Updated Unit I PPT (2nd Edition)

Universal Human Values and Professional Ethics
VALUE EDUCATION CELL (VE CELL)

(CS/IT BLOCK 4TH FLOOR CS – 403)
Contents:
• Need of the Course
• About Book
• About Authors
• Methodology
• Guidelines of the Course
• Scope of the subject
2
Contents: Need of the Course
Today State - At the level of the individual

• Rising problems of depression
• Relative confidence
• Psychological disorders
• Suicides
• Stress
• Insecurity
• Psychosomatic diseases
• Loneliness etc.
3
Today State - At the level of the Family
• Breaking of joint families

• Mistrust
• Conflict between older and younger generations
• Insecurity in relationships
• Divorce
• Dowry tortures
• Family feuds
• Wasteful expenditure in family functions etc.
4
Today State - At the level of the Society
• Growing incidences of terrorism and naxalism

• Rising communalism
• Spreading casteism
• Racial and ethnic struggle
• Wars between nations
• Attempts of genocide
• Fear of nuclear and genetic warfare, etc.
5
Today State - At the level of the Nature
• Global warming
• Water, air, soil, noise, etc. pollution
• Resource depletion of minerals and mineral oils
• Sizeable deforestations
• Loss of fertility of soil.
6
Outcome of the Course (if you understand properly)
• Clarity regarding a fulfilling life and the program to achieve it.
(resulting in channelized thoughts)
• Harmony in Individual
(Resulting in happiness and a feeling of prosperity and
living with absolute confidence)
• Harmony in Family
(Resulting in mutual fulfillment in relationship and
prosperity in family)
• Harmony in Society
(Resulting in trustful, undivided, universal society )
• Harmony in Nature/Existence
(Understanding the inherent co-existence resulting in
being in harmony in Nature)
7
Contents:
• About Book
• About Authors
• Methodology
8
Contents: About Book
9
Contents:
• About Book
• About Authors
• Methodology
10
Contents: About Authors
Prof. R R Gaur
Prof. R R Gaur has been a senior professor of Mechanical Engineering at IIT

Delhi with research focus on renewable energy conversion systems. He has
also been the Head of National Resource Centre for Value Education in
Engineering at IIT Delhi and has contributed significantly towards integrating
Science, Technology and Human Values through curricular development and
research. For more than two decades, Prof. Gaur, along with other colleagues
at IIT Delhi and other institutions has been seriously experimenting with a
variety of innovative inputs in value education. He has recently taken
voluntary retirement from IIT Delhi in order to fully devote himself to value
education activities.
11
Rajul Asthana
Rajul Asthana, an alumnus of IIT Delhi, has 28 years of corporate experience
in India and USA. He was the IT leader of (CIO) of the Industrial Products
Division of W.L Gore and Associates, USA and, later, Senior Vice President
with Satyam Computer Services, Hyderabad. As head of their Learning Center
globally, he was responsible for co-developing and implementing the
company’s learning strategy for associate development. He was a founding
member of Global Council of Corporate Universities, France promoting the
idea that corporate universities can be instrumental in personal
transformation. He was also the founder director of The International
Resource Center for Universal Human Values and Ethics at Punjab Technical
University, Jalandhar.
12
Prof. G P Bagaria
Highly respected teacher both in Electronics and Communication as well as in

Value Education. He has carried out extensive research over the past 15 years
in evolving a suitable methodology for Value Education and has successfully
experimented with it, both within the institutional framework as well as with
a variety of people in the community at large. He is accepted as an inspiring
role model by his students and peers. For the work carried out by him in the
area of Value Education and as social activist, he was awarded the Satyendra
K Dubey Memorial Award for the year 2006 by IIT Kanpur. He is an alumnus
of IIT Kanpur.
13
Contents:
• About Book
• About Authors
• Methodology
14
Important points
• Read / Listen with awareness to reach the perpetual reality.

From authors/ resource person:
reality R1
associating meaning to it M1
Word W
To readers/ listener:
Reading the word Processing
information
associating meaning to it M2 in wrong
Seeing the reality R2 way.
15
Important Points
 Avoid jumps to readymade solutions.

 Avoid comparing with existing beliefs/ notions.
• 2 Step process :
• Verify the proposals (rather than agreeing or
disagreeing)
• Experimentally validate the proposals
16
Methodology:
Whatever is stated is a Proposal (Do not assume it to be true)
Verify it on your own right
2
1 Verify Experiential Validation
on the basis Proposal
Of Live according to it
your 2a 2b
Natural
Behaviour with Work with
Acceptance
Human Beings Rest of Nature
Mutual Happiness Mutual Prosperity
Which process is Naturally Acceptable to you?
A process of self-exploration on your own right, leading to understanding

in your self
or
A process of discourse, do’s & don’ts, in which you assume what is said17
Contents:
• About Book
• About Authors
• Methodology
18
Conents: Guidelines for Value Education
1. Universal – all time, all place, all individuals. Not sectarian.
E.g. Respect
2. Rational – logical, appeals to human reasoning. It must be

possible to discuss & ask questions.
Not do’s & don’ts
3. Natural – Naturally Acceptable to human being & Natural

(there is provision in Nature for its fulfilment)
4. Verifiable – through one’s own Natural Acceptance as well as

in one’s experience. Not mystical
5. All Encompassing – covering all aspects of life, of human existence
6. Leading to
Harmony in living – among human beings and with nature.
19
Contents:
• About Book
• About Authors
• Methodology
20
Contents: Scope of the Subject
Fulfilling Life
Nature/Existence
Society
Family
Individual
21
Thank You
VALUE EDUCATION CELL (VE CELL)

(CS/IT BLOCK 4TH FLOOR CS – 403)
1. Understanding the Need and Basic
Guidelines for Value Education
Purpose of Value Education
• To Ensure a fulfilling life.
• Meaning of fulfilling life:

 There is a feeling of happiness within you, all the time.
 Your body is in good health.
 You are able to have what you require in terms of physical facility and you
have a feeling of prosperity, all the time
 You have good relations with everyone connected to you.
 There is peace and harmony in the society around you.
 You are able to co-exist with the nature and make effort for an environment in
which there is no pollution or depletion of resources, and
 You are able to understand the salient aspects of your own reality as well as
the rest of existence as it is.
• To Ensure the above fulfilling life, proper education is required.
24
Education for a fulfilling life
•To understand what a fulfilling life means and to understand the

programme to ensure it, there is need for appropriate education.
•On this earth it is only the human being which goes through a
long process of education, yet, it is the human being only who is
creating so many problems on this planet. (not mutually fulfilling)
•As a human being, we have two important questions to resolve:
 What to do? (Value Education)

• Gives us the clarity of our goal, our basic aspiration and the
programme to fulfill the basic aspiration
 How to do it? ( Skill Education)

• It helps us learn skills, methods and techniques to implement the
programme.
25
Education for a Fulfilling Life
Value Education:
The value of an entity is its participation in the larger order of which it is
a part.
For example:
• The value of a pen is that it can write. Here writing is the participation
of the pen in the bigger order in which it is present along with paper
and human being.
• The value of an eye is that it can be used for seeing.
• The value of a vegetable plant is that it provides nutrition to animals
and humans.
WHAT IS THE VALUE OF A HUMAN BEING?
26
THE VALUE OF A HUMAN BEING
The value of a human being is its natural or expected

participation in the larger order –
• At the level of the individual

• At the level of family
• At the level of society
• At the level of nature/existence.
It is interesting to note that you feel happy in the

process of fulfilling your participation in the larger order.
27
Value Education
The part of education that deals with the understanding of

one’s participation in the larger order, and thus ensuring it
in living, is called as Value Education.
28
Skill Education
• Skill Education
 Skills are necessary in our life. (computer, telecom, construction..)
 However, along with skills, it is essential to decide the purpose for

which they are to be used.
• Complementarity of Values and Skills.

 Right utilization of learnt skills.
 Achieving right purpose.
• Priority of Values over Skill

 What is more important: What to do? OR How to do?
29
Need and Important Implications of Value Education
• Correct identification of our aspirations.
• Develop a Holistic Perspective
• Clarity of Programme to Live with Holistic Perspective.
• Evaluation of our beliefs
• Solution of existing problems
• Technology and Human Values
• Development of Ethical Competence
30
Guidelines for Value Education
1. Universal – all time, all place, all individuals. Not sectarian.
E.g. Respect
2. Rational – logical, appeals to human reasoning. It must be

possible to discuss & ask questions.
Not do’s & don’ts
3. Natural – Naturally Acceptable to human being & Natural

(there is provision in Nature for its fulfilment)
4. Verifiable – through one’s own Natural Acceptance as well as

in one’s experience. Not mystical
5. All Encompassing – covering all aspects of life, of human existence
6. Leading to
Harmony in living – among human beings and with nature.
31
Content of Value Education
• All Dimensions:
Thought,
Behaviour (Relationships),
Work (Physical Facility)
and realization (Right Understanding).
• All levels of human living:
individual, family, society, nature/existence of human living.
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Process of Value Education
Proposal
1 Verify 2 Experiential Validation
on the basis
your 2a 2b
Natural
Acceptance Behaviour with Work with


in your self
or
2. Self-Exploration as the
Process for Value Education
Self-Exploration, Self-investigation
• It is a process of seeing the truth about a reality on our own

right, by our own investigation, observation and analysis.
• It is the first step in verification of a proposal.
• It is a process of dialogue that starts between us and you, then it
turns into a dialog within your own self.
What I am ? Dialogue within What is naturally acceptable to me
35
What I am and What I really want to be
36
Understanding Natural Acceptance
• What is Naturally acceptable to you?-

− You want to be Happy or Unhappy?
• Where does the answer come from?
− Is it coming from your likes, dislikes, assumptions,

preconditionings, beliefs, world-view, perspective etc.
OR
− Is it coming from your Natural Acceptance
37
Acceptance, What I Am Natural Acceptance
Under the given circumstances, Given all the choice, what is
what one ends up accepting acceptable naturally
Natural Acceptance (swabhav) Natural Acceptance (swabhav)

Preconditioning, Peer pressure,
Sensation (dabav, prabhav)
E.g. E.g.
Relationship, Relationship
opposition, compromise
Food for nurturing, Food for nurturing

sometimes only for taste
Mobile for communication/sharing, Mobile for communication, sharing

sometimes for respect, show-off
38
Characteristics of Natural Acceptance
• It does not change with time.

• It does not change with place.
• It doesn’t change with the individual. It is the same for all of us: it
is a part and parcel of every human being.
• It does not depend on our likes, dislikes, beliefs or past
conditioning.
• It is innate (constantly there), we don’t need to create it.
• Natural Acceptance is definite.
39
What is the self-exploration
1. It is a process of dialogue – between me and you, to begin with
2. It soon becomes a dialog within your own Self…
Dialog
What I am What is Naturally Acceptable to Me
tSlk eSa g¡w laokn tSlk gksuk eq>s lgt Lohdk;Z gS
Desire, Thought, Natural Acceptance
Expectation…
Harmony laxhr
Contradiction varfoZjks/k
Relationship Relationship
Opposition
40
Self-exploration, Self-investigation – Within My Self
What I am Dialog
What is Naturally Acceptable
Split Personality
tSlk eSa g¡w tSlk gksuk eq>s lgt Lohdk;Z gS -Schizophrenia
laokn
Desire, Thought… Natural Acceptance
Sometimes relationship Relationship

Sometimes opposition
Harmony laxhr  Happiness lq[k  Swatantrata Lora=rk
Contradiction varfoZjks/k  Unhappiness nq[k  Partantrata ijra=rk
Happiness = To be in a state of Harmony

Lkq[k ¾ laxhr esa] O;oLFkk esa thuk
Unhappiness = To be forced to be in a state of Contradiction
nq[k ¾ varfoZjks/k esa] vO;oLFkk esa] thus ds fy;s ck?; g®uk
41
Self-Exploration, Self-investigation
1. Content of Self Exploration:
a. Desire (pkguk) - Aim, Objective, Purpose- Basic Aspiration
What do I want to achieve?
b. Program (djuk) – Process of achieving the desire, action

How do I achieve it ?
2. Process of Self Exploration

a. Whatever is stated is a Proposal (Do not assume it to be true)
b. Self-verification
42
Process of Self-exploration
Proposal
1 Verify 2 Experiential Validation
on the basis
your 2a 2b
Natural
Acceptance Behaviour with Work with


in your self
or
Process of Self-exploration, Self-investigation
1. It is a process of dialogue – between me and you, to begin with. It soon
becomes a dialogue within your own self
2. It is a process of dialog between what I am (tSlk eSa g¡)w and my Natural
Acceptance or what I really want to be (tSlk gksuk eq>s lgt Lohdk;Z gS = LoRo)
3. It is a process of Self-exploration, Self-investigation  Self-evolution
4. It is a process of knowing oneself and through the self, knowing Nature and
the entire existence
5. It is a process of recognizing one's relationship with every unit in
nature/existence; and fulfilling that relationship
6. It is a process of knowing Human Conduct (ekuoh; vkpj.k) and living
according to it
7. It is a process of identifying our innateness and moving towards self-
organization and self-expression
8. It is a process of living in harmony in oneself, living in harmony with
others…living in harmony with entire existence
LoRo Lora=rk LojkT; 44

Scope of this Content
Knowing your Natural Acceptance
What you really want to be
(Natural Acceptance)
Living in accordance with your Natural Acceptance

Living in harmony within
(Self-organized)
Living in harmony with others… with the entire existence

(Self-Expression)
Everything is in Harmony= Universal Human Order
45
3. Basic Human Aspirations and
their Fulfilment
What is meant by Basic Aspiration
Education Cycle:
Assignments/
School College
Grades
Placement
•Out of these which is our basic aspiration?

•What if one of these gets fulfilled?
•Is there any end state where we want to reach and then we want
continuity of that state?
To explore the question of basic aspiration, Some questions need to

be asked to yourself
47
Desire (pkguk) – Aim, Objective, Purpose
Desire (pkguk) – Aim, Objective, Purpose
To Become To Do/Get To Be
(Ckuuk) (ikuk) (gksuk)
Doctor Service, Money, Respect… Happy & Prosperous

Engineer Make Things, Money, Respect … Happy & Prosperous
IIT Engineer Make Things, Money++, Respect++… Happy & Prosperous
Mother Take Care, Trust, Respect, Guidance… Happy & Prosperous
Farmer Grow Things, Money, Respect… Happy & Prosperous
Thief Get Things, Money, Respect… Happy & Prosperous
…..
Steps toward Goal Basic Human Goal
Not the Goal Desire, Aim, Objective, Purpose
48
Desire pkguk
Do we want to be happy?
D;k ge lq[kh gksuk pkgrs gSa\
Do we want to be prosperous?
D;k ge le`) gksuk pkgrs gSa\
Do we want the continuity of

happiness and prosperity?
D;k ge lq[k] le`f) dh fujarjrk
pkgrs gSa\
49
Desire pkguk State of Being gksuk
Do we want to be happy? Are we happy?
D;k ge lq[kh gksuk pkgrs gSa\ D;k ge lq[kh gSa\
Do we want to be prosperous? Are we prosperous?

D;k ge le`) gksuk pkgrs gSa\ D;k ge le`) gSa\
Do we want the continuity of Is there continuity of our

happiness and prosperity? happiness and prosperity?
D;k ge lq[k] le`f) dh fujarjrk D;k gekjs lq[k] le`f) dh fujarjrk
pkgrs gSa\ gS\
50
Desire pkguk Effort djuk
Do we want to be happy? Is our effort (gekjk iz;kl):
D;k ge lq[kh gksuk pkgrs gSa\ – For continuity of happiness
and prosperity?
Do we want to be prosperous? lq[k] le`f) dh fujarjrk ds vFkZ
D;k ge le`) gksuk pkgrs gSa\ esa gS or ;k
– Just for accumulation of
physical facility?
Do we want the continuity of
happiness and prosperity? dsoy lqfo/kk&laxzg ds vFkZ esa\
D;k ge lq[k] le`f) dh fujarjrk Have you assumed that happiness
pkgrs gSa\ and prosperity will automatically
come when you have enough
physical facility?
What effort are you making for
continuity of happiness and
We will explore this further
prosperity, other than accumulation
bl ckr ij ge vkxs v/;;u djsaxsA of physical facility?
51
Check within Yourself! vius esa tkap dj ns[ksa!
The unhappiness in your family is
 More due to lack of physical facility or
 More due to lack of fulfillment in relationship?
vkids ifjokj esa tks nq%[k gS] og lqfo/kk ds vHkko esa T;knk gS ;k laca/k dk fuokZg
u gksus ds dkj.k T;knk gSa\
How much time and effort are you investing:

 For physical facility
 For fulfillment in relationship
vki lqfo/kk tqVkus ds fy, fdruk le; o iz;kl yxk jgs gSa vkSj laca/k dk fuokZg
ds fy, fdruk le; o iz;kl yxk jgs gSa\
The unhappiness is more due to lack of fulfillment in relationship

Most of the time and effort is spent for physical facility
nq%[k laca/k dk fuokZg u gksus ds dkj.k T;knk gS( ijUrq] le; o iz;kl lqfo/kk ds
fy, T;knk yxk;k tk jgk gS
52
Check within Yourself! vius esa tkap dj ns[ksa!
For human beings physical facility is necessary but relationship is also
necessary
ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gSA
On examining carefully, we find that this is a fundamental difference between

animals and human beings
/;ku ls ns[ksa rks ekuo o i’kq ds chp ;g ,d ewyHkwr varj gSaA
Physical facility is necessary for animals and necessary for human beings also
lqfo/kk i’kq ds fy, vko’;d gS] euq”; ds fy, Hkh vko’;d gSA
However, ijarq]
For animals physical facility is necessary as well as adequate
i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS]
For human beings physical facility is necessary but not adequate
euq”; ds fy, Hkh lqfo/kk vko’;d gS ij iw.kZ ugha gSA
53
When an animal has lack of physical facility it becomes uncomfortable, when it
gets physical facility it becomes comfortable
Eg. When a cow gets a stomach-full of grass, it becomes comfortable, sits and
chews the cud
i’kq dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku gksrk gS] lqfo/kk fey tk, rks og vkjke esa vk
tkrk gS] (tSls isV Hkj ?kkl fey tk, rks xk; vkjke ls tqxkyh djrh gS)A
When a human being has lack of physical facility, he becomes uncomfortable

and unhappy
But once he gets the physical facility, he forgets about it and starts thinking
about hundred other things
euq”; dks lqfo/kk dk vHkko gksrk gS] rks og ijs’kku o nq%[kh gksrk gS]
ijarq lqfo/kk fey tk, rks mlds ckjs rks Hkwy gh tkrk gS] mlds vykok lkS vkSj phtsa lkspus yxrk
gSA
(Check for yourself if you feel happy every day that you are getting enough to
eat?)
(vki gh vius esa tkap dj ns[ksa] D;k vki bl ckr ij jkst [kq’k gksrs gSa fd vkidks isV Hkj Hkkstu
fey jgk gS\)
54
For human beings, physical facility is necessary but relationship is also
necessary
ekuo ds fy, lqfo/kk Hkh vko’;d gS] ijarq laca/k Hkh vko’;d gS
For animals:
necessary &
adequate
RELATIONSHIP
PHYSICAL FACILITY i’kq ds fy,
laca/k lqfo/kk
vko’;d
,oa iw.kZ
with human
With nature For human beings:
beings necessary but
not adequate
ekuo ds fy,
vko’;d
ijarq iw.kZ ugha
For animals, physical facility is necessary as well as adequate

i’kq ds fy, lqfo/kk vko’;d Hkh gS vkSj iw.kZ Hkh gS
55
Other than physical facility what else does a human being think about?
lqfo/kk ds vykok lkS vkSj phtsa D;k lksprk gS euq”;\
On close examination, the list of thoughts can be classified into two

categories:
1. Feelings in relationship with other human beings
2. Right understanding in the self, or knowledge
Human beings think about ensuring these, in addition to physical facility
vxj bu lkS vkSj phtksa ij /;ku nsa rks ewyr% nks Ádkj dh lwph curh gS &
1- ekuo ds lkFk laca/k esa Hkko vkSj
2- Lo;a esa lgh le>] Kku
dks lqfuf’pr djus dh ckr euq”; lksprk gS] lqfo/kk ds vykokA
56
If we recognize human beings’ aspiration, we find that they want to live in
relationship with all and feel happy living in relationship, therefore relationship is
necessary for human beings
euq”; dh pkguk dks igpkusa rks og lHkh ds lkFk laca/kiwoZd thuk pkgrk gS vkSj laca/kiwoZd thdj
lq[kh gksrk gS] blfy, laca/k euq”; ds fy, vko’;d gSA
Examine within yourself if

1. You want to live in relationship (harmony) with others or
2. You want to live in opposition with others or
3. You believe living has to be necessarily in opposition with others, ie. There is
'struggle for survival' , ‘survival of the fittest’ and check if you feel happy
living this way?
vki gh vius esa tkap dj ns[ksa] D;k
1- vkidh pkguk laca/kiwoZd thus dh gS ;k
2- vkidh pkguk fojks/kiwoZd thus dh gS ;k
3- vkius eku j[kk gS fd thuk rks fojks/kiwoZd gh laHko gSA ‘struggle for survival’, ‘survival of
the fittest’ vkSj D;k vki oSlk thrs gq, lq[kh gksrs gSa\
Thus: for human beings, both physical facility and relationship are necessary
vr% ekuo ds fy, lqfo/kk o laca/k nksukssa vko’;d gSaA
57
For Human Being, both Physical Facility and Relationship are Necessary
For animals:
necessary &
adequate
RELATIONSHIP
PHYSICAL FACILITY i’kq ds fy,
laca/k lqfo/kk
vko’;d
,oa iw.kZ
with human
With nature For human beings:
beings necessary but
not adequate
ekuo ds fy,
vko’;d
ijarq iw.kZ ugha
58
On further examination, we find that we all do want to live in relationship
with others
vkxs /;ku nsa rks irk pyrk gS fd laca/k iwoZd thuk rks ge lc pkgrs gh gSaA
Every night when there is a fight, we want to resolve it. We start the next
day with the thought that we don’t want to fight today, but due to lack
of right understanding about fulfillment of relationship, a fight takes
place by night
gj fnu tc jkr esa >xM+k gksrk gS rks vxys fnu ;gh r; dj ds ‘kq: djrs gSa fd
vkt >xM+k ugha djuk gS ijarq] laca/k ds fuokZg dh le> u gksus ds dkj.k ge
laca/k iwoZd th ugha ikrs gSa] vkSj jkr rd fQj >xM+k gks tkrk gSA
For fulfillment in relationship, it is necessary to have right understanding

about relationship. i.e. Right understanding is also necessary for
human beings
blfy, laca/k ds fuokZg ds fy, vius esa laca/k dh le> dk gksuk vko’;d gSA
vFkkZr~ ekuo ds fy, le> dh Hkh vko’;drk gSA
59
Right Understanding is also Necessary for Human Being
RIGHT UNDERSTANDING
(le>)
in the self
For animals:
RELATIONSHIP PHYSICAL FACILITY necessary &
(laca/k) adequate
(lqfo/kk)
with human For human beings:
beings with rest of nature necessary but
not adequate
Are all 3 required? Is something redundant? Is anything more required?
Are we working on all 3?
If all 3 are required, what would be the priority*?
*Working on the high priority makes it easier to deal with the lower priority
60
Priority: Right Understanding, Relationship & Physical Facility
1 RIGHT UNDERSTANDING
(le>)
in the self
2 3 For animals:
(laca/k)
Feelings
adequate
(lqfo/kk)
- Trust
- Respect
-… with human For human beings:
not adequate
MUTUAL HAPPINESS MUTUAL PROSPERITY

(mHk; lq[k) (mHk; le`f))
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Priority: Physical Facility
? RIGHT UNDERSTANDING
(le>)
in the self
1
? For animals:
(laca/k) adequate
(lqfo/kk)
with human For human beings:
not adequate
UNHAPPINESS (Mutual) DEPRIVATION (Mutual)

nq[k (mHk; ) nfjnzrk (mHk; )
62
SVDD, SSDD, SSSS
Therefore we can observe two categories of human beings
blhfy, vHkh nks rjg ds euq”; fn[kkbZ nsrs gSa&
1. Lacking physical facility, unhappy deprived (lqfo/kk foghu nq[kh nfjnz )
2. Having physical facility, unhappy deprived (lqfo/kk laiUu nq[kh nfjnz )
While we want to be – tcfd ge gksuk pkgrs gSa&

3. Having physical facility, happy prosperous (lqfo/kk laiUu lq[kh le`))
Check within yourself

 Where are you now – at 1, 2 or 3 and
 Where do you want to be?
vius esa tkap dj ns[ksa&
 vHkh ge dgka gS\& 1] 2 ;k 3 esa vkSj
 dgka gksuk pkgrs gSa\
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Animal Consciousness, Indefinite Conduct
? RIGHT UNDERSTANDING
(le>)
in the self
1
?
RELATIONSHIP PHYSICAL FACILITY
(laca/k)
(lqfo/kk)
with human
beings with rest of nature
Animal
Consciousness
tho psruk
UNHAPPINESS (Mutual) DEPRIVATION (Mutual)
nq[k (mHk; ) nfjnzrk (mHk; )
64
Human Consciousness
If we are living for all three (right understanding, relationship and
physical facility) then we are living with human consciousness
vxj gekjk thuk rhuksa (le>] laca/k vkSj lqfo/kk) ds fy, gS rks ge ekuo psruk
esa th jgs gSaA
Human beings can be fulfilled by being happy and prosperous on the

basis of these three
bu rhuksa ds vk/kkj ij lq[kh] le`) gksdj ekuo r`Ir gks ikrk gSA
65
Human Consciousness, Definite Human Conduct
Human
Consciousness
1 RIGHT UNDERSTANDING ekuo psruk
(le>)
in the self
2 RELATIONSHIP 3
PHYSICAL FACILITY
Feelings
(laca/k)
(lqfo/kk)
- Trust
- Respect
-… with human

(mHk; lq[k) (mHk; le`f)) 66
Transformation (ladze.k) = Development (fodkl)
Animals living They are in This is fine
with Animal Harmony
Consciousness
Human being They are in This is fine
living with Harmony
Human
Consciousness
Human being They are in This is the

living with Disharmony problem
Animal
Consciousness
67
Transformation (ladze.k) = Holistic Development (fodkl)
Human
Consciousness
(le>)
in the self
Transformation& Progress
laØe.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
Animal
Consciousness
tho psruk
Role of Education-Sanskar: Enable Transformation
Human
Consciousness
(le>)
Transformation& Progress
in the self
laØe.k&fodkl
2 RELATIONSHIP 3
PHYSICAL FACILITY
(laca/k)
with human (lqfo/kk)
Animal
Consciousness
tho psruk
Holistic development is transformation to Human Consciousness.
The role of education-sanskar is to enable this transformation by way of
ensuring the development of the competence to live with Definite
Human Conduct
For this, the education-sanskar has to ensure
1. Right understanding in the self of every child
2. The capacity to live in relationship with the other human beings
3. The capacity to identify the need of physical facility and the skills &
practice for sustainable production of more than what is required leading
to the feeling of prosperity
These are the 3 components of human eduction-sanskar, if it has to
ensure development of definite human conduct
• Current State: Are we ensuring 1, 2 and 3 ?
70
Holistic development is transformation to Human Consciousness.
The role of education-sanskar is to enable this transformation by way of
ensuring the development of the competence to live with Definite
Human Conduct
These are the 3 components of human eduction-sanskar, if it has to
If we look at the education we are giving today…
1. First one is missing
2. The second one is missing
3. In the third one, identification of physical facility, is also missing. The
willingness to produce by way of labour is also missing. The core feeling
that is generated is to accumulate more & more rather than produce more
& more ; and to consume more & more
71
Course/Workshop Content: Right Understanding
1 RIGHT UNDERSTANDING Understanding Harmony:

- Harmony in the Individual
(le>) - Harmony in Family
- Harmony in Society
in the self - Harmony in
Nature/Existence
Living in Harmony at
2 RELATIONSHIP 3
PHYSICAL FACILITY all 4 levels:
Feelings
(laca/k) - Individual
(lqfo/kk)
- Trust
- Respect
-… with human - Family
beings with rest of nature - Society

- Nature/Existence

Sum Up: Holistic Development & The Role of Education
The role of education-sanskar is to enable the transformation to Human
Consciousness (i.e. holistic development) by way of ensuring the
development of the competence to live with Definite Human Conduct
These are the 3 components of human education-sanskar, if it has to
Parents, teachers & society/environment have the
responsibility of providing such
education-sanskar
We will explore the steps necessary to ensure
Human Education-Sanskar
73
4. The Basic Human Aspirations
– Continuous Happiness and
Prosperity
Exploring the meaning of Happiness
Is it something subjective which can’t be defined

OR
Is it something real which can be objectively defined?
75
Happiness Unhappiness
The state or situation, in which I The state or situation, in which I
live, live,
if there is harmony / synergy in it, if there is disharmony /

contradiction in it,
then it is Naturally Acceptable to then it is not Naturally Acceptable
me to be in that state / situation to me to be in that state /
situation
To be in a state / situation which is To be forced to be in a state /
Naturally Acceptable is situation which is not Naturally
Happiness Acceptable is Unhappiness
To be in in a state of Harmony / To be forced to be in a state of

Synergy is Happiness Disharmony / Contradiction is
Unhappiness
Happiness = Harmony Unhappiness = Disharmony
76
Happiness Continuity of Happiness
The state or situation, in which I State / Situation in which I live or
live, Expanse of my Being:
1. As an Individual
if there is harmony / synergy in it, 2. As a member of a Family
3. As a member of Society
then it is Naturally Acceptable to
me to be in that state / situation 4. As an unit in Nature/Existence
To be in a state / situation which is Continuity of Happiness =

Naturally Acceptable is Harmony at all levels of my
Happiness
Being. i.e.
1. Harmony in the Human Being
To be in a state of Harmony /
Synergy is Happiness 2. Harmony in the Family
3. Harmony in the Society
4. Harmony in Nature/Existence
Happiness = Harmony
77
Continuity of Happiness
Happiness = To Be in Harmony
Expanse of my Being:
1. As an Individual
2. In Family
3. In Society
4. In Nature/Existence
Continuity of Happiness = Harmony at all levels of my Being. i.e.

1. Harmony in the Human Being
2. Harmony in the Family
3. Harmony in the Society
4. Harmony in Nature/Existence
78
Exploring the Meaning of Prosperity
Prosperity is the feeling of having more than required

physical facility.
There are two basic requirements:
1. Right assessment of the need for physical facility,

along with its required quantity
2. Ensuring the availability/production of more than

required physical facility.
79
Prevailing Notions of Happiness
• Continuity of Happiness from Physical facility?
• Continuity of happiness from favourable feeling from others?
Happiness is not the same as excitement.
• Other Prevailing Notions:

• Hapiness and unhappiness are the two sides of the same coin
• If we become happy progress will stop.
• My happiness depends on the others. What can I do about it?
• We don't want happiness for ourselves, but we want to make
others happy.
• Happiness is small thing, I have higher aspirations such as
contentment, peace, bliss, etc…
• ……
80
Excitement and Escape
Excitement (Temporary Happiness) from Outside
Consumption of Physical Facility, enjoyment of favorable sensations

- (Sound, touch, Form, Taste, Smell)
(Tasty-Necessary) – Tasty-Unnecessary) – (Tasteless-Unnecessary)-
(Intolerable)
Temporary
Receiving favorable feeling from others
Excitement
- (Attention, Appreciation…)
Escape (running away from unhappiness)

Over eating Temporary
Over Sleeping escape from
--- Unhappiness
Gutka/ Tobacco
Alcohol
Drugs
.---
81
A Critical Appraisal of the current Scenario
NOTION OF HAPPINESS
Consumption of Physical Facility, enjoyment of
Temporary
favorable sensations escape from
-(Sound, touch, Form, Taste, Smell)
Unhappiness
Receiving favorable feeling from others
- (Attention, Appreciation…)
NOTION OF PROSPERITY
To be rich is to be Prosperous
Domination and Exploitation Accumulation of Physical facility
Injustice Violation of natural Laws
Opposition, Struggle Resource depletion Environment Pollution
Injustice Terrorism Climate Change Global Warming
War …
82
Happiness, Excitement and Escape from Unhappiness
Human Consciousness
Happiness (Harmony) within
Having the right Understanding within Continuous
- i.e. understanding of the harmony at all levels of being Happiness
(Human being, Family, Society, Nature/ Existence)
Having the right feeling within

- i.e. like trust, respect, ….. love
Animal Consciousness
83
The Program for Happiness
1. Right Understanding
Harmony at all levels of being
Human Being, Family, Society, Nature/Existence
– in Self (I) Definite completion point, Continuity is possible
2. Right Feeling Trust, Respect, Affection, Care, Guidance,

Reverence, Glory, Gratitude, Love
– in Self (I) Definite completion point, Continuity is possible,
–
From Other Temporary, Dependence on Other,
No completion point, Continuity not guaranteed
3. Sensation, PF Sound, Touch, Form, Taste, Smell
– Through Body Temporary, Dependence on Body & Other,
No completion point, Continuity not guaranteed
Tasty-Necessary  Tasty-Unnecessary  Tasteless-Unnecessary  Intolerable
84
Characteristics of Right Understanding
Assurance
Right Test Satisfaction

Understanding
Universality
Time Space Individual
85

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Universal Human Values and Professional Ethics

VALUE EDUCATION CELL (VE CELL)

• Need of the Course

• Guidelines of the Course

• Scope of the subject

Today State - At the level of the individual

Today State - At the level of the Family

• Breaking of joint families

Today State - At the level of the Society

• Growing incidences of terrorism and naxalism

Today State - At the level of the Nature

• Need of the Course

• Guidelines of the Course

• Scope of the subject

• Need of the Course

• Guidelines of the Course

• Scope of the subject

Prof. R R Gaur has been a senior professor of Mechanical Engineering at IIT

Highly respected teacher both in Electronics and Communication as well as in

• Need of the Course

• Guidelines of the Course

• Scope of the subject

• Read / Listen with awareness to reach the perpetual reality.

 Avoid jumps to readymade solutions.

Mutual Happiness Mutual Prosperity

Which process is Naturally Acceptable to you?

A process of self-exploration on your own right, leading to understanding

• Need of the Course

• Guidelines of the Course

• Scope of the subject

2. Rational – logical, appeals to human reasoning. It must be

3. Natural – Naturally Acceptable to human being & Natural

4. Verifiable – through one’s own Natural Acceptance as well as

5. All Encompassing – covering all aspects of life, of human existence

• Need of the Course

• Guidelines of the Course

• Scope of the subject

VALUE EDUCATION CELL (VE CELL)

• Meaning of fulfilling life:

• To Ensure the above fulfilling life, proper education is required.

•To understand what a fulfilling life means and to understand the

•As a human being, we have two important questions to resolve:

 What to do? (Value Education)

 How to do it? ( Skill Education)

WHAT IS THE VALUE OF A HUMAN BEING?

The value of a human being is its natural or expected

• At the level of the individual

It is interesting to note that you feel happy in the

The part of education that deals with the understanding of

 However, along with skills, it is essential to decide the purpose for

• Complementarity of Values and Skills.

 Achieving right purpose.

• Priority of Values over Skill

• Correct identification of our aspirations.

• Develop a Holistic Perspective

• Clarity of Programme to Live with Holistic Perspective.

• Evaluation of our beliefs

• Solution of existing problems

• Technology and Human Values

• Development of Ethical Competence

2. Rational – logical, appeals to human reasoning. It must be

3. Natural – Naturally Acceptable to human being & Natural

4. Verifiable – through one’s own Natural Acceptance as well as

5. All Encompassing – covering all aspects of life, of human existence