Unit III, IV and V

Lecture 17
Human Order
(General Description)
Introduction
• In order that a system runs smoothly, it is essential to go into the
details of that system or Order.
• It is important to recognise all the dimensions which are essential to
achieve the goals (objectives)* of this system or order
• What is to be done at the level of each dimension, in order to meet
these objectives
• It is therefore required to compile a guide book giving guidelines and
necessary details for ready reference
* All Human goals have been extensively discussed in Lecture No. 2 .

Main points of the discussion are summarised as a reference at the
end of this lecture.
2
Constitution
• A guidebook (Constitution) containing basic principles and guidelines
relating to human living and his participation in this existence, is
required for the smooth running of human systems. This includes
directives or advice on how to lead one's life and how to participate in
the system
• The constitution describes in detail how to lead a Humane life.
Whether one's lifestyle conforms to humanness and human order or
not, is clearly brought out in the constitution.
• The Human Order or System and its underlying principles (harmony)
is clearly explained in the constitution. Adherence to this at every level
(beginning from one's own family to the global family) is an indicator of
smooth running of the system
• We shall now try to find out all those dimensions (pertaining to
individual, family, society and nature) which are needed to achieve the
goals, which we must ensure while we live as human beings in human
order.
3
Dimensions of Human Order
1. Education
2. Health
3. Justice
4. Production, Service
5. Exchange, Distribution
6. Right Utilisation
7. Preservation
8. Administrative Service
4
Dimension of Education and Health
• Dimension of Education- Education plays an important role in
ensuring human order. Education builds the ability, the competence for
Right Understanding, Right Thought and Right Behaviour in every
person. It enables one to behave properly with others human being
and work with mutual fulfillment with rest of nature and thereby
contribute to the human order or system.
• Dimension of Health - The achievement of this dimension can be
seen in terms of health of Human body. When this dimension is
functioning well, people lead a life which is conducive to good health.
• Human Being is coexistence of Self and the Body. The satisfaction in
Self is ensured by the dimension of education whereas health of the
body is taken care by the dimension of health.
• When these two dimensions of Education & Health are ensured, every
individual is able to live as a human being and live with fulfillment, with
mutual fulfillment.
5
Dimension of Justice
• Dimension of Justice- When a human being with a healthy self and
healthy body is able to ensure fulfillment in relationships with other
human beings, justice is ensured.
• Justice is ensuring recognition of relationship among human beings,

its fulfillment through values leading to mutual happiness. Practice of
comprehensively abiding by this is known as system of Justice.
• When Justice is ensured, trust and fearlessness is established within

interpersonal relation and system.
6
Dimension of Production & Service
• Dimension of Production & Service - Production ensures physical
facility required for fulfillment of our physical needs. What we obtain as
outcome of labour on rest of nature is known as Production
• In addition, we notice that there are certain activities which do not

produce anything but are concerned with protection/maintenance.
(Washing of clothes is one such activity where there is no production
but preservation/maintenance of existing items)
• Repair-Maintenance of such kind is not directly associated with

manufacture of any item but with the protection/maintenance of
existing items, because along with manufacturing of new items there
is also a need for protection/maintenance of items already produced.
Activities of such kind are known as service
7
Dimension of Exchange and Distribution
• The Exchange Dimension - We do not produce every item that we
use nor we can perform every kind of service that we need. We can
produce only some of the items. All other items are produced by
others. Through Exchange, all such items and services are made
available to us as per our needs.
• Right Utilisation - We need to elaborate on how to utilise rightly, the

things that we have obtained by virtue of production or exchange.
What is meant by Right Utilisation also needs to be understood. A
programme needs to be made to ensure right utilisation in society.
• Preservation (Security) - We need to preserve (enrich & protect) the

natural resources which we utilise for production and exchange. We
look at this as Preservation (Security).
8
Dimension of Services- Administrative and Social
• Administrative Service - In order that the system runs smoothly, it is
essential to ensure the dimensions of Human Order and to make sure
they are working. This necessary function of ensuring that systems
are working properly is called as administrative service
• Social Service- Despite the efforts to ensure the different social
dimensions, certain shortcomings may remain. Taking care of them
through relationships is called social service.
• Thus service can be of two types:
▪ One, which is being ensured by the system- Administrative
Service
▪ The one which is being provided to each other by the society in
relationship- Social Service .
9
Dimensions of System and Attainment of Human Objectives
• Briefly, for the fulfillment of our goals and objectives, we need the
dimensions of Education, Health, Justice, Production & Service,
Exchange, Right Utilisation, Security and Administrative Service.
• Education and Health take care of our physical & mental well being.
• Justice takes care of relationship in human interaction.
• Production & Service, Exchange, Right Utilisation and Preservation
(Security) ensure that our requirements of physical facilities are taken
care of, along with complementing with the rest of Nature
• To enable these dimensions to function without failures, the dimension
of Service at the level of system is required. This works at two levels:
▪ which is being ensured by the system- Administrative
Service
▪ which is being provided by the society through relationship-
Social Service .
10
Constitution
• For a system to run smoothly, it is required that it is understood
properly. There is need to recognise all its dimensions, their functions
and what all is required to be done at the levels of - personal, familial,
social, national and international
• Compilation of these is known as constitution. It is to be seen as Text
of law & order (underlying principles and its implementation) in the
society. It has to be seen as rules and regulations for living together,
living in relationship, harmony and co-existence
• One can also recognise constitution as a compendium of ethical
guidelines on how to live an harmonious life in the society. It includes
the eight dimensions of systems discussed before.
.
11
Lecture 18
Education-system
(Content)
Introduction
In the previous class, we tried to understand 'what is the nature of a
human system' and 'what the dimensions required to ensure the smooth
running of the system'. Culture and civilization are important in the
sense of living in a society. Whereas law (basic guidelines) and order
(system) have importance in terms of the exact implementation of the
whole system. Proper identification of the laws (basic guidelines) and its
proper implementation lead to the achievement of the system. Such a
human system establishes the laws, follows and reinforces them.
In the context of ensuring the human system, we recognized eight

dimensions of the system.
In this lecture, we will look at the dimensions of education in detail.
13
Goal
Development of Individuals
The goal of education is to facilate the process of developing those

abilities in the individual which are essential for ensuring human society
and order. We had initially recognized that it is our need to have right
understanding, right feelings, right thought at level of self; it is our need
to keep the body healthy. It is essential for us as to be able to develop
the ability to rightly utilise our mind, body and wealth. We see it as a
necessity to develop the ability to behave and produce; ability to
participate in the larger order. The purpose of education is to develop
human being who has the ccapacity to realise all the above goals.
Ensuring such education has two important components -

•Right content of education
•Right process of education
14
Content of education
1. Education for development of the Self (psychology)
2. Behavioral education
3. Health education
4. Education for Right Utilisation
5. Education for Production
6. Education for participation in the system
7. Education for Special Care
15
Content of Education
• Mental education - clarity of our goals, programs etc., knowledge of
keeping activities of the self in harmony.
• Behavioral education - education of right behavior in relatiionship with
human being
• Health education- self-regulation in the self, intake-daily routine etc. in
the context of keeping the body healthy
Knowledge of nurturing,, protection and right utilisation of the body
• Education for Right Utilisation- Understanding of role of physical
facility in nurturing and protection of the body and for social purpose.
Understanding of enrichment, protection and right utilisation of nature.
• Education for Production- Education for production of necessary
physical facility through work on natural resources
• Education for Participation in the system- Understanding of the human
order, Learning and practicing the processes and skills required for
participation in the human system
16
Significance of Current Subjects
inhumane education
Existence
(= Co-existence = Units submerged in Space)
Units (Nature) Space (All-pervading)

Limited in size Unlimited
Activity No activity
Self-organized Self-organization is available
Energized Energy in equilibrium
Recognises the relationship and fulfills Transparent
Material tM] xBu'khy Consciousness pSrU;] xBuiw.kZ

Temporary Continuous
Desh-Disha-Kaal Recognising, Fulfilling + Knowing, Assuming,

Recognising, Fulfilling +
GEOGRAPHY (Desh, Disha) Animal Order Human Order
HISTORYPhysical
(Kaal)Order Pranic Order
PHILOSOPHY
PHYSICS
Atom Cell
(B1 correctly)
BOTANY
CHEMISTRY
Molecule Plant DHARM NEETI (RIGHT UTILISATION)
PSYCHOLOGY
Molecular Structure ZOOLOGY
Animal Body (B2 now)
MEDICAL POLITICAL SCI
Lump Fluid SCIENCE
Human Body HISTORY
Composition – Decomposition Development
MANAGEMENT ECONOMICS
LakxBu&fo?kVu Fodkl
SOCIOLOGY TECHNOLOGY 18
Significance of current Subjects
• If we look at geography, it is rseful in understanding the weather, in
understanding the climate, what can be produced, where and so on.
• If you look at the history, then its main role is seen in terms of getting
inspiration from the past. When we go to assess any human
endeavour, then it is necessary to know its historical perspective to
see how things have developed. It is a role of history to help take
inspiration from the right things of the past and wherever there was a
deficiency, improve upon it after studying it and reviewing it.
• If we look at what we call civic science in true sense, then it will be the
code of living in mutual relationship, at present time.
19
• Science is needed to understand the laws of nature properly. This helps in
two ways - it helps to maintain the cycle of nature and we can learn and
understand different methods of production. Today, at the root of many useful
things that man has been able to do, there are laws of science which we have
been able to understand.
• In case of biology, we mainly study about the physiology of the body which
connects with health of the body..
• The study of the entire structure of the plant in Botany is mainly related to
production. Some will be related to production, some help to understand
human body structure as many things are common with plants..
• If we look at chemistry, this is the study of chemicals. The methods of
production of the chemicals and juices which are useful for our life.
• If you look at physics, it is helping in understandig the the happenings taking
place in the nature such as a storm, a tornado, light, in understandung what
are their underlying principles.
• The phenomena that occur Physically, are placed under physics, and the
events that occur chemically are placed under chemistry. If you see the broad
difference between the two, then it is clear from their name i.e. physics and
chemistry.
20
• If we look at mathematics, it shows that wherever calculations are to
be done, mathematics is necessary. Whether measuring the smallest
field or measuring the biggest distance from satellite. Wherever
calculation is done, mathematics is required.
• The need of the language is for expression, whether it is Hindi,

English or Sanskrit.
• If you look at the higher level courses, it is the sub-branch of some

subjects at the the lower level. For example, politics is a sub-branch of
civics, but when it comes to the higher level, it bacomes an
independent subject.
• In essence, what is being pointed out is that when we are teaching a

subject, we must ensure that it fulfills its purpose, its goal. If you look
at the language, you will teach the language, it is fine, but what you
will teach in it is important. Does it help you in improving your
expression? The same can be seen everywhere.
21
Infrastructure for Education
It is important to pay attention to what other additional components are
needed for education. If you look at it, then there is a need for schools,
colleges. For this, building will be needed; resources of production are
needed where the child can learn and can do some production along
with and under the guidance of the teachers. There seems to be a need
for both types of production- there should be some production which
they can do and some which they can learn. It is necessary to have
sufficient resources for both.
22
Role of Tradition in Education
Education is primarily the process of providing whatever important
achievements are made by its previous generation (in whatever area it
is) to the next generation.
The important achievements that the previous generation has achieved,

whether achieved through tradition or through research, are tto be
transferred to the next generation with a view of keeping them safe and
secure.
two important points
•Whatever meaningful past generations have achieved, they can

transfer to the next generation.
•Whatever remains is to be attempted in this generation.
In this sequence, the generation tradition will be enriched.
23
Lecture 19
Education – Method and Process

Lecture Content
In this class, we will talk about the human education, while living in the
society, as a human system.
Main points of discussion
1. What will be the method of human education, what will be the

process?
2. Some other points for the teacher to keep in mind while giving
education
25
The child is always willing to understand, learn, do
•The child wants to understand, to learn, what is right
•wants to do what is right

- Behaviour with human being that leads to mutual happiness (justice)
- Work with rest of nature that leads to mutual prosperity (natural laws)
The child can understand and makes lots of effort for it, on his own
26
Sources of Education
1. Mother-father, elders; family
2. Teachers; teaching institutions
3. Society, order (publicity, performance. publication)
•When the child is willing to learn and the teacher is willing to teach,
then the process of teaching and understanding becomes veru
simple and natural.
•If the teacher has a feeling of guidance towards the child and the
child has a feeling of gratitude towards the teacher; a sense of glory
for the teacher, then teaching and understanding happens naturally.
These feelings are ensured only if there is a feeling of relationship.
•Education can be imparted only with the feeling of relationship.
•After discussing the process of education, we will discuss this point
in further detail.
27
Right Feelings for Education to take place
Teacher Student
1. Feeling of Trust, Respect, 1. Feeling of Trust, Respect,

Affection, Care & Guidance Affection, Reverence, Glory &
for the Student Gratitude for the Teacher
2. Having Excellence / 2. Inspired by the Teacher
Making effort for Excellence
3. Is a co-explorer 3. Making effort for Excellence
(explorer)
Not by domination, fear,
punishment
28
Effort for Learning & Understanding
Assuming Imitate vuqlj.k Family
ekuuk ifjokj
Follow vuqdj.k
Relationship
laca/k
The child starts with the assumption that parents know…
The child is willingly making effort to understand & to learn
E.g. The child learns the language spoken at home

A vocabulary of about 5000 words referring to 5000 real things is
common
Not only the words, but also pronunciation, mannerisms…
29
ekuuk ifjokj
Follow vuqdj.k
Obedience/Discipline
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
The child (it's sanskar) is largely a copy or reflection of the parents,

people around
The child is observing the outcomes (happiness / unhappiness) of living

in accordance with those it is imitating, copying, obeying…
30

ekuuk ifjokj
Follow vuqdj.k
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
Right Self-verif Wrong
lgh Tkk¡p xyr
The child starts to validate

University
The child wants to decide independently, to be swatantra
fo”o&fo|ky;
Society
lekt
31
Effort for Understanding & self-confidence

ekuuk ifjokj
Follow vuqdj.k
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
Right Self-verif
lgh Tkk¡p
Self Discipline (10…)
Lo&vuq'kklu
Self-confidence University
vkRefo”okl fo”o&fo|ky;
Knowing
tkuuk Society
lekt
32

ekuuk ifjokj
Follow vuqdj.k
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
Right Self-verif
lgh Tkk¡p
The child is swatantra…
Knowing, not just assuming
Lo&vuq'kklu
Is following internally guided
vkRefo”okl discipline (right understanding)fo”o&fo|ky;
Knowing
…
tkuuk which is fulfilling for the child & Society
for others
lekt
33

ekuuk ifjokj
Next
Follow vuqdj.k
Generation Obedience/Discipline
Relationship School
vkKkikyu@vuq'kklu
laca/k fo|ky;
Right Self-verif
lgh Tkk¡p
Every next generation is more
Lo&vuq'kklu
developed
vkRefo”okl In harmony within fo”o&fo|ky;
Knowing
In harmony with family
tkuuk In harmony with society Society
In harmony with nature/existence
lekt
34
Effort for Arbitrariness

ekuuk ifjokj
Follow vuqdj.k
School
vkKkikyu@vuq'kklu
fo|ky;
Self-verif Wrong Domination
Tkk¡p xyr 'kklu
Arbitrariness euekuh
University
fo”o&fo|ky;
Society
lekt
35
ekuuk ifjokj
Follow vuqdj.k
School
vkKkikyu@vuq'kklu
fo|ky;
Tkk¡p xyr 'kklu
The child is partantra… Arbitrariness euekuh
Opposition nz®g
Is still assuming, not knowing University
Revolt fonz®g (~teenage)
Is still going by externally fo”o&fo|ky;
Struggle laÄ‘kZ
enforced discipline (fear/
incentive)… which may not be War ;q) Society
fulfilling for the child nor for others lekt
36
ekuuk Next ifjokj
Follow vuqdj.k Generation
School
vkKkikyu@vuq'kklu
fo|ky;
Tkk¡p xyr 'kklu
Every next generation is less Arbitrariness euekuh

developed Opposition nz®g University
In more contradiction within Revolt fonz®g (~teenage) fo”o&fo|ky;

In more opposition with family
Struggle laÄ‘kZ Society
More struggle in society
More conflict with nature/ War ;q) lekt
existence
37
Where are we today?
38
Age Process
Young Children (imitation, Observing, doing, learning,
following…) understanding
Youth, Adults (discipline, Understanding, learning, doing

exploration…)
39
Age Education Process
Young Children Observing, doing, learning, understanding
(imitation,
following…) Environment (Family elders, teachers…)
Relationship, collaboration…
How to stay healthy…
Physical facility connected to living…
40
Age Education Process
Youth, Adults Understanding, learning, doing
(discipline,
exploration, self Understanding of existential realities
discipline)
Competence for living in relationship
Skill for production, right utilisation of physical
facility, prosperity
Practice of living in human consciousness
Meaningful participation in family, society
41
Goal of Education: Excellence
On completion of the proess of education, the person should achieve
Excellence.
Excellence means understanding all levels of living and being able to

participate at every level accordingly.
at all 4 levels
Excellence ¼Js’Brk½
1. In the Self, as an Individual
Understanding Harmony & 2. In Family
Living in Harmony 3. In Society
4. In Nature/Existence
42
Some more points to keep in
mind while providing education
Excellence in the Teacher
• The important issue for the child, during the process of learning and
understanding, is the feeling of relationship in the teacher for students
and whatever he is teaching, that is also seen in his behavior, in his
conduct.
• A child can see the Excellence only if it is reflected in the behaviour
and theconduct of the teacher. Only on the basis of acceptance of
Excellence, the the child is able to connect with teacher and be ready
to learn and understand.
44
Clarity that every child has the pottential to understand
The second part shows that while imparting education, there is a need
to have the clarity that every child has the pottential to understand i.e.
every child can understand what is right. In that case, we do not get
angry, or irritated, but every time try, how we can explain it better. We
can see that pace of learning can be different. One can learn say 10
times faster than the other. But, at one time, every child learns and
understands. In the absence of this assurance within, our focus is not
fixed on the process of teaching and explaining. We are not able to do
that properly.
45
Penal law
The next important thing shows that the process of explaining and
teaching with patience is important for learning and understanding, not
the process of giving penalty. If we explain things properly; arouse
interest in the child, it is better transferred to the child.The punishment
process appears to be an obstacle most of the time, rather than being a
help to it. Because, that punishment creates an environment of fear and
the child's interest in that subject is lost. Whenever a child is able to
learn, he learns through explaining and teaching. Punishing is not a
substitute for explaining and teaching. The process of education
becomes successful only when the child understands it properly and not
just remembers it.
46
Stages of Education and their Content
With this, two or three other things appear important in the context of
education. First of all, what will be the steps of education- at what level,
what content will be given and how we will give, is also important. It is
also important to see how much education is to be given to whom.
There are two main requirements
1. One is what kind of format to develop using age wise division- what
level of content to give, how much and how, this all will appear to be
important.
2. Second, what percentage of people will have to given what education.

Certainly, the basic educatiion will be given to every body, but when we
make various streams by going to higher stage, then it is important to
identify which percent of people will have to given what stream of
education. If we try to calculate it, then it will depend on how many
people with this expertise are needed in society.
47
Skill Development related to different types of production
• Right Understanding and Right Feeling is the need of every human
being, so every human being has to be given as much education as
needed in this context.
• Distribution is important in case of skills. In terms of skill, the general
principle is that primary production requires more people, secondary
production requires less people, and tertiary production requires even
less. For example, Farming is a primary production. The number of
people involved in it, will be more than the number required in making
the equipment being used for farming like spud, spade, shovel etc.
These equipments will fall in the category of secondary production. At
tertiary level, we need coding, designing, programming to make any
equipment. All these are needed to make spades, shovels etc. This
type of skill falls in the category of tertiary production. This will require
still less number of people.
No. of people required in
Primary production > Secondary production >Tertiary production
48
Lecture 20
Self- Study & Practice

Process of Self- Study
1. We will briefly recall the process of self- exlporation that we
discussed in Foundation course on UHV (HVPE), to proveide us the
base for further discussion on Process of Self Study.
2. Then, we will go on to look into the higher activities of the self.
3. This will give us framework for going deeper into the process of self
study. We will then, work with this framework to evolve the process
further..
50
Process of Self-verification
Whatever is stated is a Proposal (Do not assume it to be true/ false)
Verify it on your own right
Proposal
1 Verify 2 Experiential Validation
on the basis
Of Live according to it
your 2a 2b
Natural
Acceptance Behaviour with Work with
Human Beings Rest of Nature
Mutual Happiness Mutual Prosperity
RIGHT
UNDERSTANDING
51
Process of Self-verification
Whatever is stated is a Proposal (Do not assume it to be true/ false)
Verify it on your own right
Proposal
1 Verify 2 Experiential Validation
on the basis
Of Live according to it
your 2a 2b
Natural
Acceptance Behaviour with Work with
Human Beings Rest of Nature
Mutual Happiness Mutual Prosperity
Which process is Naturally Acceptable to you?
A process of self-exploration, self-verification on your own right, leading to

RIGHT
understanding in yourself
UNDERSTANDING or
A process of do’s & don’ts, in which you assume what is said, without verification52
The Dialogue Within
What I Really Want to Be

Always
My Natural Acceptance
Relationship
My Intention
These are in These are in

Dialogue
Contradiction Harmony
Unhappiness Happiness
What I am
My Desire, Thought, Sometimes Sometimes
Expectation… Opposition Relationship
My Competence
53
Points for Self-observation
We have the innate potential to recognise what is right
We are endowed with natural acceptance

- It is innate, a part and parcel of our being
- It is invariant, uncorrupted by pre-conditioning
- It is definite
As we refer to our natural acceptance, we become self-referential

(self-organised, swatantra)
54
About Lower Activities of Self (I)- as discussed in HVPE course
Force / Power Activity Self verification
cy@“kfDr fØz;k on the basis of
Natural
Self (I) eSa 1. Realization
Acceptance
vuqHko 3
2. Understanding lgt Loh—fr
Preconditioning 1 cks/k ds vkËkkj ij
ekU;rk 3. Desire Imaging tkap dj
Partantrata bPNk fp=.k Swatantrata
ijra=rk X 4. Thought Analysing Lora=rk √

fopkj fo'ys"k.k
5. Expectation Selecting/Tasting Imagination
vk'kk p;u@vkLoknu
dYiuk”khyrk
Body 'kjhj 2 Sensation
Behaviour O;ogkj Work dk;Z Lakosnuk
Partantrata ijra=rk X
55
About Lower Activities of Self (I)*
Self verification
Power Dynamic Activity State Activity
on the basis of
“kfDr xfr fØz;k fLFkfr fØz;k Natural
1. Authentication Realization B1 Acceptance
3
Áek.k vuqHko
lgt Loh—fr
Self (I)
Preconditioning 1
2. Determination Understanding
ekU;rk ladYi cks/k ds vkËkkj ij
eSa
3. Desire Imaging Contemplation tkap dj

bPNk fp=.k fparu
4. Thought Analysing Comparing B2 Unguided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Unguided
vk'kk p;u vkLoknu Sensation
Body 'kjhj 2 Sensation

Behaviour O;ogkj Work dk;Z
ekuo Lakosnuk
Other nwljk Human Rest of Nature
euq";srj iz—fr
* as discussed in HVPE course 56
Exercise- we may do this ex. to revise our observation about self
Are you able to see that
1. Imagination is going on in the self
2. There is a whole lot of accumulation of all these imaginations
3. These imaginations are motivated by
− Preconditioning or
− Sensation or
− Natural acceptance
There seems to be no possibility of contiinuity of happiness at the level

of sensation, body or physical facility → There is a need to look into
the self, into B2
There seems to be no possibility of continuiity even at the level of B2 →

There is a need to look into the self, at level of B1
There is a need to work on oneself- deeper
57
Process of Self- Study… continued
1. We briefly recalled the process of self- exlporation that we discussed
in Foundation course on UHV (HVPE).
2. Let us now look into the higher activities of the self.
58
Looking into Higher Activities of Self (I)
Space “kwU;
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization B1
Áek.k vuqHko
Self (I)
ladYi cks/k
eSa
3. Desire Imaging Contemplation

bPNk fp=.k fparu
4. Thought Analysing Comparing B2
fopkj fo'ys"k.k rqyu
5. Expectation Selecting Tasting
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkj Work dk;Z Participation Òkxhnkjh
Other nwljk Human ekuo Rest of Nature in larger Order O;oLFkk esa
euq";srj iz—fr
59
Innateness & Natural Characteristic of 4 Orders
ORDER UNITS ACTIVITY INNATENESS NATURAL INHERITANCE
4 voLFkk bdkbZ fØz;k /kkj.kk Lo;a esa O;oLFkk CHARACTERISTIC vuq’kaxh;rk
LoHkko O;oLFkk esa Hkkxhnkjh
(Self-organisation) (Participation)
Physical Soil, Formation- Existence Composition- Constitution
inkFkZ Metal Deformation vfLrRo Decomposition based
feV~Vh] /kkrq jpuk&fojpuk LakxBu&fo?kVu Ikfj.kke vuq’kaxh
Bio Plants, "-“ + Respiration " + Growth " + Nurture-Worsen Seed based
izk.k Trees “olu&iz”olu iqf’V lkjd&ekjd cht vuq’kaxh
isM+] ikS/ks
Animal Animals, "-“, " in Body ", " in Body ", " in body Breed based
tho Birds “kjhj esa “kjhj esa “kjhj esa oa”k vuq’kaxh
i”kq] i{kh Selecting/Tasting in I Will to live in I Cruelty, Non-cruelty in I
p;u@vkLoknu eSa esa eSa esa Tkhus dh vk”kk eSa esa Øwjrk] vØwjrk
Human Human "-“, " in Body ", " in Body ", " in body Education-
Kku Beings “kjhj esa “kjhj esa “kjhj esa Sanskar based
euq’; Imaging, Analysing, Will to live with f”k{kk&laLdkj vuq’kaxh
Selecting/Tasting in I continuous
fp=.k] fo'ys‘k.k] happiness in I
p;u@vkLoknu eSa esa eSa esa fujarj Lkq[kiwoZd Tkhus
dh vk”kk
Potential for Perseverance, Bravity,
Right Feeling & Thought Generosity… in I
Understanding in I
lek/kku eSa esa /khjrk] ohjrk] mnkjrk]]]
le>us dh {kerk eSa esa
Right Understanding Kku
Natural Characteristic: Participation in larger order Inheritance: Basis of definite conduct across generations
60
Higher Activities of Self (I)
To see the reality as it is, in it's completeness (Knowing)
Variety, Changing
For a unit (activity) to be able to see its:
▪ Form (shape, size, colour…)
▪ Property (effect on other unit)
▪ Natural Characteristic (participation in larger order) Contemplation
▪ Innateness (self organisation) Understanding
▪ Co-existence (submergence) Realisation
Definiteness, Continuity, Universality Right

Understanding
Higher activities of the self are seen as the capacity to see

the subtler aspect of any given reality, as mentioned
above, and as shown in following 3 slides.
61
Space “kwU;
Áek.k vuqHko
Self (I)
ladYi cks/k Clarity of
eSa
3. Desire Imaging Contemplation Relationship,

Natural
bPNk fp=.k fparu Characteristic,
4. Thought Analysing Comparing Participation in
B2
Larger Order
vk'kk p;u vkLoknu
Body 'kjhj
euq";srj iz—fr
62
Space “kwU;
Áek.k vuqHko Clarity of
Self (I)
Harmony in
Nature,
ladYi cks/k
eSa
Self-organisation,
3. Desire Imaging Contemplation Innateness
bPNk fp=.k fparu
vk'kk p;u vkLoknu
Body 'kjhj
euq";srj iz—fr
63
Space “kwU;
Clarity of
1. Authentication Realization B1 Co-existence in
Áek.k vuqHko Existence,
Self (I)
2. Determination Understanding Submergence

ladYi cks/k
eSa
3. Desire Imaging Contemplation

bPNk fp=.k fparu
vk'kk p;u vkLoknu
Body 'kjhj
euq";srj iz—fr
64
Realisation of Co-existence & it’s expression – Universal Human Order
REALISATION
WITHIN
Human Tradition
ekuoh; ijaijk
Mutual Happiness Mutual Prosperity Fulfillment of Human Goal
mHk; lq[k mHk; le`f) Ekkuo y{; dh iwfrZ
Undivided Human Society EXPRESSION Universal Human Order
v[k.M ekuoh; lekt OUTSIDE lkoZHkkSe ekuoh; O;oLFkk
71
Exercise.
Awareness:
1. Find out the object of attention (D,T,E)
2. For how much time you are aware of object of attention?
3. Awareness / attention keeps shifting to what you consider important
4. Can you decide on what to focus on? Or is it decided ‘automatically’?
An example: The moment

when I left
My home my home for
My family
college
My friend’s My college
Next?? family
members
My friends in college
72
Ex. Focus on the Underlying Desire (Feeling)
Desire (Feeling), Thought and Expectation in the Self

Observe the desire, thought, expectation (selection/taste) every moment.
Is it like this?
or like this?
73
Ex. Is the Desire (Feeling) in accordance with relationship, harmony…
Desire (Feeling), Thought and Expectation in the Self

Observe the desire, thought, expectation (selection/taste) every moment.
Check whether
The Desire (Feeling) that I have at this moment is
in accordance with relationship or opposition,
harmony or disharmony (contradiction)
co-existence or struggle
74
Process of Self- Study … continued
1. We have looked into the higher activities of the self.
2. This gives us framework for going deeper into the process of self
study. With this framework, we can further evolve the process of
self-study.
We had identified human activities in 4 categories- thought, behaviour,

work and realisation,
The process of self-study can be defined in terms of these as following:
75
Dimensions of Human Living & Process of Self-study
1. Realisation
Dimension B1
(Right Understanding)
Proposal 2. Thought Dim. B2

(Right Feeling, Thought)
3. Behaviour 4. Work/
B3 Participation in order B4
76
Dimensions of Human Living & Process of Self-study
1. Realisation Dim. B1
(Right Understanding)
Truth (Co-Existence) Practice for
Contempation
2. Thought Dim. B2
(Right Feeling, Thought)
Practice for Practice for
Behaviour The Law (harmony) work/parti.
3. Behaviour B3
4. Work/
Justice (Relationship) Participation in order B4
Physical Laws/ The Law (harmony)
77
How to do Self-study & Practice ?
• Receive the proposals regarding the Existential Reality through
Reading a book or Listening to someone
• Remembering the essence of what Existential Reality is conveyed in the proposal,

Verify the Proposal with awareness on the basis of the following
Is it rational ( or contradictory )
Does it cover all dimensions of human living
is Universal or not- can every human being live like this in all time and space
Is thought and living on the basis of this, naturally acceptable to me or not
Is thought and living on the basis of this, fulfilling (ensuring happiness) for me or not
Is thought and living on the basis of this, condusive for the well-being of all or not
• Practice for living accordingly- in thought, behaviour, work (including intake-daily routine)
and participation in the larger order
• Achieving the clarity in thought and preciseness in living, by working through the 3 steps
mentioned above
• With this, now trying to observe the given reality in the self for awakening to higher
activities of Contemplation, Understanding and Realisation
• After Realisation, working for aligning all the other activities of the self in harmony with
Realisation
78
Process of Self- Study…continued
sense
To have an appreciation (taste) for relationship (justice),
harmony (order) and co-existence (truth) over and above the
taste of sensation
conception
To have the perspective of relationship, harmony and co-
existence in thought (Analysing, Comparing)
79
To have desire in Imaging to live with relationship, harmony and co-
existence
Feel
Feeling the need to understand relationship, harmony and co-existence
Paying attention to existential realities for this understanding
साक्षात्कार of the reality being focussed – to see its Participation)
Determination to live with reality being साक्षात्कार
understanding
Understanding of the reality (साक्षात्कार बोध) – to be able to see the
harmony (self-organisation) of that reality, over and above its
participation
Through a stepwise process of understanding of realities, their
acceptance and incorporation till the complete reality- conception of the
whole reality
Co-existence– Truth– The complete reality, which has been understood at

the level of intellect, there is a decision to live with authenticity
Realisation
In the process of this living, Realisation of Co-existence
Realisation in Space
On the basis of Realisation of Co-existence, living under the guidance of
this Realisation (see Realisation of Co-existence & it’s expression
80
Process of Self-study- towards Realisation
Space
Dynamic Activity State Activity
Decision to live with authenticity with complete reality, as understood

1. Authentication Realization B1 In the process of this living, Realisation of Co-existence,
Realisation
Self (I)
Living under the guidance of this Realisation
Determination to live with reality Being Felt

2. Determination Understanding Understanding of the reality– to see its harmony(self-organisation)
stepwise process of understanding of realities, their acceptance
till understanding of the whole reality Understanding
Having desire to live with relationship…
3. Imagination Contemplation Feeling need to understand relationship…
Paying attention to existential realities
साक्षात्कार of reality focussed– its Participation
Feel
4. Analyzing Comparing To have the perspective of relationship,
B2 harmony and co-existence in thought
(Analysing, Comparing) Conception
5. Selecting Tasting To have an appreciation (taste) for
relationship, harmony and co-existence
over taste of sensation Sense
Selection of Proposal about Reality Listening to Proposal about Existential

Reality
Living- Behaviour, Work, Participation in larger order
81
Process of Self- After Realisation
Space “kwU;
1. Authentication Realization B1 Clarity of Co-existence
Submergence
Áek.k vuqHko
Self (I)
2. Determination Understanding Clarity of Harmony in N

Self-organisation, Innat
ladYi cks/k
eSa
3. Desire Imaging Contemplation Clarity of Relationship,

Natural Characteristic,
bPNk fp=.k fparu Participation in Larger
4. Thought Analysing Comparing B2 Co-existence, Harmony
Guided Senses, Health,
5. Expectation Selecting Tasting Goal, Value
Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
euq";srj iz—fr
82
On the basis of Realisation of Co-existence,
Harmonising all activities of the self under the guidance of this Realisation,
Living under the guidance of this Realised Self (Behaviour, Work, Participation
in larger order)
(see Realisation of Co-existence & it’s Expression un the next slide)
83
(1) Production :
General Overview, Policies and Systems,
Critical Analysis
(2) Exchange & Distribution:

Critical Analysis.
(3) Right Utilisation:

Critical Analysis.
Lecture 27
Production and Service

(What and How)
Introduction
•Different dimensions of system
1. Education
2. Health
3. Justice
7. Preservation
8. Government Service
•In this lecture, we will discuss the dimension of production and service.
86
Goal of Production and Service Dimension
Goal of the dimension of Production and Service
1. To produce or manufacture the physical facilities and materials

needed for proper utilization
2. To make necessary services available for every one
87
Main Points of Production
Three important questions related to production are -
1. What to produce?
2. How to produce?
3. How much to produce?
88
What to Produce?
1. Produce the physical facility or material that is needed to ensure

nutrition, protection, and health of the body.
2. Produce the physical facility needed for smooth running and

maintenance of the system in the society.
89
How to Produce?
•Production process needs to be cyclic and eco friendly.
•Along with eco friendly, it also needs to be people friendly.
•It keeps relationship and mutual behaviour in focus -

e.g. If every member of the family is participating in the production,
▪ there is no need to take out any extra time for maintaining relationship
and mutual behaviour.
▪ Along with this, probability of exploitation will also become minimum.
90
How Much to Produce?
•More than our need (what is required for nurturing, protection…as

defined)
•Need (for right utilization)

for individual
for family
for society
for system
•More - for fulfilment of the needs in relationship and for system

- To be free from the feeling of being deprived
- To develop the mentality and practice to share and give
Not for indulgence or mis-utilisation (inappropriation)
91
Recognising Need
for Physical Facility
Need of Human being (Self and Body)
•Human being is co-existence of self and body.
•To understand the needs of a human being, we need to look into the
needs of self as well as needs of body.
93
Self Body (Instrument)
Consciousness INFORMATION Material
Instruction
Sensation
Needs: Happiness, Prosperity → Continuity Physical Facility

Needs & activities are continuous in time Temporary in time
Self-regulation
Feeling of responsibility toward the body – for
Nurturing, Protection and Right Utilization of
the Body
94
Instruction
Sensation

Self-regulation Health
Feeling of responsibility toward the body – for 1. Body acts according to I
Nurturing, Protection and Right Utilization of 2. Parts of the body are in
the Body harmony (in order)
Physical Facility is required to fulfill the responsibility of the Self toward the Body
(to keep the Body in good health)
– for nurturing, protection and right utilisation of the body
The required physical facility can be identified

95
Instruction
Sensation

Food… Clothes, Shelter... Instruments…
The required physical facility can be recognised

along with the required quantity
The quantity of food… required for nurturing the body – is it limited or unlimited?
Clothes, shelter… for protection of the body – is it limited or unlimited?
Instruments, equipments… for right utilisation of the body – is it limited or unlimited?
96
Instruction
Sensation

Food… Physical
Clothes, Facility is required
Shelter... to to keep the body in good health,
Instruments…
so that right utilisation of the body can be ensured
Required Required Required in a
in limited in limited i.e. physical Facility
limited is required only for
quantity
quantity nurturing, protection and right utilisation of the body
quantity
If we can see that the physical facility for
nurturing, protection and right utilisation of the body
is required in a limited quantity,
then we can understand the meaning of prosperity 97
Prosperity
Prosperity – The feeling of having / producing more than required
Physical Facility
2 1
1 – Identification of required physical facility (including the required
quantity)
– with right understanding
2 – Ensuring availability/ production of more than required physical

facility
– with right skills
A prosperous person thinks of right utilisation, nurturing the other

“ deprived “ “ “ accumulation, exploiting “ “
98
वर्तमान स्थितर्
In a previous session, we had seen that we can observe two categories
of human beings
1. Lacking physical facility, unhappy deprived
2. Having physical facility, unhappy deprived
Now we can see that if the identification of required physical facility is

missing, then one can only shift between category 1 & category 2
While we want to be –
3. Having physical facility, happy prosperous
This is possible only with

a- the right identification of required physical facility and
b- availability / production of more than required physical facility
99
Gross Misunderstanding 1 – Human Being = Body
Assumption: Human being = Body
Needs of human being = physical facility
and feelings
Need for feelings (like respect) is continuous
All needs are fulfilled by physical facility

(Eg. respect is ensured thru clothes,
house…)
Feeling of
Physical facility required = unlimited! Physical Deprivation
facility I don’t
available = have
unlimited? enough!
Effort for
Physical
Facility
100
Gross Misunderstanding 2 – There is a Shortage of Physical Facility
Data: Of the 4.2 billion tons of food produced, more than 1 billion tons of food
is 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)
Global Food Production is 6 times requirement

Global Food Wastage is 1/3rd of production
Wastage is enough to feed 1300 crore people/year
Have we understood human needs?

Have we understood right utilisation?
Is shortage a question of production or distribution?
Is it a question of relationship?
Is it a question of right understanding?
It is a question of right education?
http://www.un.org/apps/news/story.asp?NewsID=38344&Cr=fao&Cr1
101
What to Produce
Types of Production
• Production of physical facilities
• Services which include
- Repair and Maintenance Work
103
Types of Production and Service
Primary Production and Service
▪ Physical facility for nurturing and protection of the Body
e.g. Food, clothes, shelter
▪ Service (seva) for above
e.g. cooking, cleaning, care of children, geriatric care, hair cutting
Secondary Production and Service

▪ Equipment, instruments required to produce physical facility for primary needs
e.g. tractor, weaving loom, bulldozer, cement mixer, truck, train, plane
▪ Services for above
e.g. medical care, tractor repair
Tertiary Production and Service

▪ Instruments, designing, coding, software etc. required for above
e.g. Computer, mobile, designing building, coding program for data collection,
developing accounting
▪ Service for above
e.g. mobile repair
104
Priority
• Primary production and services are most important for us to survive
• Secondary production and services are helpful in doing the primary

production. It makes the primary production process smoother.
• Tertiary production and services are mostly needed for participation in

the larger order, better planning etc.
• Priority Order
Primary > Secondary > Tertiary
105
Exercise / Home Assignment
•Make a list of all the physical facilities and services being used in our
home.
•Categorise all these physical facilities and services in primary,
secondary and tertiary production and service.
•From this list, we will get an idea of how many types of productions and
services are needed in society. Many a times we feel that agriculture
and cattle keeping (पशुपालन) are the only two options.
•This list can also be divided on this basis that a particular production is
related to nurture / protection of the body, or for running of the social
system.
•We can make a list of around hundred things including production as

well as services.
106
How to Produce
How to Produce
According to the Natural Laws- law of mutual fulfilment in Nature-
There are four most important points to consider –

1. Mutually enriching, Cyclic process of Nature and its resources
2. Rate of production and consumption of produced facility
3. Mutually enriching, Cyclic process of By-products
4. Evaluation of appropriateness of the technology before its
generalisation
108
Mutually Enriching, Cyclic Process of Earth and its Resources
• According to the natural laws, cyclic and mutually enriching process of
earth and its resources should be ensured while producing any thing.
109
Mutually Enriching, Cyclic Process (Avartansheel Process)
1. Cyclic
2. Every Unit in the Process is Enriched
Plants...
Soil, Water, Animals &

Air... Birds
√? √?
√?
Human
Beings
We, human beings, have to understand the mutual fulfilment in nature &
to live accordingly
i.e. To update the man-made processes to be cyclic and mutually
enriching
110
When and Where to Produce?
• Produce according to season and region
- The material should be produced in their natural season of growth or

production.
- The material should be produced in the geographical region where

they grow naturally or can be produced naturally.
- When we grow or produce a material in other season or region, then

they may increase the related problems.
- Along with this, seasonal and regional is also more beneficial for
nourishment and health of the body.
111
Rate of Production and Consumption
•Rate of consumption of a material should be less or at max equal to the
rate of production.
•Minimize the use of materials which are not being produced. Even if
they are used, their reuse and recycle should be ensured.
- e.g., If we are not sure about the rate of production of Iron-ore, then
use it as minimum as possible and ensure its recycle and reuse.
•Rate of consumption, faster than the rate of production results into

depletion of resources.
Resource Depletion – The resource is used at a rate which is faster

than the rate at which it is produced in Nature.
112
Pollution is lack of Mutually Enriching, Cyclic Process
Pollution – The product is such that

1. It does not return to the cycle in Nature or
2. It is produced at a rate that is faster than the rate at which it can
return to the cycle in Nature
113
Mutually Enriching, Cyclic Process of By-products
• All the by-products coming out of our production system should be
absored in the nature in accordance with Mutually Enriching, Cyclic
Process.
• Our complete production system should not cause any hindrance to

the Mutually Enriching, Cyclic Process of nature.
• Rate of absorption of affluent / by-products should be greater than the

rate of affluent / by-product generation to ensure cyclic process, to
ensure Mutually Enriching, Cyclic Process.
114
Evaluation of Technology Before Generalisation
• During experimental phase of any technology (when technology has

not been established and tested completely), a thorough analysis of
impacts of the production process on all the dimensions needs to be
done.
• Any new physical facility which we want to produce should be

generalized only after study of all aspects of the production process.
Otherwise, along with the generalization of physical facilities,
problems related to the production process will also get generalized.
For e.g. negative impact on Air, Water, soil, etc.
115
Protection and Enrichment
• Minimum requirement of any production system is that it should not
harm nature in any way, but along with that it will be better if the
production process enriches the nature.
• ‘No harm’ is indicator of Protection and ‘helping the nature to prosper’

is an indicator of Enrichment.
• We should design our production system such that we can participate

/ contribute in the enrichment of the nature.
116
Co-existence सह-अस्थर्त्व Design of Nature
ORDERS UNITS SUBMERGE INNATENESS NATURAL ACTIVITY INHERITANCE
4 voLFkk bdkbZ NCE /kkj.kk] /keZ CHARACTERISTIC fØz;k vuq’kaxh;rk
संपक्त
ृ र्ा Lo;a esa O;oLFkk LoHkko] बड़ीO;oLFkk
O;oLFkk esa Hkkxhnkjh
esa Hkkxhnkjh
(Energised) (Self-organisation) (Participation in larger order)
Physical Soil, क्रियाशीलता Existence Formation- Composition- Constitution
inkFkZ Metal
feV~Vh] Interaction
vfLrRo Deformation
LakxBu&fo?kVu
Decomposition
jpuk&fojpuk
based
Ikfj.kke vuq’kaxh
/kkrq
Pranic Plants, “+ " + Growth " + Nurture-Worsen "-“ + Respiration Seed based
स्पन्दनशीलता iqf’V lkjd&ekjd “olu&iz”olu cht vuq’kaxh
izk.k Trees
isM+] ikS/ks “ + Pulsation
Animal Animals “ शरीर में ", " in Body ", " in body "-“, " in Body
, Birds “ in Body “kjhj esa “kjhj esa “kjhj esa
tho i”kq] i{kh Will to live in I Cruelty, Non-cruelty Selecting/Tasting Breed based
संवेदनशीलता मैं
में eSa esa Tkhus dh vk”kk in I in I oa”k vuq’kaxh
Sensititity in I eSa esa Øwjrk] vØwjrk p;u@vkLoknu eSa esa
Human Human “ शरीर में ", " in Body ", " in body "-“, " in Body
“ in Body “kjhj esa “kjhj esa “kjhj esa
Kku Beings
euq’; Will to live with Imaging, Analysing, Education-
संवेदनशीलता मैं
continuous Selecting/Tasting in Sanskar based
में f”k{kk&laLdkj
Sensitivity in I happiness in I
I
vuq’kaxh
eSa esa fujarj Lkq[kiwoZd Next Generation fp=.k] fo'ys’k.k]
Tkhus dh vk”kk p;u@vkLoknu eSa esa
Human
Right Feeling & Perseverance, Potential for Education-
संज्ञानशीलता, Thought lek/kku Bravity, Generosity… understanding sanskar
संज्ञानीयर्ा मैं में Right Understanding in I le>us dh {kerk eSa esa
Knowability, Kku
Knowledge in I
eSa esa /khjrk] ohjrk] mnkjrk 117
Mutual fulfillment in human- Nature relationship
To understand the inherent harmony in nature and to live accordingly, i.e.

▪ To facilitate a conducive environment for the activity (at least not violate it) of all
orders
▪ To facilitate the innateness (or at least not violate it) of all orders
▪ To facilitate the inheritance (or at least not violate it) of all orders
Order Human Participation for Mutual Fulfillment

Physical Facilitate its existence by ensuring conducive environment and
Order maintaining / ensuring its constitution (eg. constitution of earth)
Bio Facilitate its growth by ensuring conducive environment and
Order maintaining / ensuring its seed (e.g. seed of rice)
Animal Facilitate care of the body by ensuring physical facility, environment
Order for existence & growth of body. To ensure its will to live
Maintaining / ensuring its breed (eg. breed of cow)
Human Facilitate care of the body by ensuring physical facility, environment
Order for existence & growth of body
Facilitate its will to live with continuous happiness by ensuring
human education-sanskar, participating in developing /
maintaining undivided society & universal human order 118
Lecture 28
Production - Policies and Systems

Introduction
In last lecture, We have discussed what to produce and how to produce.
In this class, we want to discuss where to produce (at which level) and
who will produce.
120
Who will Produce
Production-work requires
Healthy Mindset + Healthy Body + Skill + Effort + Rest of Nature
Healthy mindset :
− The capacity to identify the need of physical facility
− The skills & practice for sustainable production of more than
what is required leading to the feeling of prosperity
▪ A mindset of production (not accumulation) through labour
(not exploitation)
▪ A mindset of right utilisation (not indulgence)
▪ A mindset of protection (not use & throw)
121
Livelihood, Occupations, Professions
Ref. Ravindra Sharma
Ref. Dr. Satyendra
Ref. Dharampal
It was considered in Indian village that if farmers want to set up a

village, then they have to ensure people from all other professions
(existing in the village) and guarantee their survival and respect.
122
Exercise
Make a list of
professions that are
required at various
levels (community,
mohalla, village etc.)
धोबी, दर्जी, नाई, मोची,

लोहार, सुनार, आदद।
उत्पादन, सेवा और
maintenance र्ीनों के
तलए
Some more
professions are
mentioned in the
adjacent figure.
123
Level of Production
At the level of Family
At the level of Village
At the level of Group of Villages…
124
Basic Guideline
• In last lecture, we have discussed three types of Production
- Primary, Secondary, and Tertiary
We have also noticed their priority sequence i.e., Primary is the most
important, after that secondary and then tertiary.
• Basic guidelines of What should be produced where is

- Primary production should be ensured at family and village level.
- Secondary production should be ensured at the level of village and village
clusters.
- Tertiary production should be ensured at the level of village clusters or at
larger level according to the need.
• It is true that according to geographical location, environment and soil

conditions, all necessary primary productions can not be ensured in a single
village, and there will always be the need of exchange. Essence of the above
guideline is that any primary production should be taken up at as
lower level as possible. It will help in smooth functioning of system.
125
At the Level of Family
•At the level of family, produce the physical facilities necessary for our
family, village, village cluster or society.
•Production, service or repair maintenance- all these should be done

only for the facilities which are necessary. If we are involved in
production of unnecessary things, it is a wastage of resource. Main point
is that we should produce only the things which are necessary.
•Identification of our needs is very much necessary before production,

otherwise we will be harming the nature in one or another way.
126
Decisions of production at the level of Village
• Make a list of all the physical facilities required in a village.
• Identify the physical facilities which can be produced in the village.
• Identify the facilities we need to produce in excess so that they can be

used in the exchange for the material which can not be produced in
the village.
• In combination of all these, decide what are the facilities village has to
produce and in what quantity.
• There should be a proper distribution of all the resources required for

production. e.g., land, forest, river, etc.
• “Who will produce what” can be decided by a common meeting and

discussion.
127
At the level of Village
• Need and Resource based planning; rather than money based
• Production related to food, shelter and cloth (Primary production)

should be ensured at the level of village or group of villages.
• Helping tools and machines for production process should be

manufactured at the level of village as far as possible.
• The machines which we are not able to manufacture at the level of

village, their repair and maintenance must be ensured in the village.
• Exchange can be done only after ensuring the fulfillment of the need
of the village.
128
Benefits of production at village level
Benefits of Village level production
• Every family will have the assurance of necessary physical facilities
• Better quality of product
• Minimum transport
• Availability of all type of required work
• Maximum utilization of resources
• Maximum possible use of materials or resources in its naturally available form
• Easy to study of the impacts of any process of production on rest of nature
• Self Reliance, and less dependency on Exchange
• An assurance of opportunity for production and availability of required
resources to carry it out, for everyone .
• Less dependency on current market system
129
Exercise/ Home Assignment
▪ Design a production system for your own village.
- Do a survey of a village regarding what are the physical facilities or

materials being used in the village. Out of all these, which materials
are produced in the village and which are not? What more can be
produced with the resources available in the village?
- What should be produced in excess for the purpose of exchange to
get the materials which are not produced in the village?
- On the basis of all these calculations, decide how many people need
to engage in what particular production.
- Finally, distribute the responsibilities of productions among villagers to
as who will produce what and where.
130
At the level of Village Clusters
• A major part of the necessary facilities will be produced at the level of
village itself (Mainly related to primary production)
• There will be some necessary primary productions, which one village

might not be able to produce due to environmental and soil conditions.
• Some productions will not be required to be done in every village.
• What so ever is not produced in the village, will be taken up by village

clusters.
• Finally, it can be decided that which village will take care of which
product, for all villages in the village cluster.
131
At Society and Policy Level
•Every person should get the opportunity to produce
•Should get the necessary natural resources for that production
•Necessary skills should be developed
• To promote and create the mentality to produce the necessary facilities

and reduce the production of unnecessary ones.
•To cultivate the mentality of need based production instead of profit
based production
•Respect of labour, to create the mentality of labour

•What a person will produce, will be decided on the basis of need of the
facility, competence and interest of the person.
•Hand for every work; Work for every hand
132
Lecture 29
Production and Service - Critical

Analysis
Introduction
In this lecture, we will do the analysis of existing production and service
system.
Main points
- Achievements of the production and service system today
- commonly observed problems and their effect
- Some of the possible solutions
- some case studies where efforts are being made in the direction of
solutions
134
Achievements
of
production and service system
today
Problems
Points to evaluate the existing production system
1. What we are producing today- is it necessary or not?
2. Is Production process eco-friendly and human-friendly or not?
3. what are the problems we have created today due to negligence on

both these fronts -
For Human Being
For Rest of the Nature
137
Evaluation 1 - Utility of Produce
• Today, we are producing or manufacturing many things which are not
required either for nurturing and protection of human body, or for
social activities.
for example – Cigarette, Liquor
• Many things are produced only to gratify our senses or because of

social pressure and they have ill effects on health of the body,
economics and overall functioning of the society.
138
Evaluation 2 - Eco-friendliness of the process
Examples of non-eco friendly production processes
• Use of chemical fertilizers, insecticides and pesticides in agriculture

• By-products of Industries which are discharged in rivers or is released
into air.
• Production and misuse of plastics
139
Evaluation 3 - Human-friendliness of the Process
Examples of production processes not being human friendly
• Workers are made to work like Machines

• Not providing them minimum wages/ basic facilities
140
Negative Outcomes of Existing Production System Current
Negative Outcomes
Pollution, Resource depletion, Global warming, Climate change,
polluted rivers
Some Examples
Pollution- Air, Water, Soil
- Polluted Rivers
Ozone layer depletion

Global warming
Melting of the Polar Ice
Decreasing/ Drying of ground water-table
141
Problem of Waste
Waste
All the products which are not used or not usable
Taking care of waste has become a major issue
142
Effect on Human and Nature
•Effect on Human Body
- Many diseases that we facing today are because of over-
consumption or unnecessary consumption of things produced
- Many new diseases are showing up because of consumption of
produce which are not conducive to human body and because of
the polluted environment
•Effect on Earth
- Many species have become extinct and many more are
endangered
- Continuous reduction/ depletion in natural resources due to
overuse, many a times misutilisation.
143
Solutions
Solutions
Energy
Land use – urban, rural, roads & buildings…
Air
Water
Forest
Soil
Mining
Localisation
145
Energy
Gassifier with biochar production option
Biogas
Wood
Animal power (bullock, horse…)
Human power (bicycle, rickshaw…)
146
Land use
Forest
Wetland
Grassland (grazing land)
Community forest
Farm land
Farm land for fodder and animal rearing for meat?
Village
Desert land
Urban sprawl?
147
Problems & Solutions
Water
Abundance of Natural Fresh Water Availability
India Water Storage
3,287,590 km² Forest (tree roots) (max%)
Glaciers (small%)
890 mm average rainfall Bauxite mountains (min%)
Total annual rainfall Bogs, underground aquifers

(433,000 cubic km)
2,925 cubic km Lakes, ponds…
Forests
Farms
Total annual human water use
230 cubic km (urban + rural) Natural distribution of water
Rain
Rivers & Streams overground
(also distributes silt, fish…)
Rivers & Streams
underground
149
Water Status – Mismanagement
India Water Storage
3,287,590 km² Forests (deforestation)
890 mm average rainfall (has Farms (hard, dead top soil)
become erratic) Glaciers (melting rapidly)
Areas with bauxite (mining)
Bogs, underground aquifers
Total annual rainfall (433,000 cubic km) (30% dry)
2,925 cubic km (59% in 2014) Lakes, ponds… (filled up)
Natural distribution of water
Total annual human water Rain (disturbed)
230 cubic km (urban + rural) Rivers (both over & under
(increasing indiscriminate use ground disturbed)
in urban areas, dumping of
waste in rivers, ground...,
chemical farming, heavy Unnatural storage & distribution
machinery, reduced bio- of water
diversity...) Dams
Canals
150
151
Areas with maximum
underground water over-
use (red areas) also
have poor rainfall
E.g. Delhi
- water table has fallen > 4
m 1997-2006
In 2013
5,723 ground water
blocks in the country
1,615 or 29% classified
as semi-critical, critical
or overexploited
60% of aquifers in
India will be in a
critical condition by
2028 if the trend of
indiscriminate
exploitation of ground
water continues
152
India's Ground Water Table to Dry Up in 15 years (DH March 2013)
India's estimated use of ground water = 230 cubic km annually
▪ 60% of irrigated agriculture
▪ 80% of rural and urban water supplies
5,723 ground water blocks in the country

1,615 or 29% classified as semi-critical, critical or overexploited
60% of aquifers in India will be in a critical condition by 2028 if the

trend of indiscriminate exploitation of ground water continues
Grounwater hold capacity is estimated to be 433 billion cubic meters
World Bank report calls for immediate corrective measures
http://www.deccanherald.com/content/56673/indias-ground-water-
table-dry.html
153
Some Efforts Within Existing System: About Water & Food
Farmland/Village
- Natural Farming (E.g. Maharashtra – Subhash Sharma)
Grassland
- Reversing Desertification (E.g. 15 mn hectares on 5 continents –
Allan Savory) Video (18 mins)
Forest & Wetland

- Contribute to its right utilisation, protection & enrichment
- or just leave it to nature
Desert
- Water Management (E.g. Rajasthan – Anupam Mishra)
Urban Settlement
- Water harvesting (E.g. Karnataka – Vijayanagar, Bengaluru)
154
Example of a Study Project in production-work
"Sourabha" is located in southwestern part of Bangalore (Vijayanagar).
Plot area is 2400 Sq. ft. (40 ft. x 60 ft.)
Constructed 1995
Entirely dependent on rainwater for all its needs since 1994
(including construction)
No Corporation or BWSSB water connection ever
Rainfall ~1000 mm/year

Collection ~2,23,000 lts/year
Need ~1,80,000 lts/year
Recharges Ground Water
http://kscst.org.in/rwh_files/rwh_sourabha.html 155
Localisation & Globalisation
• Human being = co-existence of Self and Body
Whenever, we are talking about our needs, we have to identify the
needs of body as well as the needs of self.
Needs of the body are fulfilled by physical facilities where as the
needs of self is fulfilled through right understanding and right feelings.
• Essence of the entire discussion is that
-fulfilment of the needs of body should be ensured locally where as
- fulfilment of the need of self is possible only after global/universal
expansion in terms of knowledge and feelings in the self.
• Today’s problem is that we are talking about globalisation in terms of
physical facilities and getting more and more narrowed down
(localised) in terms of self.
• Production should be done locally as far as possible and
Knowledge and feelings of self should be expanded upto Undivided
society and Universal Human order.
156
Local Global
Physical Facility related to Right Understanding
common needs (Intake, Clothes, Right Feeling (Mindset – of living
House…) –with available resources in a relationship of mutual
special needs- as far as possible fulfillment with human being &
rest of nature, extendind from
family to world family i.e.
globally)
Needs of the Body Needs of the Self (I)
157
Lecture 30-31
Exchange and Distribution

Goal of Exchange and Distribution
Goal of Exchange:
To ensure the availability of necessary physical facilities and required
services as per the need of everyone, in different regions and time.
Goal of Distribution:
Fulfilling the needs of
▪ Everyone in the family- extending upto world family
▪ This certainly includes
− those who are unable to produce and have no family/social support
− those who have been through some accident or natural calamity
− those working full-time for service to the society (who don’t have time and/or
opportunity for production)
159
Exchange
• No production happens in this process
• It is for mutual fulfillment, not for exploitation
160
Types of Exchange
• Direct Ex- Exchange of rice with wheat
• Indirect Ex- Sale and Purchase of Rice through money (currency)
161
Why Exchange
• Because it is practically impossible to produce everything that we use
in the family, by the family alone.
162
Valuation and Exchange
•To carry out the exchange with the feeling of mutual fulfillment is the
fundamental requirement.
•When we want to carry out the exchange with the feeling of mutual
fulfillment, then the next question is what should be the basis of this
exchange. On what basis price of a commodity should be fixed?
•Fundamental input for a production is the time and labour invested in
the production, over and above the natural resources..
•However, Natural resources are naturally available on the earth and
every human being has equal right over it. Therefore, this is property of
the society, property of every human being.
•We produce or manufacture necessary things when we put our time
and labour on natural resources.
•How much time and labour has been invested is our fundamental input,
and therefore, this can be the basis to decide the value and rate of
exchange of products.
163
Basis of Exchange
• Basis- Evaluation on the basis of Labour-invested (श्रम-मूल्य)
• Major part of the Production happens naturally in the Nature. A man

invests his Labour in the process (this can be clearly seen in case of
agriculture production)
• Labour is the fundamental input. Rest all (instruments, money etc) are
its supporting means.
164
Evaluation on the basis of Labour-invested
• How to fix the price- based on evaluation of labour invested
• How to calculate value of labour
• Time (Hour)-Main factor
• Other Factors
▪ Difficulty of the work
▪ Time and effort invested in the skill preparation
▪ Resources needed
• These other factors may contribute as weight factor

Maximum 1:5/ 1:2/ 1:1
165
Contemporary Methods of price fixation
• Mostly “Demand and Supply”
supposedly the free market,
in reality, controlled by the dominant groups in the society
166
Valuation
Valuation: based on labour hours, free from profit-loss
System of exchange
Prerequisite for such valuation & exchange:

1. Acceptance of relationship (trust… affection…)
2. Understanding & working for prosperity through our own labour using cyclic-
mutually enriching (avartansheel) process
3. Understanding of mutual fulfillment
Traditional systems of exchange – direct and Hundi system…
Current system: largely using currency (money):

-terms of exchange decided through prevailing economics, market,
-valuation in terms of currency- on the basis of demand-supply. Inflation, rates
of currency exchange, demonetization, devaluation (basis is not very
clear, probably decided by dominant forces)
-basic motivation- exchange for profit maximisation
167
Valuation: Labour Hours
Labour hours (for production of 1 unit)
Account for all direct labour hours for
- Set up
- Raw materials
- Production
- Allocated labour hours of tools/equipment used…
Example:
1 litre of milk = 1 hr 45 mins of labour (details in next slide)
Exercise: Evaluate the labour hours for:

Making 10 chapatis
Cleaning this classroom
168
Example: Labour for Milk Production
Production 30 lit / day
(average 10 cows)
Labour 12 man hrs / day
Feed etc. Rs. 2000 / day or equivalent to max 40 man hrs / day*
Maintenance Rs. 33 / day (@ Rs. 12000/year) eq to 0.73 hs/day
Total Labour 53 man hrs / day
Production labour input 1 hr 46 min / lit

Production cost in labour hour 1 hr 46 min / lit.
in Rs. Rs 88 / lit
* Assuming 1 man hour = Rs 50
169
Exercise
To consider a simple example,
we can calculate the labour invested in growing 1 kg of Wheat.
Similarly we can calculate the labour invested in growing 1 kg of rice.
Having both these calculations, we can decide the rate of exchange.
Similarly, if we would like to connect it with clothes, take any food item
and consider the time and labour invested to grow that food and time
and labour invested in production of clothes. On the basis of this
calculation, we can decide how many meters of cloth will be exchanged
with how many kg of food item.
We need to have a detail calculation of these.
170
What needs to be done to ensure proper exchange
To ensure proper exchange, we need to work at these three levels
1. Importance of mentality – We should have the mentality to take the
thing of the same labour-value in exchange of another thing. This
is honesty regarding exchange. If we have the mentality of profit,
exploitation and accumulation, then it is lack of honesty and it
causes many problems.
2. Second important point for proper exchange is the need to have a
feeling of relationship for the person with whom we are doing the
exchange. Then only we will be able to ensure mutual fulfillment in
exchange.
3. Third requirement is proper system and proper policy. Every
person should get the return in ratio of his labour. It is the
responsibility of the human order to ensure this and design an
exchange system on the basis of relationship and mutual
fulfillment .
171
Distribution (which includes Charity/ Philanthropic work)
Distribution is even more important than exchange.
Distribution means to fulfill the requirements of every person in the
family whether he is directly contributing in production or not.
We carry out exchange in the society, or in the market and
distribution in the family.
When we expand this distribution in society then there are activities like
charity and other philanthropic work. All these have their own
importance.
With time one can see unequal distribution of physical facilities in the
society due to difference in productivity of land, labour invested etc.
These activities (charity, philanthropic work) play a major role to
normalize this unequal distribution and to fulfill the needs of everyone,
172
Fulfilment of needs arising out of accidents, natural calamities
Everyone should have the opportunity to produce and they should
produce.
However, If due to some genuine reason, a person can not involve in
production process then there is a need of such distribution for those
people.
If a house in the village catches fire or someone undergoes some

accident, this type of distribution will be of help in such situation.
So, such distribution is important whenever there is a genuine reason.
173
What to do at the level of family, society and system
• Inculcate the mentality of relationship at the level of society so that a
person can develop the feeling of relationship.
• At the level of system, design and develop the proper mechanism of
price fixation and then implement that process.
• Development of proper currency exchange system
- Design exchange system such that exchange become smooth.
For example,
• There should be a exchange centre in the village where all the local
exchange will be carried out.
• Then, exchange centre of the village should exchange with the
exchange centre of other village rather than an individual exchanging
with another individual.
• Then, there should be exchange centres at larger level. All smaller
exchange centres should exchange with this larger exchange centre.
174
Levels of Exchange
•Exchange can also be seen in terms of these three levels
with the equal level
with the larger level and
with the smaller level
•For example, if we are looking at the level of district, then the exchange
centre at the district level should exchange with the exchange centre of
other districts.
•Materials which are not available at these centres should be
exchanged with the exchange centre of higher level say commissionary.
•Third type of exchange needs to be done with centers inside the
district, at the levels smaller than district, like with the centres of different
blocks.
•These are three levels of exchange. This needs to be ensured by the

system.
175
Give Exercises and Discuss in the class
Study the international currency exchange
Is there fairness in the currency valuation?
What are the problems? Suggest some possible solutions for this.
176
Lecture 32-33
Right Utilization & Protection

(सदपु योग एवं संरक्षण)
Systems in a Human Society
1. Education
2. Health
3. Justice
7. Preservation
8. Participatory Service
Scope of systems – from the family system onwards
In this lecture, we will discuss about Right Utilisation
178
Dimension of Right Utilisation
• Purpose- Prosperity in Human Being,
Preservation of Rest of Nature
179
• Preservation and Protection of things which are being used or utilised
• Identification of things being used, utilised
180
Right Utilisation
• Of Physical Facility
• Of Body
• Of Self
181
Right Utilisation of Physical Facility
• Right Utilisation of Physical Facility
- For Nurturing and Protection of the body
- For participation in the society
• Distribution of the remaining is also a part of it.
182
Right Utilisation of the Body
• Right Utilisation of the Body–
For self-study and self-development
For fulfillment of obligations and duty towards family and society
For investing time and labour for the activities of Production
183
Right Utilisation of the Self
• Right Utilisation of the Self is To ensure right feelings and right

thoughts for living with mutual fulfilment
• If we look at the priority, right utilisation of the self is the first priority,
then right utilisation of the body and finally, right utilisation of physical
facility
• If we are not able to ensure the right utilisation of physical facility, then
it is indicator that we are not able to ensure right utilisation of the self
and the body, even though we may be pretending for it.
184
What to do- At Individual Level
• Important to have the understanding of what is right utilisation. To
develop the wisdom to discriminate among right utilisation, mis-
utilisation and indulgence
• Then, to have the mindset and the commitment to have a life-style

which ensures right utilisation
• A minimum test for this is- whether our production is more or

consumption/ indulgence
• We can ask these questions at the level of individual and at the level
of family. It is this which indicates whether we are asset or liability for
our family and for society
185
What to do- At Society Level
• At the level of society, we need to develop a culture and civilisation which
promotes right utilisation and restrains mis-utilisation or indulgence at least
does not appreciate it.
• We must promote this mentality of right utilisation in every festival, every rites
and rituals, in every cultural function
• Very designing has to be such that it ensures right utilisation and not
otherwise
• Repair of facility that gets damaged in the process of use, be promoted
• Designing utilities like machienes in parts (modular form) so that if any part is
damaged, it can be replaced rather than throwing the whole thing
• Designing utilities with Multiple-use, so as to increase the effective use
186
Exercise
• Make a list of commodities being used in your home.
• For each commodity find out-

- how it is being used and what are the possibilities of its utilisation
- how we can enhance its utilisation further
- or at least how we can reduce its mis-utilisation
187
• Dimension of Right Utilisation is
helpful in fulfillment of social responsibilities of different kinds-
identified as different kinds of Dues of the society
188
Mis-Utilisation
• Of Physical Facility
• Of Body
• Of Self
189
Reason for mis-utilisation
• Trying to get Continuity of Happiness
1. through favourable sensation or physical facility
2. through favourable feelings from others such as respect
-society today is somehow giving recognition, is appreciating
consumerist life-style; as a result, such life-style (of indulgence and
wastage) has become a matter of prestige
190
Types of Mis-utilisation
• In the form of Indulgence
• In the form of accumulation
– both of these come under Mis-utilisation
191
ill- effects of Mis-utilisation
• One ill- effect of indulgence shows up in the form of being harmful for
health or causing ill-health
• One ill- effect of accumulation is that other people are deprived of the
facilities that they could get. This results into a class of deprived
people in the society
This in turn, results into inequality, jealousy and feeling of opposition
• At the level of Nature, it definitely puts unnecessary pressure on

resources of nature, which may result into resource depletion or
pollution as already discussed
192
Possible Solution
• This indulgence and accumulation is basically a problem of mindset,
which can be rectified by working at the level of education and culture
effectively
• Transformation of the mindset to a higher level (human
consciousness) is of course a very basic and challenging requirement
to solve this problem
193
UNIT- 5
(1) Preservation :
General Overview, Policies and Systems, Critical
Analysis
(2) Governance, Evaluation of

Fulfilment of human goals:
Analysis.
(3) Models:
Analysis.
Lecture 34-35
Preservation
(Suraksha)
1. Education
2. Health
3. Justice
7. Preservation
In this lecture, we will discuss about Preservation
196
Dimension of Preservation
• Purpose- Enrichment and Protection of Natural Resources
Ensuring mutual fulfillment with Rest of Nature
197
Preservation
• Identification of Natural Resources for which this Enrichment and
Protection needs to be ensured
- Air, Water, Forest, Land, Minerals, Animals and Birds etc.
• Enrichment and Protection needs to be ensured during any

Production Process
• Broad guidelines for Enrichment and Protection
• Study of Methods and Processes available for ensuring this

Enrichment and Protection
A compilation of the above from home/ village/ internet
198
Why Preservation- Ensuring continuity of Role of Rest of Nature
• Three orders under rest of nature are essential for weather and climate
balance
• Mutually fulfilling for human being- air, water etc. are the basic needs for
every human being
• Provide raw materials or production
• Balance of Rain, balance of heat & cold is done by this rest of nature. It plays
an important role in maintaining a definite climate and temperature on earth
• It is also seen that animals, birds help in cross-pollination in plants and trees,
help in improving the quality of soil, in protecting plants from diseases
• It is important to ensure preservation of those resources in nature as well

which are not used directly in the process of production, keeping in view the
balance of earth and its environment
• Necessary Arrangement of food, water for animals, birds- e.g. Ponds

199
Water Preservation (Conservation)
• Preservation of Ground water-
-Rain water harvesting- every agriculture field and every house can -
can be designed so as to work as Rain water harvesting unit
-ground water recharge- ponds and wells
(Ref to book by Anupam Mishra- Hamare Talaab
• Proper disposal of Factory wastage

• Proper disposal of Human excreta
• Proper disposal of non-degradable items like plastics- at least not
dumping them in the rivers or oceans.
200
Forest Preservation (Conservation)
• Plat trees, cut them only when they are mature
• Ensure its right utilisation- avoid indiscrinate use of wood
• Work on Concept of social forestry
• Plantation be done keeping in mind the bio diversity; mono-culture

plantation be avoided as it is problematic
• Promote use of Forest Resource over Mineral Resource- e.g. use of

clay, wood and bamboo in place of cement and iron
201
Soil Preservation (Conservation)
• Avoid or at least reduce use of urea, pesticide etc.
• Prepare and use natural manure, fertilizer and pest control as far as
possible
• Avoid cutting trees particularly in the areas of steep slope. Ensure
plantation in such areas if it is already cut down, on priority basis
202
Air Preservation (Conservation)
• Cause
Polluted air discharged by the Factories
use of petrol, diesel, coal etc. as fuel
• remedies
Better policies- e.g.
avoid factory processes which pollute air
filter air before discarge
Alternative energy sources
203
For Animals and Birds
• Preserve their natural habitat, which we are destroying today
• Preserve the water and the air
• Avoid Animal or bird hunting
204
Problems arising out not taking care of the above
• ozone layer depletion,
• The whole river or some area of ocean becoming totally unusable
rather harmful
• Problem of Glacier melting in the poles
• Global warming
• Extinct9on of many breeds of animals and birds
• Resource Depletion
• Damage of human health- e.g. air pollution in Delhi
• Negative contribution of all these problems must be counted in the

calculation of GDP
205
What to do- at the level of Family and Society
• Ensure Right Utilisation as discussed before
• Protection- as far as possible
• Change in the life-style

at Home
at Workplace
in the community
206
Lecture 36-37
System Service and Social Service

1. Education
2. Health
3. Justice
7. Preservation
In this lecture, we will discuss about Participatory Service.
208
Purpose of System Service
• Purpose of Service- To perform the functions which are necessary for
smooth running of any system, even though, no physical production is
targeted.
For example, organising a festival in the community- people come,
meet, share, enjoy- these are all very important, but, nothing physical
is produced in the process. This function/ activity of organising, is a
service, which plays a very significant role in the society.
• Purpose of System Service- as defined above in the context of

System (Order).
209
Four Levels of Service
• Service with relationship in the Family
• Service in relation to Production
• Service in relation to Society
• Service in relation to Participation in the System
• We have already looked into ‘Service with relationship in the Family’,

while discussing about Relationship and Behaviour. (Lecture 3-5 )
• ‘Service in relation to Production’ is covered while discussing about
Production and Service Dimension. (Lecture 27-29)
• In this lecture, we are going to discuss about Services in the context of
Society and System.
210
Some Issues related to System Service
• We have talked about eight dimensions of the human system. Now,
we need people to run these dimensions smoothly.
• We need competent people to do these things, so, we need some
process of selection.
• Their responsibilities have to be defined
• We would need some guidelines to to decisions regarding above
mention things.
• If we look at the ‘Formal Systems’ today, we will have to work out as

to what is going to be the genuine placement of the administrative
jobs.
• What will be placement of Public Representatives?
• What is going to be the genuine placement of NGO, Trust etc. there is
a need for all these anyway.
211
Formal & Informal Structures of Services
We have broadly 3 types of services at the level of society and the system:
1. We have structure like “Langar”, where anybody and everybody is provided
food, of course free. It is a service, which is purely on the initiative of the
people. It is fully managed by the common people, and the formal
administration has no significant role to play.
2. Trusts and NGOs which are serving certain specific purpose, are run by the
society. They are informal in the sense that it is generally on the initiative of
people and not the formal system of governance. However they are partly
informal in the sense that these NGO, Trust have to take approval from the
formal system of governance.
3. Then, we have administration which is the formal part of system of
governance; this is what is known as government, which has the
responsibility to ensure the smooth running of different dimensions of the
system. This is, of course maintained by the system.
• All these three types of services have very valuable role to play.
• The main issue is that we must realise the importance of service at the level
of society and system, and put in efforts for these as much as we can.
• We must also motivate others to develop a mindset for service.
212
Service- Role of Education & System
• It is an important role of the teacher to motivate the student to
participate in the services at the level of society and at the level of
system. He must inspire and help the student to develop the
necessary mindset (sanskar) and practice for service.
• One important role of Education is to help students progress in the

right direction step by step. This progress has to be ensured at the
level of understanding, mindset and competence to bring it in practice.
• One of the responsibility of the system is to ensure the smooth

running of things, despite the people having different types of
mentality. It is in this context that punishment is considered as
unavoidable in some cases.
• There is no important role of punishment in the context of education

and the teacher.
213
Service- Role of Education & System
• It is important that we develop the mindset of and competence for
participating in the system
• At least, we must be able to ensure this participation at the level of

family; as family is the smallest unit of human system. Every person
must have the mindset and the competence to do this.
It is better, if we further work to develop the competence to do this at
higher and higher levels.
214
Exercise- Study of Traditions of Social Service at present
• It will be useful to make a detailed study of the existing Traditions of
Social Service at present time. It will be helpful in understanding
service better and in taking inspiration from these traditions.
Few examples-
1. Langar system from Punjab as mentioned before
2. Collective Process of constructing house, doing cultivation, cleaning
ponds etc. in the village
3. Pyau- making water available to everyone for drinking, particularly in
summer – in public places, in railway and bus stations
215
At Policy Level
• Clean air and water is the basic need of every human being- this must
be ensured
• This is the basic need for animals and birds as well
• Develop proper guideline for giving approval to industry, keeping the

above in mind
• Preservation of nature should be the first priority; rather than cost
optimization
• We are loosing invaluable resources in the name of cost optimization
or better life-style
• Presently, these basic needs are given very low priority over profit
maximization. We need to put them in the first priority, while giving
approval to any industry
216
Lecture 38
Evaluation of Goals at all different

levels
(Individual, Family, Society, System)
Lecture Content
• In the beginning of this course (lecture-2) , we had detailed the

goals at different levels of human existence.
• We would like to recall these goals here for ready reference
• Success of the system will be evaluated on the basis of
fulfillment of these goals
• We may identify certain indicators (in relation to a goal) which
can be measured and which can give us some idea about the
fulfillment of that particular goal. We need to keep in mind that
this will give us some feel and not the exact value.
• This we need to do for each and every goal.
218
Human Aspiration
We want to live
▪ Living with physical facility (survival)
We want to live with fulfillment

▪ fulfillment in relationship
▪ Ensuring required physical facility
We want to live with continuous fulfillment

(called by different names such as bliss, peace, satisfaction, happiness,
fulfillment, salvation, contentment, enlightenment, liberation, independence,
self-actualisation, ecstasy, divinity,… wellbeing of all)
▪ Right understanding in the Self (TRUTH)
▪ fulfillment in relationship (LOVE and COMPASSION)
▪ Ensuring more than required physical facility (PROSPERITY)
219
A Brief Description of Human Goal
At the level of the At the level of the At the level of the At the level of the
individual family society entire nature and
existence
Right Understanding Prosperity Fearlessness Co-Existence

& Right Feeling (Trust) (mutual fulfillment)
Happiness
In Every Individual In Every Family In Society In Nature/
Existence
This was a brief description
When we can explored into the human goal in more detail, we could see
the followings
220
Human Goal – at the level of Individual
At the level of human being (which is co-existence of Self and Body), we need
to ensure the followings
1. In the Self Right understanding, right feeling & right thought
2. In the Body Health
3. Competence for right utilisation and preservation of self, body and physical
facility
4. Ability to live in community with right behaviour ensuring mutual happiness
5. Ability to live in nature with right work ensuring mutual prosperity
6. Mindset of participation in larger order – at least in the family order (ability
to recognise responsibility in the family system and competence to fulfil that
responsibility)
Are these our needs?

Does our unhappiness or complaints have to do with lack of competence in
these areas?
If the absence of any particular competence makes us unhappy, that particular
competence is our need
221
Human Goal – at the level of Family
1. Ability to recognise relationship in the family
− Recognising relationships like father-mother, son-daughter, brother-sister
− Ensuring and Fulfilling the expected feelings in these relationships
− Mindset and competence for service (seva), as and when required
2. Recognising need for physical facility, its production.. Right

utilisation…. Ensuring feeling of prosperity in the family
3. Ability to look after the next generation (at the level of body & self)
4. Acceptance of responsibilities that the family is expected to fulfil in

the society; its fulfillment in collaboration with other families
5. Preservation of family traditions from generation to generation

(related to meaningful family, societal achievements)
222
Human Goal – at the level of Society
1. fulfillment in relationship with relatives, friends and all those who come in
contact (strangers) – at least feeling of trust – environment of fearlessness
2. fulfillment of collective responsibilities – those responsibilities that are

required for the societal systems to work smoothly and effectively
3. Development of a conducive social environment; so that the family can feel

assured and be able to participate joyously; so that the family can live in a
self-organised manner while preserving the family and societal culture and
tradition
4. Ensuring this relationship of mutual fulfillment among all (starting from

village and going upto the world family)
5. Development of a humanistic constitution, policies and implementation

processes for ensuring the above
223
Human Goal – at the level of Nature
1. Ensuring mutual enrichment with every unit in nature (at all the
levels- individual, family, village… national… international)
2. Ensuring Cyclic and mutually enriching production processes
224
Problem – A state due to absence of fulfillment of the goal
Observe that the problems that we see at any level – individual, family,
societal (Village, ..., national, international) or at the level of entire
nature – are nothing but absence of fulfillment of some part of the
human goal
If we ensure the fulfillment of these (human) goals, then it seems

feasible that we will naturally get rid of the problems, we are facing
today
225
Goal fulfillment
These goals/needs discussed earlier are fulfilled by:
1. Right relationship among human beings, expressed though behaviour in
the society
2. Proper implementation of the societal order (systems)
226
Evaluation
of
Fulfillment of Goals
Evaluation
We may do the evaluation (of fulfillment of goals) in two ways-
1. Evaluate at each of these four levels (Individual…)
2. Evaluate at each of the dimensions (Education…)
• We will explain each of the two with specific examples so that you can
do the evaluation in detail at each of the levels and dimensions
228
Evaluation at each of the four levels (Individual…)
We may do the evaluation (of fulfillment of goals) at each of these four
levels
1. Individual
2. Family
3. Society
4. Nature
• We will explain the evaluation at the level of individual in detail as an

specific example
• You can do the evaluation in detail at remaining levels similarly
229
Evaluation at the level of Individual
At the level of human being, we had identified that following needs to ensured:
1. In the Self Right understanding, right feeling & right thought
2. In the Body Health
3. Competence for right utilisation and preservation of self, body and physical
facility
4. Ability to live in community with right behaviour ensuring mutual happiness
5. Ability to live in nature with right work ensuring mutual prosperity
6. Mindset of participation in larger order – at least in the family order (ability
to recognise responsibility in the family system and competence to fulfil that
responsibility)
We can now evaluate the fulfillment of goal at the level of individual by

evaluating for each of these needs-
• Whether it has been fulfilled or not
• To what extent
• What is the lack in the system for its unfulfillment
• How it can be resolved or at least improve
230
Evaluation at the level of Individual
Now let us ask these questions (for every individual) for the purpose of evaluation:
1. Are we able to ensure Right understanding, right feeling & right thought in
the Self of the individual & to what extent
2. Are we able to ensure Health in the Body of the individual & to what extent
3. Are we able to develop the Competence for right utilisation and

preservation of mind, body and physical facility in the individual & to what
extent
4. Are we able to develop the Ability to live in community with right behaviour
ensuring mutual happiness in the individual & to what extent
5. Are we able to develop the Ability to live in nature with right work ensuring
mutual prosperity in the individual & to what extent
6. Are we able to develop the Mindset of participation in larger order – at least

in the family order (ability to recognise responsibility in the family system and
competence to fulfil that responsibility) in the individual & to what extent
Further, we can develop indicators for getting feel of the measure of each of these.
231
Evaluation at remaining three levels (Family, Society, Nature)
1. Family
2. Society
3. Nature
• We have worked some details about the evaluation at the level of

individual to show as an specific examples
• You can do the evaluation in detail at remaining three levels similarly
i.e.
1. Family
2. Society and
3. Nature
232
Evaluation at each of the dimensions (Education…)
We may do the evaluation (of fulfillment of goals) at each of the
dimensions such as
1. Education
2. Health …
• We will explain the evaluation for some of the dimensions like

Education, Health etc. in detail as specific examples
• You can do the evaluation in detail for the remaining dimensions
similarly
233
Indicators for evaluation for the dimension of Education
• Very broadly, indicators for fulfillment of goals of the Education dimension can
be
How many persons are able to reach to a state of
1. having Right understanding, right feeling & right thought,
2. having Clarity of human goal,
3. having Competence to fulfill the requirement of Right understanding,
Relationship and Physical Facility
• Indicator will not be in terms of whether we are able to get a job, what is the
salary etc.
• Similarly, indicator will not be in terms of whether we are able to defeat the
other in competition. Rather, it will be in terms of whether we are able to
understand and live with the mutual fulfillment, as this alone will ensure our
fulfillment as well as fulfillment of the others.
• Education is a dimension which connects to every other dimension. If

education is right, human being will develop the right conduct. This will reflect
in all his expressions, be it in ensuring relationship in the society or prosperity
in the family
234
Indicators for evaluation for the dimension of Health
• Certain indicators for evaluation for the dimension of Health could be-
1. How many people remain healthy and for how long time
2. If someone falls seek, how fast is he able to recover i.e. how strong is his
immunity system
3. What is the average life survival period
4. What is the average period over which people remain healthy
5. How good is the life-style of the people
6. Whether medical facility is available to every one if needed
7. How good is the recovery from illness at the family level etc.
8. A negative indicator could be, lesser numbers of people going to hospital fewer
numbers of times
• We can not have the indicators of health such as-

1. Having hospitals in every locality,
2. having medical store in every lane;
these may even be an indicator of ill-health of the people
• In the present day situation, number of hospital, number of medical store etc.
have become the indicators of health, whereas they only indicate that if people
are unhealthy, they can get the necessary help. There is no clear indication of
whether people are healthy or unhealthy.
235
Indicators for evaluation for the dimension of Justice
• Certain indicators for evaluation for the dimension of Justice could be-
1. How many people are able to ensure mutual fulfillment in their relationships
2. How many people, a person feels related to
3. How many people come to help other people when they are in need
4. Is there an environment of trust, fearlessness in the society, particularly for
women and children
5. Do people offer food and shelter to the strangers, in general
6. Number of court cases getting reduced
7. A person who has undergone some process of punishment, then, there is a
visible improvement in his conduct and he has become a better member of
the society etc.
• We can not have the indicators of Justice such as-

1. Having more number of courts and the judges
2. More umber of cases being disposed and at faster speed
3. Availability of police force to enforce justice etc.
236
Indicators for evaluation for the dimension of Production
• Certain indicators for evaluation for the dimension of Justice could be-
1. Are we able to ensure production of all physical facilities that are necessary for
the society, by the society itself
2. Is every family engaged in some meaningful production
3. Is every family able to identify its physical needs or is it considered as unlimited
4. Is every family able to feel the prosperity or some are accumulating more and
more and other families are feeling deprived
5. Are we able to ensure mutual enrichment with rest of nature. E.g. is the mother
earth getting more prosperous every day
6. Do people have willingness and competence to produce
7. Is there work for everybody and is every family assured of its basic needs such
as food, cloth, shelter etc.
• We can not have the indicators of Production such as-

1. Higher and higher level of consumption without having identified the need of
physical facilities required
2. Having more and more production even if the production processes are not
cyclic and mutually enriching
3. Producing more with a view of profit maximisation even if produce is not very
meaningful or even harmful such as liquor, addiction drugs etc.
237
Indicators for evaluation of System Implementation
• Certain indicators for evaluation of System Implementation could be-
1. Whether different dimensions of the system are running smoothly
2. Are they running in a harmonious and coordinated manner among
themselves or the system has to put in lot of efforts to do so
3. Whether different dimensions of the system are running in a self
motivated and self-organised manner or are they being enforced
• We can not have the indicators of System Implementation such as-

1. Bigger and bigger structure of central administration to make the
different dimension work
2. More and more enforcement through strict laws and police force
238
Conclusion
We have done some sample evaluation (of fulfillment of goals) to show
you the way it can be done for both of these-
1. Evaluation at each of these four levels (Individual…)
2. Evaluation at each of the dimensions (Education…)
• We have explained
• the first one by taking the example of evaluation at the individual level,
you can do in a similar manner for the remaining three levels and in
more detail
• the second one by taking the example of evaluation at the dimension
of education, health, justice, production and system implementation.
you can do in a similar manner for the remaining dimensions and in
more detail
239
Manaviya Shiksha Sanskar Sansthan (MS3)
Family
(Institute of Human Education Sanskar)
Mandhana, Kanpur
Point to Note
• The Model is just for giving an idea about the points which
need to be thought while designing a family. It is one of the
possible ways to meet out the overall goal of a family, not
the only way. It is not meant that you need to follow the
exactly similar steps.
• Main motive to present this model is only to give you an

idea that in a family, all three goals (goal of individual, goal
of family as a unit and goal of family as a part of the society)
must be taken care of.
241
Purpose
To live as a Family ensuring right understanding, right feeling, happiness
in every member, mutual fulfillment in relationship, and prosperity w.r.t.
physical facility.
To participate in the larger Society by

Facilitating Adoption of Human Education in Mainstream Education
(ultimately leading to a human society, human tradition)
Human Education
Human Conduct
Human Constitution
Human Society
(Wellbeing of All)
242
Human Tradition
Conduct that ensures
continuity of mutual Human
happiness & Conduct
prosperity
Education that
ensures the
development of the
competence to live
with
human
Human Human Human conduct
Constitution Education
Tradition
Description of Entry Point
human conduct in
every aspect of living
A society in which human goal

Human
Society (wellbeing of all)
is realized
generation after generation
243
Human Society
Human Goal – Goal of human being living in human society
(wellbeing of All)
▪ Right Understanding & Right Feeling (Happiness) - in every individual
▪ Prosperity - in every family
▪ Fearlessness (Trust) - in society
▪ Co-existence (Mutual Fulfilment) - in nature/existence
We are making effort for the well being of all; for a happy, peaceful and
prosperous society living in harmony at all levels – individual, family,
society and nature/existence
Established: 2000
Family: 12 full-time members
We have regular support of around 20 families of Kanpur and some 200

families around the world
244
Activity in the Sansthan Family as well as for the Society
As a family, we are making effort to understand and live upto it by
making effort for
▪ Happiness in every member of the family – by way of right understanding,
right feeling and right thought in the self
▪ Trust (Fearlessness) in the family – recognizing, accepting relationship,
having right feeling, sharing these feelings leading to mutual happiness in
the family (and beyond the immediate family)
▪ Prosperity in the family – by understanding our physical needs, labour for
producing more than our needs by cyclic, mutually-enriching production,
exchange and right utilization of the production leading to a feeling of
prosperity in the family
▪ Co-existence – realising mutual fulfillment with human being and mutual
enrichment with the rest of nature
With this, we are mainly participating in the society in two programs:

1. Education-Sanskar Program
2. People’s Education Program
245
Sansthan – Daily Routine
6 hrs Education-sanskar, self-exploration
→ Right understanding, right feeling and right thought
6 hrs Production (agriculture, cow-keeping, food processing, service)

→ Self-sufficiency, prosperity
6 hrs Behaviour and participation in societal development
6 hrs Rest for body
Modifications are made during workshops

246
Sansthan – Daily Routine (Education-Sanskar)
6 hrs Education-sanskar, self-exploration
Purpose- To ensure right understanding, right feeling and right

thought (happiness) in the every member of sansthan family
Detailed discussion about

The proposals of human society- i.e. the well being of all
The proposal about the purpose of a human being and program to fulfil
it
Preperation and practice to live according to it
Our own progress in terms of understanding the reality, clarity in
thought, ensuring justice in behaviour, right utilization of the physical
facilities
247
Sansthan – Daily Routine (Production)
Purpose- To ensure prosperity in the sansthan family
a. Identification of the physical needs- by monitoring/measuring all that

we consume for one year
b. Calculation of the land, labour & other requirement- based upon the
average production of the local area
c. Ensuring this production by agriculture, cow-keeping, processing of

agricultural products, exchange….
248
Sansthan – Daily Routine (Production)
Why agriculture/natural farming, cow-keeping…. ?
• These fulfills our basic needs
• It gives us a direct opportunity to interact and ensure a relationship of

mutual fulfilment with rest of the nature (all 3 orders)
Ex- Fertile land, water purification & management, air purification,
reducing carbon foot print
Enriching the plants & trees- Planted approx 2000 trees of 60 varieties
till now
Ensures co-existence with animals (cows) & birds
• Agriculture & cow-keeping are very closely related to each other.
249
Production for prosperity in Sansthan Family
A family of 10 people can produce all they need (for nurturing &
protection of their body) in 2 acres of agricultural land by 6 family
members working for 6 hours/day. In this way, the whole family can
live with a feeling of prosperity.
This requires:
1. Identification of required physical facility (intake, clother, shelter)
(including the required quantity) – with right undersanding
2. Production of more than required physical facility

(by labour, using cyclic, mutually-enriching process) – with skills
3. Exchange & storage of physical facility – with right understanding &

right feeling, i.e. for mutual fulfillment
4. Right utilisation of physical facility – with right understanding
250
Prosperity in Sansthan Family
1: Record consumption for 1 year – estimate requirement
2: Plan for 150% of consumption – estimate land required
3: Produce as per plan – validate, refine plans
4: Exchange & Storage
5: Right Utilisation
6: Feeling of Prosperity
251
Example for Calculation for Milk
Item Milk
Reqd Qty (lit) 5 lit / day
Production qty 30 lit / day
Labour in (Hrs) 12 / day
Other input in (Rs.) 2000 (equivalent to 40 hrs) / day
Production cost 1 hr 45 min / lit (labour hours)
Exchange qty (lit) Sold 25 lit
Exchange Rate Rs. 50 / lit (deficit 37 rs/lit or 45 mins/lit)
Income Rs. 1250
Income / Deficit Rs. 925 (37 * 25)
Exchange rate Rs. 50 / labour hour
252
Quantity of Food, Medicinal Plants & Clothes
Catergory Annual Requirement Annual Requirement Per
(Kg/Year) Person (Kg/Year)
Cereals 2000 100
Pulses 300 15
Oilseed 200 10
Condiments 50 2.5
Vegetables 1500 75
Sugarcane 2000 100

Medicinal plants
Cotton 200 10
253
Land for Food, Medicinal Plants & Clothes
Crop Reqd. Qty. Reqd. Land Crop Reqd. Qty. Reqd. Land
(Kg) (beds) (Kg) (beds)
June July (Rabi) Oct Nov (Kharif)
Paddy 10 00 200 Wheat 10 00 200

Til 50 13 Mustard 100 50
Arhar 60 12 Chana 80 16
Moong 50 10 Masur 50 10
Urad 20 4 Matar 20 5
Haldi 6 10 Onion 200 40

Adrak 20 Potato 400 20
Dhaniya 3
Methi 3 Other 10
Saunf 4 condiments
Vegetables 20 Vegetables 20
Sugarcane 25 Sugarcane 25
1 Acre = 400 beds

254
Planning for Food, Medicinal Plants & Clothes
Crop Reqd. Qty. Reqd. Land Crop Reqd. Qty. Reqd. Land
(Kg) (beds) (Kg) (beds)
June July (Rabi) Oct Nov (Kharif)
Medicinal 10 Medicinal 10
Plants Plants
Cotton 100
Total 404 beds Total 406 beds

1 Acre = 400 beds
Note: This plan does not include:

3rd Crop
Multicropping
Multi level cropping
255
Land Allocation
Land Use Area
Food, Medicines & Clothes 1 Acre
Orchard 0.2 Acre (1000 sq yd)

Animal Rearing & Fodder 0.6 Acre (3000 sq yd)
Shelter 0.1 Acre (500 sq yd)
Workshop 0.04 Acre (200 sq yd)
Total 2 Acres
256
Storage
1-year Store
Sealed containers – opened only when envoronment is conducive
3-Month Store
Kitchen Store
257
Water
Rainfall is 1000mm / yr x 8000 sq m = 8000 cu m / year
Evaporation 30%
Absorption in soil 70%
- Bed system
- Achadan
Flowoff very low %
- Water ditch (10' x10' x 10' per acre)
Groundwater level 50 - 60 ft (18 m)
- in last 15 years bore has not been deepened. Flow is satisfactory
Annual water requirement is reducing every year

- Water is available to roots of tall trees from underground water, so
drawing water from underground source is reduced
258
Labour in Farming
In 2015:
From within Sansthan 60% family is learning farming
From outside Sansthan 40%
259
Energy for Cooking
Source Usage Comments
_________ Now_ _______________________________
Wood* 30% From pranic order

– production rate > rate of use
Natural gas 70% From material order

– production rate is much < rate of use
Biogas To be From pranic order

started – production rate can be > rate of use
* Wood is obtained from trimming the trees in the sansthan, not by

cutting down any of the trees. Trimming accelerates the growth of
many trees
260
Sansthan – Daily Routine (Behaviour and Social Participation)
6 hrs Behaviour and participation in societal development
Ensuring justice (by expressing feelings) in behaviour while doing the

activities together
30 minutes meeting daily to discuss among each other about issues we

need to improve upon
Weekly meeting for 2-hours at IITK, Sansthan, MPEC…
261
Activity for the Society
Our participation in the society is basically:
1. Education-Sanskar Program- so that right education & sanskar could reach

to every child, leading to human consciousness, human conduct
For such education-sanskar, we are making effort to prepare teachers, to orient

parents, educationists, policy makers etc.
The other 2 programs are needed for the education-sanskar program. These
are:
Ensuring 1 & 2 will prepare people who could participate in
3. Program for Human Society

262
1. Education Sanskar Program
Goal: To facilitate the transformation of the education system into
Value Based education (human education) system globally
The outcome of such education-sanskar would be the preparation of
children having the competence to:
▪ Live with justice – with human beings
From family to world family, ultimately leading to Undivided Society
This will slowly eliminate the differentiation between human beings
based on caste, creed, gender, wealth, conditionings, etc. and
ensure a peaceful society free of struggle, envy, wars, destruction.
▪ Live with mutual fulfilment – with the rest of nature

From family order to world family order ultimately leading to
Universal Human Order
This will stop pollution, resource depletion, deforestation, extinction
of animals and birds, man-induced havocs in nature, global
warming...
263
1. Education Sanskar Program
A foundation course on human values has been designed. It is based on
the natural laws, on reality, as it is – in a way that anyone can
understand in his/her own right and live with this understanding
Living according to this understanding enables one to live an informed,

purposeful, happy and responsible life
In education, this input provides a universal basis for human values that
supplements and provides direction to the current educational system
This Foundation Course:

a) Can provide the clarity for human target and universal human order
– Harmony in self, family, society, nature/existence
b) Can facilitate human conduct which is required for the above (a)
c) Can provide the guidelines for ethics related to livelihood, which is a
particular aspect of human conduct
264
Encouraging Impact of Education-Sanskar Program
• The wisdom (understanding, clarity, purpose) has increased. There is more
thought about higher human goals. This clarity about direction and purpose of
life has resulted in increased self discipline, greater sense of responsibility
and reduced need for external enforcement
• The attention to relationship (in the family, with colleagues, with teachers) has
increased. They have become more responsible
• There is an increased sense of commitment toward family and society
• Deep sense of gratitude for efforts by elders, culture, religion
• Students tend to be more responsible towards academics. This has also had
a positive impact on employability, self-employment and commitment toward
teaching
• It has become clearer that material needs are limited; They can see that
availability of physical facility is more than this limited need, so there is a
sense of prosperity
265
Key Learning
Human values can be taught (shared)
– they can be communicated precisely and effectively
– there is significant impact on those exploring it seriously
266
Key Challenges
1. Management involvement and support
2. Commitment and preparation of teachers
3. The environment in educational institutions and the larger

society is not conducive – it generally promotes indulgence,
competition…
267
Goal: To take the proposal of humane society & humane education
to teachers, key-decision makers, policy makers, common people
Activities: Workshops/Orientation program on Universal Human Values

are organized regularly: introductory workshops level 1 (PSL1), level 2
(PSL2) and level 3 (PSL3)
Achievements till now
• Reached over 20,000 people across the country (Adivasis of Jhabua,

Prisoners of Bilaspur, Farmers of Bundelkhand, Business people,
Academicians, Policy makers …)
• About 1,000 people are pursuing it seriously
• About 200 people are investing all their time and energy trying to
understand, live and share it with others in its entirety
268
Future Plans: Sarva Shubha Sansthan
1. 10 families (1 family cluster) living with resolution, prosperity and justice
and participating in the education-sanskar program
2. To ensure prosperity, these 10 families (1 family cluster will participate in
Agriculture
Cow keeping
Food processing
Manufacturing unit and workshop
3. 10-20 families or 1-2 family clusters (with community centre, health centre
and school) living with justice and participating in activities related to well-
being of all
In next 10 years
Making the near-by village Bithoor a role model village
by ensuring education upto class 12 for all children
by having a well developed holistic health centre based on
Ayurveda, Homoeopathy, Allopathy, Naturopathy…
by ensuring production through cyclic & mutually enriching process
269
Planning for Menchari
October 2016
Point to Note
need to be thought while designing a village. It is one of the
possible ways to meet out the overall goal of a village, not
the only way. It is not meant that you need to follow the

idea that in a village, all three goals (goal of each family,
goal of village as a unit and goal of village as a part of the
larger order) must be taken care of.
271
BHUTAN
Menchari
272
Samdrup Jonkhar Initiative Team
273
Planning Parameters (Inputs)
Goal: To build Menchari village into a GNH model village
Objectives
1. Harmonious, vibrant and self-governing community (awakened

community) by 2021
2. Food and nutrition self-sufficient by 2021
3. 90% youth remaining in the village by 2021
4. Vibrant management of ecology (environment, culture, tradition
etc.) for sustainability
5. Every households has modest, affordable and eco-friendly houses
by 2021
274
Planning Parameters (Inputs)
Resources
1. Fertile and sizable land holdings (2-5 acres of arable land per household).
2. Crop diversity
3. Livestock
4. Youth population (70%)
5. Indigenous houses
6. Temple
7. Road (soon to be constructed)
8. Hardworking farmers
9. Rich biodiversity
275
Basic Details
Basic Details
We have identified the points which needs to be identified while taking any
decision regarding our village. Points are mentioned below:
Land Area
Elevation
Population & demographics 23 households, 120 persons, 70% young

Relationship
Knowledge of Bhutanese culture amongst people
Land (forest, agriculture, grassland etc.) 2-4 acres of agricultural

land per household
Animals (cows, goats…)
Rainfall
Production within village (food, milk, clothing, medicines etc.)

277
Basic Details
Manufacturing (cottage industry, village industry)
Skills people have (occupations)

Occupation of each individual
Occupation of household
Nearest school
Nearest health centre
Nearest village & what is the relationship with it
Cash income per household
Bank accounts & debt status
278
Basic Details
Exposure to media (TV, internet)
Bad habits (like alcohol, drugs etc.)
Conflict resolution mechanism
Pending cases in courts
Aspirations of children
279
Goals
Where we want to Reach
GNH Society – Human Society (families with common goals)
Happiness Health Prosperity Mutual Mutual
(Wisdom) Fulfillment Enrichment
In Every In Every In Every In Society With Natural

Individual Individual Family Envoronment
--------Happiness-------- --------------------------------Conditions of Happiness---------------------------------
Happiness – a state of harmony within the mind, with other human beings and with the
natural environment
Health of body – a state of bodily wellbeing (not ust the absence of disease)
Prosperity – the feeling of having more than what is required (in terms of physical things,
money etc.)
Mutual Fulfilment in Community – having a feeling that the other is related to me (is not an
opponent) and it is my responsibility to ensure good relationship from my side
Mutual Enrichment in Nature– mutual enrichment with environment, long-lasting sustainability

281
Where are we Headed by the Current Method?

Crowd or Battlefield (individuals with different / conflicting goals)

Assumptions Indulgence - Accumulation Domination , Mastery &
(eg. Money is disease By Any Exploitation, Exploitation
everything) Means Fear
In Most In Many In few In Society Over Nature

Individuals Individuals Individuals
Obsession for Consumption Rich-Poor Terrorism Resource
“ for Profit Divide War Depletion
“ for Sensual Pleasure Pollution
282
Measures (to be refined)
Index of Happiness: % of Population with Right Understanding
e.g. % individuals who live in response (who facilitate right understanding &
relationship in others) vs reaction (who do get irritated, angry, quarrel etc.)...
Index of Health: % of healthy population

e.g. BMI in check, sickness record…
Index of Prosperity: % of Prosperous Families

e.g. Families that have recognised their need for physical facility and
produce/have more than their need…
Index of Relationship (Trust): % of People living with Justice

e.g. those having unconditional, continuous Trust on Intention (Natural
Acceptance) making consistent effort for mutual development
Index of Sustainability (Co-existence): Enrichment of Nature

e.g. Right Utilisation of Physical Facility, Air Quality, Water Table, Water Quality,
Soil Quality, Bio-diversity, Definiteness in Weather…
283
Participation of Human Being in Entire Nature
Fulfilling the role of human being in Nature (ensuring the natural
characteristic, the innateness and inheritance)
In particular about
• preserving the A2 breed local Bhutanese cow (even though the Govt
is promoting the adoption of "high-yeilding" A1 cow)
Of course there are other issues. Eg.

• Preservation of local seed (rather than using GM seed or even non-
cyclic hybrid varieries)
• Ensuring the orderliness of the mountains (rather than exploiting them
for minerals, hydro-power etc.)
284
Planning
Guiding Principles
The effort should result in self reliance
and not become dependent on SJI or on Govt handouts or Govt
programs or become a production hub / labour camp for a commercial
company or of a city etc.
SJI to focus on right understanding, right feeling and development of

right skills, rather than on providing physical facility
Planning should be focused on all 4 goals, at least shouldn’t violate any

goal. Also categories the indicators of GNH in the 4 universal goals.
Plan for whole, but in executing it, focus on few things first which is
enhancing right understanding and relationship, later on go for activity
related to physical facilities.
286
Guiding Principles
Planning of physical needs should be done with prosperity of the village
as the primary goal, and cash generation from surplus as the
secondary goal (vs cash generation as primary goal)
Plan for 100 years (at least) – comprehensive plan. Action those steps
that are in the higher priority
Plan for occupations (livlihood) with self sufficiency of the village, so

there would be a complimentary set of occupations, rather than
clustering around some occupations
287
Land
Agricultural Land = 94,902 ha = 237,257 acres

Population = 770,000
Land available for a family of 10

Agricultural Land = 3 acres
Forest Land = 86 acres (considering 60% of total land is forested)
288
Timber Wood
Assuming:
Forest Land / Family = 86 acres
1000 trees / acre
Trees mature in 100 years (or 1% trees mature every year)
Mature trees will convert into wood and return back to soil if not used
Mature trees have a radius of 1' and are 50' tall or 300 CFT / tree
1 CFT = Nu 500
We get:
86,000 trees
860 trees mature per year
Wood from 860 mature trees = 258,000 CFT = Nu 1.3 Crore
Income from Planned Felling of Mature Trees (Not resorting to Clear Felling)
= 1.3 Crore / Year / Family
See also p 114-120 (Qty of timber / wood produced, sold etc.)
289
Cereals (As per Statistical Yearbook of Bhutan, 2014)
Cereal 2012 Production 2011 Export (MT) 2011 Import 2011 Net (MT)
(MT) (MT)
Paddy (Rice) 78016 (52010) 116 54056 131956
Nu 55/Kg
Wheat Nu 20/Kg 5038 1857 16047 19222
Barley 2357
Other Grains 47 4855 86102
Maize 73025
Buck Wheat 4304
Millet 3965
TOTAL (MT) 166705 2020 MT 74958 MT 237280 MT

TOTAL (Mn Nu) 128 Mn Nu 1114 Mn Nu
TOTAL 216 308

(Kg/Person) 290
Need Identification
For each Family, Identify Physical Needs
#1 Food
#2 Shelter
#3 Safety from animals
#4 For children’s upbringing and security
#5 To protect from fear of other human being, for reproduction,
marriage, family safety, for security of body and physical assets
#6 For being free from unhappiness
#7 Taxes
#8 To be free from problems
Identify the needs in terms of physical facility, not in terms of money
292
For each Family, Find Out
1. To fulfill these needs, how much effort and money is required
Eg.
Food 90% can be produced by 3 hrs of labour / day by 2 family
members
10% can be exchanged for money
So for Food Effort / day = 6 labour hrs / day
Money / day = 30 Nu / day
2. Similarly do this calculation for all the needs. Then make a total
3. Total for all needs Effort / day = 24 labour hrs / day

(6 hrs / day / family member)
Money / day = 180 Nu / day or 5,400 Nu / mth
293
Selecting between Options
Do these calculations for different options, and find out the advantages and
dis-advantages. As an example, consider:
a) Family is doing 100% farming. Money required, if any, is obtained from selling
the farm produce in the local market
Advantages self sufficient, healthy, time for family, community,
time for developing the culture…
Disadvantages dependent on weather, have to protect vs wildlife, less
respect in community, not much money for luxury items
b) Family is farming + some members are going out as construction labour
c) Family is not farming, only going as construction labour.

Advantages assumed respect in community,
money available for luxury items
Disadvantages dependent on getting work,
no time for family, community
A right selection can be made once the goal is clear
294
Plan for Food
Need Qty Labour In Production Exchange (+ or -)
Rice 10 qt 2 hrs/day 22 qt +10 qt → +14,000

Oil 1 qt Tr NIL - Nu. 10,000
Vegetables 5 qt 4 hrs/day 10 qt + 5 qt → + 2,500
…
…
Similar data for all other production needs to be calculated
…
…
TOTAL Aprroximation 8 hrs/day 750 Nu/day
Annually Nu. 2,70,000
295
Physical Needs – Production and Exchange
Food 100 kg grain/person year, 200 kg vegetable/person year..
200 liters milk/person year etc.
Production Procure (Rs.)

Grain / kg ?? ?
Vegetables / kg ?? ?
Milk / liter ?? ?
Salt ?? ?
TOTAL a) Labour hours required for production

b) Labour hours required for processing… to
maintenance… consumption
c) Cash required to procure items not produced
296
Program
(Activities)
Policy, Programs, Coordination, Monitoring…
1. Education
2. Sanyam (through health education)
2a. Health
3. Justice
3a. Preservation
4. Production-work What to produce, how to produce
5. Exchange-storage
298
Basic Preparation of SJI, the Coordinating Body
• Prepare SJI team – introductory workshop (25-31 Oct 2016)
• Develop the plan with purpose, program and measures
• Identify good people in the village, concerned government
functionaries and develop the team
• Weekly meeting of SJI – to review progress, refine the plan for
program activities and measures
• Monthly meeting with other agencies
• Bi-annual working review and planning meeting / conference
• Annual conference to share the efforts, achievements and future plans
• Web site
299
Basic Understanding Required
1. Basic Human Aspiration = continuity of happiness & prosperity
2. Fulfilled by RU, RF & PF, in that priority order
3. RU = understanding harmony from self to entire existence (in the
entire expanse of our being)
4. Process = self-evolution by way of self-exploration = awakening to
the activities of
− contemplation (relationship with human being & relationship with rest of nature
→ my definite participation in existence),
− understanding (harmony in nature) and
− realisation (of co-existence)
5. Prosperity = feeling of having more than required physical facility
− Identification of needs (calls for right understanding & right feeling)
− Fulfillment of needs by way of labour, using cyclic mutually-enriching process
(avartansheel process) (calls for right skills, technology, practice)
300
Education
• Adult education – at least one member from each family to start with,
then for all
Skill development – Training in livelihood skills (farming, animal rearing,
water management, repair-maintenance of locally used farming
implements, shoe repair, tailoring…)
• Worship means for achieving excellence, so Temples, Montessori can
be used as place for right understanding under Education-Sanskar
program.
• School education – Cheda? Start UHV awareness programs for
teachers, administration, staff; then the children; involve the parents
• Develop senior citizens as adjunct resource persons
• School in the Cheda or in the village or in Orong with teachers from
Cheda
• Cheda takes responsibility for holistic teaching (curriculum
development, teaching…) – Model Cheda
• Tourism for right understanding & right living (not for indulgence)
301
Health System
• Health education in all levels of education, particularly adult education
(for lifestyle: nutrition intake, daily routine, labor, exercise, balancing
body parts, balancing breathing, medicine and treatment; education
for home remedies from locally available herbs and traditional
medicine)
• Measures for health (vs measures for ill health, disease. Classify a-
nutrition & lifestyle related diseases, b-virus and bacteria related
diseases, c-accident related medical problems)
• Promote health by individuals and families taking responsibility for at
least ensuring class a-nutrition & lifestyle, and prevention of class b-
virus and bacteria related diseases
• Hygiene and sanitation – responsibility of individual, family,
community…
302
Justice
• Daily family meeting
• Weekly meeting of village (at least 1 person from each household)
• Care of infirm, old, disabled etc. at family, community, village level vs
at paid institutions like old age homes, hospice care
• Litigation pending in district courts, high courts etc. is an indicator of
injustice. Make effort for arbitration, education of the litigants,
particularly in family related matters
303
Preservation
• Promote use of renewable energy (bio-gas, animal power, human
power, solar dryer…)
• Promote use of renewable resources like wood, bamboo… rather than
non-renewables
• Preserve and enrich indigenous bio-diversity of plants, animals, birds,
trees (of timber, fruit, medicine, fodder…), herbs, shrubs, traditional
vegetables, grains, oilseed
• Get-together and festivals at various levels. Get-together – to
felicitate, award excellence; festivals to develop sanskar for effort
toward excellence
• Zero waste program (evolve cyclic, mutually-enriching processes)
• SJI Internship program – preserve and proliferate sustainable village
model and plan
• Traditional systems (updated where there are real gaps. GCBS, JNEC
etc. may help in this)
• Policy for foreign, hybrid, GMO
304
Production-work and Exchange-storage
• Plan for prosperity – identify need for the village and plan
• Road
• Natural farming with local seed for own consumption in the centre (vs
cash generation)
• Animal rearing with traditional local breed (A2 cows etc.)
• Weaving using natural fibers for clothing
• Traditional housing (JNEC may help to resolve gaps in the technology)
• Cultivate medicinal plants
• Process medicines (eg. Iodex, cow based medicines)
• Food processing (JNEC may help with solar dryer and other relevant
technologies)
• Cheda participates in production activities – Model Cheda
305
Vision for Bhutan
2121
Point to Note
need to be thought while designing a country. It is one of
the possible ways to meet out the overall goal of a country,
not the only way. It is not meant that you need to follow the

idea that in a country, all three goals (goal of country as a
unit, goal of sub parts of a country and goal of country as a
part of the world family) must be taken care of.
307
Vision
Vision for Bhutan 2121 (100 Year)
▪ Where we want to reach (with measures & statistics)
▪ Where we are now, where we will reach if we go along the current
direction (with statistics)
▪ Where we were (with statistics)
▪ Steps to reach where we want to reach (Implementation plan)
Beyond 5 years
Beyond self
308
Our Aspiration
Integrated nation – Integrated family
• We aspire for an integrated nation family, starting from integrated family to
integrated village…gheog…dzonkhhag… nation
• Enabling conditions for happiness in the country
• Facilitating happiness in every citizen
Economic self sufficiency – prosperity in every family

• GNH – Happiness – Self Sustaining (in all aspects) – that only will give us
happiness, prosperity and its continuity
• We will work toward prosperity in every family
• Just a few years ago, we were self sufficient with respect to most of our needs
Participative self-governance – every family (household) has voice and

responsibility
We will have a decentralized, participative governance model supporting social
systems (rather than replacing them)
• Centralised governance → self-governance (central body will facilitate)
• Domination → self-discipline, self-governance (government will support social
systems, not replace them)
• Govt – people → Govt – society (social systems) – families – people (people first)
• Governance is becoming more and more centralized…
309
Our Aspiration
1. Education
▪ That ensures wisdom, love & compassion along with skills
2. Holistic Health System

▪ Focus on health and a system to maintain health. Major responsibility of
family and individual. In addition to the system to deal with disease
3. Justice
▪ Corruption free society
4. Preservation of human culture and human society
5. Protection and enrichment of natural environment
6. Complimentarity with other nations

310
Today we are headed where we don’t want to go
Major changes are taking place
• Rising rates of rural-urban migration have brought many young people

off the land and into the cities, accelerating the breakdown of the
extended family support system
• A majority of families in Bhutan depend on subsistence farming for

survival, and they view more value in having their children herd cattle
or sow the fields rather than go to school
• In urban areas, young people must fend for themselves and they often
experience alienation
• Exposure to television, the internet, and pop culture’s influence may, in

some cases, lead to self-doubts or self-destructive behavior
311
Where We Were
Just a generation or two ago, Bhutan was a very different country…
We were quite happy
We were self sufficeint, prosperous
We had a strong sense of community
We had no unemployment
We had hardly any crime
We were living in harmony with nature…
312
Where we want to Reach

Happiness – a state of harmony within the mind, with other human beings and with the
natural environment
Health of body – a state of bodily wellbeing (not just the absence of disease)
Prosperity – the feeling of having more than what is required (in terms of physical things,
money etc.)
Mutual Fulfilment in Community – having a feeling that the other is related to me (is not an
opponent) and it is my responsibility to ensure good relationship from my side
Co-existence – mutual enrichment with the natural environment, long-lasting sustainability

313
Government for Transformation
MOA: Ministry of Agriculture
It will be responsible for National food and nutrition security. It will promote natural farming, enriching indigenous
seed, cow-keeping that enriches the indigenous breeds, social forestry, preservation and use of local forest
produce and medicinal plants while ensuring preservation of the natural environment. Involve community for
activities in different areas of forest, water, agriculture, NWFPs etc.
MOEA: Ministry of Economic Affairs

It will endeavour to work out the details of ensuring prosperity in every family that uses earth-friendly (cyclic,
mutually enriching) and human-friendly production processes. It will take primary responsibility for energy security
MOF: Ministry of Finance

It will be responsible for Fiscal Sustainability. It will work to reduce national debt and plan for self-reliance
MOE: Ministry of Education

It will be responsible for an education System that will ensure wisdom and skills in every child, i.e. it will make
appropriate modifications in the education systems such that these efforts produce wise graduates who have right
understanding and right feeling; they have the skills and practice to stay healthy; they have the capacity to live in
relationship with other people and they have the motivation, skills and practice for production; they have the
confidence to become self-employed
MOFA: Ministry of Foreign Affairs

It will endeavour to share the living GNH model broadly, and facilitate other nations to also achieve GNH. If we are
able to do that, we will have a peaceful world and we too will be secure for the long term. That is our
complimentarity with other nations
MOH: Ministry of Health

It will have overall responsibility of the health system that ensures health of every citizen. It will be responsible for
the complete health (physical, mental etc.) of all citizens. Government funding will be primarily for treatment of
communicable diseases and cases of accidents. Funding for health education will be appropriately augmented, so
that people and organisations adopt healthy lifestyles, reducing the incidence of lifestyle related diseases, and
consequently the related expenses
314
Government for Transformation
MOHCA: Ministry of Home and Cultural Affairs
It will be responsible for internal security, preservation of relevant social systems, human culture
MOIC: Ministry of Information and Communications

It will promote development of human culture through various means, including relevant ICT initiatives.
E.g. media messages on green, positive, solution focused journalism, quality content and dissemination
MOLHR: Ministry of Labour and Human Resources

Plan for country level requirements, plan for the labour required in every field and develop systems for
self-employment. It will promote earth friendly (cyclic, mutually enriching) and human-friendly production
processes and ensure self-sufficiency in essential goods and services
MOWHS: Ministry of Works and Human Settlement

It will be responsible for population management and human settlement. It will develop and promote
earth-friendly roads, buildings...
Justice System: It will be responsible to ensure that citizens develop the ability to do justice, rather than
just punishing the guilty. It will have higher focus on arbitration
Collective Governance: We will endeavour to involve the society in the process. We want to ultimately
evolve a system where every household has a voice. We recognise every Bhutanese wants fulfilment.
That is possible with collaboration and cooperation. We see all political parties, CSOs and other
organisations interested in the wellbeing of all as being complimentary, i.e. working for the same goals.
Our party will endeavour to work in collaboration with every responsible political party, CSO or other
organisation keeping king and country above all. We will strengthen and empower local government and
ensure functional local governance. It will lead to thromde development, dzongkha differentiation,
performance based allocation (PBA), planning decentralization, equalization grants for particular gewogs,
umbrella central framework with tailor made framework for each dzongkhag etc.
315
World – Looking towards Bhutan for a New Development Paradigm
Most of the world follows the GDP model. With this as the dominant
model of development, and inspite of the many efforts and
advances in business, science, technology, management,
communication, medicine etc., there is increasing dissatisfaction,
social strife and imbalance in nature
In July 2011, the General Assembly of the United Nations added

Bhutan's model of Gross National Happiness on its agenda to see
how it can be used as a holistic development indicator –
Resolution 65/309. Happiness: towards a holistic approach to
development; realising that the GDP model is incomplete
Gross National Happiness (along with Universal Human Values)

can offer the framework for the Wellbeing of All
316
Home Work Required
• Identify people in the team, concerned government functionaries
and develop the team
• Prepare team – Full detail of vision

(Share the part that can be understood by the people)
• Develop the plan with purpose, program and measures
• Weekly meeting of team – to review progress, refine the plan for

program activities and measures
• Monthly meeting with other agencies
…
• People Connect
317
Details (Work in Progress)
Some Indicators
1. Index of Happiness: % of happy people
e.g. % of wise, responsible adults who work for wellbeing of all
(incidents of anger, people ask for their advice…)
2. Index of Health: % of healthy population

e.g. BMI in check, sickness record…
3. Index of Prosperity: % of prosperous households

e.g. families that have recognised their need for physical facility and
produce/have more than their need
4. Index of Mutual Fulfillment (Trust): % of people who have feeling of trust

in themselves
5. Index of Sustainability (Co-existence): Enrichment, protection & right

utilisation of nature
e.g. Air Quality, Water Table, Water Quality, Average Annual Improvement
of Soil Quality, Definiteness in Weather
319
Gross National Happiness
1. Sustainable and Equitable Socio-economic Development: Understanding relationship in
family and human society, prosperity, the role of physical facility, sustainable production-work
related systems in a human society
− Index of Health
− Index of Prosperity
8. Living Standard
2. Preservation & Promotion of Culture: Understanding happiness, human-being, human-

human relationship and human society
− Index of Happiness
1. Psychological Well-being
2. Time Use
3. Community Vitality
4. Culture
5. Health
6. Education
3. Preservation of Environmental Heritage: Understanding prosperity, the role of physical

facility, human-nature relationship, mutual fulfillment in nature and co-existence in existence
− Index of Sustainability (Co-existence)
7. Environmental Diversity
4. Good Governance: Understanding universal goals of human beings living in society, the
dimensions of organization of a human society, particularly fearlessness (Trust).
Understanding the scope of the extension of human society from family order to nation family
order and finally upto world family order (complimentarity with other nations)
− Index of Mutual Fulfillment (Trust)
− Justice
− Preservation, encouragement and refinement of good practices
9. Governance
320
We Can Realise GNH Together – We are Bhutan!
Bhutan is a society which is still holding up to its traditional wisdom and
values to a large extent:
• It is guided by the visionary leadership of the kings committed to

society and nature
• It has a strong system of seekers in the form of monastery who are

trying to explore and practice the basic understanding of existential
reality
• Committed government and civil services
• People care for relationship, have a culture and feeling of community

and are willing to explore their higher potential
• Small nation with abundant natural resources with GNH as the guiding
philosophy
322
It is Possible to Reach there in Bhutan – Implementation Plan
• Bhutanese Citizen – realised individuals 7.8 lakhs
• Bhutanese Family (household) – prosperous families 56,000
• Bhutanese Yoeltshen (village) – self-sufficient, fearless (trusting) society in
harmony with nature
• Bhutanese Chiwog (village cluster) 1,044
• Bhutanese Gewog (village block) 205 (avg. 230 km²)
• Bhutanese Dungkhag (sub-district)
• Bhutanese Dzongkhag (district) 20
• Bhutanese Nation – GNH 1
We will reinforce social systems (rather than to replace them)
We will facilitate the development of each level of the society
We will help to ensure mutual fulfillment at the higher level

(village will reinforce mutual fulfillment at the level of village group and so on)
323
Implementation Steps
(nation - , dzongkhags - , chiwogs - , family - )
1. Education system
2. Health education
3. Health system
4. Justice system
5. Preservation system
6. Production system
7. Storage system
8. Exchange system
324
Prosperity in Every Family – Is it Possible?
HOW TO ENSURE CONTINUITY OF MUTUAL PROSPERITY,
GENERATION AFTER GENERATION
Human Being
Demographics, People with Right Understanding & Right Feeling
Have they recognised their needs?
Do they have the mindset & skill of production by labour?
Rest of Nature
What we can produce of our needs (while enriching it, or at the
minimum without disturbing it)
Forest
Agricultural Land
Domestic Animals
325
Land
Agricultural Land = 94,902 ha = 237,257 acres

Population = 770,000
Land available for a family of 10

Agricultural Land = 3 acres
Forest Land = 86 acres (considering 60% of total land is forested)
326
Timber Wood
Assuming:
Forest Land / Family = 86 acres
100 trees / acre
Trees mature in 100 years (or 1% trees mature every year)
Mature trees will convert into wood and return back to soil if not used
Mature trees have a radius of 1' and are 50' tall or 300 CFT / tree
1 CFT = Nu 500
We get:
8,600 trees
86 trees mature per year
Wood from 86 mature trees = 25,800 CFT = Nu 13 lacs
Income from Planned Felling of Mature Trees (Not resorting to Clear Felling)
= 13 lacs / Year / Family
See also p 114-120 (Qty of timber / wood produced, sold etc.)
327
Cereals (As per Statistical Yearbook of Bhutan, 2014)
Cereal 2012 Production 2011 Export (MT) 2011 Import 2011 Net (MT)
(MT) (MT)
Paddy (Rice) 78016 (52010) 116 54056 131956
Nu 55/Kg
Wheat Nu 20/Kg 5038 1857 16047 19222
Barley 2357
Other Grains 47 4855 86102
Maize 73025
Buck Wheat 4304
Millet 3965
TOTAL (MT) 166705 2020 MT 74958 MT 237280 MT

TOTAL (Mn Nu) 128 Mn Nu 1114 Mn Nu
TOTAL 216 308

(Kg/Person) 328
Bhutanese Nation
Common National goal – What it will look like
What Government will do & not do to realise such a nation
What society needs to do & not do to realise such a nation
329
Bhutanese Yoeltshen (village)
Common goal – What it will look like
Self-sufficient, fearless (trusting) society in harmony with nature
330
Bhutanese Family (household) – prosperous families
Common goal – What it will look like
1. Happiness (right understanding and right feeling) in every member of the

household
(ensure good habits of members of household – family has responsibility) eg.
Taking care of elderly, ensuring RU & RF in next generation
(take care of bad habits of members of household – family has responsibility) eg.
Alcohol and substance abuse
2. Prosperity in the family

- Recognising requirement
- Acquiring the necessary skills and practice for production
- Producing by way of labour more than required by cyclic mutually enriching
process
- Consuming what is required
- Exchanging for mutual fulfilment
- Storing left over, for rainy day
- Having a feeling of prosperity (nurturing others, sharing, working for prosperity of
others)
3. Contributing to societal systems

331
Bhutanese Citizen – Realised Individual
Individual goal – happiness
332
Possible Steps for Transition
(Implementation Plan)
Implementation Plan
For each department / aspect / system of the society
• Economic Affairs – ensure prosperity in every family
• Education – ensure right understanding & right feeling, the capacity to
live in relationship and skills for sustainable production with practice
(not just theory)
• Health – ensure a system of healthy living. The disease management
system will remain as long as required
• Justice & Security – ensure capacity to live in relationship
• Employment – ensure self-employability for every citizen
• Legal – ensure justice
• Foreign Affairs – ensure soverignity, comlimentarity with other nations
• Corruption – ensure right understanding and right feeling

• Womens rights – ensure equality, fraternity
• Youth affairs – ensure right skills (with values in the base)
• …
334
1. Education
Goal: People with right understanding, right feeling & right thought
right (necessary) skills
Program: dialogue / discussion / talk / workshop
▪ With family members → will be able to participate together in social order
▪ With people who have interest & readiness for purposeful effort → will
develop right understanding & right feeling and together will be source of
social development
▪ With people connected to education → will be able to introduce it in

education, will be able to refine the content & process of education, will be
able to provide education with responsibility
▪ With people connected to governance → will be able to introduce it in the

policy
335
2. Effort for Justice, Mutual Fulfillment at Family Level
Goal – Justice, Mutual Fulfillment (in human-human relationship)
Living with right feelings (at least trust, respect & affection) with patience
Affectionately drawing the attention of the others toward right

understanding (without becoming unhappy by their mistakes)
Scope: family members, co-workers… people in the neighborhood…

village
336
3. Effort for Preservation, Prosperity at Family Level
Goal – Preservation, Prosperity (ensuring harmony in human-rest of
nature relationship)
Right utilisation, protection & production of physical facility
Have a good idea of the need of physical facility at home, of its quantity
Making right utilisation of available physical facility
Protecting (maintaining) the physical facility at home
Have a tendency for labour
Finding opportunity to produce
Producing by labour using cyclic-mutually enriching process
Exchanging with other families on basis of labour hours
Inspiring others, facilitating them to develop the competence by way of

training, practicing with them, giving them the means...
337
4. Human Order at the level of the Village Family Level
Goal – 5 dimensions of human order at the level of the village
(production, exchange, justice + education-sanskar, health-sanyam)
Education – developing teachers, educational institutions (schools),

content & process for human education
Health-sanyam – intake-routine, asan, pranayam, home remedies &

information about forest herbs + practice – understanding + learning
In this way, the village order (third step in the 10 steps of universal
human order) is authenticated
338
6. Human Order at the level of the Country
Goal – Introducting humanness in education policy and government
policy
6.1. Discussion with educationists, agreement, inclusion in education

policy, implementation, teachers' training – curriculum in line with
human values
6.2. Government policy conducive to universal human order
6.2.1. Education-sanskar – value education + skill education – literacy +

school in every village + teachers + regular classes
6.2.2. Health-sanyam – awareness & education to remain healthy +

information & education about home remedies + training ; eductation
about body + intake-routine, asan, pranayam + ensuring integrated
medical system
339
6.2.3. Production-work
• Facilitating cyclic-mutually enriching production + training
e.g. natural farming & local cow-keeping
• Promoting maximum use of human, animal labour, this mindset
• Right utilisation of pranic order + proportional enrichment
• Research on cyclic-mutually enriching sources of energy +
proliferation
• Use of physical facility from earth surface
• Production for human being (vs human being for production)
• Production of physical facility endowed with utility & artistic value
• Enhancing the mindest & training for right utilisation & protection
• Workshop & training for maintenance of instruments & equipment
• Technology & production of instruments & equipment for facilitating
human & animal labour ; to be goal oriented (in the direction of
fulfillment of human goal); to be convenient or conducive for use
340
6.2.4. Exchange-storage
• Deciding national exchange value (price) of PF on basis of labour
value
• Balancing labour value of import in the same ratio as export – at
international level
6.2.5. Justice-preservation
• Effort for reforming criminals – for developing capacity to do justice
• Preservation – protection of national limits; protection of self, body,
family & wealth; ensuring the rivers, lakes, ponds are live; planting of
forests
Identifying & encouraging villages where village family order is

successful; helping other villages to develop
On this basis, human order is successful at the country level
341
7. Human Order at Global Level
Goal – Human order at global level
• Allocation of people & facilities for the development of human order in

neighboring countries
• Meeting with people from international organisations; inviting them to
visit, to inspire & encourage
• Gradual disarmament, as the futility & purposelessness of war
becomes clearer
On this basis human order is successful at global level

Universal human order
Universal order
342
Lecture 39
Model Family, Model Village and Model

Country
Exercise
Designing
• Model of a Village
• Model of a Family and
• Model of a Country
on the basis of what we have learnt about different levels and
different dimensions of human existence in this course till now
344
Exercise- A Possible Approach
• Village seems to be the smallest unit of the societal order where

majority of the functions are being performed
• Therefore, We may start with developing a model for the village
first.
• Then, we may try with developing a model for the family in the
light of the village model.
• Finally, we may try with developing a model for a country.
345
Some basic guidelines
1. For smooth functioning of the family and ensuring its goal, the
family must have at least three generations living together. For
this, minimum number turns out to be 6, so average number
could be 10 with a variation of (10+-4) i.e. 6 to 14
2. Village seems to be the smallest unit of the societal order
where majority of the functions are being performed. Looking
at different functions to be performed, we find that more than
50 families will be required. So, we may have an average
number 100 families with a variation of (100+-50) i.e. 50 to 150
3. Therefore, on an average, we may have family of 10 members
and village of 100 families i.e. 1000 people. A model can be
developed for this average number as example, and can be
tailor made as and when required
4. First, look at the goals at village level and work out the
functions to be performed at the village level, estimate number
of families required for each function (Refer to Lecture 2 & 17
for goals and functions).
346
Some basic guidelines Cont..
5. Next, we have to work out the similar details as mentioned In

guideline 4 for next higher order
6. This can be continued till we reach to the level of country and
finally the whole world
347
Design of a family- important points
1. Three Generations should be living together.
2. Every member of the family has trust on each other.
3. All of them will help other to reach their individual goal i.e., right
understanding, right feeling leading to a state of happiness.
4. Every one should contribute to achieve the goal of the family of
ensuring prosperity.
5. Family should participate in the larger order i.e., family clusters,
village, etc.
348
Design of a family Cont…
• Now we can elaborate a bit on all the previous points one by one.
• Three Generations should be living together.

• Every member of the family has trust on each other – need of relationship has been
discussed in initial two modules of the course in detail.
• What can be done to ensure right understanding, right feeling leading to a state of
happiness in every member of the family
• Every one contributes to achieve the goal of the family of ensuring prosperity:
- We need to recognise the need of the family and then
- To identify the production or service by which all the requirements of the family can be
fulfilled.
• Participation in the larger order –
How family can decide the production according to the overall need of the village, or village
clusters. This will come from village model
How a family can contribute in social work.
Keeping all this in mind, model of a family is to be designed.
It will be useful to look into this example of MS3 Sansthan Family (Apdx -1)
Note- All 3 Appendices attached with this lecture is just for giving an idea about a humane village,
family and country. It is only for giving you a sense that how much broad we need to think. What all
dimensions needs to be thought at a particular level. It is not the emphasis that you need to follow
the exact similar step.
349
Design of a Village
1. As Village is to be the smallest unit of the societal order where
majority of the functions are being performed, let us recall the
list of dimensions of human system.
2. Assume a village of 100 families i.e. 1000 people. A model can
be developed for this average number as example, and can be
tailor made as when required
3. Look at the goals at village level and work out the functions to
be performed at the village level, estimate number of families
required for each function (Refer to Lecture 2 & 17 for goals
and functions)-
1. Education
2. Health
3. Justice
7. Preservation
8. Administrative Service
350
Design of a Village cont..
4. Work out the resources available including human beings

5. Work out how many families or individuals will be involved in
each of the activities in every dimension e.g
agriculture, cow-keeping, house construction etc. in production
(an exercise on production has already been done during
discussion on Production dim.)
primary, secondary school teaching , training in Education
care and education in Heath etc.
Keeping all this in mind, model of a village is to be designed.
It will be useful to look into the Model of Menchri Village in Bhutan as an

example (Apdx -2)
351
Model of a Country
• You may think free on your own now and
• Design the model for a country
• It will be useful to look into the Model of Bhutan as a country as an

example (Apdx -3)
352

Unit III, IV and V

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Unit III, IV and V

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Lecture 17

* All Human goals have been extensively discussed in Lecture No. 2 .

• Justice is ensuring recognition of relationship among human beings,

• When Justice is ensured, trust and fearlessness is established within

• In addition, we notice that there are certain activities which do not

• Repair-Maintenance of such kind is not directly associated with

• Right Utilisation - We need to elaborate on how to utilise rightly, the

• Preservation (Security) - We need to preserve (enrich & protect) the

In the context of ensuring the human system, we recognized eight

In this lecture, we will look at the dimensions of education in detail.

The goal of education is to facilate the process of developing those

Ensuring such education has two important components -

Units (Nature) Space (All-pervading)

Material tM] xBu'khy Consciousness pSrU;] xBuiw.kZ

Desh-Disha-Kaal Recognising, Fulfilling + Knowing, Assuming,

• The need of the language is for expression, whether it is Hindi,

• If you look at the higher level courses, it is the sub-branch of some

• In essence, what is being pointed out is that when we are teaching a

The important achievements that the previous generation has achieved,

two important points

•Whatever meaningful past generations have achieved, they can

In this sequence, the generation tradition will be enriched.

Education – Method and Process

Main points of discussion

1. What will be the method of human education, what will be the

•wants to do what is right

2. Teachers; teaching institutions

3. Society, order (publicity, performance. publication)

1. Feeling of Trust, Respect, 1. Feeling of Trust, Respect,

The child starts with the assumption that parents know…

The child is willingly making effort to understand & to learn

E.g. The child learns the language spoken at home

The child (it's sanskar) is largely a copy or reflection of the parents,

The child is observing the outcomes (happiness / unhappiness) of living

Assuming Imitate vuqlj.k Family

The child starts to validate

Assuming Imitate vuqlj.k Family

Assuming Imitate vuqlj.k Family

Assuming Imitate vuqlj.k Family

Assuming Imitate vuqlj.k Family

Every next generation is less Arbitrariness euekuh

In more contradiction within Revolt fonz®g (~teenage) fo”o&fo|ky;

Youth, Adults (discipline, Understanding, learning, doing

Excellence means understanding all levels of living and being able to

2. Second, what percentage of people will have to given what education.

Self- Study & Practice

Mutual Happiness Mutual Prosperity

Mutual Happiness Mutual Prosperity

Which process is Naturally Acceptable to you?

A process of self-exploration, self-verification on your own right, leading to

What I Really Want to Be

These are in These are in

We are endowed with natural acceptance

As we refer to our natural acceptance, we become self-referential

ijra=rk X 4. Thought Analysing Lora=rk √

3. Desire Imaging Contemplation tkap dj

Body 'kjhj 2 Sensation

There seems to be no possibility of contiinuity of happiness at the level

There seems to be no possibility of continuiity even at the level of B2 →

There is a need to work on oneself- deeper

3. Desire Imaging Contemplation

Definiteness, Continuity, Universality Right

Higher activities of the self are seen as the capacity to see

3. Desire Imaging Contemplation Relationship,