Hour 1: Introduction to Value Education & Self-Exploration

I. The Need for Value Education

 All human beings inherently aspire for a happy, fulfilling, and successful life.

 To achieve this, a human being must answer two important questions: “What is my
aspiration?” (What to do?) and “How to fulfill my aspiration?” (How to do?).

 Understanding human aspiration and discovering what is truly valuable falls under the
value domain, which is the core subject of Value Education.

 Learning the specific methods, sciences, and management techniques to actualize

these aspirations falls under the skill domain, addressed by Skill Development.

 There is an essential complementarity between values and skills, but the priority must
always be values first, followed by skills.

 The present education system has largely become skill-biased, placing prime
emphasis on science and technology without a solid base of values.

 Skills can only provide the means to achieve an end, but they cannot help a person
decide what is actually valuable to pursue.

 The consequence of this skill-biased education is clearly visible today in the form of
serious crises at the individual, societal, and environmental levels.

 Therefore, the prime need for value education is to discover what is truly valuable in
life and work out the holistic program for its fulfillment.

II. Basic Guidelines for Value Education

 Universal: The content must be universally applicable to all human beings for all
time and all places, not changing according to sect, creed, nationality, or gender.

 Rational: The content must appeal to human reasoning and cannot be based on
dogmas, blind beliefs, or a rigid set of sermons and do's and don'ts.

 Natural and Verifiable: The propositions must be naturally acceptable to the human
being and experientially verifiable in day-to-day living, rather than being merely an
intellectual exercise.

 All-Encompassing: The study must cover all dimensions of human life (thought,
behavior, work, and understanding) and all levels of human living (individual, family,
society, nature, and existence).

 Leading to Harmony: The ultimate goal of the education must be to promote

harmony within the individual, among human beings, and with the entire nature.

III. The Content of Value Education

 The fundamental “value” of any entity is its precise participation in the larger order of
which it is a part.

 The context for determining value is always the larger order; for example, the value of
a piece of chalk is its participation in the functioning of a classroom.

 The value of a human being is to ensure mutual fulfillment in the larger order of entire
nature and existence.

 This participation starts from within the individual themselves, extends into their
family, expands into the society, and ultimately encompasses all of nature.

 To thoroughly understand human values, we must study human reality alongside

everything in existence, exploring things as they are so we can recognize our correct
participation with them.

IV. The Process: Self-Exploration

 Human values are already potentially present in each and every human being; they
only need to be discovered through an appropriate process.

 The process of value education must be self-exploration, avoiding prescriptive

formulas, sermons, or external programming.

 Self-exploration is a process of seeing reality in our own right, through our own
investigation, observation, and analysis.

 The content is delivered as a series of “proposals” that the student must verify rather
than blindly assume to be true or false.

 Self-exploration takes the form of a continuous dialogue within the student's own
Self.

 This internal dialogue exists between “What I am” (current desires, thoughts,
expectations, and competence) and “What is naturally acceptable to me” (true
intention and what one really wants to be).

 When “What I am” is in harmony with “What is naturally acceptable to me,” the
result is a state of happiness.

 When there is a contradiction between “What I am” and “What is naturally acceptable
to me,” the result is a state of unhappiness.

V. Understanding Natural Acceptance

 Natural acceptance relates to fundamental purpose and basic desires, providing a

definite internal answer when referenced.

 Natural acceptance does not change with time.

 Natural acceptance does not change with place.

  Natural acceptance does not change with the individual.

 Natural acceptance is entirely uncorrupted by personal likes, dislikes, assumptions, or

external beliefs.

 Natural acceptance is innate and a part of our being; it does not need to be created,
only discovered.

VI. The Two-Step Mechanism of Self-Exploration

 Step 1: Self-Verification. First, verify the given proposal strictly on your own right,
on the basis of your innate natural acceptance.

 Step 2: Experiential Validation. Second, try to live according to the proposal to see
if it holds true in reality.

 In living, validation through behavior with other human beings must lead to mutual
happiness.

 In living, validation through work with the rest of nature must lead to mutual
prosperity.

 The tangible outcome of completing this self-exploration process is obtaining Right

Understanding.

 Right understanding can be recognized because it is assuring, satisfying, and holds

universal truth across time, space, and all individuals.

Hour 2: Basic Human Aspirations & Their Fulfillment

I. Continuous Happiness and Prosperity

 Whatever actions we take or thoughts we have, they are driven by a desired end state
in mind, which constitutes our basic aspiration.

 When we introspect, we find that the basic aspirations of every human being are
happiness, prosperity, and the continuity of both.

 We have an innate “natural acceptance” for the continuity of happiness and

prosperity.

II. The Gap: Current Assumptions vs. Reality

 Despite our basic aspirations, there is often a significant gap between what we want
and our current state of being.

 When reflecting on our efforts, it becomes clear that we generally work solely toward
the accumulation of physical facility.

 The fundamental problem is the assumption that happiness and prosperity will
automatically follow once we have enough physical facility.
 However, if we examine the unhappiness in our families, we typically find that the
major reason for the distress is a lack of fulfillment in relationships, not merely a lack
of physical facility.

 Even though relationship problems cause the most distress, most of our time and
effort is still invested in accumulating physical facility.

III. Animals vs. Human Beings

 Physical facility is necessary for both animals and human beings.

 For animals, physical facility is necessary and largely adequate; once they have food
and shelter, they are satisfied.

 For human beings, physical facility is necessary, but physical facility alone is not
adequate for fulfillment.

 When a human lacks physical facility, they become uncomfortable, but once they
obtain it, they start thinking about many other things (relationships, respect, purpose,
etc.).

 Therefore, humans naturally want to live in a relationship of harmony with others,

rather than in opposition or a “struggle for survival”.

IV. The Three Requirements and Their Priority

 To fulfill human aspirations, three distinct realities are absolutely necessary and
cannot be substituted for one another.

 These three requirements must be fulfilled in a strict order of priority:

1. Right Understanding: The first priority, required within the Self to

understand harmony.

2. Relationship: The second priority, focusing on fulfillment and right feeling

(trust, respect) with other human beings.

3. Physical Facility: The third priority, ensuring physical needs are met through
interactions with the rest of nature.

 Through right feeling in relationships based on right understanding, we can ensure

mutual happiness.

 With right understanding, we can accurately identify our physical needs and produce
them sustainably, ensuring mutual prosperity.

V. Animal Consciousness vs. Human Consciousness

 Living with the assumption that physical facility alone is sufficient for fulfillment is
living with Animal Consciousness.
  If right understanding is missing, a person cannot identify how much physical facility
is actually needed, leading to an endless desire for more and a constant feeling of
deprivation.

 This feeling of deprivation leads people to exploit and deprive others.

 Living with continuous happiness and prosperity by ensuring right understanding,

fulfillment in relationship, and physical facility in the correct priority is living with
Human Consciousness.

 Currently, society is divided mostly into two states:

1. Lacking physical facility, unhappy, and deprived.

2. Having physical facility, yet still unhappy and deprived.

 What is commonly called “development” today largely shifts people from the first
state to the second state.

 The naturally acceptable state is the third state: Having more than required physical
facility, being happy, and being prosperous.

VI. Holistic Development & Education-Sanskar

 Holistic development is defined precisely as the transformation of consciousness from

animal consciousness to human consciousness.

 The primary role of education is to facilitate this holistic individual transformation

and, subsequently, a societal transformation into a humane society.

 Education is responsible for developing the right understanding and a holistic

perspective.

Hour 3: Understanding the Human Being as Co-existence

I. Human Being as a Co-existence

 A human being must be understood as the co-existence of two completely different

types of reality: the Self (often termed as 'I') and the Body.

 The Self represents the domain of consciousness, while the Body represents the
domain of material.

 To truly understand a human being, both the domain of consciousness and the domain
of material need to be understood separately.

II. Distinguishing the Needs of the Self and the Body

 The Need Itself: The fundamental need of the Self is happiness (e.g., a feeling of
respect), whereas the need of the Body is physical facility (e.g., food, clothing,
shelter).
 In Time: All needs related to the Self are continuous in time, while all needs related
to the Body are temporary and only required for a limited duration.

 In Quantity: The needs of the Self are qualitative in nature (they are feelings, which
cannot be measured in kilograms or meters), whereas the needs of the Body are
quantitative and can be explicitly measured.

 Fulfilled By: The needs of the Body are fulfilled by material, physio-chemical things,
but the needs of the Self are fulfilled entirely by right understanding and right feeling.

 Because these needs are of two completely distinct types, they cannot be substituted
for one another and must be fulfilled separately.

III. Distinguishing the Activities of the Self and the Body

 The primary activities of the Self include desire, thought, and expectation.

 These activities within the Self are inexhaustible and are going on continuously,
whether we are consciously aware of them or not.

 Conversely, the activities of the Body, such as eating, walking, or breathing, are
temporary in time.

IV. Distinguishing the Responses of the Self and the Body

 The response of the material Body is based entirely on “recognizing and fulfilling”.

 Because the Body only recognizes and fulfills, its response is definite.

 The response of the conscious Self is based on “knowing, assuming, recognizing, and
fulfilling”.

 For the Self, recognition and fulfillment are heavily determined by the activity of
“assuming”.

 If an assumption changes, the recognition and fulfillment by the Self also immediately
change, which makes human conduct indefinite if based merely on assumptions
without knowing.

 Human conduct becomes definite and self-organized only when the activity of
assuming is firmly based on “knowing” (right understanding).

 All problems of a human being are fundamentally due to assumptions without

knowing, and the solution lies in ensuring the activity of knowing through education-
sanskar.

V. The Gross Misunderstanding and Its Consequences

 The gross misunderstanding prevailing in the world today is assuming that the human
being is entirely equal to the Body.
  By operating under this assumption, people try to fulfill all human needs—including
the continuous, qualitative needs of the Self—solely through physical facility.

 Because physical facility is temporary and quantitative, it can never successfully

fulfill the continuous need for qualitative feelings (like respect or happiness).

 This mismatch causes the demand for physical facility to become unlimited in the
individual's mind.

 Pursuing unlimited physical facility leads to a constant feeling of deprivation (“I don't
have enough”), regardless of how much is accumulated.

 This feeling of deprivation directly results in the exploitation of other human beings
and the rapid depletion and exploitation of natural resources.

Hour 4: Harmony in the Self (Consciousness)

I. The Activities of the Self

 The fundamental activities of the Self can be understood in terms of desire, thought,
and expectation.

 Desire is the name given to the activity of imaging, which is the process of creating
an image within the Self.

 Thought is the power for the activity of analyzing, which is based on comparing
various possibilities to fulfill a desire.

 Expectation is the power for the activity of selecting, which is based on tasting.

 These powers of desire, thought, and expectation are inexhaustible.

 The activities of imaging, analyzing-comparing, and selecting-tasting are continuous

and are always going on, whether a person is consciously aware of them or not.

II. Imagination and the State of Being

 Together, the activities of imaging, analyzing-comparing, and selecting-tasting

constitute what is called “imagination”.

 Imagination represents “what I am” at any given moment, encompassing one's current
competence, desires, thoughts, and expectations.

 Happiness and unhappiness depend entirely on the internal state of this imagination.

 If a person's imagination is in harmony with their natural acceptance (“what I really

want to be”), they are in a state of continuous happiness.

 If a person's imagination is in contradiction with their natural acceptance, they are in a

state of unhappiness.

 This internal imagination is ultimately expressed to the outside world in the form of
behavior with other human beings and work with the rest of nature.
 III. The Sources of Imagination

There are three possible sources of motivation that drive a person's imagination:

1. Preconditioning: These are the beliefs, notions, norms, ideas, views, dictums, and
goals prevailing in the family or society that an individual has assumed without
actually knowing or verifying them.

2. Sensation: This is the information received from the Body through the five sense
organs (sound, touch, sight, taste, and smell).

3. Natural Acceptance: This is the inner voice or conscience, which serves as the real,
innate source for deciding one's desires if one engages in self-verification.

IV. Enslavement vs. Self-Organization

 If a person's imagination is motivated primarily by preconditioning or sensation, their

happiness becomes dependent on external factors.

 This dependency means the individual's imagination is enslaved, making them

vulnerable to contradictions and unhappiness.

 Sensation itself is not an enslavement, as it is necessary for the Self to take proper
care of the Body; the problem arises only when an individual tries to associate their
continuous happiness with these favorable physical sensations.

 Preconditionings can sometimes be right, but unless they are verified through natural
acceptance and validated in living, acting on them is a form of enslavement.

 Conversely, if imagination is strictly guided by one's natural acceptance, the

individual is sure to be in harmony and happiness within.

 This state of internal harmony, guided by natural acceptance, is called self-

organization.

V. Continuous Harmony

 A human being's state of being at any point can be articulated as the accumulation of
their “acceptances,”.

 Harmony in the Self becomes continuous only when all the activities of the Self—
including the higher activities of contemplation, understanding, and realization of co-
existence—are completely awakened.

 The way ahead is to know our natural acceptance, be aware of our imagination,
identify its source, and sort it out until it fully aligns with natural acceptance.

Hour 5: Harmony with the Body (Self-Regulation) & Introduction to Family

I. The Body as a Self-Organized Instrument

 The Body is a wonderful, self-organized system where each part naturally co-exists in
harmony with every other part (e.g., the eyes, brain, and digestive system are naturally
synchronized).

 The Body acts entirely as an instrument of the Self.

 The Self is the Seer, Doer, and Enjoyer, using the Body as an equipment to fulfill its
program for continuous happiness.

II. Self-Regulation and Health

 Self-Regulation: Defined as the feeling of responsibility within the Self towards the
Body for its nurturing, protection, and right utilization.

 Health: This is a natural consequence of the feeling of self-regulation.

 There are two primary indicators of a healthy Body:

1. The Body is able to perform according to the instructions of the Self.

2. The different parts of the Body are in harmony amongst each other (they are in
order).

 The feeling of self-regulation in the Self is primary, whereas health in the Body is a
secondary, natural consequence.

 Currently, many disorders are psycho-somatic in nature; disharmony in the Self (the
'psycho') directly causes disharmony in the Body (the 'somatic') because of the false
assumption that “I am the Body”.

III. The Program for Self-Regulation and Health

To maintain health, the Self must ensure a specific program consisting of several
elements:

1. Nurturing (Intake & Routine): Providing the right inputs (air, water, food, sunlight)
and maintaining a proper, regular routine for sleeping, waking, and eating.

2. Physical Labor & Exercise: Labor involves work on the rest of nature to produce
physical facility, which provides sufficient movement; exercise is used if labor is
insufficient for upkeep.

3. Balancing: Keeping internal and external organs in harmony through appropriate

postures/movements, and balancing breathing through specific exercises.

4. Medicine & Treatment: Utilizing medicine to help the Body recover from temporary
lifestyle disorders, and taking treatment when the Body cannot recover its natural
harmony on its own.

 Recognizing this exact program helps us see that the physical facility required to
nurture, protect, and utilize the Body is limited in quantity, which is the foundation
for achieving the feeling of prosperity.
 IV. Introduction to Harmony in the Family

 Every human being is born into a family, making the family the basic unit or building
block of human organization.

 The family provides the essential base for appreciating, accepting, understanding, and
practicing how to live in relationship and harmony.

 Harmony in the family primarily revolves around the fulfillment of the relationship
between human beings.

 Currently, relationship problems arise because we incorrectly assume relationships are

based on the Body rather than recognizing them on the basis of feelings in the Self.

V. Understanding Relationship

There are four vital aspects to understanding relationships correctly:

1. Relationship is between one Self and another Self : Relationship already exists; it
does not need to be created, only recognized and fulfilled. It is the Self that recognizes
the relationship, not the Body.

2. There are feelings in relationship: The core issue in human relationships is feelings,
and these feelings exist in one Self for the other Self (not in the Body).

3. These feelings can be recognized and are definite: There are exactly nine naturally
acceptable feelings (values) in human relationships (Trust, Respect, Affection, Care,
Guidance, Reverence, Glory, Gratitude, and Love).

4. Fulfillment leads to mutual happiness: When we ensure these naturally acceptable

feelings in ourselves, share them with the other, and both accurately evaluate them, it
leads to the happiness of oneself as well as the other.

Hour 6: Foundational Values in Relationship - Trust and Respect

I. Trust (The Foundational Value)

 Trust is the foundational feeling (value) in any relationship; it is where the

relationship begins.

 Definition: Trust is to be assured that the other person intends to make me happy and
prosperous.

 To thoroughly understand trust, we must evaluate eight statements divided into two
categories: Intention and Competence.

 Intention (Natural Acceptance) asks: Do I want to make myself happy? Do I want

to make the other happy? Does the other want to make themselves happy? Does the
other want to make me happy?
 Competence (Ability) asks: Am I able to make myself always happy? Am I able to
make the other always happy? Is the other able to make themselves always happy? Is
the other able to make me always happy?

 When examining intention, the answers are generally a resounding “yes” (tick mark),
but when examining competence, there are many question marks because the ability is
frequently lacking.

II. Distinguishing Between Intention and Competence

 A major common mistake in relationships today is how we evaluate ourselves versus

how we evaluate others.

 We evaluate ourselves based on our intention, concluding that because our intentions
are good, we are fundamentally good people.

 Conversely, we evaluate others based on their competence; when they fail to make us
happy, we immediately doubt their intention.

 When we doubt another person's intention due to their lack of competence, we

develop a feeling of opposition, irritation, or anger, rather than accepting them as a
relative.

 Having unconditional, continuous trust on intention means recognizing that the other's
natural acceptance is exactly the same as ours (they want to be happy and make us
happy).

 With trust on intention established, if the other person makes a mistake, we realize it
is a lack of competence, and the natural response is to try to help improve their
competence rather than getting angry.

III. Respect (Right Evaluation)

 Definition: Respect is right evaluation.

 When a human being is rightly evaluated, they feel respected; when they are not
rightly evaluated, they feel uncomfortable and disrespected.

 Disrespect takes place in three distinct ways:

1. Over-evaluation: Evaluating someone for more than what they actually are.

2. Under-evaluation: Evaluating someone for less than what they actually are.

3. Otherwise-evaluation: Evaluating someone for something other than what

they actually are.

IV. The Minimum Content of Respect: Similarity

 Evaluating a human being on the basis of the Self (rather than the Body) reveals the
minimum content of respect: “The other is similar to me”.
  This similarity rests on three pillars:

1. Purpose: Both I and the other have the exact same natural acceptance to live
with continuous happiness and prosperity.

2. Program: Both I and the other have the same program to fulfill this purpose
—understanding harmony and living in harmony at all levels.

3. Potential: Both I and the other are endowed with natural acceptance, and the
activities of desire, thought, and expectation are continuously going on in both
of us.

V. Differentiation vs. Respect

 In general society, what is often called “respect” is actually differentiation leading to

discrimination.

 Differentiation occurs on three superficial bases:

1. Based on the Body: Discriminating by age, gender, race, or physical strength

(arising from the gross misunderstanding that Human Being = Body).

2. Based on Physical Facility: Discriminating by wealth or post (arising from

the misunderstanding that Physical Facility = Happiness).

3. Based on Beliefs: Discriminating by “isms,” sects, or sets of information

(arising from the misunderstanding that pre-conditioning equals right
understanding).

 All of these differentiations lead to discrimination, which is not naturally acceptable

and is, therefore, an act of disrespect.

VI. The Complete Content of Respect: Complementarity

 While we are entirely similar at the level of purpose, program, and potential, we may
differ in our level of competence (how much of our potential has been realized).

 The complete content of respect is recognizing: “The other is similar to me, and we
are complementary to each other in terms of competence”.

 Living with Complementarity:

o If the other person has more understanding and responsibility than me, I am
committed to understanding from them.

o If I have more understanding than the other, I live with responsibility

unconditionally, unperturbed by their behavior, and am committed to
facilitating their understanding once they are assured in the relationship.

Hour 7: Other Values and Justice in Relationship

I. The Remaining Naturally Acceptable Feelings (Values)

 Following Trust and Respect, there are seven other definite, naturally acceptable
feelings in human-to-human relationships:

 Affection: The feeling of being related to the other, accepting them as one's relative.
A lack of affection manifests as opposition or jealousy. Trust and respect are
absolutely essential to develop the feeling of affection.

 Care: The feeling of responsibility and commitment for the nurturing and protection
of the Body of one's relative.

 Guidance: The feeling of responsibility and commitment for the development of the
Self of one's relative, ensuring they achieve right understanding and right feeling.

 Reverence: The feeling of acceptance for excellence. Excellence is an absolute state

of continuous happiness achieved through complete understanding of harmony and
living in harmony at all levels. Working for excellence involves naturally making the
effort to help others achieve it, whereas competition involves hindering others from
reaching your level.

 Glory: The feeling of acceptance for those people who have made the effort for
excellence.

 Gratitude: The feeling of acceptance for those who have been of help and made the
effort for my excellence (my right understanding). It is a highly significant feeling in
the development of relationships.

 Love: The feeling of being related to everyone and to all. It begins with affection and
expands to include all, making it the “complete value,” which is ultimately expressed
in the form of compassion.

II. Love vs. Infatuation

 The true feeling of love is not based on physical sensation.

 If a feeling is based solely on physical sensation, it is an “infatuation” where sensual

pleasure is the major goal.

 Infatuation is conditional and temporary; it only lasts as long as the favorable

sensation or the hope of receiving that sensation continues.

III. Right Feeling, Physical Facility, and Response

 Right Feeling from Within: The continuity of right feeling is only possible if it
comes from within oneself and is based on right understanding, rather than constantly
trying to demand or extract right feelings from the other person.

 Role of Physical Facility: Physical facility has a very limited role in fulfilling
relationships; while it is necessary for fulfilling the feeling of “Care” (nurturing the
Body), for all other feelings, it plays a merely symbolic role.

 Response vs. Reaction: Understanding relationships, particularly having trust on

intention, brings clarity to living with response rather than reaction. Living with
 response ensures that one's conduct is definite, whereas living in reaction results in
indefinite conduct.

IV. Justice in Relationship

 Definition: Justice is the precise recognition, fulfillment, and evaluation of human-

human relationships, which inherently leads to mutual happiness.

 Recognition: This means rightly identifying and acknowledging the naturally

acceptable feelings in a relationship.

 Fulfillment: This requires ensuring the naturally acceptable feelings within oneself,
living with responsibility toward the other, and actively making an effort for mutual
development (developing one's own competence while helping the other develop
theirs).

 Evaluation: This means verifying that I hold the right feeling, that I have expressed it
properly, that the feeling has successfully reached the other, and that the other is able
to accurately identify it.

 When recognition, fulfillment, and evaluation are executed correctly from my side, I
feel happy; when the other evaluates my expression rightly, they also feel happy,
resulting in mutual happiness.

 Justice is desirable starting within the family, but it must extend beyond the family all
the way to the world family, ultimately leading to an undivided society.

Hour 8: Harmony in the Society

I. Society vs. Crowd or Battlefield

 A true society is formed only when families live together in a relationship of mutual
fulfillment, sharing a common goal.

 When people live together but are not in a relationship of mutual fulfillment and have
differing goals, it is merely a “Crowd”.

 When people live separately in opposition or struggle, with conflicting goals, it

becomes a “Battlefield”.

II. The Comprehensive Human Goal

To build a harmonious society, the goals of human beings living together must be
clearly articulated across four levels:

1. Right Understanding & Right Feeling: This leads to Happiness and must be
ensured in every individual.

2. Prosperity: The feeling of having more than required physical facility, which must be
ensured in every family.
3. Fearlessness (Trust): A state free from domination and exploitation, which must be
ensured in the society.

4. Co-existence (Mutual Fulfillment): Ensuring a mutually enriching relationship,

which must be achieved in nature/existence.

 The Current Misunderstanding: Currently, society operates on the false assumption

that “money is everything,” leading to obsessions for consumption, profit, and sensual
pleasure. This creates a society driven by domination, fear, resource depletion, and
pollution, rather than the comprehensive human goal.

III. The Five Dimensions (Systems) of Human Order

To fulfill the comprehensive human goal, society requires five interconnected and
complementary systems:

1. Education

o Education is the process of developing the right understanding of harmony at

all levels of being.

o This system directly leads to Right Understanding and Right Feeling

(Happiness).

2. Health-Self-regulation

o Self-regulation is the feeling of responsibility towards the Body for its

nurturing, protection, and right utilization.

o Health is the condition where the Body acts according to the instructions of
the Self.

o This system directly aids in identifying needs and leads to Prosperity.

3. Production-Work

o Work is the effort a human being exerts on the rest of nature, and Production
is the physical facility obtained from that work.

o What to produce: Only the physical facilities strictly required for nurturing,
protecting, and utilizing the Body.

o How to produce: Processes must be cyclic/eco-friendly (returning resources to

their original state to prevent depletion and pollution) and people-friendly
(ensuring justice in human relationships).

4. Justice-Preservation

o Justice relates to human-human relationships; it is the recognition, fulfillment,

and evaluation of relationships leading to mutual happiness, which ensures
Fearlessness (Trust) in society.
 o Preservation relates to human-nature relationships; it is the enrichment,
protection, and right utilization of the rest of nature, which ensures Co-
existence.

5. Exchange-Storage

o Exchange means sharing or exchanging physical facility with a view of mutual

fulfillment, strictly without the obsession for profit.

o Storage means preserving physical facility after fulfilling needs so it is

available when required, strictly without the obsession for accumulation or
exploitation.

IV. The Scope: From Family Order to World Family Order

 The scope of an orderly, harmonious society begins at the family level, which is the
smallest unit where these dimensions can take shape.

 Order is ensured through successively larger complementary units, moving

systematically outward.

 The progression is: Family Order ->Family Cluster Order ->Village Order ->Village
Cluster Order ->Nation Order ->World Family Order (Universal Human Order).

 A “profession” is simply the mode of participation of a human being in one or more

of these societal dimensions to pursue the comprehensive human goal.

Hour 9: Harmony in Nature

I. Nature as a Collection of Units and the Four Orders

 Nature is defined as the collection of all units in existence, including air, soil, water,
plants, animals, human beings, and even distant entities like the sun and moon.

 Although these units are innumerable, they can all be classified into just four
fundamental orders:

1. Physical Order: Includes units like air, water, soil, and metals.

2. Bio Order: Includes grass, plants, and trees.

3. Animal Order: Includes animals and birds.

4. Human Order: Consists exclusively of human beings.

II. Harmony and Mutual Fulfillment

 There is a natural relationship of interconnectedness, interdependence, and mutual

fulfillment among the first three orders in nature.

 For example, animals and birds (Animal Order) depend on plants (Bio Order) for
food, while helping to spread seeds and protect plants from harmful pests.
 Similarly, animals depend on air and water (Physical Order), and in turn, their dung
and dead bodies act as manure to enrich the soil.

 Currently, the human being is not fulfilling for the other three orders; instead, humans
are dominating and exploiting them, leading to issues like global warming and climate
change.

 However, when human beings refer to their natural acceptance, the innate desire is to
mutually fulfill and enrich all four orders, not exploit them.

III. Deep Dive: Characteristics of the Four Orders

Every unit in nature can be understood through four distinct facets: Activity,
Innateness (Self-organization), Natural Characteristic (Participation), and Inheritance.

 Physical Order:

o Activity: Formation and Deformation.

o Innateness: Existence.

o Natural Characteristic: Composition and Decomposition.

o Inheritance: Constitution-based.

 Bio Order:

o Activity: Formation/Deformation, plus Respiration.

o Innateness: Existence, plus Growth.

o Natural Characteristic: Composition/Decomposition, plus Nurture/Worsen.

o Inheritance: Seed-based.

 Animal Order:

o Activity: Physical/Bio activities in the body, plus Selecting/Tasting in the Self.

o Innateness: Will to live (in the Self).

o Natural Characteristic: Cruelty or Non-cruelty (in the Self).

o Inheritance: Breed-based.

 Human Order:

o Activity: Physical/Bio activities in the body, plus continuous Imaging,

Analyzing-Comparing, and Selecting/Tasting in the Self.

o Innateness: Will to live with continuous happiness (in the Self).

o Natural Characteristic: Perseverance, Bravery, and Generosity (in the Self).

 o Inheritance: Education-Sanskar-based.

IV. Interconnectedness, Self-Regulation, and Abundance

 Self-Regulation: The first three orders are perfectly self-regulated. In a forest, the
proportions of soil, plants, and animals are naturally balanced (e.g., lions do not eat all
the deer, and plants do not overgrow their space).

 Nature does not require human intervention to be regulated or to remain in harmony.

 Abundance: Nature is organized in such a way that the physical facility required for
any order is available in absolute abundance.

 The quantity of all four orders follows a specific sequence: Physical Order >> Bio
Order >> Animal Order >> Human Order.

 Because of this sequence, the requirements for any specific order are already available
in abundance from the preceding orders.

V. The Human Role (Value) in Nature

 While the physical order can exist independently, and the bio and animal orders
depend only on the orders below them, the human order is uniquely dependent on all
three of the other orders for its survival.

 All orders in nature inherently exhibit a definite conduct, except the human order
when lacking right understanding.

 Because human inheritance is based on Education-Sanskar (unlike seeds or breeds),

human beings must rely on right understanding to achieve definite conduct.

 The proper participation (value) of a human being in nature is to ensure mutual

fulfillment by facilitating the right utilization, enrichment, and protection of the rest of
nature, allowing all orders to continue their innateness and inheritance.

Hour 10: Realizing Existence as Co-existence

I. Existence as Co-existence

 “Existence” is defined simply as whatever exists.

 There are two fundamental types of basic realities in existence: Units and Space.

 Existence is exactly defined as “co-existence,” which takes the form of units

submerged in space.

 The units exist within space, meaning that wherever a unit is, space is also there,
making them inseparable from space.

II. Distinguishing Units and Space

 Units:
 o There are innumerable units in existence, such as air, water, soil, plants, trees,
animals, birds, and human beings, as well as distant entities like the sun and
planets.

o All units can be observed to be limited in size and have boundaries.

o Every unit is an “activity” in itself and is continuously active in relation to

other units.

 Space:

o Space is unlimited, spread all around, and all-pervading.

o Space does not have any boundary or limited size.

o Unlike units, space has absolutely “no activity”.

III. The Implications of Submergence

Because units are submerged in space (co-existence), it inherently implies three

specific things about the units:

1. Energized in Space: By being in co-existence with space, every single unit is

energized, right from the smallest atom to the largest planet.

2. Self-Organized in Space: Every unit is self-organized and exists in a definite order.

Because it is in a definite order, it naturally exhibits a definite conduct, which is how
we identify and study that unit.

3. Recognizes and Fulfills Relationship: Every unit naturally recognizes its

relationship with every other unit in space and fulfills that relationship. This is true for
all units except for human beings lacking right understanding.

IV. Material Units vs. Consciousness Units

All units in existence are broadly categorized into two types: material units and
consciousness units.

 Material Units:

o These units are temporary in time.

o They operate purely on the basis of “recognizing and fulfilling,” meaning their
conduct is always definite.

o The fundamental stable material unit is the atom, which combines to form
molecules, then molecular structures (lumps or fluids), and eventually cells
that form plants, animal bodies, and human bodies.

o Material units constitute the Physical Order and the Bio Order.

 Consciousness Units (The Self):

 o These units are continuous in time.

o They operate on the basis of “knowing, assuming, recognizing, and fulfilling”.

o The Animal Order is the co-existence of consciousness (Self) and an animal

body (material).

o The Human Order is the co-existence of consciousness (Self) and a human

body (material).

V. Development in the Existential Sense

 Everything we do with the material world is fundamentally cyclic; material will keep
changing and returning to its initial state, meaning there is no actual “development” in
the material domain.

 Development, or permanent change, is possible only in the domain of consciousness

(the Self).

 This existential development occurs in two forms:

1. Developing right understanding (understanding co-existence) and right feeling

(feeling of co-existence) in the Self, which means awakening to the activities
of contemplation, understanding, and realization.

2. Living on the basis of this right understanding and right feeling, thereby
updating our desires, thoughts, and expectations to be expressed seamlessly in
our behavior, work, and participation in the larger order.

Hour 11: Definitiveness of Ethical Human Conduct & Professional Ethics

I. Definitiveness of Ethical Human Conduct

 Definite human conduct is the sum total of the state of harmony within, expressing
itself and participating in harmony with the outside world.

 The harmony present in the Self is naturally expressed and extended to all levels of
being:

o Harmony at the level of Self: Leads to Happiness.

o Harmony of the Self with the Body: Leads to Health at the level of the body.

o Harmony in the family and human-human relationship: Leads to Mutual

happiness, justice, and fearlessness.

o Harmony with the rest of nature: Leads to Mutual prosperity (prosperity in

human being and preservation of nature).

o Harmony with the whole of nature/existence: Leads to Co-existence

(mutual fulfillment).
 II. Values, Policy, and Character

Ethical human conduct can be comprehensively grasped through three interconnected

facets:

1. Values (Understanding participation): With right understanding, we see our natural

participation (values) at all levels of being, which forms the core basis of our ethical
human conduct.

2. Policy (Thought of how to express values): Once definite human values are
identified, they guide our imagination (desires, thoughts, and expectations). Policy is
the comprehensive analysis of how to live with and express these values in a way that
is conducive to human welfare and the enrichment of all units in existence.

3. Character (Expression in behavior and work): Character is the actual interaction of

the human being with the outside world. It is understood in terms of:

o Chastity in conjugal relationships.

o Rightful acquisition and utilization of wealth (achieved by way of labor and

using cyclic, mutually enriching production processes).

o Kindness in behavior and work (ensuring justice in relationships and the

preservation of nature).

 Ultimately, ethical conduct is defined as being self-satisfying, people-friendly, and

eco-friendly for all time, place, and individual.

III. Profession in Context with the Human Goal

 A profession is defined as a mode of participation by human beings in the larger order

in pursuance of a comprehensive human goal.

 The excellence or success of any professional activity must be judged from this
comprehensive point of view, not merely in terms of wealth generation.

 Profession is not only a means of earning a livelihood but also an important activity to
authenticate one's understanding, evolving by interacting with other human beings
and nature in a mutually fulfilling manner.

IV. Professional Ethics and the Current Scenario

 Professional ethics is the code of ethical conduct within a profession, implying the
right utilization of one's professional skills toward fulfilling the comprehensive
human goal.

 Salient features of professional ethics include clarity about the comprehensive human
goal, confidence in prevailing harmony, and competence in mutually fulfilling
behavior and eco-friendly interaction.
  In the current scenario, unethical practices are rapidly increasing, leading to an
epidemic of scams, corruption, tax evasion, misleading propaganda, cut-throat
competition, adulteration, and the endangerment of public health and safety.

V. Inadequacy of Prevailing Approaches to Ethics

 To curb unethical trends, society currently employs methods such as administering

oaths, prescribing codes of conduct, setting up intensive audit inspections, framing
more stringent laws, encouraging whistle-blowing, and setting up vigilance
commissions.

 These methods are largely inadequate because they are either symptomatic, punitive
measures, or crisis management techniques, rather than real solutions addressing the
root cause.

 These issues arise from the inherent contradictions of the prevailing materialistic
worldview, where wealth maximization is the prime objective.

 In this faulty worldview, another person's happiness is seen as being in conflict with
one's own, making the exploitation of people and nature seem acceptable for
accumulating wealth.

 The true way ahead is to resolve the root cause by sincerely building the ethical
competence of professionals through proper value education based on right
understanding.

Hour 12: Holistic Technologies & Strategies for Transition

I. Vision for a Holistic Way of Life

 Right understanding prepares us to move toward a “holistic way of life” that caters to
the comprehensive human goal.

 This model of living is self-satisfying, people-friendly, eco-friendly, and therefore

sustainable.

 Moving toward this universal human order requires a shift in the education system
toward Humanistic Education, which facilitates self-exploration, realizes human
innateness, and develops the assurance that only value-based living brings continuous
happiness.

 Right understanding also provides the basis for a Humanistic Constitution, which is
essential for developing an un-fragmented human society and ensuring social justice.

 The progression is cyclical: Humanistic education leads to human conduct, which

shapes a human constitution, establishing a universal human order, which in turn
ensures humanistic education for the next generation.

II. Criteria for Holistic Technologies and Systems

 Currently, technological innovations are largely driven by a materialistic worldview,
often proving counterproductive to long-term human welfare (e.g., resource depletion
and pollution).

 Technologies, production systems, and management models must be evaluated using

three broad, holistic criteria:

1. Catering to appropriate needs and lifestyles.

2. Eco-friendly (cyclic, renewable, and mutually enriching).

3. User-friendly (safe, economical, and enhancing human capability).

 Criteria for Technologies: Must promote the use of renewable energy, utilize local
resources/expertise, enhance human interaction, and ensure products have high
durability and recyclability.

 Criteria for Production Systems: Must prioritize local consumption, match

production patterns with local availability, promote decentralized systems capable of
meaningful employment (production by masses rather than mass production), and
harness conservation and reuse.

 Criteria for Management Models: Must be relationship-based and cooperative,

treating the whole unit as a well-knit family. The goal must be employer-employee
and consumer satisfaction, not merely profit maximization.

III. Learning from Nature and Traditional Practices

 To gain insight into holistic systems, we must learn from the systems of nature and
identify the eco-friendly and people-friendly characteristics of traditional practices.

 Notable traditional examples include water harvesting systems, traditional agricultural

practices, local health-care techniques (like yoga, ayurveda, and naturopathy), the
langar system (sharing of food), and the jajmani system (relationship-based village
systems ensuring rural self-sufficiency).

 By combining these holistic traditional principles with present-day information, we

can augment systems to make them highly effective, efficient, and suited to current
needs.

IV. Strategies for Transition Toward a Humane Society

The transition from an inhuman society to a humane society (from animal

consciousness to human consciousness) requires tangible steps:

 Step 1: Individual Transformation.

o Verify the proposals on your own right based on natural acceptance and
experiential validation.

o Be continuously aware of your imagination (desire, thought, expectation) and

accumulated sanskar every moment.
 o Self-evaluate your sanskar against your natural acceptance to actively
transform your consciousness.

 Step 2: Creating Mass Awareness.

o Share the right understanding and right feeling with others (family, friends,
educators, colleagues, and policymakers) to facilitate their development.

 Step 3: Humanizing Mainstream Education.

o Integrate value education at all levels of current curricula, from school to

higher education.

o Implement teacher orientation programs (faculty development) and dedicate

R&D efforts toward transforming the entire education system into humanistic
education.

 Step 4: Developing Models for Holistic Living.

o Link educational institutions with local development programs, voluntary

organizations, and government agencies to develop real-life models (like
gram-swarajya) that facilitate the universal human order at the community
level.