5. Social and Religious Reforms
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Swami Vivekananda and Sri Aurobindo Ghosh
UNIT 6 HINDUISM : SWAMI VIVEKANANDA AND SRI AUROBINDO GHOSH Structure 6.2 Renaissance of Hi~~duis~iiand the Role of Sri Raniakrishna Mission 0.3 Swami ViveItananda's Philosopliy of Neo-Vedanta 6.4 Swami Vivckanalida on Nationalism 6.4.1 S\varni Vivcknnnnda on Dcrnocracy 6.4.2 Swami Vivckanar~daon Social Changc 6.5 Transition of Hinduism: Frolii Vivekananda to Sri Aurobindo 6.5. Sri Aurobindo on Renaissance of Hinduism 6.2 Sri Aurol>i~ldoon Evil EffLrcls of British Rulc 6.6 S1.i Aurobindo's Critique of Political Moderates in India 6.6.1 Sri Aurobilido on the Essencc of Politics 6.6.2 SI-iAurobindo oil Nationalism 0.6.3 Sri Aurobindo on Passivc Resistance 6.6.4 Thcory of Passive Resistance 6.6.5 Mcthods of Passive Rcsistancc 6.7 Sri Aurobindo 011 the Indian Theory of State 6.7.1 .J'olitical ldcas of Sri Aurobindo - A Critical Study 6.8 Summary 1 h 'i 6.9 Exercises j i 6.1 INTRODUCTION In 19"' celitury, India camc under the British rule. Due to the spread of moder~ieducation and growing public activities, there developed social awakening in India. The religion of Hindus wns very harshly criticized by the Christian n?issionaries and the British historians but at ~hcsanie timc, researches carried out by the Orientalist scholars revealcd to the world, lhc glorioi~s'tiaadition of the Hindu religion. The Hindus responded to this by initiating reforms in thcir religion and by esfablishing new pub'lie associations to spread their ideas of refor111 and social development anlong the people. -
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 -
Curriculum Vitae
Curriculum Vitae Name : Dipak Hiralal Bhadale, (दिपक दिरालाल भािले) Mother Name : Sahibabai, (सादिबाबाई) Date of Birth : 01st June, 1987, Permanent Address : At. Post. Satrasen, Tel. Chopda, Dist. Jalgaon, Maharashtra – 425107, Contact (Mob. No) : 9028080850, Email : [email protected] Designation : Assistant Professor, Date of Joining : 1stAugust, 2014, Office address : Department of English, Shivaji University Kolhapur, Vidyanagar, Kolhapur, Maharashtra-416004, Residential Address : C-44, Teachers Quarters, Shivaji University Campus, Vidyanagar, Kolhapur,Maharashtra-416004, Details of first : Joining date 20th September 2013, Joining/Institute (From 20.09.2013 to 31.07.2014), Worked as Assistant Professor in English at MGV’S Arts, Science and Commerce College Nampur, Tal. Baglan, Dist. Nashik, Maharashtra-423204. Educational/Academic Qualification: Ph. D. (Working) Title: Lexical Variation in the Pawra Tribe Language: A Sociolinguistics Study Research Supervisor: Dr. Chetan Deshmane Research Centre: Department of English, Savitribai Phule Pune University, Pune 1 Passing Grade/ Exam Passed Board/University (School/College/Institute) Year Merit Master of Arts University of Pune, Pune (MH) India 2010 ‘B’ (M.A.) (Department of English, University of Pune) Bachelor of Arts North Maharashtra University, Jalgaon. (MH) India 2008 1st Class (B. A.) (Moolji Jaitha College, Jalgaon) Nashik (MH) India Higher Secondary (Mahatma Gandhi Secondary and Higher Secondary School, Lasur, 2005 1st Class (HSC) Tal. Chopda, Dist. Jalgaon) Nashik (MH) India (Tribal ASHRAM School: Dhanaji Nana Primary ASHRAM High School School, Satrasen & Shri Dnyaneshwar Raising Bhadle Post Basic 2003 2nd Class (SSC) Madhyamika ASHRAM School, Satrasen, Tal. Chopda, Dist. Jalgaon) Extra Curriculum /Other Qualification: Year of Division/Grade Exam. -
History of Modern Maharashtra (1818-1920)
1 1 MAHARASHTRA ON – THE EVE OF BRITISH CONQUEST UNIT STRUCTURE 1.0 Objectives 1.1 Introduction 1.2 Political conditions before the British conquest 1.3 Economic Conditions in Maharashtra before the British Conquest. 1.4 Social Conditions before the British Conquest. 1.5 Summary 1.6 Questions 1.0 OBJECTIVES : 1 To understand Political conditions before the British Conquest. 2 To know armed resistance to the British occupation. 3 To evaluate Economic conditions before British Conquest. 4 To analyse Social conditions before the British Conquest. 5 To examine Cultural conditions before the British Conquest. 1.1 INTRODUCTION : With the discovery of the Sea-routes in the 15th Century the Europeans discovered Sea route to reach the east. The Portuguese, Dutch, French and the English came to India to promote trade and commerce. The English who established the East-India Co. in 1600, gradually consolidated their hold in different parts of India. They had very capable men like Sir. Thomas Roe, Colonel Close, General Smith, Elphinstone, Grant Duff etc . The English shrewdly exploited the disunity among the Indian rulers. They were very diplomatic in their approach. Due to their far sighted policies, the English were able to expand and consolidate their rule in Maharashtra. 2 The Company’s government had trapped most of the Maratha rulers in Subsidiary Alliances and fought three important wars with Marathas over a period of 43 years (1775 -1818). 1.2 POLITICAL CONDITIONS BEFORE THE BRITISH CONQUEST : The Company’s Directors sent Lord Wellesley as the Governor- General of the Company’s territories in India, in 1798. -
Idea of Emancipation and Discourse on Caste in Colonial Western India (Maharashtra)
Idea of Emancipation and Discourse on Caste in Colonial Western India (Maharashtra) Santosh Pandhari Suradkar Résumé L’idée d’émancipation et les discours sur les castes dans l’Inde occidentale coloniale (Maharashtra), denière partie partie du XIXème siècle. De vifs débats sur les castes eurent lieu à la fin du 19ème siècle Maharashtra entre les nationalistes, les mouvements des castes inférieures, les missionnaires britanniques, les orientalistes et les idéologues. Aussi, cette période dans le Maharashtra peut être caractérisée comme un âge d’ouverture des masses aux idées de démocratie, de liberté, d’égalité et de fraternité. La caste a toujours été au centre de la politique moderne indienne même si cette structure du pouvoir remonte à l’Inde médiévale. La caste fut exploitée en tant que principe central dans la distribution du pouvoir et des ressources matérielles durant la période coloniale. Mais dans le même temps, le colonialisme créa un espace démocratique et moderne; néanmoins cet espace fut monopolisé par les castes supérieures. La lutte nationaliste contre le pouvoir impérial avait alors pour but d’établir l’hégémonie de classe. Les mouvements des non-brahmanes et des basses castes, actifs pendant la période coloniale, avaient deux objectifs : une plus grande mobilité de caste-classe et l’éradiction du système de caste. Celui-ci joua un rôle important dans la détermination du contenu de la mobilisation politique et l’institutionnalisation de la démocratie moderne. La dynamique de caste et de classe reste la caractéristique de la complexité de la politique indienne. Le système de caste et le patriarcat brahmanique ont toujours travaillé de concert dans le maintien du système de caste et de la distribution inégale des ressources. -
Unit 26 Reform Movement - I
UNIT 26 REFORM MOVEMENT - I Structure 26.0 Objectives 26.1 Introduction 26.2 Eastern India 26.2.1 Ideas of Rammohan Roy 26.2.2 Young Bengal 26.2.3 Debendranath and Keshab Chandra 26.2.4 Vidyasagar and Vivekananda 26.3 Wester4 India: 26.3.1 Early Phase of Nineteenth Century 26.3.2 Later Phase of Nineteenth Century 26.4 Northern India 26.5 Southern India 26.6 Let Us Sum Up 26.7 Key Words 26.8 Answers to Check Your Progress Exercises 26.0 OBJECTIVES After studying this Unit you should be able to learn about: the purpose of development of new ideas aiming at multi-dimensional change of society, the 19th century Indian thinkers and'their ideas on various asp xts of socio- cultural life, and the overall impact of these new ideas on the existing socio-cultural-rdigious beliefs in India. Nineteenth century was a very significant phase in the history of modern India. It was during this period that the country witnessed the emergence of many intellectual currents for national regeneration in all its aspects: religious, social, cultural, economic and political. Although the intellectual endeavours aimed at achieving all- sided improvement, the main emphasis was accorded to social and religious aspects. I Despite the vision of the movement being multi-dimensional, social and cultural problems acquired predominance over economic and political ones in thinking. In a I word, socio-cultural reform formed the major plank of the nineteenth century Indian I intelletual movement I During the first decades ofqthecentury, the movement, however, was a very small affair of a limited number of individuals whose passion for fighting social obscurantism could not pose a major challenge to the advocates of orthodoxy. -
Missiological Issues in the Encounter with Emerging Hinduism
Missiological Issues in the Encounter with Emerging Hinduism PAUL G HIEBERT Neo-Hinduism emerged as a revitahzation movement in Indias encounter with the West In recent years it has become increasingly aggressive One branch has stressed Hindu spirituality and has sent missionaries to evangelize the world The other has become political, seeking to establish Hindutva, a Hindu nation, and to persecute Christians as followers of a foreign religion Around the world Indian immigrants have established Hindu communities and spread their faith This resurgence of Hinduism as an active formal religion challenges Christians to rethink their mission to Hindus and the Hindu world oly men declared Sunday, 6 December 1992, auspicious, and more than 300,000 people gathered that day in Ayodhya, a pilgrim town north of HVaranasi in Urtar Pradesh India l Most wore the saffron color of Hindu nation alism At midday, they broke down the police barricades around a mosque, reported ly built on the rums of the temple that marks Rama's birthplace, and hammered it to the ground The construction of a new Rama temple was to begin that evening Violence triggered by the demolition killed 1,700 people across the subcontinent Supporters justified the action as the liberation of Hindu sacred space to unify the nation Cntics decried it as communalism—the antagonistic mobilization of one reli gious community against another—as an attack on Indian civil society This event is symbolic of the emergence of Hindu nationalism in India that defines the nation in terms of ethnicity and religion, and appeals to primordial loyal ties deeper than the political affiliations of Nehru's crumbling secular democratic state It has also led to a growing crisis of governabihty that invites the use of vio lence to achieve political ends Paul G. -
Modern Indian Responses to Religious Pluralism Author: Coward, Harold G
cover cover next page > title: Modern Indian Responses to Religious Pluralism author: Coward, Harold G. publisher: State University of New York Press isbn10 | asin: 0887065724 print isbn13: 9780887065729 ebook isbn13: 9780585089959 language: English subject Religious pluralism--India, Religious pluralism-- Hinduism. publication date: 1987 lcc: BL2015.R44M63 1987eb ddc: 291.1/72/0954 subject: Religious pluralism--India, Religious pluralism-- Hinduism. cover next page > If you like this book, buy it! file:///C:/...,%20Harold%20G.%20-%20Modern%20Indian%20Responses%20to%20Religious%20Pluralism/files/cover.html[26.08.2009 16:19:34] cover-0 < previous page cover-0 next page > Modern Indian Responses to Religious Pluralism Edited by Harold G. Coward State University of New York Press < previous page cover-0 next page > If you like this book, buy it! file:///C:/...20Harold%20G.%20-%20Modern%20Indian%20Responses%20to%20Religious%20Pluralism/files/cover-0.html[26.08.2009 16:19:36] cover-1 < previous page cover-1 next page > Published by State University of New York Press, Albany © 1987 State University of New York Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information, address State University of New York Press, State University Plaza, Albany, N.Y., 12246 Library of Congress Cataloging in Publication Data Modern Indian responses to religious pluralism. Includes bibliographies -
2.4 Raja Ram Mohan
6 MM VENKATESHWARA SOCIAL HISTORY OF OPEN UNIVERSITY MODERN INDIA www.vou.ac.in SOCIAL HISTORY OF MODERN INDIA MODERN OF HISTORY SOCIAL SOCIAL HISTORY OF MODERN INDIA MA VENKATESHWARA OPEN UNIVERSITYwww.vou.ac.in SOCIAL HISTORY OF MODERN INDIA MA BOARD OF STUDIES Prof Lalit Kumar Sagar Vice Chancellor Dr. S. Raman Iyer Director Directorate of Distance Education SUBJECT EXPERT Dr. Pratyusha Dasgupta Assistant Professor Dr. Meenu Sharma Assistant Professor Sameer Assistant Professor CO-ORDINATOR Mr. Tauha Khan Registrar Authors Grishma Rana, Research Scholar, Centre for Historical Studies, Jawaharlal Nehru University (JNU) Units (1.4-1.4.3, 2.2-2.2.1, 2.2.4-2.2.5) © Grishma Rana, 2019 Dr Anjali Thapliyal Kaul, Assistant Professor, Swami Vivekanand Subharti University, Meerut (UP) Units (2.4, 2.6, 3.3.1, 3.3.6-3.3.7) © Dr Anjali Thapliyal Kaul, 2019 Dr Namrata Prasad, Lecturer, Department of Sociology, Bapu Post Graduate College, Pipiganj, Gorakhpur (UP) Units (3.2, 3.3, 3.3.2-3.3.4, 4.2-4.4, 4.5) © Dr Namrata Prasad, 2019 Vikas Publishing House: Units (1.0-1.3, 1.5-1.9, 2.0-2.1, 2.2.2-2.2.3, 2.2.6, 2.3, 2.5, 2.7-2.12, 3.0-3.1, 3.3.5, 3.4-3.8, 4.0-4.1, 4.4.1, 4.6-4.10) © Reserved, 2019 All rights reserved. No part of this publication which is material protected by this copyright notice may be reproduced or transmitted or utilized or stored in any form or by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the Publisher. -
Modern History Test 06-02-2021 Time Allowed : Two Hours Maximum Marks : 200
Balalatha’s CSB IAS ACADEMY The Road Map to Mussoorie... TEST BOOKLET SERIES Test Code : MODERN HISTORY TEST 06-02-2021 TIME ALLOWED : TWO HOURS MAXIMUM MARKS : 200 1. IMMEDIATELY AFTER THE COMMENCEMENT OF THE EXAMINATION, YOU SHOULD CHECK THAT THIS TEST BOOKLET DOES NOT HAVE ANY UNPRINTED OR TORN OR MISSING PAGES OR ITEMS, ETC. IF SO, GET IT REPLACED BY A COMPLETE TEST BOOKLET. 2. Please note that it the candidate’s responsibility to encode and fill in the Roll Number and Test id carefully without any omission or discrepancy at the appropriate places in the OMR Answer Sheet. Any omission / discrepancy will render the Answer liable for rejection. 3. You have to enter your Roll Number on the Test Booklet in the Box provided alongside. 4. This Test Booklet contains 100 items (questions). Each item is printed in English. Each item comprises four responses (answers). You will select the response which you consider the best. In any case choose ONLY ONE response for each item. 5. You have mark, all your responses ONLY on the separate Answer Sheet provided. See directions in the Answer Sheet. 6. All items carry equal marks. 7. Before you proceed to mark in the Answer Sheet the response to various items in the Test Booklet, you have to fill in the some particulars in the Answer Sheet as per instructions sent to you with your Admission Certificate. 8. After you have completed filling in all your responses on the Answer Sheet and the examina- tion has concluded, you should hand over to the invigilator only the Answer Sheet. -
10 Highland Clearances
10 HIGHLAND CLEARANCES ensuring that financial responsibility for a destitute popu- HINDUISM. Hinduism today has approximately 800 lation would never again fall at their door. million adherents around the world, though the vast ma- The land agitation that took place in the Highlands and jority of these are to be found in South Asia, the land of its islands in the 1880s saw crofters and their advocates seek origins. Modern Hinduism developed, in more ways than is redress for historical grievances over land tenure. The customarily understood, under the crucible of colonial Clearances, still fresh in the memory of many tenants, rule. By the late eighteenth century, considerable portions provided a rallying point for reformers. Similarly, the out- of India had fallen under British rule, and the British break of World War I coincided with the centenary of some ‘‘discovery’’ of Hinduism dates to this period. Translations of the most notorious Sutherland Clearances, and the call of various classes of Hindu religious literature into Euro- for homes ‘‘fit for heroes’’ for returning Highland soldiers pean languages were first attempted at this time, just as was backed up by the idea that such a policy would finally lengthy accounts purporting to offer insights into Hindu right past wrongs. customs, manners, and mores were also beginning to Literature and dramaÀoften based on the Sutherland appear. Though the establishment of British rule would experienceÀsaw the Clearances return to public discourse eventually ease the way for Christian missionaries, until in the latter part of the twentieth century. Land and its 1813 the East India Company was not favorably disposed ownership was among the first devolved issues tackled by toward missionary activity. -
Note to Users
NOTE TO USERS This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with with permission permission of the of copyright the copyright owner. Furtherowner. reproduction Further reproduction prohibited without prohibited permission. without permission. HISTORICISM, HINDUISM AND MODERNITY IN COLONIAL INDIA By Apama Devare Submitted to the Faculty of the School of International Service of American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In International Relations Chai Dean of the School of International Service 2005 American University Washington, D.C. 20016 AMERICAN UNIVERSITY LIBRARY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3207285 Copyright 2005 by Devare, Aparna All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3207285 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.