Festival of Holi

-Mrs. Sushma SharmaIMG-20170305-WA0014-1

The colorful festivals of Hindus are an integral part of every Indian. They speak of India’s rich cultural and traditional background. The commonness in all the celebrations is that they rejoice humanity and promote basic human values. Indian festivals have many aspects in their significance, namely spiritual, philosophical, religious and cultural. The cultural aspects of festivals deal with the joyous expressions of music and dance, with people wearing beautiful traditional dresses. The celebration of such festivals is one of the key strengths of continuity of cultural values. Culture in India is related with agriculture on one hand, and religious ideals on the other. Holi festival’s cultural significance can be evaluated in both contexts. 

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Holi, the festival of colour is celebrated every year throughout India with a feeling of strong community bonding and excitement on the last day of Phalguna and the first day of Chaitra month of Hindu calendar. On the eve of Holi, people burn firewood namely ‘Holi’ and enjoy with dance and music making circle around it. On the next morning, they play ‘Holi’ with colors. People put colors on each other without any discrimination, and eat especial sweet preparations, especially Gujjiya.

It is a seasonal celebration of spring time after a long winter. In spring season new harvest gets ready and it is time of happiness for farmers and others. The waste material of crops is to be destroyed. The natural process of destroying the waste through fire is celebrated as Holika-Dahan.

In Puranas, the story of wicked and powerful king named Hiranyakashyap and his virtuous and divine young son, Prahlad, is associated with Holika-Dahan. Holika was the sister of Hiranyakashyap who got a boon from God that she will never be damaged or burnt by fire when alone. Later being in her arrogance she forgot the condition of boon. Hiranyakashyap decided to kill his son Prahlad, a devotee of Lord Vishnu who had single-minded love for God, because he felt jealous. The king failed in his attempt to do so. Then finally he took the help of his sister who had the boon of not being burnt by the fire. Hiranyakashyap put Prahlad on the lap of Holika and blazed fire. Due to the grace of God, Prahlad was not burnt in the fire and Holika was destroyed. She was killed having evil intentions in mind, while Prahlad survived having full faith in Almighty. The moral of the story is clear that always virtue wins over vice.

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The same story is told in a different way too, that Holika had been given a special shawl as a boon from God. When she wore that shawl she could not be burned by fire. Prahlad’s father and Holika planned to kill Prahlad by placing him in her lap while sitting in the fire using her shawl to protect her. But divine plan always works. When both entered in the fire, a strong gust of wind came and blew her shawl off of her. Hence, Holika was burnt in the fire of her own evil plan, and pure divine Prahlad remained safe with the devotion to God. Inner purity and inner piety are what truly save us.

Spring season is full of colorful flowers. Originally, playing Holi with colors symbolized association of prosperity and happiness with a good season and atmosphere. Holi is connected with Shri Krishna also who used to play Holi with his friends with great joy in his childhood at Mathura and Vrindavan. Even today Holi is regarded as the most popular festival of Vrindavan and Mathura regions. 

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One meaning of Holi is ‘sacrifice.’ We must remember to sacrifice that within us which is devilish and impure. Only then we will be protected, happy and pious to celebrate all colors of life.

Mrs. Sushma Sharma, Principal, New Vision Intermediate College, Kanpur, UP, India

 

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Understanding Shiva and Maha Shivaratri

Maha Shivaratri is celebrated in honor of Shiva, one of the trinities of Hindus. Shiva occupies the highest level in importance in most of the Hindu texts, and is also acknowledged in many cultures beyond India and Hindus. Although there are more than one legend associated with Maha Shivaratri, such as the marriage of Shiva to Parvati on this occasion, worshipping of Shiva on this night to get rid of sins, or get enlightenment, the most common legend connects this night to the cosmic dance or tandav of Shiva that initiates creation, preservation, and destruction of the cosmos.

Attributes of Shiva in his representation (damaru, trishul, moon on his head, serpent around neck, etc.), sitting bare body in yogic posture, tandav dance, opening of third eye, and focus of worship by all, including devas and other members of trinities, particularly prominent incarnations of Vishnu, all indicate to the symbolism in gross, thoughts, and action (GTA).

GTA are all the features of the physical world, which gets created, remains sustained for a fixed period, and then ends. This phenomenon is entirely attributed to Shiva to initiate through the sound of damaru and movements of the dance. Shiva is fully part of the physical world, thus has a place of abode (Himalaya), marries to the daughter (Parbati) of Himalaya or Parbatraj (meaning mountain), and has children, just like any other mortal being on the Earth.

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Among the trinities, Shiva is thus the lord or swami of the physical world. Brahma is the lord of the subtle world where his thoughts are all that are needed to create the cosmos. Brahma does not have any physical possessions, although he has manasputra (created through thoughts of mind) like Indra, Narada, etc. Vishnu on the other hand does not have even mental creation, as He is the lord of the causal world, where cause of everything exists.  As per the common practice each of these trinities respect and differ to the lord of the world they enter. For example, Vishnu incarnation Ram and Krishna both worship Shiva when on Earth to signify the supremacy of the Shiva element in the physical world.

With the above understanding, one should approach the Shiva and Maha Shivaratri to rationally and practically understand their importance and practice. Many times Shiva is considered the destroyer, even though the literal meaning of Shiva is auspicious. Shiva is a yogi par excellence sitting bare body in the coldest place on Earth to indicate that He has mastered the physical world, thus proving his lordship beyond any doubt.

On a related note, Om symbol is used with many chants and rituals of worship, but is most commonly associated with Shiva, like in Om Namah Shivay! Linguistically, Om or more appropriately Aum is expressive meaning of Shiva. It starts with the ‘a’ sound as the open vowel with only aspiration of air, passes through the closed vowel ‘u’, still using the air but changing the shape of mouth in the middle, and finally the last letter ‘m’ of the last of the five classes (guttural, palatal, cerebral, dental, and labial) of the consonants of the Devanagari-aksharmala (alphabets) arranged in two dimensions. The Aum thus represents the sutra or formula with capacity to express the entire visible world (i.e., the expressed physical world). Therefore, this linguistic expression is also consistent with Shiva being the lord of the physically expressed world.

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Why is then Shiva considered as the destroyer of the world? He is not the destroyer of the world, he presides over the physical world that is by nature destroyed. Anything that is created is destroyed by nature. However, people mistakenly attribute Shiva to be the destroyer. Similarly, people attribute Shiva with intoxication, such as cannabis and bhang, even though Shiva is yogi, totally away from all these vices. People considered him to be the epitome of purity who can live without even food, and thus started giving up their vices by surrendering those items at his alter, which others thought was an offering to Shiva. And, this was taken to justify their vices citing Shiva associated with those habits.

On the occasion of the Maha Shivaratri, traditions have provision for fasting, chanting, night vigil to give up even sleep, to indicate sacrifice rather than indulgence. Maha Shivaratri is to remind us of the nature of our existence and its ultimate disappearance. It is a celebration of this understanding which makes us free from the fear of even death.

Om!

-Prof. Bal Ram Singh, School of Indic Studies, Institute of Advanced Sciences, Dartmouth, MA, USA

Vedic Culture Growing Popular Among Indian Diaspora

Vedic culture is still relevant and gradually becoming more popular among Indian diaspora, especially in the youth, said researchers and scholars at a seminar held in the national capital.

The World Association for Vedic Studies (WAVES International) and Wider Association for Vedic Studies (WAVES India) organised an event titled “Scientific Aspects of Vedic Knowledge” from December 16 to 18, where the importance of Vedic culture in the contemporary world was discussed.

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An aspect which was prioritised at the event was the presence and influence of Vedic culture among Indian diaspora. The speakers emphasised that the cultural events like music and dance have contributed a lot in keeping alive the Vedic culture.

Cultural activities are contributing a lot to keep the customs alive. In the Caribbean countries like the West Indies and Jamaica, the Indian-origin people are mostly from the states of Uttar Pradesh and Bihar and they sing the folk music, this is how the customs are carried ahead,” Indrani Ramprasad, who is working as an independent researcher in Trinidad and Tobago, told IANS at the event.

Bal Ram Singh, organiser of the event and Professor at the School of Indic Studies, US, said that the Indian diaspora in the US is now gradually becoming aware of the existence of Vedic science and it is becoming popular among youths as well. “Lot of institutes and organisations like Chinamaya Mission, Ramakrishna Mission and even colleges have started organising Vedic classes in the US where the Vedic knowledge is being taught and the youths are showing interest to learn,” added Singh.

Not just the Indian diaspora, but the US people too are taking to the Vedic practices like Yoga, learning Vedas, and many are even opting for cremation instead of traditional burial.

Held at the Bharatiya Vidya Bhavan, the event saw seminars, discussions and interactive sessions on numerous topics related to Vedic culture.

Sessions were held on Vedic culture’s influence and existence in the lives of modern youth, integration of modern medical and ancient Vedic perspectives on overcoming ageing, reconstructing the contemporary world with Vedic science, nano technology and the Vedic science, rain forest and global water challenges with Vedic science, and some other.

We tried to bring into limelight the importance of Vedic culture in modern science and that’s the reason we took the angle for this year’s seminar. People are not so aware of involvement of science and Vedic culture and the seminar is to bring in focus on this subject,” Singh said.

(The above picked up from the wire service- Indo Asian News Service. IANS.)

 

Navaratri as the Celebration of the Female Shakti Culture of India

Dr. Bal Ram Singh, a Professor and Director of Botulinum Research Center, Executive Mentor of School of Indic Studies, Institute of Advanced Sciences, a former Professor of Biophysical Chemistry and Henry Dreyfus Teacher-Scholar, and Founding Director of the Center for Indic Studies at University of Massachusetts Dartmouth, writes on value of ancient Indian traditions for the modern times.

 “Feminine force is that inner strength, that power, that will to face down any negative circumstances in life and defeat them.” -Georgette Mosbacher

India as a culture faces most negative attention, especially from the Western media and intellectuals, including political leaders who unceremoniously lecture India on things they need to learn from this ancient civilization.

There is always a hue and cry over women in India for one reason or the other, be it political leaders like Indira Gandhi, Sonia Gandhi, Smriti Irani, Mayawati, Mamta Banerjee, Jaya Lalitha, etc., object of atrocities like Nirbhaya, Phoolan Devi, and many other rape victims throughout the country, activists like Vandana Shiva, Medha Patkar, Teesta Setalavad, etc., the spiritual leaders like Ma Amritanandamayi in Kerala, Anandamurti Guruma in Haryana, the Brahmakumaris in Rajasthan, Mother Teresa in Kolkata, Dr. Niruben Amin in Gujarat, and Didi Ma Ritambhara, who have millions of followers throughout the world.

As this is Navaratri and Dussehra time, we could use this festival to highlight some of the traditional ways in which India’s deep philosophies are practiced in regards to women. If we talk about the Navaratri goddess Durga, a word that comes from durg or fort. Durga is a symbol of fortitude, which comes to women naturally but men need to seek. Fortitude is a mental power, not necessarily the physical one.

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In a recent study, scientists found women’s brain is more resilient – “Women are able to carry higher levels of genetic defects without getting brain development disorders such as autism, supporting the possibility of a ‘female protective effect’, according to the study as per a news in Australian Broadcasting News (February 28, 2014).The study published in The American Journal of Human Geneticsgives clues as to why fifty per cent more males typically have an intellectual disability than females, and why boys are four times more likely to have autism than girls.

Traditionally, women in India under ideal conditions have high place in the society – Durga, Saraswati, and Laxmi, the goddesses of strength, knowledge, and wealth, respectively. Even 30-40 years ago, at least in eastern Uttar Pradesh, the place where Nirbhaya’s parents come from, girls names had Devi added as a suffix. It reflects what society perceived and professed for women’s high place. Kanya puja is still common throughout the country. The points reflect that women in general reflect the sattvic thoughts and action. And, society prospers when that sanctity is maintained.

Manusmriti (3.56), an ancient book of memoir, states that –

yatra nāryastu pūjyante ramante tatra devtā 

यत्र नार्यस्तु पूज्यन्ते रमन्ते तत्र देवता:

This is wrongly translated as  – where women are worshipped that becomes god’s abode. The real translation would be that where women raise themselves to the level of being worshipped, gods make that place as their abode. The onus here is on the women to raise their level with their knowledge, practice, management, and caring of the society. Worshipping Monica Lewinskys of this world will not make this world abode of gods.

Women in Sanskrit are known as stree, which means they can possess satva, rajas, and tamasic gunas at the same time in their role of mother, sister/daughter, and marriage partners. They are capable of performing these functions concurrently, as in multi-tasking today. Multitasking is women’s second nature, and neuro-scientific studies will be enriched by such analysis.

According a recent report published in CBC News (March 03, 2016) quoting Dr. Apostolos Georgopoulos, the director of the Brain Science Centre at the Minneapolis VA Medical Center “What we have found is that women, in many different tasks, process information about five times faster than men, and use much less of their brain to do identical cognitive performance.”

Man, on the other hand, is known as purusha (someone who pursues), because what women can accomplish/understand innately with their intuitive and perceptive power, men need to toil through learning, experiencing, and serving.

How is this difference possible? Women are right brain dominating individuals, whereas men are generally left brain dominated persons. Right brain performs intuitive functions such as art, literature, music, etc. whereas left brain is more analytical and performs math, language, technology type of operations. Right brain believed to operatefaster due to its parallel processing, and provides women with intuitive power much better than men. In India queens always sat along with kings to provide management to the kingdom, and in fact ruled their kingdoms in the absence of kings, and did well, including in battlefields.

In today’s intellectual world India as the rest of the world with few exceptions are considered as patriarchical as opposed to matriarchical society. This is not correct historically or practically, although men may have been assigned to manage the society more due to the foreign attacks the society faced in the past thousand years or so. Over five years ago, Tulsῑ Rāmayan stated that mother’s place is higher than that of the father. In Ayodhyākand Kaushalyā says –

‘jaun keval pitu ayesu tata। tau jani jahu jani badi mata’ 

जौं केवल पितु आयसु ताता। तौ जनि जाहु जानि बड़ि माता ,

which means if only father had given orders to Rām, then he did not need to go to the forest, since as a mother she holds higher position.

In Indian tradition a child is considered the most fortunate whose father is dharmatmā (righteous) and whose mother is pativratā (devoted to the husband). So, it is not easy to be an ideal mother and father. One has to work hard to reach that level, and ideal traits come from the sanskārs (values) of the family and society.

India’s daughters make majority of female graduate students in most US engineering graduate schools. That shows the true treatment of the daughters by a society, Nearly half of the Indian banks are headed by women, and have not defaulted unlike western banks. India’s housewives contribute most to the Indian economy, and Indian space programs, including its mission to Mars, is full of Indian women engineers. These are the true cultural reflections of India’s daughters, something Western world could easily learn.

In summary, women are naturally empowered, and have been accepted in Indian society as such, but it requires hard work to maintain the empowered state. They need to realize both their empowered state and the cost to maintain it. It will not come from government or modern feminist movements, which are based on ego, control, and division of the society.

How to Integrate the Ancient Educational System with the Modern Educational System

– Dr. Raj Kumar, Assistant Professor, Institute of Advanced Sciences, Dartmouth, MA.

The most important aspect of the ancient educational system was the “teacher” or “Guru”. The role and definition of Guru in ancient days was different from modern day spiritual Guru. The Guru was one who not only imparted his experimental and theoretical knowledge to his students; he was also responsible for spiritual and astral development of his students. Place of “Guru” is higher than God in ancient texts. According to Advyatarka Upaniśad (16th Verse) the definition of guru is as follows:

गुशब्दस्त्वन्धकारःस्यात्‌  रुशब्दस्तन्निरोधकः।
अन्धकारनिरोधित्वात्‌गुरुरित्यभिधीयते॥

Guśabdastvandhakāraḥ syāt ruśabdastannirodhakaḥ

Andhakāranirodhitvāt gururityabhidhῑyate।।

 Meaning: ‘Guru’ word is a mixture of two syllables – “Gu” means ignorance (andhakar or dark) and “Ru” (nirodh, or to remove) means to dispel or to restrict or to obstruct. The guru is seen as the one who “dispels the darkness of ignorance”. One must have faith in his Guru. No one can get happiness or achievements without having faith in his Guru. Ramcharitmānas also put “Guru” as a person who holds high esteem.

Guru ke vacana pratῑti na jehῑ  Sapanehu sugama na sukha sidhi tehῑ

māta pitā guru prabhu ke vāṇῑ  vinahi vichār kariha subh jāṇῑ।।

(Bālakānda)

Ancient Indian education is also to be understood as being ultimately the outcome of the Indian theory of knowledge as part of the corresponding scheme of life and values. Moral education was a perennial aim of Vedic education. The principles of Vedic education have been a source of inspiration to all the educational system of the world.

The modern education system in India is established by British, primarily introduced by Lord Thomas Babington Macaulay in 1830s, and later by Wood’s Magna Carta of Indian education in 1854. Teaching was confined to the class rooms and connection with the nature was broken, and also the close relationship between student and teacher was lost. Modern education is based on western system of text books and examination. There are primarily two motives of introducing textbooks culture in India; a) to stop producing new knowledge and make students think that they are mere consumers of the knowledge which the textbook writer wants to convey, b) reducing teacher’s authority on knowledge. Teachers lost the right of deciding what to teach and how to teach. They also follow the matter given in a text books. Examination was introduced to our education system so that students are limited to learn only those things which are supposed to be covered in the exam, not the complete things. This practice eventually narrows the area of knowledge. To pass exam students just memorize the content, without understanding, just to clear the exam.

National leaders, social reformers, and educated people alarmed by the erosion of educational system which also leads to the erosion of Indian culture. Organizations like Brahma Samaj (Raja Ram Mohan Roy), Prarthana Samaj (Atmaram Panduranga), Arya Samaj (Swami Dayanand), and Ram Krishna Mission (Swami Vivekanand), interpreted rationally and advised people to remain firmly rooted to the Indian culture and not get swayed away by the glamour and materialism of alien culture. Swami Vivekanand said, “Each nation like each individual has a theme in this life, which is its centre, the principle note, around which every other note comes to form the harmony. If any nation attempts to throw off its national vitality, the direction, which has become its own through the transmission of centuries, nation dies.

At present, we have lost the root of morality in modern education. There is no sense of discipline, behavior is irresponsible, less decision making ability and too much influence of materialistic mode of life among the students and teachers of our time. Alienation of modern generations from their roots and culture alarmed Gandhiji and he said, “My real education began after I had forgotten all that I had learned at school”. There is no doubt that modern education has given to India the key to the treasures of scientific and modern democratic thought. It is the west that has led the world in advancement in technology and science. It also opened the doors for liberal and rational thinking. It widened the mental horizons of the Indian intelligentsia during last two centuries. But somehow it got derailed and makes mind just a store-house of knowledge and discourage creative thinking. For building an ideal education system for today, we need an amalgamation of eastern culture and western methods which promotes liberal thinking and advancement in science and technology for the future.

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Although there is wide gap of education between ancient Indian education and modern education system, there is enough room where both can be integrated in theory and practice. Some prime elements are as follows: a) more preference should be given to character, truth, non-violence, spiritualism rather than wealth and materialism. b) The sense of discipline and cordial relation between teacher and students. For this, the teacher should enforce fair practices, presenting themselves as a respectful, create a culture of integrity in their classrooms, and show genuine interests in their students. Students should impart discipline, preservance, honesty, and good social values. c) Manan (meditation) and Nididhyananna (realization) techinques should be imparted in education to helps student in self motivation and concentration. d) “Simple living and High Thinking” should be the motive of student life. e) Education should be given to make student self sufficient. Education should include project based natural learning, individual and group accountability, challenging environment, collaborative learning, critical thinking, communication and research skills. After education students should be able to lead a sustainable life and encourage their neighbourhood and friends to have the same. f) Education system should be such that it not only preserves but spreads the culture, which should be amalgamation of social practices, traditional beliefs, and daily activities (should not include karamkānda or superstitious beliefs and traditions). g) It should infuse a sense of responsibility and social values. And h) the teacher should encourage self motivation in their students to inculcate responsibility and focus towards getting true knowledge, not to just become literate.

The ultimate aim of education should not be to fulfill the desires of life in the world, but for complete realization of self to achieve complete liberation, and Vedic education trained students to be truthful. It is important to remember that those who pursue the path of truth are never defeated.

सत्यमेवजयतेनानृतं सत्येनपन्थाविततोदेवयानः।
येनाक्रमन्त्यृषयोह्याप्तकामा यत्रतत्सत्यस्यपरमंनिधानम्॥

Satyameva jayate nānṛtaṁ Satyena panthā vitato devayānaḥ

yenākramantyṛṣayo hyāptakāmā yatra tat satyasya paramaṁ nidhānam।।  

(Mundaka Upaniśad 3-1-6 )

Rediscovering Indian Culture : The Imperatives of Progress

-Mr. M.S. Srinivasan, Senior Research Associate, Sri Aurobindo Institute of Research in Social Sciences, Sri Aurobindo Society, Puducherry, India.

Another key factor which has to be kept in mind is that culture, like any other human organism, is also capable of evolution and progress. The cultural vision of a nation can undergo expansion and enlargement, constantly enriched by new insights from the succeeding generations of seers, prophets and thinkers from within itself or from a cross-cultural fertilization. This fact applies not only to art, science, philosophy and literature but also to religion and spirituality.

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Spiritual experience and spiritual thought are also capable of progressive evolution in the form of new discoveries and revelations in the realm of the Spirit and new forms of creative self-expression and synthesis in spiritual thought. So the spiritual intuitions, revelations and discoveries of our modern seers like Sri Aurobindo, the Mother and Swami Vivekananda are also as much a part of our priceless cultural heritage as the revelations of our past seers. This is something which the orthodox exponent of Indian culture still refuses to acknowledge. He is ready to accept a new spiritual teaching if it does not cross the boundaries of the ancient teaching. He is also ready to accept innovations within these boundaries. But when the new revelations go beyond the ancient revelations and enter into unexplored vistas of the Spirit, he becomes suspicious and protests and complains. But is it wise to set such limits to the possibilities of the spiritual quest which is a quest for the Infinite? As Sri Aurobindo points out in one of his letters:

“Truly, this shocked reverence for the past is a wonderful and fearful thing! After all the Divine is infinite and the unrolling of the Truth may be an infinite process . . . not a thing in a nutshell cracked and its contents exhausted once for all by the first seer or sage, while the others must religiously crack the nutshell all over again, each tremblingly fearful not to give the lie to the ‘past’ seers and sages (Sri Aurobindo, Sri Aurobindo Birth Centenary Library (SABCL), Vol. 26, On Himself, Sri Aurobindo Ashram, Puducherry, p.135).

Swami Vivekananda also said something similar in one of his lectures:

“Is God’s book closed? Or is it still a continuous revelation going on? The Bible, the Vedas, the Quran and all other sacred books are but so many pages, and an infinite number of pages remain yet to be unfolded.  I would leave it open for all of them. We stand in the present but open ourselves to the infinite future. We take in all that has been in the past; enjoy the light of the present and open every window of the heart for all that will come in the future. Salutations to all the prophets of the past, great ones of the present and to all that are to come in the future (Swami Vivekananda, The Complete Works of Swami Vivekananda, Vol. 2, Adwaita, Ashrama, Mayavathi, p. 374).

The above inspiring words of Sri Aurobindo and Swami Vivekananda reveal the right attitude in dealing with the past and future of Indian Culture. Spirituality is the essence of our national genius: it is the “distinctive compe­tence” of our nation and the source of our national vitality. If the vitality of Western culture lies in its creative and progressive endeavour in secular sciences and the application of science to social progress, the vitality of Indian culture and civilization lies in its creative and progressive endeavour in spiritual science, thought and practice. The future of Indian civilization and culture depends on maintaining this creative and progressive attitude to our unique national genius and harnessing its potential for the progress and development of our own nation and humanity as a whole.

Rediscovering Indian Culture : The Universal, Temporal and The Specific

-Mr. M.S. Srinivasan, Senior Research Associate, Sri Aurobindo Institute of Research in Social Sciences, Sri Aurobindo Society, Puducherry, India.

There are two aspects of Indian culture which we have to study carefully and understand thoroughly in order to harness fully its creative potential: first is the element of universality in its essential insights which gives it a global validity, and second is the element of uniqueness of its essential temperament and genius which distinguishes it from other cultures and is therefore of special importance to India. The founders of Indian culture were not ordinary people or mere intellectual thinkers but spiritual seers, Rishis, who lived in constant communion with a universal and eternal consciousness beyond Mind and observed and knew from it the deepest truth of Man, Life and Nature. They tried to build human society on the foundations of some universal spiritual and psychological principles which govern human life in the individual and the collectivity. The values and ideals of Indian culture are based on and evolved from these deeper spiritual discoveries of our Rishis.

But the orthodox exponent of Indian culture asks us to accept this fact on the basis of a blind belief in the greatness of our ancient Rishis and wants to revive the old ideals and values as they were without any remoulding and modification. Such a static and inert approach to Indian culture can never be progressive and creative. If the insights of our ancient Rishis are to be brought back to life and made creative for the present, they have to become our own insights. We have to rediscover them through spiritual experience, vision, intuition or reasoning and make them our own. And if these insights have to become live and creative for shaping the future, we have to re-examine their applica­bility to the contemporary and emerging society.

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The insights of our ancient Rishis may have a universal and eternal relevance, but the way and the form in which they were applied or expressed in ancient Indian society have only a limited and temporary validity. The master­-builders of Indian culture may have seen the truth of things in its essence and wholeness, but the evolutionary condition or consciousness of the society in which they lived may not have been ready or prepared to receive, express and manifest the entire truth they had experienced. That the Vedic sages were well aware of this fact is clear from their description of humanity as a year-old infant. They might have revealed only that much of truth which the infant humanity of their times was able to assimilate and express. So there could be a considerable dilution of the original insights of the Rishis when these insights took a final form in society―a partial step down from the spiritual truth experienced by the seer to the truth revealed or sought to be realised in society; then there was further dilution in the mental ideal through which it was expressed in thought; and again a still further degeneration in the process of practical compromises which the ideal had to make in order to acquire a vital or material form in society. So one of the first tasks in revitalising Indian Culture is to recover the original spiritual and psychological insights behind its past ideals and forms and re-examine their relevance and applicability to the present society. The other task is to examine how best these insights can be re-applied to the progress and evolution of modern society by giving them new and greater forms of self-expression suited to the present evolutionary conditions of humanity.

The other aspect of Indian culture is its uniqueness, its special temperament and genius which distinguishes it from other cultures. The main features of this uniqueness are an inborn spirituality and passion for the Infinite,  a scientific and pragmatic turn of mind in the field of religion and psychology―or, in other words, in the field of spiritual and psychological self-exploration and self­-development,―its tendency to create the exterior from within; its primary stress on inner progress; its repeated emphasis on renunciation and sacrifice as the means for this inner progress; and finally, the great respect it has for the spiritual person who has attained inner realisation. There are many others, but these are the major features of the special temperament and genius of Indian culture.  We have to understand deeply and with clarity these different aspects of our national temperament and genius; make them the basis of our motivational strategies and try to manifest them in every area of our national life.