Book Description

Doctoral Thesis / Dissertation from the year 2018 in the subject Philosophy - Miscellaneous, grade: A, Trinity International University (College of Arts), course: Doctoral, language: English, abstract: The present research examines the Relevance of Gandhiji's Sarvodaya, Education and Vedanta Philosophy in Modern Era. An attempt has here been made to present the thoughts and writing regarding Sarvodaya and Education in such a way, so that the reader may see himself the evolution of Gandhi's ideas and philosophy in a straight way. The nationalist movement in India like all nationalist movement was essential a bourgeois movement led by Mahatma Gandhi and Vinoba Bhave for realizing the ideal of Sarvodaya - the all round development, upliftment of all. Gandhi's ideas in regard to new education did not of course, suddenly emerge from his brain in 1937, but were the outcome of long years of sustained thought and experience. Vedanta is one of the six classical systems of Indian philosophy. The term "Vedanta" has the literal meaning "the end of the Veda" and refers both to the teaching of the Upanishads, which constitute the last section of the Veda, and to the knowledge of its ultimate meaning. By extension it is the name given to those philosophical schools that base themselves on the Brahma Sutras (also called the Vedanta Sutras) of Badarayana (early centuries AD), which summarize the Upanishadic doctrine. The best known and most influential of the schools of Vedanta is that of Shankara, known as the nondualist or advaita Vedanta. Shankara attempted to show that the teaching of the Upanishads was a self-consistent whole. According to Shankara, the ultimate reality is Brahman or the Self, which is pure reality, pure consciousness, and pure bliss.