1. An Introduction to Human Values & Professional Ethics (AUC-001) for Students

2. 2 Note to Teacher This presentation may be conducted only by a teacher who has gone through the Teachers' Orientation Program on Human Values & Professional Ethics There are three parts 1.Need and scope of value education with an exercise – about 2 hours with relevant examples, q&a 2.Glimpses of scope of understanding (Individual Goal & Trust) – about 2 hours with relevant examples, q&a 3.Some details about the course – about 1 hour with relevant examples, data, q&a Conduct these three parts in sequence, upon availability of the time. Do not rush all three parts. Refer student to attend the course for details Provide proposals about the solution (vs expounding on the problems) If there is shortage of time, do only 1 & 3

3. PART 1 An Introduction to Human Values & Professional Ethics (AUC-001) for Students

4. 4 Whatever is said is a Proposal (Do not assume it to be true) Verify it on Your Own Right – on the basis of your Natural Acceptance It is a process of Dialogue A dialogue between me and you, to start with It soon becomes a dialogue within your own self izLrko gS ¼ekuas ugha½ tk¡pas & Lo;a ds vf/kdkj ijA viuh lgt LohÑfr ds vk/kkj ijA ;g laokn dh izfØ;k gSA ;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas pyus yxrk gSA

5. 5 Success Is it getting money? Is it getting a degree? Is it getting a job? What is success? Should Education prepare you to be successful?

6. 6 Expectations from Education Education has the responsibility to facilitate: Understanding ‘what to do’ – What is valuable, as a human being and Learning ‘how to do’ – skills, technology Are both required or we can do with just one of them? Both are important What would be the priority between these two? The Priority is 1.Understanding ‘what to do’ 2.Learning ‘how to do’

7. 7 The Current Priority: Learning ‘how to do’ Knowingly or unknowingly, our education has become skill-biased. There is almost no input on values We are currently so focused on providing skills to do things, to prepare people for profession or jobs that in spite if tremendous achievements of science and technology, we can observe: 1.Lack of mutual feelings in relationship with human beings 2.Lack of mutual enrichment with rest-of-nature This shows up as confusion in the self; being easily influenced by others; and being busy in their program E.g. -Language -Clothes -Course -Job…

8. 8 Deciding “What to Do” or “What is Valuable” – Example Eg. In a professional college, the language in which students talk undergoes a drastic change in using foul language in a very short time What is happening? Foul language is assumed to be an indication of freedom, an indication of progress… and the student starts using foul language. They are not even investigating/finding out whether it is really worth for them Did they decide it for themselves that they want to change? Or it just happened and they are not even aware of it? Are these things happening “unconsciously”? So, we are also being programmed generation after generation without being aware Look into yourself – do you decide what to do or is it decided from outside? The question is – can we become aware? Can we investigate? Can we find out what is worth for us to do?

9. 9 Deciding “What to Do” or “What is Valuable” – Example Without clarity on the first question, without understanding what to do, even if we are going about doing things in an efficient and effective manner… we are not sure where we want to reach, what is our goal Our program becomes a jumble of choices like -Complete school -Get admission to a good college -Get a degree -Get a job -and so on… So while we progress in skills, it is difficult to find out if we are making progress or not As a human being, it is important to understand what to do (what is valuable for human being), and then, how to do Goal

10. 10 Analysis of the Current State Little interest in learning, unsure of what they wish to do in life – even in premier institutions Under tremendous pressure (parents, peers, TV...) Manifest problems – self-centredness, acute competitiveness and insensitivity towards others, indiscipline and violence, addiction to drugs etc in the extreme cases, and depression and apathy towards life itself, leading to suicide... Graduates tend to join into a blind race for wealth and position. Their skills are often used only to accumulate wealth Other aspects of life including relationships in family and work place, understanding of society and public good, remain neglected

11. 11 Deciding “What to Do” or “What is Valuable” “what to do” is “what is important” is “what is valuable” Do you want to be able to decide what to do and what not to do on your own right or Do you want to be dependent on somebody else to decide for you? (this somebody may be a group of people, it may be the society or the education system) If you are not able to decide as to what is valuable what is not valuable on your own right then: 1.Someone else is programming you as to what is valuable what is not valuable 2.Unconsciously you keep accepting those things as values 3.You are busy with how to implement them, how to realize them and materialize them

12. 12 Can we decide “What is Valuable” on our own right? Is it possible to for us to decide what is valuable for us, what is meaningful, what is right, what is wrong, what is innate in us? What do we want to achieve, how do we want to live: As an individual As a member of the family As a member of an institution... society As a unit of nature Can we decide these on our own right? This is the issue, this is the essential point of the first lecture Is this possible? We need to explore into this further

13. 13 Some of the topics discussed (example) Some topics related to individual to be discussed are:  Self confidence: Relative and absolute confidence, being self-determined  Peer pressure: Examples of external pressure, making one’s own choices  Anger: Is anger a sign of power or helplessness  Distinction between response and reaction  Right utilization of physical facilities: Determining one needs, needs of the self and the body  Time Management: Issues of planning, as well as concentration (and aligning with self goals)  Expectations from your self: Excellence and competition, coping with stress, Identifying one’ interests as well as strengths

14. 14 The Need for Value Education We saw that the first issue is that we need to understand “what to do”? And we need to learn “how to do it”? To understand “what to do”, we need Value Education Second, in order to ensure this we need to get into the details of things, for which we need a holistic perspective To develop a holistic perspective, we need Value Education So, that is the need of Value Education

15. 15 The State Today We are currently so focused on providing skills to do things, to prepare people for profession or jobs that in spite if tremendous achievements of science and technology, we can observe: 1.Lack of mutual feelings in relationship with human beings 2.Lack of mutual enrichment with rest-of-nature You can examine this at an individual level Suggested preparation – 2 Videos to download and view 1.Story of Stuff (see http://www.thestoryofstuff.com/)http://www.thestoryofstuff.com/ 2.An Inconvenient Truth (http://www.climatecrisis.net/). Summaryhttp://www.climatecrisis.net/Summary Q: Is our effort leading to a better situation, day after day, year after year? What is the direction? Q: What is required? Do we have a solution? Is this state of confusion comfortable?

16. 16 What is Value Education Value Education is about developing a holistic perspective to achieve two goals: 1.To develop a critical ability to distinguish between essence and form or between what is of value and what is superficial, in life 2.To develop commitment and courage to act on one’s values in real life situations The ability is to be developed not for a narrow area or field of study, but for everyday situations in life and in all aspects of living – as an individual, in family, in society, and in nature/existence.

17. 17 Goal of Life = ?

18. 18 Desire ( pkguk ) – Aim, Objective, Purpose To BecomeTo Do/GetTo Be (cuuk) (djuk] ikuk) (gksuk) DoctorService, Money, Respect…Happy & Prosperous EngineerMake Things, Money, Respect …Happy & Prosperous IIT EngineerMake Things, Money++, Respect++…Happy & Prosperous FarmerGrow Things, Money, Respect…Happy & Prosperous SpecialMoney, Accepted by other, Respect…Happy & Prosperous ThiefGet Things, Money, Respect…Happy & Prosperous ….. Steps toward Goal Basic Human Goal Not the Goal Desire, Aim, Objective, Purpose Student by Chance, Student by Choice…

19. 19 Studying to get marks, job… Stops the other to come to his level - effort to accentuate the difference, to dominate, manipulate, exploit Studying to understand… (marks & job etc. are natural outcomes) Helps the other to come to his level

20. 20 nwljk esjs tSlk gS lgt Lohd`fr fujis{k & fuf'pr r`fIr fcanw Lora=rk & lgt LohÑfr ds vk/kkj ij Lovuq'kkflr jgrk gw¡ laca/k & ftEesnkjh nwljks dks vius tSlk cukus dk iz;kl eSa nwljs ls vyx gw¡ ekU;rk tks cnyrh jgrh gS lkis{k & vfuf'pr r`fIr fcanw ijra=rk & nwljk lapkfyr djrk gS mldh ekU;rk ds vk/kkj ij fojks/k & Å¡p&uhp] euekuh nwljk vius tSlk u cuus ik, Js"Brkfo'ks"krk

21. 21 Not other – me I am different from the other Rights – Happiness, Prosperity  Continuity Goals – Accumulation of Physical Facility, maximisation of sensation… Responsibility – ? Self Development – ? Development of Other – ? The other is like me – we are complementary Rights – Happiness, Prosperity  Continuity Goals – 4 Human Goals Responsibility – To understand harmony & to live in harmony at all levels of being Self development Development of Other Excellence ( Js"Brk ) To Be Special ( fo'ks"krk )

22. 22 Human Values course – some of the topics discussed (example) Some topics related to individual to be discussed are:  Self confidence: Relative and absolute confidence, being self-determined  Peer pressure: Examples of external pressure, making one’s own choices  Anger: Is anger a sign of power or helplessness  Distinction between response and reaction  Right utilization of physical facilities: Determining one needs, needs of the self and the body  Time Management: Issues of planning, as well as concentration (and aligning with self goals)  Expectations from your self: Excellence and competition, coping with stress, Identifying one’ interests as well as strengths

23. 23 vkt dh fLFkfr leL;k vusd leL;k,a] gj Lrj ij fn[kkbZ nsrh gSa ¼O;fDrxr] ifjokjxr] lektxr] izÑfrxr½ ge buls =Lr gSa] buls eqDr gksuk pkgrs gSa leL;k ls eqfDr ds fy, iz;kl gj Lrj ij iz;kl dj jgss gSa ¼O;fDr] ifjokj] lekt] izÑfr ds Lrj ij½ cgqr yksx iz;kl dj jgs gSa ¼O;fDrxr iz;kl] laLFkkxr iz;kl] vkanksyukRed iz;kl ½

24. 24 Current Situation Problems We can see many problems, at all levels - Individual level - Family - Society - Nature We are troubled by these problems, we want to get rid of them Efforts to get rid of problems We are making effort at every level (individual, family, social, nature) Many people are making effort (individuals, families, organisations, movements...)

25. 25 vkt dh fLFkfr & mnkgj.k leL;k & vkilh okrkZyki leL;k ls eqfDr ds fy, iz;kl & nwjHkk"k rduhdh & eksckby rduhdh lQy gqbZ & 80 % yksxsa ds ikl esckby ;k ySaM&ykbu rduhdh lQy gqbZ\& vkilh okrkZyki c<+k] ijarq laca?k &Bhd gq, ;k fcxM+s!

26. 26 Current Situation – Example Problem – Communication between people Effort to get rid of problem – Telephony Technology – Mobile Phone Technology is successful – About 80% of the population has a land-line or mobile phone Technology is sucessful? Transmission has increased but communication but sense of relationship has improved or worsened?

27. 27 vkt dh fLFkfr & mnkgj.k leL;k & [kk|ku dh deh leL;k ls eqfDr ds fy, iz;kl & jklk;fud [ksrh ¼1960 ls½ rduhdh & gfjr Økafr lacaf/kr rduhdh rduhdh lQy gqbZ & vfrfjDr [kk|ku dh ek=k

28. 28 As crops rot, millions go hungry in India – Reuters 2-July-2012 NEW DELHI (Reuters) - Every day some 3,000 Indian children die from illnesses related to malnutrition, and yet countless heaps of rodent-infested wheat and rice are rotting in fields across the north of their own country. It is an extraordinary paradox created by a rigid regime of subsidies for grain farmers, a woeful lack of storage facilities and an inefficient, corruption- plagued public distribution system that fails millions of impoverished people. http://in.news.yahoo.com/crops-rot-millions-hungry-india-031352121--finance.html

29. 29 vkt dh fLFkfr & mnkgj.k leL;k & [kk|ku dh deh leL;k ls eqfDr ds fy, iz;kl & jklk;fud [ksrh ¼1960 ls½ rduhdh & gfjr Økafr lacaf/kr rduhdh rduhdh lQy gqbZ & vfrfjDr [kk|ku dh ek=k rduhdh lQy gqbZ\ 50 o"kZ ds okn Òh 40 % dks [kk|ku dh deh] LokLF; dh leL;k] Ánw"k.k] [kk|ku] feÎh] gok] ikuh dh 'kq)rk ij Á'u fpUg--- LokLF; dh fLFkfr & igys ls [kjkc ;k vPNh!

30. 30 Current Situation – Example Problem – 1960's food availability in India Effort to get rid of problem – Chemical Farming Technology – Green revolution technologies Technology was successful – Excess quantity of food Technology was sucessful? Even after 50 years 40% do not have enough food, rising problems in health, pollution… questionmarks on food, soil, air & water quality… Situation has become worse

31. 31 bu ekSfyd fcUnqvksa ij rduhdh ;k izca/ku ds fo'ks’k iz;ksx ls dksbZ lek/kku ugha fudy ldrkA D;ksafd 1- ftls ge ewY;oku ekurs gSa rduhdh o izca/ku mls iwjk djus dk ek/;e gSA 2- D;k ewY;oku gS vkSj D;k ugha] ;g ekuo ds }kjk r; gksrk gS] Rkduhdh ds }kjk ughaA 3- bl ckjs esa,d lkoZHkkSe Lke> ds vHkko esa rduhdh dk iz;ksx fn'kkghu gSA ;g fn'kkghurk leL;kdkjd] gkfudkjd rFkk fo/oald gks ldrh gSA 4- vHkh rduhdh ds nq'iz;ksx ls rhu rjg dh leL;k,Wa fn[k jgh gSa & iznw’k.k ¼/kjrh rkixzLr gksuk½ & lalk/kuksa dk vHkko & ekuo&ekuo la?k’kZ tSls vkradokn ;g leL;k,Wa gSa ;k dsoy ladsr\

32. 32 There are no exclusively technical or managerial solutions to the underlying issues – for answers we need to look at things holistically 1.Technology is only a means to achieve what is considered valuable 2.What is considered valuable has to be decided by human beings & not by technology itself 3.In the absence of a common understanding of what is valuable for human beings, and in all aspects of living, technology use is directionless. In fact, without a holistic perspective, technology use can be problematic, harmful and destructive 4.In the current use of technology, 3 major symptoms are visible  Pollution (e.g. global warming)  resource depletion  human-human conflict (e.g. terrorism)

33. 33 leL;k ¼;k leL;k dk ladsr½ leL;k ls eqfDr ds fy, iz;kl ¼;k dsoy leL;k ds ladsr ls eqfDr & {kf.kd\½ rRdkyhu lksplekt esa djus dk dke 1- lek/kku dh Li’Vrk 2- lek/kku ds fy, iz;kl 3- leL;k dh leh{kk & lek/kku ds izdk”k esa 4- leL;k ls eqfDr ds fy, iz;kl tSlk py jgk gS oSlk gh Bhd gS] ;k vkSj Hkh dqN djus dh vko”;drk gS\ ;s pkjksa dke t:jh gSa] ;k mij ds nks NksM+ ldrs gSa\ Pkkjksa dks djuk gS] rks Øe D;k gksxk ¼3&4 fQj 1&2] 1&2 fQj 3&4½ vkt dSls py jgs gSa\

34. 34 Problem (or only symptom?) Solution (or symptomatic relief – temporary?) Current ApproachWork to be Done in Society 1.Clarity of All Encompassing Resolution (Samadhan) 2.Effort for All Encompassing Resolution 3.Problem – Analysis in the light of Samadhan 4.Effort for getting rid of problem Is this approach enough or something more is required? All 4 steps are necessary or something can be left out or added? What would be the order (3-4 then 1-2 or 1-2 then 3-4) What are we doing today?

35. 35 lekt esa djus dk dke 1- lek/kku dh Li’Vrk Ekuoh; y{; dh igpku ---iwfrZ dk dk;ZØe 2- lek/kku ds fy, iz;kl Ekkuoh; vkpj.k ekuoh; f”k{kk&laLdkj ekuoh; O;oLFkk 3- leL;k dh leh{kk & lek/kku ds izdk”k esa 4- leL;k ls eqfDr ds fy, iz;kl fujarj pyus okyk dke lkef;d dke

36. 36 Work to be Done in Society 1.Clarity of All Encompassing Resolution (Samadhan) Recognition of Human Goal …Program for it’s fulfillment 2.Effort for All Encompassing Resolution Human Conduct Human Education-Sanskar Human Order 2.Problem – Analysis in the light of Samadhan 3.Effort for getting rid of problem Continuous Temporary

37. 37 State of Society Today… Many advances have taken place through the use of science, technology, management, medicine... Has society also advanced toward the desired state? Out of the three types of fear, which is predominant?  Fear of Natural Calamities  Fear of Wild Animals  Fear of the Inhuman Behaviour of Human Being Is this on the increase or decrease? There is increasing tension in individuals, division in family, terrorism in society… There is increasing exploitation of nature, climate change, global warming… Is education contributing positively or negatively to this?  Do students develop a mindset of sustainable production & right utilisation  Or they develop a mindset of accumulation & indulgence (with minimum labour) Does this increase the fear or decrease the fear?

38. 38 There are no exclusively technical or managerial solutions to the underlying issues – for answers we need to look at things holistically 1.Technology is only a means to achieve what is considered valuable 2.What is considered valuable has to be decided by human beings & not by technology itself 3.In the absence of a common understanding of what is valuable for human beings, and in all aspects of living, technology use is directionless. In fact, without a holistic perspective, technology use can be problematic, harmful and destructive 4.In the current use of technology, 3 major symptoms are visible  Pollution (e.g. global warming)  resource depletion  human-human conflict (e.g. terrorism)

39. 39 lekt dh fLrfFk foKku] rduhdh] Áca/ku] fpfdrlk--- ds ek/;e ls vusd lqfo/k,a mIyC/k gqà gSa D;k lekt dk Hkh mruk gh fodkl gqvk gS \ vki ds fy,] bu rhuksa esa ls dkSu lk Hk; izeq[k gS \  fgald i'kqvksa dk Hk;  izkd`frd vkink dk Hk;  ekuo ds vekuoh; O;Ogkj dk Hk; ;g Hk; c< jgk gS ;k ?kV jgk gS \ lkFk lkFk f'k{kk Hkh c< jgh gS A vkt dh f'k{kk ls ;Dr gksus ij fo|kFkhZ dh D;k ekufldrk rS;kj gksrh gS \  lnqI;ksx o Je iwoZd mriknu dh \ ;k  de ls de Je ls laxzg o Hkksx dh \ blls Hk; c<rk gS ;k Hk; ?kVrk gS \

40. 40 The Role of Education f”k{kk dh Hkwfedk What is the Role of Education? f”k{kk dh Hkwfedk D;k D;k gS \ The role of education is to facilitate the development of the competence to live with Definite Human Conduct f”k{kk dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA All units around us exhibit definite conduct... except human being Trees, Plants...Conduct is based on their seed Cow....Conduct is based on their breed Human BeingsConduct is based on their education-sanskar izd`fr esa gj bdkbZ dk vkpj.k fuf”pr fn[kkbZ nsrk gS--- ekuo ds vykokA tSls &  isM] ikS?ks---tSlk cht oSlk vkpj.k  xk,---tSlk oa”k oSlk vkpj.k  ekuotSlk f”k{kk&laLdkj oSlk vkpj.k

41. 41 The Role of Education f”k{kk dh Hkwfedk What is the Role of Education? f”k{kk dh Hkwfedk D;k D;k gS \ The role of education is to facilitate the development of the competence to live with Definite Human Conduct f”k{kk dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA Is there need for such Education? Who is responsible to make it available? Are we able to ensure this Education? If we want to provide such education, what would be the basic requirements? We will explore into this

42. 42 The Role of Education What is the Role of Education? The role of education is to facilitate the development of the competence to live with Definite Human Conduct in all Human Beings Is there need for such Education? Who is responsible to make it available? Are we able to ensure this Education? If we want to provide such education, what would be the basic requirements? We will explore into this

43. 43 Definite Human Conduct 1.Conduct in accordance with one's Natural Acceptance 2.Feeling – Definite feelings of Trust, Respect… Expression of Feelings – Can be quite different, as per local customs, a lot of creativity is possible

44. 44 Is Human Relationship Important? D;k ekuoh; lacaa/k egRoiw.kZ gS\

45. 45 Check within Yourself! vius esa tkap dj ns[ksa! What do we all want? ge lc dh pkguk D;k gS\ We can examine this within ourselves bls ge vius esa tkap dj ns[k ldrs gSaA

46. 46 Do we want to be happy? D;k ge lq[kh gksuk pkgrs gSa\ Do we want to be prosperous? D;k ge le`) gksuk pkgrs gSa\ Do we want the continuity of happiness and prosperity? D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\ Desire pkguk

47. 47 Do we want to be happy? D;k ge lq[kh gksuk pkgrs gSa\ Do we want to be prosperous? D;k ge le`) gksuk pkgrs gSa\ Do we want the continuity of happiness and prosperity? D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\ Are we happy? D;k ge lq[kh gSa\ Are we prosperous? D;k ge le`) gSa\ Is there continuity of our happiness and prosperity? D;k gekjs lq[k] le`f) dh fujarjrk gS\ Desire pkguk State of Being gksuk

48. 48 Do we want to be happy? D;k ge lq[kh gksuk pkgrs gSa\ Do we want to be prosperous? D;k ge le`) gksuk pkgrs gSa\ Do we want the continuity of happiness and prosperity? D;k ge lq[k] le`f) dh fujarjrk pkgrs gSa\ We will explore this furtherexplore bl ckr ij ge vkxs v/;;u djsaxsA Is our effort ( gekjk iz;kl ): –For continuity of happiness and prosperity? lq[k] le`f) dh fujarjrk ds vFkZ esa gS or ;k –Just for accumulation of physical facility? dsoy lqfo/kk&laxzg ds vFkZ esa\ Have you assumed that happiness and prosperity will automatically come when you have enough physical facility? What effort are you making for continuity of happiness and prosperity, other than accumulation of physical facility? Desire pkguk Effort djuk

49. 49 Check within Yourself! vius esa tkap dj ns[ksa! The unhappiness in your family is  More due to lack of physical facility or  More due to lack of fulfillment in relationship? vkids ifjokj esa tks nq%[k gS] og lqfo/kk ds vHkko esa T;knk gS ;k laca/k dk fuokZg u gksus ds dkj.k T;knk gSa\ How much time and effort are you investing:  For physical facility  For fulfillment in relationship vki lqfo/kk tqVkus ds fy, fdruk le; o iz;kl yxk jgs gSa vkSj laca/k dk fuokZg ds fy, fdruk le; o iz;kl yxk jgs gSa\ The unhappiness is more due to lack of fulfillment in relationship Most of the time and effort is spent for physical facility nq%[k laca/k dk fuokZg u gksus ds dkj.k T;knk gS( ijUrq] le; o iz;kl lqfo/kk ds fy, T;knk yxk;k tk jgk gS

50. 50 Check within Yourself! vius esa tkap dj ns[ksa! For human beings physical facility is necessary but relationship is also necessary ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gSA On examining carefully, we find that this is a fundamental difference between animals and human beings /;ku ls ns[ksa rks ekuo o i’kq ds chp ;g,d ewyHkwr varj gSaA Physical facility is necessary for animals and necessary for human beings also lqfo/kk i’kq ds fy, vko’;d gS] euq”; ds fy, Hkh vko’;d gSA However, ijarq] For animals physical facility is necessary as well as adequate i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS] For human beings physical facility is necessary but not adequate euq”; ds fy, Hkh lqfo/kk vko’;d gS ij iw.kZ ugha gSA

51. 51 When an animal has lack of physical facility it becomes uncomfortable, when it gets physical facility it becomes comfortable Eg. When a cow gets a stomach-full of grass, it becomes comfortable, sits and chews the cud i’kq dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku gksrk gS] lqfo/kk fey tk, rks og vkjke esa vk tkrk gS]  tSls isV Hkj ?kkl fey tk, rks xk; vkjke ls tqxkyh djrh gS  A When a human being has lack of physical facility, he becomes uncomfortable and unhappy But once he gets the physical facility, he forgets about it and starts thinking about hundred other things euq”; dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku o nq%[kh gksrk gS] ijarq lqfo/kk fey tk, rks mlds ckjs rks Hkwy gh tkrk gS] mlds vykok lkS vkSj phtsa lkspus yxrk gSA (Check for yourself if you feel happy every day that you are getting enough to eat?)  vki gh vius esa tkap dj ns[ksa D;k vki bl ckr ij jkst [kq’k gksrs gSa fd vkidks isV Hkj Hkkstu fey jgk gS\ 

52. 52 RELATIONSHIP laca/k with human beings PHYSICAL FACILITY lqfo/kk With nature For human beings: necessary but not adequate For animals: necessary & adequate ekuo ds fy, vko’;d ijarq iw.kZ ugha i’kq ds fy, vko’;d,oa iw.kZ For human beings, physical facility is necessary but relationship is also necessary ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gS For animals, physical facility is necessary as well as adequate i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS

53. 53 Other than physical facility what else does a human being think about? lqfo/kk ds vykok lkS vkSj phtsa D;k lksprk gS euq”;\ On close examination, the list of thoughts can be classified into two categories: 1.Feelings in relationship with other human beings 2.Right understanding in the self, or knowledge Human beings think about ensuring these, in addition to physical facility vxj bu lkS vkSj phtksa ij /;ku nsa rks ewyr% nks izdkj dh lwph curh gS & 1- ekuo ds lkFk laca/k esa Hkko vkSj 2- Lo;a esa lgh le>] Kku dks lqfuf’pr djus dh ckr euq”; lksprk gS] lqfo/kk ds vykokA

54. 54 If we recognize human beings’ aspiration, we find that they want to live in relationship with all and feel happy living in relationship, therefore relationship is necessary for human beings euq”; dh pkguk dks igpkusa rks og lHkh ds lkFk laca/kiwoZd thuk pkgrk gS vkSj laca/kiwoZd thdj lq[kh gksrk gS] blfy, laca/k euq”; ds fy, vko’;d gSA Examine within yourself if 1.You want to live in relationship (harmony) with others or 2.You want to live in opposition with others or 3.You believe living has to be necessarily in opposition with others, ie. There is 'struggle for survival', ‘survival of the fittest’ and check if you feel happy living this way? vki gh vius esa tkap dj ns[ksa D;k 1- vkidh pkguk laca/kiwoZd thus dh gS ;k 2- vkidh pkguk fojks/kiwoZd thus dh gS ;k 3- vkius eku j[kk gS fd thuk rks fojks/kiwoZd gh laHko gSA ‘struggle for survival’, ‘survival of the fittest’ vkSj D;k vki oSlk thrs gq, lq[kh gksrs gSa\ Thus: for human beings, both physical facility and relationship are necessary vr% ekuo ds fy, lqfo/kk o laca/k nksukssa vko’;d gSaA

55. 55 RELATIONSHIP laca/k with human beings PHYSICAL FACILITY lqfo/kk With nature For human beings: necessary but not adequate For animals: necessary & adequate ekuo ds fy, vko’;d ijarq iw.kZ ugha i’kq ds fy, vko’;d,oa iw.kZ For Human Being, both Physical Facility and Relationship are Necessary

56. 56 On further examination, we find that we all do want to live in relationship with others vkxs /;ku nsa rks irk pyrk gS fd laca/k iwoZd thuk rks ge lc pkgrs gh gSaA Every night when there is a fight, we want to resolve it. We start the next day with the thought that we don’t want to fight today, but due to lack of right understanding about fulfillment of relationship, a fight takes place by night gj fnu tc jkr esa >xM+k gksrk gS rks vxys fnu ;gh r; dj ds ‘kq: djrs gSa fd vkt >xM+k ugha djuk gS ijarq] laca/k ds fuokZg dh le> u gksus ds dkj.k ge laca/k iwoZd th ugha ikrs gSa] vkSj jkr rd fQj >xM+k gks tkrk gSA For fulfillment in relationship, it is necessary to have right understanding about relationship. i.e. Right understanding is also necessary for human beings blfy, laca/k ds fuokZg ds fy, vius esa laca/k dh le> dk gksuk vko’;d gSA vFkkZr~ ekuo ds fy, le> dh Hkh vko’;drk gSA

57. 57 For human beings: necessary but not adequate For animals: necessary & adequate RIGHT UNDERSTANDING ( le> ) in the self RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature Right Understanding is also Necessary for Human Being Are all 3 required? Is something redundant? Is anything more required? Are we working on all 3? If all 3 are required, what would be the priority?

58. 58 RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self MUTUAL HAPPINESS ( mHk; lq[k ) MUTUAL PROSPERITY ( mHk; le`f) ) 3 2 1 For human beings: necessary but not adequate For animals: necessary & adequate Priority: Right Understanding, Relationship & Physical Facility Feelings - Trust - Respect - …

59. 59 RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self 1 ? ? Priority: Physical Facility For human beings: necessary but not adequate For animals: necessary & adequate UNHAPPINESS (Mutual) nq[k ( mHk; ) DEPRIVATION (Mutual) nfjnzrk ( mHk; )

60. 60 Q: Does an AC help you resolve your discomfort & unhappiness?  An AC does resolve the discomfort  Physical Facility is a solution for needs of the body RELATIONSHIP ( laca/k ) with human being AIR CONDITIONER RIGHT UNDERSTANDING ( le> ) in the self 1 ? ? Ex: Sitting in a hot room… you are uncomfortable & unhappy

61. 61 Q: Is the feeling of opposition naturally acceptable? Or do you want to get rid of the feeling of opposition, to resolve the relationship?  We can see that an AC has no impact in resolving relationship  Physical facility does not have any lasting impact in relationship. E.g. A gift can atmost distract attention for some time – it is not a solution  Only right understanding about relationship, and continuity of right feelings in oneself helps resolve relationship OPPOSITION IN RELATIONSHIP AIR CONDITIONER RIGHT UNDERSTANDING ( le> ) in the self 1 ? ? Ex: Sitting in an AC room… with someone you are opposed to…

62. 62 Q: Does the AC help you resolve the contradiction in your thoughts?  We can see that an AC has no impact in resolving contradiction in thoughts (physical facility does not have any impact on understanding in the self)  Only right understanding helps resolve contradiction in thoughts RELATIONSHIP ( laca/k ) with human beings AIR CONDITIONER CONTRADICTION IN THOUGHTS 1 ? ? Ex: Sitting alone in an AC room… thinking about one you oppose...

63. 63 I desire for happiness If I am not aware that right feelings (trust respect … love) in me is a source of happiness for me Expressing these feelings to the other can be a source of happiness for the other Leading to mutual happiness Then I have only option, i.e. to draw happiness from physical facility (includes sensation) even though it is not continuous (tasty & necessary… intolerable) Once I become aware that right feelings (trust respect … love) in me is a source of happiness for me, I start paying attention to it Then My dependence on physical facility (including sensation) reduces

64. 64 While I do not want to fight, a fight takes place… I try to resolve it by giving a gift (tasty food, nice clothes etc.). Sometimes this works… Now I can see that it only shifts the attention from the fight to the gift, and only for a short time… In a few days, another fight takes place, and this time it is of greater intensity… Now I can see that it is due to lack of right understanding about relationship I have been trying to fill this gap by more and more sensation The happiness I draw out of physical facility (including sensation) is not long lasting; I get bored by one sensation… so I go for another The happiness I get from feelings is long lasting, continuous. My need for getting these feelings from the other is also continuous Right feelings (trust respect … love) in me is a source of happiness for me

65. 65 With insufficient understanding and insufficient fulfilment in relationship, when we put in effort only for physical facility le> vkSj laca/k ds vHkko esa tc flQZ lqfo/kk ds fy, ds fy, iz;kl dj jgs gksrs gSa rks : 1.Firstly, we do not experience happiness,d rks le> o laca/k ds vHkko esa ge lq[kh ugha gks ikrsA 2.Secondly, without right understanding, we are never able to rightly determine our requirement of physical facility Therefore, in-spite of having accumulation of physical facility, we feel that we do not have sufficient physical facility and we continually have the feeling of deprivation nwljk le> ds fcuk fdruh lqfo/kk dh vko’;drk gS] ;g dHkh r; ugha gks ikrh gS] A blfy, cgqr lk lqfo/kk laxzg ds ckotwn vius esa vHkko dk Hkko cuk jgrk gS vkSj Lo;a esa nfjnzrk dk Hkko cuk jgrk gSA

66. 66 Therefore we can observe two categories of human beings blhfy, vHkh nks rjg ds euq”; fn[kkbZ nsrs gSa& 1.Lacking physical facility, unhappy deprived ( lqfo/kk foghu nq[kh nfjnz ) 2.Having physical facility, unhappy deprived ( lqfo/kk laiUu nq[kh nfjn ) While we want to be – tcfd ge gksuk pkgrs gSa& 3.Having physical facility, happy prosperous ( lqfo/kk laiUu lq[kh le`) ) Check within yourself  Where are you now – at 1, 2 or 3 and  Where do you want to be? vius esa tkap dj ns[ksa&  vHkh ge dgka gS\& 1] 2 ;k 3 esa vkSj  dgka gksuk pkgrs gSa\

67. 67 If our living is only for physical facility, then we are living with animal consciousness, because animals live only for physical facility and are fulfilled by that, not human beings vxj gekjk thuk flQZ lqfo/kk ds fy, gS rks ge tho psruk esa gh th jgs gS D;ksafd i’kq dk thuk Hkh lqfo/kk ds fy, gS vkSj i’kq gh blls r`Ir gks ikrk gS] ekuo ughaA

68. 68 RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self 1 ? ? Animal Consciousness, Indefinite Conduct Animal Consciousness tho psruk UNHAPPINESS (Mutual) nq[k ( mHk; ) DEPRIVATION (Mutual) nfjnzrk ( mHk; )

69. 69 If we are living for all three (right understanding, relationship and physical facility) then we are living with human consciousness vxj gekjk thuk rhuksa  le>] laca/k vkSj lqfo/kk  ds fy, gS rks ge ekuo psruk esa th jgs gSaA Human beings can be fulfilled by being happy and prosperous on the basis of these three bu rhuksa ds vk/kkj ij lq[kh] le`) gksdj ekuo r`Ir gks ikrk gSA

70. 70 Human Consciousness, Definite Human Conduct RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self MUTUAL HAPPINESS ( mHk; lq[k ) MUTUAL PROSPERITY ( mHk; le`f) ) 3 2 Human Consciousness ekuo psruk 1 Feelings - Trust - Respect - …

71. 71 Transformation ( ladze.k ) = Development ( fodkl ) Transformation& Progress ladze.k&fodkl

72. 72 Transformation ( ladze.k ) = Development ( fodkl ) RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self MUTUAL HAPPINESS ( mHk; lq[k ) MUTUAL PROSPERITY ( mHk; le`f) ) 3 2 Human Consciousness ekuo psruk Animal Consciousness tho psruk Transformation & Progress ladze.k&fodkl 1

73. 73 Role of Education-Sanskar: Enable Transformation Transformation& Progress ladze.k&fodkl

74. 74 Role of Education-Sanskar: Enable Transformation RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self MUTUAL HAPPINESS ( mHk; lq[k ) MUTUAL PROSPERITY ( mHk; le`f) ) 3 2 Human Consciousness ekuo psruk Animal Consciousness tho psruk Transformation & Progress ladze.k&fodkl 1

75. 75 Role of Education-Sanskar: Enable Transformation Holistic development is transformation to Human Consciousness. The role of education-sanskar is to enable this transformation by way of ensuring the development of the competence to live with Definite Human Conduct For this, the education-sanskar has to ensure 1.Right understanding in the self of every child 2.The capacity to live in relationship with the other human beings 3.The capacity to identify the need of physical facility and the skills & practice for sustainable production of more than what is required leading to the feeling of prosperity These are the 3 components of human eduction-sanskar, if it has to ensure development of definite human conduct

76. 76 Role of Education-Sanskar: Enable Transformation Holistic development is transformation to Human Consciousness. The role of education-sanskar is to enable this transformation by way of ensuring the development of the competence to live with Definite Human Conduct For this, the education-sanskar has to ensure 1.Right understanding in the self of every child 2.The capacity to live in relationship with the other human beings 3.The capacity to identify the need of physical facility and the skills & practice for sustainable production of more than what is required leading to the feeling of prosperity These are the 3 components of human eduction-sanskar, if it has to ensure development of definite human conduct The education today is largely focused on physical facility and 1.First one is missing 2.The second one is missing 3.In the third one, identification of physical facility, is also missing. The willingness to produce by way of labour is also missing. The core feeling that is generated is to accumulate more & more rather than produce more & more ; and to consume more & more

77. 77 State of Education-sanskar  State of Society Education-sanskar shapes the society of the future If we are providing human education-sanskar, students will exhibit definite, human conduct & they will contribute toward a humane society in future If we are not providing such education-sanskar, students will exhibit indefinite, inhuman conduct & they will contribute to an inhumane society in future The state of society today indicates that:  There is increasing tension in individuals, division in family, terrorism in society…  There is increasing exploitation of nature, climate change, global warming… Are we ensuring human education-sanskar? Do we need to do this?

78. 78 FAO Report – 11-May-2011 More than 1 billion tons of food lost or wasted every year, UN-backed report finds (11 May 2011) About a third of all the food produced for human consumption each year – or roughly 1.3 billion tons – is lost or wasted, according to a new study commissioned by the United Nations Food and Agriculture Organization (FAO)studyFAO Global Food Production is 6 times requirement Global Food Wastage is 1/3 rd of production Wastage is enough to feed 1300 crore people/year Have we understood right utilisation? Is it a question of production? Is it a question of relationship? Is it a question of right understanding? It is a question of right education-sanskar http://www.un.org/apps/news/story.asp?NewsID=38344&Cr=fao&Cr1

79. 79 Role of Education-Sanskar: Enable Transformation The role of education-sanskar is to facilitate the development of the competence to live with Definite Human Conduct by ensuring all 3 (Right Understanding, Relationship and Physical Facility) – in every Human Being gj ekuo dks fuf'pr Ekuoh; vkpj.k ls ;qDr djuk] le>] laca/k] lqfo/kk rhuksa dks lqfuf’pr djukA ;g f'k{kk&laLdkj dh ftEesnkjh gSA Parents, teachers & society/environment have the responsibility of providing such education-sanskar Education – Developing Right Understanding f”k{kk & lgh le>ukA Sanskar – Commitment/ Preparation/ Practice for Right Living. Preparation includes Learning Right Skills & Technology laLdkj & lgh TkhUks dh fu’Bk@ rS;kjh@ vE;kLkA lgh gquj@ rduhdh dks fodflr djukA

80. 80 Role of Education-Sanskar: Human Consciousness to Universal Human Order JUSTICE in RELATIONSHIP with Human Being - from Family to World Family PARTICIPATION in LARGER ORDER with Nature - From Family Order to World Family Order RIGHT UNDERSTANDING in the Self – Understanding Harmony in Individual, Family, Society, Nature/Existence MUTUAL HAPPINESS UNDIVIDED SOCIETY FULFILMENT of HUMAN GOAL UNIVERSAL HUMAN ORDER 3 2 Human Consciousness ekuo psruk 1

81. 81 Sum Up: Holistic Development & The Role of Education The role of education-sanskar is to enable the transformation to Human Consciousness (i.e. holistic development) by way of ensuring the development of the competence to live with Definite Human Conduct For this, the education-sanskar has to ensure 1.Right understanding in the self of every child 2.The capacity to live in relationship with the other human beings 3.The capacity to identify the need of physical facility and the skills & practice for sustainable production of more than what is required leading to the feeling of prosperity These are the 3 components of human education-sanskar, if it has to ensure development of definite human conduct Parents, teachers & society/environment have the responsibility of providing such education-sanskar We will explore the steps necessary to ensure Human Education-Sanskar

82. 82 Encouraging Impact of Including this foundation course 1.There is a sense of prosperity – by identifying the definite need for physical facility & producing/having more than the need 2.More attention toward relationship – with family, colleagues, students… – Relationship is about definite feeling, and it is more important than physical facility 3.Better attitude of students, particularly towards academics and its impact on employability  Students have become more serious towards their studies  More are looking for deeper knowledge, not just exams  More are going for higher studies  For some students who were doing very badly, their grades have improved dramatically 4.Increased self discipline & sense of responsibility, reduced need for enforcement 5.Significant commitment toward education by teachers & students…

83. 83 Status of Universal Human Values in Higher Education – July 2013 2005IIIT Hyderabad (AP) – an experiment 2006IIT Kanpur (UP) – an experiment 2009GBTU & MTU – a large scale experiment [ 700 C] 2011PTU (Punjab) – a high speed, large scale experiment [ 325 C] Encouraging results 2012HPTU, Hamirpur (HP) [ 46 C] 2013Royal University of Bhutan [ 11 C] 2013JNKVV, Jabalpur (MP) [ 6 C] 2013RVSKVV, Gwalior (MP) [ 2 C] 2013JNTU, Hyderabad (AP) [ 462 C] 2013Commissioner of Higher Education, Andhra Pradesh [2500 C] 2013Galgotias University, Greater Noida [ 3 C] 4000+ Colleges in 28 Universities in 5 states in India & Bhutan

84. 84 HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006 Dr. Kalam, the then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006 “… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… 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…”(VIDEO 3 min)VIDEO Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htmhttp://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm

85. PART 2 An Introduction to Human Values & Professional Ethics (AUC-001) for Students

86. 86 Practical: Make a list of your desires Find out if these needs be fulfilled by Right Understanding, Relationship and Physical Facilities, or anything more is needed? Eg: What I am, relationship, respect… Right Understanding Ensuring right feelings… RU + Feeling in Relationship Food… RU + Physical Facility Where is most of the effort – for Right Understanding, Feelings in Relationship or Physical facility You can do this exercise in your family

87. 87 1. RU, Rel, PF or anything more? About 10% desires can be fulfilled by PF About 50% desires can only be fulfilled by Right Feeling in Relationship About 40% desires can be fulfilled only by Right Understanding About 15% effort is for Right Understanding & Right Feeling in Relationship About 80% effort is for Physical Facility Most of the desires can only be fulfilled by a Right Understanding & Right Feeling in Relationship Most of the effort is being made for Accumulation of Physical Facility

88. 88 RIGHT UNDERSTANDING ( le> ) in the self 1

89. 89 Process of Understanding – Self-exploration, Self-investigation 1. It is a process of Dialog… It starts with a dialog between me and you 2. It soon becomes a dialog within your own Self… What I am What is Naturally Acceptable to Me tSlk eSa gaw tSlk gksuk eq>s lgt Lohdk;Z gS Sometimes relationshipRelationship Sometimes opposition Harmony ( laxhr )  Happiness ( lq[k )Happiness Contradiction ( varfoZjks/k )  Unhappiness ( nq[k ) Dialog Happiness = To be in a state of Harmony Lkq[k ¾ laxhr esa] O;oLFkk esa thuk Unhappiness = To be forced to be in a state of Contradiction nq[k ¾ varfoZjks/k esa] vO;oLFkk esa] thus ds fy;s ck?; g®uk Split Personality -Schizophrenic

90. 90 Harmony in the Human Being – Exploring Self, Aim or Desire Aim or Desire To BecomeTo Do/GetTo Be Banna Karna/PaanaHona DoctorService, Money, Respect…Happy & Prosperous EngineerMake Things, Money, Respect …Happy & Prosperous IIT EngineerMake Things, Money++, Respect++…Happy & Prosperous MotherTake Care, Trust, Respect, Guidance…Happy & Prosperous FarmerGrow Things, Money, Respect…Happy & Prosperous ….. Steps toward Goal Basic Human Goal Not the Goal Aim or Desire

91. 91 The state or situation, in which I live, if there is disharmony / contradiction in it, then it is not Naturally Acceptable to me to be in that state / situation To be forced to be in a state / situation which is not Naturally Acceptable is Unhappiness To be forced to be in a state of Disharmony is Unhappiness Unhappiness = Disharmony HappinessUnhappiness The state or situation, in which I live, if there is harmony / synergy in it, then it is Naturally Acceptable to me to be in that state / situation To be in a state / situation which is Naturally Acceptable is Happiness To be in in a state of Harmony is Happiness Happiness = Harmony

92. 92 The state or situation, in which I live, if there is harmony / synergy in it, then it is Naturally Acceptable to me to be in that state / situation To be in a state / situation which is Naturally Acceptable is Happiness To be in a state of Harmony is Happiness Happiness = Harmony State / Situation in which I live or Expanse of our Being: 1.As an Individual 2.In Family 3.In Society 4.In Nature/Existence Continuous Happiness = Harmony at all levels of our Being. i.e. 1.Harmony in the Human Being 2.Harmony in the Family 3.Harmony in the Society 4.Harmony in Nature/Existence HappinessContinuous Happiness

93. 93 Scope of Right Understanding: 1.Harmony in the Human Being 2.Harmony in the Family 3.Harmony in the Society 4.Harmony in Nature/Existence RIGHT UNDERSTANDING ( le> ) in the self 1

94. 94 Human Being Ekkuo Self (I) eSa Body “kjhj Need vko’;drk Happiness (Eg. Respect) lq[k ( tSls&lEeku ) Physical Facility (Eg. Food) lqfo/kk ( tSls&Hkkstu ) In Time dky esa Continuous fujUrj Temporary lkef;d In Quantity ek=k esa Qualitative xq.kkRed Quantitative (Limited in Qty) Ekk=kRed ( lhfer ek=k esa ) Fulfilled by iwfrZ ds fy, Right Understanding & Right Feelings lgh le>] lgh Hkko Physio-Chemical Things HkkSfrd&jklk;fud oLrq Activities fØ;k Desire, Thought, Expectation bPNk] fopkj] vk”kk Eating, Walking [kkuk ] pyuk Continuous fujUrj Temporary (Time to Time) lkef;d Knowing, Assuming, Recognizing, Fulfilling tkuuk] ekuuk] igpkuuk] fuokZg djuk Recognizing, Fulfilling igpkuuk] fuokZg djuk Consciousness ( pSrU; )Material ( tM+ ) Coexistence

95. 95 Human Being Ekkuo Self (I) eSa Body “kjhj Need vko’;drk Happiness (Eg. Respect) lq[k ( tSls&lEeku ) Physical Facility (Eg. Food) lqfo/kk ( tSls&Hkkstu ) In Time dky esa Continuous fujUrj Temporary lkef;d In Quantity ek=k esa Qualitative xq.kkRed Quantitative (Limited in Qty) Ekk=kRed ( lhfer ek=k esa ) Fulfilled by iwfrZ ds fy, Right Understanding & Right Feelings lgh le>] lgh Hkko Physio-Chemical Things HkkSfrd&jklk;fud oLrq Activities fØ;k Desire, Thought, Expectation bPNk] fopkj] vk”kk Eating, Walking [kkuk ] pyuk Continuous fujUrj Temporary (Time to Time) lkef;d Knowing, Assuming, Recognizing, Fulfilling tkuuk] ekuuk] igpkuuk] fuokZg djuk Recognizing, Fulfilling igpkuuk] fuokZg djuk Consciousness ( pSrU; )Material ( tM+ ) Coexistence These needs are of different types Are both types of needs important or not / Do we want fulfillment of both types of needs? What is the priority between the needs of the Self (I) & the needs of the Body?

96. 96 Human Being Ekkuo Self (I) eSa Body “kjhj Need vko’;drk Happiness (Eg. Respect) lq[k ( tSls&lEeku ) Physical Facility (Eg. Food) lqfo/kk ( tSls&Hkkstu ) In Time dky esa Continuous fujUrj Temporary lkef;d In Quantity ek=k esa Qualitative xq.kkRed Quantitative (Limited in Qty) Ekk=kRed ( lhfer ek=k esa ) Fulfilled by iwfrZ ds fy, Right Understanding & Right Feelings lgh le>] lgh Hkko Physio-Chemical Things HkkSfrd&jklk;fud oLrq Activities fØ;k Desire, Thought, Expectation bPNk] fopkj] vk”kk Eating, Walking [kkuk ] pyuk Continuous fujUrj Temporary (Time to Time) lkef;d Knowing, Assuming, Recognizing, Fulfilling tkuuk] ekuuk] igpkuuk] fuokZg djuk Recognizing, Fulfilling igpkuuk] fuokZg djuk Consciousness ( pSrU; )Material ( tM+ ) Coexistence The needs of the Body can not be fulfilled by Right Understanding, Right Feelings The needs of the Self can not be fulfilled by Physio-Chemical Things Both type of needs have to be understood separately Both type of needs have to be fulfilled separately In living, what is the priority? How much time & effort is spent for right understanding & right feelings? How much time & effort is spent for Physical Facility?

97. 97 Physical Facility Prosperity = Feeling of having more than required physical facility 1.Assessment of necessary physical facility with the required quantity – with right understanding 2.Ensuring availability/ production of more than required physical facility – with right skills A prosperous human being shares, has the feeling of nurturing the other A deprived human being accumulates, has a feeling of exploiting the other

98. 98 Harmony in the Human Being We have briefly discussed about the goal as an individual – Happiness & Prosperity Harmony in the Human Being is essentially about Understanding Our Self Other topics related to individual to be discussed include:  Self confidence: Relative and absolute confidence, being self-determined  Peer pressure: Examples of external pressure, making one’s own choices  Anger: Is anger a sign of power or helplessness  Distinction between response and reaction  Right utilization of physical facilities: Determining one needs, needs of the self and the body  Time Management: Issues of planning, as well as concentration (and aligning with self goals)  Expectations from your self: Excellence and competition, coping with stress, Identifying one’ interests as well as strengths

99. 99 Scope of Right Understanding: 1.Harmony in the Human Being 2.Harmony in the Family 3.Harmony in the Society 4.Harmony in Nature/Existence RIGHT UNDERSTANDING ( le> ) in the self 1

100. 100 Trust ( fo”okl ) Trust = to be assured ( vk”oLr gksuk ) = to have the clarity that the other wants to make me happy & prosperous = nwljk esjs lq[k] le`f) ds vFkZ esa gS],slk Li’V gksuk

101. 101 Verify on the basis of your natural acceptance 1a. I want to make myself happy 2a. I want to make the other happy 3a. The other wants to make herself/himself happy 4a. The other wants to make me happy Verify on the basis of your competence 1b. I am able to make myself always happy 2b. I am able to make the others always happy 3b. The other is able to make herself/himself always happy 4b. The other is able to make me always happy Trust Intention – Natural Acceptance What I really want to be Competence What I am √ ? ? ? ?? ? √ √

102. 102 The other broke a glass The other did not come on time The other makes mistakes intentionally The glass broke by accident I tried really hard to reach on time I make mistakes by accident About the OtherAbout Myself I evaluate my self on my intention (2a)... I conclude “I am good” I evaluate the other on his competence (4b)... I conclude “the other is bad” I conclude about the intention of the other on the basis of his competence... I doubt his intention Irritation, anger, condemning the other are indications of doubt on intention Doubt on intention is a major reason for problems in relationships

103. 103 Verify on the basis of your natural acceptance 1a. I want to make myself happy 2a. I want to make the other happy 3a. The other wants to make herself/himself happy 4a. The other wants to make me happy Verify on the basis of your competence 1b. I am able to make myself always happy 2b. I am able to make the others always happy 3b. The other is able to make herself/himself always happy 4b. The other is able to make me always happy Trust Natural Acceptance, ie Intention What we really want to be Competence What we are √ ? ? ? ?? √ √ Trust on Intention = To be Assured = to have the clarity that the other wants to make me happy & prosperous = nwljk esjs lq[k] le`f) ds vFkZ esa gS],slk Li’V gksuk When there is Trust on Intention, you feel related to the other Absence of Trust on Intention = lack of assurance that the other intends my happiness & prosperity Lack of Trust on Intention leads to Doubt, Fear, Opposition… √ ?

104. 104 How many persons do you have trust on intention – unconditional, continuous? If you have trust on intention of the other and if the other is lacking competence, will you: a)Try to improve his competence b)Get irritated c)Get angry d)Have a feeling of opposition (If you have trust on intention, b, c, d will not happen) This is important. Trust on intention is the foundation of relationship You can get an idea of the state of your understanding about relationship from this … and work toward your development

105. 105 Harmony in the Family We have briefly discussed about Trust Harmony in the Family is essentially about Understanding Human- Human Relationship & living accordingly Other topics related to relationship to be discussed include:  Respect: Do you respect yourself? Do you respect others? Feeling of respect is different from expression of that feeling  Relationship with family and friends: Major cause of unhappiness today is lack of fulfillment in relationship  Relationship with teachers: Inside the class and outside the class  Affection & Love

106. 106 Scope of Right Understanding: 1.Harmony in the Human Being 2.Harmony in the Family 3.Harmony in the Society – foundations of humane society 4.Harmony in Nature/Existence – is there a provision in Nature/Existence for living in harmony? RIGHT UNDERSTANDING ( le> ) in the self 1

107. PART 3 An Introduction to Human Values & Professional Ethics (AUC-001) for Students

108. 108 Expectations from Education Education should prepare the student for: Understanding ‘what to do’ – What is valuable, as a human being and Learning ‘how to do’ – skills, technology Are both required or we can do with just one of them? Both are important What would be the priority between these two? The Priority is 1.Understanding ‘what to do’, then  Value Education 2.Learning ‘how to do’ and Doing  Technical Education

109. 109 Guidelines for Value Education 1.Universal – all time, all place, all individuals 2.Rational – logical, appeals to reasoning 3.Natural – to human being & to nature 4.Verifiable – through one’s own experience 5.All Encompassing – covering all aspects of human existence 6.Leading to Harmony – among human beings and with nature Based on the inputs of MHRD

110. 110 Scope of this Course & Examination This course has 5 modules covered in 28 lectures & 14 practice sessions The course is 1.To help students discriminate between valuable and "superficial" in life 2.To develop sensitivity and awareness leading to: Commitment, and Courage to act on their own Understanding It follows a process of self verification, on the basis of one’s own Natural Acceptance, leading to self-empowerment (it is not a process of assuming nor a process of do’s & don’ts) Students do socially relevant projects (study, model/prototype or implementation) Assessment – Internal (25 marks) & external exam (75 marks)

111. 111 Course Modules Module 1: Course Introduction - Need, Basic Guidelines, Content and Process for Value Education Module 2: Understanding Harmony in the Human Being - Harmony in Myself! Module 3: Understanding Harmony in the Family and Society- Harmony in Human-Human Relationship Module 4: Understanding Harmony in the Nature and Existence - Whole existence as Co-existence Module 5: Implications of the above Holistic Understanding of Harmony on Professional Ethics

112. 112 HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006 Dr. Kalam, the then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006 “… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… 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…” Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htmhttp://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm