Five Faiths Project: Hinduism
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Hymn to Brahma Score, 7-7-2014
Hymn to Brahma ancient Sanskrit temple chant arranged for choir by David Nelson Miller Program notes Three traditional melodies from India are brought together in this choir arrangement, sometimes without accompaniment, sometimes accompanied by keyboard, and sometimes accompanied by the recorded sounds of tanpuras. A tanpura is a traditional Indian string instrument which typically drones on 3 notes. One possible translation of the Sanskrit text is below. The text beginning “Brahmanandam…” is sung to two different melodies, at the beginning and end of the arrangement. The central section is a setting of the traditional chant Twameva Mata, sung in Sanskrit and English. Guru Brahma, Guru Vishnu, Guru is Brahma, Guru is Vishnu, Guru Deva Maheshwara, Guru is the Maheshwara (Shiva), Guru sakshyat, parabrahma, Truly Guru is the supreme spirit – Tasmai Sri Guruve namaha. Salutations therefore to the Guru. Brahmanandam parama sukhadam, Full of transcendental bliss, giving supreme joy, Kevalam gyana murtim, The sole Image of Wisdom, Dwandwa titum gagana sadrisham, Beyond duality, clear as the heavens, Tattwam asyadi lakshyam. Whose motto is: “Thou Art That.” Ekam nityam vimalam achalam, One, permanent, pure, immovable, Sarvadhi sakshi bhutam, The everlasting Seer of all things, Bhawa titum triguna rahitam Beyond thought, free from the three qualities – Sadgurumtam namami. My good Guru, I bow to Thee. Twameva mata cha pita twameva, You truly are my mother and my father, Twameva bandhu cha sakha twameva, You truly are my friend and my beloved companion, Twameva vidya dravinam twameva, You truly are my knowledge and my wealth, Twameva sarvam mama deva deva. O Supreme Lord, You truly are everything to me. -
The Invention Of
How Did God Get Started? COLIN WELLS the usual suspects One day in the Middle East about four thousand years ago, an elderly but still rather astonishingly spry gentleman took his son for a walk up a hill. The young man carried on his back some wood that his father had told him they would use at the top to make an altar, upon which they would then perform the ritual sacrifice of a burnt offering. Unbeknownst to the son, however, the father had another sort of sacrifice in mind altogether. Abraham, the father, had been commanded, by the God he worshipped as supreme above all others, to sacrifice the young man himself, his beloved and only legitimate son, Isaac. We all know how things turned out, of course. An angel appeared, together with a ram, letting Abraham know that God didn’t really want him to kill his son, that he should sacrifice the ram instead, and that the whole thing had merely been a test. And to modern observers, at least, it’s abundantly clear what exactly was being tested. Should we pose the question to most people familiar with one of the three “Abrahamic” religious traditions (Judaism, Christianity, Islam), all of which trace their origins to this misty figure, and which together claim half the world’s population, the answer would come without hesitation. God was testing Abraham’s faith. If we could ask someone from a much earlier time, however, a time closer to that of Abraham himself, the answer might be different. The usual story we tell ourselves about faith and reason says that faith was invented by the ancient Jews, whose monotheistic tradition goes back to Abraham. -
A Study of the Early Vedic Age in Ancient India
Journal of Arts and Culture ISSN: 0976-9862 & E-ISSN: 0976-9870, Volume 3, Issue 3, 2012, pp.-129-132. Available online at http://www.bioinfo.in/contents.php?id=53. A STUDY OF THE EARLY VEDIC AGE IN ANCIENT INDIA FASALE M.K.* Department of Histroy, Abasaheb Kakade Arts College, Bodhegaon, Shevgaon- 414 502, MS, India *Corresponding Author: Email- [email protected] Received: December 04, 2012; Accepted: December 20, 2012 Abstract- The Vedic period (or Vedic age) was a period in history during which the Vedas, the oldest scriptures of Hinduism, were composed. The time span of the period is uncertain. Philological and linguistic evidence indicates that the Rigveda, the oldest of the Vedas, was com- posed roughly between 1700 and 1100 BCE, also referred to as the early Vedic period. The end of the period is commonly estimated to have occurred about 500 BCE, and 150 BCE has been suggested as a terminus ante quem for all Vedic Sanskrit literature. Transmission of texts in the Vedic period was by oral tradition alone, and a literary tradition set in only in post-Vedic times. Despite the difficulties in dating the period, the Vedas can safely be assumed to be several thousands of years old. The associated culture, sometimes referred to as Vedic civilization, was probably centred early on in the northern and northwestern parts of the Indian subcontinent, but has now spread and constitutes the basis of contemporary Indian culture. After the end of the Vedic period, the Mahajanapadas period in turn gave way to the Maurya Empire (from ca. -
Hinduism Around the World
Hinduism Around the World Numbering approximately 1 billion in global followers, Hinduism is the third-largest religion in the world. Though more than 90 percent of Hindus live on the Indian subcontinent (India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Bhutan), the Hindu diaspora’s impact can still be felt today. Hindus live on every continent, and there are three Hindu majority countries in the world: India, Nepal, and Mauritius. Hindu Diaspora Over Centuries Hinduism began in the Indian subcontinent and gradually spread east to what is now contemporary Southeast Asia. Ancient Hindu cultures thrived as far as Cambodia, Thailand, the Philippines, Vietnam, and Indonesia. Some of the architectural works (including the famous Angkor Wat temple in Cambodia) still remain as vestiges of Hindu contact. Hinduism in Southeast Asia co-worshipped with Buddhism for centuries. However, over time, Buddhism (and later Islam in countries such as Indonesia) gradually grew more prominent. By the 10th century, the practice of Hinduism in the region had waned, though its influence continued to be strong. To date, Southeast Asia has the two highest populations of native, non-Indic Hindus: the Balinese Hindus of Indonesia and the Cham people of Vietnam. The next major migration took place during the Colonial Period, when Hindus were often taken as indentured laborers to British and Dutch colonies. As a result, Hinduism spread to the West Indies, Fiji, Copyright 2014 Hindu American Foundation Malaysia, Mauritius, and South Africa, where Hindus had to adjust to local ways of life. Though the Hindu populations in many of these places declined over time, countries such as Guyana, Mauritius, and Trinidad & Tobago, still have significant Hindu populations. -
Hinduism: a Unit for Junior High and Middle School Social Studies Classes
DOCUMENT RESUME ED 322 075 SO 030 122 AUTHOR Galloway, Louis J. TITLE Hinduism: A Unit for Junior High and Middle School Social Studies Classes. SPONS AGENCY Center for International Education (ED), Washington, DC.; United States Educational Fouldation in India. PUB DATE 89 NOTE 12p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE mFol/rcol Plus Postage. DESCRIPTORS Area Studies; *Asian History; Class Activities; Curriculum Design; Epics; Foreign Countries; Foreign Culture; Global Approach; *History Instruction; Instructional Materials; Junior High Schools; *Non Western Civilization; Social Studies; Visual Aids IDENTIFIERS *Hinduism; *India ABSTRACT As an introduction and explanation of the historical development, major concepts, beliefs, practices, and traditions of Hinduism, this teaching unit provides a course outline for class discussion and activities for reading the classic epic, "The Ramayana." The unit requires 10 class sE,sions and utilizes slides, historical readings, class discussions, and filmstrips. Worksheets accompany the reading of this epic which serves as an introduction to Hinduism and some of its major concepts including: (1) karma; (2) dharma; and (3) reincarnation. (NL) ************************************************************t********** * Reproductions supplied by EDRS are the best that can Le made * * from the original document. * *********************************************************************** rso Hinduism: A Unit For Junior High and Middle School Social Studies Classes t prepared by Louis J. Galloway CYZ Ladue Junior High School C=1 9701 Conway. Road St. Louis, Mo. 63124 as member of Summer Fulbright Seminar To India, 1988 sponsored by The United States Department of Education and The United States Educational Foundation in India U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. -
Vaszubandhu Abhidharma-Kósája: Ontológia És Kozmológia a Buddhista Atomizmus
Eötvös Loránd Tudományegyetem Bölcsészettudományi Kar Doktori Disszertáció Szegedi Mónika Vaszubandhu Abhidharma-kósája: ontológia és kozmológia A buddhista atomizmus Filozófiatudományi Doktori Iskola, vezetője Boros Gábor DSc, egyetemi tanár Antik és középkori filozófia doktori program, vezetője Steiger Kornél CSc, professor emeritus A bizottság tagjai és tud. fokozatuk: Steiger Kornél, CSc (elnök) Péter Alexa PhD (titkár) Hidas Gergely PhD (külső tag) Tóth Erzsébet PhD (bíráló) Lautner Péter CSc (külső bíráló) Témavezető: Ruzsa Ferenc DSc, egyetemi tanár DOI: 10.15476/ELTE.2018.132 MTMT azonosító: 10054283 Budapest, 2018. ADATLAP a doktori értekezés nyilvánosságra hozatalához I. A doktori értekezés adatai A szerző neve: Szegedi Mónika MTMT-azonosító: 10054283 A doktori értekezés címe és alcíme: Vaszubandhu Abhidharma-kósája: ontológia és kozmológia. A buddhista atomizmus. DOI-azonosító: 10.15476/ELTE.2018.132 A doktori iskola neve: Filozófiatudományi Doktori Iskola A doktori iskolán belüli doktori program neve: Antik és középkori filozófia A témavezető neve és tudományos fokozata: Ruzsa Ferenc DSc (egyetemi tanár) A témavezető munkahelye: ELTE BTK Filozófia Intézet, Ókori és Középkori Filozófia Tanszék 1088 Budapest Múzeum krt. 6–8. II. Nyilatkozatok 1. A doktori értekezés szerzőjeként a) hozzájárulok, hogy a doktori fokozat megszerzését követően a doktori értekezésem és a tézisek nyilvánosságra kerüljenek az ELTE Digitális Intézményi Tudástárban. Felhatalmazom az ELTE BTK Doktori és Tudományszervezési Hivatal ügyintézőjét, Manhercz -
3. HINDUISM Chapter Overview According to the Time Line at The
3. HINDUISM Chapter Overview According to the time line at the back of this book, Hinduism is the oldest global religion. Pre- cursors of this Vedic faith may include some aspects of the Dravidians, advanced cultures of the Indus Valley, and the Harappans. A hotly contested scholarly reconstruction concludes that those called Aryans who were nomadic invaders from outside India eventually overran these highly organized cultures. Others though maintain that this religion is not foreign-born. Indian religion and philosophy have influenced many other religions and cultures. The country could be considered the birthplace of Eastern thought and practice. By pointing out to students that Hinduism provides ample opportunity to begin comparing and contrasting Eastern and Western forms of religious ways, they may better appreciate why it is the first global religion presented in the book. Indian religion combines the material and the spiritual in creative ways. There is something for everyone -- from the advocate of a strictly trained body to the quite philosophical thinker. India has room for all. The tolerance found in this culture of competing gods is refreshing, especially in today s world of tension and conflict when lives are lost over religious differences. This chapter seeks to achieve the following goals: 1. To outline the standard Western historical view of Hinduism s development and the Indian tradition of their history 2. To acquaint the reader with the major defining characteristics of this religion 3. To acquaint the reader with the spiritual practices of Hinduism, especially yoga and its different styles and purposes Draw the following on the board for a simple clarification of Hinduism: The Supreme God (Brahma) (Paramatma=The Supreme Soul) (Three primary roles) Brahama Vishnu/Krishna Shiva/Mahesh (Creator) (Protector) (Destroyer) Key concepts to explain: • Hinduism teaches the cycle of life: Birth---Life---Death---Rebirth. -
An Understanding of Maya: the Philosophies of Sankara, Ramanuja and Madhva
An understanding of Maya: The philosophies of Sankara, Ramanuja and Madhva Department of Religion studies Theology University of Pretoria By: John Whitehead 12083802 Supervisor: Dr M Sukdaven 2019 Declaration Declaration of Plagiarism 1. I understand what plagiarism means and I am aware of the university’s policy in this regard. 2. I declare that this Dissertation is my own work. 3. I did not make use of another student’s previous work and I submit this as my own words. 4. I did not allow anyone to copy this work with the intention of presenting it as their own work. I, John Derrick Whitehead hereby declare that the following Dissertation is my own work and that I duly recognized and listed all sources for this study. Date: 3 December 2019 Student number: u12083802 __________________________ 2 Foreword I started my MTh and was unsure of a topic to cover. I knew that Hinduism was the religion I was interested in. Dr. Sukdaven suggested that I embark on the study of the concept of Maya. Although this concept provided a challenge for me and my faith, I wish to thank Dr. Sukdaven for giving me the opportunity to cover such a deep philosophical concept in Hinduism. This concept Maya is deeper than one expects and has broaden and enlightened my mind. Even though this was a difficult theme to cover it did however, give me a clearer understanding of how the world is seen in Hinduism. 3 List of Abbreviations AD Anno Domini BC Before Christ BCE Before Common Era BS Brahmasutra Upanishad BSB Brahmasutra Upanishad with commentary of Sankara BU Brhadaranyaka Upanishad with commentary of Sankara CE Common Era EW Emperical World GB Gitabhasya of Shankara GK Gaudapada Karikas Rg Rig Veda SBH Sribhasya of Ramanuja Svet. -
9. Brahman, Separate from the Jagat
Chapter 9: Brahman, Separate from the Jagat Question 1: Why does a human being see only towards the external vishayas? Answer: Katha Upanishad states in 2.1.1 that Paramatma has carved out the indriyas only outwards and therefore human beings see only towards external vishayas. परािच खान यतणृ वयभूतमापरा पयत नातरामन .् Question 2: What is the meaning of Visheshana? What are the two types of Visheshanas of Brahman? Answer: That guna of an object which separates it from other objects of same jati (=category) is known as Visheshana. For example, the ‘blue color’ is guna of blue lotus. This blue color separates this blue lotus from all other lotuses (lotus is a jati). Therefore, blue color is a Visheshana. The hanging hide of a cow separates it from all four-legged animals. Thus, this hanging hide is a Visheshana of cow among the jati of four-legged animals. The two types of Visheshanas of Brahman which are mentioned in Shruti are as follows:- ● Bhava-roopa Visheshana (Those Visheshanas which have existence) ● Abhava-roopa Visheshana (Those Visheshanas which do not exist) Question 3: Describe the bhava-roopa Visheshanas of Brahman? Answer: Visheshana refers to that guna of object which separates it from all other objects of same jati. Now jati of human beings is same as that of Brahman. Here, by Brahman, Ishvara is meant who is the nimitta karan of jagat. Both human being as well as Brahman (=Ishvara) has jnana and hence both are of same jati. However, there is great difference between both of them and thus Brahman (=Ishvara) is separated due to the following bhava-roopa Visheshanas:- ● Human beings have limited power, but Brahman is omnipotent. -
The Mahabharata of Krishna-Dwaipayana Vyasa SALYA
The Mahabharata of Krishna-Dwaipayana Vyasa SALYA PARVA translated by Kesari Mohan Ganguli In parentheses Publications Sanskrit Series Cambridge, Ontario 2002 Salya Parva Section I Om! Having bowed down unto Narayana and Nara, the most exalted of male beings, and the goddess Saraswati, must the word Jaya be uttered. Janamejaya said, “After Karna had thus been slain in battle by Savyasachin, what did the small (unslaughtered) remnant of the Kauravas do, O regenerate one? Beholding the army of the Pandavas swelling with might and energy, what behaviour did the Kuru prince Suyodhana adopt towards the Pandavas, thinking it suitable to the hour? I desire to hear all this. Tell me, O foremost of regenerate ones, I am never satiated with listening to the grand feats of my ancestors.” Vaisampayana said, “After the fall of Karna, O king, Dhritarashtra’s son Suyodhana was plunged deep into an ocean of grief and saw despair on every side. Indulging in incessant lamentations, saying, ‘Alas, oh Karna! Alas, oh Karna!’ he proceeded with great difficulty to his camp, accompanied by the unslaughtered remnant of the kings on his side. Thinking of the slaughter of the Suta’s son, he could not obtain peace of mind, though comforted by those kings with excellent reasons inculcated by the scriptures. Regarding destiny and necessity to be all- powerful, the Kuru king firmly resolved on battle. Having duly made Salya the generalissimo of his forces, that bull among kings, O monarch, proceeded for battle, accompanied by that unslaughtered remnant of his forces. Then, O chief of Bharata’s race, a terrible battle took place between the troops of the Kurus and those of the Pandavas, resembling that between the gods and the Asuras. -
Conceptions of Hinduism— Swami Agehananda Bharati Versus the Hindu Reformers
Conceptions of Hinduism— Swami Agehananda Bharati versus the Hindu Reformers Christopher Jason Helton Koncepcie hinduizmu—Swámí Agehánanda Bháratí verzus hinduistickí reformisti Resumé " #túdia definuje základné charakteristiky koncepcie hinduizmu v diele Agehá- nanda Bháratího a dáva ich do protikladu s názormi hinduistick%ch reformátorov. Hindu- istickí reformátori kládli dôraz na asketické prvky a stali sa z nich v%znamní predstavitelia hnutia za nezávislos& Indie aj kvôli tomu, 'e svoje názory na úlohu vá(ní interpretovali v súlade s protestantsk%mi názormi )a teda názormi svojich kolonizátorov). Abstract This paper will attempt to isolate key characteristics of Agehananda Bharati’s conception of Hinduism and contrast those with the views of the Hindu Reformers. The latter were crucial in emphasizing ascetic elements, and became prominent representa- tives of the Indian independence movement, namely by adjusting their views to Pro- testant )and thus the colonizers’) views of the role of passions. Keywords Hinduism, Hindu Reformers, Hindu Renaissance · Tantra, asceticism, moksha, mysticism, amoralism, eroticism, self-criticism, puritanism Huston Smith )b1919), he of venerable memory and frustrating analogies, introducing the chapter on Hinduism in his The World’s Religions )orig. The Religions of Man, 1958) gives the fundamental question of Hinduism thusly: »If we were to take Hinduism as a whole!its vast literature, its complicated rituals, its sprawling folkways, its opulent art!and compress it into a single affirmation, we would find it saying: You can have what you want.«1 Smith’s assertion raises a 1 Huston Smith, The World’s Religions )New York: HarperCollins, 1991), 13. 58 SOS 15 · 1 (2016) number of troubling questions for the researcher: Just how comprehensive was Smith’s knowledge of Hinduism’s »vast literature«? Was he a Sanskritist? What are »sprawling folkways«, exactly? Nevertheless, it is this writer’s assertion that, according to Swami Agehananda Bharati, Smith was exactly right, though perhaps for the wrong reasons. -
Bhagavata Purana
Bhagavata Purana The Bh āgavata Pur āṇa (Devanagari : भागवतपुराण ; also Śrīmad Bh āgavata Mah ā Pur āṇa, Śrīmad Bh āgavatam or Bh āgavata ) is one of Hinduism 's eighteen great Puranas (Mahapuranas , great histories).[1][2] Composed in Sanskrit and available in almost all Indian languages,[3] it promotes bhakti (devotion) to Krishna [4][5][6] integrating themes from the Advaita (monism) philosophy of Adi Shankara .[5][7][8] The Bhagavata Purana , like other puranas, discusses a wide range of topics including cosmology, genealogy, geography, mythology, legend, music, dance, yoga and culture.[5][9] As it begins, the forces of evil have won a war between the benevolent devas (deities) and evil asuras (demons) and now rule the universe. Truth re-emerges as Krishna, (called " Hari " and " Vasudeva " in the text) – first makes peace with the demons, understands them and then creatively defeats them, bringing back hope, justice, freedom and good – a cyclic theme that appears in many legends.[10] The Bhagavata Purana is a revered text in Vaishnavism , a Hindu tradition that reveres Vishnu.[11] The text presents a form of religion ( dharma ) that competes with that of the Vedas , wherein bhakti ultimately leads to self-knowledge, liberation ( moksha ) and bliss.[12] However the Bhagavata Purana asserts that the inner nature and outer form of Krishna is identical to the Vedas and that this is what rescues the world from the forces of evil.[13] An oft-quoted verse is used by some Krishna sects to assert that the text itself is Krishna in literary