Notes Homer To the ancients the poet was foremost a seer, an inspired artist capable of revealing hidden truths to his race or nation. No bard greater exemplifies this than Homer, the man credited with composing the most outstanding of Greece's epic poems, the Iliad and the Odyssey. Who was Homer? No one knows for sure. Later Greeks believed that he was a blind minstrel from the island of Chios. In ancient times his authorship of both epics was undisputed. Modern investigation of Homer's texts showed many inconsistencies of fact, style, and language between the two poems and led to serious questions about authorship. Today, however, most scholars believe that both poems were co

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, Vara

Zeus (Bronze statue 470 460 BC) Achilles and Priam This passage is the final chapter of Homer's Iliad. It describes the events that followed upon Prince Hector's defeat by Achilles and how the gods intervened to soften Achilles heart so that he would give the vanquished prince the honor and respect he so richly deserved. The games were over now. The gathered armies scattered, each man to his fast ship, and fighters turned their minds to thoughts of food and the sweet warm grip of sleep. But Achilles kept on grieving for his friend1, the memory burning on... and allsubduing sleep could not take him, not now, he turned and twisted, side to side, he lo

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 written in well-chisell

4 Psychology of Integral Yoga ALL METHODS of Yoga are special psychological processes founded on a fixed truth of Nature and developing out of normal functions, powers and results which were always latent but which her ordinary movements do not easily or do not often manifest. Each specialised system of Yoga selects one or two or more faculties of human psychology and uses them as its instruments, develops them, purifies them and employs through them a certain special method of concentration on the object that is sought to be realised. In the Integral Yoga, all powers and faculties are combined, developed and purified, and there is a progressive integral co

3 Bondage, Liberation and Perfection ONE OF the greatest contributions of the Indian science of Yoga is that of the discovery of the state of bondage of the human soul, as also that of the fashioning of the various methods which would ensure liberation and its other consequences relating to perfection. Every human being is required to deal with a given environment and a certain set of circumstances, and at a certain stage, a conscious feeling begins to grow that there is something in the human personality which needs to be distinguished from the environment and circumstances in an effort either to escape from the burden of life and its respo

Foreword ONE OF the areas of research promoted by the Dharam Hinduja International Centre of Indic Research is to explore Yogic knowledge contained in the Indian tradition and to examine how that knowledge is relevant to the needs of the contemporary world which Sri Aurobindo had characterised as those of 'evolutionary crisis'. The centre has set up a Working Group for 'Yoga as Science', which has been engaged in the study of various aspects of Yogic efforts recorded from the Vedic times to the present day. The papers collected in this volume are related to Sri Aurobindo and his Integral Yoga and were presented at the meetings of the Working Group during 1997. The paper on 'Bon

1 Sri Aurobindo SRI AUROBINDO was born on 15 August 1872 at Calcutta. At an early age of seven, he was taken along with his elder brothers to England for education, since his father wanted him to have no Indian influence in the shaping of his outlook and personality. And yet, even though Sri Aurobindo assimilated in himself richly the best of the European culture, he returned to India in 1893 with a burning aspiration to work for the liberation of India from the foreign rule. While in England, Sri Aurobindo passed the ICS examination, and yet he felt no call for it, and so he got himself disqualified by remaining absent from the riding test. The Gaekwar of Baroda ha

Index ādeśa 12 Advaita 5 after-images 6 Alexander, Samuel 25 ānanda 23 aparā prakriti 15 Ārya 3 āsana 26 . Bhagavadgītā (Gitā) 9, 21, 45, 47, 48,90,91, 101 Bhagavad shakti 75; see also shakti bhakti 21 Bhakti Yoga 42 beatitude 27, 28 beauty 31 beyond-ego 88; see also ego Brahman or Ātman 11, 43, 45, 65, 97 Bramhic silence 2 Buddha 97 Buddhism 92; the Yoga of 43 Chinmaya 84 concentration 28; a certain special method of 52; the method of 26; a line of 42; specific process of 27 daivī prakriti 75; see also prakriti de Chardin, Teillhard 25 death 15

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