STRESS EDUCATION AND RESERVATION: DR. SHRINIWAS
KASHALIKAR

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student�s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one�s social environment and culture

Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of �educational material� such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the �capacity and merit of rote learning�. This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers� children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain


20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to �copy� and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of RESERVATION POLICY and its ILL EFFECTS; in individual and social life; can NOT be managed effectively unless and until; a situation where millions are �imprisoned� in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not �miss� the �benefit of NAMASMARAN as they may remember true self through one symbol or another�!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent proper policies!

References:
1. Stress: Understanding and Management: Dr. Shriniwas Kashalikar
2. Conceptual Stress: Understanding and Management: Dr. Shriniwas Kashalikar
3. Hitaguj (Marathi): Dr. Shriniwas Kashalikar
4. Smiling Sun: Dr. Shriniwas Kashalikar
5. Namasmaran: Dr. Shriniwas Kashalikar
6. Sahasranetra: Dr. Shriniwas Kashalikar
7. Holistic Medicine: Dr. Shriniwas Kashalikar

All available for free download on internet

DELIGHT OF UNITY: DR SHRINIWAS KASHALIKAR

Many of us are convinced that NAMASMARAN takes us from subjectivity; to objectivity, to the root and seed of universe and to immortality�!
However many of us question about its uniqueness, supremacy; and its insistence and generalization.
Thus; some of us feel that there are many people who do not practice NAMASMARAN; yet serve the universe in different ways e.g. through; scientific and technological research and social service. Some of us feel that; consideration of the merit of other ways of self realization; is also important.
It is true that the creative geniuses in different fields contribute to the universal blossoming without practicing NAMASMARAN. But it is they; who have to express if they reach immortality; like Saint Dnyaneshvar. As far as the merit other ways of self realization is concerned; it is for those who have experienced or are convinced to reach immortality through those ways; can preach them.
For those of us who are convinced about NAMASMARAN and its scope and potential; it is fair to practice NAMASMARAN steadfastly and share the vision, conviction and/or experiences; with others. But this can be best done without being critical about the other ways, about which they have no experience. But suffice it to feel and express; that ultimately all ways converge to universal harmony and eternal reality.

STRESS AND CEREBRAL ORGASM: DR. SHRINIWAS KASHALIKAR

One of the major causes of universal STRESS; is the perennially disturbing conflict between the inevitable and insatiable sexual urge; and the unavoidable pressure of almost impossible task of inhibiting it!

How to overcome this stress; and culminate this conflict into globally benevolent sublime experience of cerebral orgasm?

The Greek word orgao means excitement or swelling with moisture. The Sanskrit word urja means nourishment sap or vigor. Another Sanskrit word suggestive of potency is OJA.

In sexual orgasm; cerebral cortical, autonomic nervous, visceral, endocrine and the whole body is involved. We can find he details of the physiological and psychological changes during sexual orgasm; in the books of sexology. But what we also find in these books is; even as most of the systems are involved in the phenomenon of orgasm; the focus is on genital and perigenital sensations! Thus apart from the various parts of body such as breasts, areola, nipple etc, are involved in foreplay; the orgasm is restricted to genital and perigenital areas.

It is only with the advent of the development of brain structures such as cerebral cortex and limbic system; that the orgasm per se; has acquired more emotional and poetic dimension. Further; the development of intelligence has given us the ability to understand the importance of sexual intercourse and its importance in heart to heart selfless bond, parental care, continuation of the specie and the fulfillment associated with it.

Our focus of contentment has shifted even in personal and social behavior; in terms of involving emotional fulfillment; through various relationships such as those involved in father-son, mother-son, husband-wife, employee-employer, and teacher-student; rather than mere sexual intercourse!

This has freed us at least to some extent; from ephemeral pleasures; but only intellectually and emotionally; not instinctually and physically! In other words, we are freed psychologically, but not physiologically! This is why there is conflict between sexual abstinence and indulgence!

But we should realize that even as we are not freed from our physical needs and instincts; it should be clear that pleasures arising from sexual orgasm and other instinctual gratifications are important and can lead to cerebral stimulation or excitement; although incompletely and inadequately! This is why; we are partly individualistic and partly generous!

We are left with only one option in such a situation when our consciusness is tardily, incompletely and hence painfully shifting; from genitals to cerebral cortex and limbic system! This option is that of expediting the evolution that is generating perennial conflicts! Is this possible? Yes!
We have simply to open the gates of our soul; through NAMASMARAN; so that all kinds of experiences in life hitherto blocked below subcortical levels; are �sucked�; into cerebral cortex! All the relationships and interactions of life; are thereby quickly evolved and culminated into, sublime and eternal experience of CEREBRAL ORGASM; that is the dawn of individual and global blossoming!

SIN, STRESS AND SHRADDHA: DR. SHRINIWAS KASHALIKAR

Any thing against religious decrees or ethical norms; is referred to as sin (called paap is Sanskrit) and anything illegal is usually called crime. But this is only broad understanding.

The deeper meaning of sin or paap is actually �being oblivious, ignorant, and unaware and disconnected and separated from God or true self (the omniscient, omnipresent, omnipotent and eternally unifying superlife)�.

As we get entwined and entrapped in; and become proud or ashamed of our external or superficial identities; e get separated from our own core and also; from one another. Then we fail to experience the unity and harmony with ourselves; and others. This alienation from ourselves; and from others; leads to increasing individualistic, mean and discordant behavior; that ranges from mere arguments to brutal and indiscriminate violence; and from personal disturbance to global bloodshed.

Hence ignorance, alienation, forgetfulness, obliviousness, disbelief and separation from God is the common sin at the root of all other sins, which cause stress in personal and global life!

All sins including those generated through superstitions are the activities motivated by pettiness (separation from true SELF or God). Thus when we get blinded by our petty need, greed, bias, prejudice, fanaticism, hatred, passion, pettiness, fear, anger, sorrow, shock and so on! They can make us a blind exploiter or a helpless victim, an arrogant criminal or a meek beggar and a fanatic ruler or a slavish follower.

Thus, actions of a petty person whether fuelled by information and technology or superstition; are against the welfare of any common individual and society; because they are motivated by petty selfishness; and lead to many different crimes and stress in individual and global life.

We tend to highlight crimes of illiterates and superstitious people; and ignore or neglect the heinous barbarism and malevolent activities; of people held in high esteem as �well read�, �well informed�, �scientific�, �rational�, �intelligent� and �progressive�; but cut off from the unifying SELF and hence essentially petty and inhuman individuals.

Why is this so?

The cause is separation from God; because of dominance of right cerebral cortex or left; and not full development of both. Hence we see the world erroneously with either preponderance of right cerebral hemisphere (unintelligent sentimentality) or lopsidedly developed left cerebral cortex (dry callous logic).

Shraddha (which is enlightenment associated with full blossoming and complementary functioning of right and left cerebral cortexes); builds up through NAMASMARAN. Shraddha enables us to vividly see and experience the intrinsic unity and harmony in the inmates of the world and empowers us to express holistic policies, plans and programs (solutions) conducive to the individual and universal blossoming; whole heartedly and bravely.

STRESS, CHARITY AND SWADHARMA: DR. SHRINIWAS KASHALIKAR

Like the deprivation other instincts; deprivation of the basic emotion of love and affection; also being one of the causes of STRESS; charity (dearness and affection) is logically one of the important measures of STRESS management also!

The word �charity� has its root in the old French and Latin; and literally means dearness and affection. Thus the acts of charity give us gratification of fulfilling our need to express our affection; in as much as it benefits many people around us. This is why most of the religions and ideologies; have upheld charity as adorable value and virtue.

Being uncharitable, callous, crude and indifferent to the needs of other people; is actually being blind to our own heart; and suffer from STRESS; and infect and inflict others! Being uncharitable; is being violent to ourselves and also to others.

Having said this; is being charitable enough to manage stress totally?

This is an important question; because we live in a period; when our charity is usually adulterated knowingly or unknowingly with our petty motivations and/or gullibility. Thus while being charitable; we tend to extract political, social and other varieties of advantages; or get cheated!

But; even if charity is unadulterated; it cannot evolve us; from being fraudulent, corrupt, exploitative, cheating, swindling and so on! We do no really blossom from within; by practicing mere charity!

Charity in itself; being a palliative; though egalitarian and commendable action (response, measure, solution); does not reach and act on the roots of the social and political stressors (evils) viz. sectarian perspectives, policies, plans, programs, administrative machinery, laws, rules, conventions etc, which continue to produce STRESS; at individual and global levels and harm us.

This is why; practice of charity even if it is sincere; can not give emotional gratification to the discerning individuals, who are often suffocated in absence of charity; but feel cheated by the practice of charity!

Different kind of charity is involved in subsidy, free health care, free education, reservations on the basis of caste. It is generated and nurtured and proliferated by consensus born out of motivations, temptations, meekness, lassitude, indolence, parasitism, irresponsibility and vengeance; to the government.

In turn; we get addicted to �live as liability on the others; by exploiting �the dearness and affection and Herculean efforts; i.e. others� charity�! We begin to despise work; sincerity, accountability, service, dedication, merit etc. and keep on taking pride in asking for or begging for more at the cost of others; as if it is our right! We go on growing as beggars and seekers. In the course of time we begin indulging in poisonous propaganda; unleashing indiscriminate violence and creating STRESS for everyone. This is worst mismanagement of STRESS and harmful to others.

The government, which adopts such populist policies; harms the society in terms of throttling holistic blossoming of one and all!

Thus whether we do charity or get benefited by some one else�s charity; we have to realize that; MERE CHARITY is not sufficient and in fact proves to be counterproductive; in the long run. Many examples can be given to prove this point.

This scenario of failure of �charity� in every way; is evident in the increasing number and lengths of queues in front of many public hospitals, restaurants, temples, churches, mosques, shrines; for charity; in India.

In summary, charity in the long run; throttles us; in pride, arrogance, condescending attitude, bloated ego; or beggary, parasitism, meekness, and irresponsibility and antisocial indiscriminate violence!

In some situations; charity could be the only and essential solution; for individual gratification and social relief; e.g. accidents, natural calamities, droughts.

But today; in general; a holistic perspective, policies, plans and programs; for fulfilling our physiological needs such as procreation, hunger, thirst, locomotion, living in our habitat, living in our herd, parental care, working; love for the peers, respect for the elders, kind care for the weak and handicapped, and dispassionate, selfless and surgical violence against malignant indiscriminate coercion and violence (punishments and PRAYASHCHITTA). This is essence of SWADHARMA.

SWADHARMA is evolved and refined form of charity and appropriate solution in the form of proactively allocated (individually and globally blossoming) duty; to different individuals; at different stages of life; according different personal and social relationships, different seasons and different auspicious days! Through SWADHARMA; our subjective feelings, fancies, idiosyncrasies, whims and choices evolve into objective ones; and blossom in globally beneficial motivations and actions.

The importance of SWADHARMA is that it does not give rise to bloating of our condescending attitude and ego on the one hand (givers); and destruction and/or humiliation of our self esteem; on the other (seekers)!

In Hindu culture that I am aware of; the SWADHARMA has been in practice; in the form of various responsibilities or obligations; conceptualized as �paying off loans or debts�. Debt is called RUNA in Sanskrit; e.g. PITRU RUNA (debt of father), MATRU RUNA (debt of mother), and SAMAJ RUNA (debt of society). �Repaying these loans� is called SWADHARMA. Thus there are PUTRA DHARMA (the sacred obligations of a son), MATRU DHARMA (sacred obligations of a mother), PITRU DHARMA (sacred obligations of a father), RAJA DHARMA (sacred obligations or responsibilities of a king).

This DHARAMA prevalent in the different stages of life; is called ASHRAMA DHARMA. Thus the DHARMA in student stage is that of (BRAHMACHARYA ASHRAMA), married family person�s stage (GRUHASTHA ASHRAMA), retired stage (VANAPRASTHA ASHRAMA) and stage of transcendental renouncement or renunciation (SANYASA ASRHAMA).

Thus; a BRAHMACHARI student is expected to observe austerity and celibacy and study. This is obviously a wise thing if practiced intelligently and with insight; if one considers the individual and social loss e.g. menace of AIDS and other sexually transmitted diseases, problems of unmarried mothers and most importantly thwarting of sublime aspirations and becoming corrupt slaves of our petty self; due to temptation, diversion, distraction and fixation of our mind on physical, sexual and material pleasures.

The GRUHASTHA or family person had the sacred duty of offering hospitality to a guest (ATITHI). The ATITHI could be any one and not necessarily a friend or a relative. ATITHI served a benevolent purpose for the society; as a pilgrim, a trader, an entertainer, a social scientist and in any case a uniting force amongst the people in different places.

The stage of retired life and the stage of renunciation (VANAPRASTHA and SANYASA) were characterized by consultative activities. The VANAPRASTHA and SANYASA; meant for being promoted to impartial judgments, instructing in day to day routine and providing guidance in spiritual quests. There is no escapist or self depriving connotation in any of these; and in any way.

The concept of SWADHARMA is akin to the role of a cell in maintenance of internal environment i.e. homeostasis. Thus just as a cell participates in homeostasis in subservience to the health of its own; and of the organism; similarly an individual participates in social homeostasis in subservience to the health of his or her own; and the health of the society.

Since the fabric of the Indian society has been unidentifiably damaged and mutilated repeatedly; the revival of the old SWADHARMA; does not seem plausible, possible and probable. But we can understand and practice the essence of SWADHARMA; through rectification of our cognition, affect and conation; through NAMASMARAN, which catalyzes the evolution of our subjectivity, into objective consciousness, global perspective, global thinking, global policies and globally beneficial administration and implementation in our own field.

To put it more explicitly; a doctor would work for the advent of holistic medicine, a lawyer would work for holistic laws which would provide not merely punishment but PRAYASCHITTA (opportunity for one�s individual and social welfare), an educationist would evolve holistic education (which nurtures spiritual, cognitive, affective, psychomotor and productive domains of a child); in terms of policy making, planning and implementation.

This is the evolution from CHARITY to SWADHARMA through NAMASMARAN (which Lord Krishna and the other seers have intensely and earnestly advocated for millennia) and is the core of the Total Stress Management that can eradicate the evils such as; child labor, begging, slum dwelling, pavement dwelling, diseases, handicaps, pollution etc.

It has to be reiterated that NAMASMARAN; can work far more benevolently; than what has been conceived and articulated here.