1. The document discusses the human being as a co-existence of the self ('I') and the body. It distinguishes between the needs, activities, and nature of the self versus the body.
2. The needs of the self include happiness and qualitative experiences like trust and respect. The needs of the body are physical facilities and comforts that are needed in a limited quantity.
3. The activities of the self involve thinking, desiring, understanding, and decision making. The activities of the body involve physical processes and actions done with the consent of the self, like breathing and digestion.
4. The self is described as the conscious entity that desires and thinks, while the body is the material
The document discusses the human being as a co-existence of self and body. It states that human beings are complex combinations of the sentiment 'I' relating to feelings, and the material body relating to physical facilities. The self ('I') and body each have distinct needs, activities, and types. The needs of the self are for happiness, trust, and respect, while the needs of the body are for food, clothing, and other physical comforts. The activities of the self include thinking, feeling, and desiring, while activities of the body include breathing and digestion. The document emphasizes that the self and body must co-exist harmoniously for a human being to function well.
A home environment where family members treat each other with respect and work through problems together protects children against emotional, psychological, learning and social problems later in life, according to family and child researchers.
Universal human values and professional ethics notesajaykumarbp
Value education teaches universal human values and helps people improve their value systems. It enables people to correctly understand their needs, goals, and how to make good choices in life. Value education also helps remove confusion and contradictions, bringing harmony on all levels. It provides a common foundation for human values that can ensure a happy, harmonious society. For value education to be effective, it must cover values that are universal, rational, naturally acceptable, experientially verifiable, and promote harmony on individual, social and environmental levels.
Unit 3 - Harmony in the family and societynithyanithi26
Family is the basic unit of society and is characterized by common residence, economics, cooperation and reproduction. A family consists of individuals living together who are attached through blood relations and marriage. Healthy relationships within the family are built on trust, respect, affection, care, guidance, and other positive feelings. When families function harmoniously, it helps foster harmony in society as a whole. Maintaining proper relationships in family and society requires right understanding, right feelings, prosperity, and traditional ways of living.
The document discusses the concept of harmony in families. It defines family as a basic unit of interaction and natural laboratory for understanding harmony in relationships. It lists nine feelings - trust, respect, affection, care, guidance, reverence, glory, gratitude and love - that are important for harmony in relationships. These feelings can be recognized and fulfilling them leads to mutual happiness. The document also discusses differentiation and respect, the four orders in nature, and the natural characteristics of human beings.
The document discusses the concept of harmony in families and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of social interaction as each person is born into a family.
The document outlines several proposals for verifying harmony in the family, including having definite feelings between family members that lead to mutual happiness when recognized and fulfilled. It also discusses the foundation values that should exist in human relationships, such as trust, respect, affection, care, guidance, reverence and love.
Finally, the document proposes that the comprehensive human goal should include right understanding, prosperity, fearlessness and co-existence. It explores how these four aspects are interrelated and
Co existence of self and body & needs of self & bodyGupta Pandiri
The needs of ‘I’ and the Body
The needs of 'I' is Happiness (Sukh), while the need of the Body is Physical facility (Suvidha).
Feeling like Respect, Trust give Happiness.
Examples of Physical facilities are Food, Clothing etc.,
The document discusses the human being as a co-existence of self and body. It states that human beings are complex combinations of the sentiment 'I' relating to feelings, and the material body relating to physical facilities. The self ('I') and body each have distinct needs, activities, and types. The needs of the self are for happiness, trust, and respect, while the needs of the body are for food, clothing, and other physical comforts. The activities of the self include thinking, feeling, and desiring, while activities of the body include breathing and digestion. The document emphasizes that the self and body must co-exist harmoniously for a human being to function well.
A home environment where family members treat each other with respect and work through problems together protects children against emotional, psychological, learning and social problems later in life, according to family and child researchers.
Universal human values and professional ethics notesajaykumarbp
Value education teaches universal human values and helps people improve their value systems. It enables people to correctly understand their needs, goals, and how to make good choices in life. Value education also helps remove confusion and contradictions, bringing harmony on all levels. It provides a common foundation for human values that can ensure a happy, harmonious society. For value education to be effective, it must cover values that are universal, rational, naturally acceptable, experientially verifiable, and promote harmony on individual, social and environmental levels.
Unit 3 - Harmony in the family and societynithyanithi26
Family is the basic unit of society and is characterized by common residence, economics, cooperation and reproduction. A family consists of individuals living together who are attached through blood relations and marriage. Healthy relationships within the family are built on trust, respect, affection, care, guidance, and other positive feelings. When families function harmoniously, it helps foster harmony in society as a whole. Maintaining proper relationships in family and society requires right understanding, right feelings, prosperity, and traditional ways of living.
The document discusses the concept of harmony in families. It defines family as a basic unit of interaction and natural laboratory for understanding harmony in relationships. It lists nine feelings - trust, respect, affection, care, guidance, reverence, glory, gratitude and love - that are important for harmony in relationships. These feelings can be recognized and fulfilling them leads to mutual happiness. The document also discusses differentiation and respect, the four orders in nature, and the natural characteristics of human beings.
The document discusses the concept of harmony in families and society. It defines family as a social group characterized by common residence, economics, cooperation and reproduction. Family is considered the basic unit of social interaction as each person is born into a family.
The document outlines several proposals for verifying harmony in the family, including having definite feelings between family members that lead to mutual happiness when recognized and fulfilled. It also discusses the foundation values that should exist in human relationships, such as trust, respect, affection, care, guidance, reverence and love.
Finally, the document proposes that the comprehensive human goal should include right understanding, prosperity, fearlessness and co-existence. It explores how these four aspects are interrelated and
Co existence of self and body & needs of self & bodyGupta Pandiri
The needs of ‘I’ and the Body
The needs of 'I' is Happiness (Sukh), while the need of the Body is Physical facility (Suvidha).
Feeling like Respect, Trust give Happiness.
Examples of Physical facilities are Food, Clothing etc.,
The document discusses the human being as a co-existence of self ("I") and body. It explains that the human being experiences feelings through the self rather than the body. It also discusses that while physical facilities fulfill the needs of the body, they do not fulfill the needs of the self, which requires happiness. The needs of the self and body are different - the self needs happiness and the body needs physical facilities. Both are required. The document then examines activities in the self and body, with the body serving as an instrument for the self. It provides examples of how the self is the seer, doer and enjoyer through the body.
This document discusses the implications of a holistic understanding of harmony on professional ethics. It defines key concepts like values, morals, ethics, and professional ethics. It explains that good professionals have both strong ethical conduct and requisite job skills. Having the right understanding enables identifying definitively ethical human behavior in terms of values, policies, and character. This definitiveness in ethical conduct is important for professionals and brings positive changes at individual, family, societal and environmental levels when adopted. The document also discusses issues in professional ethics and suggests various measures to address them holistically.
This document discusses concepts related to ethics, human conduct, and establishing a universal human order. It defines ethics as addressing questions about morality and matters of justice, love, peace and virtue. It explains that ethical human conduct is based on universal human values, is self-satisfying and people-friendly. Comprehensive human goals are identified as right understanding, prosperity, fearlessness and co-existence. Programs like education, health, justice, production and exchange are discussed in the context of realizing these goals. The concept of universal human order emphasizes a feeling of relationship between all human and other natural entities.
The document discusses harmony in the family and relationships. It explains that family is the basic unit of human organization and provides a base for living in relationship and harmony. It identifies nine feelings (values) that are important for relationships: trust, respect, affection, care, guidance, reverence, glory, gratitude, and love. It states that understanding these feelings and ensuring they are present within ourselves and shared with others can lead to mutual fulfillment and happiness in relationships and harmony in the family.
The document discusses the relationship between the self ("I") and the body in a human being. It states that a human being is a co-existence of the self and body, with an exchange of information between the two. It also discusses that the self's needs are for happiness and fulfillment, while the body's needs are for physical facilities like food and shelter. Maintaining harmony between the self and body requires fulfilling both their needs through right understanding, regulation of the self, and ensuring overall health of the body.
The document discusses the four orders of nature: physical, plant, animal, and human. It argues that there is a relationship of mutual fulfillment between the orders, where each order supports the others. So far, the physical, plant, and animal orders fulfill each other and humans. However, humans have yet to fully achieve mutual fulfillment due to a lack of right understanding leading to problems like pollution. The document aims to explore the inherent design of nature and existence.
The document discusses understanding the human being as the co-existence of self and body. It describes how human beings are complex combinations of the self, which relates to feelings, and the material body, which refers to physical facilities. Often, the needs of the body and feelings clash. The document outlines Abraham Maslow's hierarchy of needs, which includes physiological, safety, social, esteem, and self-actualization needs. It then discusses distinguishing the needs of the self from the needs of the body, and the activities that occur in the self versus the body. The self is described as the conscious entity that engages in knowing, assuming, recognizing, and fulfilling, while the body is the material entity that recognizes and fulfills
Physical facilities are necessary and complete for animals to fulfill their needs of food, shelter, etc. However, for humans physical facilities are necessary but not complete. While humans require physical necessities like food and shelter, they also have non-physical needs for knowledge, relationships, happiness, and self-actualization that physical items alone cannot fulfill. Humans desire intellectual and social engagement beyond just physical survival needs.
This document provides an overview of quality circles. It defines quality circles as small groups of employees who voluntarily meet regularly to identify improvements using problem-solving techniques. It discusses the genesis of quality circles in Japan after World War 2 and their focus on quality improvement. The document outlines the objectives, characteristics, advantages and limitations of quality circles. It also describes the typical process that quality circles use to identify, analyze and solve problems. Finally, it includes a case study example of a quality circle formed to address material waste issues in a workshop.
The document discusses the importance of harmony in human relationships and proposes ways to verify harmony in the family. It explains that family is the basic unit of interaction and relationships are formed beginning with immediate family and extending to the wider community. It then presents nine key values - trust, respect, affection, care, guidance, reverence, glory, gratitude, and love - that are important for maintaining harmonious relationships. The document differentiates between intention and competence in relationships and discusses how distinguishing the two is important for developing trust. It also highlights problems that arise from differentiation and lack of respect in relationships based on attributes like gender, race, wealth, beliefs etc.
This document discusses universal human values and professional ethics. It contains information about a group project on understanding the characteristics and activities of the self ('I') and harmony between the self and body. It describes activities that take place within the self, such as thinking and feeling. It defines characteristics of the self like being creative, passionate and motivated. It explains the concepts of sanyam (self-control) and swasthya (health) as important for harmony between self and body. It provides aspects of sanyam like will power and self-discipline. Finally, it lists programs to ensure sanyam and swasthya, such as nurturing the body, protecting it, and utilizing it properly.
The document discusses establishing harmony in society through a universal human order. It outlines the human goal of developing right understanding and feelings in individuals, prosperity in families, fearlessness in society, and co-existence with nature.
To achieve this goal, it proposes five key systems or dimensions: 1) education and sanskar for wisdom and right living, 2) health and self-regulation of the body, 3) sustainable production through cyclic processes, 4) justice through fulfilling relationships, and 5) mutually beneficial exchange and storage of resources. The scope of these systems extends from the family order to a world family order for universal human harmony.
The document discusses the need for and basic principles of value education. It explains that value education helps people understand what is truly valuable for human happiness and fulfillment. The key aspects covered include identifying correct aspirations, understanding universal human values, and relating values and skills. It provides guidelines for value education, noting it should be universal, rational, and aim for individual and social harmony. The process of value education is self-exploration through dialogue between one's current and ideal self. Core human values like love, peace, truth and non-violence are explained.
1. Nature is composed of four orders - physical, bio, animal, and human. There is a relationship of mutual fulfillment between these orders where each order enriches the others.
2. The physical, bio, and animal orders naturally fulfill each other. They also fulfill human beings when humans have the right understanding.
3. For humans to realize this mutual fulfillment in nature, they need only understand that harmony is inherent and live accordingly. Then the mutual fulfillment between all four orders will be achieved.
This document discusses the importance of value education and professional ethics. It defines value education as a system that identifies basic human aspirations, ensures the importance of values and skills, and facilitates appropriate technology use for human welfare. Value education aims to promote education for sustainable development, correct identification of aspirations, understanding universal human values, and evaluating beliefs. It also discusses the need to understand human values at different levels, including oneself, family, society, and nature. The document emphasizes qualities like optimism, love, courage and spirituality that are important for happiness. It highlights values like privacy, integrity, respect and trust that are important for professional ethics.
The document discusses creating harmony in relationships through trust and respect. It states that trust is having no doubt that each person wants themselves and others to be happy and prosperous. Respect means evaluating others based on their inherent self, not external attributes. When there is trust and respect between individuals, it leads to mutual happiness and healthy relationships at all levels from family to society.
Human values and professional ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education and how values relate to daily living. Specifically, it addresses what value education is, why it is important, how values and skills complement each other, and examples of how production skills and human values work together. The document provides guidance on the content and process of value education to make it comprehensive.
Self-exploration is a process of investigating oneself to discover one's core values. It involves two mechanisms: natural acceptance, which is unconditionally accepting oneself, others and one's environment; and experiential validation, which involves directly experiencing proposals to increase knowledge through reflection. The purpose of self-exploration is to understand what is truly valuable and meaningful for one's own happiness by verifying proposals based on one's natural feelings rather than external factors like scriptures or other people's views. This process of self-verification and living according to one's values can lead to realizations and understanding about oneself and harmony with others.
This document discusses basic human aspirations of continuous happiness and prosperity. It defines happiness as liking one's situation and prosperity as having more than enough physical facilities. It says continuous happiness and prosperity require right understanding of oneself and relationships with others and nature that ensure mutual happiness and prosperity. It analyzes where society currently lacks harmony and prosperity at individual, family, societal and environmental levels. The conclusion is that understanding ourselves and living in harmony at all levels of existence is needed for continuous well-being.
UHV 3D D2-S1B Und Human Being - Prosperity _ Health.pptPrahladGarg3
The document discusses the relationship between the self, body, and physical needs. It makes three key points:
1. The self is central to human existence, while the body acts as an instrument for the self. Physical needs and activities are meant to serve the nurturing, protection, and right utilization of the body.
2. True prosperity is having more physical resources than what is required to meet the body's needs. Identifying the actual required quantity is important to understand prosperity correctly.
3. Maintaining the health of the body requires proper intake, daily routine, exercise, postures, and treatment - all aimed at keeping the body's internal systems in harmony. The self must feel a sense of responsibility
The document discusses value education and harmony at different levels. It covers:
- The need for value education to correctly identify aspirations and understand universal human values.
- Value education should include understanding oneself, relationships, society, nature, and the goal of human life.
- The process of value education begins with self-exploration by verifying proposals based on natural acceptance and experience.
- Basic human aspirations are happiness, prosperity, and their continuity, which require right understanding, relationships, and physical facilities.
- Harmony exists at the levels of the human being between self and body, the family, society, and nature which consists of physical, bio, animal, and human orders.
The document discusses the human being as a co-existence of self ("I") and body. It explains that the human being experiences feelings through the self rather than the body. It also discusses that while physical facilities fulfill the needs of the body, they do not fulfill the needs of the self, which requires happiness. The needs of the self and body are different - the self needs happiness and the body needs physical facilities. Both are required. The document then examines activities in the self and body, with the body serving as an instrument for the self. It provides examples of how the self is the seer, doer and enjoyer through the body.
This document discusses the implications of a holistic understanding of harmony on professional ethics. It defines key concepts like values, morals, ethics, and professional ethics. It explains that good professionals have both strong ethical conduct and requisite job skills. Having the right understanding enables identifying definitively ethical human behavior in terms of values, policies, and character. This definitiveness in ethical conduct is important for professionals and brings positive changes at individual, family, societal and environmental levels when adopted. The document also discusses issues in professional ethics and suggests various measures to address them holistically.
This document discusses concepts related to ethics, human conduct, and establishing a universal human order. It defines ethics as addressing questions about morality and matters of justice, love, peace and virtue. It explains that ethical human conduct is based on universal human values, is self-satisfying and people-friendly. Comprehensive human goals are identified as right understanding, prosperity, fearlessness and co-existence. Programs like education, health, justice, production and exchange are discussed in the context of realizing these goals. The concept of universal human order emphasizes a feeling of relationship between all human and other natural entities.
The document discusses harmony in the family and relationships. It explains that family is the basic unit of human organization and provides a base for living in relationship and harmony. It identifies nine feelings (values) that are important for relationships: trust, respect, affection, care, guidance, reverence, glory, gratitude, and love. It states that understanding these feelings and ensuring they are present within ourselves and shared with others can lead to mutual fulfillment and happiness in relationships and harmony in the family.
The document discusses the relationship between the self ("I") and the body in a human being. It states that a human being is a co-existence of the self and body, with an exchange of information between the two. It also discusses that the self's needs are for happiness and fulfillment, while the body's needs are for physical facilities like food and shelter. Maintaining harmony between the self and body requires fulfilling both their needs through right understanding, regulation of the self, and ensuring overall health of the body.
The document discusses the four orders of nature: physical, plant, animal, and human. It argues that there is a relationship of mutual fulfillment between the orders, where each order supports the others. So far, the physical, plant, and animal orders fulfill each other and humans. However, humans have yet to fully achieve mutual fulfillment due to a lack of right understanding leading to problems like pollution. The document aims to explore the inherent design of nature and existence.
The document discusses understanding the human being as the co-existence of self and body. It describes how human beings are complex combinations of the self, which relates to feelings, and the material body, which refers to physical facilities. Often, the needs of the body and feelings clash. The document outlines Abraham Maslow's hierarchy of needs, which includes physiological, safety, social, esteem, and self-actualization needs. It then discusses distinguishing the needs of the self from the needs of the body, and the activities that occur in the self versus the body. The self is described as the conscious entity that engages in knowing, assuming, recognizing, and fulfilling, while the body is the material entity that recognizes and fulfills
Physical facilities are necessary and complete for animals to fulfill their needs of food, shelter, etc. However, for humans physical facilities are necessary but not complete. While humans require physical necessities like food and shelter, they also have non-physical needs for knowledge, relationships, happiness, and self-actualization that physical items alone cannot fulfill. Humans desire intellectual and social engagement beyond just physical survival needs.
This document provides an overview of quality circles. It defines quality circles as small groups of employees who voluntarily meet regularly to identify improvements using problem-solving techniques. It discusses the genesis of quality circles in Japan after World War 2 and their focus on quality improvement. The document outlines the objectives, characteristics, advantages and limitations of quality circles. It also describes the typical process that quality circles use to identify, analyze and solve problems. Finally, it includes a case study example of a quality circle formed to address material waste issues in a workshop.
The document discusses the importance of harmony in human relationships and proposes ways to verify harmony in the family. It explains that family is the basic unit of interaction and relationships are formed beginning with immediate family and extending to the wider community. It then presents nine key values - trust, respect, affection, care, guidance, reverence, glory, gratitude, and love - that are important for maintaining harmonious relationships. The document differentiates between intention and competence in relationships and discusses how distinguishing the two is important for developing trust. It also highlights problems that arise from differentiation and lack of respect in relationships based on attributes like gender, race, wealth, beliefs etc.
This document discusses universal human values and professional ethics. It contains information about a group project on understanding the characteristics and activities of the self ('I') and harmony between the self and body. It describes activities that take place within the self, such as thinking and feeling. It defines characteristics of the self like being creative, passionate and motivated. It explains the concepts of sanyam (self-control) and swasthya (health) as important for harmony between self and body. It provides aspects of sanyam like will power and self-discipline. Finally, it lists programs to ensure sanyam and swasthya, such as nurturing the body, protecting it, and utilizing it properly.
The document discusses establishing harmony in society through a universal human order. It outlines the human goal of developing right understanding and feelings in individuals, prosperity in families, fearlessness in society, and co-existence with nature.
To achieve this goal, it proposes five key systems or dimensions: 1) education and sanskar for wisdom and right living, 2) health and self-regulation of the body, 3) sustainable production through cyclic processes, 4) justice through fulfilling relationships, and 5) mutually beneficial exchange and storage of resources. The scope of these systems extends from the family order to a world family order for universal human harmony.
The document discusses the need for and basic principles of value education. It explains that value education helps people understand what is truly valuable for human happiness and fulfillment. The key aspects covered include identifying correct aspirations, understanding universal human values, and relating values and skills. It provides guidelines for value education, noting it should be universal, rational, and aim for individual and social harmony. The process of value education is self-exploration through dialogue between one's current and ideal self. Core human values like love, peace, truth and non-violence are explained.
1. Nature is composed of four orders - physical, bio, animal, and human. There is a relationship of mutual fulfillment between these orders where each order enriches the others.
2. The physical, bio, and animal orders naturally fulfill each other. They also fulfill human beings when humans have the right understanding.
3. For humans to realize this mutual fulfillment in nature, they need only understand that harmony is inherent and live accordingly. Then the mutual fulfillment between all four orders will be achieved.
This document discusses the importance of value education and professional ethics. It defines value education as a system that identifies basic human aspirations, ensures the importance of values and skills, and facilitates appropriate technology use for human welfare. Value education aims to promote education for sustainable development, correct identification of aspirations, understanding universal human values, and evaluating beliefs. It also discusses the need to understand human values at different levels, including oneself, family, society, and nature. The document emphasizes qualities like optimism, love, courage and spirituality that are important for happiness. It highlights values like privacy, integrity, respect and trust that are important for professional ethics.
The document discusses creating harmony in relationships through trust and respect. It states that trust is having no doubt that each person wants themselves and others to be happy and prosperous. Respect means evaluating others based on their inherent self, not external attributes. When there is trust and respect between individuals, it leads to mutual happiness and healthy relationships at all levels from family to society.
Human values and professional ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education and how values relate to daily living. Specifically, it addresses what value education is, why it is important, how values and skills complement each other, and examples of how production skills and human values work together. The document provides guidance on the content and process of value education to make it comprehensive.
Self-exploration is a process of investigating oneself to discover one's core values. It involves two mechanisms: natural acceptance, which is unconditionally accepting oneself, others and one's environment; and experiential validation, which involves directly experiencing proposals to increase knowledge through reflection. The purpose of self-exploration is to understand what is truly valuable and meaningful for one's own happiness by verifying proposals based on one's natural feelings rather than external factors like scriptures or other people's views. This process of self-verification and living according to one's values can lead to realizations and understanding about oneself and harmony with others.
This document discusses basic human aspirations of continuous happiness and prosperity. It defines happiness as liking one's situation and prosperity as having more than enough physical facilities. It says continuous happiness and prosperity require right understanding of oneself and relationships with others and nature that ensure mutual happiness and prosperity. It analyzes where society currently lacks harmony and prosperity at individual, family, societal and environmental levels. The conclusion is that understanding ourselves and living in harmony at all levels of existence is needed for continuous well-being.
UHV 3D D2-S1B Und Human Being - Prosperity _ Health.pptPrahladGarg3
The document discusses the relationship between the self, body, and physical needs. It makes three key points:
1. The self is central to human existence, while the body acts as an instrument for the self. Physical needs and activities are meant to serve the nurturing, protection, and right utilization of the body.
2. True prosperity is having more physical resources than what is required to meet the body's needs. Identifying the actual required quantity is important to understand prosperity correctly.
3. Maintaining the health of the body requires proper intake, daily routine, exercise, postures, and treatment - all aimed at keeping the body's internal systems in harmony. The self must feel a sense of responsibility
The document discusses value education and harmony at different levels. It covers:
- The need for value education to correctly identify aspirations and understand universal human values.
- Value education should include understanding oneself, relationships, society, nature, and the goal of human life.
- The process of value education begins with self-exploration by verifying proposals based on natural acceptance and experience.
- Basic human aspirations are happiness, prosperity, and their continuity, which require right understanding, relationships, and physical facilities.
- Harmony exists at the levels of the human being between self and body, the family, society, and nature which consists of physical, bio, animal, and human orders.
The document discusses the role of education in holistic human development. It argues that the role of education is to facilitate the transformation to human consciousness by developing the competence for definite human conduct. This requires education to ensure 1) right understanding, 2) the capacity for positive relationships, and 3) the capacity for sustainable production beyond basic needs. Currently, education is lacking in developing these areas. Parents, teachers and society should make developing human education and values their responsibility.
This document discusses the importance of trust in relationships and harmony in the family. It proposes that trust on the intention of others, based on the understanding that all human beings naturally want to be happy, is the foundation of relationships. Such trust can be unconditional and continuous, whereas trust on competence depends on events and may change. Self-reflection questions are provided to examine one's own level of trust on the intentions of family and friends. Developing trust on others' intentions based on a shared natural acceptance, rather than doubts based on events, is important for addressing problems in relationships.
The document discusses the role of education in facilitating human development and transformation. It argues that for human beings, physical facility, relationship, and right understanding are all necessary for happiness and prosperity. The role of education is to enable this transformation to "human consciousness" by developing the competence for "definite human conduct" - ensuring right understanding, the capacity for positive relationships, and skills for sustainable production of resources. The goal is holistic development moving from an "animal consciousness" focused only on physical needs to a "human consciousness" centered on mutual happiness through all three components.
The document discusses the importance of universal human values. It states that values help guide our thoughts, words and actions, and help us grow and develop by creating the future we want. It also notes that every society needs common values to bind it together and provide shared principles for managing differences without violence. The document then discusses the four orders of nature in human values, what happiness is in human values, the seven aspects of life, and living with human consciousness versus animal consciousness.
This document discusses harmony in human society. It outlines four goals for human living in society: right understanding for all, prosperity for all families, fearlessness based on trust, and co-existence with nature. However, current societies are driven by false assumptions of happiness through accumulation and consumption, leading to obsessions, domination, and exploitation rather than harmony. The document proposes five dimensions needed for social harmony: education, health, production, justice, and exchange. It describes how each dimension relates to the social goals and outlines how social order expands from families to a universal human order with happiness, prosperity, fearlessness and co-existence for all.
UHV Handout 1-Introduction to Value Education.pdfsunilkumar4879
This document provides an introduction to value education. It discusses the need for value education to help understand human aspirations and what leads to a fulfilling life. Value education addresses the question of "what to do" while skill development addresses "how to do". Both values and skills are important, with values taking priority. The current education system is too focused on skills without a base of values. Value education is needed to understand what is truly valuable in life. The document outlines some guidelines for value education content and discusses the content areas that should be covered. It explains that the basic human aspirations are continuity of happiness and prosperity, which require right understanding, fulfillment in relationships, and physical facilities, in that order of priority. This leads to the
This document discusses the distinction between the self (consciousness) and the body (material) in a human being. It notes that the self has needs of feelings and happiness that are fulfilled through right understanding and feelings, while the body has material needs like food that are fulfilled through physical things. Both types of needs are important and must be understood and fulfilled separately. The activities of the self like desire, thought, and expectation occur continuously through imagination, shaping behavior and work. Harmonious imagination leads to happiness while contradictory imagination leads to unhappiness.
Basic aspiration,Contineous Happiness and Prosperous- Right Understanding.pptxRaviKiranVarma4
This document discusses the basic human aspirations of happiness and prosperity. It argues that while physical needs are necessary, they are not sufficient for human fulfillment. True fulfillment requires right understanding, strong relationships, and living with a consciousness focused on mutual happiness and prosperity rather than exploitation. The role of education is to facilitate a transformation to this higher "human consciousness" through developing right understanding, relationship skills, and the capacity for sustainable production.
This document discusses harmony in society and identifies four essential elements required: right understanding and right feelings in every individual, prosperity in every family, fearlessness (trust) in society, and co-existence in nature. It contrasts this with a state of gross misunderstanding where the goals of money, accumulation, domination, and mastery over nature lead to problems like resource depletion, pollution, terrorism, and war. It suggests education should focus on cultivating right understanding in individuals as the foundation for achieving the other goals and harmony in society.
The document discusses the human being as a co-existence of the self and the body. It defines the self as consciousness and the body as material. The needs of the self (happiness, respect) are continuous and fulfilled by activities of consciousness like right understanding and feelings. The needs of the body (food, shelter) are temporary physical facilities fulfilled by material things. It emphasizes understanding the separate nature and fulfillment of the needs of the self versus the body to avoid misunderstandings that can harm health and well-being.
There are two basic human aspirations: happiness and prosperity. Happiness is defined as a state of harmony, either within oneself or between oneself and others, characterized by feelings of trust, respect, confidence, and a sense of a positive future. Unhappiness is a state of disharmony or conflict. Prosperity refers to having sufficient physical resources and facilities to meet one's needs, as well as having more than enough to share with others. True prosperity is characterized more by a feeling of having enough rather than by the accumulation of wealth alone. Both happiness and prosperity require skills, good relationships, and sufficient physical resources and comforts.
1. The document outlines five dimensions of a harmonious society: education-right living, health-self regulation, production-work, justice-preservation, and exchange-storage.
2. It explains each dimension in terms of developing right understanding, prosperity, fearlessness, and co-existence at the individual, family, society, and nature levels.
3. The five dimensions are presented as a framework for ensuring comprehensive human goals through establishing harmony from the individual to the global level.
1. The document outlines five dimensions of a harmonious society: education-right living, health-self regulation, production-work, justice-preservation, and exchange-storage.
2. It explains each dimension in terms of developing right understanding, prosperity, fearlessness, and co-existence at the individual, family, society, and nature levels.
3. The five dimensions are presented as a framework for ensuring comprehensive human goals through establishing harmony from the individual to the global level.
Ind 3 Basic Human Aspirations _ their Fulfilment v1 (4).pptTushar Chauhan
Right understanding, relationship, and physical facility are the three essential requirements for fulfilling basic human aspirations of happiness and prosperity. While physical facility is necessary, it is not adequate on its own for human fulfillment. Relationship is also necessary for humans in a way that it is not for animals. Currently, most time and effort is spent on physical facility rather than building relationships and developing right understanding. The UHV-I course aims to develop a holistic perspective to help fulfill basic human aspirations through cultivating harmony at the individual, family, social, and environmental levels.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Unit 2 Human Value & Ethics.pdf
1. Universal HumanValues & Professional Ethics 2-1 Y (CC-Sem-3 & 4)
2 Understandingg
Harmony in the
Human Beingg
UNIT
CONTENTS
Human being as a Co-Existence of.. 2-2Y to 2-8Y
and 'Body' and Understanding
the Need of I(Sukh) and Body(Suvidha)
Part-1
Part-2 Understanding the Body ...
as an Instrument of T
.2-8Y to 2-13Y
Part-3 Characteristics and Activities.
of I and Harmony in T
.2-14Y to 2-19Y
Part-4 : Harmony of T with the Body'.
Understanding Sanyam
and Svasthya
2-19Y to 2-22Y
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2. Understanding Harmony in the Human Being 2-2 Y (CC-Sem-3 & 4)
PART-1
Human being as a Co-Existence ofI and Body and
Understanding the Need ofISukh) and Body(Suvidha).
Questions-Answers
Long Answer Type and Medium Answer Type Questions
Que 2.1. What do you mean by sukh and suvidha ?
Answer
Sukh andSuvidha:
Sukh is a complete and all surrounding state of the mind that creates
inner harmony. Sukh is also called as happiness.
Suvidha implies that it is looking for physical comforts and all the sources
of attaining such comforts.
2.
When our body gets used to a certain level of comfort then we will only
feel comfortable at that level e.g. comfort in cooler or air conditioner.
3.
Different people have a different perception ofsuvidhaand will seeka
corresponding level of suvidha according to their ability.
5. By nature man is fond of comfort and happiness. Sukh depends upon
6. People think that their happiness depends upon suvidha (facilities) but
our thinking, so many times we are surrounded by materialistic
possessions but we feel unsatisfied.
is it not so; happiness depends upon our thinking or our mental
satisfaction.
Que 2.2. What are the consequences of confusing between sukh
and suvidha ? AKTU 2018-19(TV), Marks 07
Answer
1. Suvidha do not necessarily bring you happiness. That is a fact of life.
2. It is a hard fact to understand sometimes, especially in a society that
tries very hard to teach you otherwise.
But if chosen properly, suvidha can significantly enhance our lives
providing comfort, convenience and support our overall well-being. They
allow us to achieve more at a faster rate with less demand on our bodies.
3.
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3. Universal HumanValues & Professional Ethics 2-3 Y (C-Sem-3 & 4)
4. One of the most important suvidha in our lives is our place of residence
in which we live. If built properly, it will shelter us from the exterior
elements including weather, wild animals, and so on.
This functionality provides us comfort, convenience and creates a place
of rest and recovery from work and sickness. It's a place to cultivate
family values, share education, and create lasting memories.
5.
6. Other suvidha such as appliances help us preserve, cook and prepare
our food. Some items provide climate control for heating, cooling, and of
course lighting.
7. Suvidha like clothing keeps us warm, dry and protect us from external
elements. Vehicles provide us quicker transportation to and from work,
school, and shopping for food and supplies.
The electronic devices allow us to research information, connect with
8.
friends and family and even save us in times of emergency.
People think that their happiness depends upon suvidha (facilities) but
it is not so; happiness depends upon our thinking or our mental
satisfaction.
9.
Que 2.3. Why do human beings require both sukh and suvidha
(happiness and facility) ? AKTU 2015-16(T), Marks 05 |
Answer
It is clear that physical facilities are necessary and complete for animals,
and though they are necessary for human beings, but they are not
complete for them. This then marks the difference between human and
1.
animal consciousness.
2. Human beings need more than physical facilities because it is the co
existence ofthe Self and the Body. Though physical facilities are enough
for the Body, we need something more to satisfy the Self.
3. Thus, we definitely need two different kinds ofthings to satisfy both the
Body and the Self.
In other words, we need both Sukh and Suvidha for a happy and content
4
human being and so one cannot replace the other. For instance, if we
only have the trust of people around us but no house to live in, we will
not be happy and if we have a big house to live in with all the comforts
but no one whom we can trust and love, we will still be unhappy.
So we need both Sukh and Suvidha to be completely satisfied.
5.
Que 2.4. |The needs of the self are qualitative. Illustrate.
Answer
Human beings are a complex combination of the sentiment T which
relates to all the feelings and the material 'body' which refers to all the
physical facilities available to them.
.
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4. Understanding Harmony in the Human Being 24Y (CC-Sem-3 &4)
2. Need ofself is sukh (happiness). Sukh is qualitative. Therefore the
needs of'T'are qualitative.
They are not quantifiable. We also want them continuously. We cannot
talk of one kg of respect or one meter of happiness.
3.
Our feelings are qualitative. Either they are or they are not.
Example: Happiness is qualitative. Either we are feeling happy or we
4.
are not.
Also if a feeling is not naturally acceptable; we do not want it even for a
single moment. If acceptable, we want it continuously.
5.
We can see this with the example ofrespect. We don't want the feeling
ofdisrespect even for a single moment, since it is not naturally acceptable
6.
to us.
Que 2.5. The needs of the body are quantitative. Illustrate.
Answeer
Needs of body are physical facilities. Physical facilities are needed for
the body in a limited quantity.
1.
2. When we try and exceed these limits, it becomes troublesome for us
after some time.
3. This applies to every physical facility. We can only think of having
unlimited physical facilities, but if we try and consume, or have too
much ofphysical facilities, it only ends up becoming a problem for us.
4. When we try to continue infinitely physical facilities, the following pattern
results.
Necessary and useful
Unnecessary but useful >
Unnecessary and useless
Intolerable!
Que 2.6. Analyze how the needs of the self are continuous in
time and limited in quantity, while those of body are not.
AKTU 2014-15(III), Marks 04 |
Answer
Refer Q. 2.4, Page 2-3Y and Q. 2.5, Page 2-4Y; Unit-2.
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5. Universal HumanValues & Professional Ethics 2-5 Y (CC-Sem-3 &4)
Que 2.7. | Human being is the co-existence of the self and body.
Elaborate. AKTU 2016-17(TV),Marks 10
OR
Explain the relation between the self and body. What is the
responsibility of selftowardsthe body?
AKTU 2014-15(IV), Marks 04|
OR
Do you think that human beings are sum-total of sentiments and
physical aspects the 'self and the body' ? Explain your answer
using examples. AKTU 2015-16(III), Marks 7.5
Answerr
The human being is the co-existence of T and the body, and there is
exchange of information between the two, i.e., T and body exist together
and are related.
1.
2. There is a flow of information from T to the body and from body to the
T. We can make this distinction between the self and the body in three
ways in terms ofthe needs, activities and the types ofthese two entities.
All the needs of T, say respect, trust, ete., can be called as Happiness
3.
(sukh), while the needs ofbody are physical facilities (suvidha) like food.
4. The activities of Tare activities like, desire, thinking, selection, while
the activities ofbody are activities like eating, breathing etc.
5. The mode ofinteraction ofT includes knowing, assuming, recognizing
and fulfillment. The fulilment depends on recognition depends on
assumptions and assumptions depends on knowing or not knowing
(beliefs).
6. The mode of interaction ofbody is only recognizing and fulfilling.
Self is a conscious entity and the body is a material entity, or
physico-chemical in nature.
7.
8. Thus, we can say
Co-existence
Human being = Self(T) Body
Information
The conscious entity
that desires, thinks,
imagines
The material entity that has
physico-chemical activities
like heart-beats, digesting etc.
Knowing, assuming,
recognizing and fulfilling
Recognizing and fulfilling
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6. Understanding Harmony in the Human Being 2-6Y (CC-Sem-3 &4)
9. To conclude we can say that the human being can be understood in
terms ofa co-existence oftwoentirely distinct entities, namely sentient
T and material body. Their needs and activities are quite different and
have to be understood accordingly. But these two constituents ofhuman
being are to act in close synergy with each other.
Que 2.8. Distinguish between the needs ofthe self() and the needs
of the body. AKTU 2018-19(IV), Marks 07
OR
Differentiate between the needs of self & body.
AKTU 2015-16, 2016-17(IIID; Marks 05
OR
Explain the difference between needs of SelfI) & Body. Can it be
fulfilled interchangeably ? Verify on yourself, what is right priority. |
AKTU 2017-18(IV), Marks 07
Answer
Difference between Needs of SelfI) & Body :
The human being is the co-existence of T and the body, and there is
exchange ofinformation between the two. We can make this distinction
between the self and the body in terms of the needs as shown in the
tablebelow:
Body
Needs Needs are Trust, Respect.... Food, Clothing..
Happiness (sukh) Physical Facilities (suvidha)
In time needs are... Continuous Temporary
In quantity, needs Qualitative Quantitative (limited in
are.. quantity)
Needs are fulfilled Rightunderstanding Food, clothing, etc.
by. and right Peelings
1. Needs are: The needs of the body like food for nourishment clothes for
protection,and instruments to ensure right utilization can be categorized
as being physical' in nature, or also called physical facilities' (suvidha)
whereas the need of I is essentially to live in a state of continuous
happiness (sukh). The needs ofthe body are physical in nature, whereas
the needs of the self (D are not physical in nature - like trust, res
happiness etc.
In time, needs are: The needs of T are continuous in time, unlike the
need of the body, which is temporary in time. We want happiness
continuously. We also want the feeling of respect continuously and so
2.
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7. Universal HumanValues & Professional Ethics 2-7Y (CC-Sem-3 &4)
also acceptance in relationship. If we talk about food, clothing, shelter,
or instruments, these are needed only for some amount of time, or we
can say that the need for physical facilities of the body is temporary in
time-itisnot continuous.
In quality, needs are: Physical facilities are needed for the bodyina
limited quantity. When we try and exceed these limits, it becomes
troublesome for us after some time. Let's take the example ofeating. As
3.
far as, physical faclities (say rasgulla) go, they are necessary
in the
beginning, but
ifwe keep consuming, it becomes intolerable with the
passage oftime. This applies to every physical facility. We can only think
of having unlimited physical facilities, but if we try and consume, or
have too much ofphysical facilities, it only ends up becoming a problem
for us. Whereas the needs ofT are qualitative (they are not quantifiable),
but we also want them continuously. Our feelings are qualitative. Either
they are or they are not. Ex. Happiness is qualitative. Either we are
feeling happy or we are not. Also if a feeling is not naturally acceptable;
we do not want it even for a single moment. If acceptable, we want it
continuously.
Needs are fulfilled by: The need oftheself (T), for happiness (sukh),
is ensured by right understanding and right feelings, while the need of
the body,forphysical facilities (suvidha), is ensured by appropriate
physico-chemical things.
Que 2.9. Deseribe various activities of T and Body'.
AKTU 2015-16(TV), Marks 05|
OR
Distinguish between the activities going on intheself, going on in
the body, and involving both the self and the body. Give two
examples of each. AKTU 2018-19(III), Marks 07
Answer
Understanding activities in the self and activities in the body
1. If we look at the variety of activities that we are engaged in
commonly - we see that we can put them in three categories:
Activities that are going on in the self.
i. Activities that are going on in the body.
1.
ii. Activities involving both the self and the body.
Activities in the selfare:
i. Analyzing
2.
ii. Imagining
i. Dreaming iv. Desiring
v. Understanding vi. Feeling
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8. Understanding Harmony in the Human Being 2-8Y(CC-Sem-3 &4)
vi. Speaking vii. Believing
ix. Thinking
These activities are going on in us all the time, and we are usually
unaware of them. If we start paying attention to them, we can become
aware ofthem. We can also see that these activities take place irrespective
of the state of the body.
3.
4. Activities involving both the selfT) and the body are:
There are some activities that we do, in which both T and body are
involved. The decisions and choices are made in T, and these are carried
out via the body. These activities are :
i. Listening ii. Seeing
ii. Talking iv. Eating
v. Walking
Take the example of eating. Here, I first decide which food to eat, then
make the choice to take the food inside the body, use my hands to carry
the food to the mouth, use the mouth to chew thefood and them swalow
it. Thus, eating is an activity which involves both the self(T), where the
choice is been made, and the body, with which the activity is carried out.
5.
6. Activities in the body - but only with the consent of T:
The body is a set of'self-organized activities' that are occurring with self
(Ts) consent but without my (T's) active participation. These are functions
like:
i. Nourishment ii. Breathing
ii. Heart beat iv. Blood flow
v. Digesting
PART-2
Understanding the Body as an Instrument ofI.
Questions-Answers
Long Answer Type and Medium Answer Type Questions
Que 2.10.| Explain body as an instrument of T.
AKTU 2017-18TV), Marks 07|
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9. Universal Human Values& Professional Ethics 2-9 Y (CC-Sem-3 & 4)
Answer
1. There is a big difference between the Body and the Self.
2. Let's take the Self first.
The Selfis a conscious entity and knows that it exists.
3.
4 The Body is a material entity and only does what the Selfinstructs it to
do.
The Self thinks, takes the decisions and then instructs the Body to act
accordingly.
5.
6. For instance, when the Selfdecides thatit is time to study, then the body
sits in a chair, opens up the books and starts reading.
The Self absorbs whatever the eyes read, analyzes that information and
understands it.
7.
The Body does not sit in the chair and open the book without the bidding
by the Self and the eyes alone do not understand whatever they read.
8.
The Self instructs the Body to sit and open the book and the Self
understands the information being read by the eyes.
9.
10. Thus, the Body is a tool or an instrument of the Self.
Que 2.11. | Define sensations.
Answer
Sensations:
1
2
A sensation is a type of feeling, picked up by one of the five senses.
A sensation is something from your senses. If you lose sensation in your
feet, they are numb and it's time for you to get up and move around to
restore blood flow. You can call something a sensation, ifit is wonderful
and astonishing.
3. A perception associated with stimulation of a sense organ or with a
specific body condition is known as sensation.
4. Suppose we had seen the bike and not associated it with 'greatness';
rather we only liked the way it looked', then this is based on the sensation.
Que 2.12. | What do you mean by Imagination ?
OR
What is Imagination ?
Answeer
Imagination:
The activities ofdesire,thoughts and expectation at the level ofself, are
collectively called as imagination.
1.
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10. Understanding Harmony in the Human Being 2-10 Y (CC-Sem-3 & 4)
2. Imagination = Desires +Thoughts + Expectations
We all imagine, and most of our activities (in the self) today can be
mostly clubbed into imagination.
3.
This activity ofimagination in 'T is continuous and not temporary. The
power may change but the activity is continuous.
4.
The object ofthe taste may change but the activity ofselecting/tasting is
continuous. Also what we analyze may keep changing the activity of
analyzing is continuous.
5.
We make choices with the external world based on our imagination
today.
6.
Que 2.13. | What is preconditioning and their source?
OR
How human mind gets influenced or conditioned? What are the
sources of preconditioning ?
Answer
Preconditioning:
Preconditioning means we have assumed something about our desires
on the basis of prevailing notion about it.
Source of Preconditioning:
They comes from what we read, see, hear, what our parents tell us, our
friends talk about what the social media talk of, what we see on the TV
etc.
We have not self-verified the desires in our own right. As a result, we
are not clear about what we will get out offulfillment ofthat desire.
2.
The problem with that is, unless we verify our desires, we may not even
3.
know whether they are our.
4. We may end up spending an entire lifetime accumulating desires that
are not ours, and in running about trying to fulfill them.
Que 2.14. | How do sensations and preconditioning influence our
imagination ? Give two examples ofeach1?
|AKTU 2018-19TV), Marks 07
OR
How do we go into conflicts when our activities are not guided by
our natural acceptance ? AKTU 2015-16(1II), Marks 7.5
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11. Universal Human Values& Professional Ethics 2-11 Y (CC-Sem-3 &4)
Answer
When our activities are not guided by our natural acceptance, then they
are guided by preconditioning and sensations.
1.
2. Preconditioning means we have assumed something about our desires
on the basis of prevailing notion about it. We have not verified the
desires in our own right.
Sensation is a perception associated with stimulation ofa sense organ or
with a specific body condition-the sensation ofheat and avisual sensation.
3.
Conflicts and Contradictions in T as a Result of Preconditioned
Desire:
We have not verified the desires, thoughts and expectations in us on the
basis ofourown natural acceptance. As aresult, these desires, thoughts
and selections are in conflicts. Since the desires are in confliet, the
thoughts they give rise to, are also in conflict and in turn, the selection
from the thoughts are also in conflicts.
i.
11. This conflict affects us indifferent manners
Wavering aspirations Our goals keep shifting as the inputs
from the outside also keep changing.
a.
Lack ofconfidence:Since our desires are shaky, we are not sure
about them.
b.
Unhappiness/conflicts : Since our desires, thoughts and
expectations are in conflict, it becomes the cause for our
unhappiness, leading to stress and tension.
C.
d. Lackofqualitative improvement inus:We focus largely on
fulfilling the needs of the body. As a result, we live with a sense of
lack of fulfillment.
e State ofresignation: Because we do not understand ourselves
properly and have contradictions within, we slowly start getting
disillusioned.
5. Short lived nature ofpleasure from sensations:
i. The pleasure obtained from sensations is short-lived.
The external object is temporary in nature the contact of the external
object with the body is temporary in nature. The sensation from the
body to T is temporary. And at last the taste of the sensation from the
body in T is also temporary. The need oftheTis continuous, i.e., we
want to have happiness, and its continuity.
11.
ii. Therefore, if the source for our happiness is temporary by definition,
then our need for continuous happiness will never be fulfilled. Hence,
any sensation we have from the body can't be the source for our lasting
happiness.
We operate largely on the basis of the environment, driven from the
outside either from sensations, orbased on preconditioning.
V.
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Que 2.15.| "The pleasure that we derive from sensations are short
lived and the efforts to extend them lead to misery" examine and
illustrate this statement with an example.
AKTU 2017-18(IIID,Marks07
OR
Elaborate how sensation from the body cannot be a source for
continuous happiness.
Answeer
1. Pleasure from sensations is short-lived because it only caters to our
bodily needs, which are temporary by nature.
2. For example, if we like to eat chocolates, we might eat them regularly.
3. Soon, we might start eating them every day because our happiness
depends on satisfying our desire to eat chocolates.
Andif one day, we are not able to eat chocolates, we start feeling unhappy
and very upset.
4.
This shows that a desire that depends on bodily needs will definitely
make us unhappy after a stage.
5.
Similarly, when we are driven by any of the 5 senses of our body,
including, sight, smell, taste, touch and hearing, we become slaves of
these senses.
6.
7. The needs of all these 5 sense are temporary by nature, whereas the
needs of the Self are continuous.
To test the need ofthe Self, we only need to ask ourselves whether we
want happiness continuously or not.
8.
9. The most obvious answer is we want happiness continuously.
10. If the source ofour happiness is temporary, there is no way that we can
satisfy our need for continuous happiness.
11. Thus, any kind of pleasure from a sensation from the body cant be the
source ofour lasting happiness.
12. Soitis clear that when we live on the basis of preconditioning or sensation,
we beconme enslaved or partantra, which is in opposition to our desire of
deciding on our own or being svatantra. And this leads to unhappiness,
contradiction and discontent.
Que 2.16.|"I am seer, doer and enjoyer. The body is my instrument"',
Explain. AKTU 2016-17(TV), Marks 10
OR
How self enjoys the activities of the body ?
AKTU 2015-16(II), Marks05|
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13. Universal HumanValues & Professional Ethics 2-13 Y (CC-Sem-3 &4)
Answer
The Seer:
1. The Seer is the one who understands and is also known as the 'Drasta'.
I.
2. One sees through the eyes, but the eyes are the instruments ofthe Self.
3. It is the Self that instructs the eyes to see.
|
4. The eyes do not themselves process the information they see nor
understand that information.
5. It is the Self that analyses the information and understands i
6. So one says, I saw it'.
7. Moreover, apart from seeing outside, the Seer is also able to see within
without the use of eyes.
8. In other words, the Seer 'sees' when the individual is happy or sad,
angry or upset.
Sometimes the Self 'sees' and 'understands' through the body and
sometimes without the help of the Body.
9.
TheDoer:
1. The Doer is the one who does and is also known as the 'Karta'.
2. The Self is the one that instructs the Body to carry out various tasks.
3. The Self tells the Body to use its different parts to do different things.
4 For instance, the Self tells the Body to eat and then the Body uses its
hands to put food into the mouth and the food is chewed and swallowed.
So one says, I ate the food'.
6. The Selfmakes the choices and the Body carries out the act in accordance
5.
with the wishes of the Self.
7. Thus, the Selfis the Doer and the action is expressed through the Body.
The Enjoyer:
1 The Enjoyer is the one who enjoys and is also known as the Bhokta'.
When an action is carried out, for instance eating delicious food, the Self
|
is the one who enjoys it.
2.
The Body has simply been an instrument to put food into the mouth and
3.
to chew it.
The enjoyment is done on the part ofthe Self. So one says, I enjoyed the
food'.
4.
One can safely conclude that there is continuity in being the Seer, the
Doer and the Enjoyer.
5.
All are part ofthe Self, and the Body is simply an instrument ofcarrying
out the wishes of the Self.
6.
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14. Understanding Harmony in the Human Being 2-14Y(CC-Sem-3 &4)
PART-3
Characteristics and Activities ofl and Harmony in I.
Questions-Answers
Long Answer Type and Medium Answer Type Questions
Que 2.17.| How harmony in individual is possible ?
AKTU 2016-17I), Marks05
AKTU 2014-15(III), Marks 04|
Answer
Harmony in the Self is something that leads to harmony at all levels of |
being. This understandingis essential for each of us to live a life of |
fulfillment and continuous happiness. The 4-step process that leads to
harmony in the Selfis
1.
i. Becoming aware that ahuman is the co-existence of Self/I and the Body.
Becoming aware that the Body is only an instrument ofthe Self/I. I is
the seer, doer and enjoyer, not the Body.
11.
Becoming aware of the activities of the Self- Desires, Thoughts and
Expectations and then put these Desires, Thoughts and Expectations
through the test ofyour own natural acceptance.
111.
iv. Understand the harmony at all levels of existence, leading to realization
and understanding, which in turn lead to a sense of definiteness in our
desires, thoughts and expectations.
2. This attainment of harmony leads t0 a clear flow with no contradictions
or conflicts. So we have a better understanding of ourselves, our basie
aspirations and the way in which we can fulfill these aspirations.
Thus, we have a better understanding of all things around us and our
relationships with all those around us. This leads us to a state ofbeing
Svatantrata and we become self-organized in our imagination, behaviour
and work, resulting in continuous happiness and prosperity.
3.
Que 2.18. | Harmony in T means understanding characteristics
and activities of T. Explain. AKTU 2017-18(TV), Marks 07
Answer
A. Characteristics of T or Self:
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15. Universal HumanValues & Professional Ethics 2-15 Y (CC-Sem-3 &4)
1. Self-actualized people embrace the unknown and the ambiguous.
2. They accept themselves, together with all their flaws.
3. They do not seek to shock or disturb.
4 They are motivated by growth, not by the satisfaction ofneeds.
5. Self-actualized people have purpose.
They share deep relationships with a few, but also feel identification and
affection towards the entire human race.
6.
7. Despite all this, self-actualized people are not perfect.
B. Activities of T:
The activities that go on within the Self are Imaging, Analyzing and
Selecting/Tasting.
Activities ofthe Self/I:
Power Activity
Desire Imaging
Thought Analyzing
Expectation Selecting/Tastingg
Body: The flow of information from the Self to the Body in both ways.
Basically there are two possible flows ofthese activities and both of
them keep taking place constantly.
The first kind offlow is from outside the Body to the inside/Self. In this
kind of flow of information, the Self receives sensations from the Body
and this is experienced in Self. Based on this input, thoughts form in the
Self and desires are set. For example, we see a house via our eyes. Then
we start thinking about the house and slowly form an image that living
in such ahousewill enable us to lead a good life. Thus, the desire to buy
the house becomes a part of us.
The other kind offlow is from inside/Self to outside/Body. For example,
now we have a desire to lead a good life by living in that house. So we
start to think about it and start analyzing how we can achieve it. We
analyze the cost, our current buying capacity and various other things.
Finally we make the selection of customizing it to our likes in terms of
color ofwalls, choice offurniture etc. Here, the flow was from inside us
to outside.
To conclude, these activities ofdesire, thought, expecting/selecting are
all easily noticeable and we can sense them. If we put these activities
together, we can term them as Imagination.
Imagination = Desires + Thoughts + Expectations.
Que 2.19. Explain the activities of realizationand understanding.
How do they lead to harmony in the activities of T?Illustrate with
an example. AKTU 2017-18(III),Marks07|
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16. Understanding Harmony in the Human Being 2-16 Y (CC-Sem-3 &4)
Answer
Realization:
Realization means to be able to see the reality as it is.
In realization, we get the answer to "what is the reality ?" This, for each
one ofus, translates into the answers to "what to do ?" and "why to do ?"
when we operate onthe basis of realization and gains understanding
according to the realization then it give definiteness and certainty and
makes us self organized.
Understanding:
2.
Understanding means to be able to understand the self organization in
all entities of nature/existence and their inter-connected organization
"as itis"
2. We are able to see the harmonious interconnectedness at all the levels
1.
ofour living. Understanding plays an important role in desire making.
3. When we do not have the right understanding, our desire keep shifting,
and this indefiniteness is reflected in our thoughts, and selections we
make, and finally in our behaviour and work.
4 On the other hand, when our understanding is based on realization and
we use this understanding in desire making then our desire will be
correct and thoughts and selectionwill be according to the understanding.
These are the two activities in the self (T) (placed at point 1 and 2 in the
figure).
5.
Activities in self (T)
Power Activity
Natural
1. Acceptance 1. Realization (Anubhav)
2.. 2.Understanding (Bodh)
Self T
Pre-conditioning
CManyata)
3. Desire (Ichchha) 3. Imaging (Chitrana)
4. Analyzing (Vislesana)
4. Thought (Vichara)
-H
I8. Expectation (Asha) 5. Selecting/Tasting (Chayana/Asvadana)
.
Body Information Sensations X
Exchange
Fig. 2.19.1.
When we have (1) realization then (2) understanding becomes according
to the realization.
When this happens, then (3) imaging or desires get set according to this
understanding. Consequently, (4) analysis or thoughts become according
to the imaging/desires and hence, the (5) expectations or selection/taste
are according to the thoughts/analysis.
This is called self- organization or svantrata. This leads to happiness annd
its continuity. In realization and understanding, we get the answer to
what is the reality ?* This, for each one ofus, translates into the answers
to "what to do ?" and"why to do ?"Then what remains to find out is "how
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17. Universal HumanValues & Professional Ethics 2-17 Y (CC-Sem-3 &4)
to do ?", which comes from imagination(activities 3, 4, and 5). Is we see
today we are focusing on "how to do ?", without trying to first verify
what to do ?" and "why to do ?" !It isjust like traveling in a
comfortable
AC vehicle on a smooth road without knowing where we have to go!
Que2.20.| Why do sensation and preconditioning lead to our
bondage ? Point out the best method to regain our freedom.
AKTU 2015-16(TV), Marks 05
Answer
The solution to this problem is to start verifying our desires, thoughts
and expectations on the basis of our natural acceptance.
1.
Since the natural acceptance ofeach of us is constant and unchanging,
this is what we should be veriftying our desires against.
2.
3. Once we access our natural acceptance, we have the right understanding
ofthe harmony at all levels of our living.
This results in us being able to see our true nature' and understand
what we truly want.
5. So our desires start getting set on the basis ofour right understanding.
6. Since our right understanding is based on harmony at all levels of being,
which is definite, our thoughts, desires and selection become aligned
with this right understanding.
7. This puts an end to all conflicts, contradictions and unhappiness.
Thus, there is harmony within us, within our family, within society and
nature in general.
8.
Realization and understanding are two very important aspects of this
state of harmony.
9.
10. Realization means the ability to 'see' the reality as it is.
11. Understanding means to be able to see the way all levels of our being
are linked together in a harmonious manner.
12. So, working on the basis of our natural acceptance in other words
means working on the basis of our realization and understanding.
13. The process then is this: with realization and understanding, our desires
or imagination gets set according to right understanding.
14. Consequently, our analyzing takes place according to the desires/
imagination, which in turn leads to thought/analysis becomingthebasis
for expectations or selection/taste.
15. This process leads to svatantrata or self-organization.
16. This state ofbeing self organized leads to continuous happiness as we
are able to understand the harmony at all levels of our living and all
desires, thoughts and expectations become definite.
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18. Understanding Harmony in the Human Being 2-18Y(CC-Sem-3 &4)
17. Most importantly, both realization and understanding help us to have
certainty in our behaviour, which helps to reduce contradictions and the
resulting unhappiness.
18. Thus, living with definiteness is the direct result of realization and
understanding.
19. But the problem is that both these activities are not yet activated in most
of us.
20. Once we 'activate' these two activities, the process of self-exploration
begins, which leads us to understand our natural acceptance.
Que 2.21. | How recognizing and fulfilling in the self depends upon
knowing or assuming ? AKTU 2015-16(IID,Marks 10
Answer
1. When it comes to self (T), which is a conscious entity; in addition too
recognizing and fulfilling, there is also the activity ofassuming and that
of knowing.
2 In fact, recognizing and fulfilling in case of human beings will depend
upon knowing and/or assuming.
We assume: We all make assumptions and our response (recognition
and fulfillment) is dependent on the assumption. For example: IfI see a
snake and assumed it to be a rope, I shall respond differently to it, than
ifI take it to be a snake itself. We call this activity 'assuming or mannana'.
1.
ii. Werecognize: We all recognize things today, we recognize avarietyof
things. Like, we recognize water, our parents, friends, etc. We call this
activity recognizing or pahachaanana. The recognizing in T depends on
assuming.
iii. Wefulfill: The response that followsrecognition is called the activity of
fulfilling or nirvaha karna'. The fulfillment depends on the recognition.
For example: Once we recognize water, we take it.
Taken together we can write it as (in I):
Assuming > Recognizing Fulfilling
There is another activity that exists in us (in T). This activity is called
knowing.
3.
Knowing means we have the right understanding -
the understanding
ofharmony at all levels of our living.
When we have the right understanding, when we have the knowledge
of reality, it is definite, and then assuming becomes according to the
knowing, and hence recognizing and fulfilling becomes definite, or
according to knowing.
5.
Until then, it is subject to beliefs and assumptions, and this keeps
changing. Whenwe list these down
6.
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19. Universal HumanValues & Professional Ethics 2-19 Y (CC-Sem-3 &4)
Knowing Assuming.
Leads to
Recognizing Fulfilling
Leads to
Leads too
Or
Janana Mannaa Pahachanna- Nirvaha-karana
Leads too
Leads to Leads to
Que 2.22.| What do youmean by self introspections?
AKTU 2014-15(IV), Marks 04|
Answer
SelfIntrospections:
It is extremely important for us to understand ourselves as this
knowledge helps us to understand everything and everyone around us
in a better manner.
1.
2. The Self is the basis of everything we do.
Whether we want to eat an ice-cream, secure the first rank in class,
become rich and famous or go on a holiday, all these desires and
expectations are related to T.
3.
And it is only by understanding the Self that we are able to understand
whether our desires are right or wrong.
4.
5. The understanding of the Self also helps us to understand the reasons
for our happiness and unhappiness.
6. Thirdly, understanding the Selfhelps us to have a better understanding
of ourselves 'within.
7. This clarity helps us to create a good synergy between the Self and the
Body.
8. Also, the more we understand ourselves, the better we are able to
understand our relationships with those around us.
Finally, this complete understanding helps us to understand our program
and how to fulfill it.
9.
PART-4|
Harmony ofI with the Body Understanding Sanyam and Svasthya.
Questions-Answers
Long Answer Type and Medium Answer Type Questions
Que 2.23. | Define sanyam and swasthya. How are the two related?
AKTU 2014-15(TV), Marks 04
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20. Understanding Harmony in the Human Being 2-20Y(CC-Sem-3 &4)
OR
Define sanyam (self-control) and swasthya (health). Explain various
responsibility of T for the Body' in brief.
AKTU 2015-16TV), Marks 05|
Answeer
Sanyam (Self-Control) andSwasthya (Health):
Sanyama means the feeling ofresponsibility in the self () for nurturing,
protection and right utilization ofthe body.
Self-control or sanyama is the control ofthe mind and its desires, urges,
emotions and delusions. It is controlling the outgoing tendencies ofthe
mind and the senses and bringing them back to our self within.
2.
Swasthya is the condition of the body where every part of the body is
performing its expected funetion. The word swasthya literally means
being anchored to the self, being in close harmony with the self.
3.
4. In other words, swasthya, in Sanskrit means self-dependence
(swa = your own). Also, embedded in its meaning are health, sound
state, comfort and satistaction.
5. So we can say that sanyam ensures swasthya.
6. With right understandingand right feelings, the body gets favourably
affected.
For example; when I am happy, the temperature and pressure in the
body are normal, when I anm angry or tense, they get upset. It means if
I am in disharmony, say in anger or stress or despair, it immediately
starts affecting the body adversely.
7.
Que 2.24. | Suggest any two programs that you can undertake to
improve the health of your body. AKTU 2016-17(TV),Marks15
OR
How does the feeling of sanyam ensure health of the body ? List two
programs of sanyam ? AKTU 2015-16(1II), Marks 7.5
Answer
The self has the responsibility for nurturing, protection and right
utilization of the body. For this self has to follow some programs. We
need to work to understand the self organization ofthe body and ensure
health of the body.
1. Nurturing ofthe Body:
Proper Food, Air, Water, Ete. : In the process ofselecting food for the
body, I need to make out the elements which make a complete food so
that it gives required nutrients and energytothe body. On the basis of
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21. Universal HumanValues & Professional Ethics 2-21 Y (CC-Sem-3 &4)
understanding ofthe harmony oftheself with the body, itcanbe said
that the food needs to be eaten only when we feel hungry. The choice of
the food has to be such that it is easily digestible and the food needs to be
taken with proper posture ofthe body and in right quantity.
2. Protection oftheBody:
The second issue is the protection ofthe body. The clothes we choose for
protection need to be such that they ensure proper interaction of the
body with the environment. The right amount of exposure of the body
to the air, water, and sun is required to ensure its proper functioning. To
ensure the health ofthe Body, we need to take care ofthefollowing: (i)|
Ahar-Vihar, (ii) Shram- Vyayam, (iii) Asana-Pranayam and
(iv) Aushadhi-Chikitsa. We have already discussed about Ahar (Food), |
let usnow discuss about the others:
i. Proper upkeep (Vihar) ofthe Body: When we work, the Body gets
tired. When we take rest, the Body becomes fit to work. But again, |
there is a limit to the amount ofwork and rest we need. We also need to
ensure proper time, posture and ways to work and to rest. We need to
provide hygienic conditions for proper functioning of the Body. These
issues are included in the upkeep of the Body.
ii. Labour: Labour is another requirement. It means employingthebody
physically for production and maintenance of physical facilities. The
labour we do helps each part of the Body to function properly.
Physical Exercises: We are aware of physical exercises. While doing
labour, some parts ofthe Body may get stressed much while others may
not get employed to thatextent.With exercises, we can employ all the
parts of the Body in the desired way.
iii.
Asan-Pranayam: This is another way to keep the Body function
iv.
properly. n Asanas, we give the body properposturesby sitting or lying,
and in Pranayam, we ensure regulation of the breathing
Treatment of the body: With all the care we take, the body may
require treatment at times. There are several approaches to ensure
this. It may be that just by going without food for some time, the Body
gets cured. Right choice for food may also help. The treatment of the
Body can be done by proper exposures of the Body to air, water or sun
too. Use of herbs or medicines may also serve the purpose. Here one
thing to understand is that, the system ofthe body works in a self
organized way and I only need to facilitate the self-organization of the
body by arranging for material things. One thing to take care about is
that while curing the Body of one problem, we need to choose ways
which do not give rise to other problems.
V.
Right utilization of the body (Sadupyog) : Right utilization of the
Body as an instrument necessitates understanding the purpose for which
this instrument is to be used. Normally we tend to believe that the Body
is an instrument for sensory enjoyment, which is not correct. We also
3.
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22. Understanding Harmony in the Human Being 2-22 Y (CC-Sem-3 & 4)
happen to use our Body to exploit other human beings or rest of the
nature which is also not right utilization. It is important to realize that
the human body is an instrument to facilitate right understanding and
its actualization in life. I also need to arrange for equipments/ instruments
for right utilization ofthe body. They increase the efficiency and capacity
of the body.
Que 2.25. | Suggest programs to ensure proper functioning of your
body. Can we sustain them without right understanding?
AKTU 2018-19(IID, Marks 07
Answeer
Our present lifestyle and conditionings are not very conductive to keep
the body fit and therefore it is important to understand sanyama and
swasthya correctly and maintain proper harmony with the body. As a
proposal, we need to work for the followingfew thinggs:
1. To understand and live with sanyama.
To understand the self organization ofthe body and ensure health ofthe
body.
2.
Understanding and Living with Sanyama: Sanyama implies that
the selftakes the responsibility for proper nurturing, and right utilization
ofthe body. For this it is essential to understand the functioning ofthe
body instrument. It is also essential to understand that this instrument
has a limited life span and undergoes a pattern ofgrowth and decay. The
interaction of the self with the body has to be in consonance with the |
above objectives which are achieved through sanyama.
1.
2. Understanding the self organization of the body and ensure
health ofthe body: Refer Q. 2.24, Page 2-20Y, Unit-2.
VERY IMPORTANT QUESTIONS
Following questions are very important. These questions
may be asked in your SESSIONALS as well as
UNIVERSITY EXAMINATION.
Q.1. What do you meanby sukh and suvidha?
Ans: Refer Q. 2.1, Unit-2.
Q.2. What are the consequences ofconfusing between sukh and
suvidha ?
Ans. Refer Q. 2.2, Unit-2.
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23. Universal HumanValues & Professional Ethics 2-23 Y (CC-Sem-3 &4)
Q.3. Why do human beings require both sukh and suvidha
(happiness andfacility)?
Ans Refer Q. 2.3, Unit-2.
Q.4. Analyze how the needs of the self are continuous in time
and limited in quantity, while those of body are not.
Ans. Refer Q. 2.6, Unit-2.
Q.5. Human being is the co-existence of the self and body.
Elaborate.
Ans. Refer Q. 2.7, Unit-2.
Q.6. Distinguish between the needs of theself(I) and the needs
of the body.
Ans Refer Q. 2.8, Unit-2.
Q.7. Describe various activities of T and Body'.
Ans. Refer Q. 2.9, Unit-2.
Q.8. What do you mean by Imagination ?
Ans. Refer Q. 2.12, Unit-2.
Q.9. What is preconditioning and their source?
Ans Refer Q. 2.13, Unit-2.
Q.10. How do sensations and preconditioning influence our
imagination ? Give two examples ofeach?
Ans. Refer Q. 2.14, Unit-2.
Q.11. "I am seer, doer and enjoyer. The body is my instrument",
Explain.
Ans. Refer Q. 2.16, Unit-2.
Q.12. How harmony in individual is possible ?
Ans. Refer Q. 2.17, Unit-2.
Q.13. Harmony in T means understanding characteristics and
activities of T. Explain.
Ans Refer Q. 2.18, Unit-2.
Q.14. Explain the activities of realization and understanding.
How do they lead to harmony in the activities of T' ?
llustrate with an example.
Ans Refer Q. 2.19, Unit-2.
Q.15. Why do sensation and preconditioning lead to our
bondage ? Point out the best method to regain our freedom.
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24. Understanding Harmony in the Human Being 2-24 Y (CC-Sem-3 & 4)
Ans. Refer Q. 2.20, Unit-2.
Q.16. What do you mean by selfintrospections ?
Ans. Refer Q. 2.22, Unit-2.
Q.17. Define sanyam and swasthya. How are the two related ?
Ans Refer Q. 2.23, Unit-2.
Q. 18. Suggest any two programs that you can undertake to
improve the health of your body.
Ans. Refer Q. 2.24, Unit-2.
Q.19. Suggest programs to ensure proper functioning of your
body. Can we sustain them without right understanding?
Ans Refer Q. 2.25, Unit-2.
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