Basic Human Aspiration

= Happiness, Prosperity and its Continuity

Program
= To Understanding Harmony
At all 4 Levels
To Live in

1. Harmony in the Human Being

2. Harmony in the Family
3. Harmony in the Society
4. Harmony in Nature / Existence
Program
Human
Conciousness
1 RIGHT UNDERSTANDING
ekuo psr uk
(l e>)
in the self

l adze. k&f odkl

Transformation&
Progress
2 RELATIONSHIPS 3 PHYSICAL
(l aca/ k) FACILITIES
with human (l qf o/ kk)
beings with rest of nature Animal
Conciousness
t ho psr uk
MUTUAL HAPPINESS MUTUAL PROSPERITY
(mHk; l q[ k) (mHk; l e` f ) ) 2
Harmony in the Family
Harmony in the Family
1. Relationship is between the self (I) and the other self (I)
2. There are feelings, or expectation of feelings, in relationship of one
self (I) for the other self (I)
3. These feelings can be recognized they are definite
4. Their fulfillment and evaluation leads to mutual happiness

Feelings in relationship:
1- Trust fookl 6- Reverence J)k
2- Respect lEeku 7- Glory xkSjo
3- Affection Lusg 8- Gratitude rKrk
4- Care eerk 9- Love izse
5- Guidance okRlY;

Activity: Right Here Right Now

4
Trust (fookl )
Trust = to be assured (vkoLr gksuk)
= to be assured that each human being inherently wants oneself
and the other to be happy and prosperous, to have this clarity
= nwljk esjs lq[k] le`f) ds vFkZ esa gS] ,slk LiV gksuk

Absence of Trust
= lack of assurance that the other intends my happiness
= Doubt, Fear, Opposition
6
Trust

Verify on the basis of

Verify on the basis of your competence
your natural
1b. I am able to make ?
acceptance
myself always happy
1a. I want to make
2b. I am able to make the?
myself happy
others always happy
?
2a. I want to make the 3b. The other is able to
?
other happy make herself/himself ??

always happy
3a. The
Intention other
Natural wants to
Acceptance Competence
makewant to be 4b. The other is able to
What I really What I am
7
Trust

Verify on the basis of

Verify on the basis of your competence
your natural
1b. I am able to make ?
acceptance
myself always happy
1a. I want to make
2b. I am able to make the?
myself happy
others always happy
?
2a. I want to make the 3b. The other is able to
?
other happy make herself/himself ??
Why this much difference? Is the other not like me?
always
Observe that 3a & 4a are but a reflection of 1a & 2a.happy
The other is a
3a. Acceptance,
Natural The
reflection of meotheriewants
Intentionto Competence
make 4b. The other is able to
What we really want to be What we are
8
Trust

Verify on the basis of

Verify on the basis of your competence
your natural
1b. I am able to make ?
acceptance
myself always happy
1a. I want to make
2b. I am able to make the?
myself happy
others always happy
?
2a. I want to make the 3b. The other is able to
?
other happy make herself/himself ??
I evaluate my self on my intention (2a)
always
I consider myself to be good because I have happy
good intention
3a. Acceptance,
Natural The otheriewantsIntentionto Competence
4b. The
When I lack competence, I want to develop
make other is able
my competence. to
I expect
What we really want to be What we are
the other will understand this, and help me with affection 9
Trust
I evaluate the other on his competence (4b)
Verify on the basis of
Since the other does lack competence, I assume the other does not
Verify on the basis of your competence
have the intention I doubt his intention (4a)
your natural
1b. I am able to make ?
acceptance
I conclude the other is bad
myself always happy
Irritation,
1a. I anger,
wantcondemning
to make the other are indications of doubt on
intention 2b. I am able to make the?
myself happy
others always happy
Doubt on intention is a major reason for problems in relationships?
2a. I want to make the 3b. The other is able to
?
other happy make herself/himself ??

always happy
3a. Acceptance,
Natural The otheriewants
Intentionto Competence
make 4b. The other is able to
What we really want to be What we are
10
About the Other About Myself

The glass broke by

accident
The other broke a
glass I tried really hard to
reach on time
The other did not
come on time
I make mistakes by
accident
The other makes
mistakes
intentionally
I am good
The other is bad

11
Trust
Trust on intention = Having no doubt on intention
Verify on the basis of
Trust is to be able to see that:
Verify on the basis of your competence
Everyone wants to understand (Sabhi sahi samajhna chahte hain)
your natural
Everyone wants to live in harmony (Sabhi sahi jeena chahte hain)
1b. I am able to make ?
acceptance
Everyone can understand (Sabhi sahi samajh sakte hain)
myself always happy
Ie. to have
1a. no doubt
I want to on intention, to have the clarity that the other wants
make ?
to be happy, and to make me happy 2b. I am able to make the
myself happy
others always happy
?
2a. I want to make the 3b. The other is able to
other happy make herself/himself ??

always happy
3a. Acceptance,
Natural The otheriewants
Intentionto Competence
make 4b. The other is able to
What we really want to be What we are
12
Opposition Trust

If we have trust on
intention, we feel
If we do not have trust
related to the other
on intention, we have
a feeling of opposing
the other
In case the other is
lacking in competence,
We express this as we start facilitating the
irritation or anger, other to improve his/her
breakup competence,
affectionately (without
(Small acts of mistrust being irritated or angry)
stay in the thoughts,
multiply, grow; We make a program with 13
How many persons do you have trust on intention unconditional
(never having a feeling of opposition, getting irritated or angry)?

vkidk fdrus yksxksa ds pkguk ds izfr fo'okl gS!

& ftuds izfr [kht] fp<+ ugha vkrh
dzks/k ^^ ^^
fojks/k dk Hkko ^ ^^

Is increase in this number progress or decrease in this number

progress?

budh l[;k dk c<+uk fodkl gS ;k ?kVuk !

17
Respect
Respect = Right Evaluation

lEeku le~ $ eku

lE;d~ ekiuk

Bhd Bhd vkWadyu djuk

19
Over evaluation to evaluate for more than what it is
vf/kewY;u vf/kd vkaadyu djuk
Under evaluation to evaluate for less than what it is vieku
voewY;u de vkaadyu djuk Disrespect

Otherwise evaluation to evaluate for other than what it is

vewY;u vU;Fkk vkaadyu djuk

Whenever the evaluation is not right, it is disrespect

If we observe, we will find in our day to day relationship, we tend to do

one of the above three, leading to disrespect

Check for yourself in every interaction with others whether it is respect

or disrespect
20
Respect : Right Evaluation on the basis of the Self (I)
1. Our purpose (y{;) is the same, our natural acceptance lgt Lohfr is
the same Just as I want to be continuously happy, so does the other
2. Our program dk;Ze is the same Just as I can live happily by
understanding and living in harmony at all levels, so it is for the other
3. Our potential {kerk is the same Desire, Thought & Selection bPNk]
fopkj] vkkk dh v{k; f;k] kf is continuous in me and also in the other.
Just as I can understand, so can the other

The minimum content of respect is to be able to see and accept that

The Other is Similar to Me

nwljk esjs tSlk gS
The difference could only be at the level of
4. Understanding le>; not information lwpuk ugha
i. If the other has better understanding than me, I want to understand from other
ii. If the other has lesser understanding than me, I accept the responsibility to improve
the understanding of the other

21
Differentiation (Disrespect)
Differentiation = Disrespect

Body Physical Beliefs

Facilities

Gender Age Race Physical Wealth Post Isms Sects

Strength

Evaluation on the basis of Body, Physical Facilities or Beliefs

(preconditioning) turns out to be differentiation and therefore
disrespect

Differentiation like this has led to resentments and protests. Eg

Women's Lib, Generation Gap, Black vs White, Powerful vs Opressed,
Rich-Poor, Communism-Capatilism, Hindu-Muslim and so on
22
Differentiation Respect

I evaluate on the basis of

I (Self)
I evaluate on the basis
1. We have the same
of body, physical
purpose
facilities or belief
2. We have the same
(pre conditioning) program
3. We have the same
potential
(difference only in competence)
The other is different
from me The other is like me

We are competitors. I We are complementary

make effort to to each other. I live with
accentuate the responsibility 23
The feeling of being related
Verify on the basis of your natural acceptance if you want to be related
to:
None
One
Many
Everyone

None The feeling of being related to none in opposition to all

One The feeling of being related to one
Affection
Many The feeling of being related to many
Everyone The feeling of being related to all Love

24
The feeling of being related
Affection The feeling of acceptance of the other as ones relative
(feeling of being related to the other)

Love The feeling of being related to all (Complete Value)

gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA
iw.kZrk esa jfr& iw.kZrk esa jr gksuk& gj ,d ds lkFk laca/k esa
fufgr jl Hkkoksa dh vuqHkwfr djukA

25
Excellence JsBrk
Understanding of the Harmony &
at all 4 levels
Living in that Harmony

Excellence and competition are not similar.

In excellence, one helps to bring the other to his level
In competition, he hinders the other from reaching to his level
Excellence is Absolute & Definite
Competition is always relative, with no definite state, no point of
completion

Reverence The feeling of acceptance for Excellence (JsBrk dh Lohd`fr dk

Hkko)

27
Check for yourself

In relationship:

What is the role of physical facilities?

What is the role of feelings?
What is the priority?
Where is the bulk of the effort?

29
Harmony in Family From Family to World Family (Undivided Society)
1. Relationship is between the self (I) and the other 1- Trust fookl FOUNDATION VALUE
self (I)
2. There are feelings, or expectation of feelings, in
vk/kkj ewY;
relationship of one self (I) for the other self (I) 2- Respect lEeku
7- Glory xkSjo
3. These feelings can be recognized they are 3- Affection Lusg 8- Gratitude rKrk
definite 4- Care eerk 9- Love izse
4. Their fulfillment and evaluation leads to mutual COMPLETE VALUE
happiness
5- Guidance okRlY;
iw.kZ ewY;
6- Reverence J)k

Justice (U;k;) is ensuring right understanding in the self leading to right feelings
and it's expression in relationship resulting in mutual hapiness. We have
Natural Acceptance for Justice for All from Family to World Family

Natural acceptance for Justice (U;k;) is already within you

Right understanding makes you aware
Once you are aware of it, there is continuity of these feelings and you are able
to fulfill them
Having right feelings in oneself leads to ones happiness
Expressing these feelings to the other leads to happiness in the other
31
Process of Self-exploration

1. It is a process of dialog (laokn) between me and you (to begin with)

2. It is a process of dialog

What I am Dialog
What I really want to be Split Personality
tSlk eSa gaw tSlk gksuk eq>s lgt Lohdk;Z gS -Pscehzophrenic

Harmony (laxhr) Happiness (lq[k) Lrra=rk

Contradiction (varfoZjks/k) Unhappiness (nq[k) ijra=rk
Happiness To be in a state of Harmony is Happiness
Lkq[k & laxhr esa] O;oLFkk esa thuk Lkq[k gS
Unhappiness To be forced to be in a state of Contradiction is Unhappiness
nq[k & varfoZjks/k esa] vO;oLFkk esa] thus ds fy;s ck?; guk gh nq[k gS
3. It is a process of self-study, self-investigation
32
Process of Self-exploration

Proposal
Verify Experiental Validation
on the basis
Of Live according to it
your
Natural
Acceptance Behaviour with Work with
Human Beings the rest of Nature

Mutual Happiness Mutual Prosperity

Realization

Understanding

Do not accept it just because it is written in some book

a reading from some instrument
stated by some person
34
Process of Self-exploration

1. It is a process of dialog (laokn) between me and you (to begin with)

2. It is a process of dialog between what I am (tSlk eSa gwa) and what I
really want to be (tSlk gksuk eq>s lgt Lohdk;Z gS = LoRo)
3. It is a process of self-study, self-investigation
4. It is a process of knowing oneself and through that knowing the
entire existence
5. It is a process of recognizing and fulfilling one's relationship with
every unit in nature
6. It is a process of knowing Human Conduct (ekuoh; vkpj.k) and
living according to it (Desire for definite Human Conduct, eg. Feeling
of relationship, respect; expression can be creative)
7. It is a process of
Self-organization (Lrra=rk) - being in harmony in oneself

Self-expression, extension (LojkT;) - living in harmony with others

36
We will explore:
1. Harmony in the human being
2. Harmony in the family
3. Harmony in the society
4. Harmony in nature / existence

37
Essential Complimentarity of Skills and Values
1. What to do Purpose Value Domain Value Education
2. How to do Program Skill Domain Technical Education

Both are essential we can not do away with any of them

What is the priority?
Are we ensuring both? With the right priority?
Who decides the value? and on what basis is it decided?
If #1 is not clear, this is decided by others, by assumptions dumped into us, hence
these decisions are not definite
If #1 is clear, the decisions are definite and fulfilling

We can see that both, values & skills, are necessary; they are
complementary; the priority is values then skills; we want to decide the
purpose or value from within ourselves

(Since it is about purpose, value education is relevant for and can be

taken up by teachers from all branches, all subjects)
Activity: An Inconvenient Truth 39
Guidelines for Value Education
1. Universal (sarvbhomik)
wrt. Time (kaal), Space (desh), Individual (vyakti)
Secular, non-sectarian independent of caste (jati), creed (varg), religion (dharam)
or sect (samuday)
2. Rational Logical, Appeals to Human Reasoning
Independent of whims, fancies, open to questioning and exploration
Objective results
3. Natural (sahaj) for Human Beings, for Rest of Nature
Naturally Acceptable to every Human Being
There is every provision in Nature for its fulfillment (kiya ja sake, jiya ja sake, vaisa
jeene ka prakriti me pravidhan ho) Content of Value Education
4. All Encompassing, Holistic Perspective
All Levels, Full Expanse of My Living
All Dimensions of My Individual Existence
5. Experientially Verifiable: Ensuring Harmony with Human Beings and
Rest of Nature
Living this way with other human beings leads to mutual happiness
Living this way with rest of nature leads to mutual enrichment

47
Content of Value Education - Structure of this Introductory Course
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

See Brochure for more details

48
Process of Value Education
Self exploration
Whatever is said is a proposal to be explored within yourself
Do not accept it just because it is written in some book
a reading from some instrument
stated by some person

Which process is acceptable to you?

a) Directions in the form of dos & donts, assuming without verifying (updesh)
b) One in which you can verify on your own right

We will elaborate on this further

50
Urgent Need for Effective Inputs in Value Education
Thus we urgently need to cater to this domain adequetely in order to
fructify our efforts on skill development along with proficient
engineers, we want to ensure that we are making good human
beings

It is the prime purpose of this interaction to sufficently highlight this need

and to visualize tangible steps towards fulfilling this

We shall also have a glimpse as to how this important input can be

effectively integrated in our present day curricula

Accordingly, we shall be discussing this input in the form of A

Foundation Course in Human Values & Professional Ethics and how
we may contribute to this significant experiment

52