On Suffering: a Dialogue with Rajendra Swaroop Bhatnagar ______
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Essentials of Hindutva.Pdf
Hindutva SwatantryaVeer V.D. Savarkar Essentials of Hindutva Swatantryaveer Vinayak Damodar Savarkar (1883 – 1966) What is in a name? We hope that the fair Maid of Verona who made the impassioned appeal to her lover to change 'a name that was 'nor hand, nor foot, nor arm, nor face, nor any other part belonging to a man' would forgive us for this our idolatrous attachment to it when we make bold to assert that, 'Hindus we are and love to remain so!' We too would, had we been in the position of that good Friar, have advised her youthful lover to yield to the pleasing pressure of the logic which so fondly urged 'What's in a name? That which we call a rose would smell as sweet by any other name!' For, things do matter more than their names, especially when you have to choose one only of the two, or when the association between them is either new or simple. The very fact that a thing is indicated by a dozen names in a dozen human tongues disarms the suspicion that there is an invariable connection or natural connection or natural concomitance between sound and the meaning it conveys. Yet, as the association of the word with the thing is signifies grows stronger and lasts long, so does the channel which connects the two states of consciousness tend to allow an easy flow of thoughts from one to the other, till at last it seems almost impossible to separate them. And when in addition to this a number of secondary thoughts or feelings that are generally roused by the thing get mystically entwined with the word that signifies it, the name seems to matter as much as the thing itself. -
M.A. Education
PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES OF EDUCATION MA [Education] First Year MAEDN - 401 RAJIV GANDHI UNIVERSITY INTRODUCTION Philosophy, science and education have been very important components to develop and enrich the personality of individuals and citizens of a country. Philosophy develops a high degree of control over own powers and actions. Philosophers have, therefore, earned much respect and credibility throughout history. Philosophical and Sociological Perspectives of Education is divided into two parts–one that deals with the philosophical perspectives and the second which examines the sociological perspectives. Sociology, according or Duncan, is the scientific study of dynamic processes of interactions of person and the patterns these form in relation to biological, psychological and cultural influences. Thus, sociology studies social phenomena, social organizations and cultural patterns. It seeks to discover the laws that govern social relations and the forces that develop the personality of the individual. As you know, the book is divided into two parts. the part concerning sociological perspectives deals with various aspects of educational sociology–the social context of education, agents of socialization, the impact of social groups on education systems, the close relationship between education and culture, social stratification and the function of education as an instrument of social change. Social interaction is the foundation of society. The book discusses the development of groups and the characteristics of group dynamics. Numerous thinkers have put forward various theories of socialization; some of the important theories are discussed in this book. This book–Philosophical and Sociological Perspectives of Education– has been designed keeping in mind the self-instruction mode (SIM)format and follows a simple pattern, wherein each unit of the book begins with the Introduction followed by the Unit Objectives for the topic. -
Central Council of Indian Medicine New Delhi
CENTRAL COUNCIL OF INDIAN MEDICINE NEW DELHI SYLLABUS OF AYURVEDACHARYA (BAMS) COURSE INDEX 1ST PROFESSIONAL 1.1 PADARTHA VIGYAN AND AYURVED ITIHAS 2-6 1.2 SANSKRIT 7-8 1.3 KRIYA SHARIR 9-14 1.4 RACHANA SHARIR 15-18 1.5 MAULIK SIDDHANT AVUM ASTANG HRIDYA 19 Central Council of Indian Medicine |UG Ist year Syllabus 1 1.1 PADARTHA VIGYAN EVUM AYURVEDA ITIHAS (Philosophy and History of Ayurveda) Theory- Two papers– 200 marks (100 each paper) Total teaching hours: 150 hours PAPER-I Padartha Vigyanam 100marks PART A 50 marks 1.Ayurveda Nirupana 1.1 Lakshana of Ayu, composition of Ayu. 1.2 Lakshana of Ayurveda. 1.3 Lakshana and classification of Siddhanta. 1.4 Introduction to basic principles of Ayurveda and their significance. 2. Ayurveda Darshana Nirupana 2.1 Philosophical background of fundamentals of Ayurveda. 2.2 Etymological derivation of the word “Darshana”. Classification and general introduction to schools of Indian Philosophy with an emphasis on: Nyaya, Vaisheshika, Sankhya and Yoga. 2.3 Ayurveda as unique and independent school of thought (philosophical individuality of Ayurveda). 2.4 Padartha: Lakshana, enumeration and classification, Bhava and Abhava padartha, Padartha according to Charaka (Karana-Padartha). 3. Dravya Vigyaniyam 3.1 Dravya: Lakshana, classification and enumeration. 3.2 Panchabhuta: Various theories regarding the creation (theories of Taittiriyopanishad, Nyaya-Vaisheshika, Sankhya-Yoga, Sankaracharya, Charaka and Susruta), Lakshana and qualities of each Bhoota. 3.3 Kaala: Etymological derivation, Lakshana and division / units, significance in Ayurveda. 3.4 Dik: Lakshana and division, significance in Ayurveda. 3.5 Atma:Lakshana, classification, seat, Gunas, Linga according to Charaka, the method / process of knowledge formation (atmanah jnasya pravrittih). -
Essence of Sanatsujatiya of Maha Bharata
ESSENCE OF SANATSUJATIYA OF MAHA BHARATA Translated, interpreted and edited by V.D.N.Rao 1 Other Scripts by the same Author: Essence of Puranas:-Maha Bhagavata, Vishnu, Matsya, Varaha, Kurma, Vamana, Narada, Padma; Shiva, Linga, Skanda, Markandeya, Devi Bhagavata;Brahma, Brahma Vaivarta, Agni, Bhavishya, Nilamata; Shri Kamakshi Vilasa- Dwadasha Divya Sahasranaama:a) Devi Chaturvidha Sahasra naama: Lakshmi, Lalitha, Saraswati, Gayatri;b) Chaturvidha Shiva Sahasra naama-Linga-Shiva-Brahma Puranas and Maha Bhagavata;c) Trividha Vishnu and Yugala Radha-Krishna Sahasra naama-Padma-Skanda-Maha Bharata and Narada Purana. Stotra Kavacha- A Shield of Prayers -Purana Saaraamsha; Select Stories from Puranas Essence of Dharma Sindhu - Dharma Bindu - Shiva Sahasra Lingarchana-Essence of Paraashara Smriti- Essence of Pradhana Tirtha Mahima- Essence of Ashtaadasha Upanishads: Brihadarankya, Katha, Taittiriya/ Taittiriya Aranyaka , Isha, Svetashvatara, Maha Narayana and Maitreyi, Chhadogya and Kena, Atreya and Kausheetaki, Mundaka, Maandukya, Prashna, Jaabaala and Kaivalya. Also ‗Upanishad Saaraamsa‘ - Essence of Virat Parva of Maha Bharata- Essence of Bharat Yatra Smriti -Essence of Brahma Sutras- Essence of Sankhya Parijnaana- Essence of Knowledge of Numbers for students-Essence of Narada Charitra; Essence Neeti Chandrika-Essence of Hindu Festivals and AusteritiesEssence of Manu Smriti- Quintessence of Manu Smriti- Essence of Paramartha Saara; Essence of Pratyaksha Bhaskra; Essence of Pratyaksha Chandra; Essence of Vidya-Vigjnaana-Vaak Devi; Essence -
Sanskrit Baby Names and Meanings
Balu. Saravana Sarma, Prohithar-Astrologer Page 1 of 32 உ பா. சரவண சர்மா ேராகிதர் - ேஜாதிடர் - பஞ்சாங்க கணிதக்ஞர் 9, 4வ ெத, கல்யாண நகர், தாம்பரம், ெசன்ைன 45 ைகேபசி: +91 98403 69677, இல்லம்: +91 44 2226 1742 குறிப்: 423 வடெமாழி ெபயர்களின் சுக்கமான ெபாள் இதியில் தரப்பட்ள்ள Note: Short meanings of 423 sanskrit names given in end of this document வடெமாழி ெபயம் - ெபாம் Aarna आरना Gender : Girl Origin: Sanskrit Means "wave, ocean" in Sanskrit. Aarna is also name of Goddess Lakshmi, the daughter of the king of the milky ocean...... Abha आभा Gender : Girl Origin: Sanskrit Splendour, luminous, shine, glow, lustrous beauty, blaze, glamour, appearance..... Abhay अभय Gender : Boy Origin: Sanskrit Fearless, Courageous. 'Bhay' means fear and 'A' is negation. So Abhay means fearless. According to Hindu mythology, Abhay is the name of Lord Shiva. In Jain literature, Abhay means bestower ........ Abhijeet अिभजीत Gender : Boy Origin: Sanskrit Means one who is victorious, a constellation dear to Hari or One who has been / has conquered like Lord Krishna. Abhijeet also means "the winner of the moment"...... Abhijit अिभिजत Gender : Boy Origin: Sanskrit Means one who is victorious, a constellation dear to Hari...... Abhilasha अिभलाषा, अिभलाशा Gender : Girl Origin: Sanskrit Desire, wish, aspiration, affection, ambition..... Abhishek अिभषके Gender : Boy Origin: Sanskrit Derived from Sanskrit word "abhiSeka" means "connotation or watering". abhiSeka is a Sanskrit term comparable to puja , yagya and arati. abhiSeka is an auspicious bath for a deity with ....... -
KATHA UPANISHAD Parts 1 & 2
MüPûÉåmÉÌlÉwÉiÉç KATHA UPANISHAD Parts 1 & 2 A Leap into the Beyond “THE SANDEEPANY EXPERIENCE” TEXT Reflections by SWAMI GURUBHAKTANANDA 20 Sandeepany’s Vedanta Course List of All the Course Texts in Chronological Sequence: Text TITLE OF TEXT Text TITLE OF TEXT No. No. 1 Sadhana Panchakam 24 Hanuman Chalisa 2 Tattwa Bodha 25 Vakya Vritti 3 Atma Bodha 26 Advaita Makaranda 4 Bhaja Govindam 27 Kaivalya Upanishad 5 Manisha Panchakam 28 Bhagavad Geeta (Discourse -- ) 6 Forgive Me 29 Mundaka Upanishad 7 Upadesha Sara 30 Amritabindu Upanishad 8 Prashna Upanishad 31 Mukunda Mala (Bhakti Text) 9 Dhanyashtakam 32 Tapovan Shatkam 10 Bodha Sara 33 The Mahavakyas, Panchadasi 5 11 Viveka Choodamani 34 Aitareya Upanishad 12 Jnana Sara 35 Narada Bhakti Sutras 13 Drig-Drishya Viveka 36 Taittiriya Upanishad 14 “Tat Twam Asi” – Chand Up 6 37 Jivan Sutrani (Tips for Happy Living) 15 Dhyana Swaroopam 38 Kena Upanishad 16 “Bhoomaiva Sukham” Chand Up 7 39 Aparoksha Anubhuti (Meditation) 17 Manah Shodhanam 40 108 Names of Pujya Gurudev 18 “Nataka Deepa” – Panchadasi 10 41 Mandukya Upanishad 19 Isavasya Upanishad 42 Dakshinamurty Ashtakam 20 Katha Upanishad – Parts 1 & 2 43 Shad Darshanaah 21 “Sara Sangrah” – Yoga Vasishtha 44 Brahma Sootras 22 Vedanta Sara 45 Jivanmuktananda Lahari 23 Mahabharata + Geeta Dhyanam 46 Chinmaya Pledge A NOTE ABOUT SANDEEPANY Sandeepany Sadhanalaya is an institution run by the Chinmaya Mission in Powai, Mumbai, teaching a 2-year Vedanta Course. It has a very balanced daily programme of basic Samskrit, Vedic chanting, Vedanta study, Bhagavatam, Ramacharitmanas, Bhajans, meditation, sports and fitness exercises, team-building outings, games and drama, celebration of all Hindu festivals, weekly Gayatri Havan and Guru Paduka Pooja, and Karma Yoga activities. -
World Religions Guide First Examinations 2013
Diploma Programme World religions guide First examinations 2013 Diploma Programme World religions guide First examinations 2013 Diploma Programme World religions guide Published May 2011 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: http://www.ibo.org © International Baccalaureate Organization 2011 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email: [email protected] International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire 3117 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. -
Talks with Ramana Maharshi
Talks with Sri Ramana Maharshi Volume III 3rd January, 1938 Talk 439. D.: Rama asks: “Brahman being Pure, how can maya arise from Him and veil Him also? “Vasishta replies: “In pure mind associated with strong dispassion this question will not arise.” Of course in advaita (non-dualistic) philosophy there can be no place for jiva, Isvara and maya. Oneself sinking into the Self, the vasanas (tendencies) will entirely disappear, leaving no room for such a question. M.: The answers will be according to the capacity of the seeker. It is said in the second chapter of Gita that no one is born or dies: but in the fourth chapter Sri Krishna says that numerous incarnations of His and of Arjuna had taken place, all known to Him but not to Arjuna. Which of these statements is true? Both statements are true, but from different standpoints. Now a question is raised: How can jiva rise up from the Self? I must answer. Only know Your Real Being, then you will not raise this question. Why should a man consider himself separate? How was he before being born or how will he be after death? Why waste time in such discussions? What was your form in deep sleep? Why do you consider yourself as an individual? D.: My form remains subtle in deep sleep. M.: As is the effect so is the cause. As is the tree so is its seed. The whole tree is contained in the seed which later manifests as the tree. The expanded tree must have a substratum which we call maya. -
Brahma Sutra
BRAHMA SUTRA CHAPTER 2 2nd Pada 1st Adikaranam to 8th Adhikaranam Sutra 1 to 45 INDEX S. No. Topic Pages Topic No Sutra No 53 Rachananupapattyadhikaranam :(Sutras 1-10) 53 a) Sutra 1 1700 53 172 b) Sutra 2 1714 53 173 c) Sutra 3 1716 53 174 d) Sutra 4 1726 53 175 e) Sutra 5 1730 53 176 f) Sutra 6 1732 53 177 g) Sutra 7 1737 53 178 h) Sutra 8 1741 53 179 i) Sutra 9 1744 53 180 j) Sutra 10 1747 53 181 54 Mahaddirghadhikaranam 54 a) Sutra 11 1752 54 182 [i] S. No. Topic Pages Topic No Sutra No Paramanujagadakaranatvadhikaranam : 55 55 (Sutras 12-17) a) Sutra 12 1761 55 183 b) Sutra 13 1767 55 184 c) Sutra 14 1772 55 185 d) Sutra 15 1776 55 186 e) Sutra 16 1781 55 187 f) Sutra 17 1783 55 188 56 Samudayadhikaranam : (Sutras 18-27) 56 a) Sutra 18 1794 56 189 b) Sutra 19 1806 56 190 c) Sutra 20 1810 56 191 d) Sutra 21 1817 56 192 e) Sutra 22 1821 56 193 f) Sutra 23 1825 56 194 g) Sutra 24 1830 56 195 h) Sutra 25 1835 56 196 i) Sutra 26 1838 56 197 j) Sutra 27 1848 56 198 [ii] S. No. Topic Pages Topic No Sutra No 57 Nabhavadhikaranam : (Sutras 28-32) 57 a) Sutra 28 1852 57 199 b) Sutra 29 1868 57 200 c) Sutra 30 1875 57 201 d) Sutra 31 1877 57 202 e) Sutra 32 1878 57 203 58 Ekasminnasambhavadhikaranam : (Sutras 33-36) 58 a) Sutra 33 1885 58 204 b) Sutra 34 1899 58 205 c) Sutra 35 1900 58 206 d) Sutra 36 1903 58 207 59 Patyadhikaranam : (Sutras 37-41) 59 a) Sutra 37 1909 59 208 b) Sutra 38 1924 59 209 c) Sutra 39 1929 59 210 d) Sutra 40 1932 59 211 e) Sutra 41 1937 59 212 [iv] S. -
History of Buddhism and Jainism Upto 1000 A.D
Syllabus M.A. Part - II Paper - VII : (Option B) History of Buddhism and Jainism upto 1000 A.D. 1. Sources (Buddhism) a) Canonical and Non-Canonical Pali Literature b) Art and Architecture. 2. The Buddha Life of Buddha (from Birth till the Mahaparinirvana). 3. Teachings of Buddha a) Four Noble Truths. Eight fold path b) Law of Dependent Origination. (Paticcaccsamuccapada) c) Origin and Development of Sangha and Vinaya. 4. Buddhism and its Expansion a) Three Buddhist Councils b) Dhamma messengers sent by Asoka (Ashoka) after 3rd Buddhist Council, c) Buddhist Sects. 5. Impact of Buddhism on Society. a) Epistemological and Logical Aspects of Buddhism. 6. Sources (Jainism) Agamas - Literature of Jaina. Art and Architecture. 7. The Mahavira. Life of Mahavira. 8. Teachings of Mahavira a) Ethics b) NineTattvas c) Anekaravada • d) Six Dravyas 9. Spread of Jainism. a) Three Jaina councils b) King Samprati‘s contribution. c) Major Jain Sects 10. Impact of Jainism on Society 1 SOURCES OF BUDDHISM : (LITERARY SOURCES) Unit Structure : 1.0 Objectives 1.1 Introduction 1.2 Importance of Various Sources 1.3 Literary Sources Canonical Pali Literature 1.4 Non-Canonical Pali Literature 1.5 How Authentic is Pali -Literature ? 1.6 Summary 1.7 Suggested Readings 1.8 Unit End Questions 1.0 OBJECTIVES (A) By reading this material student will understand which sources should be utilized for getting the information about Ancient Indian History and Culture & History of Buddhism itself. (B) Student will understand importance of the original literary sources known as ‗BUDDHA VACANA‘(Words of the Buddha) and its allied literature as a chief source for deriving information pertaining to history and culture. -
A Brief Review and Influence of Buddhism on Ayurveda Dr
REVIEW ARTICLE May-June 2019 A Brief Review and Influence of Buddhism on Ayurveda Dr. Ramesh Kumar K.L.1, Dr. Bhanupriya M. N.2 1Assistant Professor, Dept. of Ayurveda Samhita and Siddhanta, Govt. Ayurveda Medical College, Mysuru, Karnataka, 2Dy. Manager (Production), Vaidyaratnam P.S. Varier’s Arya Vaidya Sala, Kottakkal, Nanjangud Factory, Plot # 82 P3, KIADB Industrial Area, Nanjangud, Karnataka, INDIA. A B S T R A C T Darshanas are the major source of philosophical principles of Ayurveda, The word Darshana is derived from the Sanskrit words “Drish” Dhatu and “Lyut” Pratyaya. The combination of these words makes the word Darshana, which means to see or to have sight. It can be defined as the media or instrument through which the reality of the world can be viewed. “Drishyate Anena Iti Darshanam.” It is the vision of truth, It is the mirror image of objects of the world and It is Yathartha Jnana Sadaka. To know the secrets of real knowledge about the different problems of creation and to have distinguishing knowledge about Good and bad, Real and False, Happy and unhappy, To find out the cause of miseries and sickness knowledge of philosophy is very vital. It helps to understand the reality of life. Mainly three types of Darshanas are there, Astika, Nastika and Astika-Nastika. Buddhism being Astika- Nastika (intermediate) Darshana has profound influence on Ayurveda principles, especially in Ashtanga Hridaya it can be witnessed strongly. Key words: Philosophy, Buddhism, Darsana, Damma. INTRODUCTION health both in the individual and society. The recent “Namo Tassa Bhagavato Arahato Samma Samm spate of crimes, violence, terrorism and drug abuse Buddhassa” makes us aware of the significance of human values, without which human life loses all meaning. -
India Chronic Poverty Report
India Chronic Poverty Report Towards Solutions and New Compacts in a Dynamic Context Aasha Kapur Mehta l Andrew Shepherd Shashanka Bhide l Amita Shah l Anand Kumar INDIAN INSTITUTE OF Chronic Poverty PUBLIC ADMINISTRATION Research Centre i INDIA CHRONIC POVERTY REPORT ii iii INDIA CHRONIC POVERTY REPORT: Towards Solutions and New Compacts in a Dynamic Context Aasha Kapur Mehta • Andrew Shepherd Shashanka Bhide • Amita Shah • Anand Kumar INDIAN INSTITUTE OF PUBLIC ADMINISTRATION INDRAPRASTHA ESTATE, RING ROAD, NEW DELHI-110002 iv © Indian Institute of Public Administration, New Delhi, 2011 Price 300 ISBN : 81-86641-41-6 Published by Indian Institute of Public Administration, New Delhi and Printed at New United Process, A-26, Naraina Industrial Area, Ph-II, New Delhi, Ph. 25709125 FOREWORD The “India Chronic Poverty Report: Towards Solutions and New Compacts in a Dynamic Context” is timely, coming as it does while the Approach to the Twelfth Plan is being formulated. Written by a group which has been researching chronic poverty for several years, the Report goes back to speeches made in the Constituent Assembly at time of Independence and reminds us that promises made then on the ‘fight to end poverty, squalor, ignorance and disease’ still remain unfulfilled. It draws attention to the gaps between actual achievements in this regard and constitutional provisions regarding equitable development. Given that the Eleventh Plan focus was to make “growth faster and more inclusive”, and that in this context efforts were also made to impart a “rights approach” in some major anti-poverty schemes, the Report is a reminder of the long-haul nature of India’s development promises.