For teacher’s reference
In the previous chapter, we saw –
From the time humans have emerged on the planet, they have been using natural resources like earth, water, forest, animals, for meeting their fundamental needs. Nature’s order will be in a steady state only when these resources are used sustainably. Humans would also be able to live happily. In this chapter, we will try to understand the order of nature and its balance. We will also see that there are countless stars, planets and satellites in space. Space is called void, empty space or empty place too. All the stars, planets and satellites are in motion in space. Space is where all planets and satellites are situated. One of them is our earth.
If a word is to be given to all the soil, stones, plants, trees, animals, birds and humans seen on earth, it will be nature. Along with earth, if a word is to be given for the solar system with all its planets and satellites, other solar systems, other galaxies and space, it would be existence.
In this chapter, we will try to understand nature and space with the help of activities.
Section 1: Four orders
Activity 1.1: What all is there around us?
Section 2: Space
Activity 2.1: Space — a reality
Activity 2.2: What is space?
For teacher’s reference
Time: At least two periods or till the teacher is satisfied.
Learning objective
1. Students would be able to understand that everything around us is in the form of four realities.
2. This reality can be understood in the form of four categories/orders - material order (non-living matter-soil, stone, metal, minerals, etc), plant order (plants, trees, etc), animal order (birds and animals) and human order (humans).
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Required material: Four or five paper sheets
Steps of the activity
1. Let the students sit in four or five smaller groups and give each group a page.
2. A student from each group first writes any two things visible around him/her. The next child will write another two things. In this way, each student will write two things.
3. Now, the students write any two things that they observe on the way to school. If something has already been mentioned in the list of things, it need not be repeated.
4. Now one student from each group will present this in class. (3 minutes per group)
5. During the students’ presentation, the teacher draws four columns on the board and asks the students to segregate the points in their lists based on the following:
Proposed questions for discussion
1. What name can be given to the things on the first list? (Answer: Non-living matter)
2. What name can be given to the things on the second list? (Answer: Plants and trees)
3. What name can be given to the things on the third list? (Answer: Animals and birds)
4. What name can be given to the things on the fourth list? (Answer: Humans)
In this way, we recognise nature in four forms –
The first group has all matter, and hence is called material kingdom/order.
The second group has plants and trees, and is hence called plant kingdom/order.
The third group has animals and birds, and is hence called animal kingdom/order.
The fourth group has humans who can understand and explain. This can be called humankind/human order.
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.
We saw earlier that we recognise entire nature in four groups –
Steps of the activity
Students are made to sit in four groups and each group is given a page. The four groups can be called material world, plant world, animal world and human world. Each group writes the unique qualities of their assigned group name. For example, need for food and dependence on it, Respiration, usefulness for the other categories etc. (5 minutes)
(It would be helpful for the teachers to go and give some hints to each group once in a while. For example, non-living things combine and make new matter, plants and trees recognise means of nourishment from the surroundings and that gets utilised by them, animals and birds go from one place to the other for food but consume it in the form it is. Humans make their habitat more conducive for their living and work on nature to produce different things. They can use their imagination & creativity to produce a wide variety.)
1. Now each group presents for three minutes each.
2. During the students’ presentation, the teacher draws four columns on the board (1, 2, 3, 4) and writes the points in their lists according to the following –
Write the unique qualities of non-living things in Column 1.
Write the unique qualities of plants and trees in Column 2.
Write the unique qualities of animals and birds in Column 3.
Write the unique qualities of humans in Column 4.
Proposed questions for discussion:
(If students are unable to share, teachers can share some examples given under the points to take the conversation ahead.)
1. What are your thoughts about the material world? Is its interaction (conduct) with other material things or with humans definite or indefinite? Share with an example.
(For example, water always boils at 100 degrees celsius. Utensils, tools, TV etc. are made through a particular and definite process, therefore they can be made in thousands and lakhs in factories. This means there is a definite interaction/conduct in the materials being used i.e. material order. E.g: Water flows towards the slope and works on this law. Hence its conduct is definite.)
2. What are your thoughts about the conduct of the plant world? Is its conduct definite or indefinite? Share with an example.
(For example, a mango seed will always grow into a mango plant, which then becomes a tree. The fruit on this tree would also be mangoes. Green chilli is spicy. And if it's not spicy, we would say what kind of a green chilli is this?)
3. What are your thoughts about the conduct of the animal world? Is its conduct definite or indefinite? Share with an example.
(For example, Animal food and behaviour is definite. An elephant never eats meat. A lion hunts only when hungry. A species can be cruel for one and non-cruel for the other. A cat is cruel for a rat but is non-cruel for a dog. Their conduct is definite.
4. What are your thoughts about the conduct of the human world? Is its conduct definite or indefinite? Share with an example.
(For purposes of discussion the teacher can share that humans want to live with stability and definiteness. But since we are most governed by how we think, our limited understanding and our inability to recognise the principle/purpose behind our existence makes our conduct indefinite. For example, we sometimes trust ourselves and sometimes we don’t. Due to our lack of understanding we do not get the results we desire from our activities and are unable to control how we feel. Similarly we are sometimes angry and sometimes loving. We are sometimes happy and sometimes sad. All these are symptoms of indefinite conduct.
(Note: If a human becomes sensible and lives with understanding/clarity, then he/she will live with definite conduct – always trustful, always happy and always loving. He/she would be able to live in complementarity and harmony with the rest of the society and nature (orders - matter, plant and animal order).
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Through the above activity, we saw that there are things all around us such as non-living things, plants and trees, animals and birds and humans. Alongside, if we pay attention, then between two atoms, two people, two planets or satellites, there is empty space. This empty space is between all entities and within (through and through) the entities too. For example, an electron moving inside an atom is proof that even within an atom there is empty space. In this manner, in a solar system all planets rotate around their axis and also revolve around some celestial body. Hence, there is empty space even around them. In this section, we will discuss this empty space.
Activity 2.1: Space – a reality
Time: At least two periods or till the teacher is satisfied.
Learning objective: To draw students’ attention towards that space is a reality.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note to the teacher: In the previous activity, we saw that there are four kinds of groups of entities on earth which we can classify as material world, plant world, animal world and human world. When we see the entire existence, we understand that there is one more important reality called Space. In this activity, we will talk about space.
Steps of the activity
The first discussion: Among the bottles that students bring to school, choose two bottles that look almost the same. One should be filled with water and the other should be empty. Now teachers will discuss in the following manner –
1. Both bottles weigh the same or different?
2. If the weight is different then which is heavier? The one which is empty or the one which is full? Why? Discuss.
(Answer: The bottle full of water will be heavier because water is a liquid and liquid particles have less space between them and so there are more water particles in the bottle. The bottle which is empty has air in it. Air has gases which have more space between particles and so there are less air particles in the bottle because of which it is light in weight.)
3. The distance between particles means there is no particle in between. This gap between two particles is also called Space.
The second discussion: Discuss the solar system with the students –
Proposed questions for discussion
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Proposed questions for discussion
1. Why do our vehicles stop in a traffic jam?
2. Why are we able to drive the vehicle at a greater speed on empty roads?
3. What is the importance of empty space in both these situations? (When is empty space more and when is it less?)
4. If a vehicle is not able to go ahead, is empty space the barrier or another vehicle?
5. On the earth’s orbital path around the sun, no other planet is seen, there is just empty space. Is empty space a barrier in the revolution of planets?
6. Empty space is present between particles, between us and between planets too. Is this empty space a barrier in activities taking place in and around us?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 2.2: How is space?
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students’ understand that there is no change in space and that space is limitless.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note Note for the teacher: In the last few activities, we understood earth’s four orders and recognised space as a reality. In this activity, we will try to understand that with time there are changes that take place in the four orders but there is no change in space, and it is a limitless reality. In nature we can see shape or understand size, dimensions of objects, for e.g. a very tall tree or a huge whale, a high mountain or even the sun and the moon. Their sizes and shape may vary but they have a definite boundary and it can be understood and often even be calculated by us. If we think about space, we can see that it's space in which particles and planets are present. And if we expand our imagination beyond the solar system, galaxies, universe; we can see that space is everywhere and we are unable to find a boundary or a limit to it. Thus space is limitless or boundless.
Steps of the activity
1. Will the chair on which we are sitting form-deform or will it always remain the same? Why? [change here refers to chair’s colour fading, wood chipping, paint wearing off or chair breaking, etc]
2. Will our house form-deform with time or will it be the same? Why?
3. Will the plants and trees in the school garden always remain the same or will they change? If they will change, then what are the kinds of changes?
4. Animals and birds in the jungle will always stay the same or will there be any changes in them? If there are changes, what will they be? [change here refers to them being babies, then growing, becoming old, etc]
5. Our bodies will always remain the same or will there be changes in them? If there will be changes, what type of changes will there be?
6. Will space always be the same or will it change? If it will change, then what are the kinds of changes? (Note: Help the students realise that space does not change.)
7. Can we say that all units of the four orders change constantly while there is no change in space? Agree/disagree? Discuss.
8. Can we say that existence is the co-existence of the changing and the unchanging? Agree/disagree? Discuss.
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.
Steps of the activity
1. Is the shape (length, width) of the chair or desk on which we are sitting limited or unlimited? (Answer: Limited)
2. Is the shape (length, width) of our house limited or unlimited? (Answer: Limited)
3. Is the shape (length, breadth) of the plants and trees in the school limited or unlimited? (Answer: Limited, despite growth, still is limited)
4. Is the shape (length, breadth) of animals and birds limited or unlimited? (Answer: Limited)
5. Is the shape (length, breadth) of our body limited or unlimited? (Answer: Limited)
6. Does space have a shape or no? (Answer: No)
7. Does space have a boundary or is limitless? (Answer: Limitless)
8. Can we say that the four orders have a shape but space does not have a shape? Agree/disagree? Discuss.
9. Can we say that existence is the co-existence of limited units (comprising the four orders) and limitless space? Agree/disagree? Discuss.
[Note: while discussing space it is important to point out that when we say space is limitless, boundless; it implies that space is formless or in other words, does not have a shape. At the same time as discussed earlier, space is also unchanging. Thus this limitless entity is boundless, formless yet unchanging i.e. not contracting or expanding. It is ‘as it is’ always.]
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
-----------------------------
In the previous chapter, we saw –
- Groups of families constitute a society.
- In which, each person fulfils his/her role according to his/her usefulness.
- Humans are part of nature and they are complementary to each other.
From the time humans have emerged on the planet, they have been using natural resources like earth, water, forest, animals, for meeting their fundamental needs. Nature’s order will be in a steady state only when these resources are used sustainably. Humans would also be able to live happily. In this chapter, we will try to understand the order of nature and its balance. We will also see that there are countless stars, planets and satellites in space. Space is called void, empty space or empty place too. All the stars, planets and satellites are in motion in space. Space is where all planets and satellites are situated. One of them is our earth.
If a word is to be given to all the soil, stones, plants, trees, animals, birds and humans seen on earth, it will be nature. Along with earth, if a word is to be given for the solar system with all its planets and satellites, other solar systems, other galaxies and space, it would be existence.
In this chapter, we will try to understand nature and space with the help of activities.
Section 1: Four orders
Activity 1.1: What all is there around us?
Section 2: Space
Activity 2.1: Space — a reality
Activity 2.2: What is space?
Section 1: Four orders
For teacher’s reference
- Everything that we observe in nature can be put into four categories.
- One category can be seen in the form of soil, stone, air, water, which is usually called non-living or material. Plants, trees, etc come in the second category. The third is of animals and birds and the fourth category is of humans.
- Only a human understands the remaining three categories and can use or misuse them.
- In this chapter, an attempt has been made to help the students understand the four categories (or orders) of nature.
Time: At least two periods or till the teacher is satisfied.
Learning objective
1. Students would be able to understand that everything around us is in the form of four realities.
2. This reality can be understood in the form of four categories/orders - material order (non-living matter-soil, stone, metal, minerals, etc), plant order (plants, trees, etc), animal order (birds and animals) and human order (humans).
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Required material: Four or five paper sheets
Steps of the activity
1. Let the students sit in four or five smaller groups and give each group a page.
2. A student from each group first writes any two things visible around him/her. The next child will write another two things. In this way, each student will write two things.
3. Now, the students write any two things that they observe on the way to school. If something has already been mentioned in the list of things, it need not be repeated.
4. Now one student from each group will present this in class. (3 minutes per group)
5. During the students’ presentation, the teacher draws four columns on the board and asks the students to segregate the points in their lists based on the following:
- Column 1: Things that don't breathe
- Column 2: Things that breathe, but can't move around or change their place and are not impacted by what we say
- Column 3: Things that breathe, are impacted by what we say, can recognise and respond but can’t understand or explain things as we do
- Column 4: Things that breathe, are impacted/affected by what we say, can recognise, respond and can understand and explain things
Proposed questions for discussion
1. What name can be given to the things on the first list? (Answer: Non-living matter)
2. What name can be given to the things on the second list? (Answer: Plants and trees)
3. What name can be given to the things on the third list? (Answer: Animals and birds)
4. What name can be given to the things on the fourth list? (Answer: Humans)
In this way, we recognise nature in four forms –
The first group has all matter, and hence is called material kingdom/order.
The second group has plants and trees, and is hence called plant kingdom/order.
The third group has animals and birds, and is hence called animal kingdom/order.
The fourth group has humans who can understand and explain. This can be called humankind/human order.
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.
We saw earlier that we recognise entire nature in four groups –
- The first group has all matter and is called material kingdom/order.
- The second group has plants and trees and is hence called plant kingdom/order.
- The third group has animals and birds and is hence called animal kingdom/order.
- The fourth group has humans who can understand and explain. This can be called humankind or human order.
Steps of the activity
Students are made to sit in four groups and each group is given a page. The four groups can be called material world, plant world, animal world and human world. Each group writes the unique qualities of their assigned group name. For example, need for food and dependence on it, Respiration, usefulness for the other categories etc. (5 minutes)
(It would be helpful for the teachers to go and give some hints to each group once in a while. For example, non-living things combine and make new matter, plants and trees recognise means of nourishment from the surroundings and that gets utilised by them, animals and birds go from one place to the other for food but consume it in the form it is. Humans make their habitat more conducive for their living and work on nature to produce different things. They can use their imagination & creativity to produce a wide variety.)
1. Now each group presents for three minutes each.
2. During the students’ presentation, the teacher draws four columns on the board (1, 2, 3, 4) and writes the points in their lists according to the following –
Write the unique qualities of non-living things in Column 1.
Write the unique qualities of plants and trees in Column 2.
Write the unique qualities of animals and birds in Column 3.
Write the unique qualities of humans in Column 4.
Proposed questions for discussion:
(If students are unable to share, teachers can share some examples given under the points to take the conversation ahead.)
1. What are your thoughts about the material world? Is its interaction (conduct) with other material things or with humans definite or indefinite? Share with an example.
(For example, water always boils at 100 degrees celsius. Utensils, tools, TV etc. are made through a particular and definite process, therefore they can be made in thousands and lakhs in factories. This means there is a definite interaction/conduct in the materials being used i.e. material order. E.g: Water flows towards the slope and works on this law. Hence its conduct is definite.)
2. What are your thoughts about the conduct of the plant world? Is its conduct definite or indefinite? Share with an example.
(For example, a mango seed will always grow into a mango plant, which then becomes a tree. The fruit on this tree would also be mangoes. Green chilli is spicy. And if it's not spicy, we would say what kind of a green chilli is this?)
3. What are your thoughts about the conduct of the animal world? Is its conduct definite or indefinite? Share with an example.
(For example, Animal food and behaviour is definite. An elephant never eats meat. A lion hunts only when hungry. A species can be cruel for one and non-cruel for the other. A cat is cruel for a rat but is non-cruel for a dog. Their conduct is definite.
4. What are your thoughts about the conduct of the human world? Is its conduct definite or indefinite? Share with an example.
(For purposes of discussion the teacher can share that humans want to live with stability and definiteness. But since we are most governed by how we think, our limited understanding and our inability to recognise the principle/purpose behind our existence makes our conduct indefinite. For example, we sometimes trust ourselves and sometimes we don’t. Due to our lack of understanding we do not get the results we desire from our activities and are unable to control how we feel. Similarly we are sometimes angry and sometimes loving. We are sometimes happy and sometimes sad. All these are symptoms of indefinite conduct.
(Note: If a human becomes sensible and lives with understanding/clarity, then he/she will live with definite conduct – always trustful, always happy and always loving. He/she would be able to live in complementarity and harmony with the rest of the society and nature (orders - matter, plant and animal order).
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Section 2: Space
Through the above activity, we saw that there are things all around us such as non-living things, plants and trees, animals and birds and humans. Alongside, if we pay attention, then between two atoms, two people, two planets or satellites, there is empty space. This empty space is between all entities and within (through and through) the entities too. For example, an electron moving inside an atom is proof that even within an atom there is empty space. In this manner, in a solar system all planets rotate around their axis and also revolve around some celestial body. Hence, there is empty space even around them. In this section, we will discuss this empty space.
Activity 2.1: Space – a reality
Time: At least two periods or till the teacher is satisfied.
Learning objective: To draw students’ attention towards that space is a reality.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note to the teacher: In the previous activity, we saw that there are four kinds of groups of entities on earth which we can classify as material world, plant world, animal world and human world. When we see the entire existence, we understand that there is one more important reality called Space. In this activity, we will talk about space.
Steps of the activity
The first discussion: Among the bottles that students bring to school, choose two bottles that look almost the same. One should be filled with water and the other should be empty. Now teachers will discuss in the following manner –
1. Both bottles weigh the same or different?
2. If the weight is different then which is heavier? The one which is empty or the one which is full? Why? Discuss.
(Answer: The bottle full of water will be heavier because water is a liquid and liquid particles have less space between them and so there are more water particles in the bottle. The bottle which is empty has air in it. Air has gases which have more space between particles and so there are less air particles in the bottle because of which it is light in weight.)
3. The distance between particles means there is no particle in between. This gap between two particles is also called Space.
The second discussion: Discuss the solar system with the students –
- What is there between the earth and moon? Empty space or something else? (Answer: Empty space)
- The earth revolves around the sun. Is there empty space in the orbit or something else? (Answer: Empty space)
- If there was no empty space in the orbit (there was either a planet or something else), would the earth be able to revolve around the sun? (In other words, the earth is able to revolve around the sun because of empty space in its orbit.)
- If we look at all the planets and stars in the sky, is there space around some planets and stars or around all of them?
- Think about this – is there empty space around stars and planets, or are the stars and planets in the empty space?
Proposed questions for discussion
- Do you recall any place where there is no empty space?
- Does the chair you are sitting on have empty space or not?
- Is this chair made of particles/atoms or not?
- Is there empty space between these atoms or not?
- If there is empty space between atoms then the chair too has empty space.
- A pen too has empty space. Agree/disagree? Discuss.
- Our body too has empty space. Agree/disagree? Discuss.
- The terrace has empty space. Agree/disagree? Discuss.
- Think once again and share if you recall any place where there is no empty space.
Day 2
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Proposed questions for discussion
1. Why do our vehicles stop in a traffic jam?
2. Why are we able to drive the vehicle at a greater speed on empty roads?
3. What is the importance of empty space in both these situations? (When is empty space more and when is it less?)
4. If a vehicle is not able to go ahead, is empty space the barrier or another vehicle?
5. On the earth’s orbital path around the sun, no other planet is seen, there is just empty space. Is empty space a barrier in the revolution of planets?
6. Empty space is present between particles, between us and between planets too. Is this empty space a barrier in activities taking place in and around us?
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
Activity 2.2: How is space?
Time: At least two periods or till the teacher is satisfied.
Learning objective: Students’ understand that there is no change in space and that space is limitless.
Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.
Day 1
Note Note for the teacher: In the last few activities, we understood earth’s four orders and recognised space as a reality. In this activity, we will try to understand that with time there are changes that take place in the four orders but there is no change in space, and it is a limitless reality. In nature we can see shape or understand size, dimensions of objects, for e.g. a very tall tree or a huge whale, a high mountain or even the sun and the moon. Their sizes and shape may vary but they have a definite boundary and it can be understood and often even be calculated by us. If we think about space, we can see that it's space in which particles and planets are present. And if we expand our imagination beyond the solar system, galaxies, universe; we can see that space is everywhere and we are unable to find a boundary or a limit to it. Thus space is limitless or boundless.
Steps of the activity
- The teacher asks the students to observe things around them for 5 minutes.
- What are the things which change (make and break, compose and decompose, form and deform, flourish and spoil, grow and disintegrate) with time? Students make a list in their notebooks.
- Is there any one thing which does not change?
- Ask the students to share their list and write it on the board.
1. Will the chair on which we are sitting form-deform or will it always remain the same? Why? [change here refers to chair’s colour fading, wood chipping, paint wearing off or chair breaking, etc]
2. Will our house form-deform with time or will it be the same? Why?
3. Will the plants and trees in the school garden always remain the same or will they change? If they will change, then what are the kinds of changes?
4. Animals and birds in the jungle will always stay the same or will there be any changes in them? If there are changes, what will they be? [change here refers to them being babies, then growing, becoming old, etc]
5. Our bodies will always remain the same or will there be changes in them? If there will be changes, what type of changes will there be?
6. Will space always be the same or will it change? If it will change, then what are the kinds of changes? (Note: Help the students realise that space does not change.)
7. Can we say that all units of the four orders change constantly while there is no change in space? Agree/disagree? Discuss.
8. Can we say that existence is the co-existence of the changing and the unchanging? Agree/disagree? Discuss.
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.
Steps of the activity
- The teacher asks the students to observe things around them and see things that have a limited shape (in other words, things that have a shape). Ask them to make a list of those in their notebooks.
- Is there something that does not have a shape and is limitless/unbounded? Ask the students to share their list and simultaneously write it on the board.
1. Is the shape (length, width) of the chair or desk on which we are sitting limited or unlimited? (Answer: Limited)
2. Is the shape (length, width) of our house limited or unlimited? (Answer: Limited)
3. Is the shape (length, breadth) of the plants and trees in the school limited or unlimited? (Answer: Limited, despite growth, still is limited)
4. Is the shape (length, breadth) of animals and birds limited or unlimited? (Answer: Limited)
5. Is the shape (length, breadth) of our body limited or unlimited? (Answer: Limited)
6. Does space have a shape or no? (Answer: No)
7. Does space have a boundary or is limitless? (Answer: Limitless)
8. Can we say that the four orders have a shape but space does not have a shape? Agree/disagree? Discuss.
9. Can we say that existence is the co-existence of limited units (comprising the four orders) and limitless space? Agree/disagree? Discuss.
[Note: while discussing space it is important to point out that when we say space is limitless, boundless; it implies that space is formless or in other words, does not have a shape. At the same time as discussed earlier, space is also unchanging. Thus this limitless entity is boundless, formless yet unchanging i.e. not contracting or expanding. It is ‘as it is’ always.]
Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.
-----------------------------
- 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
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