Life & Teachings.Pdf
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Introduction
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction The Invention of an Ethnic Nationalism he Hindu nationalist movement started to monopolize the front pages of Indian newspapers in the 1990s when the political T party that represented it in the political arena, the Bharatiya Janata Party (BJP—which translates roughly as Indian People’s Party), rose to power. From 2 seats in the Lok Sabha, the lower house of the Indian parliament, the BJP increased its tally to 88 in 1989, 120 in 1991, 161 in 1996—at which time it became the largest party in that assembly—and to 178 in 1998. At that point it was in a position to form a coalition government, an achievement it repeated after the 1999 mid-term elections. For the first time in Indian history, Hindu nationalism had managed to take over power. The BJP and its allies remained in office for five full years, until 2004. The general public discovered Hindu nationalism in operation over these years. But it had of course already been active in Indian politics and society for decades; in fact, this ism is one of the oldest ideological streams in India. It took concrete shape in the 1920s and even harks back to more nascent shapes in the nineteenth century. As a movement, too, Hindu nationalism is heir to a long tradition. Its main incarnation today, the Rashtriya Swayamsevak Sangh (RSS—or the National Volunteer Corps), was founded in 1925, soon after the first Indian communist party, and before the first Indian socialist party. -
Modern Indian Political Thought Ii Modern Indian Political Thought Modern Indian Political Thought Text and Context
Modern Indian Political Thought ii Modern Indian Political Thought Modern Indian Political Thought Text and Context Bidyut Chakrabarty Rajendra Kumar Pandey Copyright © Bidyut Chakrabarty and Rajendra Kumar Pandey, 2009 All rights reserved. No part of this book may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher. First published in 2009 by SAGE Publications India Pvt Ltd B1/I-1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044, India www.sagepub.in SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320, USA SAGE Publications Ltd 1 Oliver’s Yard, 55 City Road London EC1Y 1SP, United Kingdom SAGE Publications Asia-Pacifi c Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Published by Vivek Mehra for SAGE Publications India Pvt Ltd, typeset in 10/12 pt Palatino by Star Compugraphics Private Limited, Delhi and printed at Chaman Enterprises, New Delhi. Library of Congress Cataloging-in-Publication Data Chakrabarty, Bidyut, 1958– Modern Indian political thought: text and context/Bidyut Chakrabarty, Rajendra Kumar Pandey. p. cm. Includes bibliographical references and index. 1. Political science—India—Philosophy. 2. Nationalism—India. 3. Self- determination, National—India. 4. Great Britain—Colonies—India. 5. India— Colonisation. 6. India—Politics and government—1919–1947. 7. India— Politics and government—1947– 8. India—Politics and government— 21st century. I. Pandey, Rajendra Kumar. II. Title. JA84.I4C47 320.0954—dc22 2009 2009025084 ISBN: 978-81-321-0225-0 (PB) The SAGE Team: Reema Singhal, Vikas Jain, Sanjeev Kumar Sharma and Trinankur Banerjee To our parents who introduced us to the world of learning vi Modern Indian Political Thought Contents Preface xiii Introduction xv PART I: REVISITING THE TEXTS 1. -
List of Newly Approved Institutions
UNIVERSITY GRANTS COMMISSION Bahadur Shah Zafar Marg New Delhi-110002 Approval of new skill based courses to institutions under NSQF for the academic year 2020-21 S.No State Name Name of the Address Details Institution 1 Andhra A M A L College Anakapalli, District Trade/Course Pradesh Visakhapatnam - 531 001 Certificate DAIRYING & ANIMAL HUSBANDRY B.VOC. Degree DAIRYING & ANIMAL HUSBANDRY Certificate Agriculture B.VOC. Degree Agriculture 2 Tamil Nadu A Veeriya Vendayar Poondi, District Thanjavur Programme Trade/Course Memorial Sri Diploma Edible mushroom cultivation Technology Pushpam College Diploma Ornamental fish culture Diploma Bio fertilizer Diploma Handicrafts/Thanjavur Arts and Paintings 3 Tamil Nadu A.D.M. College for Nagapattinam, District Programme Trade/Course Women Quaide-E-Milleth B.VOC. Degree Management and Entrepreneurship/Modern Office Practices B.VOC. Degree Apparel/Fashion Technology B.VOC. Degree Healthcare/Nutrition and Dietetics B.VOC. Degree Banking & Financial Service/ Banking Finance and Insurance 4 Andhra A.N.R. College Gudivada, District Programme Trade/Course Pradesh Krishna - 521 301 Certificate IT/Ites/WEB TECHNOLOGIES Certificate Management and Entrepreneurship/ GOODS & SERVICES TAX (GST) Certificate Chemical and Petrochemicals/ ANALYTICAL CHEMISTRY 5 Tamil Nadu A.P.C. Mahalaxmi Tuticorin, District Programme Trade/Course College for women Tuticorin - 628 016 Diploma IT/Ites/Data Science Diploma Media and Entertainment/Advertising and Public Relations Diploma Beauty & Wellness/Herbal Beauty Care 6 Maharashtra A.R. Burla Mahila City Survey No. Programme Trade/Course Varishtha 9705/9/A/2A, Raviwar B.VOC. Degree Theatre and Stage Craft 7 Maharashtra A.T.S.P.M. Arts & Ashti, District Beed Programme Trade/Course Commerce College Diploma Agriculture/Organic Farming Diploma IT/Ites/Computer Application and Information Technology Diploma IT/Ites/Web Page Designing & Web development 8 Telangana A.V.V. -
Swami Dayananda Saraswati You Cannot Manage a Situation Unless You Know Exactly What Is Happening. the Inner Responses Are Allow
HELPLESSNESS AND SEEKING HELP1 Swami Dayananda Saraswati You cannot manage a situation unless you know exactly what is happening. The inner responses are allowed to happen for want of a proper insight and knowledge. You want to have the capacity to manage every happening properly so that you do not deliver yourself into the hands of likes and dislikes, into the hands of anger, frustration and its roots. You are working towards that capacity. I am absolutely helpless in the event of a reaction. I seem to have no power over this anger. Please understand that it takes a lot of courage to accept helplessness. Unless I have the courage to accept helplessness I can never grow out of it. I will not seek help even if it is available. It is like the man who was an alcoholic. When someone asked him, “Why do you take alcohol every day?” he replied, “I am not an alcoholic. I can give up alcohol any day.” This response is more from the alcohol than from the person. A man who wants to give up alcohol has to first accept the fact that he has no power over alcohol. Similarly, I must know intimately that I have no power over my anger, my sorrow, depression, and frustration. Some people advice, “Don’t get depressed”. Very often religious teachers become advisers. Nobody seems to really understand what is going on. A person does not choose to get depressed; it just happens. Equally that person cannot choose not to be depressed. There is no point in advising someone not to get depressed. -
Folk Elements in the Short Stories of Manoj Das: IJAR 2016; 2(6): 164-167 a Critical Study Received: 18-04-2016 Accepted: 19-05-2016 Dr
International Journal of Applied Research 2016; 2(6): 164-167 ISSN Print: 2394-7500 ISSN Online: 2394-5869 Impact Factor: 5.2 Folk elements in the short stories of Manoj Das: IJAR 2016; 2(6): 164-167 www.allresearchjournal.com A critical study Received: 18-04-2016 Accepted: 19-05-2016 Dr. Manoranjan Behura Dr. Manoranjan Behura Lecturer in English, Mahanga Abstract Puspagiri College, Erakana, Cuttack, Odisha, India. Folk literature is the part and parcel of life and plays a paramount role influencing the culture and literature. Folk culture and literature is confined within a limited areas but its impact on the modern literature is immense. Manoj Das mainly focuses on the folk tales of Odisha and follows the folk tale styles of story writings. Keywords: Folk tale, folk literature, Folk culture Introduction Folk tales lays the foundation of literature which the root and the modern literature is the fruit of it (folk literature). Hence it is appropriate to discuss the nature and feature of folk culture, folk form or folk literature to connect them to fiction. Folk culture belongs to the antiquity past but is still alive in the present. When we go through the Vedanta, Astadasapurana and Mahabharata we find elements of folk culture. The Mahabharata and Ramayana are the combination of a lot of folk tales. Folk forms like folk songs, tales, theatre, rituals are generally focused on a particular event of a particular place. It is confined to a limited area taking its cultures, traditions, customs and ways of life. Folk literature is generally a literature of an imaginary world which is far from reality. -
Downloaded License
philological encounters 6 (2021) 15–42 brill.com/phen Vision, Worship, and the Transmutation of the Vedas into Sacred Scripture. The Publication of Bhagavān Vedaḥ in 1970 Borayin Larios | orcid: 0000-0001-7237-9089 Institut für Südasien-, Tibet- und Buddhismuskunde, Universität Wien, Vienna, Austria [email protected] Abstract This article discusses the first Indian compilation of the four Vedic Saṃhitās into a printed book in the year 1971 entitled “Bhagavān Vedaḥ.” This endeavor was the life’s mission of an udāsīn ascetic called Guru Gaṅgeśvarānand Mahārāj (1881–1992) who in the year 1968 founded the “Gaṅgeśvar Caturved Sansthān” in Bombay and appointed one of his main disciples, Svāmī Ānand Bhāskarānand, to oversee the publication of the book. His main motivation was to have a physical representation of the Vedas for Hindus to be able to have the darśana (auspicious sight) of the Vedas and wor- ship them in book form. This contribution explores the institutions and individuals involved in the editorial work and its dissemination, and zooms into the processes that allowed for the transition from orality to print culture, and ultimately what it means when the Vedas are materialized into “the book of the Hindus.” Keywords Vedas – bibliolatry – materiality – modern Hinduism – darśana – holy book … “Hey Amritasya Putra—O sons of the Immortal. Bhagwan Ved has come to give you peace. Bhagwan Ved brings together all Indians and spreads the message of Brotherhood. Gayatri Maata is there in every state of India. This day is indeed very auspicious for India but © Borayin Larios, 2021 | doi:10.1163/24519197-bja10016 This is an open access article distributed under the terms of the CC BY 4.0Downloaded license. -
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 -
Resolutions of Doubts
|| OM NAMA SADGURUDEVAYA || Answers to the inquiry (SHANKA SAMADHAN) Editor & Commentator: Blessed by HH Sri Paramhans Ji Maharaj Swami Sri Adgadanand Ji Shri Paramhans Ashram Shaktishgad, Chunar Rajgad Road, Dist. Mirzapur, (UP), INDIA. Tel.: (05443) 238040 › Publisher: Shri Paramhans Swami Adgadanand Ji Ashram Trust 5, New Apollo Estate, Mogra Lane, Opp. Nagardas Road Andheri (East), Mumbai – 400069 India The Vision Brothers! You must have had known through the medium of His Holiness Shri Parmanand Ji Maharaj’s biography “Visions of Life and Self Realization” that Shri Paramhansji was a great soul totally immersed in Sadhana in absolute absolution. Based on the insights infused by the almighty he entered the Anusuiya Forest in Chitrakut at time when India was on the verge of getting independent. Sitting right here You had declared that, “This Nehru will be the King. I been to the court held at Delhi and blessed him. The Lord did show me this and so will happen.” Soon it was known that we were a free country and Sh. Nehru was designated as the Prime Minister of India. Your stay at Anusuiya started with a fast. On the fourteenth day due to the excessive heat some matter resembling blood was observed in your urine, and you pleaded with the Lord. Oh Lord where have you dropped me, in this dense forest? There is no provision for food neither anybody for help. If there will be no body then who will sing your praise? The very day there was the vision, “If you must eat, do it tomorrow.” From the very next day the sky got overcast, the heavenly system started getting in action. -
Ijhams-Significance of Arya Samaj in Eradicating
BEST: International Journal of Humanities, Arts, Medicine and Sciences (BEST: IJHAMS) ISSN (P): 2348-0521, ISSN (E): 2454-4728 Vol. 8, Issue 2, Feb 2020, 1-12 © BEST Journals SIGNIFICANCE OF ARYA SAMAJ IN ERADICATING SUPERSTITIONS AND THUS SAFEGUARDING THE NATION Dr. REKHA MAITRA Associate Professor-Hospitality & Hotel Administration, FMS, MRIIRS, Haryana, India ABSTRACT Arya Samaj, a religious system was formed by Sanyasi Dayanand Saraswati in April, 1875 at Bombay. It was developed with a purpose of bringing about social reforms in the society and to inculcate the strong value and ethics system in youngsters. Academician and researcher D. Vable i mention that Dayanand Saraswati, a strong leader in Indian history, wanted to promote Vedas and Vedic way of life. Similarly, Dr. K.P. Jaiswal validated the concept and evolution of Arya Samaj. He laid stress on the foundation of the Arya Samaj.According to him “Arya Samaj brought the reformation in society by making vital changes in the societal concepts. This overhauling led to changes in the mindset of the people of India as well as followers of different religious and educational organization. This National movement was endorsed by the vast number of nationalists. In the contemporary era, Arya Samaj has maintained the stance of strong Vedic culture in followers. In today’s parlance, the well-educated people are also influenced by planetary positions and follow methods to overcome the ill effects of planets. Many a times, rituals are observed as a part of the tradition or out of fear; without trying to understand the need, cause or effect. -
CURRICULUM AS CONCEIVED by SWAMI DAYANAND Anurag Asija
SRJIS/BIMONTHLY/ DR. ANURAG ASIJA (2377-2384) CURRICULUM AS CONCEIVED BY SWAMI DAYANAND Anurag Asija, Ph. D. Assistant Professor, Maharishi Dayanand College of Education, ABOHAR (Punjab) Abstract Swami Dayanand (1824-1883) a great world teacher has suggested the curriculum for teaching. His Education system was based on Vedas. He suggested that curriculum should be set in such a way so that it may impart true knowledge. In the achievement of moksha and God both curriculum and Acharya are very important ingredients of education. His views are based on Dhama and spirituality. Vedic education takes man to the path of achieving moksha and God. Thus his main intent is to set a curriculum which takes the learner to the perfection of life. Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction Swami Dayanand develops an educational system based on Vedas and motivates the people to the teaching and learning of Vedas. He propounds Verna-Ashram and ancient Gurukul system and lays emphasis on the study of Vedas. According to him, education should begin with the teaching of Panini's Grammar of Sanskrit, paying special attention to accurate and precise pronunciation of the mantras of "Ashtadhyai" Vedas which accept the achievement of moksha as the prime aim of education. He says , "When man removes Avidya or false knowledge , and gets vidya or true knowledge , he finds himself free from the sorrows of life and he gets moksha.(Rigvedadi Bhasya Bhumika, 1967 , p 211) . He says that the curriculum should be such which takes man to the path of truth i.e the achievement of moksha. -
VADLAMUDI-THESIS.Pdf (550.0Kb)
Copyright By Sundara Sreenivasa R Vadlamudi 2010 The Thesis Committee for Sundara Sreenivasa R Vadlamudi Certifies that this is the approved version of the following thesis: Daud Shah and Socio-religious reform among Muslims in the Madras Presidency APPROVED BY SUPERVISING COMMITTEE Supervisor: ______________________________ Gail Minault _____________________________ Cynthia Talbot Daud Shah and Socio-religious Reform among Muslims in the Madras Presidency by Sundara Sreenivasa R Vadlamudi, M.A. Thesis Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2010 Dedication To my family For believing in me and my dreams Acknowledgements This work would not have been accomplished without the support and guidance of several people. Professor Gail Minault was a tremendous source of guidance and encouragement. Her interest and curiosity about Muslims in Tamil Nadu has greatly inspired me. Professor Cynthia Talbot patiently waited, read earlier drafts, and provided extremely useful comments. Marilyn Lehman uncomplainingly answered my questions and tolerated my requests regarding coursework and funding. I would like to thank members of the History Department’s Graduate Program Committee (GPC) for funding my research. I am extremely grateful to Qazi Zainul Abideen for providing me with copies of journals that are used in this thesis. He has become a good friend and I am glad to have met such a wonderful person. I would also like to thank the staff of the Tamil Nadu State Archives for going the extra mile to retrieve dusty records without any complaints. -
Indian Perceptions of the West
Comparative Civilizations Review Volume 13 Number 13 As Others See Us: Mutual Article 13 Perceptions, East and West 1-1-1985 Indian Perceptions of the West Kenneth Ballhatchet University of London Follow this and additional works at: https://scholarsarchive.byu.edu/ccr Recommended Citation Ballhatchet, Kenneth (1985) "Indian Perceptions of the West," Comparative Civilizations Review: Vol. 13 : No. 13 , Article 13. Available at: https://scholarsarchive.byu.edu/ccr/vol13/iss13/13 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Comparative Civilizations Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Ballhatchet: Indian Perceptions of the West Indian Perceptions of the West Kenneth Ballhatchet For nearly two centuries, Indian perceptions of the West were powerfully affected by the behaviour of the British, and to a lesser extent of other Europeans, in India. A small minority of Indians travelled to the West, and they tended to praise what they found there, sometimes with the comment that the British behaved better at home than in India. But many of these travellers' tales were affected by didactic distortion. Just as the philosophes had praised China as a model for eighteenth-century Europe, so Indian visitors to Europe would dilate upon those aspects of European attitudes and behaviour that they thought were most needed in India, not only among Europeans but also among Indians themselves. Whether as administrators, businessmen or missionaries, Englishmen in India tended to act as members of a ruling race, at least from the closing years of the eighteenth century, and they liked to think that they were so regarded by Indians.