FACULTY OF ENGINEERING & TECHNOLOGY (CO-ED)

DEPARTMENT OF MECHANICAL ENGINEERING

Sub: Universal Human Values Sub Code: 22UHV410 Class: 4th
Question Bank with Answer
MODULE -1
1. Interpret the guidelines for value education.
The subject that enables us to understand ‘what is valuable’ for human happiness is called value
education. To qualify for any course on value education, the following guidelines for the content of
the course are important:
Universal: It needs to be applicable to all the human beings irrespective of cast, creed, nationalities,
religion, etc., for all times and regions.
Rational: It has to appeal to human reasoning. It has to be amenable to reasoning and not based on
dogmas or blind beliefs.
Natural and verifiable: It has to be naturally acceptable to the human being who goes through the
course and when we live on the basis of such values it leads to our happiness. It needs to be
experientially verifiable, and not based on dogmas, beliefs or assumptions.
All encompassing: Value education is aimed at transforming our consciousness and living. Hence,
it needs to cover all the dimensions (thought, behaviour, work and realization) and levels
(individual, family, society, nature and existence) of human life and profession.
Leading to harmony: The value education ultimately is targeted to promote harmony within the
individual, among human beings and with nature.

2. Explain the process of self-exploration.

Self Exploration:
1. Self exploration is the process of investigating within myself to discover what is valuable to me;
what is right for me, true for me, must be judged within myself.
2. Through self exploration we get the value of our self. We live with different entirely (family,
friends, air, soil, water, trees, etc.) and we want to understand our relationship with all these.
3. To do so, we must first look within. The main focus of self-exploration is myself – the human
being.
Basic Contents of Self Exploration:
1. Content of self-exploration is just finding answers to the following fundamental questions of all
human beings:
1. The Desire/Goal: What are my (human) desires and objectives? What do I truly desire in life, or
what is the purpose of human life?
2. Program: What is my (human) plan for satisfying the desire? How should it be carried out? What
is the plan to make the above a reality?
In short, the above two questions cover the whole domain of human aspiration and human
endeavour. As a result, they constitute the content of self-exploration.
3. With a neat flow chart explain the self-evaluation and self-exploration.
The main focus of self-exploration is myself - the human being. Content of self exploration is just
finding answers to the following fundamental questions of all human beings:
1. The Desire/Goal: What is my (human) Desire/ Goal? What do I really want in life, or what is the
goal of human life?
2. Program: What is my (human) program for fulfilling the desire? How to fulfil it? What is the
program to actualize the above?
In short, the above two questions cover the whole domain of human aspirations and human
Endeavor. Thus, they form the content of self- exploration.

Self-exploration is the process of finding out what is valuable to me by investigating within myself,
what is right for me, true for me, has to be judged within myself. Through self-exploration, we get
the value of ourselves.
This self-exploration will be done based on whether the proposals (information) are acceptable to us
in a natural manner – i.e. they need to be naturally acceptable to us and not just imposed externally.
It also includes verifying the proposal through experiential validation, i.e. by living according to
them. Experiential validation will ascertain that when we live our life based on this education, our
living will be fulfilling to us as well as our surroundings. The two mechanisms of self-exploration
are:

Natural acceptance: Natural acceptance implies unconditional and total acceptance of the self,
people, and environment. It also refers to the absence of any exception from others. Once we fully
and truly commit ourselves based on natural acceptance, we feel a holistic sense of inner harmony,
tranquility, and fulfillment.

Experiential validation: Experiential validation is a process that infuses direct experience with the
learning environment and content. It may be regarded as a philosophy and methodology in which
the direct experience and focused reflection of the individual helps to increase knowledge, develop
skill and clarify values.
Self-exploration takes place in the self and not the body.
4. Appraise the role of education/Sanskar to enable transformation.

Education and sanskar (cultural upbringing or moral values) play pivotal roles in enabling
transformation at both individual and societal levels.

1. Individual Empowerment: Education equips individuals with knowledge, skills, and critical
thinking abilities necessary for personal growth and development. It opens doors to opportunities,
enhances employability, and fosters self-confidence. Sanskar, on the other hand, instills values such
as integrity, empathy, and respect, shaping individuals into responsible and ethical members of
society. Together, education and sanskar empower individuals to navigate challenges, make
informed decisions, and contribute positively to their communities.
2. Social Cohesion: Education promotes social cohesion by fostering understanding, tolerance, and
inclusivity. Through exposure to diverse perspectives and cultures, individuals develop empathy
and respect for others' beliefs and values. Sanskar reinforces these principles by emphasizing the
importance of mutual respect, harmony, and cooperation in fostering cohesive communities. By
nurturing a sense of belonging and shared identity, education and sanskar facilitate collaboration
and collective action towards common goals, ultimately fostering social harmony and unity.
3. Catalyst for Change: Education acts as a catalyst for societal transformation by challenging
existing norms, beliefs, and practices. It empowers individuals to question the status quo, challenge
injustice, and advocate for positive change. Sanskar provides a moral compass, guiding individuals
to uphold principles of justice, equality, and compassion in their pursuit of societal betterment.
Together, education and sanskar inspire individuals to become agents of change, driving progress
and innovation across various spheres of society.
4. Ethical Leadership: Education cultivates leadership skills and qualities essential for guiding and
inspiring others towards collective goals. Through formal education and informal learning
experiences, individuals develop critical thinking, communication, and problem-solving skills
necessary for effective leadership. Sanskar complements these skills by emphasizing the importance
of integrity, humility, and ethical conduct in leadership roles. By nurturing ethical leaders who
prioritize the common good over self-interest, education and sanskar contribute to the development
of sustainable and inclusive societies.

5. Explain the concept of human being living with human consciousness.

conscience is always knowledge of ourselves, or awareness of moral principles we have committed
to, or assessment of ourselves, or motivation to act that comes from within us, Human
consciousness is the ability to be aware of one's own existence, thoughts, and feelings, and to have
some degree of control over one's actions and reactions. It's what allows us to reflect on our
experiences, make choices, and create meaning in our lives.
(a) Living with all three: right understanding, relationship, and physical facilities. Working for right
understanding as the first priority followed by relationship and physical facilities implies living with
Human Consciousness.
(b) living with views of justice, resolution and truth.
(c) understanding human being as coexistence of self (jivan, ‘I’) and body.
 6.
Illustrate the development holistic perspective.
The development of a holistic perspective involves seeing things as interconnected and
interdependent, rather than in isolation. It’s an approach that integrates various dimensions of
existence—physical, emotional, mental, and spiritual—into a comprehensive understanding. Here’s
an illustration of how a holistic perspective can be developed
 Integrated Curriculum: Combining subjects to show the interconnectedness of knowledge. For
example, teaching science and history together to show how scientific discoveries have impacted
human societies.
 Experiential Learning: Encouraging learning through experience and reflection. This can
include outdoor education, community service, and hands-on projects.
 Whole-Child Approach: Focusing on the overall development of the child, not just academic
achievement. This includes social-emotional learning and physical development.
Developing a holistic perspective involves recognizing the interconnectedness of various aspects of
life and understanding that everything is part of a larger system. It requires integrating physical,
emotional, mental, and spiritual dimensions, and applying this understanding to personal
development, education, healthcare, environmental stewardship, social and community
development, and global issues. This approach leads to more comprehensive, sustainable, and
effective solutions.

7. Illustrate the purpose of self-exploration.

It is a process of seeing the reality on our own right, by our own investigation, observation and
analysis. Through this process, we are trying to understand the reality that exists and our
participation with it; this participation is what we are calling values.
The first step is to verify the given proposal on your own right, by referring it to your ‘natural
acceptance’. If the proposal is naturally acceptable to you, it is right for you. If it is not naturally
acceptable to you, it is not right for you.
Further, self-exploration is a process of dialogue. To begin with, it is initiated as a dialogue between
us and you. This course systematically presents a series of proposals for your exploration. As you
explore, you try to verify the proposals and start asking these questions to yourself. Then, it turns
into a dialogue within your own Self.

8. How can we verify proposals on the basis of our natural acceptance?

Verifying proposals based on our natural acceptance involves aligning decisions and actions with
our intrinsic values, beliefs, and intuitions. Natural acceptance refers to what we inherently perceive
as true, right, and beneficial for us and others, beyond external influences or temporary desires.
Here’s a step-by-step approach to verify proposals through the lens of natural acceptance:

1. Understanding Natural Acceptance

Natural acceptance is the inherent wisdom and intuition we possess about what is universally right
and beneficial. It includes principles such as:

 Truth: What is factually correct and aligns with reality.

 Harmony: What promotes balance and well-being in oneself and relationships.
 
Sustainability: What supports long-term well-being without harm to others or the environment.
 Universal Goodness: What is inherently good for all, not just for an individual.

2. Self-Reflection

Before verifying a proposal, engage in deep self-reflection to understand your core values and
beliefs. Ask yourself:

 What are my fundamental principles?

 What do I consider inherently right or wrong?
 What are my long-term goals and aspirations?

9. With a neat diagram distinguish between human consciousness and animal consciousness.
Giving all priorities to physical facilities only, or to live solely on the basis of physical facilities,
may be termed as ‘Animal Consciousness’. Living with all three: Right understanding, Relationship
and Physical facilities is called ‘Human Consciousness’.

From the diagram we can say that:

For animal, physical facility is necessary as well as complete – whereas for human beings it is
necessary but not complete.
Working only for physical facilities is living with Animal Consciousness.
Working for right understanding as the first priority followed by relationship and physical facilities
implies living with Human Consciousness.
There is a need for transformation from Animal Consciousness to Human Consciousness. It can be
accomplished only by working for right understanding as the first priority.

This transformation from Animal Consciousness to Human Consciousness forms the basis for
human values and values based living.
The content of education is the understanding of harmony at all the four levels of our existence –
from myself to the entire existence. Right living or sanskar refers to the ability to live in harmony at
all the four levels of living. This dimension of society works to ensure ‘right understanding’ and
‘right feelings’ in individual. Or all-encompassing solution called samadhan in every individual and
 ensures that our succeeding generation have both the content and the environment available to work
towards achieving their goal of continuous happiness and prosperity.

10. Define value education. Explain need of value education.

Character oriented education that instils basic values and ethnic values in one’s psyche is called
‘Value Based Education’. The subject that enables us to understand ‘what is valuable’ for human
happiness is called value education. Value education is important to help everyone in improving the
value system that he/she holds and puts it to use.

Correct identification of our aspirations. The subject enabling us to understand ‘what is valuable’
for human happiness is ‘value education’ (VE). Thus, VE enables us to understand our needs,
visualize our goals correctly, and indicate the direction for their fulfillment. It also helps to remove
our confusion and contradictions and bring harmony at all levels.

· Understanding universal human values to fulfill our aspirations in continuity. Values form the
basis for all our thoughts, behaviors, and actions. Once we know what is valuable to us, these values
become the basis, the anchor for our actions. We also need to understand the universality of various
human values, because only then can we have a definite and common program for value education.
Then only we can be assured of a happy and harmonious human society.
 MODULE -2
1. Interpret the concept of holistic development.

In the light of the holistic perspective, we can understand that the nature or the existence is in
harmony and there is relationship among all the units of nature, including human beings. We can
now perceive that the harmony, the relationship is the running thread across all that exists, across all
the units in nature – from a single atom to the whole cosmos. We can now see that, in fact, all these
units, from atoms to cosmos, are the expressions of this harmony and relationship at different levels.

2. Discuss the basic requirement for fulfillment of human aspirations.

The fulfillment of human aspirations involves meeting certain fundamental requirements that cater
to our physical, emotional, intellectual, and spiritual needs. These basic requirements can be
broadly categorized into physiological needs, safety and security, love and belonging, esteem, and
self-actualization. Here’s a detailed discussion of these basic requirements:

1. Physiological Needs

These are the basic, foundational needs for human survival and well-being. Without meeting these
needs, it is difficult to pursue higher aspirations.

 Food and Water: Adequate nutrition and hydration are essential for health and energy.
 Shelter and Clothing: Protection from the elements and a safe living environment are necessary for
physical safety and comfort.
 Health and Hygiene: Access to healthcare and maintaining personal hygiene are crucial for
preventing diseases and maintaining physical well-being.

2. Safety and Security

Once physiological needs are met, the need for safety and security becomes paramount.
 Personal Security: Protection from physical harm and violence.
 Financial Security: Stable income and resources to support oneself and dependents.
 Health Security: Access to medical care and protection from health risks.
 Environmental Security: A stable and safe environment, free from natural and man-made hazards.
The fulfillment of human aspirations requires addressing a hierarchy of needs ranging from basic
physiological requirements to the higher aspirations of self-actualization and self-transcendence. By
ensuring these fundamental needs are met, individuals can pursue a balanced, fulfilling, and
meaningful life, contributing positively to themselves and their communities.

3. Distinguish between needs of the body and the self.

The human being is the co-existence of ‘I’ and the body, and there is exchange of information
between the two. We can make this distinction between the self and the body in terms of the needs
as shown in the table below:

1. Needs are …. The needs of the body like food for nourishment clothes for protection, and
instruments to ensure right utilization can be categorized as being ‘physical’ in nature, or also called
‘physical facilities’ (suvidha) whereas the need of I is essentially to live in a state of continuous
happiness (sukh). The needs of the body are physical in nature, whereas the needs of the self (‘I’)
are not physical in nature - like trust, respect, happiness etc.

2. In time, needs are… The needs of ‘I’ are continuous in time, unlike the need of the body,
which is temporary in time. We want happiness continuously. We also want the feeling of respect
continuously and so also acceptance in relationship. If we talk about food, clothing, shelter, or
instruments, these are needed only for some amount of time, or we can say that the need for
physical facilities of the body is temporary in time- it is not continuous.

3. In quality, needs are ... Physical facilities are needed for the body in a limited quantity. When we
try and exceed these limits, it becomes troublesome for us after some time. Let’s take the example
of eating. As far as, physical facilities (say rasgulla) go, they are necessary in the beginning, but if
we keep consuming, it becomes intolerable with the passage of time. This applies to every physical
facility.

4. Explain the four different levels of human livings.

Living in Myself: We all have desires, thoughts, beliefs, imaginations and choices. This is the first
level of our living. Before expressing ourselves in relations, we think, and whatever we receive
from the other, it again passes through our internal processes. We refer to this as (our) Self. This
inner world (or ‘myself’) co-exists with the body and together we refer to this as a ‘human being’.
 Most of the time, we see that we are busy in ourselves – making some plans, thinking about doing
something, etc. We have to start with ourselves and study ourselves.

Living in Family: All of us are born to our parents and this is the family we are born to.
This is the first web of relationships for each one of us and subsequently we live in more
relationships that include our siblings, our friends and classmates, teachers and others. These are the
people we live with on a daily basis, and we call this ‘family’. How I see myself, decides how I see
the other and my relationship with another human, another person.

Living in Society: Our family is part of a larger group of people we live with where there are
interdependencies around food, clothing, housing, services, health, education, justice etc. We live as
a part of this human system. This is our society. As we understand ourselves and our relationship
with others in family, we also understand the other in society, and are able to fulfil our relationship
with them.

Living in Nature/Existence: We are on this earth: with the grass, plants and trees, birds, animals
and other humans surrounding us and we live in this large eco-system that we call nature.
Regardless of where we are, our village, town or city, is within this eco-system or natural habitat.
Our planet is surrounded by a larger system of planetary bodies and that includes the moon, the sun
and the infinite stars and planetary systems that surround us. Our earth is a part of the solar system
that co-exists with all that there is in this entire ‘existence’.

5. Explain pre-conditioning and its effects at individual level.

Pre-conditioning refers to the process by which individuals develop habitual ways of thinking,
feeling, and behaving based on past experiences, societal norms, cultural influences, and personal
upbringing. These ingrained patterns can significantly influence an individual’s perceptions,
decisions, and overall behavior. Here's a detailed explanation of pre-conditioning and its effects at
the individual level:
Understanding Pre-Conditioning
Pre-conditioning can be thought of as the mental and emotional programming that individuals
undergo throughout their lives. This programming comes from various sources:
 Family: The values, beliefs, and behaviors modeled by parents and close family members.
 Education: The formal and informal lessons learned in school, both academic and social.
 Society and Culture: The norms, traditions, and societal expectations that shape one’s worldview.
 Media: The information and narratives consumed through television, internet, books, and other
media.

6. Explain the activities of imaging, analyzing and selecting/ tasting with a diagram. With the
help of an example, show how are they related. What do you mean by ‘power’ and ‘activity’ of self.

The self is conscious while the body is physico-chemical in nature. The interaction between the
‘I’ and the body is in the form of exchange of information. So, the focus of attention is on two
categories of attributes of the self, namely, the powers of the self and the corresponding activities as
the manifest outcomes of these powers.
Power: This means the basic capacity in the self (‘I’). They are: desires, thoughts and expectations.
Activities: Activity is the process of utilizing this power. The activities are: imaging, analyzing, and
selecting/tasting. The activity of analyzing means breaking down the image into various parts or to
open it up. Selecting/tasting is with the expectation of fulfilling our desires with the expectation of
happiness. The activity of selecting/tasting is the basic level via which the self-interacts with the
body.
We can understand the activities by a simple example. We may have a desire to have respect by
being the owner of a big house. This is in the form of imaging – we have an image in us of
fulfilment of this need for respect via a house. Based on this image, we start working out the details
of the house. The house will have rooms and a verandha, there will be a kitchen garden on the
backside, it will have four rooms etc. Here the image of wanting respect from the house split into
many parts – this is called analyzing. Now that we have worked out the details of the house, we go
about choosing the size, colour, etc. of the rooms and other details. This is called selecting/ tasting.
They are related in the sense that without the activity of imaging, analyzing will not be possible and
without analyzing, activity of selection/ tasting will not take place.

7. What are the programs to take care of the body? Explain

Our present lifestyle and conditionings are not very conductive to keep the body fit and therefore
it is important to understand sanyama and swasthya correctly and maintain proper harmony with the
body. As a proposal, we need to work for the following few things
To understand and live with sanyama.
To understand the self-organization of the body and ensure health of the body.
1. Understanding and Living with Sanyama : Sanyama implies that the self takes the
responsibility for proper nurturing, and right utilization of the body. For this it is essential to
understand the functioning of the body instrument. It is also essential to understand that this
instrument has a limited life span and undergoes a pattern of growth and decay. The interaction of
the self with the body has to be in consonance with the above objectives which are achieved
through sanyama.
2. Understanding the self-organization of the body and ensure health of the body:
a. Nurturing of the Body: Proper Food, Air, Water, etc.: In the process of selecting food for the
body, I need to make out the elements which make a complete food so that it gives required
nutrients and energy to the body.On the basis of understanding of the harmony of the self with the
body, it can be said that the food needs to be eaten only when we feel hungry. The choice of the
food has to be such that it is easily digestible and the food needs to be taken with proper posture of
the body and in right quantity.
b. Protection of the Body: The second issue is the protection of the body. The clothes we choose
for protection need to be such that they ensure proper interaction of the body with the environment.
The right amount of exposure of the body to the air, water, and sun is required to ensure its proper
functioning.
c. Right Utilization of the Body (Sadupayoga): Right utilization of the body as an instrument
necessitates understanding the purpose for which this instrument is to be used. Normally, we tend to
believe that the body is an instrument for sensory enjoyment, which is not correct. We also happen
to use our body to exploit other human beings or rest of the nature which is not right utilization. It is
important to realize that the human body is an instrument to facilitate right understanding and its
actualization in life.

8. Discuss the programmer for happiness.

Creating a "programmer" for happiness involves a structured approach to understanding and

cultivating happiness in our lives. This "programmer" can be seen as a framework or a set of
strategies and practices that help individuals achieve and maintain a state of happiness. Here’s a
detailed discussion on how to develop such a programmer:

1. Understanding Happiness
Before implementing any strategies, it’s important to understand what happiness means. Happiness
is a state of well-being characterized by emotions ranging from contentment to intense joy. It
encompasses both momentary pleasures and deeper, long-term satisfaction.
2. Self-Awareness and Mindfulness
Self-Reflection: Regularly reflect on what makes you happy and identify your values and goals.
Mindfulness Practices: Engage in mindfulness meditation to stay present and fully experience each
moment, reducing stress and increasing overall well-being.
3. Physical Health
Regular Exercise: Physical activity releases endorphins and improves mood. Aim for at least 30
minutes of moderate exercise most days of the week.
Healthy Eating: A balanced diet supports physical health and can improve mental health. Include a
variety of fruits, vegetables, whole grains, and lean proteins.
Adequate Sleep: Ensure you get 7-9 hours of sleep per night to support overall health and emotional
stability.

9. Explore the harmony in self with the body.

The way to ensure harmony in self is a four step process given below:
1. Becoming aware that human is the coexistence of self (‘I’) and the body.
2. Becoming aware that the body is only an instrument of ‘I’. ‘I’ is the seer, doer and enjoyer.
3. Becoming aware of the activities of desire, thoughts and expectation and pass each of these
desires, thoughts and expectations, through our natural acceptance.
4. Understand harmony at the level of our existence- by verifying the proposals being placed at the
level of our natural acceptance. This leads to realization and understanding, which in turn becomes
the basis for desire, thoughts and expectations – this leads to harmony in ‘I’ in continuity.

10. Differentiate the deluded self and pure self.

Differentiating the Deluded Self and Pure Self

The concepts of the "deluded self" and the "pure self" are often discussed in philosophical,
psychological, and spiritual contexts. These terms refer to different states of consciousness or self-
perception that influence an individual's understanding of reality, identity, and behavior.
 The Deluded Self

The deluded self represents a state of mind clouded by misconceptions, false beliefs, and ego-driven
perceptions. This state is characterized by:

1. Ego-Centric View:
o The deluded self is heavily influenced by the ego, leading to a focus on self-centered desires, fears,
and attachments.

2. Misidentification:
o Individuals misidentify with transient aspects such as their physical body, material possessions,
social status, or external achievements.

3. Distorted Perception:
o Reality is viewed through a lens of bias, prejudice, and emotional reactivity, leading to
misunderstandings and conflicts.

4. Attachment and Aversion:

o Strong attachments to certain outcomes and aversions to others result in suffering and
dissatisfaction when things do not go as desired.

5. Ignorance:
o A lack of true knowledge about one's nature and the nature of reality. This ignorance perpetuates
cycles of negative thoughts and behaviors.

6. Fear and Anxiety:

o A constant state of worry and fear about the future, coupled with regret and guilt about the past.

7. Limited Awareness:
o The deluded self operates with a limited scope of awareness, unable to see the bigger picture or the
interconnectedness of all things.

The Pure Self

The pure self represents a state of mind and being that is free from illusions and ego-driven
distortions. It is characterized by:

1. True Self-Understanding:
o An awareness of one's true nature beyond the physical body, thoughts, and emotions. Often linked
to the concept of the soul or higher self.

2. Clarity and Insight:

o Clear perception of reality, unclouded by biases, false beliefs, and emotional turmoil.
3.
Detachment and Equanimity:
o A state of inner peace and balance, with reduced attachment to outcomes and acceptance of
whatever arises.

4. Wisdom and Knowledge:

o Deep understanding of the nature of existence and one's place within it. This wisdom guides
thoughts and actions.

5. Compassion and Love:

o An open-hearted approach to life, characterized by empathy, compassion, and unconditional love
for oneself and others.

6. Inner Peace and Joy:

o A stable sense of happiness and contentment that is not dependent on external circumstances.

7. Expanded Awareness:
o Awareness that transcends the individual self, recognizing the interconnectedness and unity of all
life.

Comparison Table
Aspect Deluded Self Pure Self
Transcends ego, understands true
View of Self Ego-centric, focused on personal desires
nature
Misidentifies with body, status,
Identification Identifies with higher self/soul
possessions
Perception Distorted by bias and emotion Clear and insightful
Attachments Strong attachments and aversions Detached and accepting
Possesses wisdom and true
Knowledge Ignorant of true nature and reality
knowledge
Emotional State Fearful, anxious, and reactive Peaceful, joyful, and equanimous
Awareness Limited and self-focused Expanded and interconnected

Example: Everyday Application

Consider a scenario where someone is facing criticism at work:

 Deluded Self:
o The person might react defensively or angrily, feeling personally attacked. They might dwell on the
criticism, allowing it to affect their self-esteem and happiness. Their reaction is driven by ego and
attachment to their perceived image.

 Pure Self:
 o
The person perceives the criticism objectively, recognizing it as an opportunity for growth. They
remain calm, reflecting on the feedback constructively without taking it personally. Their sense of
self-worth remains intact, grounded in a deeper understanding of their true nature.

MODULE -3
1. How do we differentiate in relationships on the basis of body, physical facilities, or beliefs?
What problems do we face because of such differentiation?
Respect means accepting individuality and doing right evaluation (to be evaluated as I am). Our
basis for respect today is largely quite contrary to our discussion above. Instead of respect being a
basis of similarity or one of right evaluation, we have made it into something on the basis of which
we differentiate i.e. by respecting you mean you are doing something special, because you are
special or have something special or are in some special position. Thus, all of us are running around
seeking respect from one another by trying to become something special.
Today, we are differentiating in the name of respect. We either differentiate people on the basis of
their body, on the basis of their wealth and possessions or on the basis of their beliefs. There is no
notion of respect in terms of right evaluation. Thus, there is no real feeling of relationship, only one
of differentiation.
On the basis of body
· Sex/gender: We ignore the fact that being male or female is an attribute of the body, and not an
attribute at the level of ‘I’. And differentiate in giving respect on the basis of gender called male and
females. In many countries, people even prefer a male child to a female child, and in some other
societies, the other way round.
· Race: If the person is of the same race as oneself, then we treat them differently. For example,
we differentiate on the basis of skin colour – white, brown, black etc. or on the basis of whether the
person is of Aryan race, Mongolian race etc. or on the basis of caste. Again here, we don’t do the
evaluation on the basis of ‘I’, but on the basis of the body
· Age: We have notions such as ‘one must respect elders. There is no such notion as respect
youngsters. Here, we see that we are again evaluating at the level of the body – age is related to the
body, and not to ‘I’.
· Physical strength: If someone is stronger, we again treat him/her differently. This is again at
the level of the body. In fact, we think that we are respecting the other while it is fear; the fear that
if we do not treat them like this, we will be harmed.
On the basis of physical facilities
· Wealth: We differentiate people because some have wealth than others. What we term as a
“rich person” gets idolized. We don’t even bother to find out whether such people are feeling
prosperous, or if they just have wealth. This way, we are over-evaluating physical facilities first,
which are just meant to fulfil the needs of the body, and then on this basis, we are wrongly
identifying our relationship.
· Post: We try to respect on the basis of a person’s position. The post is wrongly evaluated as the
mark of a person’s excellence and differentiation sets in. The post is considered important either on
the basis that it gives more physical facilities or on the basis that certain positions are assumed to be
important. In our education, we are trained directly or indirectly to earn posts for us to fetch respect.
On the basis of beliefs
· ‘Isms’: ‘Ism’ means any belief in terms of a ‘thought-system’ that we have, or that we have
adopted. There are also many modern ‘isms’ such as capitalism, socialism, communism, etc. The
people following these sets of beliefs are called capitalists, socialists, communists, and so on. The
people that have adopted them or are following them have been exposed to them since childhood.
Believing theirs to be the right belief. However, all beliefs, as we have seen are at the level of
desires, thoughts and expectations (selections) in ‘I’. There is no definiteness at this level, and
hence, this becomes a cause for differentiation.
· Sects: People of one sect only consider those with a similar belief system to be their ‘own’ and
worthy of respect. Following a particular tradition, or what we call as religion, becomes the basis of
respect and disrespect in relationship.

2. Discuss about respect on the basis of different types of evaluations.

Respect (Sammãna)
Verify the following on the basis of your natural acceptance:
1. What is naturally acceptable to you-feeling of respect or disrespect for yourself?
2. What is naturally acceptable to you-feeling of respect or disrespect for the other?
You will find that each one of us has an acceptance for feeling of respect. Just as we
desire this, the other also expects the same. Every human being wants to respect and be
respected.
Respect means. Right Evaluation.
Respect means “Right Evaluation”, to be evaluated as I am. Usually however, we make
mistakes in our evaluation in the following three ways.
 Over Evaluation (adhi-mülyana) – To evaluate more than what it is.
e.g if you are wrongly flattered you feel uncomfortable.
Under Evaluation (ava-mülyana) – To evaluate less than what it is.
e.g if you are condemned, you feel uncomfortable.
Otherwise, Evaluation (a-mülyana) – To evaluate otherwise than what it is.
e.g if you are evaluated as something else, you feel uncomfortable.
Example of over evaluation: You are sitting at home and there are guests around. Your
father says ‘my son is the greatest scholar in India!’ Check for yourself: do you feel comfortable,
or do you feel uncomfortable?
Example of under evaluation: You are still at home, but this time your father says ‘My
son is a good for nothing. He must be the laziest person in all of India!’ You obviously feel
uncomfortable, you don’t find this acceptable.
Example of ‘otherwise’ evaluation: You are at home, and there are guests around, and
your father says, ‘You donkey! Can’t you even understand this much?’ You feel offended by
this This is evaluating you otherwise, as you are a human being and not something else.

3. Explain the concept of trust with examples.

Trust or vishwas is the foundational value in relationship. “To be assured that each human being
inherently wants oneself and the other to be happy and prosperous” is known as trust. Mutual trust
is a shared belief that we can depend on each other to achieve a common purpose. Trust is the
expectation of people that they can rely on our word. It is built through integrity and consistency in
relationships. There are two aspects in trust:
1. Intention (wanting to – our natural acceptance)
2. Competence (being able to do)
Both intention and competence are the aspects of trust. Intention is what one aspires for (our natural
acceptance) and competence is the ability to fulfil the aspiration. In intention every human being
wants to do what is right, only the competence may be lacking which needs to be developed through
proper understanding and practice. But what we are doing today is that when we are judging ourself
we are judging on the basis of our intention, whereas, when we are judging the other, we are
judging him on the basis of his competence.
We trust our own intention while we are not ready to trust the others intention. It is the same for
other as well. We find that while we look at our intention, we are sure of it, we are not sure of the
other’s intention. We are actually seeing their competence, and making a conclusion on their
intention. Hence, mistrust is born and we deny the relationship. We seldom look at our competence
and other’s intention.
It is very important to differentiate between intention and competence. If we have trust on intention,
we have a feeling of being related to the other and we start helping the other to improve his
competence, if he does not have enough.

4. List out the nine feelings of relationship. Explain them briefly.

Feelings (Values) in Relationships:
(1) Trust (Visvãsa ) (can be spelt as ‘Vishvas’ too)
(2) Respect (Sammãna) (can be spelt as ‘Samman’ too)
(3)
Affection (Sneha)
(4) Care (Mamatã) (can be spelt as ‘Mamata’ too)
(5) Guidance (Vãtsalya) (can be spelt as ‘Vatsalya’ too)
(6) Reverence (Shraddhã) (can be spelt as ‘Shraddha’ too)
(7) Glory (Guarava)
(8) Gratitude ( Kritagyatã ) (can be spelt as ‘Kritagyata’ too)
(9) Love (Prema) (can be spelt as ‘Prem’ too)

5. Explain about human goals and gross misunderstandings.

1. Individual Well-being:
o Physical Health: Maintaining a healthy body through proper diet, exercise, and healthcare.
o Mental Health: Achieving mental peace and emotional stability through practices like mindfulness,
therapy, and a supportive environment.
o Personal Development: Continuous learning, acquiring new skills, and personal growth.
2. Societal Well-being:
o Relationships: Building strong, supportive relationships with family, friends, and community
members.
o Social Contribution: Contributing positively to society through work, volunteerism, and active
participation in community life.
o Sustainability: Ensuring the well-being of future generations through sustainable practices and
environmental stewardship.

Gross Misunderstandings

Gross misunderstandings in human goals often arise from misconceptions about what constitutes
true well-being and success. These misunderstandings can lead to conflicts, dissatisfaction, and
societal issues.

1. Misunderstanding the Role of Material Wealth:

o Materialism vs. Fulfilment: Many people equate happiness with material wealth, believing that
acquiring more possessions will lead to greater satisfaction. However, studies show that after basic
needs are met, additional wealth has a diminishing return on happiness.
o Overemphasis on Consumerism: Society often promotes consumerism as a path to happiness,
leading individuals to prioritize material goods over meaningful experiences and relationships.
2. Neglecting Inner Well-being:
o Mental and Emotional Health: The pursuit of external goals often overshadows the importance of
mental and emotional health, leading to stress, anxiety, and burnout.
o Mindfulness and Reflection: Modern lifestyles often leave little room for introspection,
mindfulness, and personal reflection, which are crucial for holistic well-being.
3. Ignoring Sustainability and Collective Responsibility:
 o
Short-term Gains: A focus on immediate, short-term gains often leads to practices that are
unsustainable in the long term, affecting the environment and future generations.
o Global Perspective: Failing to consider the global impact of local actions can lead to practices that
harm the broader human community and planet.

6. What are human order systems? Elaborate.

Human order systems refer to the structured arrangements and institutions within which individuals
and societies organize their lives. These systems provide the framework for maintaining order,
achieving collective goals, and ensuring the well-being of individuals and communities. Human
order systems can be categorized into various domains:

1. Personal Order
2. Family Order
3. Social Order
4. Ecological Order
5. Economic Order
6. Political Order
7. Legal Order

Let's elaborate on each of these categories:

1. Personal Order

 Self-management: Time management, personal health, emotional regulation.

 Personal development: Continuous learning, skill acquisition, and self-improvement.
 Ethical living: Adherence to personal values, integrity, and ethical behavior.

2. Family Order

 Family roles: Defined roles such as parent, child, spouse, with specific responsibilities.
 Communication: Effective communication to resolve conflicts and maintain harmony.
 Support systems: Emotional and financial support among family members.

3. Social Order

 Community structures: Neighborhoods, social groups, and community organizations.

 Social norms and values: Shared beliefs and behaviors that guide interactions.
 Social services: Systems for education, healthcare, and welfare.

4. Ecological Order

 Sustainability: Practices that ensure the long-term health of the environment.

 
Resource management: Responsible use and conservation of natural resources.
 Environmental ethics: Values and principles guiding human interactions with nature.

5. Economic Order

 Market systems: Mechanisms for the exchange of goods and services (capitalism, socialism, mixed
economies).
 Financial institutions: Banks, stock markets, and other entities that facilitate economic transactions.
 Labor market: Employment, wages, and workforce dynamics.

6. Political Order

 Government structures: Executive, legislative, and judicial branches.

 Political processes: Elections, policymaking, and public administration.
 Citizen participation: Voting, activism, and civic engagement.

7. Legal Order

 Legal institutions: Courts, law enforcement agencies, and legal professionals.

 Legal frameworks: Constitutions, statutes, regulations, and case law.
 Rights and duties: Legal rights and responsibilities of individuals and organizations.

7. With a neat flow chart interpret process of development in an environment of relationship.

 Here is a flowchart interpreting the process of development in an environment of relationships:

1. Self-awareness: Understanding oneself, including one's emotions, strengths, weaknesses, and

behaviors.
2. Understanding Others: Gaining insight into others' perspectives, emotions, and behaviors.
3. Communication: Engaging in effective and clear communication to express thoughts and
understand others.
4. Trust Building: Establishing trust through consistent and reliable actions.
5. Conflict Resolution: Addressing and resolving conflicts in a constructive manner.
6. Mutual Respect: Valuing each other’s differences and maintaining a respectful attitude.
7. Empathy: Demonstrating empathy by understanding and sharing the feelings of others.
8. Collaboration: Working together towards common goals with cooperative efforts.
9. Healthy Relationships: Achieving relationships characterized by mutual respect, trust, effective
communication, and collaboration.

8. Why is storage required in a society? Suggest any two ways in which you can store the produce
for right utilization in the future.

Importance of Storage in Society

Storage is essential in a society for several reasons:

1. Food Security: Storing food ensures a steady supply during times of scarcity, such as off-seasons,
droughts, or other natural disasters. It helps in maintaining a constant supply of essential food items,
preventing shortages and price spikes.
2. Economic Stability: Proper storage of goods, including agricultural produce and manufactured
products, helps stabilize prices and prevent market fluctuations. It allows producers to sell their
products when prices are favorable, rather than being forced to sell immediately after production.
3. Resource Management: Storage allows for the efficient management of resources by ensuring that
surplus production is saved and utilized later, reducing waste and promoting sustainability.
4. Emergency Preparedness: Having stored supplies, including food, water, and medical supplies, is
crucial for responding to emergencies and disasters, ensuring that communities can survive and
recover quickly.

Two Ways to Store Produce for Future Utilization

1. Cold Storage (Refrigeration and Freezing):

o Method: Cold storage involves keeping produce at low temperatures to slow down the metabolic
processes that lead to spoilage. Refrigeration is used for short-term storage, while freezing is
suitable for long-term preservation.
 o
Benefits: This method is highly effective for preserving the nutritional value, flavor, and texture of
perishable goods such as fruits, vegetables, dairy products, and meats. It prevents microbial growth
and prolongs shelf life.
o Applications: Cold storage is commonly used in the food industry, from farm to fork, including at
farms, processing plants, distribution centers, and retail stores.
2. Dry Storage (Dehydration and Canning):
o Method: Dry storage involves reducing the moisture content of produce through dehydration or
preserving it in sealed containers through canning. Dehydration removes water, which is necessary
for microbial growth, while canning involves heating food to destroy pathogens and sealing it in
airtight containers.
o Benefits: Dehydration significantly reduces the weight and volume of food, making it easier to
store and transport. Canning provides a long shelf life, often extending to several years, without the
need for refrigeration.
o Applications: Dry storage is suitable for a wide range of foods, including grains, legumes, fruits,
vegetables, and meat products. Dehydrated foods are popular for emergency supplies and camping,
while canned foods are staples in households and food banks.

9. Explain the Vision for the Universal Human Order.

Universal human order is a feeling of being related to every unit including human beings and other
entities of nature. Having understood the comprehensive human goal, we are able to be in harmony
not only with human beings, but also with the rest of the nature. We are able to see that we are
related to every unit in nature and ensure mutual fulfilment in that relationship.
On the bases of understanding of harmony, we get the notion of an undivided society and
universal human order. The universal human order will comprise of:

1. The five dimensions of human endeavour (education, health etc) towards a fragmented society.
2. The steps of organization from family to world family, each anchored in right understanding will
integrated in the following way:
Family => family cluster => village / community => village cluster => => => world family

10. Discuss the feeling of love in current scenario.

This feeling or value is also called the complete value since this is the feeling of relatedness to all
human beings. It starts with identifying that one is related to the other human being (the feeling of
affection) and it slowly expands to the feeling of being related to all human beings. The feeling of
love leads to an undivided society, it starts from a family and slowly expands to the world family in
the form of love.
The feeling of being related to every human being leads to our participation in an undivided society
(Akhanda Samaja). With the understanding of values in human relationships, we are able to
recognize the connectedness with every individual correctly, and fulfil it. When we understand the
value in relationship with other units in nature too, we are able to recognize our connectedness with
them to, and fulfil it. This enables us to participate in the universal human order (sarvabhaum
vyavastha).
 MODULE-4
1. What are the four orders in nature? Briefly explain them.
All the physical objects that are in solid, liquide or gas state eighter living or non living, collectively
termed as nature. In other words, the aggregate of all the mutually interacting units – big or small,
sentient or insentient together can be called nature. These units are infinte in number and we could
easily observe that there exists a dynamic balance, self regulation among all these units. There are
four orders of nature:
1. Material order The big land mass of the continents, gigantic water bodies like ocean and
seas, mountains and rivers, the atmosphere above, the heaps of metals and mineral below, the dense
gases and fossil fuels deep below the surface of the earth – all fall into the material order or
padartha avastha. In fact, if we look around beyond the earth, the material order is visible even in
the form of stars, planets, moons and several astronomical bodies.
2. Pranic order Our land mass is covered with grass and small shrubs and they form the
lining on the entire soil. Shrubs, plants and trees form huge forest along with the flora in the ocean.
All of this is the plant/bio order or prana avastha and it is the next big order on our planet. (The
material order is far greater in quantity compared to the plant/bio order)
3. Animal order Animals and birds form the third largest order and we call them the animal
order or jiva avastha. Here again, we see that the plant/bio order is far greater in quantity than the
animal order.
 4.
Human order Human are the smallest order and they are referred to as human order or gyana
avastha. Animals are far greater in quantity as compared to the human order.

2. What do you mean by mutual fulfillment in nature? Cite a few examples.

Material Order, Plant/Bio- Order, Animal Order and Human Order: We humans also have a
natural acceptance to be mutually fulfilling to these three orders. However, we are not able to
ensure this mutual fulfilment. We are dependent on the material order for soil and minerals and
metals, but only end up polluting the soil and depleting the fossil fuels; we are dependent on plants
for our food and holding together the larger ecosystem, but we have destroyed forests and destroyed
multiple species of plants and herbs; we are dependent on animals to carry out our production and
transportation activities, but have made many species of animals extinct, and are today known for
our cruelty towards animals. We can see that there is interconnectedness and mutual fulfilment in
all the orders of nature except human order. We have to work on this.

3. Other than human order, the three orders are mutually fulfilling to each other." Explain with
examples. Why does human order fail to be mutually fulfilling to itself and to the other orders?
In the nature, all the units are connected to each other and fulfilling each other. Human being is
related to all other human beings. On this basis, we have feelings and emotions for everyone.
Human being is connected to all the material units in the existence and gets aware of it as he starts
exploring it. We can see this interconnectedness and mutual fulfilment in the following diagram:
Material Order and Plant/Bio-Order: The material order provides the nutrients to the plant/bio
order in the form of soil, minerals, etc while the plant/ bio order decays and forms more nutrients,
thus enriching the soil. The plant/bio order also decays to substances like oil and coal, which are
stored deep within the earth as protection against the heat from the molten core inside the earth as
well as the heat from the sun (today, this is the material we are removing and using as fuel). Plants
help move the nutrients through the various layers of the soil. The roots of the plants hold the soil
together and prevent the soil from erosion. Plants produce oxygen/ carbon dioxide and thus help in
the movement of the material order. There is a mutual interdependency and co-existence we can see
here.
 Material Order, Plant/Bio- Order and Animal Order: The material order provides the basis for
movement of all animals, birds and fishes. Water, oxygen and other gases are necessities for both
plants and animals. At the same time, the animal order helps enrich the soil with its excreta and this
excreta helps the plants with nutrients. The plant/bio order provides food for animals, birds and
fishes. The animal Order helps in pollination of the flowers of the pranic order.

4. Write a short note on the recyclability and self-regulation in nature.

There are several cyclical processes that we can see in nature. For example the cycle of water,
evaporating, condensing and precipitating back to water giving the weather phenomena. The cycles
keep these materials self-regulated on the earth. Breeds of plants and animals are similarly self-
regulated in their environment. In a forest, the growth of trees takes place in a way so that the
amount of soil, plants and animals remains conserved. It never happens that the number of trees
shoots up and there is a lack of soil for the trees. The appropriateness of the conditions for growth
of both plants and animals are self-regulated in nature keeping the population proportions naturally
maintained. This phenomenon is termed as self-regulation. In a single breed of animals, the number
of males and females generated through procreation is such that the continuity of species is ensured
by itself. This happens with humans too, but inhuman practices have led to disproportionate
numbers of men and women. These two characteristics namely, cyclical nature and self-regulation
provide us with some clues of the harmony that is in nature.
5. Explain the activities in the four orders of nature. How are the activities in the human order
qualitatively different from those of other three orders?

Order Things Basic Activity

Material Soil, water, metals,
Recognising, fulfillment
order etc.
Pranic
Plants and trees Recognising, fulfillment
order
Animal (Recognising, fulfillment) in body + (assuming,
Animals and birds
order recognising, fulfillment) in ‘I’
Human Recognising, fulfillment in body + (knowing,
Human beings
order assuming, recognising, fulfillment) in ‘I’
 6.
Discuss the participation of human being in entire nature.

Human beings participate in nature in multifaceted ways that encompass ecological, economic, social,
and spiritual dimensions. Understanding this participation is crucial for fostering a sustainable
relationship with the environment and recognizing our role as integral components of the natural
world. Here’s a detailed discussion on the participation of human beings in the entirety of nature:

1. Ecological Participation

Human beings participate in nature in multifaceted ways that encompass ecological, economic, social,
and spiritual dimensions. Understanding this participation is crucial for fostering a sustainable
relationship with the environment and recognizing our role as integral components of the natural
world. Here’s a detailed discussion on the participation of human beings in the entirety of nature .
a. Biodiversity and Ecosystem Services
 Dependence on Biodiversity: Humans rely on biodiversity for food, medicine, and raw materials.
Diverse ecosystems provide essential services such as pollination, nutrient cycling, and climate
regulation.
 Impact on Ecosystems: Human activities, including deforestation, pollution, and urbanization, affect
ecosystems. Efforts in conservation and restoration are vital to maintaining ecological balance.

b. Sustainable Practices
 Agriculture: Implementing sustainable farming practices such as crop rotation, organic farming, and
agroforestry to minimize environmental impact.
 Resource Management: Responsible management of natural resources like water, soil, and forests to
ensure their long-term availability.

7. Role of education in human conduct.

Education plays a pivotal role in shaping human conduct by influencing an individual’s values,
attitudes, behaviors, and overall worldview. It serves as a foundation for personal development,
social interaction, and civic responsibility. Here’s a detailed discussion on the role of education in
human conduct.
Education is a powerful tool that shapes human conduct by influencing moral and ethical
development, critical thinking, socialization, emotional intelligence, personal growth, leadership,
and environmental awareness. By fostering a holistic and integrative approach to education, society
can cultivate individuals who are not only knowledgeable and skilled but also ethical, empathetic,
and responsible members of their communities. This, in turn, leads to the development of a more
just, compassionate, and sustainable world.
1. Moral and Ethical Development
Education helps in the development of a strong moral and ethical foundation, which is crucial for
responsible conduct.
 
Values Education: Through teaching core values such as honesty, integrity, empathy, and respect,
education fosters moral reasoning and ethical behavior.
 Character Building: Schools and educational institutions play a significant role in character
building by promoting virtues such as kindness, responsibility, and fairness.
2. Critical Thinking and Decision-Making
Education enhances critical thinking and decision-making abilities, enabling individuals to make
informed and rational choices.
 Problem-Solving Skills: By engaging students in analytical thinking and problem-solving
activities, education helps them approach challenges logically and effectively.
 Informed Choices: Educated individuals are better equipped to weigh the consequences of their
actions and make decisions that are not only beneficial to themselves but also to society.

8. Present the difference and similarities between a human being and an animal. Give examples to
support your answer.

Human beings and animals share many similarities due to their biological nature but also exhibit
profound differences, particularly in terms of cognition, behavior, and social structures. Here’s a
detailed comparison highlighting both the differences and similarities:
Similarities between Humans and Animals
Differences between Humans and Animals
1. Cognitive Abilities
o Abstract Thinking: Humans have the ability to think abstractly, reason, and solve
complex problems in ways that animals cannot.
o Language: Humans use complex language systems with syntax and grammar, enabling
sophisticated communication and expression of ideas.
Example: Humans can write novels, create mathematical theories, and engage in philosophical
debates, which are beyond the capabilities of animals.
2. Cultural and Technological Development
o Culture: Humans develop cultures, including art, music, religion, and traditions, passed
down through generations.
o Technology: Humans create and use advanced tools and technologies, shaping the
environment and society.
Example: The development of the internet has transformed human interaction, knowledge
sharing, and commerce in ways that no animal society could replicate.
3. Self-Awareness and Reflective Thinking
o Self-Awareness: Humans possess a high degree of self-awareness and the ability to
reflect on their own thoughts and existence.
o Future Planning: Humans plan for the future, set goals, and aspire to achievements
beyond immediate survival needs.
Example: Humans engage in long-term planning for education, career, retirement, and legacy,
unlike animals that generally focus on immediate survival.
4. Environmental Impact and Responsibility
 o Environmental Impact: Humans significantly alter the environment through agriculture,
urbanization, industry, and technology.
o Responsibility: Humans have the capacity to understand their impact on the planet and
the moral responsibility to protect and conserve the environment.
Example: Efforts to combat climate change through international agreements like the Paris
Agreement demonstrate a uniquely human understanding and response to environmental issues.

Humans and animals share many fundamental biological and behavioral traits due to their shared
evolutionary history. However, humans possess unique cognitive, cultural, and moral capacities that
distinguish them from animals. These differences enable humans to create complex societies,
technologies, and cultures, and impose a responsibility to use these capabilities ethically and
sustainably. Understanding these similarities and differences can foster a deeper appreciation for the
natural world and our place within it.

9. What do you mean by co-existence? How are units in co-existence being in space?
Co-existence in nature means there is a relationship and complementarity among all the entities in
nature including human beings. Co-existence is a state in which two or more groups are living
together while respecting their differences and resolving their conflicts non-violently. Co-existence
has been defined in numerous ways:
1. To exist together (in time or space) and to exist in mutual tolerance.
2. To learn to recognize and live with difference.
3. To have a relationship between persons or groups in which none of the parties is trying to
destroy the other.
4. To exist together (in time or place) and to exist in mutual tolerance.
The world is full of Diversity – there are different nations, cultures, religions, communities,
languages, and beliefs. The beauty of existence can only be maximized if everything in this world is
in harmony. Peaceful, symbiotic co-existence is the key to harmony in the world.

10. Draw the chart showing in detail, the different categories of units of nature in co-existence in
space. What is your role in Existence?
1. Units: Units have a finite number of possibilities. They are all limited in size, bounded on six
sides, and range in size from a small blade of human hair to the largest planets we know of. So
everything we’ve studied thus far, including humans, animals, lumps of matter, and various atoms
and molecules, is a unit. We can identify them as such, and they are countable.

2. Space: Space is defined as an infinite entity. It has no size and thus cannot be bound, unlike a
unit. However, space maintains a certain regularity and follows certain laws. The environment is
reflecting. This means that it can be explained using its relationship to other objects. For example,
we might say there is space between you and the book you’re reading. Space is also transparent,
which means that there are no obstacles in space.
 3.
Co-existence : The relationship in this type of coexistence is founded on mutual respect for
diversity. In this relationship, the groups accept each other’s differences and have equal access to
resources and opportunities. The environment is one of peace, social cohesion, justice and equality,
mutual tolerance, respect for different points of view, and nonviolent living.

The diagram below depicts the relationship between the various orders of nature. We can see that
nature’s four orders coexist in harmony. This exists in nature and does not need to be created.
Nature’s units are small in size and self-organized. Space is limitless, and there is always reflecting
energy available in the all-encompassing space. Only the human and animal orders have received
self-consciousness. The material order is constantly changing structurally. The conscious order does
not change structurally. Because conscious units can learn, they can know, assume, recognize, and
fulfill.

11. Where is the scope of development in nature? How have we come to wrong place developmental
programs?

The scope of development in nature lies in creating a harmonious balance between human progress and
the sustainability of the natural environment. Sustainable development aims to meet the needs of the
present without compromising the ability of future generations to meet their own needs. Here are some
key areas for sustainable development within nature:

1. Renewable Energy:
o Solar, Wind, Hydro: Investing in renewable energy sources to reduce reliance on fossil
fuels.
o Energy Efficiency: Developing technologies and practices to enhance energy
efficiency in homes, industries, and transportation.
2. Sustainable Agriculture:
 o Organic Farming: Promoting practices that avoid synthetic pesticides and fertilizers.
o Agroforestry: Integrating trees and shrubs into agricultural systems to improve
biodiversity and soil health.
o Permaculture: Designing agricultural systems that are sustainable and self-sufficient.
3. Biodiversity Conservation:
o Protected Areas: Establishing national parks, wildlife reserves, and marine sanctuaries.
o Habitat Restoration: Rehabilitating degraded ecosystems to restore their natural
functions and biodiversity.
o Species Conservation: Implementing programs to protect endangered species and their
habitats.
4. Water Management:
o Sustainable Use: Implementing efficient water use practices in agriculture, industry,
and urban settings.
o Pollution Control: Reducing pollution from industrial, agricultural, and domestic
sources.
o Watershed Management: Protecting and restoring watersheds to ensure clean water
supplies and healthy aquatic ecosystems.

The scope of development in nature lies in adopting sustainable practices that balance human needs
with the health of the environment. Misplaced developmental programs have often prioritized short-
term gains at the expense of long-term sustainability, leading to significant environmental challenges.
By correcting these missteps through policy changes, education, technological innovation, and global
cooperation, it is possible to achieve a more sustainable and harmonious relationship with nature.

MODULE-5

1. What do you mean by professional ethics and its competence? Elaborate with examples.
Professional ethics means to develop professional competence with ethical human conduct.
Ethical human conduct means definitiveness of human conduct. Ethical human conduct is the
foundation of professional ethics. The only effective way to ensure professional ethics is through
correct appraisal and systematic development of ethical competence in the professional (the human
being). Profession is a significant domain of human activity targeted towards participating in the
larger order which includes the society and nature around. Thus, it is a meaningful participation for
each one in one or more of the five domains of human endeavour needed for a harmonious society.
Ethical conduct of profession implies the right utilization of one’s professional skills towards the
 fulfilment of comprehensive human goal and thus, meaningfully participates in the larger order.
Professional ethics may be defined as a form of applied ethics that examines ethical principles and
moral or ethical problems that arise in a business environment. Professional ethics concerns the
moral issues that arise because of the specialist knowledge that professionals attain, and how the use
of this knowledge should be governed when providing a service to the public.

2. Briefly explain holistic technology. Discuss the criteria for evaluation of holistic technology.
Support your answer with an example.
The modern technologies and systems are all human inventions in response to the needs visualized
under the influence of the prevailing worldview. Accordingly, they have been designed and
optimized to the objective functions best suited to this world view. In order to facilitate the
development of holistic technologies and systems, it will be necessary to visualize alternative
objective functions and to formulate appropriate criteria for evaluation compatible with
comprehensive human goal. Generally speaking, there are three broad criteria to guide the
development of such technologies and systems, viz.,
a) Catering to appropriate needs and lifestyles,
b) People-friendly, and
c) Eco-friendly.
Criteria for Technologies
The above mentioned general criteria can be itemized into more specific form as follows:

1. Catering to real human needs

2. Compatible with natural systems and cycles
3. Facilitating effective utilization of human body, animals, plants and materials
4. Safe, user-friendly and conducive to health
5. Producible with local resources and expertise as far as possible
6. Promoting the use of renewable energy resources
7. Low cost and energy efficient
8. Enhancing human interaction and cooperation

3. How do the current world views lead to contradictions and dilemmas in professional life? Explain.
We can understand more clearly through examples how the contradictions and dilemmas are
inherently generated by the prevailing worldview in which wealth maximization is perceived to be
the prime objective. In such a paradigm, ‘your loss is my gain’. Thus the other person’s happiness
seems to be in conflict with my happiness. In that case, the other people have to be exploited for
one to gain affluence and there is no possibility of mutual fulfilment in a sustainable way. In the
same way, exploitation of nature also becomes acceptable as it helps a person to accumulate wealth
easily and there is no limit to this. Let us analyse how such a world view affects the propensity of
people in different professions. Take the example of business circles, whenever there is a scarcity of
commodity due to say – monsoon failure or other natural disturbances or wars etc, the people in
general are in distress and need succour; however in such a situation the businessmen endowed with
materialistic world view will feel elated and look at it as an opportunity to make maximum profit.
They feel that the market is ‘improving’ and they should take the maximum advantage of it, even
 accentuate it by hoarding and black marketing to serve their objective. Thus the interest of such
businessmen and the consumers in general come in direct conflict. While in reality they are
expected to be mutually complementary. In a similar way, ethical practices like adulteration and
spurious production etc. are also adopted in an attempt to increase profits- albeit at the cost of
greatly endangering public health and safety. An interesting example of the prevailing dichotomy is
evident in the advertisements that we daily come across, particularly in case of various evidently
harmful products like cigarettes, pan masala etc. Where on one hand, the use of these products is
highly glamorized to attract the consumers and in the end there is an inconspicuous statutory
warning indicating that the use of these products is injurious to health. Thus there is clear tendency
of making profits by promoting the sale of the products which are injurious to public health. In such
a situation the dilemma as to how much importance is to be given to one’s profit and how much to
the welfare always remains unresolved.

4. What do you understand by definitiveness of ethical human conduct? Why is this definitiveness
desirable?
The right understanding gained through self-exploration also enables us to identify the
definitiveness of human conduct which may also be called the ethical human conduct. It is the same
for all human beings. So we are also able to understand the universality of ethical human conduct
which is in consonance with the universal human values. Each one of us wants to have a definite
conduct but presently we may not be able to ensure that. This is because we are presently living on
the basis of our pre-conditionings or assumptions which are not in consonance with the truth or the
right understanding. But, this situation neither gives satisfaction to us not to others. We do see the
human beings struggling to find out what the right conduct is and in the process, exhibiting a wide
variety of attributes. We also see people debating endlessly about what they consider to be ethical.
But unless we have the right understanding, we are not able to identify the definitiveness of ethical
human conduct. It can be understood in terms of the following:
1. Values (Mulya) : Competence of living in accordance with universal human values or
the participation of a unit in the larger order- its natural characteristics or svabhava is known as
values. Values are a part of our ethical conduct.
2. Policy (Niti) : policy is the decision (plan, program, implementation, results, evaluation)
about the enrichment, protection and right utilization of the resources (self, body and wealth –
mana, tana and dhana).
3. Character (Charitra) : The definiteness of my desire, thought and selection gives
definiteness to my living. Definitiveness of character is the outcome of the definiteness of my
behaviour and work.

5. Critically examine the issues in professional ethics in the current scenario. List any five unethical
practices in profession today and the methods being tried to curb them.
The unethical practices are rapidly increasing and their impact is also becoming far-reaching.
Corruption in multifarious manifestations is afflicting all the professions like a virus. Similarly,
other unethical practices are also proliferating and getting out of control. It appears as if human
ingenuity is being increasingly harnessed to devise newer and subtler ways to thwart the ethical
conduct of profession, to twist the laws and to beat the system. As a result of this ‘epidemic’ of
 unethical practices, we are frequently coming across serious scams, major economic offences and
kickbacks in large scale purchases. Lapses on the part of big organizations in ethical conduct of
profession have led to large scale disasters, such as Bhopal Gas Tragedy, the Chernobyl Disaster,
etc. endangering public life and prosperity, and causing serious degradation to environment.
This menace becomes even more serious as unethical politics are adopted collectively by large
industries, cartels, multinational corporations and even national governments. We are also quite
familiar how misleading propaganda, advertisements using sex-appeal, the influence of show
business ad celebrities are being employed to influence the public mind for promoting all types of
products which are not quite conductive to human welfare. We may enlist some salient categories of
these unethical practices as follows:
 Corruption in multiple forms and at various levels.
 Tax evasion, misappropriation and misuse of public funds.
 Misleading propaganda, unethical advertisements and sale promotion.
 Cut-throat competition.
 Exploiting the weakness of consumers through various enticements
 Adulteration and spurious production
 Endangering the health and safety of public at large.
 Hoarding and over-charging etc.

6. What do you understand by competence in professional ethics? Give two examples of its
implications in industry.
Professional ethics means to develop professional competence with ethical human conduct.
Developing ethical competence in the individual (profession) is the only effective way to ensure
professional ethics. The development of ethical competence is a long term process to be achieved
through appropriate value education. As profession is only a subset of the life activities, the
competence in profession will only be the manifestation of one’s right understanding. The salient
features characterizing this competence can be summarized as follows:
1. Clarity about comprehensive human goal: Samadhan – Samridhi – Abhay – Sah-astitva, and its
fulfilment through universal human order.
2. Confidence in oneself: Based on the right understanding of oneself and the rest of existence.
3. Mutually fulfilling behaviour: Clarity and confidence in ethical human conduct and its
correlation with sustained personal as well as collective happiness and prosperity.
4. Mutually enriching interaction with nature: Self-sufficiency in fulfilment of physical needs;
ability to assess the needs for physical facilities for the family and their fulfilment through
production systems ensuring harmony in the nature. In the light of the above, one acquires the
ability to identify and develop appropriate (people-friendly and eco-friendly) technologies,
production systems etc.

7. How does right understanding provide the basis for ethical human conduct?
The right understanding gained through self-exploration enables us to identify the definitiveness of
human conduct which may also be called the ethical human conduct. It is the same for all human
beings. So we are also able to understand the universality of ethical human conduct which is in
 consonance with the universal human values. Unless we have the right understanding, we are not
able to identify the definitiveness of ethical human conduct.

8. What would be the pragmatic implications of value-based living at the four levels? Briefly explain.
The implications of value based living can be understood in the following terms:
1. At the level of the individual – Achive happiness, peace, contentment and bliss in the self,
perseverance, bravery and generosity in living of the individual. The individual get rid of the
tensions, frustrations, depression, and other such situations
2. At the level of the family - Mutual fulfillment in relationships, prosperity in the family,
sustenance of joint families, family as the building block of societal order in place of law enforcing
bodies, respect for all without differntiation on the basis of age, gender, caste, race, money, post,
creed, etc.
3. At the level of the society – Fearlessness in the society, holistic systems for education, health,
justice, production, exchange and storage, harmony between nations, world growing as a family.
Differentiations on the basis of body, physical facilites and beliefs will be reduced.
4. At the level of nature – Co-existence of all units in nature, earth getting more and more suited
for sustenance of all entities on the globe, balance of seasons, proper development. The problems of
pollution and resource depletion can be solved.