This document discusses the concept of values. It defines a value as something that is strong or of worth. It then lists several values like caring, fairness, self-control, conscience, respect, selfless service, and sacrifice. The document explains that for knowledge to occur, there needs to be a knower, an object of knowledge, and a means of knowledge. It uses the example of sound to illustrate this, showing that the knower, the sound, and the ears are required. Finally, it argues that values help to prepare the mind as an adequate means for achieving the highest knowledge.
This document discusses the concept of values. It defines a value as something that is strong or of worth. It then lists several values like caring, fairness, self-control, conscience, respect, selfless service, and sacrifice. The document explains that for knowledge to occur, there needs to be a knower, an object of knowledge, and a means of knowledge. It uses the example of sound to illustrate this, showing that the knower, the sound, and the ears are required. Finally, it argues that values help to prepare the mind as an adequate means for achieving the highest knowledge.
This document discusses the concept of values. It defines a value as something that is strong or of worth. It then lists several values like caring, fairness, self-control, conscience, respect, selfless service, and sacrifice. The document explains that for knowledge to occur, there needs to be a knower, an object of knowledge, and a means of knowledge. It uses the example of sound to illustrate this, showing that the knower, the sound, and the ears are required. Finally, it argues that values help to prepare the mind as an adequate means for achieving the highest knowledge.
This document discusses the concept of values. It defines a value as something that is strong or of worth. It then lists several values like caring, fairness, self-control, conscience, respect, selfless service, and sacrifice. The document explains that for knowledge to occur, there needs to be a knower, an object of knowledge, and a means of knowledge. It uses the example of sound to illustrate this, showing that the knower, the sound, and the ears are required. Finally, it argues that values help to prepare the mind as an adequate means for achieving the highest knowledge.
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Values
Ajith Sankar R N The presentation has been made possible due to the efforts of people who have offered their energy, in the spirit of service.
You may copy/ reproduce/ distribute this
presentation in any form/ format, provided the contents of the presentation are not altered. What are Values? • The word “value” comes from the Latin word valere – to be strong or to be of worth.
Caring Fairness Self-control Conscience Respect Selfless Service Sacrifice Refusal to Hurt Character Perseverance Honesty Fortitude Compassion Simplicity Forgiveness Helpfulness Courage Gentleness Devotion Brotherhood Fearlessness Equanimity Inner Silence
Kindness Responsibility Healthy Living
Proper use of resources Authenticity Determination
• For comforts to be enjoyed I must be there to enjoy them. When I am split with guilt, I am rarely anywhere but with my anxieties, regrets and guilt. When I clearly see this fact, I will see the value of applying universal ethical standards to myself. Therefore, a value, universal or situational, is a value for me only when I see the value of the value as valuable to me.
– Swami Dayananda Saraswati, The
Value of Values, Arsha Vidya Centre, 2007 Why Values? • Knowledge
• Saunaka, the great sacrificer, approached
Angiras duly and with respect and asked: ‘What is that, O Bhagavan, through the knowledge of which everything becomes known?’ – Mundaka Upanishad (In the words of Swami Krishnananda, The Divine Life Society - Sivananda Ashram, Rishikesh, India) Why Values? • For Knowledge to occur: – The knower – The object of knowledge – The means of knowledge • Example of sound – Myself – Sound itself – Ear Example of Sound
• Knower is there • Sound is there – Now, sound was there, said somebody. – I was within that range of sound, said somebody. • Then what does that mean? Example of Sound • Knower is there • Sound is there – Now, sound was there, said somebody. – I was within that range of sound, said somebody. – Tests showed that my ears are capable of hearing. • Then what does that mean? Example of Sound • Knower is there • Sound is there – Now, sound was there, said somebody. – I was within that range of sound, said somebody. – Tests showed that my ears are capable of hearing. • My mind was not there where the sound occurred Inference from the example of Sound • What constitutes an adequate “means of knowledge”? – Appropriate and capable sense organ – An attentive and capable mind
• Does knowledge happens now?
Why Values?
• What if am seeking the knowledge of Trigonometry?
Source: http://en.wikipedia.org/wiki/Yuktibhasa The knowledge of Trigonometry • I find a competent teacher of Trigonometry • The teacher has the ability to communicate what the teacher knows • I recognize the letters the teacher write on the board. I, attentively, listen to what the teacher says. • My mind is there, along with my ears and eyes The knowledge of Trigonometry • Still trigonometry does not come to me. Why?
• 1+1 = (a big) 1 • I lack the necessary preparation Why Values? • So how do we define our understanding of an adequate “means of knowledge”? – Appropriate and capable sense organ – An attentive and capable mind
– The mind should be prepared
• A samskara, a certain discipline (in mathematics) is required for making oneself aware about the knowledge of trigonometry Why Values?
• “…only discovery and assimilation of the
values help to prepare the mind” - FOR THE HIGHEST KNOWLEDGE, FOR THE HIGHEST TRUTH
