Understanding the self

 Unit 1: Self as a Human Resource

This section is all about looking at yourself—your mind, emotions, and body—as a valuable set of tools that you can use and improve.

1.1 Cognitive Resources of the Self

This refers to the mental abilities you have (your 'thinking tools') and how you can become aware of them. The goal is to:

• Self-critical awareness: Know your own strengths and weaknesses (abilities) and what chances you have to succeed (opportunities).
• Develop skills: Use this awareness to grow strong independent thinking, critical thinking, creative thinking, decision-making, and problem-solving skills.

1.1.1 Independent thinking

This is simply thinking for yourself. It means you can form your own opinions and ideas without just copying what others say or think.

1.1.2 Critical thinking

This is smart, focused thinking. It means looking at information or a situation carefully, asking tough questions, checking for flaws or biases, and making reasoned judgments.

1.1.3 Creative thinking

This is thinking outside the box. It means coming up with new ideas, unique solutions, or different ways to approach a problem.

1.1.4 Differences between creative thinking and critical thinking

This point asks you to understand the difference between coming up with ideas (creative) and evaluating ideas (critical). You need both: first, you generate many possibilities, and then you choose the best one.

1.1.5 Decision Making

This is the process of choosing the best course of action when you have multiple options. It relies on good critical and independent thinking.

1.1.6 Problem solving

This is the skill of identifying a problem and then finding and implementing an effective solution. It often requires using both creative and critical thinking together.

1.2 Affective Resources

This section focuses on your feelings and emotions (your 'emotional tools'). It's about recognizing that your emotions are a powerful part of you.

• Feelings to be understood as assets: Emotions like love, joy, appreciation, and happiness are powerful advantages (assets) that can motivate you and improve your life.
• Emotions to be understood as threats or limiting factors: Emotions like fear, anger, and jealousy can be harmful (threats) or hold you back (limiting factors) if you don't manage them well.

1.2.1 Different emotions

Simply recognizing and labeling the wide variety of feelings a person can have.

1.2.2 Positive and negative emotions as assets and threats or limiting factors

This reinforces the idea that positive feelings (like enthusiasm) can be helpful assets, and negative feelings (like extreme anxiety) can be threats or limit what you can do.

1.4 Sensitize the ability to Identify the structural and functional commonality of the human body except the organs of reproduction and allied features of the human kind

This is the only point focused on the physical self, but with a specific focus. It means you should develop the awareness (sensitize) to recognize how the main parts of the human body (like the skeleton, muscles, heart, brain, etc.) are built (structural) and work (functional).

• Commonality: Understanding that these body systems are the same for all human beings (except for the reproductive organs). It’s about recognizing the shared human design of the physical self.

Based on the image, the only point visible is 1.4 Empathic understanding of geographical, climatic, and genetic conditions causing physical differences.

Here is a simple, short explanation:

1.4 Understanding Physical Differences

This point means you should learn to empathize (which is to truly understand and share the feelings of others) with why people look different.

The core idea is to recognize that differences in people's bodies and appearances (physical differences) are often caused by:

• Geographical and Climatic conditions: The place they live (like mountains or coast) and the weather/climate(like hot or cold) can cause groups of people to adapt and look distinct over generations.
• Genetic conditions: The inherited traits or DNA passed down from their ancestors also determine physical features.

In short, it's about developing sensitivity and respect by understanding that variations in human appearance are a natural result of where people live and their inherited biology.

                                                                 

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1.1 Cognitive resources of the self

This means understanding your thinking tools (like your brain and mind).

You need self-critical awareness to know what you're good at (abilities) and what chances you have to improve or succeed (opportunities). The goal is to use this knowledge to build skills like:

• Independent thinking: Thinking for yourself.
• Critical thinking: Analyzing things logically and fairly.
• Creative thinking: Coming up with new ideas.
• Decision making: Choosing the best path.
• Problem solving: Fixing challenges.

1.2 Affective resources

This focuses on your feelings and emotions.

Emotions like love, joy, appreciation, and happiness should be seen as assets (strengths) that help you. Emotions like fear, anger, and jealousy must be understood as potential threats or limiting factors that can hold you back. The key is knowing how all your feelings affect you.

1.3 Sensitize the ability to identify the structural and functional commonality of the human body except the organs of reproduction and allied features of the human kind

This is about developing an awareness of your physical self.

It means knowing how the main parts of the human body are built (structural) and work (functional), and recognizing that these core systems (like the heart, lungs, skeleton) are the same for everyone (commonality) in the human species, excluding the reproductive organs.

1.4 Empathic understanding of geographical, climatic, and genetic conditions causing physical differences

This means learning to understand and respect why people look different.

Physical differences (in skin color, height, body type, etc.) are often a natural result of:

• Geographical and Climatic conditions: Adaptations based on the place people live and the weather they experience.
• Genetic conditions: The inherited traits passed down through families.

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Self-critical awareness of the causes for one's positive and negative relations with the people based on caste, class, language, religion, nation, region etc.

This means you need to honestly look at how your relationships with other people are affected by social divisions. You should examine your own feelings and actions to understand why you have good or bad relationships with people based on their:

• Caste: Social status or birth group.
• Class: Economic or social standing.
• Language: The tongue they speak.
• Religion: Their faith or belief system.
• Nation: The country they belong to.
• Region: The area or place they come from.

In short, it's about being aware of how social labels influence your personal connections.

2.2 Self-critical understanding of the basic realities of the man-made divisions over the time-scale

This is about developing a deep, honest understanding of social divisions (like caste, class, etc.) that humans created(man-made). It involves recognizing that these divisions are not natural but have been built up and changed over history(over the time-scale).

2.3 Critical understanding of the Nature's necessity of gender difference for the onset and continuity of human race

This means thinking carefully and logically about why gender differences exist. The focus is on understanding that the core reason for the differences between male and female is related to the natural biological necessity for reproduction(onset and continuity) of the human species.

2.4 Critical understanding of the basic realities of cultural differences across the time-scale and across the globe

This involves a careful, reasoned look at why cultures are different. You need to understand the fundamental truths about how human culture varies throughout history (across the time-scale) and around the world (across the globe). This recognizes that cultural variety is a natural and global reality.

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Self-critical awareness of the causes for one's positive and negative relations with the people based on caste, class, language, religion, nation, region etc.

You need to honestly evaluate yourself to understand why you have good or bad relationships with people, especially when those feelings are based on their social identity, such as their caste, economic class, language, religion, or nationality. It's about recognizing how your own biases related to these groups affect your interactions.

2.2 Self-critical understanding of the basic realities of the man-made divisions over the time-scale.

This is about thinking deeply and honestly about the fundamental truths of social categories (like caste or class) that were created by humans, not nature. It requires understanding how these divisions have developed and changed throughout history.

2.3 Critical understanding of the Nature's necessity of gender difference for the onset and continuity of human race.

You must logically and carefully understand that the main biological reason for gender differences (male and female) is the natural requirement for reproduction (the continuity) of the human species.

2.4 Critical understanding of the basic realities of cultural differences across the time-scale and across the globe.

This involves thinking clearly and rationally about the core facts of cultural variation. You need to understand why and how human cultures are different, both throughout history and in different places around the world.

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3.0 Self as a Part of the Nature - Introduction

This is the starting point: recognizing and accepting that you are not separate from nature; you are an integral piece of the natural world, just like the plants, animals, rivers, and mountains.

3.1 Nature, harmony in existence and co-existence

This means understanding that the entire natural world operates in harmony (everything fits together perfectly). You need to learn how to live peacefully and correctly (co-exist) alongside all other elements of nature.

3.2 Dependence of Self on the Nature for the very life

This point emphasizes that your survival depends completely on nature. Everything you need to live—air, water, food, shelter—comes directly from the natural environment.

3.2.1 Dependence of self on the Nature for the very life

This is likely a reinforcement of point 3.2, highlighting that everything you need to survive (the very life) is supplied by nature.

3.2.2 Dependence of self on other selves for comfortable living

This extends the idea of dependence: you also rely on other human beings (other selves) and other parts of nature to have a comfortable, easy life—not just for survival, but for quality of life (e.g., relying on farmers for food, engineers for shelter, etc.).

3.3 Responsibility of self towards conservation, protection and enrichment of plant and animal life

This defines your duty to nature. You have a responsibility to actively conserve (save), protect (guard), and enrich(improve) the lives of plants and animals. Essentially, it's about being a good steward of nature.

3.4 Responsibility of self towards other human beings in the family, society, and people across the globe

This defines your duty to humanity. You have a responsibility to act properly towards everyone else:

• In the family: To your immediate relatives.
• In society: To the people in your local community.
• Across the globe: To all people everywhere in the world.

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3.1 Nature, harmony in existence and co-existence

This means understanding that the natural world works in harmony (everything balances out). Your goal is to figure out how to live peacefully and correctly (co-exist) with all other parts of nature.

3.2 Dependence of Self on the Nature for the very life; dependence of self on other selves for comfortable living.

This two-part point highlights dependence:

1. Dependence on Nature for life: You rely completely on nature for survival (air, water, food).
2. Dependence on others for comfortable living: You also rely on other people (other selves) for everything you need to live a comfortable, easy life (like houses, roads, and services).

3.3 Responsibility of self towards conservation, protection and enrichment of plant and animal life.

This defines your duty to the environment. You have a responsibility to actively save (conservation), guard(protection), and improve (enrichment) the lives of plants and animals. It's about being a caretaker of the natural world.

3.4 Responsibility of self towards other human beings in the family, society, and people across the globe.

This defines your duty to humanity. You have a responsibility to behave correctly and ethically toward everyone: your family, your local society, and all people across the globe.

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4.1 Self-critical awareness of teaching competency: adequacy of subject matter knowledge, professional skills, and effective communication to the students

This means you must honestly assess your ability to teach. This includes judging if you have enough knowledge of your subject, possess the necessary professional skills (like classroom management), and can communicate clearly with students.

• 4.1.1 Teaching competencies: The specific skills and behaviors that make a good teacher.
• 4.1.2 Subject Matter: How well you know the topic you are supposed to teach.
• 4.1.3 Professional skills: Abilities like planning lessons, marking work, and managing the classroom.
• 4.1.4 Effective communication: Being able to explain ideas clearly and ensure students understand you.

4.2 Self-critical awareness of one's attitudes towards students, teaching, teaching material, interest in students and subject and one's aptitude in the inculcation of interest in students and in tapping their abilities to realize the values identified in the lesson

This requires a deep, honest look at your attitude toward every part of your job:

• How you feel about your students, the act of teaching, and the materials you use.
• Your genuine interest in your students and the subject.
• Your natural ability (aptitude) to get students excited about the lesson and to find ways to use their talents to help them learn the life lessons/values in the material.
• 4.2.1 Self-critical awareness: The act of examining your own biases, feelings, and abilities to identify areas for improvement.

4.3 Self-critical awareness of suitability of one's role being performed contextually to enrich learners capabilities and guiding them for self-actualization while interacting

You need to honestly judge if your actions and role are appropriate for the specific situation (contextually). The goal of this is twofold:

1. Enrich learners' capabilities: To help students improve their skills.
2. Guiding them for self-actualization: To help students reach their highest potential and become the best version of themselves during every interaction.

4.4 Self-critical awareness of involvement in team work with colleagues, head of the institution, parents of learners and management for the development of the learners

This means you must critically assess your participation in teamwork with all the key people who influence a student's learning:

• Colleagues: Other teachers.
• Head of the institution: The principal or director.
• Parents of learners: The students' families.
• Management: The administrative staff.

The purpose of this teamwork awareness is ensuring you are doing your part to collectively support the overall development of the students.

                               

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4.1 Self-critical awareness of teaching competency: adequacy of subject matter knowledge, professional skills, and effective communication to the students.

You need to honestly evaluate how good you are at teaching. This means checking if you:

• Have enough knowledge of the topic you teach.
• Use the necessary professional skills (like planning and classroom management).
• Can explain things clearly and effectively to your students.

4.2 Self-critical awareness of one's attitudes towards students, teaching, teaching material, interest in students and subject and one's aptitude in the inculcation of interest in students and in tapping their abilities to realize the values identified in the lesson.

You must deeply assess your mindset about every part of the job:

• Do you have a positive attitude towards your students and the act of teaching itself?
• Do you show genuine interest in both the students and the subject matter?
• Do you have a natural talent (aptitude) for making students excited about the lesson and helping them use their own skills to learn the important life values in the material?

4.3 Self-critical awareness of suitability of one's role being performed contextually to enrich learners capabilities and guiding them for self-actualization while interacting.

You need to judge honestly if your actions and role are appropriate for the specific situation (contextually). Your goal is always to improve your students' skills and guide them toward reaching their highest potential (self-actualization) every time you interact with them.

4.4 Self-critical awareness of involvement in team work with colleagues, head of the institution, parents of learners and management for the development of the learners.

You must critically look at how well you participate in teamwork with all the key people who support a student's learning: your co-workers, the school's leadership, the students' parents, and the administration. The purpose is to ensure you are contributing effectively to the overall development of the students.

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5.0 Self-Development

This is the main topic: the process of improving yourself as a person, mainly by gaining self-knowledge.

5.1 Development of self and social identities in the learners to enrich human resources and self-esteem

This means helping people (learners) grow both their personal identity and their social identity (how they relate to groups). The goal is to make them better, more capable people (enrich human resources) and increase their self-esteem(self-worth).

• 5.1.1 Development of Social Identity: Figuring out who you are in relation to the groups, cultures, and societies you belong to.
• 5.1.2 Self-understanding: Gaining deep, clear insight into your own thoughts, feelings, motives, and abilities.
• 5.1.3 Self-esteem: Having a healthy sense of respect and value for yourself.
• 5.1.4 Realistic understanding of any self as depending on the source of the whole existence for spiritual awakening free of any religious identity: Recognizing that every person (self) depends on a universal source or truth (the whole existence) for deep spiritual awareness, independent of any specific organized religion.

5.2 Objective view of beliefs, prejudices and stereo types to liberate from irrational tendencies

This is about achieving a fair and unbiased perspective (objective view) on common ways of thinking, to free yourself from illogical or unreasonable actions (irrational tendencies).

• 5.2.1 Beliefs: Examining the ideas and principles you hold as true.
• 5.2.2 Prejudice: Recognizing and overcoming pre-judgments—unfavorable opinions formed without facts or reason.
• 5.2.3 Stereotype: Identifying and rejecting oversimplified, often fixed and unfair ideas about entire groups of people.

5.3 Understanding human roots in animal and possibility of heights in the divinity through the philosophers like Swamy Vivekananda, Sri Aurobindo and J. Krishnamurti to awaken oneself to Truth, beauty and goodness both inside and outside

This point is about understanding the full spectrum of human nature:

1. Our animal origins: Recognizing that humans have a biological past rooted in nature.
2. Our spiritual potential (divinity): Exploring the possibility of reaching the highest levels of human consciousness and spirituality.

This spiritual awakening is studied through the teachings of great thinkers (like Vivekananda, Sri Aurobindo, and Krishnamurti) to help you become aware of Truth, beauty, and goodness everywhere—within yourself and in the world around you.

• 5.3.1 Understanding human roots in animal: Acknowledging the biological, evolutionary connection humans have with the animal kingdom.
• 5.3.2 Possibility of heights in the divinity through... (as above): Focusing on the teachings of these philosophers to find your highest spiritual and ethical potential.

5.4 Yogic practices for physical, mental and spiritual health and to lay the seeds or foundations for Self-realization

This promotes the use of Yogic practices (like Yoga, meditation, and breathing exercises) as tools to achieve good healthon all levels (physical, mental, and spiritual). These practices are the foundations that help you achieve Self-realization(a complete understanding of your true self and purpose).

• 5.4.1 Yogic Practices: The specific techniques, exercises, and disciplines used in Yoga for holistic well-being.

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5.1 Development of self and social identities in the learners to enrich human resources and self-esteem. Realistic understanding of any self as depending on the source of the whole existence for spiritual awakening free of any religious identity.

This point has two main ideas:

1. Personal Growth Goal: The goal is to help people grow their personal identity and how they fit into groups (social identities). This makes them more valuable contributors (enrich human resources) and boosts their self-esteem.
2. Spiritual View: You should understand that every person's true spiritual awareness comes from connecting with a universal source or truth (the whole existence), and this connection is independent of any specific organized religion.

5.2 Objective view of beliefs, prejudices and stereotypes to liberate from irrational tendencies.

You need to look at your beliefs, biases (prejudices), and oversimplified group ideas (stereotypes) in a fair, unbiased way (objective view). The purpose is to free your thinking and actions from being illogical or unreasonable (irrational tendencies).

5.3 Understanding human roots in animal and possibility of heights in the divinity through the philosophers like Swamy Vivekananda, Sri Aurobindo and J. Krishnamurti to awaken oneself to Truth, beauty and goodness both inside and outside.

This is about understanding the full range of human potential:

1. Our Roots: Recognizing our biological connection to the animal world.
2. Our Potential: Exploring the chance to reach our highest spiritual state (divinity).

This spiritual path is studied through the teachings of great thinkers like Vivekananda, Sri Aurobindo, and J. Krishnamurti. Their wisdom is used to help you see and understand Truth, beauty, and goodness both within yourselfand in the outside world.

5.4 Yogic practices for physical, mental and spiritual health and to lay the seeds or foundations for Self-realization.

This means using Yoga, meditation, and other Yogic techniques to achieve and maintain good health in your body, mind, and spirit. These practices create the necessary foundations that allow you to achieve Self-realization (a complete and profound understanding of your true self and purpose).