Here are some thoughts in response to these questions: 1. While the environment poses challenges, focusing on our own evolution and facilitating students' inner exploration can still make a difference. Small positive changes can accumulate. 2. Every teacher's sincere efforts matter. It's not about changing the whole system overnight but influencing minds one by one. 3. Value education need not mean adding more subjects - it can be integrated into existing classes through dialogue, stories, reflections. 4. True, commercialization of education poses challenges. But within limitations, sincere efforts by committed teachers to evolve students' thinking can still bear fruit. The alternative of giving up helps no one. Small oases of positivity are worth creating even in a

1. 1
Reflection

2. 2
 How did it make you feel as you were taking self assessment ?
 How do you feel now?
 The things that I love the most about my life right now are:
1.
2.
3.
4.
5.
Priorities & Goals –
What are your next priorities?
What actions are you going to take for each of these priorities and goals
?

3. Lecture 4
Self-exploration
as the Process for
Value Education

4. 4
About this workshop/course
Process of self-exploration
(in more detail)
We will also explore:
Do we have the potential to recognize what is right?
Can we be self-referential?
Content of this Session

5. 5
What is this Workshop / Course
1. It is a process of dialogue – between me and you, to begin with
2. It soon becomes a dialogue within your own Self…

6. 6
The Dialogue Within
What I Really Want to Be
My Natural Acceptance
My Intention
What I am
My Desire, Thought,
Expectation…
My Competence
Dialogue
Always
Relationship
Sometimes
Relationship
Sometimes
Opposition
These are in
Harmony
Happiness
These are in
Contradiction
Unhappiness

7. 7
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)

8. 8
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 and my Natural
Acceptance or what I really want to be
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 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
Process of Self-exploration, Self-investigation

9. 9
Scope of this Workshop / Course: Self-evolution, Self-extension
Knowing your Natural Acceptance
What you really want to be
Natural Acceptance Swatva
Living in accordance with your Natural Acceptance
Living in harmony within
Self-organized Swatantrata
Living in harmony with others… with the entire existence
Self-extension Swrajya
Harmony Everywhere = Universal Order

10. 11
Self-exploration, Self-investigation
1. Content of Self Exploration:
a. Desire - Aim, Objective, Purpose, Basic Human Aspiration
What do I want to achieve?
b. Program – Process of achieving the desire, action
How do I achieve it ?
2. Process of Self Exploration

11. 12
Content of Self-exploration a) 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

12. 13
Self-exploration, Self-investigation
1. Content of Self Exploration:
a. Desire - Aim, Objective, Purpose
What do I want to achieve?
b. Program – Process of achieving the desire, action
How do I achieve it ?
2. Process of Self Exploration
a. Whatever is stated is a Proposal
Do not assume it to be true/ false
Verify it on your own right
b. Self-verification
Happiness, Prosperity
Continuity

13. 14
Process of Self-verification
Whatever is stated is a Proposal (Do not assume it to be true/ false)
Verify it on your own right
Proposal
Verify
on the basis
Of
your
Natural
Acceptance Work with
Rest of Nature
Mutual Prosperity
Experiential Validation
Live according to it
Behaviour with
Human Beings
Mutual Happiness
2
1
2a 2b
RIGHT
UNDERSTANDING
Which process is Naturally Acceptable to you?
A process of self-exploration, self-verification on your own right, leading to
understanding in yourself
or
A process of do’s & don’ts, in which you assume what is said, without verification

14. 15
Sum Up
Content of self-exploration = Basic human desire
= Happiness, prosperity  continuity
Process of self-exploration
= Self-investigation, self-verification
It is a process of
living in harmony within,
living in harmony with others…
and ultimately,
living in harmony with the entire existence
The Purpose of this workshop/course is to initiate self-exploration in you

15. Self Reflection

16. 17
Self-reflection
1. Who would decide what is valuable for you? Yourself or someone
else?
2. Do you want to be able to decide on your own right or
3. Do you want to assume what is told by somebody, to be dependent
on it to decide for you?
4. Are you able to see your desires, your thoughts, i.e. what you are?
5. Are you able to see your natural acceptance?
6. Are you able to see if there is a dialogue between what you are and
your natural acceptance?
7. Are you able to see that when what you are is in harmony with your
natural acceptance, you are in a state of happiness? And when what
you are is in contradiction with your natural acceptance, you are in a
state of unhappiness

17. FAQ

18. 19
FAQ
1. We have to follow social norms and live as per family traditions to be
accepted in the society, or even in the family. This has been working for a
long time. Do we need to verify these norms and traditions also?
2. What is the source of the proposals? If the source is verified, is authentic,
then we can accept the proposals – and do we don’t need to verify them
again. Right?
3. 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?
4. How is it possible to understand everything by through the self? Just being
aware of “what I am” and “what I really want to be” itself is so difficult.
5. Isn’t swatantrata and freedom the same? (please give examples of
swatantrata at each level of being – individual, family, society and nature)

19. 20
Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Imitate (0-3)
Self Discipline (10…)
Self-confidence
Follow (3-6)
Obedience/Discipline(5-9)
Right Self-verif
Family
School
University
Society
Assuming
Knowing
Relationship
The child is swatantra…
Knowing, not just assuming
Is following internally guided
discipline (right understanding)
…
which is fulfilling for the child &
for others

20. 21
Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Imitate (0-3)
Self Discipline (10…)
Self-confidence
Follow (3-6)
Obedience/Discipline
(5-9)
Right
lgh
Self-verif
Tkk¡p
Family
School
University
Society
Assuming
ekuuk
Knowing
Next
Generation
Relationship
laca/k
Every next generation is more
developed
In harmony within
In harmony with family
In harmony with society
In harmony with nature/existence

21. 22
Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Imitate (0-3)
Follow (3-6)
Obedience/Discipline
(5-9)
Wrong
Self-verif
Family
School
University
Society
Arbitrariness
Domination
Assuming

22. 23
Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Imitate (0-3)
Follow (3-6)
Obedience/Discipline
(5-9)
Wrong
Self-verif
Family
School
University
Society
Domination
Arbitrariness
Opposition (8-12)
Revolt (by other)
Struggle (13-30)
War (30…)
Assuming
ekuuk
The child is partantra…
Is still assuming, not knowing
Is still going by externally
enforced discipline (fear/
incentive)… which may not be
fulfilling for the child nor for others

23. 24
Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Imitate (0-3)
Follow (3-6)
Obedience/Discipline
(5-9)
Wrong
Self-verif
Family
School
University
Society
Domination
Arbitrariness
Opposition (8-12)
Revolt (by other)
Struggle (13-30)
War (30…)
Assuming
ekuuk Next
Generation
Every next generation is less
developed
In more contradiction within
In more opposition with family
More struggle in society
More conflict with nature/
existence

24. 25
Self-Discipline, Self-Confidence
Imitate (0-3)
Self Discipline (10…)
Self-confidence
Follow (3-6)
Obedience/Discipline
(5-9)
Wrong
Right Self-verif
Family
School
University
Society
Relationship
Human
Education-sanskar
Domination
Arbitrariness
Opposition (8-12)
Revolt (by other)
Struggle (13-30)
War (30…)
Assuming
Knowing
Next
Generation

25. Values
Human Values
Universal Human Values

26. FAQ

27. 28
Analysis of the Current State
Little interest in learning, unsure of what they wish to do in life
– even in premier institutions
Under tremendous pressure (parents, peers, TV...)
Manifest problems – self-centredness, acute competitiveness and
insensitivity towards others, indiscipline and violence, addiction to
alcohol, drugs etc., depression, suicide...
Graduates tend to join into a blind race for wealth and position. Their
skills are often used only to accumulate wealth
Other aspects of life including relationships in family and work place,
understanding of society and public good, remain neglected
Use and misuse of skills…

28. 29
Some of Your Questions May Be…
Is value education the same as moral education? Knowing, assuming
Is there a need for values in today's world? The need is urgent
Can values be taught in the classroom? We have to facilitate
the student to
discover values
within themselves
Is this teaching effective? In the experiments
so far, the results
have been quite
encouraging
Can our teachers teach it? Preparation required
Will our students be interested in it? Communication
We need to explore into these and such other questions…

29. 30
Some of Your Questions May Be…
1. There is a need for value education, but can we deliver it in today’s
corrupt environment?
2. What can one teacher do? We have to follow the system
3. There is no space in the curriculum. Already we are overburdened
4. The colleges are there only to make money. What are we talking
about values in such a corrupt system?