The document discusses the four Purusharthas or aims of human life in Hinduism - Dharma, Artha, Kama, and Moksha. Dharma refers to moral values and righteous living. Artha relates to material prosperity and security. Kama means enjoyment and sensual pleasure. Moksha is liberation from the cycle of birth and death through self-realization. Together, the four aims provide a framework for living a purposeful life and guidance on how to balance spiritual and material duties and pleasures. Dharma is considered the highest aim, as it helps achieve Artha and Kama while guiding one towards the ultimate goal of Moksha.
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
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
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.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
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 education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
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.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
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 education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
Abstract: Human values were considered the most important in ancient India. This country of rich culture believed to be created by God, has full of values and virtues. Even the battles in India was based on value. The war at kurukshetra was one of the fought at Dharmakshetram. Ancient human society followed certain basic human values in their life. Our Rushis of the ancient starting from Viswamitra to swamy Vivekananda and Sankaracharya to Sivananda taught their diciples morals and human values through their preachings and writings. Ramayana, Mahabharata, Sukaraneeti, Vidura Neeti, Neeti Satakam, Arthasastra of Chanukya and Tirukkural of Tiruvalluar contain morals and human values. Even modern world deals with several human values which includes business values, medical values, professional values, educational values and cyber values etc; according to the present social, cultural, religious and other sources to emphasis to the mankind in various ways.
Over the years, as we grow up, we often wonder about the purpose or reason of our existence. Is life simply a matter
of obtaining food and shelter? In fact, animals are mostly occupied in activities related to survival. But surely human
existence must have a greater purpose. This has been the basic concern in the Indo-Eastern perspective on human nature.
The Indian approaches tell us that many of the problems that we face in life are due to faulty ways of thinking and
understanding the world. Therefore, the concern in the Indian perspective is on removal of faulty knowledge which keeps us
in a state of ignorance (avidya). Once we have realized this, it is possible to live life with a new kind of freedom. In this state
we come to experience a deep and complete joy. This happiness or state of bliss is present in each of us. We only have to
unfold and experience it. Such a state enlarges the human consciousness in such a manner that a person’s goal becomes
recovering the experience of beingness or existence that is common to everybody.
“The fundamentals of science of living may be defined as” the body of knowledge consisting of certain principles which define the style of life, show the problems and solutions and present the path for the betterment of way of life. The modern and contemporary culture is having an impact on education. Education is more understood to be a training for getting some skills to earn and live luxuriously than to improve knowledge and inculcate culture to have a journey for truth. When the education and training are endowed with the value s then the system becomes more a path for perfection. Such education backed by training can make the man to observe, analyse, synthesise and interpret the actions of his bodymind complex and make him potential enough to do a thing, pragmatic enough to be efficient and wise enough to have a hunt for peace and bliss. In his hunt for peace and bliss he finds out the first hurdle in his mind.
1 Philosophy 222 Ethics University of New Haven .docxmercysuttle
1
Philosophy 222: Ethics
University of New Haven
Instructor Brian Bellamy
Lecture Notes for Weeks 1-5
Philosophy 222: Ethics-Introduction
Ethics and Critical Thinking
Meta Ethics- questions about the nature and concepts of
ethics.
Is Ethics based on reason or emotions/ feelings/
intuitions?
Considerations for Ethical Evaluations
The first step in any argument [or in critical thinking] is
to be clear on exactly what is at issue, exactly what the
conclusion is.
Red Herring Fallacy- When an arguer uses an
irrelevant point to support their conclusion
Considerations for Ethical Evaluations
Ad Hominem Fallacy- an attack on the person, as the source
of the argument.
If someone gives an argument, we must evaluate the
argument on its own merits, not the merits of the
person giving the argument.
Considerations for Ethical Evaluations
Moral Authority- someone whose life appears to be morally
exemplary, and therefore seemingly fit to give advice on
moral and ethical conduct.
Examples of Moral Authority
Mark Furman
Lost Moral Authority in O.J. Simpson trial because of his
reputation as a racist…
Example of Moral Authority
Rosa Parks
Exemplar of true moral authority. She demonstrated courage
and exercised integrity when she unilaterally protested an
evil and unjust system, although supported by local and
federal laws.
Considerations for Ethical Evaluations
The Principle of Charity and the Strawman Fallacy
Principle of Charity- The principle of being charitable or
generous toward the positions and arguments we oppose.
2
Strawman Fallacy- when someone distorts or
misrepresents a position in order to make it easier to
attack
Considerations for Ethical Evaluations
Examples: Abortion-Pro-life argument
* It is obvious that my opponent does not value the human
life of infant babies.
*Well now that I think about it, abortion is an excellent
way to control overpopulation.
Studying Ethics (cont.)
Natural Morality Versus Transcendent Morality
Natural morality- position that ideas concerning morality
and “how to live the good life” come from within our
nature.
Transcendent Morality- position that ideas concerning
morality and “how to live the good life” come from without
from a higher being, i.e. The Creator, God Almighty, Allah
God’s Commandments and Ethics
Theological Voluntarism is named so because it makes
ethical principles dependent on what God wills. “If God
says, then that settles it!”
God’s Commandments and Ethics
(Cont.)
Theological Voluntarism- view that “… moral principles are
set by God, God doesn’t change and doesn’t make exceptions,
so God’s commandments are fixed and eternal and absolute.
What is right is whatever God Commands, or whatever God
chooses. God does not condemn murder because murder is
wrong; rather, murder is wrong because Go ...
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.
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Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name：Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition：12th Global Edition
author：by Hoffer
ISBN：ISBN 10: 0133544613 / ISBN 13: 9780133544619
type：solution manual
format：word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
2. MEANING OF PURUṢĀRTHAS :-
Puruṣartha (पुरुषार्थ) is a composite
Sanskrit word from Purusha (पुरुष)
and Artha (अर्थ).
Purusha means "human being“.
Artha in one context means "purpose",
"object of desire" and "meaning".
Together, Purusartha literally means
"purpose of human being" or "object of
human pursuit".
3. PURPOSE OF PURUṢĀRTHAS :-
The standard of behaviour restricts
human actions which are socially
considered incorrect and improper.
The Purusharthas determines the values
and a measuring-rod according to which
human actions are to be performed or to be
avoided.
The aim of life of an individual is
determined by the doctrine of Purushartha.
4. THE 4 AIMS OF HUMAN LIFE
DHARMA :- The truth, right way of living & moral
values.
ARTHA :- Security of having the material comfort
one need to live in the world with ease , wealth &
meaning of life.
KAMA :- Enjoyment, Sensual pleasure &
Happiness.
MOKSHA :- Liberation, Freedom from the cycle
of death and rebirth& Self-realization and self-
knowledge.
7. DHARMA
Dharma stands for moral law in society and is the basis
of values.
It is a regulative principle with bearing on duties and
rights.
It includes laws, conduct, virtues and right way of living.
On individual level, one must know that it is the ethical
basis on which one is living his/her life, the true values.
* Being conscious in your actions, words, and thoughts.
* Having compassion and sensitivity to the needs of
others.
8. ARTHA
Signifies the "means of life", activities and resources
that enables one to be in a state one wants to be in.
One of the basic human dignities—to have enough
assets to live on and care for your family, without
hoarding or being greedy.
Artha is the pursuit of activities and means
necessary for a joyous and pleasurable life. Vedanta
says that you should:
-Discover a way so money runs after you and not vice
versa.
-Do work that is compatible to your nature and
capabilities.
-Do work that serves society.
-Do work you really love.
9. KAMA
Kama relates to the pleasure, which can be
sensuality, but is also art, music, beauty, love,
fellowship, and kindness—it’s what brings a sense of
delight to your life.
The right kinds of pleasure lead you toward
your Dharma and help you fulfill it with passion.
Kama is good and necessary when it exists to
support Dharma and becomes part of the richness of
life.
However, excessive Kama can lead to
overindulgence, addiction, sloth, greed, and lust.
10. Moksha stands for salvation is the ultimate end
of human life.
It liberates the person from worldly ties.
Freedom from birth & rebirth- Ultimate
attainment.(Mukti)
Knowing that the singular aim of life should be
to reach God.
Self-realizaton, Self-knowledge & Ultimate
salvation.
MOKSHA
11. Dharma is always held higher than Artha
and Kama. In fact, Dharma is that which
helps man to fulfill the obligations of
Artha and Kama directed to the ultimate
end of Moksha. Moksha can be attained
through Dharma, once it has been
cultivated through Artha and Kama.
CONCLUSION OF PURUSHARTHAS
