Time: At least two periods or till the teacher is satisfied.
Learning objective: To encourage students to trust family relationships and inspire them to fulfill them.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Story
Two friends met each other suddenly one day. They asked each other about their well being. The first friend said everything was going well. The other friend was a little upset. He shared that the previous year his father had passed away, after which the burden of his younger brother’s education came on his head. Rest everything else was fine. Then they saw a girl, aged nine or 10, carrying her younger brother on her shoulders and climbing uphill. She was sweating profusely but kept climbing.
When she was passing by the friends they sympathetically said, “Beta, you are sweating. You must be tired of your brother's burden on your back. Let us help you by carrying him for a while. You’ll get some rest.” The little girl looked at the two friends and said, “What are you saying, Uncle? It must be a burden for you? For me, he is my younger brother, not a burden.”
When they heard her answer, the two friends realised how they were talking of their family a while back. The girl understands her relationship with her brother and can't imagine him as a burden. The second friend realised his wrong feeling towards his brother. A little girl made him understand that a brother is a brother, not a burden.
Day 1
Proposed questions for discussion
1. Which of your relationships do you not consider to be a burden? Why?
2. Why don’t the relationships you mentioned above (i.e. the ones you have accepted) seem like a burden to you?
3. What is the difference between burden and responsibility?
4. What is the difference between - maintaining a relationship while considering it to be a burden and maintaining one where it is considered to be a responsibility?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
1. How can you bring harmony in family relationships? Give examples from your life. (If students don’t give a clear answer then some possible answers can be – looking after the other, holding conversations, spending happy time together etc.)
2. What responsibilities do you take care of in your family and why?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Do’s and Don’ts
Learning objective: To encourage students to trust family relationships and inspire them to fulfill them.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Story
Two friends met each other suddenly one day. They asked each other about their well being. The first friend said everything was going well. The other friend was a little upset. He shared that the previous year his father had passed away, after which the burden of his younger brother’s education came on his head. Rest everything else was fine. Then they saw a girl, aged nine or 10, carrying her younger brother on her shoulders and climbing uphill. She was sweating profusely but kept climbing.
When she was passing by the friends they sympathetically said, “Beta, you are sweating. You must be tired of your brother's burden on your back. Let us help you by carrying him for a while. You’ll get some rest.” The little girl looked at the two friends and said, “What are you saying, Uncle? It must be a burden for you? For me, he is my younger brother, not a burden.”
When they heard her answer, the two friends realised how they were talking of their family a while back. The girl understands her relationship with her brother and can't imagine him as a burden. The second friend realised his wrong feeling towards his brother. A little girl made him understand that a brother is a brother, not a burden.
Day 1
Proposed questions for discussion
1. Which of your relationships do you not consider to be a burden? Why?
2. Why don’t the relationships you mentioned above (i.e. the ones you have accepted) seem like a burden to you?
3. What is the difference between burden and responsibility?
4. What is the difference between - maintaining a relationship while considering it to be a burden and maintaining one where it is considered to be a responsibility?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
- Have some students recall the story.
- The first day’s questions for discussion can be used again for recall.
- Have them share the feedback received from their homes in small groups. Some students can share their thoughts with the entire class.
1. How can you bring harmony in family relationships? Give examples from your life. (If students don’t give a clear answer then some possible answers can be – looking after the other, holding conversations, spending happy time together etc.)
2. What responsibilities do you take care of in your family and why?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Do’s and Don’ts
- Give everyone an opportunity to express themselves and listen to them patiently.
- Make sure that all the students participate in the discussion.
- Encourage and support the students who are hesitant to participate in the discussion.
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- Alexander and Diogenes
- The Mind Palace
- Rabia’s Needle
- What is real and what is fake?
- How much land?
- Ego’s room
- Turban
- My Identity
- Arunima Sinha
- Socrates’ three questions
- Three labourers, three perspectives
- Serene water
- Who is speaking?
- The kite string
- A big man
- Brother, not a burden
- All together
- Sugar in milk
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