JEEVAN VIDYA BASED CURRICULUM / SYLLABUS AT VERIOUS UNIVERSITIES AND COLLAGES

JEEVAN VIDYA BASED CURRICULUM, SYLLABII AND REFERENCE MATERIAL

NEED FOR VALUE EDUCATION BASIC GUIDELINES FOR VALUE EDUCATION WHAT IS JEEVAN VIDYA ADHYASTHA DARSHAN SAH-ASTITVA-VAD BRIEF INTRODUCTION Of Shri A. NAGRAJ (AMARKANTAK) DR. A.P.J. ABDUL KALAM’S VIEWS ON JEEVAN VIDYA RECOMMENDATIONS OF NATIONAL CONVENTION ON VALUE EDUCATION THROUGH JEEVAN VIDYA, IIT DELHI (22 MAY TO 24 MAY 2007) JEEVAN VIDYA SYLLABUS, IIIT HYDRABAD JEEVAN VIDYA SYLLABUS, CHHATTISGARH SWAMI VIVEKANAND TECHNICAL UNIVERSITY JEEVAN VIDYA SYLLABUS, IIT DELHI. A FOUNDATION COURSE IN HUMAN VALUES JEEVAN VIDYA BASED SYLLABUS OF MUMBAI UNIVERSITY JEEVAN VIDYA BASED SYLLABUS FOR THE VALUE EDUCATION COURSE TO BE INTRODUCED IN UTTAR PRADESH TECHNOLOGICAL UNIVERSITY (600 COLLEGES) CERTIFICATE COURSE IN ‘HUMAN CONSCIOUSNESS AND VALUE EDUCATION -JEEVAN VIDYA’ at KJ SOMAIYA COLLAGE OF ARTS AND COMMERCE JEEVAN VIDYA SYLLABUS FOR SOMAIYA VIDYAVIHAR Need for Value Education · Technology is only a means to achieve what is 'considered valuable', in an effective and efficient manner. · It is not within the scope of technology, to decide what is valuable. This decision lies outside its scope. · It is important to find out what is that subject or thought that decides on "what is valuable?". · Without this decision, technology is aimless, directionless and therefore can be put to any use-constructive or destructive. · Particularly, the student who is trained in this kind of technology without having any exposure to the subject or thought that helps him to decide "what is valuable?", leaves him aimless, directionless and he is subject to get misused. He lacks self confidence, he has no commitment as he has no clarity about what he really wants to achieve as an individual and as a member of family, society and nature. · The subject that decides on "what is valuable?", what is of value for human being is called Value Education. · This subject focuses on what a human being is, what is purposeful and meaningful for him- what is the aim of human being and his life and how he can meet this aim, this purpose. This elaborates on what role he has to play as responsible human being at the level of individual, family, society and nature. · With this clarity, he is able to see the meaning in life, purpose in life and is committed to fulfill that meaning, that purpose. This clarity and the satisfaction obtained out of the fulfillment of this purpose, gives him a feeling of self confidence. This instills confidence in their inner strengths. The students need to have this confidence in order to be able to proactively set their own goals. If the goal is set proactively (and not by default 'peer' pressure) the motivation comes from within and the rest follows- in terms of his commitment, untiring effort leading to success in achieving his aim, and his purpose of life. Basic guidelines for Value Education + Basic guidelines to decide what will qualify as a course on value education · Universal- with respect to time, space & individual. · Rational- in the sense that it appeals to human reasoning. · Secular- it is not dependent on any cast or creed or religion or sect. · All-encompassing- it covers all dimensions (thought, behaviour, work & realization) & levels (individual, family, society, nature & existence) of human living. · Natural for Human Being & Nature- it is naturally acceptable to every human being and there is every provision in Nature for its fulfillment. Content of Value Education As mentioned above, it must include · All dimensions- thought, behaviour, work & realization & · All levels- individual, family, society, nature & existence of human living. That is, it must have a clear understanding of each of these and their interrelationship i.e. harmony underlying all of them. Process of Value Education · The process has to be that of Self - Investigation & Self - Exploration, and not of giving sermons or telling dos & don'ts. Whatever is found as a truth or reality may be stated as a proposal and every student may be able to verify it on their own right. · This process of Self- Investigation & Self-Exploration has to be in the form of a dialogue- a dialogue between the teacher & students to begin with and within the student finally. WHAT IS JEEVAN VIDYA Jeevan Vidya brings out the innate harmony in existence and clarifies that man by understanding this harmony is able to be in harmony within himself and with others in society and rest of nature. This in turn leads to value based conduct, education, constitution and order in the society which is the desire of every human being. It gives you a process of dialogue between what you are and what you really want to be and helps you explore the natural acceptance for harmony within you and in your interactions with the existence. This exploration is a process of being in harmony in oneself and in harmony with the entire existence. This forms the foundation of Value Education. And this way, it enables you to know values in human conduct, human character and to live accordingly. The idea behind Jeevan Vidya is conveyed through seven-day workshops, popularly known as Jeevan Vidya Shivirs. In the shivir, Vidya is proposed to the participants in the form of propositions and the participants verify them at their own right without referring to any text, person or external source. Shivirs are being regularly conducted at IIIT Hyderabad, IIT Kanpur, NIT Raipur, SIDH Mussoorie and many other places. Effort is being made to put the concept/proposals of Jeevan Vidya into school teaching and also create a module for teachers to empower them to become confident, thinking, aware and creative teachers. EFFORTS AND EXPERIENCES Jeevan Vidya is holistic, covering a large canvas, and it has made a tremendous impact on people from different walks of life. Some experiences are given below. Although, the concerns of each of the groups are different, what they all realize at the end is that there is a need for human values and relationships and that is founded upon the knowledge in the self. -Young students in engineering · Jeevan Vidya Workshops as an integral part of the academic curriculum at IIIT Hyderabad have had an excellent impact on the students. · Jeevan Vidya has been formally accepted as one of the important inputs for value education by National Resource Centre for Education in Engineering at IIT Delhi and is being recommended to AICTE. · A regular course in value education in the light of Jeevan Vidya is being conducted at NIT, Raipur since 2003. · It has been proposed as a part of CPA activity for the first year entrants at IIT Kanpur from coming semester. One workshop per semester is also being conducted here for the faculty, students and staff since last year. · It has been accepted by Chhattishgarh Swami Vivekanand Technical University (CSVTU) and is in process of being implemented in its 18 Engineering colleges. · At 16 institutes of Somaiya campus including Engineering College, Medical College and Institute of Management regular Jeevan Vidya workshops for faculty and lectures for students are being conducted since last one and a half years. -People from different walks of urban life Many people realize the lack of time they give to their family in their relentless pursuit of wealth, and even more importantly, the way they behave with their children, spouse or old parents. Many such people are affected profoundly and come back to Jeevan Vidya shivirs with their family members, again and again. -Criminals in jail Jeevan Vidya touches criminals in jail most directly. Those who are seething with revenge, slowly start realizing that in fact their enemies are not bad. They are to be pitied and not hated. In turn, they themselves get depressurized and relaxed. This eventually gets reflected in their day to day behaviour with other jail inmates and with jail authorities. Bilaspur jail experience shows that some of the most violent criminals with also the worst behaviour inside the jail got slowly transformed. -Social workers from NGOs People working for uplift of downtrodden in rural and urban areas are greatly affected by Jeevan Vidya. It dawns on them that along with work on employment generation, agriculture, irrigation, health, sanitation, scientific temper, it is important to work on understanding of the self and on relationship, without which their work and successes are short lived. -Farmers and rural folk Rural folk today are in a state of demoralization. The present political structure and market has led to a breakdown of the community living. They do not realize what they possess- clean air, clean water, and a stronger possibility of a wholesome life with fulfilling relationship in family and community. Experience of rural people who attend Jeevan Vidya shivir has been that they feel a sense of empowerment regarding themselves and their work & lifestyle. Rather than treating farming as an unworthy activity, they see value in what they are doing. The importance and necessity of physical labour for all comes out as a corollary. Established businessmen who have done Jeevan Vidya Shivirs have taken up sustainable farming where all the required resources for farming are generated from farm land itself. Several experiments in renewable energy are also in full swing. They are deriving happiness out of farming and physical labour. -People with spiritual background People with spiritual background usually take time to come to terms that one can talk about human values without bringing in after-life or after-world. Many are elated at this discovery. People from different faiths Hinduism, Buddhism, Sikhism, Islam, Christianity have started getting deep into a process of self-exploration after doing Jeevan Vidya Shivirs, and are able to see that the human values can be derived through this process of self exploration by each one of us and are the same as professed by their respective faiths. WHAT JEEVAN VIDYA IS NOT · Jeevan Vidya is not a course in moral science. It does not tell you DO's and DON'T's. It does not tell you what you should become, or what you should do. · Jeevan Vidya does not talk about rewards and punishments in an afterworld. The goal is happiness here and now. · Jeevan Vidya does not say physical facilities are unimportant. It rather talks of prosperity in every family. It says that there is place for facilities in life and encourages people to fix their place in their own life. · Jeevan Vidya is not an organization or society. It does not insist on any specific faith or any specific belief. Jeevan Vidya only proposes and asks its listeners to investigate and explore into their own inner self and connect to what is innate and intact in all of them as something which is universal, natural and all-fulfilling for them as well as others. One can do this irrespective of his/her own religion or faith or beliefs. Madhyastha Darshan Sah-astitva-vad (Jeevan Vidya) Madhyastha Darshan elucidates the inherent order in the Existence and has been expounded in the form of universal aphorisms. It is completely free of mysticism. For realization of human goal Madhyastha Darshan : Sah-astitva-vad contemplates on co-existence in the whole existence, mutual fulfillment and cyclicity in nature, nature friendly ways and behavior in society, value based justice in family and contentment with right understanding in an individual. A. Nagraj (Amarkantak) Pujya A. Nagraj in his quest for truth behind the Existence, quite in his early youth he migrated from Karnataka to Amarkantak in1950. After around 20 years of sadhana he attained the state of realization. He visualized the entire existence. The human centric philosophy propounded by him, which he has christened as Madhyastha Darshan Sah asitva-vad, is a universal remedy for all the ills that are marring the present day society and the nature. The philosophy, which is quite comprehensive in nature, has been presented in four parts viz: Manav Vyavahar Darshan, Karm Darshan, Abhyas Darshan and Anubhav Darshan. Vyavaharvadi Samajshastra, Avartensheel Arthachintan, Manav Sanchetnavadi Manovigyan, Samadhanatmak Bhautikva, Vyavaratmak Janvad and Anubhavatmak Adhyaamvad, Pribhsha Samhita, Manviya Samvidhan are the treatise on universal human conduct, universal order and an integrated society by Shri A. Nagraj. He discovered this new philosophy. It is a complete new philosophy or darshana in the Indian style. An extract of the speech delivered by Dr. A.P.J. Abdul Kalam, President of India ADDRESS TO THE NATION ON THE EVE OF 60TH INDEPENDENCE DAY (August 14, 2006) Jeevan Vidya experience: “Jeevan Vidya is being practiced by Prof Ganesh Bagaria, IIT, Kanpur, Prof Rajeev Sangal, Director IIIT (Hyderabad) and their teams. This scheme is concerned about addressing the basic causes of major problems of violence, corruption, exploitation, domination, terrorism and war. It has been found that violent and anti-social behaviour, unless dealt with care and with professionalism, could aggravate the extreme behaviour. Jeevan Vidya develops tolerance for ambiguity and uncertainty in human conduct by enabling self-knowledge that understands harmony in the self and in the entire existence. The academicians could bring about marked change even among the inmates of jails through the use of these techniques. Jeevan Vidya is a 'teachable human value based skill' that can address inherent conflicts within the mind of the individual, within families, in organizations and in public life. Inner conflict is the very essence of violence. For example, with the skills imparted, it would be possible to reduce the overall period of secondary education from 25,000 hours of teaching to 20,000 hours, since the children become more responsible and productivity conscious. These experiments can be outreached to influence many people by developing networks using ICT through our educational system, that needs to pay increasing attention to this aspect of human development. This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution. From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind.” (DR. A.P.J. ABDUL KALAM, PRESIDENT OF INDIA) National Convention on Value Education through Jeevan Vidya, IIT Delhi (22 May to 24 May 2007) Summary and Final Recommendations A National Convention on Value Education through Jeevan Vidya (JV) was organised at IIT Delhi by the joint efforts of IIT Kanpur, IIIT Hyderabad and IIT Delhi between May 22 to 24. The Convention was inaugurated by H.E. the President of India and it was attended by the heads, faculty and students of about 50 technical institutes including IITs, IIITs and NITs, and people from the industry and social groups with the total number of participants getting around 1000 in the inaugural session and around 300 in the subsequent sessions. At the Convention, it was felt that Value Education (VE) should be incorporated in education, in general, and technical education, in particular. It was recommended that VE must satisfy the four criteria: it should be (a) Universal, therefore secular and non-sectarian, (b) Rational, that is, based on reasoning, (c) Verifiable through experience and experimentation, and (d) Leading to harmony within humanity and with nature, and it should be conducted without preaching. The panel discussions highlighted the need for VE in the country and concluded that JV satisfies the above criteria, therefore, VE courses based on JV should be designed. A national committee was formed to guide VE through JV. It will present the recommendations to AICTE and Ministry of HRD, work to develop the resource material, disseminate JV to the academic community and will help provide faculty training in VE through JV. Final Recommendations 1. Value Education (VE) should be incorporated in education, in general, and technical education, in particular. 2. VE must satisfy the following criteria. It should be: · Universal, therefore secular and non-sectarian. · Rational, that is, based on reasoning · Verifiable – through experience & experimentation · Leading to harmony within humanity and with nature, and it should be conducted without preaching. 3. It can be seen that Jeevan Vidya (JV) satisfies the above criteria. Therefore, VE courses based on JV should be designed. Design of such courses may also be explored using other alternative perspectives. 4. A national committee on VE through JV should be formed to guide VE through JV. Curricula and syllabi should be framed, and implemented under the guidance of the national apex committee. 5. There must be an academic structure (curricular, co-curricular, extracurricular) in place in each institution to effectively impart VE. 6. It is desirable to introduce social internship and socially relevant projects as part of VE. 7. Regular faculty be trained to be mentors and resource persons in VE. Colleges may also engage other resource persons for VE. 8. To promote research and innovation in VE: · Design PhD programme · Examine concept of Multi-versity. 9. VE should be an important part of school education at primary, secondary and ten-plus-two levels. To promote it, experimental schools may be opened with autonomy to implement their own curriculum incorporating VE. National apex committee may initiate steps in this direction. 10. Activities for students should be started which promote dialogues on Values in institutions and outside them. Development of Resource Material 11. Comprehensive resource material including books, teacher’s manual, etc. needs to be urgently developed in English for wider implementation in Technical Institutions. NRCVEE at IITD may take special initiatives in this direction. 12. Extensive research effort is needed to evolve new, alternative models in tune with holistic perspective. This includes technology as well as entrepreneurship models. 13. Value-centric evaluation of all the technical subjects, project and research efforts as well as extra-curricular activities should be done to indicate spontaneous direction of change. 14. Before the introduction of regular courses, value-probing, issue-based short modules could be introduced. These can be implemented more easily in the beginning. 15. In evaluating a student, value related criteria should also be included along with skill based criteria. The criteria may be used in entrance exam. and even in graduation. 16. Whenever a value education activity is introduced in any institution, it will be desirous to have some interaction with other stake holders such as prospective employers, parents, and peer groups. 17. It will be desirable to design distance learning programs with local mentors for wider dissemination. 18. Mechanism needs to be created to enable frequent interaction of students with authentic organizations working for value education outside the institutional environment. 19. Value education can serve as effective, affirmative action to help the students from marginalized sections of society. ON DISSEMINATION OF JEEVAN VIDYA 20. Workshops or shivirs to train faculty from interested institutions should be held at various centers- IIT Delhi, IIT Kanpur, MS3 Kanpur, Abhyudaya Sansthan Raipur, IIIT Hyderabad, SIDH Mussorie. 21. Promotional lectures to be organized at various locations and Institutes- · 2-3 Hours duration. 22. Training Institute should be setup for preparing teachers for value education with Jeevan Vidya as the foundational basis. 23. Efforts in the direction of encouraging the people to become facilitators by organizing “Adhyayan Shivirs” or advanced shivirs. 24. More “Shivirs” should be organized in local languages. Resoure material on JV should be translated into all the Indian languages and English. 25. At least 12 “Shivirs” in a year and 4 “Adhyayan Shivirs” in a year should be planned. 26. Annual convention should be organized on the same theme as this one. FOR INSTITUTIONS 27. Institutions should take steps to introduce value education as a part of academic structure (curricular, co-curricular, extra-curricular). 28. Steps should be taken to train existing faculty in the institution in VE. 29. Resource persons may also be engaged in the institution for VE. These should be done in consultation with the national apex committee to determine their suitability. 30. Institute should facilitate experiments on new models of self-reliant living for teachers of value education along with their students. It can also provide outlet for students to undertake manual work and learn the dignity of labour, through tree plantation, productive work on land, etc. 31. Institutions must undertake a thorough review of culture prevailing in their hostels and the institution as a whole, and work out ways to bring about a positive change. (The goal should be to create family-like atmosphere within the institution, with the participation of students, staff and faculty as members.) 32. A centre for value education may be established to coordinate the activities, however, care must be taken that activities do not get relegated to only the centre. VE has to be the responsibility of the entire faculty and staff of the instituion. 33. Some of the steps suggested above require a close association of the head of the institution with VE, without which its permeation would be a slow and difficult process in the prevailing atmosphere. 34. The following would be the National Committee on VE through JV: · Dr Sanjay Dhande, Director, IITK (co-chair) · Dr Surendra Prasad, Director, IITD (co-chair) · Dr Rajeev Sangal, Director, IIITH (co-chair) · Prof RR Gaur, IITD (convenor) · Prof Abhijit Mitra, IIITH · Prof Deepak Gupta, IITK · Prof Ganesh Bagaria, HBTI, Kanpur · Shri Pawan Gupta, SIDH, Mussoorie · Shri Sadhan Bhattacharya, Amarkantak · Shri Som Dev Tyagi, Abhyudaya, Raipur · Dr Punjab Singh, VC, BHU · Brig. SS Pabla, Director, MIT, Manipal · Prof DS Bal, Govt. Tech. Education Dept. Raipur JEEVAN VIDYA SYLLABUS IIIT HYDRABAD HS1001 Human Values-1 COURSE DESCRIPTION TITLE: Human Values (0-2-0-2) Offered in odd semesters. Compulsory for UG1. PRE-REQUISITES: None Co-requisite: Jeevan Vidya shivir (1-week long) (compulsory) OBJECTIVE: The course is aimed at providing a basic understanding of Human values; essential complimentarity of skills and values; developing correct perception of human life and human happiness; basic framework of universal human values; applying them to the self. COURSE TOPICS: The classes in the course will run as a series of discussions in Small groups. Some topics which can be taken up for discussion are given below. 1. Relationships - with your friends, with teachers, with family members, with others. 2. Respect - do you respect yourself? Do you respect others? Inner self as a source of our strength. Key to happiness. 4. Expectations from your self: Excellence and competition. Coping with stress. 5. Distinction between info. & knowledge 6. Distinction between Means and ends 7. Distinction between objective and living 8. Complimentarity of skills and values. Ethics in profession. 9. Relationship with nature: Becoming conscious of right utilization of physical resources, i.e., water, electricity, food, labs., internet, personal items. There would be no formal lectures in the course. For the above topics, Scenarios would be created, and used to initiate discussion pertaining to the above topics. Besides discussions, the students will apply the understanding so gained in the above to themselves. TEXT BOOK: No textbook. Outline of sample scenarios have been prepared and would be made available during the course, as the course progresses. GRADING: This will be a PCO course, and there would only be pass/fail grade. There will be no exams. Participation in discussions will be used in evaluation. Pass grade will be given for attending the classes, shivir, and participating in the discussions. OUTCOME: At the end of the course, students are expected to become sensitive to human values and their central role in achieving human happiness. It is hoped that they would be able to apply what they have learnt to their own self in different day-to-day settings. DISTINCTIONS Possible topics of Discussion Groups MEANING WORD Aim/Objective Means Swatantrata Freedom Interdependence Independence Being Doing Sukh Suvidhaa Value Price Nirpeksha Saapeksha Aatmavishwas Shreshthataa Visheshataa Stithi Kendrith Gati Kendrit Honaa Laganaa Knowing Believing Understanding Assuming Jaananaa Maanana Adhyayan Padhanaa Listening Hearing Observing Seeing Samajhanaa Seekhanaa Knowledge Information Reality View Point, Perspective Bhinna Vipareet Bhaava Abhaava Bhaava Bhavukata Prastaava Aadesh / Upadesha Response Reaction Vaastavikta Mein Jeenaa Prateekon Me Jeenaa Intention Competence Event/Reality Explanation Ghatanaa/Vaastavikataa Kaarana Suchanaa Dhyanaakarshan Sharing Convincing/Arguing JEEVAN VIDYA SYLLABUS CHHATTISGARH SWAMI VIVEKANAND TECHNICAL UNIVERSITY (Being implemented in all Engineering Colleges of Chhattisgarh state) Semester: B.E. III Sem. Branch: Common to all Branches Subject: Value Education Code: 300325(46) No. of Periods: 2 pds/week Tutorial Periods: NIL Total Marks in End Semester Exam. : NIL Teacher's Assessment: 40 Makes Minimum number of class test to be conducted: Two UNIT – I • STUDY OF BASIC HUMAN OBJECTIVES : Everlasting solution ¼lek/kku½] prosperity ¼le`f)½] trust in self and others ¼vHk;½] and coexistence ¼lgvfLrRo½ for balance in nature. Need and importance of aforesaid basic human objectives and how to achieve these. UNIT – II • CONCEPT AND UNDERSTANDING OF HUMAN HAPPINESS: Meaning and concept of "happiness", incessant happiness, its relationship with gaurantee of physical needs, comforts, physical and sensory pleasures with its transient nature, misery; The only method to minimize incessant happiness : gaining right understanding about oneself, one's body, one's relationship with other human beings, Nature and total existence. UNIT – III • PROPER UNDERSTANDING About the order in Nature ¼O;oLFkk½ and co-existence ¼lgvfLrRo½ at various levels, such as, I and my body, family, society, Nature and Existence. • UNDERSTANDING THE SELF : Understanding human reality – I and my body, present understanding of the self, physical needs, relation with others and with Nature, gaining proper understanding of the self, discrimination between 'I' and my 'body', characteristics and the needs of 'I', of my 'body' and 'body' & 'I'. UNIT – IV • SYNERGATIC ORDER ¼O;oLFkk½ and COEXISTENCE ¼lgvfLrRo½ among HUMANS, IN NATURE & IN EXISTENCE : -Conceptual understanding of natural relations and consequent values, of family and relation therein, of society and role of engineers therein, overall excellence’: concept, its universal parameters and total human behavior. -Inanimate ¼tM+½ and consciousness ¼pSrU;½ aspects of Nature, Four distinct synergetic orders in Nature -Padaarth Awastha ¼inkFkZ voLFkk½] Pran Awastha ¼izk.k voLFkk½] Jiv Awastha ¼tho voLFkk½] and Gyan Awastha ¼Kku voLFkk½] complementary supplementary evolutionary connection amongst above orders, identifying and implementing "Appropriate Technology". - Synergetic order among interacting entities of Nature operating in all pervading changeless Shunya or Satta, Indivisible interconnectedness of Satta and Prakriti and its implications. UNIT – V • IMPLICATIONS OF PROPER UNDERSTANDING -Awakening ¼tkx`fr½] the common goal of all human beings, -promotion and perseverance of synergetic order and co-existence at all levels leading to incessant happiness. -Natural manifestation of universal human values and thereby incessant happiness -Undivided Society ¼vfoHkkT; lekt½ and Universal Organised System ¼lkoZHkkSe O;oLFkk½ -Transition from synergetic disorder ¼vO;oLFkk½ to synergetic order ¼O;oLFkk½ -Evaluation of Understanding, work and behaviour. REFERENCES : 1. Jeevan Vidya Camp ¼f'kfoj½ notes 2. An Introduction to Jeevan Vidya by Shri A. Nagaraj JEEVAN VIDYA SYLLABUS IIT DELHI. A Foundation Course in Human Values (Draft of Course Modules prepared by Dr. R. R. Gaur, Chairman, National Resource Centre for Value Education in Engineering, IIT Delhi) CONTENT:- Ch-1: Course Introduction Ch-2: Are we happy? A Look at the prevailing World View and its consequences Ch-3: Probing further into Human Happiness Ch-4: Discovering ‘Vyavastha’ and ‘Sah-astitva’ in the Whole Existence Ch-5: ‘Jagriti’ – The Universal Human Purpose Ch-6: ‘Vyavastha’ and ‘Sah-astitva’ at the level of Individual – Understanding myself! Ch-7: ‘Vyavastha’ and ‘Sah-astitva’ in Family and Society Ch-8: ‘Vyavastha’ and ‘Sah-astitva’ in Nature Ch-9: Implications and Expected Outcomes of the Right Understanding Ch-10: Taking up the Journey from ‘Bhram’ (ignorance) to ‘Jagriti’ Ch-11: Plans and Programs to facilitate the Right Understanding Ch-12: Summing Up – The Crux of ‘Jeevan Vidya’ CH-1: COURSE INTRODUCTION · What is this course ‘Jeevan Vidya’ about? o It is a process of understanding Human Happiness in correct perspective · It is a Dialogue between ‘What you are’ and ‘What you really want to be’ · It presents an opportunity and the requisite training to test/validate your beliefs and assumptions about various salient issues. Concerning o life and profession o relations and values o ‘success’, prosperity, excellence o welfare, development etc. · It is intended to make you more competent to set your own goals in life and to achieve them. · It will enable you to comprehend what the right human conduct is. CH-2: ARE WE HAPPY? - A Look at the prevailing World View and its consequences. · All Human beings want happiness. · All Human beings want happiness all the time - perpetually. · What is our prevailing notion about happiness – How successful are we in achieving the above objectives. · A Look at the present state of things about ‘Ourselves’ – Some serious road blocks to our happiness. · Rising Crises at the level of Individual, Family, Society, Nations as well as Nature o Growing tensions, conflicts and confusion at the Personal Level. o Growing disharmony in Family, strife and crimes in Society o Growing violence and terrorism Internationally o Ecological degradation and resource depletion o Growing disparities among ‘Haves’ and ‘Have nots’ – Large scale migrations o International conflicts and Arms proliferation o Large scale corruption and criminalization of Politics o Multiple dilemmas and paradoxes · Analyzing some salient briefs and assumptions of prevailing World View regarding (say, Prosperity, Development, Welfare, Attitude to Nature, Motivating people, Excellence, etc) · Largely, people could be categorized into – SVDD or SSDD but How to be SSSS? o ‘Sadhan-Sampann-Sukhi-Samridh’ · Efforts of economic domination through so called ‘globalization’ and ‘liberalization’. What is the way out? CH-3: PROBING FURTHER INTO HUMAN HAPPINESS · Our immediate frequent exposure to happiness through sensory interactions with the material. · The Transient Nature of Sensory Happiness (Pleasure) and the Human Quest for perpetual happiness! · Futility of the effort to synthesis perpetual happiness out of sensory pleasures – the common misery trap. · Happiness based on Right Understanding; · Happiness based on Universal Human Values; Wisdom based Happiness – The Abiding Happiness, mutually fulfilling, resulting in Peace and Harmony. · Possibilities of building up a Harmonious Society (‘Akhand Samaj’) · Right Understanding – The Key to Human Happiness · But what is this Right Understanding about? o About the ‘Vyavastha’ and ‘Sah-astitva’ inherently existing in the Universe – About the Human Role in this Cosmic ‘Vyavastha’ – About the definitive Human Conduct, Right Human Relations and Human Values. CH-4: DISCOVERING ‘VYAVASTHA’ AND ‘SAH-ASTITVA’ IN THE WHOLE EXISTENCE · Drawing attention to the innate order, self regulation and inter- connectedness ever-manifest in Existence. · Drawing attention to the Reality consisting of innumerable finite entities operating in co-existence with the all pervading (‘Vyapak’), infinite, changeless space – ‘Satta’. – Forming the Whole. · The continuous mutual interaction, self regulation and self energization of all the entities in ‘Satta’. · The Whole Existence manifesting as Inter-connectedness (‘Sah-astitva’). · ‘Vyavastha’ at six levels of Human Interaction starting from Self to the Existence as a Whole, namely, o In the Self o With the Body o In the Family o In Society o In Nature o In Existence These, then, become the subject of Understanding CH-5:‘JAGRITI’ – THE UNIVERSAL HUMAN PURPOSE · Human beings thus form an integral constituent of the Cosmic ‘Vyavastha’. · Human beings are the only entity in existence capable of understanding, intelligently cognizing the ‘Vyavastha’ of Existence. While all other entities spontaneously manifest their innateness (‘ ‘) and recognize their complementarity with all other entities and fulfill it, the Human beings have to go through the process of Understanding and then accepting on the basis of this Understanding. Accordingly recognizing and fulfilling their complementarity in the whole system. · Thus, ‘Jagriti’ – i.e. acquiring the Right Understanding of ‘Vyavastha’ and actualizing this Understanding by living accordance with it becomes the Universal Human purpose. · Persuing this purpose leads to abiding happiness, prosperity and harmony at all levels. · The lack of it leads to ‘Avyavastha’ i.e. disharmony and crisis at all levels. · All human endeavour, should cater to this Universal and ‘All Time’ Human Purpose. Our policies, plans, norms and institutions should only facilitate moving towards this goal. CH-6: ‘VYAVASTHA’ AND ‘SAH-ASTITVA’ AT THE LEVEL OF INDIVIDUAL – UNDERSTANDING MYSELF ! · Since Human being itself is the Understander, the process of Understanding should start from ‘oneself’. · Let us proceed towards knowing myself correctly. · What is my existing notion about myself? o Primarily Body - centered. Understanding ‘I’ and ‘Body’ as distinctly different constituents of a human being, although always operating together. · ‘I’ (or ‘Jeevan’) as a non-material, structurally unchanging (‘Gathanpurn’) entity. · ‘I’ (or ‘Jeevan’) as seer, understaner, enjoyer, doer, controller, etc. · ‘Body’ – A material, physico-chemical entity, under continuance change – subject to growth and decay, usable as an instrument of ‘Jeevan’. · Identifying and distinguishing clearly between the ‘Jeevan’ vis a vis the needs of ‘Body’. Understanding ‘Sukh’ and ‘Suvidha’ in terms of the needs of ‘Jeevan’ and needs of ‘Body’. · Consequences of mixing up and misplacing the needs and characteristics of ‘Body’ with those of ‘Jeevan’. · The ‘Sah-astitva’ between ‘Jeevan’ and ‘Body’. · Understanding in more detail the faculties and functionalities of ‘Jeevan’ · Deluded ‘Jeevan’ vis-à-vis Enlightened ‘Jeevan’ · ‘Samvedaniyata’ vis-à-vis ‘Sangyaniyata’ ‘Priya’ - ‘Hita’ - ‘Labha’ - ‘Drishti’ vis-à-vis ‘Nyaya’ - ‘Dharm’ - ‘Satya’ - ‘Drishti’ CH-7: ‘VYAVASTHA’ AND ‘SAH-ASTITVA’ IN FAMILY AND SOCIETY · Understanding Human-to-Human complementarity. · ‘Ubhay-tripti’’ as the universal criteria determining mutual behaviour. · Fear – Enticement – Motivation vis-à-vis Right Understanding and Motivation. · Superficiality of differentiations perceived body characteristics, physical facilities, extraneous situations and even intellectual faculties inherent commonality among human beings on the basis of ‘Jeevan’, commonality of goals, etc. The natural unit for actualizing Prosperity and Harmony and for perpetuating the ‘Manav Parampara’ · Human-to-Human complementarity manifesting in Right relations, Right expectations and Core values (eg. Trust, Respect, Love, Gratefulness, etc.) in the Family. · ‘Nyaypurn Vyavahar’ in the Family. · Judging people on the basis of ‘Intentions’ and ‘Competences’ to fulfill their ‘Intentions’. · Widening horizons of Human-to-Human complementarity in the form of Harmonious Society (‘Akhand Samaj’). Working towards ‘Swatantrata’ and ‘Swarajya’. CH-8: ‘VYAVASTHA’ AND ‘SAH-ASTITVA’ IN NATURE · Nature to be conquered or Nature to be harmonized with? · Interdependence of Human beings and Nature. · Mutual Complementarity among the four salient orders of Nature namely o the Mineral Order (‘Padarth Avastha’) o the Bio Order (‘Pran Avastha’) o the Animal Order (‘Jeev Avastha’) o the Human Order (‘Gyan Avastha’) · ‘Ubhay-samridhi’ (Mutual Enrichment), the guiding criterion for Human interaction with Nature. Recyclability (‘Aavartansheelta’) in Nature for sustainability. CH-9: IMPLICATIONS AND EXPECTED OUTCOMES OF THE RIGHT UNDERSTANDING · The Holistic World View emerging from the Right Understanding of ‘Vyavastha’ and ‘Sah-astitva’ in existence as a whole. · Clarity about Abiding Human Happiness and Prosperity. o ‘Samadhan’, ‘Samridhi’, ‘Abhay’ and ‘Sah-astitva’. · Clear Demarkation of Universal Human Purpose, Right Human Conduct, Universal Human Values and Mutually Fulfilling Relationships. · Ability to resolve all conflicts, dilemmas and apparent paradoxes. Right motivation to work towards the Cherished Goal. CH-10: TAKING UP THE JOURNEY FROM ‘BHRAM’ (IGNORANCE) TO ‘JAGRITI’ · Clear appreciation of the need to change from the present paradigm. · Having the basic faith in one’s own capacity to understand the truth. · Willingness to test/validate our important beliefs in one’s own right by way of o Spontaneous acceptance. o Rationality. o By actual living out. · Seriously pondering over the features of ‘Vyavastha’ and ‘Sah-astitva’ at various levels of existence and observing these in day to day living. Becoming more and more aware about ‘Jeevan’ by self-observation. · Difficulties caused by our deep routed addiction to ‘Bhram’. · Persistent awareness through ‘Adhyayan’, ‘Avdharana’ and ‘Abhyas’. · Some helpful techniques for ‘Abhyas’. · Evolving strategies to cope with the prevailing ‘avyavastha’. · Persevaringly working step by step towards ‘vyavastha’. · Persuing plans and programs for facilitating the Right Understanding in one-self and in others. CH-11: PLANS AND PROGRAMS TO FACILITATE THE RIGHT UNDERSTANDING IN SOCIETY · Five major Domains of Human Action to facilitate the Right Understanding in the Society and to live in accordance with it. o Manaviya Shiksha Sanskar Yojna o Swasthya-Sanyam Yojna o Utpadan Karya Yojna o Vinimaya-Kosh Yojna o Nyaya-Suraksha Yojna The Need for a Manviya Samvidhan ! CH-12: SUMMING UP – THE CRUX OF ‘JEEVAN VIDYA’ · Abiding Human Happiness is possible only by acquiring the Right Understanding and actualizing it in life. · ‘Jagriti’, therefore, becomes the universal human purpose. · Identifying the inherent ‘Vyavastha’ and ‘Sah Astitv’ in existence is the key to right understanding. · ‘Jeevan’ is the prime sentient entity (‘Chaitanya’) in human beings; Body is an indispensable material instrument( ‘Jarh’ ) of ‘Jeevan’. Discrimination between ‘Sukh’ and ‘Suvidha’ is vital. · Mutual Fulfillment (‘Ubhay Tripti’) to be the basis of all human behaviour. · Mutual Enrichment (‘Ubhay Samriddhi’) to be the basis of all work with material Nature. Spontaneous (Natural) acceptance (‘Sahaj Svikriti’) is a crucial mechanism to identify what is right apart from logical reasoning. Finally, actual experimentation in life is necessary to validate our premisis · The Steps for ‘Jagriti’ are o ‘Samajhdari’ o ‘Imandari’ o ‘Jimmedari’ o ‘Bhagidari’ · The tangible outcomes of ‘Jagriti’ are o ‘Samadhan’ (at individual level) o ‘Samriddhi’ (at the level of family) o ‘Abhay’ (trust and harmony in family and society) ‘Sah Astitv’ (at all levels of existence) All our intentions and actions, all our behavior and work, All our policies and programs, Must cater to the above cherished goal of humanity. Jeevan Vidya based Syllabus Implemented in various Academic Institutions Jeevan Vidya based Syllabus of Mumbai University University of Mumbai CLASS: T.E. (Electronics Engineering) Semester - V SUBJECT: Environmental Studies Periods per week (each of 60 min.) Lecture 2 Practical - Tutorial 1* Hours Marks Evaluation System Theory Examination 2 50 Practical examination - - Oral Examination - - Term Work - 25 Total 75 * Class wise Tutorial Module Contents Hours Objective Objective of this course is to create environmental awareness, of variety of environmental concerns. - 1 The multidisciplinary nature of environmental studies: Definition, Scope and importance Need for public awareness 01 2 Natural Resources Renewable and non- renewable resources Natural resources and associated problems a) Forest resources: use and over-exploitation, deforestation, case studies, timber extraction, mining, dams and their effects on forests and tribal people. b) Water resources: use and over utilization of surfaces and ground water, floods drought, conflicts over water, dams-benefits and problems. c) Mineral resources: use and exploitation, environmental effects of extracting and using mineral sources, case studies. d) Food resources: World food problems overgrazing, effects of modern agriculture, fertilizers-pesticides problems, Water logging, salinity, case studies. e) Energy resources: Growing energy needs, Renewable and non- renewable sources, 04 use of alternate energy sources, case studies f) Land resources: Land as a resource, Land degradation, man induced landslides, soil erosion and desertification  Role of an individual in conservation of natural resources. Equitable use resources for sustainable lifestyles 3  Ecosystems  Concepts of ecosystems  Structure and function of an ecosystem  Producers, consumers and decomposers  Energy flow in ecosystems  Ecological succession  Food chains, food web and ecological pyramids  Introduction, types, characteristics features, structure and function of following ecosystems a. Forest ecosystems b. Grassland ecosystems c. Desert ecosystems d. Aquatic ecosystems( ponds, streams, lakes, rivers, oceans, estuaries) 03 4 Biodiversity and its conservation  Introduction- definition: genetic species and ecosystem diversity  Bio-geographical classification of India  Value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and option values  Biodiversity at global, national, local level  India as a mega diversity nation  Hot spots of bio diversity  Threats to biodiversity: habitat loss, poaching of wild life, man wild life conflicts  Endangered and endemic species of India  Conservation of bio-diversity: In-situ and Ex-situ conservation of biodiversity 04 5 Environmental Pollution Definition-  Causes, effects and control measures of:- a. Air pollution b. Water pollution c. Soil pollution d. marine pollution e. Noise pollution f. Thermal pollution g. Nuclear hazards  Solid waste management: Causes, effect and control measures of urban and industrial wastes  Role of an individual in prevention of pollution  Pollution case studies  Disaster management: floods, earthquake, cyclone and land slides. 04 6 Social Issues and environment  From unsustainable to sustainable development.  Urban problems related to energy  Water conservation rain water, harvesting, water-shed management.  Resettlement and rehabilitation of people, its problem and concerns case studies.  Environmental ethics, issues and possible solution  Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust case studies.  Waste-land reclamation  Consumerism and waste product  Environmental protection act  Air( prevention and control of pollution) act  Water ( prevention and control of pollution) act  Wide-life protection act.  Forest conservation act.  Issues involved in enforcement of environmental legislation.  Public awareness 04 7 Human population and the environment  Population growth variation among nations  Population explosion-family welfare program  Environment and human health  Human rights  Value education  HIV/AIDS  Women and child welfare  Role of information technology in environment and human health  Case studies 04 8 Understanding existence and co-existence: Interrelation and cyclicity between material order, bio-order, animal-order and human-order. Understanding the human conduct: Relationship in family, justice in relationship, relationship of human with nature(environment), human behavior, human values, nature and morality Understanding the human society: Dimensions of humans Endeavor and objectives, inter-relationship in society, mutual fulfillment and cyclicity in nature. 06 Theory Examination: 1. Question paper will be comprising of total 7 questions, each of 10 marks. 2. Only 5 questions need to be solved. 3. Question number 1 will be compulsory and covering the all modules. 4. Remaining questions will be mixed in nature. (e.g.- suppose Q.2 has part (a) from, module 3 then part (b) will be from any module other than module 3.) 5. In question paper weightage of each module will be proportional to number of respective lecture hours as mentioned in the syllabus. Term work: Term work shall consist of minimum five projects (PROJECTS SHALL BE DESIGNED ON THE SAME GUIDE- LINE OF GIVEN TEXT BOOK) and a written test. The distribution of marks for term work shall be as follows, Laboratory work (Tutorial/Project and Journal) : 15 marks. Test (at least one) : 10 marks. The final certification and acceptance of term-work ensures the satisfactory performance of laboratory work and minimum passing in the term-work. Recommended Books: 1. Jagdish Krishnawamy , R J Ranjit Daniels, “ Environmental Studies”, Wiley India Private Ltd. New Delhi2. Anindita Basak, Environmental Studies, Pearson 3.Deeksha Dave , “Textbook of Environmental Studies”, Cengage learning, THOMSON INDIA EDITION 4.Benny Joseph” Environmental Studies”Tata McGRAW HILL 5.D. L. Manjunath, Environmental Studies, Pearson 6.R.Rajgopalan, Environmental Studies, Oxford 7.Erach Bharucha, Textbook of Environmental Studies , Universities Press/Orient BlackSwan 8.Alok Debi, Environmental science and engineering, university press 9. A. Nagraj, Jeevan Vidya- A Primer. JEEVAN VIDYA BASED SYLLABUS FOR THE VALUE EDUCATION COURSE TO BE INTRODUCED IN UTTAR PRADESH TECHNOLOGICAL UNIVERSITY (600 COLLEGES) A Foundation Course in Human Values & Professional Ethics (Syllabus for the Value Education course to be introduced in UPTU Colleges) Course Code: AUC-001 Course Objective This introductory course input is intended Ø To help the students appreciate the essential complementarily between ‘VALUES’ and ‘SKILLS’ to ensure sustained happiness and prosperity which are the core aspirations of all human beings. Ø To facilitate the development of a Holistic perspective among students towards life, profession and happiness, based on a correct understanding of the Human reality and the rest of Existence. Such a holistic perspective forms the basis of Value based living in a natural way. Ø To highlight plausible implications of such a Holistic understanding in terms of ethical human conduct, trustful and mutually satisfying human behavior and mutually enriching interaction with Nature. Thus, this course is intended to provide a much needed orientational input in Value Education to the young enquiring minds. Course Methodology · The methodology of this course is universally adaptable, involving a systematic and rational study of the human being vis-à-vis the rest of existence. · It is free from any dogma or value prescriptions. · It is a process of self-investigation and self-exploration, and not of giving sermons. Whatever is found as truth or reality is stated as proposal and the students are facilitated to verify it in their own right based on their Natural Acceptance and Experiential Validation. · This process of self-exploration takes the form of a dialogue between the teacher and the students to begin with, and within the student himself/herself finally. · This self-exploration also enables them to evaluate their pre-conditionings and present beliefs. A Foundation Course in Human Values & Professional Ethics Total no. of Lectures: 28 [L-T-P: 2-0-2] Total no. of Practice Sessions: 14 (of 2 hrs each) Content for Lectures: Module 1: Course Introduction - Need, Basic Guidelines, Content and Process for Value Education [6] 1. Understanding the need, basic guidelines, content and process for Value Education 2. Self Exploration–what is it? - its content and process; ‘Natural Acceptance’ and Experiential Validation- as the mechanism for self exploration 3. Continuous Happiness and Prosperity- A look at basic Human Aspirations 4. Right understanding, Relationship and Physical Facilities- the basic requirements for fulfillment of aspirations of every human being with their correct priority 5. Understanding Happiness and Prosperity correctly- A critical appraisal of the current scenario 6. Method to fulfill the above human aspirations: understanding and living in harmony at various levels Module 2: Understanding Harmony in the Human Being - Harmony in Myself! [6] 7. Understanding human being as a co-existence of the sentient ‘I’ and the material ‘Body’ 8. Understanding the needs of Self (‘I’) and ‘Body’ - Sukh and Suvidha 9. Understanding the Body as an instrument of ‘I’ (I being the doer, seer and enjoyer) 10. Understanding the characteristics and activities of ‘I’ and harmony in ‘I’ 11. Understanding the harmony of I with the Body: Sanyam and Swasthya; correct appraisal of Physical needs, meaning of Prosperity in detail 12. Programs to ensure Sanyam and Swasthya - Practice Exercises and Case Studies will be taken up in Practice Sessions. Module 3: Understanding Harmony in the Family and Society- Harmony in Human-Human Relationship [6] 13. Understanding harmony in the Family- the basic unit of human interaction 14. Understanding values in human-human relationship; meaning of Nyaya and program for its Fulfillment to ensure Ubhay-tripti; Trust (Vishwas) and Respect (Samman) as the foundational values of relationship 15. Understanding the meaning of Vishwas; Difference between intention and competence 16. Understanding the meaning of Samman, Difference between respect and differentiation; the other salient values in relationship 17. Understanding the harmony in the society (society being an extension of family): Samadhan, Samridhi, Abhay, Sah-astitva as comprehensive Human Goals 18. Visualizing a universal harmonious order in society- Undivided Society (Akhand Samaj), Universal Order (Sarvabhaum Vyawastha )- from family to world family! - Practice Exercises and Case Studies will be taken up in Practice Sessions. Module 4: Understanding Harmony in the Nature and Existence - Whole existence as Co-existence [4] 19. Understanding the harmony in the Nature 20. Interconnectedness and mutual fulfillment among the four orders of naturerecyclability and self-regulation in nature 21. Understanding Existence as Co-existence (Sah-astitva) of mutually interacting units in all-pervasive space 22. Holistic perception of harmony at all levels of existence - Practice Exercises and Case Studies will be taken up in Practice Sessions. Module 5: Implications of the above Holistic Understanding of Harmony on Professional Ethics [6] 23. Natural acceptance of human values 24. Definitiveness of Ethical Human Conduct 25. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal Order 26. Competence in professional ethics: a) Ability to utilize the professional competence for augmenting universal human order, b) Ability to identify the scope and characteristics of people-friendly and ecofriendly production systems, c) Ability to identify and develop appropriate technologies and management patterns for above production systems. 27. Case studies of typical holistic technologies, management models and production systems 28. Strategy for transition from the present state to Universal Human Order: a) At the level of individual: as socially and ecologically responsible engineers, technologists and managers b) At the level of society: as mutually enriching institutions and organizations Text Book R R Gaur, R Sangal, G P Bagaria, 2009, A Foundation Course in Value Education. Reference Books 1. Ivan Illich, 1974, Energy & Equity, The Trinity Press, Worcester, and HarperCollins, USA 2. E.F. Schumacher, 1973, Small is Beautiful: a study of economics as if people mattered, Blond & Briggs, Britain. 3. A Nagraj, 1998, Jeevan Vidya ek Parichay, Divya Path Sansthan, Amarkantak. 4. Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991 5. PL Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Purblishers. 6. A.N. Tripathy, 2003, Human Values, New Age International Publishers. 7. Subhas Palekar, 2000, How to practice Natural Farming, Pracheen(Vaidik) Krishi Tantra Shodh, Amravati. 8. Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III, 1972, Limits to Growth – Club of Rome’s report, Universe Books. 9. E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers, Oxford University Press 10. M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethichs (including Human Values), Eastern Economy Edition, Prentice Hall of India Ltd. Relevant CDs, Movies, Documentaries & Other Literature: 1. Value Education website, http://www.uptu.ac.in 2. Story of Stuff, http://www.storyofstuff.com 3. Al Gore, An Inconvenient Truth, Paramount Classics, USA 4. Charlie Chaplin, Modern Times, United Artists, USA 5. IIT Delhi, Modern Technology – the Untold Story Content for Practice Sessions: Module 1: Course Introduction - Need, Basic Guidelines, Content and Process for Value Education PS 1: Introduce yourself in detail. What are the goals in your life? How do you set your goals in your life? How do you differentiate between right and wrong? What have been your achievements and shortcomings in your life? Observe and analyze them. Expected outcome: the students start exploring themselves; get comfortable to each other and to the teacher and start finding the need and relevance for the course. PS 2: Now-a-days, there is a lot of voice about many techno-genic maladies such as energy and natural resource depletion, environmental pollution, global warming, ozone depletion, deforestation, soil degradation, etc. – all these seem to be man-made problems threatening the survival of life on Earth – What is the root cause of these maladies & what is the way out in your opinion? On the other hand, there is rapidly growing danger because of nuclear proliferation, arms race, terrorism, criminalization of politics, large scale corruption, scams, breakdown of relationships, generation gap, depression & suicidal attempts, etc – what do you think, is the root cause of these threats to human happiness and peace – what could be the way out in your opinion? Expected outcome: the students start finding that technical education without study of human values can generate more problems than solutions. They also start feeling that lack of understanding of human values is the root cause of all problems and the sustained solution could emerge only through understanding of human values and value based living. Any solution brought out through fear, temptation or dogma will not be sustainable. PS 3: 1. Observe that each one of us has Natural Acceptance, based on which one can verify right or not right for him. Verify this in case of i) What is Naturally Acceptable to you in relationship- Feeling of respect or disrespect? ii) What is Naturally Acceptable to you – to nurture or to exploit others? Is your living the same as your natural acceptance or different? 2. Out of the three basic requirements for fulfillment of your aspirations- right understanding, relationship and physical facilities, observe how the problems in your family are related to each. Also observe how much time & effort you devote for each in your daily routine. Expected outcome: 1. The students are able to see that verification on the basis of natural acceptance and experiential validation through living is the only way to verify right or wrong, and referring to any external source like text or instrument or any other person cannot enable them to verify with authenticity; it will only develop assumptions. 2. The students are able to see that their practice in living is not in harmony with their natural acceptance most of the time, and all they need to do is to refer to their natural acceptance to remove this disharmony. 3. The students are able to see that lack of right understanding leading to lack of relationship is the major cause of problems in their family and not the lack of physical facilities in most of the cases, while they have given higher priority to earning of physical facilities in their life ignoring relationships and not being aware that right understanding is the most important requirement for any human being. Module 2: Understanding Harmony in the Human Being - Harmony in Myself! PS 4: List down all your desires. Observe whether the desire is related to Self (I) or Body. If it appears to be related to both, see which part of it is related to Self (I) and which part is related to Body. Expected outcome: the students are able to see that they can enlist their desires and the desires are not vague. Also they are able to relate their desires to ‘I’ and ‘Body’ distinctly. If any desire appears related to both, they are able to see that the feeling is related to I while the physical facility is related to the body. They are also able to see that ‘I’ and ‘Body’ are two realities, and most of their desires are related to ‘I’ and not body, while their efforts are mostly centered on the fulfillment of the needs of the body assuming that it will meet the needs of ‘I’ too. PS 5: 1. a. Observe that any physical facility you use, follows the given sequence with time : Necessary & tasteful→ unnecessary & tasteful → unnecessary & tasteless → intolerable b. In contrast, observe that any feeling in you is either naturally acceptable or not acceptable at all. If naturally acceptable, you want it continuously and if not acceptable, you do not want it any moment! 2. List down all your activities. Observe whether the activity is of ‘I’ or of Body or with the participation of both ‘I’ and Body. 3. Observe the activities within ‘I’. Identify the object of your attention for different moments (over a period of say 5 to 10 minutes) and draw a line diagram connecting these points. Try to observe the link between any two nodes. Expected outcome: 1. The students are able to see that all physical facilities they use are required for a limited time in a limited quantity. Also they are able to see that in case of feelings, they want continuity of the naturally acceptable feelings and they do not want feelings which are not naturally acceptable even for a single moment. 2. the students are able to see that activities like understanding, desire, thought and selection are the activities of ‘I’ only, the activities like breathing, palpitation of different parts of the body are fully the activities of the body with the acceptance of ‘I’ while the activities they do with their sense organs like hearing through ears, seeing through eyes, sensing through touch, tasting through tongue and smelling through nose or the activities they do with their work organs like hands, legs etc. are such activities that require the participation of both ‘I’ and body. 3. The students become aware of their activities of ‘I’ and start finding their focus of attention at different moments. Also they are able to see that most of their desires are coming from outside (through preconditioning or sensation) and are not based on their natural acceptance. PS 6: 1. Chalk out programs to ensure that you are responsible to your body- for the nurturing, protection and right utilisation of the body. 2. Find out the plants and shrubs growing in and around your campus. Find out their use for curing different diseases. Expected outcome: The students are able to list down activities related to proper upkeep of the body and practice them in their daily routine. They are also able to appreciate the plants wildly growing in and around the campus which can be beneficial in curing different diseases. Module 3: Understanding Harmony in the Family and Society- Harmony in Human- Human Relationship PS 7: Form small groups in the class and in that group initiate dialogue and ask the eight questions related to trust. The eight questions are : 1a. Do I want to make myself happy? 2a. Do I want to make the other happy? 3a. Does the other want to make him happy? 4a. Does the other want to make me happy? What is the answer? Intention (Natural Acceptance) 1b. Am I able to make myself always happy? 2b. Am I able to make the other always happy? 3b. Is the other able to make him always happy? 4b. Is the other able to make me always happy? What is the answer? Competence Let each student answer the questions for himself and everyone else. Discuss the difference between intention and competence. Observe whether you evaluate your intention & competence as well as the others’ intention & competence. Expected outcome: The students are able to see that the first four questions are related to our Natural Acceptance i.e. Intention and the next four to our Competence. They are able to note that the intention is always correct, only competence is lacking! We generally evaluate ourselves on the basis of our intention and others on the basis of their competence! We seldom look at our competence and others’ intention as a result we conclude that I am a good person and other is a bad person. PS 8: 1. Observe on how many occasions you are respecting your related ones (by doing the right evaluation) and on how many occasions you are disrespecting by way of underevaluation, over-evaluation or otherwise evaluation. 2. Also observe whether your feeling of respect is based on treating the other as yourself or on differentiations based on body, physical facilities or beliefs. Expected outcome: The students are able to see that respect is right evaluation, and only right evaluation leads to fulfillment in relationship. Many present problems in the society are an outcome of differentiation (lack of understanding of respect), like gender biasness, generation gap, caste conflicts, class struggle, dominations through power play, communal violence, clash of isms, and so on so forth. All these problems can be solved by realizing that the other is like me as he has the same natural acceptance, potential and program to ensure a happy and prosperous life for him and for others though he may have different body, physical facilities or beliefs. PS 9: 1. Write a note in the form of story, poem, skit, essay, narration, dialogue to educate a child. Evaluate it in a group. 2. Develop three chapters to introduce ‘social science- its need, scope and content’ in the primary education of children Expected outcome: The students are able to use their creativity for educating children. The students are able to see that they can play a role in providing value education for children. They are able to put in simple words the issues that are essential to understand for children and comprehensible to them. The students are able to develop an outline of holistic model for social science and compare it with the xisting model. Module 4: Understanding Harmony in the Nature and Existence - Whole existence as Co-existence PS 10: List down units (things) around you. Classify them in four orders. Observe and explain the mutual fulfillment of each unit with other orders. Expected outcome: The students are able to differentiate between the characteristics and activities of different orders and study the mutual fulfillment among them. They are also able to see that human beings are not fulfilling to other orders today and need to take appropriate steps to ensure right participation (in terms of nurturing, protection and right utilization) in the nature. PS 11: 1. Make a chart for the whole existence. List down different courses of studies and relate them to different units or levels in the existence. 2. Choose any one subject being taught today. Evaluate it and suggest suitable modifications to make it appropriate and holistic. Expected outcome: The students feel confident that they can understand the whole existence; nothing is a mystery in this existence. They are also able to see the interconnectedness in the nature, and point out how different courses of study relate to the different units and levels. Also they are able to make out how these courses can be made appropriate and holistic. Module 5: Implications of the above Holistic Understanding of Harmony at all Levels of Existence PS 12: Choose any two current problems of different kind in the society and suggest how they can be solved on the basis of natural acceptance of human values. Suggest steps you will take in present conditions. Expected outcome: The students are able to present sustainable solutions to the problems in society and nature. They are also able to see that these solutions are practicable and draw roadmaps to achieve them. PS 13: 1. Suggest ways in which you can use your knowledge of Technology/Engineering/Management for universal human order, from your family to the world family. 2. Suggest one format of humanistic constitution at the level of nation from your side. Expected outcome: The students are able to grasp the right utilization of their knowledge in their streams of Technology/Engineering/ Management to ensure mutually enriching and recyclable productions systems. PS 14: The course is going to be over now. Evaluate your state before and after the course in terms of a. Thought b. Behavior and c. Work d. Realization Do you have any plan to participate in the transition of the society after graduating from the institute? Write a brief note on it. Expected outcome: The students are able to sincerely evaluate the course and share with their friends. They are also able to suggest measures to make the course more effective and relevant. They are also able to make use of their understanding in the course for a happy and prosperous society. Term Paper ADD ON CERTIFICATE COURSE IN ‘HUMAN CONSCIOUSNESS AND VALUE EDUCATION -JEEVAN VIDYA’ (Part time –Three months Duration) Implemented from July, 2009 by K J Somaiya College of Arts and Commerce (Munbai University) Preamble Jeevan Vidya is a unique model of Value Education also known as Madhyastha Darshan Sah-astitvavad propounded by Shri A. Nagraj (Amarkantak). It brings out the innate harmony in existence and clarifies that man by understanding this harmony is able to be in harmony within himself and with others in society and rest of nature. This in turn leads to value based conduct, education, constitution and order in the society which is the desire of every human being. It gives you a process of dialogue between what you are and what you really want to be and helps you explore the natural acceptance for harmony within you and in your interactions with the existence. This exploration is a process of being in harmony in oneself and in harmony with the entire existence. This forms the foundation of Value Education and this way, it enables you to know values in human conduct, human character and to live accordingly. Gains from Jeevan Vidya include: Trust within oneself, Respect for Good-Qualities, Balanced and Integrated Personality development, Social Behavior and Self-reliance. Objectives of the course: To develop the understanding about: 1. Life and values pertaining to Individual, Family and Society. 2. Harmony in Environment, Nature and Existence. 3. Humanity, Human Mindset, Humane Conduct and Universal Order in Nature & Existence. 4. Evaluating and understanding the difference between Animal and Human consciousness. COURSE STRUCTURE O. Title of the course Human Consciousness And Value Education-Jeevan Vidya O. Eligibility H.S.C. (XII) R. Target Group FY B.Sc. / B.Com. / B.A students. R. Duration The Course for the Add on Certificate course in ‘Human Consciousness And Value Education-Jeevan Vidya’ will be a part time course. Five lectures each of one hour duration in a week will be conducted and course duration will be of three months. R. Fee structure The Fee prescribed will be Rs. 500/-(Five Hundred only for year 2009-10) R. Teacher’s Qualification Post graduate in any discipline with experience in Jeevan Vidya – Madhyastha Darshan-Sah-astitvavad. R. Intake Capacity Sixty (60) per batch per center. Scheme of papers Paper – I Understanding of Human Being and Humane Values and humane conduct (ekuo] ekuo ewY;, ekuoh; vkpj.k dh le>) Paper – II Understanding Existence & Co-existence and the Interrelationships in Nature (vfLrRo] lg&vfLrRo] izd`fr esa ijLijrk dh le>) Examination Pattern System of grading will be used for evaluation based on students understanding and feedback given by them. Individual assignments will be given based on theory and practical. Evaluation will be conducted by the Institute Evaluation will be based on the grading system (A, B, C, D) A = Excellent, B = Very Good, C = Good, D = Satisfactory Minimum requirement for awarding certificate 1. Regular Attendance with minimum 75 % 2. Submission of assignment and feedback Payments of Resource persons Rs. 150/- (One hundred and fifty) per lecture of 60 minutes. Course Contents Paper – I Understanding of Human Being and Humane Values and humane conduct (ekuo] ekuo ewY;, ekuoh; vkpj.k dh le>) 1. Understanding the harmony in Self and Body (Lo;a vkSj “kjhj) 2. Understanding Human being and Human Goal (ekuo vkSj ekuo y{;) 3. Existential (Jeevan) Values, Human Values, Eternal Values, Behavioral Values (thou ewY;] ekuo ewY;] LFkkfir ewY;] f”k’V ewY;) 4. Humane Character and Morality (ekuoh; pfj= vkSj uSfrdrk) 5. Relationships and Justice (Nyaya) within Family & Society (ifjokj o lekt esa laca/k vkSj U;k;) 6. Relationship of Human being with Nature (Environment) (ekuo vkSj izd`fr esa laca/k) 7. Human Behavior, Humane instincts, Personality and Morality (ekuoh; LoHkko] ekuoh; izo`fÙk;ka] O;fDrRo] pfj=&uSfrdrk) Paper _II Understanding Existence & Co-existence and the Interrelationships in Nature vfLrRo] lg&vfLrRo] izd`fr esa ijLijrk dh le> 1. Understanding the Existence & Co-existence / Nature (vfLrRo] lg&vfLrRo vkSj izd`fr dh le>) 2. Understanding the order, co-existence and interrelationships, Mutual Fulfillment and Cyclicity (Avartansheelata) in nature (izd`fr esa O;oLFkk] lg&vfLrRo ijLij&iwjdrk vkSj vkorZu”khyrk dh le>) 3. Problems faced by the Humanity (ekuork ds le{k leL;k,aa) 4. Ecological and Environmental imbalances (ikfjfLFkfrdh vkSj Ik;kZoj.kh; vlarqyu) Suggested reading material for all papers: 1. Jeevan Vidya Ek Parichay (Hindi) by A. Nagraj 2. Jeevan Vidya – A Primer (English) by A. Nagraj 3. Manav Vyavahar Darshan (Hindi) by A. Nagraj 4. Vyavaharvadi Samajshastra (Hindi) by A. Nagraj 5. Manaviya Sutra Vyakhya (Hindi) by A. Nagraj 6. Avartanasheel Arthashastra (Hindi) by A. Nagraj 7. Vyavaharatmak Janavad (Hindi) by A. Nagraj 8. Samadhanatmak Bhautikvad (Hindi) by A. Nagraj 9. Manav Sanchetanavadi Manovigyan (Hindi) by A. Nagraj 10. Madhyastha Darshan (Hindi) by Praveen Singh 11. Value Education (English) by Deepak Kaushik 12. Jeevan Vidya Shivir (Study Material) (Hindi) by Somdev Tyagi 13. Jeevan Vidya Study Material, Jeevan Vidya Study Center, Somaiya Vidyavihar, (in Hindi) by Dr. Surendra Pathak & Sunita Pathak 14. Conscience, Science & Sense of Living and (in English) by Shriram Narshimhan 15. http://madhyasth-darshan.blogspot.com/ A Course on HUMAN CONSCIOUSNESS AND VALUES -JEEVAN VIDYA Proposed Syllabus Year: First Year Faculty: Common to all faculties (Science, Commerce, Arts & Humanities) Number of Lectures: One lecture per week of 50 minutes duration (total 24 lectures) Total number of lectures per term: 12 periods of 50 minutes each Total Marks: 100 (Theory: 80, Term Work: 20) Examination: Each term theory examination will be of 50 marks of two hours duration Objectives of the course: To develop the understanding about: 1. Life and values pertaining to Individual, Family and Society. 2. Harmony in Environment, Nature and Existence. 3. Humanity, Human Mindset, Human Conduct and Universal Order in Nature & Existence. 4. Animal and Human consciousness. HUMAN CONSCIOUSNESS AND VALUES -JEEVAN VIDYA (Paper – I) Term - I Unit – I Existence and Co-existence (vfLrRo@lg&vfLrRo) 1. Understanding the Existence/ Nature (vfLrRo@izd`fr dh le>) 2. Understanding the order in nature (izd`fr esa O;oLFkk) · Material order (inkFkkZoLFkk) · Bio-order (izk.kkoLFkk) · Animal order (thokoLFkk) · Human order (KkukoLFkk) 3. Understanding the Co-existence (lg&vfLrRo dh le>) Unit-II Understanding the Human (ekuo dh le>) 1. Self and Body (Lo;a vkSj ’kjhj) 2. Harmony in Self (Lo;a esa O;oLFkk) 3. Harmony in Self with Body (’kjhj ds lkFk Lo;a esa O;oLFkk) Term-II Unit-III Understanding the Values (ewY;ksa dh le>) 1. Eternal Values (LFkkfir ewY;% fo'okl] lEeku] Lusg] eerk] okRlY;] d`rKrk] xkSjo] J)k] izse ) 2. Behavioral Values (f’k"V ewY; % lkStU;rk] lkSE;rk] ljyrk] iwT;rk] vuU;rk] lgtrk] mnkjrk] lkSgknZzrk] fu"Bk) 3. Material Values (oLrq ewY; % mi;ksfxrk] dyk) Unit-IV Understanding of Human Being and Human Values (ekuo vkSj ekuo ewY; dh le>) 1. Human being and Human Goal (ekuo vkSj ekuo y{;) 2. Existential (Jeevan) Values (thou ewY; % lq[k] 'kkafr] larks"k] vkuan) 3. Human Values (ekuo ewY; % /khjrk] ohjrk] mnkjrk] n;k] d`ik] d#.kk) 4. Character and Morality (pfj= vkSj uSfrdrk) Term Work One assignment on each unit carrying 5 marks is required to be submitted for evaluation. Assignments such as: 1. List down all your desires. Observe whether the desire is related to ‘I’ or Body. If it appears to be related to both, see which part of it is related to ‘I’ and which part is related to Body. 2. Observe that any physical facility you use, even if it is a basic physical need, follows the following sequence with time: Necessary & Tasteful→Unnecessary & Tasteful→Unnecessary & Tasteless→Intolerable 3. Observe and write down your feelings distinctly and analyze whether they are naturally acceptable to you or not acceptable at all. If they are naturally acceptable, would you want them continuously? If not, would you bear with them for a few moments or completely shun them away? 4. List down all the physical facilities in your house. Observe whether you are utilizing the facility properly or not and for how much time you are making use of it. Are these more (in terms of Quantity & Time) than you need? Are you prosperous? 5. Observe the four orders of nature (around you) and the mutual fulfillment among the different orders. Suggest how human order (you in particular) can be fulfilling for the other three orders Reference Books: 1. Jeevan Vidya Ek Parichay (Hindi) by A. Nagraj 2. Jeevan Vidya – A Primer (English) by A. Nagraj 3. Manav Vyavahar Darshan (Hindi) by A. Nagraj 4. Vyavaharvadi Samajshastra (Hindi) by A. Nagraj 5. Manaviya Sutra Vyakhya (Hindi) by A. Nagraj 6. Study material provided by Jeevan Vidya Study Center, Somaiya Vidyavihar (English and Hindi) HUMAN CONSCIOUSNESS AND VALUES -JEEVAN VIDYA Year: Second Year Faculty: Common to all faculties (Science, Commerce, Arts & Humanities) Number of Lectures: One lecture per week of 50 minutes duration (total 24 lecture) Total number of lectures per term: 12 periods of 50 minutes each Total Marks: 100 (Theory: 80, Term Work: 20) Examination: Each term theory examination will be of 50 marks of two hours duration Objectives of the course: To develop the understanding about: 1. Life and values pertaining to Individual, Family and Society. 2. Harmony in Environment, Nature and Existence. 3. Humanity, Human Mindset, Human Conduct and Universal Order in Nature & Existence. 4. Animal and Human consciousness. HUMAN CONSCIOUSNESS AND VALUES -JEEVAN VIDYA (Paper – II) Term - I Unit-I Understanding the human conduct (ekuoh; vkpj.k dh le>) 1. Relationships within Family (ifjokj esa laca/k) 2. Justice (Nyaya) in Relationship (laca/kksa esa U;k;) 3. Relationship of Human being with Nature (Environment) (ekuo vkSj izd`fr esa laca/k) 4. Human Behavior, Human Values, Nature and Morality (ekuoh; LoHkko] ekuoh; izo`fÙk;ka ewY;&pfj=&uSfrdrk) Unit-II Understanding the human society (ekuo lekt dh le>) 1. Understanding the Existence/ Nature (vfLrRo/ izd`fr dh le>) 2. Dimensions of Human Endeavor and Objectives (ekuoh; dk;Z ,oa y{; dh le>) 3. Relationship and Harmony in society (lekt esa laca/k vkSj O;oLFkk) Term-II Unit-III Understanding the Interrelationships (ijLijrk dh le>) 1. Co-existence and Interrelationships (lg&vfLrRo vkSj ijLij&iwjdrk) 2. Mutual Fulfillment and Cyclicity (Avartansheelata) in Nature (izd`fr esa vkorZu”khyrk) 3. Swatantrata and Swaraj (Lora=rk ,oa Lojkt) Unit-IV Significance of Value Education 1. Problems faced by the Humanity 2. Ecological and Environmental imbalances 3. Social and Family disintegration 4. Consciousness development and value education through Madhyastha Darshan – Saha-astitvavad (Co-existentialism) Term Work One assignment on each unit carrying 5 marks is required to be submitted for evaluation. Assignments such as: 1. Out of the three basic aspects of your life - right understanding, relation and physical facilities - observe how the problems in your family are related to each. Also observe how much time & effort you devote for each in your day to day life. 2. List down all your activities. Observe each of the activities distinctly whether it is pertaining to ‘I’ or ‘Body’ or both. 3. Observe the activities within ‘I’. Identify the object of your attention for different moments (over a period of say 5 to 10 minutes) and draw a line diagram connecting these points. Try to observe the link between any two nodes. 4. Initiate dialogue in your family (relations) and find out the answers to the following eight questions to understand the ‘Trust’: A(Questions related to our Natural Acceptance): 1. Do I want to make myself happy? 2. Do I want to make the other happy? 3. Does the other want to make himself/ herself happy? 4. Does the other want to make me happy? B(Questions related to our Competence): 1. Am I able to make myself always happy? 2. Am I able to make the other always happy? 3. Is the other able to make himself/ herself always happy? 4. Is the other able to make me always happy? Evaluate yourself and others on the basis of Intention and Competence. 5. How will you promote ‘Harmony’ in your village/ town/ city OR the humanity as a whole in respect of the following dimensions of the society Education & Sanskar (f'k{kk&laLdkj), Production & Work (mRiknu&dk;Z), Justice & Security (U;k;&lqj{kk), Sanyam & Health (la;e&LokLF;), Exchange & Storage (fofue;&dks"k). Reference Books: 1. Jeevan Vidya Ek Parichay (Hindi) by A. Nagraj 2. Jeevan Vidya – A Primer (English) by A. Nagraj 3. Manav Vyavahar Darshan (Hindi) by A. Nagraj 4. Vyavaharvadi Samajshastra (Hindi) by A. Nagraj 5. Manaviya Sutra Vyakhya (Hindi) by A. Nagraj 6. Avartanasheel Arthashastra (Hindi) by A. Nagraj 7. Vyavaharatmak Janavad (Hindi) by A. Nagraj 8. Samadhanatmak Bhautikvad (Hindi) by A. Nagraj 9. Manav Sanchetanavadi Manovigyan (Hindi) by A. Nagraj 10. Study material provided by Jeevan Vidya Study Center, Somaiya Vidyavihar (English and Hindi)