Philosophy, Science and Art of Learning To know is good, To do is better, To be that is perfect. 1. The lotus of the eternal knowledge and the eternal perfection is a bud closed and folded up within us. 2. It opens swiftly or gradually, petal by petal. 3. Teaching, example, influence—these are the three instruments of the teacher. 4. The teacher will seek to awaken muchmore than to instruct. The teacher is a light, kindling other lights. 5. The fundamental processes of learning are: Widening, heightening and deepening of consciousness. 6. The sense of wonder is not only the beginning of learning but also the constant flower and g

_________Appendix I_________ The Rishi and the Brahmacharin In ancient India, the concept of the Rishi connoted the highest ideal of the teacher. The teacher was a Yogin, one who had realized or was a seeker of true knowledge that comes through the practice of Yoga, which was at that time a developing science and art of psychological concentration and perfection. The Vedic Rishis described their aspirations and victories in the form of Mantra, inevitable expression born out of innermost vision and realization. The Vedic Rishis refer to their 'forefathers' as great pathfinders, and spoke of them in legends and myths in order to describe what they had achieved. For exa

_____________Appendix II____________ Important Landmarks of Indian History (Relevant to Indian Spirituality, Religion and Philosophy) The ancient dates of Indian history are quite uncertain. The earliest records of Indian history are the Vedas, but the period, when they were composed, has been a matter of controversy and speculation. The Vedas themselves speak of the 'forefathers' who had achieved great spiritual conquests. The Vedas thus refer to a pre-Vedic period, during which, it is certain, the ancient forefathers of the Indian peoples had explored the secrets of the universe and produced momentous results. Some historians have felt that the forefathers

Index Acharyas,41 Adhikara, 33,53 Aditi, 63, 74 Agamas, 59 Agastya, 10 Age, Purano-tantric, 84 Age, Vedic, 50 Agni,6,7,8,9,13,64,65,66 Agnosticism, 61 Ahimsa, 33 Ajata Shatru, 18 Akbar, 84 Akshara, 22 Alexander, 84 Amritam, 12, 22 Angirasas, 13,14,15,63 Angirasas, legend of, 64 Animism, 2, 3, 57 Apala, 31 Aranyakas,66,87,89 Architecture, 56 Art, 31,56 Artha, 49 Arthashastra, 105 Arum, 68,69, 70,78,80 Aryaman, 10,11,12 Aryan,12 Ashoka, 84 Ashram, 18,34 Ashwins, 12,13 Ashvamedha, 42 Astronomy, 44 Atharva Veda, 6,105 Atheism

Preface This brief book consists of a few reflections for beginners who are eager to understand the basic roots of Indian Culture and to explore the fundamental task of spiritual regeneration of contemporary India. This is an introductory essay, and it might serve as a stimulus to a growing number of youths who want to think seriously about our most ancient book of wisdom and its relevance to the present cultural needs. The attempt is to present some preliminary material for a rapid reading so that the readers might feel the need to study the subject of this essay in greater depth by taking recourse to authoritative works, particularly, those of Sri Aurobindo, such as The Secret of

KIREET JOSHI

Bibliography Altekar, A.S., Education in Ancient India, Banaras, 1951. Dandekar, R.N., Vedic Bibliography (4 Vols.), Bhandarkar Oriental Research Institute, Poona. Dasgupta, S.N., A History of Indian Philosophy (5 Vols.),. Cambridge University Press. Hastings. ]., Encyclopaedia of Religion and Ethics, (13 Vols.), New York. Hiriyanna, M., Outlines of Indian Philosophy, George Alien & Unwin, London. Jayaswal, K.R, Hindu Polity, Calcutta, 1924. Kunhan Raja, C., The Vedas, A Cultural Study, Andhra University, 1957. Mira, Veda Education in Ancient India, Arya Book Depot, New Delhi, 1964. Mother, The, Mother's Agenda, (Vol.2) Institut de Res

____________1_____________ The Ancient Book of Wisdom The age of Mysteries has come to be acknowledged as a common feature among some of the most ancient cultures of the world. Whether in India or in Chaldea, in Egypt or in Greece, in Atlantis or in some previously extant but now submerged islands of ancient times, there seemed to have flourished people with knowledge of secret truths. There was, undoubtedly, even a pre-Vedic age and a pre-Chaldean age, during which there seemed to have developed remarkable experiments and explorations leading to discoveries of momentous importance The results of these discoveries seem, however, to have been lost i

Brahmacharins in Search of Knowledge (A few selections from the Upanishad) I Truthfulness Satyakama Jabala said to his Mother Jabala: "Venerable mother: I wish to join school as a brahmacharin (pupil wishing to learn the true knowledge). Please tell me from what family I hail." She said to him: "My child, I don't know from what family you are. In my youth, I went about in many places as a maid-servant; during that period I begot you; I myself do not know from what family you hail; I am called Jabala; and you are called Satyakama; so call yourself then Satyakama, the son of Jabala." Then he we

Plato among his students, Pompeian mosaic, National Museum, Naples Knower of Reality Introduction An allegory can reveal a message more powerfully than long and abstruse discourses or compositions weighted with analysis and arguments. Many great teachers have used allegories or parables to expound or explain a message or a lesson. One of the most famous allegories in the history of human thought is found in the seventh book of Plato s Republic: "The Simile of the Cave ". The main purpose of this allegory is to describe the ignorant state of humanity and its possible passage to a state of knowledge. According to Plato, most men are like