Swami Vivekananda was a Hindu monk and chief disciple of Ramakrishna. He was born in 1863 in Calcutta to a lawyer father and pious mother. He received a traditional education as a child and was highly intelligent. He completed his bachelor's degree in 1884. Vivekananda met Ramakrishna in 1881 and became his disciple, spending 10 years with him learning philosophy and spiritual teachings. After Ramakrishna's death in 1886, Vivekananda traveled throughout India for several years, teaching and lecturing on spiritual ideas. He represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, raising awareness of Hindu philosophies in the Western world.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
PAREF SOUTHRIDGE: Forging Men of IntegrityMann Rentoy
This document discusses the nobility of the teaching profession. It provides quotes and sayings about the important role of teachers in shaping students and impacting lives. Teachers affect eternity through their influence on students. The document discusses how teachers can build character in students and create a culture of character in the classroom and school. It also discusses some challenges to character development from modern culture and technology, and provides tips for teachers to continue character formation in online and remote learning settings.
Live your passion
If we think it, believe it, we can make it happen. It is better to challenge our thinking, than stay within our comfort zone and keep with the status quo. Many people say “Think outside the box.” I say, “Move away from the box!” There are endless opportunities if we challenge ourselves to travel off the well-trodden path.
INSPITE OF RECOGNITION WORLD OVER AS HEROIC PERSONALITY VIVEKANANDA SYSTEM OF EDUCATION IS YET TO BE APPLIED IN SCHOOLS, COLLEGES, AND UNIVERSITIES. PROPOSAL HAS BEEN PREPARED FOR GIFTING THE VIVEKANANDA SYSTEM OF EDUCATION IN THE FORM OF THIS PPT.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1. Education is an infinite process of learning that plays a vital role in a person's overall development by imparting knowledge and widening their mental horizon.
2. True education goes beyond just mastering skills or earning money - it teaches rational and wise thinking, creates understanding between educators and learners, and makes people more social and able to build friendly relations.
3. An educated person respects all people, uses their skills and knowledge to serve humanity, is aware of their rights and duties in society, and acts with justice, impartiality, and an openness to change.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
PAREF SOUTHRIDGE: Forging Men of IntegrityMann Rentoy
This document discusses the nobility of the teaching profession. It provides quotes and sayings about the important role of teachers in shaping students and impacting lives. Teachers affect eternity through their influence on students. The document discusses how teachers can build character in students and create a culture of character in the classroom and school. It also discusses some challenges to character development from modern culture and technology, and provides tips for teachers to continue character formation in online and remote learning settings.
Live your passion
If we think it, believe it, we can make it happen. It is better to challenge our thinking, than stay within our comfort zone and keep with the status quo. Many people say “Think outside the box.” I say, “Move away from the box!” There are endless opportunities if we challenge ourselves to travel off the well-trodden path.
INSPITE OF RECOGNITION WORLD OVER AS HEROIC PERSONALITY VIVEKANANDA SYSTEM OF EDUCATION IS YET TO BE APPLIED IN SCHOOLS, COLLEGES, AND UNIVERSITIES. PROPOSAL HAS BEEN PREPARED FOR GIFTING THE VIVEKANANDA SYSTEM OF EDUCATION IN THE FORM OF THIS PPT.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1. Education is an infinite process of learning that plays a vital role in a person's overall development by imparting knowledge and widening their mental horizon.
2. True education goes beyond just mastering skills or earning money - it teaches rational and wise thinking, creates understanding between educators and learners, and makes people more social and able to build friendly relations.
3. An educated person respects all people, uses their skills and knowledge to serve humanity, is aware of their rights and duties in society, and acts with justice, impartiality, and an openness to change.
Incorporating Peace Studies into EducationEllen Ahlness
This document discusses incorporating peace studies into education from elementary school through university level. It outlines the "Five I's" approach to peace studies, which emphasizes being interdisciplinary, inclusive, initiative-based, impactful, and influential. At the elementary level, the focus is on basic skills and conflict management. At high school, peace studies can explore more complex issues and international topics. Universities currently offering peace studies programs take interdisciplinary and experiential approaches, covering practical peacebuilding skills. Overall, the document argues for sustaining peace education throughout all levels to develop lifelong skills for creating a more just and peaceful society.
The document discusses the importance of understanding students as whole individuals and addressing their diverse needs, interests, and learning styles. It notes that teachers, parents, and students often have differing perspectives on a child's educational experience. The summary emphasizes creating open communication between these groups to best support each student's growth and potential.
The document discusses improving education in ISKCON by focusing on character development, teaching students to apply what they learn, and using inquiry-based learning. Key points include training students to teach each other, using questioning to facilitate understanding, and providing follow-up support to help students implement lessons in their lives through personal coaching and mutual teaching arrangements. The goal is to produce devotees who are leaders, preachers and spiritual guides through an education system that holistically develops intelligence as well as heartfelt devotion.
The document discusses the evolution of the author's personal teaching philosophy over the course of a Professional Studies module. At the start, the author's goals were to transfer knowledge to students in a unique way that would empower them. Throughout the module, the author's philosophy was influenced by topics like social justice, gender socialization, and service learning. The author learned to consider diversity and avoid discrimination. Experiences teaching in a rural school further shaped the author's approach to value each student's individuality and culture. By the conclusion, the author's philosophy had developed to include ensuring an inclusive environment that motivates students' curiosity and development.
The document summarizes Swami Vivekananda's contributions to educational thinking, as he did not write a book on education but contributed valuable thoughts on the subject. It outlines his views that education should manifest the perfection already within a student, and the role of a teacher is to help remove obstacles for students to learn. He emphasized all-round development of students' physical, mental and spiritual abilities. Vivekananda also stressed the importance of women's education and using mother tongues as the medium of instruction in schools.
Educational contributions of swami vivekananda and its relevance in indian co...inetkply
Swami Vivekananda was an influential educator and social reformer in India in the late 19th century. He believed education should be accessible to all and should develop students physically, intellectually, emotionally, morally and spiritually. He argued education should aim to build character, promote self-confidence, universal brotherhood and service to others. Vivekananda felt education must be practical and help students stand on their own feet economically. His philosophy emphasized students developing their inherent knowledge and abilities through self-education according to their nature and needs. He saw education as crucial for reforming Indian society and countering deterioration of cultural values.
This document provides an overview of Swami Vivekananda's philosophy of education. It discusses his views on the meaning and aims of education, including self-confidence, character formation, and service to humanity. It outlines his belief that the student, not the teacher, drives their own development. It also summarizes his ideas that education should be tailored to each student's nature and needs, and that concentration is essential to acquiring knowledge. Overall, the document examines Vivekananda's vision that education should foster students' spiritual, moral, intellectual and practical development.
Man Making Education in the light of Swami Vivekananda by Santosh Kumar BeheraSantosh Behera
This document discusses Swami Vivekananda's philosophy of "Man-Making Education". It provides context on Vivekananda's views and contributions as an educationist and philosopher. The key aspects of Man-Making Education according to Vivekananda are character development, mental and rational development, and developing a spirit of social service. The role of teachers is also discussed as being crucial in implementing this educational approach through personal contact with students and acting as friends, philosophers and guides. The conclusion reiterates that Vivekananda's ideas on Man-Making Education remain highly relevant for developing individuals and society.
This PPT aims to provide knowledge about Swami Vivekananda, His Educational Thought, Life history and growth to Spirituality, Concept of Man making Education and So on.
A Study of Philosophy and contribution of Swami Vivekanand to IndiaDr.L.K Singh
ABSTRACT :
Even After 117 years of his leaving this world, he lives in the core of our heart. We entered 21st century but his philosophy is the guiding source of inspiration for millions of population of the world. His ideals are the only weapon to remove all darkness. Therefore, his new understanding of religion, new view of man, new principle of morality and ethics, concept of East-West, contribution to India, contribution to Hinduism, teaching are still relevant in enlightening us. Swami Vivekananda clearly defined and strengthened the sense of unity as a nation. Swamiji gave Indians proper understanding of their country’s great spiritual heritage and thus gave them pride in their past. i.e. pointed out to Indians the drawbacks of Western culture and the need for India’s contribution to overcome these drawbacks. In this way Swamiji made India a nation with a global mission. Sense of unity, pride in the past, sense of mission – these were the factors which gave real strength and purpose to India’s nationalist movement.
Key Words- Creation, Breath, Radical Change, Darkness New Understanding Of Religion, New View Of Man, New Principle Of Morality
educational philosophy of Swami VivekanandaRahulDeb22
Swami Vivekananda believed that education should develop students spiritually and morally. He advocated for educating all people, regardless of gender, caste, or socioeconomic status. Education should develop character, teach Western sciences, and synthesize Eastern and Western knowledge. The teacher's role is to help students discover inherent knowledge and develop spiritually through love. Physical education, mother tongue instruction, and religious teachings should also be part of the curriculum.
Swami Vivekananda was a Hindu monk born in 1863 in Calcutta who played a key role in introducing Hindu philosophies of Vedanta and Yoga to the Western world. He represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, raising awareness of Hinduism in the Western world. He went on to travel to the US and UK, delivering lectures on Vedanta philosophy and establishing Vedanta Societies. Upon returning to India in 1897, he founded the Ramakrishna Mission to serve humanity through social service, education, and religious awakening. He advocated for national pride in India's culture and heritage and influenced many national leaders through his teachings on spirituality and service
Sawami Vivekanand is great philosohpor of india.In present time after the birth of vivekananda all the views of vivekananda are related with our current needs and value in today prospective also.
Swami Vivekananda's inspiring personality was well known both in India and in America during the last decade of the nineteenth century and the first decade of the twentieth.
Nafessa Khan's paper discusses the educational philosophy of Jiddu Krishnamurthy. It summarizes that Krishnamurthy believed education should develop the whole person, not just impart knowledge, by cultivating freedom of thought, inner transformation, and understanding of life as a whole. He criticized prevailing education systems for being narrow and not enabling students to understand the deeper significance of life. Krishnamurthy advocated for an integral education that develops integrated, mature individuals through problem-solving methods and by treating students as equal partners.
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
INDIAN THINKER - SWAMI VIVEKANANTHAN.pptxANISHARAJ16
Swami Vivekananda was a philosopher and social reformer in India who contributed valuable thoughts on education. He believed education should develop character, strengthen the mind, and sharpen intellect so individuals can stand on their own feet. He advocated for educating the masses through mass education to improve both individuals and society. Vivekananda's educational philosophy emphasized synthesizing eastern and western knowledge, optimizing physical, mental, moral and spiritual development, promoting universal brotherhood, and developing strong, fearless women through education.
The Wondering Monk – His Concept of ‘Spiritual Education for Conflict-Resolut...iosrjce
1. Swami Vivekananda advocated for a spiritual education focused on character building, developing compassion and tolerance, and resolving conflicts.
2. He believed education should cultivate humanity and awaken students' inherent divinity, rather than just imparting information.
3. Vivekananda's vision of education aimed to nurture social justice and universal brotherhood by making education available to all people, especially the disadvantaged.
Incorporating Peace Studies into EducationEllen Ahlness
This document discusses incorporating peace studies into education from elementary school through university level. It outlines the "Five I's" approach to peace studies, which emphasizes being interdisciplinary, inclusive, initiative-based, impactful, and influential. At the elementary level, the focus is on basic skills and conflict management. At high school, peace studies can explore more complex issues and international topics. Universities currently offering peace studies programs take interdisciplinary and experiential approaches, covering practical peacebuilding skills. Overall, the document argues for sustaining peace education throughout all levels to develop lifelong skills for creating a more just and peaceful society.
The document discusses the importance of understanding students as whole individuals and addressing their diverse needs, interests, and learning styles. It notes that teachers, parents, and students often have differing perspectives on a child's educational experience. The summary emphasizes creating open communication between these groups to best support each student's growth and potential.
The document discusses improving education in ISKCON by focusing on character development, teaching students to apply what they learn, and using inquiry-based learning. Key points include training students to teach each other, using questioning to facilitate understanding, and providing follow-up support to help students implement lessons in their lives through personal coaching and mutual teaching arrangements. The goal is to produce devotees who are leaders, preachers and spiritual guides through an education system that holistically develops intelligence as well as heartfelt devotion.
The document discusses the evolution of the author's personal teaching philosophy over the course of a Professional Studies module. At the start, the author's goals were to transfer knowledge to students in a unique way that would empower them. Throughout the module, the author's philosophy was influenced by topics like social justice, gender socialization, and service learning. The author learned to consider diversity and avoid discrimination. Experiences teaching in a rural school further shaped the author's approach to value each student's individuality and culture. By the conclusion, the author's philosophy had developed to include ensuring an inclusive environment that motivates students' curiosity and development.
The document summarizes Swami Vivekananda's contributions to educational thinking, as he did not write a book on education but contributed valuable thoughts on the subject. It outlines his views that education should manifest the perfection already within a student, and the role of a teacher is to help remove obstacles for students to learn. He emphasized all-round development of students' physical, mental and spiritual abilities. Vivekananda also stressed the importance of women's education and using mother tongues as the medium of instruction in schools.
Educational contributions of swami vivekananda and its relevance in indian co...inetkply
Swami Vivekananda was an influential educator and social reformer in India in the late 19th century. He believed education should be accessible to all and should develop students physically, intellectually, emotionally, morally and spiritually. He argued education should aim to build character, promote self-confidence, universal brotherhood and service to others. Vivekananda felt education must be practical and help students stand on their own feet economically. His philosophy emphasized students developing their inherent knowledge and abilities through self-education according to their nature and needs. He saw education as crucial for reforming Indian society and countering deterioration of cultural values.
This document provides an overview of Swami Vivekananda's philosophy of education. It discusses his views on the meaning and aims of education, including self-confidence, character formation, and service to humanity. It outlines his belief that the student, not the teacher, drives their own development. It also summarizes his ideas that education should be tailored to each student's nature and needs, and that concentration is essential to acquiring knowledge. Overall, the document examines Vivekananda's vision that education should foster students' spiritual, moral, intellectual and practical development.
Man Making Education in the light of Swami Vivekananda by Santosh Kumar BeheraSantosh Behera
This document discusses Swami Vivekananda's philosophy of "Man-Making Education". It provides context on Vivekananda's views and contributions as an educationist and philosopher. The key aspects of Man-Making Education according to Vivekananda are character development, mental and rational development, and developing a spirit of social service. The role of teachers is also discussed as being crucial in implementing this educational approach through personal contact with students and acting as friends, philosophers and guides. The conclusion reiterates that Vivekananda's ideas on Man-Making Education remain highly relevant for developing individuals and society.
This PPT aims to provide knowledge about Swami Vivekananda, His Educational Thought, Life history and growth to Spirituality, Concept of Man making Education and So on.
A Study of Philosophy and contribution of Swami Vivekanand to IndiaDr.L.K Singh
ABSTRACT :
Even After 117 years of his leaving this world, he lives in the core of our heart. We entered 21st century but his philosophy is the guiding source of inspiration for millions of population of the world. His ideals are the only weapon to remove all darkness. Therefore, his new understanding of religion, new view of man, new principle of morality and ethics, concept of East-West, contribution to India, contribution to Hinduism, teaching are still relevant in enlightening us. Swami Vivekananda clearly defined and strengthened the sense of unity as a nation. Swamiji gave Indians proper understanding of their country’s great spiritual heritage and thus gave them pride in their past. i.e. pointed out to Indians the drawbacks of Western culture and the need for India’s contribution to overcome these drawbacks. In this way Swamiji made India a nation with a global mission. Sense of unity, pride in the past, sense of mission – these were the factors which gave real strength and purpose to India’s nationalist movement.
Key Words- Creation, Breath, Radical Change, Darkness New Understanding Of Religion, New View Of Man, New Principle Of Morality
educational philosophy of Swami VivekanandaRahulDeb22
Swami Vivekananda believed that education should develop students spiritually and morally. He advocated for educating all people, regardless of gender, caste, or socioeconomic status. Education should develop character, teach Western sciences, and synthesize Eastern and Western knowledge. The teacher's role is to help students discover inherent knowledge and develop spiritually through love. Physical education, mother tongue instruction, and religious teachings should also be part of the curriculum.
Swami Vivekananda was a Hindu monk born in 1863 in Calcutta who played a key role in introducing Hindu philosophies of Vedanta and Yoga to the Western world. He represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, raising awareness of Hinduism in the Western world. He went on to travel to the US and UK, delivering lectures on Vedanta philosophy and establishing Vedanta Societies. Upon returning to India in 1897, he founded the Ramakrishna Mission to serve humanity through social service, education, and religious awakening. He advocated for national pride in India's culture and heritage and influenced many national leaders through his teachings on spirituality and service
Sawami Vivekanand is great philosohpor of india.In present time after the birth of vivekananda all the views of vivekananda are related with our current needs and value in today prospective also.
Swami Vivekananda's inspiring personality was well known both in India and in America during the last decade of the nineteenth century and the first decade of the twentieth.
Nafessa Khan's paper discusses the educational philosophy of Jiddu Krishnamurthy. It summarizes that Krishnamurthy believed education should develop the whole person, not just impart knowledge, by cultivating freedom of thought, inner transformation, and understanding of life as a whole. He criticized prevailing education systems for being narrow and not enabling students to understand the deeper significance of life. Krishnamurthy advocated for an integral education that develops integrated, mature individuals through problem-solving methods and by treating students as equal partners.
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
INDIAN THINKER - SWAMI VIVEKANANTHAN.pptxANISHARAJ16
Swami Vivekananda was a philosopher and social reformer in India who contributed valuable thoughts on education. He believed education should develop character, strengthen the mind, and sharpen intellect so individuals can stand on their own feet. He advocated for educating the masses through mass education to improve both individuals and society. Vivekananda's educational philosophy emphasized synthesizing eastern and western knowledge, optimizing physical, mental, moral and spiritual development, promoting universal brotherhood, and developing strong, fearless women through education.
The Wondering Monk – His Concept of ‘Spiritual Education for Conflict-Resolut...iosrjce
1. Swami Vivekananda advocated for a spiritual education focused on character building, developing compassion and tolerance, and resolving conflicts.
2. He believed education should cultivate humanity and awaken students' inherent divinity, rather than just imparting information.
3. Vivekananda's vision of education aimed to nurture social justice and universal brotherhood by making education available to all people, especially the disadvantaged.
Swami vivekanand presentation by arvind kumar bhardwajArvind Bhardwaj
Swami Vivekananda's philosophy of education emphasized developing students' character and spiritual qualities alongside academic learning. He believed education should prepare students for life's struggles by developing courage, service to others, and self-reliance. Real education manifests the perfection innate in each person. It should develop students physically, mentally, and spiritually through nature, spiritual teachings, and both Eastern and Western subjects tailored to each student's needs.
Authentic Montessori: A Reflection of the Self-study GuideShelley Bergmann
Maria Montessori was an inspiring woman. She created the Montessori prepared environment; the environment was peaceful, and the adults were spiritually in tune. Children are born with a biological “need” to learn. Montessori guides are responsible for modeling lifelong learning. The profession of a guide is to be a mentor to young global citizens. Living in the present moment is sharing the same moment with the children. In other words, a teacher must know herself. Maria Montessori specifically used the term “self-study” when she spoke about life training and content of character to allow for “preparation of the spirit.”
Montessori curriculum is of early childhood development. Are guides investing in a lifetime of self-study? A self-reflection occurs as guides examine the energy they bring to their Montessori prepared environments. Is the guide spiritually prepared? A spiritual crisis arises when we find ourselves in the grip of something larger than society’s expectations or the ego’s needs
Our goal is when the Montessori Method models “normalization” meaning a psychological shift from disorder and inattention to adherence to self-discipline. The guide witnesses a love for learning; maybe even a self-study.
EDUCATION MEANING, NATURE AND SCOPE CC-1.pptxMonojitGope
This document discusses the meaning, nature, and scope of education. It defines education as the process of developing an individual's innate abilities and adjusting them to their social environment through both formal and informal learning. The document outlines different perspectives on education from ancient Indian thinkers like the Rig Veda and Upanishads as well as Western philosophers like Plato, Rousseau, and Dewey. It identifies key characteristics of education, including it being a lifelong process, dynamic, focused on individual development, developing one's innate powers, enabling social adjustment, involving interaction between teacher and student, and enriching experiences to help attain life goals.
Swami Chidbhavananda discusses the importance of properly educating and training students. He believes that during childhood and adolescence, students should be guided to develop noble qualities through discipline, service, reverence for teachers and parents, self-control, concentration, and connecting to their inner spirituality. Following these principles allows students to fully realize their potential and transform themselves.
This document provides information on using SPSS for educational research. It discusses descriptive statistics, common statistical issues in research, procedures for creating a SPSS data file and conducting descriptive analyses. It also explains how to perform t-tests, analysis of variance (ANOVA), frequencies analysis and other statistical tests in SPSS. The document is intended as a guide for researchers on applying various statistical analyses in SPSS.
This document provides an overview of key concepts in biostatistics and how to use SPSS software for data analysis. It discusses learning objectives for understanding biostatistics, different types of data (nominal, ordinal, interval, ratio) and variables (independent, dependent
Active Learning Methods in Teaching.pdfThanavathi C
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
Bibliotherapy is a form of therapy that involves reading as part of the treatment process. It can be used for various mental health issues like depression, anxiety, and trauma. Reading materials are selected that are intended to help address a person's problems or symptoms. Research has found bibliotherapy can be an effective treatment for conditions like depression when used as part of a guided program with a mental health professional. It has also shown benefits for caregivers. Bibliotherapy can be delivered individually or in a group setting and the reading materials may include classical literature, psychology-based works, or self-help books.
This document provides instructions for creating a portfolio or Google Site. It discusses defining a portfolio, different forms portfolios can take, and uses of portfolios including evaluating student learning and progress. Steps are outlined for creating a Google Site, including choosing a theme, adding and organizing pages, inserting content, and publishing the site. The document concludes with answering some questions about customizing and sharing a Google Site.
Computer Course Digital Classroom Tools Notes Unit 1, 2, & 3/Dr.C.ThanavathiThanavathi C
This document provides an overview of the features and tools available in Microsoft Word 2007. It discusses the new ribbon interface and how to access common commands like save, print, and open. It also summarizes the various tabs in the ribbon including Home, Insert, Page Layout, References, Mailings, Review, and View. Each section of the ribbon is described in 1-2 sentences. The document is intended to help users familiar with earlier versions of Word learn the updated user interface in Word 2007.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
This document discusses inclusive education and its key aspects. It defines inclusive education as addressing diversity of needs of all learners through increased participation and reducing exclusion. The objectives of inclusive education policies are to prioritize improving education systems to include all children regardless of differences. Benefits include developing strengths, confidence and friendships for all children. Challenges include ensuring facilities, teaching methods and support match students' needs. Inclusive education aims for "education for all" compared to traditional integration, and requires planning, resources and trained staff.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
How to handle online classes in google meet/Dr.C.ThanavathiThanavathi C
This document provides information about a workshop on using Google Meet for online classes. The workshop will be held on January 24, 2022 from 9:30 am to 11:30 am and conducted by Dr. C. Thanavathi. The workshop will cover topics such as creating Google Meet links, scheduling meetings, conducting video conferences, and being knowledgeable resources for online classes. It provides an agenda with overview, objectives, instructions, and details on various Google Meet features that will be demonstrated like sharing screens, chatting, recording, and using the mobile app. The goal is to help participants effectively handle and master online classes through the Google Meet platform.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA)Thanavathi C
This document contains contact information for Dr. C. Thanavathi, an Assistant Professor of History, as well as information on her educational qualifications. It also lists 10 objectives of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a scheme aimed at improving access to and quality of secondary education in India. Finally, it outlines several challenges to achieving universal secondary education, such as lack of parental support and motivation, poverty, child marriage, and absenteeism.
This document provides guidance on writing a research proposal. It begins by defining what a research proposal is and its purpose. It then discusses the key components of a research proposal such as the problem statement, objectives, hypotheses, research methodology, time schedule and expected outcomes. Examples of different types of research proposals and their formats are also provided. Overall, the document serves as a comprehensive guide for developing an effective research proposal.
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
How to enroll and access swayam courseThanavathi C
This document provides instructions on how to enroll in and access courses on the SWAYAM online learning platform. It outlines the following steps:
1) Register for an account on the SWAYAM website or mobile app.
2) Search for and select courses to enroll in. Courses cover a wide range of subjects from high school to university level.
3) Access enrolled course content, which includes videos, readings, assessments, and discussion forums. Content can be downloaded.
4) Participate in discussion forums by posting questions, answers, and providing feedback to other students.
The document discusses various digital initiatives of the Ministry of Human Resource Development (MHRD) in India, including the National Mission on Education Through Information and Communication Technology (NMEICT). Some of the major ongoing initiatives under NMEICT aimed at improving access to quality education include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, FOSSE, Spoken Tutorials, and Virtual Labs. These initiatives are being implemented by various higher educational institutions in India to infuse digital education solutions and improve learning outcomes. The document also provides links to additional resources on the digital initiatives of MHRD and the Government of India's flagship 'Digital India' program.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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3. Vivekananda was an Indian Hindu
monk and chief disciple of the 19th-
century saint Ramakrishna10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
4. Born:12 January 1863 in
Calcutta on Makara Sankranthi
day. His name at birth was
Narendranath
Father:Sri Vishwanath Datta , a
very successful Lawyer
Mother:Bhuvaneshwari , a
pious lady .Prayer of the lord was
the way of life
10/19/2016 Dr.C.Thana
6. Education
7 years
• Reading of Scriptures
• Bramho Samaj
Experience
10 years
• With Ramkrishna Paramhans
• Bharat Bhraman
Service
10 years
• Visit to West
• Colambo to Almora (Bharat)
10/19/2016 Dr.C.Thana
7. Narendranath was
highly inquisitive and
bright in his studies and
play . He was well read
and had a remarkable
power of understanding
and retention .He
completed Bachelor Arts
degree from Scottish
Church College Calcutta
in 1884.
Childhood and Early Youth....
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
10. >Swamy Vivekananda was a
great social reformer and a very
inspiring personality. He was pride
to be Indian .He always said god
dwells inside every heart.
.God in the idol, is not true worship
Philosophy......
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
11. Every duty is holy, and devotion
to duty is the highest form of
the worship of God.
WORK
10/19/2016 Dr.C.Thana
14. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Swami describes religion as ‘the manifestation of the divinity already in
man, also he defines education as the manifestation of the
perfection already in man’
Manifestation
Implies that something already exists and is waiting to expressed. The
main focus in learning is to make the hidden ability of a
learner manifest; knowledge is inherent in man, not acquired from
external sources.
Already in man
Refers to a human being’s potential, which is the range of the abilities
and talents, known or unknown that is born with. Potential speaks
of the possibility of awakening something that is lying
dormant
10/19/2016 Dr.C.Thana
15. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Perfection
Refers to a Greek word ‘teleics’ translated as perfect, and suggest the idea of
attaining a goal or an end; Perfection in education parlance is the goal
of actualizing the highest human potential.
He also defines education as:
Life-building, man-making, character-making, assimilation of ideas, and
not a certain amount of information that is put into your brain and
runs riot there, undigested all your life (1985;III:302)
An ability to think originally, to stand on your own feet mentally as well as
practically, interacting with people succesfully.
Process by which character is formed , strenght of mind increased, and
intellect sharpened, as a result of which one can stand on one own’s feet.
10/19/2016 Dr.C.Thana
16. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Education is the discovery of the inner-self, self revelation. Education
is development from within.
Vivekananda doesn’t believe in the system of education where the
learners’ mind gets jam-packed with information without having
any space for independent thinking.
“If education is identical with information, the libraries
are the greatest sages of the world… regrettably, we
treat innocent learners as nothing better than vessel to
be stuffed with carload of facts with little space for
exploring their hidden potentials.”
10/19/2016 Dr.C.Thana
17. Swami Vivekananda:
Some Contributions to Educational Thinking
The Objectives of Education
Vivenkananda points out that the defect of the present day education is
that it has no definite goal to pursue. The objective of education must
be the manifestation of perfection in our lives, which is the very
nature of our inner self.
Specifically, the objectives of education according to Vivekananda are as
follows:
To eliminate one’s ego, ignorance and all other false identification,
which stand in the way.
To build up self-confidence and self-reliance based on balance
human relationships
10/19/2016 Dr.C.Thana
18. Swami Vivekananda:
Some Contributions to Educational Thinking
The Objectives of Education
To strive towards character development characterized by
the development of will-power, leading to courage, stamina
and fearlessness.
To develop adaptability and able to meet the challenge of a
changing society.
To lead to a feeling of brotherhood and the unity of
mankind.
To serve God through serving the masses;work is worship.
To acquire the spirit of renunciation.
10/19/2016 Dr.C.Thana
19. Swami Vivekananda:
Some Contributions to Educational Thinking
The Method of Teaching
Consequently, these are the methods of teaching according to
Vivekananda:
The task of the teacher is only to help the child to manifest its
knowledge by removing the obstacles in its way.
The learner is just like a plant, one cannot do anything more than
supplying it water, air, manure while it grows from its own nature.
“ Knowledge is inherent in every man’s self;what
man knows is only what he discovers by taking the
cover off his own soul.”
10/19/2016 Dr.C.Thana
20. Swami Vivenkananda:
Some Contributions to Educational Thinking
The Method of Teaching
The method of teaching must be problem-solving under the bias-
free guidance of the teacher; the teacher’s role is just a facilitator,
similar to the modern educationist’s Heuristic method.
The teacher has to come down to the level of the learner and
give him a push upwards; thus there should be least intervention
and the ideal teacher should consciously under-teach so that the
learners get the ample scope for learning themselves.
“No one can teach anybody. The teacher spoils everything by
thinking that he is a teacher”(1993:56)
10/19/2016 Dr.C.Thana
21. Swami Vivenkananda:
Some Contributions to Educational Thinking
Role of the Teacher
Vivekananda specifies the role of the teacher as follows:
The teacher should share with the student the conviction that
they are both truly one in spirit-at the same time cultivating in
the student a feeling of dignity and self-respect
The only true teacher is he who can immediately come down to
the level of the student, and transfer his soul to the students’
soul and see through the student’s eyes and hear through his ears
and understand through his mind. Such teacher can teach and
none else.
10/19/2016 Dr.C.Thana
22. Swami Vivekananda:
Some Contributions to Educational Thinking
Role of the Teacher
To make the mind grow by unfolding and unveiling the natural
power inherent in man.
The children teach themselves, the duty of the teacher is to offer
them opportunity and remove obstacles; that is, if we provide
conducive environment the rest will happen by itself.
The teacher’s role is unimportant; it necessitates the teacher’s
personal, constant contact with the students.
Knowledge exists in the mind, like fire in a piece of flint. Friction
brings it out.
10/19/2016 Dr.C.Thana
23. Swami Vivekananda:
Some Contributions to Educational Thinking
All Round Development
Although Vivekananda’s vision of education lays extreme emphasis
on the training of the mind it does not undermine the importance
of an all-round development of the human personality. Its aim is
untrammeled development of the personality in all sphere-
physical, mental and spiritual.
He believes that physical exercises must be part of the educational
training since a sound mind resides in a sound body; the self
cannot be realized by the physically weak.
The mind of the students has to be controlled and trained
controlled through meditation, concentration and practice of
ethical purity.
10/19/2016 Dr.C.Thana
24. Swami Vivekananda:
Some Contributions to Educational Thinking
All Round Development
He emphasizes that all success in any line of work is the result of
concentration, which necessary implies detachment from other
things, constitutes self-control for securing harmony of the
impulses.
“Education is the manifestation of the perfection
already in man, therefore, a teacher’s job is only to
remove obstruction from the pupil’s path… Education
is not a mere accumulation of information but a
comprehensive training for LIFE.”
10/19/2016 Dr.C.Thana
25. Swami Vivenkananda:
Some Contributions to Educational Thinking
Women’s Education
Vivekananda also stresses the importance of women’s education.
He didn’t preach two different scheme for educating men and
women. His teaching was exactly the same without any
discrimination. Nevertheless, his views on women call for a
separate treatment.
The main objective of his scheme of female education is to make
them strong, fear-less and conscious of their chastity and dignity.
“Female illiteracy retards the progress of the society; it is
impossible for a bird to fly on only one wing.”
10/19/2016 Dr.C.Thana
26. Swami Vivenkananda:
Some Contributions to Educational Thinking
Women’s Education
Women need to get the right type of education, they will be able to
solve their own problems in their own way.
Although men and women are equally competent in academic
matters, yet women have a special aptitude and competence for
studies related to home and family.
He recommends the introduction of subjects like sewing, nursing,
domestic science, culinary art etc.
10/19/2016 Dr.C.Thana
27. Swami Vivenkananda:
Some Contributions to Educational Thinking
Medium of Instruction
Vivekananda strongly advocates “mother-tongue”
so that it will reach everyone.
However, he also believes that it is necessary to
learn English and Sanskrit. While English is
important for mastering Science, Sanskrit leads
one into the depths of our vast store of classics.
“If language remain the privilege of a small class of
people, social unity will march forward hampered.”
10/19/2016 Dr.C.Thana
28. CONCEPT OF MANCONCEPT OF MAN
Vivekananda’s guru, Sri Ramakrishna, used to
say that manush needs to become man-hush –
that is, a man needs to become a true man. ‘He
alone is a man, whose spiritual consciousness
has been awakened’.
10/19/2016 Dr.C.Thana
29. Following his Master, Vivekananda emphasized that ‘the
ideal of all education, all training, should be this man-
making’.
MAN is the combination of three letters, i.e.,
M = Morality
A = Ability
N =Nobility
10/19/2016 Dr.C.Thana
30. NEW VIEW OF MAN
Vivekananda’s concept of ‘potential divinity of the soul’
gives a new, ennobling concept of man ; which prevents
degradation, divinizes human relationships, and makes life
meaningful and worth living.
The present age is the age of humanism which holds
that man should be the chief concern and centre of all
activities and thinking.
Swamiji has laid the foundation for ‘spiritual humanism’,
which is manifesting itself through several neo-humanistic
movements and the current interest in meditation all over
the world.10/19/2016 Dr.C.Thana
31. Swami Vivekananda realized that three things are
necessary to make every man great, every Nation great.
Conviction of the powers of goodness.
Absence of jealousy and suspicion.
Helping all who are trying to be and do well.
10/19/2016 Dr.C.Thana
35. Swami Vivekananda said: “Man-Making is my
mission of life. I am not a politician, nor am I a
Social Reformer. It is my job to fashion man
……… I care only for the spirit: When that is right,
everything will be righted by itself”.
Man-Making meant for Vivekananda rousing man to an
awareness of his essential divine nature, making him
rely always on his innate spiritual strength.
10/19/2016 Dr.C.Thana
36. ELEMENTS OF MAN-MAKING EDUCATION
The chief elements of Swami Vivekananda’s Man-Making
Education are based on the Vedantic philosophy of his
life.
1. Every individual should understand that the ultimate
goal of Human Life is to attain ‘Unity with Creator’.
2. Service to man is equated with devotion to God
because God resides in every human heart. Hence,
man should foster the spirit of service to his fellow
beings. Worship of man is the real worship of God.
Individual happiness lies with universal happiness.
10/19/2016 Dr.C.Thana
37. 3. Man should develop an attitude of respect for all religions.
He should understand that the essential elements of all
religions are the same, and no religion is superior or
inferior to other.
4. Man should imbibe love for all and hatred for none,
because love is the highest good of all religions. Then, how
can we inculcate love? If you control / watch your
character then love value will come.
10/19/2016 Dr.C.Thana
39. 5. Man should attain the knowledge of science and
spirituality.
6. Man must develop a rational attitude in life.
10/19/2016 Dr.C.Thana
40. AIMS OF MANAIMS OF MANAIMS OF MANAIMS OF MAN----MAKING EDUCATIONMAKING EDUCATIONMAKING EDUCATIONMAKING EDUCATION
Character Development: Man-Making Education
implies that education should build character.
Character is the foundation for self development.
Education is an instrument for human betterment. The
basis of all systems social or political rest upon the
goodness of man. No nation is greater or good
because if parliament enacts this or that, but because,
its men are great and good. That is why, Swami
Vivekananda stresses on character formation in Man-
Making process.10/19/2016 Dr.C.Thana
41. Further he wants to strengthen the mind and expand the
intellect of the child through education. This is because
he believes that character, strong mind and sharp intellect
prepare the child for better life.
He further says, “if you really want to judge the character
of man, look not at his great performances watch a man
do his most common actions. Those are indeed the
things which will tell you about the real character of other
great men”. Therefore, character development is the first
aim of Man-Making.
10/19/2016 Dr.C.Thana
42. Following things are required for Character Formation:
Character
Formation
Hard Work
Moral and
Spiritual Values
Gurukula System
Will Power
Learning through
mistakes
Formation of Good
Habits
10/19/2016 Dr.C.Thana
43. Develop the Spirit of Social Service in Man:
Man-making education is providing education for the
development of the spirit of social service in man.
Swami Vivekananda’ wide travels in India have given
him first-hand knowledge of the socio-economic
conditions of the people of our country. He is deeply
distressed by the utter poverty and backwardness of
the people.
10/19/2016 Dr.C.Thana
44. He remarks, “So long as the million live in hunger and
ignorance, I hold every man a traitor who, having been
educated at their expense, pay not the least heed to
them….. I call him a ‘mahatma’ who feels for the poor. Let
these people be your God- think of them, work for them”.
Selflessness is the essence of Indian Philosophy and its
main concern is “Sarvajana Sukhino Bhavantu”
(Happiness for all) and education’s function is to serve
this end. Thus, the most important aim of man-making
education is inculcating the spirit of selfless service in
man.
10/19/2016 Dr.C.Thana
45. Mental Development: Man-making education is a
strong mind. Mental development is very essential to
enable the child to stand on his own leg.
Rational Development: The rational development of
man enables him to believe in the unity of all religions.
Such rational attitude in man is very important to develop
a noble character in him, which is the purpose of man-
making education.
10/19/2016 Dr.C.Thana
46. ROLE OF TEACHER IN MAN MAKING EDUCATION
For man-Making education, the teacher should come
down to the level of the students and transfer his soul to
the student’s soul.
Vivekananda says, “Education is a personal contact with the
teacher” (Gurugrihavasa). There would be no education
without the personal life of a teacher. It is the personality of
man that really impresses us and not merely his words. The
words and thoughts contribute only one –third and the
personality is two-thirds in the making of real man.
10/19/2016 Dr.C.Thana
47. A teacher must be dedicated to teaching profession with a
view to rendering selfless service like an ancient Guru.
10/19/2016 Dr.C.Thana
48. He should be sympathetic to his students.
A teacher must have a missionary zeal and angelic
motive behind the act of teaching.
The teacher should be a Friend, Philosopher, Guide
and a Tyagi for creating a real man.
Swami Vivekananda wants the teacher to provide the
proper environment for the child to grow naturally.
10/19/2016 Dr.C.Thana
49. CONCLUSION:
Swami Vivekananda is a pioneering figure in India
who has played in integral part towards shaping of
modern India. So far as education concern his Man
Making Education is very much relevant in our day to
day society. Man Making Education solves so many
problems which are raised in recent time. His famous
words; "Awake, arise, and stop not till the goal is
reached" - still resonated among the youth of the
nation, rousing their social consciousness and kindling
their damp spirits.10/19/2016 Dr.C.Thana
50. I sum up with words of Swami Vivekananda: ―The only
service to be given to our lower classes is to give them
education; to develop their lost individuality. Give them
ideas-that is the only help they require and then the rest
will follow as the effect. Ours is to put the chemicals
together, crystallization comes in the law of nature……..
Now if the mountain cannot come to Mohammed,
Mohammed must go to the mountain. If the poor boy
cannot come to education, education must go to him. This
is true and has its relevance in our country till today. which
may be followed strictly in order to achieve long cherished
goal of our nation.
10/19/2016 Dr.C.Thana
51. Whatever you think, that you will be. If
you think yourselves weak,
weak you will be; if you think yourselves
strong, strong you will be.10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
52. Neither money
pays, nor name,
nor fame, nor
learning,
it is CHARACTER .
CHARACTER
10/19/2016 Dr.C.Thana
54. It is good to be born a child;
but bad to remain a child
MATURITY
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
55. Travels in India (1888Travels in India (1888––1893)1893)
Vivekananda travelled extensively in IndiaVivekananda travelled extensively in India
fromfrom KashmirKashmir toto KanyakumariKanyakumari for five years,for five years,
visiting centers of learning and acquaintingvisiting centers of learning and acquainting
himself with diverse religious traditions andhimself with diverse religious traditions and
social patterns.social patterns.
He developed sympathy for the sufferingHe developed sympathy for the suffering
and poverty of the people, and resolved toand poverty of the people, and resolved to
uplift the nation.uplift the nation.
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
56. Parliament of the World'sParliament of the World's
ReligionsReligions
The Parliament of the World'sThe Parliament of the World's
Religions opened on 11Religions opened on 11
September 1893 at theSeptember 1893 at the ArtArt
Institute of ChicagoInstitute of Chicago as part ofas part of
thethe World's ColumbianWorld's Columbian
ExpositionExposition.On.On this day,this day,
Vivekananda gave a briefVivekananda gave a brief
speech representing India andspeech representing India and
HinduismHinduism..
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
58. Vivekananda was givenVivekananda was given
many lectures in U.S.Amany lectures in U.S.A
and England ,Detroit,and England ,Detroit,
Boston, and New York.Boston, and New York.
He founded theHe founded the VedantaVedanta
SocietySociety of New York inof New York in
1894.1894.10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
59. Vedanta Society - California
10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
63. Last days
Visited Advaita Ashrama Mayavati
Belur Math coordinating work of India, US and UK
Visited to Bodhgaya and Varanasi
Taught Samskrit till his last day
Passed away on 4th July 1902
10/19/2016 Dr.C.Thana
65. Shubhash Chandra Bose felt, Swamiji was a "full-
blooded masculine personality" and from him he got
an ideal to which he could give his whole being.
10/19/2016 Dr.C.Thana
66. J C Bose - Today, our
advances in science and
technology have made
the world stand up and
listen to us but Swami
Vivekananda had
asserted the need for
capacity building a
century ago.
10/19/2016 Dr.C.Thana
67. Lokmanya Tilak - Swami ji stayed with him at
his home in Poona. Tilak exchanged letters
with him.
10/19/2016 Dr.C.Thana
68. Narendra Modi – Swami ji has
given purpose to this Nation.
We are here to complete his
dreams
10/19/2016 Dr.C.Thana
69. Shyamji Krishna Varma – Ideas about
patriotism and establishment of the
“India house” in London
10/19/2016 Dr.C.Thana
74. Vivekananda was an Indian Hindu
monk and chief disciple of the 19th-
century saint Ramakrishna10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
75. Born:12 January 1863 in
Calcutta on Makara Sankranthi
day. His name at birth was
Narendranath
Father:Sri Vishwanath Datta , a
very successful Lawyer
Mother:Bhuvaneshwari , a
pious lady .Prayer of the lord was
the way of life
10/19/2016 Dr.C.Thana
77. Education
7 years
• Reading of Scriptures
• Bramho Samaj
Experience
10 years
• With Ramkrishna Paramhans
• Bharat Bhraman
Service
10 years
• Visit to West
• Colambo to Almora (Bharat)
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78. Narendranath was
highly inquisitive and
bright in his studies and
play . He was well read
and had a remarkable
power of understanding
and retention .He
completed Bachelor Arts
degree from Scottish
Church College Calcutta
in 1884.
Childhood and Early Youth....
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81. >Swamy Vivekananda was a
great social reformer and a very
inspiring personality. He was pride
to be Indian .He always said god
dwells inside every heart.
.God in the idol, is not true worship
Philosophy......
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82. Every duty is holy, and devotion
to duty is the highest form of
the worship of God.
WORK
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85. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Swami describes religion as ‘the manifestation of the divinity already in
man, also he defines education as the manifestation of the
perfection already in man’
Manifestation
Implies that something already exists and is waiting to expressed. The
main focus in learning is to make the hidden ability of a
learner manifest; knowledge is inherent in man, not acquired from
external sources.
Already in man
Refers to a human being’s potential, which is the range of the abilities
and talents, known or unknown that is born with. Potential speaks
of the possibility of awakening something that is lying
dormant
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86. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Perfection
Refers to a Greek word ‘teleics’ translated as perfect, and suggest the idea of
attaining a goal or an end; Perfection in education parlance is the goal
of actualizing the highest human potential.
He also defines education as:
Life-building, man-making, character-making, assimilation of ideas, and
not a certain amount of information that is put into your brain and
runs riot there, undigested all your life (1985;III:302)
An ability to think originally, to stand on your own feet mentally as well as
practically, interacting with people succesfully.
Process by which character is formed , strenght of mind increased, and
intellect sharpened, as a result of which one can stand on one own’s feet.
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87. Swami Vivekananda:
Some Contributions to Educational Thinking
Defining education
Education is the discovery of the inner-self, self revelation. Education
is development from within.
Vivekananda doesn’t believe in the system of education where the
learners’ mind gets jam-packed with information without having
any space for independent thinking.
“If education is identical with information, the libraries
are the greatest sages of the world… regrettably, we
treat innocent learners as nothing better than vessel to
be stuffed with carload of facts with little space for
exploring their hidden potentials.”
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88. Swami Vivekananda:
Some Contributions to Educational Thinking
The Objectives of Education
Vivenkananda points out that the defect of the present day education is
that it has no definite goal to pursue. The objective of education must
be the manifestation of perfection in our lives, which is the very
nature of our inner self.
Specifically, the objectives of education according to Vivekananda are as
follows:
To eliminate one’s ego, ignorance and all other false identification,
which stand in the way.
To build up self-confidence and self-reliance based on balance
human relationships
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89. Swami Vivekananda:
Some Contributions to Educational Thinking
The Objectives of Education
To strive towards character development characterized by
the development of will-power, leading to courage, stamina
and fearlessness.
To develop adaptability and able to meet the challenge of a
changing society.
To lead to a feeling of brotherhood and the unity of
mankind.
To serve God through serving the masses;work is worship.
To acquire the spirit of renunciation.
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90. Swami Vivekananda:
Some Contributions to Educational Thinking
The Method of Teaching
Consequently, these are the methods of teaching according to
Vivekananda:
The task of the teacher is only to help the child to manifest its
knowledge by removing the obstacles in its way.
The learner is just like a plant, one cannot do anything more than
supplying it water, air, manure while it grows from its own nature.
“ Knowledge is inherent in every man’s self;what
man knows is only what he discovers by taking the
cover off his own soul.”
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91. Swami Vivenkananda:
Some Contributions to Educational Thinking
The Method of Teaching
The method of teaching must be problem-solving under the bias-
free guidance of the teacher; the teacher’s role is just a facilitator,
similar to the modern educationist’s Heuristic method.
The teacher has to come down to the level of the learner and
give him a push upwards; thus there should be least intervention
and the ideal teacher should consciously under-teach so that the
learners get the ample scope for learning themselves.
“No one can teach anybody. The teacher spoils everything by
thinking that he is a teacher”(1993:56)
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92. Swami Vivenkananda:
Some Contributions to Educational Thinking
Role of the Teacher
Vivekananda specifies the role of the teacher as follows:
The teacher should share with the student the conviction that
they are both truly one in spirit-at the same time cultivating in
the student a feeling of dignity and self-respect
The only true teacher is he who can immediately come down to
the level of the student, and transfer his soul to the students’
soul and see through the student’s eyes and hear through his ears
and understand through his mind. Such teacher can teach and
none else.
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93. Swami Vivekananda:
Some Contributions to Educational Thinking
Role of the Teacher
To make the mind grow by unfolding and unveiling the natural
power inherent in man.
The children teach themselves, the duty of the teacher is to offer
them opportunity and remove obstacles; that is, if we provide
conducive environment the rest will happen by itself.
The teacher’s role is unimportant; it necessitates the teacher’s
personal, constant contact with the students.
Knowledge exists in the mind, like fire in a piece of flint. Friction
brings it out.
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94. Swami Vivekananda:
Some Contributions to Educational Thinking
All Round Development
Although Vivekananda’s vision of education lays extreme emphasis
on the training of the mind it does not undermine the importance
of an all-round development of the human personality. Its aim is
untrammeled development of the personality in all sphere-
physical, mental and spiritual.
He believes that physical exercises must be part of the educational
training since a sound mind resides in a sound body; the self
cannot be realized by the physically weak.
The mind of the students has to be controlled and trained
controlled through meditation, concentration and practice of
ethical purity.
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95. Swami Vivekananda:
Some Contributions to Educational Thinking
All Round Development
He emphasizes that all success in any line of work is the result of
concentration, which necessary implies detachment from other
things, constitutes self-control for securing harmony of the
impulses.
“Education is the manifestation of the perfection
already in man, therefore, a teacher’s job is only to
remove obstruction from the pupil’s path… Education
is not a mere accumulation of information but a
comprehensive training for LIFE.”
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96. Swami Vivenkananda:
Some Contributions to Educational Thinking
Women’s Education
Vivekananda also stresses the importance of women’s education.
He didn’t preach two different scheme for educating men and
women. His teaching was exactly the same without any
discrimination. Nevertheless, his views on women call for a
separate treatment.
The main objective of his scheme of female education is to make
them strong, fear-less and conscious of their chastity and dignity.
“Female illiteracy retards the progress of the society; it is
impossible for a bird to fly on only one wing.”
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97. Swami Vivenkananda:
Some Contributions to Educational Thinking
Women’s Education
Women need to get the right type of education, they will be able to
solve their own problems in their own way.
Although men and women are equally competent in academic
matters, yet women have a special aptitude and competence for
studies related to home and family.
He recommends the introduction of subjects like sewing, nursing,
domestic science, culinary art etc.
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98. Swami Vivenkananda:
Some Contributions to Educational Thinking
Medium of Instruction
Vivekananda strongly advocates “mother-tongue”
so that it will reach everyone.
However, he also believes that it is necessary to
learn English and Sanskrit. While English is
important for mastering Science, Sanskrit leads
one into the depths of our vast store of classics.
“If language remain the privilege of a small class of
people, social unity will march forward hampered.”
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99. CONCEPT OF MANCONCEPT OF MAN
Vivekananda’s guru, Sri Ramakrishna, used to
say that manush needs to become man-hush –
that is, a man needs to become a true man. ‘He
alone is a man, whose spiritual consciousness
has been awakened’.
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100. Following his Master, Vivekananda emphasized that ‘the
ideal of all education, all training, should be this man-
making’.
MAN is the combination of three letters, i.e.,
M = Morality
A = Ability
N =Nobility
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101. NEW VIEW OF MAN
Vivekananda’s concept of ‘potential divinity of the soul’
gives a new, ennobling concept of man ; which prevents
degradation, divinizes human relationships, and makes life
meaningful and worth living.
The present age is the age of humanism which holds
that man should be the chief concern and centre of all
activities and thinking.
Swamiji has laid the foundation for ‘spiritual humanism’,
which is manifesting itself through several neo-humanistic
movements and the current interest in meditation all over
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102. Swami Vivekananda realized that three things are
necessary to make every man great, every Nation great.
Conviction of the powers of goodness.
Absence of jealousy and suspicion.
Helping all who are trying to be and do well.
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106. Swami Vivekananda said: “Man-Making is my
mission of life. I am not a politician, nor am I a
Social Reformer. It is my job to fashion man
……… I care only for the spirit: When that is right,
everything will be righted by itself”.
Man-Making meant for Vivekananda rousing man to an
awareness of his essential divine nature, making him
rely always on his innate spiritual strength.
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107. ELEMENTS OF MAN-MAKING EDUCATION
The chief elements of Swami Vivekananda’s Man-Making
Education are based on the Vedantic philosophy of his
life.
1. Every individual should understand that the ultimate
goal of Human Life is to attain ‘Unity with Creator’.
2. Service to man is equated with devotion to God
because God resides in every human heart. Hence,
man should foster the spirit of service to his fellow
beings. Worship of man is the real worship of God.
Individual happiness lies with universal happiness.
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108. 3. Man should develop an attitude of respect for all religions.
He should understand that the essential elements of all
religions are the same, and no religion is superior or
inferior to other.
4. Man should imbibe love for all and hatred for none,
because love is the highest good of all religions. Then, how
can we inculcate love? If you control / watch your
character then love value will come.
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110. 5. Man should attain the knowledge of science and
spirituality.
6. Man must develop a rational attitude in life.
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111. AIMS OF MANAIMS OF MANAIMS OF MANAIMS OF MAN----MAKING EDUCATIONMAKING EDUCATIONMAKING EDUCATIONMAKING EDUCATION
Character Development: Man-Making Education
implies that education should build character.
Character is the foundation for self development.
Education is an instrument for human betterment. The
basis of all systems social or political rest upon the
goodness of man. No nation is greater or good
because if parliament enacts this or that, but because,
its men are great and good. That is why, Swami
Vivekananda stresses on character formation in Man-
Making process.10/19/2016 Dr.C.Thana
112. Further he wants to strengthen the mind and expand the
intellect of the child through education. This is because
he believes that character, strong mind and sharp intellect
prepare the child for better life.
He further says, “if you really want to judge the character
of man, look not at his great performances watch a man
do his most common actions. Those are indeed the
things which will tell you about the real character of other
great men”. Therefore, character development is the first
aim of Man-Making.
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113. Following things are required for Character Formation:
Character
Formation
Hard Work
Moral and
Spiritual Values
Gurukula System
Will Power
Learning through
mistakes
Formation of Good
Habits
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114. Develop the Spirit of Social Service in Man:
Man-making education is providing education for the
development of the spirit of social service in man.
Swami Vivekananda’ wide travels in India have given
him first-hand knowledge of the socio-economic
conditions of the people of our country. He is deeply
distressed by the utter poverty and backwardness of
the people.
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115. He remarks, “So long as the million live in hunger and
ignorance, I hold every man a traitor who, having been
educated at their expense, pay not the least heed to
them….. I call him a ‘mahatma’ who feels for the poor. Let
these people be your God- think of them, work for them”.
Selflessness is the essence of Indian Philosophy and its
main concern is “Sarvajana Sukhino Bhavantu”
(Happiness for all) and education’s function is to serve
this end. Thus, the most important aim of man-making
education is inculcating the spirit of selfless service in
man.
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116. Mental Development: Man-making education is a
strong mind. Mental development is very essential to
enable the child to stand on his own leg.
Rational Development: The rational development of
man enables him to believe in the unity of all religions.
Such rational attitude in man is very important to develop
a noble character in him, which is the purpose of man-
making education.
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117. ROLE OF TEACHER IN MAN MAKING EDUCATION
For man-Making education, the teacher should come
down to the level of the students and transfer his soul to
the student’s soul.
Vivekananda says, “Education is a personal contact with the
teacher” (Gurugrihavasa). There would be no education
without the personal life of a teacher. It is the personality of
man that really impresses us and not merely his words. The
words and thoughts contribute only one –third and the
personality is two-thirds in the making of real man.
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118. A teacher must be dedicated to teaching profession with a
view to rendering selfless service like an ancient Guru.
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119. He should be sympathetic to his students.
A teacher must have a missionary zeal and angelic
motive behind the act of teaching.
The teacher should be a Friend, Philosopher, Guide
and a Tyagi for creating a real man.
Swami Vivekananda wants the teacher to provide the
proper environment for the child to grow naturally.
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120. CONCLUSION:
Swami Vivekananda is a pioneering figure in India
who has played in integral part towards shaping of
modern India. So far as education concern his Man
Making Education is very much relevant in our day to
day society. Man Making Education solves so many
problems which are raised in recent time. His famous
words; "Awake, arise, and stop not till the goal is
reached" - still resonated among the youth of the
nation, rousing their social consciousness and kindling
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121. I sum up with words of Swami Vivekananda: ―The only
service to be given to our lower classes is to give them
education; to develop their lost individuality. Give them
ideas-that is the only help they require and then the rest
will follow as the effect. Ours is to put the chemicals
together, crystallization comes in the law of nature……..
Now if the mountain cannot come to Mohammed,
Mohammed must go to the mountain. If the poor boy
cannot come to education, education must go to him. This
is true and has its relevance in our country till today. which
may be followed strictly in order to achieve long cherished
goal of our nation.
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122. Whatever you think, that you will be. If
you think yourselves weak,
weak you will be; if you think yourselves
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123. Neither money
pays, nor name,
nor fame, nor
learning,
it is CHARACTER .
CHARACTER
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125. It is good to be born a child;
but bad to remain a child
MATURITY
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126. Travels in India (1888Travels in India (1888––1893)1893)
Vivekananda travelled extensively in IndiaVivekananda travelled extensively in India
fromfrom KashmirKashmir toto KanyakumariKanyakumari for five years,for five years,
visiting centers of learning and acquaintingvisiting centers of learning and acquainting
himself with diverse religious traditions andhimself with diverse religious traditions and
social patterns.social patterns.
He developed sympathy for the sufferingHe developed sympathy for the suffering
and poverty of the people, and resolved toand poverty of the people, and resolved to
uplift the nation.uplift the nation.
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127. Parliament of the World'sParliament of the World's
ReligionsReligions
The Parliament of the World'sThe Parliament of the World's
Religions opened on 11Religions opened on 11
September 1893 at theSeptember 1893 at the ArtArt
Institute of ChicagoInstitute of Chicago as part ofas part of
thethe World's ColumbianWorld's Columbian
ExpositionExposition.On.On this day,this day,
Vivekananda gave a briefVivekananda gave a brief
speech representing India andspeech representing India and
HinduismHinduism..
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129. Vivekananda was givenVivekananda was given
many lectures in U.S.Amany lectures in U.S.A
and England ,Detroit,and England ,Detroit,
Boston, and New York.Boston, and New York.
He founded theHe founded the VedantaVedanta
SocietySociety of New York inof New York in
1894.1894.10/19/201610/19/2016 Dr.C.ThanaDr.C.Thana
130. Vedanta Society - California
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134. Last days
Visited Advaita Ashrama Mayavati
Belur Math coordinating work of India, US and UK
Visited to Bodhgaya and Varanasi
Taught Samskrit till his last day
Passed away on 4th July 1902
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136. Shubhash Chandra Bose felt, Swamiji was a "full-
blooded masculine personality" and from him he got
an ideal to which he could give his whole being.
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137. J C Bose - Today, our
advances in science and
technology have made
the world stand up and
listen to us but Swami
Vivekananda had
asserted the need for
capacity building a
century ago.
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138. Lokmanya Tilak - Swami ji stayed with him at
his home in Poona. Tilak exchanged letters
with him.
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139. Narendra Modi – Swami ji has
given purpose to this Nation.
We are here to complete his
dreams
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140. Shyamji Krishna Varma – Ideas about
patriotism and establishment of the
“India house” in London
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