For teacher’s reference:
In the previous chapter, we saw that:
There is something common amongst all the 700 crore people living on this earth. If we recognise this commonness, conflicts would stop forever. The purpose of this chapter is to end conflicts, to end hatred. Whoever amongst the 800 crore people on our planet recognises the commonness (similarities) between him/herself and the other, would have no hatred left between him/her and the other. Despite physical differences, as we start seeing mental and emotional commonness, we become more peaceful. Our relationships gain strength.
Mental commonness is stable and constant across time and space. Physical differences are in plenty and vary across time and space. For example, facial features amongst Indians vary from region to region. Mental commonness amongst humans are hence naturally a stabilizing factor in comparison to physical differences that lead to instability in relationships and in society.
Section 1: Identifying commonness
Activity 1.1: Our uniqueness
Activity 1.2: Our commonness
Activity 1.3: The basis of recognition
Activity 1.4: The recognition of commonness
Activity 1.1: Our Uniqueness
Time: At least two periods or till the teacher is satisfied.
Learning objective: To draw students’ attention towards the purpose of differences (uniqueness) among humans - to maintain harmony in society and not to create discord or conflicts among people.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Note for the teacher: There are physical differences in humans on the basis of their appearance, their skin colour, etc. These differences are due to our different geographical locations. No one is less or more because of them. These differences are only to identify each other as separate entities.
We are all basically similar, but different in the way we work. For example, your colleagues (teachers) and you think similarly about what needs to be taught in class. But what all needs to be taught and how it should be taught - differs for each one of you. These differences are important for having variety and for fulfilling different kinds of roles. If everyone becomes a doctor, who would be an engineer or a teacher or who would grow crops?
All of us also differ in our interests and thus, skill sets. Some of us are interested in sports, some in music, some in cooking, some in electronics, some only in academics or some are interested in everything. These interests lead us to developing certain skill sets in our lives. These skill sets will be different for different people. These skills are our uniqueness. People identify us with these skills. For example, I may have a very good handwriting and hence people often ask me for help in making a chart. A good handwriting is a skill I have and in a certain context I am identified with that skill. This is one of my uniquenesses. It is something that the other can appreciate about me and feel inspired about. Also, the other has something unique about him/her that in turn inspires me. For a family, friend circle or society to function properly, it requires a variety of such uniquenesses or in other words skill sets.
Take the students (and our own) attention to the differences among humans, such that they understand that these differences are to maintain order (harmony). Purpose of these differences is to be able to fulfil the different roles required for a harmonious functioning of family, friends, and society at large. These differences play a complementary role in maintaining order. Nobody is big or small based on these differences. This activity is to help with this understanding. There is happiness in identifying our commonness and uniqueness if our perspective is right.
Steps of the activity
1. Ask students about the differences between them and their friends in the class. Ask them to make a list of the differences they can observe. For example, their names are different, they look different. (Give them 5 minutes.)
2. The students read out their lists and the teacher writes the points on the blackboard.
3. Discuss the points noted on the board.
Proposed questions for discussion:
1. Do the other classrooms and does the school also have such differences?
2. Are these differences necessary? If yes, then why?
(Students' attention is drawn towards the fact that food preferences, appearances, height, age are differences that exist amongst all human beings.)
Note: The discussion helps arrive at the conclusion that the differences (uniqueness) in humans is for playing different roles in family, society, etc. People participate or play different roles based on these differences (uniqueness). Even at home everyone has a role to play because of which the house runs properly. At school, each teacher specialises in teaching one subject and helps in the smooth functioning of the school. If all the teachers taught the same subject, then how would the multi-dimensional development of the student be possible?
3. These differences (uniqueness) among people is necessary but how do you perceive discrimination on this basis?
4. What are the major changes we will experience in our lives once we have the right perspective towards these differences?
5. Did you experience happiness or sadness over the right perspective on uniqueness?
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
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students are able to understand the commonness (similarities) in humans.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Steps of the activity
Encourage the students to discuss the following points at home –
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
So far, we have discussed commonness on the basis of physicality and external elements. Now, we will discuss the internal commonness.
Discuss the above chart and get the students to think if A thinks the same way about B, or can A’s thinking be different?
(For example: A can think that B too makes mistakes unknowingly, or does A feel that B makes mistakes willingly?)
Proposed questions for discussion
1. Everybody wants love. Agree/disagree? Discuss.
2. Does anybody want to be insulted? Discuss.
3. Nobody wants to be discouraged. Agree/disagree? Discuss.
4. Nobody wants to be sad. Agree/disagree? Discuss.
5. When we look at connecting with the other, do we base it on our uniqueness or commonness? Discuss.
6. When we meet a person, on what basis do we understand our relation with them?
7. When we get to know about something common with the other, how do we feel?
Note: We can recognise the commonness between two or more than two people on the basis of this discussion.
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 1.3: The basis of recognition (among humans)
Time: At least two periods or till the teacher is satisfied.
Learning objective: To help the students realise that the basis of recognition among humans is either something in common or something unique.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note for the teacher: On what basis do we recognise someone? There are 800 crore of us on earth. Each of us lives in a country. Our languages are different so are our lifestyles. We speak differently. There is immense diversity among us. Say our class has 40 children. Each of them has different skills. Someone will become an engineer, someone will be a sportsperson. Within sportspeople, there are different (skills) talents too. Within cricketers there are different skill sets as well. Someone will be a good bowler and someone else a good batsman.
Through this activity, we will discuss the basis of recognition among people.
Steps of the activity
Ask the students the basis on which they say that this person knows us or understands us. Give them some time to think and then give the following examples to ponder –
Proposed questions for discussion
1. Some like red and some like yellow. Is this a difference of the body or the mind? Discuss.
2. Some feel cold and some feel hot. This is a difference of the body. Discuss.
3. Is the difference in gender of the body or the mind? Discuss.
4. Some are happy eating two chapatis and some want four. What is this difference related to, the body or mind? Discuss.
5. Someone likes listening to ghazals and some prefer rock music. Is this a difference of the body or mind? Discuss.
6. Identify the diversity between you and your friends on the basis of your likes and dislikes.
Note for the teacher: As the discussion goes further, the differences in the body as well as the mind will come to the fore. Discuss the differences of the mind (such as, likes/dislikes, preferences) too so that the students understand that there is diversity in the mind as well. Uniqueness will go towards the said different bodily (skill based) talents, but diversity will be able to explain it better. Students should be able to recognise what is different (with a feeling of variety/diversity) among the 40 children in class.
At home - Observe, Enquire, Understand (for students)
Encourage the students to discuss the following points at home:
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
The students would have discussed the aforesaid points at home. Discuss the following –
Proposed questions for discussion
1. Is it right to discriminate among people on the basis of caste, creed, dress, language, region, sect, business? Discuss.
2. These differences among humans have been created by humans themselves in the quest for happiness. Agree/disagree? Discuss.
3. These differences are the basis for drawing boundaries between people. Agree/disagree? Discuss.
4. The result of this can be seen in violence, terrorism and wars. ‘Educated’ people seem to work harder for this result. Agree/disagree? Discuss.
5. Every person wants to convince the other to his/her point of view, which means, every person wants to expand one’s affinity.
Note for the teacher: In reality, everyone wants happiness. Everyone wants respect and recognition. Everyone has infinite thinking capacity. On this universal basis we can say we are all equal. If one accepts the natural, universal basis of person to person commonness, then the sense of discrimination will disappear. A person will not fear or hate the other person with which mutual affinity will increase and everyone’s basic desire for happiness will be fulfilled.
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 1.4: The recognition of commonness (among humans)
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students will be able to understand that recognition of commonness brings happiness.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Note for the teacher: When we see our commonness, we feel more connected and happy. When we see our differences, we feel happy if we find ourselves better than others and unhappy if we find the others better. This comparison comes from our conditioning. We create boundaries on the basis of fair or dark, rich or poor, foreigner or native. When we first think of our commonness, we are more comfortable and polite with each other. We see everyone as one and begin to appreciate the differences as diversity and overcome the barriers we created in our minds. In this way, we are able to recognise each other.
Diversity has its own importance. Diversity in humans is important to complement each other. So, our purpose is not to question diversity but to create this confidence within students that despite our diversities, we are all similar within. Students can be rid of discriminations for life if they understand this properly.
How are we all similar?
We all breathe, eat, sleep, need housing, clothing etc. This commonness is on the basis of our bodily requirements.
We all think, decide, aspire for happiness, respect etc. This commonness is on the basis of the mind.
In this way, we have a lot in common. Each person thinks, but thinks differently. Each person decides but decides differently. Each person loves but expresses differently. Each person wants love, respect and happiness but adopts different means to achieve them. Essentially, we are all the same. The activity would help ensure this is understood clearly by students.
Steps of the activity
Teachers begin the discussion with an incident or a situation. For example, you can ask them to imagine a cricket match between their school team and another team. Two situations are probable here: Either your team will win, or it will lose.
Let’s discuss:
Now, let’s discuss –
1. What is common between you and those whom you feel affection for?
2. What do those who feel affectionate towards you see in common?
(Clue: love, affection, trust etc.)
3. Does your attention usually go to what you have or don’t have in common with the other?
4. When you find yourself different from the other, how is your relationship? What is your feeling towards them? Discuss.
5. When you consider the other similar, how is your relationship? What is your feeling towards them? Discuss.
At home - Observe, Enquire, Understand (for students)
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
The students would have discussed the aforesaid points at home. We will now discuss the following –
Proposed questions for discussion
1. Does commonness generate cooperation or competitiveness? Discuss how.
2. What are the major changes we will experience once we have the perspective of commonness?
3. Does the perspective of commonness give us happiness or sadness?
4. What are the similarities between you and your teacher?
5. What are the similarities between you and a close friend?
6. Think of your family members and share what are the similarities among them.
7. Think and share the similarities among people of your neighbourhood.
8. If there is a person in class whom you dislike, do you still have something in common?
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
-----------------------------
In the previous chapter, we saw that:
- Clarity in one’s thought builds trust in oneself (self-confidence)
- Clarity in thought leads to resolution of (our) problems. Resolution enables us to do things properly. This builds our trust in ourselves.
- In absence of this clarity, one pursues only sensory pleasures and is thus deprived of (or misses) deeper and sustainable happiness
- Trust in oneself (self-confidence) is stable, constant, consistent, unchanging as opposed to the confidence we get from comparing ourselves to others or confidence we get from others’ praises for us
There is something common amongst all the 700 crore people living on this earth. If we recognise this commonness, conflicts would stop forever. The purpose of this chapter is to end conflicts, to end hatred. Whoever amongst the 800 crore people on our planet recognises the commonness (similarities) between him/herself and the other, would have no hatred left between him/her and the other. Despite physical differences, as we start seeing mental and emotional commonness, we become more peaceful. Our relationships gain strength.
Mental commonness is stable and constant across time and space. Physical differences are in plenty and vary across time and space. For example, facial features amongst Indians vary from region to region. Mental commonness amongst humans are hence naturally a stabilizing factor in comparison to physical differences that lead to instability in relationships and in society.
Section 1: Identifying commonness
Activity 1.1: Our uniqueness
Activity 1.2: Our commonness
Activity 1.3: The basis of recognition
Activity 1.4: The recognition of commonness
Activity 1.1: Our Uniqueness
Time: At least two periods or till the teacher is satisfied.
Learning objective: To draw students’ attention towards the purpose of differences (uniqueness) among humans - to maintain harmony in society and not to create discord or conflicts among people.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Note for the teacher: There are physical differences in humans on the basis of their appearance, their skin colour, etc. These differences are due to our different geographical locations. No one is less or more because of them. These differences are only to identify each other as separate entities.
We are all basically similar, but different in the way we work. For example, your colleagues (teachers) and you think similarly about what needs to be taught in class. But what all needs to be taught and how it should be taught - differs for each one of you. These differences are important for having variety and for fulfilling different kinds of roles. If everyone becomes a doctor, who would be an engineer or a teacher or who would grow crops?
All of us also differ in our interests and thus, skill sets. Some of us are interested in sports, some in music, some in cooking, some in electronics, some only in academics or some are interested in everything. These interests lead us to developing certain skill sets in our lives. These skill sets will be different for different people. These skills are our uniqueness. People identify us with these skills. For example, I may have a very good handwriting and hence people often ask me for help in making a chart. A good handwriting is a skill I have and in a certain context I am identified with that skill. This is one of my uniquenesses. It is something that the other can appreciate about me and feel inspired about. Also, the other has something unique about him/her that in turn inspires me. For a family, friend circle or society to function properly, it requires a variety of such uniquenesses or in other words skill sets.
Take the students (and our own) attention to the differences among humans, such that they understand that these differences are to maintain order (harmony). Purpose of these differences is to be able to fulfil the different roles required for a harmonious functioning of family, friends, and society at large. These differences play a complementary role in maintaining order. Nobody is big or small based on these differences. This activity is to help with this understanding. There is happiness in identifying our commonness and uniqueness if our perspective is right.
Steps of the activity
1. Ask students about the differences between them and their friends in the class. Ask them to make a list of the differences they can observe. For example, their names are different, they look different. (Give them 5 minutes.)
2. The students read out their lists and the teacher writes the points on the blackboard.
3. Discuss the points noted on the board.
Proposed questions for discussion:
1. Do the other classrooms and does the school also have such differences?
2. Are these differences necessary? If yes, then why?
(Students' attention is drawn towards the fact that food preferences, appearances, height, age are differences that exist amongst all human beings.)
Note: The discussion helps arrive at the conclusion that the differences (uniqueness) in humans is for playing different roles in family, society, etc. People participate or play different roles based on these differences (uniqueness). Even at home everyone has a role to play because of which the house runs properly. At school, each teacher specialises in teaching one subject and helps in the smooth functioning of the school. If all the teachers taught the same subject, then how would the multi-dimensional development of the student be possible?
3. These differences (uniqueness) among people is necessary but how do you perceive discrimination on this basis?
4. What are the major changes we will experience in our lives once we have the right perspective towards these differences?
5. Did you experience happiness or sadness over the right perspective on uniqueness?
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
- Through this activity, it is important to get the students to acknowledge and appreciate the uniqueness (differences) in everyone but ensure that they are able to see it as a societal necessity and do not discriminate against people on the basis of this.
- On the second day of the activity, the questions discussed here can be given to students to discuss in smaller groups and make presentations on them.
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students are able to understand the commonness (similarities) in humans.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Steps of the activity
- Teacher asks the students to discuss the commonness among each other in small groups. They can be given clues like commonness on the basis of body, region, language, caste, religion or ways of worship, gender, etc.
- The teacher lists the examples given by the students on the board.
- The commonness listed may be applicable to some of the students and not all. Pointing that out, the teacher now facilitates a discussion to list out similarities that would be common among the entire class. For example, all the students feel hungry, everyone feels thirsty, etc.
- All of you are students of the same school and the same class. Is this a basis for commonness among all of you or not? Discuss.
- You are all in the Happiness class right now. Is this a basis for commonness among all of you or not? Discuss.
- You all feel hungry and eat food. Is this a basis for commonness among all of you or not? Discuss.
- Everyone feels thirsty and drinks water. Is this a basis for commonness among all of you or not? Discuss.
- You all feel hot or cold, and dress accordingly. Is this a basis for commonness among all of you or not? Discuss.
- Expand this discussion on commonness beyond the classroom. You may cover:
- the whole school
- the whole city
- the whole country
- the whole world
Encourage the students to discuss the following points at home –
- Besides the commonness in physicality and material needs, what are the other elements of commonness among us?
- Discuss commonness in feelings at home or among friends. (for example, feeling good when among friends, feeling a sense of achievement on completing an important task or doing well in the exams)
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
So far, we have discussed commonness on the basis of physicality and external elements. Now, we will discuss the internal commonness.
Let us have a discussion on two people – A
and B
|
|
What A thinks about himself/herself
|
What What A thinks about B
|
1.
I want happiness.
2.
I don’t want to do the wrong thing.
3.
I make mistakes unknowingly.
4.
When I go wrong, I should be explained
lovingly.
|
5.
B is definitely happy.
6.
B is making mistakes.
7.
B is making mistakes knowingly.
8.
B should be punished and taught a lesson.
|
Discuss the above chart and get the students to think if A thinks the same way about B, or can A’s thinking be different?
(For example: A can think that B too makes mistakes unknowingly, or does A feel that B makes mistakes willingly?)
Proposed questions for discussion
1. Everybody wants love. Agree/disagree? Discuss.
2. Does anybody want to be insulted? Discuss.
3. Nobody wants to be discouraged. Agree/disagree? Discuss.
4. Nobody wants to be sad. Agree/disagree? Discuss.
5. When we look at connecting with the other, do we base it on our uniqueness or commonness? Discuss.
6. When we meet a person, on what basis do we understand our relation with them?
7. When we get to know about something common with the other, how do we feel?
Note: We can recognise the commonness between two or more than two people on the basis of this discussion.
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 1.3: The basis of recognition (among humans)
Time: At least two periods or till the teacher is satisfied.
Learning objective: To help the students realise that the basis of recognition among humans is either something in common or something unique.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note for the teacher: On what basis do we recognise someone? There are 800 crore of us on earth. Each of us lives in a country. Our languages are different so are our lifestyles. We speak differently. There is immense diversity among us. Say our class has 40 children. Each of them has different skills. Someone will become an engineer, someone will be a sportsperson. Within sportspeople, there are different (skills) talents too. Within cricketers there are different skill sets as well. Someone will be a good bowler and someone else a good batsman.
Through this activity, we will discuss the basis of recognition among people.
Steps of the activity
Ask the students the basis on which they say that this person knows us or understands us. Give them some time to think and then give the following examples to ponder –
- He/she is or was my classmate.
- He/she is in our school.
- He/she lives in our colony.
- He/she is my relative.
- He/she comes to play with me.
- He/she is a famous sportsperson, actor, singer or celebrity.
- His/her pictures are in books, newspapers and television.
- Our interests are similar. He/she and I like the same colour/music/game/sportsperson, etc.
Proposed questions for discussion
1. Some like red and some like yellow. Is this a difference of the body or the mind? Discuss.
2. Some feel cold and some feel hot. This is a difference of the body. Discuss.
3. Is the difference in gender of the body or the mind? Discuss.
4. Some are happy eating two chapatis and some want four. What is this difference related to, the body or mind? Discuss.
5. Someone likes listening to ghazals and some prefer rock music. Is this a difference of the body or mind? Discuss.
6. Identify the diversity between you and your friends on the basis of your likes and dislikes.
Note for the teacher: As the discussion goes further, the differences in the body as well as the mind will come to the fore. Discuss the differences of the mind (such as, likes/dislikes, preferences) too so that the students understand that there is diversity in the mind as well. Uniqueness will go towards the said different bodily (skill based) talents, but diversity will be able to explain it better. Students should be able to recognise what is different (with a feeling of variety/diversity) among the 40 children in class.
At home - Observe, Enquire, Understand (for students)
Encourage the students to discuss the following points at home:
- How do we recognise each other on the basis of commonness (similarities) and uniqueness (speciality/differences) of the body and the mind? Find some examples among friends and neighbourhood.
- Do we see difference in identity as a form of inequality or jealousy? If yes, think of examples and note them down.
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
The students would have discussed the aforesaid points at home. Discuss the following –
- Who all did you discuss with?
- How did they feel talking to you?
- Share the commonness and the uniqueness you found.
- Does this commonness and uniqueness follow order or disrupt it?
Proposed questions for discussion
1. Is it right to discriminate among people on the basis of caste, creed, dress, language, region, sect, business? Discuss.
2. These differences among humans have been created by humans themselves in the quest for happiness. Agree/disagree? Discuss.
3. These differences are the basis for drawing boundaries between people. Agree/disagree? Discuss.
4. The result of this can be seen in violence, terrorism and wars. ‘Educated’ people seem to work harder for this result. Agree/disagree? Discuss.
5. Every person wants to convince the other to his/her point of view, which means, every person wants to expand one’s affinity.
Note for the teacher: In reality, everyone wants happiness. Everyone wants respect and recognition. Everyone has infinite thinking capacity. On this universal basis we can say we are all equal. If one accepts the natural, universal basis of person to person commonness, then the sense of discrimination will disappear. A person will not fear or hate the other person with which mutual affinity will increase and everyone’s basic desire for happiness will be fulfilled.
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 1.4: The recognition of commonness (among humans)
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students will be able to understand that recognition of commonness brings happiness.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Note for the teacher: When we see our commonness, we feel more connected and happy. When we see our differences, we feel happy if we find ourselves better than others and unhappy if we find the others better. This comparison comes from our conditioning. We create boundaries on the basis of fair or dark, rich or poor, foreigner or native. When we first think of our commonness, we are more comfortable and polite with each other. We see everyone as one and begin to appreciate the differences as diversity and overcome the barriers we created in our minds. In this way, we are able to recognise each other.
Diversity has its own importance. Diversity in humans is important to complement each other. So, our purpose is not to question diversity but to create this confidence within students that despite our diversities, we are all similar within. Students can be rid of discriminations for life if they understand this properly.
How are we all similar?
We all breathe, eat, sleep, need housing, clothing etc. This commonness is on the basis of our bodily requirements.
We all think, decide, aspire for happiness, respect etc. This commonness is on the basis of the mind.
In this way, we have a lot in common. Each person thinks, but thinks differently. Each person decides but decides differently. Each person loves but expresses differently. Each person wants love, respect and happiness but adopts different means to achieve them. Essentially, we are all the same. The activity would help ensure this is understood clearly by students.
Steps of the activity
Teachers begin the discussion with an incident or a situation. For example, you can ask them to imagine a cricket match between their school team and another team. Two situations are probable here: Either your team will win, or it will lose.
Let’s discuss:
- When your team wins, what are the feelings you have? How do you celebrate this victory?
- When your team loses what are the feelings you have? How do you express sadness of your team’s defeat?
Now, let’s discuss –
- What do you feel for the winning team? How do you celebrate this victory?
- What do you feel for the losing team? How do you express sadness over this defeat?
1. What is common between you and those whom you feel affection for?
2. What do those who feel affectionate towards you see in common?
(Clue: love, affection, trust etc.)
3. Does your attention usually go to what you have or don’t have in common with the other?
4. When you find yourself different from the other, how is your relationship? What is your feeling towards them? Discuss.
5. When you consider the other similar, how is your relationship? What is your feeling towards them? Discuss.
At home - Observe, Enquire, Understand (for students)
- Encourage the students to discuss these points at home.
- Ask them to think about the commonness they find with their friends, relatives and family members. Discuss it and make a list.
- Ask them to think about how they recognise each other on the basis of commonness? They should find examples among friends and neighbours and try to discuss with them.
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
The students would have discussed the aforesaid points at home. We will now discuss the following –
- Who all did you discuss with?
- How did they feel while talking to you?
- Share the commonness you found.
Proposed questions for discussion
1. Does commonness generate cooperation or competitiveness? Discuss how.
2. What are the major changes we will experience once we have the perspective of commonness?
3. Does the perspective of commonness give us happiness or sadness?
4. What are the similarities between you and your teacher?
5. What are the similarities between you and a close friend?
6. Think of your family members and share what are the similarities among them.
7. Think and share the similarities among people of your neighbourhood.
8. If there is a person in class whom you dislike, do you still have something in common?
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
- Through this activity, it is important to get the students to appreciate the commonness in everyone.
- The questions discussed here can be given to discuss in smaller groups and to make presentations on them.
-----------------------------
- Chapter 1: Understanding Happiness
- Chapter 2: Need
- Chapter 3: Needs of the Self
- Chapter 4: Trust and Confidence
- Chapter 5: Identifying Commonness
- Chapter 6: Sensible person = happy person
- Chapter 7: Happy Family
- Chapter 8: A Happy Society
- Chapter 9: Nature and Space
No comments:
Post a Comment