Sum Up

lkj la{ksi

5

Role of Education-Sanskar: Enable Transformation

The role of education is to facilitate the development of the competence to live with Definite Human Conduct

f”k{kk dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA

Tran

sfor

mat

ion&

Pro

gres

s

laØ

e.k&

fodk

l

8

Self-exploration, Self-investigation

1. Content of Self Exploration:

a. Desire (pkguk) - Aim, Purpose

b. Program (djuk) – Process of achieving the desire

Happiness = To be in Harmony

2. Process of Self Exploration

Self-verification

– Happiness, Prosperity Continuity

To understand Harmony & to live in harmony at all 4 levels:1. Harmony in the Individual2. Harmony in Family3. Harmony in Society4. Harmony in Nature/Existence

9

Process of Self-verification

Whatever is said is a Proposal (Do not accept it to be true)

Verify it on your own right

ProposalVerify

on the basisOf

yourNatural

Acceptance Work withRest of Nature

Mutual Prosperity

Experiential ValidationLive according to it

Behaviour withHuman Beings

Mutual Happiness

21

2a 2b

RealizationUnderstanding

ContemplationRight Understanding

10

The state or situation, in which I live,

if there is disharmony / contradiction in it,

then it is not Naturally Acceptable to me to be in that state / situation

To be forced to be in a state / situation which is not Naturally Acceptable is Unhappiness

To be forced to be in a state of Disharmony / Contradiction is Unhappiness

Unhappiness = Disharmony

Happiness Unhappiness

The state or situation, in which I live,

if there is harmony / synergy in it,

then it is Naturally Acceptable to me to be in that state / situation

To be in a state / situation which is Naturally Acceptable is Happiness

To be in in a state of Harmony / Synergy is Happiness

Happiness = To be in Harmony

11

Prosperity (le`f))

Prosperity – The feeling of having more than required Physical Facility2 1

le`f) & vko”;d lqfo/kk ls vf/kd dh miyfC/k@ mRiknu dk Hkko 1 2

1 – Identification of required physical facility (including the required quantity) – with right understanding

vko”;d lqfo/kk dk fu/kkZj.k & lgh le> ls 2 – Ensuring availability/ production of more than required physical facility

– with right skills

vf/kd dh miyfC/k@ mRiknu] HkkSfrd jklk;fud oLrqvksa dk & lgh gquj ls

A prosperous person thinks of right utilisation, nurturing the other“ deprived “ “ “ accumulation, exploiting “ “

le`) O;fDr lnqi;ksx dk] nwljs dk iks"k.k djus dk lksprk gSnfjnz “ laxzg “ “ “ “kks"k.k “ “ “ “

12

The state or situation, in which I live,

if there is harmony / synergy in it,

then it is Naturally Acceptable to me to be in that state / situation

To be in a state / situation which is Naturally Acceptable is Happiness

To be in a state of Harmony / Synergy is Happiness

Happiness = To be in Harmony

State / Situation in which I live or Expanse of our Being:

1. As an Individual

2. In Family

3. In Society

4. In Nature/Existence

Continuous Happiness = Harmony at all levels of our Being. i.e.

1. Harmony in the Human Being

2. Harmony in the Family

3. Harmony in the Society

4. Harmony in Nature/Existence

Happiness Continuous Happiness

15

Human Being

EkkuoSelf (I)

eSaBody

“kjhjNeedvko';drk

Happiness (e.g. Respect)lq[k ¼tSls lEeku½

Physical Facility (e.g. Food)lqfo/kk ¼tSls Hkkstu½

In Timedky esa

ContinuousfujUrj

Temporarylkef;d

In Quantityek=k esa

Qualitative (is Feeling)xq.kkRed ¼Hkko gS½

Quantitative (Required in Limited Quantity)Ekk=kRed ¼lhfer ek=k esa½

Fulfilled ByiwfrZ ds fy,

Right Understanding & Right Feeling lgh le>] lgh Hkko

Physio-chemical ThingsHkkSfrd&jklk;fud oLrq

ActivityfØ;k

Desire, Thought, Expectation…bPNk] fopkj] vk”kk---

Eating, Walking…[kkuk] pyuk---

In Timedky esa

ContinuousfujUrj

Temporarylkef;d

Response Knowing, Assuming, Recognising, Fulfillingtkuuk] ekuuk] igpkuuk] fuokZg djuk

Recognising, Fulfillingigpkuuk] fuokZg djuk

Consciousness pSrU; Material tM

Co-existence

lgvfLrRo

16

Sensation

Lakosnuk

2

Activities of Self (I) eSa dh fdz;k;sa Force / Power

cy@“kfDrActivity

fØz;k1. Realization

vuqHko 2. Understanding

cks/k3. Desire

bPNkImaging

fp=.k4. Thought

fopkjAnalysing

fo'ys"k.k5. Expectation

vk'kkSelecting/Tasting

p;u@vkLoknu

Body 'kjhj Behaviour O;ogkj Work dk;Z

Partantrata

ijra=rk X

Swatantrata

Lora=rk √

Partantrata ijra=rk X

Self verification on the basis of Natural Acceptance

INTENTION3

Preconditioning

ekU;rk

1

Imagination

dYiuk”khyrk

18

Force / Power

cy@“kfDrActivity

fØz;k1. Realization

vuqHkoCo-existence

lg&vfLrRo

2. Understanding

cks/kHarmony in Nature

O;oLFkk

3. Desire

bPNkImaging

fp=.kParticipation in Larger Order, Relationship

O;oLFkk esa Ekkxhnkjh

4. Thought

fopkjAnalysing

fo'ys"k.k5. Expectation

vk'kkSelecting/Tasting

p;u@vkLoknu

Our Role in Existence – 1. Realisation of Co-existence (WITHIN)

Body 'kjhj Behaviour O;ogkjHuman ekuo

Work dk;ZRest of Nature

euq";sÙkj iz—frOther

nwljk

Participation Òkxhnkjhin larger Order O;oLFkk esa

Se

lf (I

)

eS

a

Space

“kwU;Natural Acceptance

lgt LohÑfr

Contemplation

fparu

19

Our Role in Existence – 2. Universal Human Order (EXPRESSION)

Mutual HappinessmHk; lq[k

Mutual ProsperitymHk; le`f)

Universal Human OrderlkoZHkkSe ekuoh;

O;oLFkk

Undivided Human Societyv[k.M ekuoh; lekt

Fulfillment of Human GoalEkkuo y{; dh iwrhZ

Hu

man

Tra

dit

ion

eku

oh

; ijaijk

21

Realisation of Co-existence & it’s expression – Universal Human Order

Mutual HappinessmHk; lq[k

Mutual ProsperitymHk; le`f)

Universal Human OrderlkoZHkkSe ekuoh;

O;oLFkk

Undivided Human Societyv[k.M ekuoh; lekt

Fulfillment of Human GoalEkuo y{; dh iwrhZ

Hu

man

Tra

dit

ion

eku

oh

; ijaijk

22

Harmony in Family – Justice, From Family to World Family (Undivided Society)

1. Relationship is – between one self (I1) and other self (I2)

2. There are feelings in relationship – in one self (I1) for other self (I2)3. These feelings can be recognized – they are definite (9 Feelings)4. Their fulfilment, evaluation leads to mutual happiness

Feelings in relationship:

Justice = Recognition, Fulfillment & Evaluation of Human-Human Relationship, leading to Mutual Happiness

Natural Acceptance for Justice – from Family to World Family

Natural Acceptance for Undivided Society ¼v[k.M lekt½

1- Trust fo”okl FOUNDATION VALUE

2- Respect lEeku3- Affection Lusg4- Care eerk5- Guidance okRlY;

6- Reverence J)k7- Glory xkSjo8- Gratitude —rKrk9- Love izse COMPLETE VALUE

23

Harmony in Society – Universal Human Order

Human Target (ekuo y{;)

Five Dimensions of Human Order ¼ekuoh; O;oLFkk & i¡kp vk;ke½

1. Education – Sanskar - f”k{kk laLdkj2. Health – Sanyam - LokLF; la;e3. Production – Work - mRiknu dk;Z4. Justice – Suraksha - U;k; lqj{kk5. Exchange – Storage - fofue; dks’k

Ten Steps ¼nl lksiku½ – From Family Order to World Family OrderFamily – Family cluster – Village – Village cluster ... Nation ... World Family ~101 ~102 ~1010

Right Understanding & Right Feelings

In Every Individual

Prosperity

In Every Family

Fearlessness(Trust)

In Society

Co-Existence

In Nature/ Existence

24

Harmony in Nature iz—fr esa O;oLFkk ORDERS 4 voLFkk

UNITSbdkbZ

ACTIVITYfØz;k

INNATENESS/kkj.kk(Self-organisation)

INHERITANCEvuq’kaxh;rk

PhysicalinkFkZ

Soil, MetalfeV~Vh] /kkrq

Composition-Decompositionjpuk&fojpuk

Existence vfLrRo

Constitution basedIkfj.kke vuq’kaxh

Pranic izk.k

Plants, TreesisM+] ikS/ks

"-“ + Respiration “olu&iz”olu

" + Growth iqf’V

Seed basedcht vuq’kaxh

Animal tho

Animals, Birds i”kq] i{kh

"-“, " in Body “kjhj esaSelecting/Tasting in Ip;u@vkLoknu eSa esa

", " in Body “kjhj esaWill to live in IeSa esa Tkhus dh vk”kk

Breed based oa”k vuq’kaxh

Human Kku

Human Beings euq’;

"-“, " in Body “kjhj esaImaging, Analysing, Selecting/Tasting in Ifp=.k] fo'ys’k.k] p;u@vkLoknu eSa esa Potential for Understanding in Ile>us dh {kerk eSa esa

", " in Body “kjhj esaWill to live with continuous happiness in IeSa esa fujarj Lkq[kiwoZd Tkhus dh vk”kkRight Feelinglek/kkuRight Understanding Kku

Education-Sanskar basedf”k{kk&laLdkj vuq’kaxh

Right Understanding = Understanding Co-existence; Right Feeling = Feeling of Co-existence

25

Role of Education-Sanskar f'k{kk&laLdkj dh HkwfedkORDERS 4 voLFkk

UNITSbdkbZ

ACTIVITYfØz;k

INNATENESS/kkj.kk(Self-organisation)

INHERITANCEvuq’kaxh;rk

PhysicalinkFkZ

Soil, MetalfeV~Vh] /kkrq

Composition-Decompositionjpuk&fojpuk

Existence vfLrRo

Constitution basedIkfj.kke vuq’kaxh

Pranic izk.k

Plants, TreesisM+] ikS/ks

"-“ + Respiration “olu&iz”olu

" + Growth iqf’V

Seed basedcht vuq’kaxh

Animal tho

Animals, Birds i”kq] i{kh

"-“, " in Body “kjhj esaSelecting/Tasting in Ip;u@vkLoknu eSa esa

", " in Body “kjhj esaWill to live in IeSa esa Tkhus dh vk”kk

Breed based oa”k vuq’kaxh

Human Kku

Human Beings euq’;

"-“, " in Body “kjhj esaImaging, Analysing, Selecting/Tasting in Ifp=.k] fo'ys’k.k] p;u@vkLoknu eSa esa Potential for Understanding in Ile>us dh {kerk eSa esa

", " in Body “kjhj esaWill to live with continuous happiness in IeSa esa fujarj Lkq[kiwoZd Tkhus dh vk”kkRight Feelinglek/kkuRight Understanding Kku

Education-Sanskar basedf”k{kk&laLdkj vuq’kaxh

Right Understanding = Understanding Co-existence; Right Feeling = Feeling of Co-existence

Human Education-

sanskar

Next Generation

26

Harmony in Existence vfLrRo esa O;oLFkk Existence vfLrRo =

Units Submerged in Space

bdkb;ka lai`Dr “kwU; (All Pervading, O;kid)

Limited in Size lhfer vkdkj Unlimited vlhferActivity, Active fØ;k] fØ;k'khy No Activity fØ;k”kwU; ¼“kwU;½

1. Energised (ÅftZr) in Space

2. Self Organised (fu;af=r] Lo;a esa O;oLFkk gS) in Space3. Recognises it's relationship & Fulfills it with every other Unit in Space

(ijLijrk dks igpkurh gS] fuokZg djrh gS cMh O;oLFkk esa Hkkxhnkj gS] lexz O;oLFkk esa Hkkxhnkj gS)

CO-EXISTENCE

lg&vfLrRo

27

Sum UpLevel. Name Relationship Details

4b. Existence Co-existence Units submerged in Space

4a. Nature Mutual Fulfillment Amongst UnitsAmongst 4 Orders

3. Society Right Understanding, Prosperity, Fearlessness/Trust,Co-existence

Human-Nature relationshipNatural Laws5 dimensions of Human Order10 steps

2. Family Feeling of co-existenceTrust, Respect … Love

Human-Human relationshipJustice

1b. Individual Human Being

Co-existence of Self(I) & Body

Sanyam in Self(I)Health in Body

1a. Self (I) Continuous happiness = happiness, peace, satisfaction, bliss

Realization of co-existence, Understanding of Harmony in Nature, Contemplation of Participation in larger order – definiteness of desire on this basis. Feeling & thought of relationship & order, behaviour, work & participation in larger order

31

Now we can see that…

Happiness is an indicator, a feedback, that we- have understood harmony and- live in harmony

Unhappiness is an indicator, a feedback, that we- have not understood harmony and/or- do not live in harmony

Our role is to make the effort- to understand harmony and- to live in harmony

This is our role in existence …

at all 4 levels of our being

at one or more of the 4 levels of our being

at all 4 levels of our being1. In the Self, as an Individual2. In Family3. In Society4. In Nature/Existence

32

Program for Human Being (Our Role in Existence)

Human beings have two important things to do: 1. To understand the co-existence

1.1. To understand co-existence – Right Understanding (Kku)

1.2. To ensure the feeling, thought of co-existence –

Resolution (lek/kku) 2. To live in co-existence

2.1. To live in relationship with human-beings –family to world family – Undivided Society

(v[k.M lekt)2.2. To live in co-existence in nature

–family order to world family order – Universal Human Order (lkoZHkkSe

O;oLFkk)

By these two being ensured by human beings, the result will be Undivided Society and Universal Human Order on Earth, in which Harmony and peace are very natural outcomes (and there is every provision in Existence for it)

Program of Action

37

Program of Action (Individual)

At the level of Individual: Understand harmony and live in harmony – at all 4 levels (individual, family, society, nature/existence)

1.Self-exploration, Self-study – Verify the proposals within yourself, on your own right understanding co-existence, feeling & thought of co-existence; behaviour, work & participation in larger order on the basis of co-existence

2.Self-awareness – Be aware of your desire, thought and expectation – every moment

3.Self-evaluation – Evaluate your

desire, thought and expectation

– on the basis of

your Natural Acceptance

Sanskar = ∑ (Desire, Thought, Expectation)

Sanskar (t), Environment (t), Self-exploration (t) Sanskar (t+1)

39

Program of Action (at the level of Society)

1. People’s Education Program (yksd f'k{kk ;kstuk): for adults

2. Education-Sanskar Program (f'k{kk laLdkj ;kstuk): for children

3. Undivided Society, Universal Human Order Program (v[k.M lekt] lkoZHkkSe O;oLFkk ;kstuk)

Just as a seed replicates itself, so the vision of an Undivided Society and Universal Human Order can be evidenced on this planet…

Family – Family cluster – Village – Village cluster ... Nation ... World Family ~101 ~102 ~1010

People with Right Understanding & Right Feelings- Parents - Policy Makers-Teachers …

People with Right Understanding & Right Feelings- People with definite Human conduct, the competence to participate in Universal Human Order

10 yrs 1Next 10 yrs 10100 yrs 1000 cr

20-50 yrs

10-20 yrs

Course in Academic CurriculumSocially Relevant ProjectsConducive EnvironmentFulfilment of Human Goal

40

Status of Universal Human Values in Higher Education – Dec 2013

2005 IIIT Hyderabad (AP) – an experiment2006 IIT Kanpur (UP) – an experiment2009 GBTU & MTU (now UPTU) – large scale experiment [ 700 C]2011 PTU (Punjab) – a high speed, large scale experiment [ 325 C]

Encouraging results

2012 HPTU, Hamirpur (HP) [ 46 C]2013 JNKVV, Jabalpur (MP) [ 6 C]2013 RVSKVV, Gwalior (MP) [ 2 C]2013 JNTU, Hyderabad (AP) [ 462 C]2013 Collegiate Education, Andhra Pradesh [2500 C]2013 Galgotias University, Greater Noida [ 3 C]

4000+ Colleges in 30 Universities in 6 states in India

2013 Royal University of Bhutan [ 11 C]All Colleges of Higher Education in Bhutan

Sharing Values

42

Institution, Teacher are clear about the Role of Education-sanskar

To Make Effort for an Enlightened Individual, Humane Family, Humane Society

For Job, Managing in Society Today

Right Understanding & Right Feelings

In Every Individual

Prosperity

In Every Family

Fearlessness(Trust)

In Society

Co-Existence

In Nature/ Existence

Assumptions (eg. Money is everything)

In Every Individual

Accumulation By Any Means

In few Individuals

Domination ,Exploitation, Fear

In Society

Mastery &Exploitation

Over Nature

Madness for Consumption Hkksx mUeknMadness for Profit ykHk mUeknMadness for Sensual Pleasure dke mUekn

Resource DepletionPollution

TerrorismWar

43

Effort for an Enlightened Individual, Humane Family, Society

Human Target (ekuo y{;)

Five Dimensions of Human Order ¼ekuoh; O;oLFkk & i¡kp vk;ke½

1. Education – Sanskar - f”k{kk laLdkj2. Health – Sanyam - LokLF; la;e3. Production – Work - mRiknu dk;Z4. Justice – Suraksha - U;k; lqj{kk5. Exchange – Storage - fofue; dks’k

Ten Steps ¼nl lksiku½ – From Family Order to World Family OrderFamily – Family cluster – Village – Village cluster ... Nation ... World Family ~101 ~102 ~1010

Right Understanding & Right Feelings

In Every Individual

Prosperity

In Every Family

Fearlessness(Trust)

In Society

Co-Existence

In Nature/ Existence

44

Role of Education-Sanskar: To Enable Transformation

The role of education is to facilitate the development of the competence to live with Definite Human Conduct

f”k{kk dh Hkwfedk Ekkuo esa fuf”pr Ekkuoh; vkpj.k ls thus dh ;ksX;rk fodflr djuk gSA

Tran

sfor

mat

ion&

Pro

gres

s

laØ

e.k&

fodk

l

45

Institution, Teacher Understand the Role of Education-sanskar

1. To enable the child to know, to see things as they are, on his own right; clarity of human goal; and to have a vision for living a fulfilling life, i.e. in harmony within, with good health in the body, in mutually fulfilling relationship with human beings and in mutually enriching relationship with rest of nature

 2. To develop the commitment, ability and practice to live in mutually

fulfilling, complimentary relationship with one, then few and ultimately with all (human beings as well as with rest of nature) Mutual Happiness

 3. To develop the commitment, ability and practice to live in mutually

enriching relationship with rest of nature, i.e. To live with prosperity. Have the understanding to correctly identify the need of physical facility, have the skills and practice to produce more than the required physical facility through his own labour using a cyclic-mutually enriching process, have the understanding to rightly use as much physical facility as is required and share the remaining in relationship and order in society Mutual Prosperity

46

Material for Self-study & Preparation

1. Syllabus2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions)3. Text Book4. Posters5. Presentations, including Practice Sessions, Tutorials & Videos, FAQ6. Video of Workshop Lectures7. Weekly Meeting (also through WebEx)8. Web Site http://www.uhv.ac.in

9. 8-Day Teachers' Orientation Program10. How to Share Values11. Examination & Evaluation12. Assignments, Social Projects & Social Internship

13. Process of Implementation (stage by stage)

Advanced Study1. PSL2 …

47

Teacher

1.Feeling of Trust, Respect, Affection, Care & Guidance for the Student

2.Having Excellence /

Making effort for Excellence

3. Is a co-explorer

Excellence ¼Js’Brk½ Understanding Harmony &

Living in Harmony

Student

1.Feeling of Trust, Respect, Affection, Reverence, Glory & Gratitude for the Teacher

2.Inspired by the Teacher

3.Making effort for Excellence (explorer)

The Teacher has the Primary Responsibility

at all 4 levels1. In the Self, as an Individual2. In Family3. In Society4. In Nature/Existence

48

The Teacher is Making Effort For Excellence

1. Understanding harmony & living accordingly PSL1, PSL2… PhD Self study (reading, exploring…) Weekly Meeting Sharing along with an experienced faculty Sharing with small group on your own Doing social projects/ social internship

2. Sharing the content Teaching foundation course Conducting short workshops Conducting full workshops Social Projects, social internship

3. Guiding the student onward, taking responsibility to guide students in and out of the classroom

4. Living in harmony in the family, with students & reaching out to the community

49

DETAILS

52

Transition to Universal Human Education

Step 1: Introduce a foundation course on Universal Human Values in parallel with other courses with a view to initiate the process of self-exploration, leading to right understanding (gyan). i.e. introduce right understanding and right feeling in the academic curriculum. Higher level courses may be offered in addition to the foundation course. Social projects, social internship and conducting the course as an integrated workshop may take place wherever the teacher is well prepared. This will ensure better grasping and comprehension by the students1. Prepare Teachers, Parents and Policy makers 2. Introduce Universal Human Values in Higher Education. The student can

develop clarity about Human goal & universal human order Human conduct Guidelines for Professional Ethics, which is a particular aspect of human

conduct

Step 2: Align the academic curriculum (all courses) in the institution with right understanding, leading to thought about all encompassing resolution (samadhan), so as to establish Value Based Education at the level of the institution

Step 3: The lifestyle and institute culture reflects Value Based Living. i.e. on the basis of right understanding and right feeling, behavior, work

53

Transition to Universal Human Education

Step 4: The institute develops into a live model of living with happiness and prosperity, i.e. on the basis of right understanding and right feeling, behavior, work and participation in the institution order. Programs for self-sufficiency of the institution through cyclic & mutually enriching production activities and take such activities to a scale where all the faculty, staff and students can be supported internally. This will help transform the institution into a family participating with self-responsibility for a cohesive harmonious journey toward excellence for all

Step 5: The institute becomes a nodal center to share and promote value education and value based living in the local community. Institution works on all 5 dimensions

Step 6: The institute becomes a resource centre for the district level. The Institution works in collaboration with other institutions for all 5 dimensions

Step 7: The institute becomes a resource centre for the National level.

Step 8: The institute becomes a resource centre for Undivided Human Society and Universal Human Order

54

Initial Steps in Implementation

1. Understand the Content, Possibility & Responsibility – Participate in workshops, discuss with people who have worked toward universal human values [VC, Heads of Institution…]

2. Form a Value Education Cell at the University level, consisting of committed decision-makers & people who will take responsibilty & can follow things through [VC]

3. Create Awareness & Support [University VE Cell]

4. Complete the formalities for introducing the Foundation Course [University VE Cell]

5. Select & Prepare Teachers [Heads of Institution]

6. Communicate with the Students [College VE Cell]

7. Launch the Foundation Course [University VE Cell]

55

Further Activities

The foundation course has to be followed up with other suitable inputs in the form of elective courses, projects, practical training, self study and practice to move towards a comprehensive EHV package

It takes some time (typically 1-3 years) to establish the foundation. Once it is established, then further supportive activity can be fruitful

1. Social Projects & Socially Relevant Final Year Projects

2. Social Internship

3. Higher Level Courses e.g. "Professional Ethics for Managers"

4. Advanced Study (PhD etc.) e.g. "Management by Relationship"

5. Living the Values in all the dimensions

56

Human Values Programme introduced at IIIT Hyderabad in 2005

Goal of IIIT: To contribute to transforming industry and society, by delivering research-led education, promoting innovation, and fostering human values

Human Values is as an essential part of the academic curriculum. The two courses are HV1 in 1st sem & HV2 in 4th sem Each week consists of 2 lectures of 1.5 hrs each Students do socially relevant humanities projects, detailed studies, reports or

participate in social activities as a part of this course Students meet every week in small groups along with 2 faculty mentors At the end of the course a 4-day workshop is conducted. Faculty, faculty

spouses and senior students take the responsibility for conducting it

Advanced courses include “Work & Life” & “Searching for a Humane Society”

Medium of instruction is students’ mother tongue/language preferred by the student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in Hindi and 3 in English)

57

Human Values Programme at UPTU (GBTU & MTU)

Introduced as an essential course in all affiliated professional colleges, after due process (AC, BoS) in 2009

Run as a regular audit course (2-0-2), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions) spread across any one semester

8-day Teachers’ Orientation Program (TOP) to prepare teachers

Medium of instruction is English

58

Resources Developed for Self-study & for Teaching

1. Syllabus2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions)3. Text Book4. Posters5. Presentations, including Practice Sessions, Tutorials & Videos6. Video of Workshop Lectures (Lecture-by-Lecture)7. Weekly Meeting8. Web Site www.uhv.ac.in

9. 8-Day Teachers' Orientation Program10. How to Share Values11. Examination & Evaluation12. Social Projects & Social Internship

13. Process of Implementation (stage by stage)

Advanced Study1. PSL2 …

59

The role of the teacher is that of a facilitator – to facilitate the student to explore on their own right so that it leads to understanding

With this intention the teacher’s role is:

1. To place the proposals of what is right before the students

2. To draw their attention toward each proposal and to give enough time & opportunity to explore, verify, accept, validate on their own right

3. To respond with responsibility to the questions, or clarifications sought by the students in this process

The responsibility of understanding is that of the students. It includes:

1. Listening, Participating Actively (Listening vs Hearing, Asking questions)

2. Verifying the proposals on the basis of their Natural Acceptance

3. Accepting those proposals that are Naturally Acceptable

4. Validating the accepted proposals in their own Behaviour/Work; and understanding on this basis

Teacher Student

60

Teacher

1.Feeling of Trust, Respect, Affection, Care & Guidance for the Student

2.Having Excellence /

Making effort for Excellence

Excellence ¼Js’Brk½ Understanding Harmony &

Living in Harmony

Student

1.Feeling of Trust, Respect, Affection, Reverence, Glory & Gratitude for the Teacher

2.Inspired by the Teacher

3.Making effort for Excellence

Teacher-Student Goal & Relationship

at all 4 levels1. In the Self, as an Individual2. In Family3. In Society4. In Nature/Existence

61

Teachers Development: Self-study, Self-exploration

1. Understanding & Living the content (Understanding = Living) PSL1, PSL2… PhD Weekly Meeting Sharing along with an experienced faculty Sharing with small group on your own Doing social projects/ social internship

2. Sharing the content Teaching foundation course Conducting short workshops Conducting full workshops Social Projects, social internship

3. Guiding the student toward next step

4. Living accordingly, naturally reaching out to the commiunity

62

This is a significant hapenning in your life

Don’t try to explain to other in your excitement. Let it settle within you, so it naturally expresses itself in your behaviour / work

Deal with the baggage – you may act on the basis of it. Don’t get worked-up. Depending on external conditions, those Desires, Thoughts & Expectations may get more active & you may forget about this

It is advisable to:

1.Go through a workshop once in 6 months (5% listening in 1st workshop + lot of questions) – so scope for 20 workshops

2.Go through the literature (incl video of lectures & text book)

3.Meet once in a week for 2-3 hrs (sharing, discussing one topic)

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Contacts

IIIT Hyderabad Surya Bhagawan 99480 10253, humanvalues@iiit.ac.inGBTU Bhanu Pratap Singh 98894 98839, pratap_cse@rediffmail.comMTU Sateesh Awasthi 98680 10352, hvpemtu@gmail.comPTU Jagmeet Bawa 94780 98071, ptuehv@gmail.com Jitender Narula 94780 98082, ptuehv@gmail.comRUB Director, Lhato Jamba +975 1764 5167, jamba_g@hotmail.comHPTU Parminder Singh Gill 94184 54496, doshptu@gmail.comGalgotias Univ

Kumar Sambhav 83758 43108, kumar.sambhav@galgotiasuniversity.com

Rajul Asthana 98490 94285, rajul.asthana@yahoo.comShyam Kumar 94503 42998, shyamk@iitk.ac.in

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Teacher’s Orientation Program (8-Day Workshop)

19-26 April GCBS Gedu, Bhutan (RUB) English

26 May – 2 Jun PSIT Kanpur (UPTU) Hindi

21-28 Jun IIIT Hyderabad JV English

23-30 Jun Mandi Govindgarh (PTU) Hindi

27-29 Mar 2015 4th International Conference on Human Valuesin Higher Education at Gedu, Bhutan