FLYING HIGH

Hand Book of Moral Instruction - PG Courses

Contributors
Dr. S. Ally Sornam
Dr. D. Joseph Anbarasu
Dr. J. Godwin Prem Singh
Dr. Suresh Frederick
Dr. B. J. Parimala Kalarani

Religious Life Committee

Bishop Heber College (Autonomous)
Nationally reaccredited at the A+ level by NAAC
Tiruchirappalli - 17
Year 2011
ISBN. 978-93-80767-04-8
Revised Edition
Year 2016

Published by
Religious Life Committee,
Bishop Heber College (Autonomous),
Trichy - 620 017.

Printed by
Promoforce Print Systems,
Melapudur, Trichy - 1.
Ph : 98432 41060, 2410202
E-mail : promoforce@gmail.com
 Preface
The University Education Commission in 1949 recommended
some undenominational religious and moral teachings in schools,
colleges and universities all over the country. The Secondary Education
Commission has also emphasized the need for such teachings by quoting
- "Healthy trends regrading moral behavior spreads from three sources
namely, (a) Influence of the home, (b) Influence of the educational
institutions and (c) Influence of the public".
Indian society has undergone radical changes due to the
emergence of modern technology and scientific developments. In
particular the youth have been greatly influenced by these
developments, which have lead to the decline in moral values, Honesty,
compassion, kindness integrity and reverence to the elders are some of
the moral traits which have to be imbibed within the youth of this day and
this can be achieved through classroom teaching and exercise of these
values.
I am glad to find that Religious Life Committee of our college
under the dynamic leadership of our Rector Rev. Franklin and Chaplin
Rev. Selvaraj, along with the Convener Dr. Vinod Issac Peter and the
editing team members, Dr. Navam Kirubai Rajan, Dr. Preetha and Mrs.
Hannah, have taken pains to revise this resourceful book on Value and
Life Oriented Education.
I also appreciate and recognize the contribution of the authors of
different chapters for their dedicated preparation and meaningful
presentation.
I am sure this book would be a valuable addition to the existing
literature.
Dr. D. Paul Dhayabaram
Principal

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 Contents

Preface iii

Chapter 1 Spirituality 1
(Unit I) Dr. D. Joseph Anbarasu

Chapter 2 Socialization 22
(Unit II) Dr. S. Ally Sornam

Chapter 3 Social Responsibility 40

(Unit III) Dr. Suresh Frederick

Chapter 4 Social Deviancy 84

(Unit IV) Dr. J.Godwin Prem Singh

Chapter 5 Social Transformation 108

(Unit V) Dr. B.J. Parimala Kalarani

Semester II
Paper Code : P15VL2:1
Hrs. Per Week : 2
Credit : 2
st
1 Internal - Chapter 1 - 3
nd
2 Internal - Chapter 4 - 5

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 Chapter I
SPIRITUALITY

1. CHRISTIANITY

Beliefs and Concepts

I. Resurrection
All Christians' faith rests on Christ's
resurrection from the dead. The resurrection of
Christ concluded his public ministry here on
earth, by proving that he was God. His death
and resurrection paved the path for the
redemption of all of humanity that believed. In
Christian beliefs, all who have died will be
resurrected from their earthly bodies and
judged by God.

II. Eucharist

Eucharist or communion is
practiced to remember Jesus.
In this practice, bread and wine
are symbolically used or
transformed by an ordained
minister and taken by the
minister and members of the
congregation. By performing
this ritual, Christians are following Jesus' command at the Last
Supper, "Do this in remembrance of me." The bread represents
his body that was broken for humanity. The wine represents the
blood that he shed for all.

III. Baptism

Christian churches use baptism as a symbol for a person's

declaration of faith in Jesus Christ and their commitment to the
repentance of sins. Churches regard this as a sacred ritual
ordained by God. Water has always represented purification in
any religion. In Christianity, a new believer often is baptized

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with water in front of the congregation to
declare their faith in God. Even Jesus was
baptized before the start of his public
ministry to the world. Before Jesus ascended
into heaven, he commanded all his disciples
to baptize all the nations for the glory of God.
Baptism is not just for babies and young
children. It is primarily a sign of becoming a
follower of Jesus, and so is appropriate for anyone of any age –
from 0 to 100 or more. The baptism of older children, teenagers
and adults is a very special event, and is often included in with
services of Confirmation.

IV. Easter

Easter is the annual celebration of the resurrection of Jesus

Christ and the principal feast of the Christian year. It is
celebrated on a Sunday on varying dates between March 22 and
April 25. Easter is a culmination of a entire week. The Sunday
before Easter is called Palm Sunday. It is celebrated to
remember the entry of Jesus into Jerusalem. Holy Thursday,
which is also known Maundy Thursday is in memory of the Last
Supper of Christ with his disciples. Good Friday commemorates
his crucifixion on the cross.

V. Christmas

On December 25th of each year,

Christians celebrate the birth of the Jesus
Christ. The Christmas story according to the
Bible goes as follows: While traveling the
countryside to fulfill a government order,
Mary and Joseph entered the town of
Bethlehem to find shelter. The inn they found
had no rooms left so the innkeeper let them
stay in the stable with the animals. After the birth of Christ, a
star appeared over the stable symbolizing the birth of a king.
This star led many people to the baby Jesus along with the Magi
or Three Kings. They arrived at carrying gifts for the baby Jesus.

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VI. Jerusalem

Jerusalem is the capital

and largest city of Israel. It is
located between the
Mediterranean Sea and the
Dead Sea. Jerusalem is
considered the holiest city of
Judaism, Christianity, and
Islam. Because of this,
Jerusalem has been the center
of many battles for the rights
of the city. Throughout history, the Persian, Syrian, Jewish,
Roman, and Muslim Empires have controlled Jerusalem.

2. BUDDHISM

A. Four stages of enlightenment

The four stages of enlightenment in Buddhism are the four
degrees of approach to full enlightenment as an Arahant which
a person can attain in this life. The four stages are Sotapanna,
Sakadagami, Anagami and Arahant. The teaching of the four
stages of enlightenment is a central element of the early
Buddhist schools, including the surviving Theravada school of
Buddhism.
(i) The Ordinary person
An ordinary person is trapped in the endless changes of
samsara. His deeds, good or bad, are influenced by his desires
and aversion. An ordinary person is born in higher or lower
states of being (heaven or hell) according to their actions. They
have little control over their actions. Therefore, their destinies
are haphazard. They are all subject to sufferings. The ordinary
person has never seen and experienced the ultimate truth of
Dhamma, and therefore has no way of finding an end to his
predicament.
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(ii) The Noble persons
One who begins sincere training on the Buddhist path in
training and experiences the truth to the extent of cutting of a
number of the ten mental fetters becomes an ariya puggala, a
"noble person" who will surely become an Arahant in the near
future. Their specific path is governed by the degree of
attainment reached. The Sangha of the Tathagata's disciples
(Ariya Sangha), i.e. the four [groups of noble disciples] when
taken as pairs, the eight when taken as persons. The four
groups of noble disciples (Buddhist Sekhas) when taken as
pairs are those who have attained:

Taking each attainment singly gives eight "individuals."

(iii) Stream-enterer
The first stage is that of Sotāpanna (Pali; Sanskrit:
Srotāpanna), literally meaning "one who enters (āpadyate) the
stream (sotas)," with the stream being the Noble Eightfold Path
regarded as the highest Dharma. The stream-enterer is also
said to have "opened the eye of the Dharma" (dhammacakkhu,
Sanskrit: dharmacak?us). A stream-enterer is guaranteed
enlightenment after no more than seven successive rebirths,
and possibly in fewer. The stream-enterer can also be sure that
he will not be reborn in any of the unhappy states or rebirths (an
animal, a preta, or in hell). He can only be reborn as a human
being, or in a heaven. The stream-enterer has attained an
intuitive grasp of Buddhist doctrine (samyagd???i or
sammādi??hi, "right view"), has complete confidence or Saddha
in the Three Jewels of Buddha, Dhamma, and Sangha, and has
good moral behaviour (Sila).
(iv) Once-returner
The second stage is that of the Sakadāgāmī, literally
meaning "one who once (sak?t) comes. The once-returner will
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return to the human world only one more time, and will attain
Nirvana in that life.
(v) Non-returner
The third stage is that of the Anāgāmī , literally meaning
"one who does not come. The non-returner does not come back
into human existence, or any lower world, after death. Instead,
he is reborn in one of the worlds of "Pure Abodes", where he will
attain Nirvā?a; some of them are reborn a second time in a
higher world of the Pure Abodes, but in no case are born into a
lower state. An Anāgāmī has abandoned the five lower fetters
that bind the mind to the cycle of rebirth. An Anāgāmī is thus
partially enlightened, and on the way to perfect and complete
Enlightenment.
(vi) Arahant
The fourth stage is that of Arahant, a fully enlightened
human being who has abandoned all fetters, and who upon
decease will not be reborn in any world, having wholly
abandoned sam sara.
B. Three Marks of Existence
(i) Suffering (Dukkha): The Pali word dukkha is most often
translated as "suffering," but it also means
"unsatisfactory" or "imperfect." Everything material and
mental that begins and ends, is composed of the five
skandhas, and has not been liberated to Nirvana, is
dukkha. Thus, even beautiful things and pleasant
experiences are dukkha.
(ii) Impermanence (Anicca): Impermanence is the
fundamental property of everything that is conditioned. All
conditioned things are impermanent and are in a constant
state of flux. Because all conditioned things are constantly
in flux, liberation is possible.
(iii) Egolessness (Anatta): Anatta (anatman in Sanskrit) is also
translated as nonself or nonessentiality. This is the
teaching that "you" are not an integral, autonomous entity.

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 The individual self, or what we might call the ego, is more
correctly thought of as a by-product of the skandhas.
C. Five Precepts of Buddhism
Five precepts are the curriculum of Buddhist teaching,
which are embraced in the moral code of Buddhism. By
observing precepts, not only do you cultivate your moral
strength, but you also perform the highest service to your
fellow beings. The Five Precepts are:
a) Do not kill
b) Do not steal
c) Do not indulge in sexual misconduct
d) Do not make false speech
e) Do not take intoxicants
These are the basic precepts that all people should practice
and abide by. As a result, you will live in Three Good Paths
(Gods, Demigods & Human), not in Three Evil Paths (Hell,
Hungry Ghosts & Animals), enjoy all the blessings, happiness
and freedom in Human and Deva Realm.

D. Four Noble Truths

The Buddha's first sermon after his Enlightenment was
centered on the Four Noble Truths. They are the foundation of
Buddhism. The truths are:
(i) The truth of suffering (dukkha)
(ii) The truth of the cause of suffering (samudaya)
(iii) The truth of the end of suffering (nirhodha)
(iv) The truth of the path that frees us from suffering
(margga). The Four Noble Truths are the foundation of
Buddhism.

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 3. Islam
A. Islam means:
Islam means submission to one God and it also mean
'peace.' The word Muslim means the one who has submitted
him/herself to God and lives with peace. If one's life is not
peaceful, he/she should be concerned about his/her level of
submission to God. The more you submit yourself to God, the
more you enjoy peace, tranquility, and contentment in life.
B. Quran
Qur'an is the record of exact words revealed by God through
the Angel Gabriel to Prophet Muhammad . It was revealed piece
by piece over about 23 years, then memorized and written
down by the early followers of Islam. This makes Qur'an, the
unique and miraculous text preserved as it was revealed in the
textual history of world religions. The Quran amazingly
contained information 1400 years ago that only today are we
finding out about scientifically.

All Praise Belongs to the Lord of the

Universe
The most Beneficent and Merciful
Owner of the Day of Judgement
You alone we worship and You alone we
seek help from
Show us the right path
The Path of which You have blessed
Not the path of those who have earned your anger or have gone ashtray

C. Basics of the Muslims' Belief

(i) Believing in One Unique, Eternal, Single God (Allah).
(ii) Believing in the Angels.

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(iii) Believing in the Revealed Books Including the
Bible & Torah.
(iv)Believing in The Prophets of God including Moses,
Abraham and Jesus.
(v) Believing in Hereafter, Resurrection, The Day of
Judgment, after life, Heaven and Hell.
(i) Believing in One God
Muslims believe in one unique, Incomparable, superior
undivided God. Muslims belief that God is one and one only, he
has no wife, children. He has never been born and shall never
die. The Word Allah Is an Arabic translation for Lord or God and
it is the same word used by Arab Christians and Jews. One has
to say: He is God, the One and Only; God, the Eternal, Absolute;
He begets not, nor is He begotten; and there is none like unto
Him. (Quran: 112)
(ii)Believing in Angels
Muslims belief in the Angles is created by God and that
they are created from light and they never disobey God. Among
the Angles names we know:
• Gabriel (Archangel) the angle of revelation.
• Mikail (Angel of Weather).
• Israfel (Angel of Death).
• Kiramun and Katibeen (Writer of the Deeds)
• Munkir and Nakeer (Questioners in the Graves)
(iii) Believing In the Revealed Books
Muslims, belief in all the original texts of the revealed books
including
 Taurat or Torah (Given to Moses)
 Zaboor or Psalms (Given to David).
 Injeel or Gospel (Given to Jesus)

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 Quran (Given to Mohammed) (The Final Revelation of Allah)
(iv) Believing In The Revealed Prophets: Muslims belief in
all the Prophets through whom God's revelations were brought
to humankind, beginning with Adam and including:

Noah (Nuh), Abraham (Ibrahim),

Isaac (Ishaq), Jacob (Ya'qub),
Moses (Musa) Joseph (Yusuf),
Solomon (Sulayman) Moses (Musa)
Elias (Ilyas) David (Daoud)
John the Baptist (Yahya) Jesus (Isa),
Muhammad The final messenger and Prophet of Allah

The final messenger and Prophet of Allah); peace be upon them

all.
(v) Believing in The Hereafter, Resurrection, Day of
Judgment, Heaven and Hell And The Pre-Destination
 The Day of Judgment is coming, when God will resurrect
the entire mankind.
 In the hereafter every Individual is accounted for his/her
actions and deeds in their life.
 Every soul will be brought back to life and our deeds will
bear their fruits good or bad.
 God's complete authority over our destiny.
 Human's free will to choose their path in their life weather
its good or bad.
D. Does Islam Tolerate Other Beliefs?
Yes, Islam tolerates other beliefs. The Quran states
unequivocally: "There is no compulsion in religion." (Quran
2:256). The original, unchanged revelations given to Abraham
and other prophets came from the One God. This common
origin explains the similarities and is why Islam tolerates all
other religions. Protection of the rights of non-Muslims to
worship is an intrinsic part of Islamic law. It is also stated in the
Quran. Historically, Christians and Jews have always lived
peacefully under the Islamic state.

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E. Status of Women in Islam
Woman is recognized by Islam as a full and equal partner of
man. She is equal to man in bearing personal and common
responsibilities and in receiving rewards for her deeds. She is
equal to man in the pursuit of education and knowledge. She is
entitled to freedom of expression as much as man is. Woman
enjoys certain privileges of which man is deprived. Women are
not blamed for violating the “forbidden tree,” nor are their
suffering in pregnancy and childbirth a punishment for that act.

4. HINDUISM

A. A family of religions
Hinduism is the name given to a family of religions and
cultures that began and still flourish in India. Together, the
diverse beliefs of Jainism, Santana, Buddhism and Sikhism
constitute the Hindu religions of India. Santana Dharma, one of
the Hindu religions, is wrongly understood by westerners to be
synonymous with the Hindu religion. This class, however, will
follow the western use of word "Hindu" to mean the religion
with over 700 million followers in the world today and called
Santana Dharma.
Hinduism also known as Santana Dharma and Vaidika-
Dharma is a worldwide religious tradition. It is based on the
Vedas and is the direct descendant of the Vedic religion.
Hinduism does not have a formal creed; it is a way of life that
has developed over the past 5000 years.
B. Its origin: a people
Hindus do not use the word “Hinduism”
and the first known use of the word “Hinduism”
goes back to only 1829. Technically, “Hindu” is
not the name of a religion but a people. It is a
Persian word, which means “Indian”. The term
Hindu comes from the name of river Indus, which
flows 1,800 miles from Tibet through Kashmir
and Pakistan to the sea. In antiquity, when the
Persians conquered northwest India, they did not
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know what to call the people of the region and so gave them the
name Hindu, a mispronunciation of the word Sindhu (the river
Indus). Therefore, the Sindhu (Indians) became Hindus and the
best translation of Hindu would be India (people of the
subcontinent of India).
Name of the Religion
This early fusion of religious beliefs is correctly called
Sanatana Dharama, “eternal religion,” because it dealt with the
relation between Atman (soul) and God (supreme soul). It is
sometimes also called Vaidika Dharma, religion of the “Vedas,”
the Vedas being its first religious writings.
Hinduism is unique because of the following features: Its
concept of God does not have central place. It does not have a
single source of authority. It does not have a founder. It is not
prophetic. It does not have a specific theological system. It does
not have a single system of morality. It does not have a central
religious organisation. It does not have one scripture which
alone is authoritative
C. Basic belief system in Hinduism
Hinduism consists of thousands of different religious groups
that have evolved in India since 1500 BC. It is so diverse that it
is not easy to define, but Hinduism can be said to include the
following elements:
(i) Worship of gods
Hindus believe in one supreme God (Brahma) expressed in
various forms or aspects. It is these aspects that are
worshiped as gods.
(ii) The Vedas
While Hindus may rarely read their earliest scriptures,
they still revere them.

Veda in Manuscripts
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(iii) A way of life
Hindus do not separate religion from other aspects of life.
For Hindus in India, Hinduism is an inextricable part of their
existence, a complete approach to life that involves social class,
earning a living, family, politics, diet, as well as prayer, worship
and the holding of religious festivals and feasts.
(iv) Toleration
Hinduism has a deserved reputation for being highly
tolerant of other religions. Hindus have a saying: “Ekam
Sataha Vipraha Bahudha Vadanti”, which means, the
truth is one, but different sages call it by different names.
D. Hindu Scriptures are
(i). The Vedas,
(ii). The Upanishads,
(iii). Mahabharata, containing the Bhagavad Gita and
(iv). Ramayana
(i) The Vedas
The most ancient sacred texts of the Hindu religion are
written in Sanskrit and called the Vedas (Veda means
“knowledge”). The Vedas are said have existed for ever, and the
date they are given, approximately 1500 BC, is merely the date
they were written down. The Vedas contain accounts of
creation, information on ritual sacrifices and prayers to the
deities. Hindus accept that the Vedas contain the truths of their
religion and while many may not read the texts, they
nevertheless venerate them. The four Vedic books are:

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How they came to be written
First Vyasa, highly venerable sage, divided the Vedas into
four, then he explained them in the Puranas, and for less
capable people he wrote the Mahabharata. In the Mahabharata
there is given the Bhagavad-gita. Then all Vedic literature is
summarized in the Vedanta-sutra, and for future guidance he
gave a natural commendation on the Vedanta-sutra, called
Srimad-Bhagavatam”
(ii) Upanishads
The Upanishads were originally written in Sanskrit (800 –
400 BC). It was written as commentaries on the Vedic texts,
they speculate on the origin of the universe, the nature of deity,
and atman (the individual soul) and its relationship to Brahman
(the universal soul). They introduce the doctrine of Karma and
recommended meditation and the practice of yoga. These
teachings are told by gurus (teachers) to their pupils in the form
of parables and stories.
The Epics
Hindu epics contain legendary stories about gods and
humans. The two major epics are very long poems: the
Mahabharata, which has 24,000 verses, and the Ramayana
which has 100000 verses. The Puranas detail myths of Hindu
gods and heroes and also comment on religious practices and
cosmology. They contain 18 poems, six for Vishne, six for Shiva
and six for Brahma.
(iii) The Bhagavad Gita
The Bhagavad Gita, the
“Song of the Lord”, is part of
the great epic, the
Mahabharata. Its 18 chapters
and 700 verses are the most
popular and most important
of the Hindu scripture. The
Bhagavad Gita is a poem
describing a conversation
between a noble warrior,
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Arjuna, and his charioteer, Krishna. It takes place when Arjuna,
suddenly overcome by sorrow in the middle of a battle field,
stands confused and withdrawn. Moved by extreme compassion
and love, Krishna teaches Arjuna the paths of
 Right action
 Right knowledge
 Right devotion
 Its Principles
This book sets out, in story form, the correct way to behave
and think. One should be devoted to the form of God known as
Krishna and trust Krishna totally. The Bhagavad Gita says,
“Make every act an offering to me (God); regard me as your only
protector. Relying on interior discipline, meditate on me always.
Remembering me, you shall overcome all difficulties through
my grace. But if you will not heed me in your self-will, nothing
will avail you”
E. The Moral
The Bhagavad Gita teaches one how to live in this world and
yet remain like lotus leaves floating on water. The world in which
a Hindu lives is said to be a world of illusion. Out of ignorance
and egoism the self is bound to this world through desires and
actions, not knowing its true nature and true purpose.
According to this teaching Hindu nees to be released from the
cycles of births and deaths the forces of nature to which he is
chained.
5. JUDAISM

A. Jewish Belief

When learning about a religion one of the

first questions people ask is: What do members
of that religion believe? Although it is difficult to
capture the beliefs of every single member of a
faith, usually there are overarching tenets that
most members of the group adhere to in some
fashion. The same can be said of Judaism.

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However, it is important to note that Judaism does not have an
official credo that all Jews must accept in order to be Jewish.
Judaism is not a religion of absolutes.

B. God in Judaism

Judaism is a monotheistic faith, meaning that Jews believe

there is only One God. Often this God is beyond our ability to
comprehend, but God is nevertheless present in our everyday
lives. How individual Jews choose to understand this
manifestation of the divine varies. Some connect with God
through prayer, others see the divine in the majesty of the
natural world, others may not think about God on a daily basis.
Each individual's relationship with God is unique and personal.
"The attributes of God include omnipresence, omniscience,
omnipotence, eternity, truth, justice, goodness, purity and
holiness.” (The Book of Jewish Concepts, Philip Birnbaum,
Hebrew Publishing Co. New York, 1964). Judaism's belief in
one, all-powerful God made the Jewish People unique in ancient
times. And the Jewish concept of God is Judaism's legacy to the
Western world. The basis of the Jewish concept of God can be
derived from Rambam's thirteen principles of faith.

(i) God exists: The first line of the Torah (Hebrew Bible) reads,
"In the beginning God created the heaven and the earth."
God is introduced as creator of the universe. No
background information is needed as God's existence is a
given. In Judaism, the world's existence is sufficient proof
of God's existence.

(ii) God is one: Belief in one God is a fundamental Jewish

belief. The Shema, a central prayer, states "Hear, Israel:
The Lord is God, The Lord is one." The idea of any other
God is heretical for Jews. It follows that all prayer
and praise can only be directed to God.

(iii) God is incorporeal: In Judaism, God has no body, God is

non-physical. Any mention of God's body is considered to
be metaphorical. Any physical representation of God, such
as the Golden Calf, is considered to be idolatry. As God has

15
 no body, He has no gender. While God is referred to in
masculine terms and the Shechinah (Divine presence that
fills the universe) is referred to in feminine terms, God is
actually neither male nor female.

(iv) God is eternal: God has no beginning and no end. He

transcends time.

(v) God is omnipresent: God is everywhere. He has no spacial

boundaries. He fills the universe and beyond. And He is
always near.

(vi) God is omniscient: God is all knowing. He knows all man's

thoughts and deeds, in the past, present and future.

(vii) God is omnipotent: God is all-powerful. The only thing

outside of God's control is man's free will.

(viii) God will reward good and punish bad: God is just and
merciful. Thus, people can atone for their sins. Via prayer,
repentance and giving (tzedakah), people can find their w a y
back into God's favor.
While Judaism's traditional beliefs about God are clear, Jews
today vary greatly in their beliefs about God. Today if there are
two Jews in a room, there are likely to be three opinions about
God. Did God write the Torah or inspire the Torah? What does
God want from people? How could God let the Holocaust
happen? Jews today are even likely to disagree about God's
very existence.
C. Torah
The Torah is Judaism's most important
text. It contains stories and commandments
that teach us about life and death. It
contains the 10 Commandments as well as
the 613 commandments (mitzvot). All Jews
consider the 10 Commandments to be the
most important commandments in the
Torah, though not all Jews adhere to the 613 mitzvot (one of the
main differences between the different branches of Judaism).

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D. Messiah
Judaism teaches that one day a Messiah (a person from
God) will unite the world and bring peace to humanity. The
concept of the Messiah is not a central part of every Jew's belief
system, but tradition does teach that the Messiah will be
descended from the family of King David. About him, it is stated
in Isaiah 35:5

6. ATHEISM

A. Reasons for non-belief

People are atheist for many reasons, among them:
 They find insufficient evidence to support any religion.
 They think that religion is nonsensical.
 They once had a religion and have lost faith in it.
 They live in a non-religious culture.
 Religion doesn't interest them.
 Religion doesn't seem relevant to their lives.
 Religions seem to have done a lot of harm in the world.
 The world is such a bad place that there can't be a God.
Many atheists are also secularist, and are hostile to any
special treatment given to organized religion. It is possible to be
both atheist and religious. Virtually all Buddhists manage it, as
do some adherents of other religions such as Judaism and
Christianity.
B. Atheists and morality
Atheists are as moral (or immoral) as religious people. In
practical terms atheists often follow the same moral code as
religious people, but they arrive at the decision of what is good
or bad without any help from the idea of God. Atheists find their
own answers to the question of what it means to be human. This
discussion looks at the question from both theological and
ethical viewpoints.

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C. Different reasons for being an atheist
Intellectual
Most atheists would offer some of the following arguments
as their reason for deciding that God doesn't exist.
Non-Intellectual
Many people are atheists because of the way they were
brought up or educated, or because they have simply adopted
the beliefs of the culture in which they grew up. So someone
raised in Communist China is likely to have no belief in God
because the education system and culture make being an
atheist the natural thing to do. Other people are atheists
because they just feel that atheism is right.
Philosophers
The arguments and counter-arguments are presented in
this article in an extremely simplified way and are intended only
as a starting point for further reading and exploration.
D. Types of Atheism
(i) Humanism
Humanism is a tradition of values that
emphasizes the importance of human
dignity, virtue, capabilities, and concerns. It
does not directly consider the question of the
existence of God. However, it considers the
morality and ethics of human conduct. For
humanists, the morality of the individual's
conduct remains a crucial consideration
whether or not a god exists. Therefore, there are both theist
and atheist humanists. Of the ethics which underlay humanist
philosophy, rationality is strongly emphasized. Those who
follow this philosophy strive to base all of their convictions,
religious or secular, on sound evidence and reasoning.

18
(ii) Rationalism

Rationalism is an approach to life

based on reason and evidence.
Rationalism encourages ethical and
philosophical ideas that can be tested
by experience and rejects authority
that cannot be proved by experience.
Because rationalism encourages
people to think for themselves,
rationalists have many different and diverse ideas and continue
in a tradition from the nineteenth century known as free
thought. Bertrand Russell's "The Faith of a Rationalist" is an
example of a rationalist approach to religious belief.

(iii) Unitarian Universalism

Unitarian Universalism is not an atheist

movement, but a religious movement into
which some atheists may comfortably fit. The
movement proclaims the importance of
individual freedom of belief, and it includes
members from a wide spectrum of beliefs.
Unitarianism and Universalism began in the
18th century as a reaction against some
Christian doctrines. The movements joined together in 1961.

(iv) Postmodernism

Postmodernism does away with many of the things that

religious people regard as essential. For postmodernists every
society is in a state of constant change. There are no absolute
values, only relative ones; nor are there any absolute truths.
This promotes the value of individual religious impulses.
However, it weakens the strength of 'religions' which claim to
deal with truths that are presented from 'outside', and given as
objective realities. In a postmodern world there are no universal
religious or ethical laws, everything is shaped by the cultural
context of a particular time and place and community.

19
(v) Secularism
Secularism as a modern political and
constitutional principle involves two basic
propositions. The first is that people belonging
to different faiths and sections of society are
equal before the law, the Constitution and
government policy. The second requirement is
that there can be no mixing up of religion and
politics. It follows therefore that there can be no
discrimination against anyone on the basis of
religion or faith nor is there room for the hegemony of one
religion or majoritarian religious sentiments and aspirations. It
is in this double sense, no discrimination against anyone on
grounds of faith and separation of religion from politics. Our
Constitution safeguards secularism, however imperfectly.
Review Questions
Short Questions
1. What is the central belief of Christianity?
2. What is resurrection?
3. Briefly explain the term "Eucharist"
4. What is the significance of baptism in Christianity?
5. What are the four stages of enlightenment in Buddhism?
6. Who is an Arahant?
7. Briefly explain the three marks of Existence in Buddhism
8. List the five percepts of Buddhism.
9. What does Islam mean?
10. What is the written source of Islam?
11. Explain in brief the basics of the Muslim belief.
12. Does Islam respect other religions?
13. Why is one said that Hinduism is a family of religions?
14. Give a brief account of the origin of Hindus
15. What is the religious source of Hinduism?
16. How was Vedas written?

20
17. What is the role of epics in Hinduism?
18. Briefly explain the moral of Bhagvad Gita
19. What is the source of Judaism?
20. List the Ten Commandments.
21. Who is Messiah in Judaism?
22. What is belief system of humanistic Judaism
23. Who is a Jew?
24. Define Atheism
25. Why are people atheists?
Essay Questions
1. Describe the belief system of Christianity.
2. What are the four stages of enlightenment in Buddhism?
Explain it
3. Explain the belief system of Islam?
4. Explain the Hindu scriptures in detail
5. Describe the Bhagavad Gita and its purpose
6. Describe the Principle of faiths in Judaism
7. What are the different reasons for being atheist?
8. What are the types of Atheism? Explain each type in detail.

21
 Chapter II
SOCIALIZATION
I. FRIENDSHIP
Learning Objectives:
The Lesson aims at
1) Inculcating in the minds of students the value and
importance of friendship.
2) Helping students to develop and maintain stable
friendship.
Webster's Dictionary defines friendship as 'people whom
one knows well and is fond of'. Francis Bacon tells 'without
friends world is but a wilderness.. you may take sarza to open
the liver, steel to open the spleen, flowers of sculpture for lungs,
but no receipt opens the heart, but a true friend'.
Friendship is a relationship where both individuals can
have a great time together, with whom there are less ego fights,
with whom there are open conversations, and who will prove
loyal.
A good friend always appreciates the good qualities in a
friend, tries to mend the negative qualities, and encourages an
honest and open relation. A good friend is a sense of inspiration
and motivation.

"Be courteous to all, but intimate with few, and let those few
be well tried before you give them your confidence.
True friendship is a plant of slow growth and must undergo
the shocks of adversity before it is entitled to the appellation
George Washington
Man is born to relate to others rather than spend his days
in isolation. The most sublime of human relationship is the
reality of genuine friendship.

22
 Muriel James and Louis M.Savary says “friendship
happens when two people, like two (musical) notes, come
together in such a way that, without losing their individualities,
they form a new entity. Genuine friendship is often the results
of a choice. Friendship can happen in a hotel, a home, a school,
a place of worship, a hospital etc. The initial acquaintance is
further developed by conversations. People having similar
interests prefer to do something together. The 'we' situations
are fertile grounds for the growth of friendship.
The emotional and intellectual experiences of two people
deepen their understanding and make them close friends.
Components of Friendship:
a) Availability:
It enhances fruitful relationship. Being physically present
is the most satisfying way of being together. The other ways of
availability are phone calls, emails, letters, gifts etc.
b) Honesty:
True friendship needs openness. It however does not
contradict personal privacy.
c) Loyalty:
It sometimes involves even fighting for a friend, standing
up for one when things gets tough.
d) Understanding:
Clear communication is very much needed.
Understanding has to do with knowing.
Importance of Friendship:
The Germen Poet Goethe stated the importance of
friendship as follows “The world is so empty if one thinks only of
mountains, rivers and cities, but to know some one who thinks
and feels with me and who though distant is close to me in
spirit, this makes the earth for me an inhabited garden”.
Friendship enables the person involved to experience
love, mutual affirmation, acceptance and freedom. It is the

23
most sublime expression of human relationship. After making
a good choice of friends, know to love and be with them, without
limiting their personal freedom.
Different types of Friendship :
Friendship is a relationship where
both individuals can have a great time
together, with whom there are less ego
fights, with whom there are open
conversations, and who will prove loyal.
A good friend always appreciates the
good qualities in a friend, tries to mend
the negative qualities, and encourages
an honest and open relation. A good
friend is a sense of inspiration and
motivation. Good friends learn from
each others' mistakes.
Based on experiences, different types of friendship
have been explored. There are different categories of friends
where the expectations are also different.
1. Professional Friends:
This group is for professional networking. At the
beginning of the relationship, most of the conversations are
about topics of mutual interest in specific professions, and then
it can gradually take a more personal turn. In this friendship,
the expectation is to learn, exchange information, ideas,
concepts and grow professionally. A lot of these friendships are
formed in professional organization. Most of these
relationships grow deeper when both individuals can provide
professional expertise and insights. One can find these friends
at workplace also. Sometimes, they take the form of mentors,
or someone we can count on in future. As one grows
professionally, this group tends to increase more. This is where
professional and business etiquette must be practiced.
2. Social Friends:
This group of friendship is formed in social service clubs.
This group is conscious about social issues and also wants to
24
network in a less formal setting than the professional friends
circle. This group of friends volunteers their time, money and
efforts to work on social causes, and get public recognition for
the same. The budding professionals can take leadership roles
to take and execute responsibilities, and to promote and sell
their skills.
3. Deep/Emotional Friends:
Friends in this group are very few. This group of friends
tends to have an intellectual appetite, but usually have
perceived and experienced life through various relationships.
This friends group will be there to support during the ups and
downs of life. Sometimes, are found these friendships between
married women, mother and daughter, close sisters. These are
the friends who we will grow old with.
4. Intellectual Friends:
This group has a very curious and intellectual mindset.
The friends can talk about anything without being embarrassed.
Friends in this group are very few. The difference between the
Emotional and Intellectual friends is that the latter understand
situations logically without mixing feelings. Usually this group
of friends is considerate, matured, well-developed and have
their own fulfilled lives. Sometimes, these groups of friends
are so busy in their own pursuits and quests of life that they
might not be able to offer the time, but when they do, it is
mutually fulfilling.
5. Self-Actualized Friends:
Friends in this group are the perfect combination and are
very rare to find. These friends have an amazing appetite for
intellectual conversation, are open to discuss about life
experiences, take care of their own needs, have less complaints
about life in general and respect others views of life. In
addition to that, they will love to invest time to grow
emotionally, professionally, intellectually, socially and
spiritually, know how to laugh and enjoy life also. These friends
will not try to change others, but will appreciate and respect the

25
differences. Probably, we will grow old with this group of
friends. The friends in this group volunteer to give us feedback
and advice about different aspects of life, not only because they
care about us, but want positive things to happen in our lives.
6. Buddy Friends:
This is a very informal group of friends, who meet
informally to have a great time together. A lot of Meet Up
groups fall under this category. This is the group who are
usually college students, high school students, and singles.
These friends usually go to the clubs, bars, happy hours, discos.
There is not much intellectual or professional connection,
because the people in this group still does not have the need to
explore more serious matters of life, or might not feel the
comfort to seek advice on any issues.
7. School Friends (Memory Revisiting):
There are a lot of friends in this group. If there is not
continuous contact, most of them are acquaintances at this
stage. Most likely there are continuous changes among the
friends. They meet at reunions, alumni events. Most of the
conversations are nostalgic and about the “good old days.”
Friendship is like a precious flower. Ready to bloom every
hour. It may stop growing or keep on flowing. But you'll still
have it forever.
I want to be the favorite hello and the hardest good bye!
How to improve Friendship?
Trust:
Almost all relationships are based on trust. A personal
bond grows stronger only when there is mutual trust.
Listen:
Listening can be managed by language barriers. Only a
good listener can break those barriers.
Humour:
Among friends humour helps to convey a serious message
in a light manner.

26
 Human beings have their own limitations. Hence it is
natural that human relationships be themselves imperfect.
Perfect friends just do not exist in this world, because love
cannot be perfect in this world. It is only God who can and does
love us perfectly. However true, that friendships enrich human
world.

Case Study - 1
I am Rajan, First year student in College. One day our teacher asked
us to form small groups for discussion. Generally each student is
assigned a group. But this time we are free to join any group, but I was
the only one left alone. I was ashamed when other students laughed at
me. Thank God, Sekar called me to join his group. I was so relieved that
could not express my feelings.

Friendship:
1. What are your chief expectations from a friend.
2. In what way can friends influence your values, attitudes
and behaviour?
3. Which are the primary values in friendship.
References
1. Gill, Margaret, Free to Love: Sexuality and Pastoral Cave,
Om Books, Secundrabad, 1999.
2. How to win over Loneliness, Haggai, John Edmund, Om
Books, Secundrabd, 2001.
“In twenty-one notable civilization, invention perished not
from conquest from without, but from decay from within” –
Arnold Toynbee.

*******

27
II. LONELINESS
Learning Objectives:

The Lesson helps at

1) Understanding Loneliness, its types.
2) Learning how to over come loneliness.

'Loneliness is not being alone, it is feeling alone'

- Dr.Maxwell Mattz.

Loneliness is an experience of mixture of feelings of

alienation, exclusion, rejection, longing, discontent,
restlessness, emptiness, frustration, incompleteness etc..
There is no clear cut definition for the word loneliness. But one
thing is sure, it is a painful experience of being excluded,
rejected or involuntarily cut off.

Aloness, Loneliness and Solitude:

Aloness is simply a spatial separation from others. It is
simply the fact of being by oneself.
Loneliness is a feeling of being disconnected that leads to
depression.
Solitude is the state of being alone, but being serene and
peaceful in that state.

Reasons for Loneliness:

Edward E-Ford, a reality therapist points out three main

reasons for loneliness.
a) A great deal of unused leisure time.
b) Inability to make and maintain good friendship.
c) Expecting more from life than life has to offer.
d) Language has created the word loneliness to express the
pain of being alone, and the word solitude to express the
glory of being alone. Paul Tillich.

28
Types of Loneliness:
It is not a single reality. Grouping together its diverse
characteristics there are some basic types of loneliness.
a) Alienation: It is a feeling one gets when not able to
understand and be loved and understood.
b) Restlessness: Every human being would have
experienced at some time in his life certain restlessness
and instability. It is wanting more of everything and for
ever tending towards the infinite.
c) Fantasy: In the mind people may think very high of
themselves. But when discrepancies arise between
fantasies and true selves, the realization makes them feel
sad, lonely.
d) Rootlessness: When individuals experience the
uprootment of cherished values, they feel lost all alone and
lonely.
Dangers of Loneliness:
Loneliness can paralyze energies and become destructive
if not handled properly. The following dangers may arise out of
loneliness.
1) Loneliness can destroy human intimacy and love. The
desperation for intimacy is such that lonely people won't
allow friends and loved ones to grow to be themselves.
This may spoil healthy friendship.
2) Loneliness may hinder the free flow of creative and
affective energies in a disciplined way.
3) Many wrong and irresponsible decisions are taken when a
person in lonely. Activities that dehumanize and break
self-esteem are taken by individuals when they are driven
by loneliness.
4) Loneliness cause unhappiness and tension not only to the
persons affected, but to the people surrounding them.
Loneliness also destroy the personality. The tiredness and
frustration caused by loneliness in due course of time
becomes an abiding pain. This pain slowly cloud the
intellect and understanding which could mar the
mannerisms, thought systems and daily routines.
29
Blessings in disguise:
Loneliness if channeled creatively can act as a boost on
individuals. Loneliness can lead to both greater commitment
and creativity. Loneliness allows an individual to take stock of
ones life and motivate to frame new dimensions for the future
life.
As Henry Noawen has written. “It is in the solitude of the
heart that we can truly listen to the pains of the world because
there we can recognize pains which are indeed our own.
Loneliness allows us to accept our vulnerability fragileness,
brokenness, our need for forgiveness and to be made whole.”
Loneliness if listened to, puts pressure on us to pay the
price of love. Loneliness can unite us to God. The more our
search for deeper, more fulfilling and more all encompassing,
the more we realize that nothing in this earth can really satisfy
us except God, who is love itself and in whom are all things,
who also can enrich.
How to over come Loneliness?
Loneliness is in one way a creative force. The following
are some of the tips:
a) Accept it: One of the best ways is to accept that you are
lonely. This is the first step of coping with loneliness.
Acceptance leads to freedom. One needn't feel like
failures.
b) Reach out: Loneliness can be got rid of by moving towards
a fuller integrations with the world beyond the borders of
our own lives. While reaching out, avoid pretentions and
artificiality.
30
c) Giving up false expectation and fantasies:
The realization that our hearts are made for God and find
rest in him only is the beginning step of healing. It is always
better to reduce the discrepancy between reality and the
real world as it is.
References
1. Warren Rick, The Purpose Driven Life, Zonderwan, USA,
2002.
2. Caruna, Vicki, Prayers from a Teacher's Heart River Oak
Publishing, USA, 2002.

www.encourageteachrs.com.
*****

31
III. MARRIAGE
Learning Objectives:
1. Appreciating the significance of marriage.
2. Understanding the basic rules of marriage.
"Marriage is an act of faith in which one person puts the
meaning and happiness of his/ her life into to the hands of
another. It is a gift of oneself".
- Albert J.Nimeth.

Marriage is one of the human relationships. Marriage can

be viewed as the final cutting off the umbilical cord, a total
release from the family womb. It is a period from dependence
to inter dependence. It is the beginning of sharing joys and
sorrows together-as man and woman.
An authentic human relationship like marriage is not an
easy process. It requires patience, love, honesty and sacrifice
from both the partners. The special love sealed by physical
intimacy has a special quality which sustains couples.

Men and Women together are

needed to reflect the image of
God; man showing forth God's
power and woman reflecting
God's love. Man expresses
God's glory as strength and
mastery, power and dominion;
woman expresses God's glory
as grace and beauty, tenderness
and caring love.

32
Characteristics of Healthy Marriage:
A successful marriage is based on genuine heart
agreement between the two. The following are some of the
characteristics of a healthy marriage.
a) Love:
Genuine love is not definable but lovable. True love
accepts the other partner as he/she is True love gives
importance to the over all development of the other
person.
b) Commitment:
Commitment is a pledge. It is the cement that binds
relationships. In pain or in joy, in sickness or in health a
true marriage survives.
c) Contentment:
It is an attitude of life. It comes from within.

Man and Woman – Complementing Differences

In earlier times when psychology was still in its infancy,

sexual differences were determined purely from the physical
characteristics of the male and female. But the advances made
in psychological studies have given rise to the realization that
human sexuality has far more profound roots in the heart and
soul of every man and woman.

a. Physical Differences:
A man is by nature heavier, sturdier, more vigorous and
endowed with greater athletic prowess. He is also more forceful
and hence more prone to violence and brutality. A woman, on
the other hand, is more delicate, has more grace, but is less
athletic and vigorous.
33
b. Intellectual Differences:

Man's intellectual capability is oriented towards abstract

sciences like physics, mathematics and philosophy. He is more
synthetic in outlook and has the creative instinct in him. He is
also frank and open. Women instead are given more to literature
and fine arts and less perhaps to creative works, even though
they know how to appreciate them for their worth. Women look
more to details and are more analytic in outlook. In keeping
with these traits, they are also more cunning and diplomatic.

c. Differ in Sentiments :

Man is egoistic, self-centred and his love is more carnal in

nature. Woman is less egoistic and more sacrificing, but is not
altogether unselfish. She wants the happiness of the person
she loves, but this happiness must be provided by her alone.

How to Choose a Partner?

Each culture has developed its own methods of match-

making. Though some may seem very primitive, the fact
remains that they are still practiced in different parts of the
world. In some cases, the man and the woman are promised to
each other by their parents.

Traditional Indian codes on the selection of a partner

demand that sufficient thought be given to the cultural, social
and religious backgrounds of the couple. Marriage in India, is
not strictly between two individuals, but also between their
families. Hence a proper assessment of the family, social,
cultural and religious background have to be made to find out
whether each will be able to make the necessary adjustments in
life. Family ties being what they are in India, drastic steps like
severing all family ties to go ahead with a marriage may lead to
unhappiness and even bitterness.

Dating, Courtship, Engagement:

Dating is a sort of screening stage of courtship as well as
having its own goal: a good time, gaining status with one's peer
group and learning to get along with the other sex.

34
Courtship usually implies that at least one of the two people is
seriously considering the other as a marriage partner and is
trying to elicit a reciprocal response.

Engagement signifies the firm intent on the part of both to

marry and to limit dating with each other. It, however, is still a
period of testing the relationship, the family, common goals and
attitudes. It is during this stage that the financial status,
attitudes towards sex and children and the degree of religious
commitment are weighed by the individuals and their families.

Courtship and the period of engagement are designed to

give those concerned a grasp of the real differences between
the two individuals and to see if they can adjust themselves
sufficiently to each other and thus form a successful partnership
for life. The constant contacts, the intimate conversations and
the being together gradually reveal the real individuals. As the
relationship grows they come to recognize that the man is first a
unique person and only then a male, that the woman likewise is
a distinct individual first and only later a female. Courtship, in
fact, helps those involved to achieve, as close and as perfect an
integration of each other's mind and heart as possible, which in
popular parlance is “the psychological and emotional tuning-in
on the same wave-length.”

Ten Rules of Successful Marriage:

a) Comfort each other.
b) Be close to each other.
c) Be a friend and partner.
d) Be open with each other.
e) Listen to each other.
f) Respect each others' rights.
g) Allow the other to be an individual.
h) Give each other approval.
i) Cherish the union
j) Love one another.
35
 BEATITUDES FOR THE MARRIED
Blessed are the husband and wife who continue to be
affectionate and considerate, loving after the wedding bells
have ceased ringing.
Blessed are the husband and wife who are as polite and
courteous to one another as they are to their friends.
Blessed are they who have a sense of humour, for this attribute
will be a handy shock absorber.
Blessed are they who love their mates more than any other
person in the world and who joyfully fulfill their marriage vows
of lifetime of fidelity and mutual helpfulness to one another.
Blessed are they who attain parenthood, for children are a
heritage of the Lord.
Blessed are they who remember to thank God for their food
before they partake of it, and who set apart some time each day
for reading scripture and for prayer.
Blessed are those mates who never speak loudly to one
another and who make their home a place where seldom is
heard a discouraging word.
Blessed are the husband and wife who can work out problems
of adjustments without interference from relatives.
Blessed is the couple who has a complete understanding about
financial matters and who has worked out a perfect partnership
with all money under the control of both.
Blessed are the husband and wife who humbly dedicate their
lives by being unselfish, loyal and loving.
References
1. http: 11 wiki: anseres.com, 29-10-2010.
2. Anchukandam, Thomas and Kuttianimattathil, Jose, Grow
free live free: A Handbook for Value Education, 2nd
Edition, Kristu Jyothi Publicatioons, Bangalore, 1998.
3. Mascarenhas, Marie Mignon, Family Life Education: In the
New Millenium, CREST Bangalore, 1999.
****
36
IV. FAMILY
Learning Objectives :
1. Learning the importance of families.
2. Learning the ingredients of a happy family.
''I don't believe you can have a
strong and healthy nation without the
family unit as its base. As the family
goes, so goes the nation.''
- Ronald Reagan, Former President of
America in 'Focus on the Family'
magazine.
History clearly illustrates the
relationship between the strength of
families and strength of nations. The
families shape the nation because they
shape the lives of those who make up
the nation.
It is within the family that we either gain or fail to gain
the sense of belonging, sexual identity and the sense of self-
worth. The family teaches us values and how to relate to other
people.
A strong family is one of life's most precious gifts. It is a
place where each member feels loved and respected.
The family is identifiable as a social group, characterized
by common residence, economic cooperation and reproduction.
The family is defined technically as a group of persons
united by the ties of marriage, constituting a single household,
interacting with each other in their respectable social positions
of husband, wife, mother and father, son and daughter, brother
and sister who share, create and maintain a common culture.
I do not ask for mighty words,
To leave them all unimpressed
But grant my life may ring so true
My family will be blessed.

37
 Dr.Stinnet, Chairman, Department of Human
Development and Family, University of Nebraska conducted a
major international research project to learn the secrets of
strong families. Three thousand families including black and
white, ethnic and single family parents from North America to
South Africa were interviewed. The study identified the
following six characteristics as the base for strong, successful
and happy families. The research also showed that these
qualities just didn't happen. People made them happen. They
are the result of deliberate intention and practice. These
qualities are:
1) Happy / Strong families are committed to making the
family work. They accept each other as they are, accept
responsibilities and work together as a team. Their
commitment goes beyond feelings.
2) Happy families spend time together, not only quality time,
but quantity time. They work, plan, struggle and play
together.
3) Successful families have effective communication.
4) Strong families express appreciation to each other. They
say to each other that I appreciate you just because you are
you.
5) Happy families are able to solve problem in a crisis. They
may bend under crisis but not break and they always
bounce back.
6) Successful families have a strong spiritual commitment.
They have a high degree of religious orientation and
commitment.
Tips for happy Family:
 Work at growing to love each other.
 Own your own problems take responsibility for your
reaction / action.
 Resolve past issue.
 Be forgiving and let go off
 Establish good communication.

38
 Family keeps the heritage of precious values from
generation to generation.Encyclopedia Britannica V9,
William Benton, 1968.
Be a Parent:
Becoming a parent is one of the most fulfilling of all human
experiences. Young people dream dreams of a family and of
the moment when they will become parents. Most men posses
a deep, powerful, yet often unconscious desire to be fathers.
They want to prove their manhood, to beget a child, to leave off
springs who will in a certain way preserve their own being after
they leave this world. So also most women inwardly crave to
conceive, carry and bear a child. They want to bestow
tenderness, warmth and care on that new person. They wish,
in short, to be mothers.
The desire for parenthood becomes a reality with marriage.
Through sexual intercourse that highly intricate giving-
receiving act. conception takes place. The union of seed and
ovum coupled with nature's mysterious working, bring forth
new life into the world. Both the husband and the wife take
legitimate pride in the new human being whom they were
instrumental in bringing into the world. That son or daughter,
from the very beginning and forever, will signify a special love
which one man and one woman have for each other. That child
is nothing short of miracle, the miracle of human love.
References
1. http: 11 wiki: anseres.com, 29-10-2010.
2. Anchukandam, Thomas and Kuttianimattathil, Jose, Grow
free live free: A Handbook for Value Education, 2nd Edition,
Kristu Jyothi Publicatioons, Bangalore, 1998.
3. Mascarenhas, Marie Mignon, Family Life Education: In the
New Millenium, CREST Bangalore, 1999.

****

39
 Chapter III
SOCIAL RESPONSIBILITY
“Accountability breeds response-ability”.

- Stephen Covey

General Objectives
After completing this unit, the student shall be able
 To understand the value of social responsibility.
 To value the individual's presence in building a society.
 To know the methodology of approaching problems
through case studies.
Broad Content of Lessons
1. Economic Systems
2. Poverty
3. Man-Woman Inequality
4. Fidelity in Relationships
5. Violence

No human is an island. All humans are connected to each

other in a very intricate way. Each and every action of an
individual may make or mar this. As responsible individuals, all
men and women have responsibility towards the others and the
society. Social responsibility is an ethical ideology advocating
that the individual has a responsibility to act in order that the
society may benefit at large. This responsibility can either be
passive or active. Passive response means that one should
avoid engaging in socially harmful acts. Active response
depends on performing activities that directly advance social
goals. Social responsibility helps individuals, organizations and
governments to have a progressive impact on society with a
positive contribution to desirable end-results.

40
 Economic System
“We hold these truths to be self-evident, that all men are
created equal”.-Martin Luther King, Jr.
Objectives:
After completing this lesson, the student shall be able
 To explain different types of economic systems
 To evaluate in the context of its social concerns

Content
1. Definition of an Economic System
2. Market Economy
3. Planned Economy
4. Mixed Economy
5. Castes and the Economic Systems
6. Case Study
7. Review Questions

1. Economic System
Economic systems mainly deal
with the relationships between
production (supply) and consumption
(demand). What is being produced
has to be consumed and what is being
consumed has to be produced. Four
elements define production:
Picture Economic System

a) Manufacturing : Transformation of materials into

intermediate and finished goods.

b) Regulation : The way the production system is

controlled and regulated. Mostly the role of governments,
but increasingly of international multilateral agreements.

41
c) Circulation : Activities that link the elements of the
production system. Includes transport and
communications.

d) Distribution : Activities making goods and services

available to the consumer, such as retailing and the public
distribution system called PDS.

Three types of economic systems exist in this world,

namely, Market Economy, Planned Economy and Mixed
Economy. Each one has its own drawbacks and benefits. The
economy of India is the eleventh largest economy in the world
by nominal GDP and the fourth largest by its purchasing power
parity (PPP). According to Economists, India was the largest
economy from the year 1 AD until the colonial period whereupon
it was taken over by other countries such as China and the U.K.
They also predict that by 2020, India will be one among the
leading economies of the world.

2. Market Economy
Market economy is based upon the interaction between
supply and demand of goods and services. It usually focuses
more on consumer goods. There is no government control in
this system. It is the basis for several “hands off” systems, such
as capitalism. By definition, pure capitalism is an economic
system in which the government is “hands off” the market. The
consumers and their buying decisions drive the economy. In this
type of economic system, the assumptions of the market play a
major role in deciding the path for a country's economic
development. This is the type of economy that the United States
has. Here the goods are produced according to the wish of the
producer. The producer decides upon the product with the
buyers in mind or what the buyers demand. The producer also
decides where to produce a product, how to produce it and when
to produce it. The buyers' choices are limited to the producers'
offer. Pricing is not related to the cost of production, but to the
volume of demand and the government does not interfere. In
this system, workers' needs or rights are not taken into
consideration.
42
3. Planned Economy

Planned economy is also called command economy. It is

the basis for several “hands on” systems, such as State
socialism. In this system, the government's control is very
strong. All the major decisions
related to the production, distribution
and pricing of goods and services, are
made or controlled by the
government. Since planned economy
is government directed, market
forces have very little say in this
economy. This type of economy lacks
the kind of flexibility that is present in a market economy, and
because of this, planned economy reacts slower to changes in
consumer needs and fluctuating patterns of supply and
demand. This usually focuses on industrial goods, and, usually,
less attention is paid to agriculture and consumer goods. But
this system uses its available resources for developing
production, instead of diversion towards advertising or
marketing. The resources of the country are channelled to
produce the products decided upon by the government and not
what are desired by the consumer. Though the rate of
production may be fast, it is not targeted to satisfy the
consumer fully.

4. Mixed Economy

Mixed economy is the

combination of the market and
command economic systems.
Here the market forces control
most consumer goods. The
government also directs industry
in need areas. This system is
followed in many countries
where neither the government
nor the business houses control the economic activities of that
country. Here, both the sectors play an important role in the
economic decision-making of the country. In a mixed economy,

43
there is government control in some areas and flexibility in
others. Mixed economies include both capitalist and socialist
economic policies and often arise in societies that seek to balance
a wide range of political and economic views. In India the system
of Mixed economy is followed.

5. Caste and Economic System

The economic system of a country is based on what is

best for the country. One person might feel that market

Picture Caste System

economy is the best for one country but it may not suit another.
Another person may feel that mixed economy is better than the
other two types. It depends on the background and mindset of
people. How far these systems have contributed to the
eradication of poverty and helped in the betterment of the social
structure and the upliftment of the marginalized, depends on
the right handling of the system by the government.

The caste system is the most oppressive system which

affects India. The pattern of social classes in Hinduism is called
the caste system. The caste system in the religious form is
basically a simple division of society in which there are four
castes arranged in a hierarchy and below them the outcast.
According to the Purusha Sukta and the Rig Veda, Purusha (the
Universal Spirit) was sacrificed by the gods. Out of the various
44
parts of Purusha sprang the four castes, namely, the Brahmins
(teachers, scholars and priests) from the mouth, the Kshatriyas
(kings, warriors and administrators) from the arms, the
Vaishyas (agriculturists and traders) from the thigh and the
Shudras (service providers, labourers) from the feet. These
four castes have also been known as the four Varnas or the four
colours. The Aryans who introduced the caste system also
designated a fifth group, that of those who are out of the caste
system, as Panchamas or the untouchables. This fifth group of
people self-designed themselves as Dalits or Harijans. The word
“Dalit” comes from the Marathi language and it means
“suppressed”, “crushed”, or “broken to pieces”. (Refer Case
Study 1) Socially, the caste system was more complicated, with
more castes and sub-castes and other divisions. Even though,
legally, the government disallows the practice of the caste
system, still in many places discrimination is evident. Until
recently, in India, the caste system had a very great impact on
the economy, because of its implied division of labour assigned
to members of each caste and restrictions on crossing over by
ones own will and ability. (Refer Case Study 2 & 3).

India followed the mixed economic system for many

years. But no impact has been made on the caste system. In
Tamil Nadu, the Modified Scheme of Elementary Education or,
as called by its critics, Kula Kalvi Thittam (Hereditary Education
Policy) introduced by the then Chief Minister C. Rajagopalachari
(Rajaji) in 1953 was vehemently opposed by the Dravidan
Movements and later withdrawn by Rajaji's successor
K.Kamaraj in 1954. Still, the existing economic system has not
helped the downtrodden people to go up the ladder, though
some governments often resort to freebees. As Martin Luther
King, Jr. in “I Have a Dream” says, the “mobility” of the black
peoples is “from a smaller ghetto to a larger one”, in India the
downtrodden people's mobility is from a smaller slum to a
bigger one. So it is the duty of not only the government or the
economic system followed by it, but that of every citizen of the
country, to work towards a social and economic system that
would reduce the gap between the economically strong and the
marginalized.

45
6. Case Studies

Case Study 1

Krishnagiri: Gandhiji called them 'Children of God'. But Dalits

in villages such as Mavanatti, Devanthotti, Urigam, Kottaiyur
and Thakkatti in Thali block of Krishnagiri district are subjected
to the pernicious practice of untouchability in the form of a
'double tumbler' system (i.e. one set of tumblers for them and
another for people from other communities). B. Veerabadran, a
Dalit youth from Mavanatti village, says owners of eateries keep
plastic tumblers near bins outside their shops. Veerabadran
says Dalits are served tea or coffee in these tumblers. After
drinking tea they have to wash the tumblers themselves and
keep them at the designated place near the bin. The tea would
be poured to the tumblers by the hoteliers who would take care
not to touch them.

Many times the food joints do not give Dalits tea or

coffee even if the shops have enough milk, sugar and tea or
coffee powder. Young members of the community find it hard to
bear this. “Why do we have to face this humiliation? We want
the State Government to totally eradicate untouchability in
society. We want to sit with others in hotels,” they say. They
allege that when they complain to the police about this practice
and atrocities against them, the police in turn intimidate and
foist false cases on them. Superintendent of Police Anisha
Hussein says, "48 cases have been booked in different police
stations in Denkanikottai and Thali areas". "The district
administration should take stern action against those practising
untouchability", Hussein says. Two hundred and twenty two
Dalit families live in the patta land and 50 and odd group houses
given to them by the district administration in Mavanatti village.
Their population is about 1,200. Most of them work as coolies in
farm lands and quarries. Some of them have small pieces of
land in the area where they cultivate crops.

(Source: The Hindu)

46
Case Study 2

Pune, India

He is handsome, she is pretty. They met through a

common friend at a gathering, stealing glances at each other
through the crowd. Sparks flew, romance blossomed. But in
order to marry, they were forced to elope. The couples' families
are vehemently opposed to union not because the girl is rich
and the boy poor, but because they belong to different castes.

Shree, the husband, 26, belongs to the Gurav caste an

upper caste of priestly Hindus who have historically been
revered as temple managers. Rajini, 23, hails from the Mahar
caste who lie at the bottom rung of the social ladder and are
denounced as “untouchables”. The thought of mingling, let
alone marrying someone from another caste, was anathema to
both families. But despite the opposition, the couple married in
September.

“All I know is that she is made for me and I am made for

her,” said Shree, putting his arm around his wife. “The social
reverberations of inter-caste marriage the fear of being judged
by society, of being mocked and jeered for defying traditional
beliefs held our families back.”
(www.mail-archive.com)

Case Study 3

Lakshman Jhula, India

Not so long ago, in the back of a tin-roofed restaurant,

Ramu, a teenage dishwasher, spent his nights chained to a
radiator. That's how his employer kept him from running away.
Ramu wanted to flee because his boss, who was from a higher,
more privileged caste, constantly berated him for showing an
interest in learning to read. The boss believed Ramu had to get
used to a life of cleaning up after other people because as a
Dalit, a member of India's lowest and most shunned caste, he
could never amount to anything.

47
 Then a foreigner who ran a private school and home for
Dalit children noticed Ramu. He enrolled him in classes. Ramu is
now a star pupil with a voracious and ever-changing appetite for
activities including yoga, photography and film directing.
“In my childhood, I was so desperate for learning”, said
Ramu, a gregarious 19-year-old with thick brown hair. “There
are so many jobs other than dishwashing that I hoped to
experience”. His school, Ramana's Garden, is just one of many
progressive, mostly private institutions that have begun trying
to dismantle the barriers of India's caste system, a centuries-
old pecking order under which higher castes have access to
quality schools and jobs and lower castes remain largely poor
and illiterate.
Private schools such as Ramu's, along with the more
progressive public schools, represent the best hope of many
Indians. At Ramu's school, students have computer rooms and
small classes. And they are taught English -- a subject rarely
taught at government schools -- so they can compete with
higher castes for jobs with multinational companies.
On the school's campus, everyone takes turns cooking,
cleaning the bathrooms and tending the beans and lettuce in
the school's organic garden, part of an effort to create a
casteless system, the teachers say. Ramana's Garden is funded
with donations from U.S. organizations from Takoma Park, Md.,
to Berkeley, Calif. The school has met with resistance from
higher castes angry that it is providing Dalit children with a
quality education, teachers said. But it has persevered and
even grown. The students often go on to jobs in large cities,
sending home money to parents who work as bricklayers or
street sweepers.
Ramu recently visited his former boss at the restaurant
to explain how he had started his own business, selling
postcards of photographs he'd taken. Ramu said he really just
wanted to show the man he could read now. "I wasn't angry
with him at all," Ramu said, smiling. "I got a feeling he was
surprised and even proud of me. It was like my destiny had
been changed."
(www.mail-archive.com)

48
7. Review Questions

Answer the following in one or two sentences:-

1. Define economic system.
2. What are the basic tenets of Market Economy?
3. How is price fixed for the product under Market
Economy?
4. What happens to the worker's right under Market
Economy?
5. Will the consumer be fully satisfied in the
planned economic structure?
6. How are labourers treated in planned economy?
7. Which economy is called command economy?
8. Which country was known for practising
market economy in the past?

Answer the following in a paragraph:-

9. Explain the “hands off” policy.
10. What is meant by Market Economy?
11. Describe the role of the Government in Market
Economy.
12. How do you differentiate the “hands on” policy from the
“hands off” one?
13. Write a note on caste systems in India.

Write an essay on the following:-

14. Evaluate the various economic systems and their role in

the welfare dimensions.

49
 Poverty
“Poverty is the worst form of violence.”
- Mahatma Gandhi

Objectives:

After completing this lesson, the student shall be able

 To define poverty

 To identify ways to uplift or help the poor

Content:
1. Definition
2. Causes of Poverty
3. Effects of Poverty
4. Possible Solutions
5. Case Studies
6. Review Questions

1. What is Poverty?
Poverty may be defined as the state of an individual
being in want of the necessities of life. In a society, some are in
this state and others are not. Therefore poverty is the
fundamental cause of inequality among human beings. It is
usually income-based. A person is considered poor if his or her
income level falls below the minimum level necessary to meet
the basic needs of existence. This minimum level is usually
called the “poverty line”. Those who fall below the “poverty line”
(BPL) are unable to afford the basic human needs, such as clean
water, food, health care, education, clothing and shelter.
Poverty has always been present not only in poor
countries but also in rich countries. A majority of the people

50
living in this biosphere are wallowing in poverty, India is not an
exception. Many in India live with a few rupees in their hands.
Poverty creates inequality among human beings. It widens the
gap between rich and poor. Even though income is not the only
reason for poverty, it is the primary reason. Even though,
poverty on a world scale has many historical causes like
colonialism, slavery, war and conquest, there are several
immediate causes for poverty. Some of them are a lack of
individual responsibility like illiteracy, exploitation by the
people with power and influence, and bad government policy.

Picture – Rural Poverty in India

2. Causes of Poverty

The main cause of poverty is illiteracy. India is basically

a rural country. In rural India, a majority of the villagers are

51
illiterates. Especially women in rural India are unable to get
education. Illiteracy leads to unemployment or under
employment. Thus the illiterates have to be satisfied with frugal
living.

The next important cause is the exploitation of the poor

people by the powerful and rich people. This is a “cat and mouse
game”, where powerful people dominate the weak ones and the
rich dominate over the poor. Here the poor people have no
choice but to live as “slaves” in the hands of the rich people.
They are denied many of the basic rights and they live in
ignorance. (Refer Case Study 4).

The next important cause for poverty is the

government's bad policies which lead to unemployment.
Starting from Indira Gandhi, “Garibi Hataoo” (Remove Poverty)
has remained a slogan. The globalization promoted by the
governments is typically influenced, motivated, or formulated
by the rich and the powerful. These policies mostly benefit rich
countries or the global players such as multinational companies
and influential people.

3. The Effect of Poverty

The effects of poverty have serious implications. The

people inflicted with poverty will also have less access to good
food, health, education and other services.

The first and foremost effect of poverty is the problem of

hunger and malnourishment. Most of the hunger and
malnourishment are not due to the lack of availability of food but
due to poverty where poor people can ill afford good food. As
protein rich food is costly, the poor go for cheap food which is
less in protein to fill their tummies. In the long run, this has a bad
effect on the mind and the body of these people, especially
children. A person's health not only depends on food items but
also on clean drinking water, education, hygiene, health care
and clean environment. It is clear that the complexity of
diarrhoea and gastrointestinal distress relates to nutritional
deprivation. These illnesses cause major health problems that
must be treated with nutrition.
52
 Next, these underprivileged are afflicted with diseases
because of bad living conditions. Children who grow up in
poverty suffer more persistent, frequent, and severe health
problems than do children who grow up under better financial
conditions. Many of these kids have a low birth weight, which is
connected with many preventable mental and physical
disabilities. Not only are these poor infants more likely to be
sickly, but they are also more likely to die before their first
birthdays. Children raised in poverty tend to miss school more
often because of illness. These children also are twice as likely
to have impaired vision and hearing, iron deficiency and higher
than normal levels of lead in the blood, which can impair brain
function. Despite the large scale of this ongoing catastrophe, it
rarely manages to achieve, much less sustain, prime-time,
headline coverage in mass media, especially in e-media.

The poor people are deprived of education or good

education. Only educated people are more likely to get good
jobs and earn more. Moreover, the schools for the poor are ill-
equipped and brilliant teachers prefer well-equipped city
schools to rural schools. Thus the students who go to these
schools do not get quality education. Without the basic
knowledge of social values, these poor people are ready to live
immoral life. Many such people tend to do anything to achieve
their aim in life, either getting into armed robbery or
prostitution.

The poverty stricken people are marginalized from the

society and have little representation or voice in public and
political debates, making it even harder to escape poverty.
Without a true representative or a real voice, these poor people
have to wallow in poverty. (Refer Case Study 5).

4. Possible Solutions

The term “poverty” is usually used to refer to a lack of

money, But it is more than that. Living in a state of financial
instability both physically and emotionally damaging. A
meaningful long-term policy on alleviation of poverty is the
need of the hour. It is
53
jocularly said that India is a poor country with rich people. It is
ironic that many Indians find a place among the top rich people
of the world and still India is poor. Money is the means for
obtaining many other goods, whether monetary or non-
monetary. Furthermore, income security could be said to
influence forms of social and political participation which are
themselves indicators of the level of integration in a society.
The state should come up with good poverty alleviation plans
like redistribution of unused government lands to landless
labourers. It should also bring in a good education policy for the
poor illiterates. A good public distribution system of essential
commodities will offset the ill effects of poverty. But often
freebies to fulfil election promises may make people lazy, while
programmes like food for work will generate employment. In
any case, the government should also make serious efforts to
get the programmes of the policy makers to reach the needy.
Many good schemes of the government to alleviate poverty are
lost because of corruption for its eradication. Corruption in
India is definitely a serious issue and due importance should be
given. The corruption in the country can be driven out or at
least mitigated by educating the people of its bad effects.
Education is the right way to eradicate poverty. Julius Nyerere,
the former President of the United Republic of Tanzania has
rightly said, “Education is not a way to escape poverty - it is a
way of fighting it”. A world without poverty only can lead to
social equality and justice.

5. Case Studies

Case Study 4

Ranjith a 14year old boy, was a native of West Bengal.

He came from a very poor family. Along with 9 other children
from West Bengal he was brought to Kerala for work. Ranjith
was placed in a gold shop at Thrissur. Long hours of work (16
hours), with very little food and physical abuse was a part of his
life. Unable to take more of this ill treatment he finally escaped
from the place and came to Calicut.

54
 The Calicut Control Police referred 14-year-old Ranjith
to Kozikode CHILDLINE. During the course of interactions, the
child gave the number of the agent. A team meeting was
organized following which an Action Plan was formulated to
rescue the other children. One of the lady constables, posing as
a school teacher, called the agent informing him that Ranjith
was with her. She asked the agent to come to the Calicut bus
stand at 5 P.M and informed that she would hand over the boy
to him at the said place and time. The next day a team
consisting of a Circle Inspector, a Sub Inspector, the lady
constable, and two police constables along with the boy arrived
at the bus stand in civil dress. However, the agent did not turn
up. Instead, in his place another man was sent. He was
arrested.

Based on the information given by the man the police

carried out raids at three places and rescued 6 children along
with the agent. All the seven children were provided shelter at
the Children's Home, Calicut. The following day they were
taken to the District Government Hospital for a medical check
up. An F.I.R was registered and the accused (the agent and the
owner of the Gold Shop) were produced before the CJM (Chief
Judicial Magistrate). The accused were remanded to the
Kozhikode Sub Jail for 14 days.

Ranjith along with the three other boys have been

restored home, while the other 2 boys were produced before
the CJM for rehabilitation.

(http://childlineindia.org)

Case Study 5

Travelling from the streets lined with gleaming hi-tech

IT offices in Bangalore – the proverbial Silicon Valley of India -
to the unhygienic slum in Sirsi adjoining the K. R. Market in the
heart of the city, one's first thoughts are – How is it possible to

55
survive in this environment? But Ayyamma, 18, has not only
survived here since her birth. In a room smaller than the
average office cubicle lives her family of eight including her
mother and six siblings. The only sunlight which filters in the
house is Ayyamma's smile as she recalls her life. “After my
father passed away, the family fell into difficulties. We didn't
know how to cope with the situation. Soon my sisters began
working and took care of the family. But after my second sister
too died, it was really difficult. I've begun to work and I
contribute to the family in my own small way”.

Recalling her journey she reminiscences, “I was in the

3rd standard when I had to leave school. I used to work in a
warehouse carrying boxes. Then the NGO- Concerned for
Working Children - came and helped me go to school. I got
interested in studies when I secured a first grade in my Class
VII and continued to study till Class IX. Since we had financial
problems, I moved to Apsa Hostel where I completed my Class
X. I then went to Kundapura to complete my Class XII and also
completed a diploma in computers. Even during my school days
I took a keen interest in the Bhima Sangha (working children's
union). I later became its Bangalore branch secretary. Bhima
Sangha works in Sirsi, Bellary, Davangere, Kundapura &
Bangalore. I'm also part of the national movement of the
Sangha”.

Did that mean she stopped working at home or

otherwise? “When I was in school, I would help my mother who
used to work with shopping, washing utensils etc. Now, since I
go to office at 9.30 a.m., I work very little at home. My sister
takes care of the household chores”

Today Ayamma is the Vice-president of the state-level

committee and the international co-ordinator for Bhima
Sangha. She represented Bhima Sangha at different platforms
at the state, national and international levels, like the
International Festival in Norway.

Ayyamma says, “I didn't face physical violence as such.

But I view the fact that I couldn't go to school early on, due to,

56
poverty as another form of violence. That perhaps is my first
brush with 'violence'. Poverty is the biggest problem for people
like us. Since both parents go to work, kids are left uncared for.
The eldest has to quit school and take care of the siblings.
Parents fight with each other over money because there is not
enough to feed the family. It's worse when the father comes
home drunk. Parental fights result in violence against children”.

As a crusader for child rights, she has very clear views on

violence faced by them and says “In my opinion beating up a
child is the worst form of violence. As a pressure group, we have
worked on the worst form of violence against girls—child (early)
marriage. Female foeticide is common in Sirsi. We have been
campaigning against that too. We see female foeticide as yet
another deadly form of violence”.

According to her it's more difficult for working children.

“Working children face violence when authorities raid
workplaces. Most often kids are sent back home and admitted
to schools. But they often quit school because they can't cope
with the situation there. They end up becoming street children.
It's really bad”.

But she has never let the situation overpower her

resolve to succeed. “Although I very much wanted to study
further and my mom wanted me to study too, the situation at
home didn't allow me to do so. My computer training helped me
a lot. I got a job in a shop. I feel great that I'm the only person in
my colony to have passed Class XII! Where there's a will there's
a way. I never even dreamt that I would be sitting in front of a
computer one day!”

(www.unicef.org)

6. Review Questions

Answer the following in one or two sentences:-

1. Define the term 'poverty'.

2. State any two historical causes of poverty.

57
 3. What are the health hazards caused by poverty?

4. Do you believe that charity can eradicate

poverty? Give reasons for your answer.

5. In what ways do you help the poor?

Answer the following in a paragraph:-

6. Write a brief note on the causes of poverty.

7. Explain the role of education in eradicating

poverty?

Write an essay on the following:-

8. Elaborate on the hazardous effects of poverty.

Man-Woman Inequality
“No nation, no society, no community can hold its head high
and claim to be part of the civilized world if it condones the
practice of discriminating against one half of humanity
represented by women.” – Manmohan Singh

Objectives:

After completing the lesson, the student shall be able to

1. To describe the existing man-woman inequality
2. To classify the types of inequalities; and
3. To identify the possible ways to face them

Content
1. Inequalities the Order of the Day
2. Inequality in Birth
3. Inequality in Healthcare
4. Inequality in Education

58
5. Inequality in Employment

6. Inequality in Opportunity

7. Inequality in Ownership

8. Inequality within the Family

9. Possible solutions

10. Case Studies

11. Review Questions

1. Inequalities: the Order of the Day

Men-women inequality started from time immemorial. It

has gripped and disturbed the human society. Societies have
discriminated against men and women and have assigned
specific roles to them. Women were treated badly and never
given their rightful place in the society. The physical superiority
of the male has given him dominance over the female. Though
there is mental equality between these two sexes, this has not
somehow been helpful in striking a good balance between these
two. Historians have not given prominence to men-women
equality. Maybe “his”-storians want to down play “her” story?
In the annals of history only a few women have made
their mark like Sappho (570BC), Cleopatra (69 -30 BC), Mary
Magdalene (4 BC - 40AD), Eleanor of Aquitaine (1122-1204),
Joan of Arc (1412-1431), Catherine de Medici (1519-1589),
Elizabeth I (1533-1603), Mary Wollstonecraft (1759-1797),
Queen Victoria (1819-1901), Florence Nightingale (1820-
1910), Marie Curie (1867-1934), Rosa
Luxemburg (1870-1919), Helen Keller
(1880-1968), Mother Teresa (1910-
1997), Indira Gandhi (1917-1984) and
Benazir Bhutto (1953-2007). Many
others with significant contributions
and qualifications have found it
difficult to get recognition in this world.
The Constitution of India ensures

59
gender equality in its preamble, as a fundamental right. It also
has empowered the state to adopt measures to tackle
discrimination in favour of women by ways of legislation and
policies. India has also ratified the effects of various
international conventions and human rights forums to obtain
equal rights for women.

2. Inequality in Birth

Even while a girl-child is born, she is not a welcome

member of the family. Because of her own experience, the
mother also welcomes the baby with some reservation. The
boy-child is a welcome member in the family. Even though the
Pre-natal Diagnostic Tech Act was passed in 1994 to end sex-
determination tests to stop female foeticide effectively, people
are finding new ways to hoodwink the Act or new methods of
female foeticide. Still worse, female infanticide is rampant in
many parts of India. Many of these infanticides are passed as
infant deaths due to illness.

3. Inequality in Healthcare

Healthcare is another area where women are neglected.

Many research works have concluded that there are inequalities
for women from getting treatment for Cardiovascular diseases
(heart attack), Screening for cancer, Cerebro-vascular diseases
(stroke), Diabetes, Dialysis and kidney transplant, and
HIV/AIDS (access to antiretroviral therapy). The main causes of
the death of women are cardiovascular diseases, female
cancers (breast, uterus & cervix, ovary), stroke and during
maternity. It is easy for any one to conclude that if equal
treatment is given to women also, they can escape early
mortality. Another avoidable tragedy is maternal death, or
maternal mortality. Maternal death is the death of a woman
during or shortly after a pregnancy. Even though many right
minded people like Dr. Ida Sophia Scudder (1870–1960) have
tried their best to help women during childbirth, it is still a long
way to go for them. In 1890, a young girl named Ida Sophia
Scudder visited her missionary parents in South India. She was
asked to help three women from different families struggling in

60
difficult childbirth. Custom prevented them from accepting the
help of a male doctor. Ida herself could do nothing. The next
morning she was shocked to learn that all the three women had
died. She went back to America and returned as a graduate
from Cornell Medical College, USA to serve the Indian women.
India is in need of such devoted souls, especially native Indians
to help the dying women folk. India needs to fight against the
culture which prevents women from travelling alone even for
medical treatment.

4. Inequality in Education

For women, education is widely accepted as the opening

to economic security and opportunity. But the sad truth is girls
are denied adequate opportunities to go to school and learn. In
many developing countries, including India, the percentage of
girls dropping out from schools is very high. Poverty is the
primary reason for this plight. The parents of girl children are
not able or not willing to bear the cost of education such as
tuition fees, cost of textbooks, uniforms, transportation and
other expenses. The policies of many governments of giving
free education and free meals, have given scope for a higher
rate of girl children getting educated. In a country like India,
traditions are hard to die. Parents consider that higher
education is only for the male child and the wiser policy is to get
the daughter married as early as possible. In fact, educating a
girl is the best investment a society makes. The educated
woman will be an enlightened person and in turn she will be a
successful person in making an enlightened child. An educated
woman, apart from being a better parent, will be a confident
person, skilled worker and a good citizen in addition.

5. Inequality in Employment

Lack of education has forced many women to take up

jobs as street vendors, domestic servants and seasonal
labourers. These unskilled women are given less pay than their
men counterparts. Their work is undervalued and exploited.
These helpless women have to undergo an exhausting 18-hour
per-day labour in unsafe and unhealthy conditions, along with

61
sexual harassment and lack of job security. In terms of
employment as well as promotion in work, women often face
greater discrimination than men. A less number of women only
get plum posts. Even for these so called achievers, scandals and
rumours are spread by unhealthy people around them. It is
really heartening to see that women are respected in the
teaching profession.
Most of the women do not get a fair opportunity to show
their equipment. Lack of education has been attributed as a
reason for lack of opportunities. But education or no education,
women are always denied their rightful place. As a result of the
1993 amendment to the Indian Constitution requiring that 1/3
rd of the elected seats to the local governing bodies be reserved
for women, women have found a place in local governance
structures, overcoming gender bias.

6. Inequality in Ownership
From the ancient times, man has always been the owner
of properties in the society. In many countries, women are not
encouraged to have property. In Tamil Nadu, though, rules
favour women, the scenario remains the same. Many families
demarcate lands for men and they fail to recognize the right of
girls. Sadly, many women themselves support the theory that
property belongs to men.

7. Inequality in Opportunity
From birth, boys are preferred to girls. In many
communities the parents of girls have to pay a heavy dowry to
get their daughter married. Dowry harassment deaths have
become a regular occurrence in India. The father heads the
family and the mother plays a second fiddle. In decision making
the mother is not included. Property bought out of joint income
of the family members is bought in the husband's name. In
rural and semi-urban areas the girl-child is considered to be a
commodity which is going to leave the house one day. With all
the inequalities, the girl-child has to sacrifice her youth as an
unpaid worker in the house and later bear the humiliation of
surviving as an illiterate in this world. The married woman has
to put up with an unfaithful and or drunkard husband.
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Barrenness is always attributed to the woman and she has to
put up with an impotent husband or more pathetically with a
mentally challenged man. (Refer case study 6). She is
prohibited from taking a step towards divorce. Culture plays an
important role in suppressing women and subordinating them.

8. Possible Solutions

This world is sadly crippled by the manacles of

inequality. A change in scenario is the need of the hour. The
former UN Secretary General Kofi Annan has stated, “Gender
equality is more than a goal in itself. It is a precondition for
meeting the challenge of reducing poverty, promoting
sustainable development and building good governance”. It is
true that equality is very much needed to reduce poverty, to
promote sustainable growth and to build good governance.
Thanks to the policies of the government of India, like mid-day
meals, scholarships, free text-books and waiving of tuition fees,
significant progress has been made with regard to enrolment in
schools and tertiary and higher education. The society as a
whole should be encouraged to recognize the reasonableness of
the equality of man and woman. The idea should be stressed
even from childhood. This should be upheld in the family as also
in the classrooms and later in the work place as well.
Widespread publicity of this factor should be encouraged by the
government. The media which influences public opinion should
stress this concept and propagate equality between man and
woman. In work places like offices, schools etc, equal facilities
should be provided for men and women. Today women have to
organize themselves to meet the challenges that hinder their
development.

Equality is Still a Question!

63
Case Studies
Case Study 6

Angela is a thirty-seven year old woman who lives in a

small city with her son Jacob, age 14. They live in a small house
about two miles from Angela's mother, Hattie. She currently
works in the accounting office at a nearby elementary school.
Angela spends most of her leisure time with Jacob and Hattie,
but also has one close friend from her childhood who lives
nearby.

Angela met Sam, a mechanic in a nearby town. Sam

grew up with his twin brother, an alcoholic mother, and a father
who deserted the family when Sam was seven years old. The
family struggled financially throughout Sam's childhood. From
a very young age, Sam and his brother were often left to care
for themselves. At age 17, Sam left home and got a job at a local
garage. He has worked as a mechanic since then. Angela is
quickly attracted to Sam because of his attentiveness to her and
his interest in Jacob. Three months after they meet, they marry.
Sam sells his house and moves in with Angela and Jacob.

For the next several months, life for the family is hectic
but happy. When Angela becomes pregnant, she is a bit nervous
about how they will afford their growing family, but happy to
have a baby with Sam. Sam seems indifferent to the pregnancy
at first but later showers Angela with care and presents.

One night Angela stops by her girlfriend's house after

work to drop something off. She knows Jacob is at basketball
practice and expects to be home by the time Sam arrives. When
she arrives home about an hour later than usual, Angela finds
Sam home and very angry. As she walks in the house, he yells
her. Angela tries to explain that she was with her friend and
quickly apologizes for being late. Sam's anger scares her and
she wants to resolve the conflict as fast as possible. Then he
storms out of the door and drives off.

An hour later, when Angela has cooked dinner and Jacob

has arrived home, Sam returns and apologizes to Angela.

64
During dinner Sam keeps Angela and Jacob laughing at his jokes
and the tension dissipates. After this day, Sam begins regularly
calling Angela during the day at work to ask about what she's
doing and when she plans to go home.
Two months later, when Angela is eight months
pregnant, Sam again shows his angry temper. The evening
begins when Angela realizes there is no food in the house and
makes a quick trip to the store. She reminds Jacob to do his
homework and is upset with him when she returns and he's still
watching television.
Sam comes home from work angry because his boss
reprimanded him for being rude to a customer. When Hattie
calls to inquire about a shopping date for the next morning, Sam
grabs the phone and tells Hattie that Angela has enough to do
around the house and can't go. Angela and Sam begin yelling at
one another and Sam pushes Angela, knocking her backwards
into the table and onto the floor. Angela is stunned and hurt. Her
hip is bruised and her finger feels broken. Sam orders Jacob up
to his room and then sits down sullenly in front of the television.
Angela gets up and quietly goes about preparing the meal but
then tells Sam that she thinks she needs a doctor. Sam is
alarmed and offers to drive her to the emergency room. In the
car he apologizes many times, tells Angela he loves her, and
suggests they tell the doctor she fell down. Because she is
embarrassed about the situation, Angela agrees.

10. Review Questions

Answer the following in one or two sentences:-

1. What is meant by man-woman inequality?
2. Name a few prominent women personalities.
3. What is infanticide?
4. In which year of the amendment of the Indian
Constitution was reservation for women introduced?
5. Give two reasons to prove that culture plays an
important role in suppressing women.

65
Answer the following in a paragraph:-

6. Classify the different types of Gender Inequalities.

7. What are the reasons for maternal mortality? How

can these be overcome?

Write an essay on the following:-

8. What are the challenges that women face today? How

do women face them in order to achieve liberation and
empowerment?

Fidelity
“Many persons have a wrong idea of what constitutes true
happiness. It is not attained through self-gratification but
through fidelity to a worthy purpose” - Helen Keller

Objectives:

After completing this unit, the student shall be able

 To describe the value of fidelity; and

 To apply it contextually

Content
1. Definition of Fidelity
2. Freedom to Choose
3. Fidelity towards one's Vocation
4. Fidelity towards one's Friends
5. Fidelity towards one's Spouse
6. Fidelity in Filial Relationships
7. Trust and Loyalty
8. Case Studies
9. Review Questions

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1. What is fidelity?

Fidelity is the quality of being faithful or loyal in relationships. It

refers to the unfailing fulfilment of one's duties and obligations
with firm commitment to promises. Fidelity is needed in all
walks of life. According to existentialist philosophers, human
beings are free to choose. According to Soren Kierkegaard,
humans have to take vital decisions with reference to vocation,
friendship and marriage. Freedom, decision-making and
responsibility are important for any human being.

2. Freedom of Choice

Freedom of choice is one of the core principles of the

Existentialist philosophy and the Christian religion. Human
beings are not robots. A robot is not rewarded for
accomplishing the mission which it had been programmed to
do. It does not get the wrath of people if its programming
compelled it to do an immoral task. There is no freedom for
robots, and humans are not robots. An animal may not be able
make the correct choice. Stephen Covey says, “We are not
animals. We are not a product of what has happened to us in
our past. We have the power of choice”. A judicious choice is
very important in any ones life.

3. Vocation and Fidelity

Indians are known for their hard work, all over the
world. Especially when they go out to other countries for
pursuing their vocation, they are the most honest and the best
of hard workers. Even inside India, when they are placed in a
private company, they are ready to burn the mid-night oil.
Something goes wrong when they are placed in government
jobs in permanent posts. Any one can visually see the
difference if one visits a private office and a government office,
a private bank and a nationalized bank, a self-financing college
and a government or government aided college. Why is there a
difference in the behaviour? The same person when he or she
works in a private set-up with no job security, works hard to
earn a permanent job, but once he or she earns that, that
person is totally changed. This is because many people lack
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integrity and fidelity towards their jobs. In this modern world it
is an obligation for all human beings to be loyal to their jobs.
Confucius says “Choose a job you love, and you will never have
to work a day in your life”. If one is able to get a job of his or her
choice, he or she will enjoy doing it. Whether it is a job of his or
her choice or not, it is an obligation for him or her to be faithful in
fulfilling the duties assigned in that job.

Fidelity and Vocations

4. Friendship and Fidelity

Friendship is the state of being

friends with amity and good will. In this
relationship, there is an amalgamation of
sweet and intricate feelings, which no
one can describe in words. True
friendship is the only relation that
survives the trials and tribulations of
time and remains unconditional (Refer
case study 9). A famous definition of
friendship by Aristotle is that of a “single
Picture - Friendship soul dwelling in two bodies”. This clearly
indicates the state of emotional closeness between two
individuals obtaining in true friendship. Here again, choosing a
friend is another important exercise that one has to make in this
world. Alexander Pope in a very sarcastic way writes that,
“Histories are more full of examples of the fidelity of dogs than
of friends”. In this modern world of technology, humans have
lost sight of what true friendship is. So it is not easy to find a
friend or to be a friend with fidelity who can share unconditional
love for each other. The need of the hour is to have good friends,
so that one can face life with boldness.

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5. Wedlock and Fidelity

Marriage is a social institution under which a man and a

woman establish their decision to live as husband and wife by
legal commitments or / and with religious ceremonies. Being
married also gives legitimacy to sexual relations within the
marriage. It is said that marriages are made in heaven and
celebrated on earth. While the concept of marriage remains the
same throughout the world, the way of solemnizing it differs
widely. Different laws have been formulated to legalize the
ceremony, which proves to be an important turning point in an
individual's life. Whatever may be the case, the social contract
which is legally, economically and emotionally accepted
between two individuals united in their lives through marriage,
should continue their relationship even after the marriage
ceremony. Inappropriate interactions with another person can
corrode fidelity (Refer Case Study 7). Physical infidelity is a
major reason for the break-up of families and marriages.
Emotional infidelity occurs when emotions and thoughts are
focused on someone other than a spouse. This is an insidious
threat that can weaken the trust between a couple and shatter
their peace of mind. Emotional infidelity doesn't usually happen
suddenly; rather, it occurs gradually, often imperceptibly at
first. Fidelity in marriage also means complete commitment,
trust, and respect between husband and wife. Normal
relationships with others of the opposite sex are not in and of
themselves a problem or a fracture of fidelity. In fact, many of
our meaningful relationships with neighbours, church friends,
co-workers, and others have a balanced and important place in
our lives. However, there is a danger zone that people may
cross into, if they are not watchful.

6. Fidelity in Filial Relationships

Filial fidelity or commitment is the individual
responsibility or duty of the adult children in protecting, caring
for, and supporting their aging parents. The parents never think
of what the child will do in return when they take care of the
child. They do anything and everything just to see the smile on
the face of the child (Refer Case Study 8). They help the child

69
learn to walk, they teach him/her how to overcome obstacles
and go forward but what can they do when they have lost the
strength to walk on their legs? They take full responsibility
when they are strong but when they are old some children
simply ask them to fend for themselves. Some go to the extent
of putting their parents in Old Age Homes. Taking responsibility
in a family is not related to gender, ethnicity, or family type
(divorced/two-parent). This is only an attitude one imbibes in
life. The adult child with filial love empowers the older parents
by enabling them to perform the tasks that they are capable of
doing for themselves, discouraging premature dependence.
Many studies show that those who take care of their parents
and have more intimate relationships with them are less
depressed and have higher self-esteem.

7. Trust and Loyalty

Trust and loyalty are the two big pillars on which fidelity
is built. If the two pillars are damaged, it will take long to be
rebuilt. Fidelity is very much in need in many spheres of life,
especially in the case of vocation, friendship and spouse.
Fidelity is mostly attributed only to marriage. But in all the
walks of life one has to be trustworthy and loyal. Rewards and
awards for fidelity are not absolutely necessary in life, but the
resultant peace of mind is vital in life. For experiencing peace of
mind, one needs to have fidelity.

8. Case Studies

Case Study 7

“But I'm not doing anything wrong”, insisted Kavitha

when family members voiced concern over the time she was
spending with a male co-worker. “We're just friends”. In
Kavitha's mind, she had not crossed any lines, because there
had been nothing physical or romantic between her and her co-
worker. She saw no harm in going to lunch and spending breaks
with someone with whom she had so much in common. She saw
no problem with sending him personal e-mails and text
messages.

70
 Kavitha's husband, Arun, was quiet and shy. He was not
one to make conversation, and Kavitha often felt alone - even
when they were together. Arun was a good man and a faithful
father to their young children. Still, when it came to being
sensitive to her needs and “being there for her”, she felt Arun
had a lot to learn.
Kavitha's co-worker, on the other hand, was a good
listener and could easily read her moods. He was quick to laugh,
and fun to be around. As the two of them spent more time
together, family members to whom Kavitha had casually
mentioned the relationship, began to express concern. Kavitha
dismissed their comments.
What Kavitha didn't realize was how hurt and upset Arun
felt at what she was doing. He felt betrayed and rejected and
was even beginning to worry that Kavitha didn't love him
anymore. Kavitha talked as though their marriage was strong
but, by her actions, she seemed to care more for her co-worker
than her husband. Arun began to wonder if she was thinking of
leaving him. Any time Arun brought up the subject of her
relationship with the co-worker, she would refuse to discuss it
and would change the subject. To Arun, their communication
seemed superficial. He felt as though his feelings were not
important to her.
This couple's story - representative of several true
stories - illustrates a growing problem creeping into some
marriages today. A marriage can be placed in a precarious
situation when one spouse forms a relationship with someone
outside the marriage and begins to choose the company of that
person or frequently shares personal information with that
person rather than with a spouse. Furthermore, the problem
can occur with either husband or wife.
(by Kenneth W. Matheson in lds.org)
Case Study 8

One young academically excellent person went to apply

for a managerial position in a big company. He passed the first
interview; the director did the last interview, made the last
decision. The director discovered from the CV that the youth's
71
academic achievements were excellent all the way, from the
secondary school until the postgraduate research, never had a
year when he did not score. The director asked, "Did you obtain
any scholarships in school?" the youth answered "none". The
director asked, “Was it your father who paid for your school
fees?" The youth answered, "My father passed away when I was
one year old, it was my mother who paid for my school fees. The
director asked, “Where did your mother work?" The youth
answered, "My mother worked as clothes cleaner. The director
requested the youth to show his hands. The youth showed a pair
of hands that were smooth and perfect. The director asked,
“Have you ever helped your mother wash the clothes before?"
The youth answered, "Never, my mother always wanted me to
study and read more books. Furthermore, my mother can wash
clothes faster than me. The director said, "I have a request.
When you go back today, go and clean your mother's hands,
and then see me tomorrow morning.

The youth felt that his chance of landing the job was
high. When he went back, he happily requested his mother to
let him clean her hands. His mother felt strange, happy but with
mixed feelings, she showed her hands to the kid. The youth
cleaned his mother's hands slowly. His tear fell as he did that. It
was the first time he noticed that his mother's hands were so
wrinkled, and there were so many bruises in her hands. Some
bruises were so painful that his mother shivered when they
were cleaned with water. This was the first time the youth
realized that it was this pair of hands that washed the clothes
everyday to enable him to pay the school fee. The bruises in the
mother's hands were the price that the mother had to pay for his
graduation, academic excellence and his future. After finishing
the cleaning of his mother hands, the youth quietly washed all
the remaining clothes for his mother. That night, mother and
son talked for a very long time.

Next morning, the youth went to the director's office.

The Director noticed the tears in the youth's eyes, asked: “Can
you tell me what have you done and learned yesterday in your
house?” The youth answered, “I cleaned my mother's hand, and
also finished cleaning all the remaining clothes”. The Director
72
asked, “Please tell me your feelings”. The youth said, Number
1, I know now what appreciation is. Without my mother, there
would not the successful me today. Number 2, by working
together and helping my mother, only I now realize how difficult
and tough it is to get something done. Number 3, I have come
to appreciate the importance and value of family relationship.
The director said, “This is what I am looking for to be my
manager. I want to recruit a person who can appreciate the help
of others, a person who knows the sufferings of others to get
things done, and a person who would not put money as his only
goal in life. You are hired.

Case Study 9
Jonathan, prince and son of Saul, was the heir apparent
to the throne of Israel. Jonathan was a young man of courage,
strength, and determination who looked to and relied on God.
Jonathan was a mighty soldier in his own right—highly
respected and trusted by the men he led. On the other hand,
David, the youngest son of Jesse, was a ruddy, bright-eyed
shepherd boy. On two occasions, he rescued his father's sheep
from a predator—a lion and a bear—literally grabbing hold of
them and slaying them. Eventually, through marriage to the
king's daughter, Michal, David even became a prince in Israel,
and brother-in-law to Jonathan.

As David grew in stature and respect, among the army

and the people of Israel, Saul's love and favour turned into
bitterness, resentment and hate. Saul became determined to
murder David, since he knew that David would replace him on
the throne. This also meant that Jonathan would never be king.
A single great event signalled both the beginning of
Jonathan and David's friendship and their falling from love and
favour in Saul's eyes—David's defeat of the giant Goliath.
Goliath had been mocking and challenging the army of Israel
for forty days. To all who saw him, he seemed invincible—their
worst nightmare! He stood well over nine feet tall and wore
chest armour weighing about 125 pounds! David killed this
mighty giant with nothing but a sling and a small stone. He then
stood over Goliath, cut off his head and brought it before Saul,

73
speaking to him in the presence of Jonathan. When the
Philistines saw that their champion was dead, they fled before
the army of Israel, who then chased after them in victory.

David's courage and bravery that day affected Jonathan

deeply; he was moved to love him as much as his own life. He
realized that they shared much in common in the areas of
courage, bravery, strength, loyalty, trust and faith in God. From
that day forward, they were the best of friends. Jonathan was
moved to the point of giving David some of his treasured items:
His robe, sword, bow and belt, and even his armour. Jonathan
and David's bond was so strong that they promised to never let
anything come between them. Yet, Saul, upon hearing the
people praise David in singing, “Saul has slain his thousands
and David his ten thousands,” sought to kill David from that day
forward.

Jonathan warned David and interceded for him so often

that he put his own life in danger, one time narrowly escaping
death at the hand of his father. He even risked his life by
travelling a great distance to see David in hiding, knowing that
his father surely had spies watching every move. And he did this
knowing that David would ascend to the throne in his place.

Yet, David also showed great loyalty to Saul and

Jonathan. As many times as Jonathan and David were alone, it
would have been very easy for David to give in to his human
nature and kill a potential rival. Even when presented with the
opportunity to sneak up on Saul (the very one trying to murder
him) and kill him, David restrained himself.

Even though David had been anointed king, he still

showed great respect toward Jonathan—even to the point of
bowing before him three times. So great was his love that, upon
the news of Saul and Jonathan's death, he composed a song of
lamentation called the Song of the bow, and instructed that it be
taught to the children of Judah. Even after the death of
Jonathan, David kept his promise to show kindness to his friend.
He searched out Jonathan's son Mephibosheth, and provided
for him the rest of his life.
(http://www.thercg.org)
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9. Review Questions
Answer the following in one or two sentences:-
1. What is meant by fidelity?
2. What is Stephen Covey's view on choice?
3. How does Aristotle define friendship?
4. Why is fidelity important in marriage?
5. How does one choose a good friend?

Answer the following in a paragraph:-

6. Bring out the value of fidelity, giving suitable
examples.
7. Nowadays fidelity in vocation is on the downturn.
What is the cause and possible solution for this
problem?

Write an essay on the following: -

8. True happiness is attained through fidelity to a worthy
purpose' – Discuss.

Violence
“Nothing good ever comes of violence”. - Martin Luther

Objectives

After completing this lesson, the student shall be able

 To realize the prevalence of violence in the society
 To manage the crisis during the violence

Content
1. Violence
2. Causes of Violence
3. Frustration-aggression Hypothesis
4. Classification of Violence
5. Self-directed Violence
75
6. Collective Violence
7. Violence in Mass Media
8. Peaceful Coexistence
9. Review Questions

1. Violence
Violence is not new to this world. The annals of history
overflow with violence. In wars after wars, human beings are
butchered. Blood thirsty kings and warriors tread on hapless
people and have destroyed their families. Violence has become
a major threat to the civilized society. Violence takes a variety of
forms among human beings, and it can be physical, mental, or
verbal. It is the manifestation of physical or verbal force against
one or more people, so as to injure or abuse them, physically or
mentally. Injury and abuse are inflicted on fellow human beings
in order to achieve a certain goal, e.g. profit, pleasure, political
gain, revenge, recognition, respect, honour, destruction,
exploitation, fear, oppression etc.. It is usually defined as the
physical force exerted for the purpose of violating, damaging, or
abusing.
2. Causes of Violence
There are many causes of violence. Most of the violent
activities in this world have goals to be achieved like selfish
goals, communal goals or State-sponsored goals. Selfish goals
are for respect, honour, profit, envy, hate, revenge, etc.,
Communal goals are for respect for a religion, caste, etc., which
lead to genocide, riots, ethnic cleansing, etc., State sponsored
goals are oppression, war, torture, capital punishment etc.,
Some are due to genetic causes, psychiatric disorders,
economic origins (e.g. poverty), ideological motivations,
political causes, cultural or religious beliefs (e.g. female genital
mutilation), and social reasons (e.g. dehumanization).
3. Frustration and Aggression Hypothesis
Violence is common in many places, including the
college campus. The Frustration-aggression hypothesis states
that frustration leads to aggressive behaviour. Frustration
results when a person is blocked from achieving his or her goal.
76
Frustration can then lead to aggression. Frustration can get
heightened when it is unexpected, or when one's goal is blocked
when one is near his or her goal. But not all behave in an
aggressive or violent manner in the above mentioned situation.
So, individuals behave according to how they have been
influenced by the behaviour of others. Other people serve as
models and influencing agents and the learner is prompted to
imitate them, especially when the models' behaviour has
favourable consequences. Thus, the acts of aggression, which
are rewarded or go unpunished, usually lead to more
aggression.
4. Self-directed Violence
People try to achieve their goals through violence. There
are many classifications of violence. Violence can be classified
as self-directed violence, interpersonal violence and collective
violence.
In self-directed violence, non-suicidal self-directed
violence and suicidal self-directed violence are important. In
non-suicidal self-directed violence, a person's desire is to
engage in self-inflicted, potentially injurious, behaviour. There
is no evidence of suicidal intent in this. People of this type of
people exhibit violence, to seek help, to punish others and to
attract attention. These attempts may end up with injury or
without injury for the persons involved. Sometimes this may
even become fatal. In suicidal self-directed violence, persons
deliberately injure themselves with an intention of killing
themselves to escape from a situation or to draw the attention
of others to highlight a point or even to hurt others. These
attempts mostly end up in fatal deaths. In some cases, their
attempts are interrupted by themselves or by others. People
resort to many ways of committing suicide like consuming
poison, consuming pesticides or by hanging or drowning or
even self-immolation. According to reliable reports the suicides
in rural areas of South-East Asia often result from consuming
pesticides, while hanging is the most common method of
suicide in Thailand and poisoning is the most common form of
suicide in Sri Lanka, Bangladesh and Indonesia. In some cases
the interpersonal violence and abuse may lead to suicide. Both

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men and women may commit suicide when they are depressed
or under the influence of alcohol/drugs.
5. Interpersonal Violence
Interpersonal violence and abuse refers to violence and
abuse that takes place between people (who know each other).
It can occur within or outside a family setting. Interpersonal
violence includes violence between family members, child
maltreatment, woman battering, youth violence, ill treatment
of the elders, violence between acquaintances and strangers
and sexual violence. Domestic violence is prevalent throughout
the world. In India also, more and more people are affected by
this like honour killing, revenge, etc. In domestic violence,
most common are physical abuse, sexual abuse, verbal abuse
and emotional abuse (Refer Case Study 11). Physical abuse in
domestic violence means any act which causes bodily pain,
harm, or danger to life, limb, in a domestic setup. Sexual abuse
in domestic violence includes any behaviour of a sexual nature
that humiliates, abuses, degrades or violates the self-respect
of a woman. Verbal abuse and emotional abuse in domestic
violence include, humiliation, insults, ridicule, name-calling
and scoffing at a barren women or a woman without a male
child. Repeated threats are sure to cause physical pain to any
person in whom the aggressor is interested.
6. Collective Violence
Collective violence includes violent conflicts between
nations, ethnic groups, etc. In state and group terrorism, rape
and genocide are used as a weapon of war, resulting in the
movements of large numbers of people displaced from their
homes (Refer Case Study 12 & 13). In many places, group
violence is expressed through gang warfare and mass
hooliganism. All of these occur on a daily basis in many parts of
the world. The effects of collective violence, apart from physical
hardship, can also be mental anguish, illnesses, disabilities and
deaths.
7. Mass Media Violence
Violence has always played a role in Mass Media,
especially as a form of entertainment. Over the years, violence

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in the media has not only just increased in quantity, but has also
become much more graphic and sadistic. Explicit scenes of
slow-motion bullets exploding from people's chests, and dead
bodies surrounded by pools of blood, are very common now. But
there is a growing consensus in recent years that, something
about media violence has to be changed. The media have a
strong social and cultural impact upon the society. The impact of
media violence on children and adolescents has been the
subject of debate since the advent of mass media. There is no
doubt that the media exercise a major influence on all human
beings, because it can reach a wide audience with a strong and
influential message. Therefore, violence in the media should be
restricted and kept within bounds. Censor Boards do play a role
in censoring violent scenes from feature films. But who is there
to censor violence in news, video games, etc. It is the moral
minded citizen who should help and guide children and
teenagers to avoid violence creeping in to the minds. Self-
restraint by the media itself is the best cure.

8. Peaceful Coexistence

The land of Mahatma Gandhi, the champion of non-

violence, is not an exception to violence. The duty of any good
citizen is to refrain from aggressive behaviour. Violence is not an
answer for any of the maladies of the society. Only selfish ends
lead to aggression. Violence in the media aggravates an already
aggravated problem. Is there a solution for solving this
insolvable problem? Jesus Christ's “Love thy neighbour as
thyself” is the answer to these aggressive behaviours. Robert
Browning in the same tone avers “Take away love and our earth
is a tomb”. Human beings have to practise tolerance and coexist
peacefully, if they want to flourish in this biosphere (Refer Case
Study 10).

9. Case Studies

Case Study 10
I lay there buried alive under our house when the bomb
hit our city. The bomb started great fires. The fires came nearer

79
and nearer to us as workers tried to reach us. "Hurry!" they
cried to one another as the flames came nearer. At last the
workers reached us and pulled me and my mother out from
under everything, before the flames reached us.
Now later, as I thought of the pilot of the plane that
dropped the atomic bomb on our city, I cried, "I hate him. I hate
him." The people with marked faces from the effects of the
bomb made me cry, "I hate him." I saw people suffering a
terrible, slow death. Again and again I cried, as I saw these
people, "I hate that pilot, I hate him!" Now some time later I
was in USA and that pilot appeared in a meeting I attended. As I
looked at him, I hated him with a bitter hatred.
But then I listened to what he told us of his experience
the day when he dropped the bomb on our city. I heard him say,
"When I flew over the city after we dropped the bomb, I cried, 'O
God, what have I done'." I realised he found it difficult to speak
of that day. He could hardly speak for tears. As this happened I
suddenly realised my hatred of him was wrong. It only made me
unhappy also. As I did this, it was as if a heavy load fell off my
shoulders. I cried, "God, help me to forgive him. Please God,
forgive my wrong feelings towards him. Please give me Your
Spirit to control my thoughts."
I also told God, "I am sorry for all my wrong thoughts." I
believe Jesus Christ died for my sin. As I did this my life was
changed. I now help people that suffer from hating other
people. I seek to help them to love everyone, as I am now able
to do.
(by Kiyoko Tanimoto, An eye witness account of the Hiroshima
atomic bomb)
Case study 11
Helen is a 31-year-old woman with two teenage sons,
and a nine-year-old daughter who has physical and intellectual
disabilities. Helen and her husband had been living in public
housing for three years when Department of Housing staff
referred her to the Staying Home Leaving Violence (SHLV)
program.

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 Helen's husband had physically assaulted her, and the
police charged him. The court also issued an AVO
(Apprehended Violence Order), which included the condition
that he was prohibited from returning to the house.
Staying Home Leaving Violence (SHLV) talked to Helen
about whether staying in her home was a safe option for her
and her children, and they assessed the risks. Even though
there was a history of physical, emotional and financial abuse, it
was very important for Helen to stay in her home so she could
be near her daughter's doctors and her local school.
She also wanted to be close to her family and other
support services. The SHLV program staff supported Helen
during the court proceedings and visited her at home to help
develop a safety plan for emergencies.
They discussed strategies to help her be safer at home,
and installed an alarm, a screen door and a sensor light. They
also helped her to work out some of her financial difficulties,
helped her find legal advice, and arranged counselling for her
sons.
After six months with the programme, Helen said,
“Staying Home Leaving Violence has helped me to realise that I
am not the one who has to get up and run, that I can stay in my
home with my children and feel safe. I have become a stronger
person, and I can pay rent and bills on my own. I have realised
that I don't have to put up with violence, and that I deserve
better in my life, and my children do as well.”
(www.housing.nsw.gov.au)
Case Study 12
Eudy Simelane loved football. In other countries the 29-
year-old who rose through the ranks to become captain of the
women's national football team would have been fêted as a star.
In South Africa it cost her her life. The top striker, who was gay,
was set upon by a gang of thugs, gang-raped and stabbed 25
times. Her sexuality and supposedly butch looks were a death
sentence in a country in which the sport is still considered a
man's game by many.

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 Today, the trial of three men accused of her murder goes
ahead after being delayed last month when a fourth man who
had agreed to be a witness for the prosecution withdrew his
statements at the last moment. For the gay community it is a
landmark moment.
In South Africa's sprawling black townships Ms Simelane
was the most famous victim of an increasing trend in anti-gay
violence. There, lesbians live in fear. At least twenty women
have been killed in the past five years. They are often victims of
a phenomenon known as “corrective rape” - the rape of a
lesbian by a man either to punish her or cure and correct her
sexual orientation.
“Most survivors of these attacks do not report them. We
believe there are hundreds of people who have been targeted,”
Phumi Mtetna, 36, the director of the Lesbian and Gay Equality
Project, told The Times.
“Men are unemployed and feel traditional male
preserves - such as football or drinking in a bar - are under
attack. That was Eudy's crime. An aggravating factor was that
she did not look like a typical female. People are just getting
killed here because they are different, like HIV-positive people
have been killed in the past. What is important is to get a verdict
which includes murder,” she said.
(www.timesonline.co.uk)
Case Study 13
Laddawan Chaininpun, lives in Chiang Mai, a major city
in the north of Thailand, which is home to an estimated number
of more than fifty gangs. In Chiang Mai, like in most highly
populated cities around the world, gang violence thrives due to
lack of healthy opportunities for youth.
When her grandson joined Chiang Mai's largest and
most infamous gang, Na Dara (NDR), Laddawan realized that
attempting to force him to leave the gang would fail since the
gang provided Laddawan's grandson with the support system
he needed. After gaining access to the inner workings of the
gang her grandson had joined, Laddawan realized that contrary
to public opinion, the youth gang was not criminal in nature,
rather with limited opportunities and the absence of much-
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needed support, these youth opted out for membership in a
gang despite the inherent consequences their decisions would
pose. Laddawan believes that police and media demonize gang
youth as violent criminals, in the process ostracizing them and
pushing them further towards gangs for support.
As such, instead of working against her grandson's
gang, Laddawan decided to work with it. She began to provide
the youth gang with support in the form of counseling on
personal and familial issues. She also helped negotiate their
disputes with the police. Through her work with the NDR gang,
Laddawan understood that the gang structure created an ideal
organization for youth support during their early youth, a
crucial developmental period of their lives. She felt that the NDR
and many other gangs were ready-made youth organizations
that could serve a more positive function. Thus, she instituted a
no-drug rule in her grandson's gang, which eventually led to the
gang adopting a new name: No Drugs Rule. As a result of her
success with NDR, Laddawan founded the Chiang Mai Youth
Community (CYC), which transforms youth gangs into
empowered support groups that address the broader needs of
youth, in the process reducing socially destructive behaviour,
violence and drug use, and turning these troubled youth into
responsible citizens.
(issues.tigweb.org)
10. Review Questions
Answer the following in one or two sentences:-
1. Define the term 'violence'.
2. State any two causes of violence.
3. What is meant by frustration-aggression hypothesis?
4. Under what circumstances do people commit suicide?
5. What is the role of Censor Boards?
Answer the following in a paragraph:-
6. Write a brief note on violence at the individual,
interpersonal and collective levels.
7. Discuss the impact of media violence on children and
the youth.

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 Chapter IV
Social Deviancy
Write an essay on the following: -
8. "Learn non-violence or face non-existence." Elucidate.
Objectives
1. To make the students understand the causes of
individuals becoming social deviants and help them to
identify the dangerous effects manifested in society as
antisocial behaviour.
2. To create in them an attitude and respect for human
dignity and integrity by exposing them in learning about
homosexuality – a personality disorder considered to be
unaccepted in the society.
3. To make them aware of various causes leading to sexual
violence and making them to learn the preventive
measures available.
4. To discuss the causes and consequences of commercial
sex.
5. To highlight on the moral rights, scientific evidence and
ethical issues of abortion.
Introduction
Social Deviance is defined as the recognized violation of
cultural norms. It is generally assumed that anyone who is
considered “deviant” is putting a negative image on society.
This is not necessary true because there are very many reasons
which enumerate different types of people that become
deviants.
Deviance is exhibited in many forms throughout society.
Deviance is not necessarily neither negative but it has its own
demerits. Society repeatedly attempts to put many social
controls on its people. Anyone who does not fit the perfect mold
of an ideal-citizen would be considered as deviant.
However, there are also negative deviants. These people
are the ones who seek the attention of others. They attempt to
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convince others how they are 'disturbed' or 'depressed'. These
are the people who claim to be evil and dark.

There also exists people on the middle road. Any free

thinker would have to be considered as deviant. Anyone who
questions the morality of society's laws would be a deviant.
Citizen's are not supposed to think about laws, they are
supposed to obey them. When they openly question them,
society has taught the others to look down upon them as an
'extremist”.

Deviance does not always need to be looked upon in a

negative manner. There is no need for society to always to be
on the lookout for a cure, or a way to rehabilitate deviant
persons (e.g. a criminal deviant and a mentally unstable
deviant).

Deviance covers such a broad base which includes

variety of population. People are individual thinking, breathing
and living organisms. The more society attempts to mould
people into the perfect model citizen, the more they will want to
rebel against it.

People do not need society to give them an identity.

Most people know who they are already. People can not always
look to society for the answers to all their problems. Of course,
people need to think for themselves for solutions to all their
problems.

There is a great difference between criminal and non-

criminal violence / deviance. You don't have to
be a criminal to obtain social deviant status in
society's eyes; you only have to stray a bit from
what is considered normal.

Non-criminal deviance, any different life

style than the social norms such as : your style of
dress, sexual preference, religious beliefs,
marital status or any other conduct that is not
according to the social norm could make any ordinary citizen a
deviant, in the eyes of the society. It's all the decision of any
individual or group of whether to follow their norms or not.
85
What are some of the elements in our Life that influence and
affect our choices in society.

1. Our heredity traits

The heredity connections sometimes do shape the choices

we make. Being dark-skinned or curly haired, for
example, are inherited characteristics that can affect
one's self image, one's relationships or the options one
chooses.

2. Our Past Experiences

The events that have affected our lives in the past

contribute to the decisions about our lives here and now.
For example, someone's fear of nightfall could be the
result of a traumatic event that frightened the person in
childhood.

3. Our Educational Upbringing

The way we are taught to reason and think will affect the
decision we take here and now. The more we know about
a particular thing the greater is our capacity to see the
pros and cons if we have to decide for it or against it. The
importance of education, particularly in the formation of
values as the basis for our choices, cannot be stressed
enough.

4. Our moral and religious upbringing

The beliefs and moral values we are taught either by our

parents, religious teachers, relatives and friends will
affect our choices. Our religious traditions can shape the
customs we conform to and set us apart from others who
have other beliefs.

5. Social and Cultural Background.

The thought of what others in society will think if we

behave the way we wish to, will affect our decision to
follow the status quo or not. Rebels are people who break
away from the stereotypes of society.

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6. Our Political and Economic Status
Will affect our choices. The richer we are, due to the
power of money, the more choices we have open to us
and the more complex life and moral choices become !

But what is the purpose of true freedom?

True freedom is never free. It has to be cultivated over
time. It is a gift we have to work at and perfect. It sets the tone
and meaning of our lives. It gives our life a profound purpose.
The following are the purposes of freedom :
a. Choice : It gives us the ability to choose between things,
places, persons, events.
b. Conviction : It gives us the capacity to follow certain line
of action because of some values or principles we hold
dear.
c. Commitment : It enables us to exercise the power to
pursue a value, a line of action over a long period of time.
d. A Vocation : It enriches our life with the ability to make a
supreme choice about our destiny. It gives us the capacity
to believe that each of us is precious, because we are
called by God to pursue a goal that will enrich the universe.

Social Deviance – An Anti-social behaviour

Social deviance is such behavior which is not in

conformity with norms, values and expectations of the society.
These behaviours do not have social sanction. They are labeled
as anti-social. You might have also seen crime and criminals in
Television serials and cinema etc. But do you know what is
Crime? Crime is an anti-social behaviour. There are certain
types of behaviour in society which do not have social sanction.
Society does not expect such behaviour from its members. Such
behaviour comprise suicide, rape, murder, homosexuality,
commercial sex and dacoity. They are known as anti-social
behaviour. They lead to social disorganization. So crime, is a
disease (social). It takes place due to conflict between what
society expects and some members want. In other words,

87
when some members are not conducive to norms and values of
the society it leads to crime. Crime fulfils the suppressed
desires.

Crime, rape, commercial sex has social, economic,

political, religious, natural and psychological causes. It is also
related to population explosion, industrialization and
modernization. Unequal distribution of resources is also
related to criminal behaviour in society. There is criminalization
of politics and politicalization of criminals. Persons with
perverted personality fulfill their desire for homosexuality and
commercial sex. Abnormal individuals commit rape. Study of
pornographic books also prompts perverted behaviour resulting
into undesirable personalities.

Commercial sex and homosexuality leads to personality

disorganization, social disorganization, bad company, evil
habits, idleness, immorality and characterlessness. Some of
the major causes for these undesirable personalities are
poverty, low position in society, poor family condition,
unattractive looks, inferiority complex and bad association.

The Social Deviant and Self-Destructiveness

It is regarded much of deviant behaviour as self-
destructive because the individual often suffers external and
internal punishment after participating in it. Much of the self-
destructive behaviour that can be noted in individuals who
participate in deviant behaviour can be attributed to the
individuals' faulty behaviour and wrong handling of the
aggressive drive.
These individuals while as children would have suffered
acute frustration and deprivation. This experience then forces
these individuals to harbor huge qualities of aggression within
themselves.
The homosexual, who often has strong angry feelings
toward the parent of the same sex and who fears the parent's
retaliation, submits to the parent of the same sex and therefore,
avoids a mutually hostile explosion. In his submission to his

88
sexual partner, like towards the parent of the same sex, the
homosexual defends against his/her murderous wishes; that is
why homosexuals are known to beat each other up after a
sexual experience.

From a clinical perspective, the social deviant is often

one who has experienced acute deprivation and frustration. His
'deviation' is a manifestation of his inability to come to terms
with huge amounts of undischarged aggression.

Deviancy and Ego functions

To understand the deviant person's complex

metapsychology, another feature of the personality that should
be studied comprehensively is the person's ego functions.
Particularly, ego functions such as
judgement, reality testing, defensive
arrangements, self-image, and
object relations are quite pertinent.
If the person's ego functions are
quite weak and his self image is
fragile, his deviant behaviour may
very well represent a defence against
an underlying psychosis.

By understanding the strength of the person's ego

functions, we can assess how “necessary” the deviant
behaviour is for his psychic equillibrium. Furthermore, the
assessment of the person can be more easily determined with
accurate knowledge of his ego functions and the person's
therapeutic cooperativeness can be assessed, as well.
Treatment of the Social Deviant

The main consideration in the treatment of the person

with deviant behavior is the complex understanding of the
metapsychology of the individual. The therapist is not
particularly interested in 'getting rid' of the person's aberrant
behaviour, but is concerned with the study of his personality.
This approach is particularly helpful to most individuals
coming for treatment because they usually want genuine

89
understanding of their total being, and it appears to be the
treatment of choice for the social deviant. The latter, when
he is referred for treatment, rarely wants to get rid of his
deviant behaviour, despite his conscious protests to the
contrary. The therapist, by genuinely conveying the
message that symptom removal is not his goal, but empathic
understanding is, meets the patient where he is.

HOMOSEXUALITY

Homosexuality is an erotic attraction

to a person of same gender. It is very much
a controversial issue in many countries and
conservatives believe to say that
homosexuality is a chosen life style. The
religious arguments maintain that
homosexuality is a sin against God. There
are those who employ a biological approach
and argue that homosexuality is just not
natural or that it is not functional in an
evolutionary sense, since humans need to reproduce their
species. The psychiatric manual included homosexuality as a
sociopathic personality disturbance.

As teenagers grow a type of behaviour that may at times

be encountered is that of homosexuality. This pattern of
behaving is found among teenagers who give more or less
erotic expressions to their friendship with peers of their own
gender.

Meaning (Homologous means 'same gender')

Homosexuality is a permanent and exclusive sexual

orientation towards people of the same gender. Strictly
speaking, men who have a sexual orientation to other men are
called Gays. Women who have a sexual orientation to other
women are called Lesbians.

What causes Homosexuality?

The following components listed below do not cause one

to become a homosexual. Rather, they can contribute to the

90
development of a predisposition towards homosexuality. A
person can (and many do) have all these components and still
not be a homosexual. These components include :
1. A melancholy temperament
2. Inadequate parental relationships
3. Permissive childhood training
4. Insecurity about sexual identity
5. Childhood sexual Trauma
6. Early interest in sex
7. Sexual fantaziser
8. Childhood associates and peer pressure
Prevention
Homosexual attractions are symptoms of a preventable
developmental disorder. Once the symptoms are observed
prompt intervention and treatment can prevent a
homosexuality outcome, but it is preferable to prevent the
conditions which cause, the disorder in the first place.
1. The best prevention of homosexuality in boys is a strong
father-son relationship which the father affirms the
masculine identity of the son.
2. It is absolutely essential that all adults and older
children undoubtedly affirm the boy's masculine
identity, and show disapproval toward stereotypically
girly activities.
3. The mother must encourage her son's competence and
mastery and teach him how to overcome his fears and
anxieties.
4. The mother must affirm her respect for manhood and
men, particularly of the father is clearly deficient or
absent?.
5. The boy must have a chance to observe happy
marriages closeup and understand that love between
husband and wife is a beautiful thing.

91
6. The boy needs boy playmates who share his interests.
7. The mother should be modest infront of her children and
respect their modesty.

8. Parents need to teach children to forgive those who

injure them, to reject envy and self – pity, and to
practice virtue. The difference between boys who
become homosexual and those who do not is not simply
that the former were traumatized and the latter not.
Almost all children experience traumas of one form or
another. The difference may be that for the
homosexually attracted the trauma remained unhealed.
In many cases, bitterness, envy, unforgiveness, and
self-pity were either allowed to disappear or subtly
encouraged.

SEXUAL VIOLENCE (RAPE)

Nature, Extent and Effects

There are various forms of sexual violence. Rape, the

most often cited form of sexual violence, is defined in many
societies as sexual relation with another person without his /
her consent. Rape is committed when the victim's resistance is
overwhelmed by force or fear or other co-ercive means.
However, the term sexual and gender-based violence
encompasses a wide variety of abuses that includes sexual
threats, exploitation, humiliation, assaults, molestation,
domestic violence, involuntary prostitution, torture and incest.
Female genital mutilation and other harmful traditional
practices (including early marriage, which substantially
increases maternal morbidity and mortality) are forms of sexual
and gender-based violence against women which can not be
overlooked nor justified on the grounds of tradition, culture or
social conformity.

Rape is common in situations of armed conflict and

internal strife. An act of forced sexual behaviour can threaten
the victim's life. Like other forms of torture, it is often meant to
hurt, control and humiliate, while violating a person's physical
and mental integrity.
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 It is essential to know that the problem of sexual
violence is serious. Reporting and interviewing techniques
should be adopted to encourage both victims and relief workers
to report and document incidents. Reporting and follow-up
must be sensitive, discreet and confidential so no further
suffering is caused and lives are not further endangered.

Sexual and gender-based violence has acute physical,

psychological and social consequences. Survivors often
experience psychological trauma : depression, terror, guilt,
shame, loss of self-esteem. They may be rejected by spouses
and families and subjected to further exploitation or to
punishment. They may also suffer from unwanted pregnancy,
unsafe abortion, sexually transmitted diseases (including HIV),
sexual dysfunction and infertility.

Causes of sexual violence

Sexual and gender-biased violence can occur during all

phases of a refugee situation. If men are responsible for
distributing goods and necessities, women may be subject to
sexual exploitation. These women without proper personal
documentation for collecting food rations or shelter material are
especially vulnerable. Women may have to travel to remote
distribution points for food or water; their living quarters may be
far from latrines and washing facilities; their sleeping quarters
may be unlocked and unprotected.

Lack of police protection and lawlessness also contribute

to an increase in sexual violence. Police officers, relief workers,
and camp administrators may themselves be involved in acts of
abuse or exploitation. If there are no independent
organizations, such as Human Rights Commission or Non-
Governmental organizations to ensure personal security within
a camp, the number of attacks often increases.

Prevention of Sexual Violence

A multi-sectoral team approach is required to prevent

and respond appropriately to sexual and gender-based

93
violence. A committee or task force should be formed to
design, implement and evaluate sexual violence programming
at the field level. UN partners, National Human Rights
Commission, NGOs and Government authorities should be
members of this task force. Each member of the task force,
representing relevant sectors / partners (such as protection,
health, education, community services, security personnel
etc.) should identify his / her role and responsibilities in
preventing and responding to sexual and gender-based
violence.

Psycho-Social Care

Survivors of sexual violence commonly feel fear, guilt,

shame and anger. They may adopt strong defense
mechanisms that include forgetting, denial and deep
repression of the events. Reactions vary from minor
depression, grief, anxiety, phobia and somatic problems to
serious, chronic mental conditions. Extreme reactions to
sexual violence may result in suicide or in the case of
pregnancy, physical abandonment or elimination of the child.

Children and youth are especially vulnerable to trauma.

Health care providers, relief workers, and protection officers
should devote special attention to their psychosocial needs.

Survivors should be treated with empathy, care and

support. In the long term, and in most cultural settings, the
support of family and friends is likely to be the most important
factor in overcoming the trauma of sexual violence.
Community – based activities are most effective in helping to
relieve trauma. Such activities may include :

 Identifying and training traditional community based

support workers, developing women's support groups or
support groups specifically designed for survivors of
sexual violence and their families.

 Creating special drop-in centres for survivors where they

can receive confidential and compassionate care.

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 These activities must be culturally appropriate and must
be developed in close cooperation with community members.
They will need on-going financial and logistical support and
where appropriate, training and supervision. Quality
counseling by trained workers, such as counselors, nurses,
social workers, psychologists or psychiatrists…. Preferable from
the same background as the survivor…. Should also be provided
as soon after the attack as possible.
Reassurance, kindness and total confidentiality are vital
elements of counseling. Counsellors should also offer support if
the survivors experience any post-traumatic disturbances, if
she has difficulty dealing with family and community reactions,
and as she goes through any legal procedures.
Counselling for Rape Victims
 Understand what they have experienced
 Overcome guilt
 Express their anger
 Realize that they are not responsible for the attack
 Access support networks and services
COMMERCIAL SEX:
Commercial sex means any sexual abuse by the adult for
remumeration in cash or kind to a child or a third person or
persons. Sale and trafficking of children are often considered to
be crimes of violence against children. They are considered to
be forms of economic exploitation to forced labour. Such
children often suffer irrepairable damage to their physical and
mental health. They are often
inadequately protected by the law and
may be treated as criminals.
According to Human Rights
Watch, there are approximately 15
million commercial sex workers in India.
There are more than 1,00,000 women
CSW in Bombay, Asia's largest sex industry centre. The women
here are in commercial sex either because their husbands
95
deserted them or they are trafficked through coercion and
deception.

An often repeated cause of commercial sex is poverty.

But poverty is not the only reason. The helplessness of women
forces them to sell their bodies. The other causes of
commercial sex includes ill-treatment by parents, bad
company, family prostitution, social customs, inability to
arrange marriage, lack of sex education, media, prior incest or
rape, early marriage and desertion, lack of recreational
facilities, ignorance, and acceptance of commercial sex.
Economic causes include poverty and economic distress.
Psychological causes include desire for physical pleasure, greed
and dejection.

Extensity of the problem:

India along with Thailand and phillippines, has 1.3
million children in its commercial sex trades. The children come
from relatively poorer areas and are trafficked to rich ones.
India and Pakistan are the main destinations, for children under
16, who are trafficked to south Asia. What is causing alarm both
in governmental and non-governmental organizations circles is
the escalation in trafficking of young girls, in the last decade.
60% of those trafficked into commercial sex trade are
adolescent girls in the age group of 12 to 16 years. These
figures are corroborated by the study done by the Department
of Women and Child Development in 13 sensitive districts of
Uttarpradesh.
Commercial sex trade continued from ancient and
medieval India and has taken a more gigantic outlook in modern
India, the devadasi system still continues. according to a report
of National Human Rights Commission of the Government of
India, after initiation as devadasis, women migrate either to
nearby towns or other far-off cities to practice commercial sex.
The practice of dedicating devadasi system was declared illegal
by the Government of Karnataka as well as Government of
Andra Pradesh.

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Causes of Commercial Sex Trade:
 Ill treatment by parents
 Bad Company
 Social Customs
 Inability to arrange marriage
 Lack of Sex-education, media
 Prior incest and rape
 Early marriage and desertion
 Lack of recreational facilities, ignorance
 Desire for physical pleasure, greed and dejection.

Health Problems:

The commercial sex may lead to many health problems.

 Cervical Cancer
 Traumatic brain injury
 HIV
 Sexually Transmitted Disease
 Psychological disorder

Laws relating to commercial sex work in India

 Suppression of Immoral Traffic in Women and Girl Act-
1956
 Prevention of Immoral Traffic Act 1956
 Immoral Traffic (Prevention) Act 1956.
Steps that should be taken to fight with commercial sex:
 Formal education should be available to those victims who
are still within the school going age, while non-formal
education should be made accessible to adults.
 The government with NGOs should provide gender sensitive
market driven vocational training to all those rescued
victims who are not interested in education.

97
 Rehabilitation through trained counselors
 Awareness generation and legal literacy on economic rights,
particularly for women and adolescent girls should be taken
up.

 Adequate publicity, through print and electronic media

including CHILDLINES AND WOMEN HELPLINES about the
problem of those who have been forced into commercial
sex.

 Culturally sanctioned devadasi system need to be

stringently addressed which provides a pretext for
commercial sex.

STDs in Developing Countries:

STDs are on the increase all over the world and the worst
consequences are especially felt in the developing world:
miscarriages, premature births, blindness, heart and mental
diseases, infertility etc…

In many parts of India, lack of medical facilities, illiteracy

and ignorance, superstitions and the stigma attached to
disorders related to the sex organs, all contribute to delaying or
preventing a proper medical diagnosis and treatment, thus
making STDs a major social health problem.

The higher the number of sexual partners (as in the case

of CSWs) the higher the risk of contacting one or more STDs and
transmitting them.

What are the symptoms of STD?

(a) Boils or sores (single or multiple, small or large, painful

or painless) over the genitals.

(b) Discharge of pus from the urethra (urinary passage)

with a strong burning sensation.

(c) Swelling and/or ulcerations of the glands which are

located on both sides of the sex organs.
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 These signs may appear alone or in association, a few
days or weeks after the sexual contact. Sores due to STDs can
appear also in the mouth or in and around parts of the body
wherein sexual contact took place.

How are STDs diagnosed and treated?

STDs can be diagnosed through thorough medical

examination and various laboratory procedures. If youngsters
detect signs and symptoms they should be encouraged to
report soon to a qualified medical practitioner without hiding
the facts or misguiding the doctor out of shyness. If not treated
adequately, at the initial stage, the first symptom disappear but
the microbes remain inside the body and may cause various
complications, making a person suffer throughout life. If
detected early and treated adequately, STD are curable.
Qualified doctors are the only ones who can give a guarantee of
cure. Self-medication or inadequate treatment do more harm
than good and should be avoided. If one gets a STD, the other
sexual partner should also be examined and treated.

Can STD be prevented?

The better way of preventing STD is to limit oneself to

only healthy life partner. The best safeguard is a loving and
faithful married relationship a life-long safety from any STD.
The only safe sex is chaste sex.

ABORTION

What is Human life?

Human life is no chance happening. Neither is it a

phenomenon that will recur in cycles again. It is a gift given
once and given gratuitously. It is therefore of absolute value.
Thus life, and everything given to enhance it is of absolute
value.
Creation and the environment, science and technology,
research and development, commerce and trade all have
importance to the extent that the dignity of human life is
respected.
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 Human life created in the image of God is a value in itself,
irrespective of the fact that it may be healthy or sick, strong or
weak, male or female, normal or disabled, born or yet-to-be
born. It follows that any interference with it before birth
(induced abortion) or after it (homicide, suicide or even
euthanasia or 'mercy killing'), any manipulation of life either
biologically (unethical practices in bio-genetics) or socially
(exploitation, injustice) are acts of destruction of God's image in
creation and therefore evil.
What is abortion?
The term abortion refers to the expulsion of a non-viable
foetus from the uterus, with consequent deprivation of its life.
A clear distinction should be made between natural or
spontaneous abortion and induced abortion.
An Induced abortion happens as a result of an
intentional interference with the natural course of pregnancy . It
is therefore voluntary. It can be performed for two reasons
either to save the life of the mother (therapeutic abortion) or
because the child is not wanted.
Natural Abortion happens by accident or disease. It is
also called a miscarriage. It occurs because the baby is not
developing normally or because of the mother's serious illness
or various other reasons. The earliest signs of a natural abortion
are: bleeding and pain in the lower addomen. It is important to
know that bleeding during pregnancy is abnormal. A natural
abortion is usually not dangerous to the mothers health unless
bleeding continues for a long time or an infection sets in.
Why do people wish to have a voluntary non-therepeutic
abortion?
Some pregnant women may want to terminate the
pregnancy, either because they are unmarried or because they
already have other children and do not want another one or for
other reasons (rape, HIV positive mother etc…)

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How is abortion performed?
1. Suction aspiration:
This method is used in most abortions during the first
twelve weeks of pregnancy. A powerful suction tube is
inserted into the womb and the developing baby is
dismembered and sucked into a container.

2. Dialation and Curative (D&C):

A loop-shaped steel knife is inserted in order to scrape

the wall of the uterus. Bleeding is profuse until the womb
is scraped completely.

3. Salt-poisoning:

A concentrated salt solution is injected into the amniotic

sac. In effect the baby is pickled alive. The developing
baby swallows the solution, and usually dies 1 or 2
hours later from the salt poisoning. The mother delivers
the dead baby after 24 hours.

4. Prostaglandin Abortion:

Prostaglandins are hormones that induce labours and

may be injected into the amniotic sac so as to bring
about premature birth of a child usually too young to
survive. Salt or another toxin is often injected first to kill
the baby before birth.

5. Hysterotomy:

Similar to a caesarean section, in this method the

abdomen and womb are opened surgically, the baby is
lifted out and the cord is clamped. The child often stuggles
quietly before dying.

Consequences of Abortion

Physical Effects:
 Damage to cervical muscles & uterine wall
 Blood-clotting
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 Sterility
 Still-births
 Fever, insomnia, loss of appetite
 Loss of appetite, weight loss, exhaustion
 Decreased work capacity, gastrointestinal disturbances.

Psychological Effects:
 Acute grief reaction
 Suicidal impulses
 Withdrawal, nightmares
 Intensive interest in babies
 Inability to forgive oneself
 Feeling of guilt.
Is abortion morally right?
Strong and conflicting opinions exist about induced
abortion.
a) The woman's Choice:
Some believe that there is no sense in forcing a women to
continue with a pregnancy she does not want. An unwilling
mother may hamper her pregnancy or afterwards,
deprive the child to the love it needs or even abandon it.
People who propagate this view place great emphasis on
the freedom of choice of the women.
b) The Foetus is not human yet:
Some believe that the foetus has still not received the soul
which, they believe, takes its home in the body only at the
time of birth. This theory books at the foetus as a material
housing being prepared to receive the soul, and therefore
something that can be dispensed with at the parents
choice.
c) Life is a gift of God:
Others, upholding the fact that life is a gift from God and
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 therefore an absolute value, are strongly opposed to the
above two theories, that consider abortion acceptable.
They argue that it is wrong to decide by a philosophical
supposition that the soul takes control of the body only at
the time of birth. There is sufficient scientific,
psychological and moral evidence to support this theory.
Scientific Evidence
The foetus is already a human being having its own life,
its own chromosomes, its own blood group and circulation, a
pumping heart etc… Sonographic readings of abortions indicate
the struggle of the foetus against instruments inserted into the
womb inorder to destroy it. They have emphasized the
importance of recognizing the foetus as having its own
individuality-an individuality which it preserves and wishes
others also to respect.
Moral Evidence
Just as the woman, cannot arbitrate about her own life,
she cannot arbitrate about the life of the child within her womb.
Just as her birth and her individuality was not her mother's (nor
her father's) choice of birth and individuality of her baby is not
her's to decide.
The adoption option
Adoption of the unwanted child is a better solution than
resorting to violence and killing of an innocent and defenseless
human being.
Bearing a child before marriage or as a result of rape can
bring a perpetual stigma not only on the woman but on the
good name of her family as well. It is for this reason that many
people decide to quietly abort the foetus. But today there exist
many homes where women can quietly deliver their unwanted
children and hand them over for adoption. In India, there are
many such welfare homes for children born of unwanted
pregnancies.
With regard to the emotions of a mother, the choice of
adoption is always better than that of abortion because the
emotional ties of having one's unwanted child far away in an
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adoption home are not as traumatic as the guilt one would face
after having 'killed one's own baby.
Example 1

I am a 20 years old student from a respectable and God-

fearing family. My problem is that, due to temptation, I had an
immoral cantact with a girl whom I don't like and she's now
pregnant. She has been brought to me by her parents. If I
marry her I cannot study any more due to my family financial
problems. So far, I never did any work, so how will I feed her
and the child? On the other hand, if I refuse to marry her, her
family members will try to hurt me. What should I do?

Discussion points:
The mistake you committed should make you grow in
your sense of responsibility. As you acknowledge to be the
father of that child, you obviously have a duty towards it and
the mother. Marriage may not be the best solution to the
problem, specially if there is no love between you two, as it may
lead to more suffering and troubles in future, but you have the
duty to support them financially. This implies that you will have
to interrupt your studies and find a job. There is always a price
to be paid for our mistakes ! An honourable solution will have to
be found in a dialogue between you, your family and the family
of the girl.
Example 2

I am a boy of 20 in love with a girl of 18. I had an

immoral contact with her and she got pregnant. Since I have
not yet fulfilled my life ambitions, I did not want to marry her
soon. So, both of us agreed to an abortion. After she had taken
country medicines she told me that the problem was solved.
But after three weeks while she was at school, she became
unconscious and was taken to the nearest hospital. Her
parents were called and told that she had an abortion after
three months. The news spread far and wide and even reached
my parents' ears. Now they hate her. We are deeply in love
and intend to marry each other but my parents are against it
and will desert me if I do so. What shall I do?
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Discussion Points:

Trying to find an easy way out from a big mistake

(premarital sex followed by unwanted pregnancy) you and your
girl friend committed an even bigger mistake (abortion). The
results have been disastrous, as you painfully realized. If you
had the courage to tell the truth and face the consequences of
your actions it would have been painful at the beginning but
certainly rewarding later on. Now it is your duty to stand by the
girl, giving her all the support and encouragement. Try to be
financially independent as soon as possible and then get
married, if that is still the desire of both of you.

Review Questions

1. What do you mean by social deviancy? What are the

ways in which deviancy is manifested in a society?

2. What are the elements in our life that influences our

choices ? Illustrate with few examples.

3. What is human freedom ? Bring out the various

purpose of freedom to be enjoyed? How would you
cultivate a disciplined freedom for your life?

4. Justify the reasons as to why it is considered 'deviancy

an anti-social behaviour'?

5. Does social deviancy lead to self destructiveness? If so

evolve suitable treatment methods by which a social
deviant could be corrected and made normal.

6. “Homosexuality is the sociopathic personality

disturbances” – Substantiate.

7. Elaborate on the various causes leading to homosexual

practice and give the preventive measures by which the
disorder could be minimized.

8. Who is a rape victim? Enumerate the causes leading to

gender violence. Add a note on psycho-social care
given for such victims.

105
9. Describe the various techniques of counseling adopted
in handling clients with social deviancy.
10. “Commercial sex trade can not be eradicated as long as
poverty exist in our country” Argue for and against.
11. What practical steps would you suggest to fight with
commercial sex trade in India? Comment on
legalization of sex trade in India.
12. “Prevention is better than the cure” – Explain this in the
context of persons with sexually transmitted diseases.
Do you think that self control is the only best possible
solution to control STD if so give your argument?.
13. Why do people wish to have voluntary non-therapeutic
abortion?
14. Is abortion unethical & injustice made for a life ?
Support your views with religious values given.
15. Is abortion morally right? Give sufficient and moral
evidences to prove your view points? Add a note on the
role of adoption homes in India?

Possibilities for Action

1. Share some of the injustices – You have suffered in

your life. What were your reaction?

2. Organize a debate on “rape-a cruel form of animal

behavior found in man”.

3. Discuss about organizations of your locality which serve

for the victims of rape, AIDS, unwed mothers and
destitute women, collect few case studies and discuss.

4. Critically analyze a newspaper, weekly or monthly from

the perspective of sexual violence.

5. What methodologies would you adopt to create

awareness among the public about homosexuals?

106
6. Design creative ways of making the authorities in Health
Service to respond positively on an abortion.

7. Prepare an inter religious prayer service on the 'Value of

Human life'.
8. What role can the students play in conscientizing
ordinary people about the plight of AIDS / rape victims
and unwed mothers?
9. Take a visit to an Adoption Home at your near by locality.

REFERENCES

1. Anthony Grugni, Education to Love. TEJ-PRASARINI,

Don Bosco Communications , Mumbai, 1997.

2. Gillian Bennett, Sex, Violence, Disease and Death in

Contemporary Legend, University of Mississippi Press,
2005.

3. Terrie-E-Moffitt, Sex Differences in Anti-social

behaviour : Conduct disorder, delinquency and
Violence, Cambridge University, 2001.

4. Satchidananda M.K., Ethics, Education and Culture,

Ajanta Press, New Delhi, 1999.

5. Chakraborti, Mohit, Value Education : Changing

Perspectives, Kanishka Publishers Distributors, New
Delhi, 1997.

6. Sinha L., Humanistic trends in Indian Ethics, Capital

Publishing House, New Delhi, 1986.

7. Joseph Putti, the Fair Deal : A Resource book on value

education in social justice, Kristu Jyoti College,
Bangalore, 1993.

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 Chapter V
Social Transformation
Learning objectives:
On completion of this chapter the learner would be able to
recognize the dangers of addictive habits and overcome the bad
habits; develop self confidence and be successful in life.

A. Addictive Habits
Introduction:

Habit is a web. We weave a thread of it everyday and at last

we cannot break out of it. People seek a way to ease the pain of
hunger and loneliness by finding a shortcut to happiness
through drinking, smoking or swallowing some form of a drug or
the other. Alcohol and tobacco are the most widely used drugs
which cause addiction and severe health hazards. Ironically
both smoking and drinking have attained certain social
respectability despite of the dangers.

The ultimate loser is the addict who unwittingly becomes

the victim of the crippling habits, which create psychological
and physiological dependence causing severe and painful
withdrawal symptoms.

1. SMOKING :

SMOKING :

Smoking is the most widely indulged in social habit,

without national or gender barriers. The number of smokers is
steadily on the increase in India and all around the world.
108
The Reasons:
People smoke for various reasons such as
· The tranquillizing and euphoric effects, which are only
temporary
· Customs of society – a glamorous game
· Peer pressure and hypnotic advertisements
· Poor parental influence
· A sign of maturity and adulthood – which is a wrong
perception.
It is to be noted that this attractive game could lead the
victim to an unhappy life and premature death.

Tobacco contains 1 to 3 percent of nicotine and the average

smoker absorbs about 2 milligrams from one cigar. Every puff of
the cigarette makes the capillary beds of the lung deliver more
nicotine to the brain.

Smokers are ten times more prone to lung cancer than non
smokers. The smoke inhaled takes substantial amounts of
carbon monoxide, which is a very poisonous gas, into the lungs.

Some say 'any thing in moderation is good.' – But then,

“Would any one like leprosy or lung cancer in

moderation?”

‘Statutory warning: Cigarette smoking is injurious to

health'
The Consequences:

 Accidents – Smokers are involved in more road accidents

than non smokers. It may be due to their distraction in

109
 trying to light or put out a cigarette, in disposing of the ash,
poor vision or live cigarette butts causing fire accidents.

 Disease and death – Nicotine is a very effective and

poisonous insecticide which kills. Habitual smoking leads to
diseases like lung cancer, coronary heart disease, chronic
bronchitis and emphysema, which are slow killers that drag
their victims through a long period of invalidation. Medical
research has proved that the person who smokes 20 or
more cigarettes a day from the age of 20 is likely to live 5
years less than the non smoker of the same age. For 40 or
more cigarettes – 8 years less.

 Costly habit – The huge amounts of money spent on

smoking could well be spent for betterment of self and
one's family.

Case Study 1
W.G. Kortesmaki, a 20 a day smoker gave up smoking
suddenly in 1953. To keep himself honest,
he put aside each day the price of a packet
of cigarettes. In 1970 he had Rs.21,038,
including an interest of Rs3, 190, which was
enough to pay a five week trip to Europe
then, for himself, his wife and their two
daughters. Every rupee was money he has
not burnt (Readers Digest, May 1972).
Decide to quit smoking:
The decision to quit smoking should be reinforced by
emphasizing the greater advantages of quitting compared to
the temporary satisfaction of smoking. Such positive thinking
enables one to notice that there is better and clearer thinking,
better sleeping, and lesser coughing and better taste of food
and fragrance of flowers.
110
Tips to quit smoking:
 Set a period for a program to quit smoking
 Set a date to begin the program to quit smoking
 Begin the countdown (' ten more days and I will be free
from this undesirable habit')
 Announce the deadline to friends and family
 Practice the line of reasoning to reinforce the determination
to quit
 Plan how to avoid the situations of temptation to smoke
 Keep busy at break and meal time
 Carry candy or chewing gum to keep hands and mouth busy
 Do not ease upon resolution, plan to stop once for all
 Plan to celebrate the successful completion of quitting
program
 From then on focus on progress 'every day a smoke free
day'
 Congratulate yourself frequently on the way to recovery
and final victory
 When tempted, stand apart and take a good look at
yourself in operation
 Weaken the urge, being persistent in your resolve
 Be the master of every situation in your life
 Be in command of your conduct
 Treat yourself with good food, adequate sleep and ample
leisure time well spent
 Drink plenty of fruit juice and avoid use of stimulants
(coffee), and highly seasoned food, try nicotine
 Regular rhythmic breathing (sixteen times a minute) helps
to reduce the urge
 A tip to Stop smoking: Stop it Totally, Immediately and
Permanently.

111
 Quit smoking
&
enjoy living!
Rewards when you beat the bad habit of smoking:
 Success increases self respect
 Gives courage to carry on
 Health improves
 Gives greater pleasure in living
 Scope for longer life
 Gives opportunity to share a full
 and unselfish life.

2. ALCOHOLISM:

Alcoholism has killed more number of people,

wrecked more lives, broken up more families
and wasted more money than any other drug
addiction. The taste of alcohol is bad, its flavor
unpleasant. It affects the user's mind and
mood. Liquor is not a stimulant and does not
have any positive or pleasurable effect on
one's mind. On the other hand it causes the
suppression of the intellectual functions of the brain, removing
the natural inhibitions. Emotions flow freely and fears are
removed because of the depression of one's intellectual
functions and rationale.

Reasons for alcoholism:

 To stifle the guilty conscience

 To cover the feelings of insecurity

and inferiority complex

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 To present a glamorous image of sophistication

 Influence of false promises in advertising

 Ignorance of the harmful effects of alcoholism.
"First you take a drink,
Then the drink takes a drink,
Then the drink takes you."
- Francis Scott
Harmful effects of Alcohol:
 Impairs the nervous system, brain disorders
 Cardiovascular diseases, high
blood pressure
 Leads to abnormal behavior,
psychiatric symptoms and
sleep disorders
 Re s u l t s i n poor muscle
coordination
 Decreases blood supply to the liver and kidneys leading to
diseases
 Causes lack of control over self and low self esteem
 Leads to frightful hallucinations and delirium tremens
 Makes one physically and mentally dependent on alcohol
 Snuffs out one's intellect and reason
 Leads to fights and indecent behavior
 Leads to many grave social consequences which affect all
the related people
 Inefficiency, frequent absence and accidents, neglect of
family duties, constant borrowing, drunken driving,
disobeying rules etc.
Tips to overcome alcoholism:
 Realize the harmful effect of alcoholism
 Face the reality squarely
 Develop sound psychological and religious principles

113
 Rely upon divine help through prayer
 Strong determination to avoid drinking alcohol.

Deception of an alcoholic:
 Feels strong when he is weak
 Feels adequate when he is a failure
 Feels secure when he is insecure and
 Feels warm when he is actually cold -
physically, emotionally and socially.

One drink - you act like a monkey

Two drinks - you strut like a peacock
Three drinks - you roar like a lion
Four drinks - you behave like a pig!

Would you like being any one of 'them'?

3. DRUG ADDICTION

Drugs are broadly defined as substances

which by their chemical nature influence the
structure and function of living tissues. They
are found in plants and in concentrated
extracts or chemical alterations of extracts of
plant materials. They are also produced
synthetically.

Types of drugs:

1. Stimulant drugs – which stimulate

b ra i n a n d n e r v o u s s y s t e m .
eg. Nicotine, cocaine and
certain amphetamines.

2. Sedative drugs – which make the

brain and nervous system dull. eg.
Narcotics such as opium, morphine,
codeine, Demerol and methadone,
hypnotic drugs such as barbiturates like amatol, membutal
seconol and non barbiturates like bromides, paraldehyde
chloral hydrate.

114
3. Deliriant or mind blowing drugs – which produce transient
state of mind. eg. Marijuana, methamphetamine.

Primary reasons for drug addiction:

 To provide pleasure – for kicks

 To be accepted by friends – peer

pressure

 Rebellion against parents and elders

 To escape from pain and pressures

of life

 To put up with alienation and lack of motivation

 To provide relief from illness

 To ward off bad spirits and evil forces.

Process of drug addiction: The Addict

1. Begins to use drugs to overcome pain or

fatigue

2. Takes drugs to overcome the misery or

depression which is the after effect of
drug use

3. Continues due to overwhelming desire for

the delirious effect of drugs

4. Intensity and frequency of desire increases quickly

5. Addiction comes as a tragic surprise leading to desperation

and crime

6. The addict becomes a physical and mental wreck.

Effects of Drug Addiction:

1. Tolerance – The victim becomes tolerant to the drug as the

effect of drugs decreases with each dose and more
quantity of the drug is required to produce the same effect.

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2. Dependence – physical and
psychological dependence

3. Causing delirium, illusions and

hallucinations leading to psychotic
reactions

4. Family and social problems.

Tips to overcome drug addiction:

1. DO NOT START. Say NO to drugs the first time and every

time.
2. Proper orientation to the real meaning and purpose of life
3. Fulfill the need for friendship, understanding and love
4. Remove the ignorance of dangerous consequences
5. Provide professional help of counseling
6. Rehabilitate to start life afresh, with new motivation.

B. Be a winner
Create a good and positive self image of yourself:

We all are created in the image and likeness of God.

Everyone has a unique name and identity. Value your worth and
boost your self- image. You are important to others and to
yourself.

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Case study 2

A beggar was sitting at the railway

station with a bowl full of pencils. A young
executive passed by and dropped a dollar
in the bowl. He then boarded the train.
Before the doors closed, something came
to his mind and he went back to the
beggar, grabbed a bunch of pencils and said, 'They are priced.
Right? After all you are a business person and so am I' and he
left.

Six months later, the executive attended a party. The

beggar was also there in a suit and tie. The beggar recognized
the executive, went up to him and said, 'you probably do not
recognize me but I remember you.' He then narrated the
incident that happened six months before. The executive said,
'Now that you have reminded me, I do recall that you were
begging. What are you doing here in your suit and tie?'

The beggar replied, 'you probably do not know what

you did for me that day. You were the first person in my life who
gave me back my dignity. You grabbed the bunch of pencils and
said, 'They are priced. Right? After all you are a business person
and so am I'. After you left, I thought to myself, what am I doing
here? Why am I begging? I decided to do something
constructive with my life. I packed my bag, started working and
here I am. I just want to thank you for giving me back my
dignity. That incident changed my life.'

Six steps to boost your self image:

1. Focus on your potentials and not on
limitations
2. Do what you can do well, discover your
natural aptitudes
3. Image and visualize your success
4. Break away from expectations of others
5. Think big and dream big
6. Build a network of supportive relationships.
" They conquer who believe they can " – Emerson
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 A positive self esteem forms the basis for self confidence.
The thoughts and feelings that you have about yourself make
your self esteem. The more positive feelings you have about
yourself, the higher will be your self esteem and increases your
self confidence.

Believing you can do something is half the battle. It allows

you to involve yourself completely with whatever you are doing.
Wholehearted effort helps to bring improvement to
performance and that raises your self confidence.

Invest in your self confidence:

1. Develop faith in God, yourself and

others
2. Develop a positive, high self esteem
3. Make up your mind to get inner power
to change.
4. Visualize what you want to be
5. Know what it takes to get there, learn
new skills
6. Work with vigor and enthusiasm
7. Persevere till you achieve, never give in to worries or self
pity
8. Think, live and breathe success
9. Do not compare with others, take your responsibility
seriously and be accountable
10. Compete against your own past records
11. Believe that you can and you will.

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People with self confidence have the following characteristics.
Check your Self-confidence against these traits:
 Optimistic
 Helpful
 Well motivated
 Set goals
 Caring
 Sensitive to the needs of others
 Respect others
 Discuss and share
 Willing to accept ideas of others
 Disciplined
 Humble
 Respect and obey authority
 Assertive
 Accept criticism
 Give compliments
 Take up responsibility
 Discuss ideas
 Open minded
 Have self worth and self esteem
 Consult and agree
 Appreciate the good in others
 Enjoy decency.

No one can make you feel inferior

without your consent’- Eleanor Roosevelt
Case Study 3
There was a man who made a living selling balloons at a
fair. He had all colors of balloons including red, yellow, blue and
green. Whenever business was slow he would release a helium
filled balloon into the air and when the children saw it go up,
they all wanted to buy one. They would come up to him, buy a
balloon and his sales would go up again. He continued this
process all day. Once he felt someone tugging at his jacket. He

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turned around and saw a little boy who asked, 'if you released a
black balloon would that also fly?' Moved by the boy's concern,
the man replied with empathy, 'Son, it is not the color of the
balloon; it is what is inside that makes it go up.’
If you are full of confidence you will progress successfully in life.
Case Study 4
Karen, a young woman of 19,
went to a well known and experienced
counselor at the suggestion of her
parents. Concerned about Karen's lack
of motivation to do anything, they
feared she might be mentally retarded.
She had earned poor grades
throughout high school. Visits to the
school psychologist and counselors had not resulted in any
improvement. Following graduation, Karen had not been able to
hold a steady job. She was moody and hard to live with at home.
After a thorough evaluation and tests, it was discovered
that Karen was a very bright but depressed young woman. It
was soon discovered why she was so down on herself. Karen's
parents were overly critical and demanding. She also suffered
from constant comparison with an older sister, who was a high
achiever. Her self esteem was at rock bottom.
When Karen was asked if she wanted to attend college, she
replied, 'yes but I will never get into a decent college with my
grades.' It was suggested to her that she began by taking one
course in a subject that interested her at a nearby community
college. She liked the idea but had no notion of what course to
take. When asked 'what she enjoyed doing?'Karen cautiously
said, 'I like to write, but my high school grades in English were
just average.'
With a little encouragement, Karen decided to take a
course in English composition. She completed the course with a
B. More important, she gained confidence, the belief that she
could do college level work. The next semester she took two
courses, earning an A and a B. The following fall she took a full
load. Later she transferred to a four year program in a college
and eventually received her bachelor's degree with honors.
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 At this point, in her life Karen had become a highly
motivated young woman, largely because she was acting out of
her own desires and self confidence.

Ten steps to be a winner:

1. Recognize your potential and set your

goals
2. Believe in your ability to win and plan your
success
3. Build relationships and create a contact base
4. Identify each problem and the root causes
5. Analyze each problem scientifically
6. Develop a positive and optimistic attitude
7. Consider problems as opportunities
8. Have patience, determination and perseverance
9. Depend on divine help and use your spiritual power
10. Be positive about the result.
“Success is the progressive realization of a
worthy goal” – Earl Nightingale

Three Golden Keys To Success:

1. Thoughts: Your thoughts make your being. Substitute

pleasant and constructive thoughts for every pessimistic
and unpleasant idea that enters your mind.

2. Words: The words you express to communicate with others

have great influence on relationships, cooperation, team

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 spirit and success as an individual and as a member of a
group. So choose and use the right words, at the right time,
in the right sense, with the right person.
3. Actions: Substitute one good action or habit for an
unpleasant and undesirable action or habit. Prompt and
right actions bring success in every field.
The motivation to success comes
from the burning desire to achieve a
purpose. Napoleon Hill wrote, 'Whatever
the mind of man can conceive and
believe, the mind can achieve.’

Case Study 5
A young man asked Socrates the
secret to success. Socrates told the young man to meet him
near the river the next morning. When they met, Socrates
asked the young man to walk with him toward the river. When
the water got up to their neck, Socrates took the young man by
surprise and ducked him into the water. The boy struggled to get
out but Socrates was strong and kept him there until the boy
started turning blue. Socrates pulled his head out of the water
and the first thing the young man did was to gasp and take a
deep breath of air. Socrates asked, 'What did you want the most
when you were there?'The boy replied, 'Air.' Socrates said, 'That
is the secret to success. When you want success as badly as you
wanted the air, then you will get it.' There is no other secret.

Decision making power

The successful people are good decision
makers. They enjoy the feeling of self
confidence that comes from knowing how to
make wise choices consistently. One can
develop decision making skills with practice.
Sound decisions can be made in all areas of
life – personal, financial, social and
professional life. Making the right decisions consistently is the
key to success.

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Case study 6
A surgeon is looking forward to his daughter's wedding
which is once in a life time event. The proud father, all dressed
up, is welcoming the guests. Suddenly the phone rang. A voice
desperately pleaded, 'Doctor, we have an accident victim here
bleeding profusely. We tried to reach the other doctors in town
but no one is available. If you do not get here immediately, he
will die.'
What does the bride's father do? The answer is, he goes.
Does this mean he loves his daughter any less? Not at all.

Making a decision is 'Committing to a course of action.' It

involves making a commitment rationally and emotionally. It
results in some action or the other.
Every decision has consequences and there is a 'point of no
return' affecting not only the decision maker but all the related
people.
Every decision is provisional.
Decisions are never final. They will
almost certainly be adjusted,
overturned or superseded.
A well informed decision
requires 'rich thinking.'

Decision making process:

1. Set your goals and priorities
2. Define the problem or issue
–size up the situation
3. Break the problem into parts
and analyze each part
4. Reevaluate the situation – consider your options
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5. Gather information – seek advice from experts
6. Consider alternative courses of action
7. Choose the best alternative course after careful evaluation
8. Make a practical and rational decision
9. Put your decision to work – implement your plan
10. Follow up for final adjustments while activating your
decision.
Follow as many of these steps as possible meticulously and
build the feel for decision making to sharpen your intuition and
analytical skills.
“ To err is human"- Our mistakes can be our best teachers!
When you make a wrong decision- use it to your advantage.
Analyze the mistake and learn a lesson for future decision
making.

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Questions to answer:
A. 1. Why do people smoke?
2. What are the consequences of smoking?
3. What would you do to quit smoking?
4. Identify the reasons for alcoholism.
5. Specify the dangers of drinking.
6. Suggest ways to overcome alcoholism.
7. Analize the ill effects of drug addiction.
8. How would you help your friend to overcome drug
addiction?

B. 1. What would you do to develop a positive self image?

2. Identify the traits of a self confident person.
3. Explain the ten steps to be a winner.
4. Discuss the process of decision making.
5. Write a simplified version of the poem ‘Born to win.’

C. 1. How much would Raja save in one month if he quitted

smoking 10 cigarettes a day?
2. Narrate your experience of being inspired and
improving your self - image.
3. Write down the positive things in you.
4. Analyse the story of Karen and explain your
experience similar to it.
5. Do you think the surgeon made a correct decision?
Justify.
6. What steps would you take to become a Success?

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Notes

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