Changes

=== ब्राह्मणवर्णः ॥ Brahmana Varna ===

=== ब्राह्मणवर्णः ॥ Brahmana Varna ===

* Focus should be on शौचम् (cleanliness) and आर्जवम् (honesty).

* Focus should be on शौचम् (cleanliness) and आर्जवम् (honesty).

* Telling stories of how adherence to dharma helps attain moksha and those on Indian culture with special emphasis on शौचम् and आर्जवम्

* Telling stories of how adherence to dharma helps attain moksha and those on Bharat's culture with special emphasis on शौचम् and आर्जवम्

* For increasing levels of endurance and tolerance, explaining the power to endure extreme situations based on will power (इच्छाशक्तिः)   

* For increasing levels of endurance and tolerance, explaining the power to endure extreme situations based on will power (इच्छाशक्तिः)   

* Showing the Cultural map of India to the child.

* Showing the Cultural map of India to the child.

=== क्षत्रियवर्णः ॥ Kshatriya Varna ===

=== क्षत्रियवर्णः ॥ Kshatriya Varna ===

* Organising games to tap the leadership qualities in the child.

* Organising games to tap the leadership qualities in the child.

* Telling stories that emphasize on how adherence to dharma leads to attainment of moksha and those on Indian culture with special focus on शौर्यम् (valour) and दानम् (charity) for developing endurance (which is the ability to endure extreme situations on the basis of will power or इच्छाशक्तिः).  

* Telling stories that emphasize on how adherence to dharma leads to attainment of moksha and those on Bharat's culture with special focus on शौर्यम् (valour) and दानम् (charity) for developing endurance (which is the ability to endure extreme situations on the basis of will power or इच्छाशक्तिः).  

* Showing the Cultural map of India to the child.

* Showing the Cultural map of India to the child.

* Telling them the valorous stories of Samrats, Ramayana and Mahabharata. Telling them the stories of Raja Raghu, Harshavardhana, Bappa Raval, Shivaji, Ranjit Singh, etc.

* Telling them the valorous stories of Samrats, Ramayana and Mahabharata. Telling them the stories of Raja Raghu, Harshavardhana, Bappa Raval, Shivaji, Ranjit Singh, etc.

=== वैश्यवर्णः ॥ Vaishya Varna ===

=== वैश्यवर्णः ॥ Vaishya Varna ===

* Introducing the Vaishya dharma through stories related to agriculture, protection of cows, trading, etc.

* Introducing the Vaishya dharma through stories related to agriculture, protection of cows, trading, etc.

* Telling stories that emphasize on how adherence to dharma leads to attainment of moksha and those on Indian culture with special focus on कृषिः, गोरक्षा and वाणिज्यम् for developing endurance (which is the ability to endure extreme situations on the basis of will power or इच्छाशक्तिः).  

* Telling stories that emphasize on how adherence to dharma leads to attainment of moksha and those on Bharat's culture with special focus on कृषिः, गोरक्षा and वाणिज्यम् for developing endurance (which is the ability to endure extreme situations on the basis of will power or इच्छाशक्तिः).  

* Showing the Cultural map of India to the child.

* Showing the Cultural map of India to the child.

* Telling them the stories of Raja Raghu, Harshavardhana, Bhama Shah, Damaji, etc.

* Telling them the stories of Raja Raghu, Harshavardhana, Bhama Shah, Damaji, etc.

# Telling them stories of Sambhaji, Banda Bairagi, Bala Hakikat, Sikh Guru putras.

# Telling them stories of Sambhaji, Banda Bairagi, Bala Hakikat, Sikh Guru putras.

# Making them read and recite stories of great and valorous women like Anasuya, Lopamudra, Gargi, Maitreyi, Kunti, Draupadi, Satyabhama, Sita, Savitri, Bharati, Rani Rudramba, Rani Channamma, Tarabai, etc. as also of revolutionaries, Veda Vyasa, Yajnavalkya, Madhvacharya Vidyaranya, Tukaram, Ramdas, Guru Govind Singh, etc.  

# Making them read and recite stories of great and valorous women like Anasuya, Lopamudra, Gargi, Maitreyi, Kunti, Draupadi, Satyabhama, Sita, Savitri, Bharati, Rani Rudramba, Rani Channamma, Tarabai, etc. as also of revolutionaries, Veda Vyasa, Yajnavalkya, Madhvacharya Vidyaranya, Tukaram, Ramdas, Guru Govind Singh, etc.  

# Making them read and recite stories of Indian scientists like Kanad, Kapila, Varahamihira, Bhaskaracharya, Nagarjuna, etc. So also of the Ramayana and the Mahabharata.

# Making them read and recite stories of Bharat's scientists like Kanad, Kapila, Varahamihira, Bhaskaracharya, Nagarjuna, etc. So also of the Ramayana and the Mahabharata.

# Making them aware of India's glorious past and her pioneering status.

# Making them aware of India's glorious past and her pioneering status.

In this stage, the behaviour of the elders and an interactive atmosphere in the house is of great importance.  

In this stage, the behaviour of the elders and an interactive atmosphere in the house is of great importance.  

In the initial stages, parents are advised to observe the child, having understood one's own Varna Dharma and then chose appropriate games, songs and stories. Varna is obtained based on the fruits of previous actions. The atmosphere is to be created based on the observation. This observation is to be continued through the गर्भावस्था, शैशवम् and बाल्यम्. Other important activities include practice of Sanskrit conversation in a disciplined fashion, collection and rendition of stories, pictures, dramas and games based on respective Varna. There should be a reflection of lokasangraha (integration) in the stories and games. In all the stages from शैशवम् to यौवनम्, discussions on the Ramayana is encouraged. One is advised to have conversations of the Ramayana in बाल्य and किशोरावस्था and those of the Mahabharata beginning from the किशोरावस्था. In the किशोरावस्था and यौवनम्, there is need for guidance towards one's responsibilities (दायित्वम्). It is the responsibility of a गृहस्थ to give birth to a generation better than oneself and to nurture a feeling of collective social responsibility so that no action goes against the society.   

In the initial stages, parents are advised to observe the child, having understood one's own Varna Dharma and then chose appropriate games, songs and stories. Varna is obtained based on the fruits of previous actions. The atmosphere is to be created based on the observation. This observation is to be continued through the गर्भावस्था, शैशवम् and बाल्यम्. Other important activities include practice of Sanskrit conversation in a disciplined fashion, collection and rendition of stories, pictures, dramas and games based on respective Varna. There should be a reflection of lokasangraha (integration) in the stories and games. In all the stages from शैशवम् to यौवनम्, discussions on the Ramayana is encouraged. One is advised to have conversations of the Ramayana in बाल्य and किशोरावस्था and those of the Mahabharata beginning from the किशोरावस्था. In the किशोरावस्था and यौवनम्, there is need for guidance towards one's responsibilities (दायित्वम्). It is the responsibility of a गृहस्थ to give birth to a generation better than oneself and to nurture a feeling of collective social responsibility so that no action goes against the society.   

This entire exercise will bring to our attention that in this Curriculum of life provided by the Indian tradition, the subject matter covered will total up to give us a coursework for all stages of life beginning with the गर्भपूर्वावस्था  to वृद्धावस्था.

This entire exercise will bring to our attention that in this Curriculum of life provided by the Bharat's tradition, the subject matter covered will total up to give us a coursework for all stages of life beginning with the गर्भपूर्वावस्था  to वृद्धावस्था.

== References ==

== References ==

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[[Category:Education Series]]

[[Category:Education Series]]