About the Supposed Debate Between Vidyaranya and Akshobhya Tirtha
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Conclusion Vidyaranya's Contribution
Conclusion Vidyaranya’s Contribution Literature is a part of human life. When we read a particular book, the two maxims i.e. time and space should be taken into consideration. It means that the socio-political environment of that particular time should be taken into account. Becau§e"sometimes it affects the views, and the philosophy of the autjjef^Too, Vidyaranya’s time Is 14th Cen. A.D. I.e. round about 7 0 0 years after Adya Sankaracarya. Tradition beliyesihat, in the history of Advaita philosophy, the name of Vidyaranya occupies the second position, i.e. after Adya Sankaracarya. Vidyaranya’s era was the era of foreign onslaught of the Khilji rule. There was no social and political stability. Thus Vidyaranya’s prime duty was to establish political and social harmony. And then he reestablished the theory of Advaita, which was originated from Gaudapada and then established by Adya Sankaracarya. According to Dr. Sulochana Nachane “As has already been seen the development of Advaita in various ways reached its pinnacle in the last period and there was nothing special to be added. As a matter of fact Gaudapada and Sankaracarya established the goal of Advaita and the gen eral outline and only minor problems like the precise relation between the so-called Jiva and Brahman and Avidya or Maya were dealt with by the immediate followers. After this the inactive period started - inactive in the sense that no further activity in the line of classification was available and^ the only activity was to defend Advaita from the opponents like Advaltrns and Naiyayikas.”^ It seems, that the words ‘only to defend’ would be unjust to Vidyaranya. -
ADVAITA-SAADHANAA (Kanchi Maha-Swamigal's Discourses)
ADVAITA-SAADHANAA (Kanchi Maha-Swamigal’s Discourses) Acknowledgement of Source Material: Ra. Ganapthy’s ‘Deivathin Kural’ (Vol.6) in Tamil published by Vanathi Publishers, 4th edn. 1998 URL of Tamil Original: http://www.kamakoti.org/tamil/dk6-74.htm to http://www.kamakoti.org/tamil/dk6-141.htm English rendering : V. Krishnamurthy 2006 CONTENTS 1. Essence of the philosophical schools......................................................................... 1 2. Advaita is different from all these. ............................................................................. 2 3. Appears to be easy – but really, difficult .................................................................... 3 4. Moksha is by Grace of God ....................................................................................... 5 5. Takes time but effort has to be started........................................................................ 7 8. ShraddhA (Faith) Necessary..................................................................................... 12 9. Eligibility for Aatma-SAdhanA................................................................................ 14 10. Apex of Saadhanaa is only for the sannyAsi !........................................................ 17 11. Why then tell others,what is suitable only for Sannyaasis?.................................... 21 12. Two different paths for two different aspirants ...................................................... 21 13. Reason for telling every one .................................................................................. -
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. -
Karnataka and Mysore
THE ECONOMIC WEEKLY October 22, 1955 Views on States Reorganisation - / Karnataka and Mysore K N Subrahmanya THE recommendation of the States 4 the South Kanara district except will show vision and broadminded- Reorganisation Commission to Kasaragod taluk; ness in dealing with the Kannada form a Karnataka State bring 5 the Kollegal taluk of the Coim- population of the area in question ing together predominantly Kan batore district of Madras; and will provide for adequate educa nada-speaking areas presently scat 6 Coorg. tional facilities for them and also tered over five States has been ensure that they are not discriminat generally welcomed by a large sec The State thus formed will have ed against in the matter of recruit tion of Kannadigas who had a a population of 19 million and an ment to services." How far this genuine, long-standing complaint area of 72,730 square miles. paternal advice will be heeded re that their economic and cultural pro Criticism of the recommendations of mains to be seen. In this connection, gress was hampered owing to their the Commission, so far as it relates one fails to appreciate the attempt of numerical inferiority in the States to Karnataka State, falls into two the Commission to link up the Kolar dominated by other linguistic groups. categories. Firstly, there are those question with that of Bellary. In There is a feeling of satisfaction who welcome the suggestion to form treating Kolar as a bargaining coun among the Kannadigas over the a Karnataka State but complain that ter, the Commission has thrown to Commission's approach to the ques the Commission has excluded certain winds the principles that they had tion of the formation of a Karoatal.a areas, which on a purely linguistic set before them. -
The Vaishnavite Reformers of India; Critical Sketches of Their Lives and Writings
23 Ic: Lttp- IE THE YAISHNAYITE REFORMERS OF INDIA CRITICAL SKETCHES OF THEIR LIVES AND WRITINGS BY T. RAJAGOPALA CHARTAR, M.A., B.L. PRICE RF:. ONK. PUBLISHED BY G. A NATESAN & CO., ESPLANADE, ronp CONCERN fic Building . .* HIS LIPE AND TIMES BY C. N. KUISHNASWAMI AIYAK, M.A,, L.T. HIS PHILOSOPHY BY PANDIT SITANATII TATTVABHUSHAN. Price As. 12. " To Subscriber* of the Indian Her law," As. S. Sri Madfiwa^RTadliwaism A HISTORICAL AND CRITICAL SKETCH IIY 0- N. KUISHNASWAMV AIYA1I, M.A Price AS. 12. " To Subscribers of the Imiitiit /iW'jV?/'," As. S. SRI RAMANUJAGHARYA 'HIS LIFE AND TIMES S. KRISHNASWAMI AIYANGAll, M.A HIS PHILOSOPHY BY T. RAJAGOPALACHARIAR, M.A., B.L. Price As. 12. To Subscribers of the *' Indian Review" As. 8. G- A- NATESAN & CO., ESPLANADE, MADRAS. CONTENTS. FACE. noN ... ... ... i 'lamuni ... ... .... 1 Pundavikuksha ... ... ... 12 ya ... ... ... 2i> Raroarmjacharya ... Sri Vedanta iK'sika ... !>7 Manavala Mulia ]\funi Chaitanya INTRODUCTION, These are a series of Seven Essays on the Lives and Writings of the principal religious reformers of the Vaishnavite or Yisishtadwaita School of India. The treatment is critical and historical has also ; but special prominence been given to the literary side of this School's of activity. A clear account of the growth Vaishnavaism is intended to be conveyed by these Lives of Eminent Keformers, and refe- rence has throughout been made to the deve- lopment of doctrines. A special chapter is devoted to the exposition of the Visishtad- waita philosophy according to Ramanuja. The growth of Yaishnavaism in Northern India is briefly dealt with in the last Essay, that on Sri Chaitanya, wherein that great Saint's career is also fully described. -
Chinmaya International Foundation CIF Publications, Chinmaya Vani Book Stall, Adi Sankara Nilayam, Veliyanad - Ernakulam - 682313 Ph.No
Chinmaya International Foundation CIF Publications, Chinmaya Vani Book Stall, Adi sankara Nilayam, Veliyanad - Ernakulam - 682313 Ph.No. & Whatsapp No. 09207711138 E-mail : [email protected] / [email protected] Visit our website: www.chinfo.org Video Talks / Lectures (Digital Video Pen Drive ) Learning Sanskrit Language - Basic INR Rate US $ Rate 1 Learning Sanskrit Language Structure, Level – 1 : Sandhi, 37 Lectures, 36 Hrs Approx. 3080 71 2 Learning Sanskrit Language Structure, Level – 2 : Karaka, 44 Lectures, 58 Hrs Approx. 3430 80 Learning Sanskrit Language Structure, Level – 3 : 3 Structure of a Sanskrit Word, 26 Lectures, 25 Hrs Approx. 2050 47 Learning Sanskrit Language Structure, Level – 4 : 4 Theory & Application, 36 Lectures, 34 Hrs Approx. 2550 59 Learning Sanskrit Language Structure, Leval – 5 : 5 Structure of a Sanskrit Word, 43 Lectures, 47 Hrs. 3380 78 Darshanas - Basic 6 Tattva Bodha (Knowledge of the Truth), 20 discourses , 25 Hrs. 1750 40 7 Vedanta Decoded, 6 Discourses, 6 Hrs Approx. 888 20 8 Path to Fulfilment (Based on Bhagavat Gita), 9 Discourses, 10 Hrs. 1050 24 Hastamalaka-stotram of Sri Hastamalakacharya, 9 Discourses, 10 Hrs. 9 (As Vivid as a Fruit in One's Palm) 1050 24 10 Advaita Pancharatnam (The Five Gems on Advaita) , 6 Discourses, 6 Hrs. 888 20 11 What is Vedanta, 6 Discourses, 7 Hrs. 888 20 Advaitamrtam – The Contribution of Advaita Vedanta to Humanity, 16Lectures, 16 Hrs. 12 1400 32 Bhakti Bhakti In Gita (Based on Bhagavat Gita), 14 Discourses, 15Hrs. 13 1450 34 14 Rasa Leela Rahasyam, 5 Discourses, 4 Hrs. 838 20 15 Shivananda Lahari, (Waves of Bliss Divine) 19 Discourses, 23 Hrs Approx. -
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 -
State Educational Profile. Karnataka.Pdf
STATE EDUCATIONAL PROFILE As of March 2013, Karnataka had 60036 elementary schools with 313008 teachers and 8.39 million students, and 14195 secondary schools with 114350 teachers and 2.09 million students. http://en.wikipedia.org/wiki/Karnataka - cite_note-school-99 There are three kinds of schools in the state, viz., government-run, private aided (financial aid is provided by the government) and private unaided (no financial aid is provided). The primary languages of instruction in most schools are Kannada apart from English, Urdu and Other languages. The syllabus taught in the schools is by and large the state syllabus (SSLC) defined by the Department of Public Instruction of the Government of Karnataka, and the CBSE, ICSE in case of certain private unaided and KV schools. In order to provide supplementary nutrition and maximize attendance in schools, the Karnataka Government has launched a mid-day meal scheme in government and aided schools in which free lunch is provided to the students. A pair of uniforms and all text books is given to children; free bicycles are given to 8th standard children. Statewide board examinations are conducted at the end of the period of X standard and students who qualify are allowed to pursue a two-year pre-university course; after which students become eligible to pursue under-graduate degrees. There are two separate Boards of Examination for class X and class XII. There are 652 degree colleges (March 2011) affiliated with one of the universities in the state, viz. Bangalore University, Gulbarga University, Karnataka University, Kuvempu University, Mangalore University and University of Mysore . -
Gaudapada-Karika
timmmwk mmM Mit$~mm B, No. 9. GAUDAPADA-KARIKA Edited with a complete translation into English, Notes, Introduction and Appendices By Raghunath Damodar Karmarkar Director,, Post-Graduate and Research Department, Bhandarkar Oriental Research Institute ( Efc-Principal, Sp|§|raj»kurambhau College, Poona ) Published By Bhandarkar Oriental Research Institute POONA 1953 Copies can be had direct from the Bhandarkar Oriental Research Institute, Poona 4 ( India) Price: rs, 5 per copy, exclusive of postage Printed and published by Dr. R. N. Dandekar, M.A„ Ph.D., at the Bhandarkar Institute Press, Bhandarkar Oriental Research Institute, Poona No. 4. J " " U^f^T STTOimidftr: , 3?g^lTTf W 1 4k4W*lR*l ^_ ^ . gr% ?<£«h ^rar ?v*3 iwwi«4 ^rq^[^?R5T: Dedicated to The Sacred Memory of The Late Mahamahopadhyaya VASUDEVA SHASTRI ABHYANKAR [1862-1942] who did his utmost throughout his life to expound and popularise the Philosophy of §ankaracarya PREFACE Prof. Vidhusekhara Bhattacharya published his edition of Gauda- padakankas ( or Agamasastra ) some years ago. A close perusal of that edition clearly showed that Prof. Bhattacharya had allowed himself to be carried a little too far by his leanings towards Buddhism, and hence some of his interpretations appeared clearly to be biassed and forced. While teaching Gaudapadakanka to the M. A. students, I had occasion to criticise Prof. Bhattacharya's interpretations, and I felt that it would be better to present my views in a book-form, before a larger circle of readers so that a balanced view of Gaudapada's philosophy could be taken. The present edition has been brought forth with such a back-ground. -
The Delimitation of Council Constituencies 2[(Karnataka)] Order, 1951
217 1THE DELIMITATION OF COUNCIL CONSTITUENCIES 2[(KARNATAKA)] ORDER, 1951 In pursuance of section 11 of the Representation of the People Act, 1950 (43 of 1950), the President is pleased to make the following Order, namely:— 1. This Order may be called the Delimitation of Council Constituencies 2[(Karnataka)] Order, 1951. 2. The constituencies into which the State of 3[Karnataka] shall be divided for the purpose of elections to the Legislative Council of the State from (a) the graduates' constituencies, (b) the teachers' constituencies, and (c) the local authorities' constituencies in the said State, the extent of each such constituency and the number of seats allotted to each such constituency shall be as shown in the following Table:— 2[TABLE Name of Constituency Extent of Constituency Number of seats 1 2 3 Graduates' Constituencies 1. Karnataka North-East Graduates Bidar, Gulbarga, Raichur and Koppal districts and Bellary 1 districts including Harapanahalli taluk of Davanagere district 2. Karnataka North-West Graduates B ijapur, Bagalkot and Belgaum districts 1 3. Karnataka West Graduates Dharwad, Haveri, Gadag and Uttara Kannada districts 1 4. Karnataka South-East Graduates Chitrradurga, Davanagere (excluding taluks of Channagiri, 1 Honnall and Harapanahalli), Tumkur and Kolar districts 5. Karnataka South-West Graduates Shimoga district including channagiri and Honnalli taluks of 1 Davanagere district, Dakshina Kannada, Udupi, Chickmagalur and Kodagu districts 6. Karnataka South-Graduates Mysore, Chamarajanagar, Mandya and Hassan districts 1 7. Bangalore Graduates Banagalore and Banagalore rural districts 1 Teachers’ Constituencies 1. Karnataka North-East Teachers Bidar, Gulbarga, Raichur and Koppal districts and Bellary 1 districts including Harapanahalli taluk of Davanagere district 2. -
Appayya Diksita and the Function of Stotras Yigal Bronner University of Chicago
Singing to God, Educating the People: Appayya Diksita and the Function of Stotras Yigal Bronner University of Chicago appayya 100, appayya 500 The writing on the walls of Kalakanthe¶varar Temple in Adayapalam, a village near Vellore in the northern Tamil country, celebrates Appayya Diksita (1520–1592), the village’s main claim to fame, as a man of outstanding achievements. The inscription begins with a Sanskrit verse, highlighting Appayya’s association with the Vellore-based king Cinnaboma (“whose glory he spread”), his resurrection of ‡rikantha’s commentary on the Brahmasutra (“in order to fortify the ‡iva school”), and his construction of the very temple on which the verse is inscribed. A prose passage in Tamil further elaborates his deeds, mentioning, among other details, two impressive figures. Appayya is said to be the author of no less than one hundred books (çuëu prabandham panniça) and to have taught ‡rikantha’s commentary on the Brahmasutra and his own subcommentary on it, the ‡ivarkamanidipika, to a crowd of five hundred scholars.1 One hundred, a neatly round figure, is a well-known count for Appayya’s many works, and a testimony to his fecundity.2 But the other number of a five-hundred-strong body of students may be related to an equally important yet less appreciated dimension of Appayya’s career: his pedagogical vocation. Indeed, the two dimensions of Appayya’s scholarly life are tightly connected. A closer inspection of his rich written legacy reveals that many of his Earlier versions of this paper were delivered at “Regional Sanskrit Literatures,” a workshop held at the Israeli Academy for the Sciences and the Humanities, Jerusalem, July 2005; the annual meeting of the American Oriental Society, Seattle, March 2006; and as part of the lecture series on “Intellectual History of Religion” at Harvard Uni- versity, May 2006. -
A Case Study in Kolar District, Karnataka State, India
Groundwater Monitoring and Management (Proceedings of the Dresden Symposium, March 1987). IAHS Publ. no. 173, 1990. A strategy for drought mitigation using groundwater: a case study in Kolar district, Karnataka State, India C. NAGANNA School of Earth Sciences, Bangalore University, Bangalore 560 056, India Y. LINGARAJU Department of Mines and Geology, Government of Karnataka, Bangalore, India Abstract Karnataka, one of the southern states of India, has an area of 192 204 km2; of this nearly one third is constantly affected by drought. Based on various factors responsible for causing drought conditions, the Kolar district has been identified as one of the chronically drought prone areas. Reviewing different drought mitigation strategies that are in vogue in India, one finds that there is a dominance of irrigation and associated dryland agricultural programmes. These measures involve only the utilization of surface water. Through an analysis of the physiographic and geological conditions in the state, a new strategy is proposed to use the groundwater which is likely to be flowing along the east-west running lineament connecting the western water surplus areas to the water deficit areas of the east. To test this hypothesis a small basin in Kolar district was selected. Refining the lineament map already prepared by ground check within the basin selected, a number of sites were located along these lineaments. The average yield of these wells is 4 to 5 times higher than the average yield of the wells in the basin outside the lineament. Since some of these lineaments cut the water divide and extend up to the water surplus west, it is inferred that there is a flow of water across the water divide from the west and by properly managing the supply of water from these wells situated on the lineament, a permanent solution can be worked out for drought mitigation.