Right understanding, relationship, and physical facility are the three essential requirements for fulfilling basic human aspirations of happiness and prosperity. While physical facility is necessary, it is not adequate on its own for human fulfillment. Relationship is also necessary for humans in a way that it is not for animals. Currently, most time and effort is spent on physical facility rather than building relationships and developing right understanding. The UHV-I course aims to develop a holistic perspective to help fulfill basic human aspirations through cultivating harmony at the individual, family, social, and environmental levels.
Universal human values and professional ethics notesajaykumarbp
Value education teaches universal human values and helps people improve their value systems. It enables people to correctly understand their needs, goals, and how to make good choices in life. Value education also helps remove confusion and contradictions, bringing harmony on all levels. It provides a common foundation for human values that can ensure a happy, harmonious society. For value education to be effective, it must cover values that are universal, rational, naturally acceptable, experientially verifiable, and promote harmony on individual, social and environmental levels.
Physical facilities are necessary and complete for animals to fulfill their needs of food, shelter, etc. However, for humans physical facilities are necessary but not complete. While humans require physical necessities like food and shelter, they also have non-physical needs for knowledge, relationships, happiness, and self-actualization that physical items alone cannot fulfill. Humans desire intellectual and social engagement beyond just physical survival needs.
Unit 3 - Harmony in the family and societynithyanithi26
Family is the basic unit of society and is characterized by common residence, economics, cooperation and reproduction. A family consists of individuals living together who are attached through blood relations and marriage. Healthy relationships within the family are built on trust, respect, affection, care, guidance, and other positive feelings. When families function harmoniously, it helps foster harmony in society as a whole. Maintaining proper relationships in family and society requires right understanding, right feelings, prosperity, and traditional ways of living.
The document discusses creating harmony in relationships through trust and respect. It states that trust is having no doubt that each person wants themselves and others to be happy and prosperous. Respect means evaluating others based on their inherent self, not external attributes. When there is trust and respect between individuals, it leads to mutual happiness and healthy relationships at all levels from family to society.
This document discusses basic human aspirations of continuous happiness and prosperity. It defines happiness as liking one's situation and prosperity as having more than enough physical facilities. It says continuous happiness and prosperity require right understanding of oneself and relationships with others and nature that ensure mutual happiness and prosperity. It analyzes where society currently lacks harmony and prosperity at individual, family, societal and environmental levels. The conclusion is that understanding ourselves and living in harmony at all levels of existence is needed for continuous well-being.
Human Values and Professional Ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education to help people correctly identify their aspirations and understand universal human values. It also explains that both values and skills are necessary to achieve goals, with values providing wisdom around what is truly valuable and skills allowing one to actualize goals. The content of value education should encompass understanding oneself and society, and learning to live in harmony at all levels through vigilance in one's thoughts, behaviors and work.
Universal human values and professional ethics notesajaykumarbp
Value education teaches universal human values and helps people improve their value systems. It enables people to correctly understand their needs, goals, and how to make good choices in life. Value education also helps remove confusion and contradictions, bringing harmony on all levels. It provides a common foundation for human values that can ensure a happy, harmonious society. For value education to be effective, it must cover values that are universal, rational, naturally acceptable, experientially verifiable, and promote harmony on individual, social and environmental levels.
Physical facilities are necessary and complete for animals to fulfill their needs of food, shelter, etc. However, for humans physical facilities are necessary but not complete. While humans require physical necessities like food and shelter, they also have non-physical needs for knowledge, relationships, happiness, and self-actualization that physical items alone cannot fulfill. Humans desire intellectual and social engagement beyond just physical survival needs.
Unit 3 - Harmony in the family and societynithyanithi26
Family is the basic unit of society and is characterized by common residence, economics, cooperation and reproduction. A family consists of individuals living together who are attached through blood relations and marriage. Healthy relationships within the family are built on trust, respect, affection, care, guidance, and other positive feelings. When families function harmoniously, it helps foster harmony in society as a whole. Maintaining proper relationships in family and society requires right understanding, right feelings, prosperity, and traditional ways of living.
The document discusses creating harmony in relationships through trust and respect. It states that trust is having no doubt that each person wants themselves and others to be happy and prosperous. Respect means evaluating others based on their inherent self, not external attributes. When there is trust and respect between individuals, it leads to mutual happiness and healthy relationships at all levels from family to society.
This document discusses basic human aspirations of continuous happiness and prosperity. It defines happiness as liking one's situation and prosperity as having more than enough physical facilities. It says continuous happiness and prosperity require right understanding of oneself and relationships with others and nature that ensure mutual happiness and prosperity. It analyzes where society currently lacks harmony and prosperity at individual, family, societal and environmental levels. The conclusion is that understanding ourselves and living in harmony at all levels of existence is needed for continuous well-being.
Human Values and Professional Ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education to help people correctly identify their aspirations and understand universal human values. It also explains that both values and skills are necessary to achieve goals, with values providing wisdom around what is truly valuable and skills allowing one to actualize goals. The content of value education should encompass understanding oneself and society, and learning to live in harmony at all levels through vigilance in one's thoughts, behaviors and work.
Value education aims to instill core human values and cultural values in students. It involves understanding one's values and goals through self-exploration. The document discusses several key aspects of value education:
1. It defines value education as the process of giving students an understanding of values and the rules to function in society.
2. It emphasizes the importance of value education in shaping one's life and performance on a global stage.
3. The process of self-exploration in value education involves verifying values based on one's natural acceptance and experiential validation rather than scriptures or others' assertions.
4. Value education plays a role in building character, promoting social cohesion, and regeneration
The document discusses the human being as a co-existence of self and body. It states that human beings are complex combinations of the sentiment 'I' relating to feelings, and the material body relating to physical facilities. The self ('I') and body each have distinct needs, activities, and types. The needs of the self are for happiness, trust, and respect, while the needs of the body are for food, clothing, and other physical comforts. The activities of the self include thinking, feeling, and desiring, while activities of the body include breathing and digestion. The document emphasizes that the self and body must co-exist harmoniously for a human being to function well.
1. Nature is composed of four orders - physical, bio, animal, and human. There is a relationship of mutual fulfillment between these orders where each order enriches the others.
2. The physical, bio, and animal orders naturally fulfill each other. They also fulfill human beings when humans have the right understanding.
3. For humans to realize this mutual fulfillment in nature, they need only understand that harmony is inherent and live accordingly. Then the mutual fulfillment between all four orders will be achieved.
Understanding the human being as co existence of selfADITYA GUPTA
The document discusses the human being as a co-existence of self ("I") and body. It states that while physical facilities fulfill the body's needs, they do not fulfill the needs of the self, which experiences feelings like happiness and sorrow. Both the needs of the self and body must be fulfilled. The self communicates through knowledge, assumption, and recognition, while the body communicates by identifying and satisfying needs. Human activities can be categorized as those occurring in the self, those occurring in the body, and those involving both. The self includes experiences, understanding, desires, thinking, and selection.
The document discusses establishing harmony in society through a universal human order. It outlines the human goal of developing right understanding and feelings in individuals, prosperity in families, fearlessness in society, and co-existence with nature.
To achieve this goal, it proposes five key systems or dimensions: 1) education and sanskar for wisdom and right living, 2) health and self-regulation of the body, 3) sustainable production through cyclic processes, 4) justice through fulfilling relationships, and 5) mutually beneficial exchange and storage of resources. The scope of these systems extends from the family order to a world family order for universal human harmony.
The document discusses the concept of harmony in the family and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of all social interaction.
It then discusses some key aspects needed for harmony in the family, including recognizing the feelings and values in relationships like trust, respect, affection, care, guidance, reverence, glory, gratitude and love. It emphasizes that respect comes from right evaluation and understanding of others, which leads to fulfillment in relationships. Differentiation and disrespect in relationships based on attributes like body or beliefs can lead to problems in society.
The document outlines five key dimensions or systems needed for a harmonious human society: education
The document outlines the need for value education and skill development. It discusses that value education helps us understand our aspirations and goals for a fulfilling life, while skill development teaches us the skills to achieve those aspirations. Both values and skills are needed, with values taking priority over skills. The document provides guidelines for value education content, stating it should be universal, rational, natural and verifiable, and all-encompassing. Value education involves self-exploration to discover one's natural values through dialogue between one's current self and true natural acceptance. The goal is to ensure harmony within oneself.
This document discusses implications of a holistic understanding of harmony on professional ethics. It explores how natural human values like trust and respect are innate and do not depend on time, place, or beliefs. It argues this provides a basis for universal human values and ethical conduct. It discusses implications like transition to happiness at individual and societal levels through value-based living. It advocates for humanistic education and constitution to develop right understanding and move towards a holistic alternative that is sustainable and fulfills human aspirations. Finally, it discusses issues in professional ethics today and need for developing ethical competence through value education.
This document discusses the concept of harmony within the self. It states that harmony arises when thoughts are guided by natural acceptance rather than assumptions or sensations. Disharmony occurs when thoughts contradict each other or natural laws. The key to happiness is being in a state of harmony. It provides examples of how preconditioning, sensations, and natural acceptance can influence thought processes and the resulting harmony or disharmony in the self. It emphasizes developing right understanding and feelings to attain harmony and discusses diagnosing one's own thought processes to identify sources of assumptions versus natural acceptance.
The document discusses the concept of harmony in families and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of social interaction as each person is born into a family.
The document outlines several proposals for verifying harmony in the family, including having definite feelings between family members that lead to mutual happiness when recognized and fulfilled. It also discusses the foundation values that should exist in human relationships, such as trust, respect, affection, care, guidance, reverence and love.
Finally, the document proposes that the comprehensive human goal should include right understanding, prosperity, fearlessness and co-existence. It explores how these four aspects are interrelated and
This document discusses the implications of a holistic understanding of harmony on professional ethics. It defines key concepts like values, morals, ethics, and professional ethics. It explains that good professionals have both strong ethical conduct and requisite job skills. Having the right understanding enables identifying definitively ethical human behavior in terms of values, policies, and character. This definitiveness in ethical conduct is important for professionals and brings positive changes at individual, family, societal and environmental levels when adopted. The document also discusses issues in professional ethics and suggests various measures to address them holistically.
A home environment where family members treat each other with respect and work through problems together protects children against emotional, psychological, learning and social problems later in life, according to family and child researchers.
1. The document discusses the importance of holistic understanding and harmony in developing professional ethics. It outlines 30 moral values and 3 criteria each for values, policies, and character that define ethical human conduct.
2. Issues in professional ethics like corruption and unethical practices can be addressed through awareness programs, codes of conduct, audits, and whistleblower policies.
3. Evaluating technologies based on catering to human needs, being people-friendly, and eco-friendly allows for a holistic approach aligned with human welfare.
This document discusses universal human values and professional ethics. It contains information about a group project on understanding the characteristics and activities of the self ('I') and harmony between the self and body. It describes activities that take place within the self, such as thinking and feeling. It defines characteristics of the self like being creative, passionate and motivated. It explains the concepts of sanyam (self-control) and swasthya (health) as important for harmony between self and body. It provides aspects of sanyam like will power and self-discipline. Finally, it lists programs to ensure sanyam and swasthya, such as nurturing the body, protecting it, and utilizing it properly.
Happiness and prosperity in the lives of living beings (meaning and purpose) Sanjeet Yadav
What is the real meaning of happiness and prosperity in ones life ? What are the things to attain the level of prosperity and how to differentiate prosperity from Wealth? The answers of all such questions can be find out from the above Presentation.
This document discusses the importance of value education and professional ethics. It defines value education as a system that identifies basic human aspirations, ensures the importance of values and skills, and facilitates appropriate technology use for human welfare. Value education aims to promote education for sustainable development, correct identification of aspirations, understanding universal human values, and evaluating beliefs. It also discusses the need to understand human values at different levels, including oneself, family, society, and nature. The document emphasizes qualities like optimism, love, courage and spirituality that are important for happiness. It highlights values like privacy, integrity, respect and trust that are important for professional ethics.
This document discusses self-exploration as a process for value education. It begins by introducing the workshop/course and explaining that self-exploration involves dialogue - first between the presenter and participants, but then becomes an internal dialogue within oneself. It describes the process of self-exploration as involving investigating what one is and what one naturally accepts, and seeing if these are in harmony or contradiction. When in harmony, one experiences happiness, and when in contradiction, unhappiness. The goal of self-exploration is living in harmony within and with others through understanding one's natural acceptance.
The document discusses the human being as a co-existence of self ("I") and body. It explains that the human being experiences feelings through the self rather than the body. It also discusses that while physical facilities fulfill the needs of the body, they do not fulfill the needs of the self, which requires happiness. The needs of the self and body are different - the self needs happiness and the body needs physical facilities. Both are required. The document then examines activities in the self and body, with the body serving as an instrument for the self. It provides examples of how the self is the seer, doer and enjoyer through the body.
This document discusses harmony in the human being by examining the relationship between the self ("I") and the body. It explains that the human being is a co-existence of the self and body, with an exchange of information between the two. The needs of the self are continuous feelings like happiness, while the needs of the body are temporary physical facilities. It also analyzes the different activities of the self, like imaging, analyzing, selecting, and tasting, using the example of desiring respect through home ownership.
This document discusses the distinction between the self (consciousness) and the body (material) in a human being. It notes that the self has needs of feelings and happiness that are fulfilled through right understanding and feelings, while the body has material needs like food that are fulfilled through physical things. Both types of needs are important and must be understood and fulfilled separately. The activities of the self like desire, thought, and expectation occur continuously through imagination, shaping behavior and work. Harmonious imagination leads to happiness while contradictory imagination leads to unhappiness.
This document discusses basic human aspirations and their fulfillment. It begins by outlining the content and process of the workshop/course, which aims to initiate an internal dialogue within participants. It then explores some fundamental human desires like happiness, prosperity, and the continuity of these states. It examines why there is often a gap between our desires and our current state of being. The document suggests that while physical facilities are necessary, human beings also require relationships to be fulfilled. It argues that the priority should be on developing right understanding, relationships, and physical facilities in that order. Living with an overemphasis on just physical facilities leads to an "animal consciousness" whereas properly developing all three aspects leads to "human consciousness" and fulfillment.
This document discusses basic human aspirations and their fulfillment. It begins by outlining the content and process of the workshop/course, which aims to initiate an internal dialogue within participants. It then explores some fundamental human desires like happiness, prosperity, and the continuity of these states. It examines why there is often a gap between our desires and our current state. The document suggests that while physical facilities are necessary, human beings also require relationships for fulfillment. It argues that the priority should be on developing right understanding, relationships, and physical facilities in that order. When these three aspects are properly addressed, it can lead to human consciousness and holistic development.
Value education aims to instill core human values and cultural values in students. It involves understanding one's values and goals through self-exploration. The document discusses several key aspects of value education:
1. It defines value education as the process of giving students an understanding of values and the rules to function in society.
2. It emphasizes the importance of value education in shaping one's life and performance on a global stage.
3. The process of self-exploration in value education involves verifying values based on one's natural acceptance and experiential validation rather than scriptures or others' assertions.
4. Value education plays a role in building character, promoting social cohesion, and regeneration
The document discusses the human being as a co-existence of self and body. It states that human beings are complex combinations of the sentiment 'I' relating to feelings, and the material body relating to physical facilities. The self ('I') and body each have distinct needs, activities, and types. The needs of the self are for happiness, trust, and respect, while the needs of the body are for food, clothing, and other physical comforts. The activities of the self include thinking, feeling, and desiring, while activities of the body include breathing and digestion. The document emphasizes that the self and body must co-exist harmoniously for a human being to function well.
1. Nature is composed of four orders - physical, bio, animal, and human. There is a relationship of mutual fulfillment between these orders where each order enriches the others.
2. The physical, bio, and animal orders naturally fulfill each other. They also fulfill human beings when humans have the right understanding.
3. For humans to realize this mutual fulfillment in nature, they need only understand that harmony is inherent and live accordingly. Then the mutual fulfillment between all four orders will be achieved.
Understanding the human being as co existence of selfADITYA GUPTA
The document discusses the human being as a co-existence of self ("I") and body. It states that while physical facilities fulfill the body's needs, they do not fulfill the needs of the self, which experiences feelings like happiness and sorrow. Both the needs of the self and body must be fulfilled. The self communicates through knowledge, assumption, and recognition, while the body communicates by identifying and satisfying needs. Human activities can be categorized as those occurring in the self, those occurring in the body, and those involving both. The self includes experiences, understanding, desires, thinking, and selection.
The document discusses establishing harmony in society through a universal human order. It outlines the human goal of developing right understanding and feelings in individuals, prosperity in families, fearlessness in society, and co-existence with nature.
To achieve this goal, it proposes five key systems or dimensions: 1) education and sanskar for wisdom and right living, 2) health and self-regulation of the body, 3) sustainable production through cyclic processes, 4) justice through fulfilling relationships, and 5) mutually beneficial exchange and storage of resources. The scope of these systems extends from the family order to a world family order for universal human harmony.
The document discusses the concept of harmony in the family and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of all social interaction.
It then discusses some key aspects needed for harmony in the family, including recognizing the feelings and values in relationships like trust, respect, affection, care, guidance, reverence, glory, gratitude and love. It emphasizes that respect comes from right evaluation and understanding of others, which leads to fulfillment in relationships. Differentiation and disrespect in relationships based on attributes like body or beliefs can lead to problems in society.
The document outlines five key dimensions or systems needed for a harmonious human society: education
The document outlines the need for value education and skill development. It discusses that value education helps us understand our aspirations and goals for a fulfilling life, while skill development teaches us the skills to achieve those aspirations. Both values and skills are needed, with values taking priority over skills. The document provides guidelines for value education content, stating it should be universal, rational, natural and verifiable, and all-encompassing. Value education involves self-exploration to discover one's natural values through dialogue between one's current self and true natural acceptance. The goal is to ensure harmony within oneself.
This document discusses implications of a holistic understanding of harmony on professional ethics. It explores how natural human values like trust and respect are innate and do not depend on time, place, or beliefs. It argues this provides a basis for universal human values and ethical conduct. It discusses implications like transition to happiness at individual and societal levels through value-based living. It advocates for humanistic education and constitution to develop right understanding and move towards a holistic alternative that is sustainable and fulfills human aspirations. Finally, it discusses issues in professional ethics today and need for developing ethical competence through value education.
This document discusses the concept of harmony within the self. It states that harmony arises when thoughts are guided by natural acceptance rather than assumptions or sensations. Disharmony occurs when thoughts contradict each other or natural laws. The key to happiness is being in a state of harmony. It provides examples of how preconditioning, sensations, and natural acceptance can influence thought processes and the resulting harmony or disharmony in the self. It emphasizes developing right understanding and feelings to attain harmony and discusses diagnosing one's own thought processes to identify sources of assumptions versus natural acceptance.
The document discusses the concept of harmony in families and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of social interaction as each person is born into a family.
The document outlines several proposals for verifying harmony in the family, including having definite feelings between family members that lead to mutual happiness when recognized and fulfilled. It also discusses the foundation values that should exist in human relationships, such as trust, respect, affection, care, guidance, reverence and love.
Finally, the document proposes that the comprehensive human goal should include right understanding, prosperity, fearlessness and co-existence. It explores how these four aspects are interrelated and
This document discusses the implications of a holistic understanding of harmony on professional ethics. It defines key concepts like values, morals, ethics, and professional ethics. It explains that good professionals have both strong ethical conduct and requisite job skills. Having the right understanding enables identifying definitively ethical human behavior in terms of values, policies, and character. This definitiveness in ethical conduct is important for professionals and brings positive changes at individual, family, societal and environmental levels when adopted. The document also discusses issues in professional ethics and suggests various measures to address them holistically.
A home environment where family members treat each other with respect and work through problems together protects children against emotional, psychological, learning and social problems later in life, according to family and child researchers.
1. The document discusses the importance of holistic understanding and harmony in developing professional ethics. It outlines 30 moral values and 3 criteria each for values, policies, and character that define ethical human conduct.
2. Issues in professional ethics like corruption and unethical practices can be addressed through awareness programs, codes of conduct, audits, and whistleblower policies.
3. Evaluating technologies based on catering to human needs, being people-friendly, and eco-friendly allows for a holistic approach aligned with human welfare.
This document discusses universal human values and professional ethics. It contains information about a group project on understanding the characteristics and activities of the self ('I') and harmony between the self and body. It describes activities that take place within the self, such as thinking and feeling. It defines characteristics of the self like being creative, passionate and motivated. It explains the concepts of sanyam (self-control) and swasthya (health) as important for harmony between self and body. It provides aspects of sanyam like will power and self-discipline. Finally, it lists programs to ensure sanyam and swasthya, such as nurturing the body, protecting it, and utilizing it properly.
Happiness and prosperity in the lives of living beings (meaning and purpose) Sanjeet Yadav
What is the real meaning of happiness and prosperity in ones life ? What are the things to attain the level of prosperity and how to differentiate prosperity from Wealth? The answers of all such questions can be find out from the above Presentation.
This document discusses the importance of value education and professional ethics. It defines value education as a system that identifies basic human aspirations, ensures the importance of values and skills, and facilitates appropriate technology use for human welfare. Value education aims to promote education for sustainable development, correct identification of aspirations, understanding universal human values, and evaluating beliefs. It also discusses the need to understand human values at different levels, including oneself, family, society, and nature. The document emphasizes qualities like optimism, love, courage and spirituality that are important for happiness. It highlights values like privacy, integrity, respect and trust that are important for professional ethics.
This document discusses self-exploration as a process for value education. It begins by introducing the workshop/course and explaining that self-exploration involves dialogue - first between the presenter and participants, but then becomes an internal dialogue within oneself. It describes the process of self-exploration as involving investigating what one is and what one naturally accepts, and seeing if these are in harmony or contradiction. When in harmony, one experiences happiness, and when in contradiction, unhappiness. The goal of self-exploration is living in harmony within and with others through understanding one's natural acceptance.
The document discusses the human being as a co-existence of self ("I") and body. It explains that the human being experiences feelings through the self rather than the body. It also discusses that while physical facilities fulfill the needs of the body, they do not fulfill the needs of the self, which requires happiness. The needs of the self and body are different - the self needs happiness and the body needs physical facilities. Both are required. The document then examines activities in the self and body, with the body serving as an instrument for the self. It provides examples of how the self is the seer, doer and enjoyer through the body.
This document discusses harmony in the human being by examining the relationship between the self ("I") and the body. It explains that the human being is a co-existence of the self and body, with an exchange of information between the two. The needs of the self are continuous feelings like happiness, while the needs of the body are temporary physical facilities. It also analyzes the different activities of the self, like imaging, analyzing, selecting, and tasting, using the example of desiring respect through home ownership.
This document discusses the distinction between the self (consciousness) and the body (material) in a human being. It notes that the self has needs of feelings and happiness that are fulfilled through right understanding and feelings, while the body has material needs like food that are fulfilled through physical things. Both types of needs are important and must be understood and fulfilled separately. The activities of the self like desire, thought, and expectation occur continuously through imagination, shaping behavior and work. Harmonious imagination leads to happiness while contradictory imagination leads to unhappiness.
This document discusses basic human aspirations and their fulfillment. It begins by outlining the content and process of the workshop/course, which aims to initiate an internal dialogue within participants. It then explores some fundamental human desires like happiness, prosperity, and the continuity of these states. It examines why there is often a gap between our desires and our current state of being. The document suggests that while physical facilities are necessary, human beings also require relationships to be fulfilled. It argues that the priority should be on developing right understanding, relationships, and physical facilities in that order. Living with an overemphasis on just physical facilities leads to an "animal consciousness" whereas properly developing all three aspects leads to "human consciousness" and fulfillment.
This document discusses basic human aspirations and their fulfillment. It begins by outlining the content and process of the workshop/course, which aims to initiate an internal dialogue within participants. It then explores some fundamental human desires like happiness, prosperity, and the continuity of these states. It examines why there is often a gap between our desires and our current state. The document suggests that while physical facilities are necessary, human beings also require relationships for fulfillment. It argues that the priority should be on developing right understanding, relationships, and physical facilities in that order. When these three aspects are properly addressed, it can lead to human consciousness and holistic development.
This document discusses basic human aspirations and their fulfillment. It begins by outlining the content and process of the workshop/course, which aims to initiate an internal dialogue within participants. It then explores some fundamental human desires like happiness, prosperity, and the continuity of these states. It examines why there is often a gap between our desires and our current state. The document suggests that while physical facilities are necessary, human beings also require relationships to be fulfilled. It argues that the priority should be on developing right understanding, relationships, and physical facilities in that order. Living with an overemphasis on just physical facilities leads to an "animal consciousness" whereas properly developing all three aspects leads to "human consciousness" and fulfillment.
This document discusses the concepts of basic human aspiration, holistic development, and the role of education. It notes that AICTE has taken steps to address the crucial missing link of human values in education. The document outlines that the workshop/course will cover the content, process, and expected achievements of gaining a right understanding of universal human values. This includes exploring human desires versus current states of being, and the efforts being made to bridge that gap. It argues that while physical facility is necessary for humans, relationship and right understanding are also essential to fulfill basic human aspirations and achieve holistic development and a happy, prosperous society.
Hvpe 0.1 holistic devl & role of edurajajeet18
This document discusses the role of education in holistic development. It states that the role of education is to facilitate the development of competence to live with definite human conduct. It explores how for humans, physical facility is necessary but relationship is also necessary, unlike for animals where physical facility is both necessary and adequate. It argues that for fulfillment in relationships and continuity of happiness and prosperity, right understanding is important for humans in addition to physical needs.
The document discusses the role of education in facilitating human development and transformation. It argues that for human beings, physical facility, relationship, and right understanding are all necessary for happiness and prosperity. The role of education is to enable this transformation to "human consciousness" by developing the competence for "definite human conduct" - ensuring right understanding, the capacity for positive relationships, and skills for sustainable production of resources. The goal is holistic development moving from an "animal consciousness" focused only on physical needs to a "human consciousness" centered on mutual happiness through all three components.
The document discusses the role of education in holistic human development. It argues that the role of education is to facilitate the transformation to human consciousness by developing the competence for definite human conduct. This requires education to ensure 1) right understanding, 2) the capacity for positive relationships, and 3) the capacity for sustainable production beyond basic needs. Currently, education is lacking in developing these areas. Parents, teachers and society should make developing human education and values their responsibility.
The document discusses the human being as a co-existence of the self and the body. It defines the self as consciousness and the body as material. The needs of the self (happiness, respect) are continuous and fulfilled by activities of consciousness like right understanding and feelings. The needs of the body (food, shelter) are temporary physical facilities fulfilled by material things. It emphasizes understanding the separate nature and fulfillment of the needs of the self versus the body to avoid misunderstandings that can harm health and well-being.
UHV 3D D2-S1B Und Human Being - Prosperity _ Health.pptPrahladGarg3
The document discusses the relationship between the self, body, and physical needs. It makes three key points:
1. The self is central to human existence, while the body acts as an instrument for the self. Physical needs and activities are meant to serve the nurturing, protection, and right utilization of the body.
2. True prosperity is having more physical resources than what is required to meet the body's needs. Identifying the actual required quantity is important to understand prosperity correctly.
3. Maintaining the health of the body requires proper intake, daily routine, exercise, postures, and treatment - all aimed at keeping the body's internal systems in harmony. The self must feel a sense of responsibility
The document outlines AICTE's Student Induction Program, which aims to help new students transition smoothly to higher education through a 3-week induction period. The objectives of the program are to familiarize students with the institution's culture and practices, establish a healthy daily routine, facilitate bonding between peers and faculty, and develop awareness of one's place in individual, family, social, and environmental contexts. The induction activities include modules on universal human values, physical health, familiarization with academic departments, literature, creative arts, and remedial mathematics/language skills. Resources provided to implement the program include guidance manuals, teaching materials, and recordings of sample induction activities. The goal is to support students' holistic development through a value
UHV I Induction Program Highlights v2.pptxSiva453615
The document outlines an induction program developed by AICTE for new students entering higher education. It aims to help with the transition from school to college through a three-week program. The objectives are to familiarize students with the institution's culture, establish a daily routine, develop bonds with peers and faculty, and address weaknesses in skills. The activities include lectures on universal human values, physical health activities, visits to local areas, lectures by eminent people, literature activities, creative practices, and other co-curricular activities. Resources provided include guides, manuals, teaching materials, and recordings of previous programs. The goal is to help students overcome challenges and have a holistic educational experience.
Process of Self-Exploration and self awareness.pptUttamDeshpande1
Self exploration is a process of discovering that there is something innate, invariant and universal in all human beings. This enables us to look at the confusions and contradictions within us and resolve them by becoming aware of our natural acceptance.
1. The document discusses the human being as a co-existence of the self ('I') and the body. It distinguishes between the needs, activities, and nature of the self versus the body.
2. The needs of the self include happiness and qualitative experiences like trust and respect. The needs of the body are physical facilities and comforts that are needed in a limited quantity.
3. The activities of the self involve thinking, desiring, understanding, and decision making. The activities of the body involve physical processes and actions done with the consent of the self, like breathing and digestion.
4. The self is described as the conscious entity that desires and thinks, while the body is the material
This document discusses the importance of trust in relationships and harmony in the family. It proposes that trust on the intention of others, based on the understanding that all human beings naturally want to be happy, is the foundation of relationships. Such trust can be unconditional and continuous, whereas trust on competence depends on events and may change. Self-reflection questions are provided to examine one's own level of trust on the intentions of family and friends. Developing trust on others' intentions based on a shared natural acceptance, rather than doubts based on events, is important for addressing problems in relationships.
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Ind 3 Basic Human Aspirations _ their Fulfilment v1 (4).ppt
1. UHV-I
Session 3
Basic Human Aspirations
and their Fulfilment
Document prepared by UHV Team (uhv.or.in) and adopted by AICTE NCC-IP Sub-
committee for Mentor Manual and related Materials for UHV-I
Suggestions for improvement are welcome
All Rights Reserved
2. 2
From the previous session: Human Goal = Happiness & Prosperity
(1) Our basic aspiration (human goal) is very clear – the destination is
fixed
(2) We know our current state (right evaluation)
(3) We plan steps that connect and lead to
the fulfillment of basic aspiration
– direction is definite
Our basic aspiration is definite
It does not keep changing
(It seems to be the same
for all human beings)
(1)-Basic
Aspiration
Fulfilling
life
To BE always
happy and
prosperous
(2)-Current State
(कभी ख़ुशी, कभी ग़म)
(निरंतर सुख)
3. 3
Introduction
In the previous session, we saw that our basic aspirations are
happiness(सुख) and prosperity(समृद्धि).
The home assignment was to check if this is true for you.
We also asked you to write down your perspective about happiness and
about prosperity..
In this session we want to explore into two questions:
• Are happiness and prosperity our basic aspirations?
• What is needed to fulfil these aspirations(चाहना)?
Through this exploration, we will also see what this UHV-I course is
about. It will help to answer questions like:
• What is the content of UHV?
• What is the process of UHV?
• Why are we doing this course (UHV-I)?
• Will it really help me in fulfilling my aspirations?
• Will it really help me in addressing to my concerns?
4. 4
We will Explore on our Own Right: The Process of Exploration
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 program 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
5. 5
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
Aspiration (pkguk)
6. 6
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
Are we happy?
D;k ge lq[kh gSa
Are we prosperous?
D;k ge le`) gSa
Is there continuity of our
happiness and prosperity?
D;k gekjs lq[k] le`f) dh
fujarjrk gS
Aspiration, What We Want to Be State of Being, What We Are
Why this gap?
- between our aspiration 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
7. 7
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
Is our effort (gekjk iz;kl):
– For continuity of happiness
and prosperity?
lq[k] le`f) dh fujarjrk ds
vFkZ esa gS or ;k
– (Studying hard) only for
earning money, ensuring
physical facility and its
accumulation ?
पढ़ निख कर क
े वि धि कमािा, सुनवधा
जुटािा, और उसका संग्रह करिे क
े अर्थ में ?
Aspiration pkguk Effort djuk
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?
8. 8
Physical Facility is Necessary…but!
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 gSA
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
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…)
9. 9
Something more is required.. (over and above physical facility)
Physical facility is necessary for human being
but
something more is also required....
10. 10
To find out what else is required (over and above physical facility)
Check: Is the unhappiness with in us and in our families
More due to lack of physical facility or
More due to lack of fulfillment in relationship?
अभी हमको जो दुख है ,हमारे पररवारों में जो दुुःख है, वह सुनवधा क
े अभाव में ज्यादा है या
सम्बन्ध का निवाथह ि होिे क
े कारण ज्यादा है ?
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
11. 11
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 iw.kZ Hkh gS]
For human being physical facility is necessary but not adequate
euq”; ds fy, Hkh lqfo/kk vko’;d gS ij iw.kZ ugha gSA
12. 12
RELATIONSHIP
laca/k
with human being
PHYSICAL FACILITY
lqfo/kk
With nature For human beings:
necessary but not
adequate
For animals:
necessary & largely
adequate
ekuo ds fy,
vko’;d
ijarq iw.kZ ugha
i’kq ds fy,
vko’;d
,oa iw.kZ
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
13. 13
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?
14. 14
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
15. 15
For human beings:
necessary but not
adequate
For animals:
necessary & largely
adequate
RIGHT UNDERSTANDING
(le>)
in the self
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
Right Understanding is also Essential for Human Being
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 makes it easier to deal with the lower priority
16. 16
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
RIGHT UNDERSTANDING
(le>)
in the self
3
2
1
For human beings:
necessary but not
adequate
For animals:
necessary & largely
adequate
Priority: Right Understanding, Relationship & Physical Facility
Feeling
- Trust
- Respect
- …
17. 18
Requirement to fulfill Basic Aspiration
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
RIGHT UNDERSTANDING
(le>)
in the self
MUTUAL HAPPINESS
(mHk; lq[k)
MUTUAL PROSPERITY
(mHk; le`f))
3
2
Desirable State
= fulfilling life
1
Feeling
- Trust
- Respect
- …
If we are living with
all three
(right understanding,
relationship and
physical facility, in
that priority order)
then we are living
with continuous
happiness
Human being can
be fulfilled
(be happy and
prosperous)
on the basis of
these three
18. 20
Current State
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
RIGHT UNDERSTANDING
(le>)
in the self
1
?
?
UNHAPPINESS
Making others Unhappy
DEPRIVATION
Exploiting and
Depriving others
Current State –
Where we are
If our living is only for
physical facility, then we
are living with animal
consciousness
Animals live only for
physical facility and can
be fulfilled by that
Human being can not
be fulfilled on the basis
of physical facility alone
19. 21
Desirable state – Living in Harmony – Program to Fulfill Basic Human Aspiration
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
RIGHT UNDERSTANDING
(le>)
in the self
MUTUAL HAPPINESS
(mHk; lq[k)
MUTUAL PROSPERITY
(mHk; le`f))
3
2
1
Understanding Harmony:
- Harmony in Human Being
- Harmony in Family
- Harmony in Society
- Harmony in
Nature/Existence
VALUES
all 4 levels:
- Individual
- Family
- Society
- Nature/Existence
SKILLS
Living in Harmony
with human being
Living in Harmony
with rest of nature
Understanding Harmony
PROGRAM:
Living in Harmony
20. 22
Happiness and Prosperity (a proposal)
Happiness = To be in a state of Harmony
Lkq[k ¾ laxhr esa] O;oLFkk esa thuk
Unhappiness = To be forced to be in a state of Contradiction
nq[k ¾ varfoZjks/k esa] vO;oLFkk esa thus ds fy;s ck/;
g®uk
Prosperity – The feeling of having 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 “ “ “ “
22. 24
Purpose of this Course (UHV-I)
To develop a holistic perspective
Which includes all aspects of our real life:
- Ourself
- Our family, friends, classmates, seniors, teachers… (Human Relationships)
- Our society (social systems)
- Our natural environment
In other words, a holistic perspective means understanding harmony:
- Harmony in Human Being
- Harmony in Family
- Harmony in Society
- Harmony in Nature/Existence
24. 26
Home Assignment 3.1
Take your list of aspirations + concerns (from session 1 home assignment).
Find out what is needed to fulfill your aspirations + address your concerns:
– right understanding (clarity)
– relationship (right feeling)
– physical facility (money, some real physical facility like food, clothes, shelter, mobile…)
eg. Aspiration/Concern right und relationship physical facility, body
Money ? ? (salary…)
Name, fame, attention
good food ? ? (food)
latest bike ? ? (bike)
peace of mind (family & friends)
good health
Also find out how much time and effort you put in every day in these 3 areas
eg. right und relationship physical facility, body
College work 10 hrs 1 hr 2 hrs (talking) 7 hrs (skills)
eating 2 hrs 2 hrs
sleeping 8 hrs 8 hrs
other activity 4 hrs 3 hrs (worship, TV) 1 hr (bath, gym etc.)
4 hrs 2 hrs 18 hrs
25. 27
Home Assignment 3.2
Take your list of aspirations. Classify the aspirations into four categories:
1. Aspirations at the individual level. E.g. you aspire to be happy within, to be
healthy
2. Aspirations at the level of family. E.g. you aspire to be comfortable with
everyone in your family and you want them to be assured of you
3. Aspirations at the level of society. E.g. You aspire for a good job
4. Aspirations at the level of nature. E.g. You aspire for natural resources to be
readily available
Similarly, take your list of concerns. Classify the concerns also into these four
categories:
1. Concerns at the individual level. E.g. you want to get rid of anger, tension,
frustration and peer pressure
2. Concerns at the level of family. E.g. you want to overcome the pressure to
conform to their norms
3. Concerns at the level of society. E.g. you wish that the domination,
exploitation, differentiation and terrorism is resolved
4. Concerns at the level of nature. E.g. you’d like the pollution levels to reduce
In the next session, we will discuss the aspirations and concerns at the
individual level.
26. 28
Home Assignment – Conclusions
Analyse your list of your aspirations + concerns Find out what is needed to fulfill
them:
– right understanding – relationship (right feeling) – physical facility
Aspiration
/Concern right und relationship physical facility, body
Money (salary…)
But with a base of relationship & right understanding
Good friends
But with a base of right understanding
Peace of mind (right feeling within) May not be required!
CONCLUSIONS:
For the fulfilment of any aspiration or for addressing any concern, right
understanding and relationship are definitely required. Physical facility may or
may not be required
In general, our effort is mostly for physical facility (maybe because we have
assumed that it is the main thing required for a fulfilling life).
28. 30
Animals living with
animal consciousness
they are in harmony this is fine
Human being living with
human consciousness
they are in harmony this is fine
Human being living with
animal consciousness
they are in disharmony this is the
problem
29. 31
For human beings:
necessary but not
adequate
For animals:
necessary & largely
adequate
RIGHT UNDERSTANDING
(le>)
in the self
RELATIONSHIP
(laca/k)
with human
being
PHYSICAL FACILITY
(lqfo/kk)
with rest of nature
Q1.
What is the difference between right understanding, relationship and
physical facility?
These are two different types of needs
Let us explore if one type of need can be fulfilled by another
30. 32
Q: Does an AC help us resolve our discomfort & unhappiness?
An AC does help resolve the physical discomfort
However, it is not clear that the AC provides any relief from
unhappiness
RELATIONSHIP
(laca/k)
with human
being
AIR CONDITIONER
RIGHT UNDERSTANDING
(le>)
in the self
1
?
?
Ex: Sitting in a hot room… we are uncomfortable & unhappy
31. 33
Q: Is the feeling of opposition naturally acceptable? Or do we want to get rid of
the feeling of opposition, to resolve the 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 atmost 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
OPPOSITION
IN
RELATIONSHIP
AIR CONDITIONER
RIGHT UNDERSTANDING
(le>)
in the self
1
?
?
Ex: Sitting in an AC room… with someone we are opposed to…
32. 34
Q: Does the AC help us resolve the contradiction in our thoughts?
We can see that an AC has no impact in resolving contradiction in
thoughts
Right understanding is required to resolve contradiction in thoughts
RELATIONSHIP
(laca/k)
with human
beings
AIR CONDITIONER
CONTRADICTION
IN
THOUGHTS
1
?
?
Ex: Sitting alone in an AC room… thinking about one we oppose...
Editor's Notes
Searching for angoothi story
Talak … agli shadi? What is the guarantee that it will work … need to understand relationship
Gratitude for PF << Gratitude for Feeling in Relationship << Gratitude for RU
Parents feel that they invested the whole life for the children (providing PF)
If they have not paid attention to RF & RU, then the children may not have gratitude for the parents
Typically the father provides the PF, the mother provides PF and feeling, so children are more attached to the mothers
You are sitting with someone with whom you have a feeling of opposition – will you be happy / unhappy?
Many people share that when they are in office, they are excellent performers. But when they go home, they do not get the same response from the family - why? Because at home, feeling in relationship is still important.
You were sitting with someone with whom you have a feeling of opposition.
Now that person has left, but you are still thinking about that relationship (there is contradiction in your thoughts) – will you be happy / unhappy?