross activities, but, as we start
seeing from higher and higher activities of
the self, we can see subtler and subtler
activities taking place in nature. At the level
of understanding, we can see the subtlest
activity, and at the level of realisation, we
can even see the space which is no activity.
Now, when we look at the stone through
lowest level of activity that tasting through
sight, we do not see gross activity and
therefore we conclude that there is no activity.
26
Question(s): Submergence Response
• All units are supposed to be activity. If you • …However, if we start analysing it, we can
look at a stone there is nothing going on in it, see that this stone is made of molecular
then how is a stone activity? Also how is it structures binding together which itself is
active, because it is not moving or anything? activity, further, these molecular structures
themselves are activities and so on.

• How can we say that unit is self-organized • Let us look at earth, the earth is in space. It
by virtue of co-existence? is self-organised in space, by the very
design of co-existence, of units submerged
in space. Is some one organising it?
Similarly, look at an atom, the atom is in
space, it is self-organised in space and it is
recognising its relationship with other atoms
and forming molecules. Now, are these
atoms self-organised in space or someone is
organising them?

27
Question(s): Submergence Response
• How are units recognizing if they do not have • As we have studied, while discussing about
a Self? human being, that material units have
activity of recognizing and fulfilling while
consciousness units have activity of knowing
and assuming over and above recognizing
and fulfilling. So, as far as recognizing and
fulfilling is concerned, it is there I every unit,
whether material or consciousness; only for
knowing and assuming, we need to have a
self, the consciousness unit.

28
Energy in Equilibrium (balance) Energy in non-equilibrium (relative)
No activity Activity
Space Unit

Material Unit Conscious Unit

Energy is available to all (units) Interplay, exchange of energy

All units are interrelated in space Recognises, fulfils relationship
Knowing, assuming
recognising, fulfilling

Min: primordial activity…

combining to form more and more complex
activities (grosser)

29
Question(s): Energy Response
• Earth gets energy from the Sun. So, how is it • Earth is revolving around its axis, is it
self-energized? because of the sun? further, earth is
revolving around sun, is it because of the
sun? what we are proposing is that the earth
is energized in space, so there are certain
activities going on in the earth, similarly, the
sun is energized in space, so there are
certain activities going on in the sun, and
with that there is some recognition and
fulfillment in relationship between the two
because of which, there are certain activities
taking place. So, each one of them have to
be understood separately and then together.
Let us now ask- where is the sun getting
energy from? From fission reaction, then
where is hydrogen atom getting energy
from? Ultimately, we have to say that
hydrogen atom is energised in space. 30
Question(s): Energy Response
• The entropy of the universe is continuously • We need to reflect over this statement-
increasing (second law of thermodynamics). “entropy of the universe is continuously
That means it is leading to more and more increasing“. Does this apply to units
disorderly state or chaos. How come we are belonging to all four orders or only to units
saying existence is co-existence, is in belonging to physical order. For example,
harmony? when a plant is assimilating food from soil
and digesting it to make a part of it, is it
getting more orderly or chaotic? Digested
food becoming a part of the whole plant is
certainly getting more organised, more in
harmony with the plant then before; so,
overall whether the orderliness, harmony is
increasing or decreasing, this we have look
deeper and try to understand. Now, when it
comes to human being, what is naturally
acceptable to us- harmony or disharmony,
order or chaos? While going through the
31
Question(s): Energy Response
• The entropy of the universe is continuously • ...process of understanding of harmony at all
increasing (second law of thermodynamics). levels, we have seen that there is harmony
That means it is leading to more and more at the level of first 3 orders, and human
disorderly state or chaos. How come we are being has natural acceptance for being in
saying existence is co-existence, is in harmony, and human being can also be in
harmony? …continued harmony by understanding the harmony in
nature/ existence and living in harmony with
it. So, the very design of nature/ existence is
that of harmony, order and co-existence, not
of disharmony, chaos and struggle. So, in
the light of this, we have to relook at the the
statement- entropy of the universe is
continuously increasing.

32
Question(s): Time Response
• What is time? • Time has to defined in respect of two
different types of realities- one which is not
changing with time, another which is
changing with time. When we are talking
with respect to reality which is not changing
with time, then we can only say that it is ever
present wrt to time. On the other hand,
when we are talking with respect to reality
which is changing with time, then we can talk
about time wrt the change in that reality;
for example, if the earth is revolving around
the sun, we can define one revolution of
earth around the sun as one unit of time- a
year in this case, if a pendulum is oscillating,
we can define one oscillation of pendulum as
one unit of time- one second and so on .

33
Question(s): Time Response
• There is impermanence? How is space ever • There is impermanence in the units of
present? material as its form itself is changing. When
it comes to unit of consciousness, its form
(structure) is continuous in time. However,
at the level of activities, there may still be
some change. As far as activities of
imagination is concerned, it may keep
changing unless it is guided by the higher
level of activities, particularly, the activity of
realisation. So, There is permanence at the
level of activity of realisation. Further, when it
comes to space, it is no activity, therefore,
there is no possibility of change anyway,
hence, it is permanent in nature. In fact,
space is invariant over both time and space.

34
Temporary, Continuous and Ever-Present
Existence vfLrRo ¾ Co-existence lg&vfLrRo
Ever Present fuR; orZeku
Units Submerged in Space
bdkbZ;ka lai`Dr O;kid
Limited in Size lhfer vkdkj Unlimited vlhe All Pervading
Activity, Active fØ;k] fØ;k'khy No Activity fØ;k”kwU; ¼“kwU;½

Material tM+ Consciousness pSrU;

Recognising, Knowing, Assuming,
Fulfilling Recognising, Fulfilling
Ever
Temporary Continuous Unbounded in Time & Space
vfuR; fujarj fuR;

35
Unchaning and Changing
Space is unchanging

World of consciousness
1. Structure of the Self is not changing
2. The highest activities of the Self is not
changing

3. The lower activities of the Self are changing

(when they are not guided by the higher
activities)

World of material is changing

+ primordial activity (mahat tatva) is

unchanging
36
Question(s): Time Response
• If everything is going to end anyway, why • Not everything is going to end! As explained,
bother? Just enjoy and be merry! the unit of consciousness continues to be
and depending on whether its lower activities
are guided by realisation or not, it is in a
state of harmony and happiness or
contradiction and unhappiness. If we desire
for happiness in continuity, we have to keep
working on awakening to the activity of
realisation and ensuring that lower activities
are in line with it. That will be a state of joy,
state of bliss, otherwise we suffer in the
hope of joy..

37
Impermanence & Permanence (Ever Present)
Time Bounded Unbounded Unbounded
Size / space Limited Limited Unlimited
Material Consciousness Space
जड़ चैत य शू य, यापक
Temporary Continuous Ever
अन य नरं तर न य
Activity Activity No Activity
या या याशू य

Body Self (I) Space

Sensation
Physical Facility

Imparmanent "Permanent" Permanent

in time in time & space
38
Living in the Present Living in the Ever Present
• Regret of Past • Evaluating Past on the basis of co-existence
(no regret)

• Fear of Future • Planning Future on the basis of co-existence

(fearlessness)

• Opposition for Present • Living Now on the basis of co-existence

(mutual fulfillment with units)

We tend to recall past when the present is We tend to think of the future when the
not engrossing and present is not engrossing and
- some happy event (to draw happiness) or - we want to plan for the future course of
- there is some regret action or
- when there is an apprehension /
We tend to to be engrossed in the present
uncertainty about the future
when
- we are in harmony within and We are not engrossed in the present when
- making effort for harmony outside - we are in dis-harmony within
39
Question(s): Sound, Vibration… Response
• What is sound? • There are 5 senses in human being- sound,
touch, sight, taste and smell (through ears,
skin, eyes, tongue and nose). With respect
to these 5 senses, we have categorised the
external inputs into these 5 categories. So,
sound is the activity (vibration) which is
sensed by the ears. Later on, it is
generalised for certain range of vibrations
(described in terms of frequency and
intensity).

40
Question(s): Sound, Vibration… Response
• They say that first there was sound… a • As we mentioned, there is whole range of
primordial sound… activity ranging from very gross to very
subtle. The subtle most activity which can be
sensed by the self, (but, which can not be
identified as definite unit) is called the
primordial activity and the sound of this
activity is called primordial sound. This
primordial activity in space forms the basic
building block for all the grosser activities,
ultimately all the units in nature, in existence.

41
Question(s): Creation Response
• How did it all start? There is a theory of the One of the thesis is that this primordial activity
Big Bang regarding creation. in space forms the basic building block for all
the grosser activities, ultimately all the units in
nature, in existence. This co-existence of
primordial activity in all-pervading space
expresses itself in the form of grosser and
grosser activities and all that we see in nature
is the natural unfolding of this co-existence.
One interesting thing about this thesis is that
all the gross and the subtle activities are
existing together and we can see them
depending upon our level of activities of the
self as mention before.

42
Question(s): Creation Response
• This existence is so big… unlimited and Existence is big no doubt, but in essence it is
human being is so small. So how can we units submerged in space, which can be
understand the whole existence? realised by the self, further, units are of two
types, material and consciousness, and they
can be understood. Similarly all the units in
nature can classified in terms of four order and
they can be understood by human being. But,
this is so for the essence; as far as description
is concerned, that seems to be endless but,
we can learn about the necessary details as
and when required.

43
44
Question(s): God Response
• In all this, so far there is no mention of God. There are two major notions of God.
What is God, according to you? One is God (with a big G)
= Space, the all pervading
(all pervading, but no activity, not a doer)

god (with a small g) i.e. god

= a Self with the right understanding and
right feeling; a realized Self
It is a unit and not all pervading.
This god, as a realised self, can be source
of inspiration for us

45
Question(s): Response
• Once a person dies, what happens to the • What we can explore presently is that when
Self? we are there as human being, what is the
status of the self and the body. Does the
being of the self dependent on the body or
the being of the self is there not depending
on the activities of the body? Let us look at
the activities of the self, like thought, we
always keep thinking, whether we are
interacting with body or not, even when we
are not reading any sensation from the body
or giving any instruction to the body, thinking
goes on. When the body falls sick, activity of
thinking does no go down. So, activities of
the self is not dependent on the activities of
the body.

46
Question(s): Response
 Bondage? To live with sorrow.
ca/ku & nq[k iwoZd thukA

• Salvation? Freedom from sorrow.

eks{k & nq[k ls eqfäA

• Swatantrata? To live with continuous happiness.

Lora=rk & fujarj lq[kiwoZd thukA

47
Ishwar (Space) bZ”oj ¼”kwU;½

- is no activity, is not the doer fØ;k”kwU; gS] drkZ ughaA

- is constant energy, is not omnipotent lkE; ÅtkZ gS] loZ”kfäeku ughaA

- is reflecting, transparent, is not the knower. It is the ‘I’ who can know/ who knows.
ikjn”khZ gS] Kkrk ugha gSA eSa Kkrk gSA

- has self-organization available, is not the organizer or controller. “kwU; esa fu;a=.k miyC/k gS]
fu;ark ugha gSA

- is the basis of Atma to know the entire existence, in this sense it is Paramatma. “kwU;
vfLrRo Kku ds fy, vkRek dk vk/kkj gS] bl vFkZ esa ijekRek gSA

48
Question(s): Response
 How do you define theist and atheist As I see it , theist is one who knows what
exists and accepts, and atheist is one who
assumes without knowing what doesn’t
exist.

49
Lecture 22
The Holistic Perception of
Harmony in Existence
2
Harmony in Existence vfLrRo esa O;oLFkk
Existence vfLrRo = CO-EXISTENCE
lg&vfLrRo
Units Submerged in Space Ever Present
bdkb;ka lai`Dr “kwU;
Limited in Size lhfer vkdkj Unlimited vlhe
(All Pervading, O;kid)
Activity, Active fØ;k] fØ;k'khy No Activity fØ;k”kwU; ¼“kwU;½
1. Energised in Space (“kwU; ds lg&vfLrRo esa ÅftZr gS)
2. Self organised in Space (“kwU; ds lg&vfLrRo esa fu;af=r gS] Lo;a esa O;oLFkk gS)
3. Recognises it's relationship,
Fulfills its relationship with every other Unit in Space
(“kwU; ds lg&vfLrRo esa ijLijrk dks igpkurh gS] fuokZg djrh gS
cMh O;oLFkk esa Hkkxhnkj gS] lexz O;oLFkk esa Hkkxhnkj gS)

3
 Existence
(= Co-existence = Units submerged in Space)

Units (Nature) Space (All-pervading)

Limited in size Unlimited
This is already in harmony
Activity No activity
Self-organized
Energized
Recognises the relationship and fulfills

Material tM+ Consciousness (Self) pSrU;

Temporary Continuous
Recognising, Fulfilling Knowing, Assuming,
Recognising, Fulfilling

Physical Order Bio Order

+
Animal Order
Atom Cell Only this part is remaining
+ And it has to happen in the
Molecule Plant
Human Order Self by the Self

Linear – Not Cyclic

Development
Molecular Structure Animal Body Right Understanding &
Right Feeling

Lump Fluid Human Body

No Development Definite Human Conduct

Cyclic uf”pr Ekkuoh; vkpj.k
Now we can see that…
Happiness is an indicator, a feedback, that we
- have understood harmony and at all 4 levels of our being
- live in harmony

Unhappiness is an indicator, a feedback, that we

- have not understood harmony and at one or more of the 4 levels
- do not live in harmony of our being

Our role is to make the effort for excellence

- to understand harmony and at all levels of our being
- to live in harmony 1. In the Self, as an Individual
2. In Family
3. In Society
Continuous happiness 4. In Nature/Existence

This is our role in existence …

5
Program for Human Being (Our Role in Existence)
Existence is Co-existence

Human Being is by virtue of Co-existence; embedded in Co-existence

All the Human Being needs to do is

1. To understand Co-existence and
2. To live in Co-existence

6
Program for Human Being (Human Role in Existence)
Human beings have two important things to do:

1. To understand the co-existence

1.1. To understand co-existence – Knowledge ( ान)
1.2. To ensure the feeling, thought of co-existence – Resolution (समाधान)

2. To live in co-existence
2.1. To live in co-existence with human-beings
–family to world family – Undivided Society (अखंड समाज)
2.2. To live in co-existence in nature
–family order to world family order – Universal Human Order (सावभौम यव था)

By these two being ensured by human beings, the result will be Undivided Society and Universal Human
Order on Earth, in which Harmony and peace are very natural outcomes
(and there is every provision in Existence for it)

7
Deluded Self: Imagination on basis of Sensation & Preconditioning
Self verification on the basis
Power Dynamic Activity State Activity of Natural Acceptance
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization
lgt Loh—fr ds vkËkkj ij
B1
Áek.k vuqHko 3 tkap dj
Self (I)

Preconditioning
2. Determination Understanding
1
ladYi cks/k
eSa

ekU;rk 3. Desire Imaging Contemplation

bPNk fp=.k fparu
4. Thought Analysing Comparing B2 Unguided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Unguided
vk'kk p;u vkLoknu Sensation

Body 'kjhj 2 Sensation

Behaviour O;ogkj Work dk;Z
ekuo Lakosnuk
Other nwljk Human Rest of Nature
euq";srj iz—fr
8
Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1
Áek.k vuqHko lg&vfLrRo
Self (I)

2. Determination Understanding Harmony in Nature

ladYi cks/k O;oLFkk
eSa

3. Desire Imaging Contemplation Participation in Larger

Order, Relationship
bPNk fp=.k fparu O;oLFkk esa Hkkxhnkjh
4. Thought Analysing Comparing Co-existence, Harmony,
B2 Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Goal, Value
Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
9
Realisation of Co-existence & it’s expression – Universal Human Order

REALISATION
WITHIN

Human Tradition
ekuoh; ijaijk
Mutual Happiness Mutual Prosperity Fulfillment of Human Goal
mHk; lq[k mHk; le`f) Ekkuo y{; dh iwfrZ
Undivided Human Society EXPRESSION Universal Human Order
v[k.M ekuoh; lekt OUTSIDE lkoZHkkSe ekuoh; O;oLFkk
10
 Existence Universal
(= Co-existence = Units submerged in Space)
Order
Units (Nature) Space (All-pervading)
Limited in size Unlimited सावभौम
यव था
Activity No activity
Self-organized
Energized
Recognises the relationship and fulfills

Material tM+ Consciousness(Self) pSrU;

Temporary Continuous
Recognising, Fulfilling Knowing, Assuming, + +
+
Recognising, Fulfilling
Animal Order
Human Order

Physical Order Bio Order

Linear – Not Cyclic

Atom Cell

Development
Molecule Plant

Molecular Structure Animal Body

Lump Fluid Human Body

No Development
Cyclic
Role of Human Being
1. Realise the co-existence
2. Ensure universal human order

Societal
Transformation
Through
Personal
Transformation
Level. Name Sum Up Relationship Details

4b. Existence Co-existence Co-existence

Potential for human being to realise
4a. Nature Mutual Fulfillment Harmony, relationship
4 orders Potential for human being to be in harmony
3. Society Right Understanding and Human-Nature relationship
Right Feeling, Potential, through participation of individuals and families in
Prosperity, various societal systems
Fearlessness (Trust),
Co-existence
2. Family Feeling of Co-existence Human-Human relationship
Trust, Respect … Love Potential for right feeling in the Self – mutual happiness
1b. Individual Co-existence of Self-Body relationship
Human Being Self and Body Potential for feeling of self-regulation
1a. Self Continuous Happiness = Will to live with continuous happiness
Happiness, Peace, Potential for right understanding,
Satisfaction, Bliss… right feeling and right thought

Universal Human Values Mutually fulfilling behavior, work and participation…

Universal Human Order: Dynamics
Conduct that ensures
continuity of mutual Human
happiness & Conduct
prosperity
Education that
ensures the
development of the
competence to live
with
Definite
Human Human Human Human
Constitution Education
Nature of Tradition Conduct
society
Entry Point
of people living
together in a
relationship of
mutual fulfillment

Universal
Human The society in which
Order Human Goal
is realised
14
Practice Session after Lecture 22
1. Observe your Self.
Are you in space?
Are you getting energy from the body?
Is your energy dependent on the body?
When your body is sick, does your energy to think diminish?
Are you energised in space?
Are you being dictated by the body?
Are you self-organised in space?
Innately, you have a natural acceptance for co-existence, harmony and relationship.
To understand and live in co-existence, harmony and relationship is the scope of your full
potential, your full possibility as a human being.
Find out if that is the case for you.

2. Make a chart for the whole existence. List down different courses of studies and relate them
to different realities in the existence (such as plants, human mind, animals etc.).

15
Expected Outcome
The students are able to obtain a holistic vision about the existence.
It is in the form of co-existence, rather than a chaos.
Every unit is energized, self-organised and is participating with other units in an orderly manner
for mutual-fulfilment.
It is only the human being without right understanding that is violating this underlying co-
existence.
They are able to appreciate the need to understand the co-existence in existence.

16
FAQs for Lecture 22
The Holistic Perception of Harmony in Existence
Questions?
 When I start paying attention to this depth, I lose control over the outer world. How to balance
it?

 What is ‘living in the present’?

…

18
Quiz
Self Reflection
Question(s): Response
• How do we go about ensuring right • Let us first try to understand what meditation
understanding? Is Meditation helpful in this? is, and then we can see how it may be useful
What is Meditation? in ensuring right understanding:

21
FAQ: Meditation (Paying Attentiion): To See The Reality As It Is
Paying attention (focus on some reality) Process of paying attention
To see the reality as it is (5 aspects of reality) Purpose of paying attention
- Form, property can be seen by the self through the body
- To see the other 3 aspects viz. natural characteristic, innateness, co-existence you have to look within &
every self has the potential to see these directly

Realisation of Co-existence

Feeling of Love Outcome of paying attention

Expression of Love, i.e. Living with Compassion

If the purpose of meditation is clear & the object of attention is within (B1), it can lead to awakening to
contemplation, understanding and eventually realisation

If the object of attention is outside or it is B2, it does not yield any significant results, however elaborate the
process of meditation may be. One continues to live at the level of B2

22
FAQ: Meditation: To See The Reality As It Is
Example: 4 steps in Vipassana Meditation
1. Kaya Focus on body
2. Vedana " sensation
3. Sanskar " sanskar (B2)
4. Dhamma " underlying laws (Co-existence)

Example: Ashtang Yoga

1. Yam laws of how we relate to the external world
2. Niyam laws of how we relate to ourselves, the inner world
3. Asan balancing of the body parts and organs
4. Pranayam balancing of breathing, the life force energies
5. Pratyaharapaying attention to one's self, Withdrawal of senses from their external objects
6. Dharana paying attention to (Concentration of the Chitta upon) a object, a reality
7. Dhyan continuity of paying attention- Meditation
8. Samadhi direct observation of the reality- Oneness with the object of meditation (Co-
existence)
23
FAQ: Meditation: To See The Reality As It Is
Paying attention is primary or object of attention is primary?

For example, a thief knows how to concentrate. He does pay attention to something he
considers valuable

You are also concentrating on what you consider valuable. For example
- If money is important for you, you keep track of your bank balance
- If relationship is important for you, you keep track of trust

It is the object of focus that is significant and not just the method of concentration. If you can
realise that you are significant, then you will pay attention to your Self(I)
- You will become aware of what is going on in your desire, thought & expectation
- You will become aware of your natural acceptance (so whenevery you decide, it will be on the basis of
your natural acceptance)

So essentially we are talking about meditation every moment. Living with awareness, of reality as
it is, every moment
24
Question(s): Response
• They say “live in the present”… is that the
way to right understanding?

25
26
Living in the Present Living in the Ever Present
• Regret of Past • Evaluating Past on the basis of co-existence
(no regret)

• Fear of Future • Planning Future on the basis of co-existence

(fearlessness)

• Opposition for Present • Living Now on the basis of co-existence

(mutual fulfillment with units)

We tend to recall past when the present is We tend to think of the future when the
not engrossing and present is not engrossing and
- some happy event (to draw happiness) or - we want to plan for the future course of
- there is some regret action or
- when there is an apprehension /
We tend to to be engrossed in the present
uncertainty about the future
when
- we are in harmony within and We are not engrossed in the present when
- making effort for harmony outside - we are in dis-harmony within
27
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29
30
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Copy Drawings from Here

C:\Users\Rajul Asthana\Documents\Zoom\2021-02-17
06.13.14 Refresher Workshop for Resource Persons &
Potential RP on Universal Human Values 85232103346

36
UHV-II: Universal Human
Values – Understanding
Harmony and Ethical Human
Conduct
Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics
Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics
(6 lectures and 3 tutorials/ practice sessions)
Lecture 23: Natural Acceptance of Human Values
Lecture 24: Definitiveness of (Ethical) Human Conduct
Tutorial 12: Practice Session PS12 Exploring Ethical Human Conduct
Lecture 25: A Basis for Humanistic Education, Humanistic Constitution and Universal Human Order
Lecture 26: Competence in Professional Ethics
Tutorial 13: Practice Session PS13 Exploring Humanistic Models in Education
Lecture 27: Holistic Technologies, Production Systems and Management Models-Typical Case Studies
Lecture 28: Strategies for Transition towards Value-based Life and Profession
Tutorial 14: Practice Session PS14 Exploring Steps of Transition towards Universal Human Order

It may be pertinent to mention that this course also presents a rather ‘unconventional’, but more fundamental
approach to professional ethics where the major focus is on the development of the ethical competence of the
individual rather than relying only on codes of conduct, oaths, whistle-blowing etc.

2
Recalling: Holistic Value-based Education
Human education-sanskar (मानवीय श ा-सं कार)

Universal Human Values (UHV) Time tested

Humane world vision Universal in education
(मानवीय ि ट) Rational at National
Verifiable level
Human values (participation in larger order) Leading to Harmony
मानवीय मू य ( यव था म भागीदार ) Case studies of Human Thought, Human
Culture, e.g. from IKS
Skills for living with human conduct World-class value guided skills – Education
(मानवीय आचरण पव ू क जीनेके लए हुनर) and practice (nature friendly and human friendly)
People competent to contribute to a human society, culture, civilisation
Human society, An equitable and just society
human culture, civilisation (village… block… city… district… state… Nation)
(मानवीय समाज व यव था,
National development
मानवीय सं कृ(त, स*यता) (in harmony within and with other nations,
complimentary to other nations)
3
Placement of Professional Ethics
World-vision based on Understanding / Preconditioning

Values = role in larger order, participation in larger order, feeling

Policy = thought of how to interact with the world outside

Character = conduct, interaction with the world outside

Professional Ethics = principles, guidelines, rules, norms about how to interact in profession,
with all stakeholders

4
Placement of Module 5
Understanding Harmony
Modules
Feeling of relationship 1-4
mutual fulfilment, values

Thought Principles and

Guidelines for
Ethical Human Conduct
Module 5
Behaviour Ethical behaviour
Work and Ethical work (examples and
Participation Ethical participation case studies…)

Outcome Continuous happiness at individual level and

expected Fulfilment of human goal at societal level

5
Summary of Lectures 23-25
7
For more details
UHV-II: Universal Human Values – Understanding Harmony and Ethical Human Conduct
A one-semester 3-credit mandatory course in the AICTE Model Curriculum 2021

Presentations, Handout of Class Notes:

[Link]

Recordings on YouTube: Professional Ethics lectures of UHV-II Lectures 23-28

[Link]
wZf0RypK

8
Lecture 23: Natural Acceptance of
Human Values
Basis for Universal Human Values
Recap
 In previous lectures, we concluded by identifying co-existence in the entire
existence.
 In the following lectures, we will try to understand how right understanding
provides the basis for universal human values enabling their natural
assimilation.

10
Natural Acceptance of Human Values
 Based on our understanding of harmony, we participate in the larger order.
 Our participation at different levels is our value.
 The identification of values is based on realisation and understanding.
 The participation of the human being is in the form of behaviour and work.

 We studied about the values of behaviour as the nine values in relationship:

trust, respect, affection, care, guidance, reverence, gratitude, glory and love.
 It results into mutual happiness

 Likewise, work with material things, ensuring their right utilisation, enrichment
and protection is our value.
 It results into
prosperity for human being and
preservation of the rest of nature (enrichment, protection and right utilisation)
11
Consolidated List of Human Values
1. In the Self – Continuous happiness- Happiness, Peace, Satisfaction, Bliss
2. In Human Being- with Body- Feeling of self-regulation in self, health in body
3. In Human-Human Relationship – Justice
(established values- trust,… love + expressed values- … compassion)
4. In Human-Rest of Nature Relationship – Prosperity in human being, preservation (enrichment,
protection and right utilisation) of rest of Nature
5. In Universal Human Order – participation in different systems -Perseverence, Bravity, Generosity,
Kindness, Beneficience, Compassion –

The value of a human being is something definite

In that sense, human values are definite
The participation of a human being living with human consciousness is definite – in the Self, in human-
human relationship, in human-rest of nature relationship and in the human society (universal human
order)

NOTE: That definite participation can be described in multiple ways

This is one description of that definite participation (human values)

12
Universal Values Naturally Emerging from the Right Understanding
 From earlier discussions, we can easily infer that there is an innate harmony
and orderliness in the existence.
 The human beings only need to understand it (and not to create it).
 The universal human values are manifestations of the truth of existence, i.e. co-
existence, in various dimensions of human participation in the existential order.
 These values are naturally acceptable to all human beings and conducive to
human happiness (an wellbeing of all).
 Only our ignorance leads to all the difficulties and confusions in appreciating
and inculcating these universal values.

13
Development of Human Consciousness
 As explained earlier, the journey towards right understanding in fact brings a
transformation in the human being from ‘animal consciousness’ to ‘human
consciousness’.
 In ‘animal consciousness’, we give first priority to physical facility.
 But as we transform to the human consciousness, we are able to base our
thoughts and activities on right understanding, give relationship a higher priority
than physical facility, identify our physical needs and ensure it through cyclic
and mutually enriching production processes, thereby enriching rest of the
nature as well.

14
Implications of Value-based Living
 At the level of individual:
 Transition towards happiness and prosperity, slowly getting rid of the contradictions and
conflicts within through self-exploration and thus getting rid of the tension, frustration,
depression, one-upmanship, psycho-somatic disorders etc. facilitating definite human
conduct.
 The feeling of self-regulation will reduce the occurrence of diseases and in turn the feeling
of insecurity. This will help the individual lead a more fulfilling life.
 At the level of family:
 Value-based living facilitating peace and harmony in the family, with more occurrences of
just and fulfilling behaviour raising the feeling of togetherness in the families and reducing
the family feuds.
 People will feel prosperous and the feeling to nurture others will grow in the families.
 Such harmonious living will also help reduce the consumerist behaviour in family
celebrations like marriages, parties and other social functions.

15
Implications of Value-based Living…
 At the level of society:
 Mutual trust and fearlessness developing in the society, reduction of discrimination on the
basis of body (in terms of gender, age or race), physical facility (in terms of wealth or posts)
and beliefs (in terms of isms, sects, etc), solution emerging to problems like terrorism,
communalism and international conflicts etc.
 The feeling of undividedness will grow in the society.
 Fulfilment of human goal will start getting to the fore in our plans and projects at all levels
and gradually a human order based on trustful relationships will slowly emerge.
 At the level of nature:
 Human order fulfilling all the other three orders of nature, problems of pollution and resource
depletion being handled smoothly when people are able to judge appropriately their needs
for physical facility themselves and the mode of fulfilment is eco-friendly.
 Better methods of farming and production will help cut down problems of greenhouse gases,
ozone depletion, ecological imbalance, etc.
 The various species of animals and birds can be saved from extinction and forests can be
replenished.

16
Key Takeaways
 Human Values are naturally acceptable

 Living with Human Values leads to mutual happiness and mutual prosperity
 Value-based living is a natural outcome of the right understanding.

 Its implications can be seen at all levels of living of human being.

17
Why ethics when right understanding is already ensured?

Details helpful for review of conduct, for sharing…

For Children, who are in the stage of following, discipline

Ethics
- How we express, how we fulfil..
- Not only about restrictions

18
Lecture 24: Definitiveness of (Ethical)
Human Conduct
Definitiveness of Ethical Human Conduct
Harmony at Different Levels Expression & Achievement
Harmony at the level of Self Happiness
Harmony of the Self with the Body Feeling of self-regulation at the level of Self
and
Health at the level of body
Harmony in the family, in human-human Mutual happiness, trust, fearlessness…
relationship justice

Harmony with rest of nature Mutual prosperity – prosperity in human

being and preservation of rest of nature

Harmony with the whole of nature/ Co-existence (mutual fulfilment) with entire
existence Nature

20
Definitiveness of Ethical Human Conduct- View 1

vuqHko& Lo;a esa

Realization- Within

Human Tradition
ekuoh; ijaijk
Mutual Happiness Mutual Prosperity Fulfillment of Human Goal
mHk; lq[k mHk; le`f) Ekkuo y{; dh iwfrZ
Undivided Human Society vfHkO;fDr& ckgj Universal Human Order
v[k.M ekuoh; lekt Expression- Outside lkoZHkkSe ekuoh; O;oLFkk 21
Definitiveness of Ethical Human Conduct- View 1
As described in the last diagram,
It all starts with
realisation of co-existence and completes with
participation in the universal human order with
right feelings, right thought and
mutually fulfilling behaviour & work in between *

* We have already discussed this in quite details in previous lectures, hence we

will not take up the details here.

22
Definitiveness of Ethical Human Conduct- View 2
The ethical human conduct can be further grasped in terms of
 Values,
 Policy and
 Character

23
Values, Policy and Character – Ethical Human Conduct
 Human Values – Understanding "What to do as a human being" and
"What not to do as a human being"

 Policy – Detail, thought of "how to do" Human Constitution

Includes plan, program, implementation, results, evaluation
 Policy for enrichment of Self (I), Body, Physical Facility (Human Economics)
 Policy for protection of Self (I), Body, Physical Facility (Human Politics)
 Policy for right utilisation of Self (I), Body, Physical Facility (Human Sociology)

 Character –
 Compassionate behaviour, work and participation in larger order
 Rightfully acquired wealth
 Chastity in conjugal relationship

24
Values
 Understanding "What to do as a human being" and "What not to do as a human
being" *1
 Understanding of role of Human Being in Existence
 Once we have the right understanding (of relationship, harmony and co-
existence), we are able to see our natural participation or values at all levels of
being – from individual, to family, society, nature/existence.
 This participation or the human values are definite and form the basis of our
ethical human conduct.

*1 To be able to distinguish between “source of continuous happiness and

temporary excitement”…
25
Values
Value of a unit is its participation in the larger order
(larger order = larger, harmonious system)
e.g. Value of pen is that it helps to write
(participation in education)
Value of water is that it quenches thirst
(participation in health)

Similarly,
Your value wrt to yourself is your participation in the harmony within you (in the Self).
Value of your body is participation in your external activities as a harmonious human
being.
Your value in the family is your participation in the harmony in the family.
Your value in the society is your participation in the harmony in the society.
Your value in the nature is your participation in the harmony in the nature.
Your value in the existence is your participation in the co-existence.
In this course, we tried to explore the universal values of a human being.
26
Level. Name Relationship / Potential- Details
Sum Up Values
4b. Existence Co-existence Co-existence
Potential for human being to realise
4a. Nature Mutual Fulfillment Harmony, Relationship
Potential for human being to be in harmony

3. Society Right Understanding, Human-Nature relationship

Prosperity, Fearlessness Potential, through participation of individuals and
(Trust), families in various societal systems
Co-existence
2. Family Feeling of co-existence Human-Human relationship
Trust, Respect … Love Potential for right feeling in the Self – mutual
happiness
1b. Individual Co-existence of Self and Body Self-Body relationship
Human Being Potential for feeling of self-regulation
1a. Self (I) Continuous happiness = Will to live with continuous happiness
happiness, peace, satisfaction, Potential for right understanding, right feeling and
bliss right thought
 mutually fulfilling behavior and work
Universal Values 27
Policy
 Thought of how to express (live with) Human Values
 Detail, thought of "how to do" Human Constitution
Includes plan, program, implementation, results, evaluation
o Policy for enrichmentof Self (I), Body, Physical Facility
(Human Economics)
o Policy for protection of Self (I), Body, Physical Facility
(Human Politics)
o Policy for right utilisation of Self (I), Body, Physical Facility
(Human Sociology)

Priority
Right utilization
Protection
Enrichment

28
Policy – Detail, thought of "how to do"–Human Constitution
Includes plan, program, implementation, results, evaluation
 Policy for enrichment of Self (I), Body, Physical Facility (Human Economics)
 Policy for protection of Self (I), Body, Physical Facility (Human Politics)
 Policy for right utilisation of Self (I), Body, Physical Facility (Human Sociology)

Policy for right utilisation (priority1)

Of Self (I) Policy for investing the Self (I) for understanding and living in harmony
at all levels

Of Body Policy to ensure that the body is used for ensuring right understanding
and right feeling in the self as well as its authentication in living, including behavior,
work and participation in larger order

Of PF Policy to ensure the use of PF for nurturing, protection and right

utilisation of the body. Policy for right utilisation of physical facility for relationship and
societal order
29
Policy for Protection (priority 2)
For Self (I) Policy for ensuring conducive environment for the Self (I) for
understanding and living in harmony at all levels and protecing from unfavourable
environment

For Body Policy for ensuring shelter, clothes…

For PF Policy for preservation, proper storage…

Policy for Enrichment (priority 3)

For Self (I) Policy for education-sanskar, adult education, other efforts (such as
development of sanskar through societal functions, ceremonies…), for understanding
and living in harmony at all levels in the Self (I)
For Body Policy for intake-lifestyle to ensure health of body

For PF Policy for production with right process & right skills

30
Character
 Expression of Human Values in Behavior, Work and Participation in the Larger
Order
 This can be understood in terms of the following:
 Rightful acquisition and utilization of wealth – by way of labour, using cyclic and
mutually enriching production processes.
 Compassionate behaviour, work & participation in larger order on the basis of
human values
Behaviour– ensuring justice, mutual happiness (while filling the gaps created in ignorance)
Work – ensuring preservation, mutual prosperity (while filling the gaps created in ignorance)
Participation in larger order- leading to fulfilment of the comprehensive human goal
(while filling the gaps created in ignorance)

 Chastity in conjugal relationship i.e. chastity in husband-wife relationship.

31
Rightfully Acquired Wealth
Production- through labour on rest of nature (using cyclic and mutually enriching
production processes) or physical facility obtained in exchange of service

Gift – wealth shared willingly / happily (with the feeling of relationship) from one’s
rightfully acquired wealth on various occasions like festivals (ex. gift in
relationship)

Award – physical facility / wealth given with joy in a function to recognise one’s
contribution to society (participation in the societal order) and for motivating
others

32
Understanding Harmony Preconditioning Conflict…

Feeling of relationship VALUES Feeling of opposition,

mutual fulfilment competition…

Thought how to be mutually POLICY Thought Mixed,

fulfilling how to maximise my gains...

Behaviour Ethical behaviour Behaviour Indefinite behaviour

Work and work CHARACTER Work and work
Participation participation Participation participation

Promotion Self discipline, Complementarity Promotion Discipline

(Human Constitution) Fear of punishment
Incentive of reward…
Outcome Mutual happiness codes of conduct,
Prosperity in human being oaths, whistle-blowing…
Preservation of rest of nature
Outcome Mixed 33
Ethical Human Conduct
Further
 ‘Ethical conduct’ implies that it is naturally acceptable to me and does not give
rise to conflict within
 ‘Ethical conduct’ implies that it is in consonance with the right understanding of
the reality – the underlying harmony at all levels.
 ‘Ethical conduct’ implies that it leads to mutual fulfilment with other people and
mutual enrichment with rest of nature

Thus, the ‘ethical conduct’ is self-satisfying, people-friendly and eco-friendly for all
time, place and individual.

34
Key Takeaways
 Ethical human conduct emerging out of right understanding leads to harmony at
all levels of being – from oneself to family, society and nature/ existence.
 It is definite for all time, place and individual.

35
Tendency of Human Living with Human Consciousness
= Natural Characteristic of Human Being with Human Consciousness

Perseverance

Brevity

Generosity

Kindness Providing means to one who has the ability but not the means.

Beneficience Helping the other to develop the competence to utilise the means they
already have.

Compassion Helping the other unconditionally, to develop the competence as well as

the means, to fulfill his needs when he does not have either the ability nor the means.
36
Lecture 25: Professional Ethics in the
light of Right Understanding
Profession – In Context of the Comprehensive Human Goal
 A profession is a mode of participation by human beings in the larger order in
pursuance of comprehensive human goal-individual & collective.
 The excellence or the success of any professional activity is to be judged from this
comprehensive point of view only and not in terms of merely wealth generation.
 The profession is not only a means of earning one’s livelihood, but also a means of
one’s evolution by appropriate participation in the larger order.
 It is an important activity to authenticate one’s understanding, whereby we interact with
other human beings and with rest of nature in a mutually fulfilling manner.

38
Professional Ethics
 Professional ethics can be seen as the code of ethical conduct of the profession (as defined
above).

 Ethical conduct of profession implies the right utilization of one’s professional skills for
participation in the larger order towards the fulfillment of comprehensive human goal.

39
Salient Features Characterizing Professional Ethics
1. Clarity about the comprehensive human goal

2. Confidence in oneself as well as confidence in the harmony, coexistence and self-regulation

prevailing in entire existence

3. Competence of mutually fulfilling behaviour

4. Competence of mutually enriching interaction with nature

5. Holistic vision about technologies, production systems and management techniques.

6. Understanding of one’s societal responsibility

40
Issues in Professional Ethics – The Current Scenario
 The issues in professional ethics are becoming very complex in the current scenario.

 The unethical practices are rapidly increasing and their impact is also becoming far-reaching.

 As a result of this ‘epidemic’ of unethical practices, we are frequently coming across serious
scams, major economic offences, kickbacks in large scale purchases etc.

41
Some Salient Categories of Unethical Practices Today
 Corruption in multiple forms and at various levels
 Tax evasion, misappropriation and misuse of public funds
 Misuse of political power and bureaucratic authority
 Misleading propaganda, unethical advertisements and sales promotion
 Cut-throat competition
 Exploiting the weakness of consumers through various enticements, bewildering
advertisements
 Adulteration and spurious production
 Endangering the health and safety of public at large
 Hoarding and over-charging etc.

The list could be much longer…

42
Prevailing Approaches towards Promotion of Professional Ethics
 Promoting awareness about professional ethics by introducing new courses, refresher
programs and case studies
 Administering oaths and prescribing codes of ethical conduct for specific professional
disciplines
 Setting up mechanisms for intensive audit inspection and monitoring the activities
 Framing more stringent laws and devising harder punishments for offences Promoting
transparency in working systems through mechanisms like RTI (Right to Information Act), etc.
 Carrying out ‘sting operations’ and widely publicising serious lapses in ethical conduct of
profession through media
 Encouraging whistle blowing by individuals or groups
 Setting up Lokpals, vigilance commissions, ethics committees, tribunals, consumer protection
forums, etc.
 Filing public interest litigations (PIL), etc.

43
Inadequacy of Prevailing Approaches
 Looking at the various methods and mechanisms which are being presently employed to
check these trends and their effectiveness, one can see that most of the methods being
adopted are either of symptomatic nature or punitive measures or crisis management
techniques rather than real solutions to the whole problem.

 The focus in these methods is primarily towards curbing the ill effects rather than rectifying the
root cause, namely the faulty world-view which continues to remain dominant (managing the
disease rather than ensuring health).

44
Inherent Contradictions and Dilemmas
 We can understand more clearly through examples how the contradictions and dilemmas are
inherently generated by the prevailing worldview in which wealth maximization is perceived to
be the prime objective.
 Thus, the other person’s happiness (assumed to be related to wealth accumulation) seems to
be in conflict with my happiness.
 In that case, the other people have to be exploited for one to gain affluence and there is no
possibility of mutual fulfillment in a sustainable way.
 In the same way, exploitation of nature also becomes inevitable as it helps a person to
accumulate wealth easily and there is no limit to this.
 Take the example of business circles, whenever there is a scarcity of commodity due to say –
monsoon failure or other natural disturbances or wars etc., the people in general are in
distress and need support. However, in such a situation, the businessmen endowed with
prevailing (inhuman) world view will feel elated and look at it as an opportunity to make
maximum profit.

45
Different Approaches to Ethics and Professional Ethics
Prevalent (Prescriptive) Proposed
(Humane)
Basis Assumptions (thought) Right Understanding
of co-existence, harmony and relationship

Feeling Opposition Relationship

Values Assumed values – Naturally acceptable values,
based on assumptions and Wellbeing of all
opposition
Ethics: Mostly prescriptive, in the form Details based on right
How to interact of do’s and don’ts Understanding (as described)- verifiable by
with the world everyone thru NA
outside Basic agreements for order in society

Way of ensuring Training, Discipline Human Education,

in society Incentives and punishment Self-discipline
Self-motivation 46
The Way Ahead
 To resolve the situation, sincere effort towards building up the ethical
competence of human beings in general and professionals in particular through
human education [starting with value education and value based education
leading to value-based living]
 It can be an effective way to safeguard professional ethics.

47
Key Takeaways
 Clarity of comprehensive human goal and our participation in different
dimensions of society will ensure Ethics in profession.
 This also clarifies the lacunae in the present approaches.

48
Practice Sessions
For Module 5 (Lectures 23-25)
Practice Sessions
1. Human Constitution
(Nature of society of people living together in a relationship of mutual fulfillment)
 Family
 Apartment building
 Colony
 Village

 College
 Department

 Business Company Culture, Code of Conduct, Ethics..

 Industry

2. Guidelines for technology

3. Guidelines for management systems

50
Practice Session after Lecture 24
Tutorial 12: Practice Session PS12 Exploring Ethical Human Conduct

1. Watch the video “Hiware Bazaar”. It is a documentary about a progressive village in

Maharashtra, India about how good governance, along with the people of the village have
made significant change in their society
(Source: [Link] com/watch?v=cb0Qvh9BJ0s). Discuss:
a. The goal of this village and the systems that they have to fulfil these goals
b. The outcomes – achievements and areas of improvement You can additionally pick
current social problems in the campus or neighboring community and discuss how they
can be solved with the involvement of the students and teachers.

2. Recollect any situation in your life when you had to face a strong ethical dilemma. Explain
how, with the help of proper self-exploration and understanding, the dilemma could be
resolved.

51
Expected Outcome
The students are able to clearly visualise the corelation between lack of Human
Values and the prevailing problems. They are also able to visualise tangible
steps and a roadmap for moving in the cherished direction – for a humane
society.

52
FAQs for Lectures 23-25
Ethics
Questions
 What can be a sustainable solution to the problem of corruption?

 The planet has already entered the state where so much of destruction has
taken place. How to recover the damage done already?
 ...

54
Quiz
Self Reflection
UHV-II: Universal Human
Values – Understanding
Harmony and Ethical Human
Conduct
Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics
Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics
(6 lectures and 3 tutorials/ practice sessions)
Lecture 23: Natural Acceptance of Human Values
Lecture 24: Definitiveness of (Ethical) Human Conduct
Tutorial 12: Practice Session PS12 Exploring Ethical Human Conduct
Lecture 25: A Basis for Humanistic Education, Humanistic Constitution and Universal Human Order
Lecture 26: Competence in Professional Ethics
Tutorial 13: Practice Session PS13 Exploring Humanistic Models in Education
Lecture 27: Holistic Technologies, Production Systems and Management Models-Typical Case Studies
Lecture 28: Strategies for Transition towards Value-based Life and Profession
Tutorial 14: Practice Session PS14 Exploring Steps of Transition towards Universal Human Order

It may be pertinent to mention that this course also presents a rather ‘unconventional’, but more fundamental
approach to professional ethics where the major focus is on the development of the ethical competence of the
individual rather than relying only on codes of conduct, oaths, whistle-blowing etc.

2
Recalling: Holistic Value-based Education
Human education-sanskar (मानवीय श ा-सं कार)

Universal Human Values (UHV) Time tested

Humane world vision Universal in education
(मानवीय ि ट) Rational at National
Verifiable level
Human values (participation in larger order) Leading to Harmony
मानवीय मू य ( यव था म भागीदार ) Case studies of Human Thought, Human
Culture, e.g. from IKS
Skills for living with human conduct World-class value guided skills – Education
(मानवीय आचरण पव ू क जीनेके लए हुनर) and practice (nature friendly and human friendly)
People competent to contribute to a human society, culture, civilisation
Human society, An equitable and just society
human culture, civilisation (village… block… city… district… state… Nation)
(मानवीय समाज व यव था,
National development
मानवीय सं कृ(त, स*यता) (in harmony within and with other nations,
complimentary to other nations)
3
Summary of Lectures 26-28
5
For more details
UHV-II: Universal Human Values – Understanding Harmony and Ethical Human Conduct
A one-semester 3-credit mandatory course in the AICTE Model Curriculum 2021

Presentations, Handout of Class Notes:

[Link]

Recordings on YouTube: Professional Ethics lectures of UHV-II Lectures 23-28

[Link]
wZf0RypK

6
Lecture 26: Holistic Development
towards
Humane Society and Tradition
Recap
 We saw how right understanding provides the foundation for the identification of
universal human values in all the dimensions of life.
 It also facilitates the recognition of the definitiveness of ethical human
conduct.
 Moving on to other important implications of right understanding, in this lecture,
we will see how right understanding enables us to visualise holistic
development resulting into a humane society (undivided society and universal
human order) and humanistic tradition.
We have already explored into how a humane society would be, and we will
recall that in brief for our ready reference.

8
Visualization of Comprehensive Human Goal
 An important implication of the right understanding is the visualization of
comprehensive human goal which is conducive to human welfare (wellbeing of
all).
 In the light of the right understanding, it is possible to visualise the pattern of a
holistic way of life to ensure the fulfillment of comprehensive human goal, a
model of human living which is people-friendly and eco-friendly, therefore,
sustainable.

9
The Vision for Holistic Development and Humane Society
 On the basis of the understanding of harmony, we get the notion of a Humane
Society- i.e. undivided society and universal human order.
 The universal human order will involve:
a. A holistic pattern in all the dimensions of human activity in the society including
education, health-self-regulation, production-work, justice-preservation, exchange-
storage, etc.
b. Harmonious networking between the basic unit and their clusters successively
moving from family order to world family order as follows:

Family Order ⇒ … ⇒ Village Order ⇒ Village Cluster Order ⇒ … ⇒ Nation Order… ⇒

World Family Order

In each of these dimensions, we can visualise a humane system, be it education,

health, production, exchange or justice and conceptualise a harmoniously functioning
overall system.

10
Harmony in Society – Universal Human Order
Human Goal

Right Understanding & Prosperity Fearlessness Co-Existence

Right Feeling (Trust) (mutual fulfilment)
Happiness
In Every Individual In Every Family In Society In Nature/ Existence

Systems / Dimensions of Human Order

1. Education – Sanskar - f”k{kk laLdkj
2. Health – Self-regulation - LokLF; la;e
3. Production – Work - mRiknu dk;Z
4. Justice – Preservation - U;k; lqj{kk
5. Exchange – Storage - fofue; dks’k

Scope –From Family Order to World Family Order (Universal Human Order)
Family – Family cluster – Village – Village cluster ... Nation ... World Family
Order Order Order Order Order Order
~101 ~102 ~1010

11
Paving the Way towards a Humanistic Tradition
 The primary step to move towards the holistic way of life is to develop the right
understanding among the human beings, commitment to live accordingly and
then to develop the requisite skills and knowledge systems to implement the
right understanding in real life. Thus, it calls for a change in the education
system towards humanistic education. The right understanding provides us with
the vision of such a humanistic education.
 The humanistic tradition can be visualised in terms of the following four aspects
of a humane society-
 Humanistic Education
 Human Conduct
 Human Constitution
 Universal Human Order

12
Human Tradition (in which Human Goal is fulfilled generation to generation)
Conduct that ensures
continuity of mutual
happiness &
prosperity
Education that
ensures the
development of the
competence to live
with
Definite
Human
Nature of Conduct
society Entry Point
of people living
together in a
relationship of
mutual fulfillment

The society in which

Human Goal
is realised
13
Human education, constitution…
We have already defined these in module 1-4; however, we are recalling the essense of
these for ready reference:

Human education- Education that ensures the development of the competence to live
with Definite Human Conduct through right understanding and right feelings.

Human conduct- Conduct that ensures continuity of mutual happiness & prosperity
through living with right understanding ad right feelings.

Human constitution- Nature of society of people living together with human conduct i.e.
in a relationship of mutual fulfillment

Universal human order-The society in which Human Goal is realised through different
dimension of human systems

Humanistic tradition- Continuity of humane society generation after generation- in a self-

sustaining manner.
14
Humane society and Human tradition- a natural process
 Important thing to note here is that-
 This humane society and human tradition is something which is a natural
outcome of the existential harmony (order) already existing and unfolding itself
through a natural process, and this process is to be completed through human
being.
 To meaningfully participate in this natural process, human being has to
understand this existential harmony (order) and live in accordance with it.
 It is not just a human construct, though, it is articulated and expressed by
human being in different ways.

15
Key Takeaways
 Humanistic education leads to human conduct, human constitution, universal
human order and in turn, universal human order ensures humanistic education
for the next generation.
 The entry point in setting the wheel of humanistic tradition rolling, is humanistic
education.
 Important thing to note here is that-
 This humane society and human tradition is something which is a natural
outcome of the existential harmony (order) already existing and unfolding itself
through a natural process, and this process is to be completed through human
being.
 To meaningfully participate in this natural process, human being has to
understand this existential harmony (order) and live in accordance with it.
 It is not just a human construct, though, it is articulated and expressed by
human being in their own way

16
Competence in Professional Ethics
Guidelines for how to interact with various levels of realities through the profession,
which is making effort for fulfilment of some part of the human goal

Entity (realities) Competence for

Human beings Behaviour – mutual fulfilment

Rest of nature Work – mutual prosperity
Maintenance, etc. Service (seva)* – promotion of harmony
Societal systems Participation in larger order – promotion of
harmony

*service which promotes harmony in family, society at all levels

17
 Lecture 27: Holistic Technologies,
Production Systems and Management
Models-Typical Case Studies
Recap
 As discussed in the previous lectures, the right understanding provides us the
vision for a holistic development and humane society (universal human order).
 Such a model will necessitate the visualization and development of appropriate
technologies, production systems and management models etc. which cater to
the fulfilment of such a vision.
 We will discuss some of the details in this lecture.

19
Need for a Holistic Worldview
 In the present times, there is a great zeal for the development and adoption of innovative
technologies and systems, tools, techniques and models which are claimed for the
‘betterment’ of society.
 More and more sophistication and complexity are being added. However, most of the effort is
going on under the influence of the dominant world view (limited to materialistic perception);
needless to say that the holistic world-view is missing in such efforts.
 As a result, both the structure as well as the use/misuse of these innovations, is often proving
to be counterproductive, contrary to the long-term human welfare.
 Therefore, there is a strong need to develop technologies and systems with holistic objectives
governed by right understanding to render them conducive to sustainable human welfare
(through humane society).

20
A Holistic Criteria for Evaluation
 Catering to appropriate needs and lifestyles
 Eco-friendly (cyclic / renewable and mutually enriching)
 People-friendly- ensuring self-development and mutual fulfillment in human beings
 User-friendly – safe, economical and enhancing human capability
In addition, these have to promote local self-sufficiency and optimal utilization of local resources
and expertise.
As far as possible, priority should be for naturally available processes and systems.

In the light of these broad criteria, specific criteria for Evaluation can be broadly defined for the
area of technologies, production systems and management models as follows;

21
Criteria for Technologies
 Catering to real human needs (of both the body and the self)
 Compatible with natural systems and cycles
 Facilitating effective utilization of human body, animals, plants and other natural materials
 Safe, user-friendly and conducive to health
 Low cost and energy efficient
 Producible with local resources and expertise as far as possible
 Promoting the use of renewable energy resources
 Enhancing human interaction and cooperation
 Promoting decentralisation
 Enhanced Durability, life cycle and recyclability of products

22
Criteria for Production Systems
In determining the type of production systems, the key questions to be answered are:
 What to produce?
 How to produce?
 For whom to produce?
 How much to produce?
These questions (issues) have been discussed while studying about the harmony in society-
human goal and its fulfillment through different dimensions of the societal system.
So, the needs are to be characterised in consonance with the comprehensive human goal and
they have to be fulfilled through human systems defined there.

 All these will be decided in the context of availability of local natural resources and expertise to
cater to the needs of the people for any given community.

23
Specific Criteria Production Systems
 Optimal and efficient utilization of local resources and expertise, including human beings,
animals, air, solar, land, water, other bio and mineral resources etc.
 Economic viability and sustainability
 Priority for local consumption
 Matching the pattern of production with the availability/ producibility in the local environment
and the pattern of consumption
 Decentralized systems capable of meaningful employment of people in the community
 Facilitating production by masses and not mass production in a centralized mode, to the
extent possible
 Promoting individual creativity and sense of accomplishment
 Using people-friendly and eco-friendly technologies
 Ensuring requisite quality and quantity of production
 Harnessing recycling, conservation and reuse possibilities
 Safe and conducive to the health of persons involved in production as well as others.
Ultimately it should be conducive for self-development.
24
Criteria for Management Models
Primarily management models are to be relationship based, cooperative and ensuring justice in
terms of mutual fulfillment and not coercive and exploitative. Specifically,
 The whole unit working as a well-knit family
 Cooperative, motivational and mutually fulfilling
 Ensuring correct appraisal of human labour and skills
 Targeting employer-employee satisfaction as well as consumer satisfaction and not profit
maximization
 Sharing of responsibility and participative mode of management
 Continuous value addition (self-evolution) of the persons involved
 Effectively integrating individual competencies and complementarity

25
A Critical Appraisal of the Prevailing Systems
 Present-day systems have been largely developed under the influence of the dominant world
view (limited to materialistic perception)
 This has caused menace of resource depletion on one hand and environmental degradation
manifesting in the form of pollution and global warming etc. on the other.
 The other undesirable characteristics of modern technologies and systems include their
centralized configurations, promotion of wastefulness, excessive transportation and
substitution of human, animal and other natural resources by man-made gadgets, machines
and materials (largely dependent on non-renewable enrgy sources)
 It has given a lower priority (no priority) to human development and human fulfillment as far as
human consciousness is concerned.

26
Learning from the Systems in Nature and Traditional Practices
To gain an insight into the holistic systems, we have a lot to learn from systems of nature and
from traditional practices. Typically,
 The water harvesting and storage and utilization systems through ponds and other artifacts
 Traditional agricultural practices
 Grain storage and food preservation practices
 Systems of sharing food and shelter prevalent in social and religious institutions, e.g. langar
 Traditional local remedies and health-care techniques
 Yoga, Ayurveda, Naturopathy-based and other traditional healthcare systems
 Family based rural enterprises
 The jajmani system – relationship-based village system to ensure rural self-sufficiency
 Rural craft and artisanal practices

27
Visualizing a Holistic Community Model – Working Towards it Harmony at
All Levels
 It is high time that we start working for actualization of the model of human order at the village
level (a Holistic Community Model – gram-swarajya) in the light of right understanding.
 Several groups of people have started working in this direction seriously.
 As a result, many technologies and systems have been evolved even though the full-scale
demonstration of such alternative ways of living is yet to emerge.
 There needs to be an increasing and wide spread thrust to evolve holistic technologies and
systems through dedicated R&D efforts working within the framework of right understanding

We will present some details about such a Holistic Community Model– each one of us can try to
work out the further details and come up with a working model.

28
Some Topics for Case Studies
1. Renewable and Decentralized Energy Technologies (a) Biomass based Energy Conversion
systems (b) Gadgets and Implements to facilitate efficient utilization of human muscle power
and animal draught power (c) Decentralized Wind power (d) Micro hydel electro-mechanical
power generation etc.
2. Systems for water conservation and water shed management for efficient utilization of rain
water and for eco-restoration.
3. Technologies and architecture promoting green building materials and energy conservation
4. Organic/natural farming techniques
5. Eco-sanitation techniques for small scale decentralized sewage disposal and waste water
recycling
6. Low cost and energy efficient technologies for small scale production systems
7. Humanistic organizational/management models

29
Key Takeaways
 Based on right understanding, the guidelines, criteria, examples and case
studies about Holistic Technologies, Production Systems and Management
Models can be worked out.
 We can also learn from the systems in nature and the traditional practices to
evolve a holistic model of living ensuring harmony at all levels.

30
Lecture 28: Strategies for Transition
towards Value-based Life and
Profession
Recap
 At this concluding stage, it is appropriate to recapitulate the core message of
this course and then to visualise the steps that each one of us can take for
transition from our present state towards a holistic, fulfilling way of life towards
universal human order.

32
Overall Transformation
-In the individual
-In the society
Steps Toward Universal Human Order
1. People’s Education Program (yksd f'k{kk ;kstuk): for adults
10 yrs 1 People with Right Understanding & Right Feeling
Next 10 yrs 10 - Parents - Policy Makers
100 yrs 1000 cr -Teachers …

2. Education-Sanskar Program (f'k{kk laLdkj ;kstuk): for children

20-50 yrs People with Right Understanding & Right Feeling

- People with definite Human conduct, the competence to participate in
Universal Human Order

3. Undivided Society, Universal Human Order Program

(v[k.M lekt] lkoZHkkSe O;oLFkk ;kstuk)
Fulfilment of Human Goal
10-20 yrs

Just as a seed replicates itself, so the vision of an Undivided Society and Universal Human Order can be
evidenced on this planet…

Family – Family cluster – Village – Village cluster ... Nation ... World Family
~101 ~102 ~1010

34
The Core Message
 To be able to fulfil the basic human aspirations i.e., happiness and prosperity and their
continuity, it is essential to gain the right understanding – the understanding about oneself vis-
a-vis the rest of existence, the understanding about continuous happiness and prosperity.
 This involves the realization that there is an innate harmony at all levels of existence. In fact,
the whole existence is co-existence.
 It is the essential purpose of human beings to understand this harmony and co-existence and
learn to live in accordance with it and be fulfilled.
 It thus leads to:
 Individual transformation – from animal consciousness to human consciousness and
 Societal transformation – from inhuman society to humane society

35
Steps for Transformation
Step 1: Steps for Individual Transformation

Step 2: Creating Mass Awareness towards Holistic Development

Step 3: Moving towards Humanising the Mainstream Education

Step 4: Developing Models for Holistic Living in Educational Institutions and

in the Community

36
Step 1: Steps for Individual Transformation
1.1 To verify the proposals on your own right, i.e. on the basis of your natural
acceptance and on the basis of your experiential validation.

1.2 To be aware of yourself, of your imagination (desire, thought and expectation)

every moment. With this awareness, you will know the content of your
imagination and also of all the accumulated acceptances which are your sanskar.

1.3 Now, with the awareness of your imagination, of your sanskar, the third sub-
step is self-evaluation – to evaluate your sanskar vis-à-vis your natural ac

Recall that
sanskar (t) + environment (t) +self-exploration (t) sanskar (t+1)

37
Step 2: Creating Mass Awareness towards Holistic Development
 With the right understanding and right feeling in you, you will develop the
willingness and capacity to share with others.
 Through sharing, you are facilitating and developing other people to have the
right understanding, right feeling and right thought.
 It can be in the form of informal talks and formal workshops.
 The people to share with would include among others:
 Family members and friends
 People who have interest and readiness for purposeful social effort and social
development
 Educators, teacher and education administrators
 People connected to governance
 Your colleagues at work
To start with, it is important to share only with those who are already willing to listen. If
you start this step before you have done sufficient work on yourself, people may not be
able to accept you as a preceptor
38
Step 3: Moving towards Humanising the Mainstream Education
3.1 Integrating appropriate inputs of value education at various levels in the
current curricula from school education to higher education.
3.2 To effectively proliferate the above effort, requisite support and policy
initiatives by monitoring agencies, such as MHRD, UGC, AICTE, ICMR,
University Academic Councils and School Education Boards will be helpful.
3.3 Further, it will be essential to introduce teacher orientation programs (faculty
development programs) and development of resource material to implement the
above suggestions at a large scale.
3.4 The next sub-step will be to provide adequate thrust to R&D dedicated
towards transforming the whole mainstream education into humanistic education
(value-based education). This is going to be a long-drawn process. However, it is
indispensable.

39
Step 4: Developing Models for Holistic Living in Educational Institutions and in the Community

 This will also necessitate linking the educational institutions with local
development programs in collaboration with voluntary organizations and
government agencies.
 Accordingly, the focus of R&D in higher education institutions will need to be
shifted towards various aspects of holistic development, resulting in the
development of real-life models facilitating universal human order.

40
Key Steps for Change: Initial Steps in Implementating Holistic Human Education
Step 1: Value Education मू य श ा
 Incorporating values in existing curriculum
 Incorporating case studies of harmonious living: Cases from local Culture, Civilisation,
Knowledge System. e.g. Local, regional, Indian culture, civilisation – Indian Knowledge
System (IKS)
 Incorporating practice in Skill Development

Step 2: Value Based Education मू य परक (सं कार आधा रत) श ा

 Organising the whole curriculum on the basis of values, for living in harmony
 Holistic and Value-Based and Practice Oriented and Integrative Skill Development

Step 3: Value Based Living मू य परक जीना (मानवीय सं कृ त पर आधा रत)

 Practice of living in harmony, harmonious behaviour, work and
participation for harmony – in family, institution, society… nation… world

41
Key Takeaways
 To ensure happiness and prosperity and their continuity for all human beings,
the transition to human consciousness and humane society is essential.
 This requires a dedicated effort to implement at a mass scale, the humanistic
education focusing on right understanding.

42
Practice Sessions
For Module 5 (Lectures 26-28)
Practice Session after Lecture 26
Tutorial 13: Practice Session PS13 Exploring Humanistic Models in Education

1. By careful analysis, identify some important features which, when incorporated, will make
our education more humanistic. What are the right expectations in terms of the outcome
from humanistic education?

2. Some people feel that talking about holistic development is like trying to turn the wheel of
time backwards. It will greatly hamper our progress. What is your view in this regard?
Explain with justification.

44
Expected Outcome
The students are able to detail out various social systems essential for their own
fulfilment, as well as the fulfilment of future generations. In particular, they are
able to visualise the education system required for individual, and then societal
transformation. They are also able to appreciate those many efforts made in the
tradition that were in line with desirable human goals. Thus, they are able to
learn from tradition and develop a deep sense of gratitude for the effort, for the
people, for the tradition, culture etc.

45
Practice Session after Lecture 28
Tutorial 14: Practice Session PS14
Exploring Steps of Transition towards Universal Human Order

1. Suggest ways in which you can use your knowledge of Technology/ Engineering/
Management/Medicine etc. for universal human order, from your family order to the world
family order.

2. The course is going to be over now. Evaluate your state before and after the course in terms
of a. Thought b. Behaviour c. Work d. Realization

3. Do you have any plan to participate in the transition for the humane society after graduating
from the institute? Write a brief note on it.

46
Expected Outcome
The students are able to visualise an appropriate utilization of the knowledge in
their respective streams to ensure mutually enriching and sustainable systems.
They are able to sincerely evaluate the course and the transformation achieved
in this process. They are also able to make use of this understanding for
moving towards a happy and prosperous life, including an ethical conduct of
their profession.

47
FAQs for Lectures 26-28
Ethics
Questions

 Do you think the society can ever turn ethical? We have been talking about
ethics for a long time.

 ...

49
Quiz
Self Reflection
52
FAQ
FAQ
Developing Ethics & Values, Code of Conduct, CSR, Types of emotions, the role of intelligence
and emotion influencing intelligence. Universal Human Values, Self, Inter-personal Skills,
Cognitive Physiology and Intelligence…

54
Universal Human Values and
Ethics
Professional Ethics – Do’s and Don’ts at the Workplace…

Behaviour Ethical behaviour

Work and Ethical work Professional Ethics
Participation Ethical participation

56
Human Being in this Existence
There is an innate harmony and orderliness in the existence

The human beings only need to understand it (there is no need to try and create it)

The universal human values are manifestations of the truth of existence, i.e. co-existence, in
various dimensions of human participation in the existential order

These values are naturally acceptable to all human beings and conducive to human happiness
(an wellbeing of all)

Only our ignorance leads to all the difficulties and confusions in appreciating and inculcating
these universal values

57
Professional Ethics is a Part of Ethical Human Conduct - Larger Picture
Understanding Relationship, Harmony, Co-existence

Feeling of relationship, harmony, co-existence

mutual fulfilment in relationship Universal Human Values

Thought Principles and

Guidelines for
Ethical Human Conduct

Behaviour Ethical behaviour

Work and Ethical work Professional Ethics
Participation Ethical participation

Outcome Continuous happiness at individual level and

expected Fulfilment of human goal at societal level

58
Universal Human Values – Articulation 1
Truth = understanding co-existence, the innate harmony and orderliness in existence

Love = feeling of co-existence

= the feeling of being related to all, in a mutually fulfilling manner

Compassion = living with a feeling of co-existence

= expression of the feeling of being related to all
= being complimentary in every relationship

59
Values espoused in the Constitution of India = Universal Human Values – Articulation 2

60
Justice
Social, economic and political justice

Harmony in human-human relationship

Recognition of human-human relationship, its fulfilment and right evaluation, leading to mutual happiness
(harmony)

Harmony in human-rest-of-nature relationship

Recognition of human-rest-of-nature relationship (natural laws), its fulfilment and right evaluation, leading
to mutual prosperity (harmony)

61
Liberty
of thought, expression, belief, faith and worship

Swatantrata - Living in accordance with one’s innate humanity or natural characteristics leading
to harmony in all aspects of living
1. As an individual human being
2. As a member of the family
3. As a member of the society
4. As an unit in nature/existence

62
Equality
Of status and of opportunity and to promote among them all

The truth is that

Every human being is similar to me (we have the same goal, the same program and the same
potential) and we are complimentary to each other

Every unit in nature is important in its own right. The whole is interrelated, interdependent and
every unit is mutually fulfilling for every other unit

When I realise this truth, I have a feeling of Love or Ananyata or Equality

Then, there is compassion in my behaviour with every human being
and
compassion in my work with rest-of-nature

63
Fraternity
Assuring the dignity of the individual and the unit and integrity of the Nation

I live with responsibility, in harmony in the family, in the society and the entire nature

I live in harmony with human beings leading to mutual happiness

I participate in maintaining the harmony in the social systems

I live in harmony with rest-of-nature leading to mutual prosperity

(my work is human-friendly and nature-friendly)

64
Sustainable Development Goals = Universal Human Values – Articulation 3
Human Rights - with a balance of human responsibilities

Sustainable Development - cyclic and mutually enriching, just like any process in nature

Sustainable Living - living with wisdom, clarity of human purpose and program

Global Wellbeing - wellbeing of all – human as well as rest-of-nature

65
Process of Developing Universal Human Values and Definite, Ethical Human Conduct
Understanding Value Education
(definite, universal, invariant…) (proposals,
Right World-view, Perspective self-exploration,
knowing,
Self-discipline)
Natural Acceptance

Thinking Moral Education

(ideas, morals…) Belief

Doing Discipline, Instructions

(behaviour, work) (externally enforced
fear, incentive…)

Conduct is Conduct is Human Conduct

Indefinite Indefinite (Definite, Ethical)
66
IQ, EQ, SQ etc.
IQ: Intelligence Quotient
Ability to analyse

To generate multiple solution options and to compare these options on the basis of some criteria

The criteria for comparison is focused on achieving harmony, prosperity, wellbeing of all rather
than domination, profit maximisation etc.

68
EQ: Emotional Quotient
Ability to have the right feeling within (inspite of the external circumstances), to think of solving
the problems…

69
SQ: Social Quotient
Ability to relate to people of all types, to be complimentary in relationship

70
Developing Universal Human
Values and Ethics
Process
Professional Ethics is a Part of Ethical Human Conduct - Larger Picture
Understanding Relationship, Harmony, Co-existence

Feeling of relationship, harmony, co-existence

mutual fulfilment in relationship Universal Human Values

Thought Principles and

Guidelines for
Ethical Human Conduct

Behaviour Ethical behaviour

Work and Ethical work Professional Ethics
Participation Ethical participation

Outcome Continuous happiness at individual level and

expected Fulfilment of human goal at societal level

72
For more details
UHV-II: Universal Human Values – Understanding Harmony and Ethical Human Conduct
A one-semester 3-credit mandatory course in the AICTE Model Curriculum 2021

Recordings on YouTube: Professional Ethics lectures of UHV-II

[Link]
wZf0RypK

73
Understanding Harmony Preconditioning Conflict…

Feeling of relationship VALUES Feeling of opposition,

mutual fulfilment competition…

Thought how to be mutually POLICY Thought Mixed,

fulfilling how to maximise my gains...

Behaviour Ethical behaviour Behaviour Indefinite behaviour

Work and work CHARACTER Work and work
Participation participation Participation participation

Promotion Self discipline, Complementarity Promotion Discipline

(Human Constitution) Fear of punishment
Incentive of reward…
Outcome Mutual happiness codes of conduct,
Prosperity in human being oaths, whistle-blowing…
Preservation of rest of nature
Outcome Mixed
Sum Up and Way Forward
2
Sum Up

lkj la{ksi
Value
Value of a unit is its participation in the larger order
(larger order = larger, harmonious system)
e.g. Value of pen is that it helps to write
(participation in education)
Value of water is that it quenches thirst
(participation in health)

Similarly,
Value of your activities (desire, thought, expectation..) is participation in the harmony within you (in the
Self).
Value of your body is participation in your activities as a human being.
Your value in the family is your participation in the harmony in the family.
Your value in the society is your participation in the harmony in the society.
Your value in the nature is your participation in the harmony in the nature.
Your value in the existence is your participation in the co-existence.

So far, we have tried to co-explore the universal values of a human being.

4
Level. Name Sum Up Relationship Details

4b. Existence Co-existence Co-existence

Potential for human being to realise
4a. Nature Mutual Fulfillment Harmony, relationship
4 orders Potential for human being to be in harmony
3. Society Right Understanding and Human-Nature relationship
Right Feeling, Potential, through participation of individuals and families in
Prosperity, various societal systems
Fearlessness (Trust),
Co-existence
2. Family Feeling of Co-existence Human-Human relationship
Trust, Respect … Love Potential for right feeling in the Self – mutual happiness
1b. Individual Co-existence of Self-Body relationship
Human Being Self and Body Potential for feeling of self-regulation
1a. Self Continuous Happiness = Will to live with continuous happiness
Happiness, Peace, Potential for right understanding,
Satisfaction, Bliss… right feeling and right thought

Universal Human Values Mutually fulfilling behavior, work and participation…

Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1
Áek.k vuqHko lg&vfLrRo
Harmony in Nature
Self

2. Determination Understanding
O;oLFkk
eSa

ladYi cks/k
3. Desire Imaging Contemplation Participation in Larger
Order, Relationship
bPNk fp=.k fparu O;oLFkk esa Hkkxhnkjh
4. Thought Analysing Comparing Co-existence, Harmony,
B2 Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit

5. Expectation Selecting Tasting Goal, Value

Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
6
Program of Action
Program of Action (Individual)

To understand harmony and to live in harmony

– at all levels of being (individual, family, society, nature/existence)

Discover
1. Self-exploration – What I Really Want to Be
Verify the proposals on your own right My Natural Acceptance
 right understanding (of harmony) My Intention
 feeling and thought of harmony
 harmonious behaviour, work and
participation in larger order
Guide
2. Self-awareness – Be aware of your
desire, thought and expectation What I am
– every moment
Purify
My Desire, Thought,
3. Self-evaluation – Evaluate your desire, Expectation…
thought and expectation My Competence
– on the basis of your Natural Acceptance
8
Program of Action (Individual) – 1: Develop Right Understanding

1. Self-exploration

Verify the proposals

(on your own right)

Right understanding of
harmony at all levels

Feeling and thought

of harmony

Harmonious behaviour, work

and participation in larger
order

9
Program of Action (Individual) – 2: Purification of Sanskar
2. Self-awareness – Be aware of your desire, Sanskar =
thought and expectation – every moment Acceptances derived out of
3. Self-evaluation – Evaluate your desire, ∑ [Desire + Thought + Expectation]
thought and expectation from all time
– on the basis of your Natural Acceptance

Sanskar (t+1) =
Sanskar (t) +
Environment (t) +
Self-exploration (t)

10
Self-evolution Human
Consciousness

• Living on the basis of knowing

• Happiness by being in harmony within
Self-exploration and harmony in all aspects of being
Self-verification • Acceptance of relationship – from one
to many, to all [HAPPINESS]
• Identifying need, production, right
utilisation of physical facility
[PROSPERITY]
• Participation in larger order, expanding
harmony [SOCIETAL DEVELOPMENT]

Transformation / Development

• Living on the basis of assuming (without knowing)

• Happiness from outside (through feeling from the
other, sensual pleasure and physical facility)
• Domination and opposition in relationship
[UNHAPPINESS]
• Exploitation and indulgence [DEPRIVATION]
Animal • Exploitation in larger order, increasing disorder
Consciousness [DEGRADING SOCIETY]
Program of Action (at the level of Society)
1. People’s Education Program : for adults
10 yrs 1 People with Right Understanding & Right Feelings
Next 10 yrs 10 - Parents - Policy Makers
100 yrs 1000 cr -Teachers …
Course in Academic Curriculum
2. Education-Sanskar Program : for children Socially Relevant Projects
Conducive Environment

20-50 yrs People with Right Understanding & Right Feelings

- People with definite Human conduct, the competence
to participate in Universal Human Order
3. Undivided Society, Universal Human Order Program
Fulfilment of Human Goal
10-20 yrs

Just as a seed replicates itself, so the vision of an Undivided Society and Universal Human Order can be
evidenced on this planet…

Family – Family cluster – Village – Village cluster ... Nation ... World Family

12
In Closing…
 In Closing…
This Refresher 1 Part 2 online workshop must have drawn your attention to the need for self-
exploration in you
We do trust that the process of self-exploration must have got initiated, strengthened in you
To continue and evolve the process further, we would like to welcome you to join Morning
sessions, weekly follow up meetings and UHV team as volunteer

As a teacher, you have the potential

to transform the lives of hundreds and thousands of students,
to develop to their full human personality and
to be a source of an equitable and just society

Lets participate in societal transformation through personal transformation

It has been an enriching experience for us

Now, we would like to hear from you about your takeaways
14
Self Reflection
Refresher 1 Part 2: Self Evaluation (3-5 minutes each)
1. Your brief introduction

2. The clarity you have developed regarding 3 key points and its impact on your living
(through the introductory FDPs, refresher FDPs)

3. Your commitment regarding organizing the Induction Program, conducting UHV-II sessions
and mentoring the students

4. Planning for near future in personal life based on this clarity

Please be mindful of the time; Please stick to the 4 points, above

16