Hindu Dharma-A Teaching Guide

By Kamlesh Kapur

This book builds an overarching view of the essential elements, themes, and teachings of the worlds oldest surviving faith tradition Hinduism. Each theme is divided in easy to follow lessons. Highly philosophic content of Vedic chants is made simple enough for students as young as 5. For in-depth study, several appendices guide students into scholarly understanding of complex philosophic ideas such as the nature of reality, the nature of the mind, and the cosmic laws enshrined in the Vedic and post-Vedic texts.

As a teacher with 20+ years of experience, the author presents ancient wisdom in simple language. Many books have been written about Hinduism, many of them incomplete and confusing. This book will appeal to those seeking an easy to read, logical approach to both understanding and teaching Hinduism. The book will be useful to parents, grandparents, teachers and students alike.

• Language: English
• Publisher: Xlibris US
• Release date: Aug 20, 2013
• ISBN: 9781483645599

Kamlesh Kapur

As a working mother, Kamlesh Kapur understands the importance of creating delicious, healthy, and easy-to-prepare meals. Her passion for experimenting with herbs and spices led to the creation of 250-plus recipes and a variety of well-balanced menus incorporating the Ayurvedic principles for preventing minor ailments and staying healthy. As an educator and researcher, with a masters degree in economics and masters degree in education, she has written five books, including Portraits of Nation: History of Ancient India. Her studies of Sushruta Samhita and research papers on ayurveda are incorporated in her recipes. Natural healing through the proper use of herbs and spices can promote a healthy, happy, and well-balanced lifestyle without compromising on taste and enjoyment.

Book preview

HINDU DHARMA—

A TEACHING GUIDE

Kamlesh Kapur

Copyright © 2013 by Kamlesh Kapur.

Library of Congress Control Number:   2013909596

ISBN:   Hardcover   978-1-4836-4558-2

   Softcover   978-1-4836-4557-5

   Ebook   978-1-4836-4559-9

All rights reserved. No part of this book may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system,

without permission in writing from the copyright owner.

Rev. date: 09/16/2013

To order additional copies of this book, contact:

Xlibris LLC

1-888-795-4274

www.Xlibris.com

[e-mail]

118850

CONTENTS

Map of Ancient India

Endorsements

Disclaimer

Foreword

Section 1

Introduction

Preface

Objectives of the Lesson Modules

Problems Faced by Parents and Children in

Understanding Dharma Correctly

Practical Value of the Knowledge of Vedic Dharma

Acknowledgments

Chapter 1: Vedic Dharma—Hinduism

Chapter 2: Yajnas

Chapter 3: Chants for Children

Chapter 4: Customs and Festivals

Chapter 5: Vedic Ideas about Creation

The Age of the Earth and the Dawn of Civilization

Chapter 6: The Story of Shri Rama

Chapter 7: The Story of Shri Krishna

Chapter 8: The Story of Mahabharata

Chapter 9: Historical Facts and Events Given in the Epics

Chapter 10: Srimad Bhagavad Gita

Chapter 11: Buddha and Buddhism, Mahavira and Jainism

Chapter 12: Myths in Religions, Myths about Hindu Religion

Chapter 13: Sanatana Dharma and Sampradayas

(Lineages of Teacher Disciple Faith Traditions,

Tribals, and Hindu Customs)

Chapter 14: Frequently Asked Questions

Section 2

The Arrangement of Lessons—Three Age Groups

Lessons for age group four to seven—experiential lessons

Lessons for age group six to twelve/fourteen

Lessons for age group twelve to fourteen years old and all adults

Some lessons are for college level students involving basic understanding of philosophy and psychology. Such advanced level aspects are pointed out in the lessons.

Thematic Sequence

Lessons around the theme of sources and texts

Lessons around the key concepts such as the Creator and the creation

Lessons clarifying names, terms, and their meanings

Other definitional issues involving debunking myths, false categories, and assumptions

Lessons about self—Who am I?

Karma—Gunas and karma yoga

Freedom, human behavior, and social expectations in Hindu Dharma

Hindu Dharma where science meets spirituality—explanations about the self, its makeup and behavioral expectations from this self when that self is in a social setup

Lessons about prakriti (creation-nature) and its various energies and elements

Hindu Dharma as it has influenced Indian culture and cultural ethos

Hindu identity

Dharma and modern ideas in social sciences

Section 3

Symbolism in Hindu Dharma

Content and themes in this section

Introduction

Perception of Saguna Brahman

Moorty puja and focus factor

Symbolism in Hindu Dharma

Artists and their contributions

Symbols of Devas

Concepts of consorts, dual aspect of divinity

Evolution of Hindu Dharma over ten millennia

Symbolism behind legends

Section 4

Karma Kanda—Festivals, Fasts and Ceremonies

Age groups seven to fourteen, fourteen and above

1. Lessons about global vision and some pious aspirations

2. Values, behavior, and ethical issues and policies

3. Lessons about prayers, daily dharmic practices, and worship (upasana)

4. Fasts

5. Havana and yajnas

6. Lessons about holy days, festivals, and ceremonies

7. Freedom to be different to allow inclusivity

8. Places of pilgrimage

Suggested Readings

Glossary

Appendices

Frequently asked questions

Bibliography

Dedicated to

My grandchildren for whom these lessons were created and expanded and their peers who motivated me to write this guidebook for educating the next generations when my generation will no longer be around.

MAP_ANCIENT%20INDIA.jpg

"This is a major and bold effort by Kamlesh Kapur, a serious scholar in Hindu Dharma. In this work she has sought to sequentially explain in simple terms various aspects of Dharma--concepts, philosophy, practices, celebrations and festivals. I commend her for approaching different age groups of children in different manner with different content in the teachings. The teachers in schools of relevant subjects and topics can also learn a lot from what is contained in this book.

I congratulate Kamlesh Kapur for undertaking this huge task and recommend schools and teachers who wish to introduce and explain Hinduism to their students. Students who wish to learn about our ancient Dharmic heritage in its various aspects will benefit significantly by studying this book."

signate-091313.tif

Swami Dayananda Saraswati

I am delighted to read Kamlesh Kapur’s new book on Hindu Dharma which presents the insider’s view of the Hindu tradition in a clear manner. Kamlesh Kapur is not an orthodox insider and she brings a modern sensibility by tying up the ancient tradition to issues facing most people all over the globe. The book corrects many misconceptions that are often repeated in textbooks. It will be an excellent resource for teachers and others who want to understand Hinduism without bias and prejudice.

—Subhash Kak, Regents Professor of Computer Science,

Oklahoma State University, Stillwater

Hindu Dharma—A Teaching Guide

"Smt. Kamlesh Kapur who recently gave us an outstanding book on history (Portrait of A Nation: Ancient India) has in this book addressed the far more challenging task of teaching the basics of Hinduism. It is challenging because Hinduism is often viewed through the prism of Semitic religions or at best in terms of comparative religion. Both distort and omit the essence while exaggerating issues like monotheism that to a serious student are unimportant if not trivial.

The essence of Hinduism is spiritual freedom: it allows the individual to choose what he or she wants to worship and also the mode of worship—through action, devotion or knowledge as the Bhagavadgita so beautifully expounds. This is quite unlike in Abrahamaic religions in which both what to worship and how are dictated by an entirely human creation called the ‘Book’ meant to be enforced by a priesthood. To reduce spiritual freedom to a God-counting exercise in terms of one vs many is to reduce spiritual life to numerology.

It is this spiritual freedom that has given the world the vast body of literature—both spiritual and secular—from the Vedas and the Puranas to philosophic and even scientific works. But such freedom also calls for sound judgment and fine discrimination to separate the real from the illusory and spiritual seeking from empty rhetoric and ritual. This is why the Gayatri Mantra makes dhi (untranslatable, but the basis for an enlightened and discriminating intellect) a central feature in the Hindu tradition. Dhi is central spiritual seeking, just as dogma is central to Abrahamaic creeds and their theology. A Hindu is not forced to accept anything if the dhi is not convinced.

The challenge of teaching this is obvious, but it is one that Kamlesh Kapur meets admirably. The book is organized in the form of teaching modules which teachers will appreciate. The author’s vast experience as a teacher has ensured that the book is not just filled with commentaries by ivory tower academics but the wisdom and experience of a thoughtful teacher who has faced and overcome the challenges of dealing with this difficult subject in the classroom. I have seen no book comparable to this for teaching or even learning Hinduism. Her courage in taking on this highly challenging task deserves the highest praise.

—Dr. N.S. Rajaram

Kamlesh Kapur, a teacher with three decades of teaching experience has created yet another ground breaking work, Hindu dharma—A Teaching Guide. By using primary sources, she cuts through vague impressions and misperception and highlights Hindu beliefs, and practices in a scientific way. Short simple lessons link Vedic traditions to contemporary issues such as global humanism, the green movement, the global family construct, environmentalism, and the worship of nature.

Doctors, psychologists, counselors, therapists, and other health professionals will find it useful for understanding ailments such as, dilemma, delusion, mental conflict in the light of ancient wisdom of Vedic hymns and Vedic thought. Through simple lessons, readers are encouraged to develop Yogic discipline and find their own path to self-realization—so essential for inner peace and global harmony."

—Dilip Sarkar, MD, FACS, CAP

Chairman, School of Integrative Medicine,

Taksha University, Hampton, VA

President, International Association of Yoga Therapists (IAYT)

Chairman of Board, Life in Yoga Institute

DISCLAIMER

The textbook and the lessons are based on Vedic traditions and the post-Vedic literature.

This book does not deal with the Gaathas of Puranas related to mythical relations between Devas or their mythical incarnations; because in the last nine centuries, listening to these mythical narratives replaced the key concepts and beliefs of Dharma and pushed aside the Vedic traditions. This created disconnect of the chants with what mostly goes on in prayer sessions or discourses.

Except for Ramayana and Mahabharata, Gathas or children’s stories are not given.

A few legends are explained to reveal the relevance of legends to the main historical events or to present a philosophic concept through a story.

There is no such Sanskrit word/category of gods and goddesses. This and other such categories and words are not used.

Certain lessons and concepts are repeated; parents and teachers may skip those lessons.

Many lessons are presented in the context of global religions; the author does not try to diminish the faith of any person.

Some of the links may not work. It is better to search the subject through the search about the topic/title and the author.

To the best of my knowledge, all references and quotes are credited. If a couple of these are left unmentioned, I apologize for the omission. If anyone points out this discrepancy, it will be corrected in the next edition.

Finally, the author takes full responsibility for the content and the teaching lessons.

FOREWORD

Hinduism, as a catch all name, carries under its umbrella, a six thousand plus unique identities under religious tags. The anchor texts of these identities span a time scale of several millennia; described in a plethora of social and classical languages. Hinduism is better described in what it is not! Hinduism is not a monolithic structure! Not an organized religion! No single authority to regulate and guide! Yet the common thread binding all this diversity is known by the name ‘Sanatana Dharma’. Vedic traditions enshrining some of the noblest aspirations of mankind belong to all humanity and are the fundamentals of what people now call Hinduism. This is what the author explains as going beyond the ‘key hole peeping’ model of explaining Hinduism. The explanation has to provide a judicious blend of values, language, perspective of history, connection to the ground reality as seen in context, combating with conflicting and unaudited the materials that learner may come across in other segments of learning.

Understanding the original words of the sacred texts is an important part of this learning. The majority of the terms that are needed to explain Hinduism come from Samskrutham. These words are technical in nature with a packed sense of meanings and multi-valence. There is no simple or singular translation of these words; there is no uniformity of spelling in writing these words. These need to be learnt through a teacher in person, in voice mode. Much of the difficulty comes in visual presentation and comparative modeling with contemporary religions. For example, explaining hell and heaven! Tracing the origin of dharma, students as young as 6 learn to appreciate nature, recognize changes in the natural scenery and finally try to find how they are related to all this. The lessons are amazingly simple and yet as they become more elaborate for higher age groups, they bring fascinating aspects of Hindu philosophy, in-depth discussion of the reality of mind, the nature and of the Divine itself.

Author Kamlesh Kapur has brought in her experiential wisdom of twenty plus years of teaching experience and challenges of grooming a three generation family abroad India to be practicing Hindus. The perspectives of questions addressed in the book show the vastness of challenge in providing a starter education book on Hinduism. I am sure that this will prove to be a good parent-teacher resource book helping students appreciate a ‘window vision’ of Hinduism. Teaching students is a challenge; and providing a resource book for students is a daunting task. Teaching grownups is more of explaining and aligning the subject topic understanding. With students, it is initial planting and first lessons. This needs to be done with great care and diligence. Author Kamlesh Kapur has done a commendable job in this regard.

BVK Sastry

(Dr. B.V. Venkatakrishna Sastry)

Professor: Hindu University of America, Orlando, Florida

Founder-Chief: Yoga-Samskrutham University, Orlando, Florida 32825

Section 1

All religions, arts, and sciences are branches of the same tree. All these aspirations are directed toward ennobling man’s life, lifting it from the sphere of mere physical existence and leading the individual toward freedom.

—Albert Einstein

INTRODUCTION

Modern-day societies are influenced by two opposing currents, the first of which relates to the ideals of liberalism and the role of critical thinking, which are enshrined in philosophy books. The second current based on submission to authority denies every opportunity to think or act freely. While scientific discoveries in various fields are challenging outdated ideas about the origin and evolution of life, many powerful vested interests want to take scriptures at their face value. The collision of these two currents results in people becoming confused, disillusioned, and often cynical about the purpose of life itself. This book is designed to teach about dharma as a subject and to help students discover the cosmic purpose of life and the meaning of existence.

It is critical that children and students of various age groups should be given an overarching view of Hindu dharma. This curriculum is designed as a sequential learning system, a program of studies in which the lessons follow a sequence, from simple to complex, from overview to details, and from conceptual to relevance of practices. After completing the course, students will learn to see the interconnectivity between various aspects of the cosmic reality known as the Divine and their own relations to It as well as to all other life.

This book starts with teaching key concepts behind the aspirations, visions, and imagery enshrined in Vedic Hindu Dharma. Students as young as five years are led through a fascinating journey of learning about nature and the changing environment. Lesson modules in this book are created to teach the concepts, precepts, and relevance of Hindu Dharma today. These lessons also focus on its evolution over a span of several millennia, and are based on original Vedic and post-Vedic texts such as the Vedas, the Epics, Srimad Bhagavad Gita, Bhagavad Purana, and the Upanishads.

PREFACE

Among the world religions, Hinduism is the oldest and the third largest religion of the world. It is also the most misunderstood religion by scholars as well as laypeople. Many Hindus also lack a cohesive, clear understanding of Hindu Dharma. Books written on the subject often describe it as a collection of primitive hymns and myths. Sacred ceremonies are depicted as superstitious rituals. Some of the question marks placed after the time cherished Hindu traditions need to be discussed in a logical manner without allowing vested interests or political ideologies/agendas to interfere.

By using primary texts, this book cuts through such vague impressions and misperception. This book highlights Hindu beliefs, and practices and gives scientific explanations of Hindu perspective on the nature of the Creator, the creation, and the Self. At the same time, the short lessons make young students aware of the literary merit, the aesthetic beauty, the variety of rhythm schemes, the noblest of mankind’s aspirations enshrined in Hindu literature, and in the arts and symbols worshipped today. A tradition that has survived several millennia, is relevant today, and will continue to be relevant in future.

Many of the Hindu ideas and traditions emerging out of Vedic texts have been incorporated in other faith traditions without acknowledging the original source. The following issues are currently being debated and need to be presented to students:

• Is Yoga an ancient Hindu tradition?

• Is Ayurveda a Hindu science?

• Who is a global Hindu? What are his responsibilities and goals?

• Do Hindus view the divine, the world, and the creation through a lens or a prism?

After completing the first four sections, the students should be able to answer these and other similar questions.

The book does not deal with the Indian

social structures or the dynamics of social structure.

Varna dharma (a misnomer for caste system) is not discussed for two reasons: varna dharma started to collapse after the repeated foreign invasions, the brutal ways through which many sections of society were decimated and with the rise of industrial urban complexes. For more details about this aspect of specific roles and duties (known as vishesha dharma), students can refer to chapter 13 of Portraits of a Nation—History of Ancient India.

Some modern issues caused by worldwide conflicts are also discussed, because these impact the formation of positive identity in the current scenario of cultural diffusion.

Relevance of the Lessons

These lessons modules are intended to be used in secondary schools where the subject is taught in the world history classes. Foreign to the tradition, a mythical, skewed and distorted view of this faith tradition is taught. These lessons have been used for over a decade in the secondary schools and colleges by the author. In the book format, it will continue to guide the teachers, and the parents.

Besides, these teaching modules will help those students who wish to be Hindus by conviction. The book will help Hindu parents in raising their children as practicing Hindus. These lessons, if properly followed, will help parents make choices and be able to motivate children from an early age onward. As students develop reverence and devotion for the Supreme Being, they will be able to find prayers and ceremonies relevant and meaningful in their practical life.

The non-Hindu students will gain a better perspective of Hindu concepts, beliefs, customs, philosophy, and symbolism. The book presents these lessons in a global context. These lessons also build connections to contemporary issues such as global humanism, the green movement, the global family construct, environmentalism, and the worship of nature. These modern issues are rooted in Vedic hymns, Hindu thought, and Hindu practices.

This short guidebook is created for the teachers and parents to enable them to give commonsense explanations and logical, believable, provable ideas about Hindu Dharma that they can pass on to the next generation. This guidebook is also for schoolteachers throughout the world who teach Hindu Dharma as part of the subject of comparative religions, but who do not have the proper understanding of the Hindu dharma and have not studied the basics from a primary source.

Format of the Textbook

The book follows a sequential learning system using varied teaching techniques. The lessons are created around broad overviews with each segment taught as a lesson. The complex issues are broken down into components and explained in simple terms. The format follows the techniques similar to the ones used for teaching other subjects within the school system. The guidebook is for teachers, but the lessons are learner oriented. In other words, if a child has not learned, the teacher has failed to teach. It may be remembered that teaching is a lifelong commitment. It is different from giving descriptive talks. Teaching young children and shaping their thought processes is a hard task.

Here in this guidebook, we are teaching about dharma and not just describing it in a talk.

There is considerable overlap in content because the same concepts are developed for students of level 3 and 4 in greater detail and with more philosophical content.

In addition, the same idea is taught as a concept, and then it is linked with symbolism and finally woven together with the ceremonies and taught in the context of Hindu festivals, fasts, and devotional practices.

OBJECTIVES OF THE

LESSON MODULES

Sequence of these lessons is tailored for four age groups including level 1 for four to six years old¹, level 2 for six to twelve years old, level 3 for secondary school students and laypeople, and the advanced level is intended for high school, and for college level students. Examples of the initial background lessons are provided for each group. The lessons may take between four to five years to teach. For the parents’ and/or teachers’ workshops, a simple overview can be comprised of twenty-five lessons. The level of difficulty for each lesson is indicated in the list of objectives given below:

1. Teach the basic ideas about Vedic dharma. Young Hindus become defensive when they are unable to answer some basic questions about their beliefs, the holy book (s), or the name of their god.

2. Explain the four aspects of dharma: knowledge (gyaan), philosophy (rational or vigyaan), worship (upasana), and action (karma). Give an overview by providing a basic outline.

3. Establish links between the ceremonies (erroneously called rituals) and their relevance (levels 2-4).

4. Explain and provide literal meanings of Vedic mantras (verses) chanted frequently and those chanted during havana ceremonies (levels 1-4).

5. Explain the sankalpa mantra (pledge to complete the yajna) chanted during archana (offerings). Provide its literal meaning (levels 2-4).

6. Help children find their roots to the past. What is gotra? A journey to the past by making a lineage link to the seven seers. Help them learn to define themselves in a positive way (level 2-4).

7. Prepare short lessons for children, which should inculcate intellectual/experiential understanding. Teach students not to have blind faith in any tradition (levels 2-4).

8. Suggest books for sequential learning.

9. Describe monotheism and clarify the concepts of dharma, devas, Brahman, and other such words mistranslated in English and thus giving a distorted version of Hinduism (levels 1-4).

10. Explain the evolution and expansion of dharma over the seven millennia of currently known history of Hinduism. Describe the journey from formless Nirguna Brahman (without attributes) to Saguna Brahman (with qualities) and the start and rationale of moorty puja. One particularly important issue to resolve is about the explanation of devas (levels 2-4).

11. Explain symbolism at all three levels, specifically level 1, level 2, and level 3.

12. Explain the issue of Hindu identity. What does it mean to be a Hindu by label, a Hindu by sanskaras, or a Hindu by conviction? Is there such a thing as Hindu fundamentalism? (Level 3)

13. Provide experiential and repetitive learning (levels 1 and 2).

14. Give a prospective of comparative religions. What does Hindu Dharma have that other religions do not have? (Describe two mantras on the reality of mind and two on the reality of nature) (levels 2 and 3).

15. Teach the ten fundamentals of dharma—Dharma Das Lakshnam (levels 2 and 3).

16. Help children learn about self-realization through yoga and sadhana (level 2 yogic asanas and pranayama while all other parts are for levels 3 and 4). Build lessons around the following themes:

• Fourfold sadhana

• Yoga its place in life

• Eight limbs of yoga

• Yoga as a therapy

17. Teach the scientific aspects of Hinduism and the scientific attitudes in Hinduism.

18. Help students understand explanations about the creation, the universe, and the sequence of events over time (levels 1-4). Discuss their place in the cosmos and randomness versus design in the universe (college level students).

19. Vedic studies for life management. How to teach this? (College level students)

20. Sciences in the Vedas (levels 2, 3, 4).

21. Even if Hindus do not build bridges on faith and intuition (although that too is important for life management skills), let the Hindu students, their peers, and people in general enhance their understanding of Vedic religion from a purely academic point of view so that Hindu children do not accept at face value the mischaracterization of Hinduism provided by those who are unfamiliar with the tradition.

22. Define the terms and give meaningful explanations. Knowledge can only be internalized when it is rationalized first. This text will enable children to experience these steps.

23. Repeat the concepts and the key points. It must be remembered that all learning is repetitive.

24. Establish a dialogue with the next generation in order to learn why and where they are drifting and where the adults, in particular, are stuck.

Explaining and teaching Hindu dharma and redefining Hindu identity are the objectives of these lesson modules.

These lessons are meant for beginning and intermediary students. Therefore, only the physical nature and the cosmic reality in the context of the divine and the self are discussed and taught. For in-depth study and for esoteric meaning of the Vedic mantras, higher level of Vedanta courses are needed. Those students who pursue higher studies both for academic reasons or for spirituality will go into the esoteric content, imagery, and audiovisual symbolism in the Vedic mantras addressed to different devas. For students of comparative religions, undergraduate or master’s level, these lessons are sufficient. For all students, Hindu or non-Hindu, a thorough reading of Bhagavad Gita is essential.

PROBLEMS FACED BY PARENTS AND CHILDREN

IN UNDERSTANDING

DHARMA CORRECTLY

For the past couple of millennia, there are two types of problems faced by the parents and children in understanding dharma correctly. These problems are discussed under the following headings:

1. Issues related to the social and personal attitudes

2. Historical upheavals leaving a vacuum in the study of Hindu Dharma as a subject

1. Issues related to the social and personal attitudes

Hindu Dharma as a subject is not taught by the parents or in schools or temples. What little their young children learn through their upbringing is insufficient to enable them to engage in a meaningful discussion amongst themselves or with followers of other traditions.

Globally used world history books describe several random myths related to Hindus and offer distorted views of two or three insignificant practices such as cow worship and myth about polytheism. These distortions seriously impact the self-perception of Hindu youth. Outside India, many Hindu children hide behind a South Asian identity or remain in a defensive mode about their culture. The correct sense of the self cannot exist if these students are faced on a daily basis with ethnic derision in classrooms and face a constant caricaturing of their belief system as seen in the current textbooks. Hindu children are growing in an atmosphere of rejection. They cannot or do not speak about their feelings even with their parents. They are living in isolation unless they pretend to be secular or non-Hindus. Many feel that acting as a non-Hindu would make them more acceptable. It cannot be overemphasized that the identity of a teenager is a very fragile veneer. Most of the time, parents and their children exist in a general atmosphere of dharma illiteracy. Self-alienation and self-repudiation are the two common symptoms of dharma illiteracy.

Hindu temples are places for offering prayers and for conducting ceremonial prayer sessions. Most of the prayers are in Sanskrit. No attempt is made to explain the meanings or relevance of the temple ceremonies.

A young adult once wrote that chanting the mantras without understanding their meaning becomes a ritual, a mere ostentation. In this simple statement, he challenges the adults to make the prayers and ceremonies meaningful and relevant. He exhorts parents to explain the source, the literal meaning, and the purpose of chanting hymns. This is not just one person’s requirement to know some basic facts, but rather the need of all Hindu children to understand for their own sanity and emotional health as they progress through life. Most Hindus in modern times are Hindus by label or by birth, and they are facing an identity crisis. For the benefit of these people, these lessons are created; and to these people, these lessons are directed.

2. Historical upheavals leaving a vacuum in the study of Hindu Dharma as a subject

The last two millennia witnessed barbaric invasions, senseless killing, an influx of population, and corrosion of ancient, time-tested values. Observing or teaching dharma was put aside, and survival from massacres became the only concern. The social fabric as well as the ancient gurukula system broke down under these upheavals.

It took the genius of Swami Dayananda Sarasvati to rescue the Vedic and post-Vedic literature from the dusty bins. His efforts revived interest in the learning of Vedic traditions but were thwarted by the colonial rulers of his time. Through the new British educational setup, a class of citizens was created who developed disdain for their heritage and traditions. To this day, Indians in India and elsewhere are taught that every civilizational accomplishment occurred elsewhere and came to India through invasions. In this process, ancestors of the Vedic seers were misplaced in the deserts of the Middle East, in Germany, and even at the North Pole!

Dharma, dharmic studies, and ancient culture are still reeling under these tragic developments. Such onslaughts have damaged the Hindu psyche to such an extent that Hindus in India consider their ancestors backward and uncivilized. People are confused, they are cynical, and quite often they dismiss Hindu Dharma with a laugh. Moving away from the faith tradition is often considered a sign of being modern.

Hostile media, political discrimination against Hindus, and Hindu temples are additional factors leading to the lack of understanding of dharma in a scientific way.

If Hindus create an awareness of what Hindu Dharma is all about, young Hindus will not be deluded and misled by the hostile messages of the self-serving media or the adverse propaganda by the foreign-funded nongovernment organizations!

The proper teaching of dharma as a subject will help correct these attitudes. It will also pull Hindus across generations out of the stagnation that has persisted for a millennium. With the help of this text, Hindus can gain the right to define dharma, debate its various aspects, and finally become Hindus by conviction and not just by label. Most of the lessons have been used in the classrooms of public and private schools as well as in the undergraduate classes of various universities in the state of Virginia, USA. Some school districts allowed the author to use this material for training the social studies teachers as well.

PRACTICAL VALUE

OF THE KNOWLEDGE OF VEDIC DHARMA

All the lessons for levels 2 to 4 emphasize the relevance of Vedic traditions in the postmodern world. Life in the past couple of hundred years has become bafflingly complex disturbing peace of mind and causing confusion and dilemma. Properly taught in short lessons, Vedic teachings will continue to point towards that righteous conduct which is fundamental to Hindu Dharma.

Vedic philosophy is an unfathomable ocean of knowledge. It offers ways of psychotherapy through periods of grief, stress, conflict, and delusion. It is therefore eternally practical.

This text enables readers to learn the practical wisdom of Sanatana Dharma. It should be noted that Hindus are already at a great loss. They do not have a first generation of enlightened Hindus, and if they don’t create a second generation of enlightened Hindus, there certainly will not be a third generation of Hindus!

Preceded by a list of objectives, chapters in the first section form a short textbook for the parents and the teachers before they begin using the lessons given in subsequent sections.

Throughout the book, a sincere effort is made to use Sanskrit terms and words for which there is no English equivalent, for example, Atman and Devas.

"The study of religion can be carried out in two ways: (1) as a study about it, and (2) as a study of it. When we study a religion in a university or high school class on Theory of Knowledge, we study about it: we study about its history, its doctrines, its practices, and so on, without the implication of either being a believer or a follower of it. When, however, a Christian studies Christianity in a seminary, or a Muslim studies Islam in a Madrasahs, he or she is engaged in a study of Christianity or Islam, as distinguished from a study about it.

Hinduism constitutes an Area of Knowledge in the first sense of study (that is, study about) and a Way of Knowing in the second sense of study (that is, study of Dharma)."²

Much of the contents in these chapters were actual presentations made from time to time in various colleges, schools, teachers’ training workshops, and parents’ workshops. In a span of twelve years, the lessons expanded. Lessons for small children were developed a little later. A few excerpts from these lessons and presentations were used in the chapters about Vedic Dharma in the textbook Portraits of a Nation—History of Ancient India.³

ACKNOWLEDGMENTS

These lessons were developed over the last fifteen years while teaching students of varying ages in actual classroom situations. Used in the classrooms of schools and colleges, it became a valuable resource material and would have continued to remain in that state had it not been for my husband, Surindra Kapur, my children, Arjun Kapur and Gayatri Kapur, my son-in-law Rasesh Shah, and my brothers Ramesh and Parvesh Chopra. From time to time, they insisted that I finish it as a guidebook and get it published as a guidebook for teachers and parents for their next generations when I am not around. Taking time from his busy schedule, Arjun Kapur gave many suggestions and guided me in proper formatting of the content. I greatly appreciate his help.

I gratefully acknowledge the dedicated effort of my granddaughter Hema Shah and my husband Surindra Kapur who read the entire book several times. Without their effort, the book would not have been completed.

Many young students of different age groups read most of the contents to check the comprehensibility of the content for their age group. I appreciate the feedback given by Aditi Chaudhary and Keshav Shah.

In spite of their very demanding careers and work schedules, Rahul Kapoor and Manu Chopra became involved in the project. These young professionals, born and brought up in the USA, gave their feedback and vetted some of the chapters.

I am thankful to B. V. K. Sastry, Subhash Kak, S. Kalyanaraman, R. Venkatanarayanan, Ravinder Kaul, Dilip Sarkar, Malini Srirama, and Rakesh Bahadur. From time to time, these scholars from various fields offered helpful suggestions on many technical points. My special thanks to Meera Rao, who readily helped clarify references from Srimad Bhagavad Gita. This humble attempt was blessed by Shastry Dilip Upadhyaya. All photos unless otherwise stated are copyrighted material of Dr. Arjun Kapur. Ancient map of Indian Subcontinent, courtesy – Bhudev Sharma

CHAPTER 1

Vedic Dharma—Hinduism

Our ideal is not the spirituality that withdraws from life but the conquest of life by the power of the spirit.

—Shri Aurobindo Ghosh

The tendency to turn human judgements into divine commandments makes religion one of the most dangerous forces in the world.

—Georgia Harkness⁴

Ism by definition is dogma or a doctrine. Faith traditions and beliefs of Hindus cannot be translated as ism or as a religion because these traditions have a long history of growth, analysis, redefinitions, rejections, expansions, and affirmations. Therefore the first thing to correct is the name itself. It is Hindu Dharma, and in this text, we will try to use both names, Hinduism and Hindu Dharma. Hindu Dharma is also known as Vedic Dharma.

Vedic Dharma (translated as religion by the Western writers and thinkers) defies a simple definition. Every attempt at definition is found unsatisfactory because each definition emphasizes only one aspect of the whole. As dharma, Hinduism is a diverse collection of ideas about the Creator, the creation, the living entities, the universe, and man’s ideal role in various capacities in this universe. The nature of existence and how to improve it are discussed in Upanishads, which are philosophical dialogues between teachers and their disciples. Its most cherished aspect is explanations offered about the cosmic laws and Sanatana Dharma.

The followers of Vedic Dharma themselves never found it necessary to define or encompass their dharma. It is termed as universal, eternal tradition or Santana Dharma. It is not attributed to a founder or to a certain time in the history of mankind. Vedic Dharma does not fit in the common term religion.

Definition of Dharma

The root word Dhr is to hold, and therefore, that which sustains the creation and the earth is dharma. Sanatana Dharma also tries to explain the mysteries of the nature, how to relate to nature, and how to use it to the greatest benefit of the society while getting a better understanding of one’s own reality and purpose of life. Finding goals and designing one’s role is a matter of free enterprise.