Unit 5

UHV IV
Vision for Humane Society
Module 5:
Lecture 34-35: Preservation
UHV Team (uhv.org.in)

Dimensions for Human Order
• In the last two chapters, we studied the dimension of right utilization with a critical analysis of the
present civilization in the context of right utilization.
• In this chapter, we are going to discuss the dimension of preservation.
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Dimension of Preservation
• Enrichment means an increase in quantity and quality of physical facility. For example, one grain of
rice gives rise to many grains of rice, given a conducive environment. This increase in quantity is
enrichment.
• Protection means ensuring the value of a physical facility for an extended period of time. Protection
would include maintenance of the physical order, mineral availability, consistency of the seasons,
weather, air quality (~250-350PPM of CO2 ), rainfall, maintenance of arctic ice, glaciers, under-
ground water reserves and so on. In everyday life, protection can be as simple as covering this book
with a strong book cover to extend its usable life; varnishing a wooden chair to keep it in usable
shape for a longer time; repairing a torn pant; natural farming to extend the time period in which
the soil is conducive for agriculture (it will also enrich the soil).
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Dimension of Preservation
• Right utilization is its use for the purpose of the larger order. For example, the right utilization of
food grain is its use for nurturing the body, not letting it spoil. The right utilization of a pen is to
write meaningful things. The right utilization of the human body is its use in fulfilling the purpose
of the human being.
• Out of the three, enrichment, protection and right utilisation, the first priority is right utilisation. It
can be the first step in preservation. So right utilisation of electric power, water, food, clothes, etc.
can be an initial step for preservation.
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Purpose of the Dimension of Preservation
• Precisely, preservation would mean enrichment, protection, and right utilization of the entire
nature, which includes (i) prosperity in human beings and (ii) Enrichment, protection, and right
utilization of Nature. Preservation is required for the following purposes:
• It helps us ensure the continuity of the three orders under the rest of nature is essential for weather and
climate balance.
• It helps us ensure the basic needs of a human being like air, water, physical facilities, etc.
• To ensure raw materials or physical resources for the next generation.
• To ensure ecological balance in Nature. It plays an important role in maintaining a definite climate and
temperature on earth.
• It is also seen that animals and birds help cross-pollinate in plants and trees, help in improving the quality of
soil, and protect plants from diseases. Thus there is a need to preserve animal order.
• It is important to ensure the 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
• It ensures natural habitat for animals, birds, etc.
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Preservation of Groundwater – few suggestions
• The following things can be done at various levels to preserve groundwater:
• Every agriculture field and every house can be designed to work as a rainwater harvesting unit.
• 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.
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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
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Soil Preservation (Conservation)
• Avoid or at least reduce use of urea, pesticide etc.

• Prepare and use natural manure, fertilizer and pest ontrol 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 a priority basis
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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 that pollute air filter air before discharge
Alternative energy sources
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For Animals and Birds
• Preserve their natural habitat, which we are destroying today

• Preserve the water and the air
• Avoid Animal or bird hunting
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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
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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
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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
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Sum Up
• Preservation would mean enrichment, protection, and right utilization of the entire nature.
• The purpose of the dimension of preservation is to enrich and protect natural resources to ensure
mutual fulfillment with the Rest of Nature.
• Various efforts can be made to preserve forests, water, soil, air, etc.,
• Problems like Ozone layer depletion, global warming, resource depletion, etc. are increasing day by
day due to ignorance of preservation in our lifestyle.
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UHV IV
Module 5:
Lecture 36-37: System Service and Social Service

Dimensions for Human Order
• In the previous chapters, we studied the dimension of preservation and discussed the importance of
the dimension with its system and policies. This chapter discusses the dimension of system service
required for smooth functioning of a social system.
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Purpose of System Service
• Purpose of Service- To perform the functions which are necessary for the smooth running of
any system, even though no physical production is targeted.
For example, organizing 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
organizing is a service that plays a very significant role in society.
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Four Levels of Service
• Service with relationships 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 the 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 Services in the context of Society and systems.
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Service with relationship in the Family
• We do these services without any expectation but with satisfaction as an achievement. So,
cooking at home, massaging the family members, and giving water to them is a service.
• If you see all these things in the house, then it is not due to the expectation of return. If it
starts, then there will be a rift in the family. We start accounting, “who does more?’’ In many
families, the quarrel starts again. There is also a need for lots of physical help in three cases
where only the only feelings won't do – (i) when the child is young, (ii) when the parents
have become old, and (iii) when any member has fallen ill.
• Physical facilities are also important in the context of taking care of each other in a family.
There are many other problems other than physical facilities where mental support is
needed. For example- the children who commit suicide by coming under pressure, family,
parents, and society will have to be in harmony.
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Service with relationship in the Family….
• There are many instances in the family which is done with the feelings of service like cooking,
sweeping, etc. These all are not at all production. All this is being done keeping in mind the
service relationship.
• It is not a service like a hotel industry where if we stay in a hotel and get services, we give
something in return while leaving. Service provided in the family is under the law of natural
acceptance, which gives mental satisfaction and happiness. So, while living in the family, we
see the return of what we do, in terms of satisfaction because this service is a very common
thing in the family.
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Service in Relation to Production and Exchange:
• Another place where we expect something in return is identified as production service.

Services like repair and maintenance in society also fall in the exchange category.
• Thus, the first category is the service with the mindset of a relationship in which there is no
exchange, but mental satisfaction and happiness are there.
• The second one is with the mindset of exchange in terms of currency. Now, the rest of the
services can be seen at two levels (i) service in relation to Society - one which we do at the
social level can be done as a trustee and as an NGO is termed as social effort (ii) service in
relation to participation in the system:
• The fourth is what we are doing from the place of the system. If we look at the people
participating in the system, that is also a category of service. So, as long as we keep adding
our MLAs, MPs, DMs, throughout the series, until the last grade, whoever is a part of that
administration, will be considered as the social service unit.
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Service in Relation to Society
• Another place where we expect something in return is identified as production service.

Services like repair category.
• People who are in any kind of service are not doing production directly. How many people
engaging in service will work to fulfill their daily needs is a matter of question. There are three
possible solutions.
• Either the rest of the family accepts that responsibility, or the society accepts that responsibility
under social responsibility. Third, it may be that the system gives them some salary. That
means the system accepts its responsibility.
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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 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 the placement of Public Representatives?
• What is going to be the genuine placement of NGO, Trust etc. there is a need for all these
anyway.
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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.
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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 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.
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Service- Role of Education & System
• It is important that we develop the mindset 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.
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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
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Sum up
• Formal and informal structures are required to ensure harmony in a society.
• Traditional structures like Langar system work for society are required to ensure a harmonious
society.
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UHV IV
Module 5:
Lecture 38: Evaluation of goals at all different levels

Lecture Contents
• 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.
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Introduction
• At the beginning of this course, we had detailed the goals at different levels of human
existence. We would like to recall these goals here for ready reference.
We studied human aspiration to live with continuous fulfillment in the initial chapters,
which could be ensured as follows:
• Right understanding in the Self (TRUTH)
• Fulfillment in the relationship (LOVE and COMPASSION)
• Ensuring more than the required physical facility (PROSPERITY)
• Keeping the above goals in mind, we studied human goals at various levels,
summarized as follows:
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A Brief Description of Human Goal
This was a brief description
When we can explored into the human goal in more detail, we could see the followings
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Human Goal – at the level of Individual
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
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Human Goal – at the level of Family
1. Ability to recognize 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 the need for a physical facility, its production.

3. Right utilisation…. Ensuring feeling of prosperity in the family
4. Ability to look after the next generation (at the level of body & self)
5. Acceptance of responsibilities that the family is expected to fulfil in the society; its fulfillment
in collaboration with other families
6. Preservation of family traditions from generation to generation (related to meaningful family,

societal achievements)
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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
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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
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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)
• Entire nature
The problems are nothing but the 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
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Goal fulfillment
These goals/needs discussed earlier are fulfilled by:
1. Right relationship among human beings, expressed through behavior in the society.
2. Proper implementation of the societal order (systems)
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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 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
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Evaluation at each of the four levels (Individual…)
We may do the evaluation (of the 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
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Evaluation at the level of Individual
• Are we able to ensure the Right understanding, right feeling & right thought in the Self of the
individual & to what extent
• Are we able to ensure Health in the Body of the individual and to what extent?
• Are we able to develop the Competence for the right utilization and preservation of mind,
body, and physical facility in the individual & to what extent?
• Are we able to develop the ability to live in a community with the right behavior ensuring
mutual happiness in the individual & to what extent?
• Are we able to develop the ability to live in nature with the right work ensuring mutual
prosperity in the individual & to what extent
• Are we able to develop the Mindset of participation in larger order – at least in the family
order (ability to recognize responsibility in the family system and competence to fulfill that
responsibility) in the individual & to what extent?
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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 the 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
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Indicators for evaluation for the dimension of Education
Very broadly, indicators for the fulfillment of goals of the education dimension can be:
How many persons are able to reach a state of
1. Having the Right understanding, right feeling & right thought,
2. Having clarity of human goals,
3. Having the 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 the salary is, etc.
• Similarly, indicators 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
mutual fulfilment, as this alone will ensure our fulfilment as well as the fulfilment of the others.
• Education is a dimension that connects to every other dimension. If education is right, a

human being will develop the right conduct. This will reflect in all his expressions, be it in
ensuring relationships in the society or prosperity in the family
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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.
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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.
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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.
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Indicators for evaluation of System Implementation
Certain indicators for the 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
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UHV IV
Module 5:
Lecture 39: Some Case Study Examples of Salient

Experiments

Lecture Contents
• In the last chapter, we discussed the criteria to evaluate our living in the context of fulfilling human
goals.
• A natural question may arise in our mind that any living model as we described the course exists
anywhere or existed in the past.
• Therefore, it will be pertinent to discuss a few case study examples of some of the salient
experiments targeted towards evolving community models ensuring mutual happiness and
prosperity.
• This chapter details some case study examples of efforts made or were made in the past to ensure a
holistic way of living. It is not being claimed that the mentioned case studies are/were successful to
ensure a holistic way of life, however, it is presented here as efforts made in the direction.
• The discussion presented in this chapter is based on the information extracted from these authentic
sources.
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Case Study Examples
• The Jajmani Village System of Traditional Rural India.

• The Kibuttz and Moshav Intentional Community Experiments
• The Ralegan Siddhi Model of Rural Development
• The Auroville International Community Experiments
• The Eco-Village Movement going on Globally
Two Aspects– The Philosophical/Worldview aspects and Salient Characteristics
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Case Study Examples – The Jajmani Village System of Traditional Rural India
• The Philosophical/Worldview Basis

▪ Jajmani is derived from the Sanskrit word ‘Yajman’
▪ Yajman means the performer of Yajna
▪ Yajna signifies the inherent Interconnectedness.
▪ This worldview propagated that each person or
family has to inculcate the spirit of yajman as an
obligation focusing attention on the welfare of
the society as well as enrichment of the natural order
• Salient Characteristics
▪ Real Need-Based, Mutually Fulfilling Occupations
▪ Decentralized, Family-Based Production Systems using Tool-Based Technology
▪ The Livelihood Security for All: Generation to Generation
▪ Relationship-based Economy
▪ Eco-friendly Use of Local Natural Resources
▪ Encouraging Collective Contemplation and Community Participation
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Case Study Examples – Kibuttz and Moshav Intentional Community Experiments

▪ The motto of Kibbutz as a social movement was “No one exploited and no exploiters”.
▪ All property will belong to Kibbutz.
▪ Members will be free to join and leave Kubbutz
by their own decisions
▪ Assurance of Physical and Mental Needs.
▪ Organizational Structure and Work Culture
▪ Self-Governane with Community Participation
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Case Study Examples – Ralegan Siddhi Model of Rural Development

▪ Emphasis on changing the individual consciousness at various levels from children through
education to elders through collective contemplation.
▪ Focused on Social togetherness and concern for the environment
▪ Promoting Community Contribution through Voluntary Efforts – ‘Shram Daan’.
▪ Promoting Self-sufficiency through Augmentation of Local Natura Resources
▪ Promoting Equity, Transparency and Cooperative Participation
▪ Giving Priority and Social Security to the Needy and Deprived
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Case Study Examples – The Auroville International Community Experiment

▪ Auroville belongs to nobody in particular. It belongs to humanity as a whole.
▪ It is a place of an unending education, constant progress, and a youth that never ages.
▪ It will be a site of material and spiritual research for a living embodiment of actual human
unity.
▪ Collective Self-Governance
▪ Attitude and Efforts to Promote Sustainability
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Case Study Examples – The Ecovillage Movement

▪ Rooted in local participatory processes.
▪ Integrating Social, Cultural, Economic, and Ecological dimensions in a whole systems
approach to sustainability
▪ Actively Restoring and Regenerating their Social and Natural Environments
▪ Efficient Utilization and Regeneration of Local Natural Resources
▪ Efforts towards Self-Sufficiency
▪ Self-Governance and Collective Contemplation
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UHV IV
Module 5:
Lecture 40: Critical Analysis of Present State

Possible Approaches
• There are two possible approaches when we are working on Doing a Critical Analysis of
Present State or on Finding Solutions to Existing Problems-
1. Focussing on the Problems and trying to find their Solutions- Problem Centric Approach &
2. Focusing on the Solutions and trying to evaluate the Problems as absence of solutions-
Solution Centric Approach
In Problem Centric Approach, we are generally trying to look at problems that we are facing
today and trying to find out solution to each of them. There are two major difficulties with this
approach-
1. We tend to focus on problems and we get worried about it, which has lot of implications (both
psychological and material) at the individual and social level. Any amount of worry will not
bring the solution. We have to look for possible solutions and work for it; only then, we can
overcome the problem
2. We take individual problems and try to solve them in isolation; while it is quite possible that
many problems are caused by some single source or these problems may be interrelated.
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Problem Centric Approach
In Problem Centric Approach, we are generally trying to look at problems that we are
facing today and trying to find out solutions to each of them.
There are two major difficulties with this approach-
1. We tend to focus on problems and we get worried about it, which has lot of
implications (both psychological and material) at the individual and social level. Any
amount of worry will not bring the solution. We have to look for possible solutions and
work on it; only then we can overcome the problem.
2. We take individual problems and try to solve them in isolation; while it is quite
possible that many problems are caused by some single source or these problems
may be interrelated.
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In Solution Centric Approach, we are generally trying to understand how we can ensure living
a fulfilling life for oneself and for all, and then work for such a living (i.e. what is called as
solution) in our day today life. This approach -
1. Helps us to see our role as human being in this nature and how we can ensure living with
mutual fulfillment in this nature. Then we can try to live like this and varify for ourselves that
this does lead to a state of fulfillment of oneself and the other, ultimately of everyone. This is
the state of complete solution
2. Gives a holistic perspective of human living. In the light of this, now we can see that
individual solutions are part of it and individual problems are basically the lack of individual
solutions, and they are not in isolation. Therefore we donot try to solve them in isolation; we
are looking at these problems in the light of overall solution and solve them accordingly.
However, if urgent, we may give priority to work on an individual solution to solve an
individual problem
• It is clear from the above discussion that prevailing approach today is the first one (Problem
Centric Approach) ; however we have been taking the second one (Solution Centric
Approach) as this seems to be working in the long run.
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How we are going to Proceed
• Taking this 'Solution Centric Approach', we have tried to develop the holisatic
perspective about human existence. Through this we have been able to identify our
goals at all levels and work out the details of the dimensions of system to fulfill these
goals. In lecture 38, we developed the basis for evaluation of fulfillment of goals at
each level.
• Now, in the light of this, we can make a critical analysis of the present day situation in
terms of what goals have been met and what goals have not been met at each of these
level.
• What goals have not been met, will show up as problems at that level. We will then try
to see what is the possible solutions to each of these problems that we are facing
today.
61
Problem – A state due to absence of fulfilment 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 fulfilment of
some part of the human goal
If we ensure the fulfilment of these (human) goals, then it seems feasible that we will naturally
62
State Today of Human Goal – at the level of Individual
Desirable goal State today- Is it Fulfilled or not
1. In the Self Right understanding, right feeling & right 1. Lack of clarity, confusion, futility, tension
thought– happiness frustration, feeling of opposition,
2. In the Body Health domination, violence, terrorism, war etc.
2. The body health is steadily declining in
spite of improved levels of material and
medical facilities. Increasing problem of
Alcoholism, Substance abuse, Obesity.
Increasing rate of non-communicable
3. Competence for right utilisation and preservation of diseases due to imbalanced life-style
self, body and physical facilit 3. Increasing cases of over-indulgence
leading to misutilisation and wastage of
4. Ability to live in community with right behaviour self, body and physical facility. Such a life
ensuring mutual happiness style is being promoted
4. in community or family, there are
complaints, inter- personal tensions,
injustice, fights and even hatred
ultimately leading to. disintegration. Cases
of Reaction, Anger, Strife, Divorce etc. are
on increase.
63
State Today of Human Goal – at the level of Individual
5. Ability to live in nature with right work 5. Tendency to exploit and mastery over
ensuring mutual prosperity the rest of nature. This is leading to
production processes which result in
Water, Air, Pollution, Resource Depletion,
Climate change, Global warming etc.
6. Mindset of participation in larger order

6. Mindset of individualism and self-
– at least in the family order (ability to
gratification is promoted in the education
recognise responsibility in the family
and society. This results into tendency of
system and competence to fulfil that
responsibility) exploitation of the society and the rest of
nature (not of participation and
cooperation)
64
State Today of Human Goal – at all the levels
We have made an analysis of State Today
In regard of fulfillment of Human Goal – at the level of Individual
Similarly, we can do the analysis of fulfillment of Human Goal at the remaining three levels-
Family, Society and Nature.
This can be taken as Assignment, worked out in the given format and discussed in the class.
65
State Today of Human Goal – at the level of Family
1. Ability to recognise relationship in the family
• 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, its

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 family is expected to

fulfil in the society; its fulfilment
5. Preservation of family traditions from generation to
generation (related to meaningful family, societal
achievements)
66
State Today of Human Goal – at the level of Society
1. Fulfilment in relationship with relatives, friends and all those
who come in contact (strangers) – at least feeling of trust –
environment of fearlessness
2. Fulfilment of collective 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 In the
society in a self-organised manner.
4. Ensuring this relationship of mutual fulfilment 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
67
State Today of 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 leading to-
• Prosperity in human being
• Preservation of rest of nature
68
Problems – A state due to absence of fulfilment of the goal
We have observed that the problems that we see at any level of individual are nothing but
absence of fulfilment of some part of the human goal
If we ensure the fulfilment of these (human) goals, then it seems feasible that we will naturally
This needs to be verified in case of each and every problem that we are facing, at any of
these four levels.
69
State Today of Human Goal – at each of the dimensions
We have done the analysis of state today at different levels.
Similarly, we can do the analysis of state today (of fulfillment of goals) at different dimensions
such as
1. Education
2. Health …
• We will do the analysis of state today (of fulfillment of goals) at the dimensions of Education as
an example.
• analysis of state today of remaining dimensions can be done as assignment and discussed in
the class.
70
State Today of Human Goal – at the dimension of Education
Desirable State today- Is it Fulfilled or not
1. Mental education - clarity of our goals, programs etc., 1. Lack of clarity of our goals, programs etc.,
knowledge of the self and how to ensure harmony in the hardly any content related to self and how
self. to ensure harmony in the self.
2. Behavioral education - education of right behavior in 2. Increasing inhuman behaviour has become
relationship with human being the predominant fear for human being.
Increasing number of old days home is an
indicator of lack of commitment to serve
their parents particularly in highly educated.
3. Health education- on self-regulation in the self, in intake-

daily routine etc. in the context of keeping the body healthy 3. Instead of self-regulation, over indulgence
is being promoted, eating of junk food is
becoming common, students generally take
to late sleep, late rise routine leading to bad
effect on heath
4. Knowledge of nurturing, protection and right utilisation of
the body 4. Hardly any understanding and practice for
nurturing, protection and right utilisation of
the body, is being made essential part of
education. May be, it is considered the
responsibility of the family
71
5. Education for Right Utilisation- Understanding of role of 5. Instead of Right Utilisation, indulgence is
physical facility in nurturing and protection of the body and being promoted, Understanding and
for social purpose. practice for right utilisation of physical
facility is not being made essential part of
education. Wastage can be clearly seen in
6. Understanding and practice of Preservation (enrichment, institutions of higher learnings.
protection and right utilisation) of nature. 6. Preservation of nature is not even
considered the responsibility of human
being, view of Exploitation and Mastery
7. Education for Production- Education for production of over the nature is being promoted implicitly.
necessary physical facility through work (labour) on natural
resources in a mutually enriching manners 7. Education for identification of physical
facility and willingness to produce by way of
labour is missing. Core feeling generated is
8. Education for Participation in the system- Understanding of to accumulate more & more rather than
the human order, Learning and practicing the process and produce; and to consume more & more.
skills required for participation in the system 8. Participation in the society and the system
is not considered a basic responsibility for
human being, if he is working for the society
or system, it is for his livelihood. Hence, no
effort is made in education to develop the
understanding and practice for participation
in society and system.
72
• We have briefly looked into the Desired goal and State today- Is it Fulfilled or not, in
case of education. From this, we can clearly see that in many areas, Education is not
able to ensure the fulfillment of the desired human goal and in some, it is doing even
contrary. Therefore, a lot needs to be done in the dimension of Education.* 1
*1 This is the analysis we have done on the basis of how we perceive things; you may
not necessarily agree to it. This is primarily to give you an idea about how to approach
the process of analysis.You should try to do it independently and then cross check.
73
State Today of Human Goal – at other dimensions
• We have done this analysis for dimension of Education. We can do the similar analysis for
other dimensions as well, in the given format of human goals for each of the dimension.
74
State Today of Human Goal – at the dimension of Haelth
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
75
State Today of Human Goal – at the dimension of Justice
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.
76
State Today of Human Goal – at the dimension of Producion
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 , every family and is everybody
, every family assured of his basic needs such as food,
cloth, shelter etc.
77
Conclusion regarding the Analysis of State Today
We have done some sample analysis of state today of fulfillment of goals at different levels and
dimensions. This was to show you the way it can be done for-
1. Analysis of state today at each of these four levels (Individual…)
2. Analysis of state today at each of the dimensions (Education…)
• We have explained the first one by taking the example of Analysis of state today at the
individual level, you can do it in a similar manner for the remaining three levels and in more
detail
• The second one is by taking the example of the analysis of state today at the dimension of
education, health, justice, production and system implementation. You can do this in a similar
manner for the remaining dimensions and in more detail.
78
Solutions- How do we go about it
• Till now we have done the analysis of the state today, thereby observing the problems that we
are facing presently.
• Now, we have to see how we can find solutions to these problems.
• In the beginning of this lecture, we had mentioned that we are taking Solution Centric
Approach, which is recalled in the next slide
79
• In Solution Centric Approach, we are generally trying to understand how we can ensure
living a fulfilling life for oneself and for all, and then work for such a living (i.e. what is called as
solution) in our day today life. This approach -
1. Helps us to see our role as human being in this nature and how we can ensure living with
mutual fulfillment in this nature. Then we can try to live like this and varify for ourselves that
this does lead to a state of fulfillment of oneself and the other, ultimately of everyone. This is
the state of complete solution
2. Gives a holistic perspective of human living. In the light of this, now we can see that
individual solutions are part of it and individual problems are basically the lack of individual
solutions, and they are not in isolation. Therefore we donot try to solve them in isolation; we
are looking at these problems in the light of overall solution and solve them accordingly.
However, if urgent, we may give priority to work on an individual solution to solve an
individual problem
• It is clear from the above discussion that prevailing approach today is the first one (Problem
Centric Approach) ; however we have been taking the second one (Solution Centric
Approach) as this seems to be working in the long run.
80
How we are going to Proceed
• Taking this 'Solution Centric Approach', we have tried to develop the holistic
perspective about human existence. Through this we have been able to identify our
goals at all levels and work out the details of the dimensions of system to fulfill these
goals.
• Now, in the light of this, we have made a critical analysis of the present day situation in
terms of what goals have been met and what goals have not been met at each of these
level.
• What goals have not been met, are showing up as problems at that level.
• Ultimately, what we need to do is that we work for ensuring the fulfillment of all human
goals through all the dimensions. This will naturally take care of all our problems.
• This is what we have been trying to do all through this course.
• However, in the mean time, we may try to find possible solutions to specific problems
which are considered to be important that we are facing today.
81
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 .
82
UHV IV
Module 5:
Lecture 41: Steps for Transition

Introduction
• We have analyzed the state today, thereby observing the problems we are facing presently.
• Now, we will see the steps required for transition
84
Paving way towards the harmonious society
• The primary step to move toward the holistic way of life is to develop the right understanding
among human beings, commit to live accordingly, and then to develop the requisite skills and
knowledge systems to implement the right understanding in real life.
• Thus, it calls for a change in the education system towards humanistic education.
• The right understanding provides us with the vision of such a humanistic education. As we
discussed earlier, education means to imbibe the understanding of harmony at all the levels of
living. It is not just reading, writing and arithmetic, but rather a process to enable human beings
to live in accordance with their natural acceptance at all levels of living.
• It calls for a huge shift from our vision today.
85
Humanistic Education
• Humanistic Education Inculcation of the right understanding at all levels (from self to entire
existence) and development of the competence to live in accordance with it, forms the core of
humanistic education.
• One should be able to evaluate all the endeavors in the light of the right understanding.
Humanistic education will incorporate appropriate integration of values and skills so that
human beings are able to understand their physical needs correctly and adopt suitable
techniques and production systems to cater to these needs in an eco-friendly and people-
friendly manner.
• The humanistic education will facilitate the process of self-exploration which will lead to
continuous self-evolution of human beings. It will also enable the realization of one’s
innateness as well as the universality and definitiveness of ethical human conduct.
• Humanistic Constitution also provides us the basis for a humanistic constitution which is
essential to the development of an un-fragmented human society and a universal human
order. Working towards the comprehensive human goal and developing the competence for
ethical human conduct will be among the salient directive principles of a humanistic
constitution.
86
Steps for Transformation
• Step 1: Steps for Individual Transformation
87
Steps for Transformation : Steps for Individual Transformation
• The change of ethos involves a long-drawn effort for transformation at the personal level (see
fig 16-2). It essentially means understanding the existential harmony at all four levels
(individual, family, society, nature/existence) and then living in harmony at each of the four
levels. This involves three important sub-steps.
▪ To verify the proposals on your own right, i.e. on the basis of your natural acceptance and on the
basis of your experiential validation.
▪ To be aware of yourself, of your imagination (desire, thought and expectation) every moment. With
this awareness, you will know the content of your imagination and all the accumulated acceptances,
which are your sanskar (recall from chapter 6 of UHV-II, that sanskar = acceptances derived from the
accumulation of desire, thought and expectation over all time).
▪ Now, with the awareness of your imagination, of your sanskar, the third sub-step is self-evaluation –
to evaluate your sanskar vis-à-vis your natural acceptance. Start this step when you feel comfortable
with the first two steps, and not before that.
88
Step 2: Creating Mass Awareness towards Holistic Development
• It involves dialogue and discussion with a view to facilitating self-exploration in the other. It
can be in the form of informal talks and formal workshops. The people to share with would
include:
• Family members and friends: This will enhance the harmony in the family and enable you to
participate more freely in the larger order. The family and friends may also contribute their
time, effort and resources for it.
• People who have interest and readiness for purposeful social effort and social development:
There are many people who want to make effort for the betterment of the society. Through the
sharing, and enhancement of their perspective they will be able to do what they are doing in
an even more effective manner.
• Educators, teacher and education administrators: Once they can see the possibilities, they
will invest themselves to introduce human values in education, they will be able to refine the
content and process of education and provide the education with even more responsibility.
• People connected to governance: they will be able to introduce it in the policy level.
• Your colleagues at work: It can be a part of the learning activities at your workplace. To start
with, it is important to share only with those who are already willing to listen. If you start this
step before you have done sufficient work on yourself, people may not be able to accept you
as a preceptor.
89
Step 3: Moving towards Humanising the Mainstream Education
• As the awareness amongst the people grows, the main task is to gradually move towards
humanistic education which could involve the following sub-steps:
▪ Integrating appropriate inputs of value education at various levels in the current curricula from school
education to higher education. This process naturally starts with the introduction of a foundation
course (such as the one being proposed in this book). This should be backed up by introducing new
elective courses like:
▪ Understanding the human being
▪ Understanding co-existence in existence
▪ Human relationships, values, and ethical human conduct
▪ Universal human order
▪ Technologies and systems for holistic development
▪ Management by relationship
▪ Further, socially relevant student projects and social internship may be introduced.
90
Step 3: Moving towards Humanising the Mainstream Education
• To effectively proliferate the above effort, requisite support and policy initiatives by monitoring
agencies, such as MHRD, UGC, AICTE, ICMR, University Academic Councils and School
Education Boards will be helpful.
• Further, it will be essential to introduce teacher orientation programs (faculty development
programs) and development of resource material to implement the above suggestions at a
large scale. This can be actualised by establishing Human Values Resource Centres at the
regional and national (international) levels.
• The next sub-step will be to provide adequate thrust to R&D dedicated towards transforming
the whole mainstream education into humanistic education (value-based education). This is
going to be a long-drawn process. However, it is indispensable.
91
Step 4: Developing Models for Holistic Living in Educational Institutions and in the
Community
• This will also necessitate linking the educational institutions with local development programs
in collaboration with voluntary organizations and government agencies. Accordingly, the focus
of R&D in higher education institutions will need to be shifted towards various aspects of
holistic development, resulting in the development of real-life models facilitating universal
human order.
92
Sum up
• Step 1: Steps for Individual Transformation

• Step 2: Creating Mass Awareness towards Holistic Development
• Step 3: Moving towards Humanising the Mainstream Education
• Step 4: Developing Models for Holistic Living in Educational Institutions and in the Community
93

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UHV IV

Vision for Humane Society

UHV Team (uhv.org.in)

• In this chapter, we are going to discuss the dimension of preservation.

• The following things can be done at various levels to preserve groundwater:

• Proper disposal of Factory wastage

• Proper disposal of human excreta

• Plat trees, cut them only when they are mature

• Ensure its right utilisation- avoid indiscrinate use of wood

• Work on Concept of social forestry

• Avoid or at least reduce use of urea, pesticide etc.

• Preserve their natural habitat, which we are destroying today

• ozone layer depletion,

• Ensure Right Utilisation as discussed before

• Protection- as far as possible

• Change in the life-style

UHV Team (uhv.org.in)

• Service with relationships in the Family

• Another place where we expect something in return is identified as production service.

• Another place where we expect something in return is identified as production service.

• At least, we must be able to ensure this participation at the level of family;

• Formal and informal structures are required to ensure harmony in a society.

Lecture 38: Evaluation of goals at all different levels

UHV Team (uhv.org.in)

• We would like to recall these goals here for ready reference

• Right understanding in the Self (TRUTH)

• Fulfillment in the relationship (LOVE and COMPASSION)

• Ensuring more than the required physical facility (PROSPERITY)

This was a brief description

1. In the Self -Right understanding, right feeling & right thought

Are these our needs?

2. Recognising the need for a physical facility, its production.

6. Preservation of family traditions from generation to generation (related to meaningful family,

2. fulfillment of collective responsibilities –

5. Development of a humanistic constitution, policies and implementation processes for

2. Ensuring Cyclic and mutually enriching production processes

2. Proper implementation of the societal order (systems)

UHV Team (uhv.org.in)

We may do the evaluation (of fulfillment of goals) in two ways-

1. Evaluate at each of these four levels (Individual…)

• Education is a dimension that connects to every other dimension. If education is right, a

We can not have the indicators of health such as-

We can not have the indicators of Justice such as-

We can not have the indicators of Production such as-

Certain indicators for the evaluation of System

We can not have the indicators of System Implementation such as-

Lecture 39: Some Case Study Examples of Salient

UHV Team (uhv.org.in)

• The Jajmani Village System of Traditional Rural India.

Two Aspects– The Philosophical/Worldview aspects and Salient Characteristics

• The Philosophical/Worldview Basis

• The Philosophical/Worldview Basis

• The Philosophical/Worldview Basis

• The Philosophical/Worldview Basis

• The Philosophical/Worldview Basis

Lecture 40: Critical Analysis of Present State

UHV Team (uhv.org.in)

6. Mindset of participation in larger order

2. Recognising need for physical facility, its production, its

4. Acceptance of responsibilities that family is expected to

2. Fulfilment of collective responsibilities –that are required for

3. Development of a conducive social environment; so that

4. Ensuring this relationship of mutual fulfilment among all