Soft Skill Question Bank.pdf

8/12/2019 Soft Skill Question Bank.pdf

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Life Enrichment

Text Book Book for Post Graduate Courses

of

Humanities and Social Studies

Volume III

Question Bank and Self Learning cti!ities

Sardar Patel "ni!ersit#

Valla$h Vid#anagar

Gu%arat

India

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1


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Life Enrichment & Volume III

Question Bank and Self Learning cti!ities

Text Book for a short term credit course in ost !raduate "tudies

of #umanities and "ocial "tudies$ "ardar atel %niversit&

'irst Edition

'anuar& 1$ ()11

Pu$lished B#

Sardar Patel "ni!ersit#

Valla*h Vid&anagar

!u+arat

India

,df ile of this text *ack is availa*le at "ardar atel %niversit& .e* site

.../s,uvvn/edu

Conce(t and Com(ilation

"ri Auro*indo 0hair of Integral studies

"ardar atel %niversit&

Editors

r/ Bhalendu "/ Vaishnav

r/ / "/ 2ishra

r/ aram athakr/ 2ahendra 0hotalia

0o,& right :The contents included in the text *ook are the co,& right material of their

original sources as mentioned in the ackno.ldgement section/

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities (


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P)E'CE

I am ha,,& to ,u*lish Volume III of the Text Book for the course entitled * Life

Enrichment* designed for the ost !raduate "tudies of #umanities and "ocial "tudies

of "ardar atel %niversit&$Valla*h Vid&anagar/

This volume contains Question Bank and "elf Learning Activities/

3hat can *e the *asis$ if at all an&$ of conducting examinations for a stud& course

.hich aims at Enrichment of Life rather than increasing information *ase4///3e kno.

ver& .ell the relation *et.een learning and assessment that 5assessment drives learning5

*ut .hen the ,ur,ose of course is to offer its students Life Enriching Learning$ then the

conventional context of summative assessment seems 6uite irrelevant/

Therefore$ the ,ur,ose of examinations for this course has to *e redefined and

rediscovered/ The assessment tools should serve as genuine o,,ortunities for ex,ression

of ,rogressivel& gro.ing and enlightening ,erce,tions and a*ilities of the students a*out

life and its aim rather than a mere information retrieval method/ The assessment must aim

to hel, the students to cultivate variuos mental faculties like anal&sis$ reflection$

contem,lation$ +udgenent and ins,iration/

Inculcating an enlightened and ro*ust intellectualit& in the students is the need

of the hour/

The 6uestion *ank has *een ,re,ared .ith the contri*ution from all the teachers

.ho are engaged in conducting the course/ I am thankful to all of them/The credit of

giving this 6uestion *ank a student centered ,ers,ective and indeed sha,ing it into a

gro.th stimulating and live learning activit& goes to r/ 2ahendra 0hotalia$ Associaterofessor$ /!/e,artment of Education/ I extend a s,ecial thanks to him for this ver&

uni6ue contri*ution/ I am also ver& thankful to 2rs/ 7a+al 8ao and 2iss 8i,al atel for

translating the entire volume in English//I am ver& confident that our collective efforts in

carr&ing out the teaching-learning activities of the course .ill steadil& gro. to.ards our



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cherished ideals/

inall&$ invoking a gift of as,iration for our &oung students$ .e offer all our efforts to The

ivine .ith dee, gratitude and ,rofound humilit&/

( A,ril$ ()11 Bhalendu Vaishnav

0hair,erson

"ri Auro*indo 0hair of Integral "tudies

"ardar atel %niversit&

Contents&

Page no+

"nit V & Question Bank & ,

"nitVIII& Self Learning Exercises -.

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The first (rinci(le of true teaching is

that nothing can $e taught+ Teacher is

a hel(er and guide+ He does not im(art

kno/ledge to him0 he sho/s him ho/

to (erfect his instruments of

kno/ledge and hel(s and encourageshim in the (rocess+

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"nit V & Question Bank

1+ The Science of Li!ing

23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0

kno/ledge and ex(erience+

1/ 3hat is the ultimate aim of &our life4 #o. do &ou educatee and unif& all our inner members.

9/ If the inner self controls the *od&$ one ma& get sur,rising result/

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities ?


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This Bodil# ((earance Is 5ot ll++++



1/ *2an is made u, of *od& alone5- !ive &our o,inions against this statement/

(/ "oul is immortal - 3hat does it mean 4

9/ 3e get *irth as a human *eing after man& *irths - 3hat is the ,ur,ose *ehind this

statement4

/ 3hat .ill &ou include if &ou .ere to introduce &our inner self in detail 4

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+

1/ Is the man same as he looks 4 3hat is the reason for misconce,tions in identif&ing

true ,erson4

(/ 3hat are our inner realities that a.ait our discover&4

9/ 3hat are our inner secrets .hich can *e discovered through a ,ro,er self o*servation

and self stud&4

2C3 Ex(lain the follo/ing statements+

1/ #id dee, in man celestial ,o.ers can d.ell/

(/ This scul,tor of the forms of the Infinite/

9/ assenger from life to life$ from scale to scale/

/ @ote do.n the similarities *et.een 5"ansar5 3orldl& Life and the Ccean/ 3e do

have this conce,t .ell ingrained in our culture a*out understanding of Life/ #o.man& inter,retations can .e make in this com,arison/

-+ Self 6e!elo(ment

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1/ 2an5s ,ersonalit& influences the societ& and the famil&/

(/ "ociet& is influenced *& ,hiloso,hers and religious ,eo,le/

9/ urit& and moralit& have s,ecial im,ortance in life/

/ The *iggest strength is in the small$ not in the *ig/

;/ 7no.ledge can *e gained .ith the o.er of 0oncentration/

?/ The man .ho has no faith in himself is atheist//

D/ o.er of Thinking/

/ Lord$ F ,lease give faith$ strength and devotion : Ela*orate/

G/ escri*e a touching $ ins,irational stor& < real life event that &ou have cm across/

Pra#er& The Core of 7an*s life



1/ 3hat is the difference *et.een a formal ,ra&er and a true ,ra&er4(/ 3hat is the effect of a morning ,ra&er on the entire .hole da& 4

9/ If &ou are doing a ,ra&er regularl&$ .rite t.o lines of it and ex,lain their meaning in

&our .ords/

/ escri*e the good thoughts$ virtues$ good characteristics that have develo,ed in &ou

as a result of a ,ra&er/

;/ #o. is a man .ho does ,ra& from his heart different from a ,erson .ho does not

,ra& at all4

?/ Ex,lain to a man .ho is not ,ra&ing$ the im,ortance of ,ra&ing/ 'ustif& &our ,oint

.ith ,ro,er arguments/

D/ 3hat is a ,ra&er 4 #o. to do a ,ra&er 4 3hen and .hom to ,ra& 4

/ Is a ,ra&er the voice of heart 4

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G/ The o.er of ra&er/

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

unit+

1/ 3hat should &ou do to control &our mind .hen &ou ,ra& 4

(/ 3e feel massive strength is inha*iting us .hen .e ,ra&/ erha,s &ou have

ex,erienced it/ 3h& does it ha,,en 4

9/ 3hat is effective : a ,ra&er or ,hiloso,hical ,rinci,les in crucial circumstances 4

3hat is !andhi+iHs o,inion a*out it 4

/ 3hat is difference *et.een a ,ra&er and .orshi, 4

;/ 3hat is the relation *et.een a ra&er and The !od 4

2C3 Ex(lain the follo/ing statements+

1/ There is no inner ,eace .ithout a ,ra&er/

(/ If &ou have no control on &ourself $ then &our .ork .ill *e destro&ed/

9/ ra&er or a singing a devotional songis not a li, service$ it is the essence of the

heart/

In The 8hole "ni!erse



1/ The ivine element exists in the .orld/ #o. can .e sa& this 4

(/ 3ater is visi*le in this .orld .ith man& forms/ 3hat are the different forms of the

earth and the light 49/ Cur religious scri,tures are talking a*out one divine element/ 3h& the ,eo,le

follo.ing different religious have *itter differences and even animosit&4

/ 3hen do .e sho. e6ual emotion to all things and animals of the .orld 4 3hat do .e

need to reali>e to for oneness in all 4

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;/ Ex,lain : @arsinh 2ehta sa&s- The ivine can not *e attained *& mind$ #e .ill reveal

#imself through Love/

2B3 8rite ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

unit+

1/ 3hat are the different forms of ivine energ& that are talked a*out in this ,ra&er 4

(/ 3hich t&,e of ,icture is dra.n *& @arsinh 2ehta regarding the .hole universe 4

9/ 3hich of &our understandings are confirmed and .hich are ne.l& gained *&

understanding this oem 4

2C3 Gi!e sam(le ex(lanation to the follo/ing sentences+

1/ !od created different forms to taste the differences/

(/ !old is gold after all$ .hatever ma& *e its form/

9/ Thou art the tree in seed and the seed in tree/

8here the 7ind is 8ithout 'ear



1/ Cn .hat does de,end a 0ountr&5s !reatness 4

(/ o &ou *elieve that India as the nation has live existence 4 3hat is the *asis of our

countr&5s liveliness 4

9/ 3hat advice give five ,oints .ould &ou like to give to the &outh of the countr& that

.ill lead to enhancement of the glor& of the countr&/

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of theunit+

1/ #o. are fearlessness and freedom of the ,eo,le im,ortant for the !reatness of this

countr& 4

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1)


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(/ 3hat ex,ectations are cherished *& Tagore for the countr& in this oem 4

9/ If TagoreHs ra&er is ans.ered$ .hich ,ro*lems of our countr& .ill *e solved 4

2C3 Gi!e sim(le ex(lanation to the follo/ing sentences+

1/ 3here the kno.ledge is free/

(/ 3here the calm stream of reason has not lost its .a& into the drear& desert sand of

dead ha*it/

9/ Let m& countr& a.ake/

Ek j Ratana

23 Gi!e ans/er to the follo/ing 4uestions /ith #our understanding0 kno/ledge and

ex(eriences+

1/ 3hich ,ra&er .ould &ou do to the !od for the .elfare of the .hole .orld 4

(/ 3hat is the inner


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9+ Collecti!e Gro/th and 6e!elo(ment



1/ India is a %ni6ue @ation

(/ An inner change is necessar& along .ith an outer change/

9/ The *od& is an instrument for fulfilling one5s dharma/

/ India5s contri*ution in Asia5s unit&/

;/ India is the .orld5s s,iritual mentor

?/ The &outh5s contri*ution in @ation *uilding

D/ The .hole .orld is a famil&/

/ Im,ortance of inner develo,ment in (1st centur& : Its methods and results/

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+

1/ A,,lication of ",iritualit& in Life

(/ The ,rocess of Evolution : Before and after man

9/ True s,iritualit&// Esta*lishment of 5A ederation of %nited @ations of The 3orld5

;/ Ex,lain : The *asis of ,eo,le5s external unit& is their inner unit&/

:+ The 'rame/ork of Education



1/ 3hat are the uni6ue features of India as the nation 4

(/ Through .hich characteristics that are ,resent in &ou$ &ou can identif& &ourself as

an Indian 4

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities 1(


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9/ 3hat is the difference *et.een countr& and 7otherland 4 3hich image shall

emerge if .e call our nation 2other India 4

/ Ex,lain 5%nit& in multi,licit& 5 in Indian context/

2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the

unit+

1/ 3h& the education of ac6uiring com,lete ,rogress and ,ur,ose of human life is

called as 5living education5 4

(/ Indian thinkers have not onl& seen as man as *od& *ut also seen as mind and desires/

Based on this *elief .hat can *e su*tracted and .hat can *e added to toda&5s

education 4

9/ #o. does the 5@ational ego5 damage the citi>ens 4

/ Enumerate the characteristics of a true and living education/

2C3 Ex(lain the follo/ing statements in sim(le terms+

1/ Education should *e instrumental in hel,ing a man to enter into his right relation .ith

life$ mind and soul of the ,eo,le/

(/ India has al.a&s seen in man the individual a soul$ a ,ortion of the ivinit& en

.ra,,ed in mind and *od&$a conscious manifestation in @ature of the universal self

and s,irit/

9/ That education alone is true education .hich hel,s in *ringing out ,ro,er function of

the s,irit in the *od& and soul of a nation and an individual/

;+ The Basis and the 7ethod of Education



1/ Toda&5s education gives exclusive im,ortance to memor& and intellect/ 3hich are

other com,etences$ sensi*ilities and feelings that toda&5s education fails to inculcate 4



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(/ 3e can learn onl& if the teachers teach us and .e learn onl& that much as .hat the

teachers teach us5/ o &ou agree .ith this statement4 !ive &our arguments for or

against it/

9/ Is the education that &ou receive a,,ro,riate to &our o.n ,erce,tions of self-

develo,ment or is according to others5 ,erce,tions4 3hat are the difficulties that one

.ill encounter if the education is ina,,ro,riate to one5s inner constitution and

as,irations4

/ 3hat are the main o*+ections against the method of teaching in toda&5s 7indergarten

and ,rimar& schools$es,eciall& in English medium schools 4 If &ou start ,rimar&

school$ .hat s,ecific ,recautions .ill &ou take a*out the curriculum content$ deliver&

and assessment4

2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text $ook+

1/ 3hat is the difference in sha,ing an idol and educating a man 4

(/ 3hat are the *ad effects of our education started *& the Britishers on toda&5s

students 4

9/ 3hether the true role of a teacher is to im,art kno.ledge or to guide student to gain

kno.ledge 4 3hich of these t.o is more im,ortant4 3h&4


1/ The first ,rinci,le of true teaching is that nothing can *e taught/

(/ The second ,rinci,le of true teaching is that the mind has to *e consulted in its o.n

gro.th/

9/ The third ,rinci,le of education is to .ork from the near to far$ from that .hich is to

that .hich shall *e/

;+ Philoso(h# of Education+




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1/ 3h& are &ou ha,,& .hen &ou get ne. kno.ledge 4 3hat changes do &ou o*serve

.hen &ou get kno.ledge4

(/ #ave &ou ever felt that the kno.ledge related to nature is almost ,resent in &ou and

the same got revealed to &ou through some incident or .hile reading some text or

listening to someone4 In this context .hat is =to kno.=4

9/ A ,erson .ho has never gone to school or college and &et he learns so man& things

such as farming$ *usiness$ s.imming$ making *ricks/ #o.4 3hat is the difference

*et.een the learning through school


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/ The training *& .hich the force and the ex,ression of the .ill-,o.er are *rought under

the control fruitfull&$ is called education/

e the ,icture of a good student that &ou kno./ 3hat 6ualities have

made him a successful student4

/ 8emem*er &our limitations < .eaknesses as a student/ #o. did the& harm &ou 4

3hat can &ou do to get rid of them4

;/ 3hich are the difficulties faced *& a ,erson in ac6uiring kno.ledge .ho doesn5t have

self confidence 4

?/ @ote the negative feed*ack given to &ou *& ,arents as .ell as from &our teachers/ If

&ou critici>e &our child or student in the same .a&$ then .hat .ill *e the effect on

him 4

2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the unit+

1/ 3hat are the characteristics of mental activities ,erformed *& a ,erson through

intense concentration4

(/ 3hich are the advantages of concentration as descri*ed *& ".ami Vivekananda 4

9/ Ex,lain the relationshi, *et.een celi*ac& *rahmachar&a and concentration/

/ 3hich conse6uences have .e suffered due to lack of self confidence4

;/ 2ake a list of five 6uotations .hich reflect self confidence/


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1/ The difference in the ,o.er of concentration constitutes the difference *et.een man

and man/

(/ Cur mind fritters a.a& its energ& in innumera*le things/

9/ 0ontrol in thinking$ s,eech and action is called celi*ac& *rahmachar&a

/ irst have faith in &ourself/

,+ True Education+

23 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge

and #our ex(erience+

1/ o &ou *elieve that there should *e ,urification of our feelings and tendencies

through education 4 Is this education more im,ortant than intellectual education4

3h& 4

(/ 3hich efforts have &ou made so far for control of mind and *od& 4 3hat is the

result 4

9/ 3hen .ould &ou *elieve that &ou are ,erfect or almost ,erfect 4

/ 2ake a list of ten characteristics of a ,erson .hom &ou can consider a !ood human

*eing/ 3hat changes can *e *rought a*out for the develo,ment of those

characteristics in toda&5s education 4

;/ #o. much im,ortance do &ou give to 5love5 in life 4 3h& 4 3hat can *e done to

o*tain understanding and ex,erience of love/

?/ rove that : True education is a "adhana or Ta,as&a/

2B3 ns/er the follo/ing 4uestions on the $asis of contents of the text=$ook+

1/ #o. can .e transform our mechanical$ routine life 4

(/ 3hat care &ou .ill take to change the ha*its of food and slee, for achieving ideal

living4

9/ o &ou *elieve that .e .aste our energ& *& s,eaking even .hen not necessar&4

.hat is that education .hich illumines &our ex,ression4

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/ 2ake a list of five characteristics of true education .hich hel, us in maintaining all

our energies and removing limitations/

2C3 Ex(lain the follo/ing statement in sim(le terms+

1/ It5s more difficult to live a *alanced life than to avoid merr&-making/

(/ Each ,erson5s *od& is like a ,u>>le .here solution is *rought through ,atience$

,erseverance and ,unctualit&/

9/ ou follo. the ,erson to .hom &ou love/

Ps#chic and S(iritual Education+

23 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge

and #our ex(erience+

1/ The a,,earance of our inner *eing is more shining and true than our external/

a,,earance- o &ou agree .ith this statement 4 resent &our arguments and reasons/

(/ 3h& education is not given for searching$ kno.ing$ ,urif&ing and making ,erfect our

inner *eing 4 3ould &ou like to receive this t&,e of education 4

9/ #ave the inner changes that have come in &ou so far come effortlessl& or did &ou

make an& efforts for that4 2ake a list of these changes and efforts/

/ 3hich strong as,iration is active in &our life 4 3hat has this as,iration ,rom,ted

&ou to do or act and .hat the same as,iration has ,revented &ou to do or act4

;/ 3hich t&,e of education .ill &ou take if &ou are given com,lete freedom 4

2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text=$ook+

1/ escri*e the aims of education of *od&$ mind and soul/

(/ 3hat is an inner *eing< ,s&chic *eing 4

9/ #o. does the %niversal rinci,le ,resent in us is hel,ful to us 4

/ #o. .ill educated ,erson do the .orks4

;/ 3hat is the im,ortance of self-sacrifice in life 4




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1/ arents do not kno. .hat is going on in the mind of their children/

(/ Ex,erience is more im,ortant than ,rinci,les and dis,utes/

9/ There should *e onl& one desire : rogress

/ Education of mind .ill graduall& lead to develo,ment of human nature and .ill

transform the .hole individualit& of a ,erson/


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cti!it# = 1

There is a grou, of eight ,ersons/ Their names and characteristics are given *elo. :

5ame Characteristics

1

/

2ano+ Enthusiastic$ .itt&$ #el,ful$ *ut o*stinate a*out his o,inions/

(

/

2anvita !ood at singing$ Interested in Arts *ut takes decision .ithout

discussion/

9/

Angara+ Bod& *uilder$ earless$ Leadershi, 6ualities$ *ut canHt gohungr&/

/

Akruti Beautiful$ "trong$ *ut falls ill under the effects of fear


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tracking .ill start after a .eek/ All have arrived at the cam, sight/

ou are leader of this grou,/ ou have to ,re,are the team mem*ers for a successful

endeavour/ 3hat s,ecific advice &ou .ill give to each of them4 3rite advice and list of

activities for each one in se,arate chits /

cti!it# &1 Part = -

or ,re,aration of &our ,rogramme focus on follo.ing statements .hich can serve as

guidelines/

1/ A ,erson .ho is ,h&sicall& fit can accom,lish even difficult tracking/

(/ 3e can *ring a*out harmon& among ,eo,le .ith contrasting


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"tudents make

a guideline a*out the ,rogramme/ Initiate and guide the discussion .ith the hel, of the

follo.ing 6uestions//

1/ id &ou en+o& thinking a*out the training ,rogramme4 id &ou like to give advice 4

3h&4

(/ 3hat .as it that ,osed ,ro*lems in this activit&4 #o. did &ou solve the same4

9/ 3hen &ou .ere thinking a*out these eight studentsH characteristics$ did &ou

*ecame a.are a*out &our o.n ,eculiarit& and limitations 4 3hat did &ou think

a*out &ourself4

/ #o. do &ou correlate this training ,rogramme involving these eight team

mem*ers$ and &ourself as a leader$ .ith our life4

;/ 3hat did &ou learn from this activit& 4

cti!it#& 9

Ex,lain the ,lanes and ,arts of human consciousness : ,h&sical$ mental$ vital and

,s&chic/

cti!it#& :

ivide the class in four grou,s/ ivide each grou, in su* grou,s of three each/ !ive the

,hotoco,& of ,aragra,h relating ,h&sical$ mental$ vital and ,s&chic education to each

grou, along .ith a glossar& of im,ortant .ords/

:+1 S(iritual Education&

0onsciousness: To *ecome a.are and aliveJ and inner actions associated .ith and

Life Enrichment : Text Book- Volume III Question Bank and Teaching- Learning Activities ((


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emerging from this state of one5s *eing/ To *e$ feel $live and act from one5s highest state/

As,iration: An ardent desire to achieve su,erior aim/

Liveliness K 0haracteristics of alertness/

Identification: To *ecome one .ith the one5s thoughts$actions/

2anifestation K Ex,ression$

Inner self K The innermost consciousness$ ,s&chic *eing/

Ans.er the follo.ing 6uestions from the ,aragra,h .ith hel, of &our friends/

1/ 3hat is ,s&chic *eing 4 3hat is its im,ortance in our life 4

(/ 3hich are the conditions needed for a.areness of one5s ,s&chic *eing 4

9/ 3hat do &ou kno. a*out &our o.n ,s&chic *eing as a ,erson 4

cti!it#& :+-

aragra,h: To com,lement this ,rocess of inner discover&////there is al.a&s one for

men of good.ill/ Vol/ I $,ages )-);$

!lossar& : Inner achievement : 8ecogni>e ,s&chic *eing/

2anifestation K Ex,ression

"iddhi - 8eali>ation

Questions :

1/ 3hat are the strengths and limitations of mind 4

(/ 3hat is the meaning of making mind 5su,,le and ,rofound5 4

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9/ 3hat is the advantage of thinking from multi,le ,oints of vie. 4

/ 5@ever allo. the mind to +udge things and ,eo,le5/ 3h& 4

;/ 3hat are the limitation in .hich &our mind is involved 4 3hat .ill &ou do to remove

them 4

cti!it#& :+9

aragra,h: #ere .e must mention the disci,line of the vital////vanish *efore the

radiance of the truth-consciousness/5 Vol/ I$ ,ages )?-)D

!lossar& : Im,ulses-instant attitudes$ instincts like anger$ fear$ greed etc/

Questions :

1/ 3hat are the characteristics of the vital *eing4

(/ 3h& vital is called a 5.orker5 4

9/ 3h& is a ,s&chic contact necessar& to guard oneself from the im,ulses of the vital4

/ #o. does vigilance hel, in the moments of crisis4

;/ #ave &ou ex,erienced that &ou have *ecome a slave of &our vital im,ulses and

instincts4 3hat have *een its results4 3hat .ill &ou do to safeguard &ourself against

re,eata*ilit& of these influences4

Exercise > :+:

aragra,h :=Lastl&$ *& means of a rational /////an& reason to exist/=Vol/ I$ ,ages )D-)

!lossar& : Truth-force K The o.er that controls the .orld$ The ,o.er of Truth/

2anifestation K Ex,ression

s&chic *eing K The core of our consciousness/

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Questions :

1/ Is *od& our master or slave 4 #o. 4 3hat are &our ex,eriences 4

(/ 3hen can .e sa& that mind is 5strong and ,oised5 4

9/ 2ake a list of characteristics of an ideal *od&/

/ 3hat do &ou understand *& #armon&H 4

;/ 3hat .ill &ou to to make &ou *od& a 5 living ex,ression of harmon&54

Activit&: ;

Ex,lain the relationshi, *et.een these four austerities and the aim of life/ The ,rocess of

manifestation of truth and ,erfection can *e ,resented as a chart/ ///irst t.o and the last

,aragra,hs of the text = our Austerities and four erfection=//

cti!it#& ,

@o. ask the four grou,s to sit together/ and deli*erate on austerities of the *od&$ mind$

vital and soul/ Cne ,erson from each grou, .ill ,resent his < her ex,lanation/

cti!it#&

Documents

Soft Skill Question Bank.pdf