Life Enrichment

Text Book Book for Post Graduate Courses of Humanities and Social Studies Volume III Question Bank and Self Learning cti!ities

Sardar Patel "ni!ersit# Valla$h Vid#anagar Gu%arat India

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

Life Enrichment & Volume III Question Bank and Self Learning cti!ities
Text Book for a short term credit course in ost !raduate "tudies of #umanities and "ocial "tudies$ "ardar atel %niversit& 'irst Edition 'anuar& 1$ ()11

Pu$lished B# Sardar Patel "ni!ersit# Valla*h Vid&anagar !u+arat India ,df -ile of this text *ack is availa*le at "ardar atel %niversit& .e* site .../s,uvvn/edu Conce(t and Com(ilation "ri Auro*indo 0hair of Integral studies "ardar atel %niversit& Editors 1r/ Bhalendu "/ Vaishnav 1r/ 1/ "/ 2ishra 1r/ aram athak 1r/ 2ahendra 0hotalia 0o,& right :The contents included in the text *ook are the co,& right material of their original sources as mentioned in the ackno.ldgement section/

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

P)E' CE
I am ha,,& to ,u*lish Volume III of the Text Book for the course entitled * Life Enrichment* designed for the ost !raduate "tudies of #umanities and "ocial "tudies of "ardar atel %niversit&$Valla*h Vid&anagar/ This volume contains Question Bank and "elf Learning Activities/ 3hat can *e the *asis$ if at all an&$ of conducting examinations for a stud& course .hich aims at Enrichment of Life rather than increasing information *ase4///3e kno. ver& .ell the relation *et.een learning and assessment that 5assessment drives learning5 *ut .hen the ,ur,ose of course is to offer its students Life Enriching Learning$ then the conventional context of summative assessment seems 6uite irrelevant/ Therefore$ the ,ur,ose of examinations for this course has to *e redefined and rediscovered/ The assessment tools should serve as genuine o,,ortunities for ex,ression of ,rogressivel& gro.ing and enlightening ,erce,tions and a*ilities of the students a*out life and its aim rather than a mere information retrieval method/ The assessment must aim to hel, the students to cultivate variuos mental faculties like anal&sis$ reflection$ contem,lation$ +udgenent and ins,iration/ Inculcating an enlightened and ro*ust intellectualit& in the students is the need of the hour/ The 6uestion *ank has *een ,re,ared .ith the contri*ution from all the teachers .ho are engaged in conducting the course/ I am thankful to all of them/The credit of giving this 6uestion *ank a student centered ,ers,ective and indeed sha,ing it into a gro.th stimulating and live learning activit& goes to 1r/ 2ahendra 0hotalia$ Associate rofessor$ /!/1e,artment of Education/ I extend a s,ecial thanks to him for this ver& uni6ue contri*ution/ I am also ver& thankful to 2rs/ 7a+al 8ao and 2iss 8i,al atel for translating the entire volume in English//I am ver& confident that our collective efforts in carr&ing out the teaching-learning activities of the course .ill steadil& gro. to.ards our
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 9

cherished ideals/ -inall&$ invoking a gift of as,iration for our &oung students$ .e offer all our efforts to The 1ivine .ith dee, gratitude and ,rofound humilit&/ (: A,ril$ ()11 Bhalendu Vaishnav 0hair,erson "ri Auro*indo 0hair of Integral "tudies "ardar atel %niversit&

Contents& Page no+ "nit V & Question Bank & "nitVIII& Self Learning Exercises , -.

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

The first (rinci(le of true teaching is that nothing can $e taught+ Teacher is a hel(er and guide+ He does not im(art kno/ledge to him0 he sho/s him ho/ to (erfect his instruments of kno/ledge and hel(s and encourages him in the (rocess+

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

"nit V & Question Bank

1+ The Science of Li!ing
2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 kno/ledge and ex(erience+ 1/ 3hat is the ultimate aim of &our life4 #o. do &ou educate<cultivate &our thoughts$ emotions$*ehaviors to achieve that aim 4 (/ 3hat is self disci,line 4 !ive some exam,les of self disci,lined *ehaviors/ 9/ 3henever &ou do .rong or im,ro,er *ehavior$ then do &ou receive an inner voice- = it is not ,ro,er= 4 3hose voice is this 4 3h& do &ou need to listen to that voice attentivel& 4 :/ Arrange these elements in the order of im,ortance : Love$ 7no.ledge$ Truth$ Beaut&/ 3hich is the most difficult to achieve for &ou 4 3h& 4 ;/ 1escri*e an occasion .here in critical circumstances &ou did not give u, &our sincerit& or good.ill/ 2B3 unit+
1/

Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the #o. .ill &ou *ehave .ith the ,ersons .hose *elief is entirel& different from &ou 4 #o. can their arguments *e *eneficial to &ou4 (/ #o. does the *ehavior of a calm ,erson is different from the one .ith an agitated mind4 9/ 3hat is the im,ortance of 0onscious a.areness or vigilance in life 4

2C3

Ex(lain the follo/ing statements+

1/ 2an is used to give onl& suita*le ex,lanations for .hatever he thinks$ feels or s,eaks/
(/ 3e should harmoni>e and unif& all our inner members.

9/ If the inner self controls the *od&$ one ma& get sur,rising result/
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities ?

This Bodil# ((earance Is 5ot ll++++

2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0

kno/ledge and ex(erience+

1/ *2an is made u, of *od& alone5- !ive &our o,inions against this statement/

(/ "oul is immortal - 3hat does it mean 4 9/ 3e get *irth as a human *eing after man& *irths - 3hat is the ,ur,ose *ehind this statement4 :/ 3hat .ill &ou include if &ou .ere to introduce &our inner self in detail 4 2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+ 1/ Is the man same as he looks 4 3hat is the reason for misconce,tions in identif&ing true ,erson4 (/ 3hat are our inner realities that a.ait our discover&4 9/ 3hat are our inner secrets .hich can *e discovered through a ,ro,er self o*servation and self stud&4 2C3 Ex(lain the follo/ing statements+

1/ #id dee, in man celestial ,o.ers can d.ell/ (/ This scul,tor of the forms of the Infinite/ 9/ assenger from life to life$ from scale to scale/ have this conce,t .ell ingrained in our culture a*out understanding of Life/ #o. man& inter,retations can .e make in this com,arison/ :/ @ote do.n the similarities *et.een 5"ansar5 A3orldl& LifeB and the Ccean/ 3e do

-+ Self 6e!elo(ment

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

2 3 1/ (/ 9/ :/ ;/ ?/ D/ E/ G/

Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 2an5s ,ersonalit& influences the societ& and the famil&/ "ociet& is influenced *& ,hiloso,hers and religious ,eo,le/ urit& and moralit& have s,ecial im,ortance in life/ The *iggest strength is in the small$ not in the *ig/ 7no.ledge can *e gained .ith the o.er of 0oncentration/ The man .ho has no faith in himself is atheist// o.er of Thinking/ Lord$ F ,lease give faith$ strength and devotion : Ela*orate/ 1escri*e a touching $ ins,irational stor& < real life event that &ou have cm across/

kno/ledge and ex(erience+

Pra#er& The Core of 7an*s life

2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 1/ 3hat is the difference *et.een a formal ,ra&er and a true ,ra&er4 (/ 3hat is the effect of a morning ,ra&er on the entire .hole da& 4 9/ If &ou are doing a ,ra&er regularl&$ .rite t.o lines of it and ex,lain their meaning in &our .ords/ :/ 1escri*e the good thoughts$ virtues$ good characteristics that have develo,ed in &ou as a result of a ,ra&er/ ;/ #o. is a man .ho does ,ra& from his heart different from a ,erson .ho does not ,ra& at all4 ?/ Ex,lain to a man .ho is not ,ra&ing$ the im,ortance of ,ra&ing/ 'ustif& &our ,oint .ith ,ro,er arguments/ D/ 3hat is a ,ra&er 4 #o. to do a ,ra&er 4 3hen and .hom to ,ra& 4 E/ Is a ,ra&er the voice of heart 4
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities E

kno/ledge and ex(erience+

G/ The o.er of ra&er/ 2B3 unit+ 1/ 3hat should &ou do to control &our mind .hen &ou ,ra& 4 (/ 3e feel massive strength is inha*iting us .hen .e ,ra&/ ex,erienced it/ 3h& does it ha,,en 4 9/ 3hat is effective : a ,ra&er or ,hiloso,hical ,rinci,les in crucial circumstances 4 3hat is !andhi+iHs o,inion a*out it 4 :/ 3hat is difference *et.een a ,ra&er and .orshi, 4 ;/ 3hat is the relation *et.een a ra&er and The !od 4 2C3 Ex(lain the follo/ing statements+ 1/ There is no inner ,eace .ithout a ,ra&er/ (/ If &ou have no control on &ourself $ then &our .ork .ill *e destro&ed/ 9/ ra&er or a singing a devotional song is not a li, service$ it is the essence of the heart/ erha,s &ou have Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

In The 8hole "ni!erse

2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0

kno/ledge and ex(erience+ 1/ The 1ivine element exists in the .orld/ #o. can .e sa& this 4 (/ 3ater is visi*le in this .orld .ith man& forms/ 3hat are the different forms of the earth and the light 4 9/ Cur religious scri,tures are talking a*out one divine element/ 3h& the ,eo,le follo.ing different religious have *itter differences and even animosit&4 :/ 3hen do .e sho. e6ual emotion to all things and animals of the .orld 4 3hat do .e need to reali>e to for oneness in all 4
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities G

;/ Ex,lain : @arsinh 2ehta sa&s- The 1ivine can not *e attained *& mind$ #e .ill reveal #imself through Love/ 2B3 unit+ 1/ 3hat are the different forms of 1ivine energ& that are talked a*out in this ,ra&er 4 (/ 3hich t&,e of ,icture is dra.n *& @arsinh 2ehta regarding the .hole universe 4 9/ 3hich of &our understandings are confirmed and .hich are ne.l& gained *& understanding this oem 4 2C3 Gi!e sam(le ex(lanation to the follo/ing sentences+ 1/ !od created different forms to taste the differences/ (/ !old is gold after all$ .hatever ma& *e its form/ 9/ Thou art the tree in seed and the seed in tree/ 8rite ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

8here the 7ind is 8ithout 'ear

2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0

kno/ledge and ex(erience+ 1/ Cn .hat does de,end a 0ountr&5s !reatness 4

(/ 1o &ou *elieve that India as the nation has live existence 4 3hat is the *asis of our

countr&5s liveliness 4 9/ 3hat advice Agive five ,ointsB .ould &ou like to give to the &outh of the countr& that .ill lead to enhancement of the glor& of the countr&/ 2B3 unit+ 1/ #o. are fearlessness and freedom of the ,eo,le im,ortant for the !reatness of this countr& 4
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1)

Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

(/ 3hat ex,ectations are cherished *& Tagore for the countr& in this oem 4 9/ If TagoreHs ra&er is ans.ered$ .hich ,ro*lems of our countr& .ill *e solved 4 2C3 Gi!e sim(le ex(lanation to the follo/ing sentences+

1/ 3here the kno.ledge is free/ (/ 3here the calm stream of reason has not lost its .a& into the drear& desert sand of dead ha*it/ 9/ Let m& countr& a.ake/ Ek j Ratana 2 3 Gi!e ans/er to the follo/ing 4uestions /ith #our understanding0 kno/ledge and

ex(eriences+ 1/ 3hich ,ra&er .ould &ou do to the !od for the .elfare of the .hole .orld 4 (/ 3hat is the inner<dee,er meaning of a ,ra&er 5Lead us form the 1arkness to The Light//45 9/ 3ill +ust doing a ,ra&er to the !od solve all our ,ro*lems 4 3hat are the res,onsi*ilities of a ,erson .ho ,ra&es 4 2B3 Gi!e ans/er to the follo/ing 4uestions /ith the hel( of unit content+ 1/ 3hat .ould change in this .orldl& life if the !od .as to come do.n and live here4 (/ 3hat gift is given to us from the !od5s 1elight4 9/ 3h& does the ,oet call 5ratana5 to his ,ra&er 4 2C3 Gi!e sim(le ex(lanation to the follo/ing sentences+

1/ Esta*lish Iour A*ode .ithin me/ (/ 8emove the Earth5s Evil 9/ -ill in us the 1ivine nectar

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Question Bank and Teaching- Learning Activities

11

9+ Collecti!e Gro/th and 6e!elo(ment

2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 kno/ledge and ex(erience+ 1/ (/ 9/ :/ ;/ ?/ D/ E/ India is a %ni6ue @ation An inner change is necessar& along .ith an outer change/ The *od& is an instrument for fulfilling one5s dharma/ India5s contri*ution in Asia5s unit&/ India is the .orld5s s,iritual mentor<!uru The &outh5s contri*ution in @ation *uilding The .hole .orld is a famil&/ Im,ortance of inner develo,ment in (1st centur& : Its methods and results/

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+ 1/ (/ 9/ :/ ;/ A,,lication of ",iritualit& in Life The ,rocess of Evolution : Before and after man True s,iritualit&/ Esta*lishment of 5A -ederation of %nited @ations of The 3orld5 Ex,lain : The *asis of ,eo,le5s external unit& is their inner unit&/

:+ The 'rame/ork of Education

2 3 1/ (/ Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 3hat are the uni6ue features of India as the nation 4 Through .hich characteristics that are ,resent in &ou$ &ou can identif& &ourself as kno/ledge and ex(erience+

an Indian 4

Life Enrichment : Text Book- Volume III

Question Bank and Teaching- Learning Activities

1(

9/ :/ 2B3 unit+
1/

3hat is the difference *et.een countr& and 7otherland 4 3hich image shall Ex,lain 5%nit& in multi,licit& 5 in Indian context/ Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the 3h& the education of ac6uiring com,lete ,rogress and ,ur,ose of human life is called as 5living education5 4 (/ Indian thinkers have not onl& seen as man as *od& *ut also seen as mind and desires/ Based on this *elief .hat can *e su*tracted and .hat can *e added to toda&5s education 4 9/ #o. does the 5@ational ego5 damage the citi>ens 4 :/ Enumerate the characteristics of a true and living education/

emerge if .e call our nation 2other India 4

2C3

Ex(lain the follo/ing statements in sim(le terms+ life$ mind and soul of the ,eo,le/

1/ Education should *e instrumental in hel,ing a man to enter into his right relation .ith (/ India has al.a&s seen in man the individual a soul$ a ,ortion of the 1ivinit& en .ra,,ed in mind and *od&$a conscious manifestation in @ature of the universal self and s,irit/ 9/ That education alone is true education .hich hel,s in *ringing out ,ro,er function of the s,irit in the *od& and soul of a nation and an individual/ ;+ The Basis and the 7ethod of Education 2 3
1/

Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0 Toda&5s education gives exclusive im,ortance to memor& and intellect/ 3hich are other com,etences$ sensi*ilities and feelings that toda&5s education fails to inculcate 4

kno/ledge and ex(erience+

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Question Bank and Teaching- Learning Activities

19

(/ 3e can learn onl& if the teachers teach us and .e learn onl& that much as .hat the teachers teach us5/ 1o &ou agree .ith this statement4 !ive &our arguments for or against it/ 9/ Is the education that &ou receive a,,ro,riate to &our o.n ,erce,tions of selfdevelo,ment or is according to others5 ,erce,tions4 3hat are the difficulties that one .ill encounter if the education is ina,,ro,riate to one5s inner constitution and as,irations4 :/ 3hat are the main o*+ections against the method of teaching in toda&5s 7indergarten and ,rimar& schools$es,eciall& in English medium schools 4 If &ou start ,rimar& school$ .hat s,ecific ,recautions .ill &ou take a*out the curriculum content$ deliver& and assessment4 2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text $ook+ 1/ 3hat is the difference in sha,ing an idol and educating a man 4 (/ 3hat are the *ad effects of our education started *& the Britishers on toda&5s students 4 9/ 3hether the true role of a teacher is to im,art kno.ledge or to guide student to gain kno.ledge 4 3hich of these t.o is more im,ortant4 3h&4 2C3
1/

Ex(lain the follo/ing statements in sim(le terms+ The first ,rinci,le of true teaching is that nothing can *e taught/ gro.th/

(/ The second ,rinci,le of true teaching is that the mind has to *e consulted in its o.n 9/ The third ,rinci,le of education is to .ork from the near to far$ from that .hich is to that .hich shall *e/ ;+ Philoso(h# of Education+ 2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
Question Bank and Teaching- Learning Activities 1:

Life Enrichment : Text Book- Volume III

kno/ledge and ex(erience+

1/

3h& are &ou ha,,& .hen &ou get ne. kno.ledge 4 3hat changes do &ou o*serve .hen &ou get kno.ledge4

(/ #ave &ou ever felt that the kno.ledge related to nature is almost ,resent in &ou and the same got revealed to &ou through some incident or .hile reading some text or listening to someone4 In this context .hat is =to kno.=4 9/ A ,erson .ho has never gone to school or college and &et he learns so man& things such as farming$ *usiness$ s.imming$ making *ricks/ #o.4 3hat is the difference *et.een the learning through school<colleges and learning naturall&4 :/ Ela*orate in detail the differences *et.een the education .hich ,re,ares us for +o* or *usiness and the true education/ ;/ 2ake five im,ortant suggestions for *ringing out necessar& changes in toda&5s education/ 2B3 ns/er the follo/ing 4uestions on the $asis of contents of the text $ook+ 1/ 7no.ledge is inherent in man$ no kno.ledge comes from outside$ it is inside/5 (/ 3hich are the a*ilities .ithin us that if a.akened$ .ill s,ontaneousl& initiate the ,rocess of Education 4 9/ 3h& is a man com,ared .ith a 5cask of glass5 4 :/ 1escri*e the characteristics of creative education .hich .ill hel, each individual in develo,ing himself according to his o.n needs and ,eculiarities/ ;/ #o. can *e education related to human develo,ment4 In .hat res,ects does it hel,s us 4 2C3 Ex(lain the follo/ing statements in sim(le terms+

1/ There is an infinite li*rar& of the .hole .orld in &our mind/ (/ The inner divine light is covered in man& human *eings/ 9/ If education .ere identical .ith information$ the li*raries .ould *e the greatest sages in the .orld/
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1;

:/ The training *& .hich the force and the ex,ression of the .ill-,o.er are *rought under the control fruitfull&$ is called education/ <+ 7ethod of Education 2 3 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0

kno/ledge and ex(erience+ 1/ 3hat is concentration 4 3h& is an& .ork done through concentration 6ualitativel& su,erior4 (/ #ave &ou ever *een trained to develo, concentration 4 List the factors that hinder and facilitate concentration/ 9/ Tr& to visuali>e the ,icture of a good student that &ou kno./ 3hat 6ualities have made him a successful student4 :/ 8emem*er &our limitations < .eaknesses as a student/ #o. did the& harm &ou 4 3hat can &ou do to get rid of them4 ;/ 3hich are the difficulties faced *& a ,erson in ac6uiring kno.ledge .ho doesn5t have self confidence 4 ?/ @ote the negative feed*ack given to &ou *& ,arents as .ell as from &our teachers/ If &ou critici>e &our child or student in the same .a&$ then .hat .ill *e the effect on him 4 2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the unit+ 1/ 3hat are the characteristics of mental activities ,erformed *& a ,erson through intense concentration4 (/ 3hich are the advantages of concentration as descri*ed *& ".ami Vivekananda 4 9/ Ex,lain the relationshi, *et.een celi*ac& A*rahmachar&aB and concentration/ :/ 3hich conse6uences have .e suffered due to lack of self confidence4 ;/ 2ake a list of five 6uotations .hich reflect self confidence/ 2C3 Ex(lain the follo/ing statements in sim(le terms+
Question Bank and Teaching- Learning Activities 1?

Life Enrichment : Text Book- Volume III

1/ The difference in the ,o.er of concentration constitutes the difference *et.een man and man/ (/ Cur mind fritters a.a& its energ& in innumera*le things/ 9/ 0ontrol in thinking$ s,eech and action is called celi*ac& A*rahmachar&aB :/ -irst have faith in &ourself/ ,+ True Education+ 2 3 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge

and #our ex(erience+ 1/ 1o &ou *elieve that there should *e ,urification of our feelings and tendencies through education 4 Is this education more im,ortant than intellectual education4 3h& 4 (/ 3hich efforts have &ou made so far for control of mind and *od& 4 3hat is the result 4 9/ 3hen .ould &ou *elieve that &ou are ,erfect or almost ,erfect 4 :/ 2ake a list of ten characteristics of a ,erson .hom &ou can consider a !ood human *eing/ 3hat changes can *e *rought a*out for the develo,ment of those characteristics in toda&5s education 4 ;/ #o. much im,ortance do &ou give to 5love5 in life 4 3h& 4 3hat can *e done to o*tain understanding and ex,erience of love/ ?/ 2B3 rove that : True education is a "adhana or Ta,as&a/ ns/er the follo/ing 4uestions on the $asis of contents of the text=$ook+ 1/ #o. can .e transform our mechanical$ routine life 4 (/ 3hat care &ou .ill take to change the ha*its of food and slee, for achieving ideal living4 9/ 1o &ou *elieve that .e .aste our energ& *& s,eaking even .hen not necessar&4 .hat is that education .hich illumines &our ex,ression4
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1D

:/ 2ake a list of five characteristics of true education .hich hel, us in maintaining all our energies and removing limitations/ 2C3 Ex(lain the follo/ing statement in sim(le terms+

1/ It5s more difficult to live a *alanced life than to avoid merr&-making/ (/ Each ,erson5s *od& is like a ,u>>le .here solution is *rought through ,atience$ ,erseverance and ,unctualit&/ 9/ Iou follo. the ,erson to .hom &ou love/ Ps#chic and S(iritual Education+ 2 3
1/

ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge The a,,earance of our inner *eing is more shining and true than our external/ a,,earance- 1o &ou agree .ith this statement 4 resent &our arguments and reasons/

and #our ex(erience+

(/ 3h& education is not given for searching$ kno.ing$ ,urif&ing and making ,erfect our inner *eing 4 3ould &ou like to receive this t&,e of education 4 9/ #ave the inner changes that have come in &ou so far come effortlessl& or did &ou make an& efforts for that4 2ake a list of these changes and efforts/ :/ 3hich strong as,iration is active in &our life 4 3hat has this as,iration ,rom,ted &ou to do or act and .hat the same as,iration has ,revented &ou to do or act4 ;/ 3hich t&,e of education .ill &ou take if &ou are given com,lete freedom 4 2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text=$ook+ 1/ 1escri*e the aims of education of *od&$ mind and soul/ (/ 3hat is an inner *eing< ,s&chic *eing 4 9/ #o. does the %niversal rinci,le ,resent in us is hel,ful to us 4 :/ #o. .ill educated ,erson do the .orks4 ;/ 3hat is the im,ortance of self-sacrifice in life 4 2C3 Ex(lain the follo/ing statements in sim(le terms+
Question Bank and Teaching- Learning Activities 1E

Life Enrichment : Text Book- Volume III

1/

arents do not kno. .hat is going on in the mind of their children/

(/ Ex,erience is more im,ortant than ,rinci,les and dis,utes/ 9/ There should *e onl& one desire : rogress :/ Education of mind .ill graduall& lead to develo,ment of human nature and .ill transform the .hole individualit& of a ,erson/ <+ Integral Health 2 3 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge

and #our ex(erience+ 1/ Ex,lain : 2ental health$ h&sical health$ Integral health/ (/ #ealth& *od& and #ealth& mind 9/ ",iritual dimension of health :/ 2B3 h&sical consciousness ns/er the follo/ing 4uestions on the $asis of contents of the text=$ook + 1/ 2ental consciousness : Its characteristics and im,ortance in context of health/ (/ Vital consciousness : Its characteristics and im,ortance in context of health/ 9/ Influence of inner divinit& on health 2C3 Ex(lain the follo/ing statements in sim(le terms+

1/ Im,ortance of different treatment methods in ac6uiring health (/ 1escri*e &our *eliefs a*out the mutual relationshi, of modern science of health and A&urveda/ 9/ A&urveda : "cience of Life

"nit VI& Self Learning Exercises Science of Li!ing

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1G

cti!it# = 1
There is a grou, of eight ,ersons/ Their names and characteristics are given *elo. :

5ame

Characteristics

1 / ( / 9 / : / ; /

2ano+

Enthusiastic$ .itt&$ #el,ful$ *ut o*stinate a*out his o,inions/

2anvita

!ood at singing$ Interested in Arts *ut takes decision .ithout discussion/

Angara+

Bod& *uilder$ -earless$ Leadershi, 6ualities$ *ut canHt go hungr&/

Akruti

Beautiful$ "trong$ *ut falls ill under the effects of fear<stress/

Vi,lav

Loves @ature$ 7no.ledgea*le a*out *irds and stars *ut .ithdra.s into silence .hen anno&ed and s,oils the mood of the grou,/

? / D /

Vilas

ainter$ 1octor$ ",ends mone& for others/ if result is not achieved he *ecomes sad$ frustrated/

0haitan&a

Cne can trust him far over thing$ ver& nature talked a*out life *ut if there is an& dela& in eating $ then he gets hel,less$ ver& delicate health/

E /

0hingali

!ood orator$ Ex,resses all thoughts clearl&$ direction oriented$ *ut gets im,ressed all ver& soon/

The .hole grou, is going for tracking/ The& are ,assing through a forest$ a mountain$ a small river and after three da&s and t.o rights the& .ill reach to their destination/ The
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities ()

tracking .ill start after a .eek/ All have arrived at the cam, sight/ Iou are leader of this grou,/ Iou have to ,re,are the team mem*ers for a successful endeavour/ 3hat s,ecific advice &ou .ill give to each of them4 3rite advice and list of activities for each one in se,arate chits /

cti!it# &1 Part = -or ,re,aration of &our ,rogramme focus on follo.ing statements .hich can serve as guidelines/ 1/ A ,erson .ho is ,h&sicall& fit can accom,lish even difficult tracking/ (/ 3e can *ring a*out harmon& among ,eo,le .ith contrasting<o,,osite nature/ 9/ All good characteristics cannot *e develo,ed full& in ever&one/ :/ Ever& one can achieve a harmonious state .ithin himself of ,h&sical$ mental and vital ,lanes/ ;/ 7no.ing does not mean onl& to add ne. things$ *ut to dro, < to remove unnecessar& things/ ?/ Learning re6uires intellect/ D/ If a ,erson is successful in one field$ he is a 5good ,erson5/ E/ A ,erson can learn all things through thinking and contem,lation/ G/ If .e are conscious in ever& circumstances of life$ then .e can transform our nature 6uickl&/ 1)/ 2anHs nature does not change till death/

cti!it#& Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities (1

"tudents make a guideline a*out the ,rogramme/ Initiate and guide the discussion .ith the hel, of the follo.ing 6uestions// 1/ 1id &ou en+o& thinking a*out the training ,rogramme4 1id &ou like to give advice 4 3h&4 (/ 3hat .as it that ,osed ,ro*lems in this activit&4 #o. did &ou solve the same4

9/ 3hen &ou .ere thinking a*out these eight studentsH characteristics$ did &ou *ecame a.are a*out &our o.n ,eculiarit& and limitations 4 3hat did &ou think a*out &ourself4 :/ #o. do &ou correlate this training ,rogramme involving these eight team mem*ers$ and &ourself as a leader$ .ith our life4 ;/ 3hat did &ou learn from this activit& 4

cti!it#& 9
Ex,lain the ,lanes and ,arts of human consciousness : ,h&sical$ mental$ vital and ,s&chic/

cti!it#& :
1ivide the class in four grou,s/ 1ivide each grou, in su* grou,s of three each/ !ive the ,hotoco,& of ,aragra,h relating ,h&sical$ mental$ vital and ,s&chic education to each grou, along .ith a glossar& of im,ortant .ords/

:+1 S(iritual Education& 0onsciousness: To *ecome a.are and aliveJ and inner actions associated .ith and
Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities ((

emerging from this state of one5s *eing/ To *e$ feel $live and act from one5s highest state/ As,iration: An ardent desire to achieve su,erior aim/ Liveliness K 0haracteristics of alertness/ Identification: To *ecome one .ith the one5s thoughts$actions/ 2anifestation K Ex,ression$ Inner self K The innermost consciousness$ ,s&chic *eing/ Ans.er the follo.ing 6uestions from the ,aragra,h .ith hel, of &our friends/ 1/ 3hat is ,s&chic *eing 4 3hat is its im,ortance in our life 4 (/ 3hich are the conditions needed for a.areness of one5s ,s&chic *eing 4

9/ 3hat do &ou kno. a*out &our o.n ,s&chic *eing as a ,erson 4

cti!it#& :+aragra,h: LTo com,lement this ,rocess of inner discover&////there is al.a&s one for

men of good.ill/ AVol/ I $,ages ):-);$ B !lossar& : Inner achievement : 8ecogni>e ,s&chic *eing/ 2anifestation K Ex,ression "iddhi - 8eali>ation

Questions : 1/ 3hat are the strengths and limitations of mind 4 (/ 3hat is the meaning of making mind 5su,,le and ,rofound5 4

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9/ 3hat is the advantage of thinking from multi,le ,oints of vie. 4 :/ 5@ever allo. the mind to +udge things and ,eo,le5/ 3h& 4 ;/ 3hat are the limitation in .hich &our mind is involved 4 3hat .ill &ou do to remove them 4

cti!it#& :+9
aragra,h: L#ere .e must mention the disci,line of the vital////vanish *efore the

radiance of the truth-consciousness/5 A Vol/ I$ ,ages )?-)D B !lossar& : Questions : 1/ 3hat are the characteristics of the vital *eing4 (/ 3h& vital is called a 5.orker5 4 9/ 3h& is a ,s&chic contact necessar& to guard oneself from the im,ulses of the vital4 :/ #o. does vigilance hel, in the moments of crisis4 ;/ #ave &ou ex,erienced that &ou have *ecome a slave of &our vital im,ulses and instincts4 3hat have *een its results4 3hat .ill &ou do to safeguard &ourself against re,eata*ilit& of these influences4 Exercise > :+: aragra,h :=Lastl&$ *& means of a rational /////an& reason to exist/=AVol/ I$ ,ages )D-)E B !lossar& : Truth-force K The o.er that controls the .orld$ The ,o.er of Truth/ 2anifestation K Ex,ression s&chic *eing K The core of our consciousness/ Im,ulses-instant attitudes$ instincts like anger$ fear$ greed etc/

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Questions : 1/ Is *od& our master or slave 4 #o. 4 3hat are &our ex,eriences 4 (/ 3hen can .e sa& that mind is 5strong and ,oised5 4 9/ 2ake a list of characteristics of an ideal *od&/ :/ 3hat do &ou understand *& L#armon&H 4 ;/ 3hat .ill &ou to to make &ou *od& a 5 living ex,ression of harmon&54

Activit&: ;

Ex,lain the relationshi, *et.een these four austerities and the aim of life/ The ,rocess of manifestation of truth and ,erfection can *e ,resented as a chart/ A///-irst t.o and the last ,aragra,hs of the text = -our Austerities and four erfection=//B

cti!it#& ,
@o. ask the four grou,s to sit together/ and deli*erate on austerities of the *od&$ mind$ vital and soul/ Cne ,erson from each grou, .ill ,resent his < her ex,lanation/

cti!it#& <
-our grou,s .ill make a ,resentation on each as,ect of the austerities in the class/ Teacher .ill *e read& .ith suggestions and exam,les/

cti!it#& ?
At last ask ever& student to fill u, the *elo. chart ,ersonall&/ 1omain h&sical 3hat I5ll do A1oHsB 3hat I5ll not A1onHtsB

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2ental Vital "oul

cti!it#& @
#ome 3ork : @o. once again organi>e ,rogramme for &our tracking grou, on the *asis of &our understanding/

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