CALL FOR PAPERS DATE EXTENDED UP TO 31 DECEMBER, 2010 FOR SUBMISSION OF PAPERS AND OTHER RELEVANT MATTERS FOR PEACE EDUCATION: AN INTERNATIONAL JOURNAL (Founded in 1977) Vol. XVII, 2009-2010 Founder & Editor-in Chief Surya Nath Prasad, Ph. D. Former Visiting Professor The Graduate Institute of Peace Studies Kyung Hee University, Republic of Korea Associate Editor Suman Shukla, Ph. D. Associate Professor RTM Nagpur University College of Education Nagpur, Maharashtra, INDIA We invite the prospective authors who are engaged in the field of peace education, peace studies and peace researches to send their articles, papers, views on the Special issue (on the theme Global Governance and Peace Education) of our Journal Peace Education on or before 30 December, 2010 through e-mail at: peaceeducationsnp@yahoo.com or by post to: The Editor, Peace Education: An International Journal, 216, Laxminagar, NAGPUR-440 022, Maharashtra, India. Sub-themes of the issue of the Journal are: 1.Need of Global Governance and Peace, 2. Global Governance by Cross-national Organization and Peace, 3. Global Governance by Supra-national Organization and Peace, 4. Global Governance by Transnational Organization and Peace, 5. Peace through United Nations, 6. NGOs as Partners in Global Governance and Peace, 7. Role of Peace Education in Global Governance. However, authors are free to choose their own topics for their papers. Reviews of the books may also be sent. News, reports, activities, events, proposals, conferences, publications or on any other items related to peace are also welcome. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ BRIEF OF SPEECH PEACE EDUCATION AS SOLUTION OF TERRORISM AND OTHER FORMS OF VIOLENCE By Prof. Surya Nath Prasad, Ph. D. At The World Forum of Spiritual Culture Astana, Republic of Kazakhstan (From October 18-20, 2010) On October 19, 2010
Advice for Incorporation of Ideas in Noospheric Constitution I, Prof. Surya Nath Prasad from India, Founder and Editor-in-Chief, Peace Education: An International Journal, and Formerly President and Currently Executive Vice President, International Association of Educators for World Peace, who taught for 30 years as Assistant and Associate Professor of Education in 3different universities of India, and for one semester as Visiting Professor at The Graduate Institute of Peace Studies, Kyung Hee University, Republic of Korea, would like to express my views on the topic: Peace Education as Solution of Terrorism and other Forms of Violence keeping in my view the main theme of my speech Innovative Noo-Constitution of Integrated Manifestation of Self Culture through Peace Education for Human Survival, and in support of Noospheric Ethical-Ecological Constitution for Mankind. Concepts and ideas stated and described views in my speech, which are relevant to the theme of the Assembly of the Forum and its Section 5, may be incorporated in the Articles of Noospheric Ethical-Ecological Constitution for Mankind, and if necessary, proper amendment in the existing Articles of the Constitution may be done. Miseducation and Non-education Cause the Violence Miseducation for a few privileged well-to-do and non-education for many deprived have caused the problems of poverty, population, pollution, violence, war, terrorism, ethical crisis and ecological imbalance. Hence, in the world, there is brute culture, culture of silence or mute culture, masculine culture, sick culture, culture of war, violence and intolerance. Man Is Missing from Us Except education of man, we have all types of education, however for a few privileged. And these educations make a few doctors, engineers, lawyers, teachers and other professionals minus man (human), and many are deprived of these educations. In this sense, the present education destroys those to whom it reaches, it destroys those to whom is denied. We are people of different nations, faiths (religions), relations, races, but we are not man. Man (humanity) is missing from us. Hence, we are exploiting, oppressing, fighting and killing each other. What is Peace Education? Peace education is education of man (humanity). It is manifestation of seeds of integral culture of body, vitality, mind, intellect and spirit. These elements constitute every man and woman without any discrimination of race, caste, creed, language, nationality and other differences. And this education would continue perpetually till the end of life of every man and woman unfolding integrally the treasure of physical, vital, mental, intellectual and spiritual cultures within leading them to be just, peaceful and nonviolent. Peace Education against All Privileges The idea of privilege is brutal and tyrannical. No man or woman is superior to another. No person is privileged to any one of elements - either physical or vital or mental or intellectual or spiritual – or a few or all. Hence, peace education based on five elements of man and woman is utterly against all privileges. Therefore, this peace education would consider all men and women equally endowed with these five elements to be manifested integrally. Concept of Two-fold Peace Education Peace education based on five elements of man and woman would be two-fold, viz., integral peace education and compensatory peace education. Integral peace education will be for coming generation, who are supposed their five elements are un-corrupt, un-crippled, raw, pure, and very prone to be unfolded. Compensatory peace education will be for today’s crippled generation. We are all crippled: some physically, some vitally, some mentally, some intellectually, some spiritually, and many are crippled in all parts of their body. Hence we all need compensatory peace education for recovery of our integral physical, vital, mental, intellectual and spiritual health. Caution towards Prevalent Peace Education I wish to caution the highly enlightened participants of World Forum of Spiritual Culture towards prevalent peace education as values as its contents, and methodology of teaching as indoctrination and regimentation in the courses of peace education and other educations in universities and colleges of different nation-states (though this is in a very few nations). Existing peace education may be any other type of education, but it is not in any way peace education. Avery few have access to the practiced peace education by paying very high fees, even though it fails to make them peaceful. However, it helps them in getting high salaries posts. A Clarion Call to Adopt Peace Education for Solution of Terrorism and Violence I would like to give a clarion call to adopt peace education which can enable people to solve the problems of terrorism and other forms of violence, and can make them just and nonviolent. The leaders and heads of different societies and the nation-States must be aware about peace education based on five elements of man and woman to be manifested integrally till the end of their lives. Then they will be able to solve the violence of hunger, disease and ignorance by applying, planning and executing the distributive justice in making the resources to reach to all about 6 billion people in the world because the world has the enough resources to meet the needs of 15 billion people, And they will also be able to solve the problems of genocide, ethnic cleansing and global terrorism by replacing retributive justice of law (which is meant for punishing offenders) with restorative justice of law, which would create a more crime free local as well as global society. I strongly advise the leaders and heads of terrorists and non-terrorists both (who having the same five elements to be manifested integrally) to meet for dialogue for nonviolence and peace. And for this job, I propose the name of the NGO World Forum of Spiritual Culture to take the leadership role to organize the Global Meet on the theme as cited above in near future. Words of Gratitude and Appreciation Last but not least, I express my sincere thanks to Prof. Liubova Gordina, Mr. T. Mukhamedzhanov, the Government of Kazakhstan and the Organizing Committee of the World Forum of Spiritual Culture for their kind invitation to me to take active part in the event of the Forum, and for taking responsibility to cover my travel and accommodation expenses for participation at the Forum. I appreciate wholeheartedly Prof. Liubov Gordina and Dr. Michail Yu Limonad for taking pain to pen Noospheric Ethical-Ecological Constitution for Mankind as co-authors. Thank you very much. e-mail: dr_suryanathprasad@yahoo.co.in Website: http://www.sites.google.com/site/peaceeducationsnp/ One who wishes to have the full text of speech of Prof. Prasad may contact him at his e-mail address. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- PEACE EDUCATION JOURNAL Peace education: An International Journal was founded in 1975 by Surya Nath Prasad and it got its registration in 1977 with the Registrar of Newspapers, government of India. Its Registration Number is RN 29220/77 and ISSN is 1991-5721. The Inaugural issue of the Journal was on theme of Role of Women in Peace Education dedicated to 1975 UN International Year of Women. Every issue of the Journal is on the special theme of Peace Education. The titles of a few past issues of Peace Education Journal are Disarmament, Education and Peace; Democracy, Education and Peace; Gandhi, Nonviolence, and Peace; Science, Religion and Peace; Justice, Law, Judiciary, Education and Peace; Utopia,/Oughtopia, Education and Peace; Foundations of Peace Education, Financing for Free Education to All to Build Non-Exploitative Society for Peace. Peace Education Journal is in the service of alerting public opinion and mobilizing the conscience of mankind to the cause of justice, peace, tolerance, disarmament, protection of environment and human rights, and in the light of Gandhian nonviolence and trusteeship, considering man everywhere as composed of body, vitality, mind , intellect and spirit integrally and their manifestation through perpetual integral education free of charge to all to be just to create peace, and also in the spirit of UNESCO’s Constitution and the Charter of the United Nations since its inception in 1977 by providing international platform for dialogue being distributed free of cost throughout the world by its founder, editor and publisher Surya Nath Prasad. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- SCIENCE, RELIGION AND PEACE Science, Religion and Peace is edited by Surya Nath Prasad, Ph. D., Former Visiting Professor of Peace Studies, Kyung Hee University, Republic of Korea, and Suman Shukla, Ph. D., Associate Professor of RTM Nagpur University’s Bar. S. K. Wankhede College of Education, Nagpur. The Foreword of this book has been written by Johan Galtung, Ph. D., Professor of Peace Studies, Director, Transcend: A Peace and Development Network, and Rector, Transcend University. This book is published by Surya Nath Prasad for International Association of Educators for World Peace (IAEWP) at 216, Laxminagar, Nagpur-440 022, Maharshtra, India.Cell phone:91- 9823134698, e-mail: peaceeducationsnp@yahoo.com The book Science, Religion and Peace is one of the Series in Peace Education. This book tells about the demerits and misuse of science and religion if they work separately. Science in absence of religion makes man slave of his own passions, desires, and animal nature. And religion in absence of Science makes man vulgar, mythical, dogmatic, orthodox, and superstitious. Hence mere science creates doubts, fear terror in man which disturb peace.. And only religion also leads man to regress even to acquire lower level of prosperity. This book deals also with the importance of science and religion integrally in building and sustaining peace in individuals, nations and the world. Science trains man to deal with physical life successfully. And religion enables man to realize his spiritual self. Science and religion both are complementary to each other. Hence science and religion both are essential for the development of integral or global men and women to attain prosperity and peace for all. The titles of the contents of the book are: Foreword: Johan Galtung, Preface: Surya Nath Prasad & Suman Shukla, Editorial: Peace through Science and Religion: Suryanath Prasad & Suman Shukla, Science, Philosophy and Religion: L. R. Shukla, Space Philisophy and Academic Revolution: Charles Mercieca, Techno-Nemesis: The Expropriation of Education: John M. Raftery, Teaching Cultural Values: A Strategy for Peace: John W. Friesen, The Future of Religion: August Bebel, What is the Christian Position on War?: John P. Eddy, A. Cosmology of Hope: Irving F. Laucks, Lasting Peace: R. R. Diwakar, Universal Impact of Indian Religion: Swami Sanatan Brhmachari, The Next Future in Planetary Evolution: Your Role in a Changing World: Howard John Zitko, Against the Abuse of Science: Scientists' Voice and Appeal, World Religious Conference at Moscow: V. Lysenkov& I. Troyanovsky, Peace Education: A Deliberative Meet: Suman Shukla, Name Index and Subject Index. The book includes the ideas of great authors of the world around including the appeals of scientists and religious workers about the necessity of integrated science and religion for creating and promoting peace on the planet earth. This book is useful for scholars, researchers and
teachers of peace studies and peace education, peace activists; scientists,
religious workers and political leaders. It will suit to all libraries personal
as well as institutional. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | SHANTI SHIKSHA: SIDDHANT EVAM VYAVAHAR (PEACE EDUCATION : THEORY AND PRAXIS) ISBN: 978-81-909478-0-0 2010 BySurya Nath Prasad, Ph. D.Former Visiting Professor The Graduate Institute of Peace Studies Kyung Hee University, Republic of Korea Publisher Peace Education (Publications) 216, Laxminagar, Nagpur-442 022, Maharashtra, India Phone & Fax: +91-712-2232523, Cell Phone: 9823134698 e-mail: peaceeducationsnp@yahoo.com The book Shanti Shiksha: Siddhant Evam Vyavahar (Peace Education: Theory and Praxis) is in Hindi, and its English version will soon be released. Today peace education has become the subject of UN Policy, research and training by UNESCO, the Council of Europe and ministries of education, various universities throughout the world and a worldwide transnationally conceived and conducted NGO Global Campaign for Peace Education. The author accepted the need and importance of peace education not only for eradicaion of violence, war, terrorism, injustice, poverty, exploitation and diseases, but also for to be man along with to be persons of different relations, sects, languages, nations, castes, races and professions. However, bravely and thoroughly reviewing, he has denied the current concept, contents and teaching methods of peace education, and has presented its right concept, contents and methods. The book is unique, and it provides right direction and outlook to peace education. The present book is the creation of the author’s experience of three decades in the field of peace education. Chapters in the book are : Chapter 1. Relevance of Peace Education : (a) Problems of Present Education, (b) Need and Importance of Peace Education, (c) Meaning and Aims of Peace Education; Chapter 2. Development of Peace Education : (a) Origin of Peace Education, (b) Initiators of Peace Education and their Contributions, (c) History of Peace Education, (d) Development of Peace Education in India; Chapter 3. Peace Education : Place, Institutions and Net (Websites) – (a) Place of Peace Education in Educational Institutions, (b) Peace Education Net (Websites); Chapter 4. Contents and Methods of Peace Education : (a) Contents of Peace Education, (b) Methods of Peace Education; and Chapter 5. Conclusions, Discussión and Suggestions : (a) Conclusions and Discussions, (b) Suggestions.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- HINDUISM AND PEACE EDUCATION (ISBN: 978-81-909478-1-7) 2010 By Surya Nath Prasad, Ph. D.Former
Visiting Professor The Graduate Institute of Peace Studies Kyung Hee University, Republic of Korea Publisher Peace Education (Publications) 216, Laxminagar, Nagpur-442 022, Maharashtra, India Phone & Fax: +91-712-2232523, Cell Phone: 9823134698 e-mail: peaceeducationsnp@yahoo.com Hinduism,
based on Vedanta (Upanishads), is a religion of perpetual
verifiable truth. It is a religion of universe and God in man (including in woman). It
is a religion that claims the manifestation of perfection already exists in
man and woman. Hinduism is very much peace education. Because Hinduism advocates self-education
for perpetual discovery, it enables every individual man or woman without any discrimination
to manifest / to unfold / to evolve the perfection already in him or her to be
man incarnation of God, who would naturally be a peaceful creature living
together peacefully on this planet earth. Thus peace education in Hiduism is perpetual education of the self, by the self and for the self resulting in sustainable peace within and outside. The author of the book has tried to deal with the whole concept of Hinduism and Peace Education under the following captions: 1. What is Hinduism?,2. Impact of Hinduism on other Religions and persons of other Sects, 3. Thinkers and Practitioners of of Similar Theories and Praxis of Hinduism, 4. Hinduism in View World Thinkers, 5. Peace Education: Why?, 6. Concept of Peace in Hinduism, 7. Peace Education in Hinduism: (a) Concept of Peace Education, (b) Meaning of Peace Education, 8. No Fear of Peace Education of Hinduism for Nation-States, 9. Need of Awakening among Peoples towards Peace Education of Hinduism, Notes and References. This book is unique in the field of peace education. This is core of all educations. The ideas contained in the book will certainly provoke the thinkers and learners of existing peace education to think freely and impartially to dialogue, to amend, to adopt, to follow and to practice it, and help others to know and practice it. This volume is valuable for every man and woman without any discrimination to be self awakened to be man (human) for justice, peace and nonviolence. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Peace Education: An International Journal Vol. XVI, 2008-2009
FORUM FOR DIALOGUE
HINDUISM AND PEACE EDUCATION By Surya Nath Prasad COMMENTS OF EDITORS EDWARD J. B., JING LIN AND JOHN P. MILLER, AND RESPONSES OF AUTHOR SURYA NATH PRASAD Dr. Surya Nath Prasad, Founder and Editor of Peace Education: An International Journal, was requested by Prof. Jing Lin OF College of Education, University of Maryland, USA through her e-mail letter dated 29 December, 2007 on recommendation of Dr. Monisha Bajaj of Teachers College Columbia University, to write a Chapter on the theme Hinduism and Peace Education for the proposed book Spirituality, Religion and Peace education to be edited by her and Prof. John P. Miller Scheduled to be published by Information Age Publishing, USA. Later, the name of Dr. Edward J. Brantmeier of School of Education, Colorado State University was added as co-editor of the book. The Chapter was of 19 pages in the first submission on August 15, 2008 as required limit of length of the Chapter. In second submission, it was of 28 pages due to Editor Edward ‘s requirements for the first revision of the Chapter meeting his demands to supply more information about the thinkers and their ideas cited in the Chapter as quotations by putting his 84 comments. In the third submission, the Chapter was of 40 pages because Editor Edward put 53 comments wishing from the author to have more elaboration of some ideas with more descriptions and examples in second revision of the Chapter. And at the end, the Editors of the proposed book jointly reduced with their three comments and dictated their terms to the author to amend the Chapter in third revision, if the author wishes his Chapter to be included in their proposed edited book. Finally, the author of the Chapter Hinduism and Peace Education withdrew his Chapter from the scheme of the proposed book Spirituality, Religion and Peace Education to be edited by Prof. Jing Lin, Prof. John P. Miller and Dr. Edward J. Brantmeier and to be published by Information Age Publishing with submission of his point-wise responses for their comments- cum- suggestions. The following excerpts are the results of dialogue between editors Edward J. Brantmeier, Jing Lin and John P. Miller of the book: Spirituality, Religion and Peace Education, and author Surya Nath Prasad of the Chapter : Hinduism and Peace Education. Ideas of the editors of the book in the form of their comments and suggestions, and the author of the Chapter in the form of his responses will certainly incite, provoke and motivate the highly enlightened readers, teachers, scholars and thinkers in peace education to express and put their ideas for and against, and also their own independent views on the relevant points for further discussion. Views of the participants expressed with their sound reasoning in this open dialogue will be published in toto in the forthcoming issues of our Journal Peace Education.
COMMENTS AND RESPONSES IN FIRST REVISION
Editor Edward Brantmeier’s Comments (dated 14 March, 2009) and author Surya Nath Prasad’s Responses (23 May, 2009 and 04 June, 2009) for the first revision of the Chapter are: Edward J. B. Comments 4. HUMAN? PLEASE REWORK THIS SENTENCE FOR CLARITY... 7.
Because we are not fully human? Please clarify. Also, this sentence is not a complete
sentence, 8. Our humanity? Please consider the audience-a
globally audience will read this book... some might 10. The condition that he set forth.... Please reword here... 11.
Because we are not fully human, ---, please reword this sentence to include the themes in the 14.
Human? Again, to some Western readers, especially feminists like myself, this
will be an off- 15.
THIS IS A STRONG UNIVERSAL CLAIM GIVEN THAT THERE ARE MANY OTHER PLEASE RETHINK HOW YOU WANT THE OPENING SENTENCE
TO COME OFF, GIVEN NOW 59.
AGAIN I RECOMMEND THAT YOU USE FULLY HUMAN AS TO NOT BE OFFENSIVE OR 69.
WE’LL HAVE TO TALK ABOUT THE COMMON USE OF “MAN” TO CONNATE “HUMINITY.” 76. SEE PRASAD, TAGORE USED
“HUMANITY” I THINK YOU SHOULD TOO.
Surya Nath Prasad Responses on the above cited comments of Edward The word ‘man’ has not been replaced with human. Man means human also. But man will be man or human only after manifestation through religion or peace education. Before that, he or she merely looks like man or human. Jean Jacques Rousseau rightly observed: “Man is born free, and everywhere he is in shackles.” To be man, he has to be free from the shackles. Man is the central idea of this Chapter, for Hinduism is the religion of man- making peace education. In this sense, the word ‘man’ is used as a very broad, universal and comprehensive term as in the process of to be what the man (he or she) is. And ‘man’ does not mean male adult only, but man includes male and female both. In the above cited quote of Rousseau also, man includes male and female both. In this Chapter at page 16, in Taittiriyopanishad, the word man is used as inclusive of male and female both when man is defined as made of five sheaths, and also at the same page, this word is used in the same sense when Saint Tulsidasa defines man, in his Ramacharitmanas, as made of five elements. In this Chapter at page 3, the word man (for male and female both) was used by the Greek philosopher while he was searching man. Jayashankar Prasad (at page 11 of this Chapter) also used the word man inclusive of male and female both. The following named books have the word ‘man’, carrying the meaning inclusive of male and female both, in their titles: 1. Man, The Unknown by Alexis Carrel 2. The Spiritual Crisis of Man by Paul Brunton 3. The Religion of Man by Rabindranath Tagore 4. Man and Indian Societ by K. Damodaran 5. The Concept of Man Edited by S.
Radhakrishnan & P. T. Raju In the book: The Concept of Man, there are the following Chapters in which the word ‘Man’ is used for male and female both:
1. The Concept of Man in Greek Thought by John Wild 2. The Concept of Man in Jewish Thought by A. J. Heschel 3. The Concept of Man in Chinese Thought by W. T. Chan
4. The Concept of Man in Indian Thought by P. T. Raju 5. The Concept of Man in Christian Thought by Ernst Benz 6. The Concept of Man in Islamic Thought by Ibrahim Madkour 7. The Concept of Man in Marxist Thought by M. B. Mitin And there are many other thinkers who used the term ‘man’ as inclusive of male and female both, and for the human also. Edward J. B. Comments 13. To grow? May be to educate humans to their fullest potential? 16. Very nice… how much will you get into the origins of
Hinduism as peace education-an SO YOU ARE VALIDATING THE IMPORTANCE OF HINDUISM "FROM WESTERN PERSPECTIVES, OK.... 19. CAPITAL “C” WHY IS THIS CATHOLIC MINDED? I DON’T UNDERSTAND THAT PART OF THE QUOTE… 21. SO
MUCH OF THESE QUOTES CELEBRATE THE GREATNESS OF HINDUISM… HOW DO 25.
AGAIN, HOW DO THESE QUOTES LEAD BACK TO THE CENTRAL POINT OF THIS 26. HOW DOES THIS CONNECT TO HINDUISM,
SPIRITUALITY AND PEACE EDUCATION?
28. VERY
INTERESTING AND TRULY SO MANY HAVE BEEN INFLUENCE.BUT WHY AND HOW? 32. VALIDATE PLEASE. SO FAR, THIS CHAPTER READS AS
HINDUISM IS A GREAT RELIGION THAT INFLUENCED 33. NOW WE GET TO PEACE, GREAT. 34.
THIS SECTION ON COUNTING THE AMOUNT OF TIMES SHANTI USED IN VARIOUS TEXTS 36. The format of these quotes is unclear… Please re-arrange for better readability. ALSO EXPLAIN HOW THEY ARE LINKED TO PEACE AND PEACE EDUCATION… 45. HOW
IS THE FOUNDATION OF HINDUISM (VEDAS) LINKED TO THE UPANISHADS? ARE 49. HOW
WILL THIS UNIVERSAL CLAIM FIT INTO A BOOK WITH CHAPTER ON JUDAISM, 51. I NEED TO LOOK UP THIS WORD... TO THE UNAWARE REDER,
I WOULD THINK IT WAS A 53. OK...SO I DO NOT KNOW THE DERIVATION MEANING OF THE
WORD....HOWEVER COULD AUDIENCE IS
VERY IMPORTANT IN WRITING BECAUSE WRITING IS A COMMUNAL ACT OF 54. BY SAYING ANY “TRUE” RELIGION. YOU MIGHT EXCLUDE
OTHER RELIGIONS THAT WILL 60. LOT OF IDEAS.... SEPARATE INTO SEPARATE SENTENCES FOR
CLARITY.. I THINK YOU 62. EXCELLENT EXAMPLE OF KNOWING ALL ELEMENTS OF THE
OUTER WORLDS WITHOUT 63. YES, YES, THIS IS THE HEART OF THE CONNECTION OF
HINDUISM AND PEACE Arming himself with a disciplined Seeing everything with an equal eye, He sees the self in all creatures in the self (Bhaghavad Gita, p.67, Verse 29) 64. PRASAD, THIS IS THE TITLE OF MY CHAPTER CONTRIBUTION TO THIS BOOK, “Self” Re-Education for Globalizing Teachers:
Gandhi, Deep Ecology, & Multicultural
THAT’S REALLY GREAT! 65. WHAT DOES SELF-REALIZATION LEAD TO? 73. ATOMIZED INDIVIDUAL RATHER THAN REMAINING UNDIFFERENTIATED TOTALITY... 80. I NEED TO FIND THE DEEPER MEANING OF THIS WORD (catholic) PRASAD.... 82. YES NATIONS ARE UN-REALIZED, NO? 83. HMM.....SO YOU ARE TRYING TO SPREAD HINDUISM, OR THE
UNIVERSAL MESSAGES
Surya Nath Prasad Responses of on the above cited Comments of Edward 13. To grow (means to
manifest) itself is complete concept, in this sense man (he or 16. Thanks for your nice
comments. Hinduism of Vedanta stands for its own merit 19. Capital ‘C’ is not
needed in the word catholic, because here the word catholic 21. It has been made clear
how the different quotes help in explaining Hinduism as
Thinkers of the world
have appreciated Hinduism not for it contains good ideas, but it has 25. It has been done. Please go through my interpretation
especially the particular Even today, in every
religion, we find giving blessings at the time of birth and marriage to believe in goodwill and
to say: “Goodwill is the only good that is good without The ideas contained in the quotes are for health,
happiness, wealth, goodwill, long life, 26. Under the tenets of
Hinduism, the persons of other sects, who experimented the 28. The reply, for why and
how so many persons have been influenced by Hinduism, The great thinkers of the world, who were
influenced by Hinduism, manifested their 32. Without knowing the
basics of Hinduism how can one draw the conclusion that it 33. To
get peace through prayer (through goodwill) or through the religion by way of 34. All
goodwill prayers are the attributes of peace and peace education. Each 36. The
format of the quotes is the copy taken from the book The Calls of Vedas The
ideas contained in the quotes are for health, happiness, wealth, goodwill, 45.
Link between Vedas and Upanishads has been explained in this section (Sub- The following excerpts are from the pages as cited above for the readers to refer:
Thus Vedas are the
foundations of Hinduism. They are fountain-heads of Hinduism. ... The
Vedanta, which means Upanishads, does not believe in a book, a person and a 49. Universal claim of Hinduism
is of its own quality of universality because it 51. 53. 80. : Here the word ‘catholicity’ means
universality. It has not been used as a Also kindly refer to the following: 1.
Catholic means universal (also, with
other 2.
Catholic means universal (also, with
other
Thus Hinduism based on Vedanta is not a communal religion. This truth has been confirmed with the views of renowned personalities of the world also. Please refer the views of thinkers in this regard cited in this Chapter. Do not think that the readers and the audience are ignorant people, and we are the only knowledgeable persons, sometimes they know better than us. Thus nobody can teach anybody. But we all learn from each other. 54. The words ‘any true’
have been excluded and the word ‘universal’ has been put And the fact is that the title of the book
is not only Religion and Peace Education, 60. Correct. So this peace
education should be core curriculum in all educations, and 62. Here one may trace the
genesis of the concept of peace education to know the The
period of Gita (200 BCE) is much
later than the period of Upanishads
(700 63. O yes, this is the heart
of the connection of Hinduism as peace education. Here I Again the quote which you cited from Gita has its source in Upanishads. Kindly Of a certainty the man who can
see all creatures in himself, himself in all creatures, knows And now compare with the verse of Bhagavad Gita, which you have cited in
your 64. The title of your
Chapter is excellent. But why only
teachers, basically we are all 65. Self-realization, which
means manifestation of the self through discovery of 73.
However, the atomized individual is full because he is the manifestation of
full. 80.
In this regard of the word ‘catholic’, kindly refer to my response for your
comment 82.
Certainly nation states are unaware about this peace education of man-making. 83.
To say about the son is right, about its mother is not. Highlight the son, hide
the However,
I am not spreading Hinduism, but my effort is to explain what Hinduism
Never accept any truth because
it is written in a great book. Never
accept any truth …the Upanishads are
a great source of strength. Therein lies power to invigorate the Thus Vedantic Hinduism being non-creedal declaration is not a new religion. It is not confined to any time and place. It is everywhere, only point is to be conscious of it. Hence the whole world, including India-the place of its origin, needs to be aware about this religion. Vedantic Hinduism and its messages cannot be separated.
COMMENTS AND RESPONSES IN SECOND REVISION Editor Edward Brantmeier’s Comments (dated 11June, 2009) and author Surya Nath Prasad’s Responses (dated11 July, 2009) for the second revision of the Chapter are: Edward J. B. Comment At page 4 in the second revision of the Chapter, Editor Edward deleted the words “some vitally”. Surya Nath Prasad Response At page 4 below, the words ‘some vitally’should not be deleted. These are related to vital energy, and here due to lack of this energy an individual may be handicapped vitally, and may suffer from the diseases of gas, acidity and cough. And the word ‘vitality’ is one of the basic elements of man. For details, please refer to Endnote 4. Here also the matters written under Endnotes 4 are cited below for ready reference 4. Vitality, which is one of the five elements which constitute the man in view of Taittiriyopanishd (1965, p.146), is to be manifested. Vitality (prana) is vital energy. It is vital force, which is Brahman (God). The material body is produced by the vital force which is higher category. In absence of Prana, says Brhadaranyaka Upanishad (2004) Anna (food) decays (V. 12. 1, pp.420-426). Chhandogya Upanishad (2007) also states that without Life this will die (VI. 11. 3, p. 462). Vitality is only superfine ether (akasa). It is electricity, it is magnetism. It is thrown out by the brain as thought. Everything is prana (vitality). It is vitality (prana) that is moving every part of the body, becoming the different forces. Normal breathing and breathing in exercises are the rhythmic action of the vitality (prana). According to Chhandogya Upanishad (2007), “Prana (Vitality) is indeed the eldest and the best (of the organs)” (p. 329), because the vital force develops the embryo from the very beginning, and other organs begin to function only after the vital force does so (Brhadaranyaka Upanishad, 2004, 6. 1, p. 441). One may refer to this Upanishad (pp.445-453) to know more about the superiority of the vital force. (Prasad, 2009) Edward J. B. Comment 6. Edward
asked me “to explain what the Gita to your non-Hindu audience
Aldous Huxley about Gita describe the philosophy of Vedanta as “one of the clearest and most comprehensive summaries of the Perennial philosophy ever to have been made. Hence, its enduring value, [is] not only for Indians, but for all mankind” (Prasad,2009) Surya Nath Prasad Response 6. The message of
Gita to all including non-Hindu audience is: They should work Edward J. B. Comments 20. Again,
I still recommend that you change all the uses of man to human—it makes Surya Nath Prasad Response 20. It is not
proper to replace the word ‘man’ to ‘human’ here because God is not Edward J. B. Comment 23. You may consider using little self and big Self in
this chapter—this is done by Surya Nath Prasad Response 23. There is
no dualism in Hinduism based on Vedatant even in the use of capital Edward J. B. Comment 30. You quote
Swami Vivekananda multiple times in this chapter.. Does this Surya Nath Prasad Response 30. In the chapter, I have used Hinduism in a very
specific term as Hinduism based
Kindly refer to your previous Comment [EJB45], through which you
wished to Here
again I tell you that Vedas are the foundations of Hinduism. The Vedas are
Other
scriptures are acceptable when they are in agreement with the Vedanta
You have mentioned three sects of
Hinduism: Saivism, Saktism and Edward J. B. Comment 36.
whole sentence reads quite roughly.
Please try again and make it clear for the
Reading the below cited text written by me at page 23 of the Chapter, Editor Edward made the above stated remarks: Like the concept of peace education which has its roots in Chhandogya Upanishad, one may get the clues of its meaning in Taittiriya Upanishad (another scripture of Hinduism), a composition of its period is the same as Chhandogya Upanishad, i.e. before mid-first millennium B.C.E. and in Ramacharitmanas of Saint Tulsidas-1532-1623, where we find the meaning of the self or the man, which helps us to define peace education in true sense. (Prasad, 2009) Surya Nath Prasad Response 36.
Please refer to the succeeding lines, which make very clear that every
individual Edward J. B. Comment 37.
What is meant about vitality here? Please clarify…. For your international Surya Nath Prasad Response 37. Please see the Endnote 4 for clarification of the word 'vitality'. Edward J. B. COMMENT 38.
Vitality translated as prana—ok. So vitality
is the intelligent energy of the body, it Surya Nath Prasad Response 38. Vitality is prana in Sanscrit.. It is not intelligent energy, but
it is vital energy, it is Edward J. B. Comment 51. this shouldn’t be a separate section, but integrated
somewhere or deleted Surya Nath Prasad Resonse
51.
Try to know the present place of exiting peace education in educational Here in this regard, I have cited the names
of peace education thinkers whose However, this needs to be a separate section
to make aware to the global Edward J. B. Comment 52. so the last
message you want to send to the reader is the need to spread Surya Nath Prasad Response 52. There is no
intention to spread the message of Hinduism.
But to make peoples We should not crucify the ideas merely
for their roots in any particular religion. non-oppressive, non-exploitative and non-violent local as well as global society. COMMENTS FOR THIRD REVISION AND RESPONES ON THEM Comments of Editors Jing Lin, Edward J. Brantmeier and Jack Miller (dated 31July, 2009) for the third revision of the Chapter and Responses of author Surya Nath Prasad (dated 20 August, 2009) on their comments are: Editors Jing Lin, Edward J. B. and Jack Miller Comments From: Jing Lin To: suryanath prasad Cc: Jing Lin ; Edward.Brantmeier@ColoState.EDU ; jmiller@oise.utoronto.ca Sent: Friday, July 31, 2009 8:53 AM Subject: Suggestions for Revision of Your Chapter Dear Dr. Surya Prasad: We hope you are having a good summer. Yes we received your chapter and the three co-editors of the book on Spirituality, Religion and Peace Education recently held a meeting. We went over and discussed your chapter. While we felt that your chapter has great insights toward peace education from a Hinduist perspective, there are some suggestions that we strongly hope you will take into consideration if you are willing to revise the chapter again to be included in the book. The first suggestion is to remove the repeated use of "man" as representing both man and woman. Although you hint that you mean "man" to be the humanity, it reads as highly patriarchal or paternal. It leaves the readers a strong impression of women being secondary or as non-beings. Further, it is a scholarly norm now that research publications adopt gender sensitive and equitable language. The second suggestion is to be more inclusive in the language while you are discussing the role of Hinduism. Currently, many wordings or quotes leave the impression that Hinduism is the only religion, or the ultimate truth. Please revise accordingly. Thirdly, all the other chapters for the book are within the range of 30 pages (references included), hence we suggest you trim down the chapter to 30 pages. One possible way to do this is to reduce the amount of quotes (including poems) and to be more focused on peace education from a Hinduist perspective. We hope you will find our suggestions reasonable. We wish you will revise the chapter taking our suggestions seriously. Can you return the revised chapter in three weeks? Best wishes Jing Lin, Ed Brantmeier and Jack Miller Author Surya Nath Prasad Responses Re: Suggestions for Revision of Your Chapter From: surynathprasad <peaceeducationsnp@yahoo.com> To: Jing Lin jinglin@umd.edu Cc: Edward.Brantmeier@ColoState.EDU; jmiller@oise.utoronto.ca; Jing Lin jinglin@umd.edu
AN ANNOUNCEMENT
Hinduism and Peace Education written by Surya Nath Prasad is being published by Peace Education (Publications), Nagpur, India in the book form (ISBN: 978-81-909478-1-7). Pages are more than 100 in the book. Contents in the book are: 1.What Is Hinduism? 2.Hinduism in View of World Thinkers, 3.Impact of Hinduism on other Religions and Persons of other Sects, 4.Thinkers and Practitioners of Similar Theories and Praxis of Hinduism, 5.Peace Education: Why? 6. Concept of Peace in Hinduism, 7.Peace Education in Hinduism: (a) Concept of Peace Education, (b) Meaning of Peace Education, 8.No Fear of Peace Education for Nation-States, 9. Need of Awakening among Peoples towards Peace Education, Notes, References, Selected Bibliography, and Index Prospective readers who wish to have the copy of the book may write to: Peace Education (Publications), 216, Laxminagar-440 022,Maharashtra, India, Phone & Fax: +91-712-2232523, Cell Phone: 0-9823134698 e-mail: peaceeducationsnp@yahoomail.com--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- CALL FOR PAPERS PEACE EDUCATION: AN INTERNATIONAL JOURNAL (Founded in 1977) Vol. XVII, 2009-2010 Founder & Editor-in Chief Surya Nath Prasad, Ph. D. Former Visiting Professor The Graduate Institute of Peace Studies Kyung Hee University, Republic of Korea Associate Editor Suman Shukla, Ph. D. Associate Professor RTM Nagpur University College of Education Nagpur, Maharashtra, INDIA
We invite the prospective authors who are engaged in the field of peace education, peace studies and peace researches to send their articles, papers, views on the Special issue (on the theme Global Governance and Peace Education) of our Journal Peace Education on or before 30 October, 2010 through e-mail at: peaceeducationsnp@yahoo.com or by post to: The Editor, Peace Education: An International Journal, 216, Laxminagar, NAGPUR-440 022, Maharashtra, India. Sub-themes of the issue of the Journal are: 1.Need of Global Governance and Peace, 2. Global Governance by Cross-national Organization and Peace, 3. Global Governance by Supra-national Organization and Peace, 4. Global Governance by Transnational Organization and Peace, 5. Peace through United Nations, 6. NGOs as Partners in Global Governance and Peace, 7. Role of Peace Education in Global Governance. However, authors are free to choose their own topics for their papers. Reviews of the books may also be sent. News, reports, activities, events, proposals, conferences, publications or on any other items related to peace are also welcome. | |||||||||||||||||