Universal human values – value education for consciousness development (UHV-VECD) -

1. Universal human values – value education for consciousness development (UHV-VECD) - • based on the Coexistential Philosophy of A.Nagraj

2. Rationale

3. World situation • What’s Wrong • Increasing aimlessness in individuals, anxiety, individualism, stress, lifestyle diseases etc. • Breakdown in interpersonal relationships and family structures • Rise of communalism and societal intolerance. • Jobless ‘growth’ and lack of ethics in public life. • Increasing consumption and ‘non-renewable’ technologies leading to destruction of nature and climatic imbalance • What’s gone right • Better, universal understanding of physical reality – via Science: logical testing of faith based hypothesis • Technology/Industrialization enabled better nutrition & lifestyle comforts • Democracy, Equality, Need for education, systematization • Notion of a UnitedNations, world peace, natural balance

4. Education & institutes– what’s wrong • Lopsided in favor of information, analysis & skills • Content and process dissociated from ‘actual living’ • Lack of ‘real interest’ in subjects, the focus is largely on ‘marks’. • Lack of ‘critical thinking’ abilities and ability to choose between ‘right’ & ‘wrong’. • Anxiety, peer pressure and extreme competition leading to aggressiveness or depression.   • Low emotional connect with others in family and responsibility towards society. • Little or no respect for the teacher, the guru (consumer!) and general rebelliousness at home and school • Poor health, obesity and early onset of lifestyle diseases. • Excess consumption, carnality and profit mentality have become the ‘aims of life’ • Little to no improvement in the ‘clarity of life’, ‘basic values’ and ‘character’ of a student even after 16 to 21 yrs of formal education and a lot of ‘degrees’.

5. Fundamental reason Assumptions: Self, Family, Media, Society-Peers • 4 dimensions of human living • Complexes: Inferior/Superior • Lack of Clarity • Honesty? Understanding/ Thought Behavioral (Relationship with Humans) Material Things (Relationship with Nature) • Nature as ‘Resource’ • ‘Primary’ Source of Happiness • Plundering • Conditioned Behavior • “Rationalist”/Influenced • Faith Based/ Idealist • Competition, Jealousy, Hatred • Family • Society • Over Consumption • ‘Hoarding’ • Health, Lifestyle • Climatic Imbalance

6. Education & society: Our focus today Provides Information , Analysis, Memory • 4 dimensions of human living • Individuals • Happiness, Peace ? • Intellectual/Spiritual Growth? Pscyhological/ Emotional Problem Understanding/ Thought Behavioral (Relationship with Humans) Material Things (Relationship with Nature) • Not addressed: • Basis for Relationship? • Wealth • Sect/Religion, etc Jobs/Businesses: Enabling “Money” - Survival/ Lifestyle Ecological Problem Interpersonal/ Social Problem

7. YearLiteracyValues 1947 12% 2011 74% The Supreme Court said today that the education system in the country has failed to achieve its objective and it has to be reformed immediately. It is unfortunate that today education instead of reforming the human behaviour, in our humble opinion, appear to have failed to achieve its objective. http://www.ndtv.com/article/india/india-s-education-system-failed-to-achieve-objective-needs-reform-supreme-court-388000 4 July 2013

8. Basis and Content of Education

9. The Role of Education Of the three types of Fear – Natural calamity, Wild animals, Inhuman behaviour of Human Beings – Which fear is predominant today? All orders in Nature, except Human Beings, live with definite conduct • Material Order (conduct is constitution based) • Plant Order ( “ “ seed “ ) • Animal Order ( “ “ breed “ ) • Human Order ( “ “ mental impression “ ) What is the Role of Education? The role of education is to facilitate the development of the competence “to live with Definite Human Conduct” or ‘Humanness’ via Knowledge, Wisdom & Science Basic Assumption in Education: Humans conform to sanskar/impresions

10. Content of humane education Knowledge: How things are • Knowledge, Wisdom, Science Understanding/ Thought 1 Why to do? Wisdom What to do? = Values: In Self, With People, With Nature 3 2 Material Things (Relationship with Nature) Behavioral (Relationship with Humans) Science & Skills How to do How to live

11. 1 Basis: “COEXISTENCE” Existence is in the form of co-existence. Every ‘thing’ in existence is related with every other unit in existence in a mutually fulfilling manner Synergy in intrinsic to existence, harmony is inherent in existence – we do not have to create this, we do not have to ‘construct’ it. We can, have to understand this ‘Coexistence’ to be in it.

12. 2 { Conscious Self Seer (I) } Cognition & Conscioussness: 10 activities Human Consciousness: Developed Consciousness Absolute, Knowledge, Orderliness, Harmony, Coexistence | Human Equality Form-less dimensions of reality: characteristics, innate-nature, Truth Existence, Reality Complete, Absolute, Stable Understanding, Realization “Underdeveloped Consciousness”: Our Efforts in the same domain in which problems themselves exist Form-full dimensions of reality: Form/appearance & Properties: Analysis, Logic, Intuition Partial, Relative, Unstable Assumptions > Perception | Chaos, Struggle | Well wishing for peace, etc : Differences in Humans Imagination, Analysis, Intuition, Desiring, Thinking Body, 5 senses Characteristics (swabhav): Purpose, Participation Innate Nature/dharma: Inseparability Directly Cognizable/ Knowable Form (rup)– Shape, Surface Area, Volume Properties (gun): Relative Cause and Effect Perceivable via the Senses and Logic / Imagination

13. 3 Humane values & Conduct • In the self • Clarity, Assurance, Happiness, peace, satisfaction • In family • Recognition of relationships, fulfill values such as trust, respect, affection, gratitude, love • In society • Living with Social Law: ethical wealth, marital fidelity, kindness in behavior-work • Humane characteristics such as fortitude, courage, generosity, kindness, compassion • With Nature • Recognize & fulfill regulation & Balance

14. Knowledge, wisdom & science • Knowledge • Of Coexistence (all that is: Materials, Plants, Animals, Humans, etc) • Of Self (my activities, true-nature, purpose, etc) • Wisdom • Values, Laws of Living: What to do/How to be • In the Self • With People: in Family, Society • With Nature • Science • Living with People • Studying/Living with Nature Definite Humane Conduct

15. Result of this understanding: Fulfilment of Universal Human Goal Basis NATURE: Co-existence Universal Human Knowledge Universal Human Education Universal Human Conduct Universal Human Values ..based on understanding of reality as-it-is SOCIETY: Trust FAMILY: Prosperity INDIVIDUAL: Resolution

16. The Basis for undivided human society & Universal Human Order – Human Education-Right Values Humane Education- Values is a primary requirement (the conduct of human beings is based on their education-values) With humane education-values a human being is able to understand humane conduct, and live with humane conduct Only human beings living with human conduct are able to be a source of universal human order Humane education-Values essentially means: • Understanding entire existence in the form of co-existence, harmony • Having the commitment & competence to live with the feeling of co-existence, in Behavior & work, and participate to ensure universal human order Educational Institutes/ Universities play the most important role

17. Consciousness development: transformation Human Conciousness ekuopsruk 1 UNDERSTANDING in the self Transformation& Progress ladze.k&fodkl For human beings: necessary but not complete BEHAVIOR Relationhip with human beings 2 3 MATERIAL THINGS with rest of nature For animals: necessary & complete Animal Conciousness thopsruk MUTUAL HAPPINESS MUTUAL ENRICHMENT

18. Program for Human Being On the basis of this co-existentialist view, human beings have two important programs: 1. To understand co-existence Knowledge & Wisdom (Gyan, Viveka) 2. To live with the feeling, thought of co-existence (humane values): Wisdom & Science (Viveka & Vigyan) 2.1. To live in relationship with human-beings – from family to world family – Undivided Family (AkhandSamaj) 2.2. To live in co-existence in nature – from family order to world family order –Universal Human Order (SarvbhaumVyavastha) Results in answer to every Why & How - Resolution (Samadhan) = Happiness, Peace, Satisfaction, Bliss

19. UHV-VECD COURSE IN EDUCATION

20. Proposal for education • Our basis for education today is incomplete: based on partial/incorrect understanding of Existence, human being and purpose • Proposed: UHV-VECD, on the basis of CoexistentialPhilosophy: • Study of Existence • Study of Human Being • Study of Relationships • The basic content of human education is: • Knowledge = Why & How things exist in reality: knowledge a) of all dimensions of reality b) of conscious self (jeevan) • Wisdom = What to do - Ascertain human goals and laws of humane living based on knowledge. • Science = How to live, how to do – as behavioral science &  material science • Covers 4 dimensions of individual living: • Understanding, Thought, Behavior & Work (Skills) • Spiritual, Intellectual, Emotional & Material • Covers entire expanse of human living: • as Individual, Family, Society (Nation, Inter-Nation), Nature

21. UHV-VECD Content - Syllabus • 1. Self /Existential education (jeevanvidya) – values inherent in me, in Existence • jeevanvidya - understanding myself, my activities, goals and how I am conscious, the causes for my happiness and unhappiness, my aspirations and fears as they are • Existence: understanding the fundamental realities as they are • 2. Behavioral education: (vyavharvidya – value education) - intrinsic values in living • in Family: understanding my relationships with other humans: in family, with parents, brothers, etc and with friends & teachers. • Social education: understanding my relationship with other humans & inherent equality. Understanding social-laws & human values and how to live in them  • Human organizational education: Learning how human society is formed and what our common societal goals are. Learning to live in family, and the roles, duties and responsibilities, like seva or service in family. • 3.  Material education: (vastuvidya)- value of material goods • Material science education: understanding the physical-chemical processes in nature and how they have evolved, their innate nature and characteristics • Ecological education: understanding the evolution in nature and how to interact with and live with it in a harmonious manner. Understanding natural law. • Skill based occupational education: Learning useful skills so I can be materially self-sufficient when I grow up.

22. CONTENT/COURSE GUIDELINES* • Universal, Non-Sectarian • Free from any dogma and sectarian/faith based value-prescriptions. • Natural, same for every Human for all place & time. • Verifiable • Based on reason, intuition & experientially (sensory & otherwise) • Comes in living • Practicable, Not just theory • All Encompassing • Covers the widest possible canvas of living. Truly inter-disciplinary, holistic * MHRD Guidelines. Ref: National Convention on Value Education via JeevanVidya: IIT Delhi, May 2007

23. COURSE Methodology/pedagogy • Based on observation & reason: Rational • A systematic and rational study of the human being vis-à-vis the rest of Existence (Nature) based on Scrutiny, Observation & Survey (nirikshan, parikshan, sarvekshan). • Not prescriptive: Dialogic • There are no “dos & don’ts”. Conducted in the form of a dialogue whereby the content is presented in the form of ‘proposals’ and students are facilitated to explore & verify them using a process of guided self-investigation, based on what is naturally acceptable to them, and what is natural to existence. • Uncovers hidden assumptions & proposes answers:Solution Based • Facilitates students to evaluate their preset notions or beliefs with respect to who they are, goals of life, relationships, lifestyle, society & ecology and recognize their true meaning. • Enables critical thinking (viveka) & reflective ability: Wisdom • In teachers & students by helping them evaluate every dimension of their living without bias. This then becomes the basis to decide between ‘right’ & ‘wrong’. • Ability to distinguish between essence and form; or between what is of value and what is superficial in life • Qualitative transformation – Enables Higher Order Thinking & Metacognition • In the values & consciousness of both the student & the teacher, rather than just a transfer of ‘information’

24. Progress of UHV-VECD in Education 1975 Coexistential Philosophy – Discovery complete by A.Nagraj 1985 Content Developed, surveyed in general populace, CJI, Scientists 1988 IIT Delhi: Physicists & Educationists 1999 IIT Delhi: NRCVEE 2003 NIT Raipur 2005 IIIT Hyderabad – related experiment 2006 IIT Kanpur – an experiment 2007* IIT Delhi Convention * President Kalam mentions in Address to the Nation 2009 UPTU – credit course 2010 Chattisgarh State Govt Schools – intensive program 2011 PTU (Punjab) 2012 HPTU, (HP) 2013 JNTU, Hyderabad (AP) 2013 IIT BHU – Introduction & Study workshops 2014 AP – 10 Private State Universities 2014 Royal University of Bhutan 2014 Chattisgarh Agricultural University 2016/17 Atmiya Institutions 2015/16 Maharashtra State Govt Schools – pilot 2017 Delhi State Govt Schools – BEd program CTTL, happiness curriculum 2018 AICTE Model Curriculum 3week induction program UHV component is based on this

25. Results so far • Formal Education – Since 2003 • In Higher Education (Light Program): reach – 20+ Universities, 100,000 students, 400 institutions • School Education: Chattisgarh, Delhi… • Ex-President Abdul Kalam mentioned this as essential part of education in speech to nation on 15th August, 2007 • Own Institutions – Since 2010 • CVMS/ VECD School in Raipur • PreranaVidyalaya (inception) • Proposed ChetnaVikasMulyaShiksha University (CVMSU/VECDU) • Academic Research – Since 2013 • 5+ Papers and couple of PhD’s • Discussions with NIMHANS • In Society – Since 1990 • Over 100,000 people have gone through workshops, over 500 studying this philosophy seriously. – MNC’s, CXO’s, Educationists, Housewives, Farmers • 4 Study Centers with collective 50 Families, 200 Acres in the making: • Amarkantak/Raipur/Indore/Odisha/Bijnor/Kanpur/Pune

26. Proposed implementation: Stage I ~ 3 to 5 yrs • Establish a UHV-VECD Cell • Phase 1: Concept Pilot – Discussion based (non-credit/audit) 1 yr • Module#1: (Syllabus will have UHV-VECD Reference Textbook, teaching is discussion/activity based on course manual) • Gratitude/Relationship with Parents, Teachers • Importance of Ethics/Honesty • Fidelity in Marital Life • Health • Competition/Cooperation • Institute & Society - seva • Relationship with Nature • Role of Conditioning in Goals/living • Phase 2: Credit Course – Textbook based: 1-2 yrs • Module # 2 – Foundation based on UHV-VECD Textbook • Phase 3: Electives – 2 to 3 yrs • Module # 3 – Elective 1 - Introduction to Coexistential Philosophy • Module #4 –Elective 2 (advanced): Introduction to the principle Study content • Staged roll-out. Focus on quality, not quantity. Interim Results:See results in themselves, families ,classroom • Discussions on real-life situations • Their Goals, aspirations, fears.. • Relationships with family, friends & teachers • Relationship with society • Relationship with Nature

27. .. Stage II ~ 5 to 8 years Establish dedicated Department/School for research & study of Coexistential Studies • Electives/Majors in Degree Courses • Staged Implementation of teaching of12 core books of Coexistential Philosophy (Saha-astitva-vaad) • Comparative Studies • Consciousness, Sociology, Economics, Humanism, Philosophies, Education Deeper Results in Cognitive, Spiritual, Intellectual, Emotional, Social, Ecological Dimensions. .. Stage III ~ 8 – 15 years • Enable/Encourage Students, Faculty to start living on this basis in all dimensions of their lives: understanding, thought, behavior & ethical work • Become a source for knowledge: individuals and other institutions

28. Faculty development – Stage I • Phase 1: (21 days) (for conducting discussion based pilot) • Should have completed ‘preliminary Introductory Workshops’ twice (14 days) • Read UHV-VECD textbook, studied ‘intro book to Coexistential Philosophy’. (7 days) • Gone through relevant Audio-Video • Phase 2 (51 days) (for teaching UHV-VECD Textbook) • Attend ‘introduction to study points workshop’ (7 days) • Study Workshop of 6 books of core literature once (42 days) • Gone through relevant Audio-Video • Phase 3 (100 days) (for teaching Coexistential Philosophy as Electives) • “ + ” Attended Complete Study Workshop + Summary Workshop • Self-Studied core Literature (12 books) twice • Gone through relevant Audio-Video • UHV/VECD Cell • Appoint a full time UHV-VECD Subject Matter Expert (SME) • Cell Coordinator - departments (Part Time) • UHV-VECD Mentors: faculty that have completed the ‘Study Workshop’

29. background • Nagraj A, of Hassan, Karnakata • Launched into existential investigation in 1950 at Amarkantak (MP). (sadhana) • Penultimate state (samadhi) - 1968 • Improvised Method (sanyam) - 1970 • Revelation of Coexistence and its nature, human purpose, etc. - 1975 • Developed MadhyasthDarshan, Saha-astitva-vad (Hindi) – 2000 • Launched ChetnaVikasMulyaShiksha (Universal Human Values – Value education for Consciousness Development) – 2007 • Presented as an Alternative ‘Vikalp’ to Materialism & Theism/Spiritualism • Translations into Marathi, English, Kannada underway • Development of Syllabus and textbooks, teaching aids, etc.

30. More info at www.coexistence.info

31. Philosophy

32. Coexistentialism - Literature

33. Universal Human Order (SarvbhaumVyavastha) Human being living in harmony realises the human target– Resolution in every individual (HAPPINESS) Prosperity in every family (PEACE) Fearlessness (Trust) in society (SATISFACTION) Co-existence in nature/existence (BLISS) By implementing, bringing to reality, the 5 dimensions of human order: • Education-Right Values – this is the fundamental driver • Health-Restraint – body is the instrument • Justice-Protection – ensures societal balance • Production-Work – ensures material outcomes • Exchange-Storage – material variety Universal human order is nothing but ensuring order – from family order to world family order

34. Teacher Education-for Human Education-Right Values The responsibility for ensuring human education-values is that of • Parents • Teachers • Society During the period of transition, the most significant responsibility is that of the teachers Therefore, the education-development of teachers, so they understand coexistence & universal order and live accordingly, is of primary importance For this people’s education is required Through people’s education, in addition to teachers being prepared, parents and responsible people of society who understand universal human order and live accordingly, will also be developed

35. THE COURSE

36. Human Values course experimented at IIIT Hyderabad – 2005 HV course included as an essential part of the academic curriculum All students do this course as 5-day workshop, in their first year of a typically 4-year program The workshop is run as a dialog. Faculty, faculty spouses and senior students take the responsibility for conducting it The rest of the year, students meet every week in small groups along with 2 faculty mentors Students do socially relevant humanities projects, detailed studies, reports or participate in social activities as a part of this course Medium of instruction is students’ mother tongue/language preferred by the student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in Hindi and 3 in English)

37. HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006 Dr. Kalam, the then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006 “… JeevanVidya being practiced … [it] is a ‘teachable human value based skill’… This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution.. From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind…” (VIDEO 3 min) Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm