Ai., 'F-" 'I ", d' 1'*'" " C-''!

i, I "

~n_ ',_QU.D._ a,dO, ' _ Dnrs,e

-

,1(S}',llabus, 'ro r' 'he 'V:l;du c' :Ed'Ucat~o.n [;100 ne 1m be •. ntr8d u ced In U ,P " -'oillegc:s.)

,Cours,e C,ade':: A UC...oO 1 ,

~

an

u,ma,n 'VaJues,,& ,P:rofessi:oll"al! E'--,b,:ies

Thi s ~ ntroductory course input: ,i s intended

~. 'To help the students appreciate the essential complementarity between 'V'A,- UES· and ~ SK [L,L:S ~ to ensure sustained h applrn ness and prosperity which are the' core a spi rations of all human be:w ngs,

b, To faei litate the development of a :~ 10 ~:i stic perspecti v e among studen [S' [0 ward s ~:i fe, profession and happiness, 'based. on a, correct understanding of the Human reality (u~d the rest of Ex i stence, S uch a. hol ~ sri c pers pect ive forms the 'bas ~ S .0 f V tid u.e based I, ~ v i ng in a. nat ural wa y ~

c. T 0 ~ ighl ~ ght plausi b Ie im p lie ED. t] ens of such a. Hol 'i: s~ w c understand 'i ng. ii n terms .0 f ethical human conduct. trustful and mutually satisfying hU'I'11;an behavior and I:nu'lll(!dliy enriching inreraeti on '~wlt h 'N atore.

II

Thus, this course is intended to provide a much needed orientational input :i'n Val ue : ~·ducat'·,c:n, '''0 tbe voun a enquiring m 1· nds

L ':. _:W,~~ ,J'UY .0 Fl!iinlJj~, . ! "'~' b ,,~': , iU~,!1

" The' methodology ot this course is unlversally adaptable, involving ,a, systematic and rational study of the human being vis .. a ... v}s, the rest of ex istenee,

'. :[ t 'i s free front any dogma or va.~ ue prescri ptions,

" It Is a. process of self ... ,investig.atioD and self: .. exploration, and not. of giving sermons, Whatever is found as truth or reality is stated as proposal and the students are fae i. ~ itated 'to veri (y it :i n thei [1"' O'WI11 ri ght based 0 n thei r Natural Acceptance and , .. x perienrial Validation.

,.1 This process 0 f s!e,~ f- e.X'P lorat ion takes the form of at dialo gue between the teacher and the students Ito begin \Nw'~h~ and within the student himsel :f/h,ers-elf finally,

.. This self-exploration also enables them to evaluate their pre-conditionings and present beliefs.

,1\ F'ounldat~ol'l Co,u,r,se: in

~

:Hu:m:a,n Va]ues ~ ~of~i.o,n,a, ,E,tbi,cS

COlrl,rs,e Code: ,A'U·C' .... OOl

Tntal ,ru) .. of Leeturese 28

Total 0,'1',,, o'f' Praetiee Ses~dun:s!:: 14 (o,.f 21 h rs ea,eh),

,M:ifTIJd,u'Le I,~ Course Intreduetloa - Need, 'Basi,e Gui,deliu,(ts, Content a'liId Precess for' V,alu~'

Edu,cation [6]

1,. Understanding the need, basic guidelines, content and process for Value Education,

2~ Self Exploration-what is It? ,_ its contem and process; 'Natural Acceptance' and Experiential 'V aUdati 'on _, as the mech an W sm for self ex plorat ion

1. Continuous Happiness and Prosperity- A look at basic Human Aspirations

-4, Right understand w ng, Re ~ It m on sh~ p and Physical Eat i j hi es- the basic req uiremen ts for fulf llment of aspiratio ns of every hum an bed '11 g \~.r:i t 11, the i r CO rreet pri 0 d ty

$. Understanding l' appiness and. Prosperity correctly- A critical appraisal of 'the current scenario

0, Method '~O fulfill the above human aspirations: understanding and Hvrnng il:1 barm,Guy all various level s

Mrnld,u~e: ,2: Und.e;r,s'taDd~Q:1 :Rannony ~D. Ul,e Hu.ma:n Be~ng: ... Harmony in Mysel,'f!'

7, Understanding human bei ng as fIl co-existence of the sentien l • ,~ .. and '[ he materi 3J I

"Body

8: Understanding the: needs of Self ( i: J and 'j':Body' = ,S~;kh and, Suvidha

9," Understanding the Body IS an inatrurnent 'Of iJ I: . (,~: being, the deer, seer and en] oyer) :~, 0, 'U nderstanding the: characteri sti cs and aeti vities of ij;, ~ ~ and harmony in ~ I ~

11 i Understanding the harmony of I' 'with Hue Body: Sonytt1l7. and S}wtl'iElhya', correct ,arp,pf~;rusa~ of'Physical needs, meaningof Prosperity :in detail

'~ 2. P rograms to ensure Sonyam and Swasthya

- Practice Exercises and. Case Studies, will be taken up ~n Practice Sessions.

Module 3,: 'U'nderstand,ing Ha,rm'o:my i;n th.e Fa:mill' ,I.UO, ',oc~c;ty-, 1=:armon,~1 in .~lIlunl,:I1I'"

E<I' R I - III .. 11-":1

:lUDlliD ,~e,_'a'ti,o,n,s.!l.lp -

, - . U d d- · L '. h F '1 ;Ij,!I!,;. b ,n ., f human i - ·

l 3, ' n '., erstanen ng narmony In.' ,c e " arm "y = tne •. asie un mt ,0: 1 tI man :1 nteracn on

,J4 .. Understanding vahies "in human-human relationship; meaning of Nyaya and program :Jlf' its fil.d.ft~,hn,en.t to ensur-e Ubhay-triptt;

Trust (Vi8.h·~vas) and Respect (SQ',nrnan) as the Eo und ati onal VaJ,~, ues 0 f relati on sh ip

15. U nderstanding the rneaniag 0 f Vis'hl~las; Difference between lntentlon amd competence 16" Understanding the meani ng of' Sam ma I" - Di fference between respect and d ;,ffer.e:ntia,t ion: the other sa~ ient val ues in re;~ ations hip

J 7" Understanding the harmony :i n the' society -( society be ing an extension of fam rn ly):

SfJ"n;adhtJ1ni Sam'r i dh.i~ A bA-,aJ', ,S:CI.ihClS r itl1tr as, comprehensi ve H um an Goals

18, n Vl s.ua~ j zing a un ru verssl harmonious order ru n soc iely - 'U nd i vi ded S DC:~ ety (A khattd S""lql) ~ U ni versal Order (S(Jr\~{J'bJ1t1l;,nl r. J'QVSi,as',' ha J- from f am i'~ Y to world fam i I~ Y i

2

' .. ' Practi ce E xerc i ses and C ase S tud i es wi :11, be taken up :i n Practi ce Sess ion s.

Mad u I e 4<~ U [Il1I1 d ers ta !I,d i D,g H a l'UlI OhY ill, thle 'N,atu re a n d lE~x i sten ee ... 'W h 4) le e:i is,~:c'n ee a s

, " " Q-f!:xis;tenc.'e 11,4

19. Understanding the harmony in the. 'Nature

20, Interconnectedness and mutual fulfillment among the' four orders of naturerecyclab i,lily and sel f':' regul ation '~n nature

2] , Understanding Existence as Co .. existence tSab-astitvo) of mutually 'i nteracting units ru[l all -pervasive spac e

2 ,~ Hol ~ stic percept won 0 f harmony at al [ leve 1.5 of ex istence

Practice 'E·"..'Dr ..... 1"~D"" and C;:!I;QiIJI; 'S' tud ~,QIs 'W; ~I'I IIio.. taken ~ -- p - - 'l~ S' .

·~.J~I~ .. '!j"o'_,' xercises '"i~I.u! ase : tl!l...,.h, .. '_-_I.~ .. luJC' I!.~,:."".:n up ]nn:l;C·']C~e;s.s.I.ons ...

odule '5~ Implleations ,of I'be a,boivlC HoUsti.'c 'U·'Od.ers,f.a.nid.'in.g IO:f:' I'. armorn r en Professioaal

Eth.ics ~ 6 'II

23, Natural acceptance of human values

24, Definitiveness 'of Ethical Human Conduct

2 S. Basi s for 1, uman i st ic Ed u.catinn~,' umani stic Consti tut i 0 11 and F~ U 111an ist ic U ni versal Order

"6, 'Com petence ] n profes s,j onal eth ics:

a) Ability I~O utilize the professional competence for augmenting universal heman order-

'b) Abi I, 'i 'l.y to identi fy the· scope and c h a racte r i st ics 0 f peopl e .. · rr~ end 1 y ~JI d ecofti endly product ~ on sy stem s

c) Abil ity to identify and develop appropriate technologies and management patterns for abo ve prod uction systems,

')7, Case studies of typical holistic technologies, management models and production systems

2,8;, Strategy for trans] d 0'1:1: from the' present state 'to U niversal I Iuman Order;

8.) At the level of individual: as socially and ecologically responsible engineers. tee hno lo gists land managers

b) At the level of society: as mutual ~y enriching institutions and organizations

M"dul1e 1,: Course intrfJdu(!,tj'oD iii' Need, Basic Guid,eli.m,esl- Centent and! Prueess fer Val,ue' 11: diuc:a:lion

"P'iS· ·til 'I ] ":t,. do. - ", - ' , ,," l f- ,~,- d' iii ' :' J W" h .~. . , . . f'h' , "1- '." a . '" • I··r. ? H .. I d-" - - ' .~. .". 'I'

. ~ ... , .I~; uuro: uce yourse in .. e'L3J." ..... :!au. are I~ .e goa S 1]1 your, ire. scwoo you set 'Your gOB" S

in 'VOtU' life? How do vou differentiate between rizht and wrens? 'Wh3Jt have been \JOUT

1~~"J·.-' L. "~"-.~' "'- ",I. J' _" .. ~I ... _-- • -_. l~ --~ ~'-I~ - -~ - - - IJ'-'~

achievements and shortcomings in. your Ii fe? Observe' and analyze them.

'E'xpected 0'0 .·C)I)/m e: the students 5 tart ex,p'~ ori ng the mselves; get comfortabl e to each other and. to 'the teacher and start findi ml,g the need and rel evance for the course,

- "- d h ~ ~- m'" ice ab J; l d' ~

. -, Ii! ". -, . ~·'I-. •. . .. ':D . ' 'I'· j-' . "-.' 'J. :. ,',.,-:-' • _. ,,'-'.' . '--'.,' -_.', f ','J -,.,., -' :Ii

PS 2,. Now-a- 11.}S,~ u ere rs a. ot to. voice a out. many tecnno-gemc ma acres sucu as. energy

and na,'tura.l. re source depl etion, envi ronmen tal pam lution 'J global warmi ng, ozone deplet i on,

, .. '~ d d - '" '~] 'h - -b d b~ , 'I ,- , - !

. -".,-_'., -;'., I" .'-. .~ '·1 • ,._ '. ~"", ,-'. .. .••.• II J" .,._.,- •••••• , ...... J .--,: •• ,. -- _', -'1' -_. '1'-"--"· - .,.:::_ -·I···.~ .. J -:-,- ~.,' , =-"",'-", ,I "I'~

deforestation i so ~, egranat ion ~ etc, .~ a. r t e se seem to . e man mao e pro. _, ems t ueaien ~ ng t 1e

• ... 1 f r f1 'E h WI ,'. - heroot f h ] di .e.. h ~ ,- '.

S UfV IVru e - ure 0:l1. ,-a_rt '-""_ aat 18 u e root cause' (1' t aese maiaoies it. wt "at ] s 'the wa"y OU~ In

your o'p,iuion?

On 'nhe of her hand there is, :ra:pidl'y growing danger because' 0" nuclear proliferation, arms

ra',If';S terrorism crim inalizati ii!""'iIl' of politics [a' --ge· seal I;!'O\'-" ,,~,,' - __ . . -; ." ,." -, iti-.,-. akd '" . of

_ """'" !l. ,- ,I, v, . Ii:]', ',_. - "",, - '. , !!!. , !~~""'Q,L v' ,'_, u, _' , n. _, 1_,q~ . ,r,.' _ ,1;)- a ,e ,,",,0 rru,pdon, scam,s,;, II!J'I,!t!:iiU\,' _ own 0,_

,- ~. ·,t,.. -::- hie . . -- - .. ,-- tio -., ,-- d -. -- - - - -" ... - ._p~., I'" - id . I'll . 'IT. ots .. - ,- '1-"- ., do . , '-"h'"' 'k isthe

resa aons [PS" genera! ton. gap,~ .. epression "" BUt,C.l,,- ,3.1 ,9!,,!.!cm,p ts etc ~ wnat ,- o you. t- un -, 'i! ~s tne

root 'cause of 'these' threats to human happiness and. peace > what could be: Ute 'way out in 'your opinion?

'E- !iiJ"Pd-.4f 'd" o'u"I;--' -~ .. th r-II'liId91 ~'''"' - t- -....1!- -5: ndi that +~ h .- ., .... - -1- . d . :t,". ,,'~,t·'b-, ,-,t stud ,.- -f h ,. .. .

.: A ",(:,,,e 1 . ,-cum ""·iIl I~_:. e, S -u ~""".n I,;;l 5· D,I,L ,n : Ul:g _I~a.~ ~C rn.C:ft e--_ucaJa.~on Wh,t1.0 UL, 8L'U_ Y (l u:man

values can, generate more probl ems, than selnti ons, They also start feel ing that lack. of

.,j' d-ii f b-' -~ '. th f 1-'1 b 'I d 'h ,0, .-.,..:1 1 •

understanding 0: _.:uman, vemes IS "- -Le 'root cause 0" a .w, problems anc tne susta~nw solution

could emerge ordy through understanding of human. values and v,a~ ue based. ] iving, Any salmi,on brought OU'I thr-ougb. fear, 'temptation or dogma. wi n, not be sustai nable,

•

'P'-'S"3"'iiJ

l' .•. jJ

1 0·• ~C!!~iF'"~,p that each o ne of llill~ has 'N-'" a ·~w'-·<:riiJ Acceotan 'i;!"i;~ based '0·' n 'w·· hieh one c !iIi'n verify

iI . D~¥JI1'~ \¥.! g, .. !!¥W~ tt • _ ~ -. I 1!IrII~ _!iJ. ll"_ .t.. - lU l .~~~~_r [,....,\riIl~ ~.lim_~~ I •... I, ,.~.IJII~ ". -.~~ _ ~." .. ~!Ij .' I.'

r:w,ght or 1110'[ right for him. Verify this in. case 0 f

i) Whalt is 'Naturally Acceptable to YOIU, hi rel at] onship- F eel ing of respect or d isrespect? il) What is N IturaJ J,Y' Acceptable to y'ou.'~ to nurture or to explolt others?"

'I'e V\Rur 'Ii ~"J ~'ng- the ca" m 1I!IIi' Hit'!' y. 'oi~llr" 1IfIj"otJj tura ~ g, ....... Ap. t .g"nca '0' "r di ffe -. rent?

~~I~ j V _. _ .Il w ~v ~. 0 ~ ." _ ~.I,.:.. ~,._. w··~!:., ,.I!WI. W.IIj"I~1 _1Ij, "4~, '~JIIi.!J,,-~, :-.,.I,l~, , t: \.r ,'~. , '," ill, IJ·· ~~J"II~~.

2 i Out of the three basic req uirements for fulf llment of your aspirations .. right understand ing, relationship and physical facilities observe bow' the problems in your family are related to

_ ... - 'IL A' m_ ab -.' ,.-. h '.-J '1' . 'h'" ti - - .. :j)~. -.~. 'rt --" de ,. 't'D ,G_-, .. eh i . ,,,~,_,,, d ,,,~, .' ti .

eaen. ,. uso observe ow mlJ.tc, nme CI<. erron you '. leVOI~ ror eaer in your I. tll.~Y ftUll!_llIle ..

E''''p- eeted '0' '-u- ~no- m e 'Ii!

t' .1,& . ~~Ill~., .', ~'ILI.~ ~ . " '_'ti!!!

I., The students are able to see that verification on. the basi s of natural acceptance arid experiential validation through ].hiing is 'the only way to verify right or wrong, and referring to any external source like text or instnimenr or any other pe~rsol'l cannot enable 'them to v,erlf),' with authenticity; it will only develop assumptions,

2 ° The students are able to see that their practi ce i [I livi ng is (tot. in 'illlnno,'Ill-Y with thei r natural acceptance most of the: time, and all they need to do is to refer to their natural acceptance to remove this disharmony.

3 . The s,tudent.s are able 'to see. that lack of right understand ing leading, to !i,Q,ck of relati onshi .p .... ,;, ~ the m a- :j or ca use .0" f nrob e- ~ em ~-~: 'l~ n th e'~ r fam , '~] v and n .0- ·'t· the I ack ,.0 f physlc (1,1

~.Q.~ V'l .. 111" ~r~ _~.1~ '-iilV ~ .. U~~ _., ,rl .. 11 .. "~ II IL 1II~1 1."--_ ~.# Q_ldl! .. I 1 . f..:t\ ,._ II .~ __ .,~I~tIL

faei .ities to, most of' 'the C31~es, while they have; given higher pr.i,ority to e~amlng of p:bysical faeili ties 'in. their life :igno'ring relationships, and net bei D.:g aware that right understaading is ~he' :m.os'l important requirelll.'ent for an.y 'hun12ul being ..

'p"'S .1- L··'- d'-I' , -. 11"" d' .-- - .. -.. 0'· 'b'- -" -,--'h- - th·: '- ... , til!;., d - . ~-- ,~. - -~. ·t - d 'I', . 's' 'I'r-- '(111)' .,-- B d' - '~f

, '" .': ,- :lst, OW,fj ,a~, your~ ,es~.res", ... ,-,.~serle w _~e _~J,eli' u.e_' esu'e m,s re,~,le: LO,Cl IJL '. lor 0 .y. ,iL

"'" .",,- -, 't--,·, b'" '''··l-·,·t'-·d''- t···· b-····"1'-h, ·---- .. _.~,i·-'h-'· -"'rt·· ··-"f-o;,·, ,"-. "<:~ rt'Ad' ,~, ·S··-·,'"f;('I) ,,-c..1 ,---'L."'C~-- in' :~. It ap,l;lear,s 10 . ere' a e -. I ~OO!.\L , see Wu, ,c, ,pa" 'O,_- ,h. Ui, re,dl~ , I~O -,e"L, , '. aDu. w,~ w L n pa 1:5

1 ted t B d

:Eie a.I-.-.' nO 0: .y"

1:... d Ib I, '-h 'L ] ., h" d" d 'h

:Ex peeted, oa,I'co.t: b,w,e stu ,ents, a__re, a I ,(~ t.o see .f. at b~,ey can en" ru s,t: 't"ei~'r 'e:u:re'$. an. t. ,e

des:~ rei ,~n~~ not va,guei Al so '~hey 8.t'e able 'to' r-ela~,e 'their desires; toO ~ I ~ and ":B·ody~ d is~b].'cHy ~ If an,y· desb,e' appears, related 'to bot'h~ they a-re abh~: to see tha'l. '£he :feeli'ng is, ,rc,ia.ted ,to I: 'wh.ile: tb,e

4

physical faJc'~] ity is re lated to the body. They are also ab.1 e to see thtl'rn ~ r - and. '.' Bod y ~ are two realities, and most of the i, r desires are rel ated to ' I" and not body ~ wh w:1 e the j, r e fforts are n1'OSI[ I y centered on the ful ,6] lment cf the' needs of the bo d y ass u n:~ i ng that it will meet the' need 5, of OJ ~ • too,

P,.s,l: ..

, to .. : ~Il~

'~ . a, Observe that any physi cal faci] ~'~Y yo u u se, fol ~JJ\NS the given seq uenee wi 'h III :111 e ::

N eeessary &; tasteful " unnecessary '& tasteful ~ unnecessary '& tasteless 4< into lerable

b. I n contrast, observe that all Y feel ~ ng ~i n yo u is ei 'l her .natura] ly ,acceptEib le or 11,0'[ acceptable at all, If naturally acceptable, you want ~tt continuously and i r 11.0'1 acceptable, you do not 'W~Il~ it any moment!

2 List down, an your acti vi t ies. Observe 'whether the acti vity .~ s of -',~' or 0 f Bo d y or 'wi th me partlelpaaion of both '~l ' and Body,

1. Observe the acrivities within ~r i Idernrlify the !objiect of your ,aHcirlJ'Hon Cor different moments (over a, period of say 5 to '~o 111'i'[],Ub~S) and draw a. line diagram connecting these po i nts, Try to 0 bserve the :1 in k be;t ween ,an y two nodes,

EX]lltc .e·d. OU'b!o m,e':~

I 'F The students are able to see that Sl.~ ~I phy si cal fac ru 1 i ties they use are' requ ired for a I, i rni led time ,j n a :1 i mited q uantity, AJ so the:y are' abl e 10 see that in case of feel i ngs, they want cominuity of [be nal~f,al~,y acceptable feelings IID1d they do not want feelings which are nO'1 natural ~'V acceptab le even 'for t1lJ, s j, 11$[1,e; moment,

oJ w

2~ the student s are abl e' to see that act lvitles like understanding desi re, though u and sel eeti on

are the act ivities of ~. I only, the act iviti es H ke breathing, pal pitati 0:[1 of di fferent parts of the body are fully the activities 'Of the body 'with the aeceptanee of "I' while tbe activities they do wsth the WI sense organs 1, ~'ke heari ng through ears, S~6~! n g through eyes, sen si ng through touch, tastif],g through tongue and smelling through nose or the activities they do 'wi th their work organs ~ ike hands, 1 egs etc, are sue h acti vities that req 11 ru re the participation of both "I' and body .

. ] ~ The students become aware of their aeti vities ofn ~ and start f nding their 'OC us or attention at different moments, Al so they 8Je able '~O see that most 0 f their desires are com ins from ,0 utside (through precond iticning or sen sari on) and are no t based on the i r natural acceptance ..

'rs ,6:

:~ ~ Chalk, out programs '·0 ensure that you are: responsible to your body- forthe nurturing, .. protecti 0'[1, and right util isatio n of the body"

2,. Find out: the plants and shrubs growing in mud around your campus, Find out their use for C uring d W fferem d ~ seases,

Ex.plected: Du'Ccn,RUi~~:~ The students are abl e to list down activiti es re lated '~O proiper upkeep 0 f the body and practice them :run 'the'~r daily routine. They are also able to appreciate the plants wildly growing in and, around the earn pus, which can be b eneficial in curing different d,~ seases,

:Mlldul.~ ,3:i Understa .. -d'ing FI:,arMI!l).'RY 1m III _ ,FStnlUy' a,qd ISOf:iel]f.", :U'p,r,mol!l,Y in ":um,an'~ H: u.ma,m 'R,elalilon sh ip

5

'[ b A- I bl nil m r-' 'm' t ?

, s.: un ,', an e to maxe 111:y'.5e~_,': aLL W,3J.y S nappy ~.

l' b. Am I: a ble ItO' make the other always happy? 3 b. Is the other able to make hi m al \~~~ys happy? ,4 b, Is the: other able to make me a I 'w.a)' s ha,_PJJY?

What is the I~U1:SiVl'er _?

C om '~~'f'e!1-1Il""A

." .. IU.L '_" ,.;;~~I~ jI_I~~

Let 'each. student answer the q uestions for himself and everyone else" Di scuss t he difference between intention and competence, 'Observe whether Y0'-u evaluate your intention 11 competence as well as. the' others"'i:.ntentw.'on I&.~ competence ..

•.

E'xpectl1d ou~co. e: The students are abl e 'to see that the first four questi ons are related 10' our N a:tura~ Acceptance i .e, lntention and ~tJe next ::~bUI'" b) .oUF' Com petence, Tbey are able. to note that 'tl,e' intention 'm s tl'~w,ay S correct, Ion 1 y competence I s lackingl 'W',e generally eval uate ourselves on the basis of out intention and others on. the basis of their competence'! W'e seldom look 31it our competence and others' t,n.tendon as a. result we conclude that I am I. good. person and other is a had. person i

rs 8

.• ' • ~I

,. :.~., I ",'!I

L

Observe on how man v o ccas ion S \lOU are resoecti no vour :- -e I ated ones (bv do r., ,,~, the

.. _. - - ~J---- - - ,J _.. .. - ~ ~ . - - -,~ ,J - - r - _. -- - 0_ - S .. J. Lng . .

rlght eval nation) and on 110'\<\' many occasio 118 you, are di srespecti nlg, 'by 'way of underevaluati on, over-oval uati on or otherwi Sf eva luati 0 n,

2~ Also observe whether your i7etl h~;g ,0 f respect is based on tre a.t ~ ng the other as yoursel f 0'[' Ion differentiation S based 0,0 be dy~ physi cal faci ~ i t ies or 'be-J iefs,

P 9:'

~ ., W rite a note in the form 0 f story i peem, ski t, essay ~ narrati on, d i a] ague te ed ucate a elmJi~ d. Evaluate h in a group,

2:" Develop three chapters to lntroduce "social science- its need, scope and content' w n '~he

· d -" f hild

prunary e ueanon 0" c. uoren

.Ex.peem·ed oueeomee The students are ,a.b~e to use their creativity for educating children, The students are able to see that they can play a role [0 provi d ~_ng val ue edueat ion for ehi ldren,

T-h .' ble t - ,- iii .' - I - - - - --£I" th '.. .. . ,j,IL. 'iIlo . _. . .. _- ti ~I ,i,.· . d' -- ·tr 'd 'Ie hi ld- ,

.. le,Y :ITe an e to pnt :~:n SImp e wor sue issues mat tare essen .lih lIO un - ersranc ~Orn' C _'L· ren

1.110. cemprehensible 'to them, The students are ,a:bl e to develop an GUU ine ef holl stic model for social sci enee and compare it with the existing model,

6',

,- ,

Mlodu.lle 4.:: Understandfng Har,m,oiDY in the ._' a.'tul-~e a.nd E:I.i'te:nce l!!!! ·Who.l,~ e'.x.b;~enc\e as COiii'_x~stence

PS 10:' List down units (things) around you, Classify them in, four orders. Observe and explain the m ut ual ful n.I.] ment of each U 11 wl wid, other orders,

Ex e t d - - te -,- - ;; 'TI' t- -...ai. "Ii' ' ~ - b ~I . '-. . d'i " ff '! ' ,,' ~ ., ber I ~ - .. h - . ~ - - ..-. '.-" " . -- d

xpe ctea ,Il) U. ' .:: 0 me: . ie S ucen !LSI are a te [00 _.L e re n uate ne ~~ ee n tne c u!1a~1J"'acl~e n s ucs an

activities of different orders and study the mutual fulfillmens among them. They are also able to see tha:t hum an be ~ ngs are IlOI[ fulfilling to other orders ~odlay and need "[,0 take' appropriate steps to ensure right 'pa;rt,i;e:w,pation( in terms of nurturing, protecti on and d ght uti 1 izat ion) [n the nature,

p: lJ:

.~ ~ Make a. char~ for the who le ex W stence, List down di fferent courses of stu ~ ies and re late 'them, to different un i 1 s or level S W Wl the existence,

2 Choose ,rum), one' subject being taught today, Evaluate it and suggest suitable mod ~.f~ci[lti.ons to mike: ]:t appropriate and. hol istic ..

EI,pect,ed ,0'0 teeme: The students feel confident that 'they e an un derstand t:he whol e ex isteuce nothing is a. mystery in this existence .. They are also able ~.QI see' the interconnec edness in the nature" and poiat out 'how different courses 'of study relate to the different units. and levels, AJ 50 they are a.bl e to make out how' these eou rses can b e made apprnpri ate and ho I~ i 51 'i c ~

M:odu)lf 5,: Im,pJic'lJlio,ns lo·r the s_ seve Hellsrlc ' lnderstanding of I '~,.r..Jill)I1.Y at aU l~e,~,e~I'. or E~xis'ten,ce

Expected 0 utco.nu!~: The students ar-e ab le to present sustai nable S'D ~ utions ~O' the pr-o blem s i rill seeiety mid natnre. They are also able to see that. these solutions arc practicable aJrld draw roadm aps '~O achieve them,

·P',I.-S· ,.' '] 1 ~

=. ,~~ ~

1.

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yu,g.gest ways m Wu~(':_1 yOM. can use } our . nowtec g,e 0.. . eennoiog ... I:."ng~,neeruil.~

.~ AI'~ n·n aem 1ii3i IIf"I;t' co' '.' ~.J' '-["fit; \t~11"'S, oQ I hu ~i"i"" a.'i"il ord ~j~ from ''1'' '0'" 'U r fami lv to 'l'~'e' wo r '1' .d: fam ""I' ~I'V_ -!!"'·,~i!aw~a'C!"",, ... "'",U H.L II;. ,IILII . \"'" ," ,.i. U,IUH, .' .' . _'I;;.o.~ •. ~ HI V , '. . -'. !WU,_ '.J .. ..n. _. - " -' ~Iu .. " l.J ~

Sugges~ one: format of humanlsec constitution at the level of naticn from your side,

2.

'Rx,p,ce'fui ~lllr~Clfl)ID,e: The students are able to grasp the right utj lization of their knowledge ~n 'their S'I:~eamSI of Technology/Engineering/ Management to ensure mutually enriching and recyc I able prod uctions systems

7

PS 14: TOte course is going to be over now, Evaluate your state before and ,after 'the' course in terms of

21" "Thought b. Behavior e. Work and, d. Realization

001 you have a.ny plan to participate 'in the' transition of the society after graduating from the hlSti tute? 'Wrlt1e a brief note on it.

EX"p,eeted ou h!:o IDe: The students are ab~e 'to s ~'ncere~~ Y evaluate 'the course and share w ruth

t" h ._.,",.- £:r':'~ - .. ·,d~··-'- "'-1Ii"~ - • ,..", , .' ]- , .. ,''-'' - 'b]' "'1-"" 1" - -, ' . i. 'iii' -: .'~', , '-:- -. --., t· " -_- - ~I.. . 't'iIJ,., I " .. ,"',' ,. '. re eff . -,,' "', . . ,',. c d

. e ~ r ,l,t le,n IS,. .www.eyarea:siDaJ..f-osuggesllJ..l11e"aSUres.olfla~e.ne.course.more·e·.I.ec . ."]. ve an '

rel evant, They are a] so able to make use of 'their. understand lng i n the course for ~a happy and 'pr-osperous so ciety.

Term :PJP.er

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a~, Tbe I'ext: boolt: ,

R, R Ganr, R, Sanga], G' P Bagaria, :2009~ A Foundation Cours« in Hum'ClH' Values and P,l~ofetisi(),nlll Elh,ic:s." Excel Books Private Limited, New Delhi.

1 ~ Ivan :1], ~ :i,c'h: J 1974 ~ Energy 1& Equuy, The Trini ty Press, Worcester ~ and HarpesColl in S, USA

"., '~iF,. Schumacher, 197.3~ Small isBeaul,fful~" a ,study ofeconomics tIS ,({pe,(JI1i,f mattered. ..

B'I- d 'p1" 'D .• ' S" .' £ .'

I 0:0. I. «. ,D![lggs,-:r.rJ~u,n,.

:3.. Sussan George, 197101t HOl1t the' Othe« Half Dies, Penguin Press, Reprinted 1'986, 1991 4" Donella H"", Meadows.Dennis L. Meadows, Jorgen Randers 'WT~I:i am, w. Behrens Ill,

'11 '9" .7':2-:· L~' i'Jfl'1J,J,. Ii" 1;fl1 ,0"', ':II'·lIi"l;MI~1 J~ _ C' ;'J'.,,,, t.. '0" I/'R-::-' ;;Pl.J<J,1O.0 lJ" ." I-·D'P' .... 11.11"1 'IU It-'li; ue,...~~, Be ionm, ,It',

J. _-. ':t'O" ·~i'#~JIII,!Ll "Pv ',:-- ,r ~"IfiIf-,~rl ," I:JiliU ..... ~ '·t·I~·If~·!I~ . I 'f:-~': V'IF' !Ii., . 1L,~IIl'''t~'~~~ 'VV~~IH

j~ ,1\, Nagm:aj~ 199'8, ,J€UlV'QJl Vi,c{ytJ ek P:aricht1y~ Divya Parh Sanarhan, Amarkantak. 6" P L Dhar, 'RR Gaur, 19'90" Sf: ie YUH! and ,Hum,t:rnJs.lft. Ccrumonwealth P urbl ishers, 7'~ A N' Tripathy ~ '2003;) Huma» Val ~;le s ~ New Age I nternarional Publ lshers,

8~ ~u.bhas Palekar, 2000~, How to practice ,Natural Farming. Prscheenrvaidik) Krishi Tan r"" ... ~1 s· hod 'L A· .:' 1~1Ii",~'V,'!'J;t':I·

• _'- j IU~ _. ~J!v _ l~ul.", -!_,,~!!j: Q ~,_, [II

9'. 'E G ,s eebauer &., Robert :L.. Berry f :2000; Fundamemals qf Bt htos for Sc ie nUs.ls L~' > ,Eng,lne';ers ,j' Oxford Unlv~rs.ily Press

10,. M Govindrajren, S 'N',a,traj.atl, '& 'V' .. S, Senthil KUJll,fH~~ Engineering ,Elhichs (including' Human Values) ~ Eastern Economy Editi OIl", ,P'rent~ ce ]~:~d 1 0 f India Ltd,

]1 :J" :B P Banerjee, 200.5, Foundations of Ethics QJ1tJ' Management, Excel Books.

d~ .Rel,'fl'ant ·wtdb"s.i·ta" CDs" Movi!es ,aDd. DIDeu.m,e: _.ta"ri,es: 1 .. , Value Educ arion websi te hu 'p; /ll~~W:M). ,U,ptU .. IeJ',C" in

2. Story of Stuff ht.lp:.·/lliV'ltIn/I}'. s'tory:qp·tujJ.coln

3. ,AJ Gore, AJ"l: Inconveniem Truth, Paramount C'~assh:sji' S.A

4. Charlie Cba'P.~in, Modern Times, United Artists, 'USA 5 .. Ilf Delhi, Modern Technology - the Untold SUJI·Y

6,. Anand Gandhi, Right here p'ighE 11l)'l~' Cyclewala production