Put Human Values Into Practice Sri Sathya Sai Baba 25Th Annual Convocation Prasanthi Nilayam 22 November 2006
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The Vijayanagar Empire (1336-1646 A.D.)
26 February, 2021 Inscription on Krishnadevraya’s death (of Vijayanagar) discovered The first-ever epigraphical reference to the date of death of Vijayanagar king Krishnadevaraya has been discovered at Honnenahalli in Tumakuru district. As per the inscription, Krishnadevaraya, one of the greatest emperors of India who ruled from the South, died on October 17, 1529, Sunday, and incidentally this day was marked by a lunar eclipse. The inscription (written in Kannada) is engraved on a slab kept on the north side of the Gopalakrishna temple at Honnenahalli in Tumakuru district. It records the demise of K?ish?ad?var?ya — (V?rak?ish?ar?ya mah?r?yalu y? tath? tithiyalu astamayar?galu)_ in ?aka 1451, Vir?dhi, ?u. 15, lunar eclipse, which corresponds to 1529 AD, October 17, Sunday, according to Prof. Munirathnam. The inscription also registers gift of village Honnenahalli in Tumakuru for conducting worship to the god Veeraprasanna Hanumantha of Tumakuru. The Vijayanagar Empire (1336-1646 A.D.) Harihara and Bukka are the founders of the Vijayanagar City in 1336 A.D. on the southern banks of Tungabhadr. They made Hampi as the capital city. Hampi is on the banks of Tungabhadra River. They served under Vira Ballala III, the Hoysala King Vijayanagar Empire was ruled by four important dynasties and they are: Sangama, Saluva, Tuluva, Aravidu and Harihara I. In 1336 A.D. Harihara I became the ruler of Sangama Dynasty. He captured Mysore and Madurai. In 1356 A.D. Bukka-I succeeded him Krishnadeva Raya (1509-1529 A.D.) Krishnadeva Raya of the Tuluva dynasty was the most famous king of the Vijayanagar Empire According to Domingo Paes, a Portuguese traveller “Krishnadeva Raya was the most feared and perfect king there could possibly be”. -
Praktiser De Menneskelige Værdier Af Bhagavan Sri Sathya Sai Baba
Dato : 22. november 2006. Sted : Prasanthi Nilayam. Anledning : Åbningstale på Sathya Sai’s internationale sportscenter. Ordliste : De danske ord der er understreget i teksten, er at finde i ordlisten. Disse danske ord er oversættelser af sanskrit-ord, som også nævnes i ordlisten. Dette giver læseren mulighed for selv at undersøge sanskrit-ordenes dybere betydning. Praktiser de menneskelige værdier af Bhagavan Sri Sathya Sai Baba Nu til dags føler mennesket sig stolt over, at han behersker mange grene inden for viden, og at han har studeret mange emner. Men mennesket forsøger ikke at forstå uddannelsens inderste væsen. I vore dage er lærdom begrænset til blot at omfatte fysiske og verdslige aspekter, og moralske, etiske og åndelige aspekter tilsidesættes. I dag gør forældre sig ihærdige anstrengelser for at skaffe deres børn en uddannelse. Men ingen prøver at forstå uddannelsens sande betydning. Folk tror, at de der kan tale meningsfuldt og sigende, og som har studeret mange bøger, er yderst veluddannede. Men sandheden er, at det blot viser, at de har viden om alfabetet og intet andet. Ren og skær viden om alfabetet kan ikke kaldes uddannelse. Udover at have kendskab til bogstaver, er man nødt til at kende betydningen af de ord og sætninger, som bogstaverne sammensætter. Idet han var klar over denne sandhed, indkaldte kong Krishnadevaraya til et stort møde. Han rejste et spørgsmål over for de forsamlede digtere og lærde. Til stede i denne forsamling var også otte berømte digtere fra Krishnadevaraya’s hof. De var kendt som Aashta diggajas. De var: Allasani Peddana, Nandi Thimmana, Madayyagari Mallana, Dhurjati, Ayyalaraju Ramabhadrudu, Pingali Surana, Ramarajabhushanudu og Tenali Ramakrishna. -
Sri Sathya Sai Speaks, Vol 39 (2006) Divine Discourses of Bhagawan Sri Sathya Sai Baba
Sri Sathya Sai Speaks, Vol 39 (2006) Divine Discourses of Bhagawan Sri Sathya Sai Baba Index Of Discourses 1. Discharge your duties with a sense of surrender to God ...................................... 2 2. Control of Senses is the Real Sadhana ................................................................. 13 3. Limit not the all-pervading Brahman with Names and Forms ......................... 26 4. Atma is the Nameless, Formless Divinity ............................................................. 39 5. Experience the Sweetness of Rama's Name ......................................................... 51 6. Happiness Is Holiness ............................................................................................ 63 7. Do Not Burden Yourself With Limitless Desires ................................................ 74 8. Mother's love has immense power ....................................................................... 84 9. Attain enlightenment by renouncing desires ....................................................... 95 10. Selfless service to society is true sadhana .......................................................... 105 11. The youth should follow the path of sathya and dharma ................................. 113 12. Develop Broad-mindedness and Live in Bliss ................................................... 122 13. Give up selfishness and strive for self-realisation ............................................. 132 14. Love of God is True Education .......................................................................... -
Secondary Indian Culture and Heritage
Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture. -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Indian Scholar
ISSN 2350-109X Indian Scholar www.indianscholar.co.in An International Multidisciplinary Research e-Journal THE RISE AND GROWTH OF CHILDREN’S POETRY IN MALAYALAM LITERATURE Kavya. T Guest Lecturer in English MPMMSN Trusts College, Shoranur It is a quintessential human nature to compare, contrast and weigh the value of anything in the world. Perhaps it is our need to put order into an otherwise chaotic life that drives us to categorize everything. Our culture, tradition, art and literature are not exempted from this grading process. Thus it is quite natural that children’s literature got relegated to the peripheries of mainstream literature. This marginalization is universal and Malayalam literature too avoided it as trivial and childish. But now a days Children’s literature is gaining popularity in academic circles with many a scholars opening up new areas of researches in the field. Thus it would be meaningful to trace the trajectory of poems for children in Malayalam literature. A child’s acquaintance with poetry starts from the womb itself. This grows into much stronger relation as he/she is tucked into sleep with sweet lullabies by mother. Thus poetry is the first literature presented to a child.Offering comfort and happiness in rhythm and sounds these verses prepare the developing minds to receive longer forms of literature. But still there are debates regarding the characteristics of verses that can be categorized as children’s poems. Sheila aEgoff in Thursday’s Child questions “Is poetry for children a separate territory, or is -
Sathya Sai Speaks, Vol 23 (1990) Divine Discourses of Bhagawan Sri Sathya Sai Baba
Sathya Sai Speaks, Vol 23 (1990) Divine Discourses of Bhagawan Sri Sathya Sai Baba Index Of Discourses 1. Sports and Spirituality ............................................................................................ 2 2. Devotion in action .................................................................................................... 9 3. Human values in business management .............................................................. 15 4. What the Avatars mean ......................................................................................... 17 5. More potent than portents .................................................................................... 23 6. Rama, the Indweller .............................................................................................. 29 7. Give up selfishness: Cultivate unity ..................................................................... 38 8. Sathyam vada; Dharmam chara .......................................................................... 44 9. The Glory of Bharat .............................................................................................. 49 10. Sanctify the body .................................................................................................... 52 11. The abode of the Spirit .......................................................................................... 59 12. Be Master of the senses .......................................................................................... 64 13. Royal road to realisation ...................................................................................... -
English Literature STANDARD XII
Higher Secondary Course Part III English Literature STANDARD XII GOVERNMENT OF KERALA DEPARTMENT OF EDUCATION 2015 PLEDGE THE NATIONAL ANTHEM India is my country. All Indians Jana-gana-mana-adhinayaka, jaya he are my brothers and sisters. I love Bharata-bhagya-vidhata. my country, and I am proud of Punjab-Sindh-Gujarat-Maratha its rich and varied heritage. I shall Dravida-Utkala-Banga always strive to be worthy of it. Vindhya-Himachala-Yamuna-Ganga I shall give my parents, teachers Uchchala-Jaladhi-taranga. and all elders respect, and treat Tava shubha name jage, everyone with courtesy. Tava shubha asisa mage, To my country and my people, I Gahe tava jaya gatha, pledge my devotion. In their Jana-gana-mangala-dayaka jaya he well-being and prosperity alone Bharata-bhagya-vidhata. lies my happiness. Jaya he, jaya he, jaya he, Jaya jaya jaya, jaya he! Higher Secondary Course - English Literature Optional - Part III Standard XII Prepared by: State Council of Educational Research & Training (SCERT) Poojappura, Thiruvananthapuram -12, Kerala. E-mail: [email protected] Typesetting by: SCERT Computer Lab Printed at: Kerala State C-apt, Thiruvananthapuram, Ph: 0471-2365415 © Government of Kerala Department of Education 2015 Dear learners The English Literature Coursebook for Standard XII has been designed with a view to developing literary taste, critical reading skills, skills in expressing your ideas both in the spoken and written forms and reference skills. The learning of any language inevitably involves the learning of its rich and varied literature. The selections in this book represent authors from different cultures ranging from W B Yeats to Sugathakumari and Salwa Bakr to Leopoldo Lugones. -
Biography of Brahma Sri Ghandikota Subba
Om Sri Sai Ram Brahmasri Ghandikota Venkata Subba Rao November 7, 1926–December 29, 2003 Birth Brahmasri Ghandikota Venkata Subba Rao was born was born after his father conducted a Putra on November 7, 1926 in an American missionary Kaameshti Yaga for a son to carry on the Vedic hospital in Rajamandry, Andhra Pradesh, the fourth tradition, after eight daughters. As a distinguished of five children of Brahmasri Ghandikota scholar and poet, he was invited to join the court of Subrahmanya Sastry and Smt. Ghandikota the Kingdom of Vizianagaram as its Aasthaana Ramalakshmi. Pandit. He was later known as the Rishi of the Sathya Sri Subrahmanya Sastry was a Vedic pandit and Sai Gayathree. Bhagavan Sri Sathya Sai Baba poet of great repute from a long line of scholars in described him as the last of the true Vedic pandits the Bharadvaja Gotra, Krishna Yajur Veda Saakha, who and a Maharishi. 1 at the urging of the Maharaja and Maharani of Vizianagaram, he was shifted to an English medium school as his elder brother, the late Sri Lakshminarayana Deekshitulu, was already a brilliant Vedic pandit. Sri Subba Rao afterwards said that of all the education he received, western as well as traditional Sanskrit learning, it was the latter that he ultimately found most beneficial in life. As a result of his father’s extended travels with the Maharaja’s establishment, Sri Subba Rao received his schooling in Vizianagaram, Madras and Bangalore. He was a first class student all through school. During the Indian Freedom Movement, in the early 1940s, he and a group of young students wrote a flyer describing India’s glorious history, and distributed copies in the Army Cantonment in Bangalore, inciting Indian soldiers of the British Ghandikota family in 1949. -
The Miracle of Self Realization: Why God, Guru and the Self Are One and the Same?
WORKING PAPER NO: 434 The Miracle of Self Realization: Why God, Guru and the Self are One and the Same? Ramnath Narayanaswamy Professor Economics & Social Science Indian Institute of Management Bangalore Bannerghatta Road, Bangalore – 5600 76 Ph: 080-26993137 [email protected] Year of Publication -November 2013 The Miracle of Self Realization: Why God, Guru and the Self are One and the Same? Abstract This contribution is rooted in Indian spirituality, more specifically in the tradition of Advaita Vedanta or the philosophy of non-dualism. In this paper, an attempt is made to outline the biggest miracle of all, namely, the miracle of self realization. In Indian spirituality, it constitutes the very purpose of our birth as human beings. This purpose lies in self revelation and if this is not successfully pursued then the current life is said to have been wasted from a spiritual point of view. We discuss three concepts that are central to Indian spirituality. These include, God, Guru and the Self. Our purpose is to demonstrate that all three terms designate one Reality. We anchor ourselves on the pronouncements of Sri Ramana Maharishi, who was one of the greatest sages of India, who left his mortal coil in the last century. For this purpose, we have selected some excerpts from one of the most celebrated works in Ramana literature known as Talks which was put together by Sri Mungala Venkatramiah and subsequently published by Sri Ramanasramam in Tiruvannamalai. It is a veritable Bible for Ramana devotees and widely regarded as such. The central challenge in all management is realizing the nature of oneself. -
Economic and Cultural History of Tamilnadu from Sangam Age to 1800 C.E
I - M.A. HISTORY Code No. 18KP1HO3 SOCIO – ECONOMIC AND CULTURAL HISTORY OF TAMILNADU FROM SANGAM AGE TO 1800 C.E. UNIT – I Sources The Literay Sources Sangam Period The consisted, of Tolkappiyam a Tamil grammar work, eight Anthologies (Ettutogai), the ten poems (Padinen kell kanakku ) the twin epics, Silappadikaram and Manimekalai and other poems. The sangam works dealt with the aharm and puram life of the people. To collect various information regarding politics, society, religion and economy of the sangam period, these works are useful. The sangam works were secular in character. Kallabhra period The religious works such as Tamil Navalar Charital,Periyapuranam and Yapperumkalam were religious oriented, they served little purpose. Pallava Period Devaram, written by Apper, simdarar and Sambandar gave references tot eh socio economic and the religious activities of the Pallava age. The religious oriented Nalayira Tivya Prabandam also provided materials to know the relation of the Pallavas with the contemporary rulers of South India. The Nandikkalambakam of Nandivarman III and Bharatavenba of Perumdevanar give a clear account of the political activities of Nandivarman III. The early pandya period Limited Tamil sources are available for the study of the early Pandyas. The Pandikkovai, the Periyapuranam, the Divya Suri Carita and the Guruparamparai throw light on the study of the Pandyas. The Chola Period The chola empire under Vijayalaya and his successors witnessed one of the progressive periods of literary and religious revival in south India The works of South Indian Vishnavism arranged by Nambi Andar Nambi provide amble information about the domination of Hindu religion in south India. -
Tamil New Poetry: Twentieth Century Tamil Poets #9788189020460 #2005 #Katha, 2005
Tamil New Poetry: Twentieth Century Tamil Poets #9788189020460 #2005 #Katha, 2005 Tamil New Poetry: Twentieth Century Tamil Poets Most of Jeffersâ™ poetry was written in classic narrative and epic form, but today he is also known for his short verse, and considered an icon of the environmental movement. He is generally considered to be among the greatest American poets of the twentieth century. The old South Boston Aquarium stands in a Sahara of snow now. Its broken windows are boarded. So modern poetry is essentially a private art form and it contains very much a story of individual poets. The most striking thing in twentieth-century English literature is the revolution in poetic taste and practice. Various movements and changes had a greater influence upon modern poetry. Though poets are often influenced by each other and sometimes, share a common outlook, their style and the ways of writing differ from each other. So modern poetry is essentially a private art form and it contains very much a story of individual poets. T. S. Eliot. He is one of the most remarkable of English poets. He had great influence on poetry for more than forty years. He has used a new form of poetry to describe his new experience. His language has great life and energy. Conclusion. This list of Indian poets consists of poets of Indian ethnic, cultural or religious ancestry either born in India or emigrated to India from other regions of the world. Amulya Barua (1922â“1946), first published posthumously in 1964. Atul Chandra Hazarika (1903â“1986), poet, dramatist, children's story writer and translator.