review of related literatu re -...
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Chapter II
REVIEW Of RELATED LITERATURE
2.1 Introduction
In previous chapter brief introduction of the research work has
been given. In the present chapter, review of related literature has
been presented.
According to John W Best and James Kahn (2006) “ A summary
of the writings of recognized authorities and of previous research
provides evidence that the researcher is familiar with what is already
known and what is still unknown and untested .”It is one of the
important steps in the research process.
Study of the related literature implies locating , reading and
evaluating reports of research as well as reports of casual
observation and opinion that are related to the individual’s planned
research project.
The Importance of the Review of Related Literature
i) The review of the literature is the basis of most of the
research projects in the physical sciences, natural sciences,
social sciences and humanities.
ii) It gives the researcher an understanding of the previous
work that has been done.
iii) The results of the review actually provide the data to be used
in research.
iv) It enables the researcher to know the means of getting to
the frontier in the field of our problem. Until we have learnt
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what others have done and what still remains to be done in
our area, we cannot develop a research project that will
contribute to further knowledge in our field.
v) The information thus gained saves much time of the
researcher.
vi) The importance of the review is quite obvious in delimiting
the research problem and in defining it better.
vii) It gives the researcher the insight he needs to convert his
tentative research problem to a specific and concise one.
viii) It provides the researcher with an opportunity of gaining
insight into the methods , measures, subjects and approaches
employed by other research workers. This, in turn will lead
to significant improvement of our research design.
ix) It can help the researcher in making him alert to research
possibilities that have been overlooked.
x) In the process of reviewing the literature the researcher is
alert for finding out research approaches in his area that have
proved to be sterile.
xi) A careful consideration of the chapters entitled
‘recommendations for further research’ in various research
studies guides us regarding the suitability of a problem
and in assisting us delimiting our research problem.
In the words of Walter R, Brog, “ The literature in any field
forms the foundation upon which all future work will be built.”
He further observes that if we fail to build this foundation of
knowledge provided by the review of the literature our work is
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likely to be shallow and naive, and will often duplicate work that
has already been done better by someone else.
Carter V. Good writes, “The keys to the vast storehouse of
published literature may open doors to sources of significant
problems and explanatory hypotheses , and provide helpful
orientation for definition of the problem, background for selection
of procedure, and comparative data for interpretation of results. In
order to be truly creative and original , one must read extensively
and critically as a stimulus to thinking.
2.2 Review of Related Literature
Saint Tukaram ( 1673) in his book Abhang Mantra Gita (vHkax
ea=xhrk ) has described Characteristics of Sattvaguna. In chapter
14, Gunatrayvibhagyog ( xq.k=; foHkkx ;ksx )he has discussed about
sattvaguna.
ƒ- xq.kHkos izd`rhpsA mRiRrhps dkj.k AA
lRo vkf.k jt reA iq#"kksRre lkax rw AA
„- jtrekal eksMwfu A ;s ok<wfu lRoka’kw AA
…- QG fueZG lRRokykA ts dkgh cksyyk A
jtkps QGs rs nq%[kA tjh #fp us ?ks eq[k A
m?kMs rekps [kkijA vKkukpk f’kjksHkkj AA
There are three qualities of prakruti, i.e. personality. These are sattva,
Raja and Tama. Sattva prevails over Raja and Tama. Sattva is fruitful,
Raja is sorrowful and Tama is lack of knowledge.
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Swami Abhedanand (1979) in his book True Psychology has
described ‘ Mental condition’. In the chapter ‘ Power of concentration’
he has discussed 4 states of mind.
1. Ksipta 2. Mudha 3. Vikshipta. 4. Ekagra state. In all these 4 states
there is different proportion of sattva , Raja, Tama. In vikshipta
state ( 3rd
state ) SattvaGuna starts increasing and overpowers Raja and
Tama.
Kolhatkar Krushnaji Keshav ( 1981) in his book Hkkjrh;
ekul’kkL=] vFkok lkFkZ vkf.k fooj.k ikrTty ;ksx&n’kZu has
described the views of Indian Psychology. He has presented different
Patanjali Sutras about Yoga.
In the chapter ‘ Samadhipad’ Sutra-2., he has described about ‘
Trigunas’. That Sutra is // ;ksxf’pRro`fRr fujks/k // He has explained
that Sattva, Rajas, Tamas are (Gunas) traits of chitta (mind). There are
different states of chitta depending upon which trait is dominant. In
Kshipta & Mudha state Rajas & Tamas Guna are dominant By studying
different Yoga practices like Dhyan & Manan, a person can change his
state of Chitta (mind). In the chapter ‘ Samadhipad’ sutra- 10, the
author has described characteristics of Gunas. That Sutra is
// Hkko izR;;kyacuk o`fRrfuaZnzk //
He has explained that, when Rajas & Tamas subsides sattva guna
becomes dominant and chitta is illuminating with knowledge. This is
very useful to a person.
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Swami Vivekanand ( 1988) In the book Bharatiya Vyakhyane
(Hkkjrh; O;k[;kus) in chapter Vedantache Vividh Pailu (osnkUrkps
fofo/k iSyw )and Vedanta (osnkUr ) , he has discussed about importance
of pure food.
vkgkj 'kq/nkS lRo’kqf/n%
lRo’kq/nkS /kzqok Le`fr%
When diet is pure, sattvaGuna increases and due to it memory becomes
stable. Food becomes impure due to inherent shortcomings of the
matter, thoughts of the person who prepares food and externally
mixed matters. In the chapter ‘ Vedanta’, Swami Vivekanand has
described about Trigunas. When Tamoguna is converted into
Sattvaguna, infinite powers are created and expressed by the person.
When a person follows rules about diet it is easy to enrich sattvaguna.
Yardi M.R. (1991) in his book ‘ The Jnaneshwari’ has described
Sattva, Rajas & Tamas as ‘qualities born of Prakriti’. They bind the
immutable Self to the body.--- Sattva, Rajas and Tamas are the names
of three Gunas and they are born of Prakriti. Of these three Gunas,
Sattva is the best , rajas is middling quality and tamas is inferior. All
these three qualities are seen in every mental state.
Of these, sattva-being pure- is luminous and wholesome. It binds
by attachment to happiness, and by attachment to knowledge. Rajas is
of the nature of passion, born of desire and attachment. It binds
through attachment to action. Tamas is born of ignorance. It binds by
inattention, sloth and sleep.
By suppressing rajas and tamas, sattva prevails. When the sattva
increases, over powering rajas & tamas, the person says ‘ I am so
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happy’. When rajas overpowers, then person feels that nothing is more
desirable than action. Greed , restlessness , activity, enterprise, craving
all these arise when rajas is on the increase. Dullness, inaction
negligence and delusion arise when tamas increases.When, in all gates
of the body, the light of knowledge shines forth, then one should
know that sattva has increased.
Shri. Prabhupad (ISCON) (J h d `J h d `J h d `J h d ` " . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k" . k H k k o u k e `r l a? k, (1991) - in
Religious Scripture ‘ Bhagvad Gita As It Is ’ (Hkxon~xhrk t’kh vkgs
r’kh) has described three qualities of nature. In chapter14, Guna
trayvibhagyog (xq.k=; foHkkx ;ksx) the three modes of material
nature have been discussed.
lRRokRlat;k;rs Kkua jtlks yksHk ,op
izekneksgkS relkS Hkorks·Kkuesop
Sattvaguna is illuminating, wholesome. It is an indication of
knowledge. Rajoguna is indication of greed and Tamoguna is
indication of sinful actions.
jtLre’pfeHkw; lRRoa Hkofr HkkjrA
jt% lRRoa re’pS; re% lRoa jtLrFkkAA
There are three qualities of nature. When one increases in person, the
other two subside. When sattvaguna increases, Rajoguna and
Tomoguna subside and vice versa.
Å?oZ xPNfUr lRRoLFkk e/;s fr"BfUr jktlk%AA
t?kU;xq.kofRRLFkk v/kks xPNfUr rkelk%A
Sattvaguna is most desirable. Rajoguna is of middle quality and
Tamoguna is inferior. One must try to increase sattvaguna.
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Mind Tools Ltd. (1995) Among essential skills for an excellent
career in article ‘Are you a positive or negative thinker?’, importance
of positive thinking has been discussed. Positive and negative thoughts
can become self fulfilling prophecies. What we expect ,can often come
true. Positive thinking is often associated with positive actions and
outcomes. You will enthuse others and they may well pitch in to help
you. This makes constructive outcomes all the more likely. Optimistic
people are happier & healthier. Dr. Martin Seligman, who has been
described as America’s most influential psychologist, has done
extensive research on thought patterns.
Zimmerman , Alan (2000) The author says in his article ‘Build
a Positive Attitude with the 4 Day Attitude Diet’ that when you
compare age, gender, upbringing , education, IQ and just about
any other factor you can think of , research says that positive
attitude is the little bit of difference that makes all the difference
in success in both your personal and professional lives. In fact,
the research makes it clear that attitude is more important than
any other element when it comes to ensuring success.
Positive Attitude Day 1 : Fill your mind with positives.
Positive Attitude Day 2: Affirm yourself.
Positive Attitude Day 3: Think only good things about people.
Positive Attitude Day 4: Speak only positive words.
When we have a positive attitude, we refuse to use a
loser’s language. If we talk like a loser, we’ll end up losing. As
George Schultz, the former U.S. Secretary of State said “ The
minute we start talking about what we’re going to do if we lose,
we have lost.”
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Deshmukh Bhupal (2003) in his article ‘Ayurved and Mind’, has
discussed the relation of Ayurveda with mind. He has described
properties of mind functions and powers of mind, fallacies of talent,
and mind, mind & diet, examination of flow of thoughts in mind etc.
He has also described characteristics of sattvaguni person. According
to Ayurveda, absence of cruelty, proper likeness for all, truthfulness,
religiousness, orthodoxy, knowledge, work for good things without any
expectations, talent, intelligence, happiness are some of the
characteristics of sattvaguni person.
Varma Ravindranath & Varma Anjubala (2003) in their article ‘
Relation of food with psychology : Ayurvedic Perspective,’ have
described property of mind, relation between mind & body, daily habits
responsible for psychological disorders and how vitamins & minerals
affect psychology of people and conventional treatment verses
Satvavijay ( lRofot;). They say,for sound and healthy mind one
should nourish satvik behaviour which can be attained by changing our
eating pattern to satvik food. According to Ayurveda, Sattva, Raja,
Tama are basic characters and are related with mind. Leafy vegetables,
fruits, fresh roots, legumes, milk etc. are having sattvik characters.
Food containing Jal Tatva are mentioned as Satvik food.
R. Kumar Bhasker & B.S.Vijay Kumar (2005), In proceedings of the
‘Orientation course in value education for in-service teachers’
organised by Shri Satya Sai Institute of Higher Learning (Deemed
University) ,Prasanthi Nilayam (A.P.) have described the course in
value Education for in service teachers..
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The theme of the course is,
i) Concept, philosophy, methodology of value-oriented education.
ii) Value oriented education at Shri. Satya Sai Institute of Higher
Learning.
iii) Role of teachers and parents in value oriented education.
iv) Factors, issues and methods of value oriented education.
v) Teaching of various subjects with value orientation.
Observations of the Authors
Value education is the only panacea for all the societal maladies
today Teachers are the most important change agents in education
system in general & value education in particular. Teachers ought to
impart values predominantly by role modeling, supplementing through
pedagogy. Conscienciously developed teaching methods such as
carefully devised lectures, role plays and experiential learning systems
play an important role in value education. Value education should be
undertaken as a natural part of teaching of all courses by all teachers
and also through specially designated courses, and finally through a
systematized pattern of life : yoga , meditation, prayers, congregational
prayers to counter the pernicious effects of the electronic age on the
children.
Patil Geetanjali S (2005) in her article “Basis of value Education- A
philosophical analysis” has explained the concept of Chitta and its
states. As Swami Vivekananda says, Chitta is like a water tank , our
thoughts are like the waves & the Atman (soul) is like the bottom of the
tank.
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Three main states of chitta are -
i) Darkened or Tama State .
ii) Active or Raja State
iii) Enlightened or Satwa State.
If darkness prevails in the life of person, he proves to be
dangerous for him self and for the society. Great Indian thinkers have
insisted on enabling the student to proceed towards the internal source
of light i.e. Atman. Thus, it is the basis of value education and
guidance for self evaluation.
Decides whether the thought Throws light on the thoughts
is good or bad and according dwelling in mind.
to it action.
Waves of thoughts dwelling in mind
The teacher will have to provide the students criteria for good
thoughts.
Samarth Ramdas Sartha Shri Dasbodh (lkFkZ nklcks/k ) ( Editor –
Prof. K.V. Belsare ) 18th
edition (2006) : has described characteristics
of Trigunas. In Dashak 2nd
, Samas 7th
(n’kd „jk lekl ‰ ok ) he
has discussed characteristics of sattvagunas. Love for god, Vivek
(foosd ), learning, teaching, donation, not using hard words, sympathy,
balanced behaviour, warmth, satisfaction, steadiness, good memory,
Intellect
True Self
(Atman)
Mind
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storage of sattvik books, religious scripts, positive attitude, mind
control, calmness, quietness are all characteristics of sattvaguni person.
In Dashak 2, he has described characteristics of Tamoguni and
Rajoguni person. When SattvaGuna increases, there is light of
knowledge.When Tamas increases dullness, sleep, inattention, delusion
increases. It is the lowest quality. When Rajoguna increases passion,
greed, restlessness increases. It is middle quality. Sattvaguna is always
desirable. When one guna increases, other two subside. Sattvaguni
person is always stable. So, for teachers, sattvaguna is important and
desirable.
Tejguru Sirshri, Tejparkhiji,(2006) : in his book ‘Swasthya Trikon
(LokLF; f=dks.k ) Triangle of Health has discussed the importance of
diet for building up and maintaining body properly. He has explained
Trigunas, their characteristics and relation of trigunas with diet. He has
explained the triangle and star of Panchasharir (iap’kjhj).
Meal eue;h 'kjhj
foosde;h 'kjhj v Uue;h 'kjhj
Yoga Sleep izk.ke;h 'kjhj v kuane;h 'kjhj
In that he has explained ‘ Annamay Sharir’ (vUue;’kjhj). Author says
that Sattva, Raja and Tama are three, qualities of the body. Among
these three Sattvaguna is most desirable and for enrichment of
sattvaguna sattvik food should be taken. Author has stated
characteristics of Tamas, Rajas and Sattvik persons. He has given
different words for their sleep. Tamas persons are passive, dull, in
iap’kjhj
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active . Their sleep is known as ‘ Kumbhakaran’ (dqaHkd.kZ) sleep. Rajas
persons are too much active, restless, always busy. They like spicy oily
food. Their sleep is known as ‘ Ravan’ (jko.k) sleep’ Sattvik persons
are balanced, hard working, not tired. They eat only when they are
hungry. Their sleep is known as ‘ Rest of Ram’ (jke ).
Lopper Jerry (2007) The author says in his article ‘The power of
Positive Attitude, Benefits of Positive Thinking, Positive Mental
Attitude & Optimism.’ that Positive psychology studies indicate a
positive attitude, along with an optimistic outlook and positive
thinking, can bring better health and greater happiness.
Positive attitude, positive thinking, and optimism are now
known to be a root cause of many positive life benefits- the good
life and well being. You’ll live longer and be healthier and happier
with a positive attitude towards life. In addition , you’re more
likely to be successful. Learn to use the power of thinking
positive, adopting positive attitudes, and affirmations to gain
important life benefits.
Attitude is a mental position relative to a way of thinking
or being; a learning towards that which you believe. A positive
attitude is, therefore, the inclination to generally be in an
optimistic, hopeful state of mind.
Optimists believe they are accountable for good things and
that good things will generally come their way. If something bad
comes instead, optimists tend to write if off as an isolated
incident, an anomaly, or something out of their control ; optimists
believe things will be better in the future.
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If you’re a person whose first thoughts about the meaning
of something that’s happened are negative thoughts, be encouraged
by the knowledge that the first step towards a positive attitude
and positive thinking is to simply think another thought. Thoughts
are under your control.Your pessimistic way of thinking is a habit ;
habits can be changed.
Chincholkar Sunil (2008) : in his book Dasbodhache Manasshastra
(nklcks/kkps ekul’kkL= ) has described the three qualities of
personality in the chapter ‘Trigun Vichar’ (f=xq.k fopkj ). He has
discussed characteristics of sattvaguna. Sattvaguni person is always
satisfied minded, philanthropist, proper decision maker. He loves God.
He is steady minded. He has given different examples for Tamoguni
and Rojoguni person. Sattvaguni person always donates different
things.
Shri Shri Ravi Shankar (2008) : in his book ‘Wisdom for the New
Millennium’ has discussed human values. In chapter VI ‘Human values
in the classroom. A talk to Teachers he has explained that basic human
values need to be encouraged in the classroom. Teachers need to
uncover the values. These values are compassion, cooperation,
friendliness, smiling, lightness, wanting to help, sense of
belongingness, caring for each other. He also says that food plays a big
role in a child’s development.
Dekhane Ramchandra (2008, April 30) : in his article ‘Santavani’
(larok.kh) ‘Sathvachi Hetu Dnyan’ (lRRofp gsrq Kku ) in Dainik
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‘Pudhari’ has discussed about Trigunas from Dnyaneshwari and
Bhagvadgita.
Eg.kkSfu ck js vtwZuk A
;sFks lRofp gsrq KkukA
tSlk dk fnuekuk A
lw;Z gk iSAA ƒ†@„ˆ‡AA
He has explained this shloka from Dnyaneshwari. He has taken
reference from Bhagvadgita.
lRokRlatk;rs Kkua
jtlks yksHk ,o pA
Sattvaguna creates knowledge, Rajoguna creates greed, & Tamoguna
creates misbehaviors in person. All mistakes, disorders in life are
created by Tamoguna. When sun shines, darkness disappears likewise
when sattvaguna increases,the state of ‘lack of knowledge’ disappears.
There appears ‘knowledge’ in one’s life.
Narayan , Shobha (2008). in her article ‘Stripping the soul out
of Yoga ?’ says that Yoga, in India is a spiritual practice more
than a physical one. In America, they have adapted it to reap its
physical rewards while paying scant heed to its spiritual aspects.
The word yoga is derived from the Sanskrit word yuj, which
means “ to yoke” Yoga practices yoke- or unite - the self with God.
A great yogi , Patanjali, codified yoga into a book called the
Yoga Sutras some 5000 years ago. Before Columbus discovered
America and before Vasco da Gama initiated the spice trade
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between Portugal and India, Patanjali become obsessed with the
mind – body connection and wrote a treatise about it.
Yoga is not a religion. Rather, it is part of the Hindu-
religion , just as prayer is part of many world religions. Yoga is
a means towards realizing God, a spiritual mystical path towards
higher consciousness.
Yoga in its more holistic form incorporates many Hindu
concepts such as karma, reincarnation, chanting the word Om,
and meditation. But just as singing carols doesn’t make you a
Christian, doing yoga asanas doesn’t make you a Hindu. But if
you want to practice yoga as Patanjali envisioned and devised it,
that may involve embracing such Hindu concepts as chanting ,
fasting and studying the Vedas.
The beauty of yoga is that it is both encompassing and
narrow. You can improve concentration and your physical well-
being by doing yoga asanas. You can also achieve moksha
(liberation) if you “take it all the way” by following a daily
regimen of asanas at dawn adhering to a sattvik diet ( one that
includes pure and healthful foods) , studying Vedic texts, and
learning to control the mind and body through celibacy.
Great yogis in India radiate joy as well as a childlike
innocence that is devoid of ego, greed and ambition.
Virk G.S. (2008) The author says in his article ‘ Heavenly Gardens
-Meditation Pratice Meditation Relaxation’(Translation of original
sanskrit scripture larks"kknuqRre% lq[kykHk% AA42AA) says that
Satisfaction gains incomparable relaxation and happiness.
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It means, the aura of relaxation and happiness keeps a
satisfied human being encircled in its delightful embrace when
the mind is made satisfied it automatically becomes distressfree.
When the mind become distressfree, the bliss of relaxation and
happiness envelopes and spreads its radiance in all directions.
Thereafter , a person does not ever become unhappy. Desire and
greed aspects do not touch the person who has attained the bliss
of satisfaction and who has renounced his cravings. In order to
achieve this, it is essential that thoughts of mind are made
satisfied and cravingfree consciously. The method of disciplining
the mind lies through the path of meditation relaxation.
Wikipedia the free encyclopedia. Sattvic Diet. (2009)On the site,
the information about Sattvic diet was given A sattvic diet, also
referred to as a yoga diet or sentient diet, is a diet based on
foods which, according to Jainism, Ayurveda and Yoga are strong
in the sattva guna , and lead to clarity and equanimity of mind
while also being beneficial to the body. Such foods include
water, fruits, cereals, bread, most vegetables , beans, nuts, grains,
milk and milk derivates ( cheese, butter, ghee, cream, yogurt) and
honey.
Although it has been suggested that one can arrive at the
sattvic diet through trial and error, it can be most helpful to
consider the general characteristics of the sattvic diet, which
traditionally is described as pure foods that are rich in prana.
Organic foods are therefore recommended for both their purity and
vitality.The food should be fresh and freshly prepared. Leftovers
are decidedly tamasic. Pure, sattvic food needs to be chewed
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carefully and eaten in modest portions. Overeating is tamasic. The
food should be enjoyed for its inherent taste and quality, rather
than the spices and seasonings that are added. Too much salt and
spice has a rajasic effect.
Department of Education, Davidson College, Davidson (2009)
Davidson college has prepared conceptual framework preparing
the Future – Ready Educator.
Content
Leadership Diversity
Reflection Facilitation
Knowledge
In the summer of 2009, the Dept. of education adopted a
new conceptual framework for teacher education programme in
order to emphasize 21st
century skills and to align the programme
with the State Board of Education. Such professionals must be
critical thinkers, problem solvers, innovators, effective communicators,
effective collaborators, globally aware, financially and economically
literate.
These characteristics are embedded in the North Carolina
Professionals Teaching Standards, approved by the State Board of
Education on June 7, 2007 and represented in the Teacher candidate
Evaluation.
Teacher Education candidates will provide evidence that
they have achieved proficiency in each of the following
The future
ready
Educator
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i) Leadership - Teachers demonstrate leadership by leading in
their classrooms, schools , teaching profession by advocating
for schools and ‘students’ and by demonstrating high ethical
values.
ii) Diversity – Teachers establish a respectful environment in
which each child has a positive, nurturing relationships by
treating students as individuals.
iii) Content knowledge – Teachers demonstrate knowledge of the
content by recognizing interconnectedness of content areas
disciplines, by making instruction relevant to students.
iv) Facilitation - Teachers facilitate learning by helping students
develop critical thinking problem solving skills, students
work in teams and develop leadership qualities by
communicating effectively.
v) Reflection - Teachers reflect on their practice by analyzing
student learning , by linking professional growth to their
professional goals and by functioning effectively in a
complex , dynamic environment.
Swami, Radhanath (2010) The author says in the article
‘ Spiritual Dimension to Positive Attitude’ that the Bhagavad Gita
gives a complete understanding of a human being. It says that our
body consists of eight basic material elements. Five are gross
elements –earth, water, fire, air, and ether ; and three are subtle
elements-mind, intelligence, and ego. Besides these inferior elements
that make the body, there is a superior nature which is the spirit
soul, the conscious life force within all of us. The nature of the
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soul, the atma, is that it is sac-cid-ananda, eternal, full of
knowledge and full of bliss.
The Bhagavad Gita especially teaches about the spiritual
dimension of life and its relationship with the mental, intellectual,
egoistic and gross forms of matter. It is the greatest and deepest
science of reality . It trains us how to have a positive blissful
attitude in every situation that could come upon-us including death.
The Bhagavad Gita says that there is a reason for everything .
One should not see anything as totally bad, Rather, one should
look for the good opportunity even in the bad.
2.3 Review of Ralated Researches
Das K (1975) submitted his Ph.D thesis entitled ‘ The concept of
personality in Sankhya Yoga & the Gita.’ The Aim of his study was to
determine the concept of personality as found in the Sankhya Yoga &
Gita. The method was Analytic – Synthetic method.
The Related Findings of his research were as follows
i) The personality as found in the Sankhya Yoga was a pattern of
dynamic organization of psycho-physical constructs of nature,
having a self or spirit as inherent principle of consciousness &
technology, working in & responding to the environment in ways
peculiar to its own for the experience & realization of the
spiritual principle.
i) Consciousness was present in varying degrees, in all things &
beings.
ii) Personality had two aspects, the conscious & the unconscious,
the former was the principle of knowledge & latter of activity.
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iii) The Sankhya Yoga & Gita mainly stressed the training of the
will or intellect so as to function according to the principle of
reason & to avoid the forces of restlessness & ignorance.
Babu A. S. ( 1978 ) submited his Ph.D thesis entitled ‘ A Study of
Shri. Aurobindo’s philosophy to Shrivenkateshwara University.
Purpose of his study was to interpret Shri. ‘Aurobindo’s philosophy of
education based on his philosophical treats & educational writings.
The related Major Findings of his research were as follows
i) The psychic being was the divine aspect of man.
ii) With Psychic realization man would be aware of truth, good &
beauty.
ii) In all great people, in saints, in sages, in seer, it was the psychic
consciousness that worked.
iii) The psychic being could be realized through education.
iv) The barriers of egoism & the effects of ego personality became
demolished when the psychic being became predominant in the
child’s personality the psychic education.
v) World orientation & social orientation the education were both
independent & necessary pursuits, irreducible to any other
pursuits. They had instrumental value & their perfection formed
the basis or the ground for any further growth of the child.
vi) In education, an empirical perfection & spiritual perfection had
to find place for a harmonious & integral development of the
human personality.
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Nair V.S. (1980) submitted his Ph.D thesis entitled ‘Educational
ideas of Swami Vivekananda’ to Kerala University
The Related Objectives of his research were as follows
i) To find out the philosophical basis of education, psychology of
education, & socio-political & cultural aspects if education.
ii) To find out the significance of Vivekanand’s ideas in modern
times.
The Related Major Findings of his research were as follows. –
i) To him, the ultimate aim of education was self-realization . He
firmly believed that character was more important than rights.
ii) According to Swami Vivekanand, no teacher could educate a
child because it grew according to nature.(His application of the
analysis of the human mind as sattva, rajas & tamas had a great
bearing on the modern educational psychology.)
Mutha D.N. (1980) submitted his Ph.D thesis entitled ‘An Attitudinal
& Personality Study of Effective Teachers’ to Jodhpur University.
The Related Objectives of his research were as follows
To identify the factors attitudinal, motivational,& personality which
differentiated effective teachers from ineffective ones.
The Related Major Findings of his research are as follows
i) Sex, professional training, nature of schooling & in come level
were significantly associated with the teachers effectiveness.
ii) Personality variables ascendance- sub mission, anxiety, marital
adjustment, extroversion, neuroticism, job satisfaction, teaching,
aptitude, real self-ideal, self-discrepancy, religious, value, social,
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theoretical value, aesthetic value, economic value, political value
& intelligence significantly predicted the teachers effectiveness.
Dev B. R.(1981) submitted his Ph.D thesis entitled ‘The spiritual
element in the educational philosophy of Mahatma Gandhi’ to
Maharaja Sayajiraw, Baroda.
The Related Objectives of his research were as follows. –
i) To prove that the actual purpose of all education was self-
realization.
The Related Major Findings of his research were as follows. -
To help the child to be successful in life the teacher, who is the
guide must see to it the child is motivated and (he as a teacher, is doing
his work, properly with love, self respect, dignity as well as respect &
consideration for others.) Gandhiji wanted man to be proficient,
efficient & productive by knowing himself and his environment.
Shukla S.C. (1982) submitted his Ph.D thesis entitled ‘ Integration of
Yogic philosophy and Practices in the Modern system of Indian
education’ to Kumaun University.
The Related Objectives of his research were as follows
i) To study the Yogic philosophy & practices, their implications for
human life & for education of the individual.
ii) To examine the significance of Yogic exercise for the
development of a well balanced personality.
iii) To estimate the scientific relevance Yogic philosophy.
iv) To design a curriculum on yoga for various levels ( Primary,
junior, secondary, higher.)
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The Related Major Findings of his research were as follows. -
i) Yoga was important for physical, mental & spiritual
development of human being.
ii) Yoga could be integrated with the educational system with co-
curricular activities like N.C.C., N.S.S. etc.
iii) Yoga could be introduced as a separate or an optional subject in
the curriculum, also be integrated with the informal schemes of
education.
iv) Yogic Suksama- vyayam should be encouraged for developing
the power of the Throat , eyes & ears & will power & memory.
v) Yoga education should be an integral part of teacher education.
Kesari H. (1986) submitted his Ph.D thesis entitled ‘ The Gita as
Learning Process with reference to modern Education’ to Osmania
University.
The Related Major Objectives of his research were as are follows.
i) To study concepts relating to Individual self, education for
material welfare, fearlessness & the process of education.
ii) To analyses the teaching – learning process relating to the
fundamental causes of all human problems.
The Related Major Findings of his research were as follows
i) Bhagvat Gita is textbook of teaching- learning process to educate
man in the development of the Inner man
ii) The Gita is a textbook of action on the philosophy of life for
development of the whole personality, material as well as
spiritual.
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iii) The Gita gives the right meaning of education, conveying that
education is life & life is education.
iv) The Gita Mataphysics (Brahma Vidya) & it’s teaching learning
process ( Yoga sastra ) are for the development of the total
personality for the realization of Truth.
v) The learning process of the Gita helps man to develop an
integrated personality-victory of the spirit over nature.
Gupta, B.D. (1988) submitted his Ph.D thesis entitled ‘ Intelligence,
adjustment and personality needs of effective teachers in science
and arts.’ to Agra University.
The Related Objectives of his research were as follows
i) To correlate teacher effectiveness with intelligence,
adjustment and personality needs.
ii) To find out personality characteristics which differentiate
effective and non effective teachers.
iii) To analyse the differences between the following groups of
effective teachers a) science and arts teachers, b) male and
female teachers, and c) rural and urban teachers, in respect
of intelligence, adjustment and personality needs, iv)to
analyse the differences between adjustment scores of the
following groups of effective teachers a) science and arts
teachers, b) male and female teachers and c) rural and urban
teachers, v) to analysis the differences between the
personality needs scores of the following groups of effective
teachers. a) science and arts teachers, b) male and female
teachers and c) rural and urban teachers,
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Methodology of his research was follows
In the study 46 science teachers and 298 arts teachers were
taken from the 39 intermediate colleges of Aligarh District. The
tools used include Teacher Effectiveness Scale of Pramod Kumar
and D.N. Mutha, Samoohik Mansik Yogyata Pariksha of
R.K.Tandon, Adjustment Inventory of S.K.Mangal , and Personal
Perference Schedule of R.R. Tripathi. The researcher also used the
Concurrent Correlation -cum Concurrent Comparison of Contrasting
Groups Design. The statistical analyses included mean, mode ,
median , S.D., skewness , kurtosis, ‘t’ test and chi-square.
The Related Major Findings of his research were as follows
i) Science and arts teachers did not differ significantly with
respect to adjustment and academic and general environment
of the institution.
ii) Effective science and arts teacher did not differ with
respect to professional adjustment.
iii) Effective arts teachers were found significantly better
adjusted in personal life than effective science teacher.
iv) Effective arts teachers were significantly higher than effective
science teachers on financial adjustment and job satisfaction.
v) So far as total adjustment was concerned effective arts
teachers were significantly superior to effective science
teachers.
vi) Effective science teacher had significantly more n-ach , n-
abasement, n-endurance and n-aggression than effective arts
teachers .
vii) Teacher effectiveness was found to be related to the age of
the teachers . There were found most effective in the
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age-group of 30-39 years ; after that their effectiveness went
on diminishing.
viii) Teacher effectiveness was found to be related to experience
of the teachers. They were found most effective in the
11-15 years experience group after that it began to decline.
ix) Teacher effectiveness seemed to be related to salary . The
number of effective teachers decreased as the salary
increased 10) Teacher effectiveness was not related to
gender .
Macfarland, M. Claire. (1988) submitted his Ph.D thesis entitled
‘A study of the effects of the effective classroom communication
programme on secondary school teacher.’ to Delhi University.
The Related Objectives of his research were as follows
i) To ascertain the human relations skill of a group of
teachers in English-medium schools,
ii) To improve the human relations skill of the same group of
teachers by training them in the skills of the effective
classroom communication programme.
iii) To discover whether as a result of such training there is
measurable improvement in this group of teachers effective
classroom behaviour, and
iv) To suggest measures for improving the human relations skill
of teachers.
Methodology of his research was as follows
The study had a pre-test-post-test design having an
experimental and control group. The experimental group comprised
10 randomly selected schools, 27 teachers and 867 pupils for pre-
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and post test. The control group consisted to eight schools, 26
teachers and 843 students in the pre-test where as in the post test,
the number of pupils decreased to 829. The tool used for the study
was the Index of Adjustment and Values (Adult and Junior - IAV)
The collected data were treated using inferential statistics.
The Related Major Findings of his research were as follows
i) Teachers in the experimental group scored significantly
higher than teachers in the control group on their post test
measures of a) self –acceptance, b) communication, c)
initiating affective messages, d) congruence self-disclosure ;
they also used more democratic methods.
ii) Level of regard, empathy, unconditionally of regard , and
congruence indicated a more positive attitude towards school.
More. R.T. (1988) submitted his Ph.D thesis entitled ‘A study of
the relationship between personality, aptitude for teaching and
effectiveness of secondary teachers.’ to Nagpur University.
The Related Objectives of his research were as follows
i) To find out the standard of in service teachers by
evaluating the relationship between the teaching
effectiveness , the teaching aptitude and the personality of the
teachers
Methodology of his research was as follows
The sample comprised 500 male and female teachers taken
from secondary schools in Nagpur , Wardha, Bhandara, and
Gadchiroli Districts, through purposive sampling . The tools used
were Cattell’s 16 Personality Factors Questionnaire ( Hindi version
of S.D. Kapoor ) the Teaching Aptitude Test (TAT) of Jaiprakash
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and Shrivastava and the Teacher Effectiveness Scale of Pramod
Kumar and Mutha. The collected data were treated using
quantitative techniques.
The Related Major Finding of his research was as follows
i) Out of the 16 personality factors, only six factors were
found to be positively correlated with teaching effectiveness,
of which intelligence was the most important.
Mittal Anupma. (1989) submitted his Ph.D thesis entitled
‘Personality characteristics and observed classroom behaviour of
secondary school teacher.’ to Lucknow University.
The Related Objectives of his research were as follows
i) To study objectively the proportion of direct telling and
indirect elicitation in the teaching performance of secondary
teachers, and
ii) To relate the same to their age, sex, medium of instruction,
class level, general personality characteristics and teaching
personality type.
Methodology of his research was as follows
The sample of this study consisted of 164 teachers from
eight randomly chosen secondary institutions of Lucknow City.
The tools used for data collection included, the Modified
Observation Category System of Flanders, Cattell’s 16 PF
Questionnaire, and Teaching Personality Questionnaire (TPQ) of
Gupta. Two lessons were observed for the same teacher in two
different classes and subjects. Then the Direct-Indirect (I/D) ratio
of different categories of teachers was determined on the basis of
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the aforesaid variables and the significance of the difference of
their mean I/D ratio was statistically examined.
The Related Major Findings of his research were as follows
i) Personality characteristics wise the outgoing , more
intelligent, emotionally stable, humble , sober, conscientious,
restrained, tender-minded, trusting, imaginative, shrewd,
apprehensive, conservative, group-dependent, controlled , and
relaxed teachers were found to be more indirect in their
classroom behaviour than the reserved, less intelligent ,
affected by feelings, assertive, happy-go-lucky, expedient,
venturesome, tough-minded, suspicious, practical , forthright,
placid, experimenting , self sufficient , self-conflict –ridden
and tense teachers.
ii) On the whole teachers with positive and neutral attitude
towards teaching obtained higher I/D ratio than teachers
with negative attitude towards teaching.
iii) Senior, experienced and trained teachers had higher I/D ratio
than younger, less experienced, and untrained teachers.
Choudhury, Namita Roy. (1990) submitted her research paper
‘Personality of the teacher and classroom discipline to Indian
Educational Review’
The Related Objectives of his research were as follows
i) To find out the effective personality factors of teachers for
maintaining classroom discipline
ii) To find out the correlation between personality factors of
teachers and classroom discipline, and
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iii) To compare the two groups of teachers, effective and non-
effective, for maintaining classroom discipline.
Methodology of his research was as follows
The sample consisted of 500 secondary school pupils and
50 secondary school teachers of Bombay City. The random
sampling technique was used. A 10 – point rating scale, and the
Teachers, Personality Rating Scale were used as tools. Mean, SD
and bi-serial correlation were computed to treat the data.
The Related Major Findings of his research were as follows
i) The teachers who scored high on the basis of the
assessment on the ‘Teachers’ Personality Rating Scale were
found effective in maintaining classroom discipline,
Sharma, Adarsh, (1990) submitted his Ph.D thesis entitled ‘Nature
and development of personality in the Bhagwad Geeta:
Educational relevance in the present society.’ to Kurukshetra
University.
The Related Objectives of his research were as follows
i) To study the emergence of human personality from the
metaphysical reality and its basic constructs ,
ii) To study the specialisation of the traits of an exalted
personality after regimented means,
iii) To study the validity of the teachings of the Bhagwad
Geeta for the present society, and
iv) To find out the contribution of the Bhagwad Geeta to
educational philosophy.
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Methodology of his research was as follows
Critical study of the original Sanskrit text of the Bhagwad
Geeta for the , available traditional Sanskrit commentaries for under
standing the text , and the works of modern scholars were used
in the study.
The Related Major Findings of his research were as follows
i) According to the Bhagwad Geeta, the personality of man
has three constructs: the physical body, the subtle or psychic
body, and the soul (Jeeva)
ii) The all pervasive conscious principle, called Brahman, is
inherent with the creative potential (prakriti) of speculation
(sattva guna), formulation of limitation (rajas guna ) and
finalisation or destruction (tamas guna)
iii) The sattva, rajas and tamas that define the three dispositions
of the inherent creative potential (trigunmayi prakriti) are
interlocked.
iv) The all pervasive consciousness is said to be the absolute
witness principle.
v) This principle, through its creative potential, idealistically
creates infinite units of psychic constructs and subtle
elements of earth, water fire, air and ether which through
the creative agency, further develop into gross physical
forces of the universe, and various plants and creatures. 6)
A synthesised assimilation of jnana , vijnana, spiritual values
and material assets recommended in Bhagwad Geeta can
help in developing a comprehensive curriculum for achieving
a harmonious relationship with society, nature and spirit.
7)The Bhagwad Geeta acknowledges the ideal studentship of
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Arjuna that can be incorporated with the situational learning
of students.
Lohakare, S.S. (1991) submitted his Ph.D thesis entitled has
studied ‘ A study of the educational philosophy in Samartha
Ramdas Swamy’s Shri Dasbodha with reference to the values of
life.’ to Nagpur University.
The Related Objectives of his research were as follows
i) To study critically the educational philosophy of Samarth
Ramdas as depicted in Shri Dasbodha. and
ii) To find out the position of inclusion of the educational
ideas contained in shri Dasbodha in the curriculum of
Marathi for Classes V to X and utility of the educational
philosophy in the curriculum.
Methodology of his research was as follows
Critical analytical study of Shri Dasbodha articles, letters,
criticism, notes and other documents related to the book
supplemented by interature of followers of the Shri Dasbodha
literature served the study.
The Related Major Findings of his research were as follows
i) The values cherished by Samarth Ramdas, inter alia , include
a) personal values- selflessness, industriousness, simplicity,
self-evaluation ability, self control, purity, leadership,
judiciousness, faith in science, efforts, rationality, b) social
values- comprehensiveness , equality , friendship, sacrifice,
(attitude for) secularism, brotherhood , tolerance , good
mannerism, c) moral values responsibility, truthfulness,
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sympathy and love for nature. d) spiritual values - faith in
God, indifference, love and aesthetic attitude.
ii) Educational philosophy depicted in Shri Dasbodha includes
spiritualism , realism pragmatism and naturalism.
iii) The study found inclusion or reflection of certain elements
of the educational philosophy of Shri Dasbodha in moral
and spiritual values recommended by a) Shri Prakasha’s
Committee (1960) b) The Kothari Commission’s Report
(1964-66) c)The Standard IX textbook’s Marathi poem Ram
Rajya, and d) The values cherished in Indian life in general .
A lot of similarity was found in the concept of public
welfare envisaged in the Report of the Education Commission
(1949) and the concept of Anand-Van-Bhuwan of Ramdas.
Gupta , Alka (1992) submitted his Ph.D thesis entitled ‘A study of
students academic satisfaction is related to their personality needs
and personal values.’ to Allahabad University.
The Related Objective of his research were as follows
i) To measure the academic satisfaction of graduate students
ii) To find out the relationship of student’s academic satisfaction
with their personality needs and personal values.
iii) To compare most satisfied and least satisfied students on
various personality needs and personal values.
Methodology of his research is was follows
A stratified random sample of 579 B.A. (II) students (278
males and 301 females ), selected from the affiliated colleges of
Merit University, served as the sample . A specially developed and
standardised Students Academic Satisfaction Scale (SASS) ,
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Meenakshi Personality Inventory (MIP) , and Personal Values
Inventory (PVI) were used as the data gathering instruments .
Product moment coefficient of correlation and two -way analysis
of variance (ANOVA) were employed to analysis the data for
testing the research hypotheses.
The Major Findings of his research were as follows
i) n-achievement, n-affiliation and n-nurturance were positively
related while the needs for dominance, abasement and
aggression were negatively related with academic satisfaction
in male graduate students.
ii) The needs for achievement , affiliation, nurturance and
endurance were positively related while need for dominance
and aggression were negatively related with academic
satisfaction for the entire sample.
iii) Religious and academic values were positively related while
economic value was negatively related with the academic
satisfaction of male graduate students.
iv) Religious , academic, and democratic values were positively
related with academic satisfaction for the total sample.
v) Most satisfied students were significantly higher on
religious value while least satisfied students were higher on
economic values .
vi) Level of satisfaction and sex interacted significantly for
aesthetic , academic, domestic and economic values.
Devi, Prativa (1996) submitted his Ph.D thesis entitled ‘Humanistic
Education during Upanishadic Period’ to Bharatiya Vidya Bhavan .
The Related Objectives of his research were as follows
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i) To find out how far the Upanishadas reflect a humanistic
ideology of educational theory building from the
renaissance onwards.
ii) To examine the text and formulate concepts that build up a
philosophical base of education, &
iii) To bring together in on coherent view the ideas reflected
by the humanistic Psychologists of America in the field of
education in 1960.
Methodology of his research was as follows
Eleven principal Upanishads were analyzed in a historical
context.
The Related Major Findings of his research were as follows
i) Upanishadic ideology emphasises ‘Being’ and self realization
as Ultimate persuits and education underscores the same.
(Similar objectives are reflected in Mallows proposals.)
Watve Sujala (2003) in her research article “Assessment of Satwa,
Raja, Tama qualities within a person. Glimpses of Indian Psychology”,
has discussed theoretical background of Trigunas & Trigun theory
according to Sankhya philosophy . She has explained trigunas in terms
of cognitive, affective and behavioral changes. She has constructed a
test to measure trigunas Satwa, Raja & Tama.
Micro objectives were
i) To explore pattern of personality of individuals in terms of
trigunas.
ii) To verify the scores of a person on trigunas in the light of
his/her personal qualities. Elaboration of concepts – Description
of trigunas given in Bhagvadgita was referred. Descriptions of
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Satwik, Rajasik, tamasik, persons was carefully studied. A panel
of 5 psychologists listed 60 situations in day-to-day life.
Psychologists wrote how these three types of persons are likely
to react for these situations. Most comprehensive statement was
chosen for each situation. Three alternatives were there for each
situation.
Experts from Ayurveda , Yoga & Philosophy were called to decide
which alternative indicates which type of behaviour. They were
requested to name the guna. The items on which all experts agreed
were included in the inventory. Original test was developed in Marathi.
Nikumbh Ravindra (2003) in his research article “Role of Yoga
Training for the Behavioural Modification of the Prisoners, Common
Men and Women. Glimpses of Indian Psychology” has done
experiment of Yoga training for the behavioral modification of the
prisoners. It is also a comparative study of the prisoners with common
Men & women from society. He included 25 prisoners as respondents
and gave Yoga training daily for 1 hr early in the morning for one
month. He observed change in total life style of the respondent. The
questions were based on Indian Psychology. It was observed that
confidence of all respondents was increased. Feelings of hatred, envy,
jealousy , revenge etc. were replaced by general feelings of friendship,
goodwill for one another.
Teacher Competency Test (2007) on the site the importance of
good teacher to a students enjoyment level of the subject matter
was discussed in the article ‘ Education Teacher Competence’.
Abstract - In this paper , the writer notes that as a profession that
75
directly involves working with people , teaching is a very arbitary
profession. What constitutes good teaching is considered even
more arbitary , as the writer points out that definitions of good
vary from person to person. Furthermore, the writer discusses that
perceptions of teaching vary from student to student, each of
whom has his or her own ideals and expectations regarding good
teachers. A good teacher, in the writers view, should connect
with his or her student in a personal and targeted way. Most
importantly, the teacher has a responsibility to make the teaching
experience enjoyable for his students. The writer concludes that
students tend to be more responsive to a learning experience
that is associated with enjoyment than one associated with pain
or worse, boredom.
Students can learn to expand their imagination via not only
an appreciation of work written by others but also by creating
literature of their own. This can again be combined with
pragmatism and functionalism in terms of learning language and
grammatical structure and usage.
GUIDELINES RECEIVED FROM THE REVIEW OF RELATED
LITERATURE
From all above review it was noticed that the topics taken for the
study were based on, the Personality, Indian Scriptures, Indian
Philosophy, Yogic Philosophy etc. Survey and Analytic Synthetic
methods were used . The tools used were interviews , questionnaires
and tests.
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From all above literature following findings were observed.
i) In Indian psychology, three personality traits have been
described Sattvik, Rajasik, Tamasik. These personalities are
made up of combination of trigunas ‘ Sattva’ , ‘ Raja’ and ‘
Tama’.
ii) Sattvaguna is most desirable and one must try to increase.
iii) Feelings of hatred, envy, jealousy, revenge have been replaced
by feelings of friendship , goodwill for one another due to
Yoga exercise.
iv) The Sattva, Rajas, Tamas that define the three dispositions
of the inherent creative potential (Trigunmayi prakriti ) are
interlocked .
v) Level of regard , empathy , unconditionally of regard and
congruence indicated a more positive attitude towards
schools.
vi) Swami Vivekananda’s application of the analysis of the
human mind as sattva, rajas and tamas had a great bearing
on the modern educational psychology.
vii) The teacher has a responsibility to make the teaching
experience enjoyable for his students. The teaching is most
arbitary profession .
From the above study it was noticed that development of
specific progamme for enrichment of sattvaguna for secondary
school teachers was not done . Therefore, this particular research
is original.
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In this Second chapter researcher has presented review of
related literature. In the next chapter researcher has discussed
methodology of research.
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