CHARITY AND SWADHARMA
DR. SHRINIWAS KASHALIKAR

Most of us usually accept that it is good to be charitable.

Because most of us agree that being callous, crude and indifferent to the needs of other people is the lowest stage of development of mind. This stage neither allows us to grow from within and manage any form of stress healthily, nor does it ensure any development of the society.

Being kind to others is a higher stage. Kindness to others is actually enriching and fulfilling to self in as much as it benefits many people around us. This is why most of the religions have upheld charity.

Indian concept of DHARMA or actually SWADHARMA goes beyond the concept of charity or rather evolves and refines the concept of charity.

DHARMA is a highly refined and appropriate solution proactively allocated duty to different individuals; at different stages of life; according different personal and social relationships, different seasons and different auspicious days!

DHARMA is not a matter of individual’s feelings, fancies, idiosyncrasies, whims or choice but it is inseparable from an individual’s life; as a matter of fulfilling various responsibilities and obligations. These obligations or responsibilities are somewhat akin to loans or debts called RUNA. Thus there are PITRU RUNA (debt of father), MATRU RUNA (debt of mother), and SAMAJ RUNA (debt of society) etc. Naturally there is a concept of “repaying these loans”.

This repayment of loans or fulfillment of social obligations is called DHARMA. Thus there is PUTRA DHARMA (the sacred obligations of a son), MATRU DHARMA (sacred obligations of a mother), PITRU DHARMA (sacred obligation of a father), RAJA DHARMA (sacred obligation or responsibilities of a king) etc. This concept of obligations and their fulfillment used to be prevalent in the different stages of life such as student stage (BRAHMACHARYASHRAMA), married family person’s stage (GRUHASTHASHRAMA), retired stage (VANAPRASTHASHRAMA) and stage of renouncement or renunciation (SANYASASRHAMA) and were referred to as ASHRAMAS.

Thus a student is expected to observe celibacy and study. This is obviously a wise thing if one considers the menace of AIDS and other sexually transmitted diseases and the problems of unmarried mothers.

The GRUHASTHA or family person had the sacred duty of offering hospitality to a guest (ATITHI) and hence it was said that ATITHI DEVO BHAVA which means a guest is to be treated like God.

The stage of retired life and the stage of renunciation were also characterized by consultative sacred duties.

The importance the concept of DHARMA is that it does not give rise inflation of condescending attitude and ego on the one hand and destruction of self esteem and humiliation on the other; as it usually does in case of charity.

The concept of DHARMA is akin to the role a cell in maintenance of internal environment i. e. homeostasis. Thus just as a cell participates in homeostasis in subservience to health of an organism, similarly an individual participates in social homeostasis in subservience to the health of the society.

Since the fabric of the Indian society has changed almost completely the revival of the old concept exactly in the same form does not seem possible and feasible.

But at the same time it is possible to extract the essence of the concept of DHARMA and practice it. Thus the saints say that it is possible by practice of Namasmaran to develop global perspective, global thinking, global policies and globally beneficial administration and implementation.

This is very important and urgent because; charity in itself; being a crude; though egalitarian and commendable response; does not reach and act on the roots of the social and political evils in the form of perspectives, policies, plans, administrative machinery, laws, rules, conventions etc., which if neglected or deliberately concealed, keep on nurturing the evils unabatedly.

Moreover; charity is not sufficient or in fact proves to be counterproductive in terms of emotional black mailing and cheating, tax evasion and vested interests of political and economic nature by harboring and empowering the social evils responsible for a variety of social maladies. This is why charity even if it is sincere; can not give emotional gratification to discerning individuals, who find themselves suffocated in absence of charity and cheated by practicing charity!

This scenario of failure of “charity” in every way is evident in the queues in front of public hospitals, many restaurants, temples etc in India.

At one stage of the development of society these signs of diseased (exploited) society; could have been inevitable. Charity in those times could have been the only way or solution; for individual gratification and social relief.

But today, by understanding our DHARMA i.e. SWADHARMA, and practicing its essence through Namasmaran or any other method, we can rectify our cognition, affect and conation. This can be explained by taking examples.

By practicing NAMASMARAN, a doctor would work for the advent of holistic medicine, a lawyer for laws for holistic education, an educationist for the development of holistic education (which nurtures cognitive, affective, psychomotor and productive domain of a child) and so on, in terms of policy making, planning and implementation and can effectively manage the most important, vital and burning problems such as child labor, begging, slums, pavement dwelling, diseases, pollution etc.

DR. SHRINIWAS KASHALIKAR

CONCEPT OF BATH

DR. SHRINIWAS KASHALIKAR

The concept of bath is more profound than is usually considered to be. The bath in neither a mechanical and meaningless ritual of blind religious belief; nor it is a physical procedure that merely involves cleaning the body and simply refreshing the mind.

It has to be appreciated that bath has direct influence on the activities of all the cells of the body through its effects on central nervous system, autonomic nervous system, endocrine system, immune system and metabolic activities.

It is true that the details of the effects are not described in the text- books of physiology as they have are not studied or even thought over adequately.

In addition, there is a tendency amongst researchers to rely on experiments and not accept [or even consider] what appeals to reasoning unless substantiated by experiments, even if it is obvious.

This is somewhat similar to increasing reliance of clinicians on gadgets and investigations. This has prevented us from understanding and appreciating the benefits of bath described in the following shloka.

GUNA DASHAH SNANAPARASYA SADHO
ROOPAM CHA TEJAM CHA BALAM CHA SHAUCHAM
AYUSHYAM AROGYAM ALOLUPATVAM
DUHSWAPNA GHATAHSH CHA TAPAM CHA MEDHA
The meaning is
Oh gentleman! The bath is beneficial in ten different ways.

It improves physical state of existence. It is to be appreciated that ROOPAM does not mean mere appearance. It includes all the physiology. This is why ROOPAM and NAMA are some times compared and contrasted. ROOPAM is everything that is identified by all the terminology [NAMA] in the physiology.

It improves the TEJAM i.e. all the activities that generate energy. In modern parlance this refers to formation of ATP [Adenosine Triphosphate] and CP [Creatine Phosphate].

It improves BALAM. BALAM refers to the actual power, endurance and working capacity of an individual [through efficient formation ATP and CP].

It imparts SHAUCHAM i.e. purity. SHAUCHAM is not merely physical cleanliness of the skin. Bath stimulates the circulation and helps wash away all the waste products likely to be accumulated in and around the cells present in nook and corner of the body.

It gives AYUSHYAM i.e. life. AYUSHYAM is defined as PRAANALAKSHANA VAAYUNAA YOGAH, which means availability and utilization of oxygenation by all the parts of the body. This is achieved through stimulation of central and autonomic nervous systems as well as through their stimulation, stimulation of the respiratory system, cardiovascular system, which are vital in reaching the oxygen to the body cells. But that is not all. It also stimulates the endocrine, immune and metabolic activities.

It improves AROGYAM, which is defined as DHAATUSAAMYAM, which means right proportion of everything in body so as to give power, pleasure, profundity, peace and so on for prolonged time!

It gives ALOLUPATVAM, which means capacity rise above gravitating, enslaving, depressing, and frustrating forces in life. This is important in every sphere of life. In fact ALOLUPATVAM refers to the state of mind which is invincible.

DUSVAPNAGHAATASH means one, which destroys bad dreams or nightmares. Bath can achieve this through achieving a state of alertness by overcoming the unsteady, imbalanced state of mind, which causes bad dreams and nightmares.

TAPAH is of three types [Geeta 17.14, 17.15, 17.16] involving roughly speaking body, intellect and emotions. The TAPAH is also further classified [Geeta 17.17, 17.18, 17.19] into divine, mundane, and devilish. TAPAH means coordinated and controlled activity at an individual level, in the best interest of the universe, which is made easier through bath. Bath taken thrice a day [TRIKAL SNAANA] in itself, is a difficult accomplishment and involves all three types of TAPAH!

MEDHAA means enlightened intelligence. The bath involves not only physical cleanliness but it shifts the level of consciousness. This is particularly important because with such shift in consciousness, the perceptions, desires, aims and actions become increasingly more accurate.
Prayer of Ganga
NAMAAMI GANGE TAVA PAADPANKAJAM
SURAASURAIRVANDITADIVYARUPAM
BHUKTIN CHA MUKTIN CHA DADAASI NITYAM
BHAAAVAANUSAARENA SADAA NARAANAAM

This prayer when recited before actual SNAANA (bath) helps in more than one way. It links us with the river Ganga [who has been worshipped by our ancestors], thereby it links us with the land and our culture and it links us with our history and our forefathers. This very prayer has thus tremendous potential to help us get rid of isolated, alienated, lonely existence.

The diabetics may try bathing thrice a day and verify the beneficial effect of bath on BMR and diabetes.

DR. SHRINIWAS KASHALIKAR

Education and Stress: Dr. Shriniwas Kashalikar

Most of us get disturbed by what is going on in the field of education. But we do not understand the causes of the chaos and the remedy for them.

We will be benefited if we review in brief the concept of education and merits and demerits of the traditional education system in brief.

Education is defined in various ways but it can be safely said to have 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, 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 satisfying and socially beneficial 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 equipment.

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

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

Let us consider the traditional system in a dispassionate manner and scrutinize the merits and demerits. It is obvious that we will not be able to consider all the details of the system as they varied from time to time and from place to place. But a general review of the system would help us to overcome our disturbance!

This can be done only if we rise above the petty considerations of religion, region, caste, political power and other vested interests. This would help us rectify the present education system.
Conversely, unless the existing education system is rectified appropriately subsequent generations may not be able to develop the three domains of education adequately.

Many of you may argue here that this task can not be accomplished by common people, but can be successfully accomplished only by the politicians, political advisors, the decision-makers and the top administrators.

This argument is valid, but not completely. 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 unless, there is consensus about these changes in the vast majority of people whose cooperation in such matters is very vital.

So let us take at least a cursory look at the traditional system of education in India.
The 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 obsessively, in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that 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 from generation to generation.
In my view 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 distribution of a variety of jobs, deficient infrastructure for collective scientific and technological efforts, an element of arbitrary imposition of hierarchy and).

But the point here is to see how the transition from traditional system to the present one has failed to preserve and nurture the merits and discard the demerits and thereby lead to multiplication of problems!

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc.
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] lead 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 can affect 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.

The present education system in India; basically and almost completely prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, etc. 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.

Lack of productive element in education not only causes colossal loss to nation but it also causes economic loss to children while suppressing and starving their psychomotor domain! The lack of productive element and economic incentive 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 dropouts, who somehow manage to get into cheap labor for subsistence.
It has to be appreciated that billions of rupees are spent on construction, decoration and maintenance of schools and colleges. Billions more are spent on payment of millions of teachers and other staff members engaged in unproductive exercises. Billions are spent on electricity, and so called educational material. Billions more are spent on the exams conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities and force millions of students to drop out due to economic reasons and get into the hell of child labor, besides starving and suppressing the cognitive, affective and psychomotor domains of millions. In short, present day education system harnesses [amongst those who continue to learn] arrogance coupled with lack of confidence leaving all the domains viz. cognitive, psychomotor and affective, [including creative and productive skills and physical health] defective, deficient and underdeveloped. Further, when this education fails to give a job, it tends to create vindictive attitude transforming an individual into a criminal or develops frustration and transforms an individual into a mental wreck.

It must be appreciated that some institutions and individuals are making illustrious efforts in the direction of rectifying the education at their level.

But the chaos in the present education and the resultant conceptual stress cannot be managed effectively, unless we propagate this conceptual understanding about education and try to see that suitable changes are made to nurture cognitive, affective, psychomotor and productive domains all over the world.

In short it can be stated that every school, college, university etc must become the centers of production and service besides being centers excellence in science, art, literature, philosophy etc.
The student must have economic incentive for what he/she is privileged to make. Besides, everybody connected with education directly or indirectly must be involved in production or service.
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 development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain
Production may be of suitable items and service can involve community projects such plantation, cleanliness etc.
Physical activities can include sports, exercise, trekking, hiking etc.
Personality development refers to broadening of perspective through various means such as 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.
Entertainment could include playing musical instruments, dance, painting or anything that makes a student happy such as mimicry, singing, story telling, drama, movie etc.
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 questions in the examination of history, languages 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.

Conceptual stress arising out of chaos in education 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 law and government rules, besides public awareness.

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

DR. SHRINIWAS KASHALIKAR