Sum Up

lkj la{ksi
Sum Up
Level. Name Relationship Details
4b. Existence Co-existence Units submerged in Space
4a. Nature Mutual Fulfillment Amongst Units
Amongst 4 Orders
3. Society Right Understanding, Human-Nature relationship
Prosperity, Natural Laws
Fearlessness/Trust, 5 dimensions of Human Order
Co-existence 10 steps
2. Family Feeling of co- Human-Human relationship
existence Justice
Trust, Respect … Love
1b. Individual Co-existence of Self(I) Sanyam in Self(I)
Human Being & Body Health in Body
1a. Self (I) Continuous happiness Realization of co-existence, Understanding
= happiness, peace, of Harmony in Nature, Contemplation of
satisfaction, bliss Participation in larger order – definiteness
of desire on this basis. Feeling & thought of
relationship & order, behaviour, work &
participation in larger order 27
Now we can see that…
Happiness is an indicator, a feedback, that we
- have understood harmony and
at all 4 levels of our being
- live in harmony

Unhappiness is an indicator, a feedback, that we

- have not understood harmony and/or at one or more of the 4 levels
- do not live in harmony of our being

Our role is to make the effort at all 4 levels of our being

- to understand harmony and 1. In the Self, as an Individual
2. In Family
- to live in harmony 3. In Society
4. In Nature/Existence

This is our role in existence …

31
Program for Human Being (Our Role in Existence)
Existence is co-existence – which is ever present
Human beings have two important things to do:
 1. To understand the co-existence
1.1. To understand co-existence – Right Understanding
(Kku)
1.2. To ensure the feeling, thought of co-existence –
Resolution (lek/kku)
 2. To live in co-existence
2.1. To live in co-existence with human-beings (Justice)
–family to world family – Undivided Society
(v[k.M lekt)
2.2. To live in co-existence in nature (Mutual fulfillment)
–family order to world family order – Universal Human Order
(lkoZHkkSe O;oLFkk)
By these two being ensured by human beings, the result will be Undivided
Society and Universal Human Order on Earth, in which Harmony and
peace are very natural outcomes (and there is every provision in Existence
for it)
32
 Deluded Self: Imagination on basis of Sensation & Preconditioning
Self verification
Power Dynamic Activity State Activity on the basis of
“kfDr xfr fØz;k fLFkfr fØz;k Natural
1. Authentication Realization Acceptance
B1 3
Áek.k vuqHko lgt Loh—fr
Self (I)

2. Determination Understanding
eSa

ladYi cks/k
ds vkËkkj ij
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
Behaviour O;ogkjWork dk;Z
Other Human ekuo Rest of Nature
nwljk euq";srj iz—fr
33
 Pure Self: Imagination on basis of Realisation, Understanding & Contemplation
Space “kwU;
Power Dynamic Activity State Activity
“kfDr xfr fØz;k fLFkfr fØz;k
1. Authentication Realization Co-existence
B1 lg&vfLrRo
Áek.k vuqHko
Self (I)

2. Determination Understanding Harmony in Nature

eSa

ladYi cks/k O;oLFkk

3. Desire Imaging Contemplation Participation in Larger
Order, Relationship
bPNk fp=.k fparu O;oLFkk esa
Hkkxhnkjh
B2 Co-existence, Harmony,
4. Thought Analysing Comparing
Justice Guided Senses,
fopkj fo'ys"k.k rqyu Health, Profit
5. Expectation Selecting Tasting Goal, Value
Guided Sensation
vk'kk p;u vkLoknu
Body 'kjhj
Behaviour O;ogkjWork dk;Z Participation Òkxhnkjh
Other Human ekuo Rest of Nature in larger Order O;oLFkk e
nwljk euq";srj iz—fr
34
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;
35
Program of Action
Now we can see that…
Happiness is an indicator, a feedback, that we
- have understood harmony and
at all 4 levels of our being
- live in harmony

Unhappiness is an indicator, a feedback, that we

- have not understood harmony and/or at one or more of the 4 levels
- do not live in harmony of our being

Our role is to make the effort at all 4 levels of our being

- to understand harmony and 1. In the Self, as an Individual
2. In Family
- to live in harmony 3. In Society
4. In Nature/Existence

This is our role in existence …

40
Program of Action (Individual)
To understand harmony and live in harmony – at all 4 levels (individual,
family, society, nature/existence)
1.Self-exploration, Self-study – Verify the proposals within yourself, on your
own right  understanding co-existence, feeling & thought of co-existence;
behaviour, work & participation in larger order on the basis of co-existence

2.Self-awareness – Be aware of your desire, thought and expectation –

every moment

3.Self-evaluation – Evaluate your

desire, thought and expectation
– on the basis of
your Natural Acceptance

Sanskar = ∑ (Desire, Thought, Expectation)

Sanskar (t), Environment (t), Self-exploration (t)  Sanskar (t+1)

41
Program of Action (at the level of Society)
1. People’s Education Program (yksd f'k{kk ;kstuk): for adults
10 yrs 1 People with Right Understanding & Right Feelings
Next 10 yrs 10 - Parents - Policy Makers
100 yrs 1000 cr -Teachers …

2. Education-Sanskar Program (f'k{kk laLdkj ;kstuk): for children

20-50 yrs People with Right Understanding & Right Feelings

- People with definite Human conduct, the competence
to participate in Universal Human Order

Course in Academic Curriculum

3. Undivided Society, UniversalSocially
HumanRelevant Projects ( v[k.M lekt] lkoZHkkSe
Order Program
O;oLFkk ;kstuk)
10-20 yrs Conducive Environment
Fulfilment of Human Goal

Just as a seed replicates itself, so the vision of an Undivided Society and Universal
Human Order can be evidenced on this planet…

Family – Family cluster – Village – Village cluster ... Nation ... World Family
~101 ~102 ~1010
43
Universal Human Order: Dynamics
Conduct that ensures
continuity of mutual
happiness &
prosperity
Education that
ensures the
development of the
competence to live
with
Definite
Human
Nature of Conduct
society
Entry Point
of people living
together in a
relationship of
mutual fulfillment

The society in which

Human Goal
is realised
44
Status of Universal Human Values in Higher Education – Mar 2015
2005 IIIT Hyderabad (AP) – an experiment
2006 IIT Kanpur (UP) – an experiment
2009 GBTU & MTU (now UPTU) – large scale experiment [ 700 C]
2011 PTU (Punjab) – a high speed, large scale experiment [ 325 C]
Encouraging results
2012 HPTU, Hamirpur (HP) [ 46 C]
2013 JNKVV, Jabalpur (MP) [ 6 C]
2013 RVSKVV, Gwalior (MP) [ 2 C]
2013 Collegiate Education, Andhra Pradesh [2500 C]
2013 Galgotias University, Greater Noida [ 3 C]
2014 Atmiya Group of Institutions [ 4 C]
4000+ Colleges in 33 Universities in 7 states in India

2013 Royal University of Bhutan [ 8 C]

All Colleges of Higher Education in Bhutan
45
Purpose of this Workshop / Course
To initiate the process of self-exploration in you

The self-exploration that human being is co-existence of self and body

(tostart with)

Assumption: ‘Human Being is Body’

 Expectation to live with continuous happiness (effort to be made outside and
not within – I am OK, problem is with others)
 Seeking Happiness through Physical Facility, Sensation & Feeling from
Other
 Requirement of physical facility is undefined/unlimited
 Program is Accumulation of Physical Facility
Self-exploration
Knowing: ‘Human Being is coexistence of Self (I) & Body’
 Desire to live with continuous happiness (effort to be made within and then
outside)
 Continuous happiness = To be in harmony at all levels of being
 Physical facility is required only for nurturing, protecting and right utilisation of
body. Need of PF is defined, limited in qty
 Program is to understand & to live in harmony at all levels of being
47
Self Evaluation (about 5 minutes each)
1. Brief introduction including aspiration

2. Achievement through the course

3 key proposals you could verify
Thoughts before & now
Behaviour/work before & now
Any experiments done during the course
2 specific preconditioning you could verify
1 remaining/new fundamental question

Your realization during the course

3. Future Plans

48
Self Evaluation (about 3 minutes each)
1. Brief introduction

2. Achievement through the workshop

Thoughts before & now
Three key takeaways

49
Sharing Values
Institution, Teacher are clear about the Role of Education-sanskar
To Make Effort for an Enlightened Individual, Humane Family,
Humane Society
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feelings (Trust)

In Every Individual In Every Family In Society In Nature/

Existence

For Job, Managing in Society Today

Assumptions (eg. Accumulation Domination , Mastery &
Money is everything) By Any Means Exploitation, Fear Exploitation

In Every Individual In few Individuals In Society Over Nature

Madness for Consumption Hkksx Terrorism Resource Depletion

mUekn War Pollution
Madness for Profit ykHk
mUekn 51
Effort for an Enlightened Individual, Humane Family, Society
Human Target (ekuo y{;)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feelings (Trust)

In Every Individual In Every Family In Society In Nature/

Existence
Five Dimensions of Human Order ¼ekuoh; O;oLFkk & i¡kp vk;ke½
1. Education – Sanskar - f”k{kk laLdkj
2. Health – Sanyam - LokLF; la;e
3. Production – Work - mRiknu dk;Z
4. Justice – Suraksha - U;k; lqj{kk
5. Exchange – Storage - fofue; dks’k

Ten Steps ¼nl lksiku½ – From Family Order to World Family Order
Family – Family cluster – Village – Village cluster ... Nation ... World Family
~101 ~102 ~1010

52
Role of Education-Sanskar: To Enable Transformation
The role of education is to facilitate
the development of the
competence to live with Definite
Human Conduct

f”k{kk dh Hkwfedk Ekkuo

esa fuf”pr Ekkuoh; vkpj.k ls
thus dh ;ksX;rk fodflr djuk
gSA

kl ss
od g re
& f P ro
e.k on&
laØ mati
r
sfo
an
Tr

53
Institution, Teacher Understand the Role of Education-sanskar
1. To enable the child to know, to see things as they are, on his own
right; clarity of human goal; and to have a vision for living a fulfilling
life, i.e. in harmony within, with good health in the body, in mutually
fulfilling relationship with human beings and in mutually enriching
relationship with rest of nature
 
2. To develop the commitment, ability and practice to live in mutually
fulfilling, complimentary relationship with one, then few and ultimately
with all (human beings as well as with rest of nature)
 Mutual Happiness
 
3. To develop the commitment, ability and practice to live in mutually
enriching relationship with rest of nature, i.e. To live with prosperity.
Have the understanding to correctly identify the need of physical
facility, have the skills and practice to produce more than the required
physical facility through his own labour using a cyclic-mutually
enriching process, have the understanding to rightly use as much
physical facility as is required and share the remaining in relationship
and order in society
 Mutual Prosperity
54
Material for Self-study & Preparation
1. Syllabus
2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions)
3. Text Book
4. Posters
5. Presentations, including Practice Sessions, Tutorials & Videos, FAQ
6. Video of Workshop Lectures
7. Weekly Meeting (also through WebEx)
8. Web Site http://www.uhv.ac.in

9. 8-Day Teachers' Orientation Program

10. How to Share Values
11. Examination & Evaluation
12. Assignments, Social Projects & Social Internship

13. Process of Implementation (stage by stage)

Advanced Study
1. PSL2 …

55
The Teacher has the Primary Responsibility
Teacher Student

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

Affection, Care & Guidance for
the Student
2.Having Excellence /
Making effort for Excellence
3. Is a co-explorer
Affection, Reverence, Glory &
Gratitude for the Teacher
2.Inspired by the Teacher
3.Making effort for Excellence
(explorer)

Excellence ¼Js’Brk½ at all 4 levels

1. In the Self, as an Individual
Understanding Harmony & 2. In Family
Living in Harmony 3. In Society
4. In Nature/Existence

56
The Teacher is Making Effort For Excellence
1. Understanding harmony & living accordingly
 PSL1, PSL2… PhD
 Self study (reading, exploring…)
 Weekly Meeting
 Sharing along with an experienced faculty
 Sharing with small group on your own
 Doing social projects/ social internship

2. Sharing the content

 Teaching foundation course
 Conducting short workshops
 Conducting full workshops
 Social Projects, social internship

3. Guiding the student onward, taking responsibility to guide students in and

out of the classroom

4. Living in harmony in the family, with students & reaching out to the
community
57
DETAILS

58
Transition to Universal Human Education
Step 1: Introduce a foundation course on Universal Human Values in parallel
with other courses with a view to initiate the process of self-exploration,
leading to right understanding (gyan). i.e. introduce right understanding and
right feeling in the academic curriculum. Higher level courses may be offered
in addition to the foundation course. Social projects, social internship and
conducting the course as an integrated workshop may take place wherever
the teacher is well prepared. This will ensure better grasping and
comprehension by the students
1. Prepare Teachers, Parents and Policy makers
2. Introduce Universal Human Values in Higher Education. The student can
develop clarity about
 Human goal & universal human order
 Human conduct
 Guidelines for Professional Ethics, which is a particular aspect of human
conduct
Step 2: Align the academic curriculum (all courses) in the institution with right
understanding, leading to thought about all encompassing resolution
(samadhan), so as to establish Value Based Education at the level of the
institution
Step 3: The lifestyle and institute culture reflects Value Based Living. i.e. on the
basis of right understanding and right feeling, behavior, work
61
Transition to Universal Human Education
Step 4: The institute develops into a live model of living with happiness and
prosperity, i.e. on the basis of right understanding and right feeling, behavior,
work and participation in the institution order. Programs for self-sufficiency of
the institution through cyclic & mutually enriching production activities and
take such activities to a scale where all the faculty, staff and students can be
supported internally. This will help transform the institution into a family
participating with self-responsibility for a cohesive harmonious journey toward
excellence for all

Step 5: The institute becomes a nodal center to share and promote value
education and value based living in the local community. Institution works on
all 5 dimensions

Step 6: The institute becomes a resource centre for the district level. The
Institution works in collaboration with other institutions for all 5 dimensions

Step 7: The institute becomes a resource centre for the National level.

Step 8: The institute becomes a resource centre for Undivided Human Society
and Universal Human Order
62
Initial Steps in Implementation
1. Understand the Content, Possibility & Responsibility – Participate in
workshops, discuss with people who have worked toward universal
human values [VC, Heads of Institution…]

2. Form a Value Education Cell at the University level, consisting of

committed decision-makers & people who will take responsibilty &
can follow things through [VC]

3. Create Awareness & Support [University VE Cell]

4. Complete the formalities for introducing the Foundation Course

[University VE Cell]

5. Select & Prepare Teachers [Heads of Institution]

6. Communicate with the Students [College VE Cell]

7. Launch the Foundation Course [University VE Cell]

63
Further Activities
The foundation course has to be followed up with other suitable inputs in
the form of elective courses, projects, practical training, self study
and practice to move towards a comprehensive EHV package

It takes some time (typically 1-3 years) to establish the foundation. Once
it is established, then further supportive activity can be fruitful

1. Social Projects & Socially Relevant Final Year Projects

2. Social Internship

3. Higher Level Courses e.g. "Professional Ethics for Managers"

4. Advanced Study (PhD etc.) e.g. "Management by Relationship"

5. Living the Values in all the dimensions

64
Human Values Programme introduced at IIIT Hyderabad in 2005
Goal of IIIT: To contribute to transforming industry and society, by
delivering research-led education, promoting innovation, and fostering human
values

Human Values is as an essential part of the academic curriculum. The two

courses are HV1 in 1st sem & HV2 in 4th sem
 Each week consists of 2 lectures of 1.5 hrs each
 Students do socially relevant humanities projects, detailed studies, reports or
participate in social activities as a part of this course
 Students meet every week in small groups along with 2 faculty mentors
 At the end of the course a 4-day workshop is conducted. Faculty, faculty
spouses and senior students take the responsibility for conducting it

Advanced courses include “Work & Life” & “Searching for a Humane Society”

Medium of instruction is students’ mother tongue/language preferred by the

student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in
Hindi and 3 in English)

65
Human Values Programme at UPTU (GBTU & MTU)
Introduced as an essential course in all affiliated professional colleges,
after due process (AC, BoS) in 2009
Run as a regular audit course (2-0-2), i.e. 28 lecture-sessions and 14
tutorials (practice-sessions) spread across any one semester
8-day Teachers’ Orientation Program (TOP) to prepare teachers
Medium of instruction is English

66
Resources Developed for Self-study & for Teaching
1. Syllabus
2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions)
3. Text Book
4. Posters
5. Presentations, including Practice Sessions, Tutorials & Videos
6. Video of Workshop Lectures (Lecture-by-Lecture)
7. Weekly Meeting
8. Web Site www.uhv.ac.in

9. 8-Day Teachers' Orientation Program

10. How to Share Values
11. Examination & Evaluation
12. Social Projects & Social Internship

13. Process of Implementation (stage by stage)

Advanced Study
1. PSL2 …

67
Teacher
The role of the teacher is that of a
facilitator – to facilitate the student
to explore on their own right so that
it leads to understanding
With this intention the teacher’s role
is:
1. To place the proposals of what
is right before the students
2. To draw their attention toward
each proposal and to give
enough time & opportunity to
explore, verify, accept, validate
on their own right
3. To respond with responsibility to
the questions, or clarifications
sought by the students in this
process
Student
The responsibility of
understanding is that of the
students. It includes:
1. Listening, Participating
Actively (Listening vs
Hearing, Asking questions)
2. Verifying the proposals on
the basis of their Natural
Acceptance
3. Accepting those proposals
that are Naturally Acceptable
4. Validating the accepted
proposals in their own
Behaviour/Work; and
understanding on this basis
68
Teacher-Student Goal & Relationship
Teacher Student

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

Affection, Care & Guidance for Affection, Reverence, Glory &
the Student Gratitude for the Teacher
2.Having Excellence / 2.Inspired by the Teacher
Making effort for Excellence 3.Making effort for Excellence

Excellence ¼Js’Brk½ at all 4 levels

1. In the Self, as an Individual
Understanding Harmony & 2. In Family
Living in Harmony 3. In Society
4. In Nature/Existence

69
Teachers Development: Self-study, Self-exploration
1. Understanding & Living the content (Understanding = Living)
 PSL1, PSL2… PhD
 Weekly Meeting
 Sharing along with an experienced faculty
 Sharing with small group on your own
 Doing social projects/ social internship

2. Sharing the content

 Teaching foundation course
 Conducting short workshops
 Conducting full workshops
 Social Projects, social internship

3. Guiding the student toward next step

4. Living accordingly, naturally reaching out to the commiunity

70
This is a significant hapenning in your life

Don’t try to explain to other in your excitement. Let it settle within you,
so it naturally expresses itself in your behaviour / work

Deal with the baggage – you may act on the basis of it. Don’t get
worked-up. Depending on external conditions, those Desires,
Thoughts & Expectations may get more active & you may forget about
this

It is advisable to:
1.Go through a workshop once in 6 months (5% listening in 1st workshop
+ lot of questions) – so scope for 20 workshops
2.Go through the literature (incl video of lectures & text book)
3.Meet once in a week for 2-3 hrs (sharing, discussing one topic)
71
Contacts
IIIT Hyderabad
Surya Bhagawan 99480 10253, humanvalues@iiit.ac.in
GBTU
Bhanu Pratap Singh 98894 98839, pratap_cse@rediffmail.com
MTU
Sateesh Awasthi 98680 10352, hvpemtu@gmail.com
PTU
Jagmeet Bawa 94780 98071, ptuehv@gmail.com
Jitender Narula 94780 98082, ptuehv@gmail.com
RUB
Director, Lhato Jamba +975 1764 5167, jamba_g@hotmail.com
HPTU
Parminder Singh Gill 94184 54496, doshptu@gmail.com
Galgotias Univ
Kumar Sambhav 83758 43108,
kumar.sambhav@galgotiasuniversity.com

Rajul Asthana 98490 94285, rajul.asthana@yahoo.com

Shyam Kumar 94503 42998, shyamk@iitk.ac.in
72
Teacher’s Orientation Program (8-Day Workshop)
19-26 April GCBS Gedu, Bhutan (RUB) English

26 May – 2 Jun PSIT Kanpur (UPTU) Hindi

21-28 Jun IIIT Hyderabad JV English

23-30 Jun Mandi Govindgarh (PTU) Hindi

27-29 Mar 2015 4th International Conference on Human Values

in Higher Education at Gedu, Bhutan
73
Sharing Your Self-Evaluation
1. Brief Introduction
2. Your Achievement through the workshop
(on the basis of your self-exploration on the content)
 Thoughts before the workshop
 Thoughts now
 Experiments / observations during the workshop
 Realisation
3. Specific future plans

Please be mindful about the time (3-5 minutes)

Please share about yourself (not others)

Vote of thanks and applause can be avoided (your commitment will

manifest itself in your self-exploration, harmony with your family and
what you do in your organisation…)
77