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He worked as a Professor of Sanskrit in the Department of Education under the Government of Madhya Pradesh. Throughout his career, he taught Sanskrit at various government colleges, including those in Nagpur, Jabalpur, Jaora, Mandala, and Bhopal. He eventually retired as Professor and Head of the Department of Sanskrit at Government College ...
Mahavira (Devanagari: महावीर, Mahāvīra), also known as Vardhamana (Devanagari: वर्धमान, Vardhamāna), was the 24th Tirthankara (Supreme Preacher) of Jainism. He was the spiritual successor of the 23rd Tirthankara Parshvanatha. [12] Mahavira was born in the early 6th century BCE to a royal Kshatriya Jain family of ...
Śvetāmbara Terapanth (तेरापंथ धर्मसंघ) is a sect of the Śvetāmbara Jainism that was founded by Acharya Bhikshu in Vikram Samvat 1817. Acharya Bhikshu believed in strict adherence to the canonical code of conduct for ascetics as prescribed by Lord Mahavira.
Though Mahavira is sometimes mistakenly regarded as the founder, he appears in the tradition as one who, from the beginning, had followed a religion established long ago. [37] After the death of his parents, Mahavira left his home at the age of 30 and meditated for 12.5 years until he attained Kevala jnana (omniscience). [38]
Other than rejecting or accepting different ancient Jain texts, Digambaras and Śvetāmbara differ in other significant ways such as: Śvetāmbaras trace their practices and dress code to the teachings of Parshvanatha, the 23rd tirthankara, which they believe taught only Four restraints (a claim, scholars say are confirmed by the ancient Buddhist texts that discuss Jain monastic life).
Shrimad Rajchandra (9 November 1867 – 9 April 1901), also known as Param Krupalu Dev, was a Jain poet, mystic, philosopher, scholar, and reformer from India. Born in Vavaniya, a village near Morbi, he claimed to have attained recollection of his past lives at the age of seven.
Science of Living education system is an effort to implement value-based education and moral education. Its goal and approach is overall development of student and not simply just the intellectual development. Mere intellectual development can't help in building real experience and character of the student. [37]
Gosāla declared that the original Gosāla, who was Mahavira's companion, was once dead and that the soul now inhabiting the apparent Gosāla in front of him was a reanimated, different Gosala. [27] [44] This argument was declared a form of sophistry by Mahavira, and this led to a significant break in the relations between the two.