The document summarizes Dr. Shriniwas Kashalikar's new study of the Bhagavad Gita. It describes his early encounters with and interest in studying the Gita, despite initial contradictions. It details his persistence in studying and memorizing the Gita due to a sensed imperceptible quality. His study aims to resolve contradictions by correlating verses across chapters. While complete understanding may be impossible, studying the Gita provides an opportunity for enlightenment and blossoming.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document provides an overview of Dr. Shriniwas Kashalikar's study of the Bhagavad Gita over many years. It describes his initial encounters with the text as a child, his renewed interest in studying it deeply after moving to Mumbai, and the contradictions he found that drove him to continue studying in order to find deeper meaning. It also explains how chanting the Vishnusahasranam provided inner propulsion to persist in his Gita study. Dr. Kashalikar shares realizations about how Gita deals with principles at all levels from molecules to the cosmos. He emphasizes the importance of humility and patience in understanding Gita's hidden meanings.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document summarizes Dr. Shriniwas Kashalikar's experiences studying the Bhagavad Gita over 20 years. It describes some initial contradictions encountered but a strong internal drive to continue studying and memorizing the entire text. With deeper study, he realized the Gita addresses principles at all levels from molecules to the universe. While complete understanding is impossible, regular study provides an exciting journey towards enlightenment and blossoming by merging with cosmic consciousness.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document summarizes Dr. Shriniwas Kashalikar's experiences studying the Bhagavad Gita over many years. Some key points:
- He was initially drawn to study the Gita due to contradictions he found, and a sensing that there was something deeper he was not perceiving. Despite difficulties, he felt compelled to continue studying.
- Through repeated study and contemplation, he aimed to resolve contradictions by correlating verses across chapters. He began memorizing the entire text to facilitate this.
- Over time, as his understanding evolved, initially frightening perceptions of dying gave way to an appreciation of Gita's message of immortality.
- Dr. Kashal
El documento presenta una guía metodológica para la enseñanza de la lectura estratégica. Contiene nueve actividades que buscan que los estudiantes aprendan a planificar su lectura según el objetivo. Las actividades tratan temas como los tipos de lectura, usar conocimientos previos, y reflexionar sobre la comprensión. El objetivo general es desarrollar la capacidad de leer de manera activa y consciente.
Este documento presenta el Programa Nacional de Lectura (PNL) de la Escuela Primaria Ignacio Zaragoza para los años 2012-2013. El objetivo es fomentar el hábito de la lectura a través de actividades lúdicas y la creación de ambientes propicios para la lectura dentro y fuera del aula. Se describen las estrategias, actividades generales y específicas del personal y padres de familia para promover la lectura entre los estudiantes. Finalmente, se presenta un resumen de las lecturas compartidas por padres y maest
Presentacion de la feria de bibliotecas escolares 2010alexmartinez07
La feria de bibliotecas escolares tiene como objetivo promover la lectura y fortalecer las habilidades comunicativas entre estudiantes, maestros y padres de familia a través de diversas actividades como talleres de lectura y escritura, conferencias, exposiciones de bibliotecas y teatro guiñol. La feria también busca animar la creación e intercambio de cuentos, poemas, cartas y otros materiales escritos para fomentar el gusto por la lectura y escritura.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document provides an overview of Dr. Shriniwas Kashalikar's study of the Bhagavad Gita over many years. It describes his initial encounters with the text as a child, his renewed interest in studying it deeply after moving to Mumbai, and the contradictions he found that drove him to continue studying in order to find deeper meaning. It also explains how chanting the Vishnusahasranam provided inner propulsion to persist in his Gita study. Dr. Kashalikar shares realizations about how Gita deals with principles at all levels from molecules to the cosmos. He emphasizes the importance of humility and patience in understanding Gita's hidden meanings.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document summarizes Dr. Shriniwas Kashalikar's experiences studying the Bhagavad Gita over 20 years. It describes some initial contradictions encountered but a strong internal drive to continue studying and memorizing the entire text. With deeper study, he realized the Gita addresses principles at all levels from molecules to the universe. While complete understanding is impossible, regular study provides an exciting journey towards enlightenment and blossoming by merging with cosmic consciousness.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmarathiasmita
This document summarizes Dr. Shriniwas Kashalikar's experiences studying the Bhagavad Gita over many years. Some key points:
- He was initially drawn to study the Gita due to contradictions he found, and a sensing that there was something deeper he was not perceiving. Despite difficulties, he felt compelled to continue studying.
- Through repeated study and contemplation, he aimed to resolve contradictions by correlating verses across chapters. He began memorizing the entire text to facilitate this.
- Over time, as his understanding evolved, initially frightening perceptions of dying gave way to an appreciation of Gita's message of immortality.
- Dr. Kashal
El documento presenta una guía metodológica para la enseñanza de la lectura estratégica. Contiene nueve actividades que buscan que los estudiantes aprendan a planificar su lectura según el objetivo. Las actividades tratan temas como los tipos de lectura, usar conocimientos previos, y reflexionar sobre la comprensión. El objetivo general es desarrollar la capacidad de leer de manera activa y consciente.
Este documento presenta el Programa Nacional de Lectura (PNL) de la Escuela Primaria Ignacio Zaragoza para los años 2012-2013. El objetivo es fomentar el hábito de la lectura a través de actividades lúdicas y la creación de ambientes propicios para la lectura dentro y fuera del aula. Se describen las estrategias, actividades generales y específicas del personal y padres de familia para promover la lectura entre los estudiantes. Finalmente, se presenta un resumen de las lecturas compartidas por padres y maest
Presentacion de la feria de bibliotecas escolares 2010alexmartinez07
La feria de bibliotecas escolares tiene como objetivo promover la lectura y fortalecer las habilidades comunicativas entre estudiantes, maestros y padres de familia a través de diversas actividades como talleres de lectura y escritura, conferencias, exposiciones de bibliotecas y teatro guiñol. La feria también busca animar la creación e intercambio de cuentos, poemas, cartas y otros materiales escritos para fomentar el gusto por la lectura y escritura.
Este documento describe dos tipos de cuentos: cuentos fantásticos y cuentos realistas. Los cuentos fantásticos se caracterizan por suceder en lugares imaginarios y tener eventos extraordinarios, mientras que los cuentos realistas presentan personajes y escenarios realistas con eventos creíbles. Algunos ejemplos de cada tipo incluyen Alicia en el país de las maravillas y Oliver Twist respectivamente.
Este documento describe el método de lectura eficaz, cuyo objetivo es desarrollar las habilidades de lectura y comprensión de los estudiantes. La lectura eficaz es un método analítico, integrador y práctico que pretende estructurar la mente del estudiante para que comprenda lo que lee. Aborda dos frentes: la fluidez y la comprensión. Aplica estrategias como activar conocimientos previos, ejercicios de comprensión y vocabulario, y enseñar diferentes tipos de textos
Este documento contiene 12 fábulas de Esopo para niños de primaria. Cada fábula presenta una breve historia con animales y enseña una lección o moraleja. Las fábulas usan historias simples y personajes como águilas, gatos, ranas, lobos y cuervos para enseñar sobre temas como la amistad, la codicia, la prudencia y los peligros de la vanidad y los engaños.
El documento presenta diferentes tipos de cuentos clasificados según su temática, como cuentos de hadas, detectivescos, góticos, de ciencia ficción, sociológicos, de terror, rosas y satíricos. También distingue entre cuentos populares y literarios, e incluye definiciones y ejemplos breves de cada tipo.
El documento describe dos clases de lectura: lectura oral y lectura silenciosa. La lectura oral se realiza usando la voz frente a un público y tiene la ventaja de ayudar a perder el miedo escénico pero puede ser lenta y poco entendible. La lectura silenciosa se hace en silencio y es más rápida pero puede ser difícil de comprender y cansar la vista. Ambos métodos tienen procedimientos específicos para lograr una buena comprensión.
Este documento presenta información sobre la estructura y elementos de la fábula. Explica que la fábula tiene una historia ficticia representada por personajes animales u objetos que deja una enseñanza. Detalla los cinco elementos básicos de la narrativa que componen la estructura de una fábula: la historia o anécdota, los personajes, el narrador, el tiempo y el espacio. Además, explica que la fábula se distingue de otros géneros narrativos por incluir una moraleja al final.
El documento describe los procesos y tipos de lectura. Explica que la lectura implica la visualización, fonación, audición y cerebración de la información. Luego detalla cuatro tipos principales de lectura: de estudio, para profundizar el entendimiento de un tema; informativa, para mantenerse actualizado; recreativa, por placer; e de investigación o documentación, para identificar información específica.
Este documento contiene información sobre diferentes tipos de cuentos como el cuento policíaco, de ciencia ficción, fantástico, de hadas, de terror, de suspenso y humor. Define el cuento, sus características y estructura. También describe brevemente la historia y elementos del cuento policíaco y de ciencia ficción.
Este documento presenta 10 tipos de lectura: científica, receptiva, involuntaria, silenciosa, oral, literal, reflexiva, rápida, informativa y mecánica. La lectura científica es importante para la investigación y requiere profundidad. La lectura receptiva permite agrupar y sacar conclusiones de ideas. La lectura involuntaria se da de manera involuntaria en calles. La lectura silenciosa incluye novelas u otros textos por placer.
El documento habla sobre la importancia de la lectura. Explica que la lectura es un proceso que implica la visualización, fonación, audición y cerebración para comprender un texto. También describe los diferentes tipos de lectura como la mecánica, fonológica, silenciosa y reflexiva. Resalta que la lectura tiene ventajas como el desarrollo del lenguaje, aumento del vocabulario, cultura personal y concentración.
Este documento describe los diferentes tipos de lectura. Identifica la lectura oral, la lectura silenciosa, la lectura silenciosa extensiva e intensiva, la lectura rápida y superficial, la lectura involuntaria, la lectura integral, reflexiva y mediana, y la lectura selectiva atenta y de vistazo. En resumen, clasifica la lectura en función de si es oral o silenciosa, el propósito e intensidad de la lectura, y si es una lectura completa o selectiva de partes del texto.
El documento describe las tres partes principales de un cuento: la introducción, el nudo y el desenlace. La introducción presenta al protagonista, el lugar y el tiempo de la historia. El nudo, que es la parte más larga, incluye un problema y varios sucesos para resolverlo. El desenlace concluye la historia y puede tener diferentes finales como feliz, triste o sorpresa.
Este documento describe diferentes tipos y técnicas de lectura. Explica que existen lecturas orales y silenciosas, así como lecturas extensivas, rápidas y superficiales e intensivas. También habla sobre la velocidad de lectura, pudiendo ser integral, selectiva o de un vistazo. Además, presenta el método SQ3R para mejorar la comprensión lectora y diferentes técnicas como leer de dos en dos líneas o seguir el texto con el dedo. Por último, ofrece consejos para concentrarse mejor como evitar distra
Este documento presenta un proyecto para mejorar las habilidades de lectura, escritura, comprensión y producción de textos en estudiantes de cuarto básico a través de la creación de fábulas utilizando herramientas tecnológicas. Define las fábulas como relatos breves que usan animales para enseñar una lección moral. Invita a los estudiantes a leer una fábula modelo y responder preguntas, y luego a escribir su propia fábula siguiendo una estructura dada.
Este documento define la fábula y describe sus características principales. Explica que una fábula es una historia breve que utiliza animales u objetos como personajes para enseñar una lección moral. Detalla los elementos esenciales de una fábula como la presencia de una moraleja al final. También resalta algunos de los precursores más importantes de la fábula como Esopo, Jean de La Fontaine y Tomás de Iriarte. Finalmente, enfatiza la importancia de las fábulas en la educación y la transmisión de valores.
El documento presenta una introducción al cuento como género literario. Explica que un cuento es una narración breve de hechos reales o ficticios que se caracteriza por su brevedad, tensión e intensidad. Además, describe los elementos clave de un cuento como la acción, los personajes, el ambiente, el tema y el narrador. Finalmente, detalla la estructura típica de un cuento con la introducción, el nudo y el desenlace.
Estrategia didáctica para la enseñanza de la fabula a grado segundoJuliana Duarte
La estrategia didáctica propone enseñar la fábula a estudiantes de segundo grado utilizando la fábula "La lagartija y el ciervo". Se explica a los estudiantes qué es una fábula y su moraleja. Luego se lee la fábula y los estudiantes discuten sus puntos de vista sobre la historia y los personajes. Finalmente, realizan una actividad con preguntas tipo examen para evaluar su comprensión.
Este documento presenta una actividad para que los estudiantes de séptimo grado escriban un cuento utilizando PowerPoint e ilustren el cuento con imágenes. El documento describe el proceso de escritura del cuento en 6 pasos que incluyen elegir un tema, título, personajes e historia, ilustrar el cuento con dibujos y revisar la ortografía. También incluye enlaces a páginas web sobre cuentos y sugiere evaluar el cuento mediante una rúbrica.
El documento presenta las instrucciones para una clase de 2 horas cuyo objetivo es que los niños creen e ilustren cuentos y los lean en voz alta. La metodología incluye una lluvia de ideas y la creación colaborativa de un cuento. También define los elementos clave de un cuento como la estructura, personajes, ambiente y trama, y ofrece consejos sobre cómo escribir un cuento con una idea principal y dinámicas de participación.
Este documento presenta un proyecto didáctico para trabajar el cuento en 3er grado. Se propone analizar la estructura del cuento (inicio, nudo y desenlace) y sus elementos (personajes, marco narrativo, secuencia narrativa y narrador). A través de la lectura, visualización y producción de cuentos, los estudiantes lograrán identificar estas características y producir sus propias narraciones respetando la estructura del género. Se implementarán distintas técnicas como trabajo grupal, puestas
Este documento describe dos tipos de cuentos: cuentos fantásticos y cuentos realistas. Los cuentos fantásticos se caracterizan por suceder en lugares imaginarios y tener eventos extraordinarios, mientras que los cuentos realistas presentan personajes y escenarios realistas con eventos creíbles. Algunos ejemplos de cada tipo incluyen Alicia en el país de las maravillas y Oliver Twist respectivamente.
Este documento describe el método de lectura eficaz, cuyo objetivo es desarrollar las habilidades de lectura y comprensión de los estudiantes. La lectura eficaz es un método analítico, integrador y práctico que pretende estructurar la mente del estudiante para que comprenda lo que lee. Aborda dos frentes: la fluidez y la comprensión. Aplica estrategias como activar conocimientos previos, ejercicios de comprensión y vocabulario, y enseñar diferentes tipos de textos
Este documento contiene 12 fábulas de Esopo para niños de primaria. Cada fábula presenta una breve historia con animales y enseña una lección o moraleja. Las fábulas usan historias simples y personajes como águilas, gatos, ranas, lobos y cuervos para enseñar sobre temas como la amistad, la codicia, la prudencia y los peligros de la vanidad y los engaños.
El documento presenta diferentes tipos de cuentos clasificados según su temática, como cuentos de hadas, detectivescos, góticos, de ciencia ficción, sociológicos, de terror, rosas y satíricos. También distingue entre cuentos populares y literarios, e incluye definiciones y ejemplos breves de cada tipo.
El documento describe dos clases de lectura: lectura oral y lectura silenciosa. La lectura oral se realiza usando la voz frente a un público y tiene la ventaja de ayudar a perder el miedo escénico pero puede ser lenta y poco entendible. La lectura silenciosa se hace en silencio y es más rápida pero puede ser difícil de comprender y cansar la vista. Ambos métodos tienen procedimientos específicos para lograr una buena comprensión.
Este documento presenta información sobre la estructura y elementos de la fábula. Explica que la fábula tiene una historia ficticia representada por personajes animales u objetos que deja una enseñanza. Detalla los cinco elementos básicos de la narrativa que componen la estructura de una fábula: la historia o anécdota, los personajes, el narrador, el tiempo y el espacio. Además, explica que la fábula se distingue de otros géneros narrativos por incluir una moraleja al final.
El documento describe los procesos y tipos de lectura. Explica que la lectura implica la visualización, fonación, audición y cerebración de la información. Luego detalla cuatro tipos principales de lectura: de estudio, para profundizar el entendimiento de un tema; informativa, para mantenerse actualizado; recreativa, por placer; e de investigación o documentación, para identificar información específica.
Este documento contiene información sobre diferentes tipos de cuentos como el cuento policíaco, de ciencia ficción, fantástico, de hadas, de terror, de suspenso y humor. Define el cuento, sus características y estructura. También describe brevemente la historia y elementos del cuento policíaco y de ciencia ficción.
Este documento presenta 10 tipos de lectura: científica, receptiva, involuntaria, silenciosa, oral, literal, reflexiva, rápida, informativa y mecánica. La lectura científica es importante para la investigación y requiere profundidad. La lectura receptiva permite agrupar y sacar conclusiones de ideas. La lectura involuntaria se da de manera involuntaria en calles. La lectura silenciosa incluye novelas u otros textos por placer.
El documento habla sobre la importancia de la lectura. Explica que la lectura es un proceso que implica la visualización, fonación, audición y cerebración para comprender un texto. También describe los diferentes tipos de lectura como la mecánica, fonológica, silenciosa y reflexiva. Resalta que la lectura tiene ventajas como el desarrollo del lenguaje, aumento del vocabulario, cultura personal y concentración.
Este documento describe los diferentes tipos de lectura. Identifica la lectura oral, la lectura silenciosa, la lectura silenciosa extensiva e intensiva, la lectura rápida y superficial, la lectura involuntaria, la lectura integral, reflexiva y mediana, y la lectura selectiva atenta y de vistazo. En resumen, clasifica la lectura en función de si es oral o silenciosa, el propósito e intensidad de la lectura, y si es una lectura completa o selectiva de partes del texto.
El documento describe las tres partes principales de un cuento: la introducción, el nudo y el desenlace. La introducción presenta al protagonista, el lugar y el tiempo de la historia. El nudo, que es la parte más larga, incluye un problema y varios sucesos para resolverlo. El desenlace concluye la historia y puede tener diferentes finales como feliz, triste o sorpresa.
Este documento describe diferentes tipos y técnicas de lectura. Explica que existen lecturas orales y silenciosas, así como lecturas extensivas, rápidas y superficiales e intensivas. También habla sobre la velocidad de lectura, pudiendo ser integral, selectiva o de un vistazo. Además, presenta el método SQ3R para mejorar la comprensión lectora y diferentes técnicas como leer de dos en dos líneas o seguir el texto con el dedo. Por último, ofrece consejos para concentrarse mejor como evitar distra
Este documento presenta un proyecto para mejorar las habilidades de lectura, escritura, comprensión y producción de textos en estudiantes de cuarto básico a través de la creación de fábulas utilizando herramientas tecnológicas. Define las fábulas como relatos breves que usan animales para enseñar una lección moral. Invita a los estudiantes a leer una fábula modelo y responder preguntas, y luego a escribir su propia fábula siguiendo una estructura dada.
Este documento define la fábula y describe sus características principales. Explica que una fábula es una historia breve que utiliza animales u objetos como personajes para enseñar una lección moral. Detalla los elementos esenciales de una fábula como la presencia de una moraleja al final. También resalta algunos de los precursores más importantes de la fábula como Esopo, Jean de La Fontaine y Tomás de Iriarte. Finalmente, enfatiza la importancia de las fábulas en la educación y la transmisión de valores.
El documento presenta una introducción al cuento como género literario. Explica que un cuento es una narración breve de hechos reales o ficticios que se caracteriza por su brevedad, tensión e intensidad. Además, describe los elementos clave de un cuento como la acción, los personajes, el ambiente, el tema y el narrador. Finalmente, detalla la estructura típica de un cuento con la introducción, el nudo y el desenlace.
Estrategia didáctica para la enseñanza de la fabula a grado segundoJuliana Duarte
La estrategia didáctica propone enseñar la fábula a estudiantes de segundo grado utilizando la fábula "La lagartija y el ciervo". Se explica a los estudiantes qué es una fábula y su moraleja. Luego se lee la fábula y los estudiantes discuten sus puntos de vista sobre la historia y los personajes. Finalmente, realizan una actividad con preguntas tipo examen para evaluar su comprensión.
Este documento presenta una actividad para que los estudiantes de séptimo grado escriban un cuento utilizando PowerPoint e ilustren el cuento con imágenes. El documento describe el proceso de escritura del cuento en 6 pasos que incluyen elegir un tema, título, personajes e historia, ilustrar el cuento con dibujos y revisar la ortografía. También incluye enlaces a páginas web sobre cuentos y sugiere evaluar el cuento mediante una rúbrica.
El documento presenta las instrucciones para una clase de 2 horas cuyo objetivo es que los niños creen e ilustren cuentos y los lean en voz alta. La metodología incluye una lluvia de ideas y la creación colaborativa de un cuento. También define los elementos clave de un cuento como la estructura, personajes, ambiente y trama, y ofrece consejos sobre cómo escribir un cuento con una idea principal y dinámicas de participación.
Este documento presenta un proyecto didáctico para trabajar el cuento en 3er grado. Se propone analizar la estructura del cuento (inicio, nudo y desenlace) y sus elementos (personajes, marco narrativo, secuencia narrativa y narrador). A través de la lectura, visualización y producción de cuentos, los estudiantes lograrán identificar estas características y producir sus propias narraciones respetando la estructura del género. Se implementarán distintas técnicas como trabajo grupal, puestas
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarabhishekka
This document summarizes Dr. Shriniwas Kashalikar's experience studying the Bhagavad Gita. It describes his early exposure to the text as a child, and his decision to seriously study it 20 years ago. While he initially found contradictions, he was compelled to continue studying due to a sense that there was something deeper he was not perceiving. He began memorizing the entire text to help resolve contradictions. After years of study, he now feels enthusiasm to share insights from the Gita, though acknowledges he does not have full understanding. The Gita's exploration of individual and cosmic consciousness inspired him to document his perceptions.
This document provides an overview of Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes his early exposure to the text as a child, renewed interest in studying it after moving to Mumbai, and the contradictions he initially encountered that drove him to study more in depth and memorize the 700 verses. Despite the difficulties in understanding fully, the study provided insights and a connection to cosmic consciousness that compelled him to continue and now share his experiences and perceptions with others.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarmumbaipathcare
This document provides an overview of Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes his early exposure to the text as a child, renewed interest in studying it after moving to Mumbai, and the contradictions he initially encountered that drove him to study it in depth and memorize all 700 verses. It also discusses the role Namasmaran played in enabling his study, and how studying the Gita helped provide a conceptual foundation while also stirring him from within to continue exploring it.
This document provides an overview of Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes his early exposure to the text as a child, renewed interest in studying it after moving to Mumbai, and the contradictions he initially encountered that drove him to study it in depth and memorize all 700 verses. It also discusses the role Namasmaran played in enabling his study, and how studying the Gita provided a conceptual foundation while the practice of Namasmaran provided inner propulsion.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikarramand
This document provides an overview of Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes his early exposures to the text as a child, his decision to seriously study it around 20 years ago despite initial contradictions found, and his process of reciting and internalizing the 700 verses. The document also discusses some of the difficulties in fully understanding the Gita due to its transcendent nature, as well as the role studying it has played in his personal and spiritual development.
New Study Of Bhagavad Gita Dr. Shriniwas J. Kashalikartgranganathan
This document provides an overview of Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes his early exposure to the text as a child, renewed interest in studying it after moving to Mumbai, and the contradictions he initially encountered that drove him to study more in depth and memorize the 700 verses. Despite the difficulties in understanding fully, the study provided insights and a connection to cosmic consciousness. Naming repetition also supported his continued exploration of the Gita's meaning and significance.
This document provides an introduction and background to Dr. Shriniwas Janardan Kashalikar's study of the Bhagavad Gita. It describes how he was initially exposed to the Gita in childhood but did not study it in depth until later in life. It details his early experiences studying the Gita, including perceived contradictions that drove him to study further and memorize the entire text. The document explores why he persisted in studying the Gita despite initial difficulties and why he chose to now share his perceptions, though acknowledging he does not have complete understanding.
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New Study Of Gita Nov 4 Dr Shriniwas J Kashalikar
1. 1
NEW STUDY OF BHAGAVAD GITA
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
STUDY
OF
GITA
Dr.
Shriniwas
Kashalikar
DR. SHRINIWAS JANARDAN KASHALIKAR
3. 3
NEW STUDY OF BHAGAVAD GITA
November 4, 2009, 10:30 am
GURURBRAHMA GURURVISHNUH
GURURDEVO MAHESHVARAH
GURUH SAKSHAT PARABRAHMA
TASMAISHRI GURAVE NAMAH
I salute my Guru, who is Brahma, Vishnu and
Mahesh called Gunamaya i.e. the penultimate
truth; and the Parabrahma; i.e. the ultimate
truth.
It gives me great pleasure to share these experiences and
perceptions of my study of Bhagavad Gita. Obviously;
this is neither a translation nor a commentary. I may not
call this an interpretation also. This is simply, a sharing
of my experiences and perceptions of Bhagavad Gita!
For the sake of simplicity, henceforth I am going to refer
her as Gita.
It was in early childhood that I used to hear some
chapters such as 15th; being recited by my brothers and
sister.
During our school days I remember to have learnt some
shlokas from Gita Dhyana and some shlokas from Gita
proper. But I don’t remember the details.
After this brief encounter, all that I heard during my
medical college days, from leftist friends was not in
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
favor of Gita. But what I heard from many others was
high acclaim for Gita.
But somehow I was involved in many things other than
Gita and probably kept on groping in the dark for quite
some time. May be, this was because study of Gita did
not seem to have application in medical profession or
social development; or because study of Gita wasn’t
thought very important by leaders in different fields.
Most importantly, study of Gita was not promoted
enough by the local, municipal, state and central
governments; in India; to attract majority of people and
especially young minds! Study of Gita was not
associated with any apparent or tempting incentive!
I must appreciate however; that there have been many
voluntary groups trying to spread the study and message
of Gita all over the world, even though I had not come in
their contact or influenced by their activity!
But after coming to Mumbai, flame of curiosity was
ignited and interest in Gita was aroused, probably
because I had begun to revisit the Vishnusahasranam and
Namasmaran, or may be because I was becoming
increasingly aware of my inadequacies.
Apparently it was also because; I wanted to study
something world famous and ultimate in every sense; so
as to boost my ego! Hence I began the study of Gita.
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
But now it appears that there was much more to it than
this. Whether I studied Gita or Gita herself made me
study her, s a moot question and I feel; the latter may be
truer.
When I seriously began to study Gita; about twenty years
ago, I found many contradictions in her.
For example, in 4th chapter, Lord Krishna says in the
same verse, (Chaturvarnayam maya srustam…) that
he created four VARNAS and also; he did not create
them! Also, even as Lord Krishna advocates the war
(Tasmat uttishtha Kaunteya yuddhaya kruta
nishchaya…2nd chapter, nirashi nirmamo bhootva
yuddhaya kruta nishchaya… 3rd chapter,
Yadahankarmashritya na yotsya iti…..18th chapter),
he also upholds nonviolence and control of mind in most
of the chapters e.g. (Ahimsa satyamakrodham.. 16th
chapter, Moodhagrahenamatnoyat …17th chapter, )
as a virtue.
Similarly, Lord Krishna disapproves Arjuna’s arguments
in 1st chapter about VARNA SANKAR, which means
indisciplined and unrestricted marriages directed by mere
attraction; in different groups, (Ashochyanaiva
shochastvam prajnya vadanscha bhashase.. .2nd
chapter) he uses the same argument (Yadi hyaham na
varteyam …and utside yurime lokam… 3rd chapter).
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
In 2nd chapter his argument (Akeertin cha pi
bhootani…, Bhayat ranat uparatam…, Awacchya
vadanscha
bahoon…. etc) about “what people would say”, appears
to be too superficial and not enlightening or
philosophical (Please refer; page 121).
One can quote many such contradictions and
uninteresting arguments as examples; but that is not the
purpose of this writing. The purpose of this writing is; to
share my amazing experiences and exciting changes in
my perceptions of Gita and myself; as I went on studying
Gita, inspite of the contradictions and uninteresting
arguments!
Why did I continue my study of Gita inspite of the
contradictions and uninteresting arguments? Why did I
go ahead even further to byheart her?
The reason why I kept on studying and by hearting Gita
in spite of the contradictions was; I sensed that there was
something in Gita, which I was not able perceive. This
sensing of something; which I was not able to perceive,
kept on haunting me. I sensed that it was so precious that
I could not resist myself! This was like searching of
secret treasure; inspite of difficulties and dangers! That
sensation of something imperceptible in Gita kept on
propelling me from within also! It was as if I was
possessed by this sensation in and out!
DR. SHRINIWAS JANARDAN KASHALIKAR
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In addition, I realized that I needed to correlate the
shlokas or verses in different chapters so as to extract
deeper meaning. This required; that I remembered the
verses from different chapters, so as to contemplate on
the vast canvas
of all 700 verses at any given point of time. This was the
only way to possibly resolve the contradictions; even
while traveling or walking and without having to refer a
book! So I started the uphill task of by hearting Gita even
I do not have very good memory!
But frankly speaking, even as I am giving these
apparently logical explanations, I had not quite
understood why I kept on reciting and by hearting Gita,
obsessively inspite of the contradictions!
It appears now, that Gita herself consumed my
consciousness, without me being aware of it and kept on
absorbing; my being in her!
Another reason for the persistence; (inspite of pains and
agonies of frequent and serious disagreements); which
was beyond my desire or voluntary will, may be that;
study of Gita has the roots in my previous birth. This
study may be a continuation of what was left half way; in
the last birth!
You may believe and appreciate this or discard as a flight
of imagination! I leave it to your own perceptions and
experiences!
DR. SHRINIWAS JANARDAN KASHALIKAR
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But life actually encompasses the births and deaths and
hence called ANUBANDHA and NITYAGA i.e. linked
up and continuous! The continuity is evident in such
phenomena.
In the process of studying Gita; the thought to share my
understanding used be very predominant. This may be a
reaction of the excitement I derived from time to time
from Gita or it may be because I thought; I have
something to offer to the society! For this reason; I had
tried to write on Gita about ten to twelve years back, but
later I stopped halfway; as I was not quite satisfied and
was not at ease; with my own interpretations, contentions
and explanations, which appeared circular to me!
Not that I am sharing now, because I can claim to have
understood Gita completely, but because, I am convinced
that Gita enlightens us for the journey; that starts with
ignorance, individuality; and timed mortal existence; and
heads towards the destinations of self realization;
universality and trans-temporal immortal consciousness;
respectively!
At this juncture I see; that Gita deals with; 1) Molecular
activities 2) Individual activities including various
physical, instinctual, emotional and intellectual activities
3) The relationship of these with the society and universe
and 4) The relationship of all these with past, present and
DR. SHRINIWAS JANARDAN KASHALIKAR
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future; and the all encompassing cosmic consciousness
i.e. the nature of our cosmic being.
Gita deals with the principles involved in what happens
in a molecule, in a cell, in an individual, in a society, and
in universe, every moment; and from all eternity to all
eternity. Gita deals with; not the drudgery of
enumeration
and description of irrelevant peripheral details, but with
the intricate principles involved in the intermolecular
interactions to inter-moment interactions, interpersonal
interactions, international interactions and interactions at
all the levels of consciousness. This may be termed
cosmic dynamics or cosmic orchestra; including the role
of an individual blossoming in it!
I have realized that I may not understand Gita, I may
misunderstand Gita or I may partially understand Gita. In
any case it is useful; because; with the study of Gita,
there starts the exciting voyage of enlightenment and
blossoming!
Complete understanding of Gita is impossible, because it
is trans-intellectual i.e. beyond the three levels of
consciousness (SWPANA, SUSHUPTI and JAGRUTI,
i.e. dream, sleep and wakefulness respectively) and four
modes of communication (VAACHA) viz. PARA,
PASHYANTI, MADHYAMA and VAIKHARI, i.e.
roughly speaking; communication from the root of one’s
existence without articulation(umbilical area), the
DR. SHRINIWAS JANARDAN KASHALIKAR
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primitive instincts communication (precoridal area),
autonomic nervous system and neuroendocrine system
(throat) and communication as articulated and spoken
through central nervous activity (tongue, lips, palate etc)
respectively. These modes of communication seem to
express different levels of genuinity and varying distance
from the objective truth.
However, even if I don’t understand Gita, due to above
reason; I have the freedom and opportunity to keep on
studying Gita and merge with cosmic consciousness to
the extent possible! I have the freedom to be empowered
in the course of time; sufficient enough to relinquish at
appropriate time; “my” then redundant; intellectual,
instinctual, emotional and instinctual frameworks,
material possessions and my body, happily and
victoriously! This is akin to a blossoming flower; that
emanates its pleasant fragrance (without reservations and
any kind of pain or discomfort whatsoever) or a ripe fruit
that drops from the tree!
Now before I go ahead, I must state here, that
NAMASMARAN enabled the much necessary inner
propulsion for continued study and “understanding” Gita
to the extent possible; and Gita provided the paradigm
shift and strong and stabilizing conceptual foundation
that made it possible to adhere to apparently meaningless
and unglamorous activity of NAMASMARAN! But
most importantly it is the cosmic consciousness (Guru)
DR. SHRINIWAS JANARDAN KASHALIKAR
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that has made all this; i.e. study of Gita,
Vishnusahasranam and NAMASMARAN possible!
I am glad that it has been uploaded for free download
and is being shared with millions, WITHOUT the delay
caused by various formalities involved in printing,
publishing transportation, shipment, marketing of hard
copies (paper editions) due to several factors such as
motivation, interest, involvement of the printers,
publishers and the people
involved in marketing and sale; of hard copies,! I am also
glad that this electronic publication is independent of any
influence of sympathetic charity, donations, sponsorship.
This is what I call the grace of God or the benevolence
of the cosmic consciusness!
In as much as I don’t want to keep any copyrights; so
that anybody in the world; could utilize these shared
perceptions freely, I would also like to clarify that;
just as well meaning use of these would aid in
imminent universal blossoming; the plagiarism of this
material in any form with vested interests and
mercenary motives; would prove detrimental to the
plagiarists and their readers; and hence to everyone.
November 4, 2009, 4:30 pm.
Amidst the cacophony of needs, wants, passions,
infatuations, goals, dreams and aspirations, which I was
conscious of, there was; in addition; an inexplicable and
DR. SHRINIWAS JANARDAN KASHALIKAR
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subconscious undercurrent that seemed to give
incomprehensible twists and turns to my life; often
beyond my tolerance and forbearance, stirring me from
deep within! Added to all this was; the challenge of study
of Gita!
But even as it appeared to create turmoil within my
intellectual and emotional framework; I could not get rid
of it, till today, due to the possible reasons mentioned
earlier!
It is just in recent times that I have started appreciating
that Gita has the nectar of immortality that is beyond
individual consciousness. But till recently; I felt that Gita
(who kills one’s subjectivity), imparted a dying
experience! This is why at earlier stages I felt it was
terribly frightening to study and internalize Gita! But
even then, Gita immersed me in herself!
In past, I used to sometimes worship Gita and sometimes
contradict her; without seriously studying! I often merely
used some quotations from Gita for proving my point
and to impress the audience and feel good with myself.
During my study in college and medical college I used
get enamored by unusual terminology and bombastic
uncommon words and feel elated. Many a times quoting
Gita, added to this elation!
DR. SHRINIWAS JANARDAN KASHALIKAR
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But now I know that I was merely; getting enamored or
repulsed by experiencing the periphery; similar to
enjoying or hating the fruit by tasting its skin!
In India, Gita is recited, chanted, by hearted by many.
Earlier I thought this was stupidity or slavish mentality.
At times I thought this was blind belief. But today I
confess frankly that I was more immature at that time,
than what I am today! Today as a student of physiology
for over 30 years, I feel that Gita can especially benefit
all the children in the world to develop and tone up their
central nervous system (including the speech areas and
speech articulation
with biomedical feedback) and enhance their evolution
during this life! This is true not merely for a child but for
any and every person of any age in the world. This is true
even if Gita is by hearted without understanding the
intricacies, which one can appreciate at a later stage of
development!
As a student of physiology, I am also sure that; by
hearting of certain facts, meaningful hymns,
philosophical or scientific sutras (e.g. those from
Ayurveda, Gita, and Arithmetic), without questioning;
lets the child build; the edifice of knowledge and then
work on it. Up to a certain age there is no capacity in us
to analyze and comprehend certain aspects of life and
hence insistence on clarification should not be
encouraged as it can act as hindrance in the learning. In
fact by hearting even if the child did not understand the
DR. SHRINIWAS JANARDAN KASHALIKAR
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meaning is as essential; as feeding the baby, even if it did
not understand the nutritive principles in that food!
While studying Gita I realized that questions themselves
should not be discouraged, but encouraged, but it must
also be clear that all questions may not be answered
and if answered, the answers may not be understood.
Hence insistence on clarification; as a precondition to
by hearting; should not be encouraged.
Another point in learning Gita is; an approach with
humility and patience. They are very important.
Besides, hidden meanings are not understood by casual
reading and/or egocentric approach under the spell of
egalitarian, utopian or any such philosophical thought.
Moreover; Gita can not be appreciated if we are already
prejudiced by individualistic trends or socialistic
dogmas; hidden under the guise of analytical fervor and/
or scientific temper.
Patience (which is born from honesty, commitment and
readiness to go beyond individual subjectivity and
paradigms of every kind sometimes called SHRADDHA)
opens the doors to enlightenment and blossoming at
individual and global levels!
Now I realize that study of Gita can empower a serious
student of Gita to live with unconditioned acceptance,
DR. SHRINIWAS JANARDAN KASHALIKAR
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love and respect for every moment and situation, and
work in consonance with nature; to one’s complete
fulfillment and greatest satisfaction.
Gita enables one to blossom in such a way, that
subjectivity gets shed off smoothly; while global unity
and harmony begin to pulsate in one’s heart!
It is worthwhile to share with you here; that today I feel
that; opportunity to study Gita is a one of the greatest
treasure in my life for me.
November 4, 2009
9:45 pm.
During my first few years of study of Namasmaran,
Vishnusahasranama and Gita, I was instinctively or
intuitively convinced that the essence of these teachings
was not at all in opposition to the idea of social justice
and material abundance; explicit in socialistic and leftist
way of thinking. I felt strongly; that inequality and
exploitation were aberrations; and in no way; teachings
of Gita, Vishnusahasranam and NAMASMARAN (as
sometimes thought even by me). I sensed the essence of
Gita and Vishnusahasranam and the NAMASMARAN
embodied the spirit; unifying the essence of the leftists,
rightists, believers, nonbelievers and all others!
DR. SHRINIWAS JANARDAN KASHALIKAR
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When it became clear that being not equal can mean;
merely being different and complementary (and not
necessarily unequal in the sense of constituting
antagonistic relationship of exploiter and exploited); I
took it upon myself to clarify the essence to myself
further and share it with others. Because I had in myself,
all the elements; (like in the outside society) which were
overwhelmed by superficiality, pettiness, prejudice and
ideological adamancy.
Hence I was possessed by only one question: How to see
more clearly and then show that essence of Gita,
Vishnusahasranam and NAMASMARAN is the key to
blossoming of all, irrespective of their identity viz.
atheist, leftists, Hindus, non-Hindus, and others
belonging to different cultural and socioeconomic
groups?
I had sensed, as mentioned earlier, that Gita,
Vishnusahasranam and NAMASMARAN had the best
from capitalist or individualistic doctrines in terms of
individual blossoming and the best of Marxist, leftist,
socialist or communist doctrines in terms of global
blossoming and welfare of all; and unite all streams in
the society!
So, from this point of view, I wrote my comments or
interpretations on Gita and Vishnusahasranam and
Namasmaran, so as to highlight the innate unity and
DR. SHRINIWAS JANARDAN KASHALIKAR
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bring everyone together, irrespective caste, creed,
religion and even socioeconomic group!
But as the time passed, I started realizing that even
though my efforts were honest (according to me), they
were subjective and incomplete. They did not convey
absolute or objective truth and hence, did not match the
demands of the time! But having not understood this
enigma; I was really frustrated. I didn’t quite understand
the subtle difference between subjective and objective
perspectives. I was unable to see how my efforts;
admired by most readers; could apparently make no
impact (in terms of socio cultural and politico economic
conditions, to my satisfaction) on myself
and the society!
In spite of my frustration, I still felt quite strongly that
the convictions if real; then must blossom the universe in
every possible way at some point of time. So I was not
too much vagrant or did not go too astray!
Gradually I began to realize that, even as my conviction
was correct according to me, it was useless and/or
counterproductive to simply despise my own short
comings! This amounted to being suicidal, i.e. violent to
me!
It was also inappropriate to hate the shortcomings of the
others. Because, that is being in a subtle way, violent to
others! Thus, I stopped despising what ever was being
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
marketed under the guise of spiritualism, socialism and
other brands!
I realized that there was no sense in getting frustrated,
feeling guilty, accepting defeat or blaming the so called
“spiritual” or so called “revolutionary” activities of
theists, spiritualists, atheists, leftists, secular and other
activists and theoreticians (of which I was also a part at
one point). I also found no sense in feeling sad about the
misinterpretations of Gita, Vishnusahasranam and
NAMASMARAN by their worshippers and
misinterpretations of Gita, Vishnusahasranam and
NAMASMARAN by their detractors (because I was a
party to this also!).
I realized that, what is required, is blossoming together
and empowering one another; through the study and
practice of Gita, Vishnusahasranam and
NAMASMARAN respectively.
I thought this would assist us to grow from within and
actualize intellectual, emotional, instinctual and physical
actions; in terms of globally nurturing policy making,
planning, administration and implementation and
engender individual and global blossoming!
DR. SHRINIWAS JANARDAN KASHALIKAR
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NEW STUDY OF BHAGAVAD GITA
DR. SHRINIWAS JANARDAN KASHALIKAR