It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
The most important system of education in medieval period was the Buddhist system of education. Buddhist education came into the existence in the 5th century B.C. Buddhist system of education was monastic. All castes were admitted to Buddhist sangh. The history of education in Buddha period is inter-related with the history of monasteries and Vihara because there were no independent educational institutions or centers, other than those religious centers. Those centers were highly responsible for the spread of Buddhism in India by 600B.C.
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
The most important system of education in medieval period was the Buddhist system of education. Buddhist education came into the existence in the 5th century B.C. Buddhist system of education was monastic. All castes were admitted to Buddhist sangh. The history of education in Buddha period is inter-related with the history of monasteries and Vihara because there were no independent educational institutions or centers, other than those religious centers. Those centers were highly responsible for the spread of Buddhism in India by 600B.C.
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
It is a beautiful presentation on Buddhist Educational System- Buddhist Education- Pubbaja -Upasampada- Four noble Truths-Ashtanga Margas- Eight Fold Paths-Sangha Vihara- Buddhist Monks-
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching, Role of Teacher, Role of students, Discipline, School, Merits and Demerits of Buddhism.
A webinar on 'Indian school of philosophy' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
A.Veliappan, Ph.D
Faculty, Department of Education
M.S.University, Tirunelveli, TN-627 012
Vedic Education: aims, curriculum, methodology, system of education, upanayan...Hathib KK
Vedic Education-Education During Vedic Age in India- Education and Vedic Age- Upanayana Ceremony- Aims of Education During Vedic Age in India-Curriculum of Vedic Education in India-Social Stratification in India
Samkhya Philosophy : Basic Concepts and Characteristics Sahin Sahari
1. Basic info about “ Samkhya Philosophy ”
It is propounded by -Maharshi Kapila
The Word Samkhya is derived from the word ‘Sankhya’ which means number.
Samkhya is the philosophy of the numbers, because it deals with 25 categories.
Samkhya means the philosophy of right knowledge. Right knowledge about Purusa and Prakrti.
It is a Dualism Philosophy (Purusha + Prakrati)
Samkhya Don’t believe in GOD (Atheist-Nastika)
But Samkhya believe in VEDA (Orthodox-Astika)
It is a Philosophy of ‘Pancha-Bingshati’ (25 Tatva)
Samkhya believe in ‘Satkaryabad’ (Theory of Causation)
It is a Pluralistic Spiritualism and an Atheistic Realism and Uncompromising Dualism.
Others Exponents are:
Iswarkrishna , Guadapada, Vachaspati Misra, Vijyanabikshu
Source Books of Samkhya
[Sutra] - Main Source Book Kapila’s - Samkhya-Sutra
[Bhasya] - Iswarkrishna’s - Samkhyakarika
[Bhasya] - Guadapada’s - Samkhy Karikabhasya
[Bhasya] -Vijyanabikshu’s - Samkhyapravachana Bhasya
[Tika] - Vachaspati Misra’s - SamkhyaTattva-Kaumudi
It is a beautiful presentation on Buddhist Educational System- Buddhist Education- Pubbaja -Upasampada- Four noble Truths-Ashtanga Margas- Eight Fold Paths-Sangha Vihara- Buddhist Monks-
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching, Role of Teacher, Role of students, Discipline, School, Merits and Demerits of Buddhism.
A webinar on 'Indian school of philosophy' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
A.Veliappan, Ph.D
Faculty, Department of Education
M.S.University, Tirunelveli, TN-627 012
Vedic Education: aims, curriculum, methodology, system of education, upanayan...Hathib KK
Vedic Education-Education During Vedic Age in India- Education and Vedic Age- Upanayana Ceremony- Aims of Education During Vedic Age in India-Curriculum of Vedic Education in India-Social Stratification in India
Samkhya Philosophy : Basic Concepts and Characteristics Sahin Sahari
1. Basic info about “ Samkhya Philosophy ”
It is propounded by -Maharshi Kapila
The Word Samkhya is derived from the word ‘Sankhya’ which means number.
Samkhya is the philosophy of the numbers, because it deals with 25 categories.
Samkhya means the philosophy of right knowledge. Right knowledge about Purusa and Prakrti.
It is a Dualism Philosophy (Purusha + Prakrati)
Samkhya Don’t believe in GOD (Atheist-Nastika)
But Samkhya believe in VEDA (Orthodox-Astika)
It is a Philosophy of ‘Pancha-Bingshati’ (25 Tatva)
Samkhya believe in ‘Satkaryabad’ (Theory of Causation)
It is a Pluralistic Spiritualism and an Atheistic Realism and Uncompromising Dualism.
Others Exponents are:
Iswarkrishna , Guadapada, Vachaspati Misra, Vijyanabikshu
Source Books of Samkhya
[Sutra] - Main Source Book Kapila’s - Samkhya-Sutra
[Bhasya] - Iswarkrishna’s - Samkhyakarika
[Bhasya] - Guadapada’s - Samkhy Karikabhasya
[Bhasya] -Vijyanabikshu’s - Samkhyapravachana Bhasya
[Tika] - Vachaspati Misra’s - SamkhyaTattva-Kaumudi
The ancient Indian culture that is a vibrant living culture to this day has a lot to offer us in every sphere of life. The spiritual, psychological and metaphysical concepts of the great Maharishis hold true even today and it is up to us to delve into them and reap the extraordinary benefits of psycho-physiological health, happiness as well as personal and social harmony. The Rishis were visionary seers who codified innumerable concepts that may be used to produce physically, emotionally and mentally healthy individuals who would be of value for the betterment of society at large. This paper takes a look at some of these concepts culled from our ancients that would be of great value to the development of the concepts of school psychology
The Indian culture is based on the understanding that each individual has different inherent potentialities that need to be cultivated for their ultimate manifest expression. This is found in both the educational and well as health systems as evidenced through the Shat Darshanas and the Chikitsa methods of Yoga and Ayurveda. There is no, “One size fits all” in the Indian approach to either education or health care.
Children are the future and it is important to help them manifest their inherent potential in a positive manner. In the Tamil language it is often said, “vilayum payir mulayileye theriyum” meaning thereby that the potential of the tree is seen in the tender shoots themselves. The educational process must create an environment in which the learning process blossoms from within by creating an environment furthering the positive educement of healthy values and character.
The Indian system of education was centered around the Guru Kula that literally means the, “Womb of the Master”. This was a mentor centric process similar to that seen in higher education with possibilities of one-to-one interaction on a regular basis. It was a 24-hour relationship based learning process where the Guru or mentor and the student lived in the same environment facilitating interaction at multiple levels that were not limited by time or place.
This was based on the principle of stimulating a yearning for the higher concepts of being, while learning the norms of natural living. The students developed themselves physically, emotionally, mentally and spiritually during this period of intense study at the feet of the Master.
The means may change the concept of Dharma never changes. Dharma is to have Self Realisation as the main theme. The means vary according to our make up, strength, priorities and convictions.
These are the slides of Dada Rainjitananda's Webinar on Daily Practices to Transform Yourself. This was the second Webinar and it is focused on the practice of Yama.
Jainism 101 - an overview of Jain philosophySudhir Shah
Jainism 101 gives a brief overview of the basics of Jain philosophy. Stemming from ancient shramanic tradition of India, this simple but profound path is as relevant today as it was thousands of years ago. Jain way of life is based on three principles Ahimsa (non-injury), Anekantvad (Non-absolutism) and Aparigraha (non-attachment).
Padartha Vijnana means the science which deals with the substances in the universe, its relationship with the living being in terms of their properties, functions; methods of understanding them etc.
Generally the subject Padartha Vigyan is considered as tough in the field of Ayurveda. But, it is the most useful subject than any other in Ayurveda.
The topics dealt in it are the fundamental concepts of Ayurveda on which entire chikitsa stands.
Understanding the elements in the universe is mandatory before studying the body. In this book, the subject matter is discussed with the help of different darśana and other shastras which are correlated with Ayurveda System.
Hence this will be a good guide for the BAMS students; as it includes all the subject matters in according to the revised syllabus prescribed by NCISM, 2021.
FOR MORE CONTACT THROUGH TELEGRAM CHANNEL @ayurvedonline " https://t.me/ayurvedonline ", Dr Saskhi Bhardwaj,BAMS,NDDY,MD(AYU.SAMHITA AND MAULIK SIDDHANTA,NIA,JAIPUR)
Yogacharya Dr Ananda Balayogi Bhavanani's Keynote Presentation on "Kriya Yoga as therapeutic tool to manage Klesha induced stress" during the National Conference on “Yoga in Health Promotion - The Indian Lead” on 17.8.2019 organised at the Meenakshi Academy of Higher Education & Research by the Faculty of Yoga Sciences & Therapy
Stress into Strength Module for yoga teacher trainingAtma yoga
We've all got stress in our lives - it surrounds and pervades us. Even if we're not stressed momentarily, others around us will be for sure.
So here's a novel approach. Instead to trying to escape this stress...how much better would it be if you could use it as a resource to empower you and make you stronger; more resilient, more courageous.
This is what we teach in Atma yoga teacher training and it's super practical and you will feel the effects immediately.
See our website for more resources on yoga (yoga sets, videos, audio lectures, meditations and music) that you can download for free and to take our teacher training:
www.atmayoga.net
An outline of Atma yoga teacher training program.Atma yoga
We have so much to share with you that it's best broken down into these bits. We start with what it means to be a modern yogi and journey back through the history of yoga to the modern day where we combine the philosophy of the ancient yogic texts with today's stresses and anxieties to discover Yoga psychology.
See our website for more resources on yoga (yoga sets, videos, audio lectures, meditations and music) that you can download for free and to take our teacher training:
www.atmayoga.net
History of mathematics - Pedagogy of MathematicsJEMIMASULTANA32
It includes Prehistory: from primitive counting to Numeral systems, Archaic mathematics in Mesopotamia and egypt, Birth of mathematics as a deductive science in Greece: Thales and Pythagoras and Role of Aryabhatta in Indian Mathematics.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
It includes comparison of various behaviour theories of learning, concept of Reinforcement and Punishment, Reinforcement schedule, Mechanism of Operant Conditioning etc.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Contents:
● Concept
● Exponents
● Metaphysics, Epistemology, Axiology
● Fundamental Principles
● Aims of Education
● Curriculum
● Methods of teaching
● Role of teacher
● Role of students
● Discipline
● School
● Merits and Demerits
3. Concept:
● It is nastika(heterodox)school
● Derived from the word “Jina” (to Conqueror/victory)
● Rishabhdeva was the founder of this philosophy
● Popularized by Mahavira Bardhamana
● At the age of 42 he got Kaivalya(enlightment)
● They believe in the theory of Karma
● Non existence of god
● They believe in soul
● They follow the 24 tirthankaras(gurus or liberated souls)
● Rishabhdeva was 1st and Mahavira was last
● Mahavira- born- 599BCE, Died- 527BCE
4. Concept:
● Two sects-
1. Digambara: sky clad,those who are stark naked.
2. Svetambara: white clad, those who put on white robes.
● The sacred literature of Svetambaras is written in a form of Prakrit, called
Ardhamagadhi and may be classified as follows-
(i) 12 Angas (ii) 12 Upangas (iii) 10 Parikarnas (iv) 6 Chhedasutras
(v) 4 Malasutras (vi) 2 Sutra Granthas
● 14 Purvas is the oldest text of Mahavira’’s preaching
● Besides this the important Jain texts are-Kalpa Sutra(in Sanskrit) by
Bhadrabahu, Bhadrabahu charita, Parishishta parvan(an appendix of
trishasthis Halak purush) by Hemchndra.
5. Concept:
● 5 vows(promise) of Jainism: Ahimsha(non-violence),
Satya(truth), Brahmacharya(control over senses), Asteya(not to
take anything which is unwillingly offered), Aparigraha(Non-
possesiveness)
● Motto- Parosparopagraho Jivanam(the function of souls is to
help one another)
● 9 Tatva(fundamentals)- Jiva, Ajiva, Asrava, Bandha, Savara,
Nirjara, Moksha
7. Metaphysics:
● Dualistic reality
● Two realities Jiva(living) and Ajiva(nonliving)
● These are independent
● There is no god
● Plurality of soul
8. Epistemology:
● Two type knowledge-
1. Aparoksha(immediate)- this knowledge have no medium. These are extra
ordinary knowledge.
(i) Avadhi jnana(clairvoyance)- Direct knowledge of objects
(ii) Manahparyaya jnana(telepathy)- Direct knowledge of thoughts
(iii) Kevala jnana(omniscience)- direct, unlimited, absolute knowledge. It can be
obtained only by the liberated souls.
2. Paroksha(mediate)- this knowledge is prone to samasya(doubt),
Mati(perceptual, inferential) and Shruta(Verbal testimony or sabda)
(i) Mati- upalabdhi(perception), Bhavna(memory), upayoga(understanding)
(ii) Shruta- Labdhi(association), Bhavna(attention), Upayoga(understanding),
Naya(aspects of the meaning of things).
9. Epistemology:
● 3 Pramana(sources of knowledge)-
perception, inference and verbal testimony
● 5 kinds of right knowledge-
Mati, Shruta, Avadhi, Manahparyaya and Kevala jnana
● 5 kinds of indirect knowledge-
Smriti(memory), Pratyabhijna(recognition), Anumana(inference), Tarka
(hypothetical reasoning), Agama(verbal testimony)
● 3 type wrong knowledge-
samasya(doubt), Viparayaya(Mistake), Anadhyavasaya(indifferent).
11. Fundamental Principles:
● Do not believe in the existence of god.
● World is not created by God, it is created and maintained by an universal soul.
● 24 tirthankars(Gurus or liberated souls)
● 2 sects- Digambara and Svetmbara
● Main purpose to obtain kaivalya(liberation)
Triratnas- samyak Darshan(right faith), Samyak Jnana(right knowledge), samyak charita(right
conduct)
● Jain councils- 1st pataliputra and 2nd ballavi
● Ahimsha- non violence in worlds, thoughts and deeds
● 2 kind of substances- Jiva(living) and Ajiva(nonliving)
12. Principles:
● Ajiva- Pudgal(matter), Dharm(motion), Adharm(reason of rest), Akash(Space),
Kal(time)
● 12Vows-
(i) 5 main vows(Anuvratas)- Ahimsha, Satya, Asteya, Brahmacharya, Aparigraha
(ii) 3 Quality Vows(Gunavratas)- Dik Vrata(limited Activity), Bhaga Upagrha
Vrata( limited use of food items), Anarthadand Vrata(avoidance of purposeless
sins)
(iii) 4 Disciplinary Vows- Samyak Vrata( 48 minutes meditation Daily),
Desavakasika Vrata(limiting activity), Pausadha Vrata(living like a monk),
Athithisamibhaga Vrata(charity)
13. Principles:
● Anekantavada(non-absolution/pluralism of truth)
● Syadavada(probability), Sapta Bhangi Naya(7 Fold judgement)
● Seven fold judgement-
1. In some way it is
2. In some way it is not
3. In some way it is and it is not
4. In some way it is and it is indescribable
5. In some way it is not and it is indescribable
6. In some way it is, it is not and it is indescribable
7. In some way it is indescribable
14. Aims of Education:
● To build the character of the individual
● To enable the individual acquired values
● To enable the individual attain self realisation
● To enable the individual to detach from the worldly desires
● To develop the personality of the individual
● To develop the spiritual aspects of the individual
● To enable the individual to get disentangled from karma
● To enable the individual to attain liberation
15. Curriculum:
● Social science, model education, vocational education
● Curriculum should include provision for attainment of
tri-ratnas
● Curriculum should include subjects which teaches non
violence
17. Role of Teacher:
● Regarded as Gods
● To be well aware of the vows
● To have moral values
● To have mastery over subject
● To help the students attain liberation
● To follow the tri-ratnas
● To teach the students non violence
18. Role of Students:
● To acquire moral values
● To obey and serve the teachers
● To learn by exploring
● To follow the non violence
● To attain liberation
● To have control over his desires, attachment,
temperament etc.
20. School:
● Schools should be surrounded with such an environment
where the students learn moral values, nonviolence etc.
● In the lap of nature.
21. Merits:
● Jainism says that unknown entity is inside of you and is
currently shrouded with Karmas from your past actions.
● Believe in true self and move on.
● Jain diet for healthy body and gain energy.
● Your donations, your sins, your good deeds won’t count.
What would really matter is your intention to be free from
materialism and attachment around you.
● The talks about non violence.
22. Demerits:
● Do not talk about women education
● Ignored military education
● Brahmacharya broke family ties
● Neglected industrial education
