RELIGION OF THE VEDAS –THE VEDIC GODS

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India


“When these individual gods are invoked, they are not conceived as limited by the power of others, as superior or inferior in rank. Each god, to the mind of the supplicants, is as good as all the gods. He is felt at the time as a real divinity, as supreme and absolute, in spite of the limitations which, to our mind, a plurality of gods must entail on every single god. All the rest disappear for a moment from the vision of the poet, and he only who is to fulfil their desires, stands in full light before the eyes of the worshippers. . . . It would be easy to find, in the numerous hymns of the Rig-Veda, passages in which almost every single god is represented as supreme and absolute.” – Max-Muller

The oldest known religion of India, which still survives in the ethnic nooks and crannies of the great peninsula, was apparently an animistic and totemic worship of multitudinous spirits dwelling in stones and animals, in trees and streams, in mountains and stars. Snakes and serpents were divinities idols and ideals of virile reproductive power; and the sacred Bodhi tree of Buddha’s time was a vestige of the mystic but wholesome reverence for the quiet majesty of trees.” Naga, the dragon-god, Hanuman the monkey-god, Nandi the divine bull, and the Yakshas or tree-gods passed down into the religion of historic India.” Since some of these spirits were good and some evil, only great skill in magic could keep the body from being possessed or tortured, in sickness or mania, by one or more of the innumerable demons that filled the air. Hence the medley of incantations in the Atharva-veda, or Book of the Knowledge of Magic; one must recite spells to obtain children, to avoid abortion, to prolong life, to ward off evil, to woo sleep, to destroy or harass enemies.

The Vedas are considered supreme in Hinduism. They are used to verify spiritual truths as a standard testimony. The following information about Vedic gods and goddesses is culled from the Vedas only, especially from the hymns of the Rigveda, which is the mother of the other three Vedas. Hinduism underwent many changes in its long history. By Vedic gods we mean those divinities (devas) who are mentioned in the four Vedas. Information about the gods and goddesses worshipped by the Vedic people comes to us mainly from the Vedas themselves.

The Vedic hymns allude to several gods. Based upon the number of invocations addressed to each, we may identify the principal ones. However, their actual number may far exceed our current estimates, since the current version of the Vedas seem to be a remnant of the original texts that existed in the early Vedic period. The Vedas also allude to the existence of ancient gods who reside in the highest heaven and participate in the universal sacrifice performed by Brahman. In the Brihadaranyaka Upanishad, when Vidadgha Sakalya asked Yajnavalkya, how many gods were there, he began the answer saying, “As many as mentioned in the offerings made to the gods of the universe, namely   three hundred and three, three thousand and three.” On beings queried further, he reduced the number gradually from three thousand three to thirty three, then to six, then to three, then to two, then to one and half and finally to one.

Yaska (probably the oldest commentator on the Vedas) gives the following classification of the Vedic gods. “There are three deities, according to the expounders of the Vedas: Agni, whose place is on the earth; Vāyu or Indra, whose place is in the air; and Surya, whose place is in the sky. These deities receive severally many appellations in consequence of their greatness, or of the diversity of their functions.” In the Rig-Veda itself this number is increased to thirty-three, of whom eleven are said to be in heaven, eleven on earth, and eleven in mid-air. “Agni, the wise god, lends an ear to his worshippers. God with the ruddy steeds, who loves praise, bring hither those three-and-thirty.” This is the number usually mentioned, though it is by no means easy to decide which are the thirty-three intended, as the lists found in various places vary considerably; whilst in another verse it is said that “three hundred, three thousand, thirty-and-nine gods have worshipped Agni.”

The earliest gods of the Vedas were the forces and elements of nature herself sky, sun, earth, fire, light, wind, water and sex.  Dyaus (the Greek Zeus, the Roman Jupiter) was at first the sky itself; and the Sanskrit word deva, which later was to mean divine, originally meant only bright. By that poetic license which makes so many deities, these natural objects were personified; the sky, for example, became a father, Varuna; the earth became a mother, Prithivi; and vegetation was the fruit of their union through the rain.” The rain was the god Parjanya, fire was Agni, the wind was Vayu, the pestilential wind was Rudra, the storm was Indra the dawn was Ushas, the furrow in the field was Sita, the sun was Surya, Mitra, or Vishnu; and the sacred soma plant, whose juice was at once holy and intoxicating to gods and men, was itself a god, a Hindu Dionysus, inspiring man by its exhilarating essence to charity, insight and joy, and even bestowing upon him eternal life.  A nation, like an individual, begins with poetry, and ends with prose. And as things became persons, so qualities became objects, adjectives became nouns, epithets became deities. The life-giving sun became a new sun-god, Savitar the Life-Giver; the shining sun became Vivasvat, Shining God; the life-generating sun became the great god Prajapati, Lord of all living things.

These gods belong to different sphere in creation. Based upon the number of invocations available in the Vedas, the following Vedic gods and goddesses are important: Indra, Varuna, Agni, Rudra, Mitra, Vayu, Surya, Vishnu,Savitr, Pusan, Usha, Soma, Asvins, Maruts, Visvadevas, Vasus, Adityas,Vashista, Brihaspathi, Bhaga, Rta, Rhibhus, Heaven, Earth, Kapinjala,Dadhikravan, Rati, Yama, Manyu, Purusha, Prajanya Sarasvathi. Aditi is another prominent goddess. She is considered the mother of gods.Although there are no hymns directly addressed to her, she is mentionedin several of them.

For a time the most important of the Vedic gods was Agni fire; he was the sacred flame that lifted the sacrifice to heaven, he was the lightning that pranced through the sky, he was the fiery life and spirit of the world. In some of the hymns like the following ones, we see Agni being elevated to the status of a supreme god, ” Agni is the Vaivashnara the center of all people … He is in the sky as well as at the center of the earth.” A similar notion can be found in this hymns also. “Commingling, restless, he ascends the sky, unveiling nights and all that stands or moves, as he the sole God is preeminent in greatness among all these other Gods.”

Agni is the chosen Priest, God, minister of sacrifice, the hotar, who lavishes wealth and dispels the darkness. Sapient-minded priest, truthful, most gloriously great, ruler of sacrifices, guard of Law eternal, radiant One, no sacrifice is complete without his presence. His presence verily ensures the success of a sacrifice, because whatever sacrifice he accepts goes to the gods. Agni is the messenger, the herald, master of all wealth, oblation-bearer, much beloved, who brings the willing Gods from the heavens and makes them sit on the grass with him near the sacrificial altar. Agni is the Lord of Red Steeds, who loves songs. Kind and bountiful giver of gifts, of wondrous fame, Agni is the friend of all, loved by many in their homes.The Vedic Aryans were well aware of his destructive ability, as he sets the forests aflame. “Urged by the wind he spreads through dry wood as he lists, armed with his tongues for sickles, with a mighty roar. Black is thy path, Agni, changeless, with glittering waves! when like a bull thou rushes eager to the trees, with teeth of flame, wind-driven, through the wood he speeds, triumphant like a bull among the herd of cows, with bright strength roaming to the everlasting air: things fixed, things moving quake before him as he flies

But the most popular figure in the pantheon was Indra, wielder of thunder and storm. Indra is the lord of the heavens. He is the most popular and powerful of the Vedic deities. He is described as the god of the blue sky. He rides a white elephant called Airavata and wields the dazzling weapon of lightening called Vajrayudh made by another god Tvastur. He fought many battles to drive the demons away and ensure victory to the gods. He also destroyed many cities of his enemies. His most famous achievement was slaying of Vratasura. He killed the demon of the dark skies (symbolically the clouds) with his weapon (the lightning) and released the cows (waters) that were held in captivity by him For Indra brought to the Indo-Aryans that precious rain which seemed to them even more vital than the sun; therefore they made him the greatest of the gods, invoked the aid of his thunderbolts in their battles, and pictured him enviously as a gigantic hero feasting on bulls by the hundred, and lapping up lakes of wine.  His favorite enemy was Krishna, who in the Vedas was as yet only the local god of the Krishna tribe. Vishnu, the sun who covered the earth with his strides, was also a subordinate god, unaware that the future belonged to him and to Krishna, his avatar. This is one value of the Vedas to us, that through them we see religion in the making, and can follow the birth, growth and death of gods and beliefs from animism to philosophic pantheism, and from the superstition of the Atharva-veda to the sublime monism of the Upanishads.

In Varuna we see the earliest signs of an omniscient, omnipresent, omnipotent and compassionate God, the precursor the Upanishadic Brahman. Varuna is the ruler of the worlds, the ordainer and enforcer of law and upholder of the world order. In one of the Rigvedic hymns he is described as the Lord of the earth and heaven who sustains the tree that has its roots in heaven and braches down below. Varuna is the knower of all and controller of all. He is the supreme God capable of controlling and dispensing justice. “He knows the path of birds that fly through heaven, and, Sovran of the sea. He knows the ships that are thereon. True to his holy law, he knows the twelve moons with their progeny. He knows the moon of later birth. He knows the pathway of the wind, the spreading, high, and mighty wind. He knows the Gods who dwell above. Varuna, true to holy law, sits down among his people; he, Most wise, sits there to govern. all.”And how does he know all this? With innumerable spies (rays of light) who are spread every where acting as his eyes and ears, he knows all that goes on in this world. If two people talking together, beware that Varuna is there watching every thing that is going on. He causes the rains to come down and the sun to travel. He makes the rivers flow. The rivers that flows because of him know no weariness, nor they cease flowing.

The Rudra of the Rigveda is a militant god of storms and lightening and a “provider of medicines”. Though he did not enjoy the same status as Indra, Rudra definitely enjoyed his own importance in the Vedic pantheon because of his tempestuous nature, his association with storms and storm gods called Maruts and his ability to bring medicines to the people to prolong their lives. He is a fierce looking god, well built and golden in color, with braided hair, “of firm limbs, multiform, strong, tawny, who adorns himself with bright gold decorations. He wields the thunder bolt, bow and arrow, and sends down streaks of lightening shaking the worlds.The following hymn is one such example, which in many ways sounds like a verse from the Svetavatara Upanishad, “O Rudra, harm not either great or small of us, harm not the growing boy, harm not the full-grown man. Slay not a sire among us, slay no mother here, and to our own dear bodies, Rudra, do not harm. Harm us not, Rudra, in our seed and progeny, harm us not in the living, nor in cows or steeds, Slay not our heroes in the fury of thy wrath. Bringing oblations evermore we call to thee. Even as a herdsman I have brought thee hymns of praise: O Father of the Maruts, give us happiness, Blessed is thy most favoring benevolence, so, verily, do we desire thy saving help.”

Mitra uphold the law, cause the cows to stream, the plants to flourish, and, “scattering swift drops, send down the rain-flood”. We are informed from the hymns that Mitra stirs men to action and sustains both earth and heaven. Both Mitra and Varuna are guardians of the world, who sit in a gold hued chariot from day break and behold the infinity.

Vayu is a described in the Rigveda as a beautiful god, ideally the first partaker of soma juice which he seems to be especially fond of. He is swift as mind, the thousand-eyed and the Lords of thought. He drives a chariot yoked with steeds, whose colour vary from  red to purple and the number from two to hundreds and even thousands, depending upon the occasion. He is praised in the hymns as the Intelligence, who illumines the earth and heaven and makes the Dawn to shine. For him the dawn spreads her radiant garments in the dark and distant skies. Invisible, he moves in the heavens as well as in the human body as the vital breath. For his sake the cows yield milk, and to him the coward prays for luck. He is a protector of people whom he protects from every world and from the highest world of Gods (their wrath). In the post Vedic period, Vayu became the lord of the north western quarters and father of Hanuman and Bhima, symbols of immense strength, loyalty and brotherhood.

Surya, the blazing sun. He is one of the Adityas, god among gods, the light that is most excellent, golden colored, who rides the skies in his golden chariot, drawn by seven bay horses, who are described in the hymns as the daughters of heaven. He is said to be extremely brilliant, with radiant hair, who files in the skies like a bird and shines brightly like a jewel. Giver of power and strength, destroyer of laziness and darkness, with bright light radiating from him, he knows all that lives. Because of his power and golden color, he is also depicted as provider of good health, who removes the heart disease and takes away the yellow hue (jaundice) to be given to the parrots, starlings and haritala trees. In the Vedic symbolism, Surya symbolizes Brahman. The world of the sun is frequently mentioned as the place where the immortal world of Brahman is located, which the liberated souls reach upon their departure from the earth travelling by the northern path.

The Vishnu of the Rigvedic times, is a minor god,. He is one of the Adityas, but with some qualities of the Vishnu of Bhagavatism. Like the Vishnu of later days, he is a lover and protector of devotees in whose loved mansion all god loving creatures live happily. Like the Vishnu in his incarnation as Vamana, who strode the earth and the heaven in two pace and then crushed the demon king Bali with his third pace, the Vedic Vishnu is also a god of three strides, who upholds the threefold existence, the earth, the heaven and all living creatures and in whose three wide-extended paces inhabit all living creatures. Vishnu is the ancient and the last, the primeval germ, with power supreme. Together with his spouse, he ordains and as a ruler of the three worlds, he helps the Aryan man, giving the worshipper his share of Holy Law.

Savitr is an Aditya who is described as golden eyed, golden handed and golden tongued. A solar deity, he is regarded as the sun before sun rise, but sometimes distinguished from the sun. He not only represents the golden sun of the morning, but the hidden sun of dark night also. Riding a golden chariot he comes, looking on everyone. He moves both ways, upward and downward, and travels along “ancient dustless paths in the air’s mid region with two bright adorable bays.” From far away he comes to chases away all distress and sorrow, the rakshasas and the Yatudhanas and illumines the worlds. Mounting his golden chariot that is decked with colourful pearls and lofty with golden pole, he goes to darksome regions to illumine them. The Gayatri mantra is addressed to Savitr of adorable splendour for the enlightenment of human consciousness.

Pusan is the lord of the paths, who protects people from wild animals and makes their paths in solitary places pleasant to tread. He is described variously as a cloud born god, lord of the path, wonder worker, lord of all prosperity and wielder of golden sword. Pusan is the guardian of cattle who shows the way carrying a goad with a horny point to rich meadows where the grass is thick and temperature moderate Pusan stirs our thoughts, drives away the enemies, inspires the miserly to make generous donations.

Usha is dawn, the daughter of the sky, lady of the light, who rouses all life. She stirs all creatures that have feet, and makes the birds of air fly up. Borne on a hundred chariots, she yokes her steed before the arrival of the sun and is never late. Loved by the Asvins, sister of gods, she eludes the Sun who is always eager to catch her. She brings not just light to the sleeping mankind, but hope, happiness, riches and all the good things. Goddess of light and beauty, whom the Rsis of old time invoked for their protection and help, Usha is the gods’ beloved sister, whom she brings to the earth for enjoying drops of the soma juice offered by the worshippers.  Some of the hymns speak of not one dawn but many the dawns that have gone before. The hymns addressed to Usha in the Vedas are among the most poetic and beautiful hymns found in the Vedas. The following verses illustrates this point.”She, like a dancer, puts her broidered garments on: as a cow yields her udder so she bares her breast, creating light for all the world of life…”

Soma is the god of inspiration, the intoxicant who stirs the minds, lures the gods and brings them to the place of worship. One of the most popular gods of the Rigvedic hymns, the entire 9th Mandala of the scripture is dedicated to him. Also known as Indu or Soma Pavamana, he brings joy into the lives of people, cures them from diseases and leads them to the worlds of bliss and immortality. He gives strength not only to mortals, but to the gods as well. Because of him, Indra was able to slay Vrata. Because of him Agni maintains his sway. He is also known as Lord of the speech (Vachspati), because of his intoxicating influence on the movement of speech. On the physical plane Soma is some kind of intoxicating juice. It was probably extracted from some leaves, or mushrooms or some other substance by pressing them between two stones. We have completely lost the knowledge of its preparation. People have been trying for the last several centuries to know the exact ingredients with which the Vedic people used to make Soma juice, but have not succeeded so far.

The Asvins are twin deities whose origin is shrouded in myth, mystery and symbolism. A number of hymns are addressed to them because of their healing and curative powers. They said descend to earth thrice a day to help the mankind with their restorative and curative powers. The Asvins are considered to be the brothers of Usha, the goddess of dawn and may actually represent twilight, when darkness and light appear intertwined on the horizon just before dawn as well as before dusk.The Rigvedic hymns describe them as lords of hundred powers, who can make the blind and lame see and walk, the injured recover quickly from their afflictions, help men produce offspring or the cows yield more milk. They can reduce the heat in the human body, cure the septic sores, store the germ of life in female creatures and perform even surgery.

Maruts are powerful and destructive storm gods, who lash the world from end to end, make the mountains rock and reel, rend the forest-kings apart, make the earth tremble, and drench the earth with heavy rains. Mighty and well-armed, impetuous in their haste, decked in glittering gold ornaments, they send their windless rain even on the desert places. When they inundate the earth they spread forth darkness even in day time, with the water filled rain clouds. Loud roarers, giving strength, devourers of the foe, they make the winds and the lightning with their powers. The Maruts are positively destructive forces of the heave, ferocious but not wicked. They are divine beings, who work for the welfare of the world and men, though they do it in their quite noisy way. The Maruts give strength to the worshippers to make them invincible in battle, bring wealth to the people, increase their progeny and prolong life.

The word Visvadevas means lords of the universe. In the Vedas a number of hymns are addressed to them. The Visvadevas are none but the popular gods of the Vedas. When they were collectively invoked through a common ritual, they were addressed as Visvadevas. In the hymns of the Visvadevas, we generally find the names of such popular gods as Bhaga, Daksa, Mitra, Aditi, Aryaman, Varuna, Soma, the Asvins, Saraswathi, Vayu, Prithvi, Father Heaven, Soma, Pusan, Indra, Tarksya, Maruts, Agni , Varuna, Mitra, Rta, and the dikpalas.

The Rigvedic people believed that the devas sprang from a common parentage and were helpful in nature, in contrast to the demons who were wicked and troublesome. Although each god in the pantheon was endowed with specific qualities and responsibilities.The concept of Visvadevas changed during the post Vedic period especially with the emergence of the Puranas and its rich lore of mythology. The list was reduced to just ten gods namely Vasu, Satya, Kratu, Daksa, Kala, Dhriti, Kuru, Pururavas, and Madravas.

Dhara (the earth), Anala (the fire), Apa (waters), anila (the wind), Dhruva (the pole star), soma (the moon), Prabhasa (the light) are the eight vasus who are described to be attendants of Indra, the lord of the heavens. In course of time these deities attained popularity in different areas. Dhruva became a symbol of austerity, determination and a popular name in the Hindu pantheon because of his association with the polestar. The earth became a mother deity, bearing the burden of the beings, a symbol of patience and fortitude. Soma came to be associated with soma juice and attained popularity because of his significance in the Vedic rituals.

The Adityas are upholders of Laws. ” Upholding that which moves and that which moves not, Adityas, Gods, protectors of all beings, provident, guarding well the world of spirits, true to eternal Law, the debt-exactors,” they illuminate the world, drive away darkness, nourish the beings, regulate relationships and personify the laws of the universe and mankind. Originally six in the Rigveda, their number increased to 12 during the later Vedic period. The 12 Adityas are: Mitra, Varuna, Aryaman, Daksha, Bhaga, Amsa, Tvastr, Savitr, Pusan, Sakra, Vivasvat and Visnu. We have given a general description of some of the Adityas already above.

Vashistha is not a god but a sage, or the head of a particular class of brahmin priests, who is described in a hymn as born to Urvasi and Varunamitra out of their conjugal love. He is also described as born from grass and as a fallen drop, whom gods in heavenly fervor laid in a lotus blossom.

Brahmanaspati, popularly known as protector of bodies, who gives wealth, increases the agricultural produce and protects the heroes in the battle field from enemy heroes. He is the priest of heaven who makes the oblation prosper. He promotes the course of sacrifice. Without Brahmanaspati, no sacrifice is complete.

Brihaspati is also known as Ganapathi Brahmanaspati and considered by some scholars as a precursor to the latter period Ganapathi. He is also an Aditya, son of Aditi, a god of bright light. He is a giver and supporter and bestower of bliss, who discovers treasures and whose gifts are faithful. Since he grants boons, horses and heroes, he is approached by the rich and poor alike for abundance and happiness.

Rta is the rhythmic pattern of the universe. It is the orderly way in which the world regulates itself. Rta determines the usual paths by which the heavenly objects, the sun, the moon, the stars, the nine planets, conduct themselves. Rta is responsible for many other things: the manner in which the seasons (ritus) come and go, the way the rains fall upon the earth, the way the crops are harvested, the way the people live and die, and the cattle yield wealth through milk and progeny.

The Rbhus are wise and skilful craftsmen, dexterous-handed, deft in work and gracious, who are said to be the sons of Sudhavan.. The hymns addressed to Rbhus generally mention the names of Rbhu, Vibhvan, Vaja and speak of their craftsmanship and how they were promoted to the rank of gods because of their skills and their “cunning”.

In the hymns addressed to heaven and earth, they are referred as two great mothers. Between them the God, the effulgent sun, travels by fixed decree. These two, the Heaven and the Earth bestow prosperity on all and sustain the region. They are holy, wise and the spirited. They keep the truth of all that stands and all that moves and were made beautiful by the sun with his garment of light.

Kapinjala is a bird of good omen with sweet and flute like melodious voice whose sounds are compared to the utterances of a Sama-chanter. The invokers of this bird of heaven pray for the protection of the bird from the attacks of falcon, eagle and hunter’s arrows. Associated with good luck and happy omens, there are at least two hymns in the Rigveda addressed to this mystic bird of melodious notes.

Dadhivakran is a mighty stallion that was given to Puru by gods. It is swift of foot and shines bright. It is described as the giver of many gifts, who visiteth all people, impetuous hawk, swift and of varied colour, like a brave King. Some hymns in the Rigveda are entirely addressed to Dadhivakran.

There is a hymn in the Rigveda addressed to sage Agastya by his wife Lopamudra as an invocation to Ratidevi to come to the aid of the aging couple and rekindle love in their bodies.

Yama is the controller, god of justice and ruler of the dead and departed who go to the region of hell. He is also the ruler of the southern quarter, wears red garments and carries a mace as his weapon.The Rigveda describes Yama as Vivasvan’s Son, who gathers men together, who traveled to the lofty heights above men and who searches out and shows the path to many. Dark-hued, insatiate, with distended nostrils, Yama’s two envoys said roam among the People and keep a watch. “Into the six Expanses flies the Great One in Trkadrukas. The Gayatri, the Trstup, all metres in Yama are contained.”

There are some hymns in the Rigveda which are addressed to Manyu a war god, wielder of thunder, slayer of foes, of Vrtra, and of Dasyu, of surpassing vigor, fierce, queller of the foe, and self-existent. He is beseeched to bring wealth and health. Manyu is a war god, who is considered to be Indra himself.

The famous Purusha Sukta speaks of the Universal Purusha, of a thousand heads, a thousand eyes, and a thousand feet who pervading earth from every side fills a space ten fingers wide. “This Purusha is all that yet hath been and all that is to be; the Lord of Immortality which waxes greater still by food. So mighty is his greatness; yea, greater than this is Purusa. All creatures are one-fourth of him, three-fourths eternal life in heaven.”

From this Purusha was born Viraj (world soul) and from Viraj again a second Purusha (hiranyagarbha) was born. As soon as he was born, the gods gathered and sacrificed him. From that great sacrifice, from his various bodily parts were born all the animals, the Riks, Sama hymns and Yajus, the sun and the moon and all the four castes, Indra, Agni, Vayu, the earth and the sky and all the regions. The Purusha Sukta is very controversial hymn. It raises a number of interesting questions, about which we can only speculate but cannot give a definite answer.

Prajanya is a rain god, ferocious, whom all life fears, the bull who lays in the plant, the seed, who smites the trees apart with lightning and slays the demons. All life fears him and the sight of his mighty weapon. He is the slayer of demons, who sends the rains down. He made the desert places fit for travel probably by bringing the rains.  Prajanya is a sky god. He seems to have become Indra, for Indra is unknown to other members of the Aryan family. In the Vedas Prajanya is another name for the sky.

In the Rigvedic hymn addressed to Saraswathi, she is depicted as a river goddess, who slays the Parvathas with her might, casts down those who scorn the gods and makes poison flow away from the waters. She is the giver of opulence, strength and wealth. She has seven sisters, sprung from three fold source, who is invoked in every deed of might and sought for treasures.

In the hymn addressed to her, she is beseeched to keep flowing gracefully and not to spurn people, so that they would not be forced to go to far away countries. Saraswathi subsequently became a goddess of learning and consort of Brahma. But in the Rigveda, she is a river goddess with seven sisters, who helps the gods, destroys their enemies and provides waters to the five tribes. There is no association with either Brahma or with learning.

These deities, though spoken of as immortal, are not said to be self-existent beings; in fact their parentage in most cases is given; but the various accounts of their origin do not agree with each other. Agni and Savitri are said to have conferred immortality upon the other gods; whilst it is also taught that Indra obtained this boon by sacrifice. An interesting account is given in the Satapatha Brāhmana  of the means by which the gods obtained immortality, and superiority over the asuras or demons. All of them, gods and demons alike, were mortal, all were equal in power, all were sons of Prajāpati the Creator. Wishing to be immortal, the gods offered sacrifices liberally, and practised the severest penance; but not until Prajāpati had taught them to offer a particular sacrifice could they become immortal. They followed his advice, and succeeded. Wishing to become greater than the asuras, they became truthful. Previously they and the asuras spoke truthfully or falsely, as they thought fit; but gradually, whilst they ceased from lying, the asuras became increasingly false; the result was that the gods after protracted struggles gained the victory. Originally the gods were all equal in power, all alike good. But three of them desired to be superior to the rest, viz. Agni, Indra, and Surya. They continued to offer sacrifices for this purpose until it was accomplished. Originally there was not in Agni the same flame as there is now. He desired, “May this flame be in me,” and, offering a sacrifice for the attainment of this blessing, obtained it. In a similar manner Indra increased his energy, and Surya his brightness. These three deities form what is commonly described as the Vedic Triad. In later times other three took their place, though an attempt is made to show them to be the same.

According to the Vedas, Brahman manifested a part of Himself during creation and diversified Himself into Isvara, Hiranyagarbha and Viraj. He created the earth, the mid-region, the heaven. He created gods and celestial beings, demons and humans/ God and celestial beings reside in the heaven and the mid-regions respectively. Humans and other mortal beings inhabit the earth or our world. The demons reside in the nether regions below the earth. In the mortal world, He manifested as Death (or Kala) and became its ruler. He created hunger and thirst and subjected the beings, including the gods in the heaven to the same. To satisfy them He created food of several kinds. The gods have immense powers, but they do not have the ability to make food for themselves. Human beings have the ability to make food for themselves and others, but do not have the supernatural powers of the gods. Brahman created this distinction to ensure that both gods and humans live in harmony, depending upon each others, and participate in creation by doing their dutiful duties. Thus it is the duty (dharma) of gods to help humans and it is the duty (dharma) of humans to live helplessly and help gods and other beings with nourishment by performing sacrifices

These gods are human in figure, in motive, almost in ignorance. One of them, besieged by prayers, ponders what he should give his devotee: “This is what I will do no, not that; I will give him a cow or shall it be a horse? I wonder if I have really had soma from him?”  Some of them, however, rose in later Vedic days to a majestic moral significance.

As the number of the gods increased, the question arose as to which of them had created the world. This primal role was assigned now to Agni, now to Indra, now to Soma, now to Prajapati. One of the Upani- shads attributed the world to an irrepressible Pro-creator:

Verily, he had no delight; one alone had no delight; he desired a second. He was, indeed, as large as a woman and a man closely embraced. He caused that self to fall (v pat) into two pieces; there-from arose a husband (pati) and a wife (patni). Therefore . . . one’s self is like a half fragment; . . . therefore this space is filled by a wife. He copulated with her. Therefore human beings were produced. And she bethought herself: “How, now, does he copulate with me after he has produced me just from himself? Come, let me hide myself.” She became a cow. He became a bull. With her he did indeed copulate. Then cattle were born. She became a mare, he a stallion. She became a female ass, he a male ass; with her he copulated of a truth. Thence were born solid hoofed animals. She became a she-goat, he a he-goat; she a ewe, he a ram. With her he did verily copulate. Therefore were born goats and sheep. Thus indeed he created all, whatever pairs there are, even down to the ants. He knew: “I, indeed, am this creation, for I emitted it all from myself.” Thence arose creation. 00

In this unique passage we have the germ of pantheism and transmigration: the Creator is one with his creation, and all things, all forms of life, are one; every form was once another form, and is distinguished from it only in the prejudice of perception and the superficial separateness of time. This view, though formulated in the Upanishads, was not yet in Vedic days a part of the popular creed; instead of transmigration the Indo-Aryans, like the Aryans of Persia, accepted a simple belief in personal immortality. After death the soul entered into eternal punishment or happiness; it was thrust by Varuna into a dark abyss, half Hades and half hell, or was raised by Yama into a heaven where every earthly joy was made endless and complete. “Like corn decays the mortal,” said the Katha Upanishad, “like corn is he born again.”

The Vedas declare that the human body is similar to the body of the Cosmic Self, Purusha, who manifested in creation as the Lord of the Universe. Just as there are four tiers in the universe, there are four planes in a human body. The head represents the sky or the heaven. The trunk including the chest and the stomach represents the mid-region, where breath flows and the heart beats. The hips and the legs represent the mortal world. Just as the gods reside in the macrocosm, they reside in our bodies also in their respective sphere as various organs, namely the organs of action (karmendriyas) such as the five organs of speech, such as hands, feet etc., the organs of perception such as the eye, the ears, the nose, the tongue etc., and the internal organs, namely the mind, the ego and the intelligence. Just as they depend upon our sacrificial offerings in the external world for their nourishment, they depend upon us internally for nourishment through the food we eat. While in the external world, the gods receive their share of offerings from fire who is the first recipient of the offerings in the sacrifices since we pour them into fire only, in the body also the gods receive their offering from the digestive fire which resides in the digestive tract. From there the food is supplied to various divinities through the five breathing channels called Prana, Apana, Samana, Vyana and Udana. The Upanishads affirm that just as Vayu rules the mid-region and pervades the earth and the heaven, Prana pervades the whole body and acts as the overlord of the organs.

Professor Williams says  ”that the deified forces addressed in the Vedic hymns were probably not represented by images or idols in the Vedic period, though doubtless the early worshippers clothed their gods with human forms in their own imaginations.” Professor Müller  speaks more positively: “The religion of the Veda knows of no idols. The worship of idols in India is a secondary formation, a later degradation of the more primitive worship of ideal gods.” Dr. Bollensen  writes, “From the common appellation of the gods as divo naras, ‘men of the sky,’ or simply naras, ‘men,’ and from the epithet nripesas, ‘having the form of men,’ we may conclude that the Indians did not merely in imagination assign human forms to their gods, but also represented them in a sensible manner. Thus a painted image of Rudra (Rig-Veda, ii. 33, 9) is described with strong limbs, many-formed, awful, brown, he is painted with shining colours.’” “Still clearer appears the reference to representations in the form of an image. ‘I now pray to the gods of these (Maruts).’ Here it seems that the Maruts are distinguished from their gods, i.e. their images.’” “There is in the oldest language a word, ‘Sandris,’ which properly denotes ‘an image of the gods.’

In the earlier Vedic religion there were, so far as the evidence goes, no temples and no images;  altars were put up anew for each sacrifice as in Zoroastrian Persia, and sacred fire lifted the offering to heaven. Vestiges of human sacrifice occur here, as at the outset of almost every civilization; but they are few and uncertain. Again as in Persia, the horse was sometimes burnt as an offering to the gods.The usual offering was a libation of soma juice, and the pouring of liquid butter into the fire.  The sacrifice was conceived for the most part in magical terms; if it were properly performed it would win its reward, regardless of the moral deserts of the worshiper. The priests charged heavily for helping the pious in the ever more complicated ritual of sacrifice: if no fee was at hand, the priest refused to recite the necessary formulas; his payment had to come before that of the god.

Rules were laid down by the clergy as to what the remuneration should be for each service how many cows or horses, or how much gold; gold was particularly efficacious in moving the priest or the god. The Brahmanas, written by the Brahmans, instructed the priest how to turn the prayer or sacrifice secretly to the hurt of those who had employed him. Other regulations were issued, prescribing the proper ceremony and usage for almost every occasion of life, and usually requiring priestly aid. Slowly the Brahmans became a privileged hereditary caste, holding the mental and spiritual life of India under a control that threatened to stifle all thought and change.

The gods who once ruled the Vedic minds were gradually replaced and relegated into a subordinate position by subsequent developments which heralded the emergence of its principal traditions, namely Shaivism, Vaishnavism, Shaktism and Smaraism. In this, the ruling classes from all parts of India, as patrons of priestly families, played a significant role, in addition to many foreign rulers like Kushanas, Sakas, and Pahlavas. What survived from the Vedic religion were the priestly traditions and practices and their philosophical base.

 

 

Posted in Uncategorized | Comments Off

Nyaya Darshan – Indian Philosophy related with Logic and Epistemology

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Indian philosophy, the systems of thought and reflection that were developed by the civilizations of the Indian subcontinent, includes both orthodox (astika) systems, namely, theNyaya, Vaisheshika, Samkhya, Yoga, Purva-Mimamsa (orMimamsa), and Vedanta schools of philosophy, and unorthodox (nastika) systems, such as Buddhism and Jainism. Indian thought has been concerned with various philosophical problems, significant among which are the nature of the world (cosmology), the nature of reality(metaphysics), logic, the nature of knowledge (epistemology), ethics, and the philosophy of religion.

The first of the “Brahmanical” systems in the logical order of Indian thought (for their chronological order is uncertain, and they are in all essentials contemporary) is a body of logical theory extending over two millenniums. Nyaya means an argument, a way of leading the mind to a conclusion. One of the six DARSHANS (orthodox systems) of Indian philosophy, important for its analysis of logic and epistemology and for its detailed model of the reasoning method of inference. Like other darshans, Nyaya is both a philosophy and a religion; its ultimate concern is to bring an end to human suffering, which results from ignorance of reality Nyaya, one of the six orthodox systems (darshana) of Indian philosophy, important for its analysis of logic and epistemology. The major contribution of the Nyaya system is its working out in profound detail the reasoning method of inference.

The term “nyāya” ( Sanskrit: “Rule” or “Method”)  traditionally had the meaning “formal reasoning,” though in later times it also came to be used for reasoning in general, and by extension, the legal reasoning of traditional Indian law courts. Opponents of the Nyāya school of philosophy frequently reduce it to the status of an arm of Hindu philosophy devoted to questions of logic and rhetoric. While reasoning is very important to Nyāya, this school also had important things to say on the topic of epistemology, theology and metaphysics, rendering it a comprehensive and autonomous school of Indian philosophy.

The Nyāya school of Hindu philosophy has had a long and illustrious history,it belongs to the category of Astika Darshanas. It is important to know that Astika Darshanas realize the significance of verbal testimony or the authority of the Vedas. The founder of this school is the sage Gautama (2nd cent. C.E.)—not to be confused with the Buddha, who on many accounts had the name “Gautama” as well. He is also called Akshapada.  Nyāya went through at least two stages in the history of Indian philosophy. At an earlier, purer stage, proponents of Nyāya sought to elaborate a philosophy that was distinct from contrary darśanas. At a later stage, some Nyāya and Vaiśeṣika authors (such as Śaṅkara-Misra, 15th cent. C.E.) became increasingly syncretistic and viewed their two schools as sister darśanas. As well, at the latter stages of the Nyāya tradition, the philosopher Gaṅgeśa (14th cent. C.E.) narrowed the focus to the epistemological issues discussed by the earlier authors, while leaving off metaphysical matters and so initiated a new school, which came to be known as Navya Nyāya, or “New” Nyāya. Our focus will be mainly on classical, non-syncretic, Nyāya.

The metaphysics that pervades the Nyāya texts is both realistic and pluralistic. On the Nyāya view the plurality of reasonably believed things exist and have an identity independently of their contingent relationship with other objects. This applies as much to mundane objects, as it does to the self, and God. The ontological model that appears to pervade Nyāya metaphysical thinking is that of atomism, the view that reality is composed of indecomposable simples (cf. Nyāya-Sūtra IV.2.4.16).

Like all Hindu thinkers, Gautama announces, as the purpose of his work, the achievement of Nirvana, or release from the tyranny of desire, here to be reached by clear and consistent thinking; but we suspect that his simple intent was to offer a guide to the perplexed wrestlers in India’s philosophical debates. He formulates for them the principles of argument, exposes the tricks of controversy, and lists the common fallacies of thought.

The Nyāya’s acceptance of both arguments from analogy and testimony as means of knowledge, allows it to accomplish two theological goals. First, it allows Nyāya to claim that the Veda’s are valid owing to the reliability of their transmitters (Nyāya-Sūtra II.1.68). Secondly, the acceptance of arguments from analogy allows the Nyāya philosophers to forward a natural theology based on analogical reasoning. Specifically, the Nyāya tradition is famous for the argument that God’s existence can be known for (a) all created things resemble artifacts, and (b) just as every artifact has a creator, so too must all of creation have a creator (Udayanācārya and Haridāsa Nyāyālaṃkāra I.3-4).

Its most famous text is the Nyaya Sutra. The sutras are divided into five chapters, each with two sections.  , 10 ahnikas and 528 sutras.  It accepts 4 pramanas and 16 padarthas.According to Nyaya, midhya jnana (nescience) causes sansara and tatva jnana (gnosis) brings liberation.The work begins with a statement of the subject matter, the purpose, and the relation of the subject matter to the attainment of that purpose. The ultimate purpose is salvation—i.e., complete freedom from pain—and salvation is attained by knowledge of the 16 categories: hence the concern with these categories, which are means of valid knowledge (pramana); objects of valid knowledge (prameya); doubt (samshaya); purpose (prayojana); example (drishtanta); conclusion (siddhanta); the constituents of a syllogism (avayava); argumentation (tarka); ascertainment (nirnaya); debate (vada); disputations (jalpa); destructive criticism (vitanda); fallacy (hetvabhasa); quibble (chala); refutations (jati); and points of the opponent’s defeat (nigrahasthana).

Nyāya’s treatment of logical and rhetorical issues, particularly in the Nyāya Sūtra, consists in an extended inventory acceptable and unacceptable argumentation. Nyāya is often depicted as primarily concerned with logic, but it is more accurately thought of as being concerned with argumentation.

The words knowledge, buddhi, and consciousness are used synonymously. Four means of valid knowledge are admitted: perception, inference, comparison, and verbal testimony. Perception is defined as the knowledge that arises from the contact of the senses with the object, which is nonjudgmental, or unerring or judgmental. Inference is defined as the knowledge that is preceded by perception (of the mark) and classified into three kinds: that from the perception of a cause to its effect; that from perception of the effect to its cause; and that in which knowledge of one thing is derived from the perception of another with which it is commonly seen together. Comparison is defined as the knowledge of a thing through its similarity to another thing previously well-known.

It is called Nyaya because it is constituted of five “laws” – Pratijna, Hetu, Udaharana, Upanaya, Nigamana. Nyaya includes formal logic and modes of scientific debate. It explains the logical constructs like antecedent and laws of implying. It expounds various modes of scientific debate and methods for debate, like tarka, vitanda, chala, jalpa and so on.

Nyaaya is greatly concerned with logic and elaborates on the principle of inference based on syllogism, of course logic is only one of the many subjects it deals with. Nyaaya preaches that a statement should only be accepted if it passes the test of reason. So according to it, error and ignorance are the causes of pain and suffering. The road to wisdom is to develop the process of logical thinking. It does not seem to deny God and accepts God as the Supreme Soul.

The syllogism

Like another Aristotle, he seeks the structure of reasoning in the syllogism, and finds the crux of argument in the middle term;( The Nyaya syllogism, however, has five propositions: theorem, reason, major premise, minor premise and conclusion. E.g.:

(i) Socrates is mortal,

(2) For he is a man

(3) All men are mortal;

(4) Socrates is a man;

(5) Therefore Socrates is mortal.( like another James or Dewey)

He looks upon knowledge and thought as pragmatic tools and organs of human need and will, to be tested by their ability to lead to successful action.  He is a realist, and will have nothing to do with the sublime idea that the world ceases to exist when no one takes the precaution to perceive it.

Of the four main topics of the Nyaya-sutras (art of debate, means of valid knowledge, syllogism, and examination of opposed views), there is a long history. There is no direct evidence for the theory that though inference (anumana) is of Indian origin, the syllogism (avayava) is of Greek origin. Vatsayana, the commentator on the sutras, referred to some logicians who held a theory of a 10-membered syllogism (the Greeks had three). The Vaisheshika-sutras give five propositions as constituting a syllogism but give them different names. Gautama also supports a five-membered syllogism with the following structure:

1.            This hill is fiery (pratijna: a statement of that which is to be proved).

2.            Because it is smoky (hetu: statement of reason).

3.            Whatever is smoky is fiery, as is a kitchen (udaharana: statement of a general rule supported by an example).

4.            So is this hill (upanaya: application of the rule of this case).

5.            Therefore, this hill is fiery (nigamana: drawing the conclusion).

The characteristic feature of the Nyaya syllogism is its insistence on the example—which suggests that the Nyaya logician wanted to be assured not only of formal validity but also of material truth. Five kinds of fallacious “middle” (hetu) are distinguished: the inconclusive (savyabhichara), which leads to more conclusions than one; the contradictory (viruddha), which opposes that which is to be established; the controversial (prakaranasama), which provokes the very question that it is meant to settle; the counterquestioned (sadhyasama), which itself is unproved; and the mistimed (kalatita), which is adduced “when the time in which it might hold good does not apply.”

Epistemology

As far as the question of epistemology, the Nyāya-Sūtra recognizes four avenues of knowledge: these are perception, inference, analogy, and verbal testimony of reliable persons. Perception arises when the senses make contact with the object of perception. Inference comes in three varieties: pūrvavat (a priori), śeṣavat (a posteriori) and sāmanyatodṛṣṭa (common sense) (Nyāya-Sūtra I.1.3–7).The validity of the means of knowing is established as against Buddhist skepticism, the main argument being that if no means of knowledge is valid then the demonstration of their invalidity cannot itself claim validity. Perception is shown to be irreducible to inference, inference is shown to yield certain knowledge, and errors in inference are viewed as being faults in the person, not in the method itself. Knowledge derived from verbal testimony is viewed as noninferential.

According to the first verse of the Nyāya-Sūtra, the Nyāya school is concerned with shedding light on sixteen topics: pramāna (epistemology), prameya (ontology), saṃśaya (doubt), prayojana (axiology, or “purpose”), dṛṣṭānta(paradigm cases that establish a rule), Siddhānta (established doctrine), avayava(premise of a syllogism), tarka (reductio ad absurdum), nirnaya (certain beliefs gained through epistemic ally respectable means), vāda (appropriately conducted discussion), jalpa (sophistic debates aimed at beating the opponent, and not at establishing the truth), vitaṇḍa(a debate characterized by one party’s disinterest in establishing a positive view, and solely with refutation of the opponent’s view), hetvābhāsa (persuasive but fallacious arguments), chala (unfair attempt to contradict a statement by equivocating its meaning),jāti (an unfair reply to an argument based on a false analogy), and nigrahasthāna (ground for defeat in a debate) (Nyāya-Sūtra and Vātsyāyana’s Bhāṣya I.1.1-20).

Praman: Sources of knowledge – Prama = valid knowledge¢ Pramana is that through which valid knowledge is received.Knowledge. it is of two types: 1. Anubhava (experiential) and 2. Smriti (memory).Both categories can be divided into valid and invalid knowledge.  Valid experiential knowledge is called prama and  Invalid experiential knowledge is aprama. Praman. (Valid) 1. Pratyaksa (direct perception). 2. Anumana (inference) . 3. Upamana (comparison) . 4. Sabda (testimony): Aprama. (Invalid) 1. Doubt (samsaya), faulty cognition (bhrama or viparyaya) and 2. Hypothetical argument (tarka).

Pratyaksha-This source occupies the foremost position in Nyaya and is divided into(1)  Laukika or ordinary perception as attained through the senses, viz., visual-by eyes, olfactory-by nose, auditory-by ears, tactile- by skin, gustatory-by tongue and mental-by mind. (2) Alaukika or extra-ordianry. Involves, Samanyalakshana (perceiving generality from a particular object),  Jñanalakshana (when one sense organ can also perceive qualities not attributable to it, such as when seeing a chili, one knows that it would be bitter or hot), and  Yogaja (when certain human beings, from the power of Yoga, can perceive past, present and future and may have supernatural abilities).

Anumana (inference) :It is the detailed proces Anumana (inference) Anumana (inference) s of knowing something not by means of contact between the senses and the objects of the world and not by observation but rather through the medium of a sign or linga that is invariably related to it..The types of inferences are –  Svarthanumana, or inference for oneself . Parathanumana, inference for others. Purvavat (inferring an unperceived effect from a perceived cause) Sheshavat (inferring an unperceived cause from a perceived effect) Samanyatodrishta (when inference is not based on causation but on uniformity of co-existence).

Upamana (comparison) :Upamana refers to the relationship between a word and an object that is referred to by the word, produced by the understanding of a knowledge of similarity.

Sabda (testimony) :¢ Sabda is the knowledge derived from words or sentences .It is of two types –  Vaidika, or the words of the Vedas, and  Laukika, or the words of humans who are trustworthy.)

Prameya: The Object of Knowledge- Nyaya considers 12 objects of knowledge. 1- Atma – the individual conscious unit 2- Sarira – the material body 3- Indriyas – the sense organs 4 -Artha – the objects of the senses 5- Buddhi – cognition 6- Manas – the mind 7- Pravrti – activity 8- Dosa – mental defects 9 -Pretyabhava – life and death 10- Phala – the results of pleasure and pain 11- Duhkha – suffering 12- Apavarga – permanent relief from all suffering

Samsay : (Doubt)- A state in which the mind wavers between conflicting views regarding a single object. Is that a rope or a serpent?¢ Samsaya is not certain knowledge, nor is it a mere reflection of knowledge, nor is it invalid knowledge.¢ It is a positive state of cognition but the cognition is split in two and does not provide any definite conclusion.¢ Doubt is the product of a confused state of mind.

Prayojana –( Aim) No action can be performed without an objective, a target or an aim.  One acts either to achieve desirable objects or to get rid of undesirable ones; these desirable or undesirable objects are known as prayojana.

Drstanta: (Example)¢ This refers to using an example or an illustration to highlight a common fact and establish an argument. For instance, one can say that there must be fire because one sees smoke and one can refer to the fire and smoke in a kitchen to establish common ground.

Siddant:((Doctrine)¢ An axiomatic postulate accepted as undisputed truth and serves as the foundation for the entire theory of a system of philosophy.

Avayava: Constituents of Inference¢/ Parts or components.¢

Nyaya uses inference to establish reasons and come to conclusions in arguments.¢ If an inference has five necessary parts, it is assumed that it can give correct knowledge.¢ These components are: 1. pratijna (statements), 2. hetu (reason), 3. udaharana (example), 4. upanaya (universal proposition) and 5. nigamana (conclusion).

Tarka (Hypothetical argument) The minds jabbering that creates confusion and misunderstanding, because the mind is clouded by its own modifications. Tarka is the process of clarifying the confusion. It is the process of questioning and cross- questioning with the mind that leads to a particular conclusion.¢

Nirnaya (Conclusion) is certain knowledge that is attained by using legitimate means. It is the ascertaining of the truth about something, perhaps using Tarka or other ways of perceptions.

Bada (Discussion) A debate between two parties – exponent and opponent – on a subject.  Both are agreed on using the methods of reasoning and logic and valid knowledge can be reached if both parties are honest and free from prejudices

Jalpa (Wrangling) When the two parties try to defeat each other through dishonest means.  There is an involvement of ego instead of a true search for knowledge.¢ Jalpa contains all the characteristics of a valid debate except that of aiming to discover truth.¢ It is that type of discussion in which each party has a prejudice for his own view and thus tries to gather all possible arguments in his own favour¢.

Vitanda¢( Irrational reasoning) An argumentation aimed at refuting or destroying an antagonist’s position without seeking to establish one’s own position – it is mere destructive criticism. In irrational reasoning either or both tries to refute the others position instead of establishing his own.

Hetvabhasa ( Specious reasoning) An irrational argument or the reasoning that appears to be valid but is really unfounded

Chala (Unfair reply) A statement meant to cheat or to fool someone in an argument.¢ A person pretends to understand a word or phrase used in a particular sense as other than what was intended and then denies the truth of this deliberate misinterpretation of the speaker’s words.

Jati (Generality based on false analogy) –¢ A debate in which an unfair reply or conclusion is based on a false analogy. Example of sound – is it non-eternal or eternal?  A. Sound is no eternal because it is an effect of a certain cause, just as a pot is produced from clay.  One can argue that it is eternal by comparing it with the sky. But it is a false analogy because there is no universal relationship between the non-material and the eternal .

Nigrahasthans (Grounds of defeat) - The point at which he accepts his defeat is called nigrahasthana. The grounds on which a person is defeated in his argument. ¢ Happens when a person misunderstands his own or his opponent’s premises and becomes helpless and eventually accepts defeat in the debate

TheNavya-Nyaya (“New Nyaya”)

The logicians of this school were primarily interested in defining their terms and concepts and for this purpose developed an elaborate technical vocabulary and logical apparatus that came to be used by, other than philosophers, writers on law, poetics, aesthetics, and ritualistic liturgy. The founder of the school of Navya-Nyaya (“New Nyaya”), with an exclusive emphasis on the pramanas, was Gangesha Upadhyaya (13th century), whose Tattvachintamani (“The Jewel of Thought on the Nature of Things”) is the basic text for all later developments. The school may broadly be divided into two subschools: the Mithila school, represented by Vardhamana (Gangesha’s son), Pakshadhara or Jayadeva (author of the Aloka gloss), and Shankara Mishra (author of Upaskara); and the Navadvipa school, whose chief representatives were Vasudeva Sarvabhauma (1450-1525),Raghunatha Shiromani (c. 1475–c. 1550), Mathuranatha Tarkavagisha (flourished c. 1570), Jagadisha Tarkalankara (flourished c. 1625), and Gadadhara Bhattacharya (flourished c. 1650).

By means of a new technique of analyzing knowledge, judgmental knowledge can be analyzed into three kinds of epistemological entities in their interrelations: “qualifiers” (prakara); “qualificandum,” or that which must be qualified (visheshya); and “relatedness” (samsarga). There also are corresponding abstract entities: qualifierness, qualificandumness, and relatedness. The knowledge expressed by the judgment “This is a blue pot” may then be analyzed into the following form: “The knowledge that has a qualificandumness in what is denoted by ‘this’ is conditioned by a qualifierness in blue and also conditioned by another qualifierness in potness.”

A central concept in the Navya-Nyaya logical apparatus is that of “limiterness” (avacchedakata), which has many different uses. If a mountain possesses fire in one region and not in another, it can be said, in the Navya-Nyaya language, “The mountain, as limited by the region r, possesses fire, but as limited by the region r′ possesses the absence of fire.” The same mode of speech may be extended to limitations of time, property, and relation, particularly when one is in need of constructing a description that is intended to suit exactly some specific situation and none other.

Inference is defined by Vatsayana as the “posterior” knowledge of an object (e.g., fire) with the help of knowledge of its mark (e.g., smoke). For Navya-Nyaya, inference is definable as the knowledge caused by the knowledge that the minor term (paksha, “the hill”) “possesses” the middle term (hetu, “smoke”), which is recognized as “pervaded by” the major (sadhya, “fire”). The relation of invariable connection, or “pervasion,” between the middle (smoke) and the major (fire)—“Wherever there is smoke, there is fire”—is called vyapti.

The logicians developed the notion of negation to a great degree of sophistication. Apart from the efforts to specify a negation with references to its limiting counterpositive (pratiyogi), limiting relation, and limiting locus, they were constrained to discuss and debate such typical issues as the following: Is one to recognize, as a significant negation, the absence of a thing x so that the limiter of the counterpositive x is not x-ness but y-ness? In other words, can one say that a jar is absent as a cloth even in a locus in which it is present as a jar? Also, is the absence of an absence itself a new absence or something positive? Furthermore, is the absence of colour in general nothing but the sum total of the absences of the particular colours, or is it a new kind of absence, a generic absence? Gangesha argued for the latter alternative, though he answers the first of the above three questions in the negative.

Though the philosophers of this school did not directly write on metaphysics, they nevertheless did tend to introduce many new kinds of abstract entities into their discourse. These entities are generally epistemological, though sometimes they are relational. Chief of these are entities called “qualifierness,” “qualificandumness,” and “limiterness.” Various relations were introduced, such as direct and indirect temporal relations, paryapti relation (in which a number of entities reside, in sets rather than in individual members of those sets), svarupa relation (which holds, for example, between an absence and its locus), and relation between a knowledge and its object.

Among the Navya-Nyaya philosophers, Raghunatha Shiromani in Padarthatattvanirupana undertook a bold revision of the traditional categorical scheme by (1) identifying “time,” “space,” and “ether” with God, (2) eliminating the category of mind by reducing it to matter, (3) denying atoms (paramanu) and dyadic (paired) combinations of them (dvyanuka), (4) eliminating “number,” “separateness,” “remoteness,” and “proximity” from the list of qualities, and (5) rejecting ultimate particularities (vishesha) on the grounds that it is more rational to suppose that the eternal substances are by nature distinct. He added some new categories, however, such as causal power (shakti) and the moment (kshana), and recognized that there are as many instances of the relation of inherence as there are cases of it (as contrasted with the older view that there is only one inherence that is itself present in all cases of inherence).

Nyayas most important contribution to Hindu thought is its elucidation of the pramanas (tools of epistemology). Nyaya Metaphysics¢ It developed a system of logic adopted by other Indian schools of philosophy.¢ Nyaya differs from Aristotelian logic in that it is more than logic in its own right.¢ Obtaining valid knowledge was the only way to obtain release from suffering.¢ To identify valid sources of knowledge and to distinguish these from mere false opinions.

 

 

Posted in Uncategorized | Comments Off

THE SAMURAI – The sword-bearing warriors of Japan

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

If, now, we try to picture the Japan that died in 1853, we should remember that it may be as hard to understand, differing from us in colour and language, government and religion, manners and morals, character and ideals, literature and art.  For example Hearn was more intimate with Japan than any other Western writer of his time, and yet he spoke of “the immense difficulty of perceiving and comprehending what underlies the surface of Japanese life.”  ”Your information about us,” a genial Japanese essayist reminds the Occident, “is based on the meagre translations of our immense literature, if not on the unreliable anecdotes of passing travellers. . . . We Asia tics are often appalled by the curious web of facts and fancies which has been woven concerning us. We are pictured as living on the perfume of the lotus, if not on mice and cockroaches.” What follows, therefore, is a tentative approach based upon the briefest direct acquaintance to Japanese civilization and character; each student must correct it by long and personal experience. The first lesson of philosophy is that we may all be mistaken.

Theoretically at the head of the nation was the divine emperor. The actually ruling house the hereditary shogunate allowed the emperor and his court the impressive and useful fiction of uninterrupted rule. Meanwhile the shogun luxuriated in the slowly growing wealth of Japan, and assumed prerogatives normally belonging to the emperor. When he was borne through the streets in his ox-carriage or palanquin the police required every house along the route, and all the shutters of upper windows, to be closed; all fires were to be extinguished, all dogs and cats were to be locked up, and the people themselves were to kneel by the roadside with their heads upon their hands and their hands upon the ground.  The shogun had a large personal retinue, including four jesters, and eight cultured ladies dedicated to entertain him without reserve.  He was advised by a cabinet of twelve members: a “Great Senior,” five “Seniors” or ministers, and six “Sub-Elders” who formed a junior council. As in China, a Board of Censors supervised all administrative offices, and kept watch upon the feudal lords. These lords, or Daimyo (“Great Name”), formally acknowledged allegiance only to the emperor. Below the lords were the baronets, and below these the squires; and serving the lords were a million or more Samurai sword-bearing guards- men. In 1185, Japan began to be governed by warriors or samurai. Until this time the government had been bureaucratic in theory, but was actually aristocratic (i.e., people held certain positions because they were born to families entitled to hold those jobs). Even after 1185, civil government at the Emperors court continued and the law and the state were not changed, but a new samurai class came to power and increasingly became the real rulers of the country. Some form of military leadership remained the form of government in Japan until 1868, when a centralized bureaucratic government came into being with the Meiji Restoration. Many people think the samurai were either a rare elite force (much like Navy SEALS or the Russian Spetznaz today) or a small, tightly defined caste of noblemen. However, they were actually an entire social class. Originally, “samurai” meant “those who serve in close attendance to the nobility.” In time, the term evolved and became associated with the bushi class, middle- and upper-tier soldiers in particular.

This means there were quite a lot more of these mighty warriors than we generally assume. In fact, at the peak of their power, up to 10 percent of Japan’s population was samurai. Because of their large numbers and long influence in Japan’s history, every single Japanese person living today is said to have at least some samurai blood in them.

The basic principle of Japanese feudal society was that every gentleman was a soldier, and every soldier a gentleman;  here lay the sharpest difference between Japan and that pacific China which thought that every gentleman should be a scholar rather than a warrior. As the essential nobility of their era, members of the samurai class were far more than mere warriors. The majority of samurai were very well-educated. At a time when very few Europeans could read, the level of samurai literacy was extremely high. They were also skilled in mathematics.

Bushido dictated that a samurai strives to better himself in a multitude of ways, including those unrelated to combat. This is why the samurai class participated in a number of cultural and artistic endeavours. Poetry, rock gardens, monochrome ink paintings, and the tea ceremony were common aspects of samurai culture. They also studied subjects such as calligraphy, literature, and flower arranging.

Though they loved, and partly formed themselves on, such swashbuckling novels as the Chinese Romance of the Three Kingdoms, the Samurai scorned mere learning, and called the literary savant a book-smelling sot.  They had many privileges: they were exempt from taxation, received a regular stipend of rice from the baron whom they served, and performed no labour except occasionally to die for their country. They looked down upon love as a graceful game, and preferred Greek friendship; they made a business of gambling and brawling, and kept their swords in condition by paying the executioner to let them cut off condemned heads.

The strangest thing about the samurai is probably their weird-looking, ornate armour. However, each piece of it was functional. The samurai armour, unlike the armour worn by European knights, was always designed for mobility. A good suit of armour had to be sturdy, yet flexible enough to allow its wearer free movement in the battlefield. The armour was made of lacquered plates of either leather or metal, carefully bound together by laces of leather or silk. The arms were protected by large, rectangular shoulder shields and light, armoured sleeves. The right hand was often left without a sleeve to allow maximum movement.

The strangest and most convoluted part of the armour, the kabuto helmet, also served its purpose. Its bowl was made of riveted metal plates, while the face and brow were protected by a piece of armour that tied around behind the head and under the helmet. The most famous feature of the helmet was its Darth Vader–like neck guard (Darth Vader’s design was actually influenced by samurai helmets). It defended the wearer from arrows and swords coming from all angles. Many helmets also featured ornaments and attachable pieces, including a moustachioed, demonic mengu mask that both protected the face and frightened the enemy. A leather cap worn underneath the helmet provided much-needed padding.

Although the samurai armour went through significant changes over time, its overall look always remained fairly consistent to the untrained eye. It was so well-made and effective that the US Army actually based the first modern flak jackets on samurai armour.

As soldiers, samurai employed a number of different weapons. They originally carried a sword called a “chokuto,” which was essentially a slimmer, smaller version of the straight swords later used by medieval knights.

As sword-making techniques progressed, the samurai switched to curved swords, which eventually evolved into the katana. The katana is perhaps the most famous sword type in the world and certainly the most iconic of all samurai weapons. Bushido (the samurai code) dictated that a samurai’s soul was in his katana, which made it the most important weapon he carried. Katanas were usually carried with a smaller blade in a pair called “daisho,” which was a status symbol used exclusively by the samurai class.

While some samurai did indeed fight with nothing but their katana, most took a more practical approach. Swords were far from the only weapon they had at their disposal. They commonly used the yumi, a longbow they practiced religiously with. Spears became important as personal bravery on the battlefield was eventually replaced by meticulous planning and tactics. When gunpowder was introduced in the 16th century, the samurai abandoned their bows in favour of firearms and cannons. Their long-distance weapon of choice was the tanegashima, a flintlock rifle that became popular among Edo-era samurai and their footmen. Cannons and other gunpowder weapons were also commonly employed.

His sword, in lyeyasu’s famous phrase, was “the soul of the Samurai” and found remarkably fre- quent expression despite prolonged national peace. He had the right, ac- cording to lyeyasu,” to cut down at once any member of the lower classes who offended him; and when his steel was new and he wished to make trial of it, he was as likely to try it on a beggar as on a dog.” “A famous swordsman having obtained a new sword,” says Longford, “took up his place by the Nihon Bashi (the central bridge of Yedo) to await a chance of testing it. By and by a fat peasant came along, merrily drunk, and the swordsman dealt him the Nashi- e wari (pear-splitter) so effectively that he cut him right through from the top of his head down to the fork. The peasant continued on his way, not knowing that anything had happened to him, till he stumbled against a coolie, and fell in two neatly severed pieces.”  Of such trivial consequence is the difference, so troublesome to philosophers, between the One and the Many.

The imposing armour and weaponry makes samurai seem gigantic, and they’re often depicted as quite large and well-built in pop culture. This could not be farther from the truth. In reality, most samurai were quite tiny—a 16th century samurai was usually very slim and ranging from 160 to 165 centimetres (5’3″ to 5’5″) in height. For comparison, European knights of the same period probably ranged from 180 to 196 centimetres (6′ to 6’5″).

What’s more, the noble samurai might not have been as “pure” as the notoriously race-conscious Japanese would like. Compared to the average Japanese person, members of the samurai class were noticeably hairier and their skin was lighter. Their profile—namely, the bridge of their nose—was also distinctly more European. In an ironic twist, this seems to indicate that the samurai actually descend from an ethnic group called the Ainu, who are considered inferior by the Japanese and are often the subject of discrimination.

The Samurai had other graces than this jolly despatch with which they transformed time into eternity. They accepted a stern code of honour Bushido, (A word coined by the late Inazo Nitobe.) or the Way of the Knight whose central theory was its definition of virtue: “the power of deciding upon a certain course of conduct in accordance with reason, without wavering; to die when it is right to die, to strike when it is right to strike.”  They were tried by their own code, but it was more severe than the common law.” They despised all material enterprise and gain, and refused to lend, borrow or count money; they seldom broke a promise, and they risked their lives readily for any- one who appealed to them for just aid. They made a principle of hard and frugal living; they limited themselves to one meal a day, and accustomed themselves to eat any food that came to hand, and to hold it. They bore all suffering silently, and suppressed every display of emotion; their women were taught to rejoice when informed that their husbands had been killed on the battlefield. They recognized no obligation except that of loyalty to their superiors; this was, in their code, a higher law than parental or filial love. It was a common thing for a Samurai to disembowel himself on the death of his lord, in order to serve and protect him in the other world. When the Shogun lycmitsu was dying in 1651 he reminded his prime minister, Hotto, of this duty of junshi, or “following in death”; Hotto killed himself without a word, and several subordinates imitated him.  When the Emperor Mutsuhito went to his ancestors in 1912 General Nogi and his wife committed suicide in loyalty to him.  Not even the traditions of Rome’s finest soldiers bred greater courage, asceticism and self-control than were demanded by the code of the Samurai.

The final law of Bushido was hara-kiri suicide by disembowelment. The occasions when this would be expected of a Samurai were almost beyond count and the practice of it so frequent that little notice was taken of it. If a man of rank had been condemned to death he was allowed, as an expression of the emperor’s esteem, to cut through his abdomen from left to right and then down to the pelvis with the small sword which he always carried for this purpose. If he had been defeated in battle, or had been compelled to surrender, he was as like as not to rip open his belly. (Hara-kiri means belly-cutting; it is a vulgar word seldom used by the Japanese, who prefer to call it seppuku.) One of the most terrifying things about the way of the samurai is seppuku.It is the gruesome suicide a samurai must perform if he fails to follow bushido or is likely to be captured by enemy. Seppuku can be either a voluntary act or a punishment. Either way, it is generally seen as an extremely honourable way to die.

Hara-kiri was forbidden to women and plebeians; but women were allowed to commit jigaki i.e M they were permitted, as a protest against an offense, to pierce the throat with a dagger, and to sever the arteries by a single thrust. Every woman of quality received technical training in the art of cutting her throat, and was taught to bind her lower limbs together before killing herself, lest her corpse should be found in an immodest position.

Most people are familiar with the “battlefield” version of seppuku, which is a quick and messy affair. It is performed by piercing the stomach with a short blade and moving it from left to right, until the performer has sliced himself open and essentially disembowelled himself. At this point, an attendant—usually a friend of the samurai—decapitates the disembowelled samurai with a sword (otherwise, dying would be an extremely long and painful process). However, the full-length seppuku is a far more elaborate process.

A formal seppuku is a long ritual that starts with a ceremonial bathing. Then, the samurai is dressed in white robes and given his favourite meal (much like the last meal of death row prisoners). After he has finished eating, a blade will be placed on his empty plate. He will then write a death poem, a traditional tanka text where he expresses his final words. After the poem is finished, he grabs the blade, wraps a cloth around it (so it won’t cut his hand), and does the deed. Again, the attendant finishes him by cutting his head off. However, he aims to leave a small strip of flesh in the front so that the head will fall forward and remain in the dead samurai’s embrace. This is also so that the head will not accidentally fly at the spectators, which would cause the attendant eternal shame.

While “samurai” is a strictly masculine term, the Japanese bushi class (the social class samurai came from) did feature women who received similar training in martial arts and strategy. These women were called “Onna-Bugeisha,” and they were known to participate in combat along with their male counterparts. Their weapon of choice was usually the naginata, a spear with a curved, sword-like blade that was versatile, yet relatively light.

Since historical texts offer relatively few accounts of these female warriors (the traditional role of a Japanese noblewoman was more of a homemaker), we used to assume they were just a tiny minority. However, recent research indicates that Japanese women participated in battles quite a lot more often than history books admit. When remains from the site of the Battle of Senbon Matsubaru in 1580 were DNA-tested, 35 out of 105 bodies were female. Research on other sites has yielded similar results.

When, in 1895, Japan yielded to European pressure and abandoned Liaotung, forty military men committed hara-kiri in protest. During the war of 1905 many officers and men in the Japanese navy killed themselves rather than be captured by the Russians. If his superior did something offensive to him, the good Samurai might gash himself to death at his master’s gate. The art of seppuku the precise ritual of ripping was one of the first items in the education of Samurai youth; and the last tribute of affection that could be paid to a friend was to stand by him and cut off his head as soon as he had carved his paunch.” Out of this training, and the traditions bound up with it, has come some part of the Japanese soldier’s comparative fearlessness of death.

Murder, like suicide, was allowed occasionally to replace the law. Feudal Japan economized on policemen not only by having many bonzes, but by allowing the son or brother of a murdered man to take the law into his own hand; and this recognition of the right of revenge, though it begot half the novels and plays of Japanese literature, intercepted many crimes. The Samurai, however, usually felt called upon to commit hara-kiri after exercising this privilege of personal revenge. When the famous Forty- seven Ronin (“Wave Men” i.e., unattached Samurai), to avenge a death, had cut off the head of Kotsuke no Suke with supreme courtesy and the most refined apologies, they retired in dignity to estates named by the Shogun, and neatly killed themselves (1703). Priests returned Kotsuke’s head to his retainers, who gave them this simple receipt:

Memorandum:

Item: One head.

Item: One paper parcel.

The above articles are acknowledged to have been received.

(Signed) Sayada Mogobai

Saito Kunai

This is probably the most famous and typical event in the history of Japan, and one of the most significant for the understanding of Japanese character. Its protagonists are still, in the popular view, heroes and saints; to this day pious hands deck their graves, and incense never ceases to rise before their resting place.

Towards the end of lyeyasu’s regency two brothers, Sakon and Naiki, twenty-four and seventeen years of age respectively, tried to kill him because of wrongs which they felt that he had inflicted upon their father. They were caught as they entered the camp, and were sentenced to death, lyeyasu was so moved by their courage that he commuted their sentences to self-disembowelment; and in accord with the customs of the time he included their younger brother, the eight-year-old Hachimaro, in this merciful decree. The physician who attended the boys has left us a description of the scene:

When they were all seated in a row for final despatch, Sakon turned to the youngest and said “Go thou first, for I wish to be sure that thou doest it right.” Upon the little one’s replying that, as he had never seen seppuku performed, he would like to sec his brothers do it, and then he could follow them, the older brothers smiled between their tears: “Well said, little fellow. So canst thou well boast of being our father’s child.” When they had placed him between them, Sakon thrust the dagger into the left side of his abdomen and said “Look, brother! Dost understand now? Only, don’t push the dagger too far, lest thou fall back. Lean forward, rather, and keep thy knees well composed.” Naiki did likewise, and said to the boy “Keep thine eyes open, or else thou mayst look like a dying woman. If thy dagger feels anything within and thy strength fails, take courage, and double thy effort to cut across.” The child looked from one to the other, and when both had expired, he calmly half nuded himself and followed the example set him on either hands? ,

References:

ASTON, W. G.: History of Japanese Literature. New York, 1899.

BRINEXEY, CAPT. F.: Japan: Its History, Arts and Literature. 8v. Boston and Tokyo.

CHAMBERLAIN, B. H.: Things Japanese. London, 1905.

GOWEN, H. H.: Outline History of Japan. New York, 1927.

HEARN, LAFCADIO: Japan: an Interpretation. New York, 1928.

MURDOCH, JAS.: History of Japan. 3V. London, 1925

NITOB, INAZO: Bushido: The Soul of Japan. New York, 1905.

OKAKURA-KAKUSO: The Book of Tea. New York, 1912.

REDESDALE, LORD: Tales of Old Japan. London, 1928.

WILL DURANT: Our Oriental Heritage. Simon and Schuster. New York 1954

 

 

Posted in Uncategorized | Comments Off

Japanese– the Children of the gods

 

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

In Japanese mythology, the Japanese creation myth (天地開闢, Tenchikaibyaku lit. “creation of heaven and earth”?), is the story that describes the legendary birth of the celestial and earthly world, the birth of the first gods and the birth of the Japanese.

The Universe was formed by silence, darkness and a huge mass of formless matter. Particles within that huge mass started to move and collide with each other creating the first sounds ever heard. The movement of the mass gave place to clouds and the sky, where suddenly the three gods of Japanese mythology appeared. Under the sky a big sphere was formed by still chaotic particles; the gods decided to call it “Earth”. where the gods.

In the beginning, says the oldest of Japanese histories, Male and female they were born, and died.    When heaven and earth began, three deities came into being, The Spirit Master of the Center of Heaven, The August Wondrously Producing Spirit, and the Divine Wondrously Producing Ancestor. These three were invisible. The earth was young then, and land floated like oil, and from it reed shoots sprouted. From these reeds came two more deities. After them, five or six pairs of deities came into being, and the last of these were Izanagi and Izanami, whose names mean “The Male Who Invites” and “The Female who invites”.

Several thousand years and several generations of gods passed until Goddess Izanami and God Izanagi were born; they were the creators of Japan. Izanagi and Izanami, brother and sister, were commanded by the elder deities to create Japan. The first five deities commanded Izanagi and Izanami to make and solidify the land of Japan Izanami and Izanagi received orders to put order on Earth. They accepted the responsibility and obtained a holy spear called Amenonuhoko (天沼矛, heavenly jeweled spear) that would help them with their mission So they stood on the floating bridge of heaven, thrust down into the ocean a jewelled spear, and held it aloft in the sky. The drops that fell from the spear became the Sacred Islands. By watching the tadpoles in the water the gods learned the secret of copulation; Izanagi and Izanami mated, and gave birth to the Japanese race.  To finish their duties they had many children that would have to follow with the creation of Japan and would be responsible to look after it: the God of Wind, the Goddess of the Moon, the Goddess of the Sea, the God of the Forests, the God of the Mountains and Amaterasu, the Goddess of the Sun, considered the “mother” of Japan. From Izanagi’s left eye was born Amaterasu, Goddess of the Sun, and from her grandson Ninigi sprang in divine and unbroken lineage all the emperors of Dai Nippon. From that day until this there has been but one imperial dynasty in Japan. ( If this account be questioned as improbable, the objection has long since been answered by the most influential of Japanese critics, Moto-ori: “The very inconsistency is the proof of the authenticity of the record; for who would have gone out of his way to invent a story apparently so ridiculous and incredible?”)

There were 4,223 drops from the jeweled spear, for there are that number of islands in the archipelago called Japan.  (The name Japan is probably a corruption of the Malay word for the islands Japang or Japun; this is a rendering of the Japanese term Nippon, which in turn is a corruption of the Chinese name for “the place the sun comes from” Jib-pen. The Japanese usually prefix to Nippon the adjective Dai, meaning “Great.”) Six hundred of them are inhabited, but only five are of any considerable size. The largest- Hondo or Honshuis 1,130 miles long, averages some 73 miles in width, and contains in its 81,000 square miles half the area of the islands. Their situation, like their recent history, resembles that of England: the surrounding seas have protected them from conquest, while their 13,000 miles of seacoast have made them a seafaring people, destined by geographical encouragement and commercial necessity to a widespread mastery of the seas. Warm winds and currents from the south mingle with the cool air of the mountain-tops to give Japan an English climate, rich in rain and cloudy days, nourishing to short but rapid-running rivers, and propitious to vegetation and scenery. Here, outside the cities and the slums, half the land is an Eden in blossom-time; and the mountains arc no tumbled heaps of rock and dirt, but artistic forms designed, like Fuji, in almost perfect lines. (Fuji-san (less classically Fuji-yama), idol of artists and priests, approximates to a gently sloping cone. Many thousands of pilgrims ascend its 12,365 feet in any year. Fuji (Ainu for “fire”) erupted last in 1707.’)

This story is described first hand at the beginning of the Kojiki, the first book written in Japan (712), and in the Nihon Shoki(720). Both form the literary basis of Japanese mythology and Shinto; however, the story differs in some aspects between these works, with the most accepted for the Japanese being the one of the Kojiki.

Doubtless these isles were born of earthquakes rather than from dripping spears.  No other land except, perhaps, South America has suffered so bitterly from convulsions of the soil. In the year 599 the earth shook and swallowed villages in its laughter; meteors fell and comets flashed, and snow whitened the streets in mid-July; drought and famine followed, and millions of Japanese died. In 1703 an earthquake killed 32,000 in Tokyo alone. In 1885 the capital was wrecked again; great clefts opened in the earth, and engulfed thousands; the dead were carried away in cartloads and buried en masse. In 1923 earthquake, tidal wave and fire took 100,000 lives in Tokyo, and 37,000 in Yokahama and near- by; Kamakura, so kind to Buddha, was almost totally destroyed/ while the benign colossus of the Hindu saint survived shaken but unperturbed amid the ruins, as if to illustrate the chief lesson of history that the gods can be silent in many languages. The people were for a moment puzzled by this abundance of disaster in a land divinely created and ruled; at last they explained the agitations as due to a large subterranean fish, which wriggled when its slumber was disturbed. They do not seem to have thought of abandoning this adventurous habitat; on the day after the last great quake the school-children used bits of broken plaster for pencils, and the tiles of their shattered homes for slates. The nation bore patiently these lashings of circumstance, and emerged from repeated ruin un-discourage ably industrious, and ominously brave.

Primitive Japan

Japanese origins, like all others, are lost in the cosmic nebula of theory. Three elements appear to be mingled in the race: a primitive white strain through the “Ainus” who seem to have entered Japan from the region of the Amur River in Neolithic times; a yellow, Mongol strain coming from or through Korea about the seventh century before Christ; and a brown- black, Malay and Indonesian strain filtering in from the islands of the south. Here, as elsewhere, a mingling of diverse stocks preceded by many hundreds of years the establishment of a new racial type speaking with a new voice and creating a new civilization. That the mixture is not yet complete may be seen in the contrast between the tall, slim, long-headed aristocrat and the short, stout, broad-headed common man.

Chinese annals of the fourth century describe the Japanese as “dwarfs,” and add that “they have neither oxen nor wild beasts; they tattoo their faces in patterns varying with their rank; they wear garments woven in one piece; they have spears, bows and arrows tipped with stone or iron.

They wear no shoes, are law-abiding and polygamous, addicted to strong drink and long-lived. . . . The women smear their bodies with pink and scarlet” paint.  ”There is no theft,” these records state, “and litigation is infrequent”;” civilization had hardly begun. Lafcadio Heara, with uxorious clairvoyance, painted this early age as an Eden unsullied with exploitation or poverty; and Fenollosa pictured the peasantry as composed of independent soldier-gentlemen.” Handicrafts came over from Korea in the third century A.D., and were soon organized into guilds.  Beneath these free artisans was a considerable slave class, recruited from prisons and battlefields.” Social organization was partly feudal, partly tribal; some peasants tilled the soil as vassals of landed barons, and each clan had its well-nigh sovereign head.  Government was primitively loose and weak.

Animism and totemism, ancestor worship and sex worship’  satisfied the religious needs of the early Japanese. Spirits were everywhere in the planets and stars of the sky, in the plants and insects of the field, in trees and beasts and men.  Deities innumerable hovered over the home and its inmates, and danced in the flame and glow of the lamp.  Divination was practised by burning the bones of a deer or the shell of a tortoise, and studying with expert aid the marks and lines produced by the fire; by this means, say the ancient Chinese chronicles, “they ascertain good and bad luck, and whether or not to undertake journeys and voyages.”  The dead were feared and worshiped, for their ill will might generate much mischief in the world; to placate them precious objects were placed in their graves for ex- ample, a sword in the case of a man, a mirror in the case of a woman; and prayers and delicacies were offered before their ancestral tablets every day. Human sacrifices were resorted to now and then to stop excessive rain or to ensure the stability of a building or a wall; and the retainers of a dead lord were occasionally buried with him to defend him in his epilogue.

Out of ancestor worship came the oldest living religion of Japan. Shinto, the Way of the Gods, took three forms: the domestic cult of family ancestors, the communal cult of clan ancestors, and the state cult of the imperial ancestors and the founding gods. The divine progenitor of the imperial line was addressed with humble petitions, seven times a year, by the emperor or his representatives; and special prayers were offered up to him when the nation was embarking upon some particularly holy cause, like the taking of Shantung (1914). Shinto required no creed, no elaborate ritual, no moral code; it had no special priesthood, and no consoling doctrine of immortality and heaven; all that it asked of its devotees was an occasional pilgrimage, and pious reverence for one’s ancestors, the emperor, and the past. It was for a time superseded because it was too modest in its rewards and its demands.

In 522 Buddhism, which had entered China five hundred years before, passed over from the continent, and began a rapid conquest of Japan. Two Clements met to give it victory: the religious needs of the people, and the political needs of the state. For it was not Buddha’s Buddhism that came, agnostic, pessimistic and puritan, dreaming of blissful extinction; it was the Mahay ana Buddhism of gentle gods like Amida and Kwannon, of cheerful ceremonial, saving Bodhisattwas, and personal immortality. Better still, it inculcated, with irresistible grace, all those virtues of piety, peacefulness and obedience which make a people amenable to government; it gave to the oppressed such hopes and consolations as might reconcile them to content with their simple lot; it redeemed the prose and routine of a laborious life with the poetry of myth and prayer and the drama of colourful festival; and it offered to the people that unity of feeling and belief which statesmen have always welcomed as a source of social order and a pillar of national strength.

We do not know whether it was statesmanship or piety that brought victory to Buddhism in Japan. When, in 586 A.D., the Emperor Yomei died, the succession was contested in arms by two rival families, both of them politically devoted to the new creed. Prince Shotoku Taishi, who had been born, we are told, with a holy relic clasped in his infant hand, led the Buddhist faction to victory, established the Empress Suiko on the throne, and for twenty-nine years (592-621) ruled the Sacred Islands as Prince Imperial and Regent. He lavished funds upon Buddhist temples, encouraged and supported the Buddhist clergy, promulgated the Buddhist ethic in national decrees, and became in general the Ashoka of Japanese Buddhism. He patronized the arts and sciences, imported artists and artisans from Korea and China, wrote history, painted pictures, and supervised the building of the Horiuji Temple, the oldest extant masterpiece in the art history of Japan.

Despite the work of this versatile civilizer, and all the virtues inculcated or preached by Buddhism, another violent crisis came to Japan within a generation after Shotoku’s death. An ambitious aristocrat, Kamatari, arranged with Prince Naka a palace revolution that marked so definite a change in the political history of Nippon that native historians refer to it enthusiastically as the “Great Reform” (645). The heir-apparent was assassinated, a senile puppet was placed upon the throne, and Kamatari as chief minister, through Prince Naka as heir-apparent and then as Emperor Tenchi, reconstructed the Japanese government into an autocratic imperial power. The sovereign was elevated from the leadership of the principal clan to paramount authority over every official in Japan; all governors were to be appointed by him, all taxes paid directly to him, all the land of the realm was declared his. Japan graduated rapidly from a loose association of clans and semi-feudal chieftains into a closely-knit monarchical state.

References:

ARMSTRONG, R. C.: Light from the East: Studies in Japanese Confucianism.

BRINKLEY, CAPT. F.: China: Its History, Arts and Literature. lov. Boston,

CHAMBERLAIN, B. H.: Things Japanese. London, 1905.

FENOLLOSA, E. F.: Epochs of Chinese and Japanese Art. 2V. New York, 1921.

GOWEN, H. H.: Outline History of Japan. New York, 1927.

HEARN, LAFCADIO: Japan: an Interpretation. New York, 1928

LEDOUX, L. V.: The Art of Japan. New York, 1927.

MURDOCH, JAS.: History of Japan. 3V. London, 1925.

REDESDALE, LORD: Tales of Old Japan. London, 1928.

WILL DURANT: Our Oriental Heritage. Simon and Schuster. New York

 

 

Posted in Uncategorized | Comments Off

Buddhism in Japan.

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

The Japanese are only a moderately religious people not profoundly and overwhelmingly religious like the Hindus, nor passionately and fanatically religious like the tortured saints of medieval Catholicism or the warring saints of the Reformation; and yet they are distinctly more given to piety and prayer, and a happy-ending philosophy, than their sceptical cousins across the Yellow Sea.

It took several centuries for Buddhism to travel from India to Japan. Once Buddhism was established in Japan, however, it flourished. Buddhism had an incalculable impact on Japanese civilization.

In the 6th century — either 538 or 552 CE, depending on which historian one consults — a delegation sent by a Korean prince arrived at the court of the Emperor of Japan. The Koreans brought with them Buddhist sutras, an image of the Buddha, and a letter from the Korean prince praising the dharma. This was the official introduction of Buddhism to Japan.

In the centuries that followed, Buddhism in Japan developed robustly. During the 7th through 9th centuries Buddhism in China enjoyed a “golden age,” and Chinese monks brought the newest developments in practice and scholarship to Japan. The many schools of Buddhism that developed in China were established in Japan also.

Buddhism was brought to Japan from China at different periods by various individuals whose studies and practice differ widely. Buddhism as practiced in Japan has been shaped by Japanese cultural practices and values and has developed differently from Buddhism practiced elsewhere in Asia. In Japan, Zen Buddhism has become one of the major forms of Buddhist practice and is the most well-known form of Japanese Buddhism outside of Japan.

In 522 Buddhism, which had entered China five hundred years before, passed over from the continent, and began a rapid conquest of Japan. Two Clements met to give it victory: the religious needs of the people, and the political needs of the state. For it was not Buddha’s Buddhism that came, agnostic, pessimistic and puritan, dreaming of blissful extinction; it was the Mahay ana Buddhism of gentle gods like Amida and Kwannon, of cheerful ceremonial, saving Bodhisattwas, and personal immortality. Better still, it inculcated, with irresistible grace, all those virtues of piety, peacefulness and obedience which make a people amenable to government; it gave to the oppressed such hopes and consolations as might reconcile them to content with their simple lot; it redeemed the prose and routine of a laborious life with the poetry of myth and prayer and the drama of colourful festival; and it offered to the people that unity of feeling and belief which statesmen have always welcomed as a source of social order and a pillar of national strength.

We do not know whether it was statesmanship or piety that brought victory to Buddhism in Japan. When, in 586 A.D., the Emperor Yomei died, the succession was contested in arms by two rival families, both of them politically devoted to the new creed. Prince Shotoku Taishi, who had been

born, we are told, with a holy relic clasped in his infant hand, led the Buddhist faction to victory, established the Empress Suiko on the throne, and for twenty-nine years (592-621) ruled the Sacred Islands as Prince Imperial and Regent. He lavished funds upon Buddhist temples, encouraged and supported the Buddhist clergy, promulgated the Buddhist ethic in national decrees, and became in general the Ashoka of Japanese Buddhism. He patronized the arts and sciences, imported artists and artisans from Korea and China, wrote history, painted pictures, and supervised the building of the Horiuji Temple, the oldest extant masterpiece in the art history of Japan.

Buddhism began with the experiences of a man who is known mainly as the Buddha (Butsu – the enlightened one, Shakyamuni — the sage of the Shakya clan, Siddhartha Gautama —personal name) (b 563 B. C. died at age 84). The philosophy/religion is based on his teachings after his experience of being enlightened [satori — (kenshô jobutsu "seeing one’s own true nature") enlightenment — awakening — an understanding of the entire universe, emptiness and phenomena are one. satoru — to know.] It is often not considered a religion because there is no god. There are powerful beings who are petitioned for assistance in reaching this goal but they are not identified as gods.

The term butsuor buddha is used to refer to anyone who is aware or enlightened as to the true nature of existence. All people are hotoke — buddhas.Shakyamuni is the historical buddha for this age. Kâshyapa — buddha of past ages (there are 6 buddhas of earlier epochs). Maitreya (Miroku) — future buddha, associated with the attribute of wisdom.

The main ideas of the philosophy are to be found in the Taishô issaikyô (Tripitaka, three baskets). The Japanese is a modern version of the Buddhist canon which consists of

1) Vinaya — pitaka accounts of origins of Buddhism,

2) sutra-pitaka — teachings of the Buddha,

3) abhidharma-pitaka — compendium of Buddhist psychology and philosophy

Three main sutras:

Lotus sutra — transcendental nature of Buddha and possibility of universal liberation. Discourse of the Buddha at Vulture Peak.

Heart Sutra — “form is no other than emptiness, emptiness is no other than form” Maka hanya haramita shingyo. Essential teaching of non-duality.

Diamond Sutra - all phenomena are not ultimate reality but rather illusions, projections of one’s own mind.

Buddhism came from its founder a cloud of pessimistic exhortation, inviting men to death; but under the skies of Japan it was soon trans- formed into a cult of protecting deities, pleasant ceremonies, joyful festivals, Rousscauian pilgrimages, and a consoling paradise. It is true that there were hells too in Japanese Buddhism indeed, one hundred and twenty-eight of them, designed for every purpose and enemy. There was a world of demons as well as of saints, and a personal Devil (Oni) with horns, flat nose, claws and fangs; he lived in some dark, north-eastern realm, to which he would, now and then, lure women to give him pleasure, or men to provide him with proteins.  But on the other hand there were Bodhisattvas ready to transfer to human beings a portion of the grace they had accumulated by many incarnations of virtuous living; and there were gracious deities, like Our Lady Kwannon and the Christlike Jizo, who were the very essence of divine tenderness. Worship was only partly by prayer at the household altars and the temple shrines; a large part of it consisted of merry processions in which religion was subordinated to gaycty, and piety took the form of feminine fashion-displays and masculine revelry. The more serious devotee might cleanse his spirit by praying for a quarter of an hour under a waterfall in the depth of winter; or he might go on pilgrimages from shrine to shrine of his sect, meanwhile feasting his soul on the beauty of his native land. For the Japanese could choose among many varieties of Buddhism: he might seek self-realization and bliss through the quiet practices of Zen (“meditation”); he might follow the fiery Nichircn into the Lotus Sect, and find salvation through learning the “Lotus Law”; he might join the Spirit Sect, and fast and pray until Buddha appeared to him in the flesh; he might be comforted by the Sect of the Pure Land, and be saved by faith alone; or he might find his way in patient pilgrimage to the monastery of Koyasan, and attain paradise by being buried in ground made holy by the bones of Kobo Daishi, the great scholar, saint and artist who, in the ninth century, had founded Sh’mgon, the Sect of the True Word.

All in all, Japanese Buddhism was one of the pleasantest of man’s myths. It conquered Japan peacefully, and complaisantly found room, within its theology and its pantheon, for the doctrines and deities of Shinto:

Buddha was amalgamated with Amaterasu, and a modest place was set apart, in Buddhist temples, for a Shinto shrine. The Buddhist priests of the earlier centuries were men of devotion, learning and kindliness, who profoundly influenced and advanced Japanese letters and arts; some of them were great painters or sculptors, and some were scholars whose painstaking translation of Buddhist and Chinese literature proved a fertile stimulus to the cultural development of Japan. Success, however, ruined the later priests; many became lazy and greedy (note the jolly caricatures so often made of them by Japanese carvers in ivory or wood) ; and some travelled so far from Buddha as to organize their own armies for the establishment or maintenance of political power.  Since they were providing the first necessity of life a consolatory hope their industry flourished even whenothers decayed; their wealth grew from century to century, while the poverty of the people remained.”  The priests assured the faithful that a man of forty could purchase another decade of life by paying forty temples to say masses in his name; at fifty he could buy ten years more by engaging fifty temples; at sixty years sixty temples and so till, through insufficient piety, he died.( “It was mainly in seasons when people were starving,” says Murdoch, “or dying in tens of thousands from pestilence, that the monks in the great Kyoto and Nara monasteries fared most sumptuously; for it was in times like these that believers were most lavish in their gifts and benefactions.”)

Under the Tokugawa regime the monks drank bibulously, kept mistresses candidly, practised pederasty,(“In 1454 . . . boys were often sold to the priests, who shaved their eyebrows, powdered their faces, dressed them in female garb, and put them to the vilest of uses; for since the days of Yoshimitsu, who had set an evil example in this as in so many other matters, the practice of pederasty had become very common, especially in the monasteries, although it was by no means confined to them.”)   and sold the cozier places in the hierarchy to the highest bidders.

Schools of Buddhism in Japan

Kegon (School of the Flower Garden) established at Todaiji in Nara brought to Japan from China by Shen-hsiang (Shinshô)around 740. Established the relationship of Buddhism to the state.

Shingon (School of the True Word) founded in Japan by KûKai (Kôbô Daishi) (774-835) settled on Mt Koya. Truth is passed secretly from teacher to student. The three secrets: body, speech and mind, are the ways in which the student can come to understand the truth. KûKai introduced the Shinto deities into Buddhism. Ryobu-shintô: Shintô gods were shown to be manifestations of Buddhist saints.

Tendai (Celestial Platform) Chinese T’ien-Tai brought to Japan by Saichô, established at Mt Hiei in 8th century. No difference between the Chinese and Japanese forms of Buddhism which is based on the Lotus Sutra. The temple on Mt. Hiei founded by Ennin in Kyoto is the main location for this school.

Nichiren Shu “School of the Lotsu of the Sun” founded by Nichiren (1222-1282) Teaching is based on the Lotus sutra. The recitation of “namu myoho renge kyô” if said with complete devotion can realize buddhahood. The school venerates the three mysteries: the mandala (go-honzon), daimoku the title of the sutra itself and third the kaidan, a sacred shelf. Numerous schools have developed in Japan based on Nichiren’s teaching. One of the most important of these in modern Japan is Sôka Gakkai — founded in 1930 by Makiguchi Tsunesaburo (1871-1944) a follower of Nichren Buddhism. An aggressive form of Buddhism that actively seeks converts (shokubutsu). The leader was arrested for refusal to participate in Shintô rites. It is known as NSA (Nichiren Shoshu America) and founded but later separated from the political party Kômeito.

Jôdô (Pure Land) established by Honen (1133-1212) one of the schools of the “easy path” or tariki (outside assistance, as compared to Zen and other schools which rely on jiriki or one’s own efforts) based on faith and reliance on the Buddha through recitation of the nembutsu: “namu amida butsu” There are 5 pure lands which correspond to the 5 directions. The pure land is a stage before entering nirvana, after which it is not possible to retrogress. These are states of mind not places.

Jôdô Shin Shu (New School of Pure Land) founded by Shinran (1173-1262) Honganji and Otani temples are the main branches of this school. This school has dropped monasticism. Its followers may marry. Liberation is to be attained exclusively through the help and grace of Buddha Amida.

Zen — no ritual, no texts. Zen practices meditation as a means to enlightenment.

Daruma (Bodhidharma) First Chinese Ch’an (Zen) patriarch, 28th after Shakyamuni Founded the school in China in the 6th century and is considered an important person in the development of Japanese practice.

In Japan there are two main schools Rinzai and Soto. They are similar in teachings but differ slightly in practice. Rinzai zen uses the kôan as a major teaching technique but Soto zen emphasizes mokushô (no reliance on words) and the practice of dokusan (meeting of a zen student with the master) has died out.

Rinzai Enni Ben’in (Shoichi Kokushi 1202-1280) founder. He went to China to study and returned in 1241, established Tofukji in 1255, Kenninji in Kyoto. This school has two main lineages Yôgi and Oryo

Musô Soseki — (1275-1351) wandering monk, aboot of Tenryu-ji most known for garden design.

Daito Kokushi —(Myôcho Shûhô) founder of Daitokuji in Kyoto in 1319.

Sôtô Dôgen Zenji (1200-1253) Eiheiji (1243) brought the practice to Japan.

Obaku — this school is a subsidiary of Rinzai and has one temple, Manpuku-ji in Uji. Founded in the 17th century, mainly known for its relationship to osencha (style of tea ceremony).

In the 13th century the Nichiren school emerged.

During the eighteenth century Buddhism seems to have lost its hold upon the nation; the shoguns went over to Confucianism, Mabuchi and Moto-ori led a movement for the restoration of Shinto, and scholars like Ichikawa and Arai Hakuseki attempted a rationalist critique of religious belief. Ichikawa argued boldly that verbal tradition could never be quite as trustworthy as written record; that writing had not come to Japan until almost a thousand years after the supposed origin of the islands and their inhabitants from the spear-drops and loins of the gods; that the claim of the imperial family to divine origin was merely a political device; and that if the ancestors of men were not human beings they were much more likely to have been animals than gods.  The civilization of the old Japan, like so many others, had begun with religion and was ending with philosophy.  In the 19th century Shintoism was elevated to the state religion. After the Second World War there was a renaissance of Buddhism in Japan and a whole series of popular movements have arisen: Soka Gakkai, Rissho Koseikai and Nipponzan Myohoji, to name a few, which have adapted Buddhism to modern times.

 

 

 

 

Posted in Uncategorized | Comments Off

Audio-visual aids – Sensitive tools used in teaching

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.

Former Principal. A.K.P.I.College, Roorkee, India

A Chinese proverbs  says “If I hear I forget, if I see I remember, if I do I know” emphasizes the importance of sensory perception of teaching, learning situations. Audio-visual aids are sensitive tools used in teaching and as avenues for learning; these are planned educational materials that appeal to the senses of the people and quickens learning facilities for clear comprehension.

An audio-visual aids is an instructional device in which message can be heard as well as seen.

“Audio visual aids are any device which can be used to make the learning more effective, more concrete, more realistic and more dynamic.”Kinder

“Audio-visual aids are those aids which help in completing the triangular process of learning.ie, Motivation, classification, stimulation”. Carter.v.Good

Audio-visual is, of course, a combination of two words: audio referring to that which we can hear, and visual referring to that which we can see. The basic frame of reference here limits our application of the term to a instructor and his audience, although they are not necessarily in the physical presence of one another, as in the case of a motion picture or television presentation.

The term “aids,” used in reference to the instructor , rules out his physical presence (visual) and unrecorded voice (audio). These are the essential elements which make him a instructor , and therefore cannot aid him.

Audio-Visual Aids

The term “audio-visual aids” is commonly misapplied. The aids themselves must be something either audible or visual, or both. The common types of audible aids are the spoken word, recognizable sound effects, and music. The most frequently used visual aids are people, pictures, cartoons, graphics, maps, the printed word, and three-dimensional models. When we talk about a motion picture projector or a blackboard, we are talking about the means of presenting the aids, and not the aids themselves.

First and foremost, a program should be undertaken simply and modestly. It is better to leave the expensive technical gadgets and special effects to the future. Start with one piece of equipment and master its use. Add the various attachments, or go on to another piece of equipment, as needs dictate.

Further, the uncontrollable physical surroundings are not audio-visual aids in themselves, although they can have a definite audio or visual effect and should therefore be considered, if possible, when preparing a presentation. These include such things as distracting street noises (a hindrance) or a soundproofed room (an aid); or a beautiful mural behind the speaker (a distraction), purple and orange walls (a hindrance), or a paneled, modern meeting room with indirect lighting (an aid).

The mixing of various pieces of equipment in a presentation can be extremely effective. Some examples have been mentioned, and serious consideration should be given to the possibilities. The problems of light and dark rooms must be considered, so that the transition can be made smoothly from one item to another.

Audio-visual materials can be divided into those which present the aids in their original form, and those which reproduce the original form.

A.V aids provide a basis for more effective perceptual and conceptual learning. They   initiate and sustain attention, concentration  and personal involvement of the students in learning, as they provide concreteness, realism, and life likeness in the teaching-learning situation. A.V.aids bring the remote events of either space or time into the class room , thus bring the meaningfulness  of abstract concepts. A.V aids helps to gain practical skills and to introduce opportunity for situational or field types of learning as contrasted with linear-order verbal and written communications .The students acquires clear, accurate and vivid image during the process of learning. A.V aids stimulate curiosity and concentration. Stimulate thinking and motivation. Help to develop thinking process as they develop continuity or thought. Students develop higher faculties among the students and it promotes memorization, thinking process and reasoning power.

Principles for selection of Teaching Aids

The selection of suitable teaching aids is very important for the for the success of the learning process .Unsuitable selection can result in more harm than good, because it can cause confusion in the minds of the students being unrelated.

A teacher should keep in view the following principles while selection suitable teaching aids:

  1. 1. Principle of selection: The selected teaching aids should have the basic traits .It should be definitely important from educational viewpoints. It should be interesting and should be able to motivate students for learning. It should encourage the achievement of instructional objectives.
  2. 2. Principle of Preparation: A teacher should devote himself and make students ready to the teaching aids psychologically. He himself should know about the nature of the selected teaching aids. Before demonstrating the class, he himself should inspect the teaching aids in all its respect.
  3. 3. Principle of Proper Presentation: He should ensure that both subject matter and teaching aids are properly coordinated and related. Teaching aids should be used as supplementary aids. A teacher should be fully proficient in its use.
  4. 4. Principle of Control: The teaching aids should be under the control of the teacher during the entire period. No such situation should be allowed in which a teacher is not able to control and use the teaching and properly.

Audio visual room:

It is always worthwhile to have a separate audio visual room in the school. The room should be planned to facilitate the optimum use of audio visual aids. An audio visual room should be spacious enough to accommodate about sixty students at a time.

Main factors:

  • Acoustics- for proper acoustics, the wall must have straw boards and window heavy curtains.
  • Lighting- The lights of the room should have facility of controlling these from a single switch to darken the room for projection.
  • Wall sockets- Wall sockets should be easily accessible to plug in the audio c=visual equipment.
  • Ventilation- a proper ventilation of the audio visual room should be provided with a few exhaust fans.
  • Storage- for storing the audio visual material, wall cupboards and racks should be used.
  • Seating- the seating arrangements using movable chairs should be done so that the students are seated in a sector of sixty degree from the center of the screen.
  • Other- audio visual material for display should include chalk board, display cases, display boards, graphs, show windows, shelves.

CLASSIFICATION OF AUDIO-VISUAL AIDS

Auditory Aids                                             Traditional

 

Audio Visual Aids Aid through
Media   Activity
(Radio recording,                                                             (Puppets,Microphone)

 

(Television, Drama) (Field trip, Exhibition)

 

 

Projected

Non Projected
(OHP, Slide projector, Magic Lantern, LCD,                          Projector, Still and Motion picture Projector) (Charts, Flannel, Graphs, Black & White Board, Cartoons, Maps, Posters, Printed materials)

 

Non Projected Aids:

Graphic Aids Display Board 3D Aids
Cartoons

Charts

Comics

Diagrams

Objects

Flash Cards

Specimens

•             Maps

•             Photographs

•             Pictures

•             Posters

•             Printed materials

Black Board

Bulletin Board

- Flannel Board

- Magnetic Board

- PEG Board

* Diagrams

Models

* Mock Ups

Puppets

 

Graphical aids:

Cartoons:

cartoon is a form of two-dimensional illustrated visual art. While the specific definition has changed over time, modern usage refers to a typically non-realistic or sem-realistic drawing or painting intended for satire, caricature, or humor, or to the artistic style of such works. A simple drawing showing the features of its subjects in a humorously exaggerated way, especially a satirical one in a newspaper or magazine:

It is the metaphorical presentation of reality. It makes the learning more interesting and effective as it creates a strong appeal to emotions. It uses symbols to portray an opinion, a scene, or a situation.

A cartoon is a humorous caricature which gives a subtle message. In a cartoon, the features of objects and people are exaggerated along with generally recognized symbols. In short, a cartoon is a figurative and sub tile graphic aid. A cartoon has an instantaneous visual and a tickling message.

Many times, Cartoons in newspapers can be sarcastic and ridiculing. The main sources of cartoons are periodicals. Newspaper carry cartoon which are either political or social in nature. Special periodicals and magazines carry cartoons on science, management, economics and education.

If a teacher is resourceful he/she can convert certain ideas into cartoons with little practice. Nevertheless, he can clip the cartoons from the periodicals and mount them for classroom.

The cartoon makes use of ,personalized humor, fantasy, incongruity, satire and exaggeration.

Advantages:

1)      Cartoon can be effectively used to initiate certain lesson.

2)      Used to motivate students to start discussion

3)      Can be used for making lessons lively and interesting.

Disadvantage:

1)      While using cartoons as instructional aides,  if  the teacher do not  choose them judiciously and discriminately  can injure personal feelings or social group.

Charts:

A chart is a graphical representation of data, in which “the data is represented by symbols.

Charts are often used to ease understanding of large quantities of data and the relationships between parts of the data. Charts can usually be read more quickly than the raw data that they are produced from. They are used in a wide variety of fields, and can be created by hand (often on graph paper) or by computer using a charting application. Chart is the graphic teaching material including diagrams, posters, maps, and graphics which presents a clear visual summery.

Purposes of Charts:

  • Showing relationships by means of facts and figures.
  • For presenting the material symbolically
  • To show continuity in process
  • For presenting abstract ideas in visual form
  • For showing development of structure
  • For creating problems and stimulating thinking

Types of charts:

 

TYPE WHAT ASPECT
  • Tree Chart

 

A chart made in form of branches from the trunk of a tree such that represents the main idea while the branches represents various development, relationship of sub parts of the main ideas. E.g.: family tree

 

  • Stream Chart

 

It is a graphic aid showing the main thought, idea, concept in the form of a main river and it sub parts in the form of tributaries coming out of it. E.g. free hand drawing

 

  • Table

 

Table charts are very valuable aid in teaching situation to show comparison, distinctions and constant between two or more things. Its size is 50×75 cm or <. It should caption in bold letters, with different features in different colors. E.g. numerical data, descriptive observations.

 

  • Flow Chart

 

It is a graphic aid of system requiring presentation in the form of connected lower divisions of the system in boxes and line to show their relative positions with respect to the higher position in the system. E.g. organizational chart.

 

COMICS:

WHAT ARGUMENTS-IN FAVOUR:

 

ARGUMENTS AGAINST

 

 
A comic strip is the graphic depiction in a series of pictures or sketches of some characters and events full of actions. A large number of comic strips depicting long continuous episodes are published in book forms.

 

1.Comic strips fire the imagination of the children.

2.Comic strip boosts the courage of children and builds up the spirit of adventure.

3.Comic strips make communication detailed and vivid.

4.Comic strip stimulates reality and thus involvement.

 

 

1.Comic strip misguides the children by depicting characters with supernatural powers divorced from a hard reality of life.

2.Comic strips hamper the development of language in children.

3.Classics brought out in the form of comics develop the tendency in children to ignore or bypass the original work.

4.Comics soon become obsession with young children and they tend to avoid serious students

 

 

 

 

Precaution:

The teacher must use with discrimination and only those related to biographies, social events scientific interventions and historical events should be used selectively for classroom instructions.

Diagrams / Drawing:

It is a simplified drawing designed to show interrelation primarily by means of lines and symbols, e.g. stick figures, geometry drawings, facial expressions. Drawings can be done by hand to convey a variety of ideas, concepts and situations. It can be better used for summery and review.

Standard of a good diagram:

  1. Technically correct.
  2. Neatly drawn in proper proportion.
  3. Well labeled and explained.
  4. It can be moved and seen from all angles.

 

Map:

Graphic representation of the earth’s surface or portions of it are termed as maps. These are flat representations of earth’s surface, which convey the information by means of lines, symbols, words and colors.

Various aspects of maps:

  • Understanding and interpreting the key of index, tints, shadows and symbols.
  • The top every map is not north, but the direction of northern pole is north.

Types of maps

TYPES WHAT ASPECT
Relief maps

 

A raised-relief map or terrain model is a three-dimensional representation, usually of terrain. When representing terrain, the elevation dimension is usually exaggerated by a factor between five and ten; this facilitates the visual recognition of terrain feature.

 

Historical maps

 

Historical maps are those which represents graphically a succession of events, states, or an act
Distribution maps

 

A distribution map is a map that uses colors to show information such a population or housing     prices.

 

Geographical maps

 

A geographical map is the map which shows geographical landmarks.

Flash cards

A flashcard or flash card is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study. One writes a question on a card and an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject matter that can be learned via a question and answer format. Flashcards are widely used as a learning drill to aid memorization by way of spaced repetition. Due to their small size and effective use in rapid sequences, flash cards are difficult to adapt to a planning situation. They are used primarily in language training, testing, or to emphasize key words or actions.

Illustration made on heavy paper that is usually smaller than 21cm x 27cm. the illustrations are not bound, but are arranged in sequence.

Audience Size:

  • 5 to 15 people. Because the illustrations are small, no more than 15 people should be in the audience.

Advantages:

Inexpensive, can be home made from local materials. Good way to present a “changing” message in areas where people gather.

Disadvantages:

If out of doors, weather damage can occur. Constant supply of good educational material to put on the board is needed.

Points to be taken care of:

The set of cards can be prepared on a single topic, put in a sequential manner, before starting the explanation.

  • The story on each card must be familiar, in simple words and local terminology.
  • Hold the cards at the chest level where people can see clearly, hold it against body and not in air, face different parts of the group to show the cards to all.
  • Glance down at cards, as you are ready to explain and make sure to given correct information.
  • Use pointer. Do not cover the matter with hands. Be enthusiastic and enjoy explaining.
  • Important point should be written backside.

Flip Charts:

A series of visual aids on flexible paper, fastened together at the top and mounted on a frame in such a manner that they can be flipped or folded back. The frame usually resembles a football goal post, with the charts fastened to the crosspiece.Illustration made on paper that is usually larger than 21cm*27cm; bounded together with rings or string. They flip over in sequence.

Audience Size:

  • 15 to 30 people. It depends on the size of the flip chart too.

Advantages:

  • Inexpensive, can be home made, and can be easily transported. Good way to give information in sequence; because they are bound, illustration stay in sequence.

Disadvantage:

  • Deteriorate with constant use. Some artistic ability required if making homemade flip charts.

Preparation:

  • The first card of bunch should be giving brief introduction of the topic.
  • 8 to 12 cards can be used in bunch.
  • Each card should show a picture illustration in front side, conveying one idea at a time.
  • The brief description or explanation of card number 2 should be written at the backside of card one, which can be seen by the teacher if she forgets.
  • The picture used should be adopted to local condition and should be colorful.
  • Leave enough borders so that it doesn’t cover the matter with the hand while holding.
  • Use pointer while explaining details of picture on card.

Graphs:

Graph is a visual teaching aid for presenting statistical information and contrasting the trend or changes of certain attributes. Diagrammatic representation of numbers, takes several common forms. Pictures are sometimes used, particularly in bar and flow charts.

Types of graphs:

TYPES WHAT ASPECT
Pictorial graph It is an outstanding method of graphical representation. Pictures are used for expression of ideas; they are more attractive and easily understood. Vivid pictures will be used to create rapid association with graphic message; each visual symbol used to indicate quantity.

 

Bar graph It consists of bars arrange horizontally or vertically from an origin base. It is useful in comparing and contrasting two variables or two groups
Pie graph
  • it is usually shown on a disk (pie) or a circle divided into sectors of different angles to represent fractions or percentage of the division of a distributive nature
    • Pictures and photographs:

Pictures are the most commonly available graphic aids. Picture includes photographs, paintings etc.

Effective use of pictures:

  • The picture can be flashed in front of the class & related questioned asked to initiate the sections.
  • A series of pictures related to the lesson can be displayed in the classroom to arouse the curiosity and interest before the lesson begins.
  • The picture should be large enough for the whole class to see it properly.
  • The picture must have clear details for arresting attention and interest.
  • The pictures should be related to lesson and meaningful to students.
  • The picture should be authentic and identifiable.
  • The picture should be able to build up proper learning environment.
  • The picture must lead the class to some purposeful activity.

Posters:

A message on a large sheet of paper, with an illustration and a simple written message on it.

Standard size is 20”30”.

Audience Size:

No limit, because it is not necessary for everyone to look at the poster at the same time.

Advantage:

  • Inexpensive, easy to make.
  • Require a minimum amount of time to prepare and use.
  • Easy to transport

Disadvantage:

  • Demonstrate rapidly
  • Can confuse the audience with too much or too little information.
  • Need some artistically ability if making own posters.

Uses:

  • Advertising an event or product.
  • To make instant appeal.
  • To convey a single idea or few ideas.
  • Giving a direction or warning.
  • Suitable or client education, presenting scientific facts, showing safety measures and many other facets relating to health for propaganda, popularizing symbol or sign.
  • Simplicity, short message, colorfulness and eye catching figurative design are features of good posters.

Chalk board:

Black, green or other colored slate or composition board, or a specially painted surface which will “take” erasable white or colored chalk.A rigid surface painted green or black, on which one can write or draw with chalk.

Audience Size:

  • 10 to 30 people. If used with more, a large board is needed and careful audience placement is necessary.

Advantage:

Inexpensive, can be home made, easily maintained, minimum preparation.

Disadvantage:

  • Transport can be difficult in remote areas. Limited to users artistic ability.

Points for effective black board work:

  • The black board must be easily visible.
  • Must have a matt surface and free from glare.
  • It should be in good light so that work is seen without strain.
  • The teacher should not stand in between pupil and blackboard.
  • Letters and figures must be large.

Bulletin Boards:

A bulletin board is essential when illustrations have been prepared on thin, flexible paper. It is usually helpful to have an assistant do the mounting, or the planner will have to turn his back to the audience and fumble with the material. A blackboard can be considered a bulletin board, with the aids mounted with tape rather than pins or tacks. It might be noted here that small visual aids can be enlarged by a photostatic process, at relatively small cost, for presentation on a bulletin board.

It is a surface of at least 1.5 meters. Into which stick pins can be placed. Drawings, photos and lettering can be displayed on board.

Audience Size:

No limit because it is not necessary for everyone to look at the same time.

Advantage:

  • Excellent way to use actual materials in a real situation.
  • Uses local materials.
  • Easy to understand by people not used to look at illustrations.
  • Good way to get audience participation.

Disadvantage:

  • Takes lot of preplanning an d preparation.

Flannel board:

A piece of flannel, flannelette, terry cloth or felt cloth attached to a rigid surface on which cut out figures will adhere if backed with flannel or felt cloth, sand paper or glued sand. Standard size 1.5 meters.

Audience Size:

  • 15 to 20 people. Audience size depends on the flannel board.

Advantage:

  • Inexpensive, easily made from local materials. Easily maintained and transported in remote areas. Figures can be used in different presentations. Figures can be used in different presentation.
  • Ideal for showing “sequence of events” and reviewing lesson, as figures can be brought back on board.

Disadvantage:

  • Requires considerable advance preparation.
  • Difficult to use outside.
  • Some artistical ability is required if making homemade figures.

Uses:

  • Collect the pictures light objects or make cutouts & back them with sand paper pieces.
  • Display material on the flannel board in a sequence to develop the lesson plan.
  • Change the picture or cutout as you talk to the client.
  • Use the flannel board to create proper scenes 7 design relevant to the lessons.
  • Flannel boards can be used to tell a story, interrelationship with different parts or steps of process.

Projected Aids:

Film or motion pictures:

Color or black and white, 16 or 18mm cinema film, with sound projected on screen. A long, narrow strip of cellulose nitrate, acetate or similar material containing a succession of small transparent photographs. Common sizes are 8 and 16 millimeter, referring to the width of the strip.

Audience size:

  • 30 to 100 people. Group can be larger than 100, but it is difficult to have discussion in larger group.

Advantage:

  • A film has movement. It can show processes, methods and procedures.
  • It is three dimensional in its impact.
  • It can create the impression of space and time.
  • The technique of caricature & animation makes it possible to give meaning to abstract notions and scientific theories
  • The sound track of film lends realism to the visual image in the form of genuine sound impressions.
  • It admits the voice of experts, the performance of the specialist & aids atmosphere, mood and understanding.

Disadvantage:

  • There is complete exclusion of teacher from presentation.
  • The machinery of presentation is cumbersome and not easily adapted to average classroom.
  • Expensive in terms of preparation and projection.

Film strips:

A filmstrip is usually compiled from a number of individual pictures taken with a 35 mm. still camera.Film Strip is mostly 35mm film, color or black & white photographs in sequential order. Film strip projected on screen or on a wall. They use projector with film strip adapter. Film strips are in horizontal or vertical format.

Audience Size:

  • About 30 people. Though film strips can be used with more people, the educator can stimulate better discussion with group of this size.

Advantage:

  • Dramatize & get the audience attention. Show motion and thus helps to explain step by step and time sequence very well.

Disadvantage:

  • Very expensive, requires expensive equipment, electricity and dark projection area. Difficult to transport and operate.

The Epidiascope (Opaque projector):

An Epidiascope projector, projects the image of a solid object. It often referred to as an opaque projector. The principle is “bright light is concentrated upon an opaque object and the brilliantly illuminated image is reflected by a mirror through a very large lens on to a screen”. An epidiascope can project a wide variety of material and makes the teacher dependent of standard transparent material.

Epidiascope can project:

  • Flat pictures
  • Post cards and photographs
  • News items and illustrations
  • Book illustrations
  • Tables of statistics
  • Handwork diagrams
  • Pupil’s  work
  • Solid objects- watches, coins, nature study samples and geological specimens, maps.

Advantages:

  • Epidiascope has the ability to compel attention.
  • It keeps the initiative of selection of material, and pace of presentation in the teacher’s hand.
  • The preparation of material is simple and its preview for the purposes of lesson preparation presents no difficulty.
  • The nature of material makes additions, amendments, alter action and substitution easy.
  • Material can always be up to date.

Overhead Projector:

The OHP is a versatile visual aid using a system of lens, mirror and lamp, transparencies are projected on to screen in a way that enables teacher to face the student while teaching.

Advantage:

  • Teacher can make eye contact while teaching.
  • The OHP can be used in day light allowing the students to take notes, only bright light near the screen needs to be switched off.
  • Prepared can be reused saving time during class.
  • OHP is user friendly.

Disadvantage:

  • Keystone effect-projected material is wider at top than at bottom.
  • OHP bulbs are expensive.

Guidelines for making OHP transparencies:

  • Check display area of OHP and select transparency size accordingly.
  • Leave margin of ½ inch to ¾ inch free on all sides.
  • Plan layout of transparency. Phrases, key points not long sentences.
  • Use 6-8 words in a line.
  • Use lettering 2/5 inch for small group. Minimum ½ inch for large group. Use more lower case letters than upper case letters.
  • Use dark colors.
  • Framing is useful for (1) to attach flaps for masking. (2) to attach transparency layers.

Slides:

35mm film in plastic or cardboard mount 5cm*5cm. in color or black & white. They are projected on a screen or walls.

Audience size:

  • About 30 people, though slides can be used with more people, the educator can stimulate better discussion among a smaller group.

Advantage:

  • Dramatically less expensive than cinema film and slides once inserted in the projector, impossible to get out of the sequence. Can show photos of the real thing and show sequence in time. Battery operated projectors available. Relatively easy to transport.

Disadvantage:

  • Requires projection equipment, can be damaged, and requires either mains or battery to operate.
  • Sometimes batteries are expensive. Requires darkened projection area. Limited appropriate slides are available.

Preparation of slides:

  • Collect all available slides check them against a lighted lamp. Choose the slide relevant to your lesson.
  • Arrange them in sequence and write a brief introductory note for each slide on a card.
  • Create a dark environment, arrange screen and other facility. Adjust objective lens for proper focus.
  • Make proper seating arrangements for the students within an area covering a sector of 60 degrees from center odf the screen

Three dimensional aids:

All the AV materials, three dimensional aids are nearest to living experiences. This side, such as models and Mock-ups are replies or reconstructions of the real thing.

Advantages:

  • To recreate things from the past or the future.
  • To reduce the size of things.
  • To make model of things too small to examine.
  • To made model of things from faraway places.
  • To explain difficult concepts.
  • To show working parts.
  • To attract interests attention.
  • To promote increased learner participation.
  • To show some selected aspect of the whole in a simple elemental way.
  • To present an immediate sensation.

Disadvantage:

  • Time consuming.
  • Requires extra talent.

Criteria for evaluation:

  • Is the model necessary on case you make use of the original.
  • Could some other device portray the idea more effectively?
  • Is the idea appropriate for representation in a model?
  • Is each part of the model mad to the same scale proportionate in size?
  • Are the important details of construction correct?
  • Could wrong impressions of size, Color and shape result from using this model?
  • Does the model oversimplify the idea?
  • If it is workable, will at standup under frequent use?
  • If it is made locally, is the model likely to be worth the time, effort and money involved?
  • If it is purchased, will the model be used often enough to justify the cost?

They are contrived experiences where reality is altered or simplified For teaching purposes. A simple classification of these aids is given below:-
Models:

It is a life size miniature or cover or original size. They are substitutes for real things. Models are concrete objects made up of clay, pulp, cotton, cardboard, thermocol, cloth, wood etc. models enable client to have a correct concept of the objects.

Qualities of a model:

  • Aqua racy
  • Simplicity
  • Utility
  • Solidity
  • Ingenuity
  • Useful

Advantages:

  • It simplifies reality and direct, meaningful learning.
  • Concretizes abstract concepts.
  • Enables us to reduce or enlarge object to observable size.
  • It provides correct concept of a real object eg. Dam , bridge.
  • A working model explains the various process of objects and machines.

Types of  models:

  • Scale model eg: Dam or Project
  • Simplified models eg: animal, birds, fish
  • Cross sectional models eg: cross section of blood vesels
  • Working model eg: Fetal circulation.

Moulage:

Moulage can be made of plastic material to stimulate some life objects eg. Body which show evidence of trauma, infection disease and surgical intervention

Specimens and Objects:
Specimens are real objects taken from the natural setting. It is simple that shows quality or structure eg: section of lung. Objects are brought into natural setting in the class room to supply the type of sensory experience that will make instruction more meaningful vivid and impressive. They make appeal to the senses eg: splints forceps and thermometer.

Small size objects are specimens that can be mounted by pasting them with adhesive, nail, cello tape on card board. The collection of grains and seeds can be kept in small size bottles or polythene bags and stuck on the cardboard label and catalogs the objects and specimens.

Advantages:

  • They arouse clients interest ij learning
  • They involve all the five senses in the process of learning
  • As they being real, and three dimensional things, heightens reality in the classroom.
  • They make classroom teaching lively.
  • Use of objects and specimens are very useful in nursing education.

Using objects and specimens:

  • Plan your teaching with certain simple and direct observation of the object or specimen being referred to.
  • Ask questions to elicit more details o f the features of the objects or specimen under observation.
  • Clarify and emphasis the important structural details of the objects or specimen under observation.

Puppets:

One of the old and popular arts in Indian villages has be puppetry. Puppets can serve as an effective aid to learning. They can be made to illustrate lessons. Events of tales in an interesting and vivid manner, if they are accompanied by effective narratives. It is necessary to have a great deal action in puppetry as well as plenty of music and dancing. In writing or selecting a puppet play, the age, background and taste of the clients should be taken in consideration. A short puppet play is always preferable.

Types of puppets:

  • Hand puppets- which fit in a hand like gloves and are operated from below by fingers
  • Road puppets- Which are operated from below the stage by a combination of rods and strings.
  • Marionettes and string puppets- Figures with movable limbs operated through strings.

Using puppets:

  • Puppet actions should be accompanied by short dialogues which are easily comprehensive.
  • A puppet show should not have many characters more than 4 at a time.
  • Put in short duration songs and dances to arouse emotions.
  • The main problem or question should be introduced in the beginning of the puppet show and answer come out at the end of it to keep interest and suspense.

Advantages:

  • Puppetry has all advantages of dramatization along with providing amusement and entertainment.
  • A puppet show can heighten the human emotion and capture attention.
  • In nursing, puppetry is used for health education.

Dioramas:

It is a 3 dimensional scene in depth in  cooperating a group of modeled objects and figures in a natural setting. The diorama scene is setup on a small stage with a group of modeled objects, kept on the forehead, which is blended into a painted realistic background.

A harvest scene, planting scene, a scene of school activities, scene from freedom struggle, a scene from man landing on moon are some of the examples of dioramas.

It is a three dimensional arrangement of related objects, models and cutouts to illustrate central theme on concept. The object and models are generally placed in a big box or showcase with a glass it can be artificially lighted the human and animal figures should be modeled in clay to provide solidity and reality and also because of the perspectives and background painting. E.g. Stage diorama in religious festivals like Ganapathy, Navarathri etc.

ACTIVITY AIDS:

Demonstrations:

Demonstration is defined as visualized explanation of facts concepts and procedures

General description:

Using actual ingredients tools, or land, the education shows how something is done either at that time or soon thereafter, each audience member display his ability to do the new things.

Audience Size:

  • 1 to 30 people because it is difficult for an educator to follow up more than 30 peoples.

Advantages:

  • Dramatic, less expensive than cinema film, excellent way to bring distant things to audience and to show time sequence.
  • Better operated projectors available local photos easily made.

Disadvantages:

  • Easy to damage, easy to get out sequence and project upside down or sideways. Requires projection equipment, mains electricity or batteries and darkened projection area.

Uses:

  • To demonstration procedures in the classroom and the ward.
  • To demonstrate experiments and its uses.
  • To teach the patient, a procedure or treatment which he must carry in home.
  • To demonstrate different approaches in establishing rapport wioth the patients, so that the most effective nurse-patient relationship may be established.

Dramatization:

It is very potent method of keeping the classroom instruction lively and interesting. This makes learning easy and permanent. It involves motor activities for telling story. Many languages and social studies lessons can be dramatized in the form of role plays.

Advantages:

  • It makes learning a pleasure as children love to act and show off.
  • It involves children totally and they appreciate the lessons and remember it better.
  • It develops the social skills required for them such as cooperation, coordination, punctuality and human relation etc.
  • It affords the teacher and insight into the personality of the cient and know them better.
  • It is very helpful in nursing education in selected situations.
  • It makes student creative, sensitive and alert.

Types of dramatization:

  • Role playing- student act out the characters based upon their own knowledge and impression of a small incident.
  • Play lets- The players stage a small play lasting for 10 to 15 minutes with a script preparation and costumes.
  • Pageant- the player presents a colorful enactment of a phase of history with the period costumes.
  • Pantomime- the players present a scene in which characters are shout loudly with expressions and gestures but do not speak.
  • Tableaux- the players neither talk nor they act, but they only pose different actions.

Experiments:

An experiment is a learning activity in which student collects and interpret observations using measuring instruments to reach some conclusions. It can be used in science, math’s, social sciences and physical educations etc.

Steps of experiment:

  • Objectives of the experiments
  • Apparatus required
  • Procedure or methodology
  • Observation of data
  • Treatment of observation or data
  • Results or conclusions
  • Precaution
  • Ideas

Advantages:

  • The teacher can individually attend students while they are performing an experiment.
  • In group experiments, students learn to work with one another and this results in the inclusion of values of cooperation and coordination.
  • Experiment helps students in manipulating piece of apparatus and instrument.
  • With experiments, the students learn by doing and hence learn better.
  • Experiments involve the element of investigation, discovery and finding out.
  • Experiments builds scientific attitudes, observational powers and ability to draw conclusions
  • Experiments makes students patient, regular and punctual.

Field trips:

An educational trip is defined as an educational procedure by which the student obtain first hand information by observing places, objects, phenomena or activities and process in their natural setting to further learning.

Advantages:

  • It breaks monotony of the classroom and provides real life experiences.
  • It furnishes first hand information to supplement and to enrich the classroom instruction.
  • It provides opportunities in learning attitudes and positive values.
  • It provides opportunities in learning and acquiring skills. Like observation, critical thinking etc.
  • Students develop better understanding of the axiological factors of disease.
  • Field trip arouse interest vitalize instruction thereby providing motivation.
  • Offers an opportunity to apply that which has been taught to verify what has been learned.
  • They serve as effective means of correlating the subjects of the curriculum.
  • They provide opportunity to consider and to solve problems arising from individual and group participation in a natural social situation.

Disadvantage:

  • Field trip is time consuming.
  • Careful planning is required.
  • Transportation is a problem.
  • Since the students are going out of college premises it is risk, safety precautions essential.
  • If the group is too large, effective observation becomes difficult.

Audio visual devices enhance the interest of students, especially students of quite young age. As children take interest in colors and different devices, instruments, it’s quite easy to teach them.As well as teen agers also take interest in pictures and practice, they also want to do their work by themselves. So audio visual teaching is much effective than conservative teaching.

 

 

 

 

 

Posted in Uncategorized | Comments Off

Organizing an Interview in Qualitative Research

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.

Former Principal. A.K.P.I.College, Roorkee, India

Interviews are among the most challenging and rewarding forms of measurement. In research, interviewing may be defined as two-way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to as a specific study.  They involve not only conversation, but also learning from the respondents’ gestures, facial expressions and pauses, and their environment. Interviews require a personal sensitivity and adaptability as well as the ability to stay within the bounds of the designed protocol.

Interviewing allows researchers and groups interested in the study human behaviour, such as social scientists, to understand the nuances of human behaviour.  It can be use for collecting a wide range of data from factual demographic data to highly personal and intimate information relating to a person’s opinions, attitudes, and values, beliefs, past experience and future intentions.  Interviews can help examine the human element of answering why people think or act in a certain way, thereby forming the basis of qualitative research.  Interviews can be used to elicit information about attitudes and opinions, perspectives and meanings, the very stuff of much interest of both education and sociology.

Steinar Kvale, suggested a seven stage procedure, which  focus on the dynamics of interaction between interviewer and interviewee, and also a critical attention to what is said

1)            Thematizing: Formulate the purpose of the investigation and describe the concept of the topic to be investigated before the interviews start

2)            Designing: Plan the design of the study, taking into consideration all seven stages, before the interview starts.

3)            Interviewing: Conduct the interviews based on an interview guide and with a reflective approach to the knowledge sought

4)            Transcribing: Prepare the interview material for analysis, which commonly includes a transcription from oral speech to written text.

5)            Analyzing: Decide, on the basis of the purpose and topic of the investigation, and on the nature of the interview material, which methods of analysis are appropriate.

6)            Verifying: Ascertain the generalizability, reliability, and validity of the interview findings. Reliability refers to how consistent the results are,, and validity means whether an interview study investigates what is intended to be investigated.

7)            Reporting: Communicate the findings of the study and the methods applied in a form that lives      up to scientific criteria, takes the ethical aspects of the investigation into consideration.

General procedure for conducting the interview in Qualitative Research

Tasks for the Interviewer

Interviewers now are increasingly seen as active participants in interactions with respondents, and interviews are seen as negotiated accomplishments of both interviewers and respondents that are shaped by the contexts and situations in which they take place. In other words, researchers are not visible, neutral entities; rather, they are part of the interactions they seek to study and influence those interactions. The interviewer’s role is complex and multifaceted. It includes the following tasks:

  • Identifying and gaining cooperation of Interviewee – The interviewer has to find the respondent. In door-to-door surveys, this means being able to locate specific addresses. Often, the interviewer has to work at the least desirable times as that’s when respondents are most readily available.
  • Motivating Interviewee – The interviewer has to be motivated and has to be able to communicate that motivation to the respondent. Often, this means that the interviewer has to be convinced of the importance of the research
  • Clarifying any confusion/concerns – Interviewers have to be able to think on their feet. Interviewee may raise objections or concerns that were not anticipated. The interviewer has to be able to respond candidly and informatively.
  • Observing the quality of responses – Whether the interview is personal or over the phone, the interviewer is in the best position to judge the quality of the information that is being received. Even a verbatim transcript will not adequately convey how seriously the respondent took the task, or any gestures or body language that was evident.
  • Conducting a good interview – The interviewer has to conduct a good interview. Every interview has a life of its own. Some respondents are motivated and attentive, others are distracted or disinterested. The interviewer also has good or bad days. Assuring a consistently high-quality interview is a challenge that requires constant effort.

The Major Task- The questioning

  • Questions are such a fundamental part of an interview that’s worth taking a minute to look at the subject in depth. Questions can relate to the central focus of your interview, with to-the-point, specific answers; they can be used to check the reliability of other answers; they can be used just to create a comfortable relationship between you and the interviewee; and they can probe for more complete answers.
  • It’s very important that you ask your questions in a way to motivate the interviewee to answer as completely and honestly as possible. Don’t take “yes/no” answers — monosyllabic answers don’t offer much information. Ask for an elaboration, probe, ask why. Silence may also yield information. Ask the interviewee to clarify anything you do not understand
  • Avoid inflammatory questions (“Do you always discriminate against women and minorities, or just some of the time?”), and try to stay polite. And remember to express clearly what you want to know. Just because interviewer and interviewee speak the same language, it doesn’t mean they’ll necessarily understand each other.
  • There are some problems that can arise from the way you ask a question. Here are several of the most common pitfalls:
  • You must also be well prepared for traps that might arise from interviews. For example, your interviewee may have a personal agenda and he or she will try to push the interview in a way to benefit their own interests. The best solution is to become aware of your interviewee’s inclinations before arranging the interview.
  • Never ask questions that put the interviewee in the defensive — These questions bring up emotional responses, usually negative. To ask, “Why did you do such a bad thing?” will feel like you are confronting your interviewee, and he or she will get defensive. Try to ask things in a more relaxed manner.
  • Avoid questions that ask for two answers in one question. For instance, “Does your company have special recruitment policy for women and racial minorities?” may cause hesitation and indecision in the interviewee. A “yes” would mean both, and a “no” would be for neither. Separate the issues into two separate questions.
  • In addition, pay attention to the order in which you ask your questions. The arrangement or ordering of your question may significantly affect the results of your interview. Try to start the interview with mild and easy questions to develop a rapport with the interviewee. As the interview proceeds, move to more sensitive and complex questions.

Major consideration for the Interviewers

One of the most important aspects of any interview study is the training of the interviewers themselves. In many ways the interviewers end being the measures, and the quality of the results is totally in their hands. Even in small studies involving only a single researcher-interviewer, it is important to organize in detail and rehearse the interviewing process before beginning the formal study.

Following major consideration should be addressed for interviewer training:

  • Describing the entire study – Interviewers need to know more than simply how to conduct the interview itself. They should learn about the background for the study, previous work that has been done, and why the study is important.
  • Communicating the sponsor of research – Interviewers need to know who they are working for. They — and their respondents — have a right to know not just what agency or company is conducting the research, but also, how the research is paid for.
  • Teaching about survey research – While you seldom have the time to teach a full course on survey research methods, the interviewers need to know enough that they respect the survey method and are motivated. Sometimes it may not be apparent why a question or set of questions was asked in a particular way. The interviewers will need to understand the rationale for how the instrument was constructed.
  • Educating the sampling logic and process – Naive interviewers may not understand why sampling is so important. They may wonder why one goes through all the difficulties of selecting the sample so carefully. They should be explained that sampling is the basis for the conclusions that will be reached and for the degree to which the study will be useful.
  • Explaining interviewer bias – Interviewers need to know the many ways that they can inadvertently bias the results. And, they need to understand why it is important that they not bias the study. This is especially a problem when you are investigating political or moral issues on which people have strongly held convictions. While the interviewer may think they are doing well for society by slanting results in favor of what they believe, they need to recognize that doing so could jeopardize the entire study in the eyes of others.
  • Piloting the interview – When one first introduces the interview, it’s a good idea to walk through the entire protocol so the interviewers can get an idea of the various parts or phases and how they interrelate.
  • Explaining respondent selection procedures, including reading maps – It’s astonishing how many adults don’t know how to follow directions on a map. In personal interviews, the interviewer may need to locate respondents who are spread over a wide geographic area. And, they often have to navigate by night (respondents tend to be most available in evening hours) in neighbourhoods they’re not familiar with. Teaching basic map reading skills and confirming that the interviewers can follow maps is essential.
  • Identifying respondents – Just as with households, many studies require respondents who meet specific criteria. For instance, your study may require that you speak with a male head-of-house between the ages of 30 and 50 who has children under 20 living in the same household. It may be impossible to obtain statistics in advance to target such respondents. The interviewer may have to ask a series of filtering questions before determining whether the respondent meets the sampling needs.
  • Rehearsing the interview – Several rehearsal sessions should be conducted with the interviewer team.  Videotaping of rehearsal interviews can be done to discuss how the trainees responded in difficult situations. The interviewers should be very familiar with the entire interview before ever facing a respondent.
  • Explaining supervision – In most interview studies, the interviewers will work under the direction of a supervisor. In some contexts, the supervisor may be a faculty advisor; In order to assure the quality of the responses, the supervisor may have to observe a subsample of interviews, listen in on phone interviews, or conduct follow-up assessments of interviews with the respondents. This can be very threatening to the interviewers. One needs to develop an atmosphere where everyone on the research team — interviewers and supervisors — feels like they’re working together towards a common goal.
  • Explaining scheduling – The interviewers have to understand the demands being made on their schedules and why these are important to the study. In some studies it will be imperative to conduct the entire set of interviews within a certain time period. In most studies, it’s important to have the interviewers available when it’s convenient for the respondents, not necessarily the interviewer.
  • Building the Interviewer’s Kit – It’s important that interviewers have all of the materials they need to do a professional job. Usually, one will want to assemble an interviewer kit that can be easily carried and includes all of the important materials such as: A “professional-looking” 3-ring notebook (this might even have the logo of the company or organization conducting the interviews) maps sufficient copies of the survey instrument official identification (preferable a picture ID) a cover letter from the Principal Investigator or Sponsor a phone number the respondent can call to verify the interviewer’s authenticity.

The Actual Interview

Each interview is unique, like a small work of art whether it’s a two-minute phone interview or a personal interview that spans hours, the interview is a bit of theater, a mini-drama that involves real lives in real time.

Each interview has its own ebb and flow — its own pace. To the outsider, an interview looks like a fairly standard, simple, prosaic effort.  But to the interviewer, it can be filled with special nuances and interpretations that aren’t often immediately apparent. Every interview includes some common components. There’s the opening act, where the interviewer gains entry and establishes the rapport and tone for what follows. There’s the middle act, the heart of the process that consists of the protocol of questions and the improvisations of the probe. And finally, there’s the closing act, the wrap-up, where the interviewer and respondent establish a sense of closure.

The Opening Act

Now that you’re prepared, it’s time to conduct the interview. Whether calling or meeting someone, be sure to be on time — your interviewee is doing you a favour, and you don’t want to keep him or her waiting. Be courteous to your subject.

When interviewing someone, start with some small talk to build rapport. Don’t just plunge into your questions — make your interviewee as comfortable as possible. — make interviewees feel like their answers are very important to you (they are supposed to be!) and be respectful for the time they’re donating to help you.

Conduct your interview in an organized, timely manner. During the interview: Always take time to ask for an explanation about things you don’t understand.. Don’t be afraid of uncomfortable silences and pauses.

Let the interview take its natural course. never begin an interview cold. Try to put your interviewee at ease and establish rapport, Look the person in the eye when asking questions. Always listen carefully to the answers. Each answer could lead to more questions or include an answer to a question you haven’t asked yet. Don’t ask a question that has already been answered. Your subject will know you weren’t listening and be insulted.

Reciting the “Elevator Speech” – In many ways, the interviewer has the same initial problem that a salesperson has.  They will have to get the respondent’s attention initially for a long enough periods that they can sell them on the idea of participating in the study. Many of the remarks here assume an interview that is being conducted at a respondent’s residence.  The analogies to other interview contexts should be straightforward.

Gaining entry – The first thing the interviewer must do is gain entry. Several factors can enhance the prospects. Probably the most important factor is one’s initial appearance. The interviewer needs to dress professionally and in a manner that will be comfortable to the respondent. In some contexts a business suit and briefcase may be appropriate. In others, it may intimidate. The way the interviewer appears initially to the respondent has to communicate some simple messages — that they are trustworthy, honest, and non-threatening. Cultivating a manner of professional confidence, the sense that the respondent has nothing to worry about because one knows what they are

Introducing – Without waiting for the respondent to ask questions, one should move to introducing themselves. They should have this part of the process memorized so that they can deliver the essential information in 20-30 seconds at most. State the name of the organization represented. Show identification badge and the letter of introduction.  Have as legitimate an appearance as possible. If one has a three-ring binder or clipboard with the logo of organization, have it out and visible.

Explaining the study – At this point in time briefly explain the study.  Keep it short, one or two sentence description of the study. Big words, jargon and unnecessary details should be avoided.  The respondent doesn’t have to or want to know all of the neat nuances of this study, Some time should be spent on assuring the respondent that they are being interviewed confidentially, and that their participation is voluntary.

Using questionnaire intelligently – The questionnaire is a friend. It was developed with a lot of care and thoughtfulness. While one has to be ready to adapt to the needs of the setting, the first instinct should always be to trust the instrument that was designed. A rapport need to establish with the respondent. Reading the questions directly from the questionnaire will appear unprofessional and disinterested. Often, there might be nervousness on both parties that should be addressed carefully. Memorizing the first few questions, and referring to the instrument only occasionally, using eye contact and a confident manner will help set the tone for the interview and help the respondent get comfortable.

Asking questions – Sometimes an interviewer will think that they could improve on the tone of a question by altering a few words to make it simpler or more “friendly.”  This should be avoided.  The questions should be asked as they are on the instrument.  If there was a problem with a question, it should have been raised during the training and rehearsals, not during the actual interview. It is important that the interview be as standardized as possible across respondents There might be temptation for one to think the change made while asking the questions are inconsequential, in fact, it may change the entire meaning of the question or response.

Sequencing – During the interview, it may happen that a respondent bring up a topic that will be covered later in the interview. The jump to that section of the interview should be avoided.  It is likely that one may lose the place where the order was interrupted and result in omitting questions that build a foundation for later questions.

Elaborating – Just to encourage the respondent to give more information ask for elaboration. For instance, it is appropriate to ask questions like “Would you like to elaborate on that?” or “Is there anything else you would like to add?”

Obtaining Adequate Responses – After asking a question, probe, if the respondent gives a brief, cursory answer. Just to elicit a more thoughtful, thorough response? Just probe.  Silent probe – The most effective way to encourage someone to elaborate is to do nothing at all – just pause and wait. This is referred to as the “silent” probe. It works because the respondent is uncomfortable with pauses or silence. It suggests to the respondent that the interviewer is waiting, listening for what they will say next.

Repeating – Use the old psychotherapist technique.  Say something without really saying anything new. For instance, the respondent just described a interesting experience they had. Just say “What heard you say is that you found that experience very interesting.” Then, just pause. The respondent is likely to say something like “Well, yes, and it gave me a unique experience, even my family enjoyed it. In fact, my wife…”

Encouraging the Respondent explicitly – Often, encouraging the respondent directly is required to obtain best answers. It should be done in a way that does not imply approval or disapproval of what they said as it could bias their subsequent results. Overt encouragement could be as simple as saying “Uh-huh” or “OK” after the respondent completes a thought.

Clarifying – Sometimes, just to elicit greater detail ask the respondent to clarify something that was said earlier.  For example, say, “You just were talking about your interesting experience; can you tell me more about that?”

Recording the Response – Although we have the capability to record a respondent in audio and/or video, most interview methodologists don’t think it’s a good idea. Respondents are often uncomfortable when they know their remarks will be recorded word-for-word.  They may strain to only say things in a socially acceptable way. Although one would get a more detailed and accurate record, it is likely to be distorted by the very process of obtaining it. This may be more of a problem in some situations than in others. It is increasingly common to be told that your conversation may be recorded during a phone interview. And most focus group methodologies use unobtrusive recording equipment to capture what’s being said. But, in general, personal interviews are still best when recorded by the interviewer using the traditional pen and paper approach.

Recording responses immediately – The interviewer should record responses as they are being stated. This conveys the idea that the interviewer is interested enough in what the respondent is saying. Record certain key phrases or quotes verbatim. Develop a system for distinguishing what the respondent says verbatim from what are characterizing.

Including information obtained through probing – One needs to indicate every single probe that one uses. Developing shorthand for different standard probes are helpful.

Using abbreviations or other techniques to record expediently – Abbreviations will help to capture more of the discussion. Develop a standardized system. If an abbreviation is created while the interview is happening, have a way of indicating its origin.

The Closing Act

After going through the entire interview, the interview needs to be brought to closure. Some important things must be remembered:

Thanking the respondent – This is important. Even if the respondent was troublesome or uninformative, it is important to be polite and thank them for their time.

Setting expectations on when the results would be published – It is annoying, when people conduct interviews and then don’t send results and summaries to the people who they get the information from. The interviewer owes it to the respondent to show them what the interviewer has learned. It’s common practice to prepare a short, readable, jargon-free summary of interviews that the interviewer can send to the respondents.

Closing the conversation – Allow for a few minutes of winding down conversation. The respondent may want to know a little bit about the interviewer or how much the interviewer likes doing this kind of work. They may be interested in how the results will be used. Use these kinds of interests as a way to wrap up the conversation..  The interviewer doesn’t want the respondent to feel as though they completed the interview and then rushed out on them — they may wonder what they said that was wrong. On the other hand, the interviewer has to be careful here. Some respondents may want to keep on talking long after the interview is over. Interviewers have to find a way to politely cut off the conversation and make their exit.

Documenting Immediately after completing the interview – Write down any notes about how the interview went.  Sometimes one will have observations about the interview that they didn’t want to write down while they were with the respondent.  The interviewer may have noticed them get upset at a question, or they may have detected hostility in a response. Immediately after the interview interviewers should go over your notes and make any other comments and observations

Analyzing the Interview Results

After creating and conducting interview, one must now process and analyze the results. These steps require strict attention to detail and, in some cases, knowledge of statistics and computer software packages. How these steps should be conducted will depend on the scope of study, and the audience to whom one wish to direct the work.

In general there are obviously advantages and disadvantages for using any interview method. It allows questioning to be guided as one wants it and can clarify points that need to be made clearer much more easily than in something like a mailed questionnaire. The technique does however rely on the respondent being willing to give accurate and complete answers  They may often lie due to feelings of embarrassment, inadequacy, lack of knowledge on the topic, nervousness, memory loss or confusion. On the contrary, they may also provide very elaborate answers in an attempt to figure out the purpose of the study. Validity and reliability of the interview data may be influenced by these interviewing is a complex and demanding technique.

References

Bell, J (1999) Doing Your Research Project (3rd edition), Buckingham, OUP

Cohen, L ; Manion, L & Morrison, K (2000) Research Methods in Education (5th edition), London

Routledge Falmer Denscombe, M (2003) The Good Research Guide: 2nd edition, Buckingham

Frey, J.H & S.M.Oishi (1995): How to Conduct Interviews by Telephone and in Person. London: Sage.

Pollard, A (1985) The Social World of the Primary School, London, Cassell.

Radnor, H (1994) Collecting & Analysing Interview Data, University of Exeter, Research Support Unit, School of Education.

Steinar Kvale, Sage Publications, Thousand Oaks California, 1996

Scheurich, J J (1995) A postmodernist critique of research interviewing, Qualitative Studies in Education, 8, 3, 239-252.

Wengraf, T (2001) Qualitative Research Interviewing, London, Sage.

Wilson, V (1997) Focus Groups: a useful qualitative method for educational research?  British Educational Research Journal, 23, 2, 209-224.

Wragg, E C (1978) Conducting and Analyzing Interviews, Nottingham University School of Education, TRC-Rediguides.

 

Posted in Uncategorized | Comments Off

HISTORY OF CIVILIZATION – the legacy of the East to the West.

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.

Former Principal. A.K.P.I.College, Roorkee, India

Civilizations are the generations of the racial soul. As family-rearing, and then writing, bound the generations together, handing down the lore of the dying to the young, so print and commerce and a thousand ways of communication may bind the civilizations together, and preserve for future cultures all that is of value for them in our own. Let us, before we die, gather up our heritage, and offer it to our children.

Will Durant

CIVILIZATION is social order promoting cultural creation. Four  elements constitute it: economic provision, political organization, moral traditions, and the pursuit of knowledge and the arts. It begins where chaos and insecurity end. For when fear is overcome, curiosity and constructiveness are free, and man passes by natural impulse towards the understanding and embellishment of life.

Without analysing four thousand years of history, of the richest civilizations of the largest continent,  it is impossible to understood these civilizations, or done them justice; for how can one mind, in one lifetime, comprehend or appraise the heritage of a race? The institutions, customs, arts and morals of a people represent the natural selection of its countless trial-and-error experiments, the accumulated and un-formidable wisdom of all its generations; and neither the intelligence of a philosopher nor the intellect of a sophomore can suffice to compass them understandingly, much less to judge them with justice.

Europe and America are the spoiled child and grandchild of Asia, and have never quite realized the wealth of their pre-classical inheritance. But if, now, we sum up those arts and ways which the West has derived from the East, or which, to our current and limited knowledge, appear first in the Orient, we shall find ourselves drawing up unconsciously an outline of civilization.

The first clement of civilization is labour tillage, industry, transport and trade

The first clement of civilization is labour tillage, industry, transport and trade. IN one important sense the “savage,” too, is civilized, for he carefully transmits to his children the heritage of the tribe that complex of economic, political, mental and moral habits and institutions which it has developed in its efforts to maintain and enjoy itself on the earth. It is impossible to be scientific here; for in calling other human beings “savage” or “barbarous” we may be expressing no objective fact, but only our fierce fondness for ourselves, and our timid shyness in the presence of alien ways. Doubtless we underestimate these simple peoples, who have so much to teach us in hospitality and morals; if we list the bases and constituents of civilization we shall find that the naked nations invented or arrived at all but one of them, and left nothing for us to add except embellishments and writing. Perhaps they, too, were once civilized, and desisted from it as a nuisance. We must make sparing use of such terms as “savage” and “barbarous” in referring to our “contemporaneous ancestry.” Preferably we shall call “primitive” all tribes that make little or no provision for unproductive days, and little or no use of writing. In contrast, the civilized may be defined as literate providers.

In Egypt and Asia we meet with the oldest known cultivation of the soil,(It is possible that agriculture and the domestication of animals are as ancient in Neolithic Europe as in Neolithic Asia; but it seems more likely that the New Stone Age cultures of Europe were younger than those of Africa and Asia.)  the oldest irrigation systems, and the first production of those encouraging beverages without which, apparently, modern civilization could hardly exist beer and wine and tea. Handicrafts and engineering were as highly developed in Egypt before Mosesi as in Europe before Voltaire; building with bricks has a history at least as old as Sargon I; the potter’s wheel and the wagon wheel appear first in Elam, linen and glass in Egypt, silk and gunpowder in China. The horse rides out of Central Asia into Mesopotamia, Egypt and Europe; Phoenician vessels circum- navigate Africa before the age of Pericles; the compass comes from China and produces a commercial revolution in Europe. Sumeria shows us the first business contracts, the first credit system, the first use of gold and silver as standards of value; and China first accomplishes the miracle of having paper accepted in place of silver or gold.

The second element of civilization is government

The second element of civilization is government the organization and protection of life and society through the clan and the family, law and the state. Man is not willingly a political animal. The human male associates with his fellows less by desire than by habit, imitation, and the compulsion of circumstance; he does not love society so much as he fears solitude. He combines with other men because isolation endangers him, and because there are many things that can be done better together than alone; in his heart he is a solitary individual, pitted heroically against the world. If the average man had had his way there would probably never have been any state. Even today he resents it, classes death with taxes, and yearns for that government which governs least. If he asksfor many laws it is only because he is sure that his neighbour needs them; privately he is an un-philosophical anarchist, and thinks laws in his own case superfluous.

The village community appears in India, and the city-state in Sumeria and Assyria. Egypt takes a census, levies an income tax, and maintains internal peace through many centuries with a model minimum of force. Ur-Engur and Hammurabi formulate great codes of law, and Darius organizes, with imperial army and post, one of the best administered empires in the annals of government.

The third element of civilization is morality customs and manners

The third element of civilization is morality customs and manners, conscience and charity; a law built into the spirit, and generating at last that sense of right and wrong, that order and discipline of desire, without which a society disintegrates into individuals, and falls forfeit to some coherent state. Since no society can exist without order, and no order without regulation, we may take it as a rule of history that the power of custom varies inversely as the multiplicity of laws, much as the power of instinct varies inversely as the multiplicity of thoughts. Some rules are necessary for the game of life; they may differ in different groups, but within the group they must be essentially the same. These rules may be conventions, customs, morals, or laws. Conventions are forms of behaviour found expedient by a people; customs are conventions accepted by successive generations, after natural selection through trial and error and elimination; morals are such customs as the group considers vital to its welfare and development. In primitive societies, where there is no written law, these vital customs or morals regulate every sphere of human existence, and give stability and continuity to the social order. Through the slow magic of time such customs, by long repetition, become a second nature in the individual; if he violates them he feels a certain fear, discomfort or shame; this is the origin of that conscience, or moral sense, which Darwin chose as the most impressive distinction between animals and men.  In its higher development conscience is social consciousness the feeling of the individual that he belongs to a group, and owes it some measure of loyalty and consideration. Morality is the cooperation of the part with the whole, and of each group with some larger whole. Civilization, of course, would be impossible without it.

Courtesy came out of the ancient courts of Egypt, Meso- potamia and Persia; even today the Far East might teach manners and dignity to the brusque and impatient West. Monogamy appeared in Egypt, and began a long struggle to prove itself and survive in competition with the inequitable but eugenic polygamy of Asia. Out of Egypt came the first cry for social justice; out of Judea the first pica for human brotherhood, the first formulation of the moral consciousness of mankind.

The fourth element of civilization is religion

The fourth element of civilization is religion the use of man’s super-natural beliefs for the consolation of suffering, the elevation of character, and the strengthening of social instincts and order. If we define religion as the worship of supernatural forces, we must observe at the outset that some peoples have apparently no religion at all. Certain Pygmy tribes of Africa had no observable cult or rites; they had no totem, no fetishes, and no gods; they buried their dead without cere- mony, and seem to have paid no further attention to them; they lacked even superstitions,  From Sumeria, Babylonia and Judea the most cherished myths and traditions of Europe were derived; in the soil of the Orient grew the stories of the Creation and the Flood, the Fall and Redemption of man; and out of many mother goddesses came at last “the fairest flower of all poesy,” as Heine called Mary, the Mother of God. Out of Palestine came monotheism, and the fairest songs of love and praise in literature, and the loneliest, lowliest, and most impressive figure in history.

The fifth element in civilization is science

The fifth element in civilization is science clear seeing, exact recording, impartial testing, and the slow accumulation of a knowledge objective enough to generate prediction and control. In the opinion of Herbert Spencer, that supreme expert in the collection of evidence post judicium, science, like letters, began with the priests, originated in astronomic observations, governing religious festivals, and was preserved in the temples and transmitted across the generations as part of the clerical heritage.” We cannot say, for here again beginnings elude us, and we may only surmise. Perhaps science, like civilization in general, began with agriculture; geometry, as its name indicates, was the measurement of the soil; and the calculation of crops and seasons, necessitating the observation of the stars and the construction of a calendar, may have generated astronomy. Navigation advanced astronomy, trade developed mathematics, and the industrial arts laid the bases of physics and chemistry.  Egypt develops arithmetic and geometry, and establishes the calendar; Egyptian priests and physicians practise medicine, explore diseases enigmatically, perform a hundred varieties of surgical operation, and anticipate something of the Hippocratic oath. Babylonia studies the stars, charts the zodiac, and gives us our division of the month into four weeks, of the clock into twelve hours, of the hour into sixty minutes, of the minute into sixty seconds. India transmits through the Arabs her simple numerals and magical decimals, and teaches Europe the subtleties of hypnotism and the technique of vaccination.

The sixth element of civilization is philosophy

The sixth element of civilization is philosophy the attempt of man to capture something of that total perspective which in his modest intervals he knows that only Infinity can possess; the brave and hopeless inquiry into the first causes of things, and their final significance; the consideration of truth and beauty, of virtue and justice, of ideal men and states. All this appears in the Orient a little sooner than in Europe: the Egyptians and the Babylonians ponder human nature and destiny, and the Jews write immortal comments on life and death, while Europe tarries in barbarism; the Hindus play with logic and epistemology at least as early as Parmenides and Zeno of Elea; the Upanishads delve into metaphysics, and Buddha propounds a very modern psychology some centuries before Socrates is born. And if India drowns philosophy in religion, and fails to emancipate reason from hope, China resolutely secularizes her thought, and produces, again before Socrates, a thinker whose sober wisdom needs hardly any change to be a guide to our contemporary life, and an inspiration to those who would honourably govern states.

The seventh clement of civilization is letters the transmission of language

The seventh clement of civilization is letters the transmission of language, the education of youth, the development of writing, the creation of poetry and drama, the stimulus of romance, and the written remembrance of things past. IN the beginning was the word, for with it man became man. Without those strange noises called common nouns, thought was limited to individual objects or experiences sensorial for the most part visually remembered or conceived; presumably it could not think of classes as distinct from individual things, nor of qualities as distinct from objects, nor of objects as distinct from their qualities. Without words as class names one might think of this man, or that man, or that man; one could not think of Man, for the eye sees not Man but only men, not classes but particular things. The beginning of humanity came when some freak or crank, half animal and half man, squatted in a cave or in a tree, cracking his brain to invent the first common noun, the first sound-sign that would signify a group of like objects: house that would mean all houses, man that would mean all men, light that would mean every light that ever shone on land or sea. From that moment the mental development of the race opened upon a new and endless road. For words are to thought what tools are to work; the product depends largely on the growth of the tools.

Since all origins are guesses, and de fontibus non disputandum, the imagination has free play in picturing the beginnings of speech. Perhaps the first form of language which may be defined as communication through signs was the love-call of one animal to another. In this sense the jungle, the woods and the prairie are alive with speech. Cries of warning or of terror, the call of the mother to the brood, the cluck and cackle of euphoric or reproductive ecstasy, the parliament of chatter from tree to tree, indicate the busy preparations made by the animal kingdom for the august speech of man.  The oldest schools known to us are those of Egypt and Mesopotamia; even the oldest schools of government are Egyptian. Out of Asia, apparently, came writing; out of Egypt the alphabet, paper and ink; out of China, print. The Babylonians seem to have compiled the oldest grammars and dictionaries, and to have collected the first libraries; and it may well be that the universities of India preceded Plato’s Academy. The Assyrians polished chronicles into history, the Egyptians puffed up history into the epic, and the Far East gave to the modern world those delicate forms of poetry that rest all their excellence on subtle insights phrased in a moment’s imagery. Nabonidus and Ashurbanipal, whose relics are exhumed by archaeologists, were archaeologists; and some of the fables that amuse our children go back to ancient India.

The eighth element of civilization is art

The eighth element of civilization is art the embellishment of life with pleasing colour, rhythm and form. After fifty thousand years of art men still dispute as to its sources in instinct and in history. What is beauty? why do we admire it? why do we endeavour to create it? Since this is no place for psychological discourse we shall answer, briefly and precariously, that beauty is any quality by which an object or a form pleases a beholder. Primarily and originally the object does not please the beholder because it is beautiful, but rather he calls it beautiful because it pleases him. Any object that satisfies desire will seem beautiful: food is beautiful Thai’s is not beautiful to a starving man. The pleasing object may as like as not be the beholder himself; in our secret hearts no other form is quite so fair as ours, and art begins with the adornment of one’s own exquisite body. Or the pleasing object may be the desired mate; and then the aesthetic beauty-feeling sense takes on the intensity and creativeness of sex, and spreads the aura of beauty to every- thing that concerns the beloved one to all forms that resemble her, all colours that adorn her, please her or speak of her, all ornaments and garments that become her, all shapes and motions that recall her symmetry and grace. Or the pleasing form may be a desired male; and out of the attraction that here draws frailty to worship strength comes that sense of sublimate satisfaction in the presence of power which creates the loftiest art of all. Finally nature herself with our cooperation may become both sublime and beautiful; not only because it simulates and suggests all the tenderness of women and all the strength of men, but because we project into it our own feelings and fortunes, our love of others and of ourselves relishing in it the scenes of our youth, enjoying its quiet solitude as an escape from the storm of life, living with it through its almost human seasons of green youth, hot maturity, “mellow fruitfulness” and cold decay, and recognizing it vaguely as the mother that lent us life and will receive us in our death.

Art is the creation of beauty; it is the expression of thought or feeling in a form that seems beautiful or sublime, and therefore arouses in us some reverberation of that primordial delight which woman gives to man, or man to woman. The thought may be any capture of life’s significance, the feel- ing may be any arousal or release of life’s tensions. The form may satisfy us through rhythm, which falls in pleasantly with the alternations of our breath, the pulsation of our blood, and the majestic oscillations of winter and summer, ebb and flow, night and day; or the form may please us through symmetry, which is a static rhythm, standing for strength and recalling to us the ordered proportions of plants and animals, of women and men; or it may please us through colour, which brightens the spirit or intensifies life; or finally the form may please us through veracity because its lucid and transparent imitation of nature or reality catches some mortal loveliness of plant or animal, or some transient meaning of circumstance, and holds it still for our lingering enjoyment or leisurely understanding. From these many sources come those noble superfluities of life song and dance, music and drama, pottery and painting, sculpture and architecture, literature and philosophy. For what is philosophy but an art one more attempt to give “significant form” to the chaos of experience?

In its simplest aspect the adornment of the body we find elegant clothing, exquisite jewellery and scandalous cosmetics in the early ages of Egyptian, Sumerian and Indian civilization. Fine furniture, graceful pottery, and excellent carving in ivory and wood fill the Egyptian tombs. Surely the Greeks must have learned something of their skill in sculpture and architecture, in painting and bas-relief, not only from Asia and Crete, but from the masterpieces that in their day still gleamed in the mirror of the Nile. From Egypt and Mesopotamia Greece took the models for her Doric and Ionic columns; from those same lands came to us not merely the column but the arch, the vault, the clerestory and the dome; and the ziggurats of the ancient Near East have had some share in moulding the architecture of America today. Chinese painting and Japanese prints changed the tone and current of nineteenth century European an; and Chinese porcelain raised a new perfection for Europe to emulate. The sombre splendour of the Gregorian chant goes back age by age to the plaintive songs of exiled Jews gathering timidly in scattered synagogues.

Nevertheless much was left for the classic world to add to this rich inheritance. Crete would build a civilization almost as ancient as Egypt’s, and would serve as a bridge to bind the cultures of Asia, Africa and Greece. Greece would transform art by seeking not size but perfection; it would marry a feminine delicacy of form and finish to the masculine architecture and statuary of Egypt, and would provide the scene for the greatest age in the history of art. It would apply to all the realms of literature the creative exuberance of the free mind; it would contribute meandering epics, profound tragedies, hilarious comedies and fascinating histories to the store of European letters. It would organize universities, and establish for a brilliant interlude the secular independence of thought;

it would develop beyond any precedent the mathematics and astronomy, the physics and medicine, bequeathed it by Egypt and the East; it would originate the sciences of life, and the naturalistic view of man; it would bring philosophy to consciousness and order, and would consider with unaided rationality all the problems of our life; it would emancipate the educated classes from ecclesiasticism and superstition, and would attempt a morality independent of supernatural aid. It would conceive man as a citizen rather than as a subject; it would give him political liberty, civil rights, and an unparalleled measure of mental and moral freedom; it would create democracy and invent the individual.

 

 

 

 

Posted in Uncategorized | Comments Off

THE TEACHING OF BUDDHA

 

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.

Former Principal. A.K.P.I.College, Roorkee, India


My teaching is not a philosophy. It is the result of direct experience…

My teaching is a means of practice, not something to hold onto or worship.

My teaching is like a raft used to cross the river.

Only a fool would carry the raft around after he had already reached the other shore of liberation.”

To his favourite disciple, Ananda, the Buddha once said (from: Old Path, White Clouds by Thich Nath Hanh):

 

The oldest extant documents purporting to be the teaching of Buddha are the Pitakas,or “Baskets of the Law,” prepared for the Buddhist Council of 241 B.C., accepted by it as genuine, transmitted orally for four centuries from the death of Buddha, and finally put into writing, in the Pali tongue, about 80 B.C. These Pitakas are divided into three groups: the Sutta, or tales; the Vinaya, or discipline; and the Abbidhamma, or doctrine. The Sutta-pitaka contains the dialogues of Buddha, which Rhys Davids ranks with those of Plato.  Strictly speaking, however, these writings give us the teaching not necessarily of Buddha himself, but only of the Buddhist schools. “Though these narratives,” says Sir Charles Eliot, “are compilations which accepted new matter during several centuries, I see no reason to doubt that the oldest stratum contains the recollections of those who had seen and heard the master.”

Like the other teachers of his time, Buddha taught through conversation, lectures, and parables. Since it never occurred to him, any more than to Socrates or Christ, to put his doctrine into writing, he summarized it in sutras (“threads”) designed to prompt the memory. As preserved for us in the remembrance of his followers these discourses unconsciously portray for us the first distinct character in India’s history: a man of strong will, authoritative and proud, but of gentle manner and speech, and of infinite benevolence. He claimed “enlightenment,” but not inspiration; he never pretended that a god was speaking through him.

In controversy he was more patient and considerate than any other of the great teachers of mankind. His disciples, perhaps idealizing him, represented him as fully practising ahitnsa: “putting away the killing of living things, Gautama the recluse holds aloof from the destruction of life. He” (once a Kshatriya warrior) “has laid the cudgel and the sword aside, and ashamed of roughness, and full of mercy, he dwells compassionate and kind to all creatures that have life. . . . Putting away slander, Gautama holds himself aloof from calumny. . . . Thus does he live as a binder-together of those who are divided, an encourager of those who are friends, a peacemaker, a lover of peace, impassioned for peace, a speaker of words that make for peace.”  Like Lao-tze and Christ he wished to return good for evil, love for hate; and he remained silent under misunderstanding and abuse. “If a man foolishly does me wrong, I will return to him the protection of my ungrudging love; the more evil comes from him, the more good shall come from me.” When a simpleton abused him, Buddha listened in silence; but when the man had finished, Buddha asked him: “Son, if a man declined to accept a present made to him, to whom would it belong?” The man answered: “To him who offered it.” “My son,” said Buddha, “I decline to accept your abuse, and request you to keep it for yourself.”  Unlike most saints, Buddha had a sense of humour, and knew that metaphysics without laughter is immodesty.

Science is knowledge which can be made into a system, which depends upon seeing and testing facts and stating general natural laws. The core of Buddhism fit into this definition, because the Four Noble truths can be tested and proven by anyone in fact the Buddha himself asked his followers to test the teaching rather than accept his word as true. Buddhism depends more on understanding than faith.

His method of teaching was unique, though it owed something to the Wanderers, or travelling Sophists, of his time. He walked from town to town, accompanied by his favourite disciples, and followed by as many as twelve hundred devotees. He took no thought for the morrow, but was content to be fed by some local admirer; once he scandalized his followers by eating in the home of a courtesan.  He stopped at the outskirts of a village, and pitched camp in some garden or wood, or on some river bank. The afternoon he gave to meditation, the evening to instruction. His discourses took the form of Socratic questioning, moral parables, courteous controversy, or succinct formulas whereby he sought to com- press his teaching into convenient brevity and order.

His favorite sutra was the “Four Noble Truths,” in which he expounded his view that life is pain, that pain is due to desire, and that wisdom lies in stilling all desire.


First Noble Truth.

Now this, O monks, is the noble truth of pain: birth is painful, sickness is painful, old age is painful, sorrow, lamentation, dejection and despair are painful. . . . The first truth is that life is suffering i.e., life includes pain, getting old, disease, and ultimately death. We also endure psychological suffering like loneliness frustration, fear, embarrassment, disappointment and anger. This is an irrefutable fact that cannot be denied. It is realistic rather than pessimistic because pessimism is expecting things to be bad, instead, Buddhism explains how suffering can be avoided and how we can be truly happy.

Second Noble Truth.

Now, this, O monks, is the noble truth of the cause of pain:that craving, which leads to rebirth, combined with pleasure and lust, finding pleasure here and there, namely, the craving for passion, the craving for existence, the craving for non-existence.

The second truth is that suffering is caused by craving and aversion. We will suffer if we expect other people to conform to our expectation, if we want others to like us, if we do not get something we want,etc. In other words, getting what you want does not guarantee happiness. Rather than constantly struggling to get what you want, try to modify your wanting. Wanting deprives us of contentment and happiness. A lifetime of wanting and craving and especially the craving to continue to exist, creates a powerful energy which causes the individual to be born. So craving leads to physical suffering because it causes us to be reborn.

Third Noble Truth.

Now this, O monks, is the noble truth of the cessation of pain: the cessation, without a remainder, of that craving; abandonment, forsaking, release, non-attachment.

The third truth is that suffering can be overcome and happiness can be attained; that true happiness and contentment are possible. lf we give up useless craving and learn to live each day at a time (not dwelling in the past or the imagined future) then we can become happy and free. We then have more time and energy to help others. This is Nirvana.

Fourth Noble Truth.

Now this, O monks, is the noble truth of the way that leads to the cessation of pain: this is the noble Eightfold Way: namely, right views, right intention, right speech, right action, right living, right effort, right mindfulness, right concentration.”

The fourth truth is that the Noble 8-fold Path is the path which leads to the end of suffering.

The Noble Eightfold Path, Pali Atthangika-magga, Sanskrit Astangika-marga


Within the Fourth Noble Truth is found the guide to the end of suffering, the Noble Eightfold Path, . The eight parts of the path to liberation are grouped into three essential elements of Buddhist practice.

The Buddha taught the Eightfold Path in virtually all his discourses, and his directions are as clear and practical to his followers today as they were when he first gave them.

1.Right Understanding (Samma ditthi)
2. Right Thought (Samma sankappa)
3. Right Speech (Samma vaca)
4. Right Action (Samma kammanta)
5. Right Livelihood (Samma ajiva)
6. Right Effort (Samma vayama)
7. Right Mindfulness (Samma sati)
8. Right Concentration (Samma samadhi)

In Buddhism, an early formulation of the path to enlightenment. The idea of the Eightfold Path appears in what is regarded as the first sermon of the founder of Buddhism, Siddhartha Gautama, known as the Buddha, which he delivered after his enlightenment. There he sets forth a middle way, the Eightfold Path, between the extremes of asceticism and sensual indulgence. Like the Sanskrit term Chatvari-arya-satyani, which is usually translated as Four Noble Truths, the term Astangika-marga also implies nobility and is often rendered as the “Eightfold Noble Path.” Similarly, just as what is noble about the Four Noble Truths is not the truths themselves but those who understand them, what is noble about the Eightfold Noble Path is not the path itself but those who follow it. Accordingly, Astangika-marga might be more accurately translated as the “Eightfold Path of the [spiritually] noble.” Later in the sermon, the Buddha sets forth the Four Noble Truths and identifies the fourth truth, the truth of the path, with the Eightfold Path. Each element of the path also is discussed at length in other texts.

In brief, the eight elements of the path are:

(1) correct view, an accurate understanding of the nature of things, specifically the Four Noble Truths,

(2) correct intention, avoiding thoughts of attachment, hatred, and harmful intent,

(3) correct speech, refraining from verbal misdeeds such as lying, divisive speech, harsh speech, and senseless speech,

(4) correct action, refraining from physical misdeeds such as killing, stealing, and sexual misconduct, (5) correct livelihood, avoiding trades that directly or indirectly harm others, such as selling slaves, weapons, animals for slaughter, intoxicants, or poisons,

(6) correct effort, abandoning negative states of mind that have already arisen, preventing negative states that have yet to arise, and sustaining positive states that have already arisen,

(7) correct mindfulness, awareness of body, feelings, thought, and phenomena (the constituents of the existing world), and

(8) correct concentration, single-mindedness.

The Eightfold Path receives less discussion in Buddhist literature than do the Four Noble Truths. In later formulations, the eight elements are portrayed not so much as prescriptions for behaviour but as qualities that are present in the mind of a person who has understood nirvana, the state of the cessation of suffering and the goal of Buddhism.

According to a more widely used conception, the path to enlightenment consists of a threefold training in ethics, in concentration, and in wisdom. Ethics refers to the avoidance of nonvirtuous deeds, concentration refers to the control of the mind, and wisdom refers to the development of insight into the nature of reality. The components of the Eightfold Path are divided among the three forms of training as follows: correct action, correct speech, and correct livelihood are part of the training in ethics; correct effort, correct mindfulness, and correct concentration are included in the training in concentration; and correct view and correct intention are associated with the training in wisdom.

Buddha was convinced that pain so overbalanced pleasure in human life that it would be better never to have been born. More tears have flowed, he tells us, than all the water that is in the four great oceans.  Every pleasure seemed poisoned for him by its brevity. “Is that which is impermanent, sorrow or joy?” he asks one of his disciples; and the answer is, “Sorrow, Lord.”" The basic evil, then, is tanbark of all desire, but selfish desire, desire directed to the advantage of the part rather than to the good of the whole; above all, sexual desire, for that leads to reproduction, which stretches out the chain of life into new suffering aimlessly. One of his disciples concluded that Buddha would approve of suicide, but Buddha reproved him; suicide would be useless, since the soul, un-purified, would be reborn in other incarnations until it achieved complete forgetfulness of self.

When his disciples asked him to define more clearly his conception of right living, he formulated for their guidance “Five Moral Rules” commandments simple and brief, but “perhaps more comprehensive, and harder to keep, than the Decalogue”:

1. Let not one kill any living being.

2. Let not one take what is not given to him.

3. Let not one speak falsely.

4. Let not one drink intoxicating drinks.

5. Let not one be unchaste.

The five Precepts

The moral code within Buddhism is the precepts, of which the main five are: not to take the life of anything living, not to take anything not freely given, to abstain from sexual misconduct and sensual overindulgence, to refrain from untrue speech, and to avoid intoxication, that is, losing mindfulness.

Karma

Karma is the law that every cause has an effect, i.e., our actions have results. This simple law explains a number of things: inequality in the world, why some are born handicapped and some gifted, why some live only a short life. Karma underlines the importance of all individuals being responsible for their past and present actions. How can we test the karmic effect of our actions?

The answer is summed up by looking at:

(1) The intention behind the action,

(2) Effects of the action on oneself, and

(3) The effects on others.

Wisdom

Buddhism teaches that wisdom should be developed with compassion. At one extreme, you could be a goodhearted fool and at the other extreme, you could attain knowledge without any emotion. Buddhism uses the middle path to develop both. The highest wisdom is seeing that in reality, all phenomena are incomplete, impermanent and do no constitute a fixed entity. True wisdom does not simply believe what we are told but instead experiencing and understanding truth and reality. Wisdom requires an open, objective, unobligated mind. The Buddhist path requires courage, patience, flexibility and intelligence.

Compassion

Compassion includes qualities of sharing, readiness to give comfort, sympathy, concern, caring. In Buddhism, we can really understand others, when we can really understand ourselves, through wisdom

Elsewhere Buddha introduced elements into his teaching strangely anticipatory of Christ. “Let a man overcome anger by kindness, evil by good. . . . Victory breeds hatred, for the conquered is unhappy. . . . Never in the world does hatred cease by hatred; hatred ceases by love.”

Like Jesus he was uncomfortable in the presence of women, and hesitated long before admitting them into the Buddhist order. His favourite disciple, Ananda, once asked him:

“How are we to conduct ourselves, Lord, with regards to woman- kind?”

“As not seeing them, Ananda.”

“But if we should see them, what are we to do?”

“No talking, Ananda.”

“But if they should speak to us, Lord, what are we to do?”

“Keep wide awake, Ananda.”

His conception of religion was purely ethical; he cared everything about conduct, nothing about ritual or worship, metaphysics or theology. When a Brahman proposed to purify himself of his sins by bathing at Gaya, Buddha said to him: “Have thy bath here, even here, O Brahman. Be kind to all beings. If thou speakest not false, if thou killest not life, if thou takest not what is not given to thee, secure in self-denial what wouldst thou gain by going to Gaya? Any water is Gaya to thee.”  There is nothing stranger in the history of religion than the sight of Buddha founding a worldwide religion, and yet refusing to be drawn into any discussion about eternity, immortality, or God. The infinite is a myth, he says, a fiction of philosophers who have not the modesty to confess that an atom can never understand the cosmos. He smiles  at the debate over the finite or infinity of the universe, quite as if he foresaw the futile astro-mythology of physicists and mathematicians who debate the same question today. He refuses to express any opinion as to whether the world had a beginning or will have an end; whether the soul is the same as the body, or distinct from it; whether, even for the greatest saint, there is to be any reward in any heaven. He calls such questions “the jungle, the desert, the puppet-show, the writhing, the entanglement, of speculation,”  ” and will have nothing to do with them; they lead only to feverish disputation, personal resentments, and sorrow; they never lead to wisdom and peace. Saintliness and content lie not in knowledge of the universe and God, but simply in selfless and beneficent living. 49 And then, with scandalous humour, he suggests that the gods themselves, if they existed, could not answer these questions.

Once upon a time, Kevaddha, there occurred to a certain brother in this very company of the brethren a doubt on the following point: “Where now do these four great elements earth, water, fire and wind pass away, leaving no trace behind?” So that brother worked himself up into such a state of ecstasy that the way leading to the world of the Gods became clear to his ecstatic vision.

Then that brother, Kevaddha, went up to the realm of the Four Great Kings, and said to the gods thereof: “Where, my friends, do the four great elements earth, water, fire and wind cease, leaving no trace behind?”

And when he had thus spoken the gods in the Heaven of the Four Great Kings said to him: “We, brother, do not know that. But there are the Four Great Kings, more potent and more glorious than we. They will know it.”

Then that brother, Kevaddha, went to the Four Great Kings (and put the same question, and was sent on, by a similar reply, to the Thirty-three, who sent him on to their king, Sakka; who sent him on to the Yama gods, who sent him on to their king, Suyama; who sent him on to the Tusita gods, who sent him on to their king, Santusita; who sent him on to the Nimmana-rati gods, who sent him on to their king, Sunimmita; who sent him on to the Para-nimmita Vasavatti gods, who sent him on to their king, Vasavatti, who sent him on to the gods of the Brahma-world).

Then that brother, Kevaddha, became so absorbed by self-concen- tration that the way to the Brahma-world became clear to his mind thus pacified. And he drew near to the gods of the retinue of Brahma, and said: “Where, my friends, do the four great elements- earth, water, fire and wind cease, leaving no trace behind?”

And when he had thus spoken, the gods of the retinue of Brahma replied: “We, brother, do not know that. But there is Brahma, the great Brahma, the Supreme One, the Mighty One, the All-seeing One, the Ruler, the Lord of all, the Controller, the Creator, the Chief of all, . . . the Ancient of days, the Father of all that are and are to be! He is more potent and more glorious than we. He will know it.”

“Where, then, is that great Brahma now?”

“We, brother, know not where Brahma is, nor why Brahma is, nor whence. But, brother, when the signs of his coming appear, when the light ariseth, and the glory shineth, then will he be manifest. For that is the portent of the manifestation of Brahma when the light ariseth, and the glory shineth.”

And it was not long, Kevaddha, before that great Brahma became manifest. And that brother drew near to him, and said: “Where, my friend, do the four great elements earth, water, fire and wind cease, leaving no trace behind?”

And when he had thus spoken that great Brahma said to him: “I, brother, am the great Brahma, the Supreme, the Mighty, the All- seeing, the Ruler, the Lord of all, the Controller, the Creator, the Chief of all, appointing to each his place, the Ancient of days, the Father of all that are and are to be!”

Then that brother answered Brahma, and said: “I did not ask you, friend, as to whether you were indeed all that you now say. But I ask you where the four great elements earth, water, fire and wind- cease, leaving no trace behind?”

Then again, Kevaddha, Brahma gave the same reply. And that brother yet a third time put to Brahma his question as before.

Then, Kevaddha, the great Brahma took that brother and led him aside, and said: “These gods, the retinue of Brahma, hold me, brother, to be such that there is nothing I cannot see, nothing I have not understood, nothing I have not realized. Therefore I gave no answer in their presence. I do not know, brother, where those four great elements earth, water, fire and wind cease, leaving no trace behind.”"

When some students remind him that the Brahmans claim to know the solutions of these problems, he laughs them off: “There are, brethren, some recluses and Brahmans who wriggle like eels; and when a question is put to them on this or that they resort to equivocation, to eel-wriggling.”  If ever he is sharp it is against the priests of his time; he scorns their assumption that the Vedas were inspired by the gods,  and he scandalizes the caste-proud Brahmans by accepting into his order the members of any caste. He does not explicitly condemn the caste-system, but he tells his disciples, plainly enough: “Go into all lands and preach this gospel. Tell them that the poor and the lowly, the rich and the high, are all one, and that all castes unite in this religion as do the rivers in the sea.”  He denounces the notion of sacrificing to the gods, and looks with horror upon the slaughter of animals for these rites;  he rejects all cult and worship of supernatural beings, all mantras and incantations, all asceticism and all prayer.” Quietly, and without controversy, he offers a religion absolutely free of dogma and priest craft, and proclaims a way of salvation open to infidels and believers alike.

At times this most famous of Hindu saints passes from agnosticism to outright atheism. He does not go out of his way to deny deity, and occasionally he speaks as if Brahma were a reality rather than an ideal; nor does he forbid the popular worship of the gods.” But he smiles at the notion of sending up prayers to the Unknowable; “it is foolish,” he says, “to suppose that another can cause us happiness or misery” these are always the product of our own behaviour and our own desires. He refuses to rest his moral code upon supernatural sanctions of any kind; he offers no heaven, no purgatory, and no hell.  He is too sensitive to the 1 suffering and killing involved in the biological process to suppose that they have been consciously willed by a personal divinity; these cosmic blunders, he thinks, outweigh the evidences of design. (In Buddha, say Sir Charles Eliot, “the world is not thought of as the handiwork of a divine personality, nor the moral law as his will. The fact that religion can exist without these ideas is of capital importance.”)

In this scene of order and confusion, of good and evil, he finds no principle of permanence, no centre of everlasting reality,” but only a whirl and flux of obstinate life, in which the one metaphysical ultimate is change.

As he proposes a theology without a deity, so he offers a psychology without a soul; he repudiates animism in every form, even in the case of man. He agrees with Heraclitus and Bergson about the world, and with Hume about the mind. All that we know is our sensations; therefore, so far as we can see, all matter is force, all substance is motion. Life is change, a neutral stream of becoming and extinction; the “soul” is a myth which, for the convenience of our weak brains, we unwarrantably posit behind the flow of conscious states. This “transcendental unity of apperception,” this “mind” that weaves sensations and perceptions into thought, is a ghost; all that exists is the sensations and perceptions themselves, falling automatically into memories and ideas.” Even the precious “ego” is not an entity distinct from these mental states; it is merely the continuity of these states, the remembrance of earlier by later states, together with the mental and moral habits, the dispositions and tendencies, of the organism.” The succession of these states is caused not by a mythical “will” superadded to them, but by the determinism of heredity, habit, environment and circumstance.” This fluid mind that is only mental states, this soul or ego that is only a character or prejudice formed by helpless inheritance and transient experience can have no immortality in any sense that implies the continuance of the individual.” Even the saint, even Buddha himself, will not, as a personality, survive death.

But if this is so, how can there be rebirth? If there is no soul, how can it pass into other existences, to be punished for the sins of this embodiment? Here is the weakest point in Buddha’s philosophy; he never quite faces the contradiction between his rationalistic psychology and his uncritical acceptance of reincarnation. This belief is so universal in India that almost every Hindu accepts it as an axiom or assumption, and hardly bothers to prove it; the brevity and multiplicity of the generations there suggests irresistibly the transmigration of vital force, or to speak theologically of the soul. Buddha received the notion along with the air he breathed; it is the one thing that he seems never to have doubted.  He took the Wheel of Rebirth and the Law of Karma for granted; his one thought was how to escape from that Wheel, how to achieve Nirvana here, and annihilation hereafter.

But what is Nirvana? It is difficult to find an erroneous answer to this question; for the Master left the point obscure, and his followers have given the word every meaning under the sun. In general Sanskrit use it meant “extinguished” as of a lamp or fire. The Buddhist Scriptures use it as signifying:

( 1) a state of happiness attainable in this life through the complete elimination of selfish desires;

(2) the liberation of the individual from rebirth;

(3) the annihilation of the individual consciousness;

(4) the union of the individual with God;

(5) a heaven of happiness after death.

In the teaching of Buddha it seemed to mean the extinction of all individual desire, and the reward of such selflessness escape from rebirth. In Buddhist literature the term has often a terrestrial sense, for the Arhat, or saint, is repeatedly described as achieving it in this life, by acquiring its seven constituent parts:

1)      self-possession,

2)      investigation into the truth,

3)      energy,

4)      calm,

5)      joy,

6)      concentration,

7)       magnanimity.

These are its content, but hardly its productive cause: the cause and source of Nirvana is the extinction of selfish desire; and Nirvana, in most early contexts, comes to mean the painless peace that rewards the moral annihilation of the self.  ”Now,” says Buddha, “this is the noble truth as to the passing of pain. Verily, it is the passing away so that no passion remains the giving up,the getting rid of, the emancipation from, the harbouring no longer of, this craving thirst”  this fever of self-seeking desire. In the body of the Master’s teaching it is almost always synonymous with bliss, the quiet content of the soul that no longer worries about itself. But complete

Nirvana includes annihilation: the reward of the highest saintliness is never to be reborn.

In the end, says Buddha, we perceive the absurdity of moral and psychological individualism. Our fretting selves are not really separate beings and powers, but passing ripples on the stream of life, little knots forming and unravelling in the wind-blown mesh of fate. When we see ourselves as

parts of a whole, when we reform ourselves and our desires in terms of the whole, then our personal disappointments and defeats, our varied suffering and inevitable death, no longer sadden us as bitterly as before; they are lost in the amplitude of infinity. When we have learned to love not our separate life, but all men and all living things, then at last we shall find peace.

REFERANCES:

DAS GUPTA : A History of Indian Philosophy. Cambridge U. P., 1922.

DAVIDS, T. W. RHYS: Buddhist India. New York, 1903.

DAVIDS, T. W. RHYS: Dialogues of the Buddha; being vols. ii-iv of Sacred

DUTT, R. G: The Civilization of India. Dent, London, n.d

ELIOT, SIR CHARLES: Hinduism and Buddhism. 3V. London, 1921.

ENCYCLOPEDIA  BRITANNICA. i4th edition,

GOUR, SIR HARI SINGH: The Spirit of Buddhism. Calcutta, 1929.

GUPTA, SURENDRANATH: Yoga as Philosophy and Religion. London, 1924.

MACDONELL, A. A.: History of Sanskrit Literature. New York, 1900.

MACDONELL, A. A.: India’s Past. Oxford, 1927.

MULLER, MAX: Six Systems of Indian Philosophy. London, 1919.

RADAKRISHNAN, S.: Indian Philosophy. 2vo. Macmillan, New York, n.d.

RADAKRISHNAN, S.: The Hindu View of Life. London, 1928.

THOMAS, E. J.: Life of Buddha. New York, 1927

THOMAS, E. J.: Life of Buddha. New York, 1927.

VENKATESWARA, S. V.: Indian Culture through the Ages. Vol. I: Education

WATTLRS, T.: On Yuan Chuang’s Travels in India. 2V. London, 1904.

WILL DURANT: Our Oriental Heritage. Simon and Schuster. New York

 

 

 

 

Posted in Uncategorized | Comments Off

THE LEGEND OF BUDDHA

 

Dr. V.K.Maheshwari, M.A. (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Mrs Sudha Rani Maheshwari, M.Sc (Zoology), B.Ed.

Former Principal. A.K.P.I.College, Roorkee, India

It is difficult to comprehend, across 2,500 years, what were the conditions that called forth religions so ascetic and pessimistic as Buddhism. Actually much material progress had been made since the vedic age in India: great cities had been built; industry and trade had created wealth, wealth had generated leisure, leisure had developed knowledge and culture. Probably it was the riches of India that produced the Epicureanism and materialism of the seventh and sixth  centuries before Christ. Religion does not prosper under prosperity; the senses liberate themselves from pious restraints, and formulate philosophies that will justify their liberation. As in the China of Confucius and the Greece of Protagoras, not to speak of our own day so in Buddha’s India the intellectual decay of the old religion had begotten ethical scepticism and moral anarchy. Buddhism, though impregnated with the melancholy atheism of a disillusioned age, were religious reactions against the pleasure seeking creeds of an “emancipated” and worldly leisure class. That is why Swami Vivekananda termed them as rebel child of Hinduism.( It has often been remarked that this period was distinguished by a shower of stars in the history of genius: Mahavira and Buddha in India, Lao-tze and Confucius in China, Jeremiah and the Second Isaiah in Judea, the pre-Socratic philosophers in Greece, and perhaps Zarathustra in Persia. Such a simultaneity of genius suggests more intercommunication and mutual influence among these ancient cultures than it is possible to trace definitely today.)

HindutraditiondescribesBuddha’sfather,Shuddhodhana, (SanskritŚuddhodanaJapanese: 浄飯王 Jōbon-ō) , was a, member of the Gautama clan of the proud Shakya tribe, and prince or king of Kapilavastu,  a small kingdom at the foot of the Himalayan range.” In truth, however, we know nothing certain about Buddha; and if we give here the stories that have gathered about his name it is not because these are history, but because they are an essential part of Hindu literature and Asiatic religion. Scholars assigns his birth to approximately 563 B.C., and can say no more; legend takes up the tale, and reveals to us in what strange ways men may be conceived. At that time, says one of the Jataka books,( “Birth-stories” of Buddha, written about the fifth century A.D. Another legend, the Lalitavistara, has been paraphrased by Sir Edwin Arnold in The Light of Asia.)  in the city of Kapilavastu the festival of the full moon . . . had been proclaimed. Queen Maya from the seventh day before the full moon celebrated the festival without intoxicants, and with abundance of garlands and perfumes. Rising early on the seventh day she bathed in scented water, and bestowed a great gift of four hundred thousand pieces as alms. Fully adorned, she ate of choice food, took upon herself the Uposatha vows, ( I.e., vows appropriate to the Uposatha, or four holy days of the month: the full moon, the new moon, and the eighth day after either of them.”) entered her adorned state bed-chamber, lay down on the bed, and falling asleep, dreamt this dream. Four great kings, it seemed, raised her together with the bed, and taking her to the Himalayas, set her on the Manosila table-land. . . .

Then their queens came and took her to the Anotatta Lake, bathed her to remove human stain, robed her in heavenly clothing, anointed her with perfumes, and bedecked her with divine flowers. Not far away is a silver mountain, and thereon a golden mansion. There they prepared a divine bed with head to the east, and laid her upon it. Now the Bodhisattivaj (I.e., one destined to be a Buddha; here meaning the Buddha himself. Buddha, meaning “Enlightened,” is among the many titles given to the Master, whose personal name was Siddhartha, and whose clan name was Gautama. He was also called Shakya-muni, or “Sage of the Shakyas,” and Tathagata, “One Who Has Won the Truth.” Buddha never applied any of these titles to himself, so far as we know. “)  became a white elephant. Not far from there is a golden mountain; and going there he descended from it, alighted on the silver mountain, approaching it from the direction of the north. In his trunk, which was like a silver rope, he held a white lotus. Then, trumpeting, he entered the golden mansion, made a rightwise circle three times around his mother’s bed, smote her right side, and appeared to enter her womb. Thus he received . . . a new existence.

The next day the Queen awoke and told her dream to the King. The King summoned sixty-four eminent Brahmans, showed them honour, and satisfied them with excellent food and other presents. Then, when they were satisfied with these pleasures, he caused the dream to be told, and asked what would happen. The Brahmans said: Be not anxious, O King; the Queen has conceived, a male not a female, and thou shalt have a son; and if he dwells in a house he will become a king, a universal monarch; if he leaves his house and goes forth from the world, he will become a Buddha, a remover, in the world, of the veil (of ignorance). . . .

Queen Maya, bearing the Bodhisattwa for ten months like oil in a bowl, when her time was come, desired to go to her relatives’ house, and addressed King Shuddhodhana: “I wish, O King, to go to Devadaha, the city of my family.” The King approved, and caused the road from Kapilavastu to Devadaha to be made smooth and adorned with vessels filled with plantains, flags and banners; and seating her in a golden palanquin borne by a thousand courtiers, sent her with a great retinue. Between the two cities, and belonging to the inhabitants of both, is a pleasure grove of Sal trees named the Lumbini Grove. At that time, from the roots to the tips of the branches, it was one mass of flowers. . . . When the Queen saw it, a desire to sport in the grove arose. . . . She went to the foot of a great Sal tree, and desired to seize a branch. The branch, like the tip of a supple reed, bent down and came within reach of her hand. Stretching out her hand she received the branch. Thereupon she was shaken with the throes of birth. So the multitude set up a curtain for her, and retired. Holding the branch, and even while standing, she was delivered. . . . And as other beings when born come forth stained with impure matter, not so the Bodhisattiva. But the Bodhisattwa, like a preacher of the Doctrine descending from the seat of Doctrine, like a man descending stairs, stretched out his two hands and feet, and standing unsoiled and unstained by any impurity, shining like a jewel laid on Benares cloth, descended from his mother.”

It must further be understood that at Buddha’s birth a great light appeared in the sky, the deaf heard, the dumb spoke, the lame were made straight, gods bent down from heaven to assist him, and kings came from afar to welcome him. Legend paints a colorful picture of the splendor and luxury that surrounded him in his youth. He dwelt as a happy prince in three palaces “like a god,” protected by his loving father from all contact with the pain and grief of human life. Forty thousand dancing girls entertained him, and when he came of age five hundred ladies were sent to him that he might choose one as his wife. As a member of the Kshatriya caste, he received careful training in the military arts; but also he sat at the feet of sages, and made himself master of all the philosophical theories current in his time.” He married, became a happy father, and lived in wealth, peace and good repute.

One day, says pious tradition, he went forth from his palace into the streets among the people, and saw an old man; and on another day he went forth and saw a sick man; and on a third day he went forth and saw a dead man. He himself, in the holy books of his disciples, tells the talc movingly:

Then, O monks, did I, endowed with such majesty and such excessive delicacy, think thus: “An ignorant, ordinary person, who is himself subject to old age, not beyond the sphere of old age, on seeing an old man, is troubled, ashamed and disgusted, extending the thought to himself. I, too, am subject to old age, not beyond the sphere of old age; and should I, who am subject to old age, . . . on seeing an old man, be troubled, ashamed and disgusted?” This seemed to me not fitting. As I thus reflected, all the elation in youth suddenly disappeared. . . . Thus, O monks, before my enlightenment, being myself subject to birth, I sought out the nature of birth; being subject to old age I sought out the nature of old age, of sickness, of sorrow, of impurity. Then I thought: “What if I, being myself subject to birth, were to seek out the nature of birth, . . . and having seen the wretchedness of the nature of birth, were to seek out the unborn, the supreme peace of Nirvana?”

Death is the origin of all religions, and perhaps if there had been no 1 death there would have been no gods. To Buddha these sights were the beginning of “enlightenment.” Like one overcome with “conversion,” he suddenly resolved to leave his father, ( His mother had died in giving him birth.) his wife and his newborn son, and become an ascetic in the desert. During the night he stole into his wife’s room, and looked for the last time upon his son, Rahula. Just then, say the Buddhist Scriptures, in a passage sacred to all followers of Gautama,

a lamp of scented oil was burning. On the bed strewn with heaps of jessamine and other flowers, the mother of Rahula was sleeping, with her hand on her son’s head. The Bodhisattiva, standing with his foot on the threshold, looked, and thought, “If I move aside the Queen’s hand and take my son, the Queen will awake, and this will be an obstacle to my going. When I have become a Buddha I will come back and see him.” And he descended from the palace.

In the dark of the morning he rode out of the city on his horse Kanthaka, with his charioteer Chauna clinging desperately to the tail. Then Mara, Prince of Evil, appeared to him and tempted him, offering him great empires. But Buddha refused, and riding on, crossed a broad river with one mighty leap. A desire to look again at his native city arose in him, but he did not turn. Then the great earth turned round, so that he might not have to look back.

He stopped at a place called Uruvela. “There,” he says, “I thought to myself, truly this is a pleasant spot, and a beautiful forest. Clear flows the river, and pleasant are the bathing-places; all around are meadows and villages.” Here he devoted himself to the severest forms of asceticism; for six years he tried the ways of the Yogis who had already appeared on the Indian scene. He lived on seeds and grass, and for one period he fed on dung. Gradually he reduced his food to a grain of rice each day. He wore hair cloth, plucked out his hair and beard for torture’s sake, stood for long hours, or lay upon thorns. He let the dust and dirt accumulate upon his body until he looked like an old tree. He frequented a place where human corpses were exposed to be eaten by birds and beasts, and slept among the rotting carcasses. And again, he tells us,

I thought, what if now I set my teeth, press my tongue to my palate, and restrain, crush and burn out my mind with my mind. (I did so.) And sweat flowed from my arm-pits. . . . Then I thought, what if I now practice trance without breathing. So I restrained breathing in and out from mouth and nose. And as I did so there was a violent sound of winds issuing from my ears. . . . Just as if a strong man were to crush one’s head with the point of a sword, even so did violent winds disturb my head. . . . Then I thought, what if I were to take food only in small amounts, as much as my hollowed palm would hold, juices of beans, vetches, chick-peas, or pulse. . . . My body became extremely lean. The mark of my seat was like a camel’s foot-print through the little food. The bones of my spine, when bent and straightened, were like a row of spindles through the little food. And as, in a deep well, the deep, low-lying sparkling of the waters is seen, so in my eye-sockets was seen the deep, low-lying sparkling of my eyes through the little food. And as a bitter gourd, cut off raw, is cracked and withered through rain and sun, so was the skin of my head withered through the little food. When I thought I would touch the skin of my stomach I actually took hold of my spine. . . . When I thought I would ease myself I there- upon fell prone through the little food. To relieve my body I stroked my limbs with my hand, and as I did so the decayed hairs fell from my body through the little food.”

As per Geshe Kelsang Gyatso’s book, Introduction to Buddhism, Siddhartha then made his way to a place near Bodh Gaya in India, where he found a suitable site for meditation. There he remained, emphasizing a meditation called “space-like concentration on the Dharmakaya” in which he focused single-pointedly on the ultimate nature of all phenomena. After training in this meditation for six years he realized that he was very close to attaining full enlightenment, and so he walked to Bodh Gaya where, on the full moon day of the fourth month of the lunar calendar, he seated himself beneath the Bodhi Tree in the meditation posture and vowed not to rise from meditation until he had attained perfect enlightenment. With this determination he entered the space-like concentration on the Dharmakaya.

As dusk fell, Devaputra Mara, the chief of all the demons, or maras, in this world, tried to disturb Siddhartha’s concentration by conjuring up many fearful apparitions. He manifested hosts of terrifying demons, some throwing spears, some firing arrows, some trying to burn him with fire, and some hurling boulders and even mountains at him. Through the force of his concentration, the weapons, rocks, and mountains appeared to him as a rain of fragrant flowers, and the raging fires became like offerings of rainbow lights.

Seeing that Siddhartha could not be frightened into abandoning his meditation, Devaputra Mara tried instead to distract him by manifesting countless beautiful women, but Siddhartha responded by developing even deeper concentration. In this way he triumphed over all the demons of this world, which is why he subsequently became known as a “Conqueror Buddha.”

Siddhartha then continued with his meditation until dawn, when he attained the varja-like concentration. With this concentration, which is the very last mind of a limited being, he removed the final veils of ignorance from his mind and in the next moment became a Buddha, a fully enlightened being.

One day the thought came to Buddha that self -mortification was not the way. Perhaps he was unusually hungry on that day, or some memory of loveliness stirred within him. He perceived that no new enlightenment had come to him from these austerities. “By this severity I do not attain superhuman truly noble knowledge and insight.” On the contrary, a certain pride in his self-torture had poisoned any holiness that might have grown from it. He abandoned his asceticism, went to sit under a shade-giving tree, (The Bodhi-tree of later Buddhist worship, still shown to tourists at Bodh-gaya.)  and remained there steadfast and motionless, resolving never to leave that seat until enlightenment came to him. What, he asked himself, was the source of human sorrow, suffering, sickness, old age and death? Suddenly a vision came to him of the infinite succession of deaths and births in the stream of life: he saw every death frustrated with new birth, every peace and joy balanced with new desire and discontent, new disappointment, new grief and pain. “Thus, with mind concentrated, purified, cleansed, … I directed my mind to the passing away and rebirth of beings. With divine, purified, superhuman vision I saw beings passing away and being reborn, low and high, of good and bad colour, in happy or miserable existences, according to their karma” according to that universal law by which every act of good or of evil will be rewarded or punished in this life, or in some later incarnation of the soul.

It was the vision of this apparently ridiculous succession of deaths and births that made Buddha scorn human life. Birth, he told himself, is the origin of all evil. And yet birth continues endlessly, forever replenishing the stream of human sorrow. If birth could be stopped. . . . Why is birth not stopped? (The philosophy of Schopenhauer stems from this point ecause the law of karma demands new reincarnations in which the soul may atone for evil done in past existences. If, however, a man could live a life of perfect justice, of unvarying patience and kindness to all, if he could tie his thoughts to eternal things, not binding his heart to those that begin and pass away then, perhaps, he would be spared rebirth, and for him the fountain of evil would run dry. If one could still all desires for one’s self, and seek only to do good, then individuality, that first and worst delusion of mankind, might be over- come, and the soul would merge at last with unconscious infinity. What peace there would be in the heart that had cleansed itself of every personal desire! and what heart that had not so cleansed itself could ever know peace? Happiness is possible neither here, as paganism thinks, nor hereafter, as many religions think. Only peace is possible, only the cool quietude of craving ended, only Nirvana.

And so, after seven years of meditation, the Enlightened One, having learned the cause of human suffering, went forth to the Holy City of Benares, and there, in the deer-park at Sarnath, preached Nirvana to men.

From this exalted philosophy we pass to the simple legends which are all that we have concerning Buddha’s later life and death. Despite his scorn of miracles, his disciples brewed a thousand tales of the marvels that he wrought. He wafted himself magically across the Ganges in a moment; the tooth-pick he had let fall sprouted into a tree; at the end of one of his sermons the “thousand-fold world-system shook.”  When his enemy Devadatta sent a fierce elephant against him, Buddha “pervaded it with love,” and it was quite subdued.” Arguing from such pleasantries Senart and others have concluded that the legend of Buddha has been formed on the basis of ancient sun myths.  It is unimportant; Buddha means for us the ideas attributed to Buddha in the Buddhist literature; and this Buddha exists.

The Buddhist Scriptures paint a pleasing picture of him. Many disciples gathered around him, and his fame as a sage spread through the cities of northern India. When his father heard that Buddha was near Kapilavastu he sent a messenger to him with an invitation to come and spend a day in his boyhood home. He went, and his father, who had mourned the loss of a prince, rejoiced, for a while, over the return of a saint.

Buddha’s wife, who had been faithful to him during all their separation, fell down before him, clasped his ankles, placed his feet about her head, and reverenced him as a god. Then King Shuddhodhana told Buddha of her great love: “Lord, my daughter (in-law), when she heard that you were wearing yellow robes (as a monk), put on yellow robes; when she heard of your having one meal a day, herself took one meal; when she knew that you had given up a large bed, she lay on a narrow couch; and when she knew that you had given up garlands and scents, she gave them up.” Buddha blessed her, and went his way.

But now his son, Rahula, came to him, and also loved him. “Pleasant is your shadow, ascetic,” he said. Though Rahula’s mother had hoped to see the youth made king, the Master accepted him into the Buddhist order. Then another prince, Nanda, was called to be consecrated as heir- apparent to the throne; but Nanda, as if in a trance, left the ceremony unfinished, abandoned a kingdom, and going to Buddha, asked that he, too, might be permitted to join the Order. When King Shuddhodhana heard of this he was sad, and asked a boon of Buddha. “When the Lord abandoned the world,” he said, “it was no small pain to me; so when Nanda went; and even more so with Rahula. The love of a. son cuts through the skin, through the hide, the flesh, the sinew, the marrow. Grant, Lord, that thy noble ones may not confer the ordination on a son without the permission of his father and mother.” Buddha consented, and made such permission a prerequisite to ordination.

Already, it seems, this religion without priest craft had developed an order of monks dangerously like the Hindu priests. Buddha would not be long dead before they would surround themselves with all the paraphernalia of the Brahmans. Indeed it was from the ranks of the Brahmans that the first converts came; and then from the richest youth of Benares and the neighboring towns. These Bhikkhus, or monks, practised in Buddha’s days a simple rule. They saluted one another, and all those to whom they spoke, with an admirable phrase: “Peace to all beings.” ( the beautiful form of greeting used by the Jews: Shalom aleichem”Pmcc be with you.” In the end men do not ask for happiness, but only for peace.)

They were not to kill any living thing; they were never to take anything save what was given them; they were to avoid falsehood and slander; they were to heal divisions and encourage concord; they were always to show compassion for all men and all animals; they were to shun all amusements of sense or flesh, all music, nautch dances, shows, games, luxuries, idle conversation, argument, or fortune-telling; they were to have nothing to do with business, or with any form of buying or selling; above all, they were to abandon incontinence, and live apart from women, in perfect chastity.” Yielding to many soft entreaties, Buddha allowed women to enter the Order as nuns, but he never completely reconciled himself to this move. “If, Ananda,” he said, “women had not received permission to enter the Order, the pure religion would have lasted long, the good law would have stood fast a thousand years. But since they have received that permission, it will now stand fast for only five hundred years.”" He was right. The great Order, or Sangha, has survived to our own time; but it has long since corrupted the Master’s doctrine with magic, polytheism, and countless superstitions.

Towards the end of his long life his followers already began to deify him, despite his challenge to them to doubt him and to think for themselves. Now, says one of the last Dialogues, the venerable Sariputta came to the place where the Exalted One was, and having saluted him, took his seat respectfully at his side, and said:

“Lord, such faith have I in the Exalted One that methinks there never has been, nor will there be, nor is there now, any other, whether Wanderer or Brahman, who is greater and wiser than the Exalted One … as regards the higher wisdom.”

“Grand and bold are the words of thy mouth, Sariputta” (answered the Master); “verily, thou hast burst forth into a song of ecstasy! Of course, then, thou hast known all the Exalted Ones of the past, . . . comprehending their minds with yours, and aware what their conduct was, what their wisdom, . . . and what the emancipation they attained to?”  ”Not so, O Lord!”

“Of course, then, thou hast perceived all the Exalted Ones of the future, . . . comprehending their whole minds with yours?”

“Not so, O Lord!”

“But at least, then, O Sariputta, thou knowest me, . . . and hast penetrated my mind?” . . .

“Not even that, O Lord.”

“You see, then, Sariputta, that you know not the hearts of the Able, Awakened Ones of the past and of the future. Why, therefore, are your words so grand and bold? Why do you burst forth into such a song of ecstasy?”"

And to Ananda he taught his greatest and noblest lesson:

“And whosoever, Ananda, either now or after I am dead, shall be  a lamp unto themselves, and a refuge unto themselves, shall betake / themselves to no external refuge, but, holding fast to the Truth as their lamp, . . . shall not look for refuge to any one besides themselves sit is they . . . who shall reach the very topmost height! But they must be anxious to learn!”

He died in 483 B.C., at the age of eighty. “Now then, O monks,” he said to them as his last words, “I address you. Subject to decay are compound things. Strive with earnestness.”

REFERANCES:

GOUR, SIR HARI SINGH: The Spirit of Buddhism. Calcutta, 1929.

and the Propagation of Culture. London, 1928. Books of the Buddhists. Oxford, 1923.

DAVIDS, T. W. RHYS: Buddhist India. New York, 1903.

DAVIDS, T. W. RHYS: Dialogues of the Buddha; being vols. ii-iv of Sacred

ELIOT, SIR CHARLES: Hinduism and Buddhism. 3V. London, 1921.

RADAKRISHNAN, S.: Indian Philosophy. 2vo. Macmillan, New York, n.d.

RADAKRISHNAN, S.: The Hindu View of Life. London, 1928.

THOMAS, E. J.: Life of Buddha. New York, 1927

THOMAS, E. J.: Life of Buddha. New York, 1927.

VENKATESWARA, S. V.: Indian Culture through the Ages. Vol. I: Education

WILL DURANT: Our Oriental Heritage. Simon and Schuster. New York

 

 

 

 

Posted in Uncategorized | Comments Off