Language Litereature and Psychology

Language, Literature
and
Psychology
Chief - Editor
DR. CHARULATA S. PRADHAN

Dept. of Psychology
Kohinoor Arts, Commerce and Science College,
Khultabad, Dist. Aurangabad (MS)
CO-EDITOR
Dr. Shaikh Mohd. Arif
Dr. Subhash Jite
Assistant Professor,
Dept. of Physical Education
Assistant Professor,
Dept. of Hindi
ISBN -978-93-82504-50-4
Language, Literature and Psychology

Copyright
Kohinoor Shikshan Sanstha,
Aurangabad (MS)
Publisher :
New Voices Publication,
Aurangabad - 431001 (MS)
www.newvoicespublication.com.
Mob. 9890450746
Year of Publication : 2014
ISBN -978-93-82504-50-4
DTP :
Yajuwendra Wankar
Mob. 9763830016
Disigning :
Well Done Graphics
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Printer :
Omkar Printers,
CIDCO, Aurangabad - 431001 (MS)
Mob. 9423744183
Price : ` 300/Note : The views expressed by the authors in their research papers
in this book are their own. The Editor/Publisher is not responsible for them.
Author is responsible all grammatical error.
Subject to Aurangabad (MS) Jurisdiction.
MESSAGE
I am glad to know that Dept. of Psychology, Kohinoor Arts
Commerce and Science College, Khultabad is organizing a National
Conference sponsored by UGC on "Modern Approaches & Innovation in
Psychology" on 1717-18 February 2014.
This conference will be an exciting and congenial opportunity for
delegates to discuss and explore innovative Psychology applications. The
congress Program feature several outstanding speakers from all
all India
who are leader in various faculties.
The Theme of the conference is challenging to the Academic and
research scholars. I understand that a good number of delegates from
all over the over the country would be participating in this national
event and discuss ways and means to promote the strengthen programs
of Education. I expect that the outcomes of conference will be of great
importance to the participants.
I send my Warm Greetings
reetings and hope that participants will seriously
discuss improvements
improvements needed in teaching learning process, modernizing
curricular
to
take
care
of
of
recent
trends
in
interdisciplinary
and
multidisciplinary research.
I congratulate organizers for their efforts and wish the NCMAIP a
grand success.
With Regards...!
MAZHAR KHAN
Secretary
Kohinoor Shikshan Sanstha,
Aurangabad
FROM THE DESK OF CONVENER

Dear Colleagues and Friends,
Friends,
Warm Greetings
I would like to Welcome all the delegates from different esteemed
institutions to "National Conference on "Modern Approaches & Innovation
in Psychology" on behalf of Kohinoor Arts, Commerce and Science
College Khultabad.
The conference is a reflection of our objective to reach out to
Psychologist, interested in
close understanding
of this issue from
multidisciplinary discourses.
The aim of NCMAIP is to provide platform for scientific discussion.
Our tremendous intellectual energy is realized through such
such scientific
Endeavors and many remedies to the problems could be reached.
By organizing this National Scientific Expression we want to create
an Academic and scientific framework where there will be presented the
most important results of some individual
individua l or collective studies and
researches, to reunite specialists from
the connection domains of
Psychology to allow the expression, at the highest quality standards of

the accumulated experiences of the practitioners from a
directive
perspective but also the multidisciplinary view points.

I hope your scholarly gracious presence will make this conference
a grand success.
With Best Wishes.
Dr. Baig Akhtar Mirza

Convener
NCMAIP
EDITOR'S NOTE
Barbara W. Tuchman an American popular historian and author
remarks. Books are the carriers of civilization, without books,
history is silent, literature dumb, science crippled,

through and speculation at a standstill.
They are engines of change, window on the world,
lighthouse erected in the sea of time.
"Psychology is an applied discipline that involves the scientific study of mental functions
and behavior"
Literature and Psychology share concern with human subject and in it both deal with
the complexities and contradictions of human actions and Emotional life.
Multidisciplinary approach of the conference enabled the researchers to break the
shackles of traditional approach. The paper published in the book on various subjects viz
Feminism, Dalit literature, Literature of tribes, Child Psychology, male chauvinism etc.
broadens the horizons of human knowledge, understanding and perspectives. It gives new
voices to marginalized, voiceless strata of the societies spread throughout the world. It also
provides an opportunity to explore the highest and lowest places in society and in the human
spirit; where I hope to find not absolute truth but the truth of tale, of imagination and of the
heart also. It is voiced that literature is a bridge from misery to hope. It is a tool for daily life in
modern society. It is a bulwark against poverty and building block of development. Psycho
analysis discussed in this book opens the relationships of meaning and identity to psychic and
cultural forces which ground so much of our being. It examines the articulation of our most
private anxieties and meaning to culture and gives us a perspective on them as cultural
formations. It comprises one approach to the questions of good and evil and especially of
suffering and error, which plague.
The world is shrinking in to a global village where the people of different races, color,
caste, creed, sexes, and desires are coming closer to each other. Psychoanalytical study helps to
analyze the deepest of psyche of every class and burning issues of the society. Hence it is
essential to develop innovative psychological approaches towards language and literature.
The paper published in this book provides a positive outlook in this regard.
I take this opportunity to place on record my gratitude towards Management. I owe a
lot of Guidance, Patronage and Literary especially from Hon'ble Mazhar Khan Secretary of
Kohinoor Shikshan Sanstha, Aurangabad.
I would also like to thank all the contributors for their scholarly papers to this volume
Entitled "Language Literature and Psychology."
Dr. Charulata Pradhan
Kohinoor NCMAIP ISBN -978-93-82504-50-4
INDEX
1
2
3
4
5
6
7
8
10
11
12
13
14
15
16
17
18
ENGLISH
Page No.
Mohammad Jashim Uddin

Non-conventional interpretation of Begum Rokeyas Sultanas Dream for better
mobility of women access
Ms. Sangole Kirti Prakash
Female Psychology in Morrisons Bluest Eye: The Insanity in Literature
Ms. Mayuri L. Waghmare
Psychology of Communication
Vihire Swati R.
Haroun and the Sea of Stories: A Psychological Journey of the Protagonists
Mrs. Varsha P. Zanwar
Woman Psychology in Anita Desais Cry, The Peacock
Shaikh Laikh Mahemood
Bharati Mukherjees Wife: A Psychological Alienation to Assimilation
Dr. Shesham R.S.
Literary Manifesto of Afro-Americans Trauma
Shaikh Rihana Biban
Psychological Perspectives in the Cracking India / Ice Candy Man in the Light
of Characterization
Mr. Arvind Ramphale
A Psychological Conflict in Identity Crisis: Trickster Lebert Joseph in Paule
Marshalls Praisesong for the Widow
Mr. Bhagwat Biradi
Psychological State of Mind of Characters in Macbeth by Shakespeare
Mr. Milind Y. Magare
Hysteria, Madness and Identity in Literature.
01
Mr. Mohammad Mujahed-Ur-Rahman* Ms. Shaikh Shaista Yakub**
25
Alienation in The Novel, Cry the Peacock

Dr. Totawad Nagnath Ramrao* Mr. Kulkarni ShyamAvinash**
Identity of Indian Sub-continent: A Multicultural Perspective
Pratibha Jagtap
The Psychological Novel and Brief Study of Journey Within, With Reference
to Anita Desais Cry The Peacock
Santosh D. Ghangale
Psychological Allegory in Lord Of The Flies: A Critical View
Mr Sayed Irafat Gausoddin
A Note of Melancholy and Despair in The Poetry of P.B.Shelley : A Critical
Analysis
Dr. Parvez Aslam Shaikh
Shakespeares Hamlet: A Psychoanalytical Study
Mr.Shewale Vishnu Gangadhar
Innovations in Second Language Learning & Cognitive Development: A
Theoretical Background
05
07
09
11
13
16
18
20
22
24
27
30
32
33
34
36
FOREIGN LANGUAGE
19
Ms. Vasundhara Rao

Psychology in the Learning of A Foreign Language
39
HINDI
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
megeer eesefielee efMebos

meble ceerjeyeeF& kes keeJe ceW ceveesefJe%eeve
megeer le=hleer cesveve
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.

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ees. vejefmebn Deee&
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ee. jsefJelee yeueYeerce keeJeUs
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ceVet Yeb[ejer kes GheveemeeW ceW ceveesJew%eeefveke mecemeeSB
keepeer cegKleesjeroerve Kecejesoerve
oefuele meeefnle kee ceveesJew%eeefveke efJeMues<eCe (efJeMes<e meboYe& meueece keneveer meben)
ee. cenbceo jThe Fyeeefnce
Deehekee yeber Gheveeme ceW yeeueceveesefJe%eeve
[e@. efpeles Sme.Sme.
efnboer meeefnle ceW efe$eerle eer / oef}le / DeeefoJeemeer / Iegceble peve peeleereeW kee ceveesJew%eeefveke efJe}s<eCe.
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ce=oguee ieie& keer keneefveeeW ceW ceveesJew%eeefveke efe$eCe
[e@. osMecegKe omleieerj mejoejefceeeB
pewvebs kes Gheveemees b kee ceveesJew%eeefveke DeOeeve
ee. }neves heer.S.
efnboer meeefnle leLee ceveesefJe%eeve
Jh- fujxqMs johanz Jh/kj
euksoSKkfud miU;kldkj % tSusanz
42
44
46
48
51
53
56
58
60
62
64
67
69
71
73
76
78
79
MARATHI
38
39
ee. heodcee MeecejeJe heeerue

keesmeuee keeobyejeres ceevemeMeeeere Deekeueve
ee. efceefuebo ceeefCekejeJe JeeJnUs
yeeyegjeJe yeeietue eebee keLesleerue cevees efJeMues<eCe
81
85
ii

40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
.
:
.
:
.

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%eevesMJejerleerue ceevemeMeem$eere o=<erkeesCe
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ceevemeMeeeere meceer#ee
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meeefnle DeeefCe ceevemeMeee
ee.oeWos Sme.Sme
ceveesefJeMues<eCeelceke veeke Jes[eeeb Iej Gvneble
hee.[e@.ceervee#eer osJe (efvecekej)
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b. Vn {
i iES +Mi xE S
ceove mebefoheeve ieefnjs
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[e@] ceOegkej #eerjmeeiej
meble meeefnleeleerue ceveefJe<eeke efJeeej
ee. jcesMe eerjbie Deewlee[s
meoevebo jsies eebee iebOeJe& keefJeleemebeneleerue ceeveJeer esleve Deesleve ceveeee keefJeleebes mJehe
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. .
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ceje"er keLee : cegjUeree Deefve eLesleerue eereer ceeveefmekelee
ds'ko dksdkVs

88
90
92
95
98
100
103
105
106
109
111
115
118
121
123
127
PALI & BUDDHISM
56
|. En E h
vn iiYxi |iii{nS {
129
57
mejJeos DeMeeske heeb[gjbie

heeefue meeefnleeleerue meceke mce=leer : ceevemeMeeeere efkees Ce
efJeveeso ceieve ceesjs
DeefYeOecceeleer ue ceevemeMeee
131
Dr. Gavhale Balaji Maruti

Importance of Paticcasamuppda in Buddhist Philosophy
137
58
59
133
iii
Research Paper
English
Non-conventional interpretation of Begum Rokeyas

Sultanas Dream for better mobility of women access
Mohammad Jashim Uddin
Northern University of Bangladesh, 17/13 banani,

Dhaka-1213
ABSTRACT In many different societies, women, like colonized subjects, have been relegated to the position of Other,
colonized by various forms of patriarchal domination; and if the subjects are Indian Muslims, a number of aspects come
forward to be discussed. We got surprised when we see some said Rokeya depicted the successful struggle of women in
Ladyland against political, gendered and religious suppression. But none explained what kind of religious suppression
Rokeya indicated here. Sultana thus described the situation in colonial Bengal where man has taken to himself all powers
and privileges and shut up the women in the Zenana, Leaving then with no hand or voice . . . . Man is lord matter. As a
clear parallel to the British seizing the powers and privileges of the Indians Bengali women had been colonized by men.
However, in Ladyland the coronations of women by men have been successfully over turned. Moreover, explaining the terms
feminist, female, and feminine, Toril Moi said the first is a political position, the second a matter of biology, and the
third a set of culturally defined characteristics. Particularly in the distinction between the second and third of these lied much
of force of feminism. Because of the feminist analyzes everything through a political position, the main idea of purdah had
been changed completely in Sultanas Dream and the core concept of Islam about purdah is being misinterpreted.
KEY WORDS: Dream, Purdah, Language Politics, Feministic View, Colonialism In Feminism
Introduction:
Rokeyas journey from real India to dreamy
unrealistic Ladyland symbolizes- both metaphorically and
paradigmatically-individual freedom and transformation
from one social order to another. This irresistible desire in
women to achieve more room to engage in public life and
to contest with men for power is a remarkable feature of
Rokeyas work. In Ladyland, it is women whose moment
is most visible outside the domestic environment, while
men are conditioned to stay secluded and immobile in the
house. Sister Sara communicates to Sultana that: Her
Royal Highness sent them [men] a circular letter
intimating to them that if their services should ever be
needed they would be sent for, and that in the meanwhile
they should remain where they were [that is, in domestic
1
seclusion]
Early some people, especially men recognized
women as only means to others, let it be mothers, wives,
or upholders of national identity; the latter Rokeya
recognized women as independent agents, thus as
2
means to themselves.
From the above discussion we see a conflict
between what Rokeya depicts and wants to expose in
Sultanas Dream, and how readers and some critics
explain it. Moreover, though Rokeya encourages the
women and has established a school to awaken women
for being educated and aware of their right, why they are
still suppressed is not unknown to us. For finding the
inequality and suppression of the women, the paper has
tried to analyze the text and problems of presence
throughout the psychological and feministic point of view.
Dream is also explained through out Sigmund Freuds

interpretation to show its connection with reality.
The basic concept of purdah and religious point of
view: Purdah means curtain or veil and it saves the
human being to commit any kind of sexual sin physically
and even verbally. But in some countries like Bangladesh,
Pakistan, the Middle East and so on it is used as a
religious and social institution of female seclusion.3
Because these curtains are mail dominated; so, they use
it as this own benefit. More simply, it is the practice of
preventing men from seeing women. This takes two
forms: physical segregation of the sexes and the
requirement that women cover their bodies so as to cover
4
their skin and conceal their form. Thats why women is
not allowed to come out for education or working for
livelihood as man. But from the Indian History it is clear
that purdah was observed once in Hindu families too.
Historians believe purdah was originally a
Persian practice that the Muslims adopted during the
Arab conquest of modern-day Iraq in the 7th century
5
C.E.. Later, Muslim rule of northern India during the
Mughal Empire influenced the practice of Hinduism, and
purdah spread to the Hindu upper classes of northern
India.5 During the British colonialism period in India,
purdah observance was widespread and strictly-adhered
to among the Muslim minority.5 In modern times, the
practice of veiling and secluding women is still present in
mainly Islamic countries and South Asian countries.5
However, the practice is not monolithic. Purdah takes on
different forms and significance depending on the region,
time, socioeconomic status, and local culture.6

transforming thoughts into visual images15 and . . . .
.calling up ideas that occur to the dreamer till you have
penetrated from the substitute to the genuine thing and,
on the ground of your own knowledge, replacing the
symbols by what they mean.15 Studying the reactions
between the elements of dreams and the genuine things
they stood for, Sigmund Freud has got four main
relations of the kind: the relation of a part to a whole,
approximation or allusion, the symbolic relation and the
15
plastic representation of words.
In regard to the
connection between the latent and the manifest dream,
consideration results also in no simple relation being left
between the elements in the one and the other. A
manifest element may correspond simultaneously to
several latent ones, and, contrariwise, a latent element
may play a part in several manifest ones-there is, as it
were, a criss-cross relationship [. . . . .]. In interpreting a
dream, moreover, we find that the associations to a single
manifest element need not emerge in succession: we
must often wait till the whole dream has been
15
interpreted. There is a rule nothing in the latent dreamthoughts corresponding to this censorship and are to be
equated with an attempt at elimination which has not
quite succeeded.15
Language politics in Feminism: Language is a
fundamental site of struggle for post-colonial discourse
because the colonial process itself begins in language.
The control over language by the imperial center-whether
achieved by displacing native language.16 Since 1960s, a
number of feministic concepts and ideas have been trying
to be established but interestingly language is playing a
vital role to dominate the idea. For example, we see in
Part Two of The Second Sex Juliet Mitchell writes, one is
not born a woman; rather, one becomes a woman.17 For
the better argument of Juliet Mitchell, we see in Man
Made Language, Dale Spender argues that language is
not a neutral medium but one which contain many
features which reflect its role as the instrument through
which patriarchy finds expression. In addition, Virginia
Woolf suggests that language use in gendered so that
when a woman turns to novel writing she finds that there
18
is no common sentence ready for her use.
So, we can conclude: one of the most subtle
demonstrations of the power of language is the means by
which it provides, through the functions of naming, a
technique for knowing a colonized place or people. To
name the world is to understand it to know it and to have
19
control over it. To name reality is therefore to exert
power over it, simply because the dominant language
19
becomes the way in which it is known.
Critical analysis on the basis of feminism, Concept of
Purdah, Colonialism and Reality: Mostly Western
educated people believe: Muslim womens suffering
under purdah, especially in reference to education,
polygamy, child marriage, mobility, health and hygiene
became strong issues of criticism from the British official
Some scholars argue that purdah was initially

designed to protect women from being harassed, but later
these practices became a way to justify efforts to
subjugate women and limit their mobility and freedom.7
However, others argue that these practices were always
in place as local custom, but were later adopted by
religious rhetoric to control female behavior.8 Some view
purdah as a symbol of honor, respect, and dignity. It is
seen as a practice that allows women to be judged by
9
their inner beauty rather than physical beauty.
Now-a-days some are misinterpreting the main
concept of purdah. They claim purdah includes
minimizing the movement of women in public spaces and
interactions of women with other males. For instance, for
some purdah might mean never leaving the home unless
accompanied by a male relative, or limiting interactions to
only other women and male relatives (for some Muslims)
or avoiding all males outside of the immediate family (for
10
some Hindus). By restricting womens mobility, purdah
11
results in the social and physical isolation of women.
Psychological interpretation of dream: Freud said that
whether we intend it or not, we're all poets. That's
because on most nights, we dream. And dreams are lot
like poetry, in that in both things, we express our internal
life in similar ways. We use images more than words; we
combine incongruent elements to evoke emotion in a
more efficient way than wordier descriptions can; and we
use unconscious and tangential associations rather than
logic to tell a story.12 Freud essentially says: dreams allow
us to be what we cannot be, and to say what we do not
say, in our more repressed daily lives. So we can say
every single dream is the picture of an unconscious wish.
Psychoanalysis itself is a form of therapy which aims to
cure mental disorders by investigating the interaction of
conscious and unconscious elements in the mind.13
Cited by Ilana Simons, Francis Crick and
Graeme Mitchison claim: the brain is like a machine that
gets in the groove of connecting its data in certain ways
(obsessing or defending or retaining), and that those
thinking pathways might not be the most useful for us.
But, when we sleep, the brain fires much more randomly.
And it is this random scouring for new connections that
allows us to loosen certain pathways and create new,
12
potentially useful, ones. Of course, others argue that
dreams have no meaning at all--that they are the random
firings of a brain that doesn't happen to be conscious at
that time. But at the same time we can say: the
underlying assumption is that when some wish, fear,
memory, or desire is difficult to face we may try to cope
with it by repressing it, that is, eliminating it form the
14
conscious mind.
Moreover, we can consider the psychoanalysis of
Sigmund Freud about dream. Sigmund Freud claims
[dream] it is words into sensory images, mostly of a
visual sort.15The dream work submits thoughts to a
regressive treatment. 15 So, dream is nothing but

and missionary camps.20 Purdah, in this became an
extremely important marker of Muslim identity, which
visibly set Muslim apart from Hindus and British as a
social, cultural and religious community. Muslim women,
therefore, had an added burden of cultural symbolism on
their head, one that seriously restricted their mobility,
avenues for education and employment; in turn making
the entire debate around modern Muslim womans social
repositioning even more complicated. Simultaneously, we
can remember the role of literature in the production of
21
cultural representation should not be ignored.
Begum Rokeya wrote: what we want is neither
alms nor gift of favour. It is our inborn right. Our claim is
22
not more than Islam gave women 1300 years ago.
Here she claims the equity of women but does not go
against Islam or does not make the women stand against
men. She wishes to establish womens voice in the
society. She led the way to empowering and enlightening
23
women. So far there we can say with her realization
that in order to be independent women need to be
educated first-she led this one woman campaign against
tradition, prejudice, laws of the land, and a whole lot
more. Now it can be asked how the women will be
independent being educated. We remember when a
woman becomes educated; she need not depend on
fathers, brothers and husbands. They can get the selfidentity. At least most of the women are still depending
and are deprived on their brothers, fathers and husbands
though they are educated. Because of not being aware in
their rights and tendency of following what men tell them
to do, they cannot establish them in society with equal
empowerment.
Sultanas Dream presents the lives of ordinary
women in the troubles that they face, many of them which
waist today as well-little access to education, seclusion in
the name of honour, the refusal to allow them any say in
the decisions that impact them. But they are also a look at
what could be a different would that Rokeya envisages for
women, a world where they are free of these constraints
and can play their roles boldly in the intellectual life of a
nation.
Moreover, they are not valued for their domestic
activities. Being realized it, Rokeya encourages women to
revive craft industries and in Sultanas Dream, she sends
men inside the house for doing domestic works so that
women can be conscious about their rights and males
can feel the value of domestic tasks.
If you cannot save you for lack of physical
24
strength, said the Queen try to do so by brain power.
Here the Queen emphasizes in the intellectual level or
capacity of a man or woman to be the greatest. In
addition, science plays a central role in this utopia: It
allows the women to come to power in the first place, to
eradicate disease, and to cultivate plenty of food despite
the elimination of half the workforce. 25
There is obviously an element of gender

essentialism here: women are productive, virtuous, and
like gardens and cleanliness, while men are making
weapons, going to war or wasting time smoking cheroots.
It means Hossain realizes that gender is not the only
form that oppression can take.26 If we observe, we see
early in the story Sister Sara asks Sultana a question
women are still asking if men are so dangerous, why is it
woman whose movements must be curtained? From the
journey of Sultana, we know Sister Saras world is
completely opposite from Sultanas state where she lives
in. The purdah still exists in Sultanas state, but it is the
men who are locked up and deprived of their rights in
Ladyland. So, what a tragic scene we see in Ladyland!
The new colony is encouraged here but how suppressing
opposite sex a nation can establish a peaceful equal
rightful state. If any man named Sultan dreamt like
Sultana that he made a journey from Ladyland to
Manland and captured women inside the house, what
would happen then? Only contradiction will arise. So it is
better to read the novella in a different way from tradition.
When Sister Sara claims no one is hungry or has to be
criminal there, it means only man is criminal and
responsible for hungry. No, it is not like that because in
short, the women co-exist in peace and utter merriment.
As the social and cultural practices of purdah
restricted the mobility of Muslim women to a great extent,
institutionalized schooling became a very significant
social debate in early 20th century Muslim reformists. The
Begums distinct feminine sensibilities27 enabled her to
employ a set of reform that would be most effective for
the current social structure. She did not outright dismiss
instructions such as purdah, but drew examples from
Islamic history to demonstrate that purdah certainly did
not mean lack of mobility and independence.28 It is this
re-inventing of institutions such as purdah that highlights
the Begums approach towards womens reform. She
performed to take a middle path, and instead of rejecting
social institutions, sought a reform agenda towards
recognizing greater womens rights. This theme is
eminent in Begum Rokeyas reform agendas as well: the
adherence to social norms with a disguised feminist
agenda. A suitable and effective reform agenda was
sought and the goal was not to achieve feminist
emancipation through rejecting all patriarchal institutions,
but to introduce gradual and sustainable institutional
resources to strengthen the womens domain, which in
29
order to introduce limited change.
Regarding it, Gulam Mursheed writes: what
Rokeya depicts in Sultanas Dream about Ladyland [and
30
womens domination] is not unprecedented and radical.
Besides Mursheed, we must remember when any nonEnglish writes anything in English, s/he cannot express
everything in the text like the native. As Bill Ashcroft
demonstrates, the belief that the English text is unable to
communicate a non-English cultural meaning is based

on misconception of the way language means.31 We can
also consider Raja Raos logic to evaluate any term which
is written in English. He says: I use the word alien, yet
English is not really an alien language to us. It is the
language of our intellectual make-up like Sanskrit or
Persian was before-but not of our emotional make-up.32
So, in order to interpret the word purdah, we cannot like
the English, we should not.33
Conclusion: In Sultanas Dream, we see Begum Rokeya
emphasizes on womens physical fitness and
development of mental faculty, her recognition of
womens
education
as
means
of
economic
independence, and finally, her distinction between
abaroudh and purdah.34 Moreover, Rokeya believes that

, Allah has made no distinction in the general life of male
and female- both are equally bound to seek food, drink,
sleep and pray five times a day.35 Rokeya believes that
men deliberately refuse women equal opportunities
womens dependence on their own inferior status. In
Begum Rokeyas view, manoshik dashhotto (mental
slavery) is at the core of womens subjugated position. In
A Vindication of the Rights of Women, Marry
Wollstonecraft says, If women do not grow wiser in the
same ratio, it will be clear that they have weaker
36
understanding.
REFERENCES
1.
2.
3.
4.
5.
Rokeya, Begum. Begum Rokeya RachanaSamagra:Hashi Prokashoni; Banglabazar; Dhaka;2004;pp 473-486

Hossain, Rubaiyat; Taking Women Forward: The Role of Begum Rokeya and Sultana Jahan; shsannework; January 4, 2013
http://en.wikipedia.org/w/index.php?title=Purdah&oldid=580125519"
http://en.wikipedia.org/w/index.php?title=Purdah&oldid=580125519"
Purdah
(Islamic
Custom)
-Britannica
Online
Encyclopedia.
Accessed
February
17,
2013.
http://www.britannica.com/EBchecked/topic/483829/purdah
6.
Haque, Riffat. Gender and Nexus of Purdah Culture in Public Policy. South Asian Studies (1026-678X) 25, no. 2 (July 2010): 303310
7.
Asha, S. Narrative Discourses on Purdah in the Subcontinent. ICFAI Journal of English Studies 3, no. 2 (June 2008): 4151
8.
Shaheed, F. The Cultural Articulation of Patriarchy: Legal Systems, Islam and Women. South Asia Bulletin 6, no. 1 (1986): 3844.
9.
Arnett, Susan. King's College History Department, "Purdah." Last modified 2001. Accessed March 18, 2013.
10. Papanek, Hanna. Purdah: Separate Worlds and Symbolic Shelter. Comparative Studies in Society and History 15, no. 03 (1973): 289325.
doi:10.1017/S001041750000712X.
11. Michael A. Koenig, Saifuddin Ahmed, Mian Bazle Hossain, and A. B. M. Khorshed Alam Mozumder. Womens Status and Domestic Violence
in Rural Bangladesh: Individual- and Community-level Effects. Demography 40, no. 2 (May 1, 2003): 269288. doi:10.1353/dem.2003.0014.
12. Simons, Ilana PhD, Why do we dream? ; The Literary Mind, November 11, 2009
13. Barry, Peter; Beginning Theory :an introduction to literary and cultural theory; Second Edition; Manchester University Press; Manchester and
New York; 2002; pp 96
14. Barry, Peter; Beginning Theory : an introduction to literary and cultural theory; Second Edition; Manchester University Press; Manchester and
New York; 2002; pp 100
15. Freud, Sigmund. From The Dream-work; Introductory Lectures on Psychoanalysis (1916); pp204-18, Modern Literary Theory, edt: Phillip
Rice and Patica Waugh.
16. Ashcroft, Bill; Gareth, Griffiths & Helen, Tiffin; edt; The Post-colonial studies reader; Rutledge, London and New York, 2003; pp 283
17. Mitchell, Juliet, Simone de Beauvoir: freud and the Second Sexs in Part Two, Section II of Psychoanalysis and Feminism; Penguin Books;
New York
18. Woolf, Virginia,; A Room of Ones Own; Cambridge University Press; 1929
20.
Hossain, Rubaiyat; Taking Women Forward: The Role of Begum Rokeya and Sultana Jahan; shsannework; January 4, 2013
21. Spivak, Gayatri Chakravorty; Three Womens Texts and a Critique of Imperialism, edt. Ashcroft, Bill; Gareth, Griffiths & Helen, Tiffin; edt; The
Post-colonial studies reader; Rutledge, London and New York, 2003; pp 269
22. Rokeya, Begum. Begum Rokeya RachanaSamagra:Hashi Prokashoni; Banglabazar; Dhaka;2004;pp473-486
23. Khan, Zeenat. Sultanas Dream: Still a Distant Utopia?; The Daily Star; July 1, 2010
24. Rokeya, Begum. Begum Rokeya RachanaSamagra:Hashi Prokashoni; Banglabazar; Dhaka;2004;pp473-486
25. Malik, Zulhaib. Sultanas Dream as Feminist Utopian textmore. Reviewed by Subramanian, Aishwarya. Sultanas Dream by Rokeya
Sakhawat Hossain. Academia.edu September 30, 2013
26. Malik, Zulhaib. Sultanas Dream as Feminist Utopian textmore Reviewed by Subramanian, Aishwarya. Sultanas Dream by Rokeya
Sakhawat Hossain. Academia.edu September 30, 2013
27. Lambert-Hurley, Siobhan, Muslim Women, Reform and Princely Patronage: Nawab Sultan Jahan Begum of Bhopal. London, Rutledge, 2007
28. Hossain, Rubaiyat; Taking Women Forward: The Role of Begum Rokeya and Sultana Jahan; shsannework; January 4, 2013
29. Lambert-Hurley, Siobhan, Muslim Women, Reform and Princely Patronage: Nawab Sultan Jahan Begum of Bhopal. London, Rutledge, 2007
30. Mursheed, Gulam. Rashunari to Rokeya: Hundred Years of Women Progressive; Bangla Academy, Dhaka; 1993
32. Rao, Raja; Language and Spirit; edt. Bill Ashcroft, Griffiths, Gareth & Tiffin Helen; The Post-colonial studies reader; Rutledge, London and
New York, 2003; pp 296
36. Wollstonecraft, Marry. A Vindication of the Rights of Women. Cited by Hosaain, Selina; For Womens Awaking Rokeyas Self-power;
Ushaloke, Dhaka; 2013; pp 13
Research Paper
English
Female Psychology in Morrisons Bluest Eye: The Insanity in

Literature
Ms. Sangole Kirti Prakash
Milind College of Arts, Aurangabad, Maharashtra.
ABSTRACT Literature and psychology share concern with human subject and in it both deal with the complexities and
contradictions of human actions and emotional life. For centuries the issues of slavery and racial oppression are not healed.
The writing of painful history of African American, with special focus on women and their problems has been the main topic of
discussion in writing novels. One such writer is Toni Morrison; through her writing she raises the question of slavery and
other horrible crime. Also she discusses that whether it is possible for an individual suffering from such a condition to recover
from the trauma. Her most of the novels deal with the women and children problem. Her novels which deal with such issues
are Bluest Eye, Beloved and many more.
The Bluest Eye (1970) is a portrayal of black families. The issues handled are female role their condition in patriarchal
American society, the suffering of women and most important the way they are excluded from love and understanding and put
into a condition where they go into silence and madness. There is a constant downfall and search for the identity of female
character in the novel. Pecola the main character of the novel constantly victimized and humiliated, because of which she
develops an inferiority complex. As result she pushes herself to the imagery world where whatever she wishes comes true.
The novel ends with Pecola descending into madness and believing that her wish came true and she has blue eyes. The world
of Pecola presented by Morrison is the world of madness..
Walker, Zora Neil Hurston, W.E.B.Du Bois and many
more.
One such writer is Toni Morrison; through her
writings she raises the question of slavery and other
horrible crime. Also, she discusses that whether it is
possible for an individual suffering from such a
condition to recover from the trauma. Morrison as a
black women writer shows how the standards of the
mainstream culture cause suffering in the lives of the
black people especially female character. Her novel
The Bluest Eye (1970) is a portrayal of black families.
The issues handled are female role in the patriarchal
American society. The suffering of the women and
most important the way they are excluded and put into
a condition where they go into silence and madness.
In The Bluest Eye the black women suffer for
their identity search in the white ones. These womens
are always excluded and man becomes the key figure
for their sexual oppression, silence, and madness.
With the women the children are also sufferer of the
white class. There is surprising role of the black and
white female characters seen in the novel, which can
been seen through the character of movie star, who in
turn affects the black women. The character Mrs.
Breedlove defines strength, beauty and youth in terms
of what she has learned from the movies.
In 1963, Martin Luther King Jr; made a
profound statement in his letter from Birmingham Jail
when you suddenly find your tongue twisted and your
Seldon (1993) said that black feminists having

long been concerned with the problem of identity, in
which race and sexuality are interlocking systems of
oppression. For centuries the issues of slavery and
racial oppression are going on. Racism is devastating
to a country and its culture. It causes tremendous
moral, cultural and economic suffering to a country.
When the racism is there in a society it gives only the
negative effect in every area of life. Whites extend over
centuries and even the abolition of slavery could not
end racism. More than a law, it was a way of life that
kept people of black color from exercising their rights
as a citizen. Whites were considered to be superior in
every aspect of life. If any black colored person took
the stand against the whites supremacy risked threat,
violence and resultant was murder. The class of
people were not allowed to participate in any cultural
and social activity due to which blacks failed to
understand their similarities and difference and also
appreciate their rights.
The writings of painful history of African
Americans, with special focus on women and their
problem have been the main topic of discussion in the
writings of several novels. Most of the black writers
have presented these types of problems in their
writing. Through this they have tried to show their
journey from the victimized condition to the realization
of personal creativity, which includes writers like Alice

speech stammering as you seek to explain to your 6 yr
old daughter why she cant go to the public
amusement park that has been advertised on
television and see the tears welling up in her eyes
when she is told that Fun town is closed to colored
children and see ominous clouds of inferiority
beginning to form in her little mental sky and see her
beginning to distort her personality by developing an
unconscious bitterness towards white people, you will
understand why we find it difficult to wait (for change).
His message is so clear that racism is most
damaging to the children in the society in which they
live. Same can be seen in The Bluest Eye in the
character of Claudia and especially Pecola.
Pecola the main character of the novel is a child; an
ultimate symbol of black appearance and always
rejected from white society. In the whole novel we find
that she is being reminded that she is ugly, because of
which she is humiliated. She develops an obsession
for the love child like Shirley Temple. We find that
Pecola also thinks that if she were prettier her parents
wouldnt fight so much. The disturbed psychology of
Pecola can be seen when we see her drinking milk
several times and eating candy having pictured image
of beautiful girl. This showed as if Pecola is drinking
white color and trying to find her new identity by

denying her own. Bay Boy, Cain, Peal all tease her.
Pecola is continuously victimized throughout the novel.
Her trauma reaches its peak when her own father
rapes her. Trying to tell the truth, but nobody least
believes her, even her mother also. Slowly because of
all these conditions we find Pecola showing the signs
of insanity, mostly when she decides to change her
eye color from black to blue. The other character in the
novel Claudia on the other hand is shown to dislike
Shirley Temple. She says that the Temple cannot be
denied nor imitated because she herself is not real
self. We find that the novel ends with Pecola
descending into madness and believing that her wish
has come true and that she has blue eyes. This
imagery world of Pecola created by Morrison
represents the world of madness. She finally
concludes that it is the man who has the voice and the
black women are in silence and exclusion. The black
female characters in the bluest eye are constantly
bombarded by female condition and roles which
exclude them and which do not provide them with any
sense that they really exist, so that they are injured in
their deepest selves.
REFERENCES
1.
2.
3.
Mork, Maria, English Studies the center for Language and Literature. Lund University; 2009.
Morrison, Toni, The Bluest Eye. Vintage Books; 1970.
Woods Tania, from Female Sexuality and Hysteria to feminine Psychology; staniawoods11@gmail.co
Research Paper
English
Psychology of Communication
Ms. Mayuri L. Waghmare
Maeers MIT Sri.Savitribai Phule Polytechnic, Kothrud,Pune

Maharashtra.
ABSTRACT Communication occurs when signals carry information- bearing messages between a source (or sender)
and a destination (or receiver). Although all species communicate, human communication is notable for its precision and
flexibility, a consequence of the uniquely human ability to use language endows human communication system with the
properties of semanticity, generativity, and displacement, allowing people to formulate and unlimited number of meaningful
novel messages that are not tied to the immediate present. At a fundamental level verbal messages convey meanings the
speaker has encoded into the words of an utterance has gone beyond the literal meaning of the words and grasped the
particular sense in which the speaker intended them to be understood. In order to do so, communicators must make their coparticipants perspectives part of the process of formulating and interpreting messages. Thus any communicative exchange is
implicitly a joint or collective activity in which meaning emerges from the participants collaborative efforts.
There are two types of Communication
1) Non-Verbal Communication
2) Verbal Communication.
Psychology of Non Verbal Communication;- There
are eight major non-verbal behaviors. Different types
of
non-verbal
communication
include
facial
expressions, gestures and postures. The experts
believe that major portion of our communication is nonverbal. Every day, we respond to thousands on nonverbal cues and behaviors including postures, facial
expression, eye gaze, gestures and tone of voice.
From our handshakes to our hair styles non-verbal
details reveal who we are and impact how we relate to
other people
In many cases, we communicate information
in non-verbal ways using groups of behaviors. For
example, we might combine a frown with crossed arms
and unblinking eye gaze to indicate disapproval.
Following are the eight major non-verbal behaviors
which amount to communication.
1)
Facial Expression:Facial Expression are
responsible for a huge proportion of non-verbal
communication consider how much information can be
conveyed with a smile or frown. While non-verbal
communication and behaviors can vary dramatically
between cultures, the facial expressions for happiness,
sadness, anger and fear are similar throughout the
world
2) Gestures: - Deliberate movements and signals are
an important way to communicate meaning without
words. Common gestures include waving, pointing and
using fingers to indicate numeric amounts. Other
gestures are arbitrary and related to culture.
3) Para-Linguistics :Para-Linguistics
refers
to
vocal communication that is separate from actual
language. This includes factors such as tone of voice,
loudness, inflection, and pitch. Consider the powerful
effect that tone of voice can have on the meaning of a
sentence. When said in a strong tone of voice,
listeners might interpret approval and enthusiasm. The
same words said in a hesitant tone of voice might
convey disapproval and lack of interest.
4) Body Language and Postures :- Posture and
movement can also convey a great deal on
information. Research of body language has grown
significantly since the 1970s. The non-verbal can
indicate feelings and attitudes, research suggests that
body language is far more subtle and less definitive
that previously believed.
5) Proxemics:- People often refer to their need for
personal space which is also an important type of
non-verbal communication the amount of distance we
need and the amount of space we perceive as
belonging to us influenced by a number of factors
including social norms, situational factors, personality
characteristics and level of familiarity. For example,
Amount of personal space needed when having a
casual conversation with another person usually varies
between 18 inches to four feet. On the other hand, the
personal distance needed when speaking to a crowed
of peoples is around 10 - 12 feet.
6) Eye Gaze: - Looking, Staring and blinking can also
be important non-verbal behaviors when people
encounter people or things that they like, the rate of
blinking increases and pupils dilate. Looking at another

person can indicate a range of emotions, including
hostility, interest and attraction.
7) Haptics:- Communicating through touch is another
important non-verbal behavior. There has been
substantial amount of research on the importance of
touch in infancy and early childhood. Harry Harlows
Classic monkey study demonstrated how the
deprivation of
touch and contact impedes
development. Baby monkeys raised by wire mothers
experienced permanent deficits in behavior and social
interaction. Touch can be used to communicate
affection, familiarity, sympathy, and other emotions.
8) Appearance:Our choice of colour, clothing,
hairstyle and other factors affecting appearances are
also
considered
a
means
of
non-verbal
communication. Research on labor psychology has
demonstrated that different colour can evoke different
moods. Appearance can also alter psychological
reactions, judgments and interpretations. Just think of
all the subtle judgments you quickly make about
someone based on his or her appearance. These first
impressions are important which expert suggest that
job seekers dress appropriately for interviews with
potential employers.
PSYCHOLOGY OF VERBAL COMMUNICATION:Although, Linguists think about language as an
abstract structure-a set of principles that specify the
relations between a sequence of sounds and
sequence of meaning- to its users, what is most
significant about language is its versatility as a medium
for communication. The ability to communicate is vital
to a species survival and all animal species
communicate, some in ways that are impressively
proficient.
Elements
of
Communication
Systems:All
communication systems, regardless of how simple or
complicated they may be, operative on same principle;
Signal transmits from source to destination. The
distended belly of the female stickle back signals the
male to initiate and elaborate court-ship routine that
culminates in fertilization of her eggs. Upon returning
to its have a foraging honeybee communicates the

direction and distance of a source of nectar by
engaging in an elaborate waggle- dance.
Semanticity, Generativity, and Displacement :Language is only one of the symbol systems humans
use to communicate. The Thumbs-Up, gesture
conveys the message of success, approval or hope.
Notwithstanding the utility of such symbolic displays,
language endows human communication with three
properties, semanticity, generativity, and displacement
that collectively distinguish from other sorts of symbolic
displays and from the forms of communication
observed in other species.
Semanticity;In human communication, signals stand for
things, which is to say that they have meaning. An
overheated dog will pant to dissipate heat and an
astute observer may understand the panting to
indicate that the dog is hot, but panting cannot be said
to stand for over heatedness in the same way that the
word overheated does.
Generativity:- All languages are capable of generating
an infinite number of meaningful messages from a
finite number of linguistic signals. Languages allow
symbols to be combined and recombined in ways that
yield novel meanings that are easily comprehensible to
all competent language users.
Displacement:- Languages makes it possible to
communicate about things that are remote in space or
time, or indeed, exist only in the imagination. Bartrand
Russell once remarked that no matter how eloquently
dog may bark, he cannot tell you that his father was
poor but honest. Although the observation is selfevident, even banal, it points to a fundamental
difference in the expressive capacities of language and
other communication modalities.
REFERENCES
1. Byrne, D.Communication Monographs,59, 190-198. Published in 1992.

2. Peter Clayton, Body Language At Work, Hamlyn, A division of Octopus publishing group Ltd. Ist
published in Great Britain, 2003
3. Robert A.Baron.-Donn Byrane. Social Psychology (Tenth Edition), Prentice- Hall of India
Pvt. Ltd. New
Delhi-110001, 2004
4. Sanjay Kumar and Pushpalata. Communication Skills, Oxford University Press-2011.
Research Paper
English
Haroun and the Sea of Stories:

A Psychological Journey of the Protagonists
Vihire Swati R.
S.P.D.M. College Shirpur, North Maharashtra University,

Jalgaon, Maharashtra.
ABSTRACT
This paper examines Salman Rushdies novel Haroun and the Sea of Stories. He dedicated this book to
his son while he was in hiding after fatwa. The novel presents the story of a boy, Haroun and his father Rashid who is a
professional story-teller. After his wifes elopement Rashid suffer from a psychological disease where he loses his ability of
storytelling. To cure this psychic disease and to restore his stories both protagonists travels to the Moon. Thus begin their
psychological journey from real world to fantasy and again in the real world. Under the disguise of a fairy tale the novel
depicts the artists struggle against psychological and political oppression.
Salman Rushdie is the most popular writer
both in India and abroad.
He has acquired a
significant place in world literature. In Indo-English
literature he has achieved a prestigious position
through his brilliant works. He is known as the demon
king of Indian literature. Being a multifaceted writer,
his novels are based on history, politics, religion, exile
and rootless ness. In his novels we get a nice
amalgamation of myth, symbolism and allegory.
Sometimes we are also able to make a psychological
study of the characters. Rushdie presents in his
novels symbolic people, places or ideals that are
present in his life through his novels. He expresses
his views on cultural identity. The general idea of
sharing opinion about a global issue through fiction is
not new. In Haroun and the Sea of Stories Rushdie
comments on freedom of speech. In order to make his
point clear he uses different devices through the
psychological journey of the protagonists.
In the history of English literature the example
of psychoanalytic criticism is found in Sigmund Freuds
reading of Hamlet. Freudian psychoanalysis is based
upon the concept of the unconscious. Among the
three levels of the human mind (the ego that is
conscious, the super-ego that is the subconscious, and
the id that is the unconscious). According to Freud the
unconscious plays an important role in our life. Due to
the pressure of conscious, unconscious remain
unexpressed. These suppressed elements or desires
get manifested in dreams or fantasies. Sometimes it
can be found in puns, jokes or in sudden unexpected
errors. An artist prefers to express these emotions
through his work of art. After the publication of The
Satanic Verses Iranian leader Ayatollah Khomeini
issued Death sentence on Rushdie. As a creative
artist it was difficult for him to suppress his thoughts.
School of psychology
The ban on book was a ban on his thought expression.

As an individual and a writer he wanted to enjoy his
freedom of expression. So Rushdie wrote Haroun and
the Sea of Stories during this difficult period of Fatwa.
It was an attempt to express all suppressed emotions
and desires. Through the protagonists of the novel
Rushdie had made a journey from the real world to the
world of dream and to the real world again.
In Haroun and the Sea of Stories Rushdie
depicts the fantasized of story of a father, Rashid, who
is a professional storyteller and his son Haroun.
Rashid is quite satisfied with his profession of
storytelling, but his wife Soraya dislikes it considering it
impractical. One day she elopes with their neighbor
Mr. Sengupta. It shocks Rashid and causes harmful
effect on him. He loses his ability to tell stories and
earn living. Haroun remain unable to concentrate for
more than ii minutes, co-relating the time of Sorayas
departure. This experience compels Haroun to ask his
father the question what is the use of the stories that
arent even true? (14). this question severely affects
Rashid who becomes more disappointed. Haroun
feels sorry for this and joins him in his journey to the
valley of K. Thus end their journey in the real world.
Afterwards fantasy plays major role in the
novel, as action takes place in their dreams. Haroun
and Rashids dreams are similar. In their dreams they
visit the Gup city. Gup city is ruled by Chattergy
beside which flows the ocean of stories.
There is a war between Gup city and Chup city
for the control over the Ocean of stories. The cult
master khattam-shud views this world as other
kingdom to rule and control. He is a tyrant and
obsessive person. Rushdie presents the evilness of
khattam-shud by the use of shadows. Through the
character of khattam-shud Rushdie tell Ayatollah

Khomeinis attempt to control even on the fictional
worlds of literature. Khattam Shuds evilness does not
end here he translates to the end which is depicted
as the end of the family after
Sorayas departure, the end of the stream of stories
represents end of Rashids career after losing the
ability of telling the stories.
Through Haroun and the Sea of Stories
Rushdie represent the reality of fatwa and his struggle
to maintain his stories in circulation against Ayatollah
Khomeini and his ban against the publication of
Rushdies stories. Khattam Shuds obsession with
power parallel Khomeini radical censorship. Finally the
conflicts are resolved and Haroun succeeds in having
his fathers supply of story water restored. Thus the
father and sons journey to the world of dreams ends
here.
After restoring the gift of storytelling Rashid
denounces his crooked patron, Buttoo, at the public
meeting and people became free to choose their
leader. After return, Rashid and Haroun found that the
city which had forgotten its name was totally
transformed. They are informed that the city has
remembered its name (kahani). At home they found
Soraya who had began to sing.
Conclusion:
Thus the novel is a journey from the world of
reality to the world of dreams and again coming back
to the real world. According to the Freudian
psychoanalytic point of view the two protagonists

journey from the ego through the superego and to
the ego again. Haroun and Rashid wanted to restore
the power of storytelling which was repressed in there
unconscious mind by the conscious.
In the novel Soraya represents conscious and
continuously disapproves Rashids gift of the gab.
This continuous disapproval results in Rashids loss of
the power of storytelling.
Haroun and Rashids
repressed desires find fulfillment in their dream by
beating the Chupwalas forces of dark as they succeed
in restoring the gift of the gab. Haroun overcomes his
psychic disease after the expression of his
unconscious desire.
Through the novel Rushdie gave vent to his
unconscious. He has shared his own experience
through Rashid.
In the novel Khattam Shud
represents Ayatullah Khomeni, who is the enemy of
speech. He is antithesis of story. His fatwa is an act of
dictatorial control through total silencing of an author
and artist. Rushdie wrote this novel after fatwa.
Rushdie gives message that no person, no
government can suppress creative artists emotion for a
longer time.
REFERENCES
Rushdie, salman. Haroun and the Sea of Stories. New Delhi. Penguin Books, 1991.
Freud, Sigmund. The Interpretation of Dreams. Trans. A.A. Brill. USA: Plain Label Books 1991.
10
Research Paper
English
Woman Psychology in Anita Desais

Cry, The Peacock
Mrs. Varsha P. Zanwar
ABSTRACT
J.E.S. College, Jalna, Maharashtra.
Anita Desai is indeed the most renowned of the contemporary Indian women novelists. She is a well known and distinguished novelist who is not only recognized in India but in abroad as well. The fact that Anita Desai has
achieved great distinction as a novelist and has drawn a great deal of critical attention is enough to assert that she is among
the foremost Indian English writers of fiction. She by contrast, is often seen as a somewhat western existentialist experimenter.
Her Cry, The Peacock depicts a woman psychology. The protagonist Maya is completely under the feminine psyche trough out
the novel. In this paper, I have made a modest attempt to show a woman psychology.
Anita Desais first novel, Cry, the Peacock is
one of the most evocative Indian novels in English. It
gives expression to the long -smothered wail of a
lacerated psyche, the harrowing tale of blunted human
relationship being told by the chief protagonist herself.
The novel presents the story of a young,
sensitive girl obsessed by a childhood prophesy of
disaster, whose extreme sensitivity is rendered in
terms of immeasurable psyche. The very beginning of
the novel highlights psychological theme by unfolding
the relationship of Maya and Gautama. Maya an
introverted favorite daughter of a wealth, artistic father,
is married to an older man, a detached, sober,
industrious lawyer. In their temperaments and attitude
of life, the two are completely opposite to each other.
This is one of the reasons of Maya being psychic.
She fails to understand the total lack of
communication on the part of Gautama. In her psyche
she thinks:
How little he knew of my misery, or of how to
comfort me telling me to go to sleep while he worked
at his papers
Or she used to think that her life is in trouble:
There were still spaces of darkness in
between, above and around and it was that which
gave the air such weight. Death lurked in those
spaces; darkness spoke of distance, separation,
loneliness of such proportion that it broke the bounds
of that single word and all its associations. I cried to
myself - what is the use?
She thinks about her life as:
All order is gone out of my lifeno peace,
nothing to keep me within the pattern of familiar
everyday living and doing that becomes those whom
God means to live on earth. Thoughts come, incidents
occur, then they are scattered and disappear. Past,
present, future. Truth and untruth. They shuttle back
and forth, a shifting chiaroscuro of light and shade
those are no longer my eyes, nor this my mouth.The
pattern for an order of lines and designs, a

symmetryhas deserted my own life.strangers
surround me.
This is the typical condition of an unfortunate
person who is suffering from a human psyche through
and through. Her obsession drives her to a curious
insanity. In her psyche, Yes, I am going insane, she
herself admits. I am moving further and further from
all wisdom, all calm, and I shall soon be mad, if I am
not that already.
Cry, the Peacock is a pioneering effort towards
delineating the psychological problems of an alienated
person. Mayas moods, obsessions, dilemmas and
abnormality are conveyed very effectively in it. Thus, is
considered to be the first psychoanalytic fiction in Indo
- Anglican, since it introduced the new idiom and
direction to it.
Anita Desais novel, however, is far more
profound in understanding human psychology. Much of
its success accrues from its working out the
configuration of the inner world of the protagonist, as
Meena Beliappa maintains:
The ardent introspection of Maya marks a
valuable introversion in Indian fiction. It points to a line
of significant development exploration not of the
social man, but the lone individual.
Desais presentation of the plight of the Maya
may not be always convincing and profound, but it
heralds the beginning of a new kind of psychological
novel - a novel, of sensibility rather than action. Her
very first novel incorporates her vision of self and goes
a long way towards presenting the personal problems
of a helplessly sensitive character caught in the crisis
of insecurity.
Also, Maya, does not think herself to get
adjusted in her family with the in - laws. According to
her, love for men or life does not exist or matter for
them and so she again has become a victim of a
woman psychology.
11

In Gautamas family one did not speak of love,
far less of affection. One spoke - they spoke - of
discussions in parliament, of cases of bribery and
corruption revealed in government .they had
innumerable subjects to speak on and they spoke
incessantly.
Gautamas family was the brainy type and that
considered love and affection something inferior. Maya
always feels neglected in their company.
Mayas mother - in - law is highly active, social
and concerned with many social causes. As is the
case with such women, she is defeminized. She is
more concerned with her social work. So Maya
becomes psychic.
To understand Mayas psyche, we have to
consider her childhood. She is a motherless child, born
in a god - fearing traditional Brahmin family with a
cultured, refined, rich and doting father. She also has a
brother, Arjun with whom she shares pleasant
moments, participating with him in kite - flying but not
so adept as he, feeling his superiority. In her psyche
she thinks: if I was a partridge, plump, content, he
was a wild bird, a young hawk that could not be tamed,
that fought for its liberty. Her childhood had been
happy, secured and she had enjoyed finer thing of life.
She says, I had the happiest childhood. They were my
happiest times.
Having been brought up in a world which, in
Gautamas, her husbands, view was incapable of
equipping one to cope with world of reality. He blames
her father for her immaturity. He says:
Life is a fairy tale to you still, what have you
learnt of the realities? The realities of common human
existence, not love and romance but living and dying
and working, all that constitutes life for the ordinary
man. You wont find it in your picture books.
Mayas tragedy is that she cannot live in a loud
vulgar world and with people who do not conform to
her values that were actually her fathers meticulousness,
beauty,
culture,
refinement,
aestheticism etc.
In Desais portrait - gallery of childhood,
Mayas is a pretty good one; she is one of the fortunate
few, away from the realities of life.
Mayas love for animals shows her
tenderness, feeling and kindness, which is a part of
her greater psyche that loves everything - the grass,
the firefly, the moon, the flowers and stars etc. It is
significant that the novel begins with the death of Toto,
Mayas pet dog which was substance for her, even

though a dog. According to her, the pets mean the
world to me. It seems in the house with her busy,
irresponsive lawyer husband, Maya communicates
more with the animals than humans.
Gautama is too cold and prosaic to bother
about his sensitive wife, too much concerned with the
facts and is quite philosophical. To quote Maya how
little he knew of my misery or of how to comfort me.
But then, he knew nothing that concerned me... the
distance he coldly keeps from me. His coldness, his
coldness, and incessant talk of cups of tea and
philosophy in order not to hear me talk and talking,
reveal myself. Mayas tragedy is that there is no one
to share her feelings. Childless, with an uncaring
husband, she is always under the burden of her
psyche.
Melancholia leads to depression and some
who cannot cope with depression have nervous
breakdown which is nothing but psychic. And this is
what happens to Maya, critics have tried to diagnose
her mental breakdown as - B. R. Rao says:
The highly sensitive, gifted with a poetic and
slightly neurotic sensibility, Maya in later part of the
novel is not able to maintain the border line that
separates a nervous sensibility from an insane
imagination. Maya becomes apprehensive whether
she is going insane.
According to her childhood prophecy that after
the fourth year of her married life either Gautama or
she will die. Throughout the novel this prophecy has
played an important role to make Maya psychic. On
the top floor of Mayas psyche edifice is the roof of
insanity when she pushes Gautama. This is done in
her psyche.
Maya commits suicide in the end of the novel
and Cry, the Peacock comes to an end. But in the
psyche of Maya, we have moments of revelation.
Thus, the psychological unfolding of Mayas neurotic
mind forms and enfolds the plot of the novel.
REFERENCES
1. Anita Desai, Cry, the Peacock, New Delhi, Orient Paperbacks, 1980.
2. Meena Beliappa, Anita Desai: A Study of Her Fiction, Writers Workshop, Calcutta, 1971.
3. B. R. Rao, The Novels of Mrs. Anita Desai, Kalyani Publishers, Ludhiana, 1977.
12
Research Paper
English
Bharati Mukherjees Wife: A Psychological Alienation to

Assimilation
Shaikh Laikh Mahemood
Kohinoor Arts, Com. & Sci.College, Khuldabad,

Dist: Aurangabad, Maharashtra.
ABSTRACT Bharti Mukherjee is a third world feminist writer whose preoccupation to deal with the problem and issues
related with the South Asia Women particularly India. Like her contemporary feminist writers she upholds the cause of
women, but she differs from them because her basic concern is to delineate the problems of cross cultural conflicts faced by
Indian Women immigrants. In her novel WIFE (1975), written while Mukherjee was going through her hostile stage in
Canada, We see a definite alienation leading to a feel of dispossession from her heritage in Dimple, the protagonist of the
novel. In Dimple Das Guptas case, the dispossession culminates in terrible brutalization of her psyche and a scarring of her
character, In the majority of the cases expatriate experience has developed the stresses which have resulted from the break-up
of traditional societies bringing about a change in the ethos and mans psyche. WIFE is the story of a middle-classed
Bengali girl Dimple, who is married to Amit, an engineer. After their wedding they go to America. Once abroad, she
understands that life is not as glamorous as she had imagined it to be. Cultural shock, Psychological alienation, media
violence and her husbands long stays at office complicate the basically morbid mind of Dimple. It makes her neurotic of
killing her husband in a grotesque manner.
This paper aims to show the change in Bharti Mukherjees work, from a primary concern with the Indian expatriates
experience in the new society to a situation where the expatriate becomes an immigrant. The expatriate is slowly assimilated
into the host society at all levels, Psychological, Sociological and Linguistic thus truly breaking the umbilical cord with their
homeland.
constraints of traditionalism. Dimple initially believes
that marriage would bring her freedom, cocktail parties
on carpet lawns, fund-raising dinners for noble
charities. Marriage would bring her love. A twenty
years old daughter of a well-to-do upper middle-class
Indian professional, Dimple engages herself in
preparing for the great event. While her father is busy
searching for the ideal boy in matrimonial ads,
Dimple worried about her imperfect figure.
The imagination of marriage pleases her more
than anything else as she believes that her husband
would provide her all material comforts. Dimple is just
twenty but she bewails for wasted years at her
patriarchal home. To her premarital life is like a dress
rehearsal for actual living years of waiting had already
made her nervous, unnaturally, prone to colds,
coughs, headaches.
After her desperate waiting Dimple is finally
married to Amit Kumar Basu, an average middle class,
unimaginative, young consultant engineer who is ideal
in the sense that he has already applied for emigration
to Canada and US, also has job application pending in
Kenya.
Dimple soon becomes pregnant, Pregnancy
changes Dimples status in the Basus family. The
pregnancy is another challenging task for Dimple. For
the Basus the unborn baby is communal property and
The novel explores the intense inner space of

neurotic and solipsistic individual. Wife, that portrays
the splintered-self of the female protagonists Dimple
Das Gupta, is an analytical study of the womens
psyche. It studies the female protagonists dilemma of
rootlessness and the mental trauma through which she
passes.
Bharati Mukherjees novel Wife is divided into
three parts where each part narrates the story of a
middle class married Bengali Woman who migrates
from Calcutta to New York. The female protagonist of
the novel Dimple is an extremely immature girl who
lives in her own romantic world. The opening lines of
the novel shows a true Indian tradition of storytelling
Dimple Das Gupta had set her heart on marrying a
neurosurgeon but her father was looking for engineers
in the matrimonial ads. Dimples choice falls upon a
neurosurgeon as she believes that the handsome
income of a neurosurgeon would allow her to enjoy the
luxuries of consumer society An apartment in
Chowringhee, her hair done Chinese girls, trips to new
market for nylon saris.
From childhood itself Dimple is trained to obey
the patriarchal dogma. She is expected to accept the
match arranged by her father, and then to play a role
of being a good and docile wife in her marriage.
Immigrating to America offers her an escape from the
13

answer, I do not need stimulants to feel happy in
my husbands presence my obligation is to my
husband, seemed to dance before her eyes as
thought it were printed on a card. All she had to do
was read it, but she feared Inas laughter, or anger
more than anything in the world. If she took a drink
she knew Amit would write it to his mother and
his mother would call the dasguptas and accuse
them of raising an immoral and drunken daughter.
The Calcutta rumor mill operated as effectively
from New York as it did from park street
they are solicitous of Dimples health (34). They fasten

Dimple who is carrier of their next generation to certain
rules; the rules are: Dont carry heavy pails of water to
the bathroom or kitchen; do not trip on dark
staircases. She feels to be burdened by it. Her
swollen body is swelled violently with unvented hate
which she sees as an impediment to her new
beginning:
She began to think of the baby as unfinished
business. It cluttered up the preparation for going
abroad. She did not want to carry any relics from
her old life; given another chance she could be a more
exciting person, take evening classes perhaps,
become a librarian. She had heard that many
Indian wives in the States became librarians
Dimples act of self-abortion shows that she

wants to live as an individual free from all constraints
of womanhood. She cannot bear to have a child
deposited in her body without consulting her. After
terminating her pregnancy she hardly gives any after
thought to it. Commenting on this violent self of Dimple
Nagendra Kumar states:
Preparing to leave for America, Dimple

induces miscarriage by skipping rope until her legs are
numb, an initial indication of her incipient rejection of
her role as a subservient other. Its not like murder,
Dimple said one afternoon. I could never commit
murder (35). In Dimples initial expectations of change
in her marital status and in anticipation of changed life
in the United States, Mukherjee indicates the dilemma
of the Indian woman whose social role, by tradition, is
defined by a patriarchally encoded culture. Dimple is
an object whose subjective self conform to and is
confirmed by male ideology ad discourse. In the United
States Dimple experience both her own and newly
accepted cultures:the self contained domestic world of
Indians in Queens and the sophisticated parties of the
more expansive and Americanized Indians in
Manhattan.
Dimples experiences with Indian women in
America have an alienation effect on her. The majority
of these women continue to base their identities on
their relatively privileged, class-conscious attitudes
towards social propriety, loyalty to ones roots and
attachment to Hindu traditional. At first, Dimple seems
to be familiar with their views on gender roles,
womans place in the immigrant community and in the
surrounding yet unknown American society. The
novelist describes how Dimple feels alienated when
faced with the other women who accept motherhood
and maintain a loyal and idealized view of India.
Introduced to Ina Mullick, a liberated housewife who is
more American than Americans, Dimple is awed by
her air of sophistication, her command of English, and
her Womens Lib advice to crack the whip. When Ina
offers her a weak gin:
Of course, Dimples reactions have not been given

due attention but it should be remembered that
Dimple is simply an individual and her strange
action should not be equated with the values of
Indian culture?
In the second part of the novel Mukherjee

depicts the stay of Mrs. and Mr. Amit Basu in Sen
Apartment at Queens in the U.S.A. They are very
conscious of their identity and feel uncomfortable with
Americans. This can realized when Jyoti Sen simply
confesses: if it werent for money, Id go back
tomorrow. This is too much the rat race for man like
me.
Even in America the ill mental state of Dimple
doesnt get any relief thought the very idea of setting
abroad made her very much happy. Dimple begins to
think that she is deceived in marriage and Amit her
husband, will not cater to all her demands as he has to
live without job for four months. The scenario is that it
is very difficult for Indians to get a job in America.
Dimple begins to feel that Amit does not love her.
Dimples inner rhythm is disturbed by this realization
which results into disharmony. She develops a deep
rooted sense of fear, insecurity and rejection. The
realization of being unwanted and unloved as well
leaves disastrous effect on self esteem and she feels
isolated. Even the horrific scene of murder and
violence in America where crime is the talk of the day,
the rule of the land, terrifies her.
The third and the final movement of Dimple to
Marshas flat when Amit gets a job, is the climax
marked by intense dramatic scenes punctuated with
Dimples growing abnormality. Marshas flat is like the
same as she had always dreamt of a splendid
Dimple felt that amit was waiting for just the right
answer, that it was up to her uphold Bengali
womanhood, marriage, and male pride. The right
14

brought her right hand up and with the knife
stabbed the magical circle once, twice, seven times,
each time a little harder, until the milk in the bowl
of cereal was a pretty pink and the flakes were
mush and would have embarrassed any advertiser,
and then she saw the head fall off- but of course
it was her imagination because she was not sure
any more what she had seen on TV and what she
had seen in the private screen of three A.M.
apartment fully furnished and accomplished with all

sorts of appliance. However the burden of
responsibilities is greatly annoying to her.
Too many TV programs occupy her American
life, and Dimple even admits that she is losing touch
with what she sees and what she thinks she sees on
television. Denied expression (voice) Dimple is unable
to validate her experience or her identity. Feeling left
out of her own cultural groping, afraid to venture out,
diffident about meeting people, Dimple spends most of
her time isolated from the world outside, reading Better
Homes and Gardens and watching television:
Having thus stabbed Amit, seven times, it

seems Dimple frees herself from the marriage tie. She
has ultimately succeeded in achieving a modicum of
satisfaction for masochistic drives. She finds solution
to her problems only in murdering her husband.
Bharati Mukherjee has portrayed the protagonist,
Dimple Das Gupta as free and rebelling throughout the
novel. Dimples frustration, mental trauma, which
allows her o peace, is not a result of cultural conflict or
a feminine need for freedom but it is due to her own
utter rootlessness.
By acting out her repression, Dimple
transforms her marginality into action, which enables
her to move from the cultural and ideological periphery
to the center. Apart from the familial structure, Dimple
also reacts violently against her position within the
class and gender structures. In Wife, Mukherjee
restates the marginalization of woman by exploring
ways in which culture and ideology construct feminine
identity. The novel explores the ways in which class,
gender and cultural and ethnic background affect
Indian womens acculturation to the United States.
Daytime shows with inspiring names like guiding

Light and Love of Life. The women on television
led complicated lives. Became pregnant frequently
and under suspicious circumstances murdered
or were murdered, were brought to trial and
released; they suffered through the Ping-Pong
volley of their fates with courage
From television, Dimple learned the details of

American home life. Little by little, American life
distances Dimple from Amit, and then the TV
programme becomes her only friend who is
undemanding. Murdering of Amit can be regarded as
an open ending for the readers because it is even hard
for us to distinguish whether it is her imagination of TV
programmes or it is the real murder.
She sneaked up on him [Amit] and chose a spot,
her favorite spot just under the hairline, where the
mole was getting larger and browner, and she drew
an imaginary linen of kisses because she did not
want him to think she was the impulsive, foolish
sort who acted like a maniac just because the
husband was suffering from insomnia. She
touched the mole very lightly and let her fingers
draw a circle around the delectable spot, then she
REFERENCES
Mukherjee, Bharati, Wife, New York: Fawcett Crest,1975.

Bose, Brinda, In Good Faith? Shadows of Hinduism on Expatriate Identity
In the fiction of Bharati Mukherjee, And the Birds Began to Sing:
Religion and Literature in Post-colonial Culture, Amsterdam:
Rodopi, 1994.
Pye, Lucian W. and Mary W. Pye, Asian Power and Politics: The Cultural Dimensions of Authority, London: Harvard
UP, 1985
Mukherjee, Bharati, Wife, New Delhi: Penguin Books, 1990,p.3
Kumar, Nagendra, The Fiction of Bharati Mukherjee: A Cultural Prespective, New Delhi: Atlantic Publishers and
Distributors, 2001.
15
Research Paper
English
Literary Manifesto of Afro-Americans Trauma

Dr. Shesham R.S.
Deogiri College, Aurangabad, Maharashtra.
ABSTRACT Literature of Afro-Americans is a genuine record of the perils they had to face in tyranny of white society.
The present paper is an attempt to assess Afro-American writings as an attempt to throw off impositions at all levels which
kept them crippled for many years. Afro-American writers have successfully carried out the mission of projecting authentic
images of blacks in literary sphere. They have also made the world aware of the major share which blacks hold in American
social, cultural, and economic development. The black face is now neither a matter of shame nor something ugly, evil nor
stigma. In recent years, it has created its own aesthetics in art and literature declaring black is beautiful. Black men in
general and black women in particular have proved their caliber in almost all the mass medias, films, theatre and sports.
Today, a number of Afro-Americans are honored with prestigious awards like Nobel Prize, Oscar Award, Booker Prize,
Drama Critic Circle Award and Pulitzer Prize, etc. Some black women like Toni Morrison, Halley Berry, Williams sisters,
Condelisa Rice, and Meachel Obama enjoy name and fame in America. Afro-Americans, today, have redefined their place
and have restructured artistic, social, cultural, and political world of the U.S
Introduction
African-American literature has rightly been called
as the literature of blacks in great trauma and also as an
attempt to overcome the traumatic experiences. It the
body of literature produced in the United States by writers
of African descent which represents agony, pathos, stress
and sufferings of Blacks in the hegemony of white
world. This literature reached early high points with slave
narratives of the nineteenth century. The Harlem
Renaissance of the 1920s was a time of flowering of
literature and the arts. Among the themes and issues
explored in this literature are the role of African
Americans within the larger American society, AfricanAmerican culture, racism, slavery, and equality.
As African Americans' place in American society
has changed over the centuries, so, has the focus of
African-American literature. Before the American Civil
War, the literature primarily consisted of memoirs by
people who had escaped from slavery; the genre of slave
narratives included accounts of life under slavery and the
path of justice and redemption to freedom.
African-American literature explores the issues of
freedom and equality long denied to Blacks in the United
States, along with themes such as African-American
culture, racism, religion, slavery,
a
sense
of
home, segregation, migration, feminism, and more. It
presents the African-American experience from an
African-American point of view. In the early Republic,
African-American literature represented a way for free
blacks to negotiate their new identity in an individualized
republic. They often tried to exercise their political and
social autonomy in the face of resistance in the white
society.
African-American oral culture is rich in poetry,
including spirituals, gospel music, blues, and rap. This
oral poetry also appears in the African-American tradition
of Christian sermons, which make use of deliberate
repetition, cadence, and alliteration. African-American
literatureespecially written poetry, but also prosehas

a strong tradition of incorporating all of these forms of oral
poetry. These characteristics do not occur in all works by
African-American writers.
Harlem Renaissance
The Harlem Renaissance from 1920 to 1940 was
a flowering of African-American literature and art. Based
in the African-American community of Harlem in New
York City, it was part of a larger flowering of social
thought and culture. Numerous Black artists, musicians
and others produced classic works in fields from jazz to
theater; the renaissance is perhaps best known for the
literature that came out of it.This Renaissance marked a
turning point for African-American literature. Prior to this
time, books by African Americans were primarily read by
other Black people. With the renaissance, though,
African-American literatureas well as black fine art and
performance artbegan to be absorbed into mainstream
American culture.
Quest for identity
The black men as well as black women have come
up a new face. This new face has given them their own
identity which they have been deprived of for so many
years in the white land. The leap of Blacks from cabin to
congresses is a clear manifestation not only of their
survival but also of endurance in extreme hostile
conditions. The historical journey of this neglected class
has now reached that glorious turn from where blacks
assess their position from time to time to the dominant
white society.
Despite being victims of racial, social and cultural
discrimination and sexual abuse, black women have
gained an eminent stature in America because of the
way they approach conflict, dominion and power [Tate
1983:122]. Cutting off limitations imposed upon them,
black women writers have defined black ethos in relation
with black womens power and their creativity. These
writers have paved a way for black women in the white
16

land to move from confinement of inferior role to the
conformity of their own identity. Making the world aware
of their competence and importance, this marginalized
group has emerged as a conspicuous component of black
community and white society.
The writings of black women are analytical and
make blacks to introspect their own status in the white
world. However, instead of being militant or lamenting on
pathetic conditions, black women writers provide
solutions to the problems which blacks face in the
American society. They also encourage blacks to become
a part of mainstream American life by proving their
capacities. Besides, works of black women are loaded
with a strong urge that blacks, especially, black women
must tatter the role inflicted upon them.
For black women playwrights, theatre proved to be
the most reflective and effective means to mirror the
condition of black women in white society and in black
community. Black theatre, today, gives a clear picture of
change that has occurred in the lives of blacks. This
change is brought about by inculcation of black values, its
rich culture and aesthetics among black people. Thus
Black theater is the mouthpiece of blacks in general and
black women in particular who have been the constant
subject of oppression. Black theatre, thus, primarily at
liberating psychosomatic slavery and elevating blacks
from the miserable life they lead.
Rejecting such images and protesting against
dehumanization, black women playwrights have
transformed images and relocated the place of black
women not only in theatre but in the society as well. Thus,
American theatre has been redefined with powerful grit of
black women playwrights. Putting consistent efforts, black
women had undertaken the journey of black women off
the porch into the theatre [Afro-American Studies/black
females: 2] in order to regain the lost selfhood.
In recent years, drama has emerged as one of the
most exciting expressions of American creativity. It has
become a primary means of addressing cultural, political
and economical changes of the period. Sex, Class, Race,
Gender and most importantly, American Dream has
served as base for American playwrights to make their
plays stand upon. Similarly, identity politics has been one
of the major preoccupations of American theatre during
th
20 century. The issues like gender inequality, ethnicity
have been focused in the plays produced during
1990s.Plays by Asian-Americans, Jewish-Americans and
African-Americans deal with multiculturalism, search for
selfhood and identity in the huge alien world.
Usually, some light skinned black women would
stand back stage for chorus. They were sometimes
projected by whites as animalistic and sensual figures.
Black female body was looked down as an emblem of
sensuality and an object of lust. These women were

shown bare legged and bare breasted [Anderson 2000:
9]. Black male characters were also publicized as brute
and comic Negros, tragic mulattos, exotic primitives and
rapists. Subsequently, such images of blacks led to the
propagation that they are morally degraded. White
playwrights-male and female- introduced blacks on the
stage. Most of the times, black women were to play
mammies, honest house-maids and caretakers, whereas
black men had to play servants, guards or gardeners.
The rise of black womens theatre is in response to
the treatment a black woman received in the white world.
Since her landing in America, a black woman has been
subjected to the worst kinds of exploitation and
oppression. As a black, she has had to endure all the
horrors of slavery; as a worker, she has been the object
of continual exploitation, occupying the lowest place on
wage scale; as a woman, she has seen her physical
image defamed and been the entity of the white masters
uncontrollable lust; and as a mother, she has tolerated
the pain of her children being torn from her breast and
sold into slavery.
Black women were often ridiculed and mocked at in
the American society for a long time. Similarly, in
literature, they were shown either as devoted servant to
the white families or as dumb incompetent people. As a
result there was no true portrayal of black women and
their genuine relationship with black men. Hence, the real
feelings, experiences, and thoughts of the black women
were not known to the world at all.
The uniqueness of black women playwrights lies in
the fact that they have not accused black men of
surrendering themselves to the whites and setting back
the development of black race. On the contrary, they
have boosted men and women of the race to make
themselves complete in all respects. Hence, these
playwrights infuse cultural roots and help blacks to regain
Africanism which leads to the ultimate sense of
completeness.
Conclusion
Thus, present-day authors raise searching
questions about African American identity. Their work
reexamines racism and allows readers to view its social,
economic, and political ramifications. Slavery, though
abolished in the nineteenth century, is not an ideological
construct barred from the American consciousness.
However, African American society, as a whole, has
progressed fruitfully over the past few decades, and the
voices of African Americans are finally being heard.
REFERENCES
Bigsby C.W.E. 1985. A Critical Introduction to Twentieth Century American Drama: Beyond Broadway. NewYork.
Cambridge University Press.
Blauner Robert.1972.Racial oppresssionin America.Harper.New York. Anchor Press.
Claudia Tate (Ed). 1983. Black Women Writers At Work.. New York. Continuum.
Gates, Henry Louis Jr., and Nellie Y. McKay, eds. 2004,The Norton Anthology of African American Literature. 2nd
ed. New York: W.W. Norton & Company.
17
Research Paper
English
Psychologycal Perspectives in the Cracking India /

Ice Candy Man in the Light of Characterization
Shaikh Rihana Biban
Research Student, Dr. Babasaheb Ambedkar Marathwada

University, Aurangabad, Maharashtra.
ABSTRACT Psychology is an applied discipline that involves the scientific study of mental Functions & behaviors.
This paper highlights the psychological changes of the characters in The Cracking India /Ice Candy Man by Bapsi Sidhwa
from Pakistan. It shows how psychological changes are depends on the situation around the characters, in respect to Mob
psychology , which is a branch of social psychology this relates to the behavior & thought processes of both the individual
crowd members & the crowd as an entity. The research method is Analytical, which analyze the characters throughout the
plot. Mob psychology is the idea that people act differently in a crowd because they lose their sense, ones individual
identities & people desire harmony within the group so they do not protest event when actions or people make them to
change their psychology.
PERSPECTIVES ABOUT NOVEL:
SUMMARY:
In 1947 partitions India is the backdrop from
this powerful novel, narrated by a precocious child who
describes the brutal transition with chilling veracity
Lenny is kept out of school because she suffers from
polio. She spends her days with Ayah, her nursemaid,
visiting with the large group of admirers that Ayah
draws. Lennys development from childhood to
adolescence concurs with Indias independence from
Britain & partitioning of India into India & Pakistan. The
interwoven plots give each other substantial meaning.
Partly because Lennys family is Parsee, a religious &
ethnic minority that remained relatively neutral in post
partition religious conflicts. She has access a wide
variety of viewpoints both pre & post partition through
her Ayah, a beautiful women whose suitors are
ethnically & religiously diverse. Lennys passionate
love for Ayah & the loss of innocence that
accompanies their changing relationship through the
partition is an energetic centre to the plot. It sees,
friendships being broken, deception being way of life &
betrayals being the order of the day. It climaxes with
the rescue of a fallen woman redeeming her honor &
saving her from exploitation that would have otherwise
been her life ahead.
The Cracking India set in 1946-1948 in Lahore,
India. The novel takes place during the subcontinents
struggle for independence & its eventual partition into
India & Pakistan. After partition, Lahore became part of
Pakistan. The novel is idyllic & amusing opening
shows readers all that Lenny will lose when the
tensions of political conflict becomes a backdrop to the
books daily events. Eventually Lenny loses her Ayah,
witnesses the death of many in her community, &
watches her mother & grandmother become proud
rescuers & spokeswomen for the Ayah & other

captured Pakistans women. The themes are the
effects of religious & racial conflicts, the subjugation of
women e .g .arranged marriages, prostitutions,
sexuality, class & caste prejudice & political violence,
because of these things psychology of characters are
suddenly changed.
This novel has some autobiographical
aspects; Bapsi Sidhwa was born in 1938 in Karachi,
Pakistan, to a Parsee family & grew up in Lahore. In
1947 India was partitioned, & Lahore became part of
Pakistan. When two years old, Sidhwa contracted
polio, she received no formal schooling until age of
fourteen .she married at nineteen, had three children,
lived as a wealthy Pakistani housewife.
Lennys psychology can be called similar to
psychology of Bapsi Sidhwa as she faced experience
of polio. Lenny a polio ridden girl of eight is the
narrator of the novel. Lennys family is Parsees, a
religious & ethnic minority that remained relatively
neutral in post-partition religious conflicts. Ayah is a
maid of Lennys family. The character of Ayah & Ice
Candy Man is complex characters & the axis on which
& around which the whole events of novel revolves
around.
Ayah is a Hindu & abducted & it is said that
at last settled as a prostitute in Hira Mandi, she loses
her religion, home & becomes Mumtaz & suffers the
agony of disrespect & humiliation. This novel has
different themes like experience of being handicapped,
the effects of religious & racial issues, love triangle is
also there. Because of partition Hindu & Muslim
became rivals of each other or like enemies of each
other. Ayah is Hindu, Lenny is Parsee, Ice Candy Man
& Malishwala are Muslim characters. Ice Candy Man &
18

Malishwala both loves to Ayah but she loves to
malishwala .
Before the time of partition Ice Candy Man,
Ayah & all the characters were living very simple &
plain life they dont have any religious discrimination
with each other but when Ice Candy Man saw the train
full of corpses of Muslims then suddenly his
psychology changed & he also has feeling of hate for
Hindu. But to rescue Ayah after this incident also he
proposed Ayah for marriage & told her to accept
Muslim religion & live with him in Pakistan. But Ayahs
psychology is different, she dont want to become
Muslim, then she has physical relation with Malishwala
Whom she loves, but when malishwala agreed to
become Hindu for her, then only she accept his
marriage proposal. During this process Malishwala
was killed by someone, all these events hammer the
psych of Ice Candy Man & at the end he became
violent towards Ayah also, means here we can say
that it is Active crowd psychology where Ice Candy
Mans aggressive behavior is observed by readers.
Malishwala is a type of character who in
any condition just want to marry with his love & he
dont care for partition , Murders ,Hindu-Muslim
clashes, his psychology is the same from start to end ,
who only think about his love & want to get marry with
her. These all incidents has seen by Lenny who is the
narrator, she begins to identify the differences between
the Hindus Muslims & Sikhs engaging in political
arguments all around her.
Lenny enjoys a happy, privileged life in
Lahore, but the kidnapping of her beloved Ayah
signals dramatic change, soon Lennys world erupts in
religious, ethnic & racial violence. Her psychology
changed with the situation; actually she has loosed her
innocence as a child & became a mature because of
these incidents.
The character development both of Lenny,
Ayah , Ice candy man , their friend circle, Lahore, its
surroundings, villages, of Pakistan itself as a nation is
absolute laudable. Sidhwa demonstrates the madness
of partition through relationships between individuals,
between ethnic groups, between religious groups &
between nations. Ice candy man was once madly in
love with Ayah, but what does he do to her in the midst
of all the struggles? He forces her into prostitution, &
then decides to marry her, this just show how a
countrys partition emotionally affects its citizens &

disrupts their personal lives & change ones
psychology.
Overall study of the psychology of these
major characters shows that changes in ones
psychology are depends on situation around ones. As
Ice Candy Man was very simple & having shayarana
andaz & jolly good nature man when the
circumstances around him were normal but when
circumstances changed he also has changed his
psychology & his nature changed towards all the
people around him. Ayah also simple women who is
caretaker of Lenny but after massacre & murders seen
by her also promotes her to think differently about
Muslims thats why she was not ready to change her
religion for the sake of marriage means she has
something in her mind may be feeling of hatred though
she loves to Muslim man but want that he should
become Hindu. Lennys psychology changed & she
becomes mature after having experiences during
partition period. After partition friends, relatives,
villagers are afraiding of each other & killing each
other. Lenny witnesses & hears about killing, rape &
torture. These things are responsible for Lennys
change in psychology.
In real life we are facing the different
problems regarding psychology; there are so many
examples of changing psychology because of religion,
caste, Gender, class, thinking etc. types of
discrimination.e.g. In America still we can find black &
white discrimination of people,
In Sri Lanka dispute between Sinhala & Tamil
people, These problems create psychological
differences in peoples mind & forced them to change
their thinking.
In short we conclude at the end that the
situation, condition or the environment around the
characters are responsible for psychology change it
has great impact on the minds of people , both are
related to each other. The same thing is observed in
this paper & trying to focus on the changes in the
psychology of the characters.
REFERENCES
1.
2.
3.
4.
5.
The Cracking India / Ice Candy Man(1988) By Bapsi Sidhwa, Milkweed edition
Applied Development Psychology (2013) - Author: Singh. A., Edition: Hardcover Publisher: Axis Publication
Between Identity & Location: The Cultural politics of Theory (2010) - Author: R.Radhakrishnan, Publisher: Orient Black swan.
DVD of film Earth-1947 by Deepa Mehta.
Internet
19
Research Paper
English
A Psychological Conflict in Identity Crisis: Trickster Lebert Joseph

in Paule Marshalls Praisesong for the Widow
Mr. Arvind Ramphale
JES College, Jalna, Maharashtra.

women understand the significance of spiritual
connection to get aware of the injustice and brutal of
the life, for survival.
Identity crisis can be defined as the

psychological conflict that characters suffer through
because they wish to escape memories of their past,
deny their heritage or have forgotten it altogether.
Identity crisis is seen to be major feature of Black
women writings or Black women fiction. American
society often creates identity crisis for the Black
population. In a sense, black woman gets connected
from her cultural heritage and ultimately gets lost.
To explain in other words, a trickster

represents the struggle of the Black woman against
this transnational, capitalist condition, because it keeps
her connected to her cultural heritage, her roots.
Hence, the trickster is a fundamental part of the Black
womans historical struggle for survival because of its
adaptability.
In Paule Marshalls Praise song for the widow, Avey,

the protagonist, has forgotten her cultural heritage in
her successful pursuit of physical material security.
She does not remain connected culturally to her past.
It is because she feels herself comfortable in the
escape from her economic conditions in the blues of
the middle class materialistic life. Hence this leads to
her spiritual disconnection. She is fully involved in the
life created by her late husband Jerome Johnson.
Paule Marshall presents Lebert Joseph, a

trickster in her 1983 novel Praisesong for the widow.
He acts as a constructive force that helps Avey to
reconnect with her past. He helps Avey to overcome
her obsession of middle class ideals and to her roots.
This is because Lebert himself is connected to his
heritage and understands the significance of its
heritage. He functions as a guide for those African
American who have lost their heritage.
This forgotten past, however, refuses to

remain forgotten which enforces the need for Aveys
journey to reconnect her spiritual connection with her
cultural heritage. This reconnection of Avey to her
cultural heritage is brought over by a trickster , Lebert
Joseph . Traditionally, a trickster is one who makes a
practical of crafty underhanded ingenuity to deceive
and mislead other. Gradually, this trickster started
appearing in various forms in the folklore and
mythology in many cultures.
In the novel, Lebert Joseph, as a trickster

emphasizes his status positively by guiding Avey to the
way to reclaim her heritage. He takes her on the
excursion to the island of Carriacon. This journey
influences Avey enough to give up materialism for
spiritual connectedness. He shares his survival skills
with her to help her of get reconnected with her cultural
heritage.
Avey, the protagonist is so involved in her
materialistic life of middle class society that she is
completely disconnected from her cultural ties. This
self negation of her in the reason of her spiritual
disconnection.
Importantly, application of trickster paradigm in

Black womens fiction helped to comment on the
identity crisis of Black people in American society. The
trickster became the representation of the struggles of
Black woman against this loss of identity. Considering
negatively, a trickster represents the identity crisis
itself, disrupts life and ultimately destroys itself.
However, positively, a trickster helps others survive by
whatever means it has in his possession. A trickster is
a symbol of survival for Black women in the racially
constructed United States. It helps to make Black
With the help of the trickster Lebert Joseph, Avey

rejects the middle class values that she and Jerome
Johnson adopted to escape from their economic
condition at Halsey Street and embraces function as a
medium through which Avey recognizes and
reconnects with her heritage. Hence Lebert Joseph as
20

a trickster is responsible for Aveys recognition that
she is the part of the greater whole, blackness first and
then as an individual.
Kimberely Connor states Marshall seems to
suggest that all individuals, whether they are aware of
it or not, really have no choice either, if they are [to
reclaim their heritage], they must leave behind the
materialistic perspective on reality they have assumed
and enter into the realm of myth, where interactions
between living and dead, expressed in dreams,
memories, rituals, and ceremonies derive from
religious beliefs.
Marshalls novel demonstrates the importance
of roots for survival; focuses on an alienated Black
woman and her struggle for survival in the racially
constructed United States; displays the negative
effects materialism. Marshall also exposes through
the trickster the geographical, social, political, spiritual,
cultural and historical boundaries confining Black
womens literature.
REFERENCES
Marshall, Paule. Praisesong for the Widow. New York: Putnam, 1983.
Connor, Kimberly R. Conversions and Visions in the Writings of African-American Women. Knoxville: U of Tennessee P,
1994.
Babcock-Abrahams, Barbara. "A Tolerated Margin of Mess: The Trickster and His Tale Reconsidered." Journal of the
Folklore Institute 11 (1974): 147-86.
Boyce-Davies, Carole. Black Women, Writing and Identity: Migrations of the Subject. New York: Routledge, 1994.
The Free Library > Humanities > Literature, writing, book reviews > Journal of Caribbean Literatures > June 22, 2009
The Free Library > Date > 2009 > June > 22 > Journal of Caribbean Literatures
Lavender, Isiah, III Journal of Caribbean Literatures Critical essay Jun 22, 2009
21
Research Paper
English
Psychological State of Mind of Characters in Macbeth by

Shakespeare
Mr. Bhagwat Biradi
MAEER MITs SSPP, Pune, Maharashtra
The
play
Macbeth
contains
several
psychological elements. The present paper deals with
the psychological state of mind of characters, in the
play, when they face different situations. As the
present play opens, we see Macbeth as the exception,
military General in the army of King Duncan. Due to
bravery and skill in war, Macbeth wins in many battle
fields. It is Macbeth, who help king Duncan to rule in
Scotland. This is the beginning of the play. We come
to know that Macbeth has successfully crushed the
rebellious Macdonald and Sweno. Duncan is very
happy with his bravery and calls him Noble Macbeth.
Lady Macbeth praises him, a man too full of the milk
of human kindness. As this is the beginning of the play
which make readers to think Macbeth as a kind man.
What is the thing which is responsible to change his
complete psychological state of mind and make him
able to murder innocent people. One can easily point
out that the over ambition which makes a man to
change his psychological state of mind.
As we observe the beginning, of the play, with
the prophecy of three witches, when Macbeth and
Banquo return with a victory, as they defeated the king
of Norvey. The three witches, the symbol of evil, made
the prophecy that Macbeth will become the king of
Scotland. The three witches entice Macbeth by sowing
the seeds of greed and over ambition. The three
witches uttered Macbeth as a king of Scotland.
Macbeth shares the same with his wife Lady Macbeth
since then she (Lady Macbeth) started dreaming
Macbeth as a king of Scotland and embodied the
same in the mind of Macbeth. There was a continuous
flow of thoughts in her mind and her psychological
state of mind was ready to do anything as she wanted
Macbeth to be the king of Scotland.
Lady Macbeth is introduced to us, when she is
reading her husbands, Macbeths letter,
which
informs her about the three witches and their
prophecy, regarding the future kingship of Macbeth.
The prophecy of the witches ignites the ambition of
Lady Macbeth to be the queen of Scotland.
A critic, T. K. Dutt remarks at this point:
When a woman becomes ambitious,

She becomes more frantic than man,
She actually loses the balance of her mind.
This statement exactly refers to the
psychological state of mind of Lady Macbeth and the
same happens with her. When she learns about king
Duncans proposed visit, to her castle and staying
there for a night, she plans to murder Duncan.
Macbeth hesitates to murder king Duncan but Lady
Macbeth encourages him to do so. Lady Macbeth
changes his psychological state of mind by calling him
a coward and unmanly. She invokes the spirit of hell to
unsex her and feel her veins with cruelty, she appeals
to shut down the Sun and the moon from watching the
terrible murder of Duncan. This shows how Lady
Macbeth becomes blind and crazy to fulfill her
ambition. She is no longer woman but turned into a
devil. Finally her taunting to Macbeth compels him to
murder Duncan.
After becoming the king of Scotland Macbeth
kills Banquo and innocent family of Macduff. Over
ambition and misdeeds committed by the couple made
them restless.
The sleep walking scene of Lady Macbeth
deals with her psychological state of mind. Sleep
walking means walking and talking of a person in a
deep sleep. Such a disease is the result of disturbed
mind. According to some doctors, it is a kind of
nervous disease, which is caused by some serious
disturbance in the body and in the mind of a person.
In the fifth Act, scene-I, we see lady Macbeth
gets out of her bedroom holding a candle in her hand
and begins to walk and talk to herself, but in fact she is
in deep sleep. According to the medical science, such
disease is the result of some mental stress and
disturbance when a person suffers from a serious
shock or some grief. In the case of Lady Macbeth, she
suffers from guilty consciousness. She feels guilty of
murdering and slaughtering innocent people like
Duncan, Banquo and the innocent family of Macduff.
Everytime she looks at her hands and find there, blood
spots of the above dead people. But these blood spots
22

are the imagination of her psyche. She tries to clean
her hands with water, but her eyes still see the
imaginary blood on her hands. She always feels that
her body and hands are never be cleaned. She speaks
to herself:
Here is the smell of blood,
All the perfumes of Arabia,
Will not sweeten these little hands
She continues;
Wash your hands, look not
so pale, Banquo is buried,
he cannot come out of his grave
Lady Macbeth is so terribly shaken by her
guilty consciousness that she jumps from the terrace
of the castle and commits suicide. We can say that,
the sleep walking scene sketches the regretful
situation of Lady Macbeth. She terribly feels
repentance for her misdeeds. As a reader, initially we
hate her due to her evil mind, but we feel sympathy,
when Lady Macbeth feels sorry for evil actions.
When the witches welcome Macbeth calling
him the future king, Banquo does not feel jealous but
when they say that the future generations of Banquo
would be the Kings, Macbeth feels jealous; here one
can easily understand Macbeths psychological state
of mind and why he feels jealous on the statement for
Banquo. Further we can elaborate that jealously is
chiefly responsible for Banquos murder.
One more psychological aspect which one can
easily observe in this play that is conflict which is
related to psychology of characters. We can observe
external and internal conflict. External conflict can be
seen through physical struggle among the characters.

And internal conflict is invisible and takes place in the
mind of the character, especially the Hero. Inner
conflict is revealed through soliloquies.
Macbeth has to face opposition from Banquo
and Macduff. The war at the end shows outward
conflict. When Macbeth feels guilty of killing Duncan,
we see (observe) inner conflict it is also observed as
his (Macbeths) psychological state of mind.
Macbeth speaks in his soliloquies that;
Even the waters of all the seas cannot wash
away
the blood spots from his hands.
Lady Macbeth also suffers from internal
conflict. She tells;
All the perfumes of Arabia will not sweeten her
hands.
Her psychological state of mind makes her
restless, the continuous flow of thoughts of murders
hamper her and does not allow her to live more.
All the evil actions of murders, Macbeth did,
only for his wife, but her death crushes him down. He
realizes- Blood will have blood. Macbeth feels
restless, sad and he suffers from aloneness and
isolation. Everyone leaves him and he fights alone.
Finally, he is killed by Macduff. The end of his life is
pathetic. Thus, the changed psychological state of
mind, due to over ambition, ruined the life of Macbeth.
REFERENCES
1. Mundra J.N. & Mundra, S. C., re.ed. (2002) A HISTORY OF ENGLISH LITERATURE, Prakash Book Depot,
Bara Bazar, Bareilly,(UP)India.
2. Shakespeare, William (1623), MACBETH, Oxford University Press.
3. Google search Engine.
4. www.wikipedia.org.
23
Research Paper
English
Hysteria, Madness and Identity in Literature.

Mr. Milind Y. Magare
Research Student, Dr. Babasaheb Ambedkar Marathwada

University, Aurangabad, Maharashtra.
Changes make any language literature alive.

In English literature also we are experiencing a new
trend of writing. Dalit literature is a recent new trend
emerging in India. This community is neglected by the
creamy layer people.
The word Dalit means poor, helpless, needy
people of India, The local dominated Shudras
exploited Atishudra's of India who were known as
untouchables. There are hundreds of minor
communities living in India, but Dalits are all evacuated
and exploited by the three percent minorities.
Dalits literature is written by Dalits, on dalits for
dalits. Dalits literature means literature of exploited
people.
Dalits have identity crisis. Hence, they have
taken an opportunity of conversion the other religion
for getting social identity. In many regional languages
dalit writers have expressed their sensibility.
The suppressed, depressed, backward class,
socially outcaste, under privileged and those who were
treated worst then animals are now expressing this
pain, agony and protest through their writing.
Hysteria :
We find Dalits writing as Hysteric because it
portrays that without access of vital economic
resources and bargaining power the dalits have
become one of the most exploited peripheral groups in
the Indian society. Dalits have been kicked, raped and
burnt, refused minimum wages, their properties have
been killed. Dalits are discriminated against with
references to living wage, share cropping, money
lending, drawing water from public wells, entry into the
temples, service of tea and snacks in the hotels,
service of the grocery, service of the barber man,
washer man, cowherd men. Therefore we see agony
protest in dalit literature. The language used in dalit
literature is not so polite and floral. The writers seems
to be hysteric while expressing their pain agony and
protest.
Madness :
Preaching of Dr. Babasaheb Ambedkar
showed the new possibilities of life. They realized
importance of education in fighting the evils of castes
and society. After independence the dalits revolted
against injustice and atrocities of the upper caste,
equality was the moto of dalit writing, therefore they
demanded that they should be given equal rights as
other human being. Hence protest in seen in Dalit
writing. Dalit writers believe that untouchability will not
vanish by social reform - for it, political, economic,
social, cultural and mental change is essential.
Identity :
The dalit writers are in search of identity. What
India's independence has giving to dalits only
darkness and darkness. Dalit does not have any
future. The society does not have anything good that
the dalit can accept. The dalit rejects caste system,
color
discrimination,
untouchablity,
fanatics,
humiliation, blind faiths, atrocities, slavery etc.
All the dalit writers believe in Dr. Babasaheb
Ambedkar teaching Educate, Unite and Struggle - will
solve the lingering problems of backward communities
in India. Dalit autobiographies are in search of self
identity. Laxman Mane, Laxman Gaikwad, Shrankuma
Limbale, Kishor Kale, faced all odds to acquire formal
education.
Conclusion :
To conclude we see that dalit literature
expresses
pain,
protest,
agony.
The
dalit
autobiographies like The Outcast. Against all odds,
The Outsider, Prisons We Broke, The Weave of My
Life, The Branded Shows that the heroes of the
community suffered all sort of atrocities, inequality of
the upper caste. But equality is the moto of dalit
writings. All dalit writers sometimes, hysteric madly
inspired by Dr. Babasaheb Ambedkar's teaching are
in search of equality to live as human beings and
wants to create their identity equal to all other human
beings in this world.
REFERENCES
1. The Branded (Uchalya) - Laxman Gaikwad
3. Against All Odds (Kolhyatyache Por) - Kishor Shantabai Kale
5. Prisons We Broke (Jin Amach) - Baby Kamble
7. Dalit Literature (Our Response) - N. Shantha Naik
2. An Outsider (Upara) - Laxman Mane

4. The Outcaste (Akkarmashi) - Sharankumar Limbale
6. The Weave Of My Life (Aaydan) - Urmila Pawar
8. Dalits : A Sub Human society - Rabati Ballav Tripathy
24
Research Paper
English
Alienation in The Novel, Cry the Peacock
Mr. MOHAMMAD MUJAHEDMUJAHED-URURRAHMAN

Ms. SHAIKH SHAISTA YAKUB
Chistiya College, Khultabad, Maharashtra.
Anita Desais First novel, cry the Peacock

(1963) is one of the most poetic Indian novels in
English . It gives expression to the harrowing tale of
blunted human relationship being told by the
protagonist herself. The novel presents the story of a
young sensitive girl obsessed
by a childhood
prophecy of disaster, whose extreme sensitivity is
rendered in terms of immeasurable loneliness.
This novel, Cry , the Peacock portrays the
inner emotional world of only one character, Maya.
This novel deals with Mayas mental upheavals, her
inner struggle, her desire for warmth, love and
companionship and her obsession, with death. Thus ,
cry, the Peacock is an externalization of the interior
of Mayas cocoon. Maya is sensitive and solitary to
the point of being neurotic.
As the title suggests, cry, the Peacock is about
Mayas cries for love and understanding in her loveless
marriage with Gautama. The Peacocks cry is symbolic
of Mayas agonized
cry for love and life of
involvement. Names of the characters in the novel are
also Symbolic. Gautama as his name suggests
believes in philosophy of detachment . Gautama is a
dry type of a matter of fact person who shuns all
sentimentality. On the other hand, Maya, as her
name suggests is too much in love with life. She
rejoiced in the world of sounds, senses, movements ,
odors, colours, tunes. Thus ,Maya and Gautama
stand poles apart in their attitude to life.
Maya is a spoiled and pampered daughter of
an aristocratic Brahmin of Lucknow . Being alone in
the family , her mother being dead and brother having
gone to America to carve his own independent
destiny, she gets the most of her fathers affection and
attention. Maya is married to Gautama, a rather in
sensitive, pragmatic and rational advocate who fails
to understand her sensitive nature. Maya suffers from
father-fixation because of the excessive to she gets
from her father. For her, Gautama is not a loving
husband but a father substitute, a medium to reach
her father in the unconscious. The reason for mayas
neurosis is, however, not her father-fixation, though it
25
aids to hasten her tragedy, but persistent obsession of

the the prediction by the albino astrologer of death
either for her or her husband within four years of their
marriage.
In the beginning of the novel Desai highlights
the husband wife alienation theme by unfolding the
relationship of Maya and Gautama may a, an
introverted favorite daughter of a wealthy artistic
father, is married to an older man, a detached, sober,
industrious lawyer. Their married life is punctuated all
along by matrimonial silences and Gantamas
hardness.. his coldness and incessant take of cups of
tea and philosophy.
What pains Maya most is her utter loneliness. She fails
to understand the total lack of communication on the
part of Gautama:
How little he knew of my misery, or of how to
comfort me.. Telling me to go to sleep while
he worked at his papers, he did not give
another thought to me, to either the soft willing
body or the lonely, wanting mind that waited
near his bed
The novel, Cry the peacock opens with a third person
narrative depicting Mayas shattered mental balance at
the death of her pet dog, Toto. But soon she realizes
another sorrow, unremembered, perhaps as yet not
even experienced that fills her with an unnamed
terror. Mayas rootlessness keeps on increasing every
day. It culminates in a kind of schizophrenia a body
without a heart, a heart without a body. Ultimately,
Gautama begins to appear to her as a guest who
might never be encountered again and as an unreal
ghost Mayas alienation leads her on to utter
desolation.
All order is gone out of my life. no peace,
nothing to keep me within the pattern of
familiar everyday living and doing that
becomes those whom God means to live on
earth. Thoughts come, incidents occur, then
they are scattered and disappear. Past,
Present, Future truth and untruth. They shuttle
back and forth. Those are no longer my

eyes, nor this my mouth .. has deserted my
own life strangers surround me
Mayas observation drives her to a curious
insanity. she herself admits. I am moving further and
further from all wisdom, all calm and I shall soon be
mad if I am not that already. The artificiality of her life
keeps on haunting her.
Mayas neurotic state of mind she sees
something sinister about the priest she calls him her
fate and she believes in his prophecy that when she is
married she or her husband would die soon. Her
nervous imagination, magnifies everything out of all
proportions and everything she sees or hears or
touches reminds her of or symbolizes, her approaching
death. Every time she attempts to communicate she
fails and then withdraws into herself. The world which
sometimes appears familiar and comforting suddenly
becomes something menacing and frightening. Maya
suffers from headache and experiences rages of
rebellion and terror. Maya is torn between her love of
life and her fear of death. Then suddenly, during her
interval of sanity, an idea hopefully dawns in her mind
that since the albino had predicted death to either of
them, it may be Gautama and not she whose life is
threatened. So Maya hurls down her husband into
death in a blinding moment of unbearable agony. She
has proved the albino astrologer tight, and has

become the instrument of her own crazy destiny!
Three days later, in a paroxysm of insanity, Maya
jumps off the balcony of her ancestral house in
lucknow and meets with an instantaneous death.
There are ups and downs in the story as there
are ups and downs in Mayas mental makeup. This
novel, Cry, the Peacock probes the psychic
dimensions of its protagonist, Mayas moods,
observations, dilemmas and abnormality are conveyed
very effectively in it. Thus, the novel, cry, the peacock
is a pioneering effort towards delineating the
psychological problems of an alienated person. Mayas
moods, observations, dilemmas and abnormality are
conveyed very effectively in it.This novel is a profound
study of human psychology.
REFERENCES
1)
2)
3)
4)
K. Venkata Reddy, Major Indian Novelists.

R.K. Dhawan, Indian Women Novelists.
R.K. Srivastava, Perspectives on Anita Desai.
R.S. Sharma, Anita Desai.
26
Research Paper
English
Identity of Indian Sub-continent: A Multicultural

Perspective
Dr. Totawad Nagnath Ramrao

Mr. Kulkarni ShyamAvinash
Vivekanand College, Samarthnagar Aurangabad, Maharashtra
The Indian Sub-continent is a vast area of

physical and human geography and its landmass is
home to a complex variety of languages and religions.
Apart from languages and context, it is religion, which
plays a very dominant role in shaping national and
regional culture. Religion is a stable social order and a
bond between tradition and community. The division of
nations - the Partition of India, Pakistan's
fragmentation & Srilanka autonomy and while each of
these regions has identifiable religions of its own. The
unity within diversity registers the dominance and
pervasiveness of the culture of Indian sub-continent,
and it has also proven to be remarkably
accommodating to religion and its creedal differences.
The culture of Indian sub-continent and its cultural /
religious diversity have greatly appealed to Europeans.
Religion is a system of thought, a spiritual adventure
and an experience in which every aspect of his being
is raised to its highest extent. It is also known as an
inner evolution, a change in understanding and
intrinsic element of human nature. Religion is not
magic, quackery or superstition instead it embraces
paranormal phenomena & spiritual state. The
encounter of the different religions has brought up the
question whether they could live side-by-side whether
one of them would supersede the others. According to
Jalal-ul-din Rumi, all religions are in substance one
and the same. The great scriptures are the records of
the saying of the prophets of their respective religions.
Such philosophy one cannot prove by demonstrating
that its author lived or that he was a respectable man
instead the truth lies in man's experience of it when it
enters into him. Lord Guatama Buddha asks his
followers to accept his words after examining them and
not merely out of regard for him. On the other hand
'Quran' ask us not to revile those whom others worship
beside Allah lest they, out of spite, revile Allah in their
ignorance.
According to Mahatma Gandhi, it is the duty of
every cultured man to read sympathetically the
scriptures of the world. A friendly study of the world's
religions is a sacred duty and we must have the
27
richness of the various traditions. We are the heirs of

the heritage of the whole of humanity and not merely
of one nation or religion. Archbishop William Temple
expresses the same, but in a different way: [Reading in
Saint John's Gospel, first series, 1939]:
"All that is noble in the non-Christian-systems
of thought of conduct or worship is the work
of Christ upon them and within them. By the
word of God - that is to say, by Jesus Christ
Isaiah,Plato and - Zoroaster and Buddha and
Confucius and uttered such truth as they
declared. There is only one divine light, and
every man in his measure is enlightened by
it. Yet, each has only a few rays of that light
which needs all the wisdom of all the human
traditions to manifest the entire compass of
its spectrum."
At the level culture, geography and its
traditions, there are many religions in the world. Its
true that all religions preach respect for other ways of
life, whatever their practices may be, for e.g. Parsis,
the follower of Zarathustra shows tremendous
reverence towards other faith besides their
Zoroastrianism. Religion reflects both God and man, it
is a life to be lived, not a theory to be accepted or a
belief to be adhered to. There are many revelations of
the Divine but they are all forms of the supreme. It is
said that the flame is the same even though the types
of fuel used may vary, for e.g. the cows are of many
colors, there milk is one color; the truth is one like milk,
while the forms used are many like the cows.
Among the world's great religion, Buddhism is
one which arose in India. It is also known as a heresy
of Hinduism or a reform within Hinduism. The name
Buddha means awakened one, and Buddha is one
who has attained spiritual realization. Buddhism is
based on Buddha's experience of enlightenment and
the four-fold truth, the nature of man and the character
of the world. According to Buddha, the nature of
human existence is said to be fugitive and fragile.
Buddha is not only the discoverer of truth but also a
revealer to mankind, shares the truth which he has

realized. Buddhism purports to be a universal religion,
applicable to all mankind. It has absorbed into itself the
traditions and cultures of the different areas which
have accepted its message. According to Buddhism,
the arhat, the Siddha, the Sangha and the dharma are
the four objects of supreme value and worthy of
adoration.
According to the Jew religion, the children of
earth are viewed as one family. The Jewish Bible
stress on one ancestor who is the father of all. The
distinctions of caste and class differentiation by blood
or decent do not supersede the primary fact of human
equality. The man is made in the image of God, and
the fall of man represents the lapse from the state of
close relationship with God. The soul of man is seen
as 'the lamp of God', searching out all the recesses of
the inward parts. According to the Exodus, God said to
Moses, "Thou canst not see my face, for there shall no
man see me and live." The great commandment of the
Jews is to 'love thy neighbor as thyself' but you may
make a protest to your neighbors so that he may be
stopped from doing evil. Do not make attempts to get
equal with one who has done you wrong, or keep hard
feelings against the children of your people. The Jews
doesn't admit into their temple any image of God, no
visible likeness of him who is invisible spirit.
Christianity is based on the life and experience
of Jesus Christ. Cross is the significant mark and have
much importance in Christianity. According to the
Christianity, it is Jesus rose in the hearts of men to
give the newness of life. The symbol cross signifies /
symbolizes physical suffering, earthly defeat but
spiritual victory. According to the Pascal, Jesus
struggles with death until the end of the world.
Christianity spreads a message of universal
applicability that God made the world and all things
therein - hath made of one blood all nations of men for
to dwell on all the face of the earth.
Islam affirms that the spread of materialism is
the downfall of great nations. According to Mohammad
there is a need to unity of God and the brotherhood of
man. Islam believes on the Go who is without form and
parts without beginning or end and without equal. The
Quran says whomsoever he willet he setteth on a
straight path. Mohammad affirms that each religious
teacher has faith in his own mission, and his vision and
experience fulfills the needs of his people. Prophet
Mohammed recites a universal approach: [Quran,
XXXV, 25; XVI,37]
"There are not a people but a Warner has

gone among them and every nation had a
messenger and every nation had a guide.
And certainly we raised every nation a
messenger, saying serve. Allah and shun
the devil. To every nation we appointed
acts of devotion which they observe. For
every one of you did we appoint a law and
a way?
Religion though it may be Christian, Islam,
Jew or Buddhist, each has many doors, or ways of
expression. It only means that a common humanity
reacts in more or similar ways to man's encounter with
divine.
Parsi religion and the Parsis is an ethnic who
manifest on the creative geniusof an artist culminates
into a masterpiece. The Parsis are an ethnic and
religious community in India, living mostly in the West
Coast of the subcontinent. In Pakistan most Parsis
reside in Karachi and Lahore, where as in India, they
are largely in Mumbai. Parsis religion known as
Zoroastrianism was founded around 2000 B.C.,
originally belonging to Iran, left their homeland over
twelve hundred years ago to save their religion
intimidated by conversion to Islam by the Arabians that
invaded in the 07 century A.D. Zarathustra believes in
monotheism, the religion of the 'One Supreme God' Ahura Mazda. Zoroastrianian philosophy focus on two
fundamental forces - Good & Evil, rules the entire
creation. The eminent philosopher John R. Hinnels
highlights Zoroastrian philosophy as follow. [R.
Hinnels, John (ed) Zoroastrinian and the Parsis
(Mumbai Zoroastrianian studies, 1999)
How he uses that freedom throughout
his life, which will cause him to go to
heaven or hell.... Zoroaster taught that
men should render evil to evil... Evil
should be vigorously opposed in every
possible way; from cleaning a house to
overcoming suffering or misery when
men are judged at death, it is their
thoughts, words and deeds that are
weighed in the balance. Men's as
judged. Unlike in Christianity, there is no
idea of one dying to save all, or of
salvation by faith. In Zoroastrinian belief
man has free will to think, speak and do
as he pleases. It is."
Zoroastrian philosophy influences the daily life
of the Zoroastrians by clinging the basic convictions for
e.g. clean thoughts, Right words & noble deeds. The
28

Parsis are the ethno-religious minorities in India. It is a
small community of around 90,000 people. In spite of
small number, there has no looking back for them.
The Parsis are the followers of Prophet
Zarathustra and their religion is known as
Zoroastrianism. The miniscule minority community
has occupied an extra-ordinary position in history of
Indian sub-continent. Parsi, being a small community
has contributed significantly to the various fields for
e.g. economic, social, literary, cultural and political
spheres. What are the characteristic features of the
Parsi Community? What is that they wrestle with? The
Osmosis of identity they face, their appearance, their
pronunciation, their existence and many other things
stand them apart from the rest. The Parsi identity is
very aptly and significantly stated by - Novy Kapadia
and A.G. Khan in The Parsis: Madyan to Sanjan
(1997: 03);
The word 'Parsi' seeks its roots from the word

'Parsa'. It is the Old Persian form of Province in SouthWestern Iran during the ancient times. Parsik, the
same name being used for the people as well as the
language of the Pars. The term 'Parsik' became Parsi',
therefore it means 'one belonging to the Pars/Parsi,
thus became a religious connotation known as
Zoroastrian Parsis.
Zoroastrians are the ethno-religious - minuscule
minorities of Persia and later on they migrated to India.
At present most of the Parsis are living in Mumbai, the
West Coast of the sub-continent and Karachi and
Lahore are the cities in Pakistan. Parsi's, the native
Iran has left their homeland over twelve hundred years
ago to save their faith. In the 07th Century A.D., the
influence of Islamic Arabians made Parsis to leave
their homeland and reach to the safe country. Muslim
Arabs had forced many people sought refuse,
surrendered and some lived in isolated areas.
"Little about them is known to the people

of their religions, even less about their
faith or about their customs and rituals.
Neither the history of the people nor their
predicament today is known. What are the
problems they are wrestling with in a fast
changing, highly competitive world? That
there is a sense of "Osmosis of identity"
within and outside the community is not
known to many."4
REFERENCES
1. William Temple expresses the same, but in a different way: [Reading in Saint John's Gospel, first
series, 1939]:
2. Prophet Mohammed recites a universal approach: [Quran, XXXV, 25; XVI, 37]
3. R. Hinnels, John (ed) Zoroastrinian and the Parsis (Mumbai Zoroastrianian studies, 1999) Page
4. Novy Kapadia and A.G. Khan in The Parsis: Madyan to Sanjan (1997: 03);
5. Avesta/Yasna: 28)
6. The Parsis (1977: P.25);
7. 'The Parsis in India: A Minority as Agent of Social Change ' (1978);
8. Perspectives on the novels of Rohinton Mistry (2006 : 06 ),
9. ( Dipanjali, June-December (1996:P.11
10. The Parsi Voice in Recent Indian English Fiction : An Assessment of Ethnic Identity, In Bharucha
(1994 : 73-88)..
29
Research Paper
English
The Psychological Novel and Brief Study of Journey Within,

With Reference to Anita Desais Cry The Peacock
Pratibha Jagtap
MAEER MITs Sri Savitribai Phule Polytechnic,Pune(MS)
The psychological novel, also known as

stream of consciousness novel, leads fiction away
from typical traditional setting of external reality and
physical world, to the new bylanes and labyrinths of
inner world of fantasy, reveries and nightmares. The
emphasis is on deep moulds of human minds rather
than exterior characterization, on motives and
circumstances and on invisible than the apparent and
visible.
The term psychological novel was first applied
to a group of novelists in the middle of the nineteenth
century, mainly Mrs. Gaskel, George Eliot, and George
Meredith. In a way, these, along with Thomas Hardy
and Joseph Conrad, could be considered as the
forerunners of the psychological novel as they
portrayed the interior motives of the characters and the
psychological effects of the action.
The novels of Anita Desai mark an important
phase in the growth of fiction in India, as it entails the
gradual shift from the external world to the inner world
of the individual and it capture the atmosphere of the
mind, and directly involve the reader in the flow of
particular consciousness. She is a painter of moods,
of wills, of conflicting choices and inner experiences.
She has great influence of writers like Emile Bronte,
Virginia Wolf, D.H. Lawrence and Henry James. Anita
Desais novels are the exploration of the interior
world, plunging into the limitless depth of mind,
bringing into the contours of the human psyche.
In the novel Cry, the Peacock, the novelists
interest lies in the interpretation of the invisible life of
the female protagonist Maya, who suffers from certain
obsessions and fears originating from an albino
astrologers prediction of death of one of the two her
own or her husband- after four years of marriage.
The plot of novel involves three broad strands
which causes Mayas psychic turmoil; first is her
obsession with death, secondly her father-fixation and
thirdly her incompatible relationship with Gautama as
also the resultant alienation. The treatment of violence
and death is integral to literature itself, but in this novel
it is dealt differently. Desais characters, particularly
Maya, are very sensitive, the treatment of violence and
death assume a different dimension. For them, as for

the novelist herself, muffled whispers, leaking taps,
creaking shoes, groaning beds, moaning hinges and
tick-tocking clocks can be more disturbing than earsplitting blasts, deafening trumpets and earth-shaking
explosions.
The novel begins with the death of Toto
(Mayas pet) and ends with Gautamas murder and
Mayas insanity. The fear of the threatened death,
though initially submerged, surfaces periodically to
haunt, unnerve and terrify Maya: And the four years, it
was now, we had been married four yearsI knew the
time had come. It was now to be Gautama, or I. This
pendulum of predicted death precariously swinging
from the ceiling gradually descends and threatens to
fall over her head any moment. Desai has skillfully
given an elaborate description of Mayas mounting
agony which makes the novel a fascinating
psychological study of the protagonists neurotic fears
and throbbing anxieties. Mayas nervous imagination
magnifies everything out of proportions a petty
remark, a trivial situation, an insignificant thing or an
unimportant incident and these invoke in her a
neurotic response reminding her of her approaching
death. The Rangoon creeper with pink, strongly
scented, star-like flowers appears to her as nocturnal
snakes. The giant shadows of trees move towards her
with terrifying swiftness, giving her sensation of
snakes coiling and uncoiling their moist lengths and
about her and of an insane death. The hill orchids,
because of brevity of existence, remind her of death.
The flowers of yesterday become corpses of today
and she identifies herself with those that are bruised
and tired, not alive and not quite of today. The
absence of relief from any quarter unnerves her. With
her sickened imagination and neurotic mind, she
begins to form many frightening images from remotely
corresponding objects after being convinced that she
is caught in the net of inescapable and there is no
possibility of mercy.
Desai gives a good portrayal of the drifting
away from and gradual disintegration of Mayas
insanity, wisdom, calm and approaching stages of
30

madness. By recalling from the past her father, the
astrologer and Gautama, she consoles herself that she
is not yet insane and even if she were, the disease is
curable. Instead of looking at things objectively ,as
Gautama had advised, she discovers unnaturalness ,
some weirdness all around her and wonders, Who,
who is insane ? I myself ? Or, the world around me?
The theme of man-woman relationship has
been popular with Indian novelists like R.K. Narayan ,
Raja Rao, Mulka Raj Anand,Bhabani Battacharya and
Manohar Malgonkar.It was only with Arun Joshi and
Anita Desai, that psychological bent was given to it.
Anita Desai explores minutely the depths of the two
characters: Maya and Gautama, and analyses
thoroughly their temperaments, motives, dreams, fears
and aspirations. Maya being sentimental, believes in
the world of sensations and emotions; Gautama, being
pragmatic and rational, advocates detachment. Maya
is dreamy and sensitive; Gautama realistic and
insensitive. One is creature of instinct and other that
of intellect. Their temperamental incompatibility leads
to the blockade of Mayas libidinal satisfaction and she
regresses into the world of her father through her
imagination. An inkling of their inharmonious
relationship and absence of mutual understanding
comes when Gautama telephones Public Works
Department to send their scavenging truck for
disposing off the corpse of her dead Toto and then
immediately afterwards invites her for tea. It was very
casual attitude towards Mayas pet which meant so
much to her. For Maya, like all normal women,
particularly in her loneliness, wanted to mother a child
and Toto was substitute for it. The death of Toto is
thus to her the death of her child-substitute.
Leon Edel, discussing the psychological novel,
writes: What begins as an attempt to click the minds
shutter and catch the images of outer reality impinge
upon it ; end up as an impressionist painting.Mrs.
Desai portrays the neurotic sensibility of Maya who is
ill at ease with her disordered and unplanned life,
without tranquility and happiness.
While writing psychological novel himself,
Henry James did not use the first person point of view
because of its looseness and wanted the illumination
of situations and characters through one or several
minds. In Cry, the Peacock, Anita Desai uses the first
person in the middle part which constitutes the major
portion of the novel for the depiction of protagonists
tense and high strung psyche, though she begins and
ends novel in the third person point of view.
31
In order to make novel interesting, Henry

James had recommended that the centre of the
subject in the novel be a young womans own
consciousness. By writing about mainly Mayas
consciousness, Anita Desai brings in the maximum
intensity in the novel. The action of the novel is more
internal than external.
The story of the novel operates on two levels:
factual as seen by Gautama and fancied as
experienced by Maya. The reader has the advantage
of knowing the both. Cry, the Peacock, thus becomes
an absorbing story of a hypersensitive married woman
who would like her husband to die at her mere nod but
would refuse to grasp things in their proper
perspective. Of course , Anita Desai does not mirror
the consciousness of Gautama as much as she does
of Maya because he operates on the rational level ,
and therefore does not merit an in-depth study,
particularly if the novel was to be saved from the tiring
details. The tiny wheels of his machinery stop after few
seconds ;they continue for hours in case of Maya. No
dark passage ,no hidden labyrinths seem to exist in
Gautamas mind which might be of interest to the
reader, as they do in case of Maya.
The psychological novel many a times gives a
disturbed chronology of events and presents
everything in a chaotic manner. Since everything in life
is not organized, the author tries to give a faithful
picture of life by presenting it in an identical way. In
Cry, the peacock ,the narratives has been disturbed
by several flashbacks. The novel begins with the death
of Toto ,as also some persons and things provoke
Maya into bringing on surface in chain reaction
involuntary associations from the past ,particularly her
experiences with her father and her association with
albino astrologer, which are presented with the help of
flash back technique. This is done to convey inner
consciousness of Maya. It is not only in the use of
subject matter , characterization and in presenting the
atmosphere of mind but also in the use of narrative
technique, symbols , images, and the disturbed timescheme that Anita Desais Cry the Peacock, deserves
to be called as a great psychological novel.
Research Paper
English
Psychological Allegory in Lord Of The Flies:

A Critical View
Santosh D. Ghangale
Radhabai Kale Mahila Mahavidyalaya, Ahmednagar (MS)

book the conch shell becomes dull. In the beginning of
the book the boys respect the authority of the conch
shell. Later in the book when Ralph blows the conch
shell in Jack's camp the boys ignore the shell.
Eventually the shell is destroyed, as is the boy's
civilization.
While Ralph is the symbol of order, civilization,
and authority, Piggy is the symbol of science and
intelligence.
Piggy talks about life being scientific.
When Ralph brings up the issue of Simon's death,
Piggy is "searching for a formula" to explain the death.
Piggy's glasses are used to make fire. In most
civilizations, fire is very important. To Ralph fire
represents a way to get off the island. He explains to
the boys that they need a signal fire to attract rescuers.
When the boys let the fire go out it seems that they
are also becoming less civilized, they have lost their
sense of order. They don't want to be rescued and
they don't feel a connection with the civilized world.
However, fire, like science, can be dangerous. The
fire rages out of control just like the boys become
savages and are completely out of control.
Parts of the book's plot are a little
dated. The boys are stranded on this island because
they were evacuated from their homes to escape a
nuclear war. This reminds me of the old television ads
about "duck and cover," something that they taught to
children when my Dad was a little boy. It's very old
fashioned. But still, this book is assigned reading for
high school English classes because the plot is
timeless. The relationships between the characters
are so typical of the real world and there is a lot of
symbolism
in
the
book.
What is interesting to me about this book is the
relationships between the characters. The conflicts
between
them
and
the psychology of
their
relationships is what I will be writing my paper about.
There is an aspect of gang violence in this book that is
very modern and relevant.
Lord of the Flies is a fine piece of novel. There

are two types of psychological issues at work in Lord
of the Flies. First there is the individual psychology.
Ralph and Jack are in conflict for leadership of the
group and power over the other boys. Ralph
represents order and civilization and Jack represents
disorder and savagery. In the end Jack wins over
Ralph and the boy's civilization dissolves. Piggy
appears to me to be Ralph's conscience, as well as
representing
science
and
technology.
Secondly, there is a group dynamic at work in
this book. According to one study, kids (boys and
girls) who are in gangs use neutralization cognitive
techniques such as denial of responsibility or denial of
the victim to deal with their feelings of guilt and shame
for immoral gang behavior. In the book when the gang
of boys kills Simon they dehumanize him, turning him
into the beast as they chant "Kill the beast! Cut his
throat!
Spill
his
blood!" (Golding,p152).
Further, Piggy is the woman's voice in this
book. Since William Golding wrote this book in the
1950's it is possible that his ideas about women were
different than the ones that are prevalent these days.
He might have viewed them as the "weaker sex."
Piggy is definitely weak; he wears glasses, is
overweight, and he can't do a lot of the physical things
that the other boys do. But, I don't really connect with
the "weaker sex" stereotype and I don't see much
about Piggy that is feminine. One author noted that
Piggy repeats things that his aunt has said to him,
which makes more sense if you think that the book
needs a feminine voice.
I am beginning to think about the main
characters in Lord of the Flies. Ralph is the first leader
of the boys. He begins to organize them. He is
elected chief because he takes charge during the initial
chaos. He immediately realizes that the conch shell is
important to establish a symbol of authority and order.
The boy who is holding the conch shell during a
meeting has the right to speak. In the beginning of the
book the conch shell is brightly colored, later in the
REFERENCES
1.
2.
3.
1954, Lord of the Flies William Golding, Faber and Faber Publication, London. ISBN- 978-0-57-20053-5
Rosenfield, Claire (1990). "Men of a Smaller Growth: A Psychological Analysis of William Golding's Lord of the Flies". Contemporary
Literary Criticism 58 (Detroit, MI: Gale Research). pp. 93101. (2012,11).
Psychological
Allerogry
in
Lord
of
the
Flies. StudyMode.com.
Retrieved
11,
2012,
from
http://www.studymode.com/essays/Psychological-Allerogry-In-Lord-Of-The-1204615.html
32
Research Paper
English
A Note of Melancholy and Despair in The Poetry of P.B.Shelley

: A Critical Analysis
Mr Sayed Irafat Gausoddin
Kohinoor Arts,Commerce & Sci. College Khuldabad

Aurangabad, Maharashtra.
"Melancholy"applies only to the mental or

emotional
symptoms
of
depression
or
despondency."Despair" is the feeling of not having any
hope left.We observe melancholy and despair in the
poetry of P.B.Shelley.The thoughts of Shelley are
pessimistic which suggest his mental state. Being a
romantic poet, he gave full expression to his emotions
through poetry. He was extremely emotional and emotion
was the breadth of his living. His passionate thoughts
remind us a remark of Lord Byron (George Gordon),The
18th century British romanticist, about poets, "We of the
craft (poets) are all crazy". It is true that he suffered a lot
during his short span of life but there was also inherent
pessimistic attitude in Shelley. As Quiller-Couch
says,"The true miseries of Shelley's life as of Byron were
not of external contrivances...." The reason of his
pessimistic outlook towards life was his realization of
contrast between his visions and the reality. He had great
regard for French Revolution but the acts of French
Revolutionists made him disgusted. He was completely
shaken due to the horrible carnage, bloodshed and rapine
in France. His ideals and dreams were shattered.
This incident had ghastly impact on Shelley. He
expressed it in the prelude I scarcely knew one night of
quite sleep Such ghastly visions had I of despair And
tyranny ,and implements of death And long orations
which in dreams I pleaded Before unjust tribunals. He
was a dreamer. He was never reasonable. He was the
victim of some hallucination.His intense consciousness of
his own loneliness in life and a passionate contemplation
of the mystery of death .He commented on the vanity of
human efforts and endeavors to accomplish the ideal, so
often cherished but never realized. He expressed
melancholic thoughts through the poem Ode To The
West Wind thus"Oh, lift me as a wave, a leaf, a cloud, I
fall upon the thorns of life I bleed A heavy weight of hours
has chained and bowed One too like thee, tameless, and
swift, and proud" The sorrowful mood clearly be
understood from above cited lines and a desire to leave
this painful world.We can get such opinions about life and
its oasis like happiness from the teachings of sages. The
melancholic Opinions of Shelley are the result of his deep
brooding and extremely sensitive disposition. His cry of

dissatisfaction and disgust against the human life is
nothing but a concern for the well being of all.He gave
frank opinion about life without hiding anything. These
pessimistic ideas of P.B.Shelley are extract of his and
other humans' sufferings and hardships.
John Keats'
death gave him deep shock and it led to compose"
Adonais" a pastoral elegy. In it he stresses the immortality
of the soul and the supreme power of the Almighty God
permeating the universe The One remains,the many
change and pass;Heaven's light forever shines,earth's
shadows fly; Life like a dome of many-coloured
glass,Stains the white radiance of eternity,Until Death
tramples it to fragments. These lines indicate the most
sublime expression of Shelley's philosophy of life and
death and immortality of the soul. His emotions mixed
with grief touch our hearts. The poetry of Shelley remind
us impending death .Clutton-Brock calls Shelley a
"Fanatic poet"who had his ideals of introducing a world of
socialism wherein the forces of equality will have
supreme sway. He also had the vision to regenerate
society. The world of his time was not so ideal and he
was not happy with it.He had a hatred for devils and sins
of the world.He sought to demolish the false idols by his
sledge hammer blows. Such type of reformative zeal in
Shelley was his own and was not shared by other
Romantic poets.The sadness of the Shelley's poetry had
some autobiographical touch. In the "Lines Written in
Dejection Near Naples", he strikes the melancholic note
that touches our hearts:
Alas I have nor hope nor health Nor peace
within nor calm around
Nor that content surpassing wealth
Nor fame, nor power, nor love, nor leisure,
Others I see whom these surround.
These lines clearly depict his unhappy life devoid
of hope ,fame and power.
Thus melancholy and despair in his poetry is the
upshot of his personal grief and also his earnest desire to
bring a drastic change in the world. He could not bring so
,that made him unhappy.
REFERENCES
1.
2.
3.
4.
W.R.Goodman(2000):A History Of English Literature Vol.1

Mundra J.N.(1992):A History Of English Literature vol.I
The life of Percy Bysshe Shelley, Thomas Medwin (London,1847)
Timothy Morton, Shelley And The Revolution In Taste: The Body And The Natural Word (Cambridge Studies In
Romanticism,1994)
33
Research Paper
English
Shakespeares Hamlet: A Psychoanalytical Study

Dr. Parvez Aslam Shaikh
Lokseva College of Arts & Science, Aurangabad Maharashtra.
The psychoanalytical criticism of Hamlet is

dominated largely by discussion of Hamlet's apparent
oedipal issues, namely his focus on his mother's
sexuality and his murderous intentions toward the
father-figure in his life, his stepfather (and uncle)
Claudius. In fact, Philip Edwards (1985) notes that the
psychoanalytical criticism of Hamlet was sparked by a
single footnote regarding Hamlet's Oedipus complex in
Sigmund Freud's The Interpretation of Dreams(1900).
Freud notes that "Hamlet is able to do anything
except take vengeance on the man who did away
with his father and took that father's place with his
mother, the man who shows him the repressed
wishes of his own childhood realized." In addition to
Hamlet's oedipalanxiety, his delay in obtaining revenge
as commanded by the ghost is also a source of
psychoanalytical study.
Of all works of Western literature, probably no
single text has undergone more psychoanalytic
theoretical consideration than Hamlet. Psychoanalytic
theorists have been interested in the psychological
depth of Hamlet and have attempted to conceptualize
him through a variety of different psychoanalytic
perspectives, the most famous of which is Ernest
Joness argument that Hamlet suffers from an Oedipal
complex throughout the play that causes his seeming
psychological problems. Psychoanalytic theorists have
also diagnosed Hamlet with a range of psychological
maladies and offered a range of different ways of
conceptualizing Hamlets mental processes as well as
those of the other characters in a story. Psychoanalytic
theorists have also proposed numerous interpretations
of the play through the perspective of Shakespeares
own psychology, with some theorists suggesting that
the play functions as an attempt whether conscious or
not by Shakespeares to resolve the trauma of his
father and/or sons death.
Some critics have even admitted that Hamlet
the play is the primary problem, and Hamlet the
character only secondary. And Hamlet the character
has had an especial temptation for that most
dangerous type of critic: the critic with a mind which is
naturally of the creative order, but which through some

weakness in creative power exercises itself in criticism
instead. These minds often find in Hamlet a vicarious
existence for their own artistic realization. Such a mind
had Goethe, who made of Hamlet a Werther; and such
had Coleridge, who made of Hamlet a Coleridge; and
probably neither of these men in writing about Hamlet
remembered that his first business was to study a work
of art. The kind of criticism that Goethe and Coleridge
produced, in writing of Hamlet, is the most misleading
kind possible. For they both possessed unquestionable
critical insight, and both make their critical aberrations
the more plausible by the substitution of their own.
In order to understand the much of the play, the roots
of the madness that Hamlet and Ophelia endure must
be understood. Critical approaches to this topic have
been varied, with some scholars finding Freudian
overtones in Hamlets madness, and others looking at
how madness was treated and addressed in
Elizabethan England as a way to better understand
this problem. Hamlets madness has been often
attributed to grief over the death of his father. In Peter
Sacks article entitled Where Words Prevail Not:
Grief, Revenge and Language in Kyd and
Shakespeare, this is the approach taken. With the
genesis of parliamentary government, Elizabethans
individuals experienced justice not as the divine
commandment handed down from a divine monarch
but as the decision of a mere human, and thus fallible.
The revenge tragedy fulfills a desire for direct
retribution and a direct administration of justice that
appealed to the Elizabethan audience. The Spanish
Tragedy and Titus Andronicus very effectively, but
his culminating work on Hamlet received the bulk of
my attentions, being the most relevant to my research.
Hamlet is unable to mourn effectively due to the
strains that his familial relations place upon him.
Hamlet is a creature of Shakespeares imagination,
probably drawn from several sources. He is not an
actual patient. Therefore clinical diagnosis must be
tentative, but there is good evidence in the play for
depressive illness. Depressive illness is characterised
34

better.(III.iv.32) He also makes the second, successful
attempt impulsively, with the sword he is holding, when
he is told it is poisoned. However, when he has the
chance to kill Claudius at his prayers, he says: Now
might I do it(III.iii.73) and then finds a reason not to do
it. Once might enters his mind, he starts to ruminate
on action and he is lost. The reason he finds to spare
Claudius is that Claudiuss soul might not go to Hell if
he died at prayer, and that would lessen the revenge.
This would be consistent with contemporary belief. The
dramatic irony is that Claudius is unable to pray or
repent. It is rather more probable that Hamlet is
rationalising his inability to act. Thus Hamlet is capable
of an immediate irritable reaction to a stimulus, but
once he starts to think about killing Claudius, his
resolution fails. In contrast Claudius is worried but not
depressed, and he makes resolute attempts to kill
Hamlet. Hamlet is not psychotic and he can still
respond to circumstances.
However,
Shakespeare
and
his
contemporaries would have regarded melancholy as a
character defect, not an illness. The concept of
melancholy has been familiar since ancient times and
grief reactions have obviously been equally familiar.
But the concept of acute depressive illness is relatively
recent. Elizabethans would not have distinguished
depressive illness from an excess of melancholic
humour. Like Claudius, they would have told him to
pull himself together. To them he was a tragic figure in
the classical sense.
The play is most accurately seen as a study of
a young man, with a moderately severe acute
depressive illness, placed under a severe stress,
rather than a tragedy in the strict sense. This
interpretation of the play takes nothing from its poetry,
from its profundity or from the value of other insights. A
mark of its greatness is that successive generations
have new insights into it and draw new inspirations
from it.
by low mood, anhedonia, negative beliefs, and

reduced energy. Hamlet actually calls himself
melancholic (II.ii.597) and the very first speech he
makes in the play is devoted to a public statement of
his melancholy.
He speaks of his anhedonia at length to
Rosencrantz and Guildenstern, saying that he has lost
all his mirth and that man does not delight him.
(II.ii.295309).How weary, stale, flat and unprofitable
Seem to me all the uses of this world! (I.ii.1334) He
frequently expresses negative beliefs and pessimism.
He calls Denmark a prison.(II.ii.243) His comments on
women to Ophelia are bitter.(III.i.11151) In the
gravedigger scene he dwells on human mortality. He
alludes to sleep disturbance were it not that I have
bad dreams.(II.ii.255) According to Ophelia he
neglects his appearance.(II.i.7880) From the first he
dwells on death and suicide. He wishes that the
Everlasting had not fixd his canon gainst selfslaughter. (I.ii.1312) He returns to the theme at
length in the famous To be, or not to be
soliloquy.(III.i.5682) He shows a sense of
inadequacy, when he quickly feels overwhelmed by
the task imposed by his fathers ghost, after first
boasting that his revenge would be swift. The time is
out of joint: O cursed spiteThat ever I was born to set it
right.(I.v.1967)
More than once he expresses guilt at his
failure to act. Do you not come your tardy son to
chide? (III.iv.1069) and How all occasions do inform
against me IV.iv.32) He denigrates himself
comprehensively in another soliloquy O what a rogue
and peasant slave am I! (II.ii.545583)
All these are depressive symptoms and he has
experienced events likely to precipitate depression: his
fathers sudden death, his mothers hasty marriage,
and his disappointment in the succession. Hamlet is
not just a typical Elizabethan melancholy man.
Hamlet makes two attempts to kill Claudius.
The first time, on hearing a cry for help, he
immediately kebabs Polonius through the curtain,
thinking him to be Claudius. I took thee for thy
REFERENCES
5.
6.
7.
8.
W.R.Goodman(2000):A History Of English Literature Vol.1

Mundra J.N.(1992):A History Of English Literature vol.I
The life of Percy Bysshe Shelley, Thomas Medwin (London,1847)
Timothy Morton, Shelley And The Revolution In Taste: The Body And The Natural Word (Cambridge Studies In
Romanticism,1994)
35
Research Paper
English
Innovations in Second Language Learning & Cognitive Development:

A Theoretical Background
Mr.Shewale Vishnu Gangadhar
Research Student, Dr. B.A.M.U., Aurangabad, Maharashtra.
Innovations play a vital role, zestful excellence

and an indomitable spirits in Second Language Learning
and Cognitive Development process. Education is the
manifestation of perfection which men have already
known. India does not appear to be very far from
becoming a developed economy in the world. The
president of India exhorted us to become a knowledge
society. The University Grant Commission shares this
vision. The government of India is making all out efforts to
forward in that direction. There is a doubt whether all
Indian schools and colleges have competence faculty or
not to perform their knowledge to their students or
blackboards and in a number of cases we have schools
and colleges where teachers regularly either absent
themselves or when present are not too eager to take
classes. The reality stands in Starks contrast to the vision
our leaders happen to have for us. Where shall we look
forward to achieving the dream that our leaders visualized
for us? Perhaps in schools, colleges where teachers
should teach and students should come and
learn.However, only a fraction of the teachers performs
their jobs. In the present study an innovative attempt has
been made to give comprehensive theoretical basis for
the process of second language learning and cognitive
development.
Etymologically, the term innovations is
derived from the Latin word innovate that means to
change something into something new. It is a promotion
of new ideas and practices in education and training.
Adair states that innovations is more than new ideas, it
includes the process of successfully introducing them or
making things happen in a new way. It turns ideas into
useful, practicable and commercial services. It appears
that innovation signifies the concept of newness of the
practice. An act is an innovation only if it adds to the sum
of known innovations (Schon, 1967).In education;
however the stress is more on the education utilization
and dissemination of an idea. Rogers and Schumacher
(1971) observe that innovation is an idea, a practice or an
object perceived as new by an individual. It is the
perceived or subjective newness of the idea for the
individual that determines ones reaction to it. If the idea
seems new to the individual, it is an innovation.
Innovation is stated to be a deliberate, novel, and specific
change which is thought to be more efficacious in
accomplishing goals of a system. It is a deliberate and
planned effort. It has functional utility.
Second Language Learning is a process of
enormous complexity in which a variety of factors are at
work description. There are a number of theories which
have received considerable attention in second language
research. Theories seek to account for the interaction of

those sets of factors which affect the process and
success of second language learning. They describe the
conditions under which efficient learning can take place.
Second Language Learning means learning the
other language after the first language is acquired.
Learning is a conscious effort to master a language
whereas acquisition is an automatic, subconscious
process of mastering a language. The human beings
have some inborn capacity to acquire and use the highly
complex system of human language and speech. The
capacity to acquire the first language is universally found
among all the human beings; related to this, is the
capacity to learn a language other than ones own.
The second and foreign language educators
must have shown a lot of interest in research on language
and the brain. Language learning is a natural
phenomenon; it occurs even without intervention. It has
long been known that different regions of the brain have
specialized functions. Particular areas of the brain were
designed for processing certain kinds of information from
birth. Recent finding indicate that specialized functions of
specific regions of the brain are not fixed at birth but are
shaped by experience and learning. The young brain is
like a computer with incredibly sophisticated hardware but
no software. The software of the brain connects the
exceptional processing capacity of the brain in the service
of specialized functions like vision, smell, and
language.All individuals have to develop their own
software in order to exploit the processing power of the
brain with which they are born.
Researchers report that there is a critical period
or optimal age for Second Language Learning. This
periods ends around the age of puberty,around 13 years
of age.Beyond this age or critical period,individuals
demonstrate or face difficulty in learning another
language with ease and in an effortless manner.This is
also the time during which the left hemisphere of the
human brain comes to be the center that more or less
controls language use.
There are different arguments presented
regarding the optimal age of Second Language
Learning.The biologists say that a childs brain is more
plastic and thus is more receptive than the adults brain.
Thus, certain aspects of language acquisition especially
in the area of pronunciation are facilitated by this
plasticity. The adults musculature is hardened in some
sense or set in place in some manner after puberty and
this makes it difficult for the adult to acquire a native like
pronunciation.However, the cognitive argument says that
an adult is superior to a child when it comes to abstract
36

second language learners can use higher order thinking
skills, analysis, synthesis, evaluation, generalization,
conclusion, formulation etc.,in language and thought.
Lack of linguistic development in either the primary or the
second language can have negative effects on cognitive
development.
The most important cognitive theory of Second
Language Learning is that developed by Bialystok (1979).
Like other cognitive psychologists who have addressed
Second Language Learning, Bialystok explicitly affirms
the principle that language is processed by the mind in
the same way as other kinds of information. Language
proficiency is described with reference to two dimensions:
an analyzed factor and automatic factor .The analyzed
factor concerns the extents to which the language learner
is aware of the structure of his linguistic knowledge. In an
analyzed knowledge which is characterized by the early
stages of Second Language Learning, the learner is not
aware of the structure and organization of knowledge. As
learning takes place awareness increases, enabling the
learner to identify the formal structure. Awareness takes
the form of a prepositional mental representation of
linguistic knowledge which may or may not be conscious
to the learner. Bialystok emphasized that the degree of
analytic ability is not linked to consciousness and is not
explicitly represented in the mind of the learner. It is
wrong to equate analyzed knowledge with articulates
knowledge or knowledge of rules. The analyzed
knowledge however makes articulated knowledge and
Meta lingual knowledge is possible. It can be operated by
the learner and is available for language uses in the
formal education. Learners who have access to only the
unanalyzed second language will be restricted to the
kinds of language use for which this is appropriate i.e. for
everyday usage. This process in which knowledge
gradually becomes analyzed during the course of second
language acquisition corresponds to the general process
of cognitive restructuring.
The development of the analyzed dimension
occurs independently of development of the automatic
dimensions. This is achieved through practice. Learners
begin with unmarked knowledge. The simultaneous
development of both dimensions is difficult; so the
learners are likely to concentrate on one factor or the
other. Some learners choose to go for automatic
dimension; others will concentrate on analyzing their
knowledge by breaking down the expressions acquired.
The learning context will also play a very important role in
this process. Informal second language learners lay more
emphasis on automatic dimension; formal learners will
stress analytic ability. It is clearly shown in the future.
Karshens (1982) monitor theory is addressed
chiefly to the relation between spontaneous and guided
Learning.The are two ways for adult learners to gain
proficiency in a second language,Subconcious acquistion
and conscious learning.The subconscious acquistion is
based on meaningful and purposeful communication with
speaker of the target language. The learner is oriented
not to the form but to the content and effect of his
utterances unaware of the linguistic rules and structures
used in the process. Language learning as conceived by
thought.
Learning
another
language
involves
generalization, discrimination of differences and
identifying similarities, and mastery of sentence
structures. Since the adults seem to have an edge over
children in this, language learning is done better with
reason. At the same time, children are generally less
inhibited about imitating sounds than are adults, and this
may positively after their pronunciation.
Generally children do not have negative
attitudes towards the second language, and they usually
have a strong desire to learn the same. The number of
years of exposure to the second language and the
starting age of the learner affect the ultimate level of
success, especially regarding pronunciation. Although
children learn more slowly than adults, they eventually
surpass them. Both the contexts share similarities and
differences. It may not to possible to replicate all the
conditions of learning that a child is exposed to when we
learn another language. Neuroscientists opined that
human language capacity is ingrained in the cerebral
cortex whereas other animals do not have as rich a cortex
as the humans do.
Many attempts have been made to apply
cognitive learning theory to second language acquisition.
This is based on the assumption that the second
language acquisition is similar to any other kind of
complex skill learning. Cognitive theory and cognitive
learning theory is powerful explanation of how learners
develop the ability to use their second language
knowledge. Cognitive theory is the result of extensive
research into the role that mental processing plays in
Learning.The cognitive view of language acquisition is
usually credited to the work of Chomsky (1965)who
proposed that language is not learned as a form of
behavior; it is acquired as a set of grammatical rules. This
meant that children are able to not only understand
meanings of words, but also understand grammatical
rules which governed the ways in which sentences made
sense .It was argued that there are universal rules of
language which apply across the world,and children
acquire the skills to understand an apply these rules in
order to communicate effectively, within this context.
Chomsky hypothesized that children made use of a
Language Acquisition Device (LAD).This features of the
mind enabled them to create syntactically appropriate
utterances prior to imitation and repetition. According to
Piagets (1959) theory of universal developmental stages
for cognitive reasoning, young children construct
understanding in the context of their own activity.They
progress from concrete to more abstract thinking, from
figurative to operative aspects of cognition. therefore;
students learn more easily when they can manipulate
objects rather than us abstract thought. This information
on how students constructs knowledge parallels the
common underlying proficiency model introduced by
Cummins (1979) which posits that knowledge learned in
one language transfers to a second language once
students have acquired the linguistic skills to express that
knowledge. According to Cummins (1981),it takes an
average of five to seven years to acquire Cognitive
Academic Language Proficiency (CALP), a level at which
37

Krashen consists in the internalization of explicit rules
under conscious control. Here; there can be no invariant
acquisition order beyond what is predetermined by the
process of instruction. The crucial point of the theory is
that learning in this sense is always affected through a
monitor or an effort on the part of the learner to control his
language output and to self correct it whenever
necessary.
The integrated theory recognizes that different
aspects of Second Language Learning require different
kinds of explanation and that neither a purely cognitive
framework will provide a complete explanation. An implicit
promise is that second language knowledge is
differentiated. Explicit and implicit knowledge are held to
be different in kind and to be stored separated in the
brain. Explicit knowledge is conscious and declaration.
Implicit knowledge is subconscious and procedural
although not necessarily fully automatic. Neither kind of
knowledge is developmentally primary that is, the learner
may acquire a particular rule explicitly in the first instance
and then proceed to acquire the same rule implicitly at a
later point nor vice versa. Only implicit knowledge is
developmental.
The Khardhens monitor model also clearly
states that the acquired knowledge is implicit and learnt
knowledge is explicit. Some learners demonstrate explicit
knowledge of some very simple rules. Without being able
to perform these in everyday communication, conversely,
they demonstrate implicit knowledge of some very
complex rules of which they have no conscious
knowledge. It is very difficult to decide between these two
positions. It is difficult to tell what kind of knowledge is
being used by the learner in any single performance.
Whether the two knowledge types are perceived as
dichotomous or continuous depends to a large extent on
whether the theorist posits any interface between them.
The linguistic theory explains how explicit rather
than implicit knowledge is acquired. One of the
hypotheses based on this theory that has received
considerable attention is that unmarked properties of the
second language emerge in inter languages before

marked ones. The modes of generative grammar
(Chomsky 1981) provide a rich source of information from
which to derive operational hypotheses regarding the role
of a marked-ness. One of the advantages of this
approach in the study of second language acquisitions
that very specific claims can be advanced and tested.
Another hypothesis is that instruction directed at marked
linguistic feature serves to trigger acquistion of associated
unmarked features, i.e., learners are able to project their
explicit knowledge beyond that which they have actually
been taught.
Conclusion
The major source of theoretical issues in second
language classroom learning is concerned with the nature
of instruction that results from different learning situations.
Most broadly, second language instruction occurs in two
contexts. One foreign language context, relevant to some
of the second language learners where the learner
acquires the second language when there is a natural use
of the language in the surroundings. English in India,
Japan and French, in U.S.A.or England are the examples.
In this type of context, second language is usually treated
as equivalent to any other subjects, in which terminology,
concepts and rules are taught, notes are given,
homework is done and tests are taken. In the second type
of situation the second language is not only the content of
instruction.thus, a theory of classroom Second Language
Learning should be clear about what it is seeking to
explain. It should specify whether it intends to account for
competence or fro proficiency .Chomsky distinguishes the
idea of knowledge which is static, from the idea of reality
to use knowledge which is dynamic. So the term
competence be restricted to the forms and proficiency be
used to label the latter.
REFERENCES
Prativa (1969), Innovation in Relation to Schools in Gujarat, Ph.D.Thesis, M.S.University Baroda.

Srivastava A.R. (1970) Evaluation of Practice Training Programme of Postgraduate teacher Education in
Teaching Training Institutions, CIE, New Delhi.
Gupta .K.Arun (1984). Teacher Education. Current and prospectus, Sterling Publishers Private Ltd., New Delhi.
Chomsky, N. (1981). Principles and parameters in syntactic theory an explanation in Linguistic: the logical
problem of language acquistion, N.Hornstein D. Lightfoot, eds.London, Longman.
Krashen S. & Terrell T.D. (1983).The Natural Approach. Language acquistion in the Classroom, Oxford:
Pergamon Publishers.
38
Research Paper
Foreign Language
Psychology in the Learning of A Foreign Language

Ms. Vasundhara Rao
Dr. Babasaheb Ambedkar Marathwada University, Aurangabad,

Maharashtra.
Learning of a foreign language is a highly

complex bio-psycho-social process. Language is the
most complex invention of the human mind. That is
why; it is said that learning a new language is not a
trivial process. It involves the whole personality of the
learner. No wonder, that while learning a new
language practically all the competences and the
whole intelligence are working together. Language
learning is a process which runs simultaneously into
different directions. Some pre-conditions should be
fulfilled before starting to learn a new language. These
may be of biological, emotional, cognitive-lingual or
even social nature.
The need and also the desire to learn foreign
languages are on the rise now - the reasons for this
being the increasing facilities for traveling, growing
cultural and economic connections between individuals
and nations. Foreign language education fosters
international co-operation and understanding. It is also
essential for international commerce.
In spite of the strong desire to learn a foreign
language, many students are unable to learn it
properly. They find language learning a long and
laborious task, which demands a lot of time and
energy.
This situation compels us to think more about
Foreign Language Learning and to look for solutions
for solving the problems involved in Foreign Language
Learning. While doing this, it becomes essential to pay
attention to some psychological aspects, which are
involved in the learning process of foreign language
learning. The understanding of psychological aspects
can help the teachers to make the teaching more
effective. No single method is sufficient in the
heterogeneous process of language learning. The
teacher has to use various methods taking into
consideration the needs and desires of the learners.
For the selection of the different methods used in
teaching, the teacher should have a good
understanding of the foreign language learning
process.
Knowing certain physiological facts about the

functioning of the brain may be helpful for this
understanding.
Viennese physician Franz Joseph Gall
believed that there are 37 parts in the cerebral cortex,
which are responsible for different mental functions.
But, now, because of the modern imaging techniques
like Positron Emission Tomography ( PET ), it is
possible to have a look at the central nervous system.
Three parts of the cerebrum Palaco-, Archi- and
Neocortex attract special attention.
Many views and empirical findings are now
proving to be brittle. Todays leading neuro-scientists
argue holistic and point out that no process in the brain
works in isolation, but is always connected.
The neuro-scientist from Bonn, Detlef Linke,
stated that the superiority of the human brain over the
computer lies in the fact that all the systems (visual,
memory or language) are connected and that the
human brain can function between different modalities.
In the language class, each student processes the
learning material differently. This is due to the
evaluation system in the brain. According to Gerhard
Roth, the intensive co-operation of neocortex, limbic
system and brainstem enables learning on the basis of
evaluation and selection. Every learning process is
based on evaluation process
and is essentially dependent on emotions and affects.
Gerhard Roth describes this emotional-rational
evaluation process on 3 levels, which are mutually
related and act together:
Strict genetic determination (talent)
Determination
by
the
environment
(socialization)
Epigenetic determination (self-referentiality i.e.

the self-organization and evaluation schemes
of the brain)
Affect and emotion have till now not received enough
attention in studies related to second and foreign
language learning. According to Garrett and Young
(2009)
39

affect and emotion are terms which have
remained in the shadows of discussions of foreign
language learning , where the primary focus has been
on the development of knowledge and use of the new
language. As a result the role of affect and emotion in
the FLL has not been understood adequately.
Applied linguists working on Second Language
teaching have shown interest in affect. Arnold (1999)
notes in the preface of her edited book on this topic
and states that it can be beneficial to language
teachers to focus, at times, on affective questions. She
further argues that more attention to affective aspects
could lead to effective second / foreign language
learning. Ways to overcome problems created by
negative emotions should be found. The teachers
should try to invent ways to replace the negative ideas
by positive and facilitative ones.
Maclentyre, Mackinnon and Clement (2009)
have pointed out that Emotions are fundamentally
important motivators. Motivation depends on attitudes
and direct or indirect inter-cultural contacts.
The emotional atmosphere in the class can
make a difference in the Foreign Language Learning.
Boredom and anxiety affect the language acquisition
negatively. A positive and stimulating environment
engages the learners and enhances their motivation.
An interesting case study presented by Garrettt and
Young illustrates the development of affect. The study
is based on Garretts experience in a Portuguese
course for beginners in Brazil. Garrett was interested
only in the comments on cultural aspects. Garretts
interest in aspects of Portuguese language declined
soon after the beginning of the course, but her interest
in the Brazilian culture increased, which kept her
motivated. Being interested in the Brazilian culture,
she communicated with more advanced speakers. She
could not speak Portuguese as well as others which
made her anxious and her self-image was affected.
She could not ask for help, because the students were
allowed to speak only in Portuguese. She got
frustrated, but the frustration vanished as soon as she
acquired adequate linguistic resources.
Acquisition of the vocabulary is an important
part of Foreign Language Learning. Effective methods
of vocabulary acquisition can be developed by using
the current cognitive psychological knowledge
concerning vocabulary
acquisition.
Vocabulary
acquisition is done either in an implicit (words are
acquired unconsciously, this way is also called
incidental learning also) or an explicit way (a range of
meta-cognitive strategies are used). An implicit
40
vocabulary learning hypothesis says that the meaning

of a new word is acquired unconsciously. This
happens as a result of abstraction from repeated
exposures in a range of context. The knowledge thus
acquired is represented sub-consciously in the brain.
Chomsky has termed this as tacit knowledge. An
explicit vocabulary learning hypothesis holds that
vocabulary acquisition can be accomplished by using a
range of meta-cognitive strategies :- 1) An unfamiliar
word is noticed. 2) Attempts are made to infer the word
from context or definition is acquired by using
dictionaries. Knowledge attainment takes place here
through selective learning.
Studies of amnesic patients throw more light
on the nature of implicit and explicit learning. Studies
of global amnesic patients show that there exists
disassociation between implicit and explicit learning. In
case of these patients, implicit learning is normal, but
these patients, due to damage to structures in the
middle of the brain (the hippocampus and limbic
system) show total anterograde amnesia for explicit
and episodic memories (i.e. they lose the ability to
consciously recollect any events that occur after the
brain damage.)
Amnesiacs retain implicit, automatic system of
learning, but the explicit, declarative system is absent.
Their abilities of vocabulary acquisition can tell us,
which processes are implicit and which are explicit.
Knowledge of the vocabulary learning process can be
helpful to the foreign language teacher in determining
the methodology to be used in teaching.
Foreign Language Learning, to some extent, is
dependent on Physiology. But, in turn, it has also been
noticed in some experiments that FLL has made
changes in the Physiology.
Language centers in the brain actually grow as a
result of FLL. The more you learn, the more the vital
areas in the brain grow. This can be inferred from an
experiment which was conducted on two groups of FL
learners. First group consisted of Swedish learners,
who studied Arabic, Russian or Duri (the language of
Afgan Tajiks) for 13 months at a very fast pace. The
other group consisted of medicine and cognitive
science students at Umea University, who also studied
hard, but not languages. The Foreign Language
students had a certain part of their brain increased in
size. The growth was observed in the hippocampus
and areas of the cerebral cortex related to language
learning. Greater growth was seen in an area of the
motor region of the cerebral cortex (middle of frontal

gyrus) in case of students who had to put in more
effort in their language learning.
It has also been established that Foreign Language
Learning leads to improved listening skills.
There are some psychological effects of Foreign
Language Learning also.
Bilingualism delays Alzheimers disease in

susceptible people by as much as 5 years. Speaking
more than one language protectd the brain against
cognitive decline
Foreign Language Learning can give a

boost to the memory.
Multi-lingual people are better at multi

tasking. Speaking more than one language protects
their brain against cognitive decline and makes them
better at multi-tasking. They have all the languages
activated at the same time, and must continually
monitor which one is appropriate. All this switching
confers mental benefits. American researchers have
found out that employees who know a Foreign
Language can cope up with mental tasks better than
those who know their native language only. Bilinguals
can focus on relevant information better and therefore
perform better and achieve more. Multilinguals can
prioritize effectively and work on more than one project

at the same time.
Experiments have shown that thinking in a

Foreign Language reduces decision biases. The
framing effect disappears when choices are presented
in a foreign tongue. It has also been observed that
using a foreign language reduces loss aversion, and
increases the acceptance of both hypothetical and real
bets with positive expected value. These effects arise
because a foreign language provides greater cognitive
and emotional distance than a native tongue does.
People who routinely make decisions in a foreign
language rather than in their native tongue might be
less biased in their savings and other financial
decisions, as a result of reduced myopic loss aversion.
In the long run this will surely prove to be beneficial.
Thus, understanding of the psychological aspects of
the Foreign Language Learning process will help the
teachers to invent new ways of effective teaching,
which in turn will certainly help the learners to acquire
the language with more ease and - may be - also in a
shorter time.
REFERENCES
Pavlenko, A.(2005) Emotions and Multilingualism. New York,NY;Cambridge University Press.

Gtze, Lutz.(1997). Hirnproyesse und die Rolle des Gdchtnisses beim Lesen. Tezte.Materialien Deutsch
als Fremdsprache.
A report of AAAS 2011. ( American Association for the Advancement of Science )
Chomsky, N. (1968) Language and Mind, New York: Harcourt, Brace& World.
41
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46
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iebefLeeeW mes heeefjeeefuele hee$e nw~ Fme Gheveemeesb kes eer leLee heg<ehee$e
kegC"eDees mes heer[erle DeLeJee esejf le nw~ [e@. osJ ejepe Yeer Fme Oeeje kes
eYeeJeer Gheveebmekeej nw~ Fvekes eej Gheveebme heLe keer Keesp e, yeenjefYelej, jesF& Deewj helLej, Depee keer [eejer ekeeefMele ngS nw~ ef Meef#ele,
yege fpeerJeer meceepe kes peerJeve keer keCe eLeeLe&lee kee ceveesJew%eeefveke
efe$eCe Fve Gheveebmees ceW efceuelee nw~Deepe kee ceOeceJeieeae Jeef e Deheves
efYelejer mebmkeejeW Deewj DevOeefJeeemeeW mes cege veneR nes hee jne nw ~ Gmekes
yeee peerJeve leLee Yeerlejer efJeeejeW ceW Ske peyejomle KeeF& hewoe ngF& nw~
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efve<ke<e& :
1. heeMeele efJeeve eee[ keer osv e nw~ cevees efJeMues <eCeJeeo~
2. ceveeseJf eMues<eCeJeeoer meeefnle kee meb yebOe eiee[ he mes ceeveJeere
ceve mes nw~
3. ceveeseJf eMues<eCeJeeo ves efnob er meeefnle kees DeleeefOeke eYeeefJele
efkeee nw~ efpemekes keejCe efnob er meeefnle ceW ceveesefJ eMues<eCeJeeoer
meeefnle keer mJeleb$e hejbheje kee efveJee&n ngDee nw
4. pewvebs, De%es e SJeb Fueeeb peesMeer leLee [e@. osJejepe Deeefo efnb oer
meeefnlekeejeW hej ceveeseJf eMues<eCeJeeo meJee& efOeke neJeer ngDee nw~
efpemekee heefjCeece Fvekes Gheveebmees ceW mhe he mes heefjueef#ele
neslee nw~
5. ceveeseJf eMues<eCe kes eYeeJe kes keejCe efn ob er meeefnlekeejebs ves
ceeveJeer e ceve keer oefcele, kegb ef"le, FebDees kee
efJeJeseve
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6. leeiehe$e keer ce=Ceeue, megevf elee Gheveeme keer veeefekee megefvelee,
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Deeef o ceveeseJf eMues<eCeJeeoer hee$e nw ~
meboYe&
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[e@. mege&v eejeeCe jCemegYes, DeeOegefveke efnboer meeefn le kee Fefleneme, efJekeeme ekeeMeve, keevehegj~
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[e@. Jemeble megJex, pewveW kes Gheveebmees kee DevegMeerueve, meeefnlemeeiej ekeeMeve, keevehegj~
[e@. FyeleJeej, [e@. #eerjmeeiej, meeefnle oMe&ve, mecelee ekeeMeve, keevehegj~
47
Research Paper
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meboYe&
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
-. , .424
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- . , .340
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50
Research Paper
Hindi
ceveesJew%eeefveke Gheveeme -MesKej : Ske peerJeveer

[e@. MesKe ceesnmeerve MesKe
keuee ceneef Jeeeuee, efye[keer ve len. hew "Ce ef pe. Deewjb ieeyeeo, ceneje^
efJeesn YeeJevee Deeefo kees ner keLeeveke ceW ef hejes ee ieee nw ~ [e@. Sce.
Jeskebs ejvegmeej, De%es e kee Gheveeme Mes Kej : Ske peerJeveer
cevees Jew %eeefveke Deewj Jeef e oMe&ve kes he ceW Deeee ~ Mes Kej kes peerJeve
kee ef Jekeeme Gmekeer efkeMeesjeJemLee mes ues kej egJeeJemLee leke efoKeeee ieee
nw ~ en ceveeseJf e%eeve kes DeeOeej hej ner kejeee ieee nw ~ 2
Mes Kej Deheves Meeef jjer ke mJeemLe kees heelee nw ues efkeve Gmekeer
Deelcee Gmekes JeMe ceW vener nesleer ~ Jen veevee ekeej mes Gmes Deheves JeMe
ceW kejves kee eelve kejlee nw uesekf eve ncesMee DemeHeue jnlee nw ; keeeW efke
Mes Kej kes ceve kees keeyet ceW ueeves kee keee& DeleefOeke keef "Ce nw , ceve
keer keF& DeJemLeeDeeW keer eee& Fme ojef ceeeve efke pee mekeleer nw ~ pew vesv
ceve keer DeJemLee kes yeejs ceW efueKeles nw , DeefOekelej ceve kee keg ner
Yeeie nceejer mecePeer peevesJeeueer FeDeeW Deewj JeemeveeDeeW mes peg[e jn
mekelee nw ~ Deelce Meyo efJe%eeve meccele vener ~ Deepekeue es leve-Deesleve
Meyo eueles nw ~ Ske keuhevee osJeer ceve keer Yeer nw ~ en meye meb %eeS
yeleeleer nw efke keg nw pees ceve mes yeng le ye[e nw Deew j Gmekes keeyet ceW
vener nw ~3
Deesleve ceve ceW leecemeer eJe= efe, jepemeer eJe= efe Deewj meeef lJeke
eJe=efe nes leer nw ~ leecemeer eJe=ef e kes Deeef Oekee hej Jeeer Demeeceefpeke
keee& keer Deesj Dees mej neslee nw ~ jepemeer eJe= efe kes DeeefOekee hej ceve
kee ef Jekeeme neslee nw , Jeef e DeeF& keer Dees j ye{lee nw ~ Jener meeef lJeke
eJe=efe kes Jee Jeefe vewelf eke heLe keer Deew j Dees mej neslee nw ~ Gmekee
mecegefele ceeveefmeke ef Jekeeme nes lee nw ~Jen meeOeglee kes es lej iegCeeW mes
meg Mees efYele nes lee ng Dee, veej os n kees oew ece mLeeve os ves ueielee nw , leLee
DeOeelce Deewj F&ej Yeef e keer Dees j Deekeef<e& le neslee nw ~ Jeefe efke
leecemeer eJe= efe Gmes vegkemeeve hengeeleer nw , jepemeer eJe= efe kes Jee Jeefe
YeefJe<e kees meg ob j yeveeves kes efueS Jele&ceeve kee meneje ues lee nw , JeneR
meeef lJeke eJe=ef e ceW Jeef e F&ej Yeefe ceW ef ueve nes peelee nw ~ efkemeer Yeer
ekeej keer ef eblee Gmes vener meleeleer ~ Fve leerveeW eJe= efeeeW (ceeveefmeke
efmLeleer ees ) kee ob eg Oo nceW De%es e ke=e Mes Kej : Ske peerJeveer
Gheveeme ceW os Keves kees efceue peelee nw ~ [e@ . os Jejepe GheeOeee ef ueKeles
nw , De%es e kee Mes Kej : Ske peer Jeveer efnvoer kee eLece Gheveeme nw ,
efpemeceW efMeMeg ceeveme kes meheveeW kees eee[ kes MeyoeW (Pleasure
Principal ) ceW Deevebo eoeve peerJeve keer PeeefkeeeW kees Gmekes keew leg nue
Deew j ef pe%eemeeDeeW kees leLee Gmekeer mJeeYeeefJeke eJe= efeeeW hej meceepe leLee
ceelee-efhelee kes JeJenej DeLeJee eeW keef nes ef ke (Reality
eeesieJeeo kes eJele&ke De%es e Ske es keefJe nesves kes meeLe

Ske es Gheveemekeej Yeer nw ~ Gvekes Gheveeme hee"keeW kes ceve hej
Deheveer ienjer ehe es [ peeles nw ~ Gvekes Gheveeme mevos Me hejKe nesves kes
meeLe hee"ke kes ceveYeeJeeW kees PekePeesjves kee keece kejles nw ~ Gheveeme
he{les ngS hee"ke jmeyees Oe kes meeLe ceeveef meke mLew e& kees heelee nw ~ en
mLew e& keg ner meeefnlekeejeW eje ef ceue heelee nw ~ nj Ske Jeefe kee
Meeef jjer ke he Deewj Deeef lceke he Deueie-Deueie neslee nw ~ Meeef jjer ke he
kes meeLe ceeveefmeke he kees Ske hues Hee@ce& hej Ke[s kejves keece De%es e
kejles nw ~ hee"]ke kes Deeeflceke meceeOeeve kes eslee hej ner meeef nlekeej
keer meHeuelee Deewj eslee ef meod Oe nesleer nw ~ Meeef jjer ke he kes meeLe
Deeeflceke he kees efceueeves kee keece meeefnleiele Skeeelee SJeb jmeemJeeove
hej efveYe& j neslee nw ~ Fme yeejs ceW [e@. heejmeveeLe efcee efueKeles nw,
peer Jeve kes oes he nes les nw -1) yeene Deewj 2) DeeYevlej ~ peerJeve ve
efmeHe& yeenj neslee nw Deewj ve kesJeue Yeer lej ~ Jen yeenj Deew j Yeerlej
oesveeW kee SkeerkejCe nes lee nw ~ efpeme lejn yeenj DeLee&le mLet ue peiele
ceW Dee yeg je meye keg osKeves kees ef ceuelee nw , Gmeer ekeej Yeerlej Yeer ve
meye keg yeg je ner neslee nw vee Yeuee ~ Fmeef ueS peerJeve JeemleJe eLeeLe&
efe$eCe kee DeLe& nes lee nw ~ yeeneevlej kes meYeer heeW GpJeue Deewj
DevOekeejcee, mele-Demele, yeg je-Yeuee, heehe-hegCe Deeef o meYeer kee
efe$eCe 1
Gheveemekeej De%es eves meeceeef peke peerJeke kes meeLe Jeefe kes
yeene SJeb DeeYevlej peer Jeve kees jsKeebefkele efkeee nw ~ Gvehej eee[,
er .Sme Fefuee kee mhe eYeeJe os Kee pee mekelee nw ~ Gvekes meeefnle
ceW ceveg <e keer Deevleefjke eJe= efeeeW kee ef JeMues<eCe mhe ef oKeeF& oslee nw ~
eee[ves ceveg<e kes Jeef elJe ceW Deesleve es jke SJeb eefeeeDeeW keer Kees pe
keer leLee ceveg<e kees Gmekeer JeemleefJeke ieef le mes DeJeiele kejeee nw ~
Gvner b keer lepe& hej De%es eves Yeer hee$eeW kes ceve YeeJeeW kes GlLeeve heleve leLee
Gvekeer ceeveefmeke eefeee keer Kees pe keer ~ De%es eves efJeMes<ele: MesKej :
Ske peer Jeveer Gheveeme ceW Delevle peef nue met #ce Deew j iecYeerj Mewueer ceW
ceeveefmeke eJe= efeeeW kee efe$eCe efkeee ~ pees Nnoe kees Deeuneef ole kejves
kes mLeeve hej yegefOo kees ef Jeeej kejves hej cepeyegj kej osleer nw ~
Mes Kej : Ske peer Jeveer Gheveeme yeeueke kes ceve hej nesves Jeeues
meb mkeejeW keer Deefce ehe Gmekes eg JeeJemLee leLee Je=eJemLee leke efkeer
jnves kes efJeeej kees heter os lee nw ~ yeeueke MesKej kes keew let nue Deewj
efpe%eemeeDeeW kees ceeveef mekelee kees leLee ceelee-efhelee kes JeJenej mes GlheVe
51
mekelee nw ~ meeLe ner Mes Kej kes Deef mLej ceve keer Peueke Ge Jeelee&ueehe
ceW os Keves kee ef ceue peeleer nw ~
Fmekes yeeo Gmeves megvee ef ke heb peeye ceW ob iee - Hemeeo nes ieee,
ms Meve peuee ef oee ieee ~ iees ueer eueer ~ Heew pes Dee jner nw ~ efhelee mes
heglee nw , hebpeeye ceW Yeer ue[eF& nesieer ? efhelee ves keneB, Ss meer yeele
vener kejles ~ DeYeer heefnues mes lees =er efceue ues ~ heefnueer keYeer keer
Kelce nes ieeer , hej Fmekee Demej lees yeekeer nw ~ DeYeer eer peb s Fleveer
cenbieer nw ~
Jeeemejee Deeles nw , Yet Kes uees ie DeVe keer ceeBie kejles nw ~
cenbieeF& keer ef Mekeeele kejles nw , hej Jeeemejee ke ee kej mekelee nw ~
Fme hej Mes Kej hetlee nw ?- F&ej kej mekelee nw ?
neB, F&ej meye keg kej mekelee nw ~ cenbieeF& Yeer Gmeves ner keer nw ~
ne@ Deye Yeeie peeDees ~ Deheveer he{eF& vener kejveer ~ 6
cevees Jew %eeefveke Oejeleue hej Mes Kej : Ske peerJeveer Gheveeme
Keje Glejlee nw ~ Gheveeme kes eLece Yeeie ceW Mes Kej yeeueke nw , Gmekes
ceelee efhelee Deewj yenve kes meeLe efkees Jeelee& ueehe mes en %eele neslee nw ef ke
Gmekeer efpe%eemee yeng le Deef Oeke nw , Jen nj yeele peevevee eenlee nw ,
ues efkeve Gmes Deheves eMveeW kes peJeeye ef"ke vener ef ceueles, Fmeer keejCe
Gmekee ceve ke= C"e ie mLe nes peelee nw ~ [e@.osJeke= <Ce ceew e& efueKeles nw ,
es kegC"ees Dees le ceve ceW ef heer jnleer nw ~ Fve keg C"eDeeW kes
jnmeeW odIeeveeW hejele ner Jen Fvemes g keeje heelee nw ~ es GoenjCe
keLeeveke keer cevees Jew %eef vekelee keer heg er kejles nw ~ Gmekes eJeen jes ekelee
leLee Deewlmeg ke eJeOo&kelee ceW eesie osles nw ~ 7
Deblele: De%es e ke=le MesKej :Ske peer Jeveer Gheveeme ceW MesKej
eje yeeueke kes Devlece&ve kees Gpeeiej efkeee nw ~ Mes Kej ef ke ef pe%eemee,
keewlegnue Deew j kegC"e kes eje yeeue ceveeseJf e%eeve kees Jee efkeee ieee nw ~
en Gheveeme ceveesJew %eeefveke ef mes efnob er meeef nle ef ke Deveghece Yes
hee"keeW Sb Je DeOeevekelee&DeeW kees nw ~
Principal) kes mecheke& mes GlheVe oceve kees ceeveefmeke eefvLeees b kees
leLee Gmekes peerJeve Jeeheer eYeeJe kees keLee #es$e ceW ueeves kee eelve efkeee
ieee nw ~ Mes Kej kes eLece Yeeie kee Deef OekeebMe efMeMeg ceeveme kes
efJeMues <eCe mes Yeje nw ~ FmeceW Gmekes ceeveefmeke eesmes me kees heke[ves kee
eelve ef keee ieee nw ~ MesKej kees Heeb meer nes vesJeeueer nw ~ eele:keeue Gmes
Heemeer os oer peees ieer ~ Fme Ievee mes Gmekes Deleer le kes kees ves ceW ogyekeer
jnves Jeeueer mce=efleee@ GYejkej, yeeheve keer meejer mce=efleeeB Gmekes ceeveme
heue hej Dee ieeer nw Deew j MesKej ceeveJe Deheves Deleer le ceW hegjs YeeJeeJesMe
kes meeLe peer jne nw ~4 MesKej kee Deb eflece mecee ceW Deheves peerJeve kes
efyeleeSs ng S cenlJehetCe& heue eeo Deeves kes emebie mes hee"ke meb ceesenf le nes
peelee nw, ke eeWefke en ceevelee nw ef ke Jeeefe kees Deheves Debelf ece #eCeeW
ceW Dehevee peerJeve Heue@Me ye@ke kes he ceW ef oKeeF& oslee nw ~
De%es eves MesKej eje Deheves yenve mes yeef leeeles ng S F& ej kees
Deelcee mes mecee kees Gpeeiej kejles ngS kenueJeeee nw , MesKej Deheveer
yenve mejmJeleer mes heglee nw , cejles kewmes nw ? cej peeles nw Deew j
keee ---- meeme yevo nes peeleer nw leye peeve efvekeue peeleer nw ~
peeve Deeleer keneB mes nw ?
F&ej mes ~
peeleer keneB nw ?
F&ej kes heeme ~
F&ej ues ues lee nw ~
neB ~
Mes Kej ves meb osn mes keneB ~ Lees [er os j yeeo Gmeves ef Hej hete ~
F&leveer meye peeves F& ej kes heeme ieeer neWieer ~
neB ~
pece& vees keer Yeer ?
neB ~
meye keg F& ej kej mekelee nw ?
ne@
leye ue[eF& Yeer F&ej ves kejeF& ns ebieer ?
neB ~5
Fme lejn kes Jeelee& ueehe mes Gheveeme jeseke yeve peelee nw ~
Mes Kej kes Deblece&ve keer DeJemLee kee ef e$eCe Ge Jeelee& ueehe ceW os Kee pee
meboYe&
1.
2.
3.
4.
5.
6.
7.
[e@. heejmeveeLe efcee - ceekeme&Jeeo Deewj Gheveemekeej eMeheeue

[e@. Sce. Jeskebsej - efn voer GheveemeeW kee ceveesJ ew%eeefveke DeOeeve
pewvesv - keece, esce Deewj heefjJeej
[e@. osJejepe GheeOeee - DeeOege fveke efnvoer keLee meeefnle Deewj ceveese fJe%eeve
De%ese - MesKej : Ske peerJ eveer
De%ese - MesKej : Ske peerJ eveer
[e@. osJeke=<Ce ceewe& - De%ese kee keLee meeefn le
he=.e. 125
he=.e. 26
he=. e. 98
he=.e. 240
he=.e. 84
he=. e. 87
he=.e. 20
52
Research Paper
Hindi
efnboer meeefnle ceW ceveeseJf eMues<eCeJeeo

ef meeLe& ef[eer kee@ uespe, yeeroj - 585 403 (kevee& ke)
ees. vejefmebn Deee&

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Research Paper
Hindi
ceve keer peef}leeDeeW kee DeeefJe<keej : }e}erve keer le

[e@. esKe cegKeleej esKe Jeneye
ke}e ceneefJeee}e, efye[keerve,len. hew"Ce, efpe}e. Deewjbieeyeeo (ceneje^)
efnb oer Gheveeme hejbheje ceW esceeb o ves pees Ske veF& efoee
efveOee&efjle keer , Gmeer efveOee&efjle efJeef elee kees cenJe yeng le meejs
GheveemekeejeW ves ef oee nw ~ }s efkeve efvece&} Jecee& Fme }er ke mes nkej
e}les nQ ~ GvneW ves Fmekes ef}S Yee<eeSB mlej SB Je mebJesoveeDeeW kes Deheves
Oejele} kees heg efkeee~ Fmeer mebJesovee kes ceeOece mes ef vece& } Jecee& ves ceve
keer peer }leeDeeW kee DeeefJe<keej Deheves GheveemeeW kes ceeOece mes efkeee nw ~
efvece&} Jecee& ceeveJe kes Fme iebYeer j meb ke kees Deheves eew {
Gheveeme }e}erve keer le (1974) ceb s meekele {b ie mes G"eles nQ ~
}e}er ve keer le Ske ef keeesj }[keer keer yengefJeOee peer }lee kee,
Gmekes ceve keer DeeJesie kee Deveg "e efe$e GheefmLele kejlee nw efpemeceW nj
Jeefkele Deheves Dekes }s heve kees {eslee ve]pej Deelee nw- otmejeW keer meneelee
kej heeves ceW meJe&Lee DemeceLe& }e}er ve keer lekeer veeef ekee keeeeefpeleves jnmeeW kees mecePe heeleer nw , Gmemes keneR DeefOeke veS jnme Gmekes
mece#e Dee GheefmLele nesles nw Jen Fme mebmeej Deewj FmeceW Ieefle nes ves Jee}er
IeveeDeeW kees Deeee& keer ef veieeneW mes osKeves }ieleer nw - pewmes Gmekee Gve
hej kees F& Jee veneR ~ Fme meb yebOe ceW [e@ . jIegveeLe ef ejieeBJekej kenles nQ-
Fme Gheveeme ceW yeeheve Deew j eew Jeve keer osnjer hej Ke[er keeee keer
peef } SJeb Deleb le Deeb leeef jke ceveesoeeDeeW, pees osn heef jJele& ve kes meeLe
heef jJeefle&le nes leer ieF& nw , kee Deeflemet#ce ef e$eCe nw ~1
}e}er ve keer le ceW meee kee ef Jecee& ee Gmekeer heneeve
ieeeye nw ~ ce= leg hej ef Jeeej nw~ ce=leg eefo Ske meee kes he ceW mJeer keej
keer peeme kes~ JeneB hee$eeW kee Dekes }eheve nw mebJesoveeDeeW kee ceeef ce& ke GYeej
nw }s efkeve Gme meye kes heer s cegve<e nes ves keer eelevee nw ~ ceveg <e nes vee eeveer
meb Jeosveeer } nes vee~ ener meb Jesovee nceejer eelevee Deew j met Ke kes ef}S
peJeeyeos n "njleer nw~ en mebJesovee nceW %eeve kejeleer nw }s efkeve Gmekeer
Deef YeJeef kele kes Kelejs Fleves nw ef ke ceveg<e Ieg ves }ielee nw , YeeeJen
efmLeef leeeB Gmes Ies j }s leer nw, Gmekeer Deef YeJeef kele keneR efJe}g hle nes peeleer
nw - Fmeer heef jJese mes ceeveJe kee Jen oo& hetlee nw pees Gmekees otmejeW kes
eefle eb kee}g yevee os lee nw, otmejeW kes eef le Gmekee DeefJeJeeme Deew j ienje
neslee peelee nw ~- }ecee kees ve Yet le ef oKeeF& osles Les, ve esle-nj peien
Gmes peeveJej ee peeveJejeW kes Yes<e ceW peeves heneeves eeCeer ef oKeeF& os les Les~
nceceW mes nj kees F& Ske-ve-Ske peeveJej nw- Jen Deheves ef}S veneR , yeefuke
Gme peeveJej kes ef }S--- }sefkeve en yeele efkemeer mes kenles veneR ~2
efvepeer DevegYet efleeeB efpevnW ef kemeer mes yeeb e ve pee mekes GvnW ye[s
kejerye mes ef heekej jKevee he[lee nw ~ ener yeeleW Jeefkele kees jnmeelceke
yeveeleer nw~ Jen ot mejeW keer henBg e mes ye[er otj nes peelee nw }e}erve keer
le kes Deef Oekelej hee$e Fmeer jnmeelcekelee mes efIejs nw~ Jes Ske-ot mejs mes
meb Jeeo kece kejles nQ - Deveg ceeve Deef Oeke~ Gvekes Deheves efJeeej ot mejeW keer
henBg e mes ye[er otj nes peeles nQ }e}er ve keer le kes hee$e Deef Oekelej
Gvekes efJeeej ot mejeW keer cet efle& eeB ie{les nQ~
}e}er ve keer le Ske Ss meer }[keer keer keLee nw , pees Deheves
es s YeeF&, ceeB Deew j veewkej ceb ielet kes meeLe hene[er enj (ef ece}e) kes
}e} erve keer leJee}s Deheves }ke[er kes yeves cekeeve ceW Deskes }heve kes
yeere jnleer nw~ meoea keer }cyeer met veer g defeeW ceW Jen Deheves Dekes }sheve
kees lees[ves kes ef }S FOej-GOej Yekeleer jnleer nw~ Gmeves Deheves Dekes }sheve
kes F&o-efieo& Jee:meef vOe keer jnmecee meb JesoveeDeeW s Deewj Deeb lekehetCe&
DevegYet efleeeW kee ceeeeJeer meb meej jeef }ee nw~ ef pemeceW Dehevee Deef Oekeeb e
mecee Jen Deheveer meeer -Pet"er mce= efleeeW mes Kse}leer jnleer nw ~ Jen Ske
Ssmeer meer cee hej Ke[er nw , efpemekes heers yeeheve t etkee nw Deew j
Deeves Jee}e mecee Deveske mebkes leeW Deewj meboseeW mes Yeje nw~ Ske esj hej
Depeeryemee Deeleb ke nw, otmejs es j hej Ske Demenveer e mecceesnve Deew j Fve
oes veeW kes yeere pees Deb Oesjer Yet} Yet }w ee hew}er nw, mecet ee Gheveeme Gmekes
keesveeW kees glee, heke[lee, es[lee ng Dee e}lee nw ~3 Fme Gheveeme ceW
Jeefkele kes Deb lece&ve kee leLee yeo}les ng S Deb lepe&iele kee met#ce
cevees Jew %eeefveke ef e$eCe ef ce}lee nw ~ eneB Ske ef peboieer , Ske os n kes ef Jekeefmele
nesves keer keLee nw pees Oeerjs -Oeer js mecee kes meeLe efIemeleer ntF& DeenW Yejleer
nt F& ye{leer e}er peeleer nQ Deew j peye nes e Deelee nw leye helee e}lee nw ef ke
peneB mes egDeele ngF& Leer Jen mLeeve keneR heer s t ieee nw Deewj en
Ske veF& peien nw , hen}s mes efyeukeg} De}ie peneB Ske Demenveer e
meccees nve keer heer[e nw ~
en Gheveeme Yeejleer e meceepe kes ceOeJeie& kee DeeF& vee nw, pees
peer Jeve Yej meb yebOeeW kes yeer e Kees ee ng Dee vew eflekelee-Deveweflekelee kes yeere
Peg }lee jnlee nw ~ eneB leke efke Gmes yeo}leer Gce ceW os n heef jJele&ve Deewj
heef jhekeJe }ieles nQ~ Fme heehe yeesPe mes ceeB emle nw ener heehe-yeesPe Gvns
}ecee kees keeee mes De}ie kej oslee nw ~ Fmeer heehe kee yees Pe efcemespe
pees megDee {es jner nQ Deewj ener heehe Ske Yejhet j Denmeeme kes he ceW
veLeJee}er Deew jle hene[er eer kes ceesnke JeefkelelJe kees Keef C[le ef kee ng S
nQ ~ en heehe ner yeer kes ceve ceW veLeJee}er kees peeotiejveer meeefyele kej os lee
nw Deew j Fmeer heehe kes keejCe yeer keeee mes peg [ veneR heelee~ eejeW Dees j
Ske ece& kee ceenew} Ke[e nes ieee Lee~
56
}e}er ve keer le Gheveeme ceveg <e kes Deb lele: Jes yeenj
efveke}ves keer heen efke Ske eceyeOo ieeLee nw~ en mJeeleb $ees ej
Yeejleer e meceepe kee JeeleeJejCe nw, efpemes efvece& } Jecee& ves Fme Gheveeme ceW
ceveg<e kes Deehemeer mebyeb OeeW kes ceeOece mes Gpeeiej efkeee nw~ Fme Gheveeme
ceW JeeleeJejCe keer meg boj me= ef ngF& nw ~ Gheveeme ceW ceve:efmLeleer kee Debkeve
Deef Oeke nw~ pewmee ef ke en Ske Deelceef Jelee nw , pees mebyeb OeeW keer yegveeJe
kes Yeer lej jn-jnkej keeQOe peeleer nw Deew j ef pememes Iej kee nj meome }nt }gneve mee peeve he[lee nw ~4 Fme ef Jelee kee heef jCeece en nw efke
}e}er ve keer le kes heeme ef veef <ee Deewj "njs ngSs nQ ; hejbleg Yeer lej mes
Jes Deef leee eew keVes , meleke& Deewj nj #eCe KelejW keer Deeeb kee mes Yeeef Yele
nQ ~ Ske-otmejs kees peevevee Deew j Ske-og mejs mes mebheke& mLeeef hele kejvee Gvekeer
ceeveefmekelee Deew j meb mkeejeW ceW vener nw~
keeee eeee kes eneB peeleer nw leye Gmekes eef j$e mebyeb Oeer vees
leLe Gpeeieej nesles nw ~ cee}t ce neslee nw ef ke keeee ceW peer Jeve jme nw ~
Fmeef }S Jen veLeJee}er Deewjle mes peg[ ves kee eeeme kejleer nQ ~ keeee kees
meYeer Deheves -Deheves lejerkes mes meeLeer yeveevee eenles nQ~ he}mJehe keeee kees
Deheves keW mes yeenj Deeves kee ceew kee efce}lee nw~ Gmekes ef }S Iej Ske
efke}e nw , ef pemekee nj keesvee jnmecee nw ~ yeer Deewj keeee kee mebyeb Oe Yeer
De}ieeJe kees megefele kejlee nw ~ eeee Deew j yeer Fve oesveeW kes yeere keeee
Yekeleer jnleer nw ~ keYeer Ske kes heeme peeleer lees otmeje Depeyeermee peeve
he[lee, og mejs kees heneeveves }ieleer, lees hen}e ot Yej nes peelee~ ef kemeer keer
Yeer ceeveefmekelee otmejeW kees mJeerkeej kejves kes ef }S lew eej veneR nQ~
Gheveeme ceW keF& Ssmes emebie Deees nQ pees keeee kes ceve ceW
n}e} hewoe kejles nQ keeee keer emeghleeJemLee kee Debkeve eYeeJeee}er
ng Dee nw~ keeee kee Deve hee$eeWmes mebyeb Oe Yeer ceevees Ske-otmejs lejn kee
mevceesnve nw pees ceg kele kejWies yeebOeves kes yepeee yeej-yeej Deheveer ner og efveee
ceW Jeeheme {kes} os lee nw Deew j Gmes nj efjles kees vees efmejs mes eg kejvee
he[lee nw~ meskeme, pevce, ce= leg Deeefo mes mebyeb Oeer le peevekeejer kee iees heveer e
Deew j jnmecee JeeleeJejCe keer Jen og efveee nw ef pemes keeee DevegYeJe lees
kejleer nw, hej mecee veneR heeleer~ Fve IeveeDeeW mes GmeceW efJemheeske
eefleef eee veneR GlheVe nes leer~ keeee Deemeheeme keer ogefveee mes, efpevoieer mes
Det leer nw~ yeme Ske ceveesoee kee ceeefce&ke ef e$eCe ner GYej heelee nw~
keeee kes eef j$e keeer meyemes ye[er ogye&}lee en nw ef ke Gmekeer
ceeveefmekelee ef kemeer Yeer efmLejlee kees enCe veneR kejleer~ Deheveer hebn-mees }n
Je<e& keer DeJemLee leke ve keneR Gmekee ef JeJeeme efkelee nw , ve keneR kees F&
efmLejlee GmeceW hewoe nesleer nw~ Jen Gve }esieeW mes Yeer veneR b peg[ heeeer ef peveceW
peer Jeve kes lelJe efJeeceeve nQ Deew j pees Gheveeme kes Deve hee$eeW keer lejn
Deheves Dekes }s heve mes yeB Oes ngS veneR nQ ~ en Deeee keer pee mekeleer Leer ef ke
Jen yeg Dee mes peg [ leer , }s efkeve Gmekee DeefYeYeepe Gmes Gvemes peg[ves veneR
oslee~ Deeee& en neslee nw efke Jen Gvekeer meb Jeosveeer }lee, Gvekeer
efJeJeelee Deewj Gvekeer iejer yeer kees ke eeW veneR osKe heeeer ? yeg Dee Gmekes
Gheneme kee ner hee$e ke eeW nw? Fmeer ekeej veLeJee}er Deew jle kes meeLe Yeer
Jen Deheves Deehe kees veneR pees[ heeeer nw ~ veLeJee}er Deewjle keer yepeee Jen
yeg Dee kes meeLe peg [ peeleer nw ~ yegDee keer cecelee Yeer Gmekes eef le nw ~ Gmekes
efJeheefjle ef peve hee$eeW mes Gmes Gheveemekeej ves pees[ves kee eelve efkeee nw Jes
Ssmes hee$e veneR nw efpeve mes kees F& eefleef eee GlheVe nes mekeW~ pewmee efke ess
yeng le es s nQ ~ }ecee Fleveer Gpee&Jeeve nw efke Jen Gmekeer henBte mes hejs nw~
Yees}t ceveg<e kes mlej leke heng B ee ngDee veneR nw , Jen Deef Jekeefmele nw~ cebielet
kes meeLe Gmes Jeie& meb mkeej nw~ Jen Yet } veneR heeleer keer Jen veew kej nw~
Fmeef }S Fve hee$eeW mes keeee kes peg[ves kee eve ner veneR G"lee~ Fve meye
kee he} en ng Dee efke keeee Dehevee efvecee& Ce ner veneR kej mekeeR nw ~ Jen
Ske efPe}ef ce} ceve:efmLeefle yevekej jn ieeer nQ ~ Fme mebyeb Oe ces
[e@ .Sve.Sce.[es ef[ee kenles nQ- hetje Gheveeme Gmekeer cevees -YeeJeveeDeeW ,
Gmekeer meb Jes oveeDeeW SJeb Gmekes DevegYeJeeW kee ef e$eCe emlegle kejlee eleer le
neslee nw~5
Deblele: nce ken mekeles nQ ef ke efvece&ue Jecee& ceveg <e peerJeve keer
Skeeb efleke DevegYet efleeeW kes jeveekeej nQ ~ Jeef kele Deewj meceepe kee yeee Deew j
mLeg} eLeeLe& Gvekes eneB veneR kes yejeyej nw, keeeW efke Gvekee mejes keej
meceepe ceW ef vejb lej Deskes }s nes les pee jns Jeefkele kes Deb lece& ve mes keneR peeoe
ieneje nw Jes Gmekes Deebleef jke kees }en} Deew j nenekeej kes efe$eCe mes ner
pewmes Fme $eemeo mecee hej ef hheCeer kejles nQ ~ Fmekes ef }es GvnW ef kemeer
Ievee kee meneje veneR eeefnS; eeef nS ef mehe& Ske heef jJese Deew j Gmekeer
Oe[keveeW kees DevegYetle kej mekeves Jee}e mebJesoveeer} oe Deew j ef vece& } kes
}e}er ve keer le Gheveeme ceW Fmeer jeveelceke pejle mes Ghepeer nw~
Ske ef Jees<e cet[ Deewj ceve:efmLeef le kes Deeevle ef veJee&n mes heefjhetCe& , ef pemes
nce Deheves Yeerlej cenmet me kejles nQ~ Jemlegle: en Gheveeme Ske ieBt pe ee
Denmeeme keer lejn nceejer meb Jesovee ceW Glej peelee nQ~ Deew j efhej Oeer js-Oeer js
GmeceW Oeg}leer jnleer nw~
meboYe&
1.
2.
3.
4.
5.
efvece&} Jecee& kee keLee meeefn le- [e@. jIetveeLe efejieebJ ekej, he=.meb. 24
otmejs eyoeW ces- efvece&} Jecee&, he=.meb. 76
}e}erve keer le- efvece&} Jecee& he=.meb. 29
Jener- he=.meb. 29
efvece&} Jecee& kes GheveemeeW ceW mebJ esovee Deewj efeuhe- [e@.Sve.Sce.[ese f[ee, he=.meb. 123
57
Research Paper
Hindi
Gmekee yeeheve Gheveeme ceW ceveesJew%eeefveke efe$eCe

ee. jsefJelee yeueYeerce keeJeUs
ng. ye.mcee. ceneefJeeeuee, yemecele ef pe. ef nib eesueer , ceneje^
ceveesefJe%eeve kee DeejcYe:

yeermeJeeR Meleeyoer mes cevees efJe%eeve kee DeejcYe ceevee peelee nw~
meesuenJeeR Meleeyoer ceW Keiees ue, Yet ieesue Deew j Mejer j ef Je%eeve keer eOeevelee
Leer~ melejnJeeR Meleeyoer ceW jmeeeve, Yeewefleke, De"d"ejnJeeR Meleeyoer ceW
DeLe&, jepeveer efle leLee GVeermeJeeR MeleeyoeR ceW meceepeefJe%eeve Deew j eeefCe
efJe%eeve keer eOeevelee Leer~ hejvleg yeermeJeeR MeleeyoeR kes ceveesefJe%eeve ves peer Jeve
kes meYeer #es$eeW ceW Deheveer Deef ce ehe es [ oer nw ~ Deleb le kece DeJeef Oe ceW
cevees efJe%eeve kee #es$e keeheer ef Jekeefmele ngDee nw~ Deepe Ske Yeer #es$e Ss mee
veneR efke JeneB ceveesefJe%eeve veneR nesiee~ JeJemeee, Keeve-heeve, ceeveefmeke
mJeemLe, ef Me#ee-efo#ee, lebogmleer Deeef o meYeer #es $eeW ceW cevees efJe%eeve neJeer nes
eg kee nw~
cevees efJe%eeve ves ceeveJe-peerJeve kees ef peme ekeej eYeeefJele ef keee nw
Gmeer ekeej Deve keesF& Meee veneR kej mekee~ Fmeef ueS Deepe ceveeseJf e%eeve
ceeveJe peerJeve kee DeefYeVe Deb ie yeve eg kee nw~ cevees efJe%eeve ceveg <e kes ceve
keer ienjeF& ceW Glejkej ceveg<e ceve keer yeeleW kejlee nw~ Gmeer ekeej
meeef nle Yeer ceeveJeer ceve kes Debleie&leYeeJeeW kees keueelcekelee mes emlegle
kejlee nw~ ceveesefJe%eeve Deewj meeefnle kee Deleble ienje mebyeb Oe nw ~
ceveesefJe%eeve kee DeLe&, mJehe Deewj heefjYee<eeSB:
cevees efJe%eeve kee MeyoMe: DeLe& ceve kee ef Je%eeve nes lee nw~ ef nvoer
ceW cevees efJe%eeve Meyo Debes peer kes heee& eJeeeer Meyo meeF& kee@ uee@ peer kes
meceeve DeLe& ceW eege efkeee peelee nw~ Fmekee ot meje DeLe& ceef mle<ke kee
DeOeeve Yeer nes lee nw~
Jeemeve ves cevees efJe%eeve kees JeJenej kee Meg Oo efJe%eeve kene
1
nw ~ Je[& meJeLe& ves kene nw, heee&JejCe heef jes#e ceW Jeef eeeW keer
efeeeDeeW kee DeOeeve kejvesJeeuee ef Je%eeve, ceveesefJe%eeve nw ~2
ueeuepeer jece kes celeeveg meej cevees efJe%eeve Jen efJe%eeve nw pees ceve
keer esleve Deew j Deesleve efeeeDeeW kee efveefj#eCe kejlee nw~3
efJe%eeve keer meneelee mes ceveg<e kes JeJenej keer efoMee Deew j
ieefle kee Deveg ceeve ueieevee Deleb le menpe Deewj mejue ng Dee nw , Fme keee&
ceW ceveesefJe%eeve keer Deef Oeke meneelee eehle ngF& nw~ henues ceve kes yeejs ceW
kene peelee Lee ceveg <e kes ceve ceW oes efJeheefjle YeeJe nes les nw ~ Ske Ie=Cee
Deew j og meje esce~ ceve ke ee nw? Gmekee DeOeeve efkeme lejn mebYeJe nw?
Fve meYeer eMveeW kes Gej ceveesefJe%eeve kes DeOeeve kes eje efceue mekeles nw~
efnvoer GheveemeeW ceW ceveesefJe%eeve kee DeejcYe : ef nvoer kes keg Deejb efYeke
Gheveeme Fmeer he ceW efueKes nw ~ eee[, S[uej leLee egb ie kes
cevees Jew %eeefveke ef meOoeblees ves meeef nle kees keeheer eYeeefJele ef keee nw ~ Fvekes
efmeOoevleeW mes eYeeefJele nes kej ef nvoer GheveemekeejeW ves ef nvoer ceW
cevees Jew %eeefveke GheveemeeW keer me= ef keer nw ~ keg ef JeeveeW ves pewves v kegceejpeer
kees, lees keg ef JeJeeveeW ves esceevo peer kees henuee cevees Jew %eeefveke
Gheveemekeej ceevee nw~ Jejoeve Gheveeme kee hee$e eleehe kes Deesleve ceve
ceW yeeueeJemLee mes Je= pejeveer kes eef le esceYeeJe jnlee nw~ hejvleg Gmekee
keceueeejCe kes meeLe efJeJeen kej osvee DeLee&le eleehe kees ceeveefmeke he mes
Deenle kej os vee nw~ pew vesv peer kee meg veer lee ceW megveerlee, eer keeb le Deewj
nefj emeVe kes peer Jeve kees cevees Jew %eeefveke {bie mes efeef$ele kejves kee eeeme
efkeee nw~ Fueeevo pees Meer , De%es e, ke=<Ce yeueos Je Jewo Deeefo
GheveemekeejeW ves ceveesJew%eeef veke Gheveeme Oeeje kees Deeies ye{eves kee
cenlJehetCe& keee& ef keee nw ~
Gmekee yeeheve ceW ceveesJew% eeefveke efe$eCe:
emleg le Gheveeme ke=<Ce yeueos Je Jew o peer kee meved 1957 ceW
ekeeefMele Gheveeme nw ~ Fmeer Gheveeme kes meeLe Jew o peer ves Gheveeme mebmeej
ceW eJes Me efkeee~ en Fvekee ueIeg Gheveeme nw~ Fme Gheveeme ceW yeer
veeceke yees keer keneveer nw ~ Gmekee peer Jeve DeYeeJeemle heef jJeej ceW iegpejlee
nw ~ Jen Deheves ceelee-efhelee, yenve Deewj oeoer kes meeLe g s-het s kecejs ceW
jnlee nw~ eguns keer ieerueer uekeef[eeW kes keejCe meejs Iej ceW Oeg Dee@ nes lee nw
Gmes ueielee nw ef ke ceeB peeveyeg Pekej Iej ceW OegDeeB kej jner nw ~ yeer keer ceeB
kee mJeYeeJe DeYeeJeemlelee kes keejCe eer [-eer[e nes peelee nw~ Jen oeoer
mes nces Mee Peie[leer jnleer nw Deew j yeeyee mes heerleer jnleer nw~ ceeB kees ceejles
ng S yeeyee yeer kees peuueeo keer lejn ve]pej Deeles nw~ Ske yeej yeer kee
eeee jIeg hele oeoer kees ieeb Je ues peelee nw Deew j os Jeer kees es[ peelee nw~ ceeB
efhej oeoer keer peien osJeer kes meeLe Peie[leer nw ~ Ske ef ove oeoer ieg pej peeves
keer Keyej meg vekej meye ieeb Je eues peeles nw~ ceeB peeles mecee yeer Deewj os Jeer
kees Deves ke efnoeeles os leer nw~ Iej kee JeeleeJejCe Skeoce yeoue peelee nw~
Iej keer ef hepee ceW Ssmee nukeeheve Dee ieee nw ceevees nj Dees j mes "b [er
"b [er nJee eue jner nw~ DeeYeeme neslee nw ef ke [ees {s er kes keues keeveeW ceW heg ue
efKeue G"s neW ~ ... Deeie peueleer nw , ues efkeve Oeg DeeB veneR G]"lee, pew mes ceeB
Gmes mebie ues ieF& nes~4 Dele ceeB kes peeves mes meejer heefjefmLeleer ceW
heef jJele&ve nes peelee nw~ ues efkeve ceeB kes Jeeheme Deeves mes yeer kees efceueer
Keg efMeeeB ceeB kes [j mes ef pevoieer mes kees meeW otj Yeeie peeleer nw ~ ieeB Je mes
Deeles mecee yeeyee ceeB kees ms Meve hej Dekesuee es [ meeceeve ues kej Yeeie
iees Les ~ Ske efove Jen yeer kees Flevee heerleer nw keer Gmes les peyegKeej
58
Deelee nw~ Jen uess-ues s meeseves ueielee nw ef ke cej peees lees Dee nw~
Jemlegle yeer ner veneR Iej kes meYeer eeCeer Fme Ieg ve mes ceg efe eenles nw~
Fme ekeej yeer keer efveeefle Ske efveeefle kees henB gekej Deieueer efveeefle
keer eefle#ee ceW osKeer pee mekeleer nw ~5
Dele Ske yees kee yeeheve pees efke Kes ue-kego, jepee-jeveer keer
keneveer megveves kes yepeee Ieg ve ogKe, DeYeeJe, Goemeer Deeefo ceW yeerle
peelee nw~ Iej kes JeeleeJejCe kee yeer kes yeeueceve hej keeheer ienje eYeeJe
he[lee nw ~
Gheveeme kes DeejcYe ceW oeoer kee efe$e js Keebefkele nw~ oeoer
yeerceej eejheeF& hej he[er ngF&, ef meceer , ef ""gjleer , GuePeer ng F& pew mes keesF&
{erueer-{eueer ie"jer ~ Jen Sw mes DeeQOes cegB n he[er ngF& jnleer efke pewmes keesF&
yeee jes-jes kej mees ieee nes ~ Fme Me kee yeer kes ceve hej ienjer
meb Jes ovee Deewj heef jJeej kes DeYeeJe kee ef e$e Debefkele neslee nw ~ KeeB meer mes
oeoer keer peeve efvekeue-meer peeleer nw~ yeer keer Fe nes leer nw ef ke, Jen
Deeies ye{ kej Gmekes heer" hej Ske Ssmeer ueele pecee os ef ke Gmekee efmej
eg uns ceW Iegme peeS, Gmekes nes Me ef"keeves Dee peeSb...6 Fme ekeej yeer
Deheveer Deesleve ceve ceW oyeer Fe kees ceve-ner-ceve Jee kejlee nw ~ ceeB
ncesMee oeoer, osJeer Deew j yeeyee mes Peie[leer jnleer nw~ oeoer kees Keeves -heerves
kees veneR osleer ~ en meye osKe kej yeer kees ueielee nw ef ke ceeB kes cegB n ceW
kehe[e "tB me os~ Flevee ner veneR lees Jen ceeB kees [eeve leke kenlee nw ~
ves efceevo peer ves "erke ner kene nw , kees F& heke& veneR he[lee efkemeer ves keeeW
ieeueer oer~ ... JeneR Ske efjMlee yeme jne, meeje peer Jeve ner Ske ieeueer yeve
ieee~7
yeer kee heefjJeej Deeef Le&ke DeYeeJe kes keejCe iejeryeer ceW peer Jeve
yeerlee nw ~ ces nceeve Deeveshej les ue-Deee leke veneR efceue heelee~ Deheves meejs
hewmes yeeyee peg Dee Deewj Mejeye ceW G[e os les nw~ Fve meye heefjef mLeleer kees
osKekej yeer keer ceeB yeer mes peuoer ye[e nes kej meg Ke os ves keer Dehes #ee
kejleer nw~ yeer kees Deheves heef jJeej keer oer ve neuele osKee veneR peeleer ~ ceeB
kes kenves hej Jen yeeyee kees {tB {les-{tB{les pegDes kes Des peelee nw lees yeeyee
Gmes Deheves heeme efye"ekej yeng le meejs hew mes Gvekeer pes ye ceW [eueles nw~ leye
Gmes ueielee nw ef ke en meejs hewmeW ceeB kees otB lees ceeB kee og Ke kece nes
peees iee~ Fme ekeej Jew opeer ves MewMeJe ceve ceW G"vesJeeueer YeeJeveeDeeW kees
yeKeg yeer { b ie mes Jee ef keee nw ~ ceeB Deewj yeeyee nces Mee yeer kees velLeg
ogkeeveoej kes ogkeeve hej Deee ueeves kes efueS Yespeles nw~ ogkeeveoej henues
mes ner peeoe GOeej nes ves kes keejCe yeer kees ieeef ueeeB oskej Deheceeef vele
kejlee nw ~ Fme efueS ncesMee ot mejeW kes Iej hej ceeBieves kees peeves mes yeer kes
ceve ceW ner ve YeeJe efvecee& Ce neslee nw~ yeer keer yenve osJeer Deheves eeee kes
meg Keer heefjJeej kee JeCe& ve kejleer nw lees yeer kes ceve hej Fmekee keeheer
ienje eYeeJe he[lee nw~ Fmeef ueS Jen Deheves heefjJeej keer leg uevee eeee kes
heef jJeej mes kejves ueielee nw~ Jeef eiele Deew j heeefjJeeefjke JeJenej kes
heef jCeece mJehe keee-keee efeee-eefleef eeeSB nesleer nw Gmekes mevoYe& ceW
yeeueke kew mes-kew mes ceeveefmeke heef jJe&leve, kewmeer kegb "eSB Deewj ner ve ebefLeeeB
efvecee& Ce nesleer nw , Fmekee ef JeJeseve Gheveemekeej ves cevees efJe%eeve kes DeeOeej
hej efkeee nw ~
meejebMe:
emleg le Gheveeme ceW Gheveemekeej ves yeeuecevees efJe%eeve keer DeeOeej
hej yeer veeceke yeeueke keer heeefjJeeefjke, meeceeefpeke, Jeweer iele Deeef o meYeer
mecemeeDeeW, heer [ eDeeW Deewj Ieg ve kee ienje eYeeJe Deleble megboj MeyoeW ceW
meg #celee mes Jee ef keee nw ~ eLeeLe& Jeeoer Mew ueer ceW ef ueKee ng Dee Gvekee en
eLece Gheveeme nw ~ heefjJeej keer DeYeeJeemle ef mLeefle Deewj ceeB kes efe[-efe[s
mJeYeeJe kee Deleb le ienje eYeeJe yeeueke hej ef oKeeee nw ~ GvneW ves Fme
Gheveeme ceW mce=efleeeW kee keeheer Deer lejn mes eeesie ef keee nw~ Dees leve
ceve ceW G"vesJeeueer YeeJeveeDeeW kees yeKeg yeer mes DeefYeJee efkeee nw~ Ske
es s-mes yeeueke keer keLee kees, Gmekes ceveesYeeJeeW Deewj DeYeeJeemle ef mLeefle
kees ceveeseJf e%eeve keer meneelee mes Debekf ele kejves ceW Gheveemekeej hetjer lejn
mes meheue ngS nw ~
meboYe&
1)
2)
3)
4)
5)
6)
7)
8)
jepesv eeoJe kes keLee meeefnle kee ceveese fJeMues<eveelceke DeOeeve

[e@. efmememee meesefveee he=.meb. 51
Gmekee yeeheve- ke=<CeyeueosJ e Jewo- he=.meb. 105
DeeOege fveke efnvoer Gheveeme-[e@. peieceesnve eeshe[e- he=.meb. 100
Gmekee yeeheve ke=<CeyeueosJe Jewo- he=.meb. 11
DeOetjs mee#eelkeej- vese fceebo pewve-he=.meb. 12
59
Research Paper
Hindi
efnvoer meeefnle cebs efeef$ele ieeceerCe m$eer kee ceveesJew%eeefveke efJeMues<eCe

[e@. Yeeieeer efJeueeme kees<er
(efyejbieCes)
Deewjb ieeyeeo, ceneje^
ceveesefJe%eeve ceveg<e keer ceeveefmeke he ekf eeeDees b, JeJenej SJeb

DeeejCe, Gmekes efJeefYeVe keeee&s cesb jefe kee DeOeeve kejlee nw~ ceveg<e kes
jeie- Jos<e, F&<ee& heeflemheOee& Deeefo ceeveef meke DeJemLeeSB ceveesefJe%eeve kes efJe<ee
nw~ ceveesefJe%eeve Jeefkele kes JeefkelelJe kee DeOeeve kejlee nw~ ceveesefJe%eeve cebs
Jeweefkelekelee kees cenlJe efoee peelee nw~ [e@.efMeJehemeeo efmebn kes Deewjle
Gheveeme cesb ncesb Fmekee yeKegyeer mes heYeeJe osKeves kees efceuelee nw~ kejceghetje
ieeb@Je keer veejer keer JeLee kee JeCe&ve Fme Gheveeme cesb nw~ ieeeceerCe m$eer ves
keueeFeesb cesb etef[ee@ henvekej $e+=ieebj Yeer efkeee Deewj Deheves YetKes hes kees
jeser efceueves kes efueS cepeotjer Yeer keer~ Jen ie=nue#ceer, ke=e<f e kevee Deewj
meebmke=efleke hejbhejeDeesb kee heeueve SJeb mebJeOe&ve kejves Jeeueer heefjJeej keer DeeOeej
mlebYe leLee mJeie& mes Yeer ye{kej jner nw~ hegj<e heOeeve mebmke=efle ves ncesMee
Deewjleesb keer YeeJeveeDeebs kees ve mecepekej Gmes efmehe& Yeesiee kes jhe cesb osKee nw~
efJeJeskeer jee efueKeles nw, hegj<e kes meeLe efceuekej ie=nmLeer kee keee& kejles,
Iej kes yeenj heke=efle kes cegkele #es$e ces efJeejves SJeb hetCe& ece,heefjhekeJe
mLeemLe kes meeLemeeLe Glece Meejerefjke efJekeeme keer efmLeefle cesb ceer" er ienjer
veerbo kee Deevebo uesves kee DeeoMe& Yeer veejer peiele ceb s efceuesiee~1 Deewjle cesb Yeer
eboe, ebhee GheOeeFve Deeefo heeflehejeeCe veejereebs kee GuuesKe ngDee nw~ ebo e
Deheves heefle mes yengle heej kejleer Leer Gmekee heefle cej ieee nw~ Jen efMeJebso
kees kenleer nw, efJeOeJee kee heefle ueewe mekeles nw ? yeesuees , yeesuees ? legce
jes jnbs nes~ legce helLej nes iees nes~ pees kejvee nes kejes~ legcemes keg Deewj ve
nes mekes lees Gvekes MeJe kes meeLe efelee hej yew"e osvee~2 Jen efMeJeso kees
kenkej Gme DehejeOeer kees ob[ osvee eenleer nw~
ebhee GheOeeFve Yeer Deheves heefle kewueeme mes yengle heej kejleer Leer~
kewueeme Yeer Gme hej peeve efveeJej kejlee Lee~ Gmekes cejves kes yeeo Jen he{er
efueKeer megvojer Deewjle efJeOeJee nesves hej efpeboe ueeMe peswmeer yeve peeleer nw~
meesyejve jee Gmes eefj$enerve kenlee nw uesekf eve Gmeves Yejer peJeeveer cebs Yeer keYeer
Deheves hewj ef hemeueves vener b efoes~ Ss meer heefleJelee veejer Leer Jen~ Jeefkele kes
peerJeve ces b hesce Deueie Deueie jhe mes efoKeeeer oslee nw~ Ssmes ner hesce kee
efe$eCe meesveJeebb, jheJeeb, jepeer Joeje hemlegle efkeee nw~ meesveJeeb efMeJeb so mes yengle
heej kejleer nw~ Jen Gmekes meeLe Gmekeer peerJeve mebefieCeer yevekej jnvee eenleer
nw~ peye Jen Kego kees efMeJesob kes keeefyeue venebr mecePeleer lees Jen Deelcenlee
kej uesleer nw~ jheJee njerMe mes heej k] ejleer nsw~ Jen Gmekeer oesmle, hesemeer,
nce efyemlej Yeer nw~ Gmekes meeLe Meeoer Yeer kejvee eenleer nw~ uesefkeve uesKeke
kees Meeeo Gvekeer Meeoer cebpegj vener Leer Jen Gmekeer nlee kej osles nw~
megcebieue Yeer jepeer mes yengle heej kejlee nw~ Jen yengle megMeerue Deewj iebYeerj
ue[keer nw~ Jen jepeer mes ceg nyyele kejlee nw~ jepeer cesjer nw~ Jen kenlee nw,
Fmes ob[ cegPes osvee eeefnS Lee efkebleg en veere yeehe venerb vejYe#eer lewogbDee nw
pees efkemeer Keeveoeve keer Fppele yesekej Sb"s jne nw~ Gmes Mece& Deeveer eeef nS
Leer~ Deewj Jen keuebkeer Deeoceer Deheveer nesves Jeeueer yent kees Deepe eefj$enerve
ken jne nw~3 megcebieue jepeer kes meeLe Meeoer kejves kes efueS leweej neslee nw~
Gmes Deheves Fppele keer hejJeen veneb r nw~ hej Gmekes helveer keer Fppele keer
hejJeen nw~ Jen jepeer kes hesce kes Keeeflej Gvekes IejJeeueebs mes ceeheer ceebielee nw~
meoj Yeer jesMeve mes yes no heej kejlee nw~ Gmekes efhelee peye jesMeve hej Deejeshe
ueieeles nw lees meoj jesMeve hej efJeeeme kejlee nw~ Jen Deheveer heeflve kes meeLe
Deveee venerb nesves oslee~ hesce en Ske peerefJele Meyo nw~ efpemes megveles ner nceejs
Oe[keve cesb Ske Deewj Oe[keve megveeeer osleer nsw~ uesefkeve Deepe kes meceepe cesb
hesce en Jeemevee, yeueelkeej,Meejerefjke Yetke efceeves Deeefo kes jhe cesb efoKeeeer
oslee nw~
cee@b yevevee veejer kes peerJeve keer meeLe&kelee nw~ peye leke Jen cee@b venerb
yeveleer leye leke Jen efmehe& Yeesiee nsw~ [er.Sve.cepegceoej kenles nw, heeefjJeeefjke
vewjblee& kees Fme yeele mes mecePee pee mekelee nw efke JeOet kees leye leke
mecceeefvele venerb ceevee peelee peye leke efke Jen Keeveoeve kes veece kees eueeves
kes efueS efJeMes<e jhe mes Ske heg$e mebleeve kees pevce vener b osleer~ 4 meesyejve jee
jceeveeLe keer Deewjle kes yeejs cesb kenles nw, Jen Deewjle nw DeYeeefieve efpemekeer
keesKe ces b yeee venebr Deeee, yes-Deewueeo kee megKe efceuee~ nce Deewjle kees ceeb@
yeveves kee hewoeFMeer nke Kegoe ves efoee nw~ yeee ve nesves kee ogKe kesJeue
veejer mecePeleer nw~ keuheveeLe efleJeejer keer helveer eboe ves efMeJesbo mes megveerle yess
kees pevce efoee nw~ ieeceerCe veejer keer cee@ yeveves keer efpepeerefJe<ee keer
YeeJevee,Gmekeer Jelmeuelee Deewj mebleeve heeefhle keer cecee&leke heer[eb eLeeLe&lee kes
meeLe GYejer nw~ meceepe cesb ye{leer ngF & meceeveeefOekeej keer YeeJevee, efMe#ee kee
hemeej Deeefo ceevelee kes keejCe peerJeve cesb yeoueeJe Deeves ueiee nw~ meceepe kes
Deveske keee& #es$e cebs veejer hegj<eesb mes Deeies Dee jner nw~ Deeswjle Gheveeme keer
heefleYee yebmeue Fmekee Glece GoenjCe nw~ Jen hegefueme kes jhe cesb keee&jle ns~
efpejJee vejw ve mes kenleer ner, ceb w ve Deewjleve kees ue[eF& kee lejerkee yeleeleer
nt@b ~ Ssmee nw vejsve peer efke Deewjle peye leke [jheeske jnsieer Gmes meye ueesie
meleeles jnsbies FmeefueS nce Deewjle kees veF& ogefveee keer Deesj ues eue jns nwb~
pene@b Deewjle cejo meye yejeyej nesbies keesF & hejke venerb~ Gvekees FkeJeue yevevee
nw~ hee"vej yevekes euevee nesiee~5 efMeJebso kes kenves hej eboe heeFcejer mkegue
cesb he{eves kes efueS leweej nes peeleer nw~ Fmemes en mhe< neslee nw efke
DeeOegefveke heefjJesMe mes ieeceerCe veejer heYeeefJele nesleer pee jner nsw~ Fme ieefleefMeue
Deewj heeslmeeefnle egie cesb veejer Dehevee mLeeve yeveevee meerKe jner nw~
ieeceerCe mebmke=efle cesb jnves Jeeues Ske otmejs kes megKe ogKe ceb s
Meeefceue nesles nw~ ieeb@Je keer veeefjee@b Deehemeer cesue-peesue ye{eleer nw~ Jes Ske
otmejesb keer meneelee kejles nwb~ uesefkeve keg ueesie Ssmes yeoceeMe nesles nsw efke
Deheves he[esme cesb keee nes jne nw enerb Yeer osKeves vener Deeles~ Fmeer kee jhe
ncesb eboe Joeje osKeves kees efceuelee nw ~ Jen kenleer nw, eue YeieJeeve keer
ke=hee nw legPes ef[ees b keer efieveleer lees eeo jner~ keees b keesF & eeo kejs efke yeieue
keer Deewjle kees Gmekee heefle keeessb heer jne nw~ he[esme ces b veF& yent ieee keer
lejn [kej-[kej kej keeebs jes jner nw~ venerb hetvee eeef nS~ efkemeer kees venebr
hetvee eeef nS~ meye ener kejles nw en Gvekee Iejwuet ceeceuee nw~ peeveles nes
ueesie Ssmee keeesb kenles nw? keeesb efke peye Jes Deheveer cee@b, yeser,yenve, yent kees
heersb lees keesF& he[esmeer Gvemes hetves keer ef nccele ve kejs~ Gheveeme cesb vejwve keer
60

ceeb, Devehe{, DeefMeef#ele nw~ Jen keYeer Yeer efkemeer hej efyevee peeves iegmmee kejves
ueieleer nw~ DeefMeef#ele veeefjeesb kees iebJeej Deewj os neleve keer meb%ee oer peeleer nw~
Fmekee GoenjCe nw vejwve keer ceelee~ Jen jepeer keer Meeoer t ves kee Deejeshe
efMeJesbo hej ueieeleer nw~ peye Jen Demeefueele peeve peeleer nw, leye Jen Deeheves
kees osneleve Deewj iebJeej ceevekej efMeJesob mes #ecee cee@bieleer nw~ Jen mJeYeeJe mes
mejue nwb~ efMe#ee mes veejer mebmkeeefjle nesleer nw~ DeefMeef#ele jnves mes hegjeves efIemesheers jerefleefjJeepe DemeYelee kees {esves ces b cepeyetj kejles nw~ Gheveeme cesb veejer
kee DeefMeef#ele jhe menpelee mes efeef$ele efkeee nw~ Deepe keer veejer efkeleveer Yeer
he{er-efueKeer nes efhej Yeer Jen hegj<ees b keer Dehes#ee efveye&ue, kece leekeleJej nesleer
nw~ FmeerefueS Jen hegj<e hej DeeOeeefjle nesleer nw~ heefjCeece mJejhe Gmes hegj<e keer
mebheefle Deesj Yeesiee ceevee ieee nw~ meceepe ces yeebPe, efJeOeJee, Demenee
ceefnueeSb, efJeJeMe Deewj ueeeej peerJeve peerleer nw~ Deepe Yeer efpeve Deewjlees b kees
ueesie [eeve ceeve uesles nw, efveefMele jhe mes Jes yeebPe Deewj efJeOeJee Deewjle nesleer
nw~ veejer ceo& keer Deeefele nesleer nw~ Deewjle cesb Yeer meesveJeeb, mejmJeleer, jesMeve,
jepeer,megefKeee, ebhee GheOeeFve,eboe pewmeer Deewjlesb meesyejve jee,megojMe&ve
efleJeejer pewmes ceoes & efke efkemeer jhe cesb efMekeej yeveleer nw~ Iej mes yeenj efvekeueves
Jeeueer Deewjle kes jemleesb hej keebs efyes nw~ meeceeefpeke peerJeve ces b veejer hegj<e
keer oemeer yeveer nw SJeb ogece mLeeve hee jner nw~ Dele: meceepe cesb veejer oeefvee
efmLeefle efoKeeF& osleer nw~ Deefheleg Deepe veejer Deheves yeue hej hegj<e kes meceeve
keee& kej jner nw~ Gheveemekeejves veejer keer efpe%eemee, cenlJekeeb#ee, hesjCee,
efpeod Deeefo kees Debefkele efkeee nw~
Gekegueerve, peceerboej Deewj Deceerj Jeie& veejer hej Deveee,
Deleeeej Deeefo kejlee efoKeeeer oslee nw~ veejer kee Mees<eCe nesves mes Jen
Deveee Deewj Deleeeej kee efMekeej yeveleer nw~ meesveJeeb peJeeveer keer osnueer hej
henuee keoce jKeles ner Jen Fueekes keer Meefkele-meeceble keer Jeemevee kee efMekeej
nes ieF& Leer~ Gmekes yeeo Jen Meeoer kes henues ner ve eenles ngS Yeer mees yejve
jee pewmes heeheer kee ieYe& meesveJeeb kees G"evee he[lee nw~ meesyejve jee ves ue"wlees
mes neLe hewj yeebOekej Deewj cegn cesb iecee {t@ bmekej Gmekee yeueelkeej efkeee nw~
Deesj megoMe&ve efleJeejer ves kegJb eejer nefjpeve ue[keer megefKeee keer Fppele ueter
Deesj Gmes hegjs Sefjee ces b yeoveece kej efoee~ Jen cepeotjer Yeer kejves eesie venerb
jner, YegKeesb cej jner nw~ keeeseb kf e Fme SefjeeJeeues Gmes ieeueer osles nw~ eefj$enerve
kenles nw~ ceeefueke ueesieesb keer Jeemeveelcekelee kee efyeYelme efe$e Fme Gheveeme cesb
hemlegle efkeee nw~ Deleeeej hegj<e kejlee nw~ Gmekeer mepee veejer kees Yeesieveer
he[leer nw~ ieeceerCe peerJeve cesb De%eeve, DeefMe#ee,F&ej kes hekeeshe kee Yee Deewj
heeKeC[ kes keejCe DebOejef{ Deewj DebOehejhejeDeesb kee efJekeeme ngDee nw~ ebhee
GheOeeFve efJeOeJee Deewjle nw~ heefle keer ce=leg hej Deiej m$eer kees efpecceoej ceevee
peelee nw lees ener veee hegj<e hej keeebs ueeiet venerb neslee? Helveer keer ce=leg hej
Jen otmejer Meeoer kejles keee en Gefele neslee nw~ hegj<e kees oes<e keesF& vener
oslee yeefuke heefle kes henues m$eer kees ce=leg Deees lees Gmes ye[er meewYeeie keer
yeele ceeveles nw~ Dele: efpeme efhelee kes Iej ueeue yes"ve cesb efueheer cevegmce=efle
jKeer peeleer nes Jen Deheveer efJeOeJee yeser kees cebieue hemebiees hej kewmes yegueelee?
Jen efyevee yegueees YeeF& keer Meeoer cesb eueer peeleer nw~ eb hee kes efhelee kenles keer
nw, njeceer yeehe kes efyevee yegueees es s YeeF& keer Meeoer cesb eueer ieF&~ cewb lees
keeheer otj Leer~ veF& yeng kes cegb n osKeves keer ueeuemee keee pegce& nw~ cesjs yeehe ves
kene n pee, efJeOeJee keer eee vener he[veer eeefnS es veF& ie=nmLeer yeveeves
pee jns nw~ let peevekej Fvekee DeMegYe keeesb meese jner nw, n pee~ oeoer yengle
vece& Leer~ DeeOee IegbIe G"e egkeer Leerb, yeekeer G"ekej cegbn efoKeeves ner eueer Leer
efke yesble keer [er cesjs yeehe ves Deheveer ceeb hej ner euee oer~6 Gmes Deheves
efhelee Joeje Deheceeefvele nesvee he[lee nw~ efveeefle Deewjle kees efJeOeJee yeveeleer nw,
hejvleg meceepe efJeOeJee kees peerles s peeieles hesle cesb yeoue oslee nw ~ ebhee
yeer.S.heeme neskej Yeer Gmes Fve DebOejef{ Deesj DebOehejbhejeDees kee meecevee kejvee
he[lee nw~
Deewjle cesb veejer kes efmebo gj keer Kejeroejer peejer nw~ Fme heeCeer kees
oeje kene peelee nw~ oeje kee celeueye neslee nw eerOe hee[kej hebske osves
ueeeke eerpe~ meefoeebs mes Ske Deewjle otmejer Deewjle hej peguce kejleer nw~ veejer
keer meyemes ye[er efJe[byevee en nw efke Jen veejer ner veejer keer Me$eg nw b~ Fmekee
Ske GoenjCe ncesb Deewjle cesb megoMe&ve efleJeejer keer heleesnt eboe kees keg
Gefkeleees SbJe ieeefueees mes meleeleer nw ~ Gmes ceeuetce Lee efke osJesvoj efMeyet kes
efueS ue[keer osKe jns nsw uesefkeve mees veJeeb kes efueS keesF & efleuekenj vener b Deeles
keeeskeer Jen ceo& vener Deeswjle nw~
Gheveeme cesb meesyejve jee, megoMe&ve efleJeejer pewmes Deceerj Jeie& kes
Deleeeejesb kes efKeueehe meesveJeeb, jheJee, ebo e pewmeer Deewjlesb DeeJeepe G"eleer nw
~ veejer kes oeveere efmLeefle kes efueS Jes mJeeb efpeccesoej vener nw~ Jen Meejerefjke
ece hej DeeOeeefjle meYeer keeees& kees hetjer leekeo Deewj ueieve kes meeLe kejleer nw~
uesefkeve Gvekes Meejerefjke ece kee ceesyeouee Gvnsb ef"ke {bie mes venebr efoee
peelee~ Ssmee ner efe$eCe Fme Gheveeme keer meesveJeeb pees meesyejve jee kes Kesle cesb
cepeogjer kejleer nw~ efhej Yeer hegj<eesb kes yejeyej Gvns cepetjer vener efceueleer~
meesveJee meesyejve jee kes efJejOo DeeJeepe G"eleer nw leye meesyejve jee Gme hej
yeueelkeej kejlee nw~ jheJee, megefKeee keeb[ cesb megoMe&ve efleJeejer kes efKeueehe
efJeoesn kejleer nw, leye Gmes ceej efoee peelee nw~ ogefveee yeoue jner nw uesefkeve
es ye[s ueesie Deheveer ceeveefmekelee vener yeoueles~ eveJeeb efkemeer Yeer Deewjle kes
meeLe Deleeeej keer yeele megvekej uehe keer lejn meneelee kes efueS hengbeleer
nw~ heefleYee yebmeue Yeer hegj<eeslece efmebn, meesyejve jee pew mes yeoceeMe ueesbiees kees
mener jemles hej ueeves kee keece kejleer nw~ ebo e Yeer Gme hej Deewj efMeJebso kes
Ghej ueieees iees Deejesheesb kee meecevee kejleer nw~ Fmeer hekeej kejceghetje ieebJe cesb
veejer kee GYejlee efJeoesner jhe efoKeeeer oslee nw~ efMeJebso kenlee nw, eMeesoe
pepyeeleer venerb Leer~ pewveye pepyeeleer vener Leer~ es[es hegjeveer yeeles~ Dee peeDees
veS peceeves cebs keceuee vessnj pepyeeleer venerb Leer~ kemlegjyee pepyeeleer venebr Leer~
Deewj veeres Glejes~ Deepe yeleeDees Fefvoje pepyeeleer vener Lee~ Deewjle peye Yeer
pepyeeleer nesleer nw Jen meejer meerceeDees b kees lees[kej leJeejerKe kees yeoue osleer nw~
pepyeeleer nesvee ieeueer vener n~ Fve Deewjleebs keer hetpee kejes~ Fyeeole kejes~Fme
lejn meesveJeeb, jheJee, ebhee Deeefo Deewjleesb Joeje Gvekeer ceeveefmeke efmLeefle kee
efe$eCe Gheveeme cesb hemlegle nw~ kevheegefMeeme kenles nw eefo legce helLej nes lees heejme yevees,
eefo Je=#e nes lees ueepeJebleer kee heewoe yevees
Deewj eefo heg<e nes lees veejer mes heej kejes ~7
meboYe&
1.
3.
5.
7.
[e@.Jemeble megJ es&-Deeheelekeeueeslej efnvoer ieecebeeefueke Gheveemeebs keer ceerceebmee, he=.114

Jener, he=.51
[e@.efMeJehemeeo efmebn - Deewjle, he=.196
megoMe&ve osJ e peeOeJe (mebheeoke) Deefmcelee, he=.16
61
2. [e@.efMeJehemeeo efmebn - Deewjle, he=.63

4. [er.Sve.cepegceoej- Yeejleere pevemebmke=efle, he=.197
6. Jener, he=.77
Research Paper
Hindi
efnboer GheveemeeW ceW veejer ceveesefJe%eeve

(efJeefMe GheveemeeW kes meboYe& ceW)
[e@. meew. osMeheeb[s Jner.Jner.
Meejoe ceneef Jeeeuee, hejYeCeer , ceneje^
Lora=rk ds ipkr Hkkjrh; lekt ds iztkraf=; <kap s

us rFkk egkuxjh; lH;rk ds dkj.k ;ga dk ifjosk vdsysiu
dh ihMk] vkksk vkfn ds dkj.k lekt dh tMs fgy mBhA
Hkkjrh; lekt esa cMh ek=k esa ifjorZukkhyrk fn[kkbZ nsus
yxhA ukjh thou ij Hkh bldk O;kid izHkko iMkA fu%lUnsg
bu cnyhrh ifjfLFkrh;kssa ds dkj.k ukjh dh ekufldrk esa Hkh
cnyko vkus yxkA ukjh eu dh folaxrh;a] ihMk] fonzkgs --vkfn lc dks miU;kl lkfgR; esa vafdr fd;k x;k gSA
vkt dk ;qx oSKkufd vkSj izfr;ksfxrk dk gSA chaloh
krkCnh dh Hkkjrh; ukjh Hkh bl izfr;ksfxrk esa lgHkkxh gSA
fganh ds vusd miU;kldkjksa us ukjh ds bl ekufldrk dks
fpf=r fd;k gSA ize
s pan] tSusanz] vKs; eksgu jkdsk] eUuq
HkaMkjh] jktsanz ;kno] d`.kk lkscrh] fkokuh] bykpanz tkskh--vkfn dbZ miU;kldkjksa us euksfoKku dk lgkjk ysdj vius
ukjh ik=ksa dk fuekZ.k fd;k gSA buds ukjh ik= euksfoKku dh
fdrkc ugha gS cYdh bu lc us ukjh thou dh okLrfodrk
dks vafdr fd;k gSA lqjs k flUgk ds vuqlkj] ^mUgksaus ekusfoKku
dh kkL=h; xq fRFk;ksa dks lqy>kkus ds fy, lkfgR; jpuk ugha
dh FkhA muds lkfgR; l`tu dk msk ekuo thou dh
lEiw.kZr k dk fp=.k djuk Fkk] ek= mldh dq.Bk] otZuk ,oa
lsDl lEcU/kh vrÌr bPNk vkSj QyLo:i izfrf;kRed
[kaMhr ekuo O;fRo dk fp=.k ughaA mUgksua s vius miU;klksa esa
euksfoKku dks lk/ku gh ekuk gS] lk/; ughA*1
izsepan us vius dbZ miU;klksa esa euksfoKku dks
viukrs gq, ukjh ik=ksa dk lQy fuekZ.k fd;k gSA lsoklnu]
xcu] fueZyk xksnku] tSls miU;klksa ds ukjh pfj= dbZ ekufld
mrkj&p<koksa dks >syrs gq, vkxs c<rs fn[kkbZ nsrs gaSA
lsoklnu dh /kfu;k] xcu dh tkyik] fueZyk dh fueZyk
xksnku dh /kfu;k*--- vkfn ukjh pfj=ksa ds eu dh vkdka{kkvks
dks izsepanz us euksoSKkfud /kjkry ij izLrqr fd;k gSA
tSusanz lQy euksoSKkfud miU;kldkj jgsa gSA mUgksaus
ijEijkvksa ls eqDr gksdj ukjh eu dks ij[kk gSA Ugksaus xgjh
ekuoh; laosnuk vkS j lq{e euksoSKkfud lR; dks vius ukjh
ik=ksa ds ek/;e ls va fdr fd;k gSA fgurk xzaFkh] nfer
dkeokluk] fot;Hkko ,slh vusd ekufld fLFkfr;ksa dks tSusanz
us vius miU;klksa esa izLrqr fd;k gSA lqfurk] R;kxi=] ij[k]
dY;k.kh vkfn miU;klksa ds ukjh ik=ksa ds ek/;e lsa tSusanz dh
euksfoys"k.kkRed kfDr dk izLQqVu gqvk gSA tSusanz vius ukjh
ik=ksa ds vkarfjd la?kkZ dks O;Dr djrs gS] muds fy, ik=ksa dk
ckgk ;FkkFkZ egRoiw. kZ ugha gSA MkW- lqjsk c=k ds vuqlkj]
^tSusanz us vius ledkyhu ifjosk vkSj ;FkkFkZ ls gh ukjh ik=ksa
dks pquk fdUrq ckgjh ifjfLFkrh;ksa vkSj ekU;rkvksa vkSj
nckorys ukjh eu ds liuksa vkSj mMkuksa rFkk O;ogkj dh

tfVyrkvks a dks mUgksus eq[kj vfHkO;Drh nhA**2
vKs; us kq/n euksoSKkafud vk/kkj ij ukjh eu dks
vkSj leiZ.k dks fpf=r fd;k gSA budk ^ks[kj ,d thouh*
miU;kl L=h ds vkarfjd fonzksg dks izLrqr djrk gSA miU;kl
dh kfk ds eq[k ls mlds vkUrfjd fonzksg dks O;Dr fd;k
tkrk gSA og ,d txg dgrh gS] ^^L=h geskk vius dks
feVkrh vkbZ gSA Kku lc ml esa lafpr gS ij cht vadfq jr
gksrk gS rks /kjrh dks QksMdjA /kjrh vius vki ugha Qwyrh
QyrhA esjh Hkwy gks ldrh gS ij eSa bls vieku ugha le>rh--A3 vKs; ds ckn bykpanz tkskh euksoSKkfud miU;kldkjks esa
egRoiq.kZ LFkku j[krs gSA mUgksus vius miU;klksa ds ek/;e ls
kksfkr] izrkfMr ukjh pfj=ksa ds lkFk&lkFk vagoknh] fonzksg h
rFkk mnkRr ukjh pfj=ks a dks Hkh fuekZ.k fd;k gSSaA buds Onkjk
fyf[kr ^fuokZflr* miU;kl dh izfrHkk fuMj gSA og cMs lkgl
ds lkFk dzkar hdkjh ny esa lgHkkxh gksrh gSA bykpanz tkskh us
ukjh ds gj ekufld mrkj&p<ko dks vius miU;kl esa LiV
fd;k gSA
izk;% euksoSKkkfud miU;kldkjksa us izse] dq.Bk vkSj
lsDl dk fp=.k vius miU;klksa esa fd;k gSA Qzk;M ds fl/nkar
ls izsfjr gksdj ekuoh; O;fDrRo ds fofHkUu Lrjks a dk
foysk.k budh fokskrk jgh gSA buds ik= furkUr vareq[
Z kh
cu tkrs gSA lekt ds O;kid ?kjkry ls dVdj vius&vki
esa my>dj dbZ leL;kvksa dk lkeuk djrs gSaA dbZ ckj bu
ij lkekftd ifjfLFkrh;ksa dk ncko bruk c< tkrk gS fd bUgsa
viuh bPNkvksa dks nckuk iMrk gSA mkk fiz;aonk }kjk fy[khr]
^ ipiu [kacs yky fnokjs* miU;kl dh lqkek Hkh blh nfer
bPNk dh fkdkj gSA og vius eu ds fdlh dksus esa viuh
bPNkvksa dks nckdj og furkUr vdsyh vius drZO; dks iqjk
djrh fn[kkbZ nsrh gSA mkk fiz;aonk ,d txg dgrh gS] ^^vius
nkf;Roksa ] in dh xfjek vkSj ifjokj dh nhokjsa esa mlds thou
ds LofIuy okZ foyhu gks x, FksA ijUrq buls f?kjs gksus ij Hkh
vopsru mls geskk lyrk jgk gSA mls izseh ugha pkfg, FkkA
mls ifr dh vkdka{kk Hkh u FkhA ij dHkh dHkh
.. 1u.. tkus D;ksa
mldk eu Mqcus yxkrkA vius ifjokj dk lkjk cks> vius
mij fy, og dkWaius yxrhA rc pkg mBrh fd nks ckgs mls
Hkh lgkjk nsus dks gksa] ml fujork esa dqN vLQqV kCn mls Hkh
lacks/ku djsA**4 mkk fiz;aonk us miU;kl esa dbZ txg lqkek
ds eu dh fLFkfr dk fokysk.k fd;k gSA lqkek ds ek/;e ls
ukjh eu dh ihMk] le>kSark vkSj R;kx dks gh vfHkO;Dr
fd;k x;k gSA
62

^ :dxh ugha jkf/kdk* dh jkf/kdk euksoSKkfud
leL;k dh fkdkj gSA jkf/kdk vius firk ls csgn I;kj djrh
gSA muds lkFk mldk tks yxko gS] mlds dkj.k gh og muls
nwj tkrh gSA firk ds lkFk csgn yxko ds dkj.k og vius
firk dk nqljk fookg rFkk foekrk dks Lohdkj gh ugha dj
ikrh gSA firk ds fookg ds dkj.k og ^bySDVkdkEysDl* dh
fkdkj gks tkrh gSA firk ds fookg ds ckn og bruh dBskj gks
tkrh gS fd viuh foekrk ds vkRegR;k ds ckn Hkh og firk
dks NksMdj pyh tkrh gSA firk ds nqljs fookg ds dkj.k
jkf/kdk ds ekufldrk esa tks cnyko vkrk gS] mls ;gkW LiV
fd;k x;k gSA
vkt vk/kqfud dky[kaM esa vdsysiu ds dkj.k dbZ
ekufld leL;k,Wa fuekZ.k gks jgh gSA eUuq HkaMkjh us] ^vkidk
caVh* miU;kl esa vdsysiu dh =kln fLFkfr dks lq{erk ds
lkFk vfHkO;Dr fd;k gSA miU;kl dh ukf;dk kdqu ds
ek/;e ls ysf[kdk us lekt ds lR; dks mtkxj fd;k gSA ifr
vt; ls vyx gksdj kdqu Hkhrj gh Hkhrj tks vHkko
egklql djrh gS] mls miU;kl esa fpf=r fd;k x;k gSA
miU;kl esa kdqu gh viuh bl voLFkk dks LiV djrs gq,
dgrh gS] ^nl o"k dk ;g fookfgr thou ,d vWU/ksjh lqjax
esa pys tkus dh vuqHkwfr ls fHkUu ugha FkkA vkt tSls ,dk,d
og mlds vafre Nksj ij vk xbZ gSA ij vk igqWpus dk larksk
Hkh ugha gS] <dsy fn, tkus dh fook dpksV Hkj gSA**5 kdqu
ds nnZ dks ysf[kdk us euksoK
S kfud <ax ls izLrqr fd;k gSA
vk/kqfud ukjh dk izf rfuf/kRo djusokyh kdqu miU;kl esa
gkj&thr dh Li/kkZ esa VqVrh gq bZ fn[kkbZ nsrh gSA
eksgu jkdsk }kjk fyf[kr ^vWU/ksjs can dejs* miU;kl
esa nkEiR; thou ds ruko dks vfHkO;Dr fd;k x;k gSA
ifr&iRuh ds vga vkSj LorU= LoRo ds la?kkZ dks blesa O;Dr
fd;k x;k gSA miU;kl dk ukjh ik= uhfyek fo[;kr urZdh
cuuk pkgrh gSA mldh ;gh egRokdka{kk ifr gjacl dks lgu
ugha gksrh gSA ifj.kker% nksuksa esa ruko c<us yxrk gSA miU;kl
esa uhfyek vuqHko djrh gS] ^ ge nksuksa ds chp dgha dksbZ
pht gS tks ge nksuksa dks dgha [kVdrh jgrh gSA psVk djds
Hkh mls vius chp ls fudky ugha ikrsA*6 uhfyek vius ifr
ds vfookl dks lgu ugha dj ldrhA gjcal ckgjh :i esa
iRuh uhfyek ds vk/kqfud :Ik esa Lohdkj djrk gS fdUrq mldk
vUrZeu iRuh ds bl :i dks Lohdkj ugha dj ldrkA ;gh
dkj.k gS fd ijLij bkkZ vkSj ghu Hkkouk ds dkj.k laca/kks esa
ruko c<us yxrk gSA ukjh dh egkRdka{kk iq:k ds vge~ dks
fdl izdkj Bsl igqWpkrh gS ;g ;gk fn[kkbZ nsrk gSA
d`.kk lkscrh us vius miU;kl ^lwjteq[kh v/ksjs ds*

rFkk ^fe=ks ejtkuh* esa ukjh eu ds fofHkUu vk;keksa dks LiV
fd;k gSA cykRdkj tSlh ?kVuk ukjh ds kjhj dks gh izrkfMr
ugha djrh gS rks] mlds eu dks Hkh fgyk dj j[k nsrh gSA
^lwjteq[kh vU/kjs ds* miU;kl esa cykRdkj dh leL;k dks
euksoSKkfud <ax ls izLrqr fd;k gSA miU;kl dh ukf;dk jfr
fdkksjkoLFkk esa gh bl vuSfrd d`R; dh fkdkj gq bZ gSA bl
?kVuk ls og ;qok gksus ij cMh dfBukbZ ls gh mcj ikrh gSA
d`.kk lkscrh dk ^fe=ks ejtkuh* fonzksgh miU;kl gSA blesa
fe=ks ds ek/;e ls ukjh eu dh dkeuk dks cksYM :i esa
fpf=r fd;k x;k gSA
jktsanz ;kno dk miU;kl ^vuns[ks vutku iqy* esa
dq:i yMdh dh mis{kk vkSj mlls fufeZr dq.Bk] fkokuh ds
^d`.kkdyh* miU;kl esa dksa<h ekrk&firk dh voS/k larku dh
ekufldrk ls fufeZr fonzksgh O;fDrRo---- vkfn ds ek/;e ls
O;fDr esa fufeZr dq.Bk dks O;Dr fd;k x;k gSA
mijksDr miU;klksa ds vfrfjDr fganh ds miU;kl
lkfgR; esa ,sls dbZ miU;kl gS ftuesa ukjh euksfoKku dks
vafdr fd;k x;k gSA mPpoxhZ; fL=;ksa dh fLFkfr;kWa vyx
gksrh gS] ftuds ifj.kke Lo:i mudh ekufldrk curh gSA
e/;oxZ dh ukjh lcls vf/kd ekufld ihMk dh fkdkj gksr h
gSA lokZf/kd ncko] fonzksg] vkksk dq.Bk vdsysi.k dh ihMk]
e/;oxZ dh ukjh esa gh fn[kkbZ nsrk gS] fganh miU;kl lkfgR; esa
gj oxZ ds ukjh dh ekufldrk dks vfHkO;Dr fd;k x;k gSA
Lora=rkiwoZ miU;kl lkfgR; esa ukjh ik=ks a dk euksfoysk.k
la;r :Ik esa fd;k x;k gSA ogkW a ik= cksYM fpf=r ugha gSA
ijarq Lokra;ksaRrj miU;klksa dh fLFkfr;k vyx gSA buds ukjh
pfj= fonzksgh fn[kkbZ nsrs gSA ifjfLFkfr;ksa ds ncko ds dkj.k
budk O;fDrRo fonzksgh cu tkrk gSA ifj.kker% ;g pfj=
iajijkxr :<h ijaijkvks dk [kaMu djrs gq, fn[kkbZ nsrs gSA
fudkZ %&
vr%dg ldrs gS fd fganh miU;kl lkfgR; esa ukjh
pfj= dk vadu djrs le; mlds eu ds lw{e vkSj LFkw y :i
dks Hkh vafdr fd;k x;k gSA euksfoysk.k ds lgkjs ;g LiV
fd;k x;k gS fd gekjs vklikl dh fLFkfr;ks a dk gekjs eu ij
xgjk izHkko iMrk gSA ukjh ds izse] fookg] leiZ.k] fonzksg ]
lerk dh pkg] egRokdka{kk---- vkfn fofHkUu Hkkoukvksa dks ]
dqaBk dks] gkrkkk dks] eqDr vk/kqfudrk dks] }a}kRedrk dks
fganh miU;kl lkfgR; esa izLrqr fd;k x;k gSA
meboYe&
1234567-
fganh miU;kl&mnHko vkSj fodkl& lqjsk flUgk i`-dz- 145

ukjh vfLerk% fganh miU;klksa esa& MkW- lqnsk c=k] i`-dz- 59&60
ks[kj ,d thouh& vKs;& i`- dz- 224
ipiu [kacs yky fnokjs& mkk fiz;aonk& i`- d- 29
vkidk caVh & eUuq HkaMkjh] i`- dz- 37
va/ksjs can dejs& eksgu jkdsk] i`- dz- 87
fganh ds euksoSKkfud miU;kl
63
Research Paper
Hindi
ceVet Yeb[ejer kes GheveemeeW ceW ceveesJew%eeefveke mecemeeSB

[e@. efoefiJepee cee. Wiemes
ef JeJeskeevebo keuee, mejoej oef ueheef mebie JeeefCepe Je efJe%eeve ceneefJeeeuee,

Deewjb ieeyeeo (ceneje^ )
keLee meeef nle ceW meeceeef peke SJeb ceeveefmeke Deefle-eLeeLe& keer
Deef YeJeef e keLee kes keW ceW DeefYeefJee ng F&~ peerJeve ceW kesJeue
heeefjJeeefjke, meceeeef peke, DeeefLe& ke Deeef o mecemeeSB ner veneR nesleer , Deef heleg
cevees Jew %eeefveke mecemeeSB Yeer nesleer nw~ ef kemeer Yeer mecemee kee cetue keneR -vekeneR cevees Jew %eeefveke mecemee ceW nes lee nw~ Deepe ceveesefJe%eeve kee Flevee
efJekeeme nes ieee nw ef ke ceeveJe peerJeve kes Deveske efeee-Jeehej Gmekes
DeOeeve keer heef jef Oe ceW Dee ieS nw ~ Fme meb oYe& ceW [e@ . het ueef yenejer Mecee&
kenles nw ef ke, ceeveJe keer ceeveef meke mebjevee Deewj efJekeeme kes Deefleefje
Gmekee oechele heeefjJeeefjke, meeceeefpeke Deewj JeeJemeeef eke peerJeve
cevees efJe%eeve kes DeOeeve kee efJe<ee yeve ieee nw ~ Gvekeer Deves ke MeeKee
eMeeKeeSB ef Jekeefmele nes ieF& nQ~ Fmekes ceeOece mes ceeveJe meceepe kees
mJeeceer Gheveeme ceW efceveer kee efJeJeen IeveMeece mes nes lee nw~
Gmekeer Deef vee mes ngDee en ef JeJeen IeveMeece kes eefle Demeg jef #elelee kee
DeeYeeme GlheVe kejlee nw ~ Jen Deheves heefle kes megneiejele ceW vejW kes meeLe
Gmekeer meg neiejele nesleer lees en mees eleer leye Gmeves ef kemeer kee es nje
cenmetme ef keee leye Gmekee ceve heg keej G"e, legce keneb nes vejsve... cegPes
eneb mes ues peeDees~ Fme ngS kees DevengDee kej oes~3 Fme ekeej ef ceveer
Deheves Deehe kees JeneB Demeg jef #ele cenmeg me kejleer nw ~
ceneYeespe Gheveeme ceW Sme. heer . mekemes vee eE yeoe kee yeeeve
ues vee eenles nw~ ef yemet kes nlee kes meb oYe& ceW peevekeejer uesvee een jne nw
leye Gmekeer helveer kecee, peesjeJej kes Deeleb ke kes meees ceW nes ves kes keejCe
kenleer nw, cele yeesuees... cele yeesuees...! Skee Ske efyeb oe keer yeeB n
PekePees j-PekePeeWj kej kecee jes ves ueieer, veneR meens ye, FvnW keg veneR
ceeuet ke! es lees Gme ef ove eneB Les ner veneR~ yeme, Deehe Deye FvnW es[ oes~
FvnW ef kemeer ves keg keje-keje efoee lees ceQ keneB?4 Fme ekeej Demegj#ee
kee Ske he#e en Yeer nw efke Jeef e kees ncesMee [je menceemee ueielee nw
efkemeer efmLeef le ceW Meebelf e veneR efceueer ke eeWekf e Demegj#ee keer ef mLeef le Gme hej
eeer ng F& jnleer nw ~ Dele Demeg j#ee Jeefe kes peer Jeve kes efJekeeme kes nj
cees [ hej ye[e yeeOeke efmeOo nesleer nw Deewj megj#ee keer YeeJevee kes keejCe
Jeefe menveMeer ue, Meeb le, efveYe& e, DeeMeeJeeoer Deew j Ske menpe ef eblevejnerle
peer Jeve Jeleerle kej heelee nQ~
2. Deble :
cevees efJe%eeve ceW b kee DeOeeve Ske efJeMes<e ef keesCe mes
efkeee peelee nw ~ Fmekes mJehe kees peevekej Fmekes meceeOeeve kee Yeer eelve
efkeee peelee nw ~ peye keYeer oes efYeVe ef Jeeej Ske meeLe GlheVe nes peeS lees
b keer ef mLeef le GlheVe nes peeleer nw~ [e@. heodcee DeeJeeue kes Devegmeej,
ceeveefmeke leveeJe keer en Jen DeJemLee nw pees oes ee oes mes DeefOeke Ss meer
efJejes Oeer FeDeeW kes GlheVe nes ves mes ef pevekeer Ske ner mecee hej Ske meeLe
hetefle& meb YeJe ve nes DeLeJee Deve keejCeeW mes eLee Deheveer ner keesF& vet velee
ee ner velee, JeeleeJejCe, JeeleeJejCe DeJejesOe DeLeJee FeDeeW kes efJeIeve
mes nw, GlheVe nesleer nw ~ ceveg<e kes Deesleve ceW nj Deer yegjer Fe
ogyekeer he[er jnleer nw Deew j Gheege DeJemej keer eleer#ee ceW jnleer nw ~ keYeer keYeer Fve FeDeeW keer hetelf e& kees ueskej ceeveJe ceve Tnehees n ceW [tye peelee
nw ~ Dele: Gmekeer ef mLeefle e ee b keer YeeJevee mes eefmele nes peeleer nw ~
Deehekee yeber Gheveeme ceW Deb le kee ef e$eCe cegKe he mes
Jew%eeef veke {b ie mes mecePeves keer #ecelee ceeveJe kees eehle ng F& nw~ Dele:
ceveg<e kes mJeYeeJe kees mecePeves kes efueS Gmekes JeJenejeW leLee Gmekeer
ceeveefmeke ef eeeDeeW kee DeOeeve ef keee peelee nw~ Jeef eeeW kes Deehemeer
Deeoeve-eoeve kee Yeer DeOeeve efkeee peelee nw~ emlegle DeOeee ceW ceVet
Yeb [ejer kes GheveemeeW ceW ceveesJew%eeef veke mecemeeDeeW kee DeOeeve ef keee
ieee nw~
1. Demegj#ee :
Demegj#ee kes JeeleeJejCe ceW Jeefe kes ceve ceW Ie=Cee Goemeervelee
SJeb DeueieeJe keer eJe= efe, Depeveyeer heve leLee Ghes#eehet Ce& JeJenej keer
DevegYet efle peieves ueieleer nw ~ Ssmee Jeefe meb meej Je peer Jeve kes meb keeW mes
Yeje ng Dee heelee nw~
Deehekee yeber Gheveeme ceW peye Mekeg ve [e@. peesMeer kes Iej
hengB eves hej yeber kes peer Jeve kee og Ke Yeje peerJeve Meg nes peelee nw~ Jen
Gme heefjJeej ceW mJeeb kees Ghes ef#ele, Demegjef #ele cenmegme kejves ueielee nw ~
Jen heelee nw ef ke Deheves Iej ceW Gmekeer nj hemebo-veehemeb o kee Keeeue jKee
pelee Lee~ peyeefke Fme Iej ceW nj Ske Jemleg mes Jeb efele nesvee he[lee nw~
eg Bkeer Jen Ssmes ceenew ue ceW jne Gmekee nj eerpe hej nces Mee Gmekee ner
Deef Oekeej jnlee Lee, eEkeleg Fme Iej ceW vees JeeleeJejCe ceW meyemes DeeefKej
kee yevevee Gmes veeieJeej ngDee~ Jen mees elee nw , meYeer keer Deheveer peien
lee nw, Deheveer kegefme& ee lee nw , yeme Gmeer kee keg lee veneR nw, pees yevee
nw GmeceW mes ner Gmes keg egve ues vee nw~ Jen egheeehe pees le kes heeme Jeeueer
keg meea hej yew" ieee...~2 yeber Deheves Deehe kees Fme JeeleeJejCe ceW
Demenee cenmegme kejlee nw~
64
yeb er leLee Mekegve leke os Kee pee mekelee nw~ keeeW efke Gheveeme ceW FvneR oes s
hee$eeW kes ceeOece mes uesefKekee ves Gvekeer ceveesoMee kee ef e$eCe emleg le ef keee
nw ~ b kes efYeVe-ef YeVe he nw~ Fme Gheveeme ceW Deblej kes meYeer he
osKes peeles nQ~ Mekeg ve kes ceve ceW leueeke Jeeues emleeJe kees ueskej ceve ceW
keMcekeMe nw~ Jen meeseves ueieleer nw, hej keue Jekeer ue eeee ves Gmekes
meeceves pees emleeJe jKee Deewj Deepe efpemekes efueS Jes ef hej DeevesJeeues nw,
Gmeves Gmes Yeer lej mes hetjer lejn PekePees j ef oee~ neueeefke Jen mecePe veneR
hee jner nw ef ke Deeef Kej keue keer yeele ceW veee keee Lee, ef pemes ueskej Jen
Fleveer hejsMeeve ee efJeeef uele nes jner nw ...ef hej Yeer keg nw efke meejer yeele
kees yeng le menpe {bie mes veneR ues hee jner nw~ ueie jne nw ef pemes Gmes hetjer
kes me= peve kes ef ueS keueekeej kee peereJf ele jnvee DeeJeMeke nw Deew j ceQ
Meeeo jbpevee kes ef yevee peer efJele ner veneR jn meket B iee~ Ske Dees j en meye
cenmetme kejlee nt B Deew j otmejer Deesj keneR yeng le Yeerlej mes ceg Pes keesF&
yejeyej esleveeJeer oslee jnlee nw ef ke ef JeJeen kejkes ceQ Deheves ues Keke keer
nlee kej otB iee~ mee ceevevee Deceuee, og efJeOee Deewj Demeceb peme keer Fme
efmLeef le ceW Deye Ske heue Yeer iegpeejvee Yeejer he[ jne nw ~ Ske Deewj jb pevee
Deew j Decej kes JeefelJe kees peer efJele jKeves kee eMve nw lees otmejer Deew j
10
Decej kes uesKeke kees~

3. leveeJe :
Deblejb ceeveef meke leveeJe kee ef Jekeemeelceke he nw~ leveeJe kee
YeeJe heef jef mLeefleeeW kes keejCe nes lee nw~ Deehekee yeb er Gheveeme ceW leveeJe
keer Deueie-Deueie heef jef mLeefleeeW kee efe$eCe ngDee nw ~ Jeef e kes leveeJe keer
efmLeef le DeeJeMekelee kes DeYeeJe ceW hew oe nesleer nw ~ es peuoer ner ve nes
peeleer nw , veneR lees ceveg <e b keer efmLeef le mes nes kej Gvceeo leke hengB e
peelee nw~ Fme ekeej leveeJe keer ef mLeefle kees meeceeve ceevevee Gefele veneR~
Jeefe leveeJe ceW Deekeej keg Yeer kej mekelee nw~ Deehekee yeber Gheveeme
ceW leveeJe keer heefjefmLeef leeeW kees Gpeeiej ef keee nw ~
Depee mes Deueie nes ves kes yeeo Mekegve ves mees ee Lee, Meeeo
yeb er Gve oesveeW kes yeere kee meslet yeve mekes hej Ss mee vee ngDee~ Depee ceerje
kes meeLe mes u[ ng Dee~ Gmekes ceve ceW YeeJevee DeeF& Ss mee veneR nesvee eeefnS
Lee~ veneR Depee mes keg vee hee mekeves kee en obMe veneR nw ~ yeef uke obMe
Meeeo Fme yeele kee nw ef ke ef kemeer Deew j ves Depee mes en meye keeeW heeee
lejn ceLe efoee ieee nw ~

yeb er kee peerJeve Gmekeer ceeB kes Deeme-heeme kes JeeleeJejCe mes
peg[e ngDee nw ~ yeber ves Deheves ceve ceW nj efkemeer kee eE yeye yevee ef ueee nw~
efpememes nkej Deiej kees F& JeJenej kejlee nw lees Gmes Deeee& neslee nw ,
Gmekes ceve ceW b GlheVe nes peelee nw~ peye Mekegve kes heeme eeee Deeles nw
leye eeee kees osKekej Mebkee GlheVe nes peeleer nw ~ Jen meeselee nw,
ncesMee yees ueles jnves Jeeues eeee Yeer eghe Deewj eeee kes meeceves eghe jnves
Jeeueer cecceer Yeer eghe~ ... cecceer Skeke peceer ve osKes pee jner nw Deewj Jen
6
nw efke keYeer cecceer kees osKelee nw lees keYeer eeee kees ~

mJeeceer Gheveeme ceW ceef Ceyeeyet , vejW Deewj efceveer meceepe
meg Oeej, efeeeW keer mJeleb$elee keer yeele er[ peeleer nw leye hegjeves mebmkeejeW
eefle efceveer kes ceve ceW yeng le Deeees Me hevehelee nQ~ leye Jen kenleer nw,
osefKeS nce ueesie he{ efueKe,meese ef Jeeej kej yeew efOoke he mes lees yengle
Deeies ye{ peeles nQ... yengle ye[er-ye[er yeeleW mees e [eueles nQ Deewj kesJeue
meeseles ner veneR, GvnW kejves kes efueS keoce Yeer ye{eles nQ, hej Glevee meye
11
pees Gmekee eehe Lee~ Depee mes keg ve ef ceue heeves kes keejCe leveeJe
efke ef mLeefle Mekeg ve ceW Deeleer nw ~
4. meeceeefpeke Deelce-nervelee :
nj Jeef e Ske pewmee veneR nes lee nj Jeefe Deheves DeehekeeW
Deew jeW mes Lees [ e Deueie, es Demeeceeve mecepelee nQ~ meceepe ceW Jen keYeer keYeer Deheves Deehekees Jen DeewjeW mes ner ve heelee nw ~ ueeKe mecePeeves hej Jen
Deheves Deehekees Jener Ke[e heelee nw ~ Jeefe ceW mJeeen keer eJe=efe kee
meb lees<e ve nesves mes GmeceW nervelee ebLeer kee pevce neslee nw~ Fme ekeej Gme
ceW meeceeefpeke Deelcenervelee keer ebefLe pevce ues leer nw~
Deehekee yeb er Gheveeme ceW yeb er [e@ . peesMeer kees hemebo veneR
kejlee~ Jen Gvekee veece Yeer Deheves Thej veneR Dees { vee eenlee nw ~ Fme
ekeej kee Jeefeece GmeceW Dee peelee nw ~ [e@ . peesMeer kes Iej Deekej
Dekesuee cenmet me kejlee nw ~ kewmee jns iee Jen Fme Iej ceW? en Gmekee
Iej ef yeukeg ue veneR nw ~ en [e@kej meenye kee Iej nw , peesle Deew j Deefce kee
Iej nw~ Jen ef kemeer kes Iej ceW veneR jns iee, Deheves Iej, peeSiee, Deheves ner
kej veneR heeles~

keueJee Gheveeme efkeMeesjJeeer ve Gheveeme nw ~ Gheveeme ceW
eceej kee yese keueJee Gmekes ceve ceW v eue jne nw Jen meeselee nw,
cesnvele kejvesJeeues ueesie Fleves iejer ye keeeW nesles nw Deewj SsMe-Deejece
kejves Jeeues uees ie Fleves Deceerj ke eeW? pees ef pelevee kece keece kejlee nw Jen
Glevee ner Deceerj Deew j pees efpelevee peeoe keece kejlee nw Jen Glevee ner
8
iejerye? ... yeme ceve ner ceve Jen meejs mecee ener mees elee jne ~ Fme
meb oYe& ceW [e@. yeer .Sve. Yeeues jeJe efueKeles nw, Yeejleer e meb mke= ef le kee cet ue
{eBee JeCe& JeJemLee peeef leJeeo SJeb Ge ef veelee kes Yes oYeeJe hej DeeOeeefjle
nw ~ Fme keejCe meceepe kee Ske ye[e Jeie& meef oeeW mes Ghes ef#ele jne nw ~
ceveg<e nes ves kes yeeJepet o meceepe JeJemLee ves heMeglegue eEpeoieer kes ef ueS
efJeJeMe kej efoee nw ~ meYeer lejn keer meg Ke megefJeOeeDeeW hej SkeeefOekeej
mLeeefhele kej meceepe kes keef Lele Ge Jeie& ves keYeer vemue kes DeeOeej hej
12
meesSiee~ Fme lejn yeb er kee Skeeef Oekeej ef ve peelee nw , ceceer kee heej
keF& ueesieeW ceW yeb peelee nw ~ Dele yeb er kes ceve ceW Ske nervelJe keer ebLeer
kee ef Jekeeme nes lee nw ~
lees keYeer peeefle kes veece hej Deheves Denb kees heg yeveeS nw ~
Ske Fbe cegmkeeve ceW Decej Deceuee kees ef ueKelee nw , keuee
65
5. eslee ebLeer :
Deehekee yeber Gheveeme kee Mekegve eslee keer YeeJevee mes
ueerve nw ~ Mekeg ve kees Depee mes GB ee G"ves ceW Deef Oeke meblees <e nw~ meele
Je<eeX ceW ef JeYeeieeOe#e mes eE eef meheue nes peeves kes heer s Yeer keneR Deheves kees
ye{eves mes peeoe Depee kees ef iejeves keer Deekeeb#ee, ner jner nw ~ Jen mJeeb
8. Deesleve :
Dees leve ceve ceve kee otmeje Yeeie nes lee nw ~ pees es leve leLee
Deeesleve kes veeres ef mLele neslee nw ~ es leve ceve Dele=hle FeDeeW kees
Deesleve ceW Oekesue oslee nw~ eneB es FeSB cejleer veneR nw yeefuke mecee
keer eleer#ee kejleer nw Deewj mecee Deeves hej esleve kes #es$e ces beJesMe kejleer
nw ~
Deehekee yeb er Gheveeme ceW peye yeb er Deheves heehee kes heeme
ne@ms ue ues peeee peelee nw leye jemles ceW Gmes meejer yeeles eeo Deeleer nw~
Gmekes heehee kecegevf emeW kes peg uetme kes meboYe& ceW yelee jns nw, Fb keueeye
efpeboeyeeo, ee@ ueyes vee, ne@ yesvee meb efiele keer uee mes yeber en osKe jne nw
Gmekes ceve ceW Yeer Gme peguet me ceW peeves keer Fe GlheVe nes leer nw , yeb er
jespe peg uetme os Kelee nw Deew j uees ieeW kes meeLe-meeLe Keg o Yeer efeuueelee nw~
Gmeves ee@ ueyesvee, ne@ yesvee meer Ke efueee nw ~ hej yeme ceve ner ceve ceW~ jespe
meeselee ef ke Jen Yeer peesj mes ef euueeSiee, nJee ceW ceg er Geuekej...
ee@ueyes vee... ee@ ueyes vee hej Ske efove Yeer ef euuee veneR heeee ~16
13
keYeer Dehevee ue#e jner ner veneR~ Mekegve eE eef meheue peeoe nw Deew j
helveer kece Gmekes oes es njs nw ~ yeber kees eEeefmeheue keer keg meea hej yew "er ceceer
Gmes keYeer Deer veneR ueieleer Mekegve obYeer efkemce keer eer nw~ Jen peerJeve
ceW ef kemeer kes meeLe Deelceer elee mes veneR jner ~ Deheves jnve-menve hej Gmes
veepe nw, Gmekeer nj yeele hej Deef Yepeelelee hekeleer nw~
6. Denbce :
en efmLeef le Ske Fbe ceg mkeeve DeeefLe& ke mebheVe mJeb oer Deceuee
keer nw, keesF& Yeer heg<e ces js peerJeve kee hetjke nes , en ces js Dence kees
mene veneR Deew j mecePeuees, en Denced Deceuee kee heee& e nw ~ ceQ ef JeJeen
kejvee veneR eenleer , Gme GBeeF& kees heevee eenleer nt B~ peenB peekej en meye
14
keg ef vejLe&ke-mee ueieves ueies~

7. Fjesefke cet[/efoJee mJehve :
Deceuee heg <e keer eehleer kes ef ueS le[heleer jnleer nw ~ Jen Skeeb le
ceW Decej mes kenleer nw , peeveles nes , Deepekeue ceve keee kejlee nw? ceve
kejlee nw, kees F& yeeneW ceW keme ues Flevee keme ues ef ke cesjer meejer vemeW
15
PevePevee kej t peeSB Deewj ef yeKejkej et j-etj nes peeTB~
meboYe&
1. [e@. hegue efyenejer Mecee&, meceer#ee Deewj ceveese fJeMues<eCe, he=. 9
2. ceVet Yeb[ejer, Deehekee yeber, he=. 128
3. Jener, he=. 31
4. ceVet Yeb[ejer, ceneYeespe, he=. 127
6. Jener, he=. 26
7. ceVet Yeb[ejer, mJeeceer, he=. 3
8. ceVet Yeb[ejer, keueJee, he=. 8
9. [e@. ieesjKeveeLe efleJeejer, Debeflece oMeke kes eEn oer GheveemeeW kee meceepeMeeeere DeOeeve, he=.153
10. ceVet Yeb[ejer Deewj jepeW eeoJe, Ske Fbe cegmkeeve, he=. 117
13. Jener, he=. 37-38
14. ceVet Yeb[ejer Deewj jepeW eeoJe, Ske Fbe cegmkeeve, he=. 164
15. Jener, he=. 163
16. Jener, he=. 206
66
Research Paper
Hindi
oefuele meeefnle kee ceveesJew%eeefveke efJeMues<eCe

(efJeMes<e meboYe& meueece keneveer meben)
keepeer cegKleesjeroerve Kecejesoerve
Mees OeeLeea, MebkejjeJe eJneCe ceneef Jeeeuee, DeOee&hetj, ef pe. veeb os[,ceneje^
(Psychological Criticism)

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"Literary Criticism is a play of ciultured mind"
, "To judge of
poets is only the faeuty of poets and not of all poets
but the best".1

(Academie Critism),
(Theoretieal eritieism),
(Induetive Critisim),
(Comparative critisim), (Judieial
critisim), (Historical-critisim),
(Romanticisim),
(Markscisim or prograsive eriticim),
(Psyehologieal eriticism), ,
,

67

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68
Research Paper
Hindi
Deehekee yeber Gheveeme ceW yeeueceveesefJe%eeve

ee. cenbceo jThe Fyeeefnce
eer . hebe[f leieg hee[eakej ceneef Jeeeuee, ef mejmeeUe, lee. hejUer , efpe. yeer [,ceneje^
igyqvksaij izdk'k Mkyk gSAvk/kqfud ;qx ds f'kf{kr ijhokjksa fd
eufLFkrh muds vkpju] irh&iRuh ds laca/kks esa vk;h njkj ds
dkj.k muds cPpksa ij iMus okys ekufld =klnh dks lq{e ,oa
cM+s ekfeZd <ax ls ysf[kdkus fp=hr dj.ks dk iz;kl fd;k gSaA
^vkidk caVh* miU;kl esa vkB&um lky ds NksVs
ckyd caVh dks fpf=r fd;k x;k gSA og 'kdqu vkSj vt; dh
,d ek= lUrku gSA fookg ds nl lky chr tkus ds mijkUr
Hkh mudk oSokfgd thou vkuane;h ugh gSA og vyx vyx
jgrs gSA iw= caVh bu nksuksa ds chp lsrw dk dk;Z djrk gSA caVh
viuh ekWa ds ikl jgrk gS vkSj geskk eu gh eu vius ikik dks
;kn djrs jgrk gSAvU; cpksa ds leku mls Hkh vius
eEeh&ikik ls xgjk yxko gS Aog pkgrk gS fd nksauksa lkFk
lkFk jgsA 'kdqu dk gj iz;Ru vt; dks fupk fn[kkus dk gS A
og foHkkxk/;{k ls fizafliy Hkh mlh m|s'k ls curh gSAog
dgrh gS^^lkr o"kkZs eas foHkkxk/;{k ls fizafliy gks tkus ds fiNs
Hkh dgha vius vki dks c<kus ls T;knk vt; dks fxjkus fd
vkdka{kk Fkh----A ij blus ij Hkh tc lkeusokyk ugha VqVk rks
mldh lkjh izxrh mlds vius fy;s gh tSls fujFkZd gks mBha
FkhaA ^^ 2 ukjh dks vk/kqfud ekufldrk bl lUnHkZ esa izLrqr
iafDr;ksa esa vfHkO;Dr gksrh gSA tSls ^^;g lMuk ugha
pkgrh]fujUrj cguk pkgrh gSA vutkuh vuns[kh fn'kkvksa esa
cguk pkgrh gS]nwj&nwj funm|s';lh]y{;ghulh fucZa/klh vkSj
mUeqDrA^^ 3
eUuw HkUMkjhthus vf/kdkj Hkkouk ds Fkksis vgZrkn esa
ihMhr e/;e oxhZ; cqf/nthoh ukjh&iq:"kkas ds lca/kksa ds
[kks[kysiu dks O;Dr djus dk iz;kl fd;k gSA irh&iRuh gs
Hkhrj gh pyusokyh ,d vthclh vgaokn dh y<kbZ ds dkj.k
nksuksa esa laca/k foPNsn gks tkrk gSA iq= caVh dh ekufldrk ij
bldk xgjk izHkko iMrk gSA ihjfLFkrhvksa lsa foo'k caVh dk
O;ogkj fof{kIr lk gks tkrk gSA eEeh ikik ds >xMs dks ysdj
tc mlds fe= mldk etkd mMkrs gSa rks mlds eu esa ghu
HkkoukxzLr gks mBrh gSAmls og cPps vius ls vf/kd HkkX;'kkyh
yxrs gSa A tks vius ekrk&firk ds lkFk jgrs gSaA fe= VhVq
nokjk iwNs tkus ij fd D;ksa js caVh rsjk eu ugh gksrk fd ikik
rsjs lkFk jgsa-----tc og ;gka vkrs gSa rks rq dgrk D;wa ugh \ ij
vc og 'kk;n lkFk ugh jg ldrs] rsjs eEeh ikik es rykd tks
gks x;k gSA**4 caVh ;g lwu Hkhrj gh Hkhrj vius dks viekfur
cPpk ifjokj esa tUe ysrk gS] ifjokj mls lekt ds

vuq:Ik <kyrk gSA ckyd ij gekjh lkekftd] lkaL d`frd]
/kkfeZd i`"BHkwfe;ksa dk xgjk izHkko iMrk gSA ikfjokjhd ijEijk
,ao laL d`rh ckyd dks mlds izkjafHkd thou ds O;ogkj]
vkpj.k dk Lrj iznku djuk iMrk gS A ckyd ds ekufldrk
ij ifjokj ds vkpj.k vkSj O;ogkj dh xgjh Nki iMrh gSA
Ckkyd ds lUrqfyr fodkl ds fy, ekrk % firk nksukas dk lkFk
jguk vfuok;Z gksrk gS A
eUuw HkaMkjhth Onkjk fyf[kr ^vkidk caVh^ mIkU;kl
bykpanz tks'kh tSusanz dqekj vkSj vKs;th ls pyh vk jgh euks
oSKkfud miU;klksa dh ijEijk esa ,d u;k vk;ke tksMrk gS A
fganh lkfgR; esa eUuw Hk.Mkjhthus us loZizFke cky euksfoKku
dks caVh ds ek/;e ls fpf=r djus dk ,d lQy iz ;kl fd;k
gSA
^vkidk caVh^ eUuw HkMkjh dk ,d ,slk miU;kl gS A
ftldh dFkk iquZ:i ls ekSfyd ,ao laxfBr gS A bldh lEiq.kZ
dFkk oLrq ,d lw= eas caa /kh gqbZ gS A blesa vkfn ls vUr rd
dqrqgy cuk jgrk gS A bl miU;kl dk dFkkud dh vk/kqfud
thou ds vfr ;FkkFkZ dks izLrwr djrk gSA ?kVukvksa dh
vfUofr ds dkj.k dgha ij Hkh f'kfFkyrk ns[kus dks ugha feyrhA
^vkidk caVh^ ,d y?kq miU;kl gSA ftleas ikfjokfjd
folaxrh ds f'kdkj iRuh iRuh ds ,d ek= iq= caVh dks dsUnz
cukdj mlds lewps ekufld laLdkj dk euks oSKkfud vkSj
;FkkFkZoknh fp=.k fd;k x;k gS A vkidk caVh miU;kl ess tks
eukoSKkfud vkSj lkekftd rF; mHkjdj lkeus vk, gS A os
,d ?kj dh ikfjokfjd leL;k esa fleVdj Hkh vk/kqfud thou
dh =klnh cu x;s gS A eUuw Hk.Mkjhth ds 'kCnksa eas & ^^bu
lEc/kks ds fy, lcls de ftEesnkj vkSj lc vksj ls csxqukg
caVh gh bl VstsMh ds =+klnh dks lcls vf/kd Hkksxrk gS A
'kdqu vt; ds vkilh lEc/kks esa caVh pkgs fdruh gh Qkyarq
vkSj vokaNrh; gks x;k gks iajrw esjh n`"Vh dks lcls vf/kd
mlh us vkdf"kZr fd;k vkSj vius esa ckWa/kk caVh dh ;g ;k=k
pkgs ifjokj dh ,d laf'y"V bZdkbZ ls VqVdj dze'k% vdsys
tMghu] Qkyrw vkSj vupkgs gksrs tkus fd jgh gks ysfdu esjs
fy, ;g ;k=k Hkkoqdrk d:uk ls xqtjdj ekufld ;a=.kk vkSj
lkekftd iz'ukdqyrk dh jgh gSA^^1
eUuw HkaMkjhthus vius bl miU;kl esa ikfjokjhd]
lkekftd vkSj euksoSKkfud Lrj ij O;Drh ds thou ds fofo/k
69
eglwl djrk gS A vkSj viuh gh Hkkouk dks nckus ds fy,

gok esa gh canwd pykuk 'kq: dj nsrk gSA
iq= csVh tks vt; vkSj 'kdqu ds chp lsrw Fkk] rykd
gks tkus ds ckn ,slk Hkkj gks x;k gS fd ftls u kdqu mBkus
ds fy, rS;kj gS vkSj u vt;A ;g ckyd caVh dh fodV
VstMh gS tks vutkus gh vius eEeh ikik ds fy, uk pkgrs gq,s
Hkh leL;k cu tkrk gSA ij blesa ckyd caVh dk o;k dlwjA
^êhjk ds lkFk vt; dh u;h ftUnxh dh 'kq:okr dks
lwu 'kdqu dh ekufldrk ij xgjk izHkko iMk gSA mls nq%[k gS
fd og mls ijkthr ugh dj ldhA^^5 ;gka laEc/n foPNsn dh
?kVuk eq[;k ugh A cfYd vk/kqfud thou ds vgaoknh n`"Vhdks.k
dh fujFkZdrk gh ,d euksoSKkfud v;ke gS A 'kdqu MkW- tkskh
ls izse laca/k izse fd Hkkouk ls ugh cfYd bl Hkkouk ls vkxs
c<krh gS fd vt; u;h ftUnxh 'kq: dj ldrk gSA rks og
D;ksa ugh dj ldrh gS\ mUgha ds 'kCnksa esa ^^vt; dks mls
fn[kk gh nsuk gS dh og Hkh dj ldrh gSaA**6
'kdqu Onkjk MkW- tks'kh ls fookg dj ysus ij caVh ds
lkjs lius fc[kj tkrs gSa A vkSj vkWa[kksa esa vkWalw cgus yxrs gSaA
og ikik ds :i esa og fdlh vU; O;fDr dks fLodkj ugha dj
ikrkA ifjfLFkrh;ksa ds ncko ls caVh Hkhrj gh Hkhrj VwVrk vkSj
fc[kjrk pyk tkrk gSA
caVh vius firk vt; ds lkFk dydRrk vk tkrk
gSaA;gkWa ij Hkh mls mUgha ifjfLFkrhvksa dk lkeuk djuk iMrk
gSA vkSj og vius vkidks vdsyk eglwl djrk gSa] eEeh ds :i
esa fdlh mPp efgyk dks fLodkj djikuk mlds fy, laHko
ugh gk ikrk Avt; Onkjk mls gksLVsy esa NksM vkus ij og
flgj mBrk gSaAvkSj iwjh rjg ls fc[kj tkrk gSaA
eUuw Hk.Mkjh th us bl miU;kl ^vkidk caVh *esa caVh]
'kdqu vkSj vt; rhuksa dh ekufldrk dks fpf=r djrs gq,]
caVh ds thou dh vfuf'prrk vkSj mldh ekufldrk ds
,glkl dks cM+s ekfeZd <axls fpf=r djus dk iz;kl fd;k gSA
meboYe&
123456-
eUuw Hk.Mkjh dk Js"B l`tukRed lkfgR; % MkW -cUlh/kj i`" B 7

vkidk caVh & eUuw Hk.Mkjh& i`" B 36
,d bap eqLdku & eUuw Hk.Mkjh& i`" B 112
vkidk caVh & eUuw Hk.Mkjh& i`" B 16]17
eUuw Hk.Mkjh dk Js"B l`tukRed lkfgR; % MkW -cUlh/kj i`" B 20
vkidk caVh & eUuw Hk.Mkjh& i`" B 37
70
Research Paper
Hindi
efnboer meeefnle ceW efe$eerle eer / oef}le / DeeefoJeemeer / Iegceble peve peeleereeW
kee ceveesJew%eeefveke efJe}s<eCe.
[e@. efpeles Sme.Sme.
keesef nvegj ke}e, JeeefCepe Je efJe%eeve ceneefJeee}e, Keg }leeyeeo, ceneje^

ceveesJ ew%eeefveke ceeveleeDeeW efJe<eeke leLeeWkee he=Yetceer kes he ceW meeceves
Deelee nw ~
veejer efe$eCe keer eJe= eereeWhej ekeee [e}les [e}les en mhe
heefj}#eerle neslee nw keer Deveeoerkee} mes veejer keer efmLeleer kee JeCe&ve
Fefleneme mes helee e}lee nw ~ ke menkej Yeer Deheves heefjJeej leLee
meceepe kes ef}S }[vee leLee Deheves Deehemes }[kej nejvee Deewj nejkej
Yeer Jen Deheveer peerle ceeveleer nw en Yeejleer e veejer keer efJees<eCe mebheoe
ceeveer peeleer nw ~
cevees eJf e%eeve Jeefkele keer JeeleeJejCe mes meby ebefOele esesDeeWkee
Jew%eeefveke DeOeeve ceevee peelee nw~ ceveese Jf e%eeve eeyoerke DeLe& nw peerJeve
keer meeBme kee efJe%eeve SJeb eleeyoereeW mes Gmekeer heefjYee<ee Deelcee kee
efJe%eeve DeLeJee oe&ve kes he ceW keer peeleer jner nw ~ ceveesefJe%eeveeje
Jeefkele kee DeOeeve meeceeefpeke er mes efkeee peelee nw ~ Jeefke le keer
ceveesJ ew%eeefveke oee kee cenJe ogmejs JeefkeleeeW kes er mes nw ~ Dele:
cevees eJf e%eeve kee Ske meeceeefpeke he#e Yeer nw pees keer JeefkeleeeWkes mecegneW
SJeb meceepe keer ieglLeer eeW meg}Peevee eenlee nw ~ Deblejoe&ve, efvejer#eCe
eeesie leg}vee Deewj ceveeseJf e}s<eCeeje efveefele neslee nw ~ Fmekee #es$e
peerJeve kes ieg{ Deewj jnmeceeer eJe=eer ee@ nw pees ceeveJe meceepe keer
meYelee Deewj mebmke=leer ceW meneeke nesleer nw ~ nceejs Dee}ese efJe<ee kes
meeLe peg [er ngF& nw ~ Fmeef}S cevees eJf e%eeve kee efkemeer ves efkemeer he ceW
veejer efJe$eCe kes meeLe mebyebOe jne nw ~
nceejs ceefve<eer eeW SJeb keefJeieCees ves veejer efe$eCe ceW JeeJeneefjke
cevees eJf e%eeve kee Gheeesie efkeee nw ~ Fve ceefv e<eereeW kes heeme DeeOeg efveke
ceveesJ ew%eeefvekees keer lejn meepe meppee, meeOeve megmeppeerle eeesieee}eS
vener Leer ~ Gvekeer eeesieee}e keer efvele eleer yeo}lee jnvesJee}e meceepe
Dele: Gvekes meeceevekejCe ceW Debleefcelee Ye}s ner ve DeeF& nes hej Jes Ske
efveef ele OeejCee DeeJee efveOee&ejf le kej egkes Les Deewj efH ej efJe%eeve leLee
oe&ve keer Keespe ceW Debelf ecelee Deeleer Yeer lees vener ~ Dele: Gef ele en nw
keer nce Sve efmeeblees keer eee& hej efJeeej kejs pees veejer ke
ceveesJ ew%eeefveke efJekeeme ceW meneeke efme ngF& nw ~
veejer peerJ eve kes ceveesJew%eeefveke DeOeeve kes efJekeeme kees
eriele jKeles ngS meJe& eLece nceeje Oeeve Jeelmeeeve ke=le keecemeg$e keer
Deesj peelee nw ~ meeOeejCe DeefOekejCe kes Debleie&le veejer efJe<eeke leLeeW
kee pees ceveesJew%eeefveke mJehe pees enCe efkeee pee mekelee nw ~ Jen en
nw keer veejer kees keece eJe=e kejves kes nslet JeeleeJejCe SJeb eelvees keer
hejbheje mes e}er Deeeer efJeeejOeeje kes Devegmeej veejer eefj$e,

ceveg<e lees ke ee osJeleeDeeW kes ef}S Yeer De%e nw ~ mebYeJele: Gmekes eefj$e
keer De%eselee ner Gmekes eefle Deeke<e&Ce kee keejCe efJ ees<e jner nw ~ pees
%ese nw Jen efvevoe mlegleer kee keejCe yevee nw ~ pees De%ese nw, Gmes
mewebefleke let}veehej efJeJeeme DeefJeJeeme kes he}[es ceW leew}ves kee eelve
e}lee jne~ efJeeej OeejeDeeW kes yeej yeo}les jns Deewj keYeer efJeJeeme kee
he}[e Yeejer jne, keYeer DeefJeJeeme kee Oece&, eee, efveleer, ke}e SJeb
peerJeve - meYeer vetveeefOeke he mes veejer kee cet ueebkeve kejles jnsb ~ veejer
efkemeer heefjOeer efJ ees<e ceW yeeBOeer ve pee mekeer ~ kee} kes [eie ner Deess ve
he[s ~ ef$ekee}e%e er Yeer Yeke ieF& ~ veejer eve ef evn ner yeveer jner
~
Oece&eee Deewj efveleerves Deheveer - Deheveer efmeceeSB efKeb eer, ke}e
ves keg lejeee, kegb Debefkele efkeee keg eyoeW ceW yeeOee hej efpemekes
ef}S Jen meye keg ngDee Lee Jen peerJeve ner peye yeieeJele kejves }iee lees
ke}e ner meJe&eLece peerJeve kes meeLe yeeieer ngF& ~ Oece&, eee Deewj efveleer
keer mecevJeerle eefke le efJeesner peerJeve keer Jei}e kees Leece ve heeF& ~ ke}e
efJeesner peerJeve kes meeLe Leer ~ Dele: Gmeves mecePeoejer mes keece ef}ee ~
Gmeves peerJeve kes efJeesner Jesie kees Yeer mecePee ~
peerJeve keer eLece Oe[keve veejer kes keesKe mes peeieer nw, Gmekes
mvesner} mejb#eCe ceW hees<eCe heeles ngS jWieer nw, ye} mejkeer nw, heeJe e}vee
efmeKeer nw ~ peerJeveer Gmeer keer mvesn ceeer eee ceW legle}eee nw~ n<e&
efJeceesefnle, Deeg efJeieef}le Deewj ceeso cegKeefjle ngDee nw ~ peerJeve Deeke<e&Ce
SJeb veejer eje DevegeeefCele SJeb eYeeefJele neslee jne nw ~ Deemeke leerves
eJe= eer kee SJeb efJ ejke leerves eYeeefJele neslee jne nw ~ Deemeke leerves eJe=eer kee
SJeb efJejke leerves efveJe=eerkee ceeie& Deheveeles ngS Yeer veejer kees DeefveJeee&lee kes
he ceW Deheves mece#e jKee nw ~ eLece peneB Gmekes GpJe} mJehe kees
hejKelee jne nw, Jener efleere ves Gmekes eece} he#e kee eefleheeove kejles
ngS Yeer Smekeer eYeeJehetCe& meeceeefpeke efmLeleer keer DeJe%ee vener keer nw~
veejer peerJeve keer lejn keeJe keer Yeer DeefveJeee&lee yeve kej
jner nw ~ YeeJeevegYetleer meeQoee&vegYetleer kee ceeOece efJees<e nesves kes keejCe
Jen meowJe mes keeJe kees Deveg eeefCele kejleer e}er jner ~ keeJe Deewj
efJees<ekej cenekeeJe kee ee$ee #es$e - vej #es$e neslee nw ~ efnob er
cenekeeJeeW keer veejer kee mJehe efveOee&e fjle kejves kes hetJe& Gmekeer
Ssefleneefmeke, meeceeefpeke, DeOeelceerke SJe meeefnleerke efmLeleer leLee
71
SJeb keevegve kes Debleie&le Gmekeer meeceeefpeke efmLeleer hej efJeeej kejvee
nesiee~ ke eeWkeer heefjJeej eoe DeefOekeej ner eOeevele: Gmekeer meeceeefpeke
efmLeleer kes heefjeeeke nw ~
meeceevele: het$eeehleer Oece&hee}ve, jefle Deeefo eeesp evees keer hetleea
kes ef}S ef nob g meceepe ceW efJeJeen Deewj heefjJeej kees eee: DeefveJeee& ner
mecePee peelee jne nw ~ pewmes Jeeet kes menejs meye peerJ e peerless nw, Gmeer
lejn ie=nmle kes menejs meejs DeeeceJee}s jnles nw ~ eer Deewj heg<e ner
enmleer kes DeeOeejmlebYe nw~ efJeiele 2000 Je<eex mes heleerkee mLeeve
meJeexe jnles ngS, helveer keer efmLeleer, eejbefYeke kee} ces oeefvee vener
Leer~ efmeeble: en Jeke le efkeee ieee Lee efke pene eer ees keer hegp ee nesleer
Leer ~ Jene osJeleeDeeW kee efveJeeme neslee nw ~ Deewj peneB eer kee Deveeoj
neslee nw Jene meYeer efeeeS efve<He} nesleer nw Jen keg} eerIe ner ve neslee
nw ~ DeleSJe pees }esie Deheveer mece= er eenles nw ~ Jen eer kee Deeoj kejs
Dehevee keueeCe kej }s ~ en mevceeveheo keer eehle kejles ngS eer
peerJeve kes keF& ke menkej ceelee yeveleer nw Deewj mebmke=leer kee JejCe kej
}sleer nw ~
heleer kes Fme osJ eJe kee eefleheeove ner, helveer ke DeefOekeejes kes
DehenjCe kee Skecee$e keejCe vener nw mejb#eCe keecevee SJeb mecehe& Ce keer
YeeJevee kes meeLe - meeLe helveer keer DeeLeeake hejeefOevelee efhelee, keer eYetlee
eer kes mebyebOe ceW nerve efJeeej yee} efJeJeen leLee eerees keer Deefe#e Yeer
Fme osJeJe eefleheeove ceW meneeke efme nesleer nw ~
meeefnle DevegYegelf eeeW kee Jen DeefYeJeke lekejCe nw ~ pees
eeyoerke mebIeelees kes ye} mes nceejs YeeJeeW kees Gef oe kejles ngS Ske
jmecee me=er kee efJeOeeve kejlee nw ~ ogmejs eyoes ceW meeef nle kees yeee
eke=leer kes meeLe Deble: eke=leer kee lee} ces} efye"ekej Gmekeer YeeJeelceke
meee kes eeeme ceevee peelee nw~
efnb oer meeefnle, keeJe, ke}e, kes Debleie&le pees meeefnleerke
efJekeeme ngDee nw emlegle DeeuesK e Gmeer kee }sKee peesKee nw ~
DeeJeekelee nesleer nw ~ kevee hegveYeg SJeb Jewee keer Deheveer Deheveer

kecepeesefjee nw ~ ke}e %eeveeje JeeleeJejCe keer me=er kej Fve
kecepeesefjees kee heefjnej Yeer efkeee pee mekelee nw ~ Fve kecepeesejf eeW kee
}eYe Yeer ef}ee pee mekelee nw ~ ceveesJew%eeefveke keer er mes en ke}e
%eeve Gme JeeleeJejCe keer me=er kejlee nw pees Jeefke lelJe kes efJekeeme ceW
meneeke efme neslee nw ~ ke}e %eeveer, veejer jepee mes meoe mevceeefvele,
iegCeereeW mes eeb eefvee, eeLe&efvee, DeefYeiece SJeb }#eYetlee nes peeleer nw~
heleereeW kees Jee ceW kej mekeleer nw ~ ener JeeleeJejCe veejer ceve kees
efJeeef}le Yeer kej mekelee nw ~ keees keer ke}eDeeWc eW elegj, Jeeee},
eegkeejke ceveg<e efyevee peeve heneeve kes Yeer efeeeW kes efee keesnj
}slee nw ~ Fmekee ceveesJew%eeefveke YeeJe en }ieeee pee mekelee nw keer eer
kee ceve eepege&, Jeeee}lee, leLee eegkeeefjlee kee YetKee neslee nw ~ Deewj
Fmekes JeeefeYetle neslee nw ~
hej eer jceCe kes keejCeW mes Yeer veejer efJe<eeke ceveesYeeJeeW kee
pees ogye& } SJeb meye} he#e erieesj neslee nw ~ ceCeg<e keer ceg}ekeleer
keeceeefke le nw ~ Fmekes megee he mes ekeeeve kejves hej ner ceveg<e
mJemLe jne nw ~ Fmekes ekeeeve ceW yeeBOee nesves mes efJeef#ehlelee leLee Deve
ceeveefmeke jesiees keer Glheeer nesleer nw ~
Jeefkeleiele eereeW kee eejbYe veejer ceW efkeeesj kee} mes ner
neslee nw ~ ceveesJew%eeefvekees kes celeevegmeej esce kes Deeoe& kee efJekeeme
yeeheve mes eejbYe neslee nw ~ Yeejleer e veejer kes DeOeelceerke efJ ekeemehej
er [e}les mecee nceeje Oeeve Gve efJeeej ef ebleve SJeb peerJeve oe&ve keer
Deewj peelee nw efp eme DeOeelceeee keer meb%ee eoeve keer peeleer nw ~
DeOeelceeee, efeefkelmeeeee kes meceeve elegCe& nw ~ efpeme ekeej
efeefkelmeeeee, jesie, jesieefveoeve, Deejesie leLee Yew<epeFve eej leLeeW
mes eLeeLe& efv eheCe ceW eJe= e neslee nw ~ Gmeer ekeej DeOeelceeeee,
og:Ke nslet cees#e leLee cees#eeheee Fme efmeeble eleg<e kees ceg}Yegle ceevekej
Fmekeer JeeKee ces eLee eke leer eelveefe} jnlee nw ~
eke=leer kees F&Jej keer ceeee eefkele kene ieee nw ~ Dele:
efebleve #es$e ceW veejer kees Yeer ceeee kes he ceW osKee ieee nw ~ ceeee kes
mebyebOe ceW Yeer keeHeer celeYes o nw ~
veejer kes meeceeefp eke efJekeemehej efJeeej kejles mecee nceeje
Oeeve menpe ner Gme JeJemLee keer Deesj peeve nw efp eme heefjJeej keer meb%ee
eoeve keer peeleer nw ~ eer Deewj heg<e oesvees heefjJeej kes ceg } nw ~ Dele:
heefjJeej kes Devleie&le Gmekeer efmLeleer SJeb efJekeeme kees mecePeves kes ef}S nces
Gmekes ceelee, helveer Deewj kevee mJehe kees mecePevee nesiee ~ leLee efJeJeen
meboYe&
1)
2)
3)
4)
5)
keeceeeveer - peeebkej emeeo

meefoeeWmes - jepeer es "
ieesoeve (Gheveeme) - esceebo
DebOesjs ces - iepeeveve ceeOeJe cegkeleeryeesOe
eceieeLee - ogOeveeLe efmebn
72
Research Paper
Hindi
ce=oguee ieie& keer keneefveeeW ceW ceveesJew%eeefveke efe$eCe

[e@. eerefle YeieJeeveoeme Mecee&
DeeoMe& ceneefJeeeuee, ef nib ees ueer , ceneje^
eerceleer ce=oguee ieie& efnvoer keer peeveer-ceeveer keneveerkeej nw ~

Gvekeer meYeer keneef veeeB ueieYeie meew kes kejerye nQ~ keneveer Meyo kee DeLe&
efnvoer meeef nle ceW Fme ekeej nw - yebieuee kes ceeOece mes heeeele
meeef nle mes Deeee nw~ Debes peer ceW ef pemes Mee& mesjer kenles nQ , JeneR
yeb ieuee ceW ieuhe leLee ef nvoer ceW keneveer veece mes eeef uele nw ~ ef nvoer ceW Yeer
ieuhe veece kee efkemeer cee$ee ceW eeueve jne nw, hejvleg keneveer Meyo ner
meeJe& efOeke mJeer ke=le nw ~ Mee@ & mesjer kes MeyoevegJeeo he ceW keYeer-keYeer
Fmes eser keneveer Deew j ueIeg keLee Yeer kene peelee nw , hejvleg keneveer veece
ner DeefOeke meg kej Deewj menpe nw~1
ce=oguee ieie& peer ves Deheveer keneefveeeW ceW eg ie-eLeeLe& keer he=Yet ecf e
ceW eg ie peer Jeve kees leLee eg ie peer Jeve kes meb oYe& ceW Jeef e kes peerJeve kees
efJeYeer Ve emebiees leLee ef mLeefleeebs ceW Deb efkele ef keee nw~ veejer kes t les peer Jeve,
mes keme meb yebOeer tles efjMles, heeef jJeeef jke mecemeeSB Deewj Gvekeer keneefveeeW ces
meb yebOeer tles efjMles, heeef jJeeef jke mecemee Deew j Gvekeer keneef veeeW ceW Jeefe
kes yeenjer Deew j meeceeefpeke eeCeer kes he Gmekeer Yet efcekee Yeer oMee& F& ieF&
nw ~ ce=oguee ieie& Deepe keer efnvoer keneveer kees ueskej kenleer nQ --- cegPes
ueielee nw keer efnvoer keneveer ceW meyemes peeoe JewefJeOe cesjer heer{er kes meeLe
Deeee~ eees ie kes Jeue ef Meuhe ceW vener , keLe ceW Yeer ng S~ meeLe ner ef heueer
heer {er keer Meyo yenguelee ceW Yeer keceer DeeF&~ cegPemes Deieueer heer {er , Yee<ee
Deew j efMeuhe kes meeLe peeoe eeesie kej jner nw~ hej efJeeej-Oeeje mes
efJeesn Deew j veF& cetueef ee peerJeve-oMe&ve mes Gles efjle, keLe ceW eees ie
kece ef oKeeF& osles nw~ Fmeef ueS, efJe<ee Jew eJf eOe Yeer kece ngDee nw hej,
Gmekes meeLe en Yeer Glevee ner mee nw ef ke, Fme veF& heer{er ves oefuele
DeeKeeve kes he ceW Skeoce ef YeVe- eLeeLe& emlegle efkeee nw ~2
eerceleer ce=oguee ieie& ves ceeveJe ceve keer Deveg Yetefle DeefYeef eeeW kes
DeeOeej hej Yeer keneef veeeB efueKeer nQ~ cevees efJe%eeve kes mecyevOe ceW
[e@ .jeceekeeMepeer ef ueKeles nQ --- meeef nle ceW efeef$ele hee$eeW SJeb keefJe ee
meeef nlekeej keer ceve:efmLeef le kee efe$eCe cevees efJeMues<eCeJeeo kees pevce oslee
nw ~ efkeve heefjefmLeefleeeW ceW, efkeme meeefnlekeej ves kew meer jevee keer nw, Fve
meyekee ef JeMues<eCe ceveew Jew %eeefveke {b ie mes efkeee peeves ueiee~ ceveg <e kes
peer Jeve ceW Goejlee, oeeueg lee, keke&Melee, egef eelee, mebIe<e& Meer uelee ke eeW
Deeleer nw , Gmekee ef e$eCe ef keme ekeej nes lee nw , en cevees Jew %eeefveke ef e$eCe
cevees efJeMues<eCe Jeeo kenueelee nw~3 ieie& keer ef keleveer keQ os , njer ef yevoer
pewmeer keneef veeeW ceW eer keece- heer [e mes lehekej ef uehe pew mes iejce peien
ceW ceer vee mes keme kes DeOeerve nes peeleer nw Deewj ceeveefmeke leveeJe mes PekePees j
G"leer nw ~ Fve efeeeDeeW keer cevees Jew %eeefvekelee kes ef Je<ee kees ues kej ye eGve
kee kenvee nw --- ceveg <e kee ef ebleve JeJenej cet ue Je= efeeeW mes eYeeefJele
SJeb heefjeeefuele nes lee nw~ cevees Jew %eeefveke keer DeieeOelee kees veeheves Jeeues
meeef nlekeejeW ves hee$eeW kees eee[ eje kener ieF& JeemeveeDeeW , MeefeeeW mes
meb ege efkeee nw ~ Fve Je=ef eeeW ces keeceJe= efe meJee& efOeke eceg Ke yeve ieF& ~4
es efJeMues <eCeelceke keneefveeeB Jeef e hejke eef j$eebkeve kes eje ues efKekee kes
GsMeeW kee meb es<eCe kejleer nw~
Peg-hege:
Peg-heg e ceW Ske ef keMees j ceW meskeme keer eJe= efe kes peeieves Deew j
Deef YeJee nes ves keer eefeee kees eke ef keee ieee nw~ Fme eefeee ceW
kes MeJe kes ef ueS Gmekeer js Kee ceew meer ve jnkej kesJeue jsKee ef mehe& veejer jn
peeleer nw ~ Fme keneveer ceW ueseKf ekee en Yeer ef oKeeves ceW meheue jner nw efke,
nceejs eneB Jewmee cege meenee& veneR nw, pewmee efJeos Mees ceW nw~ FmeefueS
nceejs eneB kesMeJe Deewj Gmekes menhee"er egJeeDeeW ceW efeeeW kees ues kej
efJeef e$e kegb "ees pevce ues uesleer nw~ en efJeosMe kes cege JeeleeJejCe kee ner
heue nw ~
kes MeJe Deheveer ceeB keer ce=leg kes yeeo, ceewmeer kes meeLe jnlee Lee~
ceeB pewmeer ceceleeceeer jsKee ceew meer Gmes yes s kes meceeve ner heej mes os Keleer
nw ~ hejvleg kes MeJe kes ceve ceW ceele=lJe leg ue ceewmeer kees ues kej yegjer YeeJeveeSB
ceve ceW Iej kej ues leer nw~ Gme peeieer ngF& yegjer YeeJeveeDeeW kees kesMeJe ceew meer
keer peien hej Yeesie Jemleg mecePeves ueielee nw~ Fme ceeveefmeke Deb le& vo kee
efe$eCe ues efKekee ves eeW efkeee nw--- efJeoe osles ng S ceew meer keer DeeBKees ceW
DeeB met osKe kes MeJe kees yeej-yeej Keeeue Deeves ueiee~ ceew meer Skeoce osJeer
ceeB kes meceeve nw ~ efkeleves mves n mes hejees yeeueke kees eleer mes ueiee efueee
Lee~ kees F& veneR ken mekelee Lee, Jes kesMeJe keer ceeB vener nw ~ peye leye kenleer
nQ , cesje kesMeJe ye[e Yeuee ceeveg <e nw, Fmekee yeen os KeYeeue kej keBieer ,
efheleg ue meceeve yent ueeTBieer Deew j Ske Jen nw --- yeme veer e Keeue, ceew meer
kees ues kej Yeer heehe~ Deheves eefle Gmekee leere Ie=Cee mes Yej Deeee~ yeej-yeej
Jen ceve ner ceve, eef le%ee kejves ueiee, ceQ Yeuee yevet Biee, pewmee ceewmeer
mecePeleer nw , Jew mee ner~5 Fme keneveer ceW cevees eef vLe mes cege nes ves kes yeeo
vew efleke mebke keer Deesj mebkes le ef keee ieee nw ~ en ef keMees jeJemLee ceW hew oe
nes peeves Jeeueer eewve-eefvLe keer ner keneveer nw~ Fme keneveer ceW ce= oguee ieie&
peer ves Decetle& SJeb cetle& ef e$eeW SJeb YeeJeeef YeJebpevee ceW me#ece keeJeelceke
73
keneveer kes mecyevOe ceW efovesMe ef Jes oerpeer kee kenvee nw ---efpepeerefJe<ee
Deehemeer efjMleeW kes meeceerhe keer meer cee jsKee heej, eMveefevn kes meceeve
leveer ngF& Ke[er nw , es levee Deewj Dees levee kes Oet he DeBOes js ceW peer Jeve peesle
leueeMelee Deewj Gme heen keer eer Ke mes hew oe ngF& menevegYet eflehetCe&
efveieeneW mes Ie=Cee kejlee Deeef ole YeC[ejer Ske Ssmee heg <e-nw pees keer
helveer keer mesJee Deewj ef vee kees Yeer mebosn mes os Keves ueielee nw ~7 Gmes
ueielee nw keer yeer yeer Gme pew mes cegox kees cee$e FmeefueS efpeueeS jKevee
eenleer nw leeefke Jen efJeOeJee kenueeves kes Yes mebyeesOeve mes yee mekes ~
Fme keneveer keer Glke=lee Fme yeele ceW ef veef nle nw ef ke en
oechele peerJeve ceW heejmheef jke esce keer eiee{lee kees ye[er cevees Jew %eeefveke
met #celee mes Gpeeiej kejleer nw ~
yeenjer peve:
yeenjer peve meeme Deew j yent kees meceeveeb lej mlej hej ues Deeves
Jeeueer cevees Jew %eeefveke jevee nw ~ efJeJeen ngS meele meeue yeer le peeves hej hej
Yeer veb efoveer meb leeve veneR os mekeer ~ Fmemes Gmekee memeg j jepesej yesleeye nw ~
peneB DeeOeg efvekelee kes veece hej ceb nies meepe-meceepe nw , veewkej-eekej nw ,
jewye nw, Mee@ efheb ie kejves keer megeJf eOee nw, hejvleg peneB ef {Jeeef olee ketket kej Yejer ng F& nw Deew j heg<e kee Ske$e meeceepe nw ~ JeneB eer keer
nw efmeele Ske yeenjer meome kes he ceW ner nw~ meefjlee Deewj veb efoveer Gme
Jeie& keer eer kee eefleef veef OelJe kejleer nw efpevekeer mJeleb$elee kes Jeue keg ner
#es $eeW leke meer efcele nw, yeg efveeeoer ef veCe& e ceW efpemekeer keesF& mJeleb$e Yetefcekee
veneR nw ~ FmeefueS peye veef voveer mees eleer nw ef ke- vener b eeefnS Gmes yeee~
veneR peeesieer Jen [e@ kejeW kes heeme, veneR kejs ieer Fmekeer Deeeke= ef leke
eefeee kee Fmlesceeue, Gmekeer ieeso nw , Yejs ve Yejs efveCe& e uesves kee
Deef Oekeej Gmekee nw , ef mehe& Gmekee~8 Fmekes efueS Jen ken veneR heeleer~
efJe[cyevee en nw efke pees eer Deheves DeefmlelJe kes efueS Deheves nes ves kee
yeesOe kejeves kes ef ueS meb Ie<e& kejleer ng F& efoKeeF& os leer nw~ Jener keneveer kes
Deble ceW ef yeuueewjer keeBe kee keerceleer [eW iee t ves hej meeme kes meeLe
efceuekej veew kej hej Gmeer ekeej eer Kevee efeuueevee Meg kej osleer nw ~ efpeme
ekeej Iej kee ceeefueke heg<e Deheveer helveer hej ef euueelee nw ~
Fme keneveer ceW ce= oguee ieie& peer ves en kenves kee eeeme ef keee
nw keer Iej ceW veejer keer efmLeef le Gmeer ekeej yeenjer Jeef e keer nw , efpeme
ekeej veew kej kees Ske ekeej Fme keneveer kee heef jJeej leLeekeef Lele meYemeg mebmke=le GBes Jeie& mes mebyeb efOele nw~ efpemes Deheves DeefYepeele- j#ee keer
efeb lee yeveer jnleer nw ~ veee veew kej etB efke yeenjer peve nw, Dele: Gmekes meeceves
keesF& Iejsuet yeele venerb keer peeleer ~
Fme ekeej FmeceW Deew jle Deew j veew kej kees Ske meceeve osKee pee
jne nw~ yent oesveeW Iej keer ceeueefkeve nes ves hej Yeer yeehe-yes s oesveeW Gvemes
keg yeeleW gheekej kejles jnles nQ~ Ss mee ueielee nw ef ke oceve DeeQj Mees<eCe
ceveg<e kes pevcepeele iegCe nw ~
kemeeJeoej Yee<ee kee eeesie efkeee nw ~ ceveesJew%eeef veke efmLeef leeeW kee Yeer
yeejer ke meb es<eCe kejves ceW Gvekeer Yee<ee me#ece nw~
meb% ee:
efkemeer Jemleg kees ues kej mees eves hej cepeyet j kejves Jeeueer en
cevees Jew %eeefveke keneveer nw ~ keneveer keer JenMeerMes kes meeceves Ke[e jnkej
Deheveer nce Mekeue kes he ceW os Keves Jeeueer lemJeerj mes yenme kejleer jnleer
nw ~ yeejn meeue keer yeeleW pees hegjeveer kenueeves Jeeueer nQ ~ Deheveer megvoj met jle
kees eeo kejleer yeesueleer jnleer nw~ FmeceW Meer Mes kes cenJe kees ueskej
ues efKekee ves yeleeves kee eeeme efkeee nw~ Fme megvojlee kees ueskej keneveer
keer Jen Meer Mes kes meeceves Ke[er jnkej meeseleer nw--- legce megvoj nes
efveneele meg voj, JeekeF& meg voj, yesheveen meg voj; efkeueees hes se^ keer lejn,
veefie& me keer lejn; hene[ keer yeheeaueer eeser hej he[ jner metjpe keer [t yeleer
efkejCeeW keer ueeueer keer lejn; Deew j leg ce ekeer ve kej uesles~ keesF& legcnje efe$e
yevee oslee~ yevee keee os lee, ken Yej oslee ef e$e leg cneje nw ; Deew j legce ef hej
ekeerve kej ues les ~ efe$e efkeueeeshesê kee nes lee lees legcneje heeoece heodecf eveer
kee neslee legcneje, vet jpeneB kee neslee lees leg cneje~ Deew j ef hej efkeueeeshese^
heod efceveer vetjpeneB kees Yeer nceves ef e$eebs ceW ner osKee nw~ keew ve peeves, Ss mes ner
efkemeer ves yeveeSB neW~ Deheveer vepejeW mes osKekej~ ee Deheveer vepejeW hej hejoe
[euekej, osKees ee hejoe [euees, Ske ner yeele nw~6
ce=oguee ieie& ves Fme keneveer kees Deleb le mejue {bie mes ef ueKekej meb %ee keer
peien meJe& veece kee eeesie kejleer ng F&, eef me egJeef leeeW kee veece yeleeleer
nw ~ Gvekes veece kes meeLe Deheves -Deehekees Jen leguevee kejleer peeleer nw ~ Kego
MeerMes mes yes efhekej yeeleW kejleer jnleer nw ~ Deble ceW peye Meer Mes kes heers mes
Gmekee njoce ef vekeue kes meeceves Deeles -Deeles ner Jen eeQke G"leer nw~
efpepeerefJe<ee:
oechele-esce hej DeeOeeefjle Ske Deve efJeef Me keneveer nw
ef pepeer efJe<ee ef pemeceW Demheleeue keer jesie-Meee hej he[s Deeefole Yeb [ejer
veeceke egJeke keer ceve:efmLeef leeeW kee ye[e cevees Jew %eeefveke Deb keve ef keee ieee
nw ~ Gmes en ue#ekej ceeveefmeke heer [e nes leer nw ef ke, Demheleeue ceW Gmes
osKeves kes efueS Deees ng S vejsMe veeceke meb yebOeer kes ceve ceW Gmekeer
jesieemlelee kees ues kej menevegYetefle kee YeeJe lees veneR kes yejeyej nw , ef kevleg
Gmekeer ef veieen ceW Gmekeer egJee helveer kes eef le Deeke<e&Ce keer eceke ye[er
leer e nw ~ Fme Jew<ececetueke heefjefmLeef le ceW Gmes Dehevee peer Jeve ner DeLe&nerve
ueieves ueielee nw ~ efkevleg Deheveer helveer keer ef pepeer efJe<ee kees osles ngS Gmes
Deheves peer efJele jnves keer DeeJeMekelee Yeer leer elee mes cenmet me nesves ueieleer
nw ~ heef jCeecele: Jen Deheveer helveer keer Jew OeJe kes oeCe ogKe mes ceg e
jKeves kes efueS ner Deheves peer Jeve kees yeeees jKevee eenlee nw~
FmeceW mhe nw efke Yeejleer e meceepe ceW heefle keer ef veeefle
mJevo nw, Jen mJeleb $e he mes peer Jeve peer lee nw, helveer Ske iegueece keer
lejn Gmekes FOej-GOej ceb[jeleer jnleer nw leLee ngkece yepee ueeleer nw Deewj
heef le kes yeer ceej he[ peeves keer efmLeefle ceW Jen ef pepeer efJe<ee Yees ieleer nw ~ Fme
74
Jen ceQ ner Leer:

en Ske ef JeefMe Deew j ef JeMeg cevees efJeMues <eCeelceke keneveer nw ~
yeee eYeeJe Ske efJeef Me heef jef mLeefle ceveefmLeefle ceW ef uehle Jeefe keer eslevee
kees DeefYeYet le kejleer nw~ eer kes peerJeve keer $eemeoer kees keF& mlejebs hej
GodIeeef le Deew j yeng le keg meeseves kes ef ueS efJeJeMe kejves Jeeueer keneveer nw~
Fme keneveer ceW Gcee eer peeef le keer efveeefle kee eef leefveefOelJe kejleer nw ~ Gcee
ceeveefmekelee ceW efveefnle nw , Gcee Keew heemle nw, onMele Yejer nw ~ Gmes Ske
Deew jle kee Yetle meJeej nw~ Deew jle, pees Gmeer kecejs ceW heuebie hej yeee hew oe
kejles mecee cej ieeer Leer~ ues efKekee ves Fme keneveer kes ceeOece mes
ceneveiejer e mebJesovener velee kees Yeer Deves ke heeW ceW GodIeeef le efkeee nw ~
Gme Deewjle kes ve memegjeue ceW keesF& Lee Deewj ve ner ceeekes ceW~ Fmeef ueS
kemyes ceW ner oeF& keer meneelee mes yeee peveves kes oewjeve Gmekeer ce= let nes
peeleer nw ~ hejvleg Gcee kee ceeekee efouueer ceW ner Lee leLee heeme ceW meeme kes
nesves kes yeeJepeto Yeer Jen efveleeb le Dekesueer nw Deewj yeee osves kes oewjeve cej
peeleer nw ~ efouueer pewmes Menj ceW ceeekee nes ves hej Yeer Jen DeeOegevf eke
meg efJeOeeDeeW mes ege Demheleeue Gmekes efueS ef vejLe&ke nw~ ke eeW ef ke Jen ceeB
leLee yenveeW kes leLeMeg oe keee& ece ceW yeeOee he[ves keer mebYeeJevee nes leer jnleer
nw ~ Fmekes mebyebOe ceW Jen kenleer nw--- hes ye{er Deewjle kees meeLe ues kej
yeenj peevee yenveeW keer meesefheef mkess[ eke=efle kees jeme vener Deelee~9
ues efKekee kee en keLeve yeng le ceeef ce& ke nw efke-- efmehe& Deew jle ner Ssmeer
eerpe nw efpemes keneR mes GKee[kej keneR heW kee pee mekelee nw, Fme OeejCee
kes meeLe efke Jen pe[W pecee ner ues ieer ~ Ss mes lees keesF& keerj-yeyet ue mes Yeer
hesMe veneR Deelee~10
Jen ceQ ner Leer Fme keneveer kees he{ves kes yeeo Ss mee ueielee nw
keer Gcee kes ceeOece mes eer-peeefle keer mebJesovee Deewj Gmekes Deble& vo kees
ce=oguee ieie& peer ves yeKetyeer mes heke[e nw~
meboYe&
1. meb.Oeerjsv Jecee&-efn voer meeefn le keesMe, Yeeie 1 he=.181
2. ce=oguee ieie& efo.25-10-2000 kees efouueer efmLele efveJeeme hej efoes JeeJe mes- kegceejer jepeg, Sme.yeeieuekees~
3. Yeejleere SJeb heeeele keeJe-Meee-[e@.jeceekeeMe he=.140
4. "The enrgy of life- instinct which find its out let in bringing people into close physical- contact in called libich
brown- Psychodynamics of Abnorrnal Behaviour--P.159
5. Peg-hege- (efkeleves kewos)-he=.45
6. meb%ee-(iuesefMeej mes)-he=.100
7. heKeJeejs keer hegmlekeW- Deheveer pe[W {tB{ves keer YeeJegke efJ eJeMelee meeefjkee-pegueeF& 86 he=.61
8. yeenjer peve - (Menj kes veece)-he=.50
9. Jen ceQ ner Leer- (Menj kes veece)-he=.57
10. Jen ceQ ner Leer-( Menj kes veece) he=.55
75
Research Paper
Hindi
pewvebs kes Gheveemeesb kee ceveesJew%eeefveke DeOeeve

[e@. osMecegK e omleieerj mejoejefceeeB
ueeskemesJee keuee SJeb efJe%eeve ceneefJeeeuee, Deewjbieeyeeo, ceneje^
efnb oer meeefnle peiele ceW pewveW kegceej kees Ske ceveesJew%eeefveke
Gheveemekeej kes he ceW peevee peelee nw~ pewveW kegceej ves Deheves
Gheveemees ceW Jeefe keer ceeveefmeke ef eee keueehees hej met#celee mes
Deheveer keuece eueeeer nw Deewj GmeceW Jes meheue Yeer ngS nw ~ nce eneB
hej pewveW kegceej kes efvecve Gheveemees hej eee& kejWies~
hejKe :
pewveW kegceej kee meve 1929 ceW ekeeefMele hejKe en
heLece ceveesJew%eeefveke Gheveeme ceevee efpelee nw~ Fmeces kees, meleOeve,
efyenejer, ieefjcee ...Deeefo ecegK e hee$e nQ~ Fve hee$ees kes ceeveefmeke mebIe<e&
kees pewveW kegceej ves Fme Gheveeme ces DeefYeJee efkeee nw~ Fve hee$ees
kes yeere pees ceeveefmeke mebIe<e& nw Jen nw yege f Deewj Nnoe kes yeere kee
mebIe<e& ~ Nnoe eneB hej Jeefe mJeeleb$e kee yeg ef meeceeefp eke ef{eeW
kee eleerke nw~meleOeve Ske DeeoMe&Jeeoer egJeke nw~ Gmeves Jekeerueer keer
he{eF& hetjer keer nw uesefkeve Jen e@e fke me veneR kejlee nw ~ Gmekes vepej ceW
Jekeeuele kejvee eeves mee kees Pet" Deewj Pet" kees mee meeefy ele kejvee
nw~ GmeceW osMe kee Yeer vetkemeeve nw~ meleOeve he{e efueKee egJ eke nw
uesefkeve Jen ieeBJe keer ue[keer mes Meeoer kejvee eenlee nw~ Gmekes ceve ceW
ieebJe keer iebJeej ue[keer yemeer ngF& nw~ FmeefueS Jen efyenejer keer yenve
ieefjcee mes Meeoer kejlee nw~ meleOeve keer esjCee ueskej efyenejer Deewj
kees Yeer Meeoer kej uesles nQ~ en MeeoereeB owef nke ve neskej Deelceerke
nw~
hejKe keer keLee ke=efc eke SJeb megmebieef "le nw~ uesKeke pewveW
kegceej ves Fve hee$eeW kes ceeOece mes Ske veee DeeoMe& meyekes meccegKe
emlegle efkeee nw~
megefvelee:
pewveW kegceej kee en otmeje Gheveeme nw ~ Fmekee ekeeMeve
meve 1935 ceW ngDee~ Fme Gheveeme ceW pewveW ves ceveese fJeMues<eCe kees ner
meyemes DeefOeke cenlJe efoee nw~ FmeefueS Jes Ske oeMe&efveke Yeer ueieles
nQ~ pewveW kegceej ves Fme Gheveeme ceW hee$eesb kees ke"hegleefueeeW keer YeeBelf e
veeeee nw ~
megefvelee Fme Gheveebme kee ecegK e hee$e nefjemeVe nw~ Fmeer
kees ueskej meYeer IeveeSB Ieefle nesleer nw ~ eerkeeble Gmekee ef ce$e nw~
eerkeeble kes kenves hej Jen Smekes Iej jnves euee peelee nw~ JeneB hej
eerkeeble keer helveer mege fvelee mes Gmekee heefjee neslee nw~ eerkeeble efkemeer
keee& JeMe yeenj euee peelee nw~ leYeer DeOe&je$eer kes mecee nefjemeVe
megefvelee kees Yeesievee eenlee nw~ Ssmes mecee ceW nefjemeVe kee oefcele
keece Deveeeeme ner het he[lee nw~ Jen Deheves kele&Je kees Yetuekej
megefvelee kees meceteer hee uesvee eenlee nw~ megefvelee kes meeQoe& oMe&ve mes
nefjemeVe keer oefc ele keeceJeemevee Meevle nes peeefle nw~ Jen megevf elee kes
Iej mes heueeeve kej Deelee nw~
megefvelee Fme Gheveeme ceW pewveW keg ceej kee ue#e keneveer
kenvee veneR nQ Dele: Gvekee ue#e hee$ees b kener ceeveefmekelee kee
efJeMues<eCe kejvee nw~ Fme Gheveebme kes meboYe& ceW eer vebotueejs Jeepehes eer
efueKeles nw,
megefvelee Deewj nefjemeVe kee JeJenej ke=ef$ece YeeJe eJeCelee
kes ceeOece mes Jeemevee kee Gske kejlee nw, pees Gheveeme keer Yetefcekee
kes JeeJe kes eefle mJebe Ske egveewleer nw ~1
pewveW kes Deheves MeyoeW ceW,
efvemmevosn, pees Iej Deewj yeenj ceW nQ Jener mege fvelee ceW Yeer
nw~ Jener mecemee nw ~ Devepeeves Ssmee veneR nes ieee nw, peeveyegP ekej
Ssmee ngDee nw~ efkebleg Iej Deewj yeenj keer mecemee leYeer lees yeveer, peye
keer Jen peiele keer mecemee nw~2
leeiehe$e :
pewveW kegceej kee en Gheveeme meve 1937 ceW ekeeefMele
ngDee~ FmeceW Ske veejer kes Dele=hle peerJeve keer keve keneveer nw~ Fme
Gheveeme keer keneveer Ske meeer Ievee hej DeeOeeefjle nw~ Fme
Gheveeme kes eOeeve hee$e eceeso Deewj Gmekeer yegDee ce=Ceeue nw~ Gheveeme
ceW eceeso Ske e Je keLeekeej nw, pees Deheveer yegDee ce=Ceeue keer
peerJevee- keneveer kenlee nw ~ ce=Ceeue yeeheve mesner Deheves YeeF& kes heeme
jnleer Leer, hejbleg YeeYeer kee Gmehej ke[e DebkegMe Lee~ ce=Ceeue kes megKeo:gKe kee meeLeer eceeso ner nw, Jen meye keg yeeleW Gmeermes kejleer nw~
Gmekeer mketue keer mensueer Meeruee kes YeeF& mes Gmekee esc e pet[ peelee nw~
Gmekes esce keer Yeveke Gmekes YeeYeer kees ueie peelee nw, leye Gmekeer
YeeYeer ce=Ceeue kees yengle yegjer lejn heerleer nw~ Deewj Gmekeer Meeoer Ske
yeg{s mes kejJee oer peeleer nw~ eewJeve keer eke=le Gcebieesb kees oyeekej jKeves
SJeb Gmekeer menpe DeefYeJeefe ve heeves mes Gmekee peerJeve og:Kecee,
$eemeoerYeje yeve peelee nw~ Deheves cevekee yeesPe nuekee kejves kes efueS
Jen Dehevesescehe$e kee efpee heefle mes kejleer nw lees heefle Gmekees
eefj$enerve kenkej Iej mes yeenj efvekeeue oslee nw~ ce=Ceeue yeeo ceW Ske
keeseuee Jeehejer kes mebheke& ceW Deeleer nw~ keeseues kee Jeeheejer Yeer
Gmekees GheYeesie kej es[ oslee nw~ Deble ceWc e=Ceeue efvecvelece
(Peeshe[heerJeeues) ueeWiees kes yeere Deeleer nw~ JeneB hej ce= Ceeue kees keF&
ekeej keer ef yeceejer eeB nes peeleer nw~ JeneB eceeso Gmemes efceuelee nw,
uese fkeve Jen yegDee ce=Ceeue kees Dehevee veneR mekelee FmeefueS Jen pepe kes
heo mes leeiehe$e os oslee nw~
leeiehe$e en Gheveebme Devecesue efJeJeen keer keneveer nw ~ FmeceW eer keer
$eemeoer kee keCe efe$eCe ceveese Jf eMues<eCeelceke {bie mes pewveW ves efkeee
nw~
76
keueeCeer :
pewveW kegceej kee keueeCeer en Gheveeme meve 1939 ceW
ekeeefMele ngDee~ FmeceW cepeyegj helveer keer keLee nw~ Fme Gheveebme kes
ecegK e hee$e [e@ke j Deemejeveer leLee Gvekeer helveer keueeCeer nw~
keueeCeer Yeer [e@ke j kees lekeefuehe oslee jnlee nw~ keYeer-keYeer lees Jen
meeJe&peefveke he mes keueeCeer kees heerlee Yeer nw~ Jen keueeCeer kes
eefj$e hej Yeer mebosn ueslee nw~ keueeCeer ceeveefmeke jesieer yeve egkeer nw~
Jen keesF& Yeer efv eCe&e veneR ues heeleer ~ Jen meyekeg menles eueer pee jner
nw Fme Gheveebme ceW Yeer Devecesue efJ eJeen keer mecemee nw~
megKeoe :
pewveW kegceej kee en Gheveeme meve 1952 ceW ekeeefMele
ngDee~ megKeoe Fme Gheveeme ceW eeb efle keer keLee Jeef Ce&le ngF& nw~
megKeoe Ske mebheVe Iejeves keer ue[eW ceW heueer ye[er ue[keer nw~ Gmekee
efJeJeen DeeefLe&ke efJeheVelee Jeeues Ske menNnoe Jeeer mes neslee nw~
oesveeW ceW DeeefLe&ke keejCeeW keer Jepen mes yes yeveeJe efvecee&Ce neslee nw~
megKeoe heefle kes eefle yesieeveer nes peeleer nw~ Jen ueeue kes eefle Deke=
nes peeleer nw~ ueeue Yeer Gmes es[ peelee nw~ nefjMe en hee$e meYeer hee$eeW
ceW mebeespeve kee keee& kejlee nw~ Deble ceW megKeoe #eeemle neskej
Demheleeue keer cejerpe yeve peeleer nw ~
megKeoe ces efvejeMeeceeer veejer keer ceeveefmekelee kee efJemle=le
efe$eCe pewveW ves efkeee nw~ megKeoe keer Dele=efhle Deewj ueeuemee meYeer
veeefjeeW keer YeeJevee kee eefleefveefOelJe kejleer nw~
efJeJele& :
pewveW kegceej kee efJeJele& en Gheveeme meved 1953 ceWb
ekeeefMele ngDee ~ Fme Gheveeme ceW ye[s yeehe keer yes er YegJeve cees enf veer
Gmekee esceer ceOeceJeieeae efpelesve keer keneveer nw~ oesvees ceW efJeJeeo nes
peelee nw Deewj ye@efjmj vejsMe mes ceese fnveer kee efJeJeen nes peelee nw~
eej meeue yeeo efpelesve Ske eebeflekeejer kes he ceW ^sve mes Ieeeue
neskej YegJeveceesefnveer keer heefjeee& eehle kejlee nw~ mJemLe nesves hej Jen
YegJevecees efnveer kes DeeYet<eCe Yeer Deheves meeLe ueskej peelee nw~ Deewj
Gmeermes heeeme npeej hees Yeer ceebielee nw~ Deble ceW efpelesve heg euf eme kes
mece#e Deheves Deehekees meeQhe oslee nw~
Jeleerle :
pewveW kegceej kee Jeleerle en Gheveeme Yeer meve 1953 ceW
ner ekeeefMele ngDee nw ~ en Gheveeme DeelcekeLeelceke Mewueer ceW efueKee
nw~ FmeceW veeeke peevle kes Deleerle DevegYeJeeW kees JeeCeer oer ieeer nw~
Jeleerle peeble keer Deelcekeneveer nw ~ Gmekee Jeef elJe Deefvelee Deewj
eber kes yeer e Pet ue jne nw~ peeble Deefv elee kees Yeer eenlee nw Deewj
ebver kees Yeer~ uesekf eve eber kes meeLe Jen SkeeefOekeej eenleer nw~
Fmemes Jen hejsMeeve nes peelee nw Deewj Deble ceW Jen Skeekeer nes peelee nw~
Jeleerle Fme Gheveeme ceW pewveWkegceej ves peeble kes Deble&v
kees emlegle efkeee nw~
peeJeOe&ve :
pewveW kee peeJeOe&ve en Gheveeme Yeer meve 1956 ceW ner
ekeeef Mele ngDee~ pewveW keer Deewheveeefmeke me=e
f ceW en Ske veee cees[
nw~ FmeceW heeeme meeue yeeo kes Yeejle kee Ske keuhevee efe$e pee Deewj
keneveer kes ceeOece mes emlegle efkeee ieee nw~ Fme Gheveeme keer keLee
Gvekes Deve GheveemeeW mes efYeVe nw~ uesekf eve Fmekeer cetue mecemee hetJe&
GheveemeeW mes efceueleer petueleer ner nw~ Fmekeer keLeeJemleg hej jepeefveefleke
eYeeJe nw ues ekf eve DeJemej ef ceueles ner pewveW kegceej mJebo esce Deewj
efJeJeen keer mecemee hej Dee peeles nQ ~ Fuee Gheveeme keer veeef ekee nw
Deewj peeJeOe&ve kes meeLe ner jnleer nw~ keeheer mecee leke Gvekee
efJeJeen veneR neslee uese kf eve peye neslee nw lees peeJeOe&ve otmejs efove ner
Fueekes kees es[kej euee peelee nw ~ en heueeeve Yeer hetJe& Gheveemees kes
veeekeeW kes meceeve ner ef oKeeF& oslee nw~
Deblele: pewveW kegceej ves Deheves meYeer Gheveemees ceW Jeef e keer
met#ce ceveYeeJeeW kee yeeefjkeer mes efJeMues<eCe efkeee nw ~ GvneWves Gheveemees
kes eefj$eeW kes ceeOece mes Jeefe kes Deboj eue jns ceeveefmeke Deble&v
kees DeefYeJee efkeee nw~ Deepe kes Fme DeeOegevf eke egie ceW eleske
Jeefe ceeveefmeke Deble&v ceW peerJeve peer jne nw~ FmeefueS pewveW
kegceej kes keg eefj$e ee hee$e Deepe Yeer eemebeif eke ueieles nQ~
meboYe&
1. eer. veboogueejs Jeepeheseer, efn boer meeefnle : yeermeJeeR Meleeyoer, he=.191.
2. pewveW kegceej, meeefnle kee es e Deewj es e, he=.113.
3. hejKe -pewveW
4. megefvelee - pewveW
5. leeiehe$e - pewveW
6. keueeCeer - pewveW
7. megKeoe - pewveW
8. efJeJele& - pewveW
9. Jeleerle - pewveW
10. peeJeOe&ve - pewveW
77
Research Paper
Hindi
efnboer meeefnle leLee ceveesefJe%eeve

ee. }neves heer.S.
keesef nvegj ke}e, Jeeef Cepe Je efJe%eeve ceneefJeee}e, Keg}leeyeeo, efpe. Deewjbieeyeeo,
ceneje^
Jeweeefjke Tpee& mes mebheVe keneveerkeej eehee} nw ~ efhebpejs keer G[eve
efJeJe kes efpeve efeblekeesves hejbhejeiele meese kees Pekes oskej vees
%eeveoeve hejeee megKe Oece&eg Fve keneefveeeW kee cenJe vewleerke
{ie mes meeseves kees efJeJee efkeee nw, GmeceW ceekeme&, eee[ cegKe nw~ eee[
Deeenes kes mener eefleefveOeerlJe kejvesJee}er keneefveeeB Jes nw efpemeceW
ves ceveesefJe}s<eCe keer DeJeOeejCee kejles ngS ve kesJe} Deesleve ceve kes
cenJe kees jsKeebefkele efkeee, Deefhelet keeceYeeJevee mes mebyebOeer Deveske ebLeereesb
hetve&cegueebkeve keer ermes nw ~ eehee} kes keneveer mebmeej ceW ecepeerefJebees
mes heefjefele kejeee - S[}j ves ceeveJe peerJeve keer cet} esjke eefkele
Deewj ieefjyeer kes jsKee kes Deemeheeme peer jns pevemeeOeejCe kees keW ceW jKee
ieee nw~ JeemleJe ceW Ske Jeefkele ee keg Jeefkeleees kees efkemeer Deeboes}ve kee
DeelcemLeehevee kees efmJekeej efkeee ~ egie ves DeJeesleve kes oes mlejes ese osvee ee Gvns DeejbYeefyebo g kes he ceW mJeerkeejvee mebkegefele erkeesve kees
Jeweefkeleke Deewj meecegefnke keer Deewj Oeeve Deeke= efkeee ~ Fve
ceveesJew%eeefvekeesb keer mLeeheveeDeeWkees DeeOeej yeveeles ngS efnboer kes keg
Jekele kejlee nw ~ efkemeer Yeer meekele meeefnefleke Deebo es}ve kes heers mecegn
keer ceeveefmekelee nesleer nw ~
keneveerkeejeWves ceeveJe ceve keer ienjeF&eeW ces Peekeves kee eeeme efkeee nw~
ceOeceJeie& kee Goe meecebleJeeoer JeJemLee kes {nves Deewj het BpeerJeeo
De%ese kes efJeeej ceW yeeeeLeeLe& kees osKevee Deewj emlegle kejvee
kes GYeej mes mebye nw ~ Deble: mJeeYeeefJeke nw efke, Fmekee Goe Deewj efJekeeme
DeefOeke ke"erve vener nw ~ pewveW efnboer kes eLece ceveesJew%eeefveke keneveerkeej
nw~ [s{ meew mes DeefOeke keneefveeeB ceW Gvnesves Jeefkele mele kees keW ceW jKee
eevme, Fbi}w[ , ceW efJeee} meebmke=efleke hetve&peeiejCe kes He}mJehe yengle meer
nw ~ pewveW keer keneefveeesb ceW yeenjer mebo Ye& Yeer nw, }skeerve eOeevelee
{erJeeoer ceeveleeSB yeo}er ~ Oeeefce&ke efveeb$eCe efeLeer} ngDee ~ efe#ee kee
emeej ye{e ~ efJe%eeve Deewj eeweesieerkeer kee efJekeeme ngDee ~ Ske lejn keer
ceeveefmeke heefjJese keer nw ~ Fmeer heefjJese ceW pewves Jeefkele kes ieglLeereeW Deewj
Deeweesieerke eebleer ngF& ~ Fve meYeer heefjJele&veeWves Ske Ssmes Jeie& kees pevce efoee
G}PeveeW kees meg} Peeves cesb me}ive efo KeeF& osleer nw ~ [e@ FvveeLe ceove ves
mener leewj hej ceeke& efkeee nw efke Gvekeer jeveeDeeW ceW cetue mecemee cegkeleer
pees yeeo ceW ceOeceJeie& kes veece mes peevee ieee ~ ne}eKeer ceOecekee}erve
meecebleer JeJemLee ceW Yeer keefJeeeW, ke}ekeejeW Deewj ess jepe kece&eeefjeeWkee
keer mecemee nw ~ - Fvekes ef}S meecegefnke cegkeleer ee meeceeefpeke cees#e kee
Ske Jeie& Lee, }skeerve Gmekeer mebKee veieCe nesleer Leer ~
eve ner vener G"lee ~
en ceevee ieee nw keer esceebo kes GheveemeeW kee keWere ef Je<ee
Skeekeerheve mes cegkeleer heeves keer mecemee kees eee: esce leLee
efJeJeen kes ceeOece mes G"eee ieee nw~ Deece leewj hej pewves keer keneefveeeW
eecepeerJeve nw ~ esceeee ceW GvneWves Yeejleere ef kemeeveeW keer peerJeve mebIe<e& kee
efJemleej mes efkeee nw Deewj jbieYetceer, ieeso eve ceW eecepeerJeve keer mecemeeS
ceW en bo GYejlee nw keer cegkeleer eJe=eer ceW ee efJeOeeve kes hee}ve ceW? keg
cegKej nw ~ ieeso eve Gheveeme ceW esceebo ves Yeejleere jeêrelee kes ceg} kees
keneefveeeB efJeOeeve hee}ve keer efJeJeelee kes meeLe meceehle nesleer nw ~
heneevee nw ~ Deewj Gmekee GodIeeve efkeee nw ~ eece Yeejleere jeêrelee kes
pewveW kes efeblevehej ceveesJew%eeefveke efebleve kes meeLe meeLe ieebOeerJeeo
cesob[ nw ~ esceebo leke Deeles Deeles efnob er keneveer kee {eBee yengle keg
kee Demej Yeer nw Gvekes eefj$e heee: ogye&} Deewj Deelceheer[ve keer YeeJevee kees
efveefele nesves }iee Lee ~ Deheves Debelf ece efo vees ceW esceebo ves Yeer DevegYeJe
{esves kes ef }S DeefYeehle nw ~ [e@. osJese "ekegj kee en Deejeshe keeHeer no
efkeee Lee keer keneveer keer Skejmelee kees lees[ ves keer DeeJeekelee nw ~
leke mener nw efke ceOeceJeieeae kegb"eDees kees pewveWves Keeoer ceW }hes kej
keHeve Fme eslevee keer Ghepe nw ~ esceebo kes efnob er keneveer kee efJekeeme
emlegle efkeee nw ~ leLee hee"kees ceW Deheves ieebOeerJeeoer, ceeveJeere Deewj
cegKele: leerve efoeeDeeW ceW ngDee ~ keg keneefveeeB ceveesJew%eeefveke OeejeDeeW kes
oee&efveke nesves kee Yece Hew}eee nw ~ pewveW keer heepesye kebheeee
mebo Ye& ceW Jeefe mele kes GodIeeve leke meercele jner ~
Dehevee Dehevee Yeeie ef}Keer ieeer keneefveeeB ceW meceepe mebmke=leer cegKej nw~
meceepeJeeoer eeeLe&Jeeo Fme eeeLe&Jeeo kes eJele&ke cewkemeerce
yeo}e pewmeer keneefveeeB meebeoeefeke Ie=Cee mes Thej G"kej ceeveJecee$e kes
mevceeve Deewj meoYeeJe keer Jekee}le kejleer nw ~
ieeskeea ceeves peeles nw ~ en Dee}eseveelceke eLeeLe&Jeeo kee efJekemeerle he nw~
De%ese leLee F&}eebo peeseer kes meeefnle ceW keg} eesie ner meceepe
meceepeJeeoer JeJemLee keer mLeehevee kee }#e megevf eefele neslee nw ~
ceneosJeer Jecee& kes keeJe ceW Ske Ssmeer ceveesJew%eeefvekelee nw keer Jen
kee DeeefLe&ke {eBee nw ~ en Deme}er yegefveeeo nw efpemehej keevegve Deewj
jepeefveleer kee Thejer {eBee Kepe nw ~ meeefnle kee meeceeefpeke eslevee mes
Ske jnmeJeeo ken}eleer nw ~ Gvekes mecee meeefnle ceW er [e}veshej en
DeefveJeee& Deewj ienje efjlee nw ~ etBkeer meceele ceW ees<eCe keer efmLeleer nw ~
heefj}#eerle neslee nw keer DevegYegleerees kee leere leehe peye keefJe oe mes
Gbeuf ele neslee nw leYeer keefJelee keer hebkeleeree mepeve meJejves }ieleer nw~
Dele: ceekeme&ves Jeie& mebIe<e& kees DeefveJeee& ceevee nw ~ jeveekeej kes ef}S
nceejs erkeesve mes en heefj}ef#ele neslee nw keer efnboer meeefnle
DeeJeeke nw keer Gmekeer he#eOejlee mhe nw ~ Gvns yengmebKeke eese<f ele
Ghleeref[le peve kes Jeie&efnle ceW ef}Kevee Deewj mebIe<e& kejvee eeefnS~
leLee Yeejleere meceepe kee Debkeve Ske ceveewJew%eeefveke mlej hej Debefkele ngDee
nw ~
esceebo kes meeefnle ceW meJe&mJeer Deewj lespemJeer mJehe efnob er
meeefnle ceW osKee pee mekelee nw ~ esceebo kes yeeo meJee&efOeke lespemJeer Deewj
meboYe&
1) ieesoeve (Gheveeme) esceebo
2) Pet"e mee - eehee}
3 eceieeLee - ogOeveeLe efmebn
4) keeceeeveer - keefJelee - peeebkej emeeo 5) esKej Ske peerJeveer - Gheveeme - De%ese
78
Research Paper
Hindi
euksoSKkfud miU;kldkj % tSusanz

Jh- fujxqMs johanz Jh/kj
'kks/kNk= ih,p~-Mh-] iq.ks fo'ofo|ky;] iq.ks ] Ekgkjk"V
euksoSKkfud miU;kldkj tSusanz ,d l'kDr

lkfgR;dkj gSaA vaxzsth lkfgR; esa tks dk;Z tsEl Toka;l]
oftZfu;ka oqYQ vkSj ykjsal us fd;k ogh dke tSusanz th us
fganh lkfgR; esa fd;k gSA bUgksaus miU;kl ds {ks= dks ,d
u;k vk;ke fn;k gSA buds miU;klksa dh uhao eukssoSKkfud
rRoksa ij iM+h gSA
fganh ds euksoSKkfud miU;kldkj tSus anz us
O;fDrew[kh pfj= 'kSyh dk vf/kd mi;ksx fd;k gSA vius
ik=ksa es futh eukso`fk;ksa dks izfrfcafcr fd;k gSA
^^var'psrukoknh miU;kldkj us ;qx ifjfLFkfr;ksa ds
izHkkoo'k lkfgR; dh ifjHkk"kk gh cny nh gSA og lkfgR;
dks jlkRed oLrq u ekudj mls dsoy oS;fDrd varZeq[kh
inkFkZ ekurk gSA^^1 vr% MkW- oktis;h ds 'kCnksa esa ^^tSusanz
dqekj fganh ds izFke rFkk izeq[k eukSoSKkfud miU;kldkj
gSA ftUgksaus e/;oxhZ; lekt dh uohu psruk dks eq[kfjr
fd;k gSA mUgksaus O;fDr dks ewyr% O;fDr ekudj mldh
ekU;rkvksa dks ok.kh nsus dk iz;kl fd;k gSA blfy, muds
miU;klksa dks O;fDroknh miU;kl dh Hkh laKk nh tkrh
gSA^^2
tSusanz ds vf/kdka'k miU;kl ukf;dk iz/kku gSA
tSusanz ds miU;klksa dh ukfj;k ,d dh iRuh vkSj nwljs dh
izsfedk cudj vkrh gSaA os LoPNan rFkk Lora= n`f"Vdks .k
dh gSA ifrijk;.k gksrs gq, Hkh buds eu esa vU; ds izfr
Hkh ,d ykylk gSA dV~Vks ij[k] lquhrk lquhrk] e`.kky
R;kxi=] dY;k.kh dY;k.kh] lq[knk lq[knk] eksguh
foorZ] vauhrk O;rhr] ds pfj= iq#"kksa dh vis{kk vf/kd
fodflr gSaA os vf/kd thoar gSaA os O;fDroknh rFkk
vgaoknh ;wx dh nsu gSaA mUgsa thou esa osnuk rFkk ;kruk
vf/kd lguk iM+k gSA D;ksafd os Lusg xkaHkh;Z vf/kd gSA
ys[kd ds erkuqlkj muds ukjh ik= lrhRo dh Hkwfedk ij
x<+s x;s gSa] ifrozrk dh Hkwfedk ij ughaA ^îfrozrk ifr dks
vis{kk j[krk gS] tcfd lrhRo L;rra= vkSj Lo;a esa /keZ
gSA jk/kk ije lrh ekuh tk ldrh gS] ij ifrozrk mUgsa
dguk dfBu gksxkA lrh esa loZLokiZ.k dk Hkko gSA og Hkko
ifr dh txg ijes'oj esa Hkh gks ldrk gSA ehjk dks
ifrozrk dkSu dg ldsxk] ifr dks rks og NksM+ cSBh FkhA
fQj Hkh lrh dk vkn'kZ blfy, ekuk tk ldrk gS fd
d`".k ds izfr mudh HkfDr vkSj mudk leiZ.k vUkU; FkkA^^3
tSusanz ds miU;klksa ds ukjh ik=ksa esa cqfn~/k vkSj
n; dk la?k"kZ gS] muesa n~oan~o pyrk jgrk gSA bM+k vkSj
Jn~/kk dh ijLij gksM+ gS cqfn~/k mUgsa ifr rFkk lekt dh
vksj [khaprh gS] n; mUgsa izseh vkSj O;fDr dh vkSj >qdkrk

gSA tSusanz us ,d ckj izsepan dks muds iz'u dk mkj nsrs
gq, dgk Fkk fd muds lkfgR; dk mn~ns'; ^cqfn~/k dh
nq'euh^ djuk gSA^ ftl rjg izsepan ds lkfgR; dh ewy
Hkkouk ^/ku dh nq'euh^ Fkh mlh rjg tSusanz ds lkfgR; dh
ewy izsj.kk mu ekU;rkvksa dk [k.Mu djuk gS] ftls cqfn~/k
ekurh gSA /ku dh 'k=qrk lkekftd fo/kku dk fojks/k djus
esa gS vkSj cqfn~/k dh 'k=qrk lkekftd ekU;rkvksa dk fojks/k
djus esa gSA miU;klksa esa ukjh ik= blfy, Hkh mHkj dj
vkrs gSa fd os n; ds izrhd gSaA
tSusanz ds izk;% miU;klksa esa Lusg dh foQyrk ikbZ
tkrh gSA lHkh miU;kl fujk'kk;qDr nq[kkar gSaA muesa ?kqVu
rFkk ekSu fujk'kk NkbZ jgrh gSA muds ukjh ik= vf/kd
lgu'khy gSaA os dHkh&dHkh lkekftd fo/kku dk mYya?ku
djds fonzksg dk ifjp; nsrs gSaA iq#"k ik= izk;% bl gn
rd lefiZr gSa fd mUgsa L=S.k dgus dh bPNk gksrh gSA
tSusanz ds lHkh ukjh ik= Hkkoq drkiw.kZ fujhg
vkReleiZ.k esa fo'okl j[krs gSaA ^^îj[k^ esa ;g
vkReleiZ.k O;kogkfjd gksrs gq, Hkh vlkekftd ugha gks
ik;h gSA fdarq mlds ijorhZ miU;klksa esa uXurk c<+rh x;h
gSA ^lquhrk^ esa ys[kd us ,d vkn'kZoknh gy mifLFkr
djds ;kSu laca/kh ve;kZnk dks cpk fy;k gS] ;n~;fi ;g
loZFkk d` f=e gSA blds ckn tSusanz dk d`f=e la;e viuk
cka/k rksM+ nsrk gSA buds miU;klksa dh e/;oxhZ; ukf;dk,
O;fDrRoghu vkSj psruk'kwU; gSaA^^4
;|fi tSusanz dk {ks= ladqfpr gS vkSj mUgksaus
f'kf{kr oxZ ds izsekpj.kksa dk ,d fo'ks"k n`f"V ls fp=.k gh
vius miU;klksa dk fo"k; cuk;k gS] fdarq muesa i;kZIr
xaHkhjrk ,oa thou jl gSA mlds lHkh izeq[k ik= oS;fDrd
fo'ks"krkvksa ls lefUor gSa vkSj ikBd ij LFkk;h Nki NksM+
tkrs gSaA muds Hkhrj cqfn~/k vkSj varl dk ,d vfojke
la?k"kZ pyrk jgrk gSA
tSusanz ds ik= vpsru ls ifjpkfyr gksrs gSaA ik=
ds eu essa dksbZ&u&dks bZ xzaFkh ;k vr`fIr cuh jgrh gSA
'kphjkuh xqVwZ dk er gS fd ^^tSusanz ds ik=ksa dh
dgkuh&ifjfLFkfr;ksa ls tw>rs O;fDr;ksa] muds ifjos'k vkSj
lkekftd la ca/kksa dh dgkuh u gksdj dqaBkxzLr vkSj fdlh
,d o` fk;k ewM+ ds o'khHkwr vkRedsafnzr yksxksa dh dgkuh
gSA^^5 ^lquhrk^ esa eukSoSKkfud 'kCnkoyh dk Li"V iz;ksx gSA
Jhdkar ds 'kCnksa ^^gjh dh vkRek esa xkaB iM+h gS fd og
vrD;Z gksrk gS& tSls vius Hkhrj Hksn dks iky jgk gS&
79

D;k mls Hkjek jgh gSA^^6 ^dY;k.kh^ esa ys[kd Jh/kj dk
ifjp; nsrs gq, dgrk gSA fd mlesa xkaB ugha gS] ^^
^dkaEiysDl^ dHkh dqN le; ds fy, curh Hkh gS rks >V
Hkwy tkrh gSSA^^7 ^lq[knk^ fookgiw.kZ Hkkoh ifr ds fo"k; esa
dYiuk fp= cukrh gS fd ^^mudh vkenuh lkr&vkB lkS
#i;s gksuh pkfg,] eksVkj rks ikl gksuk vfuok;Z gh gSA
ijarq FkksMs+ fnu ckn bulsA osru dqy Ms<+ lkSA og fons'kh
tkus dks mRlqd ;q od ls fookg djuk pkgrh Fkh tks mldh
ekrk ds eu ugha p<+kA^^8 rks lq[knk ds eu esa ;gh bPNk
nfer gksdj vpsru eu esa xzaFkh dk :i /kkj.k dj ysrh gSA
^ftrus^ foQy izse ds dkj.k fgald :i /kkj.k dj ysrk gS
rFkk esy Vsu fxjk nsrk gSA ^t;ar^ esa ^vfurk^ dh vkfFkZd
fLFkfr mPp gksus rFkk Lo;a ls fookg u gksus ds dkj.k
ghurk xzaFkh tUe ys ysrh gSA t;ar vius fy, Li"V
euksoSKkfud 'kCnkoyh îjolZ^ rFkk îjoflZVh dk iz ;ksx
djrk gSA
dFkk lkfgR; esa euksfo'ys"k.k dh fof/k;k fdafpr
ifjofrZr :i esa gh iz;qDr gksrh gSaA tSusanz ds miU;klksa esa
ls fln~/kkar bl izdkj iz;qDr gSaA LoIu fo'ys"k.k vpsru
ekuo dh tkudkjh izkIr djus dk lk/ku gSA izR;sd LoIu
dk ,d vFkZ gksrk gS rFkk fofp= ls fofp= LoIu dh Hkh
O;k[;k dh tk ldrh gSA
tSusanz ds ^lq[knk^ miU;kl esa lq[knk ds LoIu
fo'ys"k.k esa ge mlds vpsru dh bPNk dks ge iwfrZ gsrq
iz;Ru'khy ikrs gSaS A ^^ îj[k^ miU;kl esa fcgkjh xkao tk
jgk gSA jsy esa cSBs&cSBs og vkus okys thou dk og fp=
cukrk gSA og tkx`rkoLFkk esa Hkh dV~Vks dks ysdj rRlaca/kh
rjg&rjg ds fnokLoIu ns[krk gSA^^9 dY;k.kh dks
dHkh&dHkh e`r vkRek, ns[kus dk lansg gksrk gSA dY;k.kh
Hkze esa jgrh gSA
tSusanz ds miU;klksa esa izk;% ,d ek= euksfo'ys"k.k
dk dk;Z pyrk gS rFkk mlds lEeq[k ,d vlkekU; jksxh
ik= jgrk gSA og euksfo'ys"k.k ds funsZ'kksa ls lEeksfgr
dh&lh voLFkk esa viuh dFkk rFkk thou ds Hksnksa dk
mn~?kkVu djrk gSA dHkh&dHkh jksxh ik= vVddj
euksfo'ys"kd ds fy, vojks/k Hkh mRiUu djrk gS] ftls og

lgkuqHkwfr vkSj fo'okl ds vk/kkj ij gVk nsrk gSA tSusanz
ds miU;klksa esa eqDr vlax iz.kkyh dk loksZke mnkgj.k
^t;c}Zu^ gSA gwLVu euksfo'ys"kd dh&lh 'kSyh esa t; ls
dgrk gS& ^êq>s vkidk deZ fooj.k ugha pkfg,A og rks
mtkxj gS ghA vk;k gw rks varjax ysus vk;k gwA^^10 t;
mlesa jksd mRiUu djrk gS D;ksafd ik= ,dk,d funsZ'kuh;
ugha curk gSA t; dk mkj gS] ^^varjax ysus ds fy, ugha]
nsus ds fy, gSA^^ blh izdkj byk Hkh izkajHk esa jksd mRiUu
djrh gS vkSj gwLVu le> ysrk gS fd ml le; iz'u ugha
iwNuk pkfg, FkkA 'kqn~/k :i esa rks ugha] fdarq vkaf'kd :i
ls tSusanz vf/kdka'k miU;klksa esa euksfo'ys"kd ik= dh
fLFkfr fo|eku gSA lquhrk lquhrk]
izekn] e`.kky
R;kxi=] odhy lkgc dY;k.kh rFkk gfjnk lq[knk
euksfo'ys"kd dk dk;Z djus okys rFkk e'k% gfjizlUu
lq[knk] e`.kky R;kxi=] dY;k.kh dY;k.kh rFkk lq[knk
lq[knk jksxh ik= gSaA ftuds eu ls os mudks O;Fkk
dgyokrs gSaA euksfo'ys"kd ik= mUgsa vius fopkj fu/kkZfjr
:i ls dgus ds fy, izsfjr djrs gSaA bl rjg lEeksfgr
voLFkk esa dgs x,] LokHkkfod e esa vkrs gq, bu ik=ksa dk
varjax ikBd ds lkeus vk x;k gSA
fu"d"kZr% dguk pkgrk gw fd tSusanz esa laLdkjksa
vkSj ewY;ksa dk vn~Hkwr leUo; gSA mudh bl izo`fk ds
dkj.k mUgsa vk/kqfudrk cks/k dk izFke miU;kldkj dgk tk
ldrk gSA dF; dh n`f"V ls og ukjh dh oS;fDrd
leL;kvksa dks ysrs gSaA ;s leL;k, O;fDr ds vkarfjd la?k"kZ
dh gS] vkarfjd ruko ds n~oan~o dh gSA ;g iz'u vyx gS
fd og ruko dks var rd cuk, ugha j[krs] fdarq euksxr
dk mn~?kkVu muds miU;klksa dk eq[; vfHkizsr jgk gSA
bldk dkj.k ;gh Fkk fd muds le; esa euksfoKku dk
izHkko lkfgR; ds izR;sd {ks= ij iM+k FkkA ;n~;fi mUgksaus
euksoSKkfudksa ls izHkkfor gksdj jpuk ugha dh] fdarq tfVy
ifjos'k ds dkj.k muesa euksoSKkfudrk dk gksuk LokHkkfod
FkkA
meboYe&
12345678910-
u;k lkfgR; u;k iz'u

ogh
tSusanz ds miU;klksa dk ukjh&pfj=ksa dk
eukSoSKkfud /kjkry
vkykspuk
tSusanz dk eukSoSKkfud vfrokn lkIrkfgd
fganqLFkku ekpZ] 1958
lquhrk
dY;k.kh
lq[knk
lkekU; eukSfoKku dh :ijs[kk
t;onZu
uan nqykjh oktis;h

ogh
MkW- fnik {khjlkxj
i`- 3
i`-184
i`-35
uan nqykjs oktis;h

'kphjkuh xqVwZ
i`-131
i`-12
tSusanz dqekj
tSusanz dqekj
tSusanz dqekj
MkW- jkeukFk kekZ
tSusanz dqekj
i`-103
i`-104
i`-10
i`-144&145
i`-35
80
Research Paper
Marathi
keesmeuee keeobyejeres ceevemeMeeeere Deekeueve

ee. heodcee MeecejeJe heeerue
eer efJepeeefmebn eeoJe keuee Je efJe%eeve ceneefJeeeuee,

hes"Je[ieeJe, lee. nelekebCeieues, efpe. keesunehetj
meejebMe lkfgR; vkf.k ekul'kkL= ;kapk toGpk laca/k vkgs- flXeaM kWbZM] vWMlj ;qax ;kauh dsysY;k la'kks/kukeqGs lkfgR;kpk ekul'kkL=k'kh
vlysyk laca/k vf/kdp n`< >kyk vkgs- dks.krkgh ys[kd vkiY;k ys[kukrwu ekuoh thoukps vkdyu vkivkiY;kijhus ekaM .;kpk iz;Ru djhr
vlrks- ys[kdkyk tx.;kfo"k;hps fuekZ.k >kysys iz'u orZukrwu vkysys iz'u R;kP;k vLoLFksps dkj.k vl.;kph 'kD;rk vlrs- R;krwu O;Dr gks.ks
gh R;kap h xjt vlrs- ;k xjtsrwu rks fyghr vlrks ys[kdkP;k ekufldrsp k vkf.k lkfgR; fufeZrhizf;sp k vH;kl ekul'kkL= ;k 'kk[ksr dsyk
tkrks- dknacjhP;k dFkkudkps fuosnu ifjp;] ik=kap s euksfoys" k.k] fuosnu] 'kSyh] Hkk"kk ;k ?kVdkapk vuq"kaxkus ^dkslyk* dknacjhps ekul'kkL=h;
vkdyu vki.k izLrqr 'kks/kfuca/kkr dj.kkj vkgksr^dkslyk* lkj[;k dknacjhe/kwu usekMs ;kauh euksfoys" k.kklkBh lks;hLdj v'kk vkRefuosnu i/nrhpk voyac dsyk vkgs- dFkkudkP;k
fuosnu ifjp;keqGs ikaMwjax gk dks.k vlkok\ dk; djr vlkok\ l/;k R;kpa dk; pkyya vkgs\ R;kph orZuiz.kkyh d'kh vkgs\ ;kph dYiuk
;srs] usekMs ;kauh dFkkuk;d ikaM qjax lkaxohdj ;k r:.kkP;k eukrhy la?k"kZ usedsi.kkus fViyk vkgs- R;kaP;k eukr pkyysY;k la?k"kkZeqGs R;kaP;k
orZukoj ifj.kke gksrks- R;ke/kwu dkgh izlaxkph fufeZrh gksrkuk fnlrs- mnk- ckikfo"k;h] xkokfo"k;h R;kP;k eukr vkysys fopkj] cfg.khP;k e`R;qus
vLoLFk >kysYkk dFkkuk;d ikaMqjax lkaxohdj gk r:.k iq.;kr ;srks vkf.k R;kaP;k laiw.kZ Hkkofookr cny ?kMwu ;srks- R;kaP;k euksO;kikjkps fp=.k
usekMs vusd vaxkuh js[kkVrkr- Hkkypanz usekMs ;kaP;k] ^dkslyk* ;k dknacjhe/;s Lor%ph vksG[k Lor%d:u nsr] vkiys eu eksdGs djr tk.kkjk
dFkkuk;d ikaM qjax lkaxohdj vkiY;k vkarfjd eukrhy la?k"kZ pkyw Bsor txk;yk ykxrks- vls fnlwu ;srs- isze ladYiusfo"k;h R;kpk vl.kkjk jkx
[kjk okVrks- dknacjhr ;s.kkjk HkkSxksfyd izns'k] izns'kkuqlkj cnyr tk.kkjh cksyhHkk"kk gs lkjs ekul'kkL=h; vk/kkjkoj O;Dr >kY;kps fnlwu ;srsdFkkuk;dkP;k eukrhy xqark vusd vaxkuh mdywu nk[kfoyk vkgs- ijarq dFkkuk;dkP;k ySfxad izsj.kkps usekMsua h neup dsys vkgs- vls fnlwu ;srsuk;dkP;k euksySfxad fodklkr ck/kk vk.kY;kpk nks"k ys[kdkdMs tkrksizLrkou
rkouk %&
lkfgR; vkf.k ekul'kkL= ;kapk toGpk laca/k vkgsflXeaM kWbZM] vWMyj] ;aqx ;kauh dsysY;k la'kks/kukeqGs
lkfgR;kkpk ekul'kkL=k'kh vlysyk laca/k vf/kdp n`< >kyk
vkgs- dks.krkgh ys[kd vkiY;k ys[kukrwu ekuoh thoukps
vkdyu vkivkiY;kijhus ekaM.;kpk iz;Ru djhr vlrks]
ys[kdkyk tx.;kfo"k;hps fuekZ.k >kysys iz'u] orZukrwu
vkysy s iz'u R;kP;k vLoLFksps dkj.k vl.;kph 'kD;rk
vlrs- R;krwu R;kaP;k ekuoh tx.;kpk 'kks/k lq: gksrks vkf.k
R;krwu rks ys[kukdMs oGr vlrks- O;Dr gks.ks gh R;kaph xjt
vlrs- ;k xjtsrwu rks fyghr vlrks] ys[kdkP;k ekufldrspk
vkf.k lkfgR; fufeZrhizf;spk vH;kl ekul'kkL= ;k 'kk[ksr
dsyk tkrksekuokP;k orZukoj lektkpk ifj.kke gksr vlrks- ;k
cnyR;k orZukps fp=.k lkfgR;ke/;s vk<Grs ys[kd vkiY;k
izfrHksP;k lkgk;kus R;kps fp=.k djhr vlrks - ys[kdkP;k
euksfookr lkfgR; vkdkj ?ksr vlrs- R;kP;k euksO;kikjkr
izfrek fuekZ.k gksr kr- ys[kdkpk iwokZuqHko okLrol`"Vh o
dfYirl`"Vh ;kaps dkYifud foo R;kus ?ksrysys izR;{k
vuqHko] ySfxad fopkj lkfgR;rhr dls ;sr vlrkr\ ;kpk
'kks/k lkfgR;kP;k ekul'kkL=kr ?ksryk tkrks- dFkkudkps fuosnu
ifjp;] ik=kaps euksfoys"k.k] fuosnu 'kSyh] Hkk"kk ;k ?kVdkaP;k
vuq"kaxkus dknacjhpk ekul'kkL=h; vH;kl dsyk tkrks-
MkW- flXeaM kWabM

Z
;kauh ekaMysY;k ekuoh
eukfo"k;hP;k fl/nkar iz.kkyhyk o ekulksipkj i/nrhyk
êuksfoys"k.k* vls EgVys tkrs- euksfoys"k.k Eg.ktsp eukps
Li"Vhdj.k gks;- dknacjh ;k okM~e; izdkjkr kWbM
Z P;k
fl/nkarkpk ifj.kke gksu euksfoys"k.kkRed Eg.ktsp laKkizokgh
dknac;kph fufeZrh gks ykxyh ejkBh e/;s ck- lh- e<sd
Z j]
Hkkypanz usekMs] iq] f'k] jsxs] fdj.k uxjdj] jaxukFk iBkjs] fp;a- [kkuksydj] ;a- fo- ljns'keq[k] ';ke euksgj] dey
nslkbZ] ;k dknacjhdkjkauh laKkizokgh ra=kpk okij d:u dknacjh
ys[ku dsys vkgs - laKkizokgh ra=kph oSf'k"Vks iq<hy izek.ks 1
ik=kaph ekufld jpuk Li"V d:u nk[kfo.ks- 2 ik=kaP;k
vcks/k eukpk ifjp; d:u ns.ks- 3 ik=kaP;k dkeisjz .kspk
R;kaP;k orZukoj dlk izHkko iMrks rs nk[kfo.ks 4 LoIuehekals
Onkjs ik=kaps Hkkofoo 5 ik=kaph euksforh 6 ik=kaps
lewgorZu 7 izFkeiq#"kh fuosnukus euksfoys"k.k dj.;kl lksis
8 ik=kaP;k eukrhy fujfujkGs fopkj my?kM.ks9 ik=kaP;k
euksfodkjkpk 'kks/k 10 ik=kaP;k eukps lq{e foys"k.k 11
fuosnukP;k Hkwfeds'kh lejl gks.ks 12 eukrhy vrÌr Hkkouk]
bPNk okluk ;kaps lgtfp=.k 13 ifjljkpk ik=kaP;k eukoj
gks.kkjk ifj.kke 14 vareZukrhy fof'k"V tkf.kok 15 Hkko
Hkkoukrwu mRdV gks.kkjh tk.kho ;kloZ laKkizokgh ra=keqGs
lkfgR;kr ekuoh euksO;kikjkps fp=.k dj.;kr ;s ykxys o
dkancjh ;k ok~e; izdkjkpk fodkl >kyk-
81

kWbZM ;kauh ekaMysY;k ekuoh eukfo"k;hP;k fl/nkar
iz.kkyhyk vkf.k ekulksipkj i/nrhyk euksfoys"k.k gh laKk
okijyh tkrs- euksfoys"k.k Eg.kts kWbZM ;kaP;k fl/nkar
pkSdVhyk /k:u dsysys eukps Li"Vhdj.k gks; euks foys"k.k gh
laKk rhu osxosxGkk vFkkZuh okijyh tkrs- 1- euks:X.kkojhy
mipkji/nrh] 2- euksO;kikjkph ijh{k.k dj.;kph i/nrh vkf.k
3- ekul'kkL=h; fdaok orZufo"k;d 'kkL=kph ,d fo|k'kk[kk*1
vFkkZrp euksfo'ys"k.k ,dk vFkkZus euks:X.kklkBh okijyh
tk.kkjh mipkj i/nrh vkgs- 1940 uarj mYys[kuh; ejkBh
laKkizokgh dknac;kps ys[ku >kY;kps fnlwu ;srs- foJke
csMsdjkaph ^j.kkax.k* 1939 o ch- lh e<sZdj ;kaph ^jk=hpk
fnol* 1940 rkacMh ekrh 1951 îk.kh* ;k dknac;k
izdk'khr >kY;k rj n- j- doBsdj ;kauh ^vkHkkGk[kkyh*]
1945 olar dkusVdj ;kauh ^?kj* 1951 ;k dknac;ke/kqu
izlaxkuq:i laKkizokgh ra=kpk okij dsyk 1960 uarj ;k
izokgkyk ,d osxGs oG.k feGkys- dknacjhe/;s laKkizokgh
ra=kpk dykRed iz;ksx dj.;kr vkyk ;ke/;s Hkk ik/;s
;kaph oSrkxokMh fp- ;a- [kkuksYkdj ;kaph ^vtxj* Jh- uka
isaMls ;kaph ^jFkp* Hkkypanz usekMs ;kaph ^dkslyk* ^fc<kj*
jaxukFk iBkjs ;kaph ^Vksdnkj lkoyhps orZeku* fdj.k uxjdj
;kaph ^lkr lDde =spkGhl* ';ke eukgsj ;kaph ^gs bZ'ojjko]
gs iq#"kksR Rejko* ^dG* ;a- fo- ljns'keq[k ;kaph ^c[kj ,dk
jktkph* iq- f'k- jsxs ;kaph ^lkfo=h* ;k dknac;ke/kwu
vareZukrhy la?k"kZ] ekufld forh] lektkpk O;Drheukoj
gks.kkjk ifj.kke vkf.k ek.kwl Eg.kwu R;kpa vl.kkja tx.ka gs
lxGs ,dk fof'k"V dksM
a ek;krwwu ckgsj vkysY;k izokgklkj[k
O;Dr gksr tkrs- Eg.kwu ;k uoizokgkrhy dknacjhdkj
ekul'kkL=kpk vH;kl d:u ik=kapk euksO;kikj laKkizokgh
fuosnukP;k ek/;ekrwu js[kkVrkuk fnlwu ;srkrdkslykps ekul'kkL=h; vkdyu %&
^dkslyk* lkj[;k dknacjhe/kwu usekMs ;kauh
euksfoys"k.kkyk lks;hLdj v'kk vkRefuosnu i/nrhpk voyac
dsyk vkgs- R;ke/kwu uk;dkP;k eukps inj gGwokji.ks myxMys
vkgsr- dFkkudkrhy eh ph loZ lkekU; dYiuk ;srs eh P;k
O;fDreRokph oSf'k"Vks letrkr- eh ps orZu dls ?kM.kkj gs
letrs- laiw.kZ dFkkudkrhy eh ph Hkwfedk dks.krh vlkoh
;kph dYiuk ;srs- Hkkypanz usekMs ;kaP;k dkslyk ;k
dknacjhP;k dFkkudkpk izkjaHk ikfgyk dh] ;k izdkjph dYiuk
;srs- ^êh ikaMqjax lkaxohdj vkt mnkgj.kkFkZ iapohl o"kkZpk
vkgs- [kja rj rqEgkyk oxSjs lkax.;klkj[ka ,o<p vkrk ;k
txkr iapohl o"ksZ gh tkxk Qkj'kh eksBh ukgh- ek= ofMykaps
ngkckjk gtkj :i;s [kpwZu ns[khy eh ijh{kk oxSjs d/khp uhV
fnY;k ukghr- gk ek>k xqUgk vkgs- gs vkiY;kyk dcwy- rls
vkEgh ?kjps oxSjs cjs vlyks] rjh vkeP;k ?kjkr iS'kk &
iS'kklkBh lxGs /kMiMr oxSjs vlrkrp- Eg.kts gkkr
xMhek.kla oxSjs vkyhp 'ksrd;kyk ,dsd 'kaxs ] ,dsd
d.khl] ,dsd cksaM ospwu iSls feGok;ps vlrkr- gs ns[khy
vkiY;kyk dcwy f'kok; brdh o"ksZ 'kgjkr oxSjs jkgqu tjk

cksy.ka] pky.ka diMs nkfxus uhV djkos] rj rs ns[khy eh djr
ukgh- vla gs Eg.krkr- eh Eg.kkyks vki.k gs lxGs lkax.kkjEg.kts lkax.kkjp rhu pkj xks"Vh lksMuw - ifgyh eh frdMs
[kksyhr oxSjs dk;dk; djk;pks\ nqljh Eg.kts eh lqekjs o"kZHkj
fu;fer O;k;ke dk Eg.kwu d: /ktyks\ i.k eh vxnh
lxGpa lkax.kkj ukgh- dkj.k rs ek;k ln;kauklq/nk Bkowd
vkgs-**2
dFkkudkP;k ;k fuosnu ifjp;keqGs ikaMjw xa gk dks.k
vlkok\ dk; djr vlkok] l/;k R;kpa dk; pkyya vkgs ]
R;kaph orZuiz.kkyh d'kh vkgs ;kph dYiuk ;srs- ;kcjkscj
R;kaP;k mijks/kiw.kZ foospukrwu R;kph eqY;n`"Vh tk.ko.ks lq:
gksrs- ,dq.kp] dknacjhHkj lkaxohdjkps lkjs O;DrheRo mBkonkj
>kys vkgs vkarfjd la?k"kZ o izlaxfufeZr h %&
dknacjhe/khy izlaxfufeZrh gh la?k"kkZe/kwu gks r vlrsgk la?k"kZ d/kh ckgk ?kVdka'kh vlrks Eg.kts ik=k-ik=kae/;s
vlrks- d/kh lkekftd] jktdh;] lkaLfrd] uSf rd]
,sfrgkfld vlrks- rj d/kh oS;fDrd Lo:ikpk vlrksvfydMP;k dkGkr O;DrhP;k vkarfjd eukrhy la?k"kZ
dknacjhr ;s ykxyk vkgs dkslyk ;k dknacjhe/;s dFkkuk;d
ikaMqjax lkaxohdj ;k r:.kkP;k eukrhy f}/kk vkoLFkk usekMs
;kauh fViyh vkgs- R;kP;k eukr pkyysY;k la?k"kkZeG
q s R;kaP;k
orZukoj ifj.kke gksrks- o R;ke/kwu dkgh izlaxkphfufeZ rh gksr kuk
fnlrs- Lor%P;k ckikfo"k;h] xkokfo"k;h R;kP;k eukr
pkyys ys fopkj fof'k"V izdkjs okxk;yk Hkkx ikMrkrcfg.khP;k e`R;qus vLoLFk >kysY;k dFkkuk;d vkrwu jkxkorks
vkf.k R;kuarj ?kjh xsY;koj fuekZ.k >kysys izlxa gs R;kP;k
eukrhy la?k"kkZp k ifj.kke vkgs- dFkkuk;dkP;k eukrhy la?k"kZ
gk d/kh vkarfjd Lo:ikpk vlrks - rj d/kh ckgk Lo:ikpk
vlrks- vkarfjd la?k"kkZe/kwu fuekZ.k >kysY;k izlxa krwu
dFkkuk;d cnyrksikaMjw ax lkaxohdj gk r:.k iq.;kr ;srks vkf.k R;kaP;k
lai.w kZ Hkkofo'okr cny ?kMwu ;s rks- R;kaP;k euksO;kikjkps
fp=.k usekMs ;kauh vusd vaxkuh js[kkVys ys vkgs - ikaMjq xa rlk
o`Rrhua vLoLFkp ek.kwl - iq.;krY;k lgk o"kkZP;k dky[kaMkr
R;kaus vusd fe= tksMys- R;keqGs dknacjhP;k dFkklw=kr gs fe=
;sr jkgrkr tkr jkgrkr- ?kjkrwu Eg.kts lkaxoh ;k xkokrwu
ckgsj iMY;kiklwu R;kaP;k eukoj vusd izlax dksjys tkrkrR;kus R;kps orZu d/kh vdkj.k cnyrs d/kh R;kyk vki.kgwu
cnykos ykxrs vkf.k R;ke/kwu ,dw.kp thoukfo"k;h R;kph era
r;kj gksr vlrkr- R;ka Pks ekufld rk.k & r.kko vusd
izlaxkr ikgo;kl feGrkr- mnk- lqjs'kP;k [kksyhr ukxO;k
ckbZp k QksVks cf?krY;koj R;kph >kysyh eufLFkrh
eslfcyko:u mMkysyk izpaM fcy ?kks VkGk] lgk'ks :i;s Hkjkos
ykx.kkj ;k tkf.kosus vLoLFk >kysy s R;kps eu] R;k dkGkr
can [kksyhrhy R;kps orZu] R;kP;k eukr vkRegR;sPkk vkysyk
82

fopkj] iwoZxzgnwf"kr ckikfo"k;hps fopkj] cfg.k nsohP;k jksxkr
nxkoY;kph dGkY;koj vkrwu >kysyh vLoLFkrk] R;krwu loZ
?kjkrhy eaMGhuk tkGwu ekj.;kph bPNk] osxosxGkk fe=kaP;k
lgoklkr vkY;koj R;kps okx.ks] eqyhafo"k;h R;kP;k eukr
fuekZ.k >kysyh Hkhrh ;k loZ ekufld rk.k r.kkokps fp=.k
R;kr ;srsikaMwjaxe/;s vusd euksfodkjkpk feykQ >kyk
vlY;kps vxnh Li"Vi.ks tk.kors- mnk- eqyhaph Hkhrh] Hk;xaM
( eh yky iMr ukgh brdk dkGk vkgs i` 64 U;quxaM (
ckikfo"k;h izpaM jkx i` 165 baMhilxaM ( vkbZ & vkthyk
thoar ekj.;kph bPNk i` 155 mUekn % R;kyk iM.kkjh
fofo/k LoIu i` 9 eTtkforhl volkn ( eko'khP;k
uVkiVkko:upk jkxi` 33 Hkkofrjsdhi.kk ( O;feRo
defo.;kph bPNk & O;fDreRo gj.k oDr` Ro lHksr
fu"dkj.k vM[kG.ks foLej.k vkiys dks.kh eksBs ukrsokbZd
ukghr ;kap h fpark & U;wuxaM i` 58 vkRegR;s pk fopkj &
mUekn ( vFkZVpkbZrwu fuekZ.k >kysY;k okbZV lo;h &
eTTkkforh i` 117 pqdhP;k ladYiusrwu r;kj >kysys er
i` 281 iwoZxzgnwf"kr n`"Vhdks.k ( cksy.;krhy usgehph izpaM
vLoLFkrk i` 293 rgsokbZdi.kk ;k lkj[;k vusd
euksfodkjkapk cGh iMysyk ikaMqjax lkaxohdj Eg.kts euks for
uk;dp okVrks - laiw.kZ dknacjhHkj gk vLoLFk vkf.k fujk'k
fnl.kkjk ikMqjax] R;kps orZu gs R;kP;krhy nMiysY;k vusd
bPNke/kwu lkdkj gksrkuk fnlwu ;sr vkgs- Eg.kwup R;kP;k
for orZukr foLe`rh] Hkze] 'kfDr{kh.krk funzkuk'k v'kk
vla[; ckch fnlwu ;srkr- ijh{ksyk tk.;kiwohZ [kwi vH;kl
d:u R;kP;k d/kh-d/kh vftckr y{kkr jkgr ukghr gh
R;kP;krhy foLe` rhph forh dknacjhHkj vusdosGk fnlwu ;srsusekMs ;kauh js[kkVysYkk gk uk;d euksfor dk
cuyk\ ;kpk ekul'kkL=h; 'kks/k ?ks.ks xjtsps vkgs - ekuokP;k
thou izsj.ksrhy dkeizsj.kk gh vR;ar egRokph izsj.kk vkgs - gh
izsj.kk vlsy rjp ek.kwl ;ksX; fjrhus txw 'kdrks vls
vlrkuk ikaMqjaxP;k eukr tjklq/nk eqyhpk fo"k; dlk
Mksdkor ukgh gk 'kks/k [kkyhy eqkauqlkjgh djrk ;sby
Z 1 ikaMqjaph thoukfHkeq[k isjz .kk gh izkeq[;kus vgaeizsj.kkp
vlkoh Eg.kwu rks v ckikyk fojks/k djrks- c R;kP;k
[kk.;koj rks eqDri.ks [kpZ djrk d LoleFkZ dj.;kpk iz;Ru
djrks2 ikaMqjaxkph dke isjz .kk vlsy rj rh lqIrLo:ikr vlsy rh
nMi.;kph [kkyhy dkj.ks vlkohr v ckikps orZu c
xkokdMP;k xks"Vh d R;kap h fHkrh M R;kP;krhy U;wuxaM b
eqyhP;k laca/kkfo"k;hph R;kph pqdhph dYiuk
3 ikaMqjaxkps yS afxd neu >kys vlY;kus R;kpk izLQksV rks
dksBsgh d: 'kdr ukgh4 ySfxad izo`Rrhps mnkRrhdj.k R;kP;k vusd xks"Vhe/kwu
fnlwu ;srs mnk- eqyhauk ukos Bso.ks] MkasxjdMk p<wu tk.ks ]
lkfgR; dyk ;kr lgHkkx ?ks.ks oDr`Ro Li/ksZr Hkkx ?ks.ks]
fu"dkj.k flxkjsV vks<r jkg.ks] esanr

w QqdV fopkj djr jkg.ks
fdaok lqjs'kcjkscj jk=-jk=Hkj ukVd] ppkZ dj.ka- gk loZ Hkkx
ySfxad izoR` rhps mnkRrhdj.k djrkukpk fnlwu ;srkslai.w kZ dknacjhe/;s uk;dkcjkscj R;kP;k cki ;srksckikph deZBo` Rrh] ikaMjw axkfo"k;h vlysY;k Hkkouk euh
esY;kuarjph R;kph Hkwfedk] ck;dks fo"k;hpa er] xkokfo"k;hph
Hkkouk] R;kaps okx.ks] R;kph vked izoR` rh ;ke/kwu fnlwu
;srsuk;dkP;k vkbZpk vks<k eqykdMs vlrks- rks bFks tk.korks
frP;kr lgkuqHkw rh vkgs- izse vkgs - n;k vkgs i.k cOga'kh rh
vO;Dr Lo:ikrp vkgs- ikaMqjaxkps yXu dj.;klkBh th
eqyxh vk.kyh gks rh frP;kfo"k;h cjap dkgh cksy yh vlrh
i.k fryk laLd`rhpk /kkd vkgs- iq#"kiz/kku LkaLrhr rh ckgqy h
Eg.kwu okojrkuk fnlrs- ikaMqjaxkpk fe= lqjs'k ckiV- ikaMjq xa
vkf.k lqjs'k nks?kkaps pka xys tek;ps- nks?kkaP;k euksoR` rhr ,d
lkE; gksr vkf.k rs Eg.kts tx] laLrh] bfrgkl lekt ;k
fo"k;hps fopkj R;k n`"Vhus ;k nks?kkap h eS=h fpdV i.k frykgh
izlaxkuq:i jax ;srkuk usekMsauh jaxfoysys vkgs - e/kqdj ns'keq[k]
rkacs] bapydjathdj] jeh R;kuarj dkGkk iSyoku gh lkjh
fe=eaMGh vkivkiY;k n`" Vhus ikaMqjaxkdMs c?kr gksrh- e/kw vlks
fdaok lqHkk"k vlks nks?ksgh ekufld forhus iNkMysyp
okVrkr- mnk- e/kwp iszeizdj.k fculy Eg.kwu R;kpk izse
dj.kk;koj jkx i` - 47 R;kpcjkscj dFkkudkP;k vuq"kaxkus
;s.kkjh ik=s] R;ke/;s eko'kh] frpk uojk] eqc
a bZrhy ikgw.ks ]
jkekIik] oSnk] xq.ks lj] ijka tis lj] OgkblfizUlhikWy gh lkjh
ik=s usekMsuh mHkh djrkuk ikaMqjaxP;k utjsr uw js[kkV.;kpk
iz;Ru dsyk vkgs - i.k R;ke/;s euksfoys"k.k i/nrhr fuosnukph
th i/nr Lohdkjyh R;keqGs rh ik=s dsoG ikaMjq xa P;kp
utjsruw r;kj gksrkuk fnlrkr- fo'ks"k Eg.kts ;k dknacjhpk
uk;d gk vfookghr vlrkukgh rks jeh fdaok brj eqyhaP;k
ckcrhr mnkl fnlrks- 25 O;k o"khZ dkeizsj.kk izcG
vlrkukgh ikaMqjaxkoj R;kP;k iqlVlk ns[khy vks j[kMk iMysyk
fnlr ukgh- ;kpk vFkZ vki.k dk; ?ks.kkj \ ,dw.kp lai.w kZ
dknacjhHkj ikaMqjax lkaxohdj gk ,d vLoLFk r:.k Eg.kwu
okojrkuk fnlrks - rks brj lkekU; ek.klkj[kk okVr ukghlkfgR;rhrhy O;fDrorZu] lektorZu vkf.k laLrh ;kapk
ijLijlaca/k riklwu ikgr vlrkuk usekMs ;k fBdk.kh deh
iMys vkgsr- ;k n`"Vhus lkfgR;rh viqjhp js[kkVyh vkgs
vls okVrs4 Hkk"kk %&
vkiys fopkj o Hkkouk 'kaCnkP;k}kjs O;Dr dj.kkps
ek/;e Eg.kts Hkk"kk- dknacjhdjkP;k Hkk"kso:u R;kaP;k
O;fDreRokaph] R;kP;k fof'k"V Hkwfedsph] R;kP;k okrkoj.kkph
dYiuk ;srs- dknacjhr ts okrkoj.k ;srs th ik=s ;srkr R;kauk
O;Dr gks.;klkBh Hkk"skph xjt vlrs- dkj.k dknacjhrhy
laokn] fuosnu] ?kVuk izlax okrkoj.kfufeZr h vuq:i
'kCnkaP;k}kjs dknacjhdkj mHkh djr vlrks- fofo/k ik=kapk
ifjp;] ?kVukaps fuosnu] ik'oZHkwehps o.kZu 'kCnkaP;k lgk;kus
83

mHks dsys rjp okpdkyk R;kph vuqHkw rh ;srs- Hkkypanz usekMs
Eg.krkr R;k izek.ks ^dknacjhpk Hkkf"kd vodk'k foLrh.kZ vkgs ]
gs vk/khp BjY;keqGs vusdinjh vk'k;lw=] vusd ik=s]
R;kaP;k ijLijlaca/k laokn] o.kZus ;kaps ?kVd tqGor dknacjh
okpkoh ykxrs*3 dkslyk dknacjhps dFkkud T;k okrkoj.kr
?kMfoys vkgs R;k okrkoj.kkpk Blk dFkkuk;dklg loZ
ik=kaP;koj deh vf/kd Lo:ikr iMyk vkgs - ikaMjw ax iq.;kr
jkfgY;kus ;sFkhy laLrhpk ifj.kke R;kP;k O;Dr gks.;koj
>kyk vkgs- R;keqGs laiw.kZ dknacjhrhy Hkk"ksph eksMrksMp
>kysyh vkgs - [kjs ikgrk usekMsuh ekul'kkL=kpk vH;kl d:u
ik=s d'kh O;Dr gksr tk 'kdrkr\ ;kpk fopkj d:up
izLrqr dknacjhpk Hkkf"kd Mksykjk mHkk dsy k vlkok vls okVrs
izFkeiq#"kh fuosnukpk okij d:u usekMs ikaMqjax lkaxohdjk'kh
,d:i gksu vkRefuosnukP;k ek/;ekrwu fuosnu djr tkrkrR;keqGs fuosnd vkf.k dknacjhdkj nksu okVr ukghr5'kSy h %&
ejkBh dknacjhP;k lanHkkZ r 'kSyhpk fopkj djr
vlrkuk] vk/kqfud dky[kaMkrhy dknacjhdjkauh tquh 'kSy h
Vkdwu fnyh vkf.k uoh 'kSyh /kkj.k dsyh- QMds & [kkaMsdj
dkGkrhy 'kS yh vkt dkyckgk B: ykxyh vkgs- loZ
dknacjhdkjkap h 'kSy h ,dlkj[kh ukgh- ,[kk|k ys[kdkap h 'kSy h
gh brj ys[kdkaP;k 'kSyhis{kk fHkUu vlrs- mnk- Hkkypanz usekMs
;kauh dkslyk dknacjhr okijysyh 'kSyh gh iq- f'k- jsxs ;kaP;k
^lkfo=h* ;k dknacjhgwu fHkUu Lo:ikph vkgs- R;kr [kkl 'kCn
okD;izpkj] jpuk ;kP;kr rQkor vkgs- mnk- ^dkslyk* e/;s
usekMs fygrkr] ^R;kauk xkokr eku oxSjs vkgs fdaok frdMs
[kksyhr oxSjs dk; djk;pks* fadaok vlgh ukgh* usekMs oxSjs
vlagh ukgh] gs ,d Hkyrap vla fyfgrkr- rsOgk R;ka ph 'kSy h
osxGs :i /kkj.k djrkuk fnlwu ;srs- Hkk"kspk uok vFkZ izdV
d: ikg.kkjh vk/kqfud 'kSy h gh izR;sd ys[kdkuq:i osxGs :i
/kkj.k djrkuk fnlwu ;srs- ;k lanHkkZr tks ,d ekul'kkL=h;
fopkj iq<s vkyk R;k lanHkkZr Lor% usekMs fyfgrkr] ^,dk
ys[kdkP;k lq:okrhP;k ys[kukiklwu 'ksoVP;k rhi;Zr gGwgGw
cny ?kMr tkrkuk fnlyk rjh Bjkfod e;kZnsifydMs R;kap h
'kSyh vkeq ykxz cnyr ukgh] dkj.k R;kaph Hkk"kk R;kaP;k
ekufld ?kM.kh'kh vkf.k vuqHko{ks=k'kh vrwVi.ks tqMysy h
vlrs gh ekufld ?kM.k vk;q";Hkj cgqr ka'kh fLFkj vlrs- th
Hkkf"kd :is R;kP;k lkfgR;kr okjaokj ;srkr- rh R;kpk
ekul'kkL=h; dy nk[kforkr-*4
usekMs ;kaP;k 'kSyhfo"k;h izk- MkW- panzdkar ckafnoMsdj
fyfgrkr] ûsekM;kaP;k 'kSyhr ,d izdkjpk eksdGsi.kk
[kql[kq'khr [kq ysi.kk vkf.k fefLdyi.kk vkgs- ek.klkyk :i
ns.;kps R;kaps dlc ok[kk.k.;klkj[ks vkgs- NksVkk rif'kykauh

ek.kls ftoari.ks rs mHkh djrkr- frrD;kp izHkkohi.ks rs
lkeqnkf;d okrkoj.kgh mHks djrkr*5 i` - 193 ;s Fks usekMsP;k
'kSyhps osxGsi.k useD;k 'kCnkr uksanfoys vkgs - vls eyk
okVrs- Hkk"ks ckcrP;k usekMsaPkk iz;ksx ;k dknacjhr tlk ;'kLoh
>kyk vkgs- rlkp 'kSyhckcrgh >kyk vkgs- usekMsPa ;k ;k
'kSyhrwu ik=s [kq yh gksr tkrkrfu"d"kZ %&
1 lkfgR; vkf.k ekul'kkL= ;kapk vfr'k; toGpk
laca/k vkgs- gs flXeaM kWbM
Z ] vWMyj] ;qx ;k ekul'kkL=KkP;k
la'kks/kukus fl/n >kys vkgs- vls fnlwu ;srs- kWbM
Z P;k
euksfo'ys"k.k fl/nkarkus lkfgR; fufeZrhoj vkf.k vk'k;koj
ifj.kke dsyk vkgs - ejkBhe/;s 1940 uarj e<sd
Z j] dkfuVdj
;kaP;k dknac;kae/kwu laKkizokgkyk xrh vkyh vkgsR;kpcjkscj ekuoh eukP;k vareZukrhy fopkj] fodkj] Hkkouk]
izdV dj.;kpk iz;Ru >kyk- lkBiqoZ lkfgR;kr laKkizokg
lqIrkoLFksr 1960 uarj ejkBh dknacjhe/;s laKkizokgh ra=kpk
okij dj.;kr ;s ykxyk- ;ke/;s e<sd
Z j] Hkk ik/;s]
Hkkypanz usekMs] iq- f'k- jsxs] ;a- fons'keq[k] dey nslkbZ ]
xkSjh ns'kikaMs] fdj.k ukxjdj] vuar dne] ';ke euksgj]
jaxukFk iBkjs ;klkj[;k dknacjhdkjkauh vkiY;k dknac;ke/;s
laKkizokgh ra=kyk xrh fnyh- R;kauh vkiY;k dknac;krwu
ekuoh euksO;kikj] orZu] us f.kosrhy fopkj] euksforh]
dkeizsj.kk ;kaps fp=.k dsysHkkypanz usekMs ;kaP;k] ^dkslyk* ;k dknacjhe/;s
Lor%ph vksG[k Lor%d:u nsr] vkiys eu eksdGs djr
tk.kkjk dFkkuk;d ikaMqjax lkaxohdj vkiY;k vkarfjd eukrhy
la?k"kZ pkyw Bsor txk;yk ykxrks - vls fnlwu ;srs- ise
z
ladYiusfo"k;h R;kpk vl.kkjk jkx [kjk okVrks- dknacjhr
;s.kkjk HkkSxks fyd izns'k] izns'kkuqlkj cnyr tk.kkjh cksyhHkk"kk
gs lkjs ekul'kkL=h; vk/kkjkoj O;Dr >kY;kps fnlwu ;srsusekMsauh dFkkuk;dkP;k eukrhy xqark vusd vaxkuh mdywuw
nk[kfoyk vkgs - ijarq dFkkuk;dkP;k ySf xad izsj.kkps usekMsua h
neup dsys vkgs- vls fnlwu ;srs- ikaMjw axP;k euksO;kikjkps
n'kZu ckikfo"k;h jkx ;k lk;k ckch ekul'kkL=h; fl/nkar koj
dsY;kps fnlwu ;srs rjhgh uk;dkP;k euksySaf xd fodklkr ck/kk
vk.kY;kpk nks"k ys[kdkdMs tkrks -
meboYe&
1- tks'kh rdZrhFkZ y{e.k'kkL=h%laikejkBh fo'odks'k [kaM12 eqacbZ] egkjk"V jkT; lkfgR; vkf.k laLd`rh eaM G] izFkeko`RRkh 1986] i`- 1153
2- usekMs Hkkypanz % dkslyk] eqacbZ ikWI;qyj izdk'ku] pkSFkh vko`RRkh 1992 i` 3
3- usekMs Hkkypanz % lkfgR;kph Hkk"kk] vkSjaxkckn lkdsr izdk'ku] izFkeko`RRkh 1987 i`- 15
4- usekMs Hkkypanz % lkfgR;kph Hkk"kk] r=So] i` 274
5- ckafnoMsdj panzdkar % ejkBh dknacjh fparu vkf.k leh{kk] 1983 esgrk iq.ks] i`- 193
84
Research Paper
Marathi
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kesues Deens. yeeyegjeJe yeeiegueebveer ee keLeemebeneeje ceje"er meeefnleele Skee
Fleeoer keLee oefueleebes ceveeseJf eMues<eCe kejCeeNee keLee Deensle. yeeyegjeJe
veJee eebefleheJee&eer megJeele kesueer. ef Jeesnees veJes Deeef Je<kejCe yeeiegueebveer
meJe& eLece ee keLeebceOegve kesues. efJeesnees lehle ueesn yeeiegueebee ee
yeeiegu eebveer Deeheuee oefuele keLeeblb etve oefu eleebee ceveeseJf eMues<eCeelcekeleses,
ceeveefmeke efmLeleeres, JeemleJehetCe& heOoleerves efe$eCe kesues Deens.
keLeebceOegve emejCe heeJeuesu es Deens. cnCetve yeeiegu eebee keLesle eebelf ekeejkelJe
Yeejleele heg<eeOeeve meceepeJeJemLee DemeueecegUs eeru ee meJe&
efo meles.1969 ceOes yeeyegjeJe yeeiegu eebee cejCe mJemle nesle Deens ne ogmeje
keLeemeben ekeeefMele Peeuee. ee keLeemebeneleeru e peeefCeJeebes #es$e veeiej
yeeyeleerle ogece mLeeve efo uesu es Deens. Yeejleere eer ner melele De%eeveer,
DebOeeOoeUt jeneJeer cnCetve nsleghegjmmej eelve esLeeru e meceepeJeJemLee kejles
peerJeveeMeer efveie[erle Demetve JesMee JeJemeee kejCeeNee efeee,ceJeeueer,
leeletvee eereer heejbheefjke DebOeeOoeUt ceeveefmekelee Ie[le peeles. eee
85

heejbheefjke, DebbOeeOoeUt ceeveefmekeleses efe$eCe yeeyegjeJe yeeiegueebveer pesJne ceer
peele eesjueer nesleer ee keLeemebbeneleerue hesmetke ee keLesle kesues Deens.
hesmetke ee keLesleerue peeosJe osMecegKeeeer meneJeer helveer meeef Je$eer
ner Deeheuee heleeree Deeoj kejCeejer eer Demeles. peeosJe ne heg$eeehleermee"er
me#ece vemelees, cnCetve lees heejbheefjke efveeesie heOoleerves hej heg<eeke[tve
heg$eeehleer keve IesCeeeer efJevebleer meeefJe$eeru ee kejlees. meeefJe$eer heleeree
Dee%esvegmeej Jeeieles Je hejheg<eeke[tve heg$eeehleer keve Iesles. hejbleg ns efyebie
hegueeJej Deeheueer meeceeefpeke eefle<"e jeKeCeemee"er peeosJe osMecegKe
meeefJe$eeruee oes<eer "jJetve eflees veeke, keeve, Je mleve keehetve efleeer nkeeueheer
kejlees Je veblej efleee cegueeueener "ej kejlees. peeosJeves meeefJe$eeru ee SJe{e
$eeme efo uesuee Demelees lejer peeosJe cejCe heeJeueeJej meeefJe$eer cee$e meleer
peeles. eeletve Yeejleere eeree heejbheefjke ceeveefmekeleses JeemleJeoMeea efe$eCe
yeeiegu eebveer Deeheueeuee Ie[efJeues Deens.
Jeevej ee keLesleerue meKegee veJeje yeehet heefnueJeeve ne meKetee
ceensjee heefnueJeeveeves Deeheueeuee kegmleerle njJeuess cnCetve lees meKetu ee
Me$egJele ceevetve $eeme osle Demelees.ee keLesleeru e yeeheteer DeeF& ner Deeheuee
cegu eeves kegmleer efpebkeeJeer cnCetve meKegu ee yeehegheemetve otj "sJeles. yeehet ne
Deeheuee helveerheemetve otj ceUeele jenle Demelees. hejbleg leees pesJeCe IesTve
peeCeeme Skeoe keesCeere vemeles cnCetve leer heefleesceecegUs leees pesJeCe IesTve
ceUeele peeles. lesJne meKet ceUeele Deeueer cnCetve yeehet ne meKetuee let
ceUeele kee Deeueer Jnleerme Demes efJeeejlees Je yesMegOo he[sheele ceejlees Je
efleuee leee DeJemLesle mees[tve Iejer eslees. lejer meKet Deeheuee veJeNeeefJe<eeer
Ske ye Meyoner yeesu ele veener. Gue ceej Keele iehhe jenles. eeletve meKegee
heejbheefjke meesefMeke ceeveefmekeleses oMe&ve lej neslese hejbleg ueQefieke Dele=hleercegUs
yeehet heefnueJeeveeee ceveeeer nesCeejer keeW[er leeletve leeeeceOes Deeuesu eer
efJeke=leer yeeyegjeJe yeeiegu eebveer DeefleMee JesOekeheCes efeef$ele kesuesueer Deens. kegmleer
efpebkeCeemee"er DeeF&es o[heCe, leemee"er leeuee yeeekeesheemetve otj
jenCeeeer efMe#ee, DeeefCe leecegUs Peeuesuee Jeemevesee Goske yeeietue eebveer ee
keLesletve jsKeebefkele kesuesuee Deens.
yeeyegjeJe yeeiegu eebveer Deeheuee keLeebletve yeeueceevemeMeeeeesner
eleekeejer JeCe&ve kesues Deens. leeeyejesyej eer-heg<eebee efJeefJeOe
emebieeveghe efJeefJeOe ceveesJe=eeresner oMe&ve Deeheueeuee leebee keLesle Ie[les.
lee <erves cejCe mJemle nesle Deens ee keLeemebeneleerue DeeF& ner keLee
GuuesKeveere "jles.
DeeF& ee keLesletve yeeiegueebveer yeeueceveeee lej efJeeej kesuee
Deense leee yejesyej efJeke=le heg<e ceeveefmeleseener efJeeej kesuee Deens. ee
keLesleerue veeefekee Deeheuee veJeNeeuee JeeeefJeCeemee"er peyejomle Oe[he[
kejles hejbleg ee keLesleeru e veJeNeeuee Deeheueer helveer ner ke< ve kejlee Mejerj
efJeketvee hewmes DeeCeles Deens Demes Jeeles cnCetvee lees ee keLesleeru e veeefekee
ceeleerkeeceeJeve esleeeleer GbyeNeepeJeU Deeueer cnCepes lees eflees heee, ceeb[ ee,
ceeb[ eeJejues uegie[s, efvejIeesU, hees, eleer, eesUer, kesme, Dees", ieeue yeIele
yeIele efleee [esUeeble mebMeeer [esUs Ieeuetve heehe yeIele jeneeee. esnNeeJej
peje pejer hejke efo meuee, keer leeee Debieeee efleUheehe[ Jneeee, DeeefCe
lees GmeUtve efJeeejeeee, Deepe keemege uee ef{uee efo meleese. yege[e IeeF&veb
Ieeleuesu ee Jeeleese.Iesleuee Jnlee keesCeer? efveeue ! yeIet.....yeIet....!!
DeeefCe ceie lees efleee kebyejsu ee hewmes veener. hewmes veener ueeieues lej
efJeeejer,GOeejer Jej nee Jeeleb?
DeeefCe efleuee uegie[s mees[eeuee ueeJeer. efleee hees-hee"eres,
mleveebes yeejerke [esUeeves efvejer#eCe kejerle jener. hee"er- heeseJej, GjeJej
KeepeJeueeee peje pejer DeesjKe[e efomeuee keer efleuee Yeepetve Keeeuee

megJeele kejer1
DeeF& ee keLesleeru e heleeres ns Jele&ve heenlee, keesCeleener heleer ne

Deeheuee peerJe JeeeefJeCeemee"er Oe[he[CeeNee helveereJf e<eeer Flekeee veere
heeleUerJej efJeeeje ke Mekele veener hejbleg keener DeheJeeoelceke efJeke=le
ceeveefmekelesee heleeres eleekeejer oMe&vener yeeiegueebee ee keLesletve neslees.
DeeF& ner keLee heg<eeee efJeke=le ceeveefmekelesee pemee efJeeej
kejles lemeee eer-megueYe YeeJeveebeener leer efJeeej kejles. ee keLesleeru e
veeefekesuee UCeeNee heleereJf e<eeeree efleee YeeJevee, lemese efleee heesee
cegu eeefJe<eeeree efleee YeeJevee ee JesieJesieUee heeleUerJej JesieJesieUee
heOoleerves yeeyegjeJe yeeiegueebveer efeef$ele kesuee Deensle.
Yeejleere meceepepeerJeveele eeree heleer ne efleee hejcesej ceeveuee
peelees. lee hejcesejeefJe<eeer efveleeble DeeojYeeJe eeree ceveele hejbhejsves
peefJeuee Deens. hejbleg DeeF& ee keLesleerue veeefekee ner Deeheueeuee heleeree
peeeeletve cegelee efceUeJeer, lees ueJekej cejeJee DeMee ceeveefmekelesle Jeeieleevee
efo meles. ee keLesleeru e heleer ne #ee jesieeves emle Demelees lejerner lees Deeheuee
helveeree DeveefvJele U kejlees. leeeyejesyej lees jesieeves pemepemee Kebiet
ueeielees lemelemee lees Jeemevesves Jes[ e nes T ueeielees. leeletvee lees Deeheuee
helveeree je$ebeof Jeme U kejerle Demelees. eees eleekeejer JeCe&ve yeeiegue
heg{erue eceeCes kejleeleSkeoe leer keeceeves Leketve iee{ Peesheueer nesleer. efyeyyeeee
Jeemeeves efleuee peeie Deeueer. yeIeles lees efleee heeeLeeMeer Demeuesu ee egu eerJej
lees efyeyyes ke{Jeerle neslee.cetue peJeU veJnles Deved efleee DebieeJejues Jee leeves
mees[ vt e ekeues nesles. Deeheuee osneeer lees keee efJebyevee kejCeej neslee ns
heentve leer efyeLeve iesueer DeeefCe lesJneheemetve lees cejeJee cnCetve leeee
mebieleer Mespe ke ueeieueer. leeuee vekees Demeleebveener kesJeU leeuee
ceejCeemee"er menJeeme ceeiet ueeieueer. keener efo Jemeebveer lees efleee lee
veeieJee osnemeceesje meeheUe "sJetve ceve iesu ee.2
yeeiegu eebee ee keLesleeru e ns JeCe&ve heenlee, Yeejleere eer ner Skee
ceee&ohs eele heg<eebee Deleeeejeuee Ueuee meeseMf ekeheCes menve kejles hejbleg
les pesJne Deeflejskeer mJeheele nesleele lesJne leeee met[ .IesCeemee"er leer
keesCeleener mlejeuee peeles. eee yejesyej Deeheuee heleeree Ueletve megkee
keve IesCeemee"er heleeruee ceejCeeee efJeesner ceeveefmekelesheele ee
keLesleerue esles. eees eleekeejer JeCe&ve yeeiegueebveer ee keLesle kesues Deens.
DeeF& ee keLesletve Deeheuee heleeree ce=leguee keejCeerYetle
DemeCeejer eer yeeietu e pemes efeef$ele kejleele leeeyejesyej Deeheuee heesee
cegu eiee heeb[t ne Deeheueeke[s pesJne mebMeeer vepejsves heenlees lesJne efleee
ceveele esCeeje leeee ce=letee efJeeej Je Deeheuee cegueeuee heeb[ guee #ee jesie
Peeuee keer keee? ee Yeerleerves efleves leeeer kesuesu eer efJeeejhetme ee oesve
emebieeletve eeree belceke ceeveefmekelesee DeeefJe<keej ner eleekeejer
heOoleerves yeeiegueebveer Jee kesuee Deens.
DeeF& ee keLesleeru e veeefekesuee oie[t pesJne ceejlees lee JesUer leer
Skeoce oie[tJej legvt e he[les leeuee efMeJeeMeehe osles hejbleg leeJesUer efleves
"sJeuesuee cegkeeoceees veeJe esleee leer oie[tuee mees[ vt e heeb[gJej legtve he[les leer
cnCeles - cej, Demeee cej legpee yee heCe Demeee Pegve cesuee. let heCe cej.
Yee[KeeJet, ceuee Demee keesCeer yeesu euee Demelee lej letpee yee jeeveb ueeue
Peeuee Demelee. Deved let yegUee, ceuee pes Uleele - Ieeue leebee heesele
megjer Oej leebee yeeekee-heesjer ! keMeeheeeer jieleeeb heeCeer keve legu ee
jpeeee iepe kesuee ! Oej cnCeles vee? veener lej pee GueLe T" ! T"!3
86

ee emebieeletve Deeheuee cegueiee ne DeeheueeJej nesCeeNee
Deveeeeee eeflekeej ve kejlee, Deveee kejCeeNee vejeOeceebvee ceole kejlees
cnCetve mebleeheeletve, Gsieeletve Deeheuee cegueeuee cej cnCeCeejer veeefekee cee$e
heeb[ t pesJne Deeheuee DeeF&uee Deeheueer Deelee iejpe jeefnueer veener. yeeheeuee
ceejues lemes leer Deeheueeuee heCe ceejerue ee Yeerleerves lees G"tve GYee jnlees Je
j[t ueeielees lesJne eflees oe eJeles. efleee oeeleerue ceele=JeelmeueYeeJe
GbeyeUtve eslees leees JeCe&ve kejleebvee yeeietue cnCeleele leees les j[s Ssketve efleee #eesYe Deesme ueeieuee. leees Keheeer
iesu esues hees. ne[kegUs neleheee, PeieceieCeeNee heemeUee DeeefCe mebyebOe
MejerjeJej hemejuesu eer heeb{jer heslekeUe heentve efleee meeje mebleehe iesuee. lees
efleee heesele heme ueeieuee DeeefCe leeeeke[s yeIeleebvee efleee keeUpeeuee
ekeve efejerle meJeeue G"uee.
heesjeuee heCe Kesjesie Peeuee keee? leer Ieeyeve iesu eer.
leeeeke[s oerveJeeCee vepejsves heent ueeieueer heeeleehe kejerle cnCeeueer,
S, legu ee Keeskeuee eslees kee ? yeskee he[lees kee ? jeee leehe
eslees kee.....Dejs meebie ve yeeyee....meebie..kee Ulees ?
DeeefCe yeIelee yeIelee eflees [esUs iehekeve DeemeJeebveer Yeve Deeues.
ceveele G"uesu ee Mebkesves keeUerpe keehele nesles. lee[keve G"tve leer egu eerke[s
iesu eer JemeeJemee ceeefeme MeesOetve efleves yeeer hesefJeueer DeeefCe Yee JeeketU
vepejsves leer cegueeee DebieeJej #ee jesieeee KegCee MeesOet ueeieueer.4
Ske eer cnCetve ee keLesleeru e DeeF&u ee pee JesieJesieUee Yetecf ekee
heej hee[eJee ueieleele lee Yetefcekee meekeejleebvee efleee ceveeee nesCeeje
YeeJeefveke keeW[ceeje ee keLesletve Jee nesleese hejbleg eermegueYe
ceele=JeelmeueYeeJeeeener eleekeejer DevegYeJe ner keLee Jeeeleevee eslees.
DeeF& ee keLesletve yeeiegu eebveer yeeuemegueYe ceveeesner DeeefJe<kejCe
kesues Deens. ee keLesleerue heeb[ guee Deeheuee DeeF&ves cegkeeoce "sJeuee Demes
keUles lesJne leeee ceveele G"uesu ee efJeeejebes JeeoU yeeiegueebveer
eleekeejer heOoleerves jsKeeues Deens. heeb[ guee Jeeles,
.....Deeheueer DeeF& Deelee hetJeeameejKeer jeefnueer veener . keeue je$eer efleeer
SJe{er Jee heeefnueer lejer leer ueJekej Deeueer veener. Deeueer leer Ske Meyo ve
yeesu elee keeceeuee ueeieueer. keMeer lejer Yeepeer Yeekejer keve Jee{tve efo ueer,
Deved ueneve cegu eeeceeCes DebLeve hemeve mJele:Meere nmele yeesuele Peesheer
iesu eer.Kee cnues veener. hejle Ies cnues veener. mekeeUer mener lemese
Skeoce mekeeUere DeebIeesU keve veJeer mee[er eesUer vesmetve leeW[eheg {s Deejmee
Oeve yemeueer nesleer. Deejmee meejKee leeW[ eYeesJeleer efhejJeerle nesleer.
leebs[eJeve, ieeueeJeve meejKes nele efhejJeerle nesleer. KeebeeJejuee heoj
hee[gve ieUeeleueer eeboereer meeKeUer DeeefCe veJee meesveeee ceCeebeer keeUer
heesle Keeueer Jej kejerle nesleer. Tj kegjJeeUerle nesleer. eesUeree ob[ eJejues,
GjeJejues kee" Dees{erle nesleer . eesUereer iee" mees[tve hegvne DeeJeUtve yeebOeerle
nesleer.
DeejMeele yeIele eeueuesu es eflees ns veevee ekeej Dee"Jetve SkeeSkeer
heesele JeeeieesUe G"eJee lemeb leeee ceveele Deeues, efleves Kejse cegkeeoce
"sJeuee DemeeJee.leees keeUerpe Oe[Oe[t ueeieues KeeCeeJeve ceve G[tve

iesu es.lees neleeleeru e Yeekejeree legke[e eketve G"uee DeeefCe Demene nesCeejer
yewesveer IeeueefJeCeeee vesnceeree Gheee cnCetve heeerohlej IesTve oejemeceesj
DeYeemeeuee yemeuee. heCe hegmlekeele ceve ueeiele veJnles.5
Deeheuee DeeF&eer je$eer yejee JesU Jee heentvener leer Deeueer veener.
pesJne Deeueer lesJne efleves Deeheueeuee Yeepeer Yeekejer keve Jee{gve efoueer hejbleg
Kee cnues veener keer hejle Ies cnues veener eeGue ogmeNee efo JeMeer
mekeeUer G"leee DeebIeesU keve veJeer mee[er vesmetve leer Deeheueee efJeeele
Deeheues meeQo e& veeneUle yemeles. ee DeeF&ee Jele&veeleeru e Skeoce yeoueecegUs
ee keLesleeru e heeb[g ee ceveeleeru e yewesveer, Ieeuecesue ner Deeevekee Jee{les Je
Deeheuee DeeF&ves cegkeeoce "sJeuee DemeeJee ee keuhevesletve leees keMeelee ue#e
ueeiele veener leeee yeeuemegu eYe ceveeleerue YeeJeveebee keuueesU efheCeele
yeeyegjeJe yeeietu e ee keLesle eMemJeer Peeues Deensle. leecegUse DeeF& ner keLee
efJeefJeOe JeeeRee, efJeefJeOe YeeJeJe=eeres eleekeejer efe$eCe kejles.
Skebojerlee. yeeyegjeJe yeeiegueebee keLeebletve leebveer ceeCemeeee
ceveeseJf eMues<eCeeee heeleUeres lejue efe$eCe kesues Deens. leeeee elee
eefleefveefOeke mJeheele efJeefJeOeebieer heOoleerves DeeF& ee keLesle eslees. iegb[ ee
keLesleerue ieg[b eee efnb eheCeeke[tve keCeske[s nesCeeje leeee ceveeee eJeeme
ee keLesletve Jee nesles . De%eeve DebOeeOoscegUs eer mJele: og:Ke Yeesielese
hejbleg Flej efeeebveener og:Ke osles. eer mJele: eer-heg<e efJe<ecelee ceeve
keve eeruee ogece uesKeles. ner eereer ceeveefmekelee uegeuet ee keLesletve
yeeietu e Jee kejleele. keefJelesee pevce ee keLesletve eeb[ ceeveefmeke
o[heCeeKeeueer peieCeeNee veeekeeee ceveeeer Ieeuecesue, leeee ceveele
G"Ceejer JeeoUs yeeiegu eebveer ee keLesletve meekeej kesueer Deensle. efJeesn ee
keLesletve efkeUmeJeeCes keece kejleevee nesCeejer peeee ceveeeer Ieeuecesu e;
leeeer keemeeJeermeer, eer[ yeeiegu eebveer ee keLesletve Jee kesueer Deens. peeee
ceveeee nesCeeje keeW[ ceeje, Deheceeve, DeJensuevee, cevemleehe eebee eeb[
oyeeJeeletve peeee ceveeleeru e Debkegjuesu ee efJeesn eees megjsKe oMe&ve
yeeiegu eebveer ee keLesle Ie[efJeues Deens.
yeeyegjeJe yeeiegu e eebee keLesmeboYee&le [e@.megKeosJe {eCekes
cnCeleele,ceeCemeebee Deblece&veeee "eJe IesTve leebee ceveele G"CeeNee
YeeJelejbieeeer, jeie, eer[ , mebleehe, Deheceeve, n<e&, Yee, Meeske, MeesOeeefleMeesOe, efJekeej DeeefCe efJekeejebeer yeeietu e ceveeseJf eMues<eCeeee heeleUerJej
veeWo Iesleele DeeefCe leeleeru e efJekeejebvee Jee ceeskeUer keve osleele. yeeietu e ns
KeNeeDeLeea ceveeseJf eMues<eCeJeeoer keLeeuesKekener "jleele. ceeveJeer ceveeee MeesOe
yeeiegu eebee SJe{e ogmeNee Flej keesCeleener oefuele keLeeuesKekeebveer Iesleuee
veener. leecegUs yeeiegu eebes oefuele keLesleeru e mLeeve DevevemeeOeejCe Demese
Deens, ceeveob[ "jCeeFlekes cenveere Deens.6
yeeyegjeJe yeeiegueebveer SketCee keLee Jee*dceeelegve ceeCemeebee
Deblece&veeleerue YeeJe YeeJeveebee leebee ceveele G"CeeNee YeeJelejbieeee
lejuemheMeea JesOe keLesletve Iesleuesuee Deens cnCetvee [e@. megKeosJe {eCekes eebes
cele meeLe&e Deens.
meboYe&
1)
2)
3)
4)
5)
6)
yeeyegjeJe yeeietue - cejCe mJemle nesle Deens. (DeeF& ner keLee), kewueeMe heefyuekesMevme, Deewjib eeyeeo, eewLeer DeeJe=eer, (ekeeMeve Je<e& GheueyOe veener), he=. 38
efkeee, he=. 39
efkeee, he=. 40
efkeee, he=. 41
efkeee, he=. 35
[e@. megKeosJe {eCekes - yeeyegjeJe yeeiegue : Jeeer DeeefCe Jee*dcee, mJehe ekeeMeve, Deewjbieeyeeo, eLeceeJe=eer, Dee@iem 2002, he=. 132
87
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94
Research Paper
Marathi
%eevesMJejerleerue ceevemeMeem$eere o=<erkeesCe

[e@. Yee.vee. iee[skej
meble %eevesMJej ceneef Jeeeuee, mees eieeb Je

ee meejKee Deveske GoenjCeeb ee Jeehej %eeves MJejeb veer DeOeelce
heJetve osleebvee kesuee Deens. hejbleg leeee ef Jeeej keOeer Jew %eeefveke Debieeves
Peeueee veener .
hemleeJevee :Meem$e Deeef Ce meeefnle ns DeefJeYekele Deb ie Deens. he leske Meem$e

DeYeemeeee mees eer mee"er DeeheCee Jes ieUs kesues Deens. cegUele meJee& b ee m$ees le
Skee Deens. %eevesMJejer ceje"erleer ue meeefnleeee DeeefCe lelJe%eeveeee heeee
Deens . Yeues ner heeMeele os Meele heleske ef meOoeb leees Je meb Mees Oeveees
DeeefOekeejlJe Demeues lejer leener het Jeer& Yeejleele ef keleerlejer Deiees oj leeeer
cegUs Je yeerpe heenJeeeme ef ceUles. %eeves MJejer eer jevee %eevesMJejebveer F.me.
1289 uee Jeeeee mees UeJee Je<eer & kesueer. ee ie bLeeuee Jeejkejer
meb he oeeeee heeee ceeveuee ies ueeves ee ie bLeeee Oeeef ce& ke Deb ieeves DeefOeke
DeYeeme Peeuee. hejbleg yeejkeeF& ves DeYeeme kesueeme ee ceOes efJe%eeveeee
DeYeemeees Deveske m$eesle Dee{Uleele. leeceOes Yeewelf ekeMeem$e,
ceevemeMeem$e, YetieYe&Meem$e, lelJe%eeve, Keiees ueMeem$e eebes Deveske m$ees le
heenJeeeme efceUleele.
efJe%eeve DeeefCe %eevesMJejer :peieeee DeYeemeeee o= <er ves he=LJeeree hejerJeces ee ef meOoeb leeeer
Aristolte Nicolas Coper nicus (1473-1543),
Johannes kepler (1571-1630), Galileo (15641642), Issac Newton (1642-1727), Edwin hubble
(1884-1953)
ee lep%eebveer Deeheeheuee #es $eeble, Deeheeheuee
keeueKeb [ele ceeb [Ceer kes ueer, hejbleg eeb ee efkeceeve 200 Je<e& Deieesoj
(F.me.1289) ne ef meOoeb le meb le %eevesMJejebveer Deeheuee %eevesMJejerle he Lece
ceeb [uee Deens.
``DeeefCe Goes mleees efve heceeCes ~ pewmes ve eueleeb met ee&es eeueCes ~
lew mes vew<kece&lJe peeCes ~ keceerefe Demelee ~~''
%ee. De-4 Dees . 99
ne ef meOoeble %eevesMJejebveer YeieJele ieerlesee DeeOeejs ceeb [uee
Demetve, kece& eesieees efJeJeseve kejleeb vee ns GoenjCe efoues Deens . les cnCeleele
`pemes met e& efmLej Demet vener he= LJeeree YeceCeecegUs mekeeU meb OeekeeU nes leele
leehe ceeCes keece efkeb Jee kece& kejerle Demeleebveener %eeveer hegj<e kece& jnerle
Demelees'. efkeb Jee
ceevemeMeem$e DeeefCe %eevesMJejer :ceevemeMeem$eele leeCe, hes jCee, JeefkelecelJe, DeefYeJe=leer , ef eblee,
OeejCee, DeJeOeeve, het Je& ie=n, mce= elf e mcejCe, efJemcejCe, DeOeeve, yegOoer,
Jele& ve, DeefYejefe, ef Jeeej,Jesovee Fleeoer Iekeeb ee DeYeeme kesuee peelees.
DeeefCe %eevesMJejer ee ieb Leees efJeJes eve cegKele: eerceod YeieJele ieerlee Deeef Ce
leeleerue DeOeeef lceke lellJe%eeve pevemeeceevee hee&b le meeshee Je mejU Yee<els e
hees neef JeCes ee GodoMs eeves Peeues Deens . DeOeelce heJet ve os leebvee
%eevesMJejebveer Deves ke ueewekf eke GoenjCeebee Jeehej kesuee Deens. ns GoenjCes
cnCepes Jew %eeefveke o= <er kees ve DeeefCe ee GoenjCeebee meneeeves lellJe
heJetve os Ces cnCepes DeOeelce, esLes DeOeelceeuee he Lece mLeeve Demetve,
GoenjCes Jew %eeefveke Demeues lejer mLeeve og ece Deens . Demee Ske meb iece ee
efJeJes eveeee Dee{Ulees .
SKeeoer iees < heJetve eeeeer lej ees leeb ee ceeveefmeke
efmLeleeree Deboepe Ies Gve heJetve eeJeer ueeieles . leeceOes ees lee cnCepes
Jekeleer, leeeer ef mLeleer, yeg Ooercellee, mcejCeMekeleer, Deekeueve #ecelee,
DeJeOeeve, ie n/ het Je& ien, DeefYejeer, Deef YeJe= leer, hes jCeem$eesle, efJeeej
kejCeeeer #ecelee Deeoer Iekeeb ee efJeeej Jekeleeuee ef kebJee efvejheve
kelee&uee kejeJee ueeielees. Deeef Ce ne meJe& efJeeej kejve ceeveef meke hejer Jele&ve
kejCes leeee ef"keeCeer SKeeos ef JeefMe< lellJe jpeefJeCes DeeefCe leeo=<erves
lee Jekeleeres Jele& ve Ie[Jet ve DeeCeCes ee meJe& iees <er he yees Oevekeejeuee
kejeJee ueeieleele. lee meJe& iees <er %eevesMJejerceOes meble %eevesMJejebveer kes uee
Deens . efJeef JeOe Je ceeveef meke GoenjCes os Gve les lellJe eesleeb uee heJet ve
efoues Deensle. hejer Jele&veeeer heelf e%eee leeb veer kesueer Deens .
``lesCes b keejCes ceer yeeuesve ~ yees ueer Dejheees b jhe oeJeerve ~
Deleerb efoe heef j YeesieJeer vb e ~ Fb efoeeb kejJeer ~~''
%ee. De.6 Dees.36.
pes Dejhe Demesue les ceer meieg Ce Je mejhe kejve oeKeJeer ve Deeef Ce
Fbefoeeb vee peeb ee Deveg YeJe esCeej veener lee Delce%eeveeee Yees ie ceer Fbefo ee
kejJeer e IesJeJeerve. ner heelf e%ee cnCepes ceeveef meke ef mLeleeblejeeer DeJemLee
Deens . es Les %eeves MJejer ee Je ceevemeMeem$eeee mebyeb Oe eslees .
%eevesMJejerleerue ceevemeMeem$eere o=<erkeesve :%eevesMJejer pee keeueKeb [ele ef uenueer iesueer lee keeueKeb [eleerue
meeceeef peke Je meeb mke= efleke hejeremf Leleer DeeefCe pee ees leebmee"er leer meeb efieleueer
ies ueer , leeb eer ceeveef meke ef mLeleer eeee he Lece efJeeej es Les kejeJee ueeielees.
cegUele ceneje<^ ele ee keeueKeb[ele efnb ot meb mke=leer Je Oeeef ce& ke peerJeveeJej
meeleleeves DeeJe ceCes nesle nesles . het Jeer& es Oeeef ce& ke heyeesOeve kejCee-ee meb mLee
``ns osnefJeee DeeIeJeer ~ ve keef jleeb nes e yejJeer ~

pew mee ve eueefJeles efve jJeer ~ uees keg eeues ~~''
%ee. De-8 Dees . 187.
es Les ceeveefmeke Jesieeee Jes Oe Ies leuee Deens . Mejer jeleer ue yeg Ooer ee
Jeeheej, Fb efo eeee ef Je ee, mhegjCe, mcejCe Fleeoer peMee ve kejleener
ceeveefmeke heeleUer Jej eeuet Demeleele, lemes met e& uees keeb yejes yej eeuele veener ,
lej ueeske eeueleele cnCetve lees eeueuee meejKe Yeemelees.
95
Yeg jU hee[leele. Deeef Ce ceie Jeefkelees JeefkelelJee yeouetve peeles. leeceg Us

Deeheues JeefkelecelJe Ie[Jeleeb vee meeJeOe jeefnues heeef npes Demee meuuee meb le
%eeveMJej osleele les cnCeleele
cees [keUerme Deeuee neslee ef kebJee leebee ceee& oe Deeef Ce o=<erkeesCeecegUs

pevemeeceeveehee&b le heesnele veJnlee. efMe#eCeeee he meej veJnlee eJeCe
heefJeee nee SkecesJe heyees Oeveeee ceeie& nes lee. DeMee hejerefmLeleerle ceesieueer
efkeb Jee ceg efmuece mebmke=leer es DeeJe ceCes , De%eeve, `Demceeveer DeeefCe meg ueleeveer
meb ke' Demee peeee GuuesKe kes uee peelees, DeMee heef jef mLeleer ee meecevee
kejve lee heef jef mLele peieCee-ee meeceeve pevelee, Deyeuee m$eer , Meg oe vb ee
npeejes Je<ee&es ieerlee lelJe%eeve heJet ve osCes meb le %eeves MJejeb ee meceesj cees"s
DeeJneve nes les . he Lece het Je&ie neeer efveJe=leer kejve %eeveebeer jpeJeCetke kejCes
peeceg Us leeb vee meb meej meg Keeee mees heeve e{tve peeGve cegkeleer hee&lb e
hees nelee esF&ue. (ef veJe= lleer -%eeveosJe-mees heeve-ceg keleeyeeF& )
eemee"er
%eevesMJejebvee ee peveles es heLece ceve hejer Jele&ve kejCes iejpes es nesles.
ceeveefmeke heeleUerJej efmLeleeb lej Ie[Jet ve DeeCeCeemee"er %eevesMJejebveer Deves ke
GoenjCes Deeef Ce oeKeueeb ee Jeehej kesuee Deens . eeceOes keg"uee
JeeleeJejCeeee ceveeJej kemee hejerCeece nes lees. eeeener yeejkeeJeeefveMeer
efJeeej %eeves MJej kejleeb vee ef omeleele. keg"ues ner keece kejer le Demeleeb vee
Skeeie lee heej cenllJeeeer Demeles . eees GoenjCe os leebvee les cnCeleele ``pew mesb Meejef oes efees eb okeUs ~ ceepeerb Dece= lekeCe keesb JeUs ~
les Jesb efeleer ceves b ceJeeUs ~ ekeesjle ueiesb ~~''
%ee. De. 1 Dees .56
peehe ceeCes Mejo $e+legleer ue eb oeee ef kejCeeleerue met#ce
Dece= lekeCe ekees j Je leeeer efheues mesJeve kejleele, leehe ceeCes keg"ues ner
eJeCe Demees DeLeJee keece kelee& es DeLeJee ees leees efele Demes Skeeie
Demeues heeefnpes. esLes efele cnCepes ceveesJeeheejeee Yeeie Deens. leeb eer
Skeeie lee DeOeeveeceOes Deleb le cenllJeeeer ceeveueer Deens.
efkeb Jee Glece `JeefkelecelJe' efkeb Jee DeeoMe& Jeef kelecelJeees
GoenjCe os leebvee les cnCeleele
`` Depe& vee leeeee "eeer ~ keeceJe es Oeg menpes b veener ~
DeeefCe Yeeeles vesCes b veener ~ hejerhetCe& g lees ~~''
%ee. De.2 Dees . 295
peeee ef "keeCeer menpeheCes Skeoce SKeeoer JeeF& iees<
Ie[ueer lej keece, JeesOe, s<e, Glhevve nesle veener efkeb Jee SKeeoer eeb ieueer
iees< Ie[ueer cnCepes Skeoce Deef len<ee&s uueeef melener nesle veener. Demee heles ke
melJe, jpe, lece ieg Ceeb vee meceeve heeleUer Jej Je meb eceeves pees Gefooheer le nesG
oslees lees DeeoMe& DeeefCe hejer heg Ce& Demee Jekeleer nes e. ceveeceOes melele
eeueCee-ee JeeF& ef Jeeejeee `JeefkelecelJeeJej heYeeJe' kemee he[lees eees
GoenjCe os leebvee les cnCeleele
`` eeb ee heef nuee kegj"e Fbefoesb ~ SLegefve he Je= efle kecee& les b ef Jees ~
DeeOeer efveo&Ug efveIeeueer efleesb ~ meJe& LewJe ~~''
%ee. De. 3 Dees . 268
efJekeejees cegU mLeeve Deeheues Fbefoes Deensle. eeceOes %eeves eb of es,
kece&s efo e eeee efJeeej Demeuee lejer ee meJee&b ee jepee ceveeb eee efJeeej
Deef Oeke cenlJeeee kesues uee Deens . ee Fb efoeeheemet ve Fe ef vecee&Ce nes les
DeeefCe ceie kece& Ie[les. Deeef Ce cnCet ve eebieues JeefkelecelJe Ie[Jeeees
Demesue lej he Lece ee Fbefoeeb ee JeeheejeJej ef veeb$eCe IeeueCes iejpes es Deens .
DeeefCe ceveeb ceOeg ve keece, Je es Oe, s <e, celmej eebes hegCe& heCes meJe&LewJe
Geeve kes ues heeef npes . les efJekeej Deens , leeee JeefkelecelJeeJej leeee
leer Je lesveg meej he YeeJe he[le Demelees . JeeF& efJeeej ceveeuee heej ueJekej
`` ns %eeve ef veOeeres Yet peb ie ~ efJe<eeojeres JeeIe ~

Yepeve ceeieer & es ceeb ie ~ ceejke pes ~~''
%ee. De.3 Dees.241
keece, JeesOe efmJekeemeejKes JeeF& ef Jeeej DeOeeveeceOes
De[LeUe DeeCeleele %eevehe ehleer DeLeJee keewMeue heehleer ceOes Kees
Ieeueleele. les ceveeee jpees iegCeeheceeCes ef vecee&Ce nes leele. Deeef Ce Ye elb eer leeb vee
oeF& heceeCes og Oe heepeg ve Jee{efJeles . les Jeef keleee DeeoMe& Jeef kelecelJeees
ceejke Deens. cnCet ve leeJej Jes Uer e efveeb $eCe IeeueCes iejpeses Deens .
`` cnCeesevf e ef Je<ee ns DeeIeJes ~ meceLee& ceveew efve meeb [eJes ~
ceie jeie s <e mJeYeeJes ~ veeMeleerue ~~''
%ee. De. 2, Dees . 331.
efJemleJeeee ef "Ceieer ves pemes ueekeg[ peUt ve Yemce nes les lemes
Deef JeJeskeer ceevemeees efele oiOe nes le Demeles. cnCetve ceveeceOetve JeeF&
efJe<eeees mLeeve ot j kes ues heeef npes efkeb Jee leeb es mLeeve keuheves ceOeg vener ve<
kes ues heeef npes keejCe jeie, s <e ns Deelce%eeveeee he ehleer leerue De[LeUs
Deens le. pes Jne JeeF& ef Jeeej peeleer ue les Jneb e eebieuee %eeveeeer he ehleer
nesF&ue.
`` ee GheeefOeceepeer ieghle ~ ew leve Demes meJe& iele ~
lesb lelJe%e meble ~ mJeer keeef jleer ~~''
%ee. De. 2, Dees . 126.
es Les eeb ieuee Jeef kelelJeeeer ue#eCes ef kebJee efJeee meeb efieleueer
Deens . Yeesieeee efkeb Jee ef Jeueemeeee efJe<eeele ceve iegb leueecegUs ceeCegme Ye elb e
nesle Demelees . leecegUs leeeer DeOeeve #ecelee keceer nesles. hejer efmLeleerMeer
meb Ie<e& kejve peer Jeve peieCeeee keues ceOes lees DemeceLe& neslees cnCet ve
oneees IegmeUve kes ueeJej pemes ueesCeer yeensj esles, lemes efJeeej kes ueeceg Us
Ske ew leve Jemlete ef Meuueke jenles , peebee efmJekeej lelJe%e DeeefCe meb le
cenelces kejleele. cnCetve ves nceer eebieuee JeeF&eee ef Jeeej kejve eeb ieues les
Ies leues heeef npes .
eebieuee yeg Ooer mee"er keee kejeJes eeeener meuuee meble %eeves MJej
osleele'' lew meer Deehewleer nesleer ~ peeeesb cnefCeleues b keef jleer ~
leeeeer he %ee peeCe ef mLeleer ~ heeJeueer Demes ~~
%ee. De. 2 , Dees. 353.
eebieueer yegOoer efkeb Jee yegOoereer efmLejlee efkeJeeeeer Demes ue lej
Deeheuee ceveeejs Deeheuee Fbeof eeJej ef veeb$eCe "s Jelee Deeues heeef npes .
peeeer Fbeof e leeee ceveeee leeyeele Deens le, leeeer yeg Ooer / he %ee ef mLej
Peeueer Demes mecepeCeeme njkele veener .
DeeoMe& Jeef kelelJe Ie[Ceemee"er leeeer `DeefYejeerner'
cenllJeeeer ceeveueer peeles . ner `DeefYejeer' keMeer efvecee& Ce nesles lee
meb oYee&le %eevesMJej ef uenleelekeeb pes b eee ceveees Sef vekesb ~ pesb osefKeues iees [er ef eee "eee mees kes ~
cnveesevf e Deveg YeJe megKeeefe keJeef lekeb s ~ oeJeerle peeFpes ~~
%ee. De. 6, Dees . 420
96
ceveeee mecees j vesnceer vesnceer pee pee iees<er esle iesuee,

leeeer nUt nUt DeeJe[ ueeieles Deeef Ce ceveeuee Skeoe peeeer iees[er
ueeieueer keer ceie les leeeer hee" mees[le veener . leeceg Us Jeef keleves Deeheuee
DevegYeJehe ceeCes Deeheueeuee Deeeflceke Deeveb o nes F&ue DeMeee ef Je<eeeeer iees[er
ceveeuee ueeJeeJeer .
Jeefkeleee ef "keeCeer Demeues uee %eeveeee ceveebceOes eeueuesuee
efkeb Jee ef Jeeejeee leeee `Jele&vee' Jej kemee hejer Ceece neslees ee efJe<eeer les
cnCeleele lew mesb noeer es ef ve %eeves ~ ef pees osefnb Gceleer efevnsb ~
efleesb meebiees Deeleeb DeJeOeeves b ~ eeb ies DeeFke ~~
%ee. De. 13, Dees. 184
%eeveer ceeCemeeee ef "keeCeer (-noeele) DemeCee-ee %eeveeeer
ue#eCes leeee os neee ef"keeCeer Gcele Demeleele. leeee DeeeejeJejve
%eeve Oeeveele es les . cnCepes e efJeeejehe ceeCes leees Jele&ve Ie[le Demeles .
%eeveer ef kebJee èfmLelehe%e Jekeleer ' eer ue#eCes meeb ieleebvee cnCeleele lew mee Deeuee ies uee Gefce& ~ veJns iepeyepe cevees Oeceer & ~
efkeb yengvee Oew e& #eceer ~ keuheeb leerb ner ~~
%ee. De.13, Dees . 499
DeeF& ceg ueeuee peMeer ef Jemejle veener, lemee %eeveer ceveg <e mLew ee& uee
efJemejle veener. eee Je=leer uee ef eleees mLew e& cnCeleele. lemese `DeefmLej
JeefkelecelJee' ef Je<eeer les cnCeleele ve kejeJesb lesb kejer ~ DemebYeeJe ceveerb Oejer ~
ef eblegb vees lesb ef Jeeejer ~ peeeeer celeer ~~
%ee. De. 13, Dees. 773.
pes kej vees les pees kejlees, ve nesCee-ee DemebYeeJe iees<er
ceveele DeeCelees, pee iees <er ee ef Jeeej kej vees, lee iees<eree efJeeej
kejlees , DeMeer peeeer celeer Deens, lees DeefmLej Demelees. lees keesCelesner keece
eMemJeer kej Mekele veener . eeGue pees `Debleceg&Keer mJeYeeJeeee' Deens ,
leeeeJej JeeF& Je eeb ieuee iees<er ee heejmee hejer Ceece nes le veener .
hew efveefoleees efve Deebiesb meer b ~ meehe lewMeer GJe& Meer ~
lesb efJe mJejhemLee meef jmeer ~ os ner b bs ~~
%ee. De. 14 Dees . 356
efvepeuesuee hegj<eepeJeU meehe Demeuee keee ? ef kebJee GJe&Meer
meejKeer Dehmeje Demeueer keee ? oes vnerner meejKese. leehe ceeCes
DeelcemJejhe peeeer DeJemLee efmLej Peeueer Deens , leeuee b (eeb ieues
JeeF& ) $eeme os le veener .
eemeejKee Deveske GoenjCeeb ee Jeehej meb le %eeves MJejeb veer
DeOeelce heJetve osleebvee kesuee Deens. pee mebkeuhevee ef Jeuece keg b ,
Dee@ efjme@ ue, keeue& eg bie, efmeiceb [ heeF& [ eeb veer Jeeheuee, lee
GoenjCeebmen %eevesMJejer ceOes ef JeKeg juesuee Deens.
efve<ke<e& :1) %eeves MJejer ee ie bLeeee cegKe GoosMe ieerlee lellJe%eeve meeOee Deeef Ce
mees hee Yee<else meeb ieCes ne Deens.
2) ieer les leerue lellJe%eeve pevemeeceeve, Deef Meef #ele, m$eer , Meg o, Deyeuee,
Je= Oo eeb ee mee"er Demeueeves Deves ke GoenjCeeb ee Jeehej kesues uee
Deens.
3) ceg Ke ef vejheve lelJe%eeve Demeueeves GoenjCeeb es mLeeve og ece Deens.
4) ef JeefJeOe GoenjCeebceOes efJe%eeve Deeef Ce Flej Meem$eeee meb keuhevee Je
ef meOoeb le heneJeeeme ef ceUleele.
5) ee GoenjCeele Deves ke ceevemeMeem$eer e meb keuhevee o[uesuee Deens le.
6) Jeef kelees
mJeYeeJe,
ceeveef meke
efmLeleer,
JeeleeJejCeeee
Jeef kelecelJeeJejer ue he YeeJe, ceveees JeJenej Fb eof eees keee& Je leeee
ceveeJej nes Ceeje hejerCeece, Jekeleer Jew efMe<s, yegOoer Je yegOoeres hekeej
eeb eer yejere GoenjCes heneJeeeme ef ceUleele.
7) Skeeielee, ef Jeeej eebes Jeef kelecelJe Ie[Ceer leerue mLeeve efJeMeo kesues
Deens.
8) ceve ns ebeue Demeleb les Skee peeieer ef mLej Demet Mekele veener .
eeeener efJeeej %eevesMJejebveer ceeb[uee Deens .
9) Jeef keleee ef"keeCeer eeueCee-ee ceveesJeeheejeee hejerCeece Jele&veeJej
kemee neslees les ef meOo kejve oeKeefJeues Deens .
10) Jeef keleee ef "keeCeer DemeCeejs iegCe leeee Jele&veeJejve mhe<
nes leele. nsner meeb efieleues Deens .
11) %eeves MJejer ceOes Dee{UCee-ee ceevemeMeem$eer e meb keuhevee mhe<
vemeueelejer ns Meem$e Goeeme esCeehetJeer & efkeleer lejer Melekes leebeer
yeer pes heenJeeeme efceUleele.
meceejeshe :ceevemeMeem$eele Deves ke lelJeJeslleebveer meeb efieleues uee mebkeuhevee
GoenjCeeee Je lellJeeee jheele %eevesMJejerceOes meeceeJeuesuee Deens.
Debleceg& Keer , yeefn& cegKeer, GYeeceg Keer Jekeleer, leees mJeYeeJe, JeeleeJejCe,
Jele& ve, yeg Ooer, ef eblee, Ye ce, DeJeOeeve, Skeeie lee, hes jCee, DeefYejefe,
mce= leer, DeOeeve, Jeef kelecelJe DeMee Deves ke ceevemeMeem$eer e mebkeuhevee
%eevesMJejebveer %eeves MJejer ceOes neleeUuee Deens le.
meboYe&
1.
2.
3.
4.
meeceeve ceevemeMeem$e
Jee. het. heJeOe&ve
Mew#eefCeke ceevemeMeem$e
[e@. megjsMe kejboerkej
%eevesMJejer
meble %eevesMJej
www.google.who is first prove all planet revolves around sun.
97
Research Paper
Marathi
ceevemeMeeeere meceer#ee
ee. efoueerhe efyes
hebef[le peJeenjueeue vesn ceneefJeeeuee, Deewjib eeyeeo
emleeJevee :
meeef nleeee cegKe efJe<ee ne ceeCet me Deens . ceeCemeeee meJe&
keee& Jeeheeceg Us ceeveJeer ceve ns Deens . nse ceeveJeer ceve meeefnleeeer ef veef ce& leer
kejerle Demeles . meeef nleeletve les e eke nesle Demeles . DeeefCe meeef nleeeer
efveefce&leer ceve ns e kejer le Demeles . ceeveJeer ceveees Deeef Ce meeef nleees Delet
Demes meb yebOe Deensle. ceeveJeer ceveees cegKe keW ns meeefnle efveefce&leer keve
leeJej efJeJeseve kejCes Deens. leeceg Us meeef nleele meceer#es uee Keg he cenJe
Deens .
meceer #esuee meeef nleeeer efveefce&leer, meeef nleees mJehe DeeefCe
meeef nleeee DeemJeeo ee leer ve Debieeee efJeeej kejeJee ueeielees. Deeef Ce ee
eflevener keeee& ceeie& ceeveJeer cevee keee&Meerue Demeles .
Demese pej Demes ue lej lee Debieeee Jeeheejees mJehe peeCetve
Ies Ceeme ceeveJeer ceveees meg JeJeefmLele %eeve Deef Oeke Gheees ieer he[sue Demee
efJeeeme keener meeef nle meceer#ekeebvee Jeeuee Je leeletve ceevemeMeeeer e
meceer #ee heleeree Goe Peeuee.
meceer #esuee ceveees megJeJemLeerle %eeve Demesue lej leeuee
meeef nleees Deekeueve Je DeLe&efveCee& eve DeefOeke eeb ieueeekeejs kejlee esFu& e.
Lees[ke eele ceeveJeer ceveeee megJeJemLeerle %eeveeee Deeeeeves
meeef nleke=leer eer peer meceer #ee kesueer peeles . leeuee ceevemeMeeeer e meceer #ee
cnCelee es F&ue. DeMeer {esyeU ceeveeves JeeKee kejlee esFu& e.
ceemeveMeee%e DeeefCe meceer#eke ns oes Iesner meeefnleeee DeYeeme kejleele.
hejbleg leeceeies leebee nslet ef YeVe Demelees . ceevemeMeeeeee ef Je<ee ceeveJeer ceve
ne Deens . Deeef Ce meeefnleke= leer meeOeve Deensle. lej ceevemeMeeeeves heg jef Jeues ues
%eeve Je heleer ns ef lees meeOeve Deens . meeefnlemeceer #ee DeeefCe ceevemeMeee
eebes veeles meeOee-meeOeve, mJeeceer -ef JeJeske, jeCeer-oemeer, oes ve meceer #ekeeb veer
JesieJesieee Yetefcekee ceeb [uee lee heg {er ueeceeCes.
ceeveMeeeere Yetefcekee :
oes ve %eeveMeeKeeceOes meceYeeJeees veeles Demet Mekeles kee? ee
meb oYee&le Ske veJeerve Yet efcekee heer j yeg keme eebveer ceeb[ueer.
1) heerj yegkeme : heer j ye gkemeee celes oesve meg %eeb ceOes pemes Skeceskeebvee
mecepet ve IesCeejs, meee kejCeejs, mves nMeer ue, meceYeeJeees veeles Demeles Demes
ee oes ve %eeveMeeeeceOes meg b eees veeles Demeues heeef npes :
lemese og mejs meceer#ekeebveer og mejer Yet efcekee ceeb [ueer
2) ee@F&[-egie : eeF&[ egib e ee celes ceevemeMeee%eeveer Deeheueer
meeef nle ef Je<eeke meb keuhevee-efmeb ele ceeb[ues Deens . ee@ F&[ee
cevees efJe%eeveemeb yebOeer Ske meJe&meeOeejCe mecepet le { Deens. leer DeMeer leees
cevees efJe%eeve ns Jeeer ceveeleerue efJeke=leer Deeef Ce ueQefieke Jele& ve ee ieeser
peJeUe meerceer le Peeues Deens . hejb leg ner mecepegle egkeereer Deens . Kejs cnCepes
ee@F&[ eCeer le cevees efJe%eeveele ceeveJeer ceve DeeefCe ceeveJeer mebmke=leer eeb ee
hejmhej mebyebOeees Jeeheke Je meKees ue %eeve Je Yeeve Deb le& Yetle Demeueees
efometve esles.
ceeveJeer mebmke=leer ee Fefleneme yeefIeleuee lej Demes efomeles keer
ceeCemeeuee meeer ves keece kejeJes ueeieles. Demes meeer ves keece kejerle Demeleevee
ceeCemeeee ceveeef Je keece yeUpeyejerves kes ues peeles . leecegUs ceveeleerue
keener eJe=eer vee oeyetve o[hett ve ekeeJes ueeieles . Deeheuee lees ue Fe
eJe=eer vee ceejeJes ueeieles . Deved leeceg Us Deeheuee Deves ke meg Keebvee ceg KeeJes
ueeieles Demes kes ueeves ceeCemeeee ceveele og :Ke, efvejeMee ner KeesueJej Iej
keve jenles . leeceg Us ceeCemeebee ceveele efJeke=leer efvecee& Ce nesCeeeer
Mekeelee Demeles.
ee@F&[eer ceeveJeer mebkeuhevee :
Deeheuee ceveele leer ve ekeejee ceeveef meke efeee keee& kejerle
Demeleele Ske peeef CeJes ee heeleUer Jeve nes le Demeles . leehewkeer keener
efJemejues pele lej keenereer Dee"JeCe keve efoueer Demelee Dee"Jeles. eeb vee
yeesOehetJe& ef kebJee meb%eeheg Ce& eefeee Demes cnues peeles lej Deeheues keener
DevegYJe oyeues -oeyeues peeleele les Fleke ee KeesueJej eef ees le oyetve jenleele
DeLeJee Demeb%e DeyeesOe jenleele. cnCet ve ner Demeb %e-DeyeesOe eef eee. ee
Deyees Oe Yeeieeleer ue oyeues ues Deveg YeJe mJehveeb ceOes eef leceeheeves eke nesle
Demeleele. DeMee ekeejs meyeesOe, yeesOehegJe& DeeefCe DeyeesOe Demes leerve
ceeveefmeke mlejeb veer ceeveJeer ceve Ie[ues ues Demeles.
Deeheuee Mejerjele heevemeb mLee, ceppeemebmLee F. Meejerefjke mebmLee
keee& kejleele leMeee Deeheuee cevees efJeeele ee leerve mebmLeeee
osJeIesJeer ceOet ve ceeCemeeee ceveesJeeheej eeueuesuee Demelees . ceeCemeebee
cetueYet le iejpee Yeeieef JeCes Deeef Ce Feeer heef jhegleea kejCes ne ee leer ve
meb mLeeee nslet Demelees .
ceeveJe eeCeees Flej eeCeent ve Ske JesieUs JewefMee meeb ieer leues
peeles. lees Ske hegCe& le: hejeJeuebyeer eeCeer cnCet ve pevceeve eslees . leeeer
hejeJeuebyeeveeeer DeJemLee Flej eeCeebee yeeueDeJemLes ee leg uevesves eoerIe&
Demeles . ee yeeue DeJemLes le lees DeeF&-Je[erueebJej DeJeuebyet ve Demelees. cnCet ve
DeeF&-Je[erue Je cet ue Demee ef $ekeesCe ef vecee&Ce neslees . ee Deef oce ef $ekeesCeeee
ef$eef celeer le peiele Demelee leeeer keeceJeemevee leer ve DeJemLeeletve Jee{le peeles .
98
efleeeleerue mJehe, efleeer jevee, efleeer Yee<ee, ef lees cetueceeheve Je

DeLe&evf eCee& eve ee ieeser Jej mJehveef mebeleeves Lees [keeele esles kesuee peeF& ue.
meceejeshe :
Skebojer le, ceevemeMeeeer e meceer#ee meeef nleke=leer es mJehe heenles .
leer ceOeer ue YeeJeefJee DeeMeemet$es Demeb %e DeefLe& mlej eebee MeesOe Ies les .
heejb heefjke Je pet vee ee@F&[Jeeoer meefce#esle ns mt $e peMeeme lemes Jeehejues ies ues.
ee met$eevegmeej meeefnleke= leer mJehveemeejKeer ceeveueer peeles .
hejbleg Deepe ceevemeMeeeer e meceer#es le ner pegveer er yeoueueer
Deens . veJee erveg meej ee mJehvemeg$eeee Jeehej Jesieee jerleer ves Je meeefnle
erves kes uee peelees. meeefnleke= leerle ues Kekeeee Jeef eiele Fe, nslet,
JeefelJe eebee Deef Je<keej Peeuesuee vemelees . DeMeer veJeer ceevemeMeeeer e
meceer #ee ceeveles . meeef nleke=leer es Meyohe DeeefCe ef leee Fef leneme heeneJee.
efleeeceeieer ue meeef nlehejb heje, meeefnle meb kesle ceeveJeer eleerke-me= er eebee
DeeOeejs efleee DeLee& eer efveefce&leer kejeJeer Goe.
efJeer ee kegCeer megjele Yejueer
ce=legbpeeblee Yees Uer YeieJeer
ee DeesUeree DeLe& ce{xkejebee Jeef eiele eef j$eele meehe[Ceej
veener . lej lees hebeleb$eeleer ue ef Jeeree ieeser le (keLee - ef ceLeele) Deeef Ce
Yeejleer e mebmke=leer ceOeerue eef lekeme= erle ieJemeCeeeer Mekeelee Deens.
meeef nleke=leer ceOeerue eleerke-eeflecee, ef leeer jeveeyebOe efleeer Yee<ee
eebee Deekeueveeme les Gheeg e nesles. lemese leeee DeLe& ueeJeCeeme les
Gheees ieer he[les . DeLe& efveCe& eeee Jeeheejeef MeJeee meceer#es ee Jeeheej hetCe&
nesle veener. ee meJe& iees erletvee ceevemeMeeeer e meceer#ee ef me nes les . ceje"erle
DeMee ekeejeer meceer#ee Deepe kes ueer peeles.
1. heef nuee DeJemLesle ceelesee mleveeheemetve #egOeemeeOevee yejes yej

keecemegKe ef ceUle Demeles . ee DeJemLes le keecemeg Keees cegKe keW
ceg Ke ns e Demeles .
2. ogmeNee DeJemLesle cetue Deeheuee Deele[eeb eJej ef veeb$eCe ke
ueeieles . les leeee DeJejesOe kejles Deeef Ce leeb vee mewue kejles Je
Mejer jeleer ue ceue yeens ye ekeles . ee DeJemLesle keecemeg Keees keW
iego ns Demeles .
3. eflemeNee DeJemLesle leeuee ef uebieYesoeeer peeCeerJe nesles. DeeF&
ef Je<eeer Deeke<e& Ce Je Je[er ueeef Je<eeer celmej Jee{g ueeieles.
hejbleg DeeF&ke[t ve ef vejeMee nes les . Je[er ueebefJe<eeer JeeCeeje celmej
ner lees otj kejlees leeeeMeer lees pegUJetve Ieslees . leeee keeceJeemeveses
ue#ener yeoueles. lees DeeF& Kes jer pe og meNee ef Je<eceef uebieer Jeeer ke[s JeUles
lej DeMee ekeejs Fef [heme ieb[eee DeJemLesletve yeensj he[les DeeefCe
meceepeele Ske heg <e DeLee Ske eer cnCetve JeeJe ueeieles.
eflemeje ef meeb le mJehveeb mebyeb Oeer ee Deens mJehve ne Demeb%e ceveeke[s
peeCeeee Ske jepeceeie& Deens . Demeb%e ceveeleerue Dele= hle Fe mJehveeble
eke nes le Demeleele. Goe. Skee leCeer uee Ske mJehve he[les . mJehveeble
efleuee keesCeer Skeeves keb ieJee ef ouee. mJehve Flekese Dee"Jeles ee mJehveebee
DeLe& keee? ee@F&[ee er ves ee mJehveeb le ef leeer Dele=hle ueQ efieke Jeemevee
cetU he ueheJet ve keb ieJeeee heele eke nesles. keb ieJee heg <eef uebie
efleeer keeceJeemevee leeee celes mJehveeb vee oes ve Deb ies Demeleele. keb ieJeeeer
eeflecee ns eke Deb ie DeeefCe lee eefleces letve megeerle nes Ceejer ogmejer ueQefieke
Jeemevee ns og mejs Deb ie.
SketCee, efJeeej kesuee lej ee@ F&[eCeerle mJehveef meeb leeves
meeef nlemeceer#es uee kees Celeer veJeer er ef oueer? meeef nleke=leer es mJehe,
meboYe&
1.
2.
3.
4.
5.
ceje"er meceer#es leerue ie=n DeeefCe hetJe& en.

ce{xkej yee.meer. - meeQoe& Deeef Ce meeef nle - ceewpe ekeeMeve ie= n, cebg yeF& .
heeeCekej je.Yee. - meeQe& ceerceeb mee - ceewpe ekeeMeve, ceg yb eF&.
yes [skej efo.kes. - meeef nleef Jeeej - 1955.
meceer #ee ceerceeb mee
99
Research Paper
Marathi
meeefnle DeeefCe ceevemeMeee

ee. je.pe. ees
Jew eveeLe kee@uespe, hejUer -JewpeveeLe,efpe. yeer[
meeef nleeoer keueebee cet U nslet ceeveJeer Jele&veeee DevJeeeLe&

ueeJeCes ne Demelees. lees DevJeeeLe& cet ueeOeeefjle Demelees. hejbleg lee
meeef nleeke= leerletve keesCeleer cet ues eecegKeeves heg{s esleele? meeefnleeee
efveefce&leer ceeieeer es jCee keesCeleer ? leeeb ef JeMues<eCe kemes kejlee esFu& e ee
meb oYee&le meceer #ee Gej os Ceees keece kejles. meeef nle ns peer JeveeJejes
Yee<e Deens lej meceer #ee ns meeefnleeJejes Yee<e Deens .1 cnCet ve meeef nle
DeeefCe meceer #ee ns hejmhejeJeueb yeer Ieke Deensle Demes DeeheCe cnCet Mekelees.
ceeveJeer peerJeve ns ee oesIeeb es keW Deens . meceer#ee ne Meyo mece + F&#ee
ee cet U IekeMeyoebveer efme Peeuesuee Deens . mece cnCepes meJe& Debieebveer,
eejner yeepet bveer Deeef Ce F& #ee cnCepes heenCes ef Jeeej kejCes , veeneUCes
peer Jeveeee kees Celeener #es$eeleer ue iees eReer, Ieefleebeer DeMeer meJe& Debieeves
kes uesueer heenCeer cnCepes lee iees eReer meceer#ee cnCelee es F&ue. DeeheCe
SKeeee meeefnleke= leereer meceer #ee kejlees cnCepes SKeeee ef JeefMe
meceer #eeerletve lee meeefnleke= leeres efJeMues <eCe DeeefCe DeLe& efveCe& eve kejlees .
DeMee ef JeefJeOe meceer #eeer ceje"er meceer #esee eebleele Deens le. leele
meceepeMeeeer e meceer #ee heleer, ceekeme&Jeeoer , Ss efleneef meke, DeemJeeoke,
eefj$eelceke, meeQ oe&Meeeer e, DeeefoyebOeelceke, ceevemeMeeeer e DeMee keener
meceer #ee heleeRee efveoxMe kejlee esF&ue.
ceevemeMeeeer e meceer#ee heleer eer megJeele heeeele hejb hejsle 19
Jee Melekeele Peeues ueer Demeueer lejer ef leee ef Jekeeme 20 Jee Melekeele
Peeues uee ef omelees . heeeele ceevemeMeem$e%e efmeiceb [ eeF& [ eeves ceeveJeer
ceveemeb yebOeer ceeb [ues uee efmeebleeceOes ee meceer#es ee heeee Deens. efmeiceb[
eeF& [ves meieUee ef Jeeejeb eer ef oMeee yeouet ve ekeueer. ef JemeeJee
Melekeeee megJeeleeruee ef meiceb[ eeF& [ves DeeefCe Flej cevees efJeMues<eCe
Meee%eeb veer DeLe&yeesOe Je DeyeesOe ceveebee mJeheeee MeesOe Ies Ceeee eelve
kes uee Deeef Ce leee yejes yej mJehveeb es eMemJeer efJeMues <eCe kejeeuee megJeele
kes ueer . leecegUs ceevemeMeeeele eeb leer Peeueer , heCe leeyejes yeje
meceer #eeMeeeeueener Deeheuee keener meb keuhevee JeJeefmLele ceeb[lee
Deeuee.2 leeceg Us meceer #ee eeb leelener veJes heJe& meg Peeues Demes cnCelee
es F&ue. eeF&[ves ceeveJeer ceveees leer ve mlej meeb efieleuesues Deens le. meyeesOe ceve,
yeesOehetJe& ceve Deeef Ce DeyeesOe ceve. ee leer ve mlejebeceeCes e Denb (Ego),
Delenb (Super ego), DeeefCe leled (Id) Demes ceveeleer ue leer ve
Meeer keWs keefuheuesues Deens le. Deeheuee peeefCeJes ee heeleUerJejer ue Ie[ecees[er
cnCepes meyeesOe eefeee, Demhet DeMee peeefCeJee cnCepes yees OehetJe& eefeee
DeeefCe ves efCeJes leerue keOeerner ve keUCeeNee Ie[ecees[er cnCepes DeyeesOe eefeee
efkeb Jee Demeb %e eef eee nes e. leeee celes meyees Oe Deeef Ce yees Oehet Je& ee oes ve
mlejeJejerue eefeeseer peeCeer Je Deeheueeuee Demeles, hejbleg ceveeee eflemeNee
Deyees Oe eef ees leerue cet uelece es jCee-eJe= eereer peeCeerJe Deeheueeuee Mekeelees
keOeern er nes le veener . leeeeceeCes DeeheCe keesCe ? keee ? Deeef Ce kemes ?
Deenesle eeeer peeCeer Je cnCepes Denb nes e. cnCepes eeee meb yebOe
JeemleJeeMeer es lees. Delenb cnCepes mJelees cet ueceeheve kejCeejer Meeer.
eele Deeheuee keee& DeeefCe kele& l= Jeeeer peeCeerJe Demeles. efMeJeee Deeheuee
ke= leer-Geer yeeyele meodmeodefJeJeske yeger Demeles. cnCetve Delenb Meeer cnCepes
Deeheueer meod meod efJeJes keyeger Demeles. Deeef Ce efleee mebyeb Oe veerleer Meer Demelees .
hejbleg eflemejer peer Meeer eeF& [ves meeb efieleues ueer Deens . leer lele peeefCeJesee
erves Deveekeueveer e DemeCeejer , cet uelece vewmeefie&ke esjCeebveer Yejuesueer Deeef Ce
leees meceeOeeve kejleevee Deve kees Celeener iees eres Yeeve ve "s JeCeejer DeMeer
Deens . cnCet ve efleee mebyeb Oe Deeheuee meg KelelJeeb Meer Deens. Goe. ueQefieke
meg Keeeer leer elece Fsves veerleer -Deveerleer es Yeeve jenle veener DeeefCe ceeCetme
yeueelkeejeme ef me neslees . eeeb meef Jemlej efJeMues <eCe kejleevee eeF& [ves
DeeCeKeer oesve keuhevee ceeb [ues uee Deens le. Ske mesvmej Je ogmejer jefleMeeer .
mes vmej cnCepes Deeheueeuee nJeenJeeMee JeeCeeNee hejbleg peeef CeJes ee
heeleUer Jej veer leerefveeceeves DeJeJenee& "jJeues uee iees eRvee otj ueesCeejer
Meeer . ogmejer jef leMeeer ner ueQeif eke es jCeeb Meer meb yebefOele Deens . Deeheuee
cevees Jeeheejele ee meJe& eef eee Je Meeer keee& jle Demeleele Deeheuee meJe&
Fe-Deekeeb#es eer hetle&lee ns cevees Jeeheej kejle Demeles . eeF& [ves eeleer ue
meJee& le cenJeeeer es jCee jefleMeeer ceeveues ueer Deens.
eeF& [ves ueQ efieke Meeeres meJe&ieeceerJe ceeb[leevee ueneve
cegueebceOes os Keer ue ueQeif ekeMeeer Jeeme kejles Demes meebefieleuesues Deens.
Jeeeee heeeJee Je<ee& hee lee leer Deeheues mLeeve leerve JesUe yeoueles Demes
ee@F&[es cele Deens . eLece cegKe, veblej ieg oej DeeefCe Mes Jeer peveveWefe
Demee ee Meeeree eJeeme meeb efieleues uee Deens. heew ieb [eJemLeslener ne eJeeme
hegvejeJe= e neslees . ceie ne eJeeme ves cs ekee keg "uee ef "keeCeer efmLejeJelees eeJej
lee Jeeeres Jeef eceJe DeJeueb yetve Demeles . eees ef JeMues<eCe kejleevee
ee@F&[ves cevees ieb[eeer keuhevee ceeb[ues ueer Deens . F& ef[heme kee@chues keme ne
Ske cenJeeee ieb [ Deens . leeveg meej cegueeuee DeeF& efJe<eeer ueQ efieke es ce
Jeeles . lej Fues keê kee@chues keme veg meej ceg ueeruee Jeef[ueeb efJe<eeer ueQ efieke
es ce Jeeles. ceg ueeuee mJeleee DeeF& efJe<eeer pes ueQeif eke es ce Jeeles lee
es ceeee Yeeieer oej cnCetve Je[erue leeuee eeflemheOeea Jeele Demeleele.
leeceg Us ceg ueeuee Demes Jeele Demeles keer, Jeef [ueebvee ve keve DeeheCee
100
meJee& Lee& ves DeeF& ee es ceees nkekeoej yeveeJes , hejbleg Deeheueehes#ee Je[erue
Meefeceeve Demeueeves Gue lese Deeheues KeeerkejCe kejleerue eeeer
Yeerleer ner leeuee Jeele Demeles. leeueee eeF&[ves ke@m^ sMeve kee@chues keme ns
cevees ieb[ cnues ues Deens . ee ceveesieb [elet ve megCeeeer Mekeelee mebmkeej
eefeesletve Ie[les. keejCe meg mebmke=le nesCeeee Jees Jej leeuee ee
Feb ee YeeeJenleseer peeCeer Je nes les . leecegUs ee Fe leeee ves efCeJesle
{keueuee peeleele. cee$e heg {s-heg{s leeee Jele& veeletve, mJehveebceOetve efkeb Jee
meeef nleeceOetve lee eke nesle jenleele. hejb leg meeef nleelet ve lee veseCf eJesle
{keues uee Fe ekele Demeuee cnCet ve lees ues Keke ceveesiCe "jle
veener . ee Gue DeMeer efveefce&leer kejleevee leeee jefleMeeeres GVeevee
nesle Demeles .
yeNeeeoe DeeheCe ef oJeemJehveele jbielees . ee meb oYee&le eeF& [
cnCelees keer Deeheuee ceveeleer ue ef JeefJeOe ekeejee Fe Je Jemleg efmLeleer
eele keeecee b Demeles. eelet ve Denb uee ceeie& kee{eeee Demelees .
keejCe Deeheuee Fsuee Deveg ketue DemeCeejer heef jef mLeleer JeemleJeele GheueyOe
vemeles. cnCet ve ceie Deeheuee Febeer hetle&lee kejCeemee"er ceeCemeeuee
heef jef mLeleerle Deveg ketue yeoue Ie[JeeJes ueeieleele. hejb leg Deves keoe JeemleJeele
les yeoue Ie[JeCes DeMeke e nes les . lesJne ceeCet me efoJeemJehve jb ieJet ve
JemlegefmLeleer le Deveg ketue yeoue Ie[Jelees Je Deeheuee Febeer le=hleer kejlees.
ee@F&[ves ee efoJeemJehveebceeies peieele cees "hs eCe efceUef JeCeeeer Fe Je
ueQ efieke le= hleereer F&e DeMee oesve eceg Ke Fe meeb efieleues uee Deens le.
leemee"er eeF& [ves ef oJeemJehveebeer leguevee jbpeke meeef nleeMeer kes uesueer Deens.
leeee celes jbpeke meeefnle ns os Keer ue ef oJeemJehveeese meeOeejCeer kejCe
Peeues ues Demeles. SKeeee keeob yejer leuee veeeke ne eefleketue heef jef mLeleer Jej
ceele keve cees "sheCe ef ceUJelees Je lee cees "sheCeecegUs leeee ueQ efieke Fe
ner efJeveemeeeeme het Ce& nes leele. Jeeeke Deeheuee Denb keeobyejerleuee lee
veeekeeceOes heenele Demeueeves keeob yejer Jeeeveele efoJeemJehveeeceeCes e,
DeLee& le leeeener ee es jCeeb eer , Febeer le=hleer nesle Demeles. eeF[ee ne
efJeeej efJeef Me ekeejee jbpeke meeef nleehegjleee ceee& efole Deens. ceie
ieb Yeer j Deeef Ce eeb ieuee meeefnleevesner Fehetleea nesles Demes eeF&[ cnCele
Demesue lej ns kemes Meke e Deens ? eemee"er eeF&[ee mJehveeee ef meeb le
mecepet ve IesCes DeeJeMeke Deens. Peeshesle he[Ceejs mhehve ns kes JeU mJehve
vemeles lej lee mJehveeKeeueer meghle DeLe& keuee efJeeej o[ues ues Demeleele.
DeeheCe megmeb mke= le nesleevee pee F&e YeeeJen Jeeuee cnCet ve veseCf eJesle
{keuet ve efouee neslee leee es jCee eJe= eeR ee Deeef Je<keej mJehveele Peeuesuee
Demelees. hejb bleg lee mJehveebee DeLe& meueie efkeb Jee SkemebIe vemelees. cnCetve
leeee Gueie[e kejleevee leele efJeKegjues ues ns DeLe& keCe ieesUe keve
JeJeef mLele pees[eJes ueeieleele. ceie leeeb ef JeMues<eCe kejeJeb ueeieleb.
ee@F&[ee celes Deeheuee mJehveeb ceOes meeceevele Deeheuee Deef veyeOe Fe,
leelener ueQ efieke Je ef JeOJeb meke Fe Jee nes le Demeleele. leeceg Us lee
mJehveebee Keje DeLe& ve keUCes ns Deeheuee ef nleeese Demeles. leemee"er ee
Feb ee keeeeheeue JneJee ueeielees . ne keeeeheeue kejleevee mJehveele

eleer keeb ee Jeehej neslees . leeuee Symbolism Demes cnuesues Deens.
Deveske DeLe&Iekeeb vee Skeelce kejCeejer meb #eshe eefeee Ie[les, leeeeceeCes
mLeeveeblej keve cetU F&ses he heeueues peeles . DeeefCe mJehveele
efe$eeb eer , eef leceeb eer Yee<ee Jeehejueer peeles. ee Deves ke eef leceeb ceOet ve Skee
DeLe& ef kebJee Skeee eefleces let ve Deveske DeLe& Jee nes leele. eeF&[ cnCelees
keer, mJehveele DeeheCe Deieoer yeeueeJemLesle peelees . cnCepes e meb mkeejhet Je&
DeJemLesle peelees . efleLes leere DeelcekeWeflelee, Deceee& o megKeueesuet helee,
ueQ efieke, efnb e Je ef JeOJeb meke Feb es eeyeue Demeles. Deeheuee mJehveele ee
meJe& Febeer le=hleer nesle Demeles . eeeee DeLe& Demee keer , mJehve ner peMeer
ceveeeere DeJemLee Deens , leMeer meeef nleke=leer Jemeble heeCekejebveer keener
meeceYesoelceke veeles oeKeJeues Deens. les cnCeleele, mJehveeeceeCese
meeef nleef veef ce& leerle mLeeveeblejCe, meb#es he ee eef eee Demeleele. oesvner eer jevee
Deleeef ke&ke Demeles . oesvner ke[s Mehe, JeeeeLe& cenJeeee vemet ve metefele
kes uesuee DeLe& cenlJeeee Demelees. leecegUs ee oes vnerke[er ue Yee<ee ner
efe$eeb eer , eeflecee eleerkeebeer Demeles. leecegUs mJehve Deeef Ce meeefnle oesvner
DeveskeeLeea Demeleele.3 leecegUs e meeefnleele Je mJehveele DeLe& efveCe& eve
kejCeemee"er peeiee Demeles . hejke SJe{ee Demelees keer, DeeheCe keenerner ve
kejlee mJehve he[leele heCe meeef nleke=leer ner peeCeer JehetJe&kee ef vecee&Ce kejeJeer
ueeieles.
meeef nleeeb ner Ske ceevemeMeee Demeleb . ef leLes uesKeke Deeef Ce
Jeeeke ee oesneWee ceveeee mebyeb Oe Demelees. ceje"erletve ceevemeMeeeer e
meceer #esee, je.Yee heeCekej, iebieeOej heeerue eeb ee DeheJeeo JeieUlee
mJeleb$eheCes heejmee efJeeej Peeuesuee ef omele veener. cee$e meeef nleeee
ceeveefmeke heefjCeeceemeb oYee&le keener Ske eee& Peeues ueer efometve esles.
meceer #eseer JeeKee kejleevee, efJeef Me Jee*dceeke=leer ee meeQoee& mebyeb Oeer ,
cecee&meb yebOeer, ceeveef meke heef jCeeceemebyeb Oeer Deeef Ce meeceeefpeke cenJeemeb yebOeer ,
Deef Oeke=le Je meesheJele&ke efJeJes eve kejCes cnCepes er kee kejCes nes e.4 Demee
kes JeU ceeveefmeke heefjCeeceeee meboYe& Deeuesuee Dee{Ulees . hejb leg
meeef nleke=leer ee cet UeMeer ues Kekeeeer ceeveefmekelee keee& jle Demeles ,
meeef nleke=leer ee JeefejsKeebceOes leer ef Pejheues ueer Demeles ee meb yebOeer meefJemlej
Je mJeleb$e eee& heejMeer Dee{Ule veener. ee@F&[ee cevees efmeeb le het Ce&le
mJeerkeejen& Jeele vemeuee lejer meeefnleeee efJeMues <eCeemeboYee& le lees het Ce&heCes
eUlee esle veener. eeF&[eer keener celes DeefleMee eskeeeer Deensle eele
Jeeo veener . hejb leg meeefnleke= leeree esjCee Deeef Ce heef jCeece eeleerue leeves
meebefieleuesues cevees Jeeheejees keee&ner veekeejlee es le veener . eeF&[ cnCelees
leeeceeCes, peeb vee DeeheCe peeCeerJesletve Deeheuee meg mebmke=le peer Jeveelet ve
yeensj kee{ues ues Demeles, DeMee Febeer le=hleer eeb ieuee, es meeef nleeletve
nesle Demeles . Demes meeefnle Deeheuee ceveeleer ue Denb, Deleb n Je leled ee
leer ve ceveMeeerceOeer ue efJeMes<ele DenbMeer meb yebefOele DemeCeejs JeemleJe leJe Je
leled Meer mebyebefOele DemeCeejs meg KeleJe eeb eeleerue meb Ie<e& Deieoer "eMeer JeheCes
101
oeKeJeles . ef Je.me. Keeb[skejebee keeob yeNeele ne mebIe<e& eecegKeeves ef omet ve

es lees. Skeerke[s JeemleJe heefjefmLeleereer, veerefleef veeceebeer ee[ Je ogmejerke[s
meg KeleJeeeer Dees { eeb eeleerue Deble DeOees jsefKele kejleele. leener hes #ee
efe.$eb . Keeveesuekejebee keeob yeNee JeemleJe leJe Je leled Meer mebyebefOele
DemeCeejs mebIe<e& ueQ efieke YeeJeeb ceOet ve "eMeerJeheCes oeKeJeleele. meeefnleele
Skeer ke[s meg KeleJeecegUs Feb eer le=hleerner nes les DeeefCe og mejer ke[s
JeemleJeleJeecegUs Fehetleea ee ceeiee&leer ue Deves ke De[eCeeR es JeemleJe
efe$eCener nesles. cnCet ve meeefnleevegYeJe Denb ceuee Gheeesieer "jlees Demes
DeeheCe cnCet Mekelees. meeefnleke= leerleer ue jeveeleJe, Mew ueer Deeef o
IekeebcegUs Delenbuee DeeheCe Deefveye Oe, ef JeOJeb meke MeeeR vee ueieece
Ieeleuesuee Deens, Demee ef oueemee ef ceUle Demelees.4 eeee Sket Cee meejebMe
cnCepes meeef nleecegUs DeMee ekeejs Ghejese efveox efMele leer vener MeeerkeW eeer
Fele=hleer nesles.
cegUele keg"ueerner meeefnleke= leer ner ues Kekeeb ee cevees efJeMJeeee
DeeefJe<keeje Demeles. eeuee heeCekejebveer jesce@efef mePeceeer OeejCee cnues ueb
Demeueb lejer jesce@efef mePece ceOeer ue Jeef eceJe cevees efJeMJe ee ekeejee
Meyoebvee ee meceer #esle ceevemeMeeeer e meb oYe& ueeYeues ues Deensle. meeef nle
efveefce&leer ner peeef CeJes ee heeleUerJej nes le Demeueer lejer , ef lees heeUs-ceg Us
ues Kekeeueener De%eele DemeCeeNee leeee ceveesefJeMJeele Demet Mekeleele.
SKeeee meeef nleke=leer leerue eeflecee - eleerkes , SketCee DeeMee Je
heefJeMes<e ef JeefMe ekeejes kee, eeee Gueie[e ee De%eele ef JeMJeeee
MeesOe Ies leueeJej, ues Kekeeee Deyees Oe ceveeleerue eef eee keUueeJej nes lees.
DeLee& lee leeceg Us meeef nleke=leeres Deeheues Deekeueve Deef Oeke ves cekes , eLeeLe&
nesles, ner ceevemeMeeeer e meceer #eseer OeejCee Deens.6 leeceg Us ceevemeMeeeer e
meceer #ee heleer ves meeefnleke= leerleer ue JeefejsKeebee ceeveef meke DeJemLee
efleeeleerue Ievee, emebie Je meeefnleevegYeJeeeer ceeveefmeke eefeee ceeveefmeke
heef jCeece eeb ee Gueie[e nesT Mekelees . ceevemeMeeeer e meceer #ee ves cekes
keesCeles keee& kejles DeeefCe lee keeee&eer Jeehleer mhe kejleevee

heeCekejebveer eej ieeser veeWoef Jeues uee Deensle, lee heg{erueeceeCes 1)
SketCe meeefnleefveefce&leer eef ees efJe<eeeres ef JeJeseve efleee mebyeb Oeer
efmeebleve kejCes.
2)
efJeef Me meeef nleke=leer ee efkeb Jee SKeeee ues Kekeeee mecee
meeef nleeee ef veef ce& leer esjCee Gueie[tve oeKeJeCes.
3)
efJeef Me meeefnleke= leeruee Demeues uee ceeveef meke meboYee&es
efJeMues <eCe eeceOes SketCee DeeMee, Ieveeemeb ie Je efJeMes<ele
JeefejsKee, eef lecee-eleer kes, Yee<ee, heIeke Je leb$emeeOeves
FleeoeR ee meceeJesMe nesFu& e. ee efJeef JeOe ieeseR ee
efJeMues <eCeeee DeeOeejs leees mJehe Demes kee, eees
mheer kejCe osCes .
4)
meeef nleeveg YeJe - eefeee Gueie[t ve oeKeJeCes , ee eefeesefJe<eeer
efmeebleve kejCes 7 DeMee keener iees eReer veeW o Iesleuesueer
Dee{Ules.
SketCee ceevemeMeeeer e meceer#ee heleer meeefnleees mebyeb Oe
ceevemeMeeee Gueie[tve oeKeJeles Demes cnCelee es F&ue, meeefnleke= leerue
YeeJeefJeMJe, DeeMeemet$e, Demeb %e DeLe&mlej FleeoeR ee MeesOe Ieslee es les .
keueeke= leerceeieer ue ef veef ce& leereefeeseer heenCeer kejCes ns ee meceer#es ves Deeheues
ue#e ceeveues Deens. lemese meeef nleke=leer eer mebjevee, ef leeeceeieerue mJehve
leb$e, meb%eeeJeen eeb eener JesOe Ies les . ceevemeMeeeer e meceer#ee keueeke=leer uee
Debeflece ve ceevelee ef leeeceeieerue keueeJebleees ceve, leeeer OeejCee ceeveefmeke
Je=eer eeb ee MeesOe Ies les . meeefnleees met #ce Deeef Ce meKeesue Deekeueve
kejCeeme ner meceer#ee heleer Deleb le Gheeg e "jles.
meboYe&
1.
2.
3.
4.
5.
6.
7.
JeeIeceejs peveeo&ve, ow. efoJe ceje"er, 12 veesJ nWyej 2013 efoJeefmeerleerue yeeleceer, he=. 8
jmeeU megOeerj, keefJ elee DeeefCe eeflecee, ceewpe ekeeMeve, cegbyeF&, e.Dee. 1988, he=. 41
heeCekej Jemeble, meeefn leMeee : mJehe DeeefCe mecemee, heodceiebOee ekeeMeve, hegCes, e.Dee. 2006, he=. 216
#eerjmeeiej eer.kes. erkeeefJ eJeske, hee@heguej ekeeMeve, cegbyeF&, e.Dee. 1965, he=. 16
heeCekej Jemeble, Gefve, he=. 216
le$ewJe, he=. 213
le$ewJe, he=. 216
102
Research Paper
Marathi
ceveesefJeMues<eCeelceke veeke Jes[eeeb Iej Gvneble

ee.oeWos Sme.Sme
ef ceefueb o keuee ceneef Jeeeuee, Deew jib eeyeeo

Fbepeer Jee*dceeele DeyeesOe ceveeee efJeMues <eCeemee"er meb%eeeJeen
meb keuhevee leb$eeee Jeehej cees"ee eceeCeele kesuee Deens . leeee eYeeJe ceje"er
meeef nleeJejner he[uesuee efometve es lees. efJeMes <ele: heefnuee Je og meNee
ceneeg eee heefjCeece ceeveJeer peer JeveeJej KeesueJej Peeuee nes lee. peerJeveeyeue
JewHeueeeer Je ef vejeMes eer YeeJevee leCe ef he{erle Jee{erme ueeieueer nesleer .
leees he[meeo meeef nleele GceCes mJeeYeeefJeke nes les . ee keeUele ceje"er
keLee, keeobyejer, keefJelee eeceOes Debleyee& e yeoue Peeues . leeJesUee veJeer ve
leCe uesKekeeb ceOes ef Jeeece yes[ks ej, yee. meer. ce{xkej, Jemeble keeveskej
ner cenJeeeer veeJes es leele. ef Jeeece yes[ks ejebveer 1939 ceOes ef ueefnuesueer
jCeeb ieCe, ce{x kejeb eer je$eeree ef oJeme ee keeobyeNeele meb%ee eJeeneeer
Dees UKe Jeeekeeuee Peeueer . ee. Jemeb le keeves kejebveer Deeheuee heef nueee
veekeele cevees efJeMues<eCeelceke leb$eeee Jeehej keve ceje"er jb ieYetceer uee meb%ee
eJeeneee heefjee keve efouee.
ceje"er veeeme= erleer ue Deef leMee eMemJeer veekekeej cnCepes
Jemeble keeveskej 1960 veblejee JeeJemeeef eke jbieYet ceereer veeW o
`keeves kej egie DeMeere kes ueer peeles . leeb veer ef Jehegue veeeues Keve kes ues.
leebee meeceeef peke Je Ss efleneef meke veekeeb veer ceje"er jbieYet ceer ieepeJeueer.
leebee meJe& e veekeeb le les ceeCemeeee Deblece& veeee Mees Oe Iesleevee efomeleele.
`Jes [eeeb Iej Gvneble (1957) ns leebes heef nues ceveesefJeMues <eCeelceke
veeke Deens .
`Jes [eeeb Iej Gvneble ee veekeele oeoemeens ye veeJeeee Skee
peneieer joejeee peerJeveeee ekee ueeJeCeeje keeCehetCe& DeeuesKe Jemeb le
keeveskej eeb veer js Keeuee Deens. oeoemeensyeebes Je[er ue ebieerYeb ieer nes les .
jKes ueer heemetve leeb vee oeceesoj veeJeeee cegueieener Peeuee neslee. oeoebee
peer Jeveele leebveer Jeef [ueebes pes peerJeve DeJeueesekf eues, ceeleseer og:Kes heeefnueer
leeceg Us keuee, jef mekelee, meeQ oe& F. Deevebooeeke Deveg YeJeebvee ceveele Keesue
iee[t ve ekeCeeee leeb ee Deeeg <eYej eelve eeueues uee Deens . leecegUs
yeensve les ke"es j JeJenejer Jeeleele. Goej ceveeee oeoeb veer oecet uee
Deeheuee Iejer Jee{Jeuee hejbleg lees efveIeeuee keueemee. yeemejer ee meg jele lees
njhetve peeeee oeoebveer leeuee ef Me#ee cnCet ve Hekes ceejues Je leeveb lej lees
Iejelet ve heUtve iesuee. ee Ieveseer Dee"JeCe oeoe efJemejle veenerle. ner
JeLee Deeeg<eYej oeoebes ceve peeUerle jneles. leebveer ceveele oeyetve
"s Jeues ueer oecet eer JeLee iee[erle Skes ef oJeMeer efYekeeNeeee heeves eke
nesles. leebee Jes [ee ceveeuee veJes e Jes [ ueeieles ee Jes [euee ef Jeke= leeres
mJehe esles Deeef Ce Deeheuee Iejelet ve efveIet ve iesues uee oecet ne Jes[ee
Demeuee heeef npes , Demee leeb ee ceveeee ef Jeen neslees DeeheCe leeeeJej
kes uesuee Deveeeees heef jceepe& ve kejeJes, leeuee Iejele IeeJes, Deeheuee
cegueebceOes leevesner meeceer ue JneJes ner oeoebeer Fe Demeles .
meeef nle ne ceeveJeer meceepeeee Deejmee ceeveuee peelees . meceepeees

eefleef yebye meeefnleele he[le Demeles Demes Demeues lejer meeefnle ns ceeveJeer
ceveeeer ef veef ce& leer Demeles. meeefnleefveefce& leer kejleevee ef vecee&lee Deeheuee
DevegYet leereer, Deveg YeJeeeer SkemebIe ceeb[Ceer kejlees . Deeheuee
meeef nleeke= leerletve ner ceeb [Ceer kejleevee leeee ceeveefmeke Jeeheejeee
heef jCeece nesCes mJeeYeeefJeke Demeles . leelet vee lee DevegYeJeeuee DeLe& eehle
nesle Demelees . meeefnleke= leeres uesKekeees ceve, leeleer ue Jeef eefe$eCe, Ievee
emeb ie, YeeJeeefJe<keej leeletve Jee nesle Demelees . ee ceveeee Jes Oe Ies Ceees
keece ceevemeMeee kejle Demeles . ceevemeMeeeeee DeeOeejs meeefnleeleerue
YeeJeheees , YeeJeefveke meb Ie<ee&es met #ce DeeefCe Deet ke Deekeueve kejlee es les .
leeceg Use meeefnle Je ceevemeMeee ns hejmhejhetjke "jleele. ee oes vner
efJe<eeeb ee keW mLeeveer `ceeCet mee Deens. ee@F&[ee celes, meeefnleke= leer
cnCepes efoJeemJehve Demeles. keueeJeble Deeheuee keuheveseceeCes keuesee
ceeOeceelet ve eef leme= er efvecee& Ce kejer le Demelees. ues Kekeeee mJew j keuhevee
efoJeemJehves eebee ceeies leeee ceveeleerue Dele= hle Fe Demeleele. mJehve
ne ceevemeMeeeeleerue cenJeeee Ieke Deens .
ee@F&[ves `Fvj ef hesMeve Dee@He ef [^cme ee ebLeele YeeJeef veke Je
ceeveefmeke ef Jeke= leeres oMe& ve Ie[efJeues Demetve mJehveele Dele= hle Jeemeveebeer
le=hleer nesles ns mhe kesues Deens . 1)esleveegeceve 2) Deesleveceve keer pes
meg hle Demeles. yegeree efJejes Oeele eeueCes leeefke&ke veener ef Jemeb iele Demeles
hejbleg esleveeceve ns yeg efiece Jele& ve kejCeejs Je menpe peieeee efJeeej
kejCeejs Deens. Dees leve ceveeeer melele esleve ceveele eJesMe kejCeeeer
Oe[he[ Demeles. eeceOes Dees leve ceveeuee peer Jee Demeles leer cnCepes
meeef nle ef veef ce& leer nes e. ee@F&[ves ceveeee leer ve DeJemLee meebefieleuee Deens le.
1) Denb Ego ef JeJeske
2) hejecenb / meod meo ef JeJeske Super
Ego 3) Godce Id (F[) DeefJeJes ke ner leerve Meeer keWs. ee leerve
Meeer keWeee efJeeej kejlee 1) Denb cnCepes peeie=le ceve. F[uee efveeb ef$ele
kejCeees keece Denbejs nes les . peieeuee hesue Demes Jele& ve kejCeeme F[uee
Yeeie hee[les .
2) meghej Fiees, hejecenb meeceeef peke efJeeej kejCeejs ceve vew eflekelee peheCeejs
yeee peieeJej efveeb $eCe kejCeejs ceve, vewefleke cet ueebes Deveg mejCe kejCeeje
ne Yeeie Deens. melele F[Jej efveeb$eCe "s JeCeeee eelve ne Yeeie kejerle
Demeles . 3) leled (Id) peeef CeJes ee erves ne Deleble Deveekeueveere Yeeie
Deens . Deeheuee vewmeefie& ke es jCee es Les melele KeoKeole Demeleele. meceeOeeve
DeeefCe megKe ef ceUefJeCes SJe{s e ee Yeeieeuee ceeefnle Demeles . Jeemeveebvee Jee
keve os Ces, leeefke& kelee keeU, veweflekelee eeeer peeCeerJe leeuee vemeles.
De@[uej, eg bieves meecet efnke Deesleve ceveeee mJeer keej kes uee Deens.
103
Yeemeefe$e peeies nes les . yeemejeres metj Ssket esleele. keuhevesee heeleUerJejee
oecet (ef Yekeejer)uee cee vees efJeveJeleele Je cee vekee, Jeeueeme Iej
mees[lees Demes eLece heg <eer yeesueleele. mele Je Yeeme Skeceskeeble
efcemeUleele mele meb het ve Hekele Yeeme Gjlees. esLese Yeemeefe$eeleuee oecet
cnCepes Deelee ele#eeleues lese Peeues Deens le. leebee JeeieCee yeesueCeele
Jes[mejheCee Jee{t ueeieuee Deens Je Mes Jeer `Deeb Oeeeuee hew mee os YeieJeeve,
ns Jes [ee oecet es heeueg heo cnCele efKe[keer let ve G[er ceeve heUt ve peeleele Je
Mes Jeer meJe& ceeCemes efo*
] cet{ DeJemLesle GYeer kejleele.
oeoemeensyeebee ceveeeer ner Mees keeef lcekee Deens. ee ceveeee
meb heVeles es oMe& ve uesKekeeves eYeeJeer heCes Ie[efJeues Deens. efpelekes ceve DeefOeke
meb heVe ef JeefJeOe jbieeee ceveesnj ebveer veuesues , Demeb Ke iebg leeiegb leeree
Jeeheejeb veer mece= Peeues ues meb mkeejeb veer heg Peeuesues efpelekeer lee ceveeeer
Meeskeeef lcekee oeCe. oeoemeens yeeb ee Mees keeef lcekes le Demes Deveske ieg Ce
SkeJeuesues ef omeleele. leeb ee Jeef keleceJeele oesve JeefkeleceJeeb ee
SkepeerJe ces U Deens . oeoebveer Deele keeW [vt e "sJeuesues kees ceue, mebg oj
keueemekele ceve Jes[es hf emes Peeues Deens. oecet ne KegUee Demeuee heeefnpes ee
es Meer les ceve Skepeer Je Peeues Deens DeeefCe leeves peerJeeee kejejeves
yeensjee leyeboerJej Ske MesJeeer Oe[ke ceeve leer heej GJemle keve
ekeueer Deens DeeefCe ee Jes [eeeEyeee efhemee ceveeves e oeoebee Gjueemeg juee ceveeee keypee Iesleuee Deens . Foced ves Denced Jej ceele kes ueer Deens .
oeoemeensyeebee peerJeveeuee Jeehetve jeefnues uee Jess [eeer heef jCeleer DeKes j
Jes[elee Peeueer Deens .
keeveskejeb eceeCes veekekeej censMe SuekegbeJeej eebes
DeelcekeLee, Jee[e ef ejsyeb oer lemes e meleerMe DeeUs kejeb es `ceneef veJee&Ce ner
veekes cevees efJeMues<eCeeletve efvecee& Ce Peeuesueer Deens le.
efve<ke<e& :
oeoeb vee leer ve ceg ues Deensle. ceg ueieer ueiveeeer Deens . DeeheCe "jJet
leeeeMeer e eflees ueive kejeees Demes ceveele "jJetve leeb veer eflees ueive
Skee Jeemkej meeJekeejheg $eeMeer "jJeues Deens. oeoeb ee cees"e ceg ueiee
ieeveJes [e Deens SJe{s e veJns lej leeves Skee ceg meueceeve ieeef ekesMeer ueive
"jJeues Deens. leeueener oeoe Ske cegueieer JeOet cnCetve "jef Jele Deensle.
oeoeb ee Oeekeee cegueeuee Keeme Demes JeefecelJe veener . ee heeMJe&Yet ceerJej
ee veekeees keeCehet Je& he ue#eele IesCes DeeJeMeke "jles. oeoebvee
oecetes Yeeme nesleele. les Yeemeele leeeer keCee Yeekeleele. DeeheCe
leeeeJej kesues uee Deveeeees heef jceepe&ve Yeememe= erle ke heenleele. Skee
Jes[eeeer eef lecee oecet ner leeb ee ceveele hekekeer efyeb yeueer Demet ve Yeememe= erle
lees Iejer eslees lesJne Jes [mej efYekeejer , oefjer ef Ye#eskeNeeb ee heelee
JeeJejlees. Yeemeef e$e mebheues keer les meleme]=erle Glejleele SJe{se veJns lej
lee Yeemeefe$eele Iejeleueer Kejer ceeCemes JeemleJe mJeheele leebvee
peeCeJeueecegUs les oecetefJe<eeer ef Jeeejhet me kejleele. Iejeleer ue ueeskeebveer
oecetefJe<eeer De%eeve oeKeJeleee les meb leeheleele. oecet hees jkee, hejkee ee
Iejeleuee uees keeb vee vekees Demes ue cnCetve leeuee nekeuetve ueeJeleele Demes
oeoeb vee Jeele jneles. mele Je Yeeme eebeer JesieJes ieUer #es$es oeoebee
yeeyeleerle Ske nes leele. oeoeb ee keeCehet Ce& peerJeveef e$eeee ne cenJeeee
hhee Deens. les Yeemeeueee mele ceeveCeeeer cees "er etke kejer le Deens le. ner
et ke efvemleejCeeeer Mekeelee GlheVe nes les . osMeesOe[er uee ueeieuesuee oecet
Deeefekes le peeTve veMeerye kee{tve Iejer es lees. ie[iebpe hew mee efceUJet ve
DeeCeuesuee Demelees . oeoeb ee Iejer Iejeleerue Flej meJe& peCe leees mJeeiele
kejleele. keew leg ke kejleele. lees ner oeoebee pegvee Jee[e og mle keve Ieslees .
peef ceveer mees [Jelees. oeoebee Oeekeee cegueeuee vees kejeruee ueeJelees.
cegmeueceeve ieeef ekesMeer ueive kejCeeNee cees"eeee meb meej veer kejlees cee$e
oeoeb vee ns meejs hele veener . Deeefekes let ve hejle Deeues uee KejeKegje oecet
leebvee oecet Jeelee veener lej Yeemeef e$eebleuee ef Yekeejer DeeW ieU ueeeej
oecete leeb vee Keje Jeelees . Keje oecet oeoebee eesie ceeve "s Jelees hejbleg les
leeuee Mes Jehee le oecet ceeveerlee veenerle Je Deeheueee meesee Iejele
DeeheCe Skes he[uees Deenes le. DeMee leere peeefCeJesves les DemJemLe nes leele
KeJeUleele.
cegueeres Je= meeJekeejeMeer "juesues ueive veer ceeieea ueeJeeJes ee
leer e Fsves oeoe keeceeuee ueeieleele heCe les pecele veener keejCe Iejeleueer
ceeCemes oecetYeeJeespeer Je oecet keekeeee meuueeves Jeeiet ueeieleele. ns
menve ve nesTve oeoe e#et yOe nesleele. oeceesojhebleevee leesleee "jJeleele.
heCe Jeceea yeesueleevee cee$e leeee jKesueerhees eree pevceeee Jeejb Jeej
GuuesKe kejleele. lees Meeb lee Deens cnCetve les Deef Oeke e#egyOe nes leele Je
eeyekeees Hekes ceejCeemee"er OeeJeleele. oecet Meeb leheCes meeceesje peelees Je
`het Jeea ceejues lemes heg vne ceeje Demes cnCelees . ee JeekeeecegUs oeoebes
1) Denced Deeef Ce Foced ee ceeveef meke eef ees ee meeef nleeJej eYeeJe he[lees
2) meeceeefpeke, jepekeer e, Ss efleneef meke DeeMeeeyejes yeje ceeveef meke DeeMee
Demeues uee veekeebveer jbieYetceer Jej uees keef eelee ef ceUefJeues ueer Deens.
3) `Jes[eeeb Iej Gvneb le ns efveJJeU cevees efJeMues<eCeeletve Heg ueCeejs veeke
Demet ve leeleerue DeeMee eyeue keueelceke Deveg YeJe osCeeje Deens .
meeef nleeee DeYeeme kejleevee ceevemeMeeeeleer ue lelJes Gheegkele "jleele
cnCet ve ceevemeMeee ns meeef nleeuee het jke Demes Meee Deens .
meboYe&
1)
2)
3)
4)
5)
er keeJeenjCe - Deeveb o heeerue

meeef nle DeeefCe meeceeefpeke Meees eeb ee Deble: mebyeb Oe - mebheeoke [e@. ef MeJeepeer veeiejs
Deepees veekekeej - [e@. oeejece hegb [s, [e@ . mvesnue leeJejs
Jes[eeeb Iej Gvneb le - ee. Jemeb le keeveskej
Jes[eeeb Iej Gvneb le - (heefjefMe) Yeeueyee kesUkej
104
Research Paper
Marathi
ceje"er meeefnle DeeefCe ceevemeMeem$eere meceer#ee heOoleer

hee.[e@.ceervee#eer osJe (efvecekej)
[e@.meew.Fb.Yee.hee.ceefnuee ceneefJeoeeuee, Deewjb ieeyeeo

peeefCeJesletve Ie[les , lej meeefnleeleerue iet {, Deiece, ecelke= efleke ef e$eCe
ns ues Kekeeee Deyees Oe-Deesleve ceveeletve Deeef Je<ke= le nes les .
meeef nleke=leer leerue Jekeleer , leebes cevees efJeJe-YeeJeefJeJe, leeb es
mJeYeeJe, ceeCemeeleerue efJeke= leer, leeb es Jele&ve, ceeveJeer mJeYeeJeeleer ue
efJemebieleer , mJeYeeJeeee efJeef JeOe le-ne, ceeveJeer ceveeleer ue meghle YeeJeYeeJevee, Jeefkeleceveeee meb kegefeleheCee, cees "hs eCee DeMee ceeveefmeke
heeleUer Jejee meeefnleelet ve efeef$ele nesle Demeleele. leees Deekeueve
ceevemeMeem$eer e o=e<f keesveeee DeeOeejs kejlee esles . ceje"er meeef nleeleer ue
cevees efJeMues<eCeelceke keLee Goe. iebieeOej iee[ieer U eebeer Gb DeeefCe
ueb yeke, peer.S.keguekeCeer & eeb eer heejJee, ef veUemeeJeUe, heg.Yee.YeeJes eeb eer
melejeJes Je<e& ner keLee cevees efJeMues<eCeelceke Jee meb%ee heJeener keeobye-ee
Goe.yee.meer .ce{s k& ejebee je$eer ee ef oJeme, kegmeg ceeiepeeb eer he=LJeeres hesceieer les
ner keefJelee eebes Deekeueve ceevemeMeem$eer e o= ef<kees veeletve Deef Oeke eeb ieuee
heOoleerves kejlee esG Mekeles .
meeef nleke=leer eer efveefce&leer heekf e ee, DeemJeeo Deeef Ce cetueceeheve
eemee"er ceevemeMeem$eer e meceer #ee heOoleer Deleble cenlJeeeer "jles.
Jee*d ceeerve Deekeueveeeer veJeer efoMee ee DeYeeme meceer #esves oeKeJeueer.
ceevemeMeem$eer e meceer #ee heOoleerves meceer#es uee Meem$eer e yew"ke osCeeee he elve
kes uee Deens . uesKeke DeeefCe Jeeeke eebee ceeveef meke he efkeeebJej hekeeMe
ekeCeeee he elve ee meceer #ee heOoleer Joejs kejlee es lees. ceevemeMeem$eer e
meceer #ee heOoleer ves meeef nleeee Deekeueveeuee Ske ceeweuf eke heefjceeCe heehle
kejve os Ceeee he elve kes uesuee Deens ns ef veef Je& Jeeo.
meeef nle ner Flej ueef uele keues he ceeCese Ske keueeke= leer Demeles .
meewb oee&ee Deeef Je<keej DeeefCe heefleef le s keueses iegCeOece& meeef nleelener
Demeleele. meeef nleeee Deekeueveeletve Je cet ueceeheveelet ve meeefnleeleerue
DeeMee DeeefCe Deef YeJekeleerleer ue meew boee& eer he efleleer esles. heles ke meeefnle
ke= leereer heke=leer Deeef Ce he Je= leer Jes ieJes ieUer Demeles leeceg Us meeefnleeee
cetueceeheve heOoleer ner JesieJesieUee Deensle. meeef nleees cet ueceeheve
kejCeejer Ske DeYeeme heOoleer cnCepes ceevemeMeem$eer e meceer#ee heOoleer .
ceevemeMeem$e Jekeleer ceveeee mecetn ceveeee DeYeeme kejles .
Jekeleer ceveeleer ue YeeJe-YeeJevee, keuhevee, efJeeej, meb Jesovee DeeefCe
Jekeleeres Jele&ve ns ceevemeMeem$eeee DeYeemeees
ef Je<ee Deensle.
meeef nleeeer ef veef ce& leer DeeefCe meeefnleeee DeemJeeo ee oes vner he efkeee ues Keke
DeeefCe DeemJeeoke eeb ee ceeveefmeke heeleUer Jej Ie[le Demeleele. leecegUs
meeef nle meceer#ee heOoleer le uesKeke-Jeeeke-meeefnleke= leer ee ef levner es
cevees efJeJe ceveesOece& peeCetve IesCeemee"er ceevemeMeem$eer e meceer#ee heOoleer
Gheegkele "jles .
meeef nleef veef ce& leer ner ues Kekeeee Deelceef Je<keejelet ve heke nes le
Demeueeceg Us meeefnleke= leereer ef veefce&leer he efkeee, meeefnleke= leerMeerue DeeMee
ues Kekeeee cevees JeJenejeMeer meb yebefOele Demeleele. ues Kekeees ceveeseJf eJe
meeef nleeee DeemJeeoeletve Jeeeke peeCetve Iesle Demeleele. lesJne leeuee lee
keueeke= leerletve veeJeer vehetCe& Je Deueew efkeke Deevebo heehle nes le Demelees . ee
Deeveb o heehleeres, jmeemJeeoees mJejhe ceevemeMeem$eeee lelJeeee DeeOeejs
Deef Oeke eeb ieuee he keejs mhe< kesues peeG Mekeleele.
meeef nle DeeefCe ceevemeMeem$e eebeeleer ue hejmhej meb yebOeeJej
heefmeOo ceevemeMeem$e%e ee@F&[ Je keeue& eg bie eebveer Deef Oeke hekeeMe ekeuee
Deens . meeef nle efveefce&leereer heefke ee uesKekeeee Deesleve ceveelet ve
peeefCeJesee heeleUer Jej Ie[le Demeles Demes egib e eeves cnues Deens . lej
ee@F&[ee celes meeef nleke=leer cnCepes uesKekeees ef oJeemJehve Demeles.
meeef nleeleer ue JeemleJeJeeoer efe$eCe ns uesKekeeee meyeesOe, esleve ceveeee
meboYe&
1. meceer #ee efJeeej DeeefCe ceje"er meceer#ee Ske DeYeeme - hee.De#eeevebo.
2. meeefnle meceer#ee mJejhe Deeef Ce heOoleer [e@.efveefMeieb Oee JeJenejs .
105
Research Paper
Marathi
i iES +Mi xE S
b. Vn {
[e@.meew.Fb.Yee.hee.ceefnuee ceneefJeoeeuee, Deewjb ieeyeeo
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106
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S xSi; {h Mi, i Mhi +. i Z x Jjx
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E >x n i:Eb Pii.
iES x {bM ]` ii +. i ih
x {h Ef , Vh Ex, Mni
x ={ n>x i hii"] {i x b*
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xS +ui +l :
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vxBV EVSS i. EVV +b >x
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nx i. v-ix Px n Sx, n, jS {x
E +. i n i iZ nS E {b +
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107
VMi n x. E, ix +z-{h Eh Pi.

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S +iM S x. x] |{S x x {l x +
Z +l Z +. + i Mii. i S x {l
|{S Si x +.
iEx + |E +{ xi S +M ix =i
+i. ix { V n v + i xS
vixS +S h Mi.
xE :
1)
x S M E Ei + iE Mii.
2)
|iE Cix {{Ek +M M { V +
iES Eh +.
3)
-" b{{x n { V +
iE nii.
4)
{S Ci x{x E {V. i Ehi
fMk xE Ci i. M iES
+M ix Ci i.
5)
x |z Eh hVS ES ri +i
iE ÈÈh {]x nii.
6)
x <p S +ii; {h i S xjh
i i S Eh iES +Mix i.
iEx nn +h |{ Sn +x Mx ]E +.
"xi, +uixi ix +. +h{ +h iE
{ ` Z. +iYxixS i E +i E{E`
Er` = +i. V-l-E`-{h < {x
BES +iikS vMx ] M {h S <
IiES M +. ={n iE Po]x BE, E ix
Pi. rx +ir C x, + iE hii.
"x E |z* rS Eh' + iE hii- "iE
h x {V +E* xix n VMiS*' + +{I Ci
Eii. b x h hS n ii. i EhS
M M x. Eh | +l x v E {h n:J
j i. V -iS { bii, ix MiS J
|J i. |{ Si M- l +i. n,
+i. IhM +i. +{ x BEii x V"{I
E` . {l h + hii. x vi.
iS x] Vh E, +SE v Ex {l vxi =tCi
E i + xv E{ni |hn n{i S ì.
iES +MhS lx +.
h f EE*
+h ]E n nP*
x B V n Z i*
E Vi E Vh*
{ ]i x. nE{ i x n. iE S x hi,
n {lS { +h EE { lS f. vb
|{S x x {l x + +l Z +vi Z +.
|{S, {l n J]S +. H-Mi i ES ]i.
meboYe&
1. iE h- b. En ii, b. nxn
108
Research Paper
Marathi
eerJeeoer meeefnleeletve eke Peeuesueer ceeveefmekelee

ceove mebefoheeve ieefnjs
mebMeesOeke efJeeeLeea heerSe.[er, [e@.yee.Deeb.ce.efJe.Deewjbieeyeeo

eerue#eer, %eeveceerceebmee DeMee DeveskeefJeOe efJe<eeeee DeYeeme eerJeeoer
meeefnleeYeemeele kesuee peelees.
eerJeeoer meeefnleeleerue ceeveefmekeleeekeleemeceepeeves eer-heg<eebvee efYeVe efuebieevegmeej pes efv eeceOece&
/peerJeveOece& yeeOet vb e efoues Deensle leeJeve ef eeeveeb (yeeekees) lej
heg<eeuee (veJeje)iegCeOece& eehle Peeues Deensle. ee meceepejefele
iegCeOecee&v ee peb [s j Demes cnues peeles.Skeoefjle efuebieeuee oesve Debies
Demeleele. Ske pewefJeke/vewmeefie&ke mJeheees leeuee efuebie Demes cnues peeles
lej ogmejs meceepejefele meebmke=efleke Deieb Demeles.
Heg<eeOeeve mebmke=leerc eOes eerlJeeee Je heg<elJeeee mebkeuheveseer
GYeejCeer Je yeebOeCeer ner heg<eees nerle mebyebOe jeKetve kesueer Deensle. leecegUs
heg<eeuee es lej eeruee keefve nerve uesKeues iesues Deens.
eerJeeoer heefjerletve meeefnleeee DeYeeme kejCee-ee DeYeemekeeuee
leeee meeefnleeletve eke Peeuesueer ceeveefmekelee leheemelee esF&ue.
1 heg<eeOeeve mebmke=leer
leerves eYeeefJele Peeuesues meeefnle
ee meeefnleele eere vf eefce&le meeefnleeee DebleYee&Je kejlee
esF&ue.heg<eeOeeve mebmke=leerves eer mJeYeeJeeeer, ueppee, DeyeueeheCee Deeoer
eeriegCe meebe fieleues peeleele. lemese hejeece, Oee[me, yeg efOocelee,
keCeKejheCee, ceoe&CeerheCee Ske mebkeuhevee ceeb [uesueer Demeles. efleeevetmeej
YeeJeveeef Meue, nUtJeejheCee, veepegkeheCee, veceheCee, OeerjlJe, Goejlee Deeef o
iegCeebveer eg e Demeuesueer Ske heg<elJeeeer mebkeuhevee ee mebmke=leerves
GYeejuesueer Demeles.ner eerlJeeeer Je heg<elJeeeer mebkeuhevee
mebmke=leereJf ejeerle Demeles.leer Ghepele DeLeJee pewefJeke vemeles.DeMee ekeejs
heg<eeOeeve mebmke=leerves efvecee&ve kesuesuee eermJeYeeJeeee Deeeeeves keener
eer-heg<e ef e$es jsKeeleele.
2 heg<eeOeeve mebmke=leer,efJeeejeCeeueer,cetueJeJemLee eeb ee eeflekeej Je
efJejesOe kejCeejs meenerle.e.eele eer evf eefce&le Jee heg<eefv eefce& efler meeefnleeee DebleYee&Je kejlee
esF&ue.Goe. Meeblelee kees & eeuet Deens, heCe ue#eele keesCe Ieslees, keceuee,
keUeees efve:eeme Deeefoee meeceeJesMe kejlee esFu& e.efJeesn er eerJeeoer
emleeJevee
peieeleerue yengleske mebmke=leer ee heg<eeOeeve mebmke=leer Deensle. leer ee
mebmke=leer efuebie meehes#e efJe<ecelesJ ej DeeOeejues uee Deensle.ee heg<eeOeeve
meceepejevesle nesCee-ee Deeheuee eerlJenjCeeeer Je eer Mees<eCeeeer
peeCeerJe eeruee Deveske keeueKeb[eletve keceer DeefOeke eceeCeele nesle Deeuesueer
Deens.hejbleg DeeOegefveke keeueKeb [ele leer peeCeerJe efleuee efJeMes<e efleeheCes nesJet
ueeieueer Deens.Deeheuee eerlJenjCeeeer Je eerMees <eCeeeer ner peeCeerJe
leereheCes nesleee ner eeremLeeefhele heg<eeOeeve mebmke=leer efJ eOo yeb [
keve G"ueer Je lee peeCeerJess ee DeeefJe<keej Deeheuee ke=leerlegv e,JeeCeerletve
Je uesKeCeerletve leer eYeeJeerheCes meeefnleeceOes ceeb[t ueeieueer.
Heg<eeOeeve mebmke=leerletve hejbhejs es Je heg<elJeees iees [Jes ieeeues
peele Demeleevee heg <keUoe helveer, meleer, oemeer, jKesue, osJeoemeer, JesMee,
cegjUer, heefjleee, ng[ebyeUer, yeueelkeej yeUer Deeoer DemebKe efeeebveer Je
eer Jeiee&ves Yeesieuesuee ceveesJesovee oeheuee o[heuee peeleele.ee
oeyeuesuee eer ogKe:uee Je Jesovesuee Jeeee hees[Ceees keece eerJeeoer
meeefnleeves kesues Je les Deepeleeieeele meg Deens.
eer ner yeb [Keesj,mJeleb$e ke=leerletve DeeefCe eer Deefmcelesee
DeefmlelJeYeeveelegve eercegeer Deeboesueveeee Je leebes meeefnle eeletv e leebeer
ceeveefmekelee Goeeme Deeueer.meeefnleele Jee Peeuesueer heg<eeOeeve
mebmke=leer, efleeer Deeheceleueyeer efJeeejeCeeueer, efJe<ece cetueJeJemLee Je
keee&e$ebCee eeb ee obYemhees kejCes lemese eere fveefce&le meeefnleeleerue eflees
DevegYeJeefJee,eermebmke=leer,eerYee<ee Deeoeres mJehe heenCes Je leees
DeLe&efveCe& eve kejCes ns eerJeeoeee ceeveefmekeleses cegKe Jewef Mees ceeveues
peeles.
eerJeeoer mebkeuheveeeuheveeeerJeeoeeer mebkeuhevee ner keesCeleelejer Skee lelJeeJej Jee Skee
melJeeJej GYeejuesueer veener.eerJ eeoele Deveske lelJes,mebkeuhevee,efkeesve Je
lelJeheleer eeeb e Deble&YeeJe Peeuesuee Deens.leer e iees eerJeeoer meeefnle
meceer#eseer,meeef nleeYeemeeeer Je eerJeeoer ceeveefmekeleseer Deens.Deeheues
Gefoode meeOeCeemee"er meceer#ekeeves Je DeYeemekeeves DeveskeefJeOe efJe<ee
neleeUues efkebJee DeYeemeues Deensle.eermeeefnleees mJehe,leeeeb
efveef ce&leerc eeieerue esjCee,eer meeefnleeeer hejbheje leemee"er lee meeefnleeee
Fefleneme heenCes leeee DeOeejs meJe& e meeefnleseflenemeeeer Je Jee[dceeerve
hejbhejseer hegvecee[Ceer kejCes lemese eermebmke=leer eerYee<ee, eer%eelee,
meeefnleeeer (feminist text) meceer#ee kejleevee meceer#eke heg<eeOeeve

efJeeej eCeeueer Je cetueJeJemLee eees cetueceeheve kejlees leeleerue
efJemebieleeres oMe&ve Ie[efJelees DeeefCe eerJejerue Deveeeees mJehe efJeMeo
kejlees.
109
1980 veblej eerJeeoer meeefnleeletve efvecee&Ce Peeuesuee ke#ee Je

efoMee DeefOeke Jeeheke mJeheeee neslee.lee ceOes eerJeeoer heg<e
meceer#ekeeb ee menYeeie nesG ueeieuee.lemese Fefleneme, ceveesefJe%eeve,
meeceeefpeke efJe%eeves,ceeveJe efJe%eeve meeefnleeleerue ceeveefmekelee Deeef o
#es$eele eerJeeoer efJ eeej DeeefCe mebMeesOeve ns eer DeeefCe heg<e DeMee oesvner
ner efuebieOecee& ee DebleYee&Je kejCee-ee efuebie efJ eeejeke[s JeUues. ee
ieeseree heefjCeece ne eer ee ceeveefmekelesletve meeefnleeJej Peeuee.eer
DeeefCe heg<e ee oesIeebeener efueieebee Deeef Ce efuebieOecee&ee DebleYee&Je kejCeeee efuebie efJeeejeuee kebs Yegle ceevegve meeefnleeletve peer ceeveefmekelee efvecee&Ce
nesles leer meeefnleeee DeYeemeele efkebJee efuebieOece& ee mebkeuhevesee
eJesMeecegUs eer ceeveefmekelesJej JesieUse heefj Ceece Peeuesues efometve
esles.Deepeee yeouelee heefjefmLeleervegmeej eereer yeoueleer ceeveefmekelee ns
eelegve mhe nesles.
meceejesheeDeKesj eer meeef nle ns meeef nle Demeles.leeuee meeefnefleke
DeeefCe meeef nlecetue Demeues heeefnpes.eeeer peeCeerJ e eerJeeoer meeef nleeves
"sJeueer heeefnpes.DeeefCe eerJeeoer meceer#eerkee Je meceer#eke eebveer ee eer
meeefnleees cegueceeheve kejleebvee leeeer meeefnefleke ieg CeJeee Je leees
meeefnlecetuener efJeeejele Iesleues heeefnpes. Deepe eerJeeoer uesKeerkee Je
eerJeeoer meefc e#eerkee eebeemeceesj keesCeles eMve GYes Deens DeeefCe lee
eMveebee meboYee&le eerJeeoer meeefnleeletve eereer ceeveefmekelee keMee
ekeejs yeouele eeueueer eeee efJeeej meeefnleeletve kesuee heeefnpes nse ee
mebMeesOeveees keee& Deens.
3 eerefveceeale meeefnle
eeceOes Skee eerves eer cnCetve Iesleuesues eerefveefce&le DevegYeJe
Jee kesues ues Demeleele.eer ee DevegYeJeeee DemmeueheCee- ns ee
meeefnleees Ske es cetue ceeveues peeles.Goe.keceue osmeeF&, ieewjer
osMeheeb [s Deeefoes meeefnle eeceOes cees[les.eer efveefc e&le meeef nleeee DeeefCe
eer meeef nleekeebee DeYeeme kejCee-ee meeefnlemeceer#esuee
(gynocriticism) ner meb%ee eLece Sueve MeesJee@uj ee eerJeeoer
meceeref#ekesves Jeehejueer.leeres veeJe hes efceefvem ef eef efmePece Fve o
efJeu[jvesme Deens.leebveer eLece ef eerkeue FvkeJeeejer ee efv eelekeeefuekesle
Ske cenlJehegCe& uesKe efuenuee.
eLece eer meeefnleeeer DeeefCe meeefnlekeeb eer eere fJeefMelee ns
efleee kees Celee iegCeefJ eMes<e ceOes meeceeJeueer Deens ns heeneJes ueeiesue.ee
meboYee&le eer ee mJele:ee eer MejerjeMeer efJeefMeee mebyeOe esle
Demelees. lemese efleee mJele:ee eer ceveeMeer eerceeveefmekelesMeer mebyebOe
esle Demelees. eflees Yee<esMeer Je eer mebmke=leerMeer Keeme mJele: es mebyebOe esle
Demeleele. ee meyebOeeletve eeres eerefJeefMe Demee DevegYeJeefJe<keej
meekeejle Deemeles.Goe.$e+legeehleer nesCes ieYe&OeejCeeMejerj mJele:ee
Mejerjele JeeieJeles. Deehele pevce Deeef o DevegYeJeelegve eer es Mejerj ceve
bIe[le heeblejerle Gleefcele nesle peeles.ns Meejer efjke ceeveefmeke mJeheees
DevegYeJe Keeme eer es DevegYeJe Demeleele.ns heg<e DevegYeJeeee #es$eeyeensjes
Demeleele.
ee eerefJeef Me DevegYeJe#es$eeuee MeesJeeuj JeeF& u[ Peesve Demes
mebyeesOeues peeles.cnCetve eer efJeefMeleses mJehe MeesOeeees Demesue lej eer
Mejerj,eerceve eerYee<ee DeeefCe eer mebmke=leer ee DeeOeejs eerJeeoer
ceeveefmekelesee DeYeeme kejeJee ueeielees.
meboYe&
1 meewob e&YeeJeCee ceje"er Jee[d.cee keesMe (4) meceer#ee meb%ee.
2 eerJeeoer ceeveefmekelee DeeefCe meeefnlesefleneme DevegYe efoJeeUer Debke 1980 .
3 ceevemeMeeeere meceer#ee DevegYe ceee& -Sefeue 1990.
4 eerJeeoer meceer#ee DevegYe mebsyej-Deekeebys ej 1979.
5 showalter,e (ed.1989 ) speaking of gendar Routtedge New Yark.
110
Research Paper
Marathi
meble meeefnleeleerue ceveefJe<eeke efJeeej

[e@] ceOegkej #eerjmeeiej
heodceYeg<eCe Jemebleoeoe heeerue ceneefJeeeuee heees oe lee] heees oe efpe] yeer [

ceveeme Gheos Me kejCeejs mJeleb $e hekejCe leebveer efueef nues Deens]
ceve ns Jeeb Pe, heeefhe< Deens ] ee ceveeves mJemJeheees Oeeve keve ceve
hejehej hejles ueeJeues heeef npes ] ee ceveeuee leeb veer Dejs cevee js Demes
meueieer ves mebyeesefOele kejleele]
ceveesceeie& ieleer :- meble %eevesej :meb le %eeveosJeeee nef jhee"eee DeYeb ieeee ueeskeceevemeeJej heeb [ he YeeJe
Deens ]
DeYebie Dee"JeeceOes
meb leebes meb ieleer ceveesceeie& ieleer ~ DeekeUeJee eerheleer esCes hebLes ~~ 1 ~~
ee DeYebieele Deeheuee ceveeee ceeiee& eer ieleer meb leebee mebieleer ke[s
JeUJeeJeer] nef jhee" ef JeJejCe ee ie bLeele Jew] n] Ye] he] Oegb [ecenejepe os ieuegmkej
eebveer Deleble Glke= <heCes ee ceveesceeiee& es efJeJes eve kesues ues Deens] les
cnCeleele, meJes& efo eebes JeJenej ceveeDeeOeer ve Deensle] cnCet ve leeme
Deble:kejCe cnCeleele] ns ceve meJe& yeeneefo eebes hes jke ef kebJee ef veeeceke Deens ]
ner Fb efob es ceveeme meneeke Deens le] efpeJeees iecevener meJe& hekeejs
cevees ceeiee& vese nes le Demeles ] DeeefCe ee efJeeejebee heg<eLe& leeb veer
Deveskeeveske meb oYe& osGve ees ieJeefme<"eee meboYe& osleeb vee Ske Mueeske GOe=le
kes uee Deens ] lees heent]
ceve SJe ceveg <eebvee keejCe yeb Oe cees#e ees : ~
yeb Oeee ef Je<eeemekeleb ceg keles efveefJe&<ee ceve : ~
ceve ns e ceveg<eeuee yeb Oe cees #eeme nslet Deens] ceve ef Je<eeemekele Demesue lej
yeb Oeeme Je efveefJe&<ee nesFu& e lej cees#eeme keejCe Deens]
ceeGueer ceveeeer JeeKee kejleele] ceveees mJehe mhe< kejleele] ceveees
efJeef JeOe DeLe& Jekele kejleele Je ceveeeer meb keuhevee mhe< kejleele] ceewefueke
efJeeej leebveer ceeb[uesues Deensle] ieerlesleer ue Mueeskeebes Yee<e cnCetve ceveeee
Meeeer e DeYeemeeeer ceg nlt e&ces{e jesJeueer Deens] ee DeLee& ves heeee Ieeleuee
Deens ] ceveeee mJeYeeJeeef Je<eeer ceeGueer cnCeleele,
ns ceve kew mes kes Je{s ~ Ss mes heenes cnCees lejer ve meehe[s ~
S-nJeer jeneeJeee Lees [s ~ $ew ueeskee eee ~~
%eeves De]6 DeesJeer 41
yeg Ooer uee meU efvecee& Ce kejCeejs Je efJeJes keeves e YetueefJeCeejs , meblees <e
meb heefJeCeejs , yemeues lejer efn[b ef JeCeejs, oenereof Meeb vee ef hejCeejs, meb eceeves
efvejesOe kesuee lejer ceve mJele:ee mJeYeeJe mees ef[le
veener ]
ceve kemes Deens eeefJe<eeer ceeGueer cnCeleele,
pes Fbeof ee DeeefCe yeg Ooer ~ ceePeeefj ef uees mebOeer ~
jpees iegCeeee Keeboer ~ lejUle Demes ~~ Demes meeb ietve
Jeeee ceve ns veeJe ~ S-nJeer keuheveeefe meeJes Je ~
peeees efve meb ies peerJe ~ oMee Jemlet ~~
DeMeer ceveeeer JeeKeee les kejleele] ceveeee meb keuheves efJe<eeer meebieleevee
ceeGueer cnCeleele,
pes heJe=leer efme cetU ~ keecee peees yeU ~
hemleeJevee :meb le meeef nleeleer ue ceve efJe<eeke efJeeej ne he mlegle

MeesOeefveyeb Oeeee efJe<eeeeer Skeef JemeeJee Melekeele Deleble DeeJeMekelee
Demeuesueer ef omet ve esles] mebleebveer Jeefkeleuee ceveeves heefJe$e, meesppJeU,
efvece&U, ef veeue Demes jentve Deb le:kejCeele hejcesejeeer mee"JeCe kejeJeer
Demee ceew efueke meb osMe ef oues uee Deens ] hemlegle Mees Oeef veyebOeeee ef Je<ee ke#es le
leeeer ceeb [Ceer kes uesueer Deens ]
meblehetJe& keeueerve efJeeej :meb lehetJe&keeueer ve ceveeee efJeeej ne Deves ke meb mke= le ieb Leeletve
Deeues uee Deens] eerceod YeieJeodieerlee Je eer ceodYeeieJele ee cet U ieb Leele efJeef JeOe
ef"keeCeer Yekeleer DeeefCe Jekele ee oes Ieeee ner efJeeej kejleevee ceveeee
efJeeej kes uesuee Deens] ceveeuee Fb efoeeb ee jepee ceeveues Deens ] cevee meJe& yeeyeer
kejCeeme keejCeerYet le Deens Demes cnues Deens] veejo Yeefkele meg $eele ceveeeer
efJe<ee hejlee Jekele kesueer Deens] lej Gheefve<eoe ceOes ceeb[gke e Gheefve<eoele
Deelceeee ceeveefmeke DeJemLee Jekele kesuee Deens le] peeie= leer mJehve,
meg <eghleer DeeefCe mJemebJeselee ee eej DeJemLee Jekele kes uee Deensle]
meble meeefnle mebkeuhevee :- meb le meeef nle ner Jeeheke
meb keuhevee Deens] meble ef veJe= efeveeLe les meble efveUesyee hee& le Jeejkejer meb leebeer
ceeb efoeeUer ee meb le meeef nleeee meb keuhevesle Skeef$eleheCes Jekele nes les ] meble
meeef nle ns hejceeLe& he ehleer mee"er meeOeve cnCetve pejer pevceeuee Deeues Demeues
lejer Deepener leees cenlJe keceer Peeuesues veener] %eeveos Jes jefeuee heeee
cnCet vee eLeeLe& heCes cnues peeles ] meb leebvee uees keeb ee ef Je<eeer leUceU Deens]
meb leebveer ceveeuee cenlJeees mLeeve ef oues Deens] ceve nse meJe& ef meOoer es keejCe
Deens Demes mhe< meeb efieleues Deens ]
meceLe& meb he oeeees heCes les meble jeceoemeebveer ceveeee Muees keeletve
ner ceveeee ef JeefJeOe Je= =leer he Je= leerb ee JesOe Iesleuee Deense] leeb ee ee
cevees yees Oeeme ceOeeg ieer ve ceje"er Jee[d c] eeele Deleble ceewefueke mLeeve Deens]
leebee ceveef Je<eeke efJeeejebes mJehe heenCes ee ef"keeCeer DeeJeMeke Deens ]
Gvceve ceve :- meble efveJe=leerveeLe :meb le ef veJe= leerveeLeeb veer leeb ee DeYebieieeLes le emebieesheele ceveeee
GuuesKe kesues uee Deens] ceveecegUs Jeemevee efvecee& Ce nes leele lelee ceveeeer
OeeJe Keg bueer lej ieleer leg tve ceve Gvceve nes les ] lemes e ceve ns DeveeJej
Deens ] ceveeuee leebveer heejceeefLe& ke meeOeve cnCetve mJeerkeejues Deens] F& ej
ejCeer, iegejCeer] eerjece ejCeer ee ceveeves ue#e ueeJeeJes Demee efJeeej
leebveer kesuee Deensle]
ceveeefees iegbleer :- meble %eevesej :- ceveeme ceg j[lee es Ces DeeJeMeke
ceeveleele] ceveeceOes Deves ke efJeeejeb ee Skeef$ele meceg ee Demelees hejbleg
leelet ve F& ej ejCeer yeg Ooer Demesue lej leeee Mes uee ef JeCelee esG Mekelees
Demee efJeeeme les Jekele kejleele] he heb eeletve ceve kee{tve les yecner ueeJelee
es Ces DeeJeMeke Deens ] ceveeuee ceeve leees ceer heCe IeeueJeues heeefnpes]
111
ceveeceeies ceve ueeJet b ~ lesLes meJe& megKe heent t ~~1~~

ceie Deecne keee GCes ~ oee kejer veejeeCe ~~2~~
peveer cnCes Ssmes ceve ~ keb osJee nes Deeef Oeve ~~3~~
ns ceve osJeeee DeeOeerve kesueeJej keesCeleener iees <ereer GCeer Je YeemeCeej
veener ] ceveeeee mJeYeeJe Jew efMe<eeee peCet es Les meb le peveeyeeF& Guues Ke
kejleele] cnCetve leeb ee efJeeejeuee cenlJehetCe& mLeeve nesles]
SsMeecevee keee kejeJes :- meble SkeveeLe :- meb le SkeveeLeeb veer ceveeuee
leeee JeehekelJeecegUs keee kejeJes Demee heMve Gheef mLele keve
ceveeefJe<eeke ef Jeeejeuee Ket hee eeuevee efouesueer Deens ] les cnCeleele,
yewmelee efveeU ~ ceve kejer leUceU ~~
ceveeleer ue he eb[ leUceU ner Oeeve OeejCee efJeOeer ee ceeiee&ves kees "se
efmeefOouee heeJeef Jele veener ] lesJne leemee"er ee ceveeuee keee kejeJes Demee
heMve Gheef mLele kesuee Deens]
ceeveJeer peerJeveele Me$et Deves ke, les yeens ve esCeeme GMeerj
ueeielees ] heCe ceveeleer ue Me$et es Jece& keUues heeef npes ] DeMee ceveeuee Kejs lej
Jewj Oeve ceejeJes Demes meb le SkeveeLe cenejepeeb veer cnues Deens ]
Jewj keef ve ceve ceejeJes ~ cevee DeOeerve ve JneJes ~~
meb le SkeveeLe cenejepe ee DeYebieele ceveeuee Jewj keve ceejeJes, leeee
DeeOeer ve nes G vekee, leeee ceeies ve peelee ceveeuee yeeb Oet ve "sJee] ceveelee
Ke-ee megKeeee Jeeme Deens] o={heCes pej ceveeuee DeekeUues lej
hejceelceeeer heehleer menpe nesFu& e]
ceve ns F& ej ejCeer ueeJeCes Deleb le ke"erCe Deens] menpeemenpeer
les ueeiele veener] leeuee YeieJeb leevese yeU eeJes cnCepes les o={heCes
F&ejejCeer osJeeee heeeer jener ue Demee ef Jeeeme ner les Jekele kejleele] meble
SkeveeLe cnCeleele,
ceePee ceveees les ceve ~ ejCeer "sJeeJes yeeb Oegve ~~
ceveeee ebeuelJeeee ef Jeeej les kejleele] Yee[eceOes les cnCeleele,
vekee peeG cevee ceeies ~ Leesj Lees j Peeues oies ~~
ceer yeesuele veener JeeGies ~ meeJeOe jne oeoebvees ~~
ceveeee ceeies ueeieueeves Leesje cees "eeb es neue Peeuesues Deens le] lesJne
peer Jeveele meeJeOeevelee yeeUieueer heeef npes nee cetueYetle efJeeej leeb veer
efouesuee Deens]
cevee meppevee : meceLe& jeceoeme :Yet peb ie he eele ee Je= leeceOes les efueef nuesues Deens le] heefnuee Mueeske
ceieueeejCeeee Je Mes Jeee Muees ke heueeg leeree Deens ] meoeeej efJeeejele
veerefle, ef JeJeske, Deef veleYeeJevee, meleefve<"e Je ceg ceg #elJe, F&ej efve<"e ee
efJe<eeeJejer ue Mueeskeelet ve Devevelee, veg hes #eer keoe jece, jeIeJeer , Jemleer ,
ceew ve ceg oe, Yekele DeYekele ue#eCe, veece mcejCe, keer le& ve Yekeleer] ,
meleMeesOeve Je ieg ke=heseer he ehleer ] Fleeoer ef Jeeej Jekele Peeuesues Deensle]
ceveeueee meceLee&b veer meppeveeeer Ghecee osGve leeves YeefkeleheLeeJej
eeueeJes ceveele Jeemeveeb eer Glheleere nesG vekees osG, keuhevee mees[eJeer ,
heehe meb keuhe mees[eJesle Je mele mebkeuheeee mJeer keej peerJeveele kejeJee]
ceeveJeeee ke= leerMeeruelesuee DeLe& eeJee cnCetve meceLe& cnCeleele,
os ns leeefielee keerelf e& ceeies GjeJeer ~ cevee meppevee ns efe efke ee OejeJeer ~
cevee eboveees hejer lJee ef PepeeJes ~ hejer Deb lejer meppevee efveJeJeeJes ~~
pes DeKeb [ met es U ~ Denb keejemeer ~~

pes Fsles Jee{Jeer ~ DeeMes les e{Jeer ~
pes hee"er hegjJeer ~ Yeeeefme iee ~~
%ee]De]13 Dees ] 111-112~~
meb le %eevesejebveer Deleble ceeefce&keheCes ceveeee ef Jeeej Jeeheke o= <er ves ceeb [uee
Deens ] ceveeee efJeeejeee heeF& [ee DeeOeer ef keleerlejer Melekes meble
%eevesejebveer heeee Ieeleuee cnCetve lees heenCes DeeJeMeke Deens] lee
efJeeejeJeje heg {er ue meb le meeefnleele meJee& veer e ceveeee ef Jeeej meeleleeves
ceeb [uee Deens]
ceveeee efJeeejees cegKe he Jele&ke cnCet ve ceeGueer ee Ghejeskele
Dees Jee heenlee esleer ue]
heeJeve ceve :- meble cegkeleeyeeF& :meb le ceg keleeyeeF veer leebee leeer le DeYeb ieelet ve ceveeves e ceveeeer
eesjer keve cevees ceve OejeJes ] ceve ns Jeeie Deens Demes cele lee Jekele
kejleele] leeeree DeYeb ieele lee cnCeleele,
ees ieer heeJeve ceveeee ~ meener DehejeOe peveeee ~~
efJee jeies Peeues Jevner ~ mebleer meg Kes JneJeer heeCeer ~~
ee DeYebieeletve peveebes DehejeOe menve kejCeemee"er heeJeve ceveees nes Ces
DeeJeMeke Deens] leebee DeuheMee DeYeb ieelet ve hekeues uee ceve efJe<eeke
efJeeej Jeerpe eceketve peeJeer Demeee Deens ]
ceve veener efveeU :- meble veeceosJe :Deee keerle&vekeej, Deee heJeevekeej, Deee DeYeb iekeej, Deee eefj$ekeej
DeMee Deveske DeeelJeeee ef yeoebveer ueeskeefhe e DemeCeejs meble veeceosJe ns
Jeejkejer Deeeejebes he Cesles Deens le] ceveeee ef Jeeej kejleeb vee leebveer ceve
efveeU veener Demes mhe<heCes meeb efieleues Deens.
ef veef Je& keuhe yence kewmes efve Deeleg[s ~ peJeb Jejer ve cees [s ceer letheCe ~~
Meyoefe$ekeLee meebieleer heeuneU ~ ceve veener efveeU nef j heeeer ~~
hejces ej ejCeer ceve ueeJeeJes DeMeer les Dehes#ee Jekele kejleele] meb le veeceosJe
cenejepeebveer os Jee leg PeeJej meCeehes #ee ceveeueee ef JeeejeJes DeMeer Dehes#ee
les Jekele kejleele]
Dejs Deueiee ceeef Peee letb cevee ~ ef keleer jevees jeveb efnb [efJemeer ~~
efJe"es yeees heeeer o= { Ieeueer ef ce"er ~ kee nesmeer ef nbheger Jeeeeef JeCe ~~
ceve ns e ceeveJeeuee Flej$e ef nb[ef Jeles] efJe"esyeeee heeeer o={efce"er IeeueeJes]
meb keuhe ef Jekeuheees cetU mecet U hee[tve eketve ceveeuee ef veeuelJe he ehle
nesCes DeeJeMeke Deens] #eCeYeb ietj Demeues ueer Jeemevee Deleb le he yeUheCes
ceeveJeeuee hemeef Jeles] iegb leefJeles] cnCetve Jeemeves ee meb ie leg uee heeefnpes] meble
meb ieeveb leje Jeemevee mebheJet Mekeles ] ceveeves Jeemeves ee leeie kesuee leje
hejces ej mees [efJeue] hejceelceeee heeke[s ceve ueeJeues heeefnpes lesJnee
peer Jeveeee GOoej nesF&ue]
osJeeefOeve ceve :- meble peveeyeeF& :meb le peveeyeeF&veer ceveeee efJeeej
Deveske DeYebieelet ve kes uesuee Deens ] ceve ef mLej kes ueeefMeJeee F&ejheehleer
DeMeke e Deens ] keLee keer le& veelener ceve efmLej "s Jetvee yemeeJes ] cnCet ve DeMee
ceveeuee leeee ceeiese ceve ueeJet ve meJe&meg Ke heent ] ee ceveeueee osJeeee
DeeOeer ve ke cnCepes meJe& heehleeree ueeYe nesF&ue] DeMeer megb oj keuhevee
ceeb [gve leebveer ceveeee ef Jeeej kesues uee Deens ]
ceveeceeies cevee ueeJeCeeeer Deef YeveJe keuhevee meble peveeyeeF&b veer
ceeb [ueer Deens] cnCet ve lees DeYeb ie esLes GOe= le kejlees]
112
ceve kejejs he meVe ~ meJe& efmeOoer es keejCe ~~

cees #e DeLeJee yeb Oeve ~ megKe meceeOeeve Fe les ~~1~~
ceveecegUs e cees#e efceUlees, YeJeyebOeveelet ve meg kee nesles] ceve ns e mJele:es ieg
ner Deens DeeefCe ef Me<ener Deens ] cnCet ve leeuee hemeVe keve IesCes DeeJeMeke
Deens ]
ceve, ceveeee efveOee&j, ceveeleerue YeeJe, cevegjepee Ske os nhegjer,
ceveees Dees Uues heCe, ceveeeer ieg lb eJeCeg ke, ceveeJeeeeleerle ns ceveees mJehe,
ceveele ef JeefOeefve<es Oeeeer ee[ DemeeJeer ] Ske ceve ns e Yeeb[Jeue Deens] leemee"er
ceve efveeU jeneJes DeMeer Dehes#ee les Jekele kejleele] ee ceveeuee meb le
legkeejece cenejepeebveer heefpeleKeesj cnues Deens] les cnCeleele,
heef peleKees je cevee efkeleer let pe meebiees ~ vekees keesCee ueeiees ceeies
ceeies ~~1~~
ee DeYebieele leeb veer ceveeuee ke"es j nesCeees , Jepeemece nes Ceees mebeef ieleues
Deens ]
meb le leg keejece cenejepe cnCeleele,
cevee meebe[f ns Jeemevee og < Kees [er ~ ceveer ceevemeer Ske ns JeLe& pees [er~~
ceveeleer ue Jeemevee mees [tve, leeee og < Kees [er cees[tve leeuee efJe"d"ue hes ceer
pe[JeeJes les Jnee Kejs megKe Deens Demes cele Jekele kejleele]
ceveeves ceveele DeeCeues lej meJe& KegCee Oeeb[es Uuee peeleer ue] eheU Demeues ues
ceve efveeU jenerue] hejbleg ceve ef veeU ve jenlee heUles ]
leheeuee les ceve Ieele kejles] cnCet ve ns cevee leg meebYeeU Flej$e
ieg blet vekees me] Demes les cnCeleele Je ceveeme Gheos Me kejleele,
vekees vekees cevee ieg lb et ceeeepeUer ~ keeU Deeuee peJeUer ieemeeJeee~~1~~
ceveeletve pees De[keuee leeuee Skee kees Ceer e mees[ef Jele veener ] hejcesejee
Ke-ee DeLee& ves YeJeyebOeelet ve mees[JeCet ke kejlees ] cnCet ve hejces ej, efJe"d "ue
Yekeleer le les ceve ueeJeCeees meebieleele]
ceveeuee DeeJejCeees keee& kesues heeef npes ] ceveeuee melelee
ueeYeeJeer Je ceve heg{s heg {s peele veejeeCeeke[s peeJes DeMeer Dehes #eee les
Jekele kejleele] cnCet ve ceveeuee peheeJes ] ceveele JeeF& Jeemevee ef vecee&Cee nes G
vees ] cnCetve les cnCeleele,
ogyeg &Ooer les cevee ~ keoe veg hepees veejeeCee ~~1~~
ceveele og yeg& Ooer e pevceeuee esG vekees cnCet ve les he eLe& vee kejleele] YeieJebleees
heee ef eleele OejeJes ] ceveeee ueeYe nes lees lees cenlJeeee Deens]
ceveeuee efeb leveeeer pees[ ueeYeeJeer] ee ceveeuee mJewj peeG osG
vekees] ceveeuee meg oMe& ve Ieeuet ve De[efJeCes cenlJeees Deens] les cnCeleele,
Deelee kees"s OeeJes ceve ~ legPes ejCe oseKf eefueee ~~1~~
ceveeves heUt es, OeeJet vees, YeieJeb leees oMe&ve IesleueeJej Yeeie Meer Ce
peelees ] Deevebo meJe&$e efceUlees ] hejces eje ejCeer hes ce jmeeves efce"er yemeueer
Deens ] meb keuhe het Ce& JneJesle] oMe& ve JneJes DeMeer Dehes#ee meble legkeejece
cenejepe Jekele kejleele] Sket Cee leebee efJeeejees meej ceveeves
efJe"d"ueeMeer he meVe nesGve Skehe JneJes Demes e Deens ]
efnle JneJes ceevemeer:- mesvee vneJeer :- meb le mesvee cenejepe cnCeleele
keer, ceveeleerue ob Ye, Denbkeej eeb vee pej oJeef[ues leje DeueYeueeYe
neleeMeer es F&ue] ceveelet ve Deeheues mJele:es efnle meeOeeJes] pej ef ele MegOo
vemes ue lej ceveele F& ej es Ceej veener ] les Jne ef nle nesCeej veener] les cnCeleele,
ef nle JneJes ceevemeer ~ oJe[e ob Ye ceevemeer ~~1~~
ee Mueeskeele ceveeves DeMeer ef ke ee kejeJeer , leemee"er ke< kejeJes , ef PepeeJes

keer peecegUs leeee ce=letveblej leeeer keer leer& ceeies jeneJeer] meppeveebvee
Deble:kejCeele ef veJee ef JeCeees keee& leeves kejeJes]
Meeele meleeee leebveer hegjmkeej kes uesuee Deens ] efJeJes kee efMeJeee
peieCeeuee DeLe& he ehle nesle veener ] ef JeJes ke cnCepese meejemeej yegOoer nes e] les
cnCeleele,
peieer meJe& megKeer Demee kees Ce Deens ~ ef Jeeejs cevee let b ef e MeesOeg efve heens ~~
cevee lJeeef e js hetJe&meb efele kesues ~ leeemeeef jKes Yees ieCes heehle Peeues ~~
heleskeeme megKeemee"er mebIe<e& eeJee ueeielees hejb leg ef Jeeej kejCeejs ceve
Demesue lej megKe peJeUe Deens ] veener lej og:Ke Yees ieCee efMeJeee heee& e
jenle veener ] Deleb le mhe<heCes , melelesves leeb veer ne Gheos Me kes uee Deens ]
meleeee Deeie n Jekele kejleevee les cnCeleele,
cevee meJe& Lee mele meeb [t vekees js ~ cevee meJe&Lee ef ceLe ceeb [t vekees js ~~
mele DeeejeJes Je ef ceLee mees [eJes Demeee les Deeie n Oejleele] F& ej efve<"e
Jekele keve jeceejCeer les Deveve YeeJeeves ueeJeeJes Demes meebieleele]
efJeJes keeves ef ke eeceOes yeoue kes uee leje ee meb meej leeheeletve
cegefkele ef ceUt Mekes ue les cnCeleele,
efJeJes kes ef keee Deehegueer heeueeJeer ~ Deef le Deeojs Meg Oo efke ee OejeJeer ~
peveer yeesueCee meeefjKes eeue yeehee ~ cevee keuhevee meesef[ meb meej leehee ~~
Meg Oo ef keee DeeejCe keve yees ues lewmee eeues ee Je=leer ves peerJeve peieeJes ] ner
efke ee heeue efJeJes keeves kejeJee] ceveeleerue mebmeej leeheeee keuhevee mees [uee
lej leeJej ef Jepee efJeJes keeves efceUef Jelee eslees ]
efeee heeuemee"er melheg <eebeer mebieleer Oejueer heeef npes ] meceLe&
cnCeleele,
Oejer js cevee meb ieleer meppeveeeer ~ pes Ces Je= leer ns heeues ogpe&veeeer ~~
Je=leer le heeue PeeueeJej Deehees Deehe meodyeg Ooer ueeYeles ] meodyeg Ooer e
ceeveJeeuee mevceeiee&uee ueeJeles ] keeUeJej efJepee ef ceUefJeCeees ceve nse
meeOeve Deens ] meceLe& cnCeleele,
cevee iet pe js let pe ns he ehle Peeues ~ Hejer Deb lejer heeef npes elve kesues ~~
he elvee ef MeJeee, eJeCee ef MeJeee, meppeve mebieleerefJevee ef ceUeues ues ieg pe
ieg ne leguee heehle nes Ceej veener ner peeCeerJe DeblejeceOes "s Jetve melele he elve
kes ues heeef npes le. ceveeee Mueeskeeeer heueeg leer meeb ieleele les cnCeleele,
ceveeeer Meles Ss keleeb oes<e peeleer ~ celeer ceb o les meeOevee ees ie nes leer ~~
meceepeeleer ue Deleyeg Ooer , celeercebo, ieleerceboevee ns ceveees Muees ke efveefele
hes jCee os Ceejs Je meeOeves eesie kejCeejs Deensle] %eeve, Jew jeie Je meeceLe&
ceeveJeeee Debieer es Gve leeme ceg efkele YeesieCeees meeceLe& es F&ue Demee
efJeeeme meceLe& Jekele kejleele
ceje"er Jee[dceeele Deleble ceesueees mLeeve Je ceveeee DeYeemeele Ske
cewueeee oie[ Demeues ues ceveees Muees ke megb oj Je cenlJehetCe& Deensle]
ueeskeceeve efUkeebveer leeb eer he Mebmee kejleevee les Kes [eshee[er mekeeUer
cnCeeJes le DeMeer metevee kesueer nesleer ] meeceLe& Je meb peerJeke Gheos Me osCeejs ns
ceveees Mueeske meb le meeef nleele ceeveeee legjee Deens] eeueee ef Jeveesyeebveer
cevees heefve<eo cnues Deens ]
ceve kejejs hemeVe :- meble legkeejece :- meb le legkeejece cenejepe ceve
ns e meJe& ef meOoer mee"er keejCe Deens leemee"er ceve he meVe kejeJes cnCepes meJe&
yeeyeer heehle nseleerue] ceve nse ieleer Je DeOees ieef leme keejCe Deens ]
Deeheuee DeYeb ieele les cnCeleele,
113
ceveeletve obYe oJe[uee lej efveefelee ueeYe nes F&ue] ns e Kejs heejceeefLe& ke
o=<erves efveJee& Ceer es Mee Deens cnCet ve les Jekele kejleele]
ceveeree mebosn :- meble efveUes yeejee :meb le ef veUes yeejeeeb veer ceveeleer ue meb osn ne meb heuee leje os Jeeeer
heehleer nesF&ue Demes cenlJehetCe& cele Jekele kes ues Deens ] ceveele megKeeee
meg keeU neslees ] les cnCeleele,
ceve ceePes yewmeues Oeeveer ~ legcees ef ebleveer veeceeesefve ~~
JeekegU, efJejner , ebeue, eheU ceveeuee ef mLej keveer Oeeveele yemeefJeCes
ke"erCe Deens ] ceveeuee efJeebeleer heeJeCeees ef "keeCe ns eerieg ejCe Deens]
ceve pej Ke-ee DeLee&ves %eeveegkele Peeues lej yencemJehe nesles] ceveeuee
meJe&$e Skee DeefOe<"eve ueeYeueeJej les efJeeeb leer heeJes ue] les cnCeleele]
ceve efJeeeb leer heeJeues ~ iegejCeer efmLejeJeues ~~1~~
%eeveegkele neslee ceve ~ yenceYet le Peeues peeCe ~~2~~
meb le efveUesyeebes ns ef Jeeej cnCetve hesjke Deens le] ceveeuee ef Jeeebleer os Ceejs
Deens le]
efve<ke<e& :1] meble meeef nleeletve Peeuesuee ceve ef Je<eeke efJeeejebes mJehe JeweJf eOehetCe&
Je yeesOeheo Deens ] lemese les Dees Jeer, DeYebie, Mueeske F] jevee hekeejeletve
hekeues Deens]
2] meble meeef nleeletve ceveeee mJeheeeer , mJeYeeJeeeer, Jele&veeeer eee&
efJeMes<e heeves Peeues ueer Deens] efJeheg ue heceeCeele uesKeve Deeuesues Deens]
3] meble meeef nef lekeeb ee peerJeve efJe<eeke o= <er kees Ce heejceeef Le&ke Je
DeeOeeeflceke mJeheeee DemeueecegUs leebveer ceveeuee eemee"er
mekeejelcekeles ves JeUefJeCeeee melele he elve kesuee Deens]
4] ceveeuee ke= leerMeeruelesee pees [eroej kejCeeee melele he elve kes uee Deens]
ke= =leer letve heefjJele& veeeer mebleeb eer Dehes #ee Deens]
5] ceveeleerue efJeef JeOe DeheheJe== leeruee DeeUe Ieeuet ve ceveeuee meJe&efmeOoleses
cegKe keejCe cnCetve cenlJe efouesues Deens]
6] meb le meeef nleeletve hekeuesues ceve efJe<eeke ef Jeeej ns Deepener
meceepeeuee, DeYeemekeeb vee, ceevemeMeee%eebvee Gheegkele Deensle] SkeefJemeeJee
Melekeeleer ue heieleerMeerue ceeveJeeee ceeveef meke bebvee GodyeesOeve kejeJeeees
meeceLe& leeceOes Deens ]
7] meb le meeef nleeletve hekeuesuee ceveef Je<eeke efJeeejeJej Jeeheke mebMeesOeve
nesCeeeer DeeJeMekelee Deens ]
meceejeshe :meb le meeef nleeleer ue ceve efJe<eeke ef Jeeejeb es mJehe Deeleehee&ble
DeeheCe heeefnues] mebleeb veer ceveeueee heejceeef Le&ke Je DeeOeeef lceke #es $eele
Deleble cenlJe efouesues Deens] ceveeuee ceeieer & ueeJeCes DeeJeMeke Deens ns
leebveer DeesJeer Je DeYebie ee Jee[d ceehe keejelet ve Deleble mee#es heeves,
peeCeerJehet Je& ke Jekele kes ues Deens ] leeee hemleg le MeesOeefveyeb Oeeee ceee& efole
DeJekeeMeele esLes efJeeej kesues uee Deens ] lees ef veef elee hes jCeeoeeer "jsue
Demee ceuee efJeeeme Jeelees ]
meboYe&
1) eer %eevesejer - meb le %eeves ej
2) eer %eeveos Je ieeLee meble %eeves ej
3) leg keejece Jeeveece= le Me] o] jeve[s
4) jeceoemeeb eer Yepeves ef Jeveesyee
5) veeceos Jeebeer Yepeves ef Jeveesyee
6) SkeveeLeeb eer Yepeves ef Jeveesyee
7) eer meceLe& Deeef Ce meceLe& meb he oee j je] ieesmeeJeer
8) eer Muees ke ceveees Yee<e ef MeJeepeer vejnj YeeJes
9) mebieefle Deeef Ce meej
10) ef JeJeske eg[eceCeer eer ceoee Meb kejeeee&
11) meceLe& jeceoemeebeer meeefnle me=<er megefveue efeb ees uekej
12) nef jhee" efJeJejCe n] Ye] he] Oegb [e cenejepe os ieuet jkej
13) Gheefve<eoeb es ceje"er Yee<eeblej eer [e@ ] ef meOosej Meeeer ef e$eeJe
14) meceLee&ee keCee<keeleerue peer Jeve efeb leve [e@ ] ef Jeeemeeiej heebieCekej
15) eer efveUesyee ieeLee meb hee] eer veevee cenejepe jepe meeKejs
16) meble legkeejece ieeLee meb le leg keejece
17) eer SkeveeLeer YeeieJele meble SkeveeLe
18) mekeue meble ieeLee meb hee] he ] ve] peesMeer
114
Research Paper
Marathi
meoevebo jsies eebee iebOeJe& keefJeleemebeneleerue ceeveJeer esleve Deesleve

ceveeee keefJeleebes mJehe
ee. jcesMe eerjbie Deewlee[s
heb ef[le peJeenjueeue ves n ceneef Jeeeuee,ef MeJeepeerveiej, Deew jib eeyeeo
ceje"er Jee*d ceeeceOes DeeOeg efveke keeJe ee Jee*dceeekeejeeer

1945 ee megceejeme yee.meer . ce{x kejeb heemetve nesles. ce{xkejeb veer Deeheuee
keefJeles ceOet ve veJeer ve DeeMee-efJe<ee, eeflecee, Deuebkeej DeeCeues. keeJe
jeves le veJe-veJeer ve eeesie meJe&eLece kesues . leeceg Use DeeOeg efveke keeJeees
peveke cnCet ve leeb vee meb yees Oeuee peeles. ce{xkejeveblej ef Jeboe kejb oerkej,
Mejoeb ceg eeryeesOe, keJeer Deefveue, ceb iesMe hee[ieeJekej, efo.heg . efe$es,
Jemeble Deeyeepeer [nekes , DeCe kees uekej eebveer DeeOegefveke keef Jelesee eeb le
mece=Oo kesuee.
cebies Me hee[ieeJekej, ef e$es , [nekes ee keJeeR ee yejesyejerves keeJe
ues Keve kejCeejs cenJeees keJeer cnCepes meoeveb o js ies nes e. js ieWveer Deeheuee
JewefMeehetCe& keefJeleebletve mJeleb$e Dees UKe ef vecee&Ce kes ueer .
meoeveb o js ies eeb ee De#ejJesue ne heef nuee keefJeleemeben 1957
ceOes eef meOo Peeuee. lej 1980 ceOes heeeJee ye ebkegMeeree he#eer ne
keeJemeben eef meOo Peeuee. heeeele keJeeR ee Deves ke keefJeles es DevegJeeo
leebveer kesues .
js ieWee iebOeJe& ne keefJeleemeben 1960 ceOes ceewpe ekeeMeveves
eefmeOo kesuee. ee keeJemeb enele SkegCe 75 keef Jelee Deensle. emleg le Mees Oe
efveyeb Oeeee ef Je<ee iebOeJe& ceOeer ue ceeveJeer -esleve-Deesleve ceveeee
keefJeleebes mJehe ne Demeueeves esLes Hee efJe<eeeee Deveg <ebieeves mebb yebefOele
eeef leefveefOeke mJeheeee keef Jelee efveJe[Ces Deheefjnee& "jles . ner ee
MeesOeefveyeb Oeeeer ceee& oe cnCeeJeer ueeiesue.
ee Deveg<eb ieeves e meoeveb o jsieW ee keef Jelesleer ue ceeveJeer es leveDeesleve ceveeee mJeheeee Mees Oe Ies Ceeee eelve emleg le ef veyebOeelet ve
kes uesuee Deens.
DeOeeveeeer Gefes :
1) iebOeJe& keeJemeb eneleerue ceeveJeer es leve-Deesleve ceveeee keefJeleebes
mJehe ef JeMeo kejCes .
2) meoevebo js ies eeb es peerJeve DeeefCe ieb OeJe& ceOeer ue keef Jeleeb ee Deveg yebOe
ueeJeCes .
ie=nerlekes
1) meoevebo js ieWee iebOeJe& ceOeerue ceeveJeer es leve-Deesleve ceveeee
keef Jelee yengheojer Deensle.
2) meoevebo js ieWee ieb OeJe& ceOeer ue keefJelee leebee peieCeeletve
Deeuesuee Deens le.
iebOeJe& ceOeerue keefJeleebes mJehe :

meoeveb o jsies eebveer Deves ke keefJeleebceOetve peeCeer Je-ves Ceer Je esleve
ceve-Dees leve ceve ee ceveeee ceeveef meke efmLeleerletve Deeheues DevegYeJe Jee
kes uess ues Deensle. js ieWee keg"ueener mJeheeee keefJelee Demees , leelet ve
es leve-Deesleve, peeCeer Je-ves Ceer Je ee ceeveefmeke DeJemLes es ef e$eCe Deef Oeke
Deens Demes ue#eele esles ns keMeecegUs Ie[ues DemeeJes ? ee eMveees Gej
DeeheCe peW Jne MeesOet heenlees leWJne js ieWee Yet lekeeUeleer ue Deeeg<eeke[s
[es keeJetve heeefnueeme ee eMveees Gej DeeheesDeehe ieJemeles . meoevebo jsies
ueneve Demeleeveee leebee Jeef[ueeb es ef veOeve Peeues nesles.
Iejeer DeeefLe& ke ef mLeleer yes leeeer e nes leer. efJeOeJee DeeF& , oes ve ess
YeeT, yenerCe. ee meJee eer peyeeyeoejer jsieW Jej Deeueer . KesUCeeNee
yeeie[CeeNee kees JeUee Jeeele Iejeee peyeeyeoejerves jsies cees [tve he[ues .
keg g bye eeueJeCeemee"er leeb vee pes pes Meke e Peeues les leebveer kesues . YeeTyenerCe eebes ef Me#eCe, ueive, DeeF& es melelees DeepeejheCe leeceg Us jsies
ves nceer DemJemLe og :Keer jenle. kees JeUee ceveeJej lee heefjefmLeleer es eeb [
DeeIeele Peeues. leeb ee keewbg efyeke efmLeleereJf e<eeer leeb es efce$e Je meeefnefleke
e.eer. ves jkej eebveer cnues Deens ceuee peerJeveeleer ue og:Kehet Ce& Deved
efJeoejke Deveg YeJeebee mee#eelkeej njIe[er Skeee ef"keeCeer efJeMes<e neslees
DeeefCe leer peeiee cnCepes yeeUt (meoeveb o jsies ) eer Kees ueer Deeef Ce leees
keg g bye1
DeMee heef jef mLeleer le meoeveb o jsies eeb eer ceeveef meke ef mLeleer Ie[ueer.
leeceg Us leeb ee keefJelesletve peeCeerJe-vesCeerJe es leve Deesleve ee og:KeeMeer
meb yebOeerle ceeveefmeke DeJemLes ee Yeeie DeefOeke es lees. eeeer eeleer leeb ee
Deveske keef Jeleeletve esles.
Goe.
ner ef Je<eCCe eb meebpe
Heneles Deens ke
ceePee meeJeueerJej
leg Peer Yet leekeer
mJejieYe& efoMeeb vee
Heg les Deens
ef e$eieb Oe mJehveebeer
veeocegiOe heeueJeer
Deekeej keHeveeJej efJeveJeles
115
ef ve:Meyoeeer ve#eer
yeeJejuee eeb oCeeb eer Deevebo
2
Yew jJeer (ebmeeb pe)
ner ebmeeb pe Deb Oeej IesTve esle veener. ee Deb Oeejele leer leeuee
yeg [Jelener veener . ner meeb pe esleevee ebeee Gpes [ mees yele Ies Tve Deeuesueer
Deens . ceeveJeer es leve heeleUer Jeve Deesleve heeleUerke[s IesTve peeCeeNee
ceeiee&Jej leer Yes les. eeef Je<eeer eefmeOo meceer#eke ce.meg. heeerue cnCeleele
esleve ceve DeeefCe Dees leve ceve ee oesneWes ceer ueve #es $e cnCepes ner
eb meebpe nes e. ef leee ekeeMe Deeleeheele ueghle PeeueemeejKeer JeeCeejer
eer he mepe& veMeeer Yegleees Yeemejhe OeejCe keve eke nes les DeeefCe
efleeeef MeJeee Deef mlelJeeeer ef vejLe& kelee DevegYeJeCeejs keefJecevener meeJeueeres
he Ies Tve efleuee meeceesjs nesles. heCe ef leeeefMeJeee les og yeUs yeveueecegUs
leer leeeeJej Deeheuee eYeeJe ieepeJet heenles , leeuee Peheet ve eket heeneles ,
leeuee Deeheuee keJes le, heesele IesT heenles. ner Yegleekeer keenerMeer
cees efnveer meejKeer Deens . cnCepes leeee Deefvecee es enchantress ns
meejKes heCe negative he DekejCeelceke he cnCelee esFu& e. ns ceve
efleeeke[s Dees {ues peeles , heCe eflees Ye#e yevele veene3
ns keJeer ceve Deeueer es levee njJet ueeieueecegUs Deepet-yeepet es meejs
efJeMJe eeeceeCes DeJekeUsves eemeues peeles. leeuee YeeemleheCee eehle neslees .
leeee ceveeeer Ieeuecesue ieeCes ceg ke ee cegueees ee keefJeles letve Deeef Je<ke=le
nesles. ns ee keefJeceveees eleer ke Deens Demes Jeeles . leeee efpeYesJejer ue
heeKe leeeer MeyoMeeer . ceg Uele keJeer Meyo me=er ee hejces ej ceeveuee
ies uesuee Deens. Meyoeb eeJoejs lees Deeheue DevegYeJe ieesej kejer le Demelees .
heeiees Ueebeer ueeJe<eJeleer Deejme DeeefCe heeTme eebveer ns keJeerceve
Meyoebkeerle ke heenles cee$e leeuee les Meke e nesle veener keejCe
nUtb nUt b ef JeleUles
efKe[keer eer heeheCeer
Deved njJetve peeles
DebOeej efce"eR le
heeiees Ueebeer Oetmej Deejeme
cegkeee [esUeeb ee yeeies le
lejUt b ueeieles Deyees ue heeKeb
yecees iejer eeboCeer nes Tve...
heCe Deeleeb...
DeeheCe ner cegkes Peeuees Deensle
ns Deeueb kee leg ceee
4
ue#eele (ieeCes-cegkeee ceg ueees )
DeMee heOoleerves les keJeerceve iegoceve peeles. MeyoebJoejs mepe&ve
kejCeeNee Deeheuee keuheveemeb%es es hebKe eueees leeuee keUles . Meyo
ne peeee Oece& ceeveuee peelees lee veYeele ef leuee ef Jenej kejlee es le veener.
ee meboYee& le eefmeOo meceer #eke ce.meg .heeerue cnCeleele les Demes ves efCeJes ee
#es $eeleerue mJehveerue heeJemeeuee peeef CeJes ee ekeeMe oeKeJelee es le veener.

leeceg Us meb%es ee ef Ke[keereer heeheCeer ner ef JeleUtve peele Demeueeee Deeef Ce
leer ceOet ve efomeCeejer heeiees Ueebeer Deejeme ueg hle nes le Demeueeee leeuee
DevegYeJe es lees. Deesleve ceveeee Deb Oeejeeer efce"er ns meejs Me peCet
keJeUtve Ies les . leesner nUtnUt ee ef ce"erle meehe[ueemeejKee Jeelees . leees
[es Us ef celeele. leeb eeheg {s Ske Deeb leefjke eos Me Keg uee nes lees5
ee Deeb leefjke eosMeele cegkeee [esUeeb eer yeeie ef omeeeuee
ueeieles. ner yeeie keef Jeceveeleer ue meveeleve eerheeeer eeflecee cnCelee esF&ue.
leer Deyees ue heeKejeuee Deeheueele meceeJet ve leees heeblej yeceesieNee
eeboCeer le kejles DeeefCe Deeheuee peeef CeJes uee Meyohe osCeemee"er Dehegjer
he[les. leeceg Us Deeheuee meeceLeeeer #eerCelee eleerle PeeueekeejCeeves les
meeceLe& eehle kejCeemee"er , mepe&veeee cetueees leeMeer meb heke& kejCeemee"er
cnCet ve les ieYe& Jeemeer Peeueees Jeeles. cnCet ve keJeer ceveeuee ns peeCeJeles keer
Deelee DeeheCe ceg kes Peeuees Deenesle ns legceee ue#eele Deeues kee?
cegkes heCeeee ne eMve keefJeceveeuee Deeuesues DeJekeUs es ue#eCe Jeeles.
keyeglejeuee (26-28) ceeoer ee menJeeme ueeYeuee keer lesJe{ee
keeUehegjles Ieg ceCeejs keyetlej DeeefCe melele Deyees ueheCeeee pe[heCee Debieer
yeeUieCeejs keyeglej ns ee ceg ke ee cegueees peJeUes Jeeles .
Goe.
efleeeyejes yej leWenf Iegcesue #eCeYej
ieg j iet...ieg j& iet b...
<e[pe hejle ef ceUeues ues Oeg ob mejeso...
Ieg ces ue Iegcesue DeeefCe ceie yemesue
les keewuejeJej peeTve
Glejlee Gvneee eflejhee ef lejheer le
ef veJeebleheCes henele
ef#eeflepeeJejeer leer
ve IegceCeejer Iegceer meb OeekeeU
ceveeee JeUeCeebr Keeueer
esT os T vekee ner hejJeue
veeneR lej nes F&ue meieUere hejJe[
Deved mees veemeejKes Deeeg <e
nes Tve peeF&ue ceeleer ceesue 6
es Les ee keyeglejees Ieg ceCes #eCeYejees Demetve efleee menJeeme
meb heuee keer leeee Deyees ueheCee oerIe&keeU Deens . ee keJeerceveeueener
Deyees ueheCeees JeeJe[s Deens cnCet vee lej lees ve IegceCeejs keyetlejees pees [hes
Je Iegceer mebOeekeeU heentve cnCelees keer ner hejJeue Fke[s es T osT vekee
ceveeee JeUeCeer Keeueer vemelee mees veemeejKee Deeeg<eeeer jeKe nes Jet ve les
ceeleer ceesue nes F&ue. Demes Demes ues lejer ns keJeerceve melele peeCeerJe-vesCeerJe,
es levee Dees velee ee eeeb le De[kele peeles . ns ceve keyeglejeee ceveelet ve
yeensj he[les DeeefCe keeJeUeeee ceveele eJesMe kejles. hue@ Hee@ce& (37116
38) ee keefJeles leerue keeJeUe heeJemeeves efebye efYepetve leejsJej Deeheueer efhemes
meg keJelees Deens. cee$e leeee eeW eer leuee peeefCeJesee LeW ye keWJnee G[t ve
ies uesuee Deens. lej Ueb ee JeUCeeJejee leebye[ee efmeiveueee keeUee
keHeveerJejee ves efCeJes ee [esUe keOeer eee efJePetve ies uesuee Deens. leecegUs
ns keJeer ceve cnCeles keer hue@ Hee@ ce& Jej ceere keee lees Skee Gjuees Deens . ne
keeJeUe ceePee veener. ne ef meiveuener ceePee veener . ves CeerJeMeer meb yebefOele
IevesMeer ns keJeer ceve ot j peeT heenles.
lej heebieje (24-25) ee keefJeles let ve esCeeje heebieje cegkee
cegueiee Deeef Ce ve IegceCeejs keyetlej eebee peelekeg Uer ee Jeelees. ee
heeb ieNeeuee uetle ueeieues ueer Deens. lees cenejesieemeejKee efJePele eeueuesuee
Deens . uetle, cenejes ie eeb ee meb yebOe keefJeceveeee ef JeIeveeMeer pees[lees es lees.
keJeer es mepe&veMeeer Meer Demeues ues veeles peWJne legles leWJne keJeer Deelet ve
efJeIeve Deveg YeJet ueeielees . lees Deeheuee es levee njJetve yemelees Deeef Ce
De[ieUeree Keesueerle (De[ieUereer Keesueer he= 22-23) mJele:uee keeW [tve
Ies lees. keJeerceveees De[ieUer ee Keesueer le keeW [tve Ies Ces ns Dees leve ceveele
eJesMe kejCeejs Jeeles. keJeerceve es leves ee DeYeeJeer jes ieemle Peeuesues Deens.
eeeer eef eleer Jee@[& veb yej Metve (he= 20) ee keef Jelesleer ue FefmheleU ns
ee peieeee esee eef leke= leeres he cnCelee es F&ue. ee Fef mheleUeee
efYeb leer keJeerceveeuee keHeveMeg Ye Jeeleele. les Leer ue vemex me YegleeJeUer meejKee
OeeJeheU kejCeeNee Jeeleele. ceeveJeeee peer Jeveele FefmheleUees cenlJe
Deveve meeOeejCe. cejCeeNeeuee peerJeveoeve os Ceejs , Deepeejer ,
DeheIeeleemleeb vee yejs kejCeejs Fef mheleU esLes cee$e keJeerceveeuee ef veheeesieer
Jeeles . ns JeeCes cnCepes ves Ceer Je meb%es es keuhekehe cnCelee esFu& e. ns he
heg{erue keef Jelesletve DeefOeke ie[o heele Deeef Je<ke=le nesles les Demes
Goe.
Jeepeleieepele Jejele es les
DebOeg ke DebOeg ke esleee$eseer
ceePeer Peeshe nes les veJejer
keHeves ceeUt ve keeUes Keeeer7
(peeie)
ee keef Jelesletve esCeejer esleee$ee DebOeg ke mJeheele es les Deb Oegke
ner eef lecee vesCeerefJeMeer meb yebefOele ner vesCeerJe esleee$ee Deveg YeJeles les ner Jeepele-
ieepele Demes Demeues lejer heg vne keJeerceve Pees he Deveg YeJeles. cnCepes hegvne
ves Ceer Je DeJemLes le ns ceve jceles, ns jceCes keJeer ceveeuee DeeJe[les . keejCe
es Ceejer ves Ceer Je DeJemLee veJejeree heele esles. efleves keeUesKeeeer keHeves
ceeUJeuesueer Deens . eelet ve Jee nesCeejs keJeerceve melele peeCerJe-vesCeerJesee
eeJetnele De[keles . eeef Je<eeer eef meOo meeefnefleke meceer#eke eYee.
ieCees jkej cnCeleele meoevebo js ieebeer keefJelee peeCeer Je vesCeer Jes ee
Jeleg &UeceOes meejKeer Deeleyeensj kejerle Demeles 8
Skebojer le meoevebo js ies eeb eer keefJelee melele ceeveJeer es leveDeesleve, peeCeer Je-ves Ceer Jes ee kees Meeb le Deele-yeens j kejle jenles . Demes kejCes
ns keJeer ee Jeeeeuee Deeues uee peerJeveeletve Ie[les Demes cnCelee esles.
efve<ke<e& :
1) meoevebo jsieW Jej yeeueJeeelee keggb yeeeer peyeeyeoejer he[ueecegUs , lee
peyeeyeoejer ee DeesPeeKeeueer jsies heg jles oyeuee iesues eeeer eef eleer
iebOeJe& ceOeerue keef Jeb leelet ve es les .
2) jsieW ee yeeueceveeJej Peeues ues DeeIeele leebee keef Jeleeb let ve eie
nes leele.
3) jsies ee Deeeg<eele Deeveb o keceer Je og :Ke cees"ee eceeCeele
Deeueeceg Us, esleve ceveees efe$eCe Deuhe lej Deesleve ceveees efe$eCe
DeefOeke eceeCeele ef omeg ve es les .
4) esleve ceve Deesleve ceve ee JoboeceOes jsies eeb eer keef Jelee ieg blele
iesues ueer Deens.
5) jsieW es keJeerceve keeUes Ke, ves CeerJe ee eebleele melele JeeJejles .
6) heefjefmLeleerMeer Peie[le Peie[le peieCeeeer esjCee cnCepes jsieW ee
me=peveeee veJeef veef ce& leeree keef Jelee nes e Demes Jeeles .
7) iebOeJe& ceOeerue escekeef Jelee ee keefJeee Dele= hle Jeemevesletve esleele.
meoeveb o js ies eebes peieCes DeeefCe lee peieCeeletve Deeuesuee ieb OeJe&
ceOeer ue keef Jelee eebee Ske Deveg yebOe leeej nes lees.
meboYe&
1)
2)
3)
4)
5)
6)
7)
8)
vesjkej e.eer.
jsies meoevebo
Heeerue ce.meg.
jsies meoevebo
Heeerue ce.meg.
jsies meoevebo
Ghejese
mebhee. ieCeesjkej eYee/
ekeUkej G<ee
De#ej iebOeJe& - meoevebo jsies hee@heguej ekeeMeve, cegbyeF& e.Dee. 1987 / he= 180
iebOeJe& hee@heguej ekeeMeve cegbyeF& e.Dee. mehWyej 1960 he= 19.
meoevebo jsies eebes keeJeefJ eMJe eeflecee ekeeMeve hegCes e.Dee. 10 Dee@keesyej 1989 he= 38.
iebOeJe& hee@heguej ekeeMeve cegbyeF& e.Dee. mehWyej 1960 he= 17-18
meoevebo jsies eebes keeJeefJ eMJe eeflecee ekeeMeve, hegCes e.Dee. 10 Dee@keesyej 1989 he= 33.
iebOeJe& hee@heguej ekeeMeve cegbyeF& e.Dee. mehWyej 1960 he= 27-28.
He= 47
mebe f#ehle ceje"er Jee*dceekeesMe (1920-2003) peer.Deej. YekeU HeebGC[sMeve cegbyeF& e.Dee.
HesyegJeejer 2004 he= 630.
117
Research Paper
Marathi

ee. meeleesvekej Sme.[er.
eer. $eheleer keuee ceneefJeeeuee, heeees[, lee. hew"Ce, efpe. Deewjib eeyeeo
:. 1950
. ,
,
,
. Rational Emotive behaviour therapy is effective for
neurosis, mental Hygine, and self-help imporvement.

.
,
.
.

.
:1.
.
2.

.
3.

.
:- .
,

, .

.
.
, , .
!
!
, !
,!
, .
( 1 47)
D.S.M.-IV Axis-II
.
According to D.S.M.-IV Manual on Axis-II Symptoms
of Anxiety and Depression (Physical, Emotional, Behaviour)
1) Feeling dread
2) Feeling tense & Jump
3) Anticipating worst
4) Irritability
5) Sweating
6) Pounding heart
7) Dizziness
8) Muscle Tension
9) Overwhelming Panic.

(Thinking) (Emotion) (Behaviour)

, ,
.
.
A(Activating Events)-B(Belief)-C(Consequence)

. .
B(Belief)
, .

(Anxiety) (Depression)

. As a counsellor

, !
,

Shree Kursha is first counsellor and Arjun is first counselee of

the world.
,
,
.
. , ,

118

,
( 1 30)

, .
Inappropriate Negative feeling
Appropriate Negative feeling
1} Anger
2} Anxiety
3} Depression
Irritability
Concern
Sadness
,

1.
: (Anger)
, , (obsession, fear, anger)!
(Cognitive Emotive aware Person)
2.
! (from Anger to obsession)
! (forgotting previour learning of self
Some Irrational Thoughts of REBT

1.
One should be thoroughly complete, adequate and
achieving in all possible respect if not so consider
oneself worthless.
2.
It is awful and catastrophic when things are not the
way one would very much like them to be.
3.
Human unhappiness is externally caused & we have no
ability to control their sorrows and disturbance.
4.
It is easier to avoid than to face certain life difficulties
& self responsibility.
A-B-C B(Belief)
knowing)
3.
Balance)
Some Rational Thoughts of REBT

1. We would better do rather than always need to do well and
accept ourself as a quite imperfect creature, who has
human limitations.
2. It is take the risks of thinking and acting less dependency.
3. Neurosis is largely caused by the view that we take of
unfortunate conditions.
4. We can learn from our past experiences but not to overly
attached to or Pre Juiced by them.
4.
! (finding own self)

!!
5.
works on disputing own irrational thoughts

! (I can stand it)
!!
: ! (Improve his low frustration tolerance
to high frustration tolerance)
6.
! !
(Cognitive thoughts come from cortex not from

Hypothalamus to Amylgada Emotional Hijacking Dr.Daniel Golman)!!
REBT .

.
- !
!
!
! !!
()
Self defeating behaviour --
.
!
!
(Activating events) 12
(Belief)
.
7.

Activating eventsconsequess
8.
irrationa
thoughts-
Negative

(Rational Emotional Balance)

(Anxiety, Depression)
Nothing is either good or bad thinking makes it so. Dr.
Albert Ellis

! (Achievement
As per Dr.Albert Ellis in REBT client knows that

his/her inappropriate negative feeling and he/she shift his/her
inappropriate to appropriate negative feeling. Than after you
should dispute irrational thoughts & maintain rational thoughts.
! (not aware own cognition)

! (self defeat behaviour)
! (over confidence)
! ! (Rational Emotional
motivation)
(Rationality)!
119
(Knowing symptoms of
Depression)
(Knowing self goal)

(Remove ego anxiety)
(Dispute irrational Emotional
thoughts)
(Inappropriate negative feeling)

(Unconditional Acceptance of all)
(Job satisfaction)

.
!
( .)
!

(A-B-C Model of Albert Ellis)
! (Empathy)
(
)
!
(Unconditional Acceptance of self, other, world)
: ,
, ,
,
meboYe&
1.
2.
3.
4.
5.
6.
7.
8.
9.

Anand Nadkarni, Majestic Pub., Mumbai

Anand Nadkarni, Manovikas Pub., Mumbai
Anand Nadkarni, Manovikas Pub., Mumbai

A Guide to well Being in RET Shawn Balu-(ITADEL Press New York)
Doing REBT Joseph Yankura Windy Dyden-Springer Publication New York.
Brief Counseling with RET Paul Hauk-The West Minister Press Philadelphia.
120
Research Paper
Marathi
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Research Paper
Marathi
ejkBh dFkk % eqjGhP;k vfu"V izFksrhy L=hph ekufldrk

kk- MkW- eueksgu jkts
f'kojkt dyk] okf.kT; vkf.k Mh-,l~- dne foKku egkfo|ky;] xMgXyt]

ft- dksYgkiw j
EgVys vkgs-**2 nsonklh dj.;ke/;s /keZ dkj.khwr Bjyk
vkgs- /kekZeqGsp loZlkekU; thou tx.kkjh h nsonklh
curs- rh nsonklh cuY;keqGs frP;koj vU;k; vR;kpkj
gksrkr- fryk vfookfgr jgkos ykxrs- vfookfgr jkgwu
nsokph lsok djrk djrk ek.klkph lsok djrs- R;kyk
dkeksx nsrs- nsonklhph Fkk hoj vU;k; vR;kpkj
dj.kkjh Fkk vkgs3- eqjGh %
eqjGhpk nsonklhe/;s varkZo dsyk tkrks- [kaMksckyk
eqjGh okg.;kph Fkk vkgs- [kaMksckyk okfgysY;k eqyhyk
êqjGh* vls Eg.krkr- ;YyEekph t'kh tksxrh.k vlrs]
r'kh [kaMksckph eqjGh vlrs- rh vfookfgr jkgwu nsokph
lsok djrs- eqjGh gkk 'kCnkph O;qRikh nksu izdkjs lkafxryh
vkgs- ^êSykjph iRuh&eSjkyh&eqjGh dkuMh 'kCn&eqjGhdkuMhr êjGh* Eg.kts cqf)'kwU; fdaok cqf)'kwU;kizek.ks
crko.kh dj.kjh L=h- êjGh* 'kCnkpk vFkZ ^L=h* vlk
vkgs- ejkBhe/;s gkkp vFkkZus êqjGh* gk 'kCn ;kstyk
vkgs-**3
nf{k.k egkjk"V vkf.k dukZVdke/;s [kaMksck nSorkps
vusd mikld vkgsr- gs mikld fuEuoxhZ; lektkrhy
vlY;keqGs vKku fdaok vYif'k{k.k o nkfjnzk R;kaP;k
ikpohyk iqtysys vlrs- dqVqackr lq[k'kkarh ukankoh gkklkBh
rs nsokyk lkdMs ?kkyrkr- klaca/kh vls EgVys vkgs]
^^[kaMksckps mikld viR;kIrh dok ewy txr ulsy] rj
[kaMksckyk uol dj.kkjs ekrk&firk êyk ewy gks ns] rs
txY;kl eh rqyk viZ.k djhu* vlk uol djrkruolkuarj tUekyk vkysys ewy [kaMksckyk viZ.k djrkreqyxk vlY;kl rks ok?;k curks- eqyxh vlsy] rj rh
eqjGh curs-**4 vkbZ&oMhy va/kJ)seqGs nsokyk uol cksywu
eqykauk nsoklkBh okgrkr- okfgysY;k eqyk&eqyhP;k
thoukph ijoM gksr tkrs- [kaMksckyk okfgysY;k eqyhyk
yXukpk vf/kdkj ulrks- dkj.k frps [kaMksckcjkscj yXu
ykxysys vlrs- [kaMksckpk iq#"klsod ôk?;k* kP;kcjkscj
rh jkgrs- dsOgk dsOgk rksgh fryk lksMwu nsrks- v'kk osGh
eqjGhyk ,dkdh thou txkos ykxrs4- eqjGhP;k fo/khrhy ikydkaph ekufldrk %
vkbZ oMhy tsOgk eqyhyk êqjGh* Eg.kwu lksM.;kpk
fu.kZ; ?ksrkr] rsOgk R;kauk /kkfeZd fof/k djkok ykxrks- gk
1- kLrkfod %
ejkBh lkfgR;ke/;s dFkk] dknacjh] dkO;] ukVd bok~e;dkj vkgsr- ^dFkk* gk ok~e;dkj dkO;kbrdkp
tquk letyk tkrks- egkuqko ok~e;ke/;s klafxd
n`"Vkarij dFkk vk<Grkr- dje.kwd dky[kaMke/;s gfjk
vkiVs kauh vkiY;k dFkk ^dje.kwd* e/kwu dkf'kr dsY;kdFkkae/kwu R;kauh lkekftd Toyar 'ukauk okpk QksMyh- iq<s
dk- j- fe=kauh êuksjatu* ekfld lq# dsys- fo-lh- xqtZj]
f'k- e- ijkatis] fnokdj d`".k b- dFkkdkjkauh ys[ku dsysiq<s 1926 rs 1945 gk ^;'koar*] ^fdykZsLdj* ekfldkapk
dky[kaM- uk- lh- QMds] fo- l- [kkaMsdj gs k
dky[kaMkps eq[k dFkkdkj gks;- uk- lh- QMD;kauh fu[kG
dykokn tksiklyk rj [kkaMsdjkauh thouokn #tfoykR;kuarj knsf'kd] xzkeh.k] nfyr] uodFkk k Lo#ike/;s
dFkkys[ku >kys- vkiVs kaP;kiklwu [k;k vFkkZus dFksyk
kja >kyk- xzkeh.k thou o rsFkhy ek.kwl dsaLFkkuh
jkfgyk- lkfgR; gk lektkpk vkjlk letyk tkrkslektke/;s ts ts ?kMrs R;kps fp= lkfgR;ke/;s meVrsys[kdkyk lektke/;s fofo/k vuqo ;srkr- rs rks
dykRedrsus lkfgR;ke/;s fp=.k djrksejkBh lkfgR;krwu euksfo'ys"k.kkoj ys[ku gks
ykxys- euksfo'ys"k.kkP;k ckcrhr vkWfLV;u ekul'kkL=
flXeaM kWbM kauh dkgh fl)kar ekaMysys vkgsr^êuksfo'ys"k.k Eg.kts kWbZM kaP;k fl)kar pkSdVhyk /k#u
dsysys eukps vUo;u vkf.k Li"Vhdj.k gks;-**1 lkfgR;]
/keZ] dyk] iqjk.kdFkk] laLrh klanHkkZr kWbZM kauh
izdk'k Vkdysyk vkgs- fp=] cqf)fopkj] rdZ] Le`rh b- ps
vf/k"Vku vl.ks Eg.kts eu gks;- ejkBh dFkse/;s R;k
vuq"kaxkus fopkj >kysyk vkgs2- nsonklh %
kjrh; laLd`rhe/;s nso/kekZyk LFkku fnys vlwu]
R;ke/;s h vf/kd ek.kkr xqarysyh vkgs- h t'kh
iq#"kkph lsok djrs dok R;kyk dkeksx nsrs] R;kek.ks rh
i)r nso/kekZP;k ckcrhr Bsoyh- h iq<s ek.klkph nklh
gksrk gksrk] nsokph nklh >kyh- Eg.ktsp nsonklh cuyh^^nsonklh Eg.kts ,[kk|k nsorsyk okfgysyh eqyxhviR;kIrhdfjrk dok viR; tx.;kdfjrk ikyd ifgys
ewy nsokyk okg.;kpk uol djrkr- R;kykp nsonklh
123
g LFkkfir >kyk- gGwgGw eqjGhoj loZt.k g lkaxwu

frpk ksx ?ks ykxys- gk ksx Eg.kts frP;koj gks.kkjk
cykRdkjkp gks;- dFkkdkjkauh eqjGhoj gks.kk;k cykRdkjkps
okLro fp=.k dsysY vkgs- ^lwM^ k nh?kZdFkse/;s ckxqykauh
tkudhoj >kysY;k cykRdkjkps okLro fp=.k dsys vkgstkudh gh fu"iki fujkxl eqyxh vlrs- frph vkbZ eqjGh
vlrs- ek= eqjGhph eqyxh vlysY;k tkudhph
cykRdkjkrwu lqVdk gksr ukgh- xor dkiwu vk.kwu rs fodwu
R;k iS'kke/;s nG.k] csl.k] ehB v'kh kstulkeqxzh ?kjh
?ksu tkr vlrkuk mMk.kVIiwph VksGh tkudhoj cykRdkj
djrs- ckxwy cykRdkjkuarjP;k tkudhps okLro o.kZu
iq<hyizek.ks djrkr] ^^rh /;kukoj vkyh] rsOgk frph pksGh
QkVysyh gksrh- ckGj m?kMs ckgsj iMys gksrs- gqGgqGr
gksrs- xky pkowu ykycaqn >kys gksrs- ihB vaxkoj lkaMysys
gksrs- rksaM ?kkekus ftysys gksrs- MksGs cf/kj gksu xsys gksrsrksy lkojhr] vksB] xky] jkph pwjpwj lgu djr rh
jLR;koj vkyh** i`-18 ckxqykauh dsysY;k fuosnukrwu
eqjGhoj >kysyk cykRdkj o R;krwu Lor%yk lkoj.kkjh
eqjGhph eu%fLFkrh fnlrs- tkudhph ifjfLFkrh ;kud
Lo#ikph curs- ckgsjhy yksd frP;koj cykRdkj rj
djrkrp] ijarq tUenkrh ekrk vkiY;k f;djkdjoh
frP;koj cykRdkjkpk ;Ru djrs- nxMw gk xaxwpk f;dj
vlrks- ifj.kkeiwoZd R;kps o.kZu ckxqy djrkr- ^^xaxuw s
fryk [kkyh ikMys- frP;k nksUgh naMkoj ik; nsu rh
frP;k jkoj clyh- rh vksjMw u;s Eg.kwu frps rksaM nkcys** i`-39- Lor%ph vkbZ eqyhoj cykRdkj djrs gs ckxwy
lkaxrkr- k lokpk heukyk frjLdkj okVrks- h
vlY;keqGsp vkiY;koj cykRdkj >kyk vls tkudhyk
okVY;keqGs iq#"k Ogkos vls fryk okVrs o rh lk/kw#ike/;s
okojrs- klankZr MkW- e- uk- oku[ksMs Eg.krkr] ^^tkudh
gh ukf;dk nfyrkaph- vlys vekuq"k vR;kpkj ?kM.kkj
dq.kkoj\ nfyr h dq.kkP;kgh ekydhph vlrs-**7 ek=
eqjGh Fkse/;s eqjGhoj cykRdkj gksrks gsp R;krwu Li"V
gksrs- frP;k eukfo:) gs loZ R; vlrs5-2 eqjGhps nkfj %
lektke/;s v|kfi vYif'k{k.k vkgs- lkgftdp
fuEu Lrjkrhy yksdgh vf'kf{kr vkgsr- f'k{k.kkpk vko
vlY;keqGs lekt nso/kekZlkBh vfu"V xks"Vpk Lohdkj
djrks- va/kJ)sP;k vkgkjh tkrks- dqVqacke/;s nkfjk ok<ysys
vlrs- ,d rj eqjGh Eg.kwu eqyhyk nsokyk okg.ks gs ,d
dkjs nkfjkkeqGsp ?kMysys vlrs- eqjGh >kY;keqGs frpk
iksVkik.;kpk 'u feVsy] vlk frP;k ikydkapk let tjh
vlyk rjh rs frrdsls [kjs ulrs- eqjGh gksu ns[khy
mnjfuokZgkpk 'u frP;kleksj mk jkgrks- eqjGhP;k nfjh
thoukpk l[kksy fopkj ys[kdkauh dFkkae/kwu ekaMyk vkgs-
fof/k Eg.kts [kaMksckcjkscj yXu yko.;kpk fof/k vlrks^^gk fookg pS= efgU;kr gksrks- Fke eqjGhyk vkf.k nsokyk
gGn ykorkr- eqyhyk 'kàxkj d#u nsokykgh iks"kk[k
?kkyrkr- nsokpk iqtkjh u doMkkaph ekG eqyhP;k
xG;kr ?kkyrks- [kaMksckoj vkf.k eqjGhoj aMkjk m/kGwu
^;sGdksV ?ks* v'kk ?kks"k.kk nsrkr-**5 eqjGh gks.kk;k
eqyhlkBh gk fo/kh vko';d vlrks- rks >kY;kf'kok; eqjGh
Eg.kwu ekU;rk feGr ukgh- vlk ikydkapk vkf.k iqtk;kapk
let vlrks- eqjGhP;k fo/khlankZr vfuy vopVkaph v'kh
ekfgrh vkgs] ^^>saMk Eg.kts uojk- ;kP;klaxs yXu ykorkrk yXukP;k fo/khyk usgehP;k yxhu?kkbZek.ks xMcM vlrsikgq.ks] ukrsokbZd] fe=eaMGh terkr- eaxyk"Vdk Eg.kwu
rkanwG Vkdys tkrs- eqyhus >saMkkyk gkj ?kkrY;kuarj rh
eqjGh letyh tkrs**6- fo/khP;k laxh eqjGhP;k vaxkoj
gGnh jaxkps fioGs ikrG] dikGkoj aMkjk] ik;kr ?kqax#]
injkyk cka/kysyh ?kkVh vlrs- fneMhP;k rkykoj eqjGh
ukprs- eqjGhP;k fo/khyk ts yksd gtj vlrkr R;kauk
yXufo/khe/;s T;kek.ks kstu ?kkrys tkrs] rls kstu
eqjGhP;k fo/khlaxh fnys tkrs- gk vkfFkZd HkqnZaM vlyk]
rjh ikyd rks fuewVi.ks lksl.;kph ekufld r;kjh Bsorkr5- ejkBh dFksrhy eqjGhps ekufld thou %
eqjGhph vfu"V Fkk kphu dkGkiklwu lq# vlyh]
rjh Lokra;ksRRkj dky[kaMke/;sp nsonklhlkj[;k vfu"V
Fksph n[ky ?ksrysyh vkgs- eqjGhP;k vfu"V Fkse/;s hoj
nso vkf.k /kekZpk vf/kd ko >kY;keqGs] fuEuLrjkrhy
yksdkaps vKku vkf.k vYif'k{k.k vlY;keqGs vusd ikyd
vkiY;k eqyhps yXu [kaMksck ukokP;k nsokcjkscj ykowu
nsrkr- iq<s v'kk okfgysY;k eqyhoj vU;k;] vR;kpkj]
cykRdkj v'kk dkjP;k lkekftd viekukyk lkeksjs tkos
ykxrs- vfu"V Fks}kjs f;kaoj gks.kkjk vU;k; ys[kdkauh
lkfgR;k}kjk lektkleksj Bsoyk vkgs- lk/kkj.kki.ks chj?kqukFk kauh k vfu"V Fksyk loZFke okpk QksMwu
hojhy gks.kkjk vU;k; ekaMysyk vkgs- ch j?kqukFk eqjGh]
fnudj n- ikVhy ok?;keqjGh] 'kadjjko [kjkr vk;uk]
eqjGh] ckcqjko ckxwy dkGks[kkps dSnh] lwM bdFkkdkjkauh ,dk is{kk vf/kd dFkkae/kwu eqjGh Fks}kjs
f;kaoj gks.kk;k vU;k;kps fp=.k dsysys vkgs5-1 eqjGhojhy cykRdkj %
eqjGhP;k vfu"V Fkse/;s eqjGh [kaMksckyk okfgyh
tkrs- frps [kaMksckcjkscj yXu >kY;kuarj fryk yXu d#u
kiafpd thouke/;s txrk ;sr ukgh] vls keq[;kus ekuys
tkrs- v'kh eqjGh [kaMksckpk iq#"klsod ok?;kcjkscj jkgrs
dok Lora=i.ks jkgr vlrs- eqjGh gh t'kh nsokph nklh
r'kh dkykarjkus iq#"kkaphgh nklh >kyh- nsokyk fnysY;k
uSos|koj iqtk;kpk g vlrks] rlk eqjGhojgh iqtk;kpk
124
dLrqjh eqjGh] laqh ok?;k eqjGh] pak vk;uk] xhrk

eqjGh] tkudh lwM k f;k eqjGh Eg.kwu lokuk
ifjfpr vkgsr- krhy ,dkgh eqjGhph ifjfLFkrh pkaxyh
ulrs- dks.kkps iwoZthou nkfjh vkgs rj dks.kkps pkyw
fLFkrhrhy vkgs- ek=] R;kaP;k thoukr nkfjkkus os'k
dsysyk vkgs dok nkfjkkeqGsp R;ka pk vfu"V Fkse/;s
os'k >kysyk vkgs- nkSyrh ikVhy o dYyw csjMkP;k
[kwukuarj jkg.kkjh lqah ok?;keqjGh] nkSyrus lksMwu
fnY;kuarj eqykalg jkg.kkjh pak vk;uk] osMkklkj[kh
jkg.kkjh xhrk eqjGh] Jhearhrwu nkfjkdMs xsysyh ckuw
dkGks[kkps dSnh] xor dkiwu mnjfuokZg dj.kkjh tkudh
lwM gs f;kaps nkfjp Li"V gksrs- ch- j?kqukFk] fnudj
ikVhy] 'kadjjko [kjkr] ckcqjko ckxqy b- dFkkys[kd
vfu"V ijaijsrhy eqjGhps nkfjk o R;krhy frph
ekufldrk fpf=r djrkr5-3 eqjGhpk os';kO;olk; %
kphu dkGkrhy nsonklh os';kO;olk; djr gksrhnso os';k dok /kkfeZd os';k vlk nsonklhpk mYys[k dsyk
tkrks- egknso'kkh nsonklhP;k os';kO;olk;klankZr
Eg.krkr] ^^/kekZP;k ukok[kkyh pkyysY;k dkgh vuSfrd
#<hrwugh os';ko`Rrh mRi gksrs- nsokP;k BsoysY;k eqyuk
nsonklh Eg.krkr- nsokpk frfu/kh Eg.kwu iqtkjh ;k eqyhpk
miksx ?ksrks- R;keqGs R;k vifo= gksrkr- /kkfeZd va/kJ)syk
gh Fkk mxe ikors- nf{k.k kjrkrhy dkgh nsoky;kr
'ksdMks nsonklh vlr- R;k nsolsoscjkscj os';kO;olk;
djr-**8 eqjGhpk varkZo nsonklhe/;s gksrks- eqjGhph
ekufldrk os';kO;olk; dj.;klkBh vuqdwy vlrs R;kph
osxosxGh dkj.ks vkgsr- fuj{kjrk] nkfjk] nsoksGsi.kk]
va/kJ)k b- dkj.ks eqjGhP;k os';ko`Rrhekxs vkgsr- dFkkdkj
frP;k os';kO;olk;kps fp=.k djrkr- xhrk aMk;klkj[kh
tokuh m/kGrs eqjGh gs [kjkr lkaxrkr- rj ch- j?kqukFkkauh
dLrqjhps vusdka'kh 'kjhjlaca/k vlY;kps Li"V djrkr
eqjGh- ^lwM* lkj[;k] nh?kZ dFkse/kwu os';kO;olk;klkBh
Lor%P;k vkbZus eqyhoj dsysyh tcjnLrh ckxwy fpf=r
djrkr- tkudhph vkbZ xaxw gh gh os';kO;olk;p djrs#ioku vl.kk;k tkudhykgh os';kO;olk;kyk yko.;kpk
rh ;Ru djrs- xaxw Eg.krs] ^^x/kMh] rqyk nsokua fnya dk;\
R;kP;k ukokuach jM] R;k eMkkua rqyk fnya dk;\ tehu
gk;s\ tkr gk;s\ dqG gk;s---- gk;s dk;\ feGkysya xksja
dkrMa] cktkjkr pky.kkja- pkyo] feGo- [kk;- ys- usl--vu~ ex ej- lMwu ej'khy** i`- 49- eqjGh gh nfjh
voLFkse/;s 'ksoVh ,dVh jkgrs- mnjfuokZgklkBh fryk
dks.kkrjh /kfud iq#"kkP;k vk/kkjkus jkgkos ykxrs- iq<s rksgh
iq#"k fryk lksMwu nsrks- iqUgk rh nql;k iq#"kkpk vk/kkj
'kks/krs- vls djrk djrk rh gGw gGw os';kO;olk; djrsLanguage, Literature and Psychology
5-4
eqjGhlkBh la?k"kZ %
vki.k [kaMksckyk okfgysyh h vkgksr gh eqjGhph
euksHkkouk vlrs R;kizek.ks rh jkgrs- [kaMksckP;k tkxj.kkP;k
dk;ZekeqGs frpk vusdka'kh laca/k ;srks- vusdt.k
eqjGhcjkscj 'kkjhfjd laca/k Bsorkr- eqjGhykgh gs ekghr
vlY;keqGs R;k eu%fLFkrhe/;s jkgrs- eqjGhus vkiY;kcjkscj
laca/k Bsokosr] klkBh vusdt.k la?k"kZ djrkr- hoj rq>k
g dh ek>k\ klaca/kh nksu iq#"k la?k"kZ djrkr- fnudj nikVykauh eqjGhlkBh xkokrhy la?k"kZ fpf=r dsysyk vkgslqah eqjGhlkBh nkSyrh ikVhy vkf.k dYyw csjM k
nks?kkae/;s la?k"kZ gksrks- nkSyrh ikVhy vkf.k dYyw csjM k
nks?kkapkgh R;ke/;s var gksrks- dYyw csjM nkSyrh ikVykpk
[kwu djrks] rj nkSyrh ikVykps yksd dYyw csjMkpk [kwu
djrkr- fnudj n- ikVhy dFksP;k lq#okrhykp Eg.krkr]
^^R;k xkoph fLFkrhp gksrh r'kh! ckbZlkBh ekjkek;k] [kwu
R;k xkokr njo"k ?kMr- f'kosojY;k fc#ckyk cdjk
,dknosGsyk pqdsy] i.k frFkY;k xkookuhyk ujcGh d/kh
pqdk;pk ukgh-** ok?;keqjGh ko#u eqjGhyk la?k"kkZyk
rksaM |kos ykxrs- frP;koj vusdt.k /kkd Bsorkr- la?k"kkZrwu
eqjGhoj vU;k; vR;kpkj gksrks- ckuw] tkudh k nksu
eqjG;kalkBh la?k"kZ gksrks- R;krwu vR;{k eqjGhpk cGh
tkrks- xaxw eqjGh o frP;kojhy gklkBh vusdt.k iq<s
;srkr- tkudhojgh g lkafxryk tkrks- R;krwu la?k"kZ gksrksdkGks[kkps dSnh] lwM- dFkkys[kd vkiY;k dFkkae/kwu
eqjGhlkBh >kysyk la?k"kZ fpf=r djrkr- eqjGh gh h
vlY;keqGs frpk ksx kIr Ogkok k gsrwus rks la?k"kZ
vlrks- eqjGhP;k vfu"V Fkse/;s hlkBh la?k"kZ isVrks gs
Li"V gksrs5-5 eqjGhph ekufld vogsyuk %
iq#"k/kku laLd`rhe/;s hyk iki;ksuh letys xsysh Eg.kts pwy vkf.k ewy k iyhdMs frps vfLrRo 'kwU;
BjfoY;keqGs frP;koj kphu dkGkiklwu vU;k;] vR;kpkj
gks ykxyk- nso /kekZeqGs hoj vU;k; >kyk- h gh
nklhph nsonklh cuyh- gGwgGw rh ksxnklh cuyh- nsokyk
okfgysyh h iqtk;kph >kyh- rks frpk ksx ?ks ykxykgGwgGw rh xkokph ksxnklh cuyh- eqjGh ghlq)k nsonklhp
vkgs- frP;koj vU;k; vR;kpkj gksrks- eqjGh vlY;keqGs
vusd fBdk.kh frph ekufld vogsyuk vkf.k vieku gksr
vlrks- dFkkys[kd eqjGhpk vieku vogsyusps fp=.k
djrkr- dLrqjh eqjGh] lqah ok?;keqjGh] pak vk;uk]
xhrk eqjGh] ckuw dkGks[kkps dSnh] tkudh lwM k loZ
f;k eqjGh Eg.kwu okojrkr- R;kauk inksinh vieku vkf.k
vogsyuk kauk lkeksjs tkos ykxrs- hoj rks ,ddkjs
vU;k; vR;kpkj vlrks- ^tk tk jkaMa* vls lqahyk nkSyrh
ikVykps nksLr Eg.krkr ok?;keqjGh- pak vkf.k xhrk k
125
eqjG;k vieku vkf.k vogsyuk c?kwu eukrwu mf}Xu gksrkr

gs 'kadjjko [kjkr lkaxrkr- ^jaMs! ek>h lkscr rqyk vlwu
vk.k[kh dq.kkph lkscr rqyk ikfgts\* eqjGh vlk vieku
[kjkr iq<s lkaxrkr- ckcqjko ckxwy gs nfyr dFksP;k
okVpkyhrhy egRoiw.kZ dFkkys[kd vkgsr- ckuwpk
dkGks[kkps dSnh jkejko ns'keq[kkP;k e`R;wuarj vU;k;]
vieku gksrks- êk>h jkaM* Eg.kwu jkejko ns'keq[kkapk eqyxk
nsojke ckuwph lakouk djrks- ûkxoh d#u /kM dk<w* vls
dkUgksth ikVhy ckuwfo"k;h cksyrks- ^dk';k] /kj QsM yqxMa!*
vls ek#rhP;k nsoGktoG ,d h ckuwyk Eg.krs ckcqjko
ckxqy gs ckuwpk vieku vkf.k ekufld vogsyuk lkaxrkr5-6 lalkj d# bfPN.kkjh eqjGh %
dks.kR;kgh hyk lalkj dj.;kph bPNk vlrs- lalkj
EgVY;kl uojk] eqys k xks"Vh ;srkrp- eqjGh tjh
[kaMksckph nsonklh vlyh dok frps iqUgk yXu gksr ulys]
rjh fryk vkiyk fookg Ogkok] brj f;kaek.ks ekukps
thou txkos vls fryk okVr vlrs- dkgh eqjG;kauk R;kaps
thou okbZV vkf.k viekudkjd vlY;kps okVr
vlY;keqGs R;k vfu"V Fksrwu ckgsj iMw bfPNrkr- ek=
R;kaps tksMhnkj iq#"k R;kauk Qlforkr- R;keqGs eqjGh
vl.kk;k fps thou mn~/oLr gksrs- lkgftdp R;ka ps
lalkjkps LoIu /kqGhl feGrs- dFkkdkjkauh v'kk lalkj d#
bfPN.kk;k i.k R;ke/;s vi;'kh BjysY;k eqjG;kaps thou
fp=.k d#u R;kaph ekufld fLFkrh lkafxrysyh vkgs- dLrqjh
gh eqjGhi.k o os';kO;olk; can d#u ikaMqcjkscj lalkj
lq# djrs- lalkjkpk fryk vkuan okVrks- Eg.kwup rh
MkWDVjkauk cksyrs] ^êh uojk dsyk; MkWDVj] vkrk!** chj?kqukFk] eqjGh 'kadjdjko [kjkr v'kkp lalkj dj.kk;k
eqjGhph dFkk lkaxrkr- pak eqjGhP;k lkSan;kZoj nkSyr
qyrks- R;kP;kcjkscj rh iGwu tkrs- R;kph iRuh Eg.kwu
jkgrs- o rhu eqykaP;k tUekuarj nkSyr fryk lksMwu tkrksirhus lalkjkdMs ikB fQjfoY;keqGs dlk rjh rh eqykapk
lkakG djrs 'kadjjko [kjkr] vk;uk- vkiyk lalkj o
vkiY;kyk eqys vlkohr vls eqjGhyk okVrs- eqys
lkakG.;kr R;kauk /kU;rk okVrs- R;krwu hpk Loko/keZ
Li"V gksrks- ckuw nsokyk okfgysyh h vlrs- ek=] eqyhps
thou mn~/oLr gks u;s Eg.kwu frpk cki jkejko

ns'keq[kkaP;k Lok/khu djrks- ckuw ns'keq[kkatoG ,[kk|k
iRuhek.ks R;kaP;k'kh ,dfu"B jkgwu eqykyk tUe nsrsckuwph lalkjkph kouk R;krwu Li"V gksrs ckcqjko ckxwy]
dkGks[kkps dSnh- k dFkkdkjkaP;k dFkkae/khy eqjG;kaps
vfu"V FkslankZr cks/ku vkf.k ifjorZu >kysys vlrsR;keqGsp lalkj djkok] eqykapk lkakG djkok vls R;kauk
okVrs- dFkkdkjkauh eqjG;kaps ifjorZu fpf=r dsys vkgs6- lekjksi %
nsonklhph kphu dkykiklwu vfu"V Fkk lq# vkgseqjGhpk nsonklhe/;sp varkZo dsyk tkrks- eqjGhpk [kaMksck
k nsorkcjkscj fookg gksrks- R;kuarj eqjGhpk fookg gksr
ukgh- eqjGhyk ok?;kcjkscj jkgkos ykxrs- [kaMksckP;k
tkxj.kkP;k fufeRrkus fBdfBdk.kh tkos ykxrs- dsOgk dsOgk
fryk ok?;kf'kok; ,dkdh jgkos ykxrs- eqjGhdMs ksxoknh
n`"Vhus ikfgys tkrs- R;krwup frP;koj vU;k; vR;kpkj
gksrks- Lokra;ksRrj dky[kaMke/;s vusd dFkkdkjkauh
eqjGhlkj[;k vfu"V Fksps fp=.k dsys vkgs- eqjGhojhy
vU;k; vR;kpkj] eqjGhojhy cykRdkj] frpk vieku] bloZ oSf'k"V dFkkys[kdkauh uksanyh vkgsr- ch- j?kqukFk]
fnudj n- ikVhy] 'kadjjko [kjkr] ckcqjko ckxwy bdFkkys[kdkauh eqjGhojhy vU;k; vR;kpkjkyk okpk QksMyh
vkgs- eqjGhyk iq<s iq<s mnjfuokZgklkBh os';kO;olk; djkok
ykxrks- eqjGhoj vusdt.k g lkaxwu frpk miksx
?ks.;klkBh ;Ru djrkr- R;krwu la?k"kZ fuekZ.k gksrks- R;ke/;s
eqjGhpk cGh tkrks- h eqjGh vlY;keqGs brj ?kjankt h
vkf.k iq#"kkauk eqjGh vl.kk;k hcy se] ftOgkGk]
vkLFkk dkghgh okVr ukgh- myV eqjGhph ekufld
vogsyuk dsyh tkrs- frP;klkBh vi'kCn okijys tkrkreqjGhyk R;krwu vfu"V Fkspk frVdkjk okVrks- osxosxG;k
iq#"kkatoG jkg.;kis{kk ,dp iq#"k vkf.k rksgh irh vlkok]
R;kP;kcjkscj lalkj djkok] eqykapk lkakG djkok vls
dkgh eqjG;kauk okVrs- R;krwu dkgh eqjG;k lalkj djrkuk
vk<Grkr- dFkkys[kd eqjGhP;k vfu"V Fkse/;s jkfgysY;k
hP;k eukps fofo/k daxksjs fpf=r djrkr- R;krwu eqjGhps
ekufld thou let.;kl enr gksrs-
meboYe&
12345678-
tks'kh y{e.k'kkL=h % êjkBh fo'odks'k*] [kaM 12] egkjk"V jkT; lkfgR; laLrh eaMG] eqacbZ] iz-vk- 1985] i`- 1112tks'kh y{e.k'kkL=h % mfu- [kaM 7] i`- 910tks'kh egknso'kkL=h laiklaLfrdks'k*] [kaM 7] Hkkjrh; laLfrdks'k eaMG] izd k'ku] iq.ks] 1967] i`- 58k- %^Hkkjrh;
%
tks'kh y{e.k'kkL=h % mfu-] [kaM 15] i`- 1257r=So % i`- 1257vopV vfuy % ôk?;keqjGh*] Jhfo|k izd k'ku] iq.ks] 1983] i`- 12oku[ksMs ee-ukuk-%^Hkwfedk* ckxwy ckcqjko] ^lwM*] yksd ok~e; x`g izdk'ku] eqacbZ] 1970] i`- 7tks'kh egknso'kkL=h laik[kaM 9] i`- 105k- %mfu-]
%
126
Research Paper
Marathi

ds'ko dksdkVs
la'k/kd fo|kFk] M- ckcklkgsc vkacsM dj ejkBokMk fo|kihB] vjaxkckn
.

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Deieoer leMeee ekeejs ceveeuee eesie ceeiee&uee ueeJeueeme megKe
eehle nesles.
keuheleKeeueer ~ heUs esleer ceeefieleueer ~
lesLes yemeueeee YeeJe ~ efJeeeveer yeesues "eJe ~~
eeJes les Gej ~ es Les eslees efeleer ee hesj ~
legkee cnCes ceveer ~ Deehegueee ueeYe neveer ~~ De.e.2012
ceeveceeve-Deheceeve :
ceeveJeer ceve ns YeJeefmebOetc eOetve Deeheueeuee JeeeJet Mekeles. ceeve
Deheceeve ns ceveees ue#eCes Deensls e.
ieefle DeOeesieleer ceveeeer eg eer ~ ceve ueeJeer Skeebleer meeOeg mebies ~
peleve keje, peleve keje ~ OeeJeles mewje Dees{eUles ~~
ceeve Deheceeve ceveees ue#eCe ~ ueeefJ eueeree leseer kejer ~
legkee cnCes ceve Glejer YeJeefmebOeg ~
ceve kejer yebOeg eewNeebMeeree~~ De.e.789
DeefYeceeve, ueppee, ceeve eebvee efpebkeCeeee GheosMe kejleevee
cnCeleele,
efpebkeue lejer efpebkee js DeefYeceeve ~
oJe[eue lejer oJe[e ueppee DeeefCe ceeve ~
127
ceveg<eeves ceeve Deheceeve iebg[eUtv e "sJeeJee leelee osJ eees oMe&ve

Ie[les Demes legkeejece meebieleele.
ceeve Deheceeve ieesJes ~ DeJeIes iegb[tveer "sJeeJes ~
nseer osJeees oMe&ve ~ meoe jens meceeOeeve ~~ De.e.84
efJe<ee Jeemevee, obYe, celmej :
ceeveJeer ceveeleerue efJe<ee, Jeemevee celmej ns ceveeletve kee{tve
ekeeJes. meJe& ekeejee Mebkee, kegMebkee heemetve cege JneJes. ceeveJeer
ceveeleer ceU kee{tve ekeueeme ceve Meeble nesTve efMeleue yeveles DeeefCe
eeheemetve Deheej Demes megKe efc eUles. ceveeceOes celmejeee YeeJe keg"sner
vemeeJee.
celmejeee "eJe Mejerjer vemeeJee ~ ueeYes JeerCe peerJee og:Ke oslees~
legkee cnCes jens Deblej efMeleU ~ Meebleeres ns yeU #ecee Debieer ~
ceveeves keOeerner ogmeNeeee celmej ke vees. ns meebieleevee
legkeejece cnCeleele, keesCeleener efp eJeeee ve Ie[es celmej ~ Jece& meJex ej
hegpeveees ~ De.e.21
ceeCemeees ceve ceueerve kejCeeje obYe ceeCemeeves leeieeJee DeeefCe
ceveees MbgOoerkejCe kejeJes. ns meebieleevee legkeejece cnCeleele.
meeb[er Jeeheeje obYeeee ~ MegOo kejerjs cevee Jeeee ~
legefPeee efeeeee leg e iJeener Deeheguee ~
ceeveJeer ceve ceeee peeUele iebgleuesues Demeueeves efJ eveeMeeke[s
JeUles DeeefCe cnCetvee ee ceeeepeeUeheemetve ogj jenCeeee meuuee meble
legkeejece osleele.
vekees vekees cevee iegblet ceeeepeeUer ~
keeU Deeuee peJeUer eemeeJeee ~ De.e. 1557
ceveemeeb[er ns Jeemevee og Kees[er ~
ceefle ceevemeer Skens JeLe& iees [er ~ De.e.3381
s<e :
ceveg<eeves ogmeNeeefJe<eeer s<e YeeJevee Deeheuee ceveele yeeUieg
vees. ogmeNeeee og:Keeves Deeveboer nesCeeee JeeF& efJeeejner Deeheuee
ceveeceOes DeeCeg vees. keejCe Demes kejCes cnCepes e heeheees Yeeb[Jeuee
pecee kejCes nese. cnCetve legkeejece cenejepe cnCeleele.
Deveskeeee Ieeles ceeefvelee meblees<e ~
megKeog:Ke, oes<e Debieer ueeies ~
Swmes ceveer Jeent ve esles mebkeuhe ~
ke vees heehe Yeeb [Jeue ~ Deb.e. 3175
ceve Me$eg DeeefCe efce$e :
Deeheues ceve DeeheCeeme Deleble efhe[ener osles DeeefCe megKener eehle
keve osles. lese Deeheuee ef ce$e DeeefCe oeJesoejner Demeles. leeee oes<e
leeeelee Demelees. efJebeJeeuee leeeer veebieer e $eeme osle Demeles.
efJeb ee efhe[er veebieer ~ peeee oes<e leees Debieer ~
kesuee heeefnpes efJeeej ~ ceve efce$e oeJes oej ~ De.e.2311
ceve ns Meeble Je efvece&U Demeueeme Deeheues Me$egner Deeheues efc e$e

nesleele. efee MegOo lejer, Me$eg efc e$e nesleer. Demes legkeejece cnCeleele.
ceve:Meebleermee"er Gheee :
Deevebo yeensj vemetve Deeheueee Deblejbieele Demelees. cnCetve
ceveeuee eLece MegOo kejeJes. ceveeee MegOoerveblej efceUCeeNee Deeveboeuee
heejeJeej vemeueees legkeejece cnCeleele.
yewmeesevf e efveJeeble MegOo kejer efee ~ leee megK ee Debleheej veener ~
efeeJe=eer Meeble PeeueeefMeJeee ceveg<eeuee leJe%eeve megele
veener. efeeJe=eer Meeble kejCeemee"er ceveeeer meeOevee DeeJeMeke
Demeueees legkeejece meebieleele. ceve:Meebleerle Deheej megK e Demetve
Deeeg<eeee hewueleerj iee"Ceemee"er eflees cenJe les eefleheeove kejleele.
Meebleer hejlJes veener megKe ~ esj DeJeIeseer ot:Ke ~
cnCetveer Meebleer Oeje ~ Glejeue hewueleerje ~
KeJeUefueee keece eesOeer ~ Debieer Yejleer DeeOeer JeeOeer ~
legkee cnCes ef$eefJeOe leehe ~ peeleer ceve DeeheesDeehe ~ De.e.289
ceveeJej eeueles Demes legkeejece meebieleele.
ceve DeeOeer peees Deeues ~
nesF&ue nelee leeeJejer meee kesueer eeues ~
ebeue DemeCeeNee ceveeee ceeies ve OeeJelee leeueeee Deeheuee
DeeOeerve kejCeeee meuuee legkeejece osleele.
nesT vekee keener ee cevee DeeOeerve ~
veeF&kes Jeeve eees keener ~
ceveeleerue efJekeej veenermes kejeJes DeeefCe efJeJeskeeves JeeieeJes. pees
cees n Deeef Ce ceeee eeb ee eeflekeej kejle Demelees leeuee eleske efoJeme
peeie=leeree, Deeveboeee efomet ueeielees.
legkee cnCes cevee heeefnpes Debkeg Me ~
efvele veJeeefome peeie=leeree ~ De.e.1045
meceejeshe :
ceve ns Deleble ebeue Demetv e leeuee Skee ef"keeCeer efmLej
kejCes Deieleees Demeles. ceveeleerue <e[d ejf hetJej ceele keve leeuee efvece&U,
efveleU, efvekeeshe, mJe kejeJes. leeleerue efJ ekeej cegUeheemetve ve kejeJes.
Deveemee mJe, efvece&U cevee meJe&es Je megjef#ele Demeueees meble
legkeejeceebveer eefleheeove kesues Deens. yeee meeQoee&hes#ee Debleefjke meeQoee&uee
meble legkeejeceebveer eeOeeve efoues Deens. ceeveefmeke meeQ oe& nse Kejs meeQoe&
Deens. ceveeuee ceueerve kejCeeNee efJeeejeheemetve Deefuehle jeefn ues heeefnpes.
ne legkeesyeeee meboMs e cenJehet Ce& "jlees. ueeske ceveeJej keeeceeer ehe
hee[CeeNee legkeesyeebveer ceveeyeue ceeb[uesues Jeefjue efJeeej DeefleMee Gheege
"jCeejs Deensle.
meboYe&
1. eer mekeuemebleieeLee Keb[ 2-eer veevee cenejepe meeKejs, mebheeoke : eer meble Jee[dcee ekeeMeve ceboerj, hegCes. Dee.ef. 1967.
128
Research Paper
Pali & Buddhism
vn iiYxi |iii{nS {
|. En E h
{.+.E t, hM,i.MMJb, V.{h.
1) |ix :
|Sx vnvS iiYxi +hJ BE iS
iiS Yx |iE E +h +E +. i ii hV
{]SSi{n (|iii{n) . {{n hV =i{k
{]SS hV Vhh, v Ph + +. |ii i{n Yx
EEh { { n Vi. n x MiS xnxv
(Eh) v EEh S +i hV {S xnx +
i iS{x Mi {fS xnxS =i{k i. x i
i x n Z i i n i. + iiS h
VZ xEi <ij E + . VMi |iE vS
=i{k n- E i +x +i. E` v
(Element of Being) =i{z x +i. hV i =i{z
i +h x {i. {h BE v =i{z h` iS
+v n- BE È vS =i{k Z + {V .
2) xnx:n:JS =i{k E Z S Six Eix 1)
+t 2) E, 3)Yx, 4) x{, 5)
bix(+ix),6){, 7)nx, 8)ih, 9)={nx,
10), 11) Vi, 12) VhnE n:J n:JS
J ilMi vn S S |vn EEh
+v J . Ji P]E {f P]ES Eh
+vS P]ES E +i. P]Ei +t P]E
k +.
1) +t:(+VV):+t hV +Yx . +Yx S +itS
+ + ni. vn iiYxi +tS E{x + ix
n i {S k +. +Mk xEi +tS Eh
hx {S xh n +i. xh hV +SUn x
+SUnx Efx ]E Sk vn i x . { MS
x M S]E (ESUn ) xbi i E
H ]h u ({n) Sk SSi E xS
S (+vniEEi) xS Vb{h E +{h
(lxvn) +h SEi, Sk ZEh {S xh
+i. +tS + E E Z Mi i x .
+tS + Mi i x i i S V xi
<.
2) E (J):E S +l E E Ei . k xEi
E , SJ +h xJ S =J i. BES
Vxi +t iS Vxi Ex hV E
Ehi i. xx S vS =i{z h I
{i M, u E i.
3) Yx (j jh): Eix +iiS Vh xh i . +
+l {n l +i + Vh S { +i +iiS
Vh Yx hii. Yxx Mi | E x i i
il x. i i M Vi x i x V<. iiS
{xVxi iS { Vxix E i + i Yx, { i
Yx ij{h +iii + Ei x. i +v`
x{S hVS iS nS +Ei +i.
4) x{:x hV x: {hb { hV {hb.
x{ YxSS +v +i. Eh YxS x
x{ i.
5) bix (Uix):x{ix bix ( +ix) hV <xp
iS EIj i ii.
6) { ():SI, ji, Qh, V, E, +h x
<pS iS {, n , Mv, , { . Yx |Gi {
iS +, Eh iS {nl <pS v
i.
7) nx: Mi x nx hV J-n:JS +x >
Mi. x{h V M n:Jx x. i nx
nx nx n Vi.
129
8) ih (ih):J n:JS +x ihS Vx i .

EhES Ji ih S +ii iS n +.
ihS xi E +Yx hS Èh i. iS
+t iS n x +{EE ì . ihIx n :Jx
E S vnS ={n hx Mi <.
9) ={nx:ihS +iiEi hV ={nx . ={n x hV
+H + +l i. V J |{i Z + i J
Ev x] > xi. Ex i{I +vE |hi J |{i
v hV ={nx .
10) :+Hix { xVx Ehi h E Pbi, i
+ ] +. ES |h Vx i. {
vOli vh {h n x {xVx n Vi.
Vx ix Ei . ix E hV EE, {E
+h +{E .
11) Vi:Vi hV Vx , x +lx V Vi. i
Vx x i Yx Mi { S M Vx
x +.
12) VhnE n:J:Vx Z +PxS i{h hxJi
+S VhnE n:J +liS E EE o ]Ehix
n M +i. j o]Exix n M +i. j
o]Exix x kxEv ihi Ih Ih i
n iS +i. n hV i vnxiS n { .
+ |E |ii i{ni xn x {] Ei i.
3) :|iii{nv E i iS x Vi. vn
iiYxv |iii{n EEhvnxi +xx
vh i +. V Vh +iii i. hVS
VMi xh i i Ei i. E xS
o]Exix iS x +. +{ EiS
+xS EpM +i. +{ EiS +xS
Eplx +S E{x Eh Ex I +i .
Ex + l E Eii + . V Vh
+ H iS E iS ES {h i v
+, M i E, S E xS Ei {h +i.
ExS xiE Vx v +. b.
+bE Mx vn +h iS v Oli ii ,
E V VMi xiE lS +v +, ExS
vn|hi +| + E, V|h nM x j i
i|h EMx iS {h i. hVS E ES
{h E i. i +ES {h +E i. E
ES E {h E, SM +i. i +E
ES E {h +E E <] +i . hxS
xik E Sh hV iS +lx V +ii
ix +{ Mh . hxS xME +i .
+{ E IhIh +{ x Pbi +i. x
+E ni +i. +{ E +{ i xh
Ei +i. hxS Vh{E |ix{E Exi E
Eh +E +. {fS |Mi ES + Vh{E
E xi E Eh +E +i. E xS
vix + x xh Ei Vi v x Ei >
E E xS ii +Vx BE Ii Pi
{V +h i hV +{ i Vxi V E Pbi,
Vxi i i E E x, E ES i +
x. i <i xS Pbii. +{h i E
x. iS ES {h V Ei i. iS EvEv
BES ES {h n- vn M Mi.
meboYe&
1. b. V M (2013) { iS I{i <i, |Ex- {Ex,i.
2. vnx- V-{] (2012)
3. b. V + bE (1997), Mx vn +h iS v, |Ex-vx t{`, Ei, xxxM
{, V. Sp{-442701.
4. vnx - +C]-b (2011)
5. vnx- 23 +E - 4 (2002)
130
Research Paper
Pali & Buddhism
heeefue meeefnleeleerue meceke mce=leer : ceevemeMeeeere efkeesCe

mejJeos DeMeeske heeb[gjbie
mebMeesOeke efJeeeLeea , [e@ . yeeyeemeensye Deebyes [kej ceje"Jee[e efJeeeheer ", Deew jbieeyeeo
emleeJevee :
meceke mce=leer cnCepes ceveeeer melele peeie=leer JeemeveeJej
ceveeee heneje "sJeCes ns meceke mce=leer es ogmejs veeJe Deens. meceke
mce=leeruee peeiekelee DeeefCe Jeweeefjkelee eebeer DeeJeMekelee Demeles.
mce=leer cnCepes mcejCe efkebJee peeiekelee, Deeheues ceve menpeheCes efJeeefuele
nesles. ns jespeee JeJenejeleerue uenevemeneve IeveebceOetve peeCeJele
Demeles. pee ieeseRes ceveele mcejCe "sJeeJes leere iees vesc ekeer ceveeletve
veenerMe nesles. eees keejCe cnCepes Deeheuee mce=leereer, peeiekeleseer
heeleUer ogy eUer Demeles. nslegmeeleeee DeYeeJe ceve Skeeeefee ve nes Ceees
keejCe nes e. cnCetve Deeheuee nslegveghe Deeheues efee Skeee kesues
heeefnpes. les efJ eeefuele nesT vees. cnCetve mce=leereer peeiekelee DeeJeMeke
Demeles. meceke mce=leerceOes peeie=leereer DeJemLee mce=leer ege DeJeefeefue nsleg
meeleleehet Ce& Demeles. cnCepes JeemleefJeke Je meelelehet Ce& efJekeemeeeer
DeJemLee Demeles. mce=leer, ef nle DeeefCe Deefnleeee MeesOe IesTve Deefnlekeejke
ieeseree leeie Je ef nlekeejke ieeseRee mJeerkeej kejCeeme ueeJeles.
cenemeeflehe"evemegleeceOes mce=leerr es eej ekeej meeb eif eleuesues
Deensle - 1) keeeevegheMevee, 2) JesoveevegheMevee, 3) efeleevegheMevee,
4) OecceevegheMevee Jejerue ekeejee Deveg<ebieeves leebes efJ eJeseve
heg{erueeceeCes Deens.
keeeevegheMevee cevekeeeevegheMevesc eOes mebhegCe& Mejerjeee DeJemLes es efvejer#eCe
kejlees. Mejerjeee Deele keee Deens, eeee MeesOe Iesle Demelees. mebhetCe&
Mejerjeee DevegYeJe Iesle Mejerjeee mebmkeejebvee Meeble kejerle MJeeme Ieslees
DeeefCe GJeeme mees[lees. DeMee ekeejs keees ee Gheemeke nesTve efJenej
kejCes cnCepese keeeevegheMevee nese. keeeevegheMevee kejCeejer Jeeer
Deeheuee Mejerjeleerue Glheeer DeeefCe efJeveeMe Oecee&es DeJeueeskeve kejerle
Demelees. pee-pee DeJemLesle leees Mejerj Demesue lee lee DeJemLesle lees
Mejerjees DeJeueeskeve kejlees. Mejerj Deens cnCetve leeeer kesJeU %eeve
DeeefCe mce=leer Jee{efJ eCeemee"ere leeeer GheefmLeleer Demeles. peieeleuee
keesCeleener Jemleguee ceer ceePes cnCetve enCe keefjle veener lej Deveeefele
nesTve efJenjle Demelees.
JesoveevegheMevee :
megKe Jesoveebvee megKeJesovee Deeef Ce og Ke Jes ovee og:KeJesovee
cnCetve peeCeeCes DevegYeJe kejCes nese. Jes ovee cnCepes Fbef epeve DevegYeJe
nes e. oerIeefv ekeeeeee ogmeNee Yeeieele Jesoveeb es megKeJes ovee, ogKeJesovee
DeeefCe veemegKe veeogKe Jesovee Demes leerve ekeej meebefieleues Deensle.
JesoveevegheMeveses DeOeeve kejCeejer Jeeer eleske #eCeer ee Jes oveeege
mce=leeRee DevegYeJe Iesle Demelees DeeefCe ee eflevneR ekeejeee Jesoveebvee
peeCetve IesJetv e DeJeueeskeve kejerle Demelees. Jesoveeb eer Glheeer DeeefCe efJeveeMe
eeb es hejer#eCe kejerle Demelees. DeMee ekeejs leeuee Jesoveebee Deefv eleleses
%eeve nesle Demeles. keesCeleener ceer DeLeJee ceePes ve mecepelee lemLeheCes,

lemLeheCes Jesoveebes efvejer#eCe kejCes.
efeeevegheMevee :
efeeevegheMevee cnCepes efeeeeer Gheemevee Demee leeee DeLe&
neslees. efeeevegheMeles ee DeJemLesle Jeeer efJekeejege DeeefCe
efJekeejjefnle ceveeuee s<eege efeeeuee s<ejefnle efeeeuee, ceesn ege
DeeefCe ceesnjjefnle efeeeuee efmLej DeeefCe DeefmLejle ef eeeuee
Skeeeefeeeuee Skeeejefnle efeeeuee les pemes Deens lemes peeCelees.
efeeeceOes Glheeeruee efJeveeMeeuee heenlees DeeefCe kesJeU ef ee Deens cnCetve
leeeer mce=leer %eeve Deeef Ce mce=leer Jee{efJeCeeeer GheefmLele Demeles.
eehegJeea ee Flej DeJemLeeeceeCes ceer ceePes ve mecepelee $eemLeheCes
efeeeceOes efeeevegheeer nesTve mebmeej kejerle Demelees.
OecceevegheMevee :
keecebo, Jeeheej, DeeUme JeeF& efJeeej mebMee (efeefkelmee)
Fleeoer heee kece& yebOeves ceveeuee GlheVe Peeuesues Deensle DeLeJee veener. ns
efYeVeheCes heenle Demelees. eeueee heee efveJeejCes yebOeves cnCeleele. ee
yebOeveeeer Glheeer keMeer nesles, efJeveeMe kemee neslees ns OecceevegheMeveses
DeOeeve kelee& peeCele Demelees.
ns oesve ekeejes meebieCeele Deeuesues Deensle. 1) meJe&meeceeve
mJeheeee eelve, 2) efJeMes<e mJeheeee mece eelve nese. eehewkeer
heefnuee ekeej cnCepes Deebeif eke ceeiee&leer ue ee DeeOeeree DebieeJeve
ceeie&eceCe kejerle Demeleevee pes meJe&meeOeejCeheCes eelve kejCeele
esleele. lees meJe&meeceeve mJeheeee meceke eelve Demes cnCeCeele esles.
efJeMes<e mJeheeee Jeeeeceees eej GsMe Deens. 1) Deebefieke
ceeiee&ee efJejesOeele DeblekejCeele efvecee&Ce nesCeeNee eJe=eervee jeKeCes, 2)
DeMee eJe=eeruee oeyetve ekeCes, pee ef eeele DeeOeer e efv ecee&Ce Peeuesuee
Deensle. 3) DeMee eJe=eerveer efvecee&Ce kejCes peebeer Deebie ceeiee&Jeve
Jeeeeue kejCeekeefjlee ceole nesT Mekesue. 4) kegMeue eJe=eereer Je=er Je
efJekeeme kejCes nesle eeueee eej ekeejes meceke eelve cnCeleele.
1) mebJej eelve, 2) enejCe eelve, 3) YeeJevee eelve
DeeefCe 4) Devegj#eCe eelve nesle. meceke eelveeb es efJeJeseve heg{erue
eceeCes kejlee esT Mekeles.
1) mebJej eelve :
mebJej eelve cnCepes pee DekegMeue ceveesJemLee GlheVe Peeuesuee
veenerle lee DekegMeue ceveesy eueebeer Glheeer eUCes nese. DekegMeue
ceveesJ emLee cnCepes e ueeYe, mJeeLee eer, neJe, s<e, ceesn, keefchele
efkeesCeeee DeYeeJe F. nese cnCetve Meejere fjke Fbefeebee
keee&heleerJej Deeef Ce Deeheuee ceveeJej meeleleeves ue#e "sJetve DekegMeue
ceveesJ emLee GlheVe nesCeej veenerle eeeer o#elee IesCes nese.
131
2) enejCe eelve :
efeeele Goe heeJeuesuee DekegMeue ceeveefmeke DeJemLeebee Gs o
kejCes Jee mecetU ve kejCes cnCepes e Deleble yeueJeeve le=<Cesuee ve
kejCes. s<e YeeJevesuee ve kejCes, efeee DeeefCe DemJemLelesee yebOeveeuee
ve kejCes, DeeUme ve kejCes, jekee yegjebkee DeeefCe Deefveelelesee
yebOeveebvee meceke eelveebejs ve cnCepese enejCe eelve nese.
3) YeeJevee eelve :
Devegefole kegMeue DeJemLeebee efJekeeme kejCes, Ge peeie=leeree
mJeleee Ge DeJemLeebee efJekeeme kejCes DeeefCe mebhetCe& DeefmlelJeeee
iegCeJeesceOes meceke heefjJele&ve Ie[Jetve DeeCeCes cnCepes YeeJevee nese.
4) Devegj#eCe eelve :
Devegj#eCe eelve cnCepes ef eeele GlheVe Peeuesuee kegMeue
ceeveefmeke DeJemLeebes j#eCe kejCes Je leeceOes keeece "sJeCes nes e.
cevees efJekeemeeeer Jee Deleble efvemej[er Demeles. cnCetve Deenesle lee
DeJemLesletv e Deeheuee Gefeele heesneCeemee"er Deeheuee pees keener
ceeveefmeke efJekeeme Peeuesuee Demesue, Deebieceeiee&ee DeeejCeecegUs peer
keener eehleer Demesue leeres j#eCe kejCes Je DeMee efmLeleerle meelele
ef keJetve "sJeCeemee"er kejCeele es Ceeje eelve cnCepese Devegj#eCe
eelve nese.
Jejerue efJeJeseveeJeve Demes mhe nesles keer meceke
Jeeeeceeee ele#e meby ebOe ceveeee efJ ekeemeeMeer Demetve pees keener
meceke mJeheeee efJekeeme Peeuesuee Deens. leeves j#eCe kejCes DekegMeue
ceveesJ emLee ve kejCes Je ceveese fJekeemeees meelele efkeJetve "sJeCes
eeb eeMeer Deens.
efJe<eeees cenJe :
Deee& Deeb efieke ceeie& ner yegeee efMekeJeCeerc eOes meJee&efOeke
megheefjefele DeMeer efMekeJeCe Deens. yegeee Deieoer heefnuee OecceeJeveeMeer
efveie[erle Demeuesueer eeeerve DeeefCe e%ee Je JeeJeneefjke ceeie&oMe&veeee
Deveceesue "sJee cnCetve Jeehekeee ceevelee heeJeuesueer DeMeer ner efMekeJeCe
Deens. ceeJeUleeree metee&es efJeueesYeCeer e oMe&ve, meteeJe mebieerleeee cebpetU

DeeJeepe, SKeeee es eeleerue keener Meyo efkebJee SKeeee DeehlemJekeereebee
Dekeeueer ce]l= eg, ee IeveebMeer pees heefjef ele veener. Demee kegCeer Deens keee
? DeMee ekeejee Ievee peerJeveeeer #eCeYebietjlee meebietv e peeleele,
peerJeveeee meKeesue DeLe& leele he[uesues mele heenCeeeer er osTve
peeleele. DeeefCe ceeCemeeuee Ske ekeejs DeblecegK& e keve peeleele. Deee&
Deebeif eke ceeie& ner efMekeJeCe eee efves Deekeueve kejCeeeer DeeefCe
efleee ekeejele Deeheuee peerJeveele heefjJele&ve Ie[Jetve DeeCeCeeeer hesjCee
oslees.
Deee& Deebeif eke ceeiee&leerue mecekemce=leercegUs ceeveJeer peerJeveeee
yengleske meJe& e hewuegJej ekeeMe he[uee peeF&ue. lemese ee efJe<eeeJejerue
mebMeesOeveecegUs ceeveJeer peerJeveeuee Oeeefce&ke JeUCe osCeeme Je leLeeieleebee
Oecce mecepeCeeme ceveesceCeer DeeheCeeme ceole nesFu& e.
leLeeiele yegebes ceeveJeer keueeCeees leJe%eeve ns
efJe%eeveefvelee Je yege
f eeceeCeJeeo ee efJeeejleJeeJej DeeOeeefjle Deens.
pee Ye eceke mebkeuheveebveer yeg keeueKeb[eleerue ceeCetme ieeWOeUtve iesuee
neslee. lee meJe& Yeeceke mebkeuheveees efJ eMues<eCe kejerle leLeeiele yeg ebveer
peerJeveeleerue megKe meceeOeeveemee"er kegMeue DeeejCeeeer DeeJeMekelee
eefleheeef ole kesueer Deens.
ee leLeeiele yeg ebee cegU efMekeJeCeerejs Deepeee efmLeleerle
yengp eve meceepeees keueeCe nesT Mekesue. efJe%eeveefvelee Je
yege feeceeCeJeeoeee kemees erJej GlejCeeje peieele SkecesJe Demee yeew
Oecce Deens. leelener yeg eeer cegU efMekeJeCee hee efJe%eeveefvelee Je
yege feeceeCeeJej DeeOeeefjle Deens.
pes pes efJe%eveeee kemees erJej efme nesles. peeme efJe%eeveees
DeefOeeve Deens. les meJe& efJe%eeveefve Deeef Ce pes ceeveJeer yegefuee
eeesieeejs, DevegYeJeeejs, %eeveeejs mhe kejlee esles, peeme melelesee
DeeefCe e%esee DeeOeej Deens. les meJe& yege
f eeceeCeJeeoer Deens. ceeveJeer
meceepeeuee keueeCeeee ceeiee&ves IesJetve peeCeejs Deens.
meboYe&
1)
2)
3)
4)
5)
6)
7)
8)
oerIeefvekeee Yeeie 1,2,3, DevegJeeoke - hee. efe.Jew. jepeJee[s, keewMeue hekeeMeve, Sve -11, n[kees, Deewj bieeyeeo, peguew - 2003
Oecceheo - jengue meebke=leeeve, yeg efJenej, ueKeveT, 1993
ceefpPece efvekeee - jengue meebke=leeeve, ceneyeesefOe meYee, meejveeLe, 1936
efJevee efheke - jengue meebke=leeeve, ceneyeese fOe meYee, meejveeLe, 1935
yeew mebmke=leer - jengue meebke=leeeve, DeeOegefveke hegmleke YeJeve, keuekeee, 1952
yeew Oece& DeeefCe leJe%eeve - [e@. efmebOeg [ebies, kee@efvvesvue ekeeMeve, hegCes, eLece DeeJe=eer, 1980
YeieJeeve yeg DeeefCe leebee Oecce meejleJe - [e@. eMeJeble ceveesnj, efeeoMe&veer ekeeMeve, keesunehetj, 1991
yeew Oecceees leJe%eeve - Jemeble jepeme, Deevebo ekeeMeve, peeefmebi ehegje, Deewjbi eeyeeo, peevesJeejer 2005
132
Research Paper
Pali & Buddhism
DeefYeOecceeleerue ceevemeMeee
efJeveeso ceieve ceesjs
mebMeesOeke efJeeeLeea , [e@ . yeeyeemeensye Deebyes [kej ceje"Jee[e efJeeeheer ", Deew jbieeyeeo
Deeflejskees Oeccees DeefYeOeccees,
Deef YeOecelLee, meb efKeef helJee ieJnefvle
SlLe Jee ef le mebienes
Deef YeOeccelLeeveb mebienes Deef YeOeccelLe meb ienes
eeee DeLe& Demee keer Deef YeOecce cnCepes ef JeefMe Oecce nes e.
heeueer meteeleer ue Deeflejske, Deef leefje efkeb Jee ef JeefMe Oecce cnCepes DeefYeOecce
nes e. DeefYeOecceeleer ue cegKe efJe<eeees eej ekeej Deens le. yegebee
leJe%eeveele Deef YeOecceeuee efJeMes<e mLeeve osCeele Deeues Deens . yegebveer
ceeveJeees ef ee, mJeleb$e ef kebJee heeJej Deens lemes e ef eeeee heeMeer keee
meb yebOe Deens, eLece ef ee, veece efkeb Jee eLece pe[leJe, he eeesner Gej
yeew leJe%eeveele kesues ues Deens . cnCetve DeefYeOecceefheke cenJehetCe& Deens.
Deef YeOecceees eej ekeej :
De)
efee :
Deef YeOecceele eej ekeejes efeeees JeCe&ve meeb efieleues Deens .
1) keeceeJeej efee : keece Yetceer ceOes Demeueeceg Us eeuee keeceeJeej ef ee
cnues peeles .
2) heeJeej ef ee : Oeeve Yet ceerceOes ef eeeuee ueeJeCes cnCepes heeJeej
efee nes e. eele meeOeke Oeeve kejerle Demelees.
3) DeheeJeej ef ee : ee ef eeeee DeJemLesle ef ee yeee kece&mLeeve
efkeb Jee efJe<ee DeLeJee heoeLe& mees[vt e hejefnle Deebleef jke Deeueb yeveeJej efebleve
kejlees .
4) uees kees ej ef ee : meeOeke ee DeJemLes le esleevee Deef vele, Deveelce
DeeefCe og :Ke YeeJevee kejlees Deeef Ce ef veJee&Ceheer DeeuebyeveeJej Oeeve kejerle
Demelees. ee DeJemLes le efee yebOeve cege Deensle. eeee eej DeJemLee
Deens le : 1) eesle Deeheeerceeie& ef ee, 2) meke=oeieeceer - ceeie& ef ee, 3)
Deveeieeceer - ceeie& efee, 4) Den&le - ceeie& efee.
Deef YeOecceeceOes ceveees leeefJeke heeves Deeef Ce ceevemeMeeeer e
erves eesie heleerves efJeJes eve kejCeele Deeues Deens .
ye)
ewleefmeke :
Skeghheeoef vejes Oeee SkeeuecyeveJelLeg kee ~
es lees eg ee efhe__eeme Oeccee
es leefmekee celee ~~4
ew leefmeke cnCepes efeeeMeer meb yebefOele DemeCeeNee Oecee vee ew leefmeke
Demes cnCeleele. pes Skeoee GlheVe nes Tve Skeoee ef vejes Oeeme eehle
nesleele. DeeefCe peees Deeueb yeve Je Jemlet Demeles Je pes efeeeMeer ves nceer
meb ege Demeles. Demes 52 Oece& cnCepes mJeYeeJe ewleef meke cnCet ve ieCeues
peeleele. Yet ceer, pevce, ees ie, meb mkeej, Oeeve, Deeuebyeve Je ceeie& Fleeoer
emleeJevee :
yeew meeef nleeee cet U DeeOeej heeueer ef$eef heke Deens . heeueer
Yee<es leerue ef $eef heke meeefnleeueee yeg Jeeve Demes cnues peeles . cetU heeueer
Yee<es leerue meeef nle ef $eefhekeebceOes ef JeYeeieues Deens : 1) megeef heke, 2)
efJevee efheke, 3) Deef YeOecceef heke.
megeef hekeeceOes leLeeiele ieew lece yegebes meeceeefpeke, DeeefLe& ke,
meebmke=efleke Fleeoer leJe%eeve DebleYet& le Demet ve, ef Jeveeefhekeele YeieJeeve
yeg eb es efJevee, efveece, Deeeej-JeJenej, ef YekeKet - ef YekeKeg Cg eeReer
Deeeejmebefnlee, ef Me#eCe eeb es ef Jeeej Deens le lej DeefYeOecceefhekeele
YeieJeeve yeg eb es leJeef Jeeej, yeewebes ceevemeMeee, ceeveJeer ceveees mJehe,
peieeeer efveefce&leer ee meb oYee&le efJeeej Deens le.
Deef YeOecceeleerue ef Je<ee eecegKeeves iebYeer j mJeheees , leJe
efJeeejelceke Je ceevemeMeeeer e Deensle. DeefYeOecceefhekeele YeieJeeve yegebveer
kes JeU ceeveJeer ceveees ef JeMues<eCe kesues ues vemet ve leebveer ceeveJeer peerJeve,
eeCeer peerJeveees DeefmlelJe, jnme Gueie[tve oeKeef Jeues Deens.
Deef YeOecceees mJehe :
yeew Oecceees leJe%eeve ceeveJeer peerJeveeee keueeCeemee"er
Demeueeceg Us peeieef leke mlejeJej yeg leLeeieleeee leJe%eeveeuee mJeerkeejues
DeeefCe Deb efiekeejues Deens . yeew leJe%eeveele Deef YeOecceceOeer ue Deef Ye
Ghemeie& Deens lemes e lees ef JeMes <e DeLe&metekemeg e Deens .1 YeieJeeve yegebee
leJe%eeveekeef jlee Oecce ee Meyoeee Jeehej kejCeele es lees. Deef YeOecceeleer ue
Oecce ne efJeMes<e Oecce ef kebJee meJeexece efJeeej ee DeLee&ves nes e.
Deef YeOecceeee DeLe& mJele:ee Deef mlelJeeuee efJeMes <e o= erves peeCet ve
Ies Ceeeer efJeMes<e Deb le&er nes e. Deef YeOecceefhekeele ceeveJeer ceveees Jeeheke
mJeheele efJeMues <eCe kesues ues Deens. Deef YeOecceele ef ee, ew leeefmeke, he
DeeefCe ef veyyeeCe eebee meceeJes Me neslees .2 DeefYeOecceees eeceg Keeves eej Yeeie
Deens le : DeefYeOeccekeesMeele Deeeee& Jemegyeb Oetves Deef YeOecceeee DeLe& Deceuee
e%ee Demee kes uee Deens . Deef YeOecceees DeOeeve kes ueeef MeJeee leLeeiele
YeieJeeve yeg eb ee leJe%eeve, efMekeJeCe Deeef Ce GheosMe eebes %eeve hetCe& nes le
Deens .
Deef YeOecceefhekeele Sket Ce meele ebLe Deens le : 1) Oeccemeb ieef Ce
2) efJeYebie, 3) Oeeleg keLee, 4) heg iieue he__eef le, 5) keLeeJeemleg , 6)
eceke, 7) heve.
yeg eheemet ve DeefYeOecceeee hejb hejsuee eejb Ye nes lees. heeueer
ef$eef hekeeleer ue eflemejs efheke Deef YeOecce Deens . ef JekeemeeceOes eeb ieuee
ieeseR yejes yej JeeF& ieeser ner es leele. yegebee veblej Deef YeOecceeeer hejb heje
efvecee& Ce Peeueer . DeefYeOecceeeer JeeKee kejleeveeLanguage, Literature and Psychology
133
ekeejeb veer efeeees efJeYeepeve kejCeele esles . Skeeslheeo Je SkeefJejes Oe ns

ew leefmekeees ue#eCe Deens. eeeee DeLe& ewleefmeke Ske$ee GlheVe nes leele Je
Ske$ee efvejesOeeme eehle nes leele. ewleef mekeeb vee 1) Devemeceeve, 2)
DekegMeue, 3) MeesYeve, DeMee leer ve Yeeieeble ef JeYeeefpele kejCeele Deeues
Deens . ef eeeMeer mebyeb efOele nesTve GlheVe nesCeeNee keejCeeves ef eeeceOes
nesCeeNee Oecee&uee ewleef meke cnCeleele. ew leefmeke Sket Ce 52 Deensle. 13
Devemeceeve Deens le pes meJe& ef eeebceOes eehle nes leele. ee 13 ceOeerue 7
meJe& ef eeebceOes Dee{Uleele Deeef Ce 6 ekeer Ce& Deensle. les keOeer eehle eehle
nesleele lej keOeer nes le veenerle. 25 ewleefmeke Mees Yeve ew leefmeke Deensle.
leeleerue 19 pes meJe& kegMeue ef eeeceOes eehle nesleele, Demes veener. 14
ew leefmeke DekegMeueDeens le. eele 4 cet ueYet le DekegMeue efeeeceOes eehle
nesleele. Mes Jees 10 Dekeg Meue ewleef meke Demes Deens le.
1)
he :
Deef YeOecceeleerue ef lemejs he eees JeCe&ve eele kejCeele esle
Deens . heeceOes Mejer jeeer jevee Demeles. heeee DeLe& Deens lees heoeLe& pees
yeouele Demelees, ef Jeke= le nes lees, heeref[le neslees.5
heeceOes 4 ceneYetle Deeef Ce leeb es DeeeeYetle Demes 4 Gheeoeve
he esleele. cee$e DeefYeOeccelLemeb iienesceOes heele 5Yeeieele JeCe&ve Deens.
1) mecegs Mee, 2) ef JeYeeiee, 3) meceglLeeve, 4) keueehe Je 5)
eJe=efeece, eeeceeCes heee ekeejs heees meb en kejCeele Deeues Deens.
DeMeeekeejs heee heleerves heeb es JeCe&ve cnCepes meben kesues ues
Deens .
meerlegJneef oefJejes efOeheeesner
hheefleef le heb ~~6
eeee DeLe& Demee keer Meer le, G<Ce Fleeoer ef JejesOeer eleeeves
efJekeejeuee eehle nes leele, eeueee he Demes cnues Deens .
[)
efveyyeeCe (efveJee&Ce) :
le=<Ceses Meceve nesCes , veece Deeef Ce he eeb ee efvejesOe nesCes ,
jeie,s<e, ceesneee #ee kejCes cnCepes efveJee& Ce nes e.7
efveyyeeve heve uees kegejmebKeeleb
elegceciepeeCesve
meefkeeleyyeb ceiieHeueeveb DeejceceYetleb
JeevemeKeelee leCnee ef vekeJevlelee
efveyyeeveb efle heJeg eefle ~~8
peeme ueeskeesej meb %ee Demet ve eej ekeejee ceeie&%eeveeejs eehle
kejCeeeesie Deens, pes ceeie&HeU eehleeres Deeuebyeve Deens pes Jeeve le= <Ces uee
cegUemen ve kejCeejs Deens , cnCetve leeuee ef veJee&Ce Demes cnCeleele.
DeefYeOecceees cenJe :
Deef YeOecceeceOes Ghecee Deuebkeej veener lej es Les Gheos Me leJeeee
DeeefCe Jeieea kejCe heele meebefieleues uee Deens . efee, ew leefmeke, he DeeefCe
efveJee& Ce ns eej hejcelLe Deensle. ee eej hejcelLeees mhe Jeieea kejCeeee
heeves ieCeveelceke heleer ves meeb efieleues Deens. ee os Mevesuee hejcelLe osMevee
DeeefCe ef ve<heee& e osMeve DeLeJee Deef Oee%eeef Me#ee cnues ues Deens . ner osMevee
Deef YeOecceele Deens . eees keejCe cnCepes meg eeeer os Mevee meJe& meeOeejCe
peveles mee"er Deens lej Deef YeOecceeeer osMevee ner OecceeceOes ieb Yeer j Deeef Ce
efJeeve eeb eemee"er kesues ueer Deens .
Deef YeOecceefhekeele YeieJeeve yeg eb ee ef Jeeejeb es Jeieea kejCe Deeef Ce
efJeMues <eCe kejCeele Deeues Deens. megeef hekeele yegJeeve cet U mJeheele
Deens . leeefJeke DeeefCe ceveesJew%eeef veke erves Deef YeOecceeuee ieCeveeye kes ues
Deens . Deef YeOecceeeer Mewueer ner yeew leJe DeOeeve kejCeemee"er Deens.
DeefYeOecceefhekeeleerue efMekeJeCetke :
ef$eef hekeeleer ue megeef hekeele yeew leJe%eeveeveg meej Deef Yeef eeeeer
efMekeJeCetke efceUles . ef Jeveeefhekeele DeefOeefMeueeeer lej Deef YeOecceefhekeele
DeefOee%eeb eer efMekeJeCetke Deens . leeeeceeCes meg evle JeJenejosMevee Deens
lej ef Jeveeele Dee%eeosMevee DeeefCe Deef YeOecceele Gelej hejceeLe& osMevee
Deens .9
yeg Oecceeee efJemleej DeLeJee meef Jemlej efJeJeseve cnCepes
Deef YeOecce nes e. megeef hekeeleer ue yeg Jeeveeueee Deef YeOecceef hekeele met#ce
efJemleejeves mecepeeef Jeues Deens. eele ef meeb leeee cetU DeeOeej megevleees
oMe&ve Deens . eeeee DeLe& ef JeYeeie keve ef JeMues<eCeeletve efJeJes eve kejCes
nes e.
Goe. hegvepe&vce nes lees keer veener ? eees Gej pej
efJeYepeJeeoeeceeCes eeJeeees Peeues lej Demes nesF&ue keer , pees keues Meeletve
cege Deens, leeee heg vepe&vce nesle veener , heCe pes keuesMecege veenerle, leebee
hegvepe&vce nes lees. leeeeceeCes efJeYepeJeeoer cnCes ue keer ceeveef meke Deeef Ce
Yeewefleke peieeee meb het Ce& DeJemLeeb es efJeMues <eCe keve PeeueeJejmeg e
leeee Deelcee keg "se meehe[le veener . peeeceeCes eeke, Oeg je, pet Fleeoer
meJe& Yeeieeb ee efJejef nle jLe nes T Mekele veener. leeeeceeCes Jeeer , he,
Jesovee, meb%ee, meb mkeej DeeefCe ef Je%eeve ee heee mkebOeebeMf eJeee keener e nesT
Mekele veener . ns meJe& mkebOe Deefvele, Deveelce Deeef Ce og:Ke Deens. leele
DeeheuesheCe Mees OeCes cnCepes og:Keees keejCe nes e.10
Deef YeOecceeee God YeJe efJeeemeb heVe JeeeRmee"er e Peeues uee Deens.
leLeeieleeee yees efOeeehleeree eewLee je$eeree Debelf ece enjele YeieJeeve
yeg eme Deef YeOecceeee mJeebYet le GodYeJe Peeuee Deeef Ce meJe&%eeveeee eef leJesOe
kejlee YeieJeeve yegebveer Deef YeOecceeee eee %eevemeeiejeeer eehleer kesueer.
meyye__eg _eeheCe heef efJepPeef vle es Je
Fceb Deef YeOeccevee meceg b DeefOeieef ~11
DeefYeOecceefhekeeleerue ekejCe ebLe :
Deef YeOecceefhekeele meele ebLe Deens le leeb vee ekejCe eb Le Demes
cnCeleele.
1)
Oecceme*dieefCe :
OeccemebieefCe ne Deef YeOecceef hekeeleerue eefleeeehle ebLe Deens.
eeceOes ceeveefmeke Deeef Ce Yeewelf eke peieleeee DeJemLeebes mebkeueve
ieCeveelceke Deeef Ce heefjeMveelceke DeeOeejeJej kejCeele Deeues Deens.
OeccemebieCeer es ef JeMues<eCe DeeefCe meb keueve ns ee ebLeees iegCeJewefMees
Deens le.
134
OeccemebieefCe ee eb Leeee ceg Ke Yeeieele ef ee DeeefCe leeee

meb ege DeJemLeeb es keg Meue, DekegMeue Deeef Ce DeJeeke=le heeleerue
efJeMues <eCeeceg Us eeuee yeew cevees efJe%eeveeeer vew efleke JeeKee cnCelee
es les . Oeccemeb ieef Celeerue meele Yeeieeb leerue heefnuee Yeeieele DeeheCe 1) ef ee
efJeYeeer, 2) he ef JeYeeer, 3) ef vekeKeshe jemeer, 4) Deleg odOeej Demes eej
cegKe Yeeie Deensle. hejb leg eeceOes meJe& eLece DeeheCe Deveg eefcekee
ceeeflekeeee heele meb oYe& Dee{Ulees . 122 Jeieea kejCeele 22 ef leke
ceeeflekee cnCepes leer ve - leerveee pees [ee Deensle. 1) keg meuees Oecce, 2)
Dekegmeuees Oecce, 3) DeJeeke=lee Oecce. veblej oesve - oes veee pees[ee
cnCepes ogke cnCet ve lee 100 pees[ee Deens le. 1) nslet, 2) ve ns leg
cnCet ve leeb ee meb oYe& eslees. Deef YeOecceefhekeeleerue Flej eb Leeb eer ner jevesee
DeeOeej eemeejKeee Deens.
OeccemebieefCe ee ebLeele Oecceees ef vejef vejeUs ekeej meebeif eleues
Deens le. eeceOeerue cegKe ef Je<ee Meejer efjke Je ceeveef meke ef mLeleer , keuhevee Je
ceveees ecelkeej ns Deens le. ee ebLeees leJe%eeveeee meboYee&le cenJehetCe&
mLeeve Deens.
2)
efJeYe*die :
Deef YeOecceefhekeeleer ue ef JeYeb ie eeebLeele 18 ef JeYebie Deens le. meoj
eb Le Oecceefhekeeleerue hegjJeCeer oeKeue ebLe Deens . ee eb Leele yeew Oecceeee
cetueYet le keuhevee Je cetueYetle mele eeb es JeCe&ve kejCeele Deeues Deens.
leeeeceeCes %eeveceeiee& leerue ef JeIves DeeefCe Flej ees veer leerue ef vejef vejeUee
efmLeleeRes keeuheef veke JeCe&ve ef oues ues Deens. Oeccemeb efieCeerleer ue meg es Je
heoeLee es Jeie& eebeener eele meceeJes Me Demetve veeefJeveleener Deens. ee
eb Leeleer ue 18 ef JeYeb ieKeeueerueeceeCes Deensle.
1) Keb Oe efJeYebie, 2) Deeeleve ef JeYeb ie, 3) Oeeleg efJeYebie, 4)
mee ef JeYeb ie, 5) Fb efe efJeYebie, 6) eeflele mecceg hheeo ef JeYeb ie, 7) meef le
heeCe efJeYebie, 8) mecceheOeeve efJeYebie, 9) Fefheeo ef JeYeb ie, 10)
yees_Peb ie ef JeYebie, 11) ceiie ef JeYeb ie, 12) %eeve ef JeYebie, 13) Dehhece__ee
efJeYebie, 14) ef mekeKeeheo efJeYebie, 15) heefmebefYeoe ef JeYeb ie, 16) _eeve
efJeYebie, 17) Keg keJelLeg efJeYebie, 18) Oecceoe ef JeYeb ie.12
3.
OeelegkeLee :
Deef YeOecceefhekeeleer ue ee eb Leele eewoe ekejCeebee meceeJesMe
Demetve, eele eMvees ej heeves me=erleer ue heoeLeees ecelkeej Je leebeer
efvejefvejeUer mJehes heeb es JeCe& ve DeeheCeeme Dee{Ut ve es les . eeceOes heee
ceeeflekeeb ceOes efJeYeepeve kes ues Demetve, 14 ekeejes JeeKeeve Deens le.
Oeeleg keLee ee ebLeele OeccemebieCeer le Deeues uee Oecceeuee ceeef lekeebee
(Deveg eceef Cekee) heele "s Jet ve eMveesejeejs leees efJeJeseve kejCeele
Deeues Deens . pes 1) Gs Me, 2) ef ves Me ee oesve Yeeieeb le leees efJeYeepeve
kes ues Deens.
4)
hegiieuehe__eefle :
Deef YeOecceefhekeeleer ue ne eew Lee eb Le Deens. heg iieue eeee DeLe&
Jeeer DeeefCe he__eefle cnCepes (e%eef le) eeoer , meteer nes e. peieeceOes
efpelekeee ekeejes Jeeer Deens le lee meieeebes JeCe& ve ee eb Leele Ghecee

osTve kesues Deens .
eele DeeheCeeme 39 JeeeR es JeCe& ve Dee{Ules. kees Celee Jeeer
meceeef Jecege Deens efkeb Jee FLes keener Jeeer Jes ieJes ieUs 8 ef Jecees #eeuee
keeeeves mheMe& keve ef Jenej kejleele lej keener e%eeves ef ee - ceU ve
kejleele. nee ceeCetme meceeefJeceg e Deens Demes 395 ekeejes Jeeer eele
veceto kes uesues Deens le.
ee eb Leeleer ue cegKe efJe<ee ceeveJeeee ef veef lecees ee erves
Jeieea kejCeemebyeb Oeer ee Deens . ceeveJeeee peerJeveeleer ue eeb ieuee JeeF&
meJeeeR ee yeeyeleerle ee eb Leele eLece eMve eele ef oues ues Deensle. cnCepes
keesCeeuee eesOeeg e, kees Ceeme ueyee[ cnCeeJes, Goej keesCeeuee lej veer e
keesCeeme cnCeeJes, Demes eLece eMve efouesues Deensle Je veb lej lee lee
eMveeb vee ees ie DeMeer Gejs efouesueer Deens le. DeMee ee eMveesejeb let ve
JeeeR es JeieeakejCe kes uesues Deens.
5)
keLeeJelLeg :
keLeeJelLeg ne Oecceef hekeeleer ue heeeJee ebLe Deens. ee ebLeeleerue
eles ke keLee leke& Meeeeee efveeceeves mJekeJeeoer , heeef jJeejer ee
eMvees ejeyejes yeje Deveg uees ce, eefleuees ce, efveen, mLeeheve, eeheve, Gheveeve
Fleeoer eceeves JeCe& ve kejles. keLeeJelLeglekesJeU oeM&evf eke efmeebleeb es Keb[ve
Deens .
mecee DeMees keeves FmeJeer meve 253 efkeb Jee 246 hetJeea pesJne
yeew meb ieer efle yeesueeJeueer , lee meb ieer leeres mebIeveeeke mLeefJej ceesiieef ueheg e
eflemme nesles. cees iieueerhege ef lemme eeb veer 18 mebeoeeebletve Skeeuee cetU yeew
Oecceees ceevetve (LesjJeeo - mLeefJejJeeo) yeekeeree 17 oeMe&efveke
efmeebleees efvejekejCe kesues Deeef Ce Deeheuee meceeOeeveeme kelLeeJelLeg ekejCe veeJeeee ebLeele leeuee efuentve "sJeues.13 pees leeJesUsheemet ve
Deef YeOecceefhekeeee Ske Yeeie ceeveuee peeT ueeieuee. ee eb Leele SketCe
23 ekejCes Deeef Ce ee ekejCeele 8 les 12 GheekejCeeb le efvejefvejeUer
heeKeb [ celes Demetve, leeb es Keb[ve kejCeele Deeuesues Deens. eeleerue
heeKeb [er celeebes ef vejeCe kejCeemee"er meg eef hekeeb leerue Jeeveebee DeeOeej
Ies Ceele Deeuee Deens .
YeieJeeve yegebes ef Jeeej lekee&ee Ge heeleUer hee le heesneseleele
DeeefCe meJe& celeJeeeebee Jejleer Gb e ef MeKejeJej peeTve mecelee, meceevelee
Je yebOeg lJe oMe& eJf eleele. DeelceJeeo DeeefCe DeveelceJeeo, F&ejJeeo DeeefCe
Deef veejJeeo, Yeewelf ekeJeeo DeeefCe ef Je%eeveJeeo, MeeeleJeeo Deeef Ce
DeMeeeleJeeo ee meJe& Deeefleee Deeef Ce celeJeeeebes e mJehe Deens le.
keLeeJelLeg ee 216 efkeb Jee 217 Mebkee meceeOeeveeme 23
DeOeeeele ef JeYeeefpele kejCeele Deeues Deens.
6)
eceke :
Deef YeOecceefhekeeleer ue meneJee eb Le eceke ee Meyoeee DeLe&
pees [, peg [Jee heoeLe&. eceke ebLeele eMveesejeee heleerves OeccemebieefCe,
efJeYebie, OeelegkelLee, hegiieuehe__eefle, keLeeJelLeg ee heeener ebLeeble Oecceeb es
JeCe&ve pees[er (oesve-oes ve)ves kesues ues Deens . cnCeg ve eeuee eceke cnCeleele.14
135
pemes
1) pes keener kegMeue Oecce Deens le les

2) meieUs keg Meue cegue Deensle
ner Ske pees[er .
eee heleerves ecekeele leLeeieleeee Oecceeeer JeeKee kesueer
Deens . eee heleer ves one eceke eele Deensle.
1) cetue eceke, 2) KebOe eceke, 3) Deeeleve eceke, 4)
Oeelet eceke, 5) mee eceke, 6) mebkeKee eceke, 7) Devegmee eceke,
8) efee eceke 9) Oecce eceke, 10) Fbefe eceke.
7)
heeve :
Deef YeOecceefhekeeleer ue meeleJee eb Le cnCepes heeve nes e. pej
ns leg heemetve GlheVe Oecceeeer Glheeer DeeefCe ef vejes Oeeuee mecepeeJeeees Demesue,
efveJee& Ceeuee peeCet ve IeeJeeees Demes ue lej yeew Oecceeee cet U efmeebleeme
peeCet ve leeeer JeeKee mecepetve IeeJeeeeer Demesue lej heeve ekejCeees
DeOeeve Deleb le DeeJeMeke Deens.
heeveele eeflele meceg lheeoeuee meb het Ce& efJemleejhetJe&ke meebeif eleues
Deens . meg evleehes #ee heeveeer efJeJes eve heleer Heeje ef JeefMe Deens .
heeveele 24 eleeeb es efJeJes eve kesues Deens. ner leeeer efJe<eeJemlet Deens .
pemes leeee veeJeeJeve mhe nesles.
heeve (heee - "eve) eleeees mLeeve, DeLee&le peeleke
DekeLes ee ef veoeve keLesle cnues Deens keer, yeesefOeeehleerveb lejee eew Lee
Dee"Je[eele leLeeieleeves Deef YeOecceefhekeeee cnCepes e DeefYeOecceeee
leebee Devebleee mebhetCe& eleeeee mLeeveebes efebleve kejle kejle
IeeueefJeuee.
eleglLe heCe meeens DeefYeOecceefhekeb
efJemesmelees es lLe Devevleveeb
mecevleheeve ef Jeefeveees
meeenb Jeerleer veeces efme ~15
cnCet ve DeefYeOecceefhekeeee Deb leie& le heeveees efJeMes<e cenJe
mhe nesles. Deekeej DeeefCe cenJeeee er ves heeve DeefYeOecceef hekeeee
Ske ceneve eb Le Deens. cnCetve eeuee ceneekejCe cnues Deens .
efve<ke<e& :
yeew leJe%eeveeleerue Deef YeOecceees mLeeve ef JeMes <e Deens. YeieJeeve
yeg eb veer Yeewelf eke Deeef Ce DeYeew efleke cnCepes Meejerejf ke Deeef Ce ceeveefmeke
eefeeses Je Jesovesee mJele: Deveg YeJe Ies Tve, leeJej mebMeesOeve keve ef ee,
ew leefmeke he DeeefCe ef veJee&ve eebes ef JeMues<eCe kes ues Deens . nse
Deef YeOecceefhekeeleer ue ceevemeMeee Deens .
efeeees DeLeJee ceveees pes ef JeMues<eCe kejCeele Deeuesues Deens ,
leeuee ceevemeMeeeeee DeeOeej Deens. eee[ ee ceveees Deesleve DeLeJee
DeJees leve mJeheees mheer kejCe heg {s peeTve YeieJeeve yegebveer ceveees Kejs
mJehe mhe kesues Deens. ef ee DeLeJee ceve meJe& eJe=eeR es cetU Deens .
YeieJeeve ieew lece yegebee meceke meb yees Oeeres ef ee Deeef Ce ceveeJej DeeOeejYet le
Deens . keg Meue Deeef Ce DekegMeue yeeyeer Jeeer ke[t ve Ie[leele. lee meJe&
yeeyeeR es cet U ceve Deens. ee ceveees DeLeJee ef eeees met #ce efJeMues <eCe
Jew%eeef veke erves DevegYeJeeee DeeOeejeJej YeieJeeve yeg eb veer kes ues Deens. ee
ekeejs Oecceefhekeeleerue meoj Deef YeOecceeee Yeeie ceevemeMeeeeee
efmeebleeJej DeeOeejYet le Deens .
Deef YeOecceefhekeeleer ue ceevemeMeeeele ceeveef meke, Yeew efleke
peieeee DeJemLee Oece& DeLeJee heoeLe& cnCepes ceveele GlheVe nesCeeNee
yeeyeer , keeceeJeej, heeJeej, DeheeJeej Je uees kees ej, Deeb leefjke DeLeJee
yeee peieleeeer vew efleke DeJemLee ne yeew - ceevemeMeeeeee cegKe DeeOeej
Deens . efveefleJeeo lej Deef YeOecceeleuee ceg Ke efJe<ee Deens .
Deef YeOecceefhekeeleer ue yeew leJe%eeveele ef JeYeppeJeeo, hebemkebOe Oeeleg
Deeeleves Fleeoer JeCee& le Deensle lej le=<Cee Deeef Ce Deef Jeee og:Keees cetU
keejCe Deens. og:Ke, og:Kemeceg oe, og:Ke efvejesOe DeeefCe og:Ke efvejesOeeee
ceeie& , Deeb efieke, eleerlemeceglheeo yees efOehe#eer e Oece&, efee, ewleef meke he
DeeefCe efveJee& Ce ee DeeOeejeJej ceevemeMeee Deef YeOecceele Deens.
meboYe&
1.
3.
5.
7.
9.
11.
13.
15.
17.
[e@. efJ eceue efkeleer& Yee<eeblej mebheeefole, DeefYeOeccelLemebienes, he=. 6

efkeee, he=. 3
[e@. yeeueeb Keeb[skej, DeefYeOecce yeew ceevemeMeee, he=. 87
[e@. efJ eceue efkeleer& Yee<eeblej mebheeefole, DeefYeOeccelLemebienes, he=. 161
Yeoble eflemmeJemme, yeew OecceebLe DeefYeOecceefheke, he=. 15,
efkeee, he=. 19
efkeee, he=. 109
efkeee, he=. 164
ceeveJeer cetue - DeefOeOecce, he=. 20
2.
4.
6.
8.
10.
12.
14.
16.
136
efkeee, he=. 6
efkeee, he=. 4
efkeee, he=. 10
efkeee, he=. 161
efkeee, he=. 19
efkeee, he=. 20
efkeee, he=. 148
yeg ceeveme oMe&ve - [e@. ceveer<e Deevebo, he=. 162
Research Paper
Pali & Buddhism
Importance of Paticcasamuppda in Buddhist

Philosophy
Dr. Gavhale Balaji Maruti
P.A.H.College, Ranisawargaon,Tq-Gangakhed, Dist-Parbhani
ABSTRACT Paticcasamuppda is a Pali term that has been translated into English in a variety of ways. The most
common translations are dependent origination or dependent arising. But the term is also translated as interdependent coarising, conditioned arising, conditioned genesis, etc. The term could be translated somewhat more literally as arising in
dependence upon conditions. The concept of Paticcasamuppda (in both the general and specific meanings) is the basis for
other key concepts in Buddhism, such as karma and rebirth, the arising of dukkha (suffering), and the possibility of liberation
through realizing no-self antman.The general principle of prattyasamutpda (that everything is interdependent) is
complementary to the concept of emptiness sunyata. There are various formulations of the doctrine in early sources, but the
most common one illustrates the soteriological implications of causality in a series of twelve stages or links (Nidna) showing
how the problem of suffering (Duhkha) and entrapment in Samsara arises due to craving (Trshn) and ignorance (Avidy).
The twelve links in the process (often depicted around the rim of the wheel of life) are: (1) ignorance, which leads to (2)
faulty perceptions of reality, which provide the structure of (3) knowledge, which addresses (4) name and form, or the
principle of individual identity and the sensory perception of an object, experienced through (5) the six domains (the five
senses and their object, along with the mind), whose presence leads to (6) contact (between objects and the senses), followed
by (7) sensation, which, being pleasant, leads to (8) thirst and then (9) grasping (as of sex partners), which leads to (10) the
process of becoming, culminating in (11) birth, and at last (12) old age and death.
the Buddhist teachings in two senses. 1) On a general
level, it refers to one of the central concepts in the
Buddhist traditionthat all things arise in dependence
upon multiple causes and conditions. 2) On a specific
level, the term is also used to refer to a specific
application of this general principlenamely the twelve
links of dependent origination.
The concept of Paticcasamuppda (in both
the general and specific meanings) is the basis for
other key concepts in Buddhism, such as karma and
rebirth, the arising of dukkha (suffering), and the
possibility of liberation through realizing no-self
antman. The general principle of Paticcasamuppda
(that everything is interdependent) is complementary
to the concept of emptiness sunyata.
3) Relation to other Buddhist concepts :The principle of dependent origination
underpins the concept of Karma. which is an
application of this principle to individual actions and
their fruition. Karma is one particular instance of the
natural causal laws that operate throughout the
universe where, according to Buddhism, things and
events come into being purely as a result of the
combination of causes and conditions. Karma, then, is
an instance of the general law of causality. What
makes karma unique is that it involves intentional
action, and therefore an agent. The natural causal
processes operating in the world cannot be termed
karmic where there is no agent involved. In order for a
casual process to be a karmic one, it must involve an
individual whose intention would lead to a particular
1) Introduction :Dependent origination is the doctrine of the

conditionlity of all physical and psychical phenemena a
dectrine which together with that of impersonality
(Anatha) forms the indispensable condition for the real
understanding and realization of the teaching of the
Buddha. It shows the conditionality and dependent
nature of that uninterrupted flux of manifold physical
and psychical phenomena of existence coventionally
colled the ego, or man, or animal etc.
Whereas the doctrine of impersonality, or
anatha, proceeds analytically, by splitting existence up
into the ultimate constituent parts, into mere empty,
unsubstantial phenomena or elements, the doctrine of
dependent origination , on the other hand, proceeds
synthetically, by showing that all these phenomena
are, in some way or other, conditionally related with
each other. In fact the entire Abhidhamma Pitaka as a
whole, treats really of nothing but just these two
doctrines phenomenality implying impersonality and
conditionality of all existence. The former or analytical
method is applied in Dhammasangani, the first book of
the Abhidhamma Pitaka; the latter or synthetical
method, in Patthana the last book of the Abhidhamma
Pitaka.
2) Meanings of Paticcasamuppda :Paticcasamuppda
is
translated
as
dependent origination or dependent arising. But the
term is also translated as interdependent co-arising,
conditioned arising, conditioned genesis,etc. The term
could be translated somewhat more literally as arising
in dependence upon conditions. The term is used in
137

action. It is this specific type of causal mechanism
which is known as karma.
The principle of dependent origination is
closely related to the Four Noble Truths. What is it that
the Four Noble Truths and dependent origination have
in common? The principle that both have in common is
the principle of causalitythe law of cause and effect,
of action and consequence. ...we have mentioned that
the Four Noble Truths are divided into two groups. The
first twosuffering and the causes of suffering, and
the last twothe end of suffering and the path to the
end of suffering. In both of these groups, it is the law of
cause and effect that governs the relationship between
the two. In other words, suffering is the effect of the
cause of suffering; and similarly, the end of suffering is
the effect of the path to the end of suffering. Here too
in regard to dependent origination, the fundamental
principle at work is that of cause and effect. In
dependent origination, we have a more detailed
description of what actually takes place in the causal
process.
The principle of dependent origination also
applies to the concept of no-self ( Antman ). The
concept of no-self or antman or emptiness of self is
that it is not possible to identify an independent,
inherently existing self; that the self only exists in
dependence upon causes and conditions. This theory
can be broken down as follows.
1.
If you look for the self within the body, you can
not find it there, since the body itself is
dependent upon its parts.
2.
If you look for the self within the mind, you can
not find it there, since the mind can only be
said to exist in relation to external objects;
therefore the mind is also dependent upon
causes and conditions outside of itself.
3.
3. Vin paccay nm Rupam :Through consciousness are conditioned the

mental and physical phenomena i.e. that which makes
up our so colled individual existance.
4. Nm Rupa paccay Salyatanam :Through the mental and physical phenomena
are conditioned the 6 bases, i.e. the 5 physical sense
organs, and consciousness as the sixth.
5. Salyatan paccay Phassa :Through the six bases is conditioned the (
Sensorial mental ) impression.
6. Phassa paccay Vedan :Through the impression is conditioned feelings.
7. Vedan paccay Tanh :Through feeling is conditioned craving.
8. Tanh paccay Updnam :Through craving is conditioned clinging.
9. Updn paccay Bhavo :Through clinging is conditioned the process of
becoming, consisting in the active and the passive life
process, i.e. the rebirth producing karma process
and, as its result, the rebirth process.
10. Bhava paccay Jti :Through the ( rebirth producing Karma )
process of becoming is conditioned rebirth.
11. Jti paccay jarmaranam :Through rebirth are conditioned old age and
death ( sarrow lamentation, pain grief and despair.
Thus arises this whole mass of suffering again in the
future.
The following diagram shows the relationship
of dependence between three successive lives.
Past
Hence, since the self can not be said to exist

within the body or mind, it is said to be "empty
of inherent existence".
Present
4) The twelve nidnas :Though this subject has been very fequently
treated by western aythors by far most of them have
completely misunderstood the true meaning and
purpose of the doctrine of dependent origination, and
even the Twelve terms themsalves have often been
rendered worngly.
The formula of dependent origination runs as
follows :
1. Avijj paccay Sankhr :Through ignorance are conditioned the
Sankhrs, i.e. the rebirth Producing Volitions (
Cetan ), or karma formations.
2. Sankhr paccay Vinam :Through the karma formations (in the past life) is
conditioned consciousness ( in the present life ).
1. Ignorance ( Avijj )
2. Karma formations
( Sankhr )
3. Consciousness
( Vina )
4. Mind and matter (
Nm Rupa )
5. Six Bases ( yatana )
6. Impression ( Phassa )
7. Feeling ( Vedan )
8. Craving ( Tanh )
9. Clinging ( Updna )
10. Process of Becoming
( Bhava )
Future
11. Rebirth ( Jti )

12. Old Age and death (
Jar marana )
Karma process
( Kammabhava )
5 Causes: 1, 2, 8,
9, 10
Rebirth process
( Upapatti bhava )
5 Results: 3-7
Karma process
( Kammabhava )
5 Causes: 1, 2, 8,
9, 10
Rebirth process
( Upapatti bhava )
5 Results: 3-7
5) Conclusion :In conclusion, many pointers have been

given above as to the attitudes we may adopt in
seeking to live in harmony with Pratitya Samutpada.
More specifically, perhaps we will want to know how to
go about deciding exactly what to do in any situation.
138

This must be a mixture of educating ourselves so that
we can make informed choices, purifying ourselves so
that we are not swept blindly along by our appetites,
and adopting for the time being appropriate and wise
precepts, in the absence of our own insight or specific
knowledge.Difficult decisions will always be there; and
painful choices to make: but if we can cultivate
awareness, deep loving-kindness, specific knowledge,
and the self-discipline to follow a regular path of
practice and action, we will surely change this world
and ourselves for the better.
theory of Paticcasamuppda has a special
importance in early Budhism.
1. The cycle of causation - how effects derive/follow
from causes.
2. According to the Buddha, everything derives as a
result of something that has
3. happened previously. Material and mental
happenings have causes.
4. The cycle of causation teaches how the eightfold
path offers a way to attain
5. relief from suffering. The five skandhas are always
changing.
6. People and objects are dependent on each other.
7. The source of evil is explained.
8. It shows the stages in life in order to attain
Nirvana.
REFERENCES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Nrada Mahthera. (1980) A Manual of Abhidhamma, Kandy; BPS.

Rewat Dhamma, Bhadanta.(1965) Abhidhammatha Sangaha with Vibhvini Tik, Varanasi.
Ryds Davids. (1990) A Buddhist Manual of Psychological Ethics, London.
U Nrada. (1969) Pathna Conditional Relitions, London.
Warder, A. K. (1980) Indian Buddhism, Delhi.
Nyanatiloka Thera. The Buddhas Path to Deliverance, Washington, USA.
Gunaratna Mahathera (1990) Bhavan Vandan, Taiwan,
What Buddhism is Vipassana Research Association, Burma
Buddha Manas Darshan by Prof. Dr. Manish Anand - Dhammadoot publication, Hudco, N-12, Page no. 237to 260
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