The document discusses the importance of establishing a varnashrama system with guru-kulas and varnashrama colleges according to Srila Prabhupada. It provides quotes emphasizing that guru-kulas, where young boys are trained from ages 5-10, and varnashrama colleges are essential for a society to properly function. However, attempts to establish these in ISKCON did not succeed due to lack of funding, qualified teachers, and commitment from members. Modern education is criticized as producing "dogs" and "fools" instead of independently minded brahmanas, ksatriyas, and vaishyas.
Anne Boyle, Marie Flynn and Joan Hanafin, 2015. Traveller Preschools and Pare...luke clancy
Recommended citation: Boyle, Anne, Flynn, Marie and Hanafin, Joan (2015). Traveller preschools in Ireland: Parental Involvement in a targeted setting. Paper presented to ERNAPE conference, Schools, Parents and Communities — Building New Futures Through Research and Innovation. European Research Network About Parents in Education and UiT The Arctic University of Norway, 10th biannual ERNAPE-conference (ERNAPE-ARCTIC), Tromsø, Norway, August 26–28 2015.
A. Boyle, M. Flynn and J. Hanafin, 2015. Traveller preschools in Ireland: Parental Involvement in a targeted setting. Paper presented to ERNAPE conference, Schools, Parents and Communities — Building New Futures Through Research and Innovation. European Research Network About Parents in Education and UiT The Arctic University of Norway, 10th biannual ERNAPE-conference (ERNAPE-ARCTIC), Tromsø, Norway, August 26–28 2015.
"Discovery of India" by Sister Nivedia: Guidance for value education TARAKNATH TARAPHDAR
‘Values’ differ from culture to culture; they undergo changes with time and evolving social structure. The concept of ‘value-education’ itself may be a process of brainwashing of the masses by the ruling class. Can there be anything as ‘Universal’ or ‘Eternal’ values?
Sister Nivedita had dedicated herself to the cause of India. It was no less austerity than the ‘tapasya’ of Uma of Kalidasa’s Kumarasambham. She bridged the ocean of cultural difference, Indianized herself. How? Did she discover the soul of India?
She had the rarest of rare ability to visualize ‘The Eternal Truth’, the ‘atman’, the Siva within the frail, mortal frame of human beings, especially among the Indians: the poor, the downtrodden, the toiling masses.
An exploration through her path of ‘Discovery of “India”’ will lead us towards development of values that will promote self-realization.
Grand Opening of Mayapur Institute Campus- Phase-1 InaugurationMayapur Institute
First phase of the Mayapur Institute Campus was inaugurated and offered to Srila Prabhupada on 3rd Jul 2017 in the auspicious presence of HH Jayapataka Swami and many other senior devotees.
Anne Boyle, Marie Flynn and Joan Hanafin, 2015. Traveller Preschools and Pare...luke clancy
Recommended citation: Boyle, Anne, Flynn, Marie and Hanafin, Joan (2015). Traveller preschools in Ireland: Parental Involvement in a targeted setting. Paper presented to ERNAPE conference, Schools, Parents and Communities — Building New Futures Through Research and Innovation. European Research Network About Parents in Education and UiT The Arctic University of Norway, 10th biannual ERNAPE-conference (ERNAPE-ARCTIC), Tromsø, Norway, August 26–28 2015.
A. Boyle, M. Flynn and J. Hanafin, 2015. Traveller preschools in Ireland: Parental Involvement in a targeted setting. Paper presented to ERNAPE conference, Schools, Parents and Communities — Building New Futures Through Research and Innovation. European Research Network About Parents in Education and UiT The Arctic University of Norway, 10th biannual ERNAPE-conference (ERNAPE-ARCTIC), Tromsø, Norway, August 26–28 2015.
"Discovery of India" by Sister Nivedia: Guidance for value education TARAKNATH TARAPHDAR
‘Values’ differ from culture to culture; they undergo changes with time and evolving social structure. The concept of ‘value-education’ itself may be a process of brainwashing of the masses by the ruling class. Can there be anything as ‘Universal’ or ‘Eternal’ values?
Sister Nivedita had dedicated herself to the cause of India. It was no less austerity than the ‘tapasya’ of Uma of Kalidasa’s Kumarasambham. She bridged the ocean of cultural difference, Indianized herself. How? Did she discover the soul of India?
She had the rarest of rare ability to visualize ‘The Eternal Truth’, the ‘atman’, the Siva within the frail, mortal frame of human beings, especially among the Indians: the poor, the downtrodden, the toiling masses.
An exploration through her path of ‘Discovery of “India”’ will lead us towards development of values that will promote self-realization.
Grand Opening of Mayapur Institute Campus- Phase-1 InaugurationMayapur Institute
First phase of the Mayapur Institute Campus was inaugurated and offered to Srila Prabhupada on 3rd Jul 2017 in the auspicious presence of HH Jayapataka Swami and many other senior devotees.
First phase of the Mayapur Institute Campus was inaugurated and offered to Srila Prabhupada on 3rd Jul 2017 in the auspicious presence of HH Jayapataka Swami and many other senior devotees.
Srila Prabhupada emphasized that devotees should systematically study the Vedic scriptures he translated and commented on. Such study would deepen their philosophical conviction and fine-tune their spiritual practices. Accordingly, Mayapur Institute has come up with programs for systematic scriptural study catering to students across the world, which provides progressive study of the essential Vedic literature.
Bhakti vriksha presentatie in het engels.
Bhakti vriksha is een onderdeel van ISKCON.
Titel is eenheid in verscheidenheid.
Presentatie gehouden door H.H.Kratu Maharaj in Suriname.
10 success stories of school leadership innovation in slum /low income school, who brought some change in lives of those students by providing them free education.
Sree Sree Thakur Anukul Chandra, a celebrated yogi, Purushottam and Living Ideal of this modern age is the founder of Satsang, a philanthropic institution. He was not only a great religious Guru, but also an outstanding educationist.
Vedic eco village western canada development plan 2017 26 SriSurabhi
We need more people to expand the eco village. New guest facilities will attract workers for infrastructure building & farming.
Eco Village plots to develop this year are Go Shala foundation (for future cows), gardens, kitchen, Patha Shala (Learning Center), Yoga Shala, and Yajna Shala
First phase of the Mayapur Institute Campus was inaugurated and offered to Srila Prabhupada on 3rd Jul 2017 in the auspicious presence of HH Jayapataka Swami and many other senior devotees.
Srila Prabhupada emphasized that devotees should systematically study the Vedic scriptures he translated and commented on. Such study would deepen their philosophical conviction and fine-tune their spiritual practices. Accordingly, Mayapur Institute has come up with programs for systematic scriptural study catering to students across the world, which provides progressive study of the essential Vedic literature.
Bhakti vriksha presentatie in het engels.
Bhakti vriksha is een onderdeel van ISKCON.
Titel is eenheid in verscheidenheid.
Presentatie gehouden door H.H.Kratu Maharaj in Suriname.
10 success stories of school leadership innovation in slum /low income school, who brought some change in lives of those students by providing them free education.
Sree Sree Thakur Anukul Chandra, a celebrated yogi, Purushottam and Living Ideal of this modern age is the founder of Satsang, a philanthropic institution. He was not only a great religious Guru, but also an outstanding educationist.
Vedic eco village western canada development plan 2017 26 SriSurabhi
We need more people to expand the eco village. New guest facilities will attract workers for infrastructure building & farming.
Eco Village plots to develop this year are Go Shala foundation (for future cows), gardens, kitchen, Patha Shala (Learning Center), Yoga Shala, and Yajna Shala
Author : Vrsabha das
Email : vrsabha@gmail.com
Date : April 2020
Text editing : Lyn Welker (Labangalatika d.d.)
Edited by : Sriman Subhananda Hari Das
Serial No. : 12 of 54
Most of the text was taken from Stephen Knapp
www.stephen-knapp.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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8. MORNING WALK,
VRINDAVANA, 14 MARCH 1974
“Now you be trained up and
revise the whole edition of
the western civilization,
especially in America.Then a
new chapter will come in.This
is the program.Therefore
varnasrama school required.”
11. MORNING WALK,VRINDAVANA,
14 MARCH 1974
“From five to ten years,
guru-kula.And after ten
years, they should go to
the varnasrama college.”
12. SB 7.6.10, PURPORT
“Formerly . . . the brahmanas, ksatriyas
and vaisyas (everyone but the sudras) –
were trained in the guru-kula . . . There
have consequently been many instances
in which great kings and emperors have
given up household life . . . they could
give up all their possessions because
they were trained early as brahmacaris.”
17. LETTER TO
MOHANANANDA,
11 DECEMBER 1972
“If you become Head Master
of the Gurukula that is more
important than going to
South America.This is the
most important post in
pushing on this movement.”
18. LETTER TO
STOKAKRSNA,
20 JUNE 1972
“I consider this Gurukula
school to be one of our most
important aspects of this
movement and it should be
given all serious consideration
by the members.”
20. SRIMAD-BHAGAVATAM
7.5.56-57, PURPORT
“In our Krsna consciousness movement,
the guru-kula plays an extremely
important part in our activities because
right from childhood the boys at the guru-
kula are instructed about Krsna
consciousness.Thus they become steady
within the cores of their hearts.”
24. LETTER TO
SATSVARUPA,
5 NOV 1972
“That school is very, very
important business, and
the best man must be
found out for taking
charge there and
developing it nicely.”
25. LETTER TO JAYATIRTHA,
22 JAN 1976
“All grhasthas who are interested in doing
business should do so in full swing . . . let all
the grhasthas who wish to, execute business
full-fledgedly in the USA and in this way
support Gurukula . . .The profits from the
businesses should first go to support
Gurukula and balance may be given for the
local Temple's maintenance.”
26. LETTER TO JAGADISH,
22 JAN 1976
“The GBC should make an
injunction that if they
beget children, then
whatever the expenses are
for supporting Gurukula
they must pay for it.”
36. PANDAL LECTURE,
DELHI, 29 NOV 1971
“Don't spoil your children.
The modern educational
system without any
knowledge of Bhagavan, I
may tell you frankly, not only
in India, everywhere, they are
practically slaughterhouse.”
37. ROOM CONVERSATION,
LONDON, 9 JULY 1973
“I have seen intelligent boys, they go to
school and he is spoiled.Yes, spoiled. He
learns how to smoke, how to have sex, how
to talk nonsense, how to use knife, how to
fight, these things . . . Simply slaughterhouse,
this so-called school is called slaughterhouse.
Yes, slaughterhouse.”
42. LECTURE, MELBOURNE,
19 APRIL 1976
“There is no education
actually. The modern
education means
simply a craftsmanship.”
43. MORNING WALK,
MAYAPUR, 7 APRIL 1975
“Krishna never says that, that ‘You send
your children to the universities and
make them fools and rascals.’ So one
who is depending on job, he's a sudra.
That is not education . . . Unless he gets
a job his education is useless.Therefore
he's a sudra.And brahmana, ksatriya,
vaisya – they will create their own
means of livelihood.”
44. MORNING WALK,
BOMBAY, 17 NOV 1975
“The modern education means to create
dogs.The dog goes door to door and
moves the tail,‘Please give me if you have
anything’ . . . InVedic culture no
brahmana will accept any job.
No ksatriya will accept any job.
No vaisya will accept any... Only sudras.”
49. GURU-KULA INSPECTION,
VRINDAVANA, 26 JUNE 1977
“There must be five hundred
students . . . Now your business is bring
students . . . Before going to the foreign
countries, I had a very bad experience.
I asked so many men to give students,
Vedic students.‘Swamiji . . .We have to
earn money.’ Nobody wants that the
children should be honest, brahmana,
brahmacari. Nobody wants.”
50. ROOM CONVERSATION,
NEW MAYAPUR, 31 JULY 1976
“That is the way of Indian teaching, that
there is one teacher, and how he's managing
hundreds? That means there are groups.
One who is elderly student, he's taking
some beginners: "Write a or A like this."
That he can teach.What he has learned, he
can teach. Similarly, next group, next group.
So in this way, one teacher can manage
hundreds of students of different
categories.This is organization.”
51. ROOM CONVERSATION,
ATLANTA, 1ST MARCH 1975
“So in this age, 99% people are
engaged as sudra, working for
others. No independence.
Otherwise brahmana, ksatriya,
vaisya, they are independent.
They are nobody's servant. But
at the present moment,
education means how to become
expert servant.That means sudra.
So we cannot expect any good
things from sudra.”
52. ROOM CONVERSATION,
PURI, 26 JAN 1977
“You are doglike and
hankering after some job in
America and amongst
Europeans.The Indians are all
doing that . . . educated? He's
just like dog,‘Give me job’”
53. CC ADI-LILA 17.103
This system was current even one hundred years ago; even fifty or
sixty years ago, when we were children, such brahmanas would visit
householders like humble beggars, and people would derive great
benefit from the mercy of such brahmanas.The greatest benefit was
that a householder could save a great deal of money from being
spent on doctor bills because the brahmanas, aside from explaining
the past, present and future, could ordinarily cure all kinds of
diseases simply by giving instructions and some medicine.Thus no
one was bereft of the benefit of a first-class physician, astrologer
and priest.The important members of ISKCON should give careful
attention to our Dallas school, where children are being taught
Sanskrit and English to become perfect brahmanas.
54.
55.
56. GURUR NA SA SYAT SVA-JANO NA SA SYAT
PITA NA SA SYAJ JANANI NA SA SYAT
DAIVAM NATAT SYAN NA PATIS CA SA SYAN
NA MOCAYED YAH SAMUPETA-MRTYUM
“One who cannot deliver his
dependents from the path of repeated
birth and death should never become
a spiritual master, a father, a husband, a
mother or a worshipable demigod.”
– SB 5.5.18
