Sunday, February 15, 2009

Swami Vivekananda

wami Vivekananda was born Narendranath Dutta, son of a well-known lawyer in Calcutta, Biswanath Dutta, and a very intelligent and pious lady, Bhuvaneswari Devi, in the year 1863. Biswanath often had scholarly discussions with his clients and friends on politics, religion and society. He would invite Narendranath to join in these discussions. Narendra, not in the embarrassed, would say whatever he thought was right, advancing also arguments, in support of his stand. Some of Biswanath's friends resented Naren's presence among them, more so because he had the audacity to talk about matters concerning adults. Biswanath, however, encouraged him. Naren would say: Point out where I'm wrong, but why should you object to my independent thinking?

 The portrayal of Biswanath Dutta's meeting room Naren learnt the Epics and Puranas from his mother, who was a good story-teller. He also inherited her memory among other qualities. He, in fact, owed much to her as he used to say later. Naren was all-round. He could sing, was good at sports, had a ready wit, his range of knowledge was extensive, had a rational frame of mind and he loved to help people . He was a natural leader. He was much sought after by the people because of his various accomplishments.

Naren passed Entrance Examination from the Metropolitan Institute and F.A. and B.A. Examinations from the General Assembly's Institution (now Scottish Church College). Hastie, Principal of the College, was highly impressed by Naren's philosophical insight. It was from Hastie that he first heard of Sri Ramakrishna.

 The portrayal of the Music Room As a student of Philosophy, the question of God was very much in his mind. Was there a God ? If there was a God, what was He like ? What were man's relations with Him ? Did He create this world which was so full of anomalies ? He discussed these questions with many, but no one could give him satisfactory answers. He looked to persons who could say they had seen God, but found none. Meanwhile, Keshab Sen had become the head of the Brahmo Movement. He was a great orator and many young people, attracted by his oratory, enrolled as members of the Brahmo Samaj. Naren also did the same. For some time he was satisfied with what the Brahmo Samaj taught him, but soon he began to feel it did not quite touch the core of the matter, so far as religion was concerned. A relation of his used to advise him to visit Ramakrishna at Dakshineswar, who, he said, would be able to remove all his doubts about religion. He happened to meet Ramakrishna at the house of a neighbour, but there is nothing on record about the impression that he created on Naren's mind. He, however, invited Naren to visit him at Dakshineswar some day. As the days passed, Naren began to grow restless about the various riddles that religion presented to him. He particularly wanted to meet a person who could talk about God with the authority of personal experience.  The Temple of Bhavatarini - Dakshineswar Finally, he went to Ramakrishna one day and asked him straightaway if he had seen God. He said he had, and if Naren so wished, he could even show God to him. This naturally took Naren by surprise. But he did not know what to make of it, for though his simplicity and love of God impressed Naren, his idiosyncrasies made him suspect if Ramakrishna was not a 'monomaniac'. He began to watch him from close quarters and after a long time he was left in no doubt that Ramakrishna was an extraordinary man. He was the only man he had so far met who had completely mastered himself. Then, he was also the best illustration of every religious truth he preached. Naren loved and admired Ramakrishna but never surrendered his independence of judgment. Interestingly, Ramakrishna himself did not demand it of him, or of any other of his disciples. Nevertheless, Naren gradually came to accept Ramakrishna as his master.

 Monastic life at Baranagar Ramakrishna suffered from cancer and passed away in 1886. During his illness, a group of select young men had gathered round him and began to nurse him while receiving spiritual guidance from him. Naren was the leader of this group. Ramakrishna had wanted that they take to monastic life and had symbolically given them Gerua cloth. They accordingly founded a monastery at Baranagar and began to live together, depending upon they got by begging. Sometimes they would also wander about like other monks. Naren also would sometimes go travelling. It was while he was thus travelling that he assumed the name of Swami Vivekananda.

Vivekananda travelled extensively through India, sometimes on foot. He was shocked to see the conditions of rural India-people ignorant, superstitious, half-starved, and victims of caste-tyranny. If this shocked him, the callousness of the so-called educated upper classes shocked him still more. In the course of his travels he met many princes who invited him to stay with them as their guest. He met also city-based members of the intelligentsia-lawyers, teachers, journalists and government officials. He appealed to all to do something for the masses. No one seemed to pay any heed to him-except the Maharaja of Mysore, the Maharaja of Khetri and a few young men of Madras. Swami Vivekananda impressed on everybody the need to mobilize the masses. A few educated men and women could not solve the problem of the country; the mass power had to be harnessed to the task. He wanted the masses educated. The ruler of Mysore was among the first to make primary education free within his State. This, however, was not enough in Swamiji's view. A peasant could not afford to send his children to school, for he needed help in his field. He wanted education taken to the peasant's door-step, so that the peasant's children could work and learn at the same time. It was a kind of 'non-formal' education which perhaps he visualized. His letters to the Maharaja of Mysore on the subject show how much he had given to the subject and how original he was.

 Swami Vivekananda with his brother disciples of Sri Sri Thakur Other princes, or the intelligentsia as a whole, were impressed by Swamiji's personality, but were much too engrossed with their own affairs to pay any heed to his appeals. Some of the young men of Madras, Perumal specially, dedicated himself to the ideas Swamiji propounded and his contributions to the success of his mission were significant. Swamiji could guess the reason why the so-called leaders of the society ignored him. Who was he ? A mere wandering monk. There were hundreds of such monks all over the country. Why should they pay any special attention to him ? By and large, they followed only Western thinkers and those Indians who followed the West and had had some recognition in the West by so doing. It was slave mentality, but that was what characterized the attitude of the educated Indians over most matters. It pained Swamiji to see Indians strutting about in Western clothes and imitating Western ways and manners, as if that made them really Western. Later he would call out the nation and say, 'Feel proud that you are Indians even if you're wearing a loin-cloth'. He was not opposed to learning from the West, for he knew the Western people had some great qualities and it was because of those qualities that they had become so rich and powerful. He wanted India to learn science and technology from the West and its power to organize and its practical sense, but, at the same time, retain its high moral and spiritual idealism. But the selfishness of the so-called educated people pained him more. They were happy if they could care for themselves and they gave a damn to what happened to the people. Swamiji wanted to draw their attention to the miserable condition of the masses-illiterate, always on the verge of starvation, superstitious and victims of oppression by the upper castes and the rich landlords.

As Swamiji arrived in Madras, young people gathered round him drawn by his bright and inspiring talks. They begged him to go to the USA to attend the forthcoming Parliament of Religions in Chicago to represent Hinduism. They even started raising funds for the purpose. Swamiji was first reluctant but later felt some good might come of his visit to the West, for if he could make some impression there, his people back at home, who always judged a thing good or bad according as the Western critics thought of it, would then give him a respectful hearing. That is exactly what happened : Swamiji made a tremendous impression, first in the USA and then also in England. The press paid him the highest tributes as an exponent of India's age-old values; overnight he became a great national hero in India. Suddenly it was brought home to them that there must be something in Indian thought that Western intelligentsia feel compelled to admire. They began to suspect that perhaps they were not as backward as they once thought, and in areas like religion and philosophy, in art and literature, they were perhaps more advanced than the Western people. They had always felt sorry about themselves, but, now for the first time, they awoke to the richness of their heritage. This was the starting point of the Indian renaissance one hears about. A long successful of national leaders starting from Tilak have drawn inspiration from Swami Vivekananda. They 'discovered' India-her strong and weak points-through him. 'If you want to know India, study Vivekananda', was Tagore's advice to Romain Rolland. This holds true even today, indeed no one has studied India's body and mind so thoroughly as Swamiji did.

It was Swamiji's hope that India would create a new social order and a new civilization by combining her best spiritual traditions with the latest advancements in science and technology. She would be rich both materially and spiritually. He knew affluence was not enough, man had to be human, too. He wanted India to set an example in this.

Saying

  • My ideal, indeed, can be put into a few words, and that is to preach unto mankind their divinity, and how to make it manifest in every movement of life.
  • Religion is the manifestation of the divinity already in man. Religion is the idea which is raising the brute unto man, and man unto God.
  • The secret of religion lies not in theories but in practice. To be good and do good - that is the whole of religion.
  • Man is higher than all animals, than all angels; none is greater than man.
  • One may gain political and social independence, but if one is a slave to his passions and desires, one cannot feel the pure joy of real freedom.
  • Look at the wall. Did the wall ever tell a lie? It is always the wall. Man tells a lie and becomes a god, too.
  • After so much austerity, I have understood this as the real truth - God is present in every jiva; there is no other God besides that. 'Who serves jiva, serves God indeed.'
  • Cut out the word help from your mind. You cannot help; it is blasphemy! You worship. When you give a morsel of food to a dog, you worship the dog as God. He is all, and is in all.
  • Unselfishness is God. One may live on a throne, in a palace, and be perfectly unselfish; and then he is in God. Another may live in a hut and wear rags, and have nothing in the world; yet if he is selfish, he is intensely merged in the world.
  • All nations have attained greatness by paying proper respect to women. That country and that nation which do not respect women have never become great, nor will ever be in future.
  • With five hundred men, ... the conquest of India might take fifty years: with as many women, not more than a few weeks.
  • Religion and religion alone is the life of India, and when that goes, India will die, in spite of politics, in spite of social reforms, in spite of Kubera's wealth poured upon the head of every one of her children.
  • Before flooding India with socialistic or political ideas, first deluge the land with spiritual ideas.
    We want to lead mankind to the place where there is neither the Vedas, nor the Bible, nor the Koran; yet this has to be done by harmonizing the Vedas, the Bible, and the Koran.
  • Mankind ought to be taught that religions are but the varied expressions of THE RELIGION, which is Oneness, so that each may choose the path that suits him best.
  • Who will give the world light? Sacrifice in the past has been the Law, it will be, alas, for ages to come. The earth's bravest and best will have to sacrifice themselves for the good of many, for the welfare of all.
  • Truth, purity, and unselfishness - whenever these are present, there is no power below or above the sun to crush the possessor thereof. Equipped with these, one individual is able to face the whole universe in opposition.
  • Everything can be sacrificed for truth, but truth cannot be sacrificed for anything.
  • The highest ideal is eternal and entire self-abnegation, where there is no 'I', but is Thou'.
  • All expansion is life, all contraction is death.
  • All love is expansion, all selfishness is contraction. Love is therefore the only law of life. He who loves lives, he who is selfish is dying. Therefore love for love's sake, because it is law of life, just as you breathe to live.
  • The national ideals of India are Renunciation and Service. Intensity her in those channels, and the rest will take care of itself.
  • Good motives, sincerity, and infinite love can conquer the world. One single soul possessed of these virtues can destroy the dark designs of millions of hypocrites and brutes.
  • Take up one idea. Make that one idea your life - think of it, dream of it, live on idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success.
…

Saturday, February 14, 2009

Appreciation of Indian Art

Appreciation of Indian Art is a ten-month P. G. Diploma Course intended to develop an awareness of the rich heritage of Indian Art in its different facets. It also highlights its relevance in the context of contemporary art practices in particular.
Taken in a comprehensive manner the Course is aimed to develop the innermost faculties inherent in each person and to help them appreciate their own reactions to visual art in an objective manner.
COURSE STRUCTURE
In keeping with this objective, a 75-module course structure consisting of five papers and a short dissertation paper has been designed, covering the entire panorama of Indian Art from primitive to modern along with glimpses of world art.
The five papers are:
Story of Art and Aesthetics
Development of Mural & Miniature Painting in India
Sculpture and Architecture in India: Early, Medieval and Modern
Development of Art in India: 19th & 20th Century Minor and Folk Art of IndiaIn the process the exchange of ideas in visual arts, between tradition and modernity, gets unveiled as much as the great artistic and cultural synthesis that India has always stood for.
COURSE DURATION
The Course spans a ten-month duration: JULY TO APRIL EVERY YEAR.
THE FACULTY
The course Faculty consists of outstanding Art Historians, Art Critics, Artists and renowned Professors with high recognition in their respective field of study.
STUDENT INTAKE
Any person, irrespective of age, with a genuine interest in exploring the various branches of Indian Art and Culture is eligible to enroll Applicants, however, should have a minimum qualification of 12th standard or its equivalent from a recognized Institution.
Admission to the Course starts around June every year with a maximum intake of 100 learners. Regular attendance (minimum 60%) is insisted upon. Course fee is Rs.500 per year/session.
THE MODE OF TEACHING
Classes are held in the Turiyananda Hall of the Institute, thrice a week - Monday, Wednesday and Saturday in the evening between 6.00 p.m. and 8.00 p.m. (Schedule may be changed if needed.)
Lectures are delivered in English and Bengali with slides and are followed by question-answer sessions. On completion of the Course, apart from the Examination, all learners will have to submit a short dissertation.
CERTIFICATE
Only graduates are eligible to appear in the P.G. Diploma Examination jointly conducted by RMIC & KK Sanskrit Vishwavidyalaya. Successful candidates will get the certificate from the KK Sanskrit Vishwavidyalaya.
Non-graduates will be eligible for a certificate issued by the RMIC after evaluation of his/her submitted dissertation paper. Certificates will be awarded at a ceremony at the end of each academic session.
THE IMPACT
This Course has been running for the last four years, in its present form, from the 2001 -02 academic session and has continued to evoke keen interest and appreciation from the participants in each of the academic sessions.

The School of Laguanges

INTRODUCTION
Since language is a barrier to understanding others, the Institute regards the teaching of languages as an integral part of its work in the field of intercultural exchange.
AIMS AND OBJECTIVES
The Institute is rooted in the teachings of Sri Ramakrishna which, among other things, stress the unity of mankind and the equal validity of all religions and cultures. The study of culture as the common heritage of all mankind is the specific field of this Institute and by teaching languages the school makes intercultural exchanges easier
Moreover, with the rapid development of communication, growth of international trade and commerce, widening scope of specialised studies and job opportunities in the developed and developing countries, more Indians are now travelling abroad and for them knowledge of foreign languages is becoming an essential requirement. This social need is reflected in the growing number of students seeking admission to various language courses of the School of Languages of the Institute
Moreover, with the rapid development of communication, growth of international trade and commerce, widening scope of specialised studies and job opportunities in the developed and developing countries, more Indians are now travelling abroad and for them knowledge of foreign languages is becoming an essential requirement. This social need is reflected in the growing number of students seeking admission to various language courses of the School of Languages of the Institute.
LANGUAGES TAUGHT
The following 17 languages are taught at the School of Languages.
Foreign Languages : Arabic, Chinese, English, French, German, Italian, Japanese, Latin, Portuguese, Persian, Russian and Spanish.
Indian Languages : Bengali, Hindi, Sanskrit, Tamil, Urdu.
THE ENGLISH LANGUAGE COURSE
The English Language course is of 20 months' duration comprising 5 levels divided into semesters - Pre-Beginners', Beginners', Intermediate, Senior and Advanced. Each semester is of 4 months' duration-January-April, May-August, September-December. Classes are held thrice a week -Monday, Wednesday, Friday/Tuesday, Thursday, Saturday. Each class is of 2 hours. Classes are held between 10.10 a.m. and 8.10 p.m. on all days except Sundays and special holidays. Freshers are admitted to the Pre-Beginners' Course before each new semester that starts in January, May and September. At the end of each session the student will sit for a written and an oral examination. One is promoted to the next session when one passes these examinations. A certificate is given to a student who has passed the English Senior course and another certificate is given to him/her after passing the Advanced Course.
LANGUAGE COURSES OTHER THAN ENGLISH
Junior Courses
Indian :
Bengali, Hindi, Sanskrit,Tamil,Urdu.
Foreign:
Arabic, Chinese, French, German, Italian, Japanese, Latin, Persian, Portuguese, Russian, and Spanish, French, German, Italian, Portuguese and Spanish Junior courses are divided into two semesters each of six months' duration.
Senior Certificate Course
A Senior Certificate Course of one year's duration is provided in the following languages:
Indian :
Bengali, Hindi, Sanskrit,Tamil,Urdu.
Foreign:
Arabic, Chinese, French, German, Italian, Japanese, Latin, Persian, Portuguese, Russian and Spanish.
Advanced Certificate/Diploma Course
An Advanced Certificate/Diploma Course of one year's duration is provided in the following languages : Chinese, French, German, Japanese, Sanskrit and Spanish.
Communicative Courses
A Communicative Course of six months' duration is provided in French and Spanish Languages commencing in January and July.
SCOPE OF THE COURSES
The one-year Junior courses of all languages except English are designed to give the students a good grounding in the elements of the language. The emphasis at this stage is on grammar, pronunciation, vocabulary, and phraseology to enable the students to understand simple texts.The Senior Certificate courses are a follow-up of the Junior courses and only those who have passed the Junior course examinations at the end of the first year are admitted to them. These courses are designed to help the students acquire a working knowledge of the language. The students' knowledge of grammar, vocabulary, and pronunciation is further improved and they are helped in developing the speech habit at this stage.
In the Advanced Certificate Course, the functional aspect of the language is given prominence. Translation of specialised texts and interpretation are particularly emphasized. It develops the skill of students to consult the source material in their respective fields of study. The main purpose of the Advanced course is to provide a sound base of the language with practical orientation so that the students can gainfully utilize the knowledge of the language in life. Regular audio and video classes supplement classroom teaching.

International Understanding for Human Unity

COURSE OUTLINE
BACKGROUND AND THE RATIONALE
With the amazing advancement of communications breaking the physical barriers between human societies today, one wonders if there has been a corresponding sea-change in the mindset of humans too. People have come to know more about the universe than about themselves. The emergence of the so-called 'global village' is yet to signify a substantial degree of human understanding at the cultural level.
What is particularly lacking is a critical understanding among persons, and between societies and cultures, regarding the raison d'etre of human existence. In other words, the foundations for a plural but integral global culture are yet to be consolidated.
A systematic study of human interaction is therefore necessary, keeping in view the present state of incomplete integration and the promises of transition into human unity.
Fortunately for us, Indian culture has a rich heritage of Vedantic wisdom which has highlighted various strategies for finding unity among all beings in this universe. With admiration but also with critical discrimination, we can usefully draw upon this important source of wisdom.
Hence the Ramakrishna Mission Institute of Culture has launched an advanced multi-disciplinary course, open to the interested and enlightened public, to promote unity through dialogue and understanding.
OBJECTIVES
The Course will serve the following objectives:
Promote a high level of critical awareness of the basic unity underlying cultural diversity.
Foster unity retaining the essential elements of cultural diversity.
Assess the nature of the difficulties in upholding co-operation, understanding and mutual appreciation of various cultural systems.
Relate the modern realities with the rich insight of Indian philosophical (especially Vedantic) tradition.
Transmit the message of Human Understanding to a wider audience through the participants in the programme.
STRUCTURE AND METHODOLOGY
The Course has been designed in a manner that combines the spirit of Science with Humanistic reflection.
The Course-structure is by definition multi-disciplinary, giving the main branches of human knowledge their due share in the formation of a culture of global unity. Ingredients of the best insights from the social, physical, mental, moral, philosophical and legal sciences have been woven into the course-fabric. Certain activities in the spheres of Music, Medicine, Media reporting, Painting Environment awareness etc. also find due exposition in the programme.
The course will proceed with lectures, but will also hinge on vigorous classroom interaction. Study materials comprising lecture notes and references are distributed to help meaningful interaction during lecture sessions. Peer-group discussions, debates and even 'brain-storming' sessions may also be held to enliven the learning process.
DURATION
The Course will be of nine months' duration (starting from September), classes being held twice a week in the evening. There will be approximately 160 lecture-cum-interaction sessions in an academic year. Apart from Seminar participation provision is there for submission of end of session essay (optional).
CERTIFICATE
Course participants receive Certificates of Attendance indicating Grade awarded for essays at the Annual Convocation. The Certificate will be useful for career advancement of people in various professions.
INTERNATIONAL RECOGNITION
The programme has received positive support from the UNESCO and the Ministry of Human Resources, Department of Education, Government of India. It is likely that it will attract wider public attention both at home and abroad.
FACULTY
Highly placed academics, opinion leaders, professionals, media persons as well as spiritual personalities constitute the faculty. Resource persons, both city-based and coming on invitation from outside the state and abroad, public dignitaries, high Officials from UNESCO and foreign missions,will be taking classes.
WHO CAN ENROLL?
The programme is a highly specialized academic exercise leading to an award of a Certificate of Excellence. As such persons having serious interest in international developments are most welcome to join the Course.
ENTRY QUALIFICATION
Graduates in any discipline, with a proven inclination to grasp international issues. Admission starts from the month of July and classes will start from the 1st week of September.
CLASS LECTURES
Classes will be held initially on Tuesdays and Thursdays between 5.30 p.m. and 7.30 p. m. In addition special lectures will be held on Saturdays by notification.
REGISTRATION AND FEES
Intending learners should register their names in the prescribed application form (available from the Institute office), stating their academic qualification and interest in international, social and cultural issues. The Course being a specialized one, the intake should initially be restricted to 100 per session. Prescribed fees payable for the entire programme at the time of registration. University/College students of sufficient merit may be considered for concessional fees.
CONTACT INFORMATION
Interested learners may contact the office on the 3rd floor of the Institute between 11.00 a.m. and 1.00 p.m. and between 2 p.m. and 6 p.m. except Sundays.

Holidays and Vacations

*The school normally observes the following Institute holidays which are subject to modification as and when required. Days and dates of holidays are notified in due course:
*Kalpataru Day & New Year's Day
*Birthday of Swami Vivekananda (according to the English calendar)
*Birthday of Netaji
*Republic Day
*of Swami Vivekananda (according to the Bengali calendar)
*Id-ul-Fitr
Sree Panchami
*Birthday of Sri Ramakrishna
*Doljatra
*Id-uz-Zoha
*MahabirJayanti
*Good Friday
*Bengali New Year's Day
*R. K. Mission Foundation Day
*Birthday of Rabindranath Tagore
*Buddha Purnima
*Muharram
*Independence Day
*Fateha Dohaz Daham
*Janmastami
*of Mahatma Gandhi
*Mahalaya
*Puja and Lakshmi Puja
*Kalipuja
*Bhratri-dwitiya
*Guru Nanak's Birthday
*Christmas Day
*Holy Mother's Birthday
*Besides the Institute holidays, the school will also have a Puja vacation of two weeks' duration. *The Puja vacation will, however, be inclusive of the Institute holidays on this account. Classes are not held on the Institute's Foundation Day and the following day.

International House

Attached to the Institute, there is an International House meant for the scholars who come from different parts of India as well as from abroad at the invitation of the Institute or of universities and other learned societies for study or research or simply for exchange of ideas with Indian scholars.
This bringing together of scholars of different nationalities help create a bridge that unites minds and spirits having different backgrounds.

Publication

It is yet another means by which the Institute tries to educate people about culture in all its aspects. The Publication Department, with a competent team of editorial staff and proofreaders and its in-house DTP and Off-set printing systems, publishes books on Religion, Philosophy, Indology, Vedanta, Meditation, Yogas and Ramakrishna-Vivekananda ideals. Books are published both in English and Bengali. In case of Sanskrit works, original texts in Sanskrit are presented with annotation in English or Bengali.
The Publication Department works jointly with the Research and Value Orientation wings and the books it publishes therefore belong to both serious and popular reading kinds. It also brings out the Bulletin of the Ramakrishna Mission Institute of Culture---a monthly journal rich in content, which reproduces , among others, the best of the lectures that are delivered at the Institute as part of its cultural activities. The ideas projected through all its publications reflect these words of Swami Vivekananda:"Help and not Fight. Assimilation and not Destruction. Harmony and Peace and not Dissension".
The Book Sales Section makes available to people all the books that the Institute publishes as well the important publications of other Ramakrishna Mission Centres