Happiness Class | Delhi Government: Story

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18. Sugar in milk

Time: At least two periods or until the teacher is satisfied.

Learning objective: To help develop an understanding in students about living in mutuality (with reciprocity).

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Story
Many centuries ago, a small country was attacked. Due to the attack, the residents had to leave the country. They left in large numbers in their boats and reached the shore of a big country and requested refuge. The king of that country was very generous but he believed that the population of his country was already large and it won’t be able to accommodate more people.
They also didn’t understand each other’s language and so he sent a glass full of milk to the people seeking refuge. They immediately understood the message and requested for sugar. They mixed the sugar with milk and sent the glass back. Through this medium, they sent out a message to the king that they are peace-loving people who will make the land and society prosperous with their knowledge and hard work and by mixing into the existing society just the sugar melted into the milk and only made it sweeter.
The king was very impressed by their thinking. He welcomed them into the country and helped them settle into their new home. In this way, they all blended like sugar in milk in the new country and got engaged in its welfare.

Day 1

Proposed questions for Discussion
1. Has it ever happened with you that after spending time with a person your perception about him/her has changed?
2. Are people around us similar or different? In what ways are we similar?
3. On what basis do we form relationships?
4. Do we see similarities and make relationships?
5. Can we be useful to everybody? How?

At Home – Observe, Enquire, Understand (for students)
1. Students go home and discuss with their parents about where all the various people who stay in the colony have come from. Also, have all those who have come from elsewhere, blended like sugar in milk?
2. If possible, they should also discuss who came first to the colony and who came later. Does the happiness quotient of the colony depend on who came first and who came later?

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.
Have them share the feedback received from their homes in small groups. Some students can then share their thoughts with the entire class.
The remaining students can be asked to share their thoughts on the first day’s discussion questions.

Note for the teacher: The teacher takes the feedback of the previous day’s discussion and gets the students to reflect a little more on: if it matters who came first to the colony and who came later.
The teachers may give some examples of Indians living in various countries like Africa, Canada, Singapore etc. There are large settlements of Indians in those countries now. There is no corner in the world where Indians have not settled. They blended like sugar in milk with that society. In our country too, there are people from various countries of the world who’ve settled here and all of us are part of one society now.

Additional questions for Discussion

1. What is the difference between living in isolation and living with people?
2. On what basis do we consider ourselves different from the others?

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.
Teachers observe whether all the students are participating in the discussion or not.
Encourage and support the students who are hesitant to participate in the discussion.

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17. All together

Time: At least two periods or till the teacher is satisfied.

Learning objective: To help students understand the importance of living together with a feeling of oneness (i.e. feeling united) in a family.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): Staying together and being able to function collectively as a family requires a feeling of oneness. Oneness means being able to see how all of us desire to live together, take care of each other and be happy. Drawing our attention towards these intrinsic desires, will allow us to live with this feeling of oneness or in other words, togetherness. Similarly, if we are able to live with this feeling of oneness in our society, country and planet; then life will be devoid of unhappiness.
Living with a feeling of oneness beyond the family will inculcate a feeling of undividedness with the entire world, which will bring about immense strength and happiness in every individual.

Story
A man had four sons who would constantly fight with each other. The man would try to make them understand but they wouldn’t understand anything. When he couldn’t make them understand by talking to them, he decided to experiment and get a solution to this problem.
One day he told his sons to bring him a bundle of sticks. When they got him that bundle, he gave each son the bundle turn by turn and asked them to break it. One by one, each son applied their full strength but were unsuccessful. Then the man opened the bundle and separated the sticks and gave the sticks to the sons to break. Now, they could break the sticks easily.
Now the man said, “Sons, if you live together and stay united to help each other, even in dire circumstances you would be strong like this bundle. If you are divided, you can feel isolated and anyone can cause harm to you.”

Day 1

Proposed questions for discussion
1. When do families break – when there is no money or when there’s no unity?
2. Even if a school cricket team or music team has the most talented students, can it win without unity?
3. Has it ever happened with you that you could not work together and you had to bear the loss caused by that? Explain with an example and also share the outcome.
4. When have you seen work happening smoothly because of unity and togetherness in the family? Share with an example.

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members. They should also discuss the above questions with their family members.
Students should compile examples from their neighbourhood where they can find the importance of living with unity. They should discuss this with their family as well.

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 discussion questions can be used again for the remaining students.
Have them share the feedback received from their homes in small groups. Some students can share their thoughts with the entire class.

Additional questions for discussion
1. How do you work collectively in school? And are you successful at it?
2. Share any work you did collectively in your neighbourhood.
3. According to you, why are people unable to live unitedly even though they know that unity is helpful for everyone?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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16. Brother, not a burden

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.

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.

Additional questions for discussion
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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15. A big man

Time: At least two periods or till the teacher is satisfied.

Learning objective: To help students develop respect for parents and also to ensure that they think before they assume anything about anyone.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Story
In a family, the parents were working hard to educate their child but their child would always look at the things his wealthier friends had, such as expensive mobile phones, watches etc. and would get annoyed with his parents. Once he got obsessed with the thought of buying a motorbike. The parents did not have money for it. When his father said no, the boy got very angry and decided to leave his house. He was so angry that he wore his father’s shoes instead of his own. He was thinking in his mind that he would walk out now and would return only when he became a big man. “If they can’t even buy me a bike, why do they dream of making me an engineer,” he thought.
He picked up his father’s wallet, which his father would not allow anyone to touch. He thought the wallet would have money and his accounts diary. He would then get to know where all his father had saved money.
As soon as he came on the road outside his lane, he felt something was hurting inside the shoes. He felt the pain but kept moving ahead in anger. When he reached a little ahead, he felt his foot was wet. There was water on the road. When he lifted his leg and saw, the sole of the shoe was broken and the nail was hurting as well. Anyhow, he reached the bus stop limping. When there was no bus that came to the stop for long, he thought he should open the wallet and check what’s inside. He opened the wallet and found a slip inside which read, “Borrowed Rs. 10,000 for mobile.” He remembered that the previous month his father had got him a mobile by borrowing money from someone.
He saw another folded paper inside the wallet. It had a chit from his father’s office hobby day programme. His father had written his hobby – wearing good shoes. He looked at this father's shoes which he was wearing and felt sad. He remembered that for the past four months his mother would tell his father on his salary day to buy new shoes. His father would laugh it off saying his shoes would last another six months. “Now I understand how long they would last,” the boy thought to himself.
He opened a third chit from the wallet. On that, there was an ad which read, “Buy a new bike by exchanging old scooter.” As soon as he read this, his mind was baffled. “This means that Papa will exchange his scooter to buy me . . . ,” he thought as he ran towards his house. He didn’t find his father nor the scooter at home. He understood everything and went running to the nearby motorbike agency. He saw his father there; he ran and hugged him. His father’s shoulder was wet with the boy’s tears. He told his father, “I don’t want a motorbike. Please get new shoes for yourself. I do want to be a big man, but like you.”

Day 1

Proposed questions for discussion
1. Have you got influenced by someone and demanded something from your parents? Share with an example.
2. Are expensive mobile phones, watches, cycles etc. important to get success in life? Why?
3. Why do parents want to educate their children despite facing hardships?
4. Have you ever sat and discussed with your parents how much they spend on their own needs from their income? If yes, then why? If no, then why not?

At home – Observe, Enquire, Understand (for the students)

Students should discuss the story at home and understand the thoughts and views of their family members. They should also discuss the above questions with them.
Students should have a discussion with their parents about how they organise money for running their house and fulfilling their (students) educational needs or demands. What are their parents income and financial responsibilities?

Have some students recall the story.
The first day’s discussion questions 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.

Additional questions for discussion
1. Has it ever happened that you made an assumption about someone without knowing the whole thing and then later you realised that your assumption was wrong.
2. Who is a ‘big man’ according to you and why?
3. In what way will you become big, and how?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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14. The kite string

Time: At least two periods or until the teacher is satisfied.

Learning objective: To understand through the story that relationships are not meant to be constricting, instead, living in them is our need.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Learning Objective: We are all connected to each other through different human relationships. These relationships can sometimes seem like restrictions or constraints. There are invisible ties that keep us connected and can show us the right way. Similar to a kite that can fly high only when connected to the string. If the string gets cut, the kite is not able to fly. What is important here is that if the kite string is in the hands of someone who knows how to fly well, then the sky's the limit. The kite can reach new heights. Through this story, the attempt is for students to see how relationships keep us not only connected but enable us to live better.

Story
One day Manjeet was learning to fly a kite from his father at their house terrace. Manjeet’s father took the kite to a certain height and then gave the string to Manjeet to handle. Soon, his kite was flying in the open sky. Manjeet asked his father, “Don’t you feel the kite wants to free itself and fly higher in the sky, but the string that we hold stops it from flying that high. If we leave the string, it will fly higher.” Then Manjeet asked his father if they should cut its string.
His father, without saying anything, cut the string and set the kite free. The kite began to fly higher and Manjeet felt very happy. But in a short while, the kite started falling and landed on the terrace of a house. Manjeet was surprised to see this. His father put his hand gently on Manjeet’s shoulder and smiled and said, “I knew that if I cut the string, the kite would fall. It is by being tied with the string that the kite gets the right direction and it can fly high.
Manjeet was surprised and asked him, “If you knew then why did you cut the string when I asked you to?” His father said, “I wanted you to learn something from this kite.” Manjeet asked what his lesson was. His father said, “Our family and relationships tie us like this string. When we move ahead, fly high, then these relationships when required, give us room (like the kite string is let loose sometimes) and when required to pull us, they do so, to ensure that we don’t lose track. We can fly high and be successful in the open sky of this world only by being attached to our family ties. They give us the right direction.

Day 1

Proposed questions for discussion
1. Elders in the family often correct and guide their children. Why do they do this? What do you feel they get by doing this?
2. Can you recall an incident when a member of your family told you to do something which you did not like then, but later you realised what they said was right?
3. In order to have the right direction and progress in life, the ties of family relationships are important. Agree/Disagree? Why?

At home – Observe, Enquire, Understand (for students):

Students should try and understand by talking to their parents or elder siblings that when they were children, they too sometimes find their parents’ behaviour restricting like the kite string?
Did they also think that once freed from the string, we will fly higher?
Also try to ask them what they think about the same things today.
Students should also pay attention to: when did someone try to explain something to them and who was that person? How are they related to you? How much happiness does that relationship give to you?

Have some students recall the story.
Have them share the feedback received from their homes in small groups.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion
1. Share one incident when your dear ones told you the right thing due to which you could save yourself from taking the wrong path.
2. Are such relationships that stop us time and again from doing the wrong thing and encourage us amid disappointment, important for everyone?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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13. Who is speaking?

Time: At least two periods or till the teacher is satisfied.

Learning objective: To make the students realise the difference between knowing and believing.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers)
Often we believe things we have heard and consider the information received from various mediums to be understanding or knowledge. We believe a lot of things to be true without actually knowing them. But we do not trust them completely as they could either be right or wrong.
Once we evaluate and process information we have come to believe and tested it out in our living, that lived experience gives us the confidence to adopt it as a part of our life. When information that is right and complete, it becomes a part of our behaviour and living, then it is called ‘understanding’. Similarly, recognising the facts the way they are on the basis of proof (which comes from lived experience) is called ‘knowing’.
Through this story, the students would be encouraged to not just ‘believe’ things they hear but try to ‘know’ them/understand them through evaluation.

Story
A youth in his quest for knowledge went to stay in an ashram. After 15 days, the youth got bored and felt there was nothing new he could learn there. He felt that the old guru at the ashram repeats the same things every day as a pattern. He got bored listening to them again and again. He decided that the next morning, he would leave the ashram.
That night, he saw a new young monk who’d come to the ashram. After dinner, at a meeting with all the students of the ashram, the new monk spoke about very detailed and subtle elements of knowledge. The young man was impressed by the conversation and thought to himself, “How knowledgeable and informed this person is.” Even the guru was astonished. At that time, the new monk asked the guru, “How did you find my discourse?”
The guru smiled and said, “Beta, I was waiting to listen to you for long but you have not said anything till now.” The new monk got angry and said, “Probably, you cannot hear. I have been speaking constantly for the past two hours.”
The guru said, “The texts within you were speaking, your beliefs were speaking, but you didn’t speak at all. Some words were being repeated within you like an instrument. There was nothing you lived or knew. First, learn to analyse that information and believe yourself, feel and know from your experience. When it will become what you have known, I will say you are speaking.” On listening to this, the young man started thinking to which level are his beliefs known by him? Is he also considering things he has just heard as knowledge?

Day 1

Proposed questions for discussion
1. Has it ever happened that we repeat things we’ve read or heard without understanding them?
2. When in class, do we believe subject knowledge without knowing and testing?
3. What should be done to understand subjects instead of just believing them?

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should be asked to be aware of their thoughts and feelings so that their experiences can be shared honestly.

Get some students to repeat the story.
Some other students can share their storytelling experiences at home in small groups. Some of them can share it with the entire class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion
1. We sometimes see and hear that some people who may not be able to read or write have the capability to discover new things. Do you know such people? Where does this ability come from? Discuss.
2. Trust comes by recognising something and believing it, not without recognising and believing it. How? Share with an example.
3. Share with an example from your life what things you trust and what you believe but do not trust?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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12. Serene water

Time: At least two periods or till the teacher is satisfied.

Learning objective: To help students identify the importance of having patience and a peaceful mind.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): No difficult situation lasts in nature. For example, we cannot be continuously angry for long. We want to consistently keep our mind peaceful. We can make appropriate decisions only in a peaceful state of mind.
In difficult or adverse circumstances, our mind gets distracted and the decision taken as part of that reaction is usually not right. Later, we often regret the decision. Therefore, if we process the situation with a quiet mind (without distraction) and then take a decision, we will not regret it.

Story
A hermit and his student were going somewhere. After walking for long, they felt thirsty and sat under a tree to take a break.
The student went to fetch water from a small river close by. There, he noticed some animals who’d just crossed the river, leaving the water dirty. As they had run across, the water had got muddy and the rotten twigs and leaves had come to the surface. Because of the dirt, the student returned without water and told his teacher that the water of that river was not clean for consumption, he’d have to go uphill to fetch it. His teacher told him, “It would take longer to go uphill and fetch water. Go to the same spot again and fetch water.”
The student went but returned empty-handed once again. The water was still dirty. But, his teacher sent him again to the same spot. When the student went there a third time, he was astonished. The water of the river was absolutely clean and sparkling. The mud had settled and the water had become gentle. The student returned with water this time.
He asked his teacher, “How did you know that this time the water would surely be clean?” The teacher told him, “There is no difficult situation that lasts in nature. This also happens with our mind. When any incident or thought bothers it, the upheaval lasts for a while like it did in the river. But if we are peaceful and patient, we can find a solution and it all settles down.”

Day 1

Proposed questions for discussion
1. When your mind is disturbed because of anger or sadness, the decision you take at that time is usually right or wrong? Why?
2. What is the difference in the decisions made with a peaceful mind and when the mind is distracted? Give an example each for both situations.

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should be aware of their thoughts and decisions when the mind is disturbed so that they can share their experiences with honesty.

Have some students recall the story. You may adopt various ways for helping the students recall, such as getting one of them to narrate the story, role-play, pairing the students and letting them tell each other etc.
Have them share the feedback received from their homes in small groups. Some students can share their thoughts with the entire class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion
1. What did you lose when you took an impulsive decision? Share with an example from your life.
2. Share another incident from your life about how an impulsive decision you took was not acceptable to you yourself? After thinking about the incident with a peaceful mind, what decision do you think would have been right?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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11. Three labourers, three perspectives

Time: At least two periods or till the teacher is satisfied.

Learning objective: To make it clear that we are not happy or unhappy by doing something, but our happiness or its absence depends on our feeling while doing that work.

Start the class by mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of discussion (For Teachers)
We are not happy or unhappy by doing something, it depends on our state of mind while doing it. In other words, an understanding of the purpose of the work and its role in the larger order gives us happiness.

Story
Three labourers were working at the site of an under-construction school. A passer-by asked one of them, “What are you doing?” The disgruntled labourer replies, “I am breaking stones.” In reality, he was breaking stones mentally too and so he was unhappy.
The passer-by went to the other labourer and repeated the question. The labourer was not unhappy, he was balanced, neither sad nor happy. He said, “I am earning my bread.” In reality, he was working to earn, so his face wore a neutral expression.
The passer-by went to the third labourer and asked him the same question. The labourer was joyous. He was singing while breaking those stones. He paused and said, “I’m building a temple of education. Children will come to study here.” His eyes were shining as he spoke.
These are the three ways to work in life. The first is to do it like a burden and remain unhappy. The second is to work like a machine to earn bread and the third is to derive happiness from the joy our work will bring to others.
Life’s joy is in perspective. It comes from within and not externally.

Day 1

Proposed questions for discussion
1. Who was the happiest among the three labourers? Why?
2. The first labourer had no interest in his work and even if he got paid without working, he would continue to be sad as he will find another reason for staying sad. Agree/disagree? Discuss.
3. If you get all comforts (such as TV, AC, food, bed etc.) sitting at home but are told you cannot ever leave the room, how would you feel? Would you be happy or unhappy? Why? Discuss.
4. If the third labourer was given a meaningless job (like take ten chairs from one room to another, then bring them back - keep repeating this from morning to evening), would he still be as happy ? Discuss.
5. Discuss useful work. For example, in this story, making a school is a meaningful work and the third labourer is considering his work as a part of this meaningful work and so is happy. Give examples of other useful work like cleaning, distributing mid-day meals, studying, cooking etc.
(Note: If required, mention that the work that enables upkeep of the order or strengthens the order, is being called meaningful.)

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 repeat the story.
The first day’s discussion questions can be used again for rethinking.
Some other students can share their storytelling experiences at home in small groups. Some of them can share with the entire class.

Additional questions for discussion
1. Have you observed either of your parents do the same work with different feelings at different times?
2. Have you been in a situation when at different times you’ve felt differently doing the same work? Share with an example.
3. Will you get happiness by working with happiness or will receive happiness by doing that work? (Give an example from your life about the work you do with happiness and the work where you feel you will get happiness by doing it.)
(Note: Being happy means understanding the value of the work you’re doing. When we are clear about why we are doing something and what role it plays in the larger order, we are happy.) 4. The work that you feel will give you happiness by doing, can it also be done with happiness? Explain with examples. (If the students find it difficult to find examples, the teacher may start like this – we plan to go out with friends and eat ice cream so we feel that we will feel happy on eating ice cream. But it is also possible that we are anyway happy with friends – whether or not we eat the ice cream. Another example can be when our friend bought a new pair of shoes and is happy because of that. We didn’t buy shoes for ourselves because we didn’t need them, but we are still happy.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

Dos 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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10. Socrates’ three questions

Time: At least two periods or till the teacher is satisfied.

Learning objective: To encourage students to speak meaningfully and sensibly.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): In our daily life, what are the topics of discussion in our leisure conversations, and what is its use? Most people talk about the shortcomings of others. If a person becomes habitual of such conversations, his personality becomes negative. Those who are negative are always complaining, stay unhappy and others get distant from them gradually.
Our conversations impact our life hugely. When we discuss the good qualities of others, we progress, and when we discuss their shortcomings, we regress.
Through the questions in this story, we will aim to encourage the students to engage in positive and useful conversation.

Story
In ancient Greece, there lived the famed philosopher called Socrates. He was very learned and polite. Once, he was passing by a market when he met a person known to him. The person started telling him, “Do you know what your friend was saying about you yesterday?”
Socrates stopped that person in between and said, “Before you tell me what my friend was saying about me, please answer three short questions of mine.” The person, a bit surprised now, said, “Three short questions?”
Socrates said, “Yes. Three short questions.”
“The first is that whatever you are going to tell me, are you sure about its accuracy?”
The man replied, “No, I just heard it from someone.”
Socrates said, “No problem. This means that you are not sure what you’re going to say is accurate or not. Now, answer my second question. Whatever you are going to tell me, does it have significance?” The man immediately said, “No.”
Socrates said, “Alright. Now answer my last question. Whatever you are going to tell me, is it useful for me?” The man said, “No, there appears to be nothing of use for you in what the person said.” Then Socrates said, “A thing which is heard from others, does not hold significance and is not useful to me — what is the use of hearing it?”

Day 1

Proposed questions for discussion
1. In our daily life, do we decide to have conversations based on these three questions? Discuss.
2. Many of our conversations are not in accordance with the three questions of Socrates. Why do we still indulge in them?
3. Give an example of a recent conversation you were a part of, which was not in accordance with the three questions of Socrates.

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should discuss the habits they want to give up with their friends.

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 by mindfulness – ask the students to focus on their breath for 2-3 minutes.

Have some students repeat the story.
Some other students can share their storytelling experiences at home in small groups. Some of them can share it with the entire class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion
1. If we always take care of these three elements in our conversation, what impact would this have? How would our friends/family members benefit from it?
2. When we discuss the qualities of others, we progress, and when we discuss their shortcomings, we regress. Agree/Disagree? Discuss.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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9. Arunima Sinha

Time: At least two periods or till the teacher is satisfied

Learning objective: To enable the students to focus on the trust within them and on physical strength and power of mind.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): It is often seen that some people lack physical strength yet are able to not only manage all their daily physical needs, but also go on to achieve much higher accomplishments with their mental power. We have examples like Helen Keller, Stephen Hawking and Sudha Chandran. On the contrary, there are many other people who are more physically fit and yet easily get very worried. These people have very low self-confidence.
Through this story and its questions, attention of the students would be drawn to the power of the mind, so that it becomes clear to them that the physical power and power of mind are two different realities. With this, each student would see the possibility of cultivating their power of mind and aiming high in their lives on that basis even if physical strength and capabilities may vary widely among the students.

Story
Arunima Sinha belongs to Ambedkar Nagar in Uttar Pradesh and has been working in the Central Industrial Security Force (CISF) since 2012. She’s also been a national-level volleyball player. In April 2011, when she was travelling from Lucknow to Delhi, somewhere near Bareilly some people tried to snatch her bag and gold chain. Arunima gave them a tough fight but she was pushed out of the train and lost a leg.
After this incident, she did not want to live a life of helplessness. She decided to scale the heights of Mount Everest. The television show “To Do Something” fueled her passion. She was also deeply inspired by cricketer Yuvraj Singh who defeated a disease like cancer and was back on the field for his country. Mountaineer Bachendri Pal told her, “Arunima, against all odds you’ve so firmly decided to climb Everest, you’re already there. Now the only thing left is to show it to people.”
Arunima showed exemplary courage despite the physical handicap and tough conditions. On May 21, 2013, she climbed to the top of the highest mountain peak in the world and created history. Arunima’s determination did not let her stop at this feat. She climbed to the top of the highest mountain peaks of all seven continents. The first woman amputee to do so, Arunima is the pride of our country and her record has become an inspiration for everyone.

Day 1

Proposed questions for discussion
1. Do we require just physical strength to complete a task or we also need mental strength ? Discuss.
2. Do we always need another person to increase our mental strength or can we increase our mental strength ourselves too? Discuss.

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should collect information about people with disabilities who have defeated all odds and achieved what most people won’t dare to try. They should share this information in class.

Have some students recall the story. You may adopt various ways for helping the students recall it, like, getting one of them to narrate the story, role-play, pairing the students and letting them tell each other etc.
Have them share the feedback received from their homes in small groups. Some students can share their thoughts with the entire class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions of discussion
1. Everyone has infinite mental capability to think and understand but despite this, not everyone is able to achieve higher accomplishments. Why ?
2. Despite being strong physically, why are some people unable to achieve higher accomplishments ?
3. What have you thought to achieve with your mental power ? Share in class.
4. Some people get anxious with a slight change in their circumstances while some others achieve success even in very adverse circumstances. What can be the reason for this? Discuss.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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8. My Identity

Time: At least two periods or till the teacher is satisfied.

Learning objective: To enable the students to understand that identity is not from things, it is through our attitude, behaviour, values and wisdom.

Direction of discussion (For Teachers): We often want to look attractive and likeable to others and that is why we make a lot of effort by wearing good clothes, getting a new pen or pencil, bringing a new toy etc. We think that material things are our identity but it is important to understand that a person’s identity is not restricted to his/her clothes or looks. For example, a nurse without her uniform would still be a nurse.

Story
Henry Ford was a big entrepreneur who would dress very simply to the office and factory. His employees would wonder at this and discuss among themselves that their boss had so much money and yet he dressed to office in such a simple way.
One day, his secretary mustered the courage to ask him, “Sir, you’ve so much money that you can afford the best clothes in the world. Then why do you dress so simply to work?”
Henry Ford smiled and said, “Everyone here knows who I am. Why should I dress in expensive clothes and worry about showing off to people that I am Henry Ford.”
After a few days, Henry Ford went on a world tour. He visited many places but he continued to dress simply. Now, his secretary again asked him, “Sir, no one knows you here. So, you should dress in good, expensive clothes.”
Henry Ford smiled again and said, “Why should I worry about my dressing, particularly for those who don’t even know me?”

Day 1

Proposed questions for discussion
1. In the society, are all those people recognised and respected who wear expensive, branded clothes? Discuss that a person’s recognition is not dependent on his/her clothes.
2. On what basis does a person get recognition and respect in society?
3. What would you do to get recognition and respect for yourself?
4. Name someone whom you respect. Also share the main reason(s) why you respect him/her.

At home – Observe, Enquire, Understand (for students)
The students will see if they recognise and respect people around them because of their dressing or because of some excellence. Alongside, students will look closely if those who have recognition and respect in society pay more attention to their dressing or their behaviour.

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 repeat the story. If required, the teacher may help them.
Some other students can share their storytelling experiences from home in small groups.
The first day’s discussion questions can be used for the remaining students.

Additional questions for discussion
1. If anyone you know wears ordinary clothes, would it change his/her identity? Why yes/why not?
2. Does a person’s identity depend on good, expensive clothing or on their qualities? Give examples of famous people and share their qualities. (Teachers may share the example of Mahatma Gandhi if a student doesn’t come up with it.)
3. Is someone’s recognition based on his/ her clothes? (If a doctor is not wearing his/her white coat, is he/she not a doctor then, or can someone become a doctor by wearing a white coat?)

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion

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7. Turban

Time: At least two periods or till the teacher is satisfied.

Learning objective: To inspire the students to be aware of things feeding their ego.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of discussion (For Teachers): If a person considers only himself as superior to others, this delusion is called ego. As knowledge increases, one becomes more humble. As ego increases, one becomes more angry. If with time, more people are connecting with us, it validates that our knowledge and understanding is increasing. If this number is going down, it shows that our ego is increasing.

Story
A cunning man once took a turban worth Rs 5 and coloured it in shining colours, and took it to sell in an emperor’s court. The emperor looked at the turban and asked, “What is the price of this turban?” The man replied, “It is for 1,000 gold coins.” The emperor laughed and asked, “How come it is worth 1,000 gold coins?” The minister of the emperor had already warned the emperor to be wary of this cunning man.
In respond to the emperor's question, the man said, “I will take your leave now.” The emperor asked, “Why did you come and why are you going now?” The cunning man said, “I had asked the same question to the person from whom I bought this turban," how is it for 1,000 gold coins"? He told me there is an emperor in this world who can pay 5,000 gold coins for this. Now, I feel that the emperor I’m looking for is not in this court. I should go to some other kingdom.” After hearing this, the emperor immediately ordered his men, “Give him 10,000 gold coins and buy the turban.” When the cunning man was leaving the court, the minister asked him the secret of selling a turban worth Rs 5 for 10,000 gold coins. The man whispered in the minister’s ears, “Friend, the reason is the weakness of a person.” The minister asked him, “What is a person’s weakness?” The man replied, “A person’s weakness is his ego. He believes that he is supreme. "You are the most supreme", by putting this idea in the emperor’s head, I fed his ego and sold a turban, worth Rs 5, for 10,000 gold coins.”

Day 1

Proposed questions for discussion
1. 1. Have you bought anything expensive for show off? What and why?
2. 2. What are the qualities/attributes that you lack, but you show off about these, as if you have them?

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should observe how people are absorbed in feeding their ego.
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 repeat the story.
Some other students can share their storytelling experiences at home. Some may be given the chance to share with the whole class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion:
1. For what reasons do we buy expensive things?
2. When we buy expensive things for recognition and respect, is the above purpose fulfilled? If not, why do we do it?

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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6. Ego’s room

Time: At least two periods or till the teacher is satisfied.

Learning objective: To get students to explore how often we forget our needs and get into the endless cycle of fulfilling our ego or show-off.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): Respect does not come from show off but it comes from acceptance of a person’s conduct and excellence. We often believe that we will get happiness and respect out of physical facilities and material needs. Unless we know how much we need, we go on amassing physical facilities and still feel insecure. To hide the feeling of insecurity, we move towards more show off.

Story
A man once built a huge house. He made 100 rooms in the house but there were just two people who lived there – his wife and him. Whenever any guests would visit them, the couple would proudly show them the entire house. They would tell about the marble stones used in the house. They would bring the guests’ attention to the expensive material used in the doors and windows. Once a sage came and stayed at their place. They showed the whole house to the sage too. The sage asked the man, “Your wife and you live in one room, who lives in the other 99?” The man said, “No one.” The sage said, “No, from the time I’ve come here, I feel there is a disease that lives in each room.” The couple was a little scared on hearing this. They had a lot of respect for the sage and they thought this great sage may have come to know about some evil spirits living in their house. They got scared.
The sage told them, “A disease more dangerous than evil spirits lives in your 99 rooms, but I will not tell you right now what that disease is. I will return in 2-4 months and then will tell you what it is. But I want you to begin with the treatment right now.” The couple had a great regard for the sage so they said, “If you cannot tell us what the disease is, at least tell us how to treat it. We will begin with the treatment.” The sage said, “From now, whenever guests come to your house, do not show all of your rooms to them. If they come to stay, just take them to the guest room, but do not discuss the marble and the expensive things in that room.”
The sage returned after two months. He asked the couple if they were following the suggested treatment to the disease. They said they were. The sage asked them, “Would you like to know about the illness?” The couple answered, “We have got to know the disease on our own. We lived in one room of the house and in the other 99 there lived the disease of our ego. When we would show off about the rooms and the expensive things infront of our guests, we were actually not showing them the rooms, we were just satisfying our ego.”
The sage was happy that the couple had recognised the disease. After this, the couple happily moved into a smaller house that was sufficient for their requirements.

Proposed questions for discussion
1. Why do some people want to keep things in more quantity?
2. How do you feel when someone shows off in front of you?
3. Have you ever shown off in front of anyone? Why and how?
4. When we score the highest marks in exams and tell everyone that we have scored the highest, is it our need or the fulfilment of our ego?
5. Buying a new pen, even if it’s expensive, it fulfils our need to write properly, is a need or our ego?
6. Is the desire to show off this expensive pen manufactured by a famous company among our friends a need or fulfilment of our ego?
7. Some people go on telling the price of the expensive things they own. Is this their need, or ego or show off?
8. Find five such examples from life around you which, according to you, was something not done because of need, but because of the need to show off and satisfy one’s ego.

At home – Observe, Enquire, Understand (for students):

Students discuss the story at home and understand the thoughts and views of their family members.
Students observe what things are bought or have been bought in their families without need, just for show off.

Have some students repeat the story.
The first day’s discussion questions can be used again for the remaining students.
Some other students can share their storytelling experiences at home in groups. Some of them may share with the whole class.

Additional questions for discussion:
1. When someone tries to show themselves as bigger or better than the other, what are the thoughts that come to your mind?
2. Share an incident when you took care of someone or you were helpful to them. How did you feel at that time?
3. When does someone truly respect you? (Example: When you have bigger and better things than them, or when you have been helpful to them?) Share other reasons.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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5. How much land?

Time: At least two periods or till the teacher is satisfied.

Learning objective: To take the student’s attention towards their needs and to help them understand that the material needs are limited. Also, to make them aware of the consequences of hoarding more than what one needs.

Start the class by mindfulness – ask the students to focus on their breath for 2-3 minutes.

Direction of Discussion (For Teachers): Many people are not able to correctly assess their needs because of which they appear to be collecting a lot of material things. They believe that there is no end to their needs and the resources to achieve these are limited and so there is no option other than material things. Hence, throughout life they work hard for collection of material things. Because of living in this myth, our health and our relationships are ignored. And the need of our mind that we sought out to meet (like respect, trust) remains unfulfilled.
The objective of this story is to make the students aware of their needs so that they can evaluate physical facilities correctly and also clearly recognise their needs of the Self(feelings).

Story
Once, a traveller was visiting a man’s house. At night, amid conversation, the traveller said, “A little far from here there is a village where the land is so reasonable that it is almost available for free. Thousands of acres can be bought for almost no price.” The man hosting him got tempted and the second day itself, he started travelling to that village. When he reached there, he said to the villagers, “I want to buy land here.” The villagers said, “Give us whatever money you have got. The process of buying land here is that you start walking before sunrise tomorrow morning and the length of land you can walk before sunset would be yours.”
The man couldn’t sleep all night. He kept planning on how much land he would acquire. As soon as it was sunrise, he started running. He also packed food and water thinking he will eat or drink when he would feel hungry or thirsty but he wouldn’t stop running.
He thought he would begin to return by 12 so that he would reach back before sunset. He covered miles and miles by afternoon. He knew when it was afternoon and thought about returning but then he saw even more productive land in front of him and so he thought, “Let me cover some more land.” The man knew he would have to run faster on the way back. He didn’t eat, nor did he drink water, because that would have required him to stop. He threw away the food and water on the way because he was finding it difficult to carry their weight. He took off his coat and hat as well.
Afternoon passed by, but he didn’t feel like returning. Now even the afternoon was gradually giving way to evening. The man began to return but started feeling uneasy. He had spent all his energy and was now feeling tired. The sun began to set. He was getting closer to the village and was able to spot the villagers. They were calling out to him, “Come on, come on.” He put his last bit of energy in running. As the sun was setting, he was running towards the village. And then the man fell off. Now, the last ray of the sun was visible on the horizon. He was somehow trying to drag himself towards the village but the sun had set and he fainted and fell over there. The people of the village began to laugh and talk among themselves saying, “Till now, not even a single person has arrived who could own land here.”

Day 1

Proposed questions for Discussion
1. Have you ever suffered a loss when you have wished to acquire more than you need? How?
2. What are the things that people acquire more than they need? Make a list.
3. What are the things that you acquire more than you need? Share in class.

At home – Observe, Enquire, Understand (for students)

Students should discuss the story at home and understand the thoughts and views of their family members.
Students should look around and explore how people are absorbed in acquiring more than their needs.

Have some students repeat the story.
Some other students can share their storytelling experiences at home in smaller groups. Some may share with the whole class.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion:
1. Why do we collect some things more than our need? Do they solve the purpose for which we do this? Discuss.
2. How can we decide upon our needs based on how much of what do we require? Discuss in class.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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4. What is real and what is fake?

Time: At least two periods or till the teacher is satisfied.

Learning objective: To draw the attention of the students towards taking right decisions while maintaining harmonious relationships even in difficult times.

Start the class by mindfulness – ask the students to focus on their breath for 2-3 minutes.

Story
After Sohan’s father passed away, his family was reeling under a financial crisis. Sohan’s mother gave him her necklace and asked him to sell it at his Chacha’s shop. Sohan’s Chacha was a goldsmith. When Sohan showed the necklace to his Chacha, he examined the necklace and told Sohan, “The market is in a slump right now; sell it after a while.” Sohan was disappointed on hearing this but then his Chacha said, “You can work at my shop. In any case, I need a dependable assistant here.”
Sohan started learning work at the shop the very next day. He was taught to test diamonds and other precious stones. Gradually, he learnt how to test precious stones. After a few months, his Chacha said to him, “Now you may bring the necklace that you wanted to sell.”
When Sohan reached home and took the necklace from his mother, he realised it was fake! He ran to his Chacha’s shop and asked him, “Why didn’t you tell me the truth when I came to sell the necklace months ago.” On this, his Chacha said, “If at that time I’d have told you the truth, you’d have thought that in your tough time, even your Chacha is calling your precious necklace fake and is not wanting to help you. Today you know how to test jewellery and so you can tell the fake from the real yourself.”

Day 1

Proposed questions for discussion
1. By being able to recognise the right from the wrong does your happiness increase? How? Give an example.
2. Explain through any one example when like Sohan’s Chacha, someone said something to you initially and you may have not liked it. But later you realised the value of what the person said?
(For example, your teacher insists on sports class, but you thought of skipping that class. Later you realised that sports would help you build stamina and health)

At home – Observe, Enquire, Understand (for students)

Students discuss the story at home and understand the thoughts and views of their family members.
Students discuss with their family members if they have experienced a situation like this in their relationships.

Have some students repeat the story.
Some other students can share their storytelling experiences at home.
The first day’s discussion questions can be used again for the remaining students.

Additional questions for discussion:

If in a situation, you have to choose between gaining a material thing and gaining a relationship, what would you choose and why?
Sohan’s Chacha didn't give him money but taught him how to distinguish between the real and the fake. Share an example from your life where you were happy because you got the wisdom to tell the right from the wrong.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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3. Rabia’s Needle

Time: At least two periods or till the teacher is satisfied

Learning objective: To make the students realise that deeper (long-lasting) happiness can be understood and experienced within ourselves and is not just based on events outside or on material things.

Start the class with mindfulness – ask the students to focus on their breath for 2-3 minutes.

Story
The people of a village were always busy criticising each other. This was a huge reason for their sorrow. In this village, lived a saintly lady called Rabia. She would always adopt new ways of helping the villagers to see sense.
One evening, she was looking for something in front of her house. Passers-by saw her searching for something and asked, “What have you lost?” Rabia answered, “My needle has fallen.” These people thought that the old lady had poor eyesight and so they should help her. They too began to look for the needle. Then, one of them thought that the needle is a tiny object and till it is not known exactly where it had fallen, it would be difficult to look for it on such a wide road? The person asked Rabia, “Maaji, please tell us where exactly your needle had fallen.” Rabia said, “The needle had fallen inside the house.”
Upon listening to her answer, the villagers were taken aback and began to wonder if the old lady had become senile. If the needle had fallen inside the house then why was she looking for it outside? When Rabia was asked about this, she said, “Even I know this, but it is dark inside, and there is light only outside. How do I look for the needle in darkness? It can only be found in the light.”
The villagers started laughing. They started telling Rabia, “Looks like age has impacted your understanding. Even if there is no light outside the house, the needle will have to be searched for outside only.”
Now, it was Rabia’s turn to laugh. She said, “Beta, you are talking about being sensible, but I’m following the method I see all of you adopting.” The villagers were taken aback and asked, “What do you mean?” Rabia continued, “Every day I see you criticising each other. In reality, you are all looking for happiness in each other and when you don’t get it, you criticise the other person. While long lasting happiness is actually within you. You look for it in others’ behaviour, in their gifts, in the favours you receive from them, in the compliments you get and in the work others do for you, while your happiness is actually lost somewhere in your mind. Look for happiness where it can be found.”
The villagers understood that Rabia was pretending to look for the needle to make them understand,' the true meaning of happiness'.

Day 1

Proposed questions for discussion:
1. Do you also look for happiness outside (in physical things, in criticising others) like the villagers? How?
2. Take an example from your life – have you criticised your friends or relatives in front of someone? If yes, what was the reason behind that criticism?
3. Why does it happen often that people seem to be happy when they criticise others? (as they are able to prove the other one wrong at that point of time)
4. Are those who criticise others looking for happiness in the other person (that is, by putting down the other person) or in themselves?
5. Is it possible that those who criticise others may get the ability to look for happiness within themselves?

Note for teacher: The purpose of the above questions is to get the students to reflect and examine their thoughts and to be able to share their thoughts openly. If the students are able to understand that deeper (long lasting) happiness comes from living in harmonious relationships and clarity of thought (on how to get there) leads to continuous happiness, then their confidence will peak, and instead of feeling jealous of others’ success, they will focus on their own growth. While discussing these questions, try that each student is able to reflect and introspect and put his/her point forward. It takes courage to give an example from one’s own life, so take good care that while a student’s sharing – someone else should not make fun of what they’re saying, else the student will feel disheartened. Ensure that the entire class pays full attention to what the child is sharing and when required, the class should encourage the child instead of making fun. If required, to help the children get over any inhibition, the teacher may give an example from his/her own life.

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 by mindfulness – ask the students to focus on their breath for 2-3 minutes.

Have some students repeat the story.
The first day’s discussion questions can be used for rethinking.
The students can share their storytelling experiences at home in small groups. Some thoughts can be shared with the whole class.

Additional questions for discussion:
1. How can you find or identify deeper (long lasting) happiness within you? (Clue: With the right feelings in relationships, with positive thinking, with clarity in thoughts)
2. What is the difference between ‘being happy’ and ‘looking happy’? In our everyday life, where does our attention go? What do we find more important? Discuss.
3. If you do something well but there is no one to see it, how would you feel? Does this impact your capability? Discuss.

Ask the students to sit quietly for 1-2 minutes and reflect on the essence drawn from the day’s discussion.

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