Baba
This email contains five distinct sections:
1. Posting: What Do You Think About This Photo #2
2. Comment: Meeting With Dada: Stories of Guru Giving Tests
3. End Quote: Gay Lesbian: Carnal Pleasures Like A Beast
4. PS #1065: तुम दिव्य संसार से मेरे पास आये हो
5. Links
WHAT DO YOU THINK ABOUT THIS PHOTO
~ Part 2~
(Note: This is part two of this series a link to part 1 as been appended in the Links sections below.)
Namaskar,
As we all know, in our neo-humanistic system of education "of utmost
importance is awakening the thirst for knowledge in the mind of the
student. That means the classroom must be a medium for cultivating a
sense of curiosity and inquisitiveness within the student learner. We
can say this is one of primary objectives of Ananda Marga education."
So any book about our Ananda Marga system of education must reflect these values in all respects.
See the below book cover and examine the photo.
Before reading this letter, note down the plus points and drawback of
that book cover. When you have completed your list then read the letter.
If you got all the points covered in this letter then you have a keen
eye and passed this quiz with flying colours. If you missed certain
points then go back and review. And if you have points on your list that
were not covered in this letter, then please write in to educate
others.
THE IMPORTANCE OF A PROPER COVER
The cover of a book creates a "first impression" so naturally any book
about our neo-humanistic system of education must have a cover that
represents those ideals.
So it is a great loss that this book has a cover that undermines the
very purpose of writing such a text. Please consider the following
points.
LACK ANY TYPE OF SCHOOLS SUPPLIES AND LEARNING MATERIALS
(1) Books and learning materials: Nowadays, education focuses on reading
and writing as well as technology and other important aspects for
preparing students for this ultra-modern world. So families select
schools that have proper resources and funding for the student supplies.
Unfortunately, on the cover of Dadaji’s book, many of students shown do
not have any supplies or resources to use. There are two books for
upwards of ten kids. It is a scant display. It makes seems like the
students utterly lack any type of schools supplies and learning
materials.
WILL BE DISSUADED FROM READING BY SEEING THIS PHOTO
(2) All in all, the entire scene is painful to look up. Young children
have such a sincere desire to learn and follow, but clearly they are not
getting any guidance. It reflects very poorly on the Ananda Marga
education system. Furthermore, Dadaji is claiming that two of the
sections of his book address “the art of teaching” and “child
psychology.” Yet by seeing the photo, who can think that Dadaji is an
expert in these areas. Who will want to read his book. Rather they will
be dissuaded from reading by seeing this photo.
DADAJI IS INVOLVED IN HIS OWN READING
KIDS BECAME BORED AND DISTRACTED
(3) Dadaji is not guiding the student during the lesson: The cover ought
to convey a positive image, yet the cover of this book shows how Dadaji
is not engaging the students in any learning. The children want to
learn but Dadaji is not guiding them. Instead he is involved in his own
reading when really he should have planned ahead and prepared his lesson
beforehand. Instead he is doing his class preparation now. In the
meantime the kids became bored and distracted. Clearly they want to
learn. But Dadaji himself is immersed in his book – he is not looking at
the young learners – and all the kids are looking all around the room.
They are not paying attention – period. They look distracted and
disinterested. This entire scene paints a very bad picture of our Ananda
Marga system of education. Because on the one hand our stated aim is to
“awaken a thirst for knowledge” yet clearly this is not achieved in
this classroom setting. The photo tells an entirely different story.
BOY LOOKS SCARED & FRUSTRATED
HE DOES NOT WANT TO BE NEAR DADAJI
(4) Dadaji’s relation with the student: Part and parcel of our Ananda
Marga system of education is the great reverence and affection that
students have towards their teacher. Yet in the photo the boy that
Dadaji is holding onto clearly does not want to be near Dadaji. The boy
looks scared, frustrated, and uncomfortable. And in that state of mind,
how can a person learn. So although Dadaji is trying to make it look
like he has a relationship of love and affection with his student, that
is clearly not conveyed via this photo.
JUST A PHOTO-OP
(5) Just a photo op: It looks like this could be just a photo-op and
Dadaji wanted to show how diligent and studious he is, but he forgot to
guide the children. So they look lost and bewildered. So if really it
was a photo-op this demonstrates that he was unable to teach or direct
the children. Instead at the last moment he grabbed one small child to
show how much love and affection he (Dadaji) has for the kids. But he
clearly does not treat the children that way on a regular day-to-day
basis because the child looks uncomfortable and startled by this
display. All in all, this as a photo-op this was very poorly arranged.
And if it was not a photo-op then the situation is even worse. Because
it depict how this is situation normal for the kids, i.e. everyday they
just sit around hoping to be taught but the guidance from Dadaji is
utterly lacking. So in turn, those kids innocently look around not
knowing what else to do.
(Note: Points 3 - 5 were presented in the first letter as well. For clarity's sake they were added here as well - Eds.)
NOT AN INDICTMENT AGAINST DADAJI
Here let me emphasize that Dadaji might be a really terrific educator
and children might be learning a lot from him. So this letter is not an
indictment against Dadaji.
THE BOOK COVER FAILS TO REPRESENT IDEALS & VALUES
All I will to convey is that our neo-humanistic system of education is
unique and ranks far ahead of any other system of education. There are
so many sterling aspects: schools, curriculum, student life, spiritual
ideals, code of conduct, learning etc. There are numerous stellar
qualities. Yet those are all blatantly undermined by the photo that sits
directly on the cover of Dadaji book about our AM system of education.
The only practical approach is to change the cover, as well as
thoroughly scour the book contents. Because when Dadaji was so care-free
in selecting a cover for his book, it may be that the text itself is an
injustice to our Ananda Marga system of education. These are the points
of critical challenge that must be addresses with regards to Dadaji’s
book.
Sadaguru Baba has delivered an ideal system of education for humanity.
Our books and materials should be properly representative.
GURU’S GUIDELINES:
EDUCATION IS TRILATERAL DEVELOPMENT
Here are a few of Baba’s many guidelines:
[A] In our Ananda Marga system of education, we are to ensure the growth
of the entire human personality – physical, psychic, and spiritual.
“The real meaning of education is trilateral development – simultaneous
development in the physical, mental and spiritual realms of human
existence. This development should enhance the integration of the human
personality. By this, dormant human potentialities will be awakened and
put to proper use.” (1)
AWAKENING A THIRST FOR KNOWLEDGE
[B] Here below is that key point where Baba states that a vital role of
education is awakening a thirst for knowledge so students may learn and
expand their psychic horizons.
“Education must awaken the thirst for knowledge in the students’ minds.
The students themselves will create environmental pressure by persistent
demands for answers to queries like: What is the answer? Is it correct?
The longing, “I wish to know… I wish to understand and assimilate the
entire universe” should be created. Such a thirst for knowledge should
be created in the minds of students. A learner, in Arabic, is called
“tálib-ul-ilm”, meaning “a genuine seeker of knowledge.” So a tremendous
thirst for knowledge must be awakened in the students’ minds. They will
constantly pry their teachers, their parents and their neighbours with
questions like: Why is this so? What is that? Why does that happen? Why
does this not happen? etc. They are ready to assimilate the entire
universe.” (2)
SENSE OF UNIVERSALISM – COMPASSION FOR ALL
[C] Another key facet of our Ananda Marga system of education is universalism.
“The sense of universalism should also be awakened in the child.
Etiquette and refined behaviour are not enough. Real education leads to a
pervasive sense of love and compassion for all creation.” (3)
GURU’S SPECIAL ACRONYM:
E-D-U-C-A-T-I-O-N
[D] Here below is Baba’s special acronym about the meaning and aims of education.
“As I have mentioned before, the word E-D-U-C-A-T-I-O-N itself has special significance:
E – Enlargement of mind
D – DESMEP (D Discipline, E Etiquette, S Smartness, M Memory, E English, P Pronunciation)
U – Universal Outlook
C – Character
A – Active habits
T – Trustworthiness
I – Ideation of the Great
O – Omniscient grace
N – Nice temperament” (4)
MORALITY: THE MOST IMPORTANT SUBJECT
[E] While many systems of education strive for the assimilation of
worldly knowledge, in Ananda Marga our approach focuses on the
development of the human being where morality is placed at a premium.
“In PROUT’s educational system, emphasis should be given to moral
education and the inculcation of idealism – not only philosophy and
traditions. The practice of morality should be the most important
subject in the syllabus at all levels.” (5)
EDUCATING TOMORROW’S CITIZENS
[F] In some social settings, such as capitalism, the aim of education is
to prepare people to be good employees, i.e. members of the workforce,
or cogs in the capitalist machinery. In stark contrast, in our
neo-humanistic system of education, every learner is seen an dynamic
member of society.
“Special importance should be attached to children’s education because todays child is tomorrow’s citizen.” (6)
MORE TOPICS DISCUSSED
[G] And in His book series – Human Society – Baba thoroughly reviews the below topics in His chapter on education.
The Role of Teachers
The Problems of Students
The Education System
The Ideals of Teachers
The Responsibilities of Parents
Sáhityikas – the Teachers of Society
Media (Cinema, Pictures & Dramas, and Radio etc)
Commemoration Ceremonies
Namaskar,
In Him,
Arvinda
Note: HERE AGAIN IS THAT BOOK COVER + SOME POINTS ABOUT IT
After looking at this cover, be sure to read the points noted below.
1. See how Dadaji is just involved in his own endeavour. He is not watching the kids.
2. The children came to school to learn something; but that desire is not being met.
3. It looks like Dadaji is merely posing for photo-op. And at the last
minute he grabbed that child to come close. But Dadaji is just doing
this in front of the camera. The child is not accustomed to this - the
proof is how uncomfortable the child looks.
4. Whether a photo-op or real classroom setting, sadly the children are
not being guided in the proper manner. So they are just looking around
the room in a distracted and disinterested manner.
5. The classroom is lacking school supplies: Not everyone has a book and clearly there is a lack of other learning materials.
6. And there are more points - tell us yours.
7. The overall concluding idea is that this photo should be removed as soon as possible.
As you can see from the cover, the Dadaji who wrote this book and approved of the cover is Ac Sarvananda Avt.
REFERENCES
1. PNS-18, Talks on Education – Excerpt F
2. PNS-18, Talks on Education – Excerpt E
3. PNS-18, Talks on Education – Excerpt F
4. PNS-18, Talks on Education – Excerpt F
5. PNS-18, Talks on Education – Excerpt F
6. PNS-18, Talks on Education – Excerpt F
== Section 2 ==
Re: Meeting With Dada:
Stories of Guru Giving Tests
Respected Indrajit jii
I agree with you and this is the fact.
now so called Dadas are so called MAHANTs sitting to only fight to
dominant other group on a huge cost of Marga collection. They pay crores
to advocate to get their supremacy on another. What a shame. When we
go to prachaar, people taunt on this.
They have crossed all limits to de-face our organization.
They are too shameless to even acknowledged what wrong they are doing.
They should be thrown out from organization.
With warm regards
G Kumar
(Note: A link to the initial letter on this topic has been appended below)
== Section 3 ==
The section below demarcated by asterisks is
an entirely different topic,
completely unrelated to the above material. It stands on its
own as a point of interest.
**************************************
Gay Lesbian: Carnal Pleasures Like A Beast
"Contentment is not at all possible if the
individual is running after carnal pleasures like a beast. As a result
of extroversial analysis, the objects of enjoyments go on increasing
both in number and abstraction and that is why ones mental flow never
gets any rest. Under such circumstances how can one attain perfect peace
of mind?" (A Guide to Human Conduct, Santos'a)
Note: Here Baba is warning us how those involved in the sensual pursuits
of materialism will never find satisfaction in life. Nowadays in
materialistic communities, people are plunged in pornography, gay /
lesbian living, and other sex-oriented pursuits. The gay community is
particularly notorious - and in some places they even indulge in group
sex at night in the public parks. Seeing this, impressionable youths get
misdirected. Through films, advertisements, and everyday circumstances,
youths are indoctrinated into the false notion that they can find
fulfillment and happiness through sensual pleasures. In the end, so many
get degraded, contract diseases, and live of life of frustration and
suffering, and undergo an early death. This is the tragedy nowadays.
People are not taught how to truly satisfy their human longing - how to
achieve a real state of contentment and bliss. They never learn how to
goad the mind towards Parama Purusa and instead drown in the mire and
wasteland of animalistic sensuality.
**************************************
== Section 4 ==
~ तुम दिव्य संसार से मेरे पास आये हो ~
प्रभात संगीत 1065: अंधार सागर पारे के गो एले.....
हे परम सत्ता! तुम कौन हो जो andhakar ke महासागर को पार कर, दिव्य संसार
से मेरे पास आये हो? तुमने आकर असंभव कार्य कर दिखाया। तुमने उन फूलों को
खिला दिया जो कभी खिले ही नहीं थे। जिनके मन जड़ हो चुके थे तुमने उनको
आध्यात्मिक बना दिया। तुमने अपनी दिव्य आभा की वर्षा कर इस संसार को मधुरता
और प्रेम से भर दिया। ए दिव्य, हे प्रभु! तुम आये और आपनी कृपा कर मौत का
फंदा [maran’ nigar’] तोड़ दिया, साधना सिखाकर मुक्ति का मार्ग दिखाया।
तुमने मुझे अंतहीन जन्मों और मृत्युओं के चक्र से छुड़ाकर मोक्ष की राह
दिखाई। हर परिस्थिति में मददकर और अपने पास बिठाकर तुमने मेरा भय दूर कर
दिया है। तुमने मेरे हृदय को अपने प्रेम से भर दिया है। तुमने अपनी अहेतुकी
कृपा से मेरे मन में दिव्य आनन्द भर दिया है। ए दिव्य सत्ता! तुम को पा
जाने के बाद अन्य किसी वस्तु को पाने की चाह नहीं रहती। तुम्हारी कृपा से
तुमको पा कर मैं ने सब कुछ पा लिया है। मेरेी सब इच्छायें पूरी हो गयीं हैं
अब और कोई भी इच्छा बाकी नही है। मैं जो कुछ चाहता था सब कुछ तुम्हारी
कृपा से पा चुका। हे अपरिमित सत्ता! तुम कौन हो?
हे परमपुरुष! अपूर्णता से पूर्णता की ओर जाने वाले मेरे मार्ग में, जीवन
के हर क्षेत्र में, तुम हमेशा मेरे साथ रहते हो। तुम मुझे इतना प्यार
करते हैं कि मुझे भय ही नहीं है कि तुम मुझे छोड़ने वाले हो। दिन में, रात
में, हर समय तुम मेरे साथ हो, मुझे मदद करने और मार्ग दर्शन देने के लिये
हमेशा इच्छुक रहते हो। बाबा, तुमने अविद्या का काला पर्दा हटा दिया है और
मेरी आॅंखें खोल दी हैं । अपनी कृपा से तुम मुझे गलत रास्ते से खींच कर सही
रास्ते पर ले आये। तुमने मुझे वह दे दिया जो मैं सोच भी नहीं सकता था। मैं
ने कभी नहीं सोचा था कि मैं परम पुरुष को पा सकॅूंगा , मैं यह स्वप्न भी
नहीं देख सका, पर आज तुमने मेरे लिये मेरी आsha’ओं और अपेक्षाओं से भी अधिक
दे दिया है। तुम कितने दयालु हो बाबा!
हे मेरे प्रभु! तुमने मुझे आवश्यक सब चीजें दे दीं। तुमने मेरी भौतिक
मानसिक और आध्यात्मिक सब प्रकार की आवश्यकताओं की पूर्ति कर दी, है। ए मेरे
परमप्रिय! मेरे ध्यान और साघना में तुम हमेशा आकर ऊषाकालीन लालिमा के साथ
मुस्काते हो। यह तुम्हारी कृपा है, यह सब तुम्हारी ही कृपा है। भूत काल
में मैं अनेक भौतिक वस्तुओं की चाह रखता था | पर अब तुम्हारी कृपा से मेरा
मन एकाग्र हो चुका है और हे परम पुरुष! तुम्हारे अलावा मैं अब किसी को नहीं
चाहता। तुमने मेरे मन में तुमको पाने की इच्छा जाग्रत की और हृदय में
अलौकिक रूप से आकर वह पूरी भी कर दी। जब तुम मेरे साथ हो तो अब और किस चीज
की मुझे आवष्यकता होगी? नहीं , मुझे अब कोई अन्य इच्छा नहीं है। बाबा! कोई
बात नहीं कि मैं कितना जान पाता हूॅं , वास्तव में मैं कुछ नहीं जानता ,
पर हे दिव्य सत्ता! तुम जो इतने कृपालु और स्नेही हो, कृपा कर अपनी दिव्यता
का बखान तो करो?
टिप्पणीः
मौत का फंदा [maran’ nigar’]- सामान्यतः सभी मनुष्य जन्म और मृत्यु के
चक्कर में घूमते हैं पर जब वे परम पुरुष के संपर्क में आ जाते हें तो मौत
ही ही मृत्यु हो जाती है और वे अन्तहीन जन्म और मृत्यु के चक्र से बच जाते
हैं। परम पुरुष को मृत्यु की मृत्यु कहा गया है क्यों कि उनके संपर्क में
आकर एक हो चुके व्यक्ति की मौत के बाद फिर से जन्म नहीं होता। अर्थात्
मृत्यु की ही मृत्यु हो जाती है। इसलिये मौत के फंदे से बचने का एक ही उपाय
है नियमित रूपसे साधना करना।
- Dr T.R. Sukul
Here is the phonetic
spelling of the above Hindi purport in Roman script:
~ Tuma Divya Sansāra Sē Mērē Pāsa Āyē Hō ~
prabhāta saṅgīta 1065: Andhāra sāgara pārē kē gō ēlē.....
Hē parama sattā! Tuma kauna hō jō andhakar ke mahāsāgara kō pāra kara,
divya sansāra sē mērē pāsa āyē hō? Tumanē ākara asambhava kārya kara
dikhāyā. Tumanē una phūlōṁ kō khilā diyā jō kabhī khilē hī nahīṁ thē.
Jinakē mana jaṛa hō cukē thē tumanē unakō ādhyātmika banā diyā. Tumanē
apanī divya ābhā kī varṣā kara isa sansāra kō madhuratā aura prēma sē
bhara diyā. Ē divya, hē prabhu! Tuma āyē aura āpanī kr̥pā kara mauta kā
phandā [maran’ nigar’] tōṛa diyā, sādhanā sikhākara mukti kā mārga
dikhāyā. Tumanē mujhē antahīna janmōṁ aura mr̥tyu'ōṁ kē cakra sē
chuṛākara mōkṣa kī rāha dikhā'ī. Hara paristhiti mēṁ madadakara aura
apanē pāsa biṭhākara tumanē mērā bhaya dūra kara diyā hai. Tumanē mērē
hr̥daya kō apanē prēma sē bhara diyā hai. Tumanē apanī ahētukī kr̥pā sē
mērē mana mēṁ divya ānanda bhara diyā hai. Ē divya sattā! Tuma kō pā
jānē kē bāda an'ya kisī vastu kō pānē kī cāha nahīṁ rahatī. Tumhārī
kr̥pā sē tumakō pā kara maiṁ nē saba kucha pā liyā hai. Mērēī saba
icchāyēṁ pūrī hō gayīṁ haiṁ aba aura kō'ī bhī icchā bākī nahī hai. Maiṁ
jō kucha cāhatā thā saba kucha tumhārī kr̥pā sē pā cukā. Hē aparimita
sattā! Tuma kauna hō?
Hē paramapuruṣa! Apūrṇatā sē pūrṇatā kī ōra jānē vālē mērē mārga mēṁ,
jīvana kē hara kṣētra mēṁ, tuma hamēśā mērē sātha rahatē hō. Tuma mujhē
itanā pyāra karatē haiṁ ki mujhē bhaya hī nahīṁ hai ki tuma mujhē
chōṛanē vālē hō. Dina mēṁ, rāta mēṁ, hara samaya tuma mērē sātha hō,
mujhē madada karanē aura mārga darśana dēnē kē liyē hamēśā icchuka
rahatē hō. Bābā, tumanē avidyā kā kālā pardā haṭā diyā hai aura mērī
ā̔ĕṅkhēṁ khōla dī haiṁ. Apanī kr̥pā sē tuma mujhē galata rāstē sē
khīn̄ca kara sahī rāstē para lē āyē. Tumanē mujhē vaha dē diyā jō maiṁ
sōca bhī nahīṁ sakatā thā. Maiṁ nē kabhī nahīṁ sōcā thā ki maiṁ parama
puruṣa kō pā sakĕūṅgā, maiṁ yaha svapna bhī nahīṁ dēkha sakā, para āja
tumanē mērē liyē mērī āsha’ōṁ aura apēkṣā'ōṁ sē bhī adhika dē diyā hai.
Tuma kitanē dayālu hō bābā!
Hē mērē prabhu! Tumanē mujhē āvaśyaka saba cījēṁ dē dīṁ. Tumanē mērī
bhautika mānasika aura ādhyātmika saba prakāra kī āvaśyakatā'ōṁ kī pūrti
kara dī, hai. Ē mērē paramapriya! Mērē dhyāna aura sāghanā mēṁ tuma
hamēśā ākara ūṣākālīna lālimā kē sātha muskātē hō. Yaha tumhārī kr̥pā
hai, yaha saba tumhārī hī kr̥pā hai. Bhūta kāla mēṁ maiṁ anēka bhautika
vastu'ōṁ kī cāha rakhatā thā | para aba tumhārī kr̥pā sē mērā mana
ēkāgra hō cukā hai aura hē parama puruṣa! Tumhārē alāvā maiṁ aba kisī kō
nahīṁ cāhatā. Tumanē mērē mana mēṁ tumakō pānē kī icchā jāgrata kī aura
hr̥daya mēṁ alaukika rūpa sē ākara vaha pūrī bhī kara dī. Jaba tuma
mērē sātha hō tō aba aura kisa cīja kī mujhē āvaṣyakatā hōgī? Nahīṁ,
mujhē aba kō'ī an'ya icchā nahīṁ hai. Bābā! Kō'ī bāta nahīṁ ki maiṁ
kitanā jāna pātā hūĕṁ, vāstava mēṁ maiṁ kucha nahīṁ jānatā, para hē
divya sattā! Tuma jō itanē kr̥pālu aura snēhī hō, kr̥pā kara apanī
divyatā kā bakhāna tō karō?
Ṭippaṇīḥ
mauta kā phandā [maran’ nigar’]- sāmān'yataḥ sabhī manuṣya janma aura
mr̥tyu kē cakkara mēṁ ghūmatē haiṁ para jaba vē parama puruṣa kē
samparka mēṁ ā jātē hēṁ tō mauta hī hī mr̥tyu hō jātī hai aura vē
antahīna janma aura mr̥tyu kē cakra sē baca jātē haiṁ. Parama puruṣa kō
mr̥tyu kī mr̥tyu kahā gayā hai kyōṁ ki unakē samparka mēṁ ākara ēka hō
cukē vyakti kī mauta kē bāda phira sē janma nahīṁ hōtā. Arthāt mr̥tyu kī
hī mr̥tyu hō jātī hai. Isaliyē mauta kē phandē sē bacanē kā ēka hī
upāya hai niyamita rūpasē sādhanā karanā.
- Dr T.R. Sukul
== Section 5 ==
Links
Here below is a link to the first letter about Sarvanandji's book on Education
http://anandamarganewsbulletin.blogspot.com/2014/06/what-do-you-think-about-this-photo.html
Here is a link to the initial letter on this topic:
Meeting With Dada: Stories of Guru Giving Tests
http://anandamarganewsbulletin.blogspot.com/2014/07/meeting-with-dada-stories-of-guru.html
