-08_Eternal India^s message to Young India.htm Eternal India's Message to Young India "India of the ages is not dead nor has she spoken her last creative world: she lives and has still something to do for herself and the human people." Page - 57 "We of the coming day stand at the head of a new age of development which must lead to a new and large synthesis. We do not belong to the past dawns, but to the noons of the future." Page - 58 "The individuals who will most help the future of humanity in the new age will not accept the theory that many must necessarily remain for ever on the lower ranges of life and only a few climb into t

A Philosophy of Education for the Contemporary Youth It is universally admitted that the possibility of an acceleration of man's quest of himself and of the universe constitutes the basic premise of all education. What precisely is man? What is the nature of the universe? And what is the secret formula of the equation of man with the universe? These are the central questions that education fosters, and it carries forward the accumulated answers from age to age. But how can they be fostered and by what means can the answers be carried forward at the highest possible speed? These constitute the very heart of the problem of the educa

Changing Horizons of the Contemporary Youth The Contemporary Youth looks with fresh eyes at the Expanding Universe. He dreams of the Voyage to Jupiter and Saturn. He has seen, as never before, the Earth from the Moon. He is a natural lover of Internationalism. The idea of the Planetary Civilization is growing deep in him. The World is shrinking by developments in Transport, Communication,Commerce, Industry, and Technology. He is enthused by the ideals of Liberty, Equality,Fraternity. But he is troubled by the gulf between Ideals and Actualities. He cries out for the New World and the New Man. But this requi

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