Jean Monnet, European Parliament, Strasbourg Courtesy; Media Library Jean Monnet for Europe Foundation, Lausanne, Switzerland Uniting Men — Jean Monnet Introduction Man's finest profession is that of uniting men. — Saim-Exupery France, Bordeaux: World War I, end of September 1914—The French had been just able to stop the advance of the Germans on the river Marne. The French government had fled Paris and was functioning from Bordeaux, where confusion prevailed. A young man presented himself at the office of Rone Viviani, the French Prime minister. He was just 26 of age, did not possess any diploma and did not hold any official position. H

Notes and References 1.Etienne Clementel, born in 1864. MP from his native town in Auvergne, he was instrumental in the French legislation dealing with agricultural cooperative societies. Minister of Colonies in 1905 and 1906, he tried to bring about more collaboration with the native populations. Generous and open to new ideas, he declared in a Congress in 1900, "The aim is not to draft a programme of action to transform the present social organization, but to generalize, without any specific doctrine in mind, the feeling of universal sympathy and the idea that all men are united in the unique and divine essence of humanity. When this feeling and this idea have

Acknowledgements This monograph is part of a series on Value-oriented Education centered on three values: Illumination, Heroism and Harmony. The research, preparation and publication of the monographs that form part of this series are the result of the cooperation of the following members of the research team of the Sri Aurobindo International Institute of Educational Research, Auroville: Abha, Alain, Anne, Ashatit, Auralee, Bhavana, Christine, Claude, Deepti, Don, Frederick, Ganga, Jay Singh, Jean-Yves, Jossi, Jyoti Madhok, Kireet Joshi, Krishna, Lala, Lola, Mala, Martin, Mirajyoti, Namrita, Olivier, Pala, Pierre, Serge, Shailaja, Shankaran, Sharanam, Soham, Suzie,

-06_Extracts from Jean Monnet^s Memoirs.htm Extracts from Jean Monnet's Memoirs related to the year 1950: the first step towards the creation of Europe Chapter 12 A bold, constructive act I Deadlock I cannot explain the source of that conviction which, at, important moments in my life, suddenly calls a halt to my reflections and turns them into a decision. Other people see it as a sense of timing. But I never ask myself whether it is necessary to do this or that: necessity itself forces me to do something which, once I see it clearly, is no longer a matter of choice. To see it clearly I have to concentrate — which I can do only in isolation, on long solitar

Illumination, Heroism and Harmony Preface The task of preparing teaching-learning material for value-oriented education is enormous. There is, first, the idea that value-oriented education should be exploratory rather than prescriptive, and that the teaching-learning material should provide to the learners a growing experience of exploration. . Secondly, it is rightly contended that the proper inspiration to turn to value-orientation is provided by biographies, autobiographical accounts, personal anecdotes, epistles, short poems, stories of hum our, stories of human interest, brief passages filled with pregnant meanings, reflective short essays written in well-chi

Illumination, Heroism and Harmony Nachiketas General Editor: KIREET JOSHI

A Synoptic Essay on Immortality There are many ways of answering the question, 'What hap-pens after death?' One can speculate on the question by comparing various views on: 'What is life?' 'What is death?' 'From where has life emerged?' 'Can life die?' 'Who dies?' 'Does man die?' 'Does the body die?' 'If the body dies, what happens to man?' 'Is there rebirth of man?' 'What happens to man between death and rebirth?' 'Why should man die?' 'Why should man be born?' 'What is man?' According to some, behind and above the Universe, behind and above man, there is a Supreme Reality. What is the nature

APPENDIX I SRI AUROBINDO on The Intention of the Soul in its Embodiment in the Ignorance of Body, Life and Mind That purpose for which all this exclusive concentration we call the Ignorance is necessary, is to trace the cycle of self oblivion and self discovery for the joy of which the Ignorance is assumed in Nature by the secret spirit. It is not that all cosmic manifestation would otherwise become impossible; but it would be a quite different manifestation from the one in which we live; it would be confined to the higher worlds of the divine Existence or to a typal non evolving cosmos where each being lived in the whole light of its own law of

Illumination, Heroism and Harmony Preface The task of preparing teaching-learning material for value oriented education is enormous. There is, first, the idea that value-oriented education should be exploratory rather than prescriptive, and that the teaching-learning material should provide to the learners a growing experience of exploration. Secondly, it is rightly contended that the proper inspiration to turn to value-orientation is provided by biographies, autobiographical accounts, personal anecdotes, epistles, short poems, stories of humour, stories of human interest, brief passages filled with pregnant meanings, reflective short essays wr

Usha, the Dawn the luminous Emergence that the Aryan forefathers worshipped Page-12 Introduction to the Katha Upanishad The Katha Upanishad contains secret knowledge of the soul and the self, which has been described in terms that evoke a sense of authenticity and assured experience. The Upanishad contains two cycles, each having three chapters. The first chapter of the first cycle narrates the story of the offering of Nachiketas by his father in a fit of anger to Yama, Lord of death, and the bestowing of three boons to Nachiketas by Yama. It also covers the account of the boons asked by Nachiketas, and we are told that w