Baba
Namaskar,
Most youths are primarily interested in enhancing their external beauty and ignorantly see yoga as a way of achieving that end. For example, most women would like to lose body weight, while most men would like to build up their muscles to look “more attractive.” This is quite common across the spectrum of age groups, and most definitely amongst our youths. Often, the praca’rakas of yoga and spirituality face the problem of teaching the real goal of yoga, which is certainly not to enhance external beauty, to such people. The question arises as to what approach teachers should take to attract youths towards true spirituality.
http://anandamargauniversal.blogspot.com/
Child crying for an impossible toy
Imagine a small child waking up in the middle of the night and crying for a toy that she saw at a neighbor’s place. At that hour, all the shops are closed and the neighbors are fast asleep. Thus, it is not possible for the mother to arrange that toy for the child. In that situation, the mother finds another attractive toy and offers it to the child to divert the child’s mind from the impossible toy.
Prakrti’s rule
Most youngsters are slaves to Prakrti. When they were small children, they craved toys and later after hitting puberty they craved to attract the opposite gender by means of external beauty. Hence the need for toning up of muscles and losing / gaining body weight. As a matter of fact, the desire to attract the opposite gender for possible mating is the way Prakrti works. Even in animals and birds, during the mating season, it is seen that they aggressively pursue mates and chase away competitors. All of that to get established. This is the rule of Prakrti. Even human beings are not an exception to this rule, and there is a tendency to attract the opposite gender.
http://anandamargauniversal.blogspot.com/
Mind diverting strategies for the teacher
A teacher should know this psychology as it prevents students from learning about spirituality. A clever teacher will divert the minds of students from the subject of mating without making them understand. Even if the students get a slight hint then the strategy will not work. A clever teacher should say something on the lines of, “All of you are here for getting your degree. If you do not get the degree then your life will become difficult in the future. You have worked so hard to make your way up the ladder until now, and made it to this institution. Now you need to have a concentrated mind to be successful in your academics. This is the right age to achieve academic success and for that developing mental concentration is indispensable. In order to get mental concentration, one must learn meditation and practice the same regularly. Further, learn yoga asanas for proper glandular functioning that supports your mental concentration.”
Conclusion
A teacher’s job is to impart lessons by any means. If the student’s mind is hung up on some idea that prevents the student from learning then the teacher should divert the mind of the student and by some way bring the student on the right track of learning. In spirituality, the teacher should especially be proficient in the art of diverting the mind to the spiritual subject. The art of diversion is very useful in all kinds of praca’r situations. In the case of more mature / old people, the problems that their minds might be hung up with can be health related like a backache, and diabetes. Even in that case, the teacher should be proficient in diverting the mind skilfully to the spiritual subjects. The teacher should also explain how animals spend all their time eating, sleeping, and mating but humans have higher potential and can mold their minds in any desired way - unlike that of animals - including towards the spiritual realm. On Indian roads, one can see dogs chasing each other during their mating season. Humans can do better than those dogs.
http://anandamargauniversal.blogspot.com/
In Him,
Bhakti
Special pracara strategies
Here Baba outlines some key points for doing pracara.
Ananda Marga philosophy states, “You shall, therefore, preach only Satya. Explain to them whatever you have done with reasons thereof. Also, make it clear to them what you want to do and why you want to do. The result of this highly useful (helpful) preaching is that the inferiority complex disappears from the mind of the common men. They are encouraged when they see that a common man like themselves is inspired with such a high ideal. The second result of this is as follows. The common result of this is as follows. The common people are not generally aware of your usefully high ideas. In every work, big or small, they cling to selfishness. So, learning everything pure and high through your easy and simple language they will cooperate with you, with a mind free from wrong notions. The third outcome of this is that they will be shorn off the wrong notions that may have crept into them by the propaganda made by the selfish persons with vested interests.” (1)
Reference
1. Táttvika Diipiká (Dvitiiya Parva)
The below sections are entirely different topics, unrelated to the above material.
They stand on their own as points of interest.
* * *
== Section 2: Important Teaching ==
How to ward off indoctrination by rulers
Prout philosophy says, "The British wanted to bring the entire Indian race under their colonial grip to make the people slaves. They reformed the old educational system of India and bluntly introduced the English system of education. The English education system was contrary to that of India, because it was based on an objective approach and the complete denial of the subjective approach. The British colonial masters educated the subjugated race on the lines of their own education system, and produced a peculiar group of people who were neither Indian nor civilian nor serviceable. These so-called educated people of India were a complete departure from the mass of Indians in their habits, behaviour, thoughts, modesty and personal integrity. That is why a gulf of difference developed between the so-called educated people and the village people of India. By applying these subtle tactics, a group of people in India became European in attitude although they were Indian in colour, and this group were instrumental in perpetuating the British Raj in India."
"The British colonialists applied the same tactics in China. The Chinese people, before the Kuomintan regime, were laborious and dexterous as well as religious. But by introducing opium, the British made the entire Chinese race inactive and indolent. Afterwards the communists, under the leadership of Mao Zedong, killed the religion of the Chinese people and deprived them of their práńa dharma. In this way, the British and the communists brought the entire Chinese race under their grip."
"PROUT does not want to turn the hands of the clock back. PROUT does not reject the western educational system. But at the same time, the western education system utterly failed to inculcate a sense of morality, reverence and a high standard of behaviour among the students of India during the time of the British Raj. That is why in PROUT’s system of education, we stress the need to start “Ashramic Schools” in every village of India. If this is done, the corrosive tendency introduced by the British can be checked at an early stage. In the post-independence period of India, the leaders and educationists could not deeply understand the prevalent crisis of the Indian education system. This crisis was largely due to the defective British education system which was fundamentally against the práńa dharma of the Indian people. All the attempts to reform the education system proved futile and led the nation towards further degradation. This was because India’s educationists could not reform the education system according to the práńa dharma of the Indian people. Our Ananda Marga school curriculum is based on the práńa dharma of the people of India."
"...During the British rule, both in the social and spiritual spheres, the people were deprived of their práńa dharma. Some so-called western educated people even now look down upon villagers for their simplicity and naivete. These so-called educated people were misguided away from práńa dharma because they were denied any subjective approach in the western education system. This is why such people have failed to become one with the mass." (1)
Reference
1. Prout in a Nutshell - 18, Talks on Education – Excerpt B
Way to guide youths
Namaskar,
Most youths are primarily interested in enhancing their external beauty and ignorantly see yoga as a way of achieving that end. For example, most women would like to lose body weight, while most men would like to build up their muscles to look “more attractive.” This is quite common across the spectrum of age groups, and most definitely amongst our youths. Often, the praca’rakas of yoga and spirituality face the problem of teaching the real goal of yoga, which is certainly not to enhance external beauty, to such people. The question arises as to what approach teachers should take to attract youths towards true spirituality.
http://anandamargauniversal.blogspot.com/
Child crying for an impossible toy
Imagine a small child waking up in the middle of the night and crying for a toy that she saw at a neighbor’s place. At that hour, all the shops are closed and the neighbors are fast asleep. Thus, it is not possible for the mother to arrange that toy for the child. In that situation, the mother finds another attractive toy and offers it to the child to divert the child’s mind from the impossible toy.
Prakrti’s rule
Most youngsters are slaves to Prakrti. When they were small children, they craved toys and later after hitting puberty they craved to attract the opposite gender by means of external beauty. Hence the need for toning up of muscles and losing / gaining body weight. As a matter of fact, the desire to attract the opposite gender for possible mating is the way Prakrti works. Even in animals and birds, during the mating season, it is seen that they aggressively pursue mates and chase away competitors. All of that to get established. This is the rule of Prakrti. Even human beings are not an exception to this rule, and there is a tendency to attract the opposite gender.
http://anandamargauniversal.blogspot.com/
Mind diverting strategies for the teacher
A teacher should know this psychology as it prevents students from learning about spirituality. A clever teacher will divert the minds of students from the subject of mating without making them understand. Even if the students get a slight hint then the strategy will not work. A clever teacher should say something on the lines of, “All of you are here for getting your degree. If you do not get the degree then your life will become difficult in the future. You have worked so hard to make your way up the ladder until now, and made it to this institution. Now you need to have a concentrated mind to be successful in your academics. This is the right age to achieve academic success and for that developing mental concentration is indispensable. In order to get mental concentration, one must learn meditation and practice the same regularly. Further, learn yoga asanas for proper glandular functioning that supports your mental concentration.”
Conclusion
A teacher’s job is to impart lessons by any means. If the student’s mind is hung up on some idea that prevents the student from learning then the teacher should divert the mind of the student and by some way bring the student on the right track of learning. In spirituality, the teacher should especially be proficient in the art of diverting the mind to the spiritual subject. The art of diversion is very useful in all kinds of praca’r situations. In the case of more mature / old people, the problems that their minds might be hung up with can be health related like a backache, and diabetes. Even in that case, the teacher should be proficient in diverting the mind skilfully to the spiritual subjects. The teacher should also explain how animals spend all their time eating, sleeping, and mating but humans have higher potential and can mold their minds in any desired way - unlike that of animals - including towards the spiritual realm. On Indian roads, one can see dogs chasing each other during their mating season. Humans can do better than those dogs.
http://anandamargauniversal.blogspot.com/
In Him,
Bhakti
Special pracara strategies
Here Baba outlines some key points for doing pracara.
Ananda Marga philosophy states, “You shall, therefore, preach only Satya. Explain to them whatever you have done with reasons thereof. Also, make it clear to them what you want to do and why you want to do. The result of this highly useful (helpful) preaching is that the inferiority complex disappears from the mind of the common men. They are encouraged when they see that a common man like themselves is inspired with such a high ideal. The second result of this is as follows. The common result of this is as follows. The common people are not generally aware of your usefully high ideas. In every work, big or small, they cling to selfishness. So, learning everything pure and high through your easy and simple language they will cooperate with you, with a mind free from wrong notions. The third outcome of this is that they will be shorn off the wrong notions that may have crept into them by the propaganda made by the selfish persons with vested interests.” (1)
Reference
1. Táttvika Diipiká (Dvitiiya Parva)
* * *
The below sections are entirely different topics, unrelated to the above material.
They stand on their own as points of interest.
* * *
== Section 2: Important Teaching ==
How to ward off indoctrination by rulers
Prout philosophy says, "The British wanted to bring the entire Indian race under their colonial grip to make the people slaves. They reformed the old educational system of India and bluntly introduced the English system of education. The English education system was contrary to that of India, because it was based on an objective approach and the complete denial of the subjective approach. The British colonial masters educated the subjugated race on the lines of their own education system, and produced a peculiar group of people who were neither Indian nor civilian nor serviceable. These so-called educated people of India were a complete departure from the mass of Indians in their habits, behaviour, thoughts, modesty and personal integrity. That is why a gulf of difference developed between the so-called educated people and the village people of India. By applying these subtle tactics, a group of people in India became European in attitude although they were Indian in colour, and this group were instrumental in perpetuating the British Raj in India."
"The British colonialists applied the same tactics in China. The Chinese people, before the Kuomintan regime, were laborious and dexterous as well as religious. But by introducing opium, the British made the entire Chinese race inactive and indolent. Afterwards the communists, under the leadership of Mao Zedong, killed the religion of the Chinese people and deprived them of their práńa dharma. In this way, the British and the communists brought the entire Chinese race under their grip."
"PROUT does not want to turn the hands of the clock back. PROUT does not reject the western educational system. But at the same time, the western education system utterly failed to inculcate a sense of morality, reverence and a high standard of behaviour among the students of India during the time of the British Raj. That is why in PROUT’s system of education, we stress the need to start “Ashramic Schools” in every village of India. If this is done, the corrosive tendency introduced by the British can be checked at an early stage. In the post-independence period of India, the leaders and educationists could not deeply understand the prevalent crisis of the Indian education system. This crisis was largely due to the defective British education system which was fundamentally against the práńa dharma of the Indian people. All the attempts to reform the education system proved futile and led the nation towards further degradation. This was because India’s educationists could not reform the education system according to the práńa dharma of the Indian people. Our Ananda Marga school curriculum is based on the práńa dharma of the people of India."
"...During the British rule, both in the social and spiritual spheres, the people were deprived of their práńa dharma. Some so-called western educated people even now look down upon villagers for their simplicity and naivete. These so-called educated people were misguided away from práńa dharma because they were denied any subjective approach in the western education system. This is why such people have failed to become one with the mass." (1)
Reference
1. Prout in a Nutshell - 18, Talks on Education – Excerpt B
== Section: Important Teaching ==
Ananda Marga ideology states, "Religion is practiced for the fulfilment of mundane aspirations. This is the reason why a class of clergymen emerged centring around the religion. Ultimately the adherents of these religions become mere tools in the hands of vested interests. With the awakening of nityánitya viveka in human minds and the opening of the door of scientific knowledge, it will not be possible to deceive the people in the name of religion or by holding out the lure of happiness in the next world. The vested interests are quite aware of this fact and hence strive to keep the masses lost in the darkness of ignorance. Like parasites, they manoeuvre themselves to misappropriate, by injecting fear and inferiority complexes, a lion's share of what the ignorant masses earn with their sweat and blood." (1)
Reference
1. Ananda Marga Ideology & Way of Life - 7, The Five Kinds of Conscience
== Section 3: Links ==
Other topics of interest
