COPING

Introducing

Coping means cognitive and behavioural responses to a stressful situation to reduce the consequences of stress. There are several different ways in which coping is applied. The different styles of coping can be aimed at solving the problem and thus elimination the stressor, or at decreasing the negative consequences. No one enjoys feeling angry or tense for a long period. When the problem is not directly solvable, one will try not to feel stressed or angry in another manner. People will try to reduce the negative feeling, one way or another. Coping can be defined as an effort to manage and overcome demands and critical events that pose a challenge, threat, harm, loss, or benefit to a person.

Variety of coping behaviour/strategies has been suggested by various stress researches. In coping with stress, people tend to use one of the three main coping strategies: Appraisal-focused, problem-focused coping. Appraisal-focused strategies occur when the person modifies the way they think, for example: employing denial or distancing oneself from the problem. People may alter the way they think about a problem by altering their goals and values. People using problem-focused strategies try to deal with the case of their problem. They do this by finding out information on the problem and learning new skills to manage the problem. Emotion-focused strategies involve releasing pent-up emotion, distraction oneself, managing hostile feeling, meditating, using systematic relaxation procedures, etc. All these methods can prove useful, but some claim that those using problem-focused coping strategies will adjust better to life.

Objective

To find out coping mechanism/strategy of subject 3. Used materials

Coping strategies scale, paper and pencil

Information about the subjects

Subject A	Subject B
Name: Kushab Dhungana Age: 34 Sex: Male Address: Balaju Kathmandu Education: M.A. Marital Status : Married Occupation: Job holder Socio-economic status: Middle class Place: Office Mental and physical health: Normal Time: 2:00 PM Date: 15 June 2013	Name: Arun Lamsal Age: 36 Sex: Male Address: Samakhusi Education: M.A. Marital Status : Married Occupation: Job holder Socio-economic status: Middle class Place: Office Mental and physical health: Normal Time: 11:00 AM Date: 16 June 2013

Test Description

In the last two decades, there has been an explosion of research in the area of stress, coping and consequent strains. It has been well established that stress results in a variety of psychological and somatic pathologies. It has also been recognized how a focal person copes with the stress situation is more important than the experience of the stress itself in determining the severity of the consequent strains. The coping process in its broadest sense refers to any attempt to deal with the stressful situation when a person feels he must do something about it. This coping strategies scale and the accompanying manual is structured by Pro. A.K. Srivastava, Department of Psychology, Banaras Hindu University. The present measure of coping strategies comprises 50 items.

The coping behaviour underlines five major categories of coping strategies based on the combination of operation and orientation of the coping behaviour. Five categories have been divided into two major groups. Categories and constituent of coping behaviour for each category have been stated as follows:

A. (Approach coping problem-focused coping)

B. Avoidance Coping (Emotion focused-coping)

1. Behavioural approach coping strategies i. Confronting ii. Planning iii. Taking impulsive decision iv. Suppressing Competing Activities v. seeking Social Support vi. Self control vii. Negotiation 2. Cognitive approach Coping strategies i. Intellectualization ii. Positive re-interpretation iii. Cognitive reappraisal iv. Seeking social support for emotional reasons 3. Cognitive Behavioral approach Coping strategies

1. Behavioral avoidance coping strategies i. Restrains coping ii. Inhibition of action iii. Turning towards religion iv. Escaping v. Behavioral disengagement vi. Acceptance vii. Withdrawal viii. Feeling helpless 2. Cognitive avoidance Coping Strategies i. Rationalization ii. Distancing iii. cognitive restructuring iv. Resignation

Scoring

Coping Strategies and item number in given Manual

Coping strategies	No. of items	Serial no. of item
Behavioural Approach	15	2,4,6,12,20,21,26,29,33,35,41,45,47,48
Cognitive Approach	6	3,7,8,25,42,43
cognitive-behavioural Approach	8	11,13,17,23,30,31,37,49
Behavioural Avoidance	14	1,10,15,16,18,19,22,27,28,34,36,39,44,50
Coping Avoidance	7	9,14,24,32,38,40,46

Scoring method:

Scoring should be done according to the response categories and the corresponding scores for each item of each category, 50 statement presence on coping lest has to be rated on five-point scale as

(0)-Never

(1)-Rarely

(2)-Sometimes

(3)-Most of the time

(4)-Almost always

To assess the coping effort or the efficiency of the subject the score must be treated separately into five categories to obtain scores for five coping strategies. Scores of the item of Approach Coping Strategies (i.e. Behavioral-Approach, Cognitive-Approach, Cognitive-Behavioral Approach) and Avoidance Coping Strategies (i.e. Behavioral-Avoidance, Cognitive Avoidance? Maybe clubbed together to ascertain the extent of the subject's tendency for Approach and Avoidance coping behaviour.

Norms: The scores obtained on five sub-scales may be categorized as per following norms to know the extent for coping.

Norms Regarding Sub-scales and Coping Level

Sub-scales	Level of coping
Approach-Behavioral	0-29	30-45	46-60
Approach Cognitive	0-11	12-18	19-24
Approach Cognitive-Behavioral	0-15	16-24	25-32
Avoidance-Behavioral	0-27	28-2	43-56
Avoidance-Cognitive	0-13	14-21	22-28

Note: High score on Avoidance Coping Strategies would indicate deficient or dysfunctional coping, and low the score would indicate efficient or functional coping. Avoidance coping strategies might bring immediate and short-term relief. But in ling term they are like to add to the stress of the person, and result in psychological strain and pathology in some case.

Procedure

Test administration

The subjects were asked to sit comfortably, the checklist of coping strategies scale was given to all of them.

Instruction

First I knew the preparation of subjects and I took permission once again for starting. I informed them about 50 statements that will resemble the situation we might face in or daily life and are usually adopted by people to deal with the situations of stress in different spheres of their life. I asked them to see 5 different optional responses on the right side of the statement. I also asked them to show their response by ticking for the closest option given. Try to cover all 50 statements as soon as possible. Please don't heists to consult to me in case of confusion come in doing time?

Introspective report of a subject

Subject A: He was so curious to fill do that test. He believed that it will help him to find out his destructive coping and he will replace with constructive coping.

Subject B: There seems hesitation doing that test.

Impression

Subject A: He was cool and done all ration on time

Subject B: He found difficulties on the rating scale. He seems confusion in doing that:

Result

The result below shows the style in which subjects cope with stress

Subject A	Score scale	Subject B	Score
Behavioural Approach	Moderate-34	Behavioural Approach	Moderate-33
Cognitive Approach	Moderate-16	Cognitive Approach	Moderate-18
Behavioural Cognitive Approach	Low-26	Behavioural Cognitive Approach	Low-24
Total Score	76	Total	75
Behavioural Approach	Low-26	Behavioural Avoidance	Low 24
Cognitive Avoidance	Low-13	Cognitive Avoidance	Low 12
Total Score	39	Total Score	36

Result and discussion

Subject A got a moderate score in Behavioural and Cognitive Approach at the same time a low score in Behavioural-Cognitive Approach. This would mean that he like to intellectualize, reason out and logic out a stressful situation at the same time he might get impulsive and unreasonable. Since Behavioral and cognitive and Cognitive Avoidance score is low, so he does not like to escape from a problem or withdraw himself.

Subject B got a moderate score in behavioural, Cognitive and Behavioral-Cognitive Approach. This means he likes to seek social support when falls under the programmatic situation. He likes to think and reason out logically about the situation. Since Behavioral and Cognitive Approach score is low, so he also does not like to escape or withdraw himself for the problem.

You may tend to get too active in dealing with the problem head-on and not be kind on yourself. You can learn to be more relaxed and have more faith in the general process of life.

All need to build the support system to cope with stress and support system could be family, friends and worship of God, art, diary writing and engage in social activities.

References

Coleman, James C. (1996). Abnormal Psychology and Modern Life. D. B. Taraporevala Sons and Co. Private Limited.

Morgan, C.T., Richard, A.K., John, R.w. and Jhon S. (2009) Introduction to Psychology. Tata Mcgraw Hill Education Private Limited.

Prof. Srivastava, A.K. (2001), Manual coping Strategies Scale, Rupa Psychological Centre, 19/60 B, Deoriabir, Bhelpur, Vanaras India.

Mentoring As A Teacher’s Professional Development

Introduction 

In the Greek Mythology, “Mentor” is the name of Ulysses’ friend. Ulysses usually used to ask his friend, Mentor to take care of his son, Telemachos when he went for wanderings. The goddess Pallas Athene used to transform herself into the form of Mentor to help Telemachos in the times of troubles. From this Greek story, the concept of mentoring became popular and used in many fields business, politics, management, etc. but it is a very new concept in teacher development.

Mentoring can be defined as helping, guiding, assisting and coaching to novice teacher by the experienced teacher. In other words, mentoring is the process through which an experienced professional helps novice or less experienced (mentee) for the latter’s professional development. In the beginning, student teacher (mentee) learns from experienced subject teachers either from the same level or senior teachers. So, the process of gaining professional knowledge called mentoring. Here the highly experienced teacher or expert is called mentor where as the new and inexperienced teacher is called mentee. The mentor is usually a more experienced and older than the mentee

In the journey of life, I joined a private school as lower secondary English teacher. It was my first time to get opportunity to teach as an English teacher. Before that, I had never taught in any school except teaching practice. As a novice teacher, I faced lots of problems; sometimes discipline management, sometimes using teaching materials, classroom management, preparing questions for exam, sometimes preparing result, etc. Because of these problems, I had thought to leave that school in the beginning but latter on I sometimes consulted to the experienced and senior teachers. I did not find any special mentoring programme to help novice teacher.

The National Commission Teaching and American’s Future (2003) reported that the following national attrition data: 14% of beginning teachers leave after the first year,24% after five years; 33% after three years; 40% after four years; 46% after five years”(p.6).

The Need for Mentoring

Mentoring is very helpful and important for both experienced and novice inexperienced teacher. We can see that lots of inexperienced novice teachers are suffering when they join any school or college even though they are talented because of the lack of mentoring programme. Most of the people believe that if any new teacher have problem in classroom teaching, he/she will be regarded as an unqualified teacher which is actually not true. Doyle and O’Neill (2006) said “The purpose of mentoring is to share wisdom gained from experience and learning” (p.1).  So, the experience teachers help and share their experience, knowledge and skills with inexperience teachers.  

Borren, Johnson, Niday and Potts (2009) mentioned an example “It reminds me of when my children started riding bikes. When Wayne in confusion, Eillen explained, I did not just send them out of door. I first showed them how to ride a tricycle, then a bike with a trainer wheels, and then real bike. I stood beside them until they could pedal down the side walk by themselves"(p.8).

So, even the children are physically and mentally well prepared to ride bicycle but they could not because they need a coach/trainer who can help and guide them to ride the bicycle. So is the case of the novice teacher’s need an expert means mentor to provide help when they feel any problems. Boreen et al. (2009) said “Mentor can use many ways to help acclimate beginning teachers to the school environment, including helping them become aware of the school culture” (p.29). So, the mentor does not only help to the mentee teaching and learning but also informs about the school environment and the school culture. Ishler (2009, p.9 as cited in Boreen.et al, 2009) said that he problems for beginning are lack of encouragement or help from fellow teachers, and a principal may give frequent criticism and no support. So, the beginning teachers have to face so many problems such as need from other teachers, feeling of fear from principal, etc. In this situation, they have two options, either swim or sink. If there is mentor teacher, then the novice teacher will get help from mentor to be an effective teacher. The beginning teachers try to copy the styles of teaching from experts and experienced teachers. Rudney and Guillaume (2003) said “We know that many new teacher perceive a sense of isolation, a lack of frequent feedback on their teaching, and an absence of sustained support” (p.2).When a new inexperienced teachers joined any school or college, they are not familiar with the culture of the school and all the staffs are unknown for them. So, they feel alone and difficult in this situation. Therefore, the novice teachers need the help from mentor. As Boreen et al. (2009) said that “A major cause of new teacher attrition: teachers are compartmentalized into “egg-create classroom” (p.7). When the beginning teachers get help and support from the experienced expert teacher (mentor), they reduce their senses of isolation which is the most helpful factor for their development. Rundey and Guillaume (2003) said that “Novice teachers need emotional support, assistance focused on the learning of classroom routines and processes, and experience” (p.11). In order to get teaching learning as well as emotional support, the new qualified teachers need mentors.  Boreen et al. (2009) said “Research indicates that mentoring new teachers can increase their students’ motivation and critical thinking skills” (p.11). So, when the new teachers became the effective teachers in the classroom, the potential for students’ learning also increases.

From mentoring, not only mentee learns new techniques, skills, and experience from mentor but mentor also learn something new from mentee. As Doyle and O’Neill (2006) said “Every mentoring assignment provides the mentor with an opportunity to learn something new from the mentee” (p.6). So, mentors also increase their knowledge, skills, and confidence by sharing with mentee. It is said that “If we share more our knowledge and skills, we will learn more”. If we share other things with somebody, that will decrease but so is not in the case of sharing the knowledge and skills. So, mentoring is a kind of two sides of learning where mentor and mentee both learn from each other. Therefore, mentoring is important and fruitful for both professionals’ development.

Qualities to be a good mentor

A mentor is an experienced and senior teacher. Boreen et al. (2009) defined “A mentor is a veteran teacher who works with a novice during the beginning teacher’s early experiences in the classroom” (p.9). Mentor is an expert teacher who helps to the newly qualified teacher. “A mentor is a loyal friend, confident advisor, trusted “Guru”, guide, coach, role model, patron or encourager” (Peterson, 1989 as cited in Kafle, 2001). Working as a mentor is a highly complex job because mentor has to listen, talk, and answer the asking questions. So, any teacher cannot work as a mentor. To be a good mentor, he/she has to the following qualities:

i)                    Experienced:- Mentor teacher should be much experienced in teaching field.”A mentor should have at least three to five years of teaching experience so that he or she viewed as a veteran teacher rather than as a peer” (Slick,1995 as cited in Boreen,2009,p.12). If the mentor is more experiencd, then he/she may more practical skills of teaching.

ii)                  Older than mentee:- The mentor should be older than the beginning teacher. Borren (2009) said “An age difference of eight to fifteen years is recommended so that the mentor is viewed as experienced” (p.12). If the mentor is physically old, then the mentee may have the sense of more experienced and mentally matured.

iii)                Belonging to same gender:- If the mentor and the mentee belog to the same gender, then there will be more sharing and learning. Similarly, ideas of  teaching method also differes according to gender.

        “On the issue of gender, several research studies have implied that same gender mentoring      ralationship may be more professionally compatible. These studies also suggest that men and    women think differently and approach teaching in different ways” (Graham, 1993, Niday, 1996 as cited in Boreen et al, 2009, p.13).

iv)                Teaching in the same content area or at the same level:- If the mentor and the mentee belong to the same subject and the same level, then there will be more sharing which helps to mentee’s professional development quickly. Boreen (2009) said that “If the mentor and the beginning teacher share the same content area or the same or similar grade level, the mentor is usually able to provide motre direct assistance” (p.12). So, the mentee get more helps if the mentee has the same content area.

v)                  Time to talk and be closed:- It is also one of the most important qualities to be a mentor. The mentor teacher should give enough time to talk and close with the mentee. Boreen (2009) said “The teachers can easily talk for a few minutes between classes or before or after school” 9p.12). If the mentor does not give enough time to the mentee, there will be few opportunities for conversation and less chance for professional development.

vi)                Active listener:- The mentor should have the quality of active listener. He has to listen actively and seriously about the problems of the mentee. As Doyle and O’Neill (2006) said “A wise old owl lived in an oak

                     The more he saw, the less he spoke

                     The less he spoke, the more he heard

                     Mentors should be like that wise old bird” (p.6).

                                                                                                                                                                                                                                                                                                                                                                     

           

HINDU\ VEDIC PHILOSOPHY_2

PHILOSOPHICAL SCHOOL OF EASTERN

We have studied many philosophical schools based on western civilization. In the same way, there are many philosophical schools based on eastern civilization. Among them, Hindu or Vedic Philosophy is the first school which describes the eastern civilization. The word “veda” means “knowledge,” and is derived from the root “vid.” Sanskrit for “know.” In the same way, the word Hinduism is derived from the Persian word for Indian. It differs from western religions as it does not have a single founder, a specific theology system, a single system of morality, or religious organization. One of the major influences occurred when Indo- Europeans attacked Northern India (1500 to 500 BC) from the grassland of Russia and Central Asia. They brought with them their religion of Vedism. These beliefs became mixed with the indigenous Indian native beliefs. The Indus Valley Civilization flourished in Northwest India from the middle of the third millennium B.C. to the middle of the second millennium B.C.The civilization was a well developed culture centered around two major cities, Mohenjo- Daro and Harappa.Indo-Aryans, a nomadic tribe, began to migrate into this area around 1500B.C., roughly the same time as the mysterious disappearance of the Indus Valley civilization. The religious scriptures of the Indo- Aryans, the Vedas serve as the most widely acknowledged basis for Hinduism.

Founders:

Indo- Europeans extended the name of the province of Sindh to the whole country lying across the Indus River. The inhabitants were simply called Hindus, and their religion was thus called Hinduism.

Year founded:

Hinduism does not owe to any single historic event. A complex religion that has continually evolved and transformed over the course of millenniums. The beginnings of Hinduism have been dated back to the time in which the civilization flourished, approximately 2500 B.C.

Hindu Beliefs and Practices:

Hinduism is the monotheistic principle of Brahman, that all reality is a unity; the entire universe is one divine body. Brahma the Creator who is continuing to create new realities. Vishnu, the preservers these new creations. Whenever dharma is threatened, Vishnu travels from heaven to earth in one of ten incarnations. Shiva, the Destroyer, is at times compassionate, and destructive. Simultaneously, many hundreds of Hindu Gods and Goddesses are worshipped as various aspects of that unity.

Caste System:

The Rig –Veda defined five social castes. Ones caste determines the range of jobs or professions from which one could choose. Marriages normally take place within the same caste. One normally was of the same caste as one’s parents. In decreasing status, the five castes are:

Brahmins (the priests and academics)

Kshatriyas (the military)

Vaishyas (farmers and merchants).

Sudras (servants)

Harijan (the outcasts, commonly known as the untouchables).

Samsara (birth-death)

Humans – as being trapped in Samsara, a meaningless cycle of birth, life, death and rebirth. Kama is of ones good and bas deeds. It determines how you will live your next life. Through pure acts, thoughts and devotion, one can be reborn at a higher level. One can escape samsara and achieve enlightenment. Bad deeds can cause a person to be reborn as a lower level, or even as an animal. The unequal distribution of wealth, prestige, and suffering are thus seen as natural consequences for ones previous acts. Meditation is often practiced, with Yoga being the most common. Other activities include daily devotions, public rituals, and puja a ceremonial dinner for a God.

Vedic Philosophy:

The word “veda” means “knowledge,” and is derived from the root “vid,’ Sanskrit for “know,” reconstructed as being derived from the Pro- Indo European root “weid”meaning “see” or “know.” Weid” is also the source of the English word “wit,’ as well as “vision” through Latin. The word “veda,” derived from western Slavic “vedet” for “know.” Indian Philosophy begins with the Vedas where questions related to laws of nature, the origin of the universe and the place of man in it are asked. In the Vedic view, creation is recognized to the self- conscious of the primeval being(purusha).This leads to the inquiry into the one being that underlies the diversity of empirical phenomena and the origin of all things. Nature is taken to have three qualities (sattva, rajas, and tamas).

Vedas                                                                                                                                              

Vedas regarded as sruti (“that is heard”), form part of an oral tradition in the form of an ancient teacher-disciple tradition. Historians have tried to dates to the Vedas but no common consensus. The oldest surving scriptures in the world. The Vedanta schools of Hindu philosophy state Vedas are apaurusheya neither human nor divine origin nor are eternal in nature. Veda vyas is the writer of Vedas. The branches of Vedas are:

Rig- Veda

Yajur-Veda

Atharva-Veda

Sama VedaVedic philosophy of education.

The aim of Indian education was initially laid down by the Vedas. According to Vedic world view the world is pervaded by divinity and the aim of every living being is to achieve liberation. This is possible by following one’s own dharma. Thus, according to Vedas the aim of education is liberation. According to a famous statement, “That is knowledge which gives liberation. Therefore, the knowledge is a third eye of man, which gives him insight into all affairs and reaches him how to act. In the spiritual sphere it leads to our salvation, in the mundane sphere it leads to all round progress and prosperity. The illumination given to us by the education shatters illusions, removes difficulties and enables us to realize the true values of life. There were three types of educational institutions:        1. Gurukula: -

This, as the name indicates, was the family of the teacher and his residence where the students used to stay during the period of study. Gradually, the Gurukula was extended to include a number of buildings. However, the institution was built up around the family of teacher. The primary duty of the student was to serve the teacher and his family. The students were like sons of the teacher and the whole institution lived like a family.

2. Parishad: -

There were bigger educational institutions where several teachers used to teach different subjects. This may be compared to a college.

3. Sammelan: -

Literally, it means getting together for particular purpose. In this type of educational institution scholars gathered at one place for discussions and competitions generally on the invitation of the kin.

Sacred or Revered Texts:

The sacred literature of Hinduism can be divided up into two distinct categories: sruti and smriti.

Shruti:-Shruti, which is heard or divinely revealed, consist of the Vedas, the most ancient of the scriptures, the Upanishad, the Brahmans, and the Aranyakas.Shrutis refer to the demonstration of the divine in the world, and more specifically, the truths revealed by the deities to the early sages or rishis.The Upanishads are considered to be the most important of the remaining three scriptures of shruti literature. It is believed that these texts were secret scriptures taught by a sage to a disciple.

Smriti: - The Epics the Sutras and the Purans comprise the bulk of  the Bhagavad-Gita  and the Ramayana. The earliest of these epics are the Mahabharata, which includes the Bhagavad-Gita, and the Ramayana. The Sutras contain a number of important texts concerning subjects such as dharma, yoga and Vedanta. The most important of these texts was the Manusmriti or Laws of Manu, which deals with Hindu law and conduct. The Puranas are mythological texts which often told the stories of the gods and goddesses.

Samhitas and Brahmin: - The Mantras are collected called Samhitas. The four Samhitas are: - The Rik (poetry), Saman (song), Yajur (prayer), and Atharva (a kind of priest) commonly referred to as the Rig –Veda respectively. Each Samhita is preserved in a number of versions or recessions (shakhas). The Rig –Veda contains the oldest part of the corpus. (Collection or written text) and consists of 1028 hymns. The Sama-Veda is mostly a rearrangement of the Rig-Veda for musical rendering. The Yajur- Veda gives sacrificial prayers and the Atharva Veda gives charms, magical formulae.

Other three areas of Vedas

Brahman, the second part is explanation. The age of the Brahmans was followed by the age of the Aranyakas and Upanishads, philosophical and mystical texts dealing with the quest for atman, the knowledge of the self. It was during this period that the foundations of Hinduism were solidly laid. It explains the Vedas. It is related to the ritual treatises. Aranyakas- it is far away from the groups of people –tranquility. It is called the forest treatise. It is related to philosophy “Drisyete anenaiti darsanam.

The Essence of Hinduism:

Believing Vedas as divine creation

Believe in rebirth

OM as a considered as symbol of goddess

Spiritual belief.

Six schools of Hindu philosophy:

Sankhya (“the Count”)

Nyaya (“Analysis”)

Vaisheshika (“the School of individual Characteristics”)

Yoga (“spiritual displine”)

Mimamsa (“Enquiry” or “Thought”), and finally

Vedanta (“the End of the Vedas”).

Samkha

The oldest of the orthodox philosophical systems in Hinduism. Kapil is the propounder of Sankhya philosophy. Everything in reality stems from purusha (self or sour) and prakriti (matter). There are many souls and they possess consciousness, but they are devoid of all qualities. Prakriti or matter consists of three elements: steadiness, activity and dullness known as the three gunas, or qualities. Saamkhya is a dualistic philosophy, but there are difference between Samkhya and other forms of dualism. In the West, dualism is between the mind and the body, whereas in Samkhya it is between the self and matter. The concept of the self is roughly equivalent to the western concept of the mind.

Is deliverance from misery of this world possible?

Scholars have interpretated in two ways;

Number (shankya) and Gyan (knowledge). It believes that union of spirit and matter is necessary for the evaluation of the world. Deliverance from the miseries of this world is possible of secrets of the 25 elements.

Knowledge of secrets:

Prakirti

 Vikriti

Prakirti- vikriti

Neither Prakirti nor vikriti.

Vikriti:- hand, leg, speech, anus and genital, air eyes, ear, nose, tongue, skin, mind, and sky or space, energy, water, prithivi

Prakriti- vikriti                                                       sabda (speech)

                                                                               Sparsha, (touch)

Ahankar (ego)               Panchatantra                     Rup (form)

Mahat (intellect).                                                     Ras (taste) and

                                                                                 Ghandha (smell)

Educational implication of Shankhya

The aim of Shankhya – deliverance- the ultimate purpose. Self (purush)- neither cause nor effect. It id free and eternal. The existence of god can’t be proved. It is regarded as aesthetics. God –as supreme person and witness of the cause and effect mot the creator of the world. Prakirti is in the balance position – no change in the prakirti. If disturbed, some activity springs forward. There is cause – effect relationship. When the reflection of purush (spriti) falls on prakirti, the intellect is generated known as Chetan. An action (karya) is already inherent in cause (karan). That means development of man is already inherent in him. Education – to bring him the development of man to the fullest extent. There is a need for his continual education till he is able to distinguish between matter and spirit.

Curriculum

Admits both physical and spiritual aspects should be developed. Development of all senses and organs. For the adolescents-difficult subjects involving reasoning should be taught as ‘self’ is fully grown in this stage. Language, literature, social studies, physics, mathematics etc. to be include in the curriculum.

Teacher and Students

Teacher is trustworthy and ideal person. He has vivid knowledge about purush and prakirti also has knowledge of different quality i.e. guna.

Students

The philosophy believes in many souls. Emphasis the development of all aspects of life.                    

Summary

Kapil is the propounder of Sankhya philosophy. There are 25 elements. Salvation is possible only after getting the knowledge of 25 elements. Deliverance is the ultimate of education.

Yoga

Yoga is another school of Hindu Philosophy. Maharshi Patanjali is the profounder of Yoga philosophy. So some people call it Patanjali philosophy. Unlike other philosophies it is not only theoretical but also practical. Healthy body and powerful soul both are the subject of its study. It believes that the mind can be pure only when the body is healthy and the purity of the mind will lead to faculty of mental processes. Yoga is somewhat different from Samkhya. Its primary text is the Bhagavad-Gita Gita, which explores the Yoga, and Bhakti Yoga. In the Bhagavad-Gita Gita, itself Yoga is described as being many millions of years old, and is essentially a universal method of union with the Supreme. For many centuries Yoga practitioners have debated about the specific nature of this Supreme as Brahman, Paramatma, or Bhagavan respectively. The most significant difference from Samkhya is that Yoga incorporates the concept of a personal god, but also upholds Ishwara as the ideal upon which to meditate. This is either because Ishwara is the only aspect of the soul that has mot become entangled with nature, or because Ishwara is the Supreme God himself (depending on one’s point of view). Yoga also utilizes the concepts of Brahman and Atman found in the Upanishads, thus breaking from the Samkhya School by adopting concepts of Vedantic monism. Yoga lays down elaborate prescriptions for gradually obtaining physical and mental control over the personal self. This occurs until one’s consciousness becomes aware of one’s authentic self, or atman, as distinct from one’s feelings, thoughts, and actions. Realization of the goal of Yoga is known as moksha, nirvana, and Samadhi, all of which hold that the atman is of the same quality as the infinite Brahman. Patanjali wrote an influential text on Raja Yoga entitled Yoga Sutra and is often quoted as an authority on the Yoga process.

The main principles of Yoga:

Control of the aspiration and ambition of the mind. The purpose to understand the real of the soul. This can be understood when all the aspirations and ambitions of the mind are controlled. When the mind is not wandering and it is controlled, the form of god may be realized. To see the form of the god is yoga meditation.

The aspects of Yoga:

There are eight parts or aspects- Ashtang yoga. By observation of these aspects, ignorance is wiped off and real knowledge is achieved. After the perfect attainment of yoga, wisdom is awakened. So the purpose is to achieve wisdom and to wipe off ignorance.

Yama

Yama means absence. Absence of violence, untruth, stealing intercourse and seizing is yama. There are five aspects of Yama. They are non violence, truth, not stealing, continence and mot accumulating excessive wealth. Never having animosity against any creature is non violence.

Niyam:

There are five rules of Niyam. They are:

Shaunch or purity

Santosh or contentment

Tap or penance

Swadhyaya or continuous study of Vedas

Ishwar Pranidhan or the concentration in god and offering everything to him.

Asan:

The stability and feeling comfort in a posture is Asan.

Pranayam:

The control of breath while inhaling, keeping it in the lungs for sometimes and exhaling out are the process of pranayam.

Pratyahar:

Controlling the mind by keeping away the organs or senses from external attractions. To cut the relationship of the various sense organs from their respective subjects.

Dharana:

To apply the mind to some internal subject.

Dhyan:

To concentrate attention on a particular subject of the mind.

Samadhi:

Attained when the attention becomes the objective.

Educational implications:

Emphasize the importance of eight parts of Yoga. Yoga practices are helpful not only for one’s health but for the general uplift of an individual.

Conclusion

The main aim of yoga is to control the aspirations and ambitious of the mind to understand the real form of soul. Ignorance is wiped off. Wisdom is awakened through eight aspects-yoga- yama, niyama, asana, pranayam, pratyahar, dharana, dhyana and Samadhi. Peak of yoga is to get detached from all types of attributes. God knows everything and to see his form is yoga meditation.

My Passion for Photography_5