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The Project Gutenberg Ebook of the Moghul, by Thomas Hoover This
The Project Gutenberg EBook of The Moghul, by Thomas Hoover This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org ** This is a COPYRIGHTED Project Gutenberg eBook, Details Below ** ** Please follow the copyright guidelines in this file. ** Title: The Moghul Author: Thomas Hoover Release Date: November 14, 2010 [EBook #34322] Language: English Character set encoding: UTF-8 *** START OF THIS PROJECT GUTENBERG EBOOK THE MOGHUL *** Produced by Al Haines ============================================================== This work is licensed under a Creative Commons Attribution 3.0 Unported License, http://creativecommons.org/ ============================================================== THE MOGHUL Based on real people (ca. 1620) – THE MOGHUL begins in a rip-roaring sea battle north of Bombay in which the vastly out- gunned adventurer, Brian Hawksworth, ship's captain and emissary of King James, blows away a flotilla of Portuguese galleons to gain access to an Indian port. He's come to open trade for “barbaric” England and squeeze out the Portuguese, who try to kill him at every turn. But once on land, he’s captive: the beauty and romance of the exquisite Moghul Empire seduce him from his material goals to a new quest – of supreme sensuality in music, visions, and sacred lovemaking. India, ruled by the son of great Akbar, is about to pass to one of his sons. Hawksworth must choose sides, but will he choose right? The future of England, and of India, depend on it. -
Ulrich's Bimonthly Formerly "Picture of the Month"
The rational, the moral, and the general: an exploration | W. Ulrich | Ul... 1 Werner Ulrich's Home Page: Ulrich's Bimonthly Formerly "Picture of the Month" September-October 2014 The Rational, the Moral, and the General: An Exploration Part 4: Ideas in Ancient Indian Thought / Introduction HOME An "Eastern" perspective: three ancient Indian ideas In Part 3 of this Previous | Next WER NER ULRICH'S BIO exploration we considered the character of general ideas of reason as ideal For a hyperlinked overview of all issues of "Ulrich's PUBLICATIONS limiting concepts and hence, the need for finding ways to "approximate" Bimonthly" and the previous "Picture of the Month" series, READINGS ON CSH their intent and to unfold their meaning in real-world contexts of practice. see the site map DOWNLOADS We also considered the eternal tension of the particular (or contextual) and PDF file HARD COPIES the general (or universal) in the quest for such meaning clarification and CRITICAL SYSTEMS described two basic "critical movements of thought" involved, a HEURISTICS (CSH) Note: This is the forth of the essays on the role of general CST FOR PROFESSIONALS contextualizing and a decontextualizing movement. We concluded that the & CITIZENS ideas in rational thought and notion of a cycle of critical contextualization (or "critically contextualist action. With it we begin an A TRIBUTE TO excursion into the world of C.W. CHURCHMAN cycle") might provide an elementary heuristic for reflective and discursive ideas of ancient India, as represented by the Vedic LUG ANO SUMMER SCHOOL processes of "approximation." tradition of thought and esp. -
Interpreting the UPANISHADS
Interpreting the UPANISHADS ANANDA WOOD Modified version 2003 Copyright 1996 by Ananda Wood Published by: Ananda Wood 1A Ashoka 3 Naylor Road Pune 411 001 India Phone (020) 612 0737 Email [email protected] Contents Preface . v ‘This’ and ‘that’ . 1 Consciousness . 6 Consciousness and perception . 11 Creation Underlying reality . 21 Cosmology and experience . 23 Creation from self . 26 The seed of creation . 27 Light from the seed . 29 The basis of experience . 30 Creation through personality . 35 Waking from deep sleep . 48 The creation of appearances . 51 Change and continuity Movement . 59 The continuing background . 60 Objective and subjective . 67 Unchanging self . 68 Continuity . 75 Life Energy . 81 Expression . 82 Learning . 84 The living principle . 89 The impersonal basis of personality ‘Human-ness’ . 93 Universal and individual . 96 Inner light . 103 Underlying consciousness . 104 The unborn source . 108 The unmoved mover . 112 One’s own self . 116 The ‘I’-principle . 117 iv Contents Self Turning back in . 119 Unbodied light . 120 The self in everyone . 135 The rider in a chariot . 138 The enjoyer and the witness . 141 Cleansing the ego . 144 Detachment and non-duality . 146 Happiness Value . 152 Outward desire . 153 Kinds of happiness . 154 One common goal . 158 Love . 160 Desire’s end . 162 Freedom . 163 The ground of all reality . 166 Non-duality . 167 The three states . 169 The divine presence God and self . 176 The rule of light . 181 Teacher and disciple Seeking truth . 195 Not found by speech . 196 Learning from a teacher . 197 Coming home . 198 Scheme of transliteration . 201 List of translated passages . -
The Upanishads: an Introduction
The Upanishads – An introduction What are they? 1 When were the Upanishads composed? 4 Who were the authors? 7 Where were the Upanishads taught? 11 How were the Upanishads learned? 14 What are the Upanishads for? 17 What are they? The Upanishads are ancient texts, which record the foundation of Hindu thought. They are the final part of the Vedas, the part that is concerned with pure knowledge. The word ‘veda’ means ‘knowledge’; and the Up- anishads are sometimes described as ‘vedanta’, which means the ‘culmi- nation of knowledge’. The Vedas start out as mythical and ritual texts. They tell stories about various gods; and they prescribe rituals for making use of the gods’ di- vine powers, to attain prosperity and other objectives in the world. But, at the end of the Vedas, the Upanishads leave all cosmology and all applied knowledge behind. It is not their basic concern to describe the world, nor to achieve the various objects that people desire. Their basic concern is philosophical. In a very brief and uncompromising way, they ask questions about knowledge itself. They are not satisfied with all the descriptions and the pictures that we build on top of our knowledge. Beneath this show of pictures and descriptions, they want to find out just what we really know. And they go on to ask what happiness is; beneath all the desired objects through which we pursue happiness, or run away from it. Unfortunately, such philosophical questioning is often thought to be very complicated and unfamiliar. It is thought to take one far away from ordinary life, through a highly technical and convoluted process of learn- ing, into mystifying conclusions that can only be understood in high- flown and rarefied states of experience. -
Is a New Initiative to Give Exposure to Students About Richness and Beauty of Indian Way of Life
18AVP501 AMRITA VALUES PROGRAMME 1 0 0 1 Amrita University's Amrita Values Programme (AVP) is a new initiative to give exposure to students about richness and beauty of Indian way of life. India is a country where history, culture, art, aesthetics, cuisine and nature exhibit more diversity than nearly anywhere else in the world. Amrita Values Programmes emphasize on making students familiar with the rich tapestry of Indian life, culture, arts, science and heritage which has historically drawn people from all over the world. Post-graduate students shall have to register for any one of the following courses, in the second semester, which may be offered by the respective school. Courses offered under the framework of Amrita Values Programme: Art of Living through Amma Amma’s messages can be put to action in our life through pragmatism and attuning of our thought process in a positive and creative manner. Every single word Amma speaks and the guidance received in on matters which we consider as trivial are rich in content and touches the very inner being of our personality. Life gets enriched by Amma’s guidance and She teaches us the art of exemplary life skills where we become witness to all the happenings around us still keeping the balance of the mind. Insights from the Ramayana Historical significance of Ramayana, the first Epic in the world – Influence of Ramayana on Indian values and culture – Storyline of Ramayana – Study of leading characters in Ramayana – Influence of Ramayana outside India – Misinterpretation of Ramayana by Colonial powers and its impact on Indian life - Relevance of Ramayana for modern times. -
A Modern Erotic Photo Interpretation
A Modern Erotic Photo Interpretation By Al Link and Pala Copeland A Modern Erotic Photo Interpretation By Al Link and Pala Copeland Photographs by Al Link ©Al Link and Pala Copeland 4 Freedoms Relationship Tantra eBooks 2003. All rights reserved Universal Publishers www.uPUBLISH.com Boca Raton, Florida USA 2004 ISBN 1-58112-496-1 Internet interactive edition with: • 100 erotic photographs and illustrations • 303 hot links Table of Contents About This eBook............................................................... 1 List of Photographs............................................................. 4 Introduction......................................................................... 8 Classic Texts and Modern Practices ............................... 8 Tantra & Kama Sutra Sex Positions ................................. 14 Man on Top................................................................... 14 Woman on Top ............................................................. 20 Face to Face .................................................................. 35 Sideways ....................................................................... 43 Sitting............................................................................ 54 Standing ........................................................................ 63 Opposites....................................................................... 66 Other Positions – Pregnancy......................................... 76 Shallow-Deep Thrusting Technique ............................. 81 Foreplay -
Decoding the Elements of Human Rights from the Verses of Ancient Vedic Literature and Dhar- Maśāstras: an Exegetical Study
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 29 July 2021 doi:10.20944/preprints202107.0648.v1 Article Decoding the elements of human rights from the verses of Ancient Vedic literature and Dhar- maśāstras: An Exegetical Study Authors: Shailendra Kumara Sanghamitra Choudhurybcdef a Department of Management, Sikkim University, India b Department of Asian Studies, St. Antony’s College, University of Oxford, Oxford, UK c Department of History and Anthropology, Queen’s University, Belfast, Northern Ireland, UK d Hague Academy of International Law, Hague, the Netherlands e Centre for the Study of Law and Governance, Jawaharlal Nehru University, New Delhi, India f Department of Peace and Conflict Studies and Management, Sikkim University, Gangtok, India Abstract: This manuscript aims to provide a nuanced study of the idea of rights and duties prevalent in ancient Vedic society through Vedic literature and Dharmaśāstras . This manuscript delves into the exegesis of the Védas and Dhar- maśāstras to accomplish this. The archaic Vedic literature and Dharmaśāstra texts are the origin and backbone of Sanskrit literature. They have a plethora of ideas that, if accepted, could be quite useful for the protection of any person's human rights. In Védas and Dharmaśāstras, rights and duties complement each other, and rights are integrated by duties. According to these texts, rights and duties are correlated and the relationship between rights and duties leads to the core concept of dharma (constitutional laws). Dharma is a systematic Sanskrit con- cept that includes traditions, obligation, morals, laws, order, and justice. It was a unique concept of dharma that kept checks and balances on sovereign officials and prevented them from becoming autocratic and anarchist. -
Cambridge University Press 978-1-108-48974-4 — Sex, Law, and the Politics of Age Ishita Pande Index More Information
Cambridge University Press 978-1-108-48974-4 — Sex, Law, and the Politics of Age Ishita Pande Index More Information Index abjection, 20. See also Muslims, as abject age differences in marriage, 223–26 others laws against, 156–57 abstinence, 151, 166, 167, 168, 193, 194 as unnatural and abnormal, 165 Acharya, M. K., 100, 136, 137, 167–68 age of consent, 15. See also age of Act XXIX (1925), 128, 138 marriage; consent Act XXVI (1937), 218 age of puberty and, 48–49 adolescence. See also development; boy protection and, 125 puberty feminist scholarship on, 59–71 brahmacharya as, 150–51, 154, 163, gender and, 128–38 164, 165, 177, 190–97, 200, 206, global logic of, 126–27, 137 219 rise in, 32, 36–51, 138–39, 147 as discrete stage of life, 191, 195–206 Age of Consent Act (1891), 10, 25, 262, female development and, 143, 198 265 queer temporality and, 170 Muslims and, 230 as universal, 207 law’s temporality and, 35–51, 60–71 adultery, 134, 174 Age of Consent Committee, 99, 118, 126, age, 12–20. See also age-stratification; 129, 226–27, 228–33, 238–39, 249, sex/age system 255 as abstract value, 17, 185 age of criminal responsibility, 14, 138, consummation of marriage and, 36, 145, 146, 147 44, 49, 97, 124, 129, 225, 239, 279 age of discretion, 274–76, 279 dentition as evidence of, 111–15, 291 age of majority, 35, 150, 151 development stages and, 207 in frontier provinces, 250 digits of, 19, 73, 75, 91 gender and, 56 documentation of, 117, 144, 269, legal capacity and, 15 272–73 puberty and, 272 as embodied, 33, 35–51, 108–20 sexual maturity and, 167 epistemic contract on, 19–20, 38, uniformity and, 52–59 59–71, 73, 104, 162, 251, 281–82, age of marriage. -
Pranayama Teacher Training Third Session Notes Brahman the Chandogya Upanishad
Pranayama teacher training third session notes Brahman The Chandogya Upanishad This universe comes forth from Brahman, exists in Brahman, and will return to Brahman. All is Brahman. A person is what their deep desire is. It is the deep desire in this life that shapes the life to come. So direct this deep desire to realise the Self. The Self, who can be realised by the pure in heart, who is life, light, truth, space, who gives rise to all works, all desires, all odors, all tastes, who is beyond words, who is joy abiding – this is the Self dwelling in my heart. Smaller than a grain of rice, a grain of barley, a mustard seed, a grain of millet, smaller even than the kernel of a grain of millet is the Self. This is the Self dwelling in my heart, greater than the earth, greater than the sky, greater than all the worlds. This Self who gives rise to all works, all desires, all odors, all tastes, who pervades the universe, who is beyond words, who is joy abiding, who is ever present in my heart, is Brahman indeed. To him I shall attain when my ego dies. Brahman represents the ultimate reality in the universe and is a key concept found in the Vedas and early Upanishads. Brahman is conceptualised as the cosmic principle which is the pervasive, genderless, infinite, eternal truth and bliss which does not change, yet is the cause of all changes. It has been described as sat-cit-ananda, truth-consciousness-bliss. Hridaya Yoga helps in the co-ordination and control of the subtle forces within the body, and is an educational process by which the hu- man condition is trained to become more natural. -
The Upanishads
The Upanishads Introduced and Translated by EKNATH EASWARAN Excerpts for HarvardX: HDS3221.5x, “Hinduism Through Its Scriptures” Reprinted with permission. © 2007, 2020 by The Blue Mountain Center of Meditation NILGIRI PRESS The Chandogya Upanishad VERSES 1.1–13.3 (PAGES 131–137) CHAPTER VI The Story of Shvetaketu 1.1 Shvetaketu was Uddalaka’s son. When he was twelve, his father said to him: “It is time for you to find a teacher, Dear one, for no one in our family Is a stranger to the spiritual life.” 1.2 So Shvetaketu went to a teacher And studied all the Vedas for twelve years. At the end of this time he returned home, Proud of his intellectual knowledge. “You seem to be proud of all this learning,” Said Uddalaka. “But did you ask Your teacher for that spiritual wisdom 1.3 Which enables you to hear the unheard, Think the unthought, and know the unknown?” “What is that wisdom, Father?” asked the son. Uddalaka said to Shvetaketu: 1.4 “As by knowing one lump of clay, dear one, We come to know all things made out of clay That they differ only in name and form, While the stuff of which all are made is clay; 1.5 As by knowing one gold nugget, dear one, We come to know all things made out of gold: That they differ only in name and form, While the stuff of which all are made is gold; 1.6 As by knowing one tool of iron, dear one, We come to know all things made out of iron: That they differ only in name and form, While the stuff of which all are made is iron – So through that spiritual wisdom, dear one, We come to know that all of life is one.” 1.7 “My teachers must not have known this wisdom,” Said Shvetaketu, “for if they had known, How could they have failed to teach it to me? Please instruct me in this wisdom, Father.” “Yes, dear one, I will,” replied his father. -
13 Finding Immortality Within
Video 13 Finding Immortality Within How to Use This Course These videos are part of an ongoing monthly series in the teachings of Eknath Easwaran. The talks on this video, like all of Easwaran’s talks, are rich and deep in content. They shed light on many aspects of life, but their true value emerges as we try to apply their teachings in our daily lives. The Guide is meant to be used in conjunction with a daily practice of Easwaran’s eight-point program, based on passage meditation. We do not recommend following the practical exercises if you are not practicing this program according to the instructions given in Easwaran’s book Passage Meditation. The practical exercises are suggestions for you to explore as they seem appropriate in your life. If you are already familiar with Easwaran’s books, you will have seen some of these exercises before. But we suggest that you take this opportunity to really put them into practice, and discover their great power to deepen your spiritual life. Try them in moderation, exercising your common sense and not taking them to extreme lengths. Easwaran, like Mahatma Gandhi and many other mystics, always emphasized the importance of the middle path. Before or after watching each talk, we suggest that you read through the notes (especially the Outline of the Talk, which will help you assimilate the overall structure), and the practical exercise. Then, after watching the talk, try to put the exercise into action in your life. A week or so later, you may find it interesting to watch the talk again, with the experience of the exercise fresh in your mind. -
Works and Wisdom
KARMA Works and Wisdom By Charles Johnston Contents The Three Kinds of Karma.....................................................5 Karma in the Upanishads.....................................................15 Karma in the Bhagavad Gita.................................................23 Krishna’s Teaching on Karma..............................................31 Karma in the Later Vedanta.................................................41 Karma and Sa!vation by Works............................................47 Karma in Modern Theosoph#..............................................53 The Three Kinds of Karma (The tr)th* so often o"sc)red in !ater times* in vario)s +a#s* that the getting rid of evi! and the ac,)isition of good can "e gained on!# "# persona! effort- that there is not* and cannot "e* an# contrivance thro)gh +hich either individ)a! or common good can "e attained* save one’s o+n persona! effort../0o)nt Leo To!sto#* on “Karma.” $hen the +ord Karma is )sed "# +riters on 1ndian phi!osoph# and re!igion it is genera!!# s)pposed that on!# one ,)ite definite tho)ght is imp!ied* and that this has "een )niform and c!ear thro)gho)t the +ho!e period of 1ndia’s deve!opment/from the dim Vedic times* tho)sands of #ears ago* to the present da#. B)t the tr)th is that this term has a !ength# and varied histor#* and its !atest meaning is the fr)it of a !ong deve!opment* +hich ma# "e divided into three c!ear!# disting)ished periods. $hen the +ord first "ecame prominent/at the c!ose of the Vedic epoch* a"o)t five tho)sand #ears ago/it had a ,)ite definite and rigid meaning2 a signification* ho+ever* +hich "ears hard!# an# re!ation to the idea it +as !ater )sed to conve#.