soft skill question bank.pdf
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Life Enrichment
Text Book Book for Post Graduate Courses
of
Humanities and Social Studies
Volume III
Question Bank and Self Learning cti!ities
Sardar Patel "ni!ersit#
Valla$h Vid#anagar
Gu%arat
India
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Life Enrichment & Volume III
Question Bank and Self Learning cti!ities
Text Book for a short term credit course in ost !raduate "tudies
of #umanities and "ocial "tudies$ "ardar atel %niversit&
'irst Edition
'anuar& 1$ ()11
Pu$lished B#
Sardar Patel "ni!ersit#
Valla*h Vid&anagar
!u+arat
India
,df ile of this text *ack is availa*le at "ardar atel %niversit& .e* site
.../s,uvvn/edu
Conce(t and Com(ilation
"ri Auro*indo 0hair of Integral studies
"ardar atel %niversit&
Editors
r/ Bhalendu "/ Vaishnav
r/ / "/ 2ishra
r/ aram athakr/ 2ahendra 0hotalia
0o,& right :The contents included in the text *ook are the co,& right material of their
original sources as mentioned in the ackno.ldgement section/
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P)E'CE
I am ha,,& to ,u*lish Volume III of the Text Book for the course entitled * Life
Enrichment* designed for the ost !raduate "tudies of #umanities and "ocial "tudies
of "ardar atel %niversit&$Valla*h Vid&anagar/
This volume contains Question Bank and "elf Learning Activities/
3hat can *e the *asis$ if at all an&$ of conducting examinations for a stud& course
.hich aims at Enrichment of Life rather than increasing information *ase4///3e kno.
ver& .ell the relation *et.een learning and assessment that 5assessment drives learning5
*ut .hen the ,ur,ose of course is to offer its students Life Enriching Learning$ then the
conventional context of summative assessment seems 6uite irrelevant/
Therefore$ the ,ur,ose of examinations for this course has to *e redefined and
rediscovered/ The assessment tools should serve as genuine o,,ortunities for ex,ression
of ,rogressivel& gro.ing and enlightening ,erce,tions and a*ilities of the students a*out
life and its aim rather than a mere information retrieval method/ The assessment must aim
to hel, the students to cultivate variuos mental faculties like anal&sis$ reflection$
contem,lation$ +udgenent and ins,iration/
Inculcating an enlightened and ro*ust intellectualit& in the students is the need
of the hour/
The 6uestion *ank has *een ,re,ared .ith the contri*ution from all the teachers
.ho are engaged in conducting the course/ I am thankful to all of them/The credit of
giving this 6uestion *ank a student centered ,ers,ective and indeed sha,ing it into a
gro.th stimulating and live learning activit& goes to r/ 2ahendra 0hotalia$ Associaterofessor$ /!/e,artment of Education/ I extend a s,ecial thanks to him for this ver&
uni6ue contri*ution/ I am also ver& thankful to 2rs/ 7a+al 8ao and 2iss 8i,al atel for
translating the entire volume in English//I am ver& confident that our collective efforts in
carr&ing out the teaching-learning activities of the course .ill steadil& gro. to.ards our
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cherished ideals/
inall&$ invoking a gift of as,iration for our &oung students$ .e offer all our efforts to The
ivine .ith dee, gratitude and ,rofound humilit&/
( A,ril$ ()11 Bhalendu Vaishnav
0hair,erson
"ri Auro*indo 0hair of Integral "tudies
"ardar atel %niversit&
Contents&
Page no+
"nit V & Question Bank & ,
"nitVIII& Self Learning Exercises -.
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The first (rinci(le of true teaching is
that nothing can $e taught+ Teacher is
a hel(er and guide+ He does not im(art
kno/ledge to him0 he sho/s him ho/
to (erfect his instruments of
kno/ledge and hel(s and encourageshim in the (rocess+
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"nit V & Question Bank
1+ The Science of Li!ing
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ 3hat is the ultimate aim of &our life4 #o. do &ou educatee and unif& all our inner members.
9/ If the inner self controls the *od&$ one ma& get sur,rising result/
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This Bodil# ((earance Is 5ot ll++++
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ *2an is made u, of *od& alone5- !ive &our o,inions against this statement/
(/ "oul is immortal - 3hat does it mean 4
9/ 3e get *irth as a human *eing after man& *irths - 3hat is the ,ur,ose *ehind this
statement4
/ 3hat .ill &ou include if &ou .ere to introduce &our inner self in detail 4
2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+
1/ Is the man same as he looks 4 3hat is the reason for misconce,tions in identif&ing
true ,erson4
(/ 3hat are our inner realities that a.ait our discover&4
9/ 3hat are our inner secrets .hich can *e discovered through a ,ro,er self o*servation
and self stud&4
2C3 Ex(lain the follo/ing statements+
1/ #id dee, in man celestial ,o.ers can d.ell/
(/ This scul,tor of the forms of the Infinite/
9/ assenger from life to life$ from scale to scale/
/ @ote do.n the similarities *et.een 5"ansar5 3orldl& Life and the Ccean/ 3e do
have this conce,t .ell ingrained in our culture a*out understanding of Life/ #o.man& inter,retations can .e make in this com,arison/
-+ Self 6e!elo(ment
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23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ 2an5s ,ersonalit& influences the societ& and the famil&/
(/ "ociet& is influenced *& ,hiloso,hers and religious ,eo,le/
9/ urit& and moralit& have s,ecial im,ortance in life/
/ The *iggest strength is in the small$ not in the *ig/
;/ 7no.ledge can *e gained .ith the o.er of 0oncentration/
?/ The man .ho has no faith in himself is atheist//
D/ o.er of Thinking/
/ Lord$ F ,lease give faith$ strength and devotion : Ela*orate/
G/ escri*e a touching $ ins,irational stor& < real life event that &ou have cm across/
Pra#er& The Core of 7an*s life
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ 3hat is the difference *et.een a formal ,ra&er and a true ,ra&er4(/ 3hat is the effect of a morning ,ra&er on the entire .hole da& 4
9/ If &ou are doing a ,ra&er regularl&$ .rite t.o lines of it and ex,lain their meaning in
&our .ords/
/ escri*e the good thoughts$ virtues$ good characteristics that have develo,ed in &ou
as a result of a ,ra&er/
;/ #o. is a man .ho does ,ra& from his heart different from a ,erson .ho does not
,ra& at all4
?/ Ex,lain to a man .ho is not ,ra&ing$ the im,ortance of ,ra&ing/ 'ustif& &our ,oint
.ith ,ro,er arguments/
D/ 3hat is a ,ra&er 4 #o. to do a ,ra&er 4 3hen and .hom to ,ra& 4
/ Is a ,ra&er the voice of heart 4
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G/ The o.er of ra&er/
2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the
unit+
1/ 3hat should &ou do to control &our mind .hen &ou ,ra& 4
(/ 3e feel massive strength is inha*iting us .hen .e ,ra&/ erha,s &ou have
ex,erienced it/ 3h& does it ha,,en 4
9/ 3hat is effective : a ,ra&er or ,hiloso,hical ,rinci,les in crucial circumstances 4
3hat is !andhi+iHs o,inion a*out it 4
/ 3hat is difference *et.een a ,ra&er and .orshi, 4
;/ 3hat is the relation *et.een a ra&er and The !od 4
2C3 Ex(lain the follo/ing statements+
1/ There is no inner ,eace .ithout a ,ra&er/
(/ If &ou have no control on &ourself $ then &our .ork .ill *e destro&ed/
9/ ra&er or a singing a devotional songis not a li, service$ it is the essence of the
heart/
In The 8hole "ni!erse
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ The ivine element exists in the .orld/ #o. can .e sa& this 4
(/ 3ater is visi*le in this .orld .ith man& forms/ 3hat are the different forms of the
earth and the light 49/ Cur religious scri,tures are talking a*out one divine element/ 3h& the ,eo,le
follo.ing different religious have *itter differences and even animosit&4
/ 3hen do .e sho. e6ual emotion to all things and animals of the .orld 4 3hat do .e
need to reali>e to for oneness in all 4
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;/ Ex,lain : @arsinh 2ehta sa&s- The ivine can not *e attained *& mind$ #e .ill reveal
#imself through Love/
2B3 8rite ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the
unit+
1/ 3hat are the different forms of ivine energ& that are talked a*out in this ,ra&er 4
(/ 3hich t&,e of ,icture is dra.n *& @arsinh 2ehta regarding the .hole universe 4
9/ 3hich of &our understandings are confirmed and .hich are ne.l& gained *&
understanding this oem 4
2C3 Gi!e sam(le ex(lanation to the follo/ing sentences+
1/ !od created different forms to taste the differences/
(/ !old is gold after all$ .hatever ma& *e its form/
9/ Thou art the tree in seed and the seed in tree/
8here the 7ind is 8ithout 'ear
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ Cn .hat does de,end a 0ountr&5s !reatness 4
(/ o &ou *elieve that India as the nation has live existence 4 3hat is the *asis of our
countr&5s liveliness 4
9/ 3hat advice give five ,oints .ould &ou like to give to the &outh of the countr& that
.ill lead to enhancement of the glor& of the countr&/
2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of theunit+
1/ #o. are fearlessness and freedom of the ,eo,le im,ortant for the !reatness of this
countr& 4
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(/ 3hat ex,ectations are cherished *& Tagore for the countr& in this oem 4
9/ If TagoreHs ra&er is ans.ered$ .hich ,ro*lems of our countr& .ill *e solved 4
2C3 Gi!e sim(le ex(lanation to the follo/ing sentences+
1/ 3here the kno.ledge is free/
(/ 3here the calm stream of reason has not lost its .a& into the drear& desert sand of
dead ha*it/
9/ Let m& countr& a.ake/
Ek j Ratana
23 Gi!e ans/er to the follo/ing 4uestions /ith #our understanding0 kno/ledge and
ex(eriences+
1/ 3hich ,ra&er .ould &ou do to the !od for the .elfare of the .hole .orld 4
(/ 3hat is the inner
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9+ Collecti!e Gro/th and 6e!elo(ment
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ India is a %ni6ue @ation
(/ An inner change is necessar& along .ith an outer change/
9/ The *od& is an instrument for fulfilling one5s dharma/
/ India5s contri*ution in Asia5s unit&/
;/ India is the .orld5s s,iritual mentor
?/ The &outh5s contri*ution in @ation *uilding
D/ The .hole .orld is a famil&/
/ Im,ortance of inner develo,ment in (1st centur& : Its methods and results/
2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the unit+
1/ A,,lication of ",iritualit& in Life
(/ The ,rocess of Evolution : Before and after man
9/ True s,iritualit&// Esta*lishment of 5A ederation of %nited @ations of The 3orld5
;/ Ex,lain : The *asis of ,eo,le5s external unit& is their inner unit&/
:+ The 'rame/ork of Education
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ 3hat are the uni6ue features of India as the nation 4
(/ Through .hich characteristics that are ,resent in &ou$ &ou can identif& &ourself as
an Indian 4
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9/ 3hat is the difference *et.een countr& and 7otherland 4 3hich image shall
emerge if .e call our nation 2other India 4
/ Ex,lain 5%nit& in multi,licit& 5 in Indian context/
2B3 Gi!e ans/ers to the follo/ing 4uestions /ith the hel( of the contents of the
unit+
1/ 3h& the education of ac6uiring com,lete ,rogress and ,ur,ose of human life is
called as 5living education5 4
(/ Indian thinkers have not onl& seen as man as *od& *ut also seen as mind and desires/
Based on this *elief .hat can *e su*tracted and .hat can *e added to toda&5s
education 4
9/ #o. does the 5@ational ego5 damage the citi>ens 4
/ Enumerate the characteristics of a true and living education/
2C3 Ex(lain the follo/ing statements in sim(le terms+
1/ Education should *e instrumental in hel,ing a man to enter into his right relation .ith
life$ mind and soul of the ,eo,le/
(/ India has al.a&s seen in man the individual a soul$ a ,ortion of the ivinit& en
.ra,,ed in mind and *od&$a conscious manifestation in @ature of the universal self
and s,irit/
9/ That education alone is true education .hich hel,s in *ringing out ,ro,er function of
the s,irit in the *od& and soul of a nation and an individual/
;+ The Basis and the 7ethod of Education
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
kno/ledge and ex(erience+
1/ Toda&5s education gives exclusive im,ortance to memor& and intellect/ 3hich are
other com,etences$ sensi*ilities and feelings that toda&5s education fails to inculcate 4
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(/ 3e can learn onl& if the teachers teach us and .e learn onl& that much as .hat the
teachers teach us5/ o &ou agree .ith this statement4 !ive &our arguments for or
against it/
9/ Is the education that &ou receive a,,ro,riate to &our o.n ,erce,tions of self-
develo,ment or is according to others5 ,erce,tions4 3hat are the difficulties that one
.ill encounter if the education is ina,,ro,riate to one5s inner constitution and
as,irations4
/ 3hat are the main o*+ections against the method of teaching in toda&5s 7indergarten
and ,rimar& schools$es,eciall& in English medium schools 4 If &ou start ,rimar&
school$ .hat s,ecific ,recautions .ill &ou take a*out the curriculum content$ deliver&
and assessment4
2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text $ook+
1/ 3hat is the difference in sha,ing an idol and educating a man 4
(/ 3hat are the *ad effects of our education started *& the Britishers on toda&5s
students 4
9/ 3hether the true role of a teacher is to im,art kno.ledge or to guide student to gain
kno.ledge 4 3hich of these t.o is more im,ortant4 3h&4
2C3 Ex(lain the follo/ing statements in sim(le terms+
1/ The first ,rinci,le of true teaching is that nothing can *e taught/
(/ The second ,rinci,le of true teaching is that the mind has to *e consulted in its o.n
gro.th/
9/ The third ,rinci,le of education is to .ork from the near to far$ from that .hich is to
that .hich shall *e/
;+ Philoso(h# of Education+
23 Gi!e ans/ers to the follo/ing 4uestions according to #our understanding0
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kno/ledge and ex(erience+
1/ 3h& are &ou ha,,& .hen &ou get ne. kno.ledge 4 3hat changes do &ou o*serve
.hen &ou get kno.ledge4
(/ #ave &ou ever felt that the kno.ledge related to nature is almost ,resent in &ou and
the same got revealed to &ou through some incident or .hile reading some text or
listening to someone4 In this context .hat is =to kno.=4
9/ A ,erson .ho has never gone to school or college and &et he learns so man& things
such as farming$ *usiness$ s.imming$ making *ricks/ #o.4 3hat is the difference
*et.een the learning through school
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/ The training *& .hich the force and the ex,ression of the .ill-,o.er are *rought under
the control fruitfull&$ is called education/
e the ,icture of a good student that &ou kno./ 3hat 6ualities have
made him a successful student4
/ 8emem*er &our limitations < .eaknesses as a student/ #o. did the& harm &ou 4
3hat can &ou do to get rid of them4
;/ 3hich are the difficulties faced *& a ,erson in ac6uiring kno.ledge .ho doesn5t have
self confidence 4
?/ @ote the negative feed*ack given to &ou *& ,arents as .ell as from &our teachers/ If
&ou critici>e &our child or student in the same .a&$ then .hat .ill *e the effect on
him 4
2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the unit+
1/ 3hat are the characteristics of mental activities ,erformed *& a ,erson through
intense concentration4
(/ 3hich are the advantages of concentration as descri*ed *& ".ami Vivekananda 4
9/ Ex,lain the relationshi, *et.een celi*ac& *rahmachar&a and concentration/
/ 3hich conse6uences have .e suffered due to lack of self confidence4
;/ 2ake a list of five 6uotations .hich reflect self confidence/
2C3 Ex(lain the follo/ing statements in sim(le terms+
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1/ The difference in the ,o.er of concentration constitutes the difference *et.een man
and man/
(/ Cur mind fritters a.a& its energ& in innumera*le things/
9/ 0ontrol in thinking$ s,eech and action is called celi*ac& *rahmachar&a
/ irst have faith in &ourself/
,+ True Education+
23 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge
and #our ex(erience+
1/ o &ou *elieve that there should *e ,urification of our feelings and tendencies
through education 4 Is this education more im,ortant than intellectual education4
3h& 4
(/ 3hich efforts have &ou made so far for control of mind and *od& 4 3hat is the
result 4
9/ 3hen .ould &ou *elieve that &ou are ,erfect or almost ,erfect 4
/ 2ake a list of ten characteristics of a ,erson .hom &ou can consider a !ood human
*eing/ 3hat changes can *e *rought a*out for the develo,ment of those
characteristics in toda&5s education 4
;/ #o. much im,ortance do &ou give to 5love5 in life 4 3h& 4 3hat can *e done to
o*tain understanding and ex,erience of love/
?/ rove that : True education is a "adhana or Ta,as&a/
2B3 ns/er the follo/ing 4uestions on the $asis of contents of the text=$ook+
1/ #o. can .e transform our mechanical$ routine life 4
(/ 3hat care &ou .ill take to change the ha*its of food and slee, for achieving ideal
living4
9/ o &ou *elieve that .e .aste our energ& *& s,eaking even .hen not necessar&4
.hat is that education .hich illumines &our ex,ression4
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/ 2ake a list of five characteristics of true education .hich hel, us in maintaining all
our energies and removing limitations/
2C3 Ex(lain the follo/ing statement in sim(le terms+
1/ It5s more difficult to live a *alanced life than to avoid merr&-making/
(/ Each ,erson5s *od& is like a ,u>>le .here solution is *rought through ,atience$
,erseverance and ,unctualit&/
9/ ou follo. the ,erson to .hom &ou love/
Ps#chic and S(iritual Education+
23 ns/er the follo/ing 4uestions $ased on #our understanding0 #our kno/ledge
and #our ex(erience+
1/ The a,,earance of our inner *eing is more shining and true than our external/
a,,earance- o &ou agree .ith this statement 4 resent &our arguments and reasons/
(/ 3h& education is not given for searching$ kno.ing$ ,urif&ing and making ,erfect our
inner *eing 4 3ould &ou like to receive this t&,e of education 4
9/ #ave the inner changes that have come in &ou so far come effortlessl& or did &ou
make an& efforts for that4 2ake a list of these changes and efforts/
/ 3hich strong as,iration is active in &our life 4 3hat has this as,iration ,rom,ted
&ou to do or act and .hat the same as,iration has ,revented &ou to do or act4
;/ 3hich t&,e of education .ill &ou take if &ou are given com,lete freedom 4
2B3 ns/er the follo/ing 4uestions on the $asis of the contents of the text=$ook+
1/ escri*e the aims of education of *od&$ mind and soul/
(/ 3hat is an inner *eing< ,s&chic *eing 4
9/ #o. does the %niversal rinci,le ,resent in us is hel,ful to us 4
/ #o. .ill educated ,erson do the .orks4
;/ 3hat is the im,ortance of self-sacrifice in life 4
2C3 Ex(lain the follo/ing statements in sim(le terms+
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1/ arents do not kno. .hat is going on in the mind of their children/
(/ Ex,erience is more im,ortant than ,rinci,les and dis,utes/
9/ There should *e onl& one desire : rogress
/ Education of mind .ill graduall& lead to develo,ment of human nature and .ill
transform the .hole individualit& of a ,erson/
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cti!it# = 1
There is a grou, of eight ,ersons/ Their names and characteristics are given *elo. :
5ame Characteristics
1
/
2ano+ Enthusiastic$ .itt&$ #el,ful$ *ut o*stinate a*out his o,inions/
(
/
2anvita !ood at singing$ Interested in Arts *ut takes decision .ithout
discussion/
9/
Angara+ Bod& *uilder$ earless$ Leadershi, 6ualities$ *ut canHt gohungr&/
/
Akruti Beautiful$ "trong$ *ut falls ill under the effects of fear
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tracking .ill start after a .eek/ All have arrived at the cam, sight/
ou are leader of this grou,/ ou have to ,re,are the team mem*ers for a successful
endeavour/ 3hat s,ecific advice &ou .ill give to each of them4 3rite advice and list of
activities for each one in se,arate chits /
cti!it# &1 Part = -
or ,re,aration of &our ,rogramme focus on follo.ing statements .hich can serve as
guidelines/
1/ A ,erson .ho is ,h&sicall& fit can accom,lish even difficult tracking/
(/ 3e can *ring a*out harmon& among ,eo,le .ith contrasting
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"tudents make
a guideline a*out the ,rogramme/ Initiate and guide the discussion .ith the hel, of the
follo.ing 6uestions//
1/ id &ou en+o& thinking a*out the training ,rogramme4 id &ou like to give advice 4
3h&4
(/ 3hat .as it that ,osed ,ro*lems in this activit&4 #o. did &ou solve the same4
9/ 3hen &ou .ere thinking a*out these eight studentsH characteristics$ did &ou
*ecame a.are a*out &our o.n ,eculiarit& and limitations 4 3hat did &ou think
a*out &ourself4
/ #o. do &ou correlate this training ,rogramme involving these eight team
mem*ers$ and &ourself as a leader$ .ith our life4
;/ 3hat did &ou learn from this activit& 4
cti!it#& 9
Ex,lain the ,lanes and ,arts of human consciousness : ,h&sical$ mental$ vital and
,s&chic/
cti!it#& :
ivide the class in four grou,s/ ivide each grou, in su* grou,s of three each/ !ive the
,hotoco,& of ,aragra,h relating ,h&sical$ mental$ vital and ,s&chic education to each
grou, along .ith a glossar& of im,ortant .ords/
:+1 S(iritual Education&
0onsciousness: To *ecome a.are and aliveJ and inner actions associated .ith and
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emerging from this state of one5s *eing/ To *e$ feel $live and act from one5s highest state/
As,iration: An ardent desire to achieve su,erior aim/
Liveliness K 0haracteristics of alertness/
Identification: To *ecome one .ith the one5s thoughts$actions/
2anifestation K Ex,ression$
Inner self K The innermost consciousness$ ,s&chic *eing/
Ans.er the follo.ing 6uestions from the ,aragra,h .ith hel, of &our friends/
1/ 3hat is ,s&chic *eing 4 3hat is its im,ortance in our life 4
(/ 3hich are the conditions needed for a.areness of one5s ,s&chic *eing 4
9/ 3hat do &ou kno. a*out &our o.n ,s&chic *eing as a ,erson 4
cti!it#& :+-
aragra,h: To com,lement this ,rocess of inner discover&////there is al.a&s one for
men of good.ill/ Vol/ I $,ages )-);$
!lossar& : Inner achievement : 8ecogni>e ,s&chic *eing/
2anifestation K Ex,ression
"iddhi - 8eali>ation
Questions :
1/ 3hat are the strengths and limitations of mind 4
(/ 3hat is the meaning of making mind 5su,,le and ,rofound5 4
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9/ 3hat is the advantage of thinking from multi,le ,oints of vie. 4
/ 5@ever allo. the mind to +udge things and ,eo,le5/ 3h& 4
;/ 3hat are the limitation in .hich &our mind is involved 4 3hat .ill &ou do to remove
them 4
cti!it#& :+9
aragra,h: #ere .e must mention the disci,line of the vital////vanish *efore the
radiance of the truth-consciousness/5 Vol/ I$ ,ages )?-)D
!lossar& : Im,ulses-instant attitudes$ instincts like anger$ fear$ greed etc/
Questions :
1/ 3hat are the characteristics of the vital *eing4
(/ 3h& vital is called a 5.orker5 4
9/ 3h& is a ,s&chic contact necessar& to guard oneself from the im,ulses of the vital4
/ #o. does vigilance hel, in the moments of crisis4
;/ #ave &ou ex,erienced that &ou have *ecome a slave of &our vital im,ulses and
instincts4 3hat have *een its results4 3hat .ill &ou do to safeguard &ourself against
re,eata*ilit& of these influences4
Exercise > :+:
aragra,h :=Lastl&$ *& means of a rational /////an& reason to exist/=Vol/ I$ ,ages )D-)
!lossar& : Truth-force K The o.er that controls the .orld$ The ,o.er of Truth/
2anifestation K Ex,ression
s&chic *eing K The core of our consciousness/
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Questions :
1/ Is *od& our master or slave 4 #o. 4 3hat are &our ex,eriences 4
(/ 3hen can .e sa& that mind is 5strong and ,oised5 4
9/ 2ake a list of characteristics of an ideal *od&/
/ 3hat do &ou understand *& #armon&H 4
;/ 3hat .ill &ou to to make &ou *od& a 5 living ex,ression of harmon&54
Activit&: ;
Ex,lain the relationshi, *et.een these four austerities and the aim of life/ The ,rocess of
manifestation of truth and ,erfection can *e ,resented as a chart/ ///irst t.o and the last
,aragra,hs of the text = our Austerities and four erfection=//
cti!it#& ,
@o. ask the four grou,s to sit together/ and deli*erate on austerities of the *od&$ mind$
vital and soul/ Cne ,erson from each grou, .ill ,resent his < her ex,lanation/
cti!it#&