Saturday, August 4, 2012

ShuklaYyajurveda

There are two different traditions of Yajurveda which are popular in India, namely Shukla Yajurveda (also known as Vajsaneya Yajurveda) and Krishna Yajurveda (also known as Taittiriya Yajurveda). The Shukla Yajurveda is popular in North India while Krishna Yajurveda is popular in South India.

The story about the development of two separate tradition are given as it is from the book "Lives of Saints" by Swami Shivananda.

The name of Yajnavalkya of Mithila stands distinguished both in the Srutis and in the Smritis. Yajnavalkya is especially known for his unsurpassed spiritual wisdom and power. The seer of a Veda Samhita from Bhagavan Surya, the revealer of Brahma Jnana to Janaka, Maitreyi and others, Yajnavalkya hails supreme among sages of sacred memory. As to his obtaining the Shukla Yajurveda Samhita from Bhagavan Surya, there is the following history.

Yajnavalkya was the son of the sister of Mahamuni Vaishampayana, the Vedacharya of the Taittiriya section. He was studying the Taittiriya Samhita from Vaishampayana who was also his Guru. Vaishampayana had many other disciples too and they all were students of the Taittiriya Shakha.

Once all the Rishis decided to form an association near the Meru mountain and made a rule that any Rishi who absented himself at the appointed hour should incur the sin of Brahmahatya (the sin of killing a Brahmin) for seven days. On that appointed day fell the Sraddha ceremony of Vaishampayana’s father. Vaishampayana thought, "Somehow I have to perform my father’s ceremony. If the sin of Brahmahatya comes to me, my disciples will observe the expiatory penance therefor". So Vaishampayana did not attend the meeting of the Rishis. And accordingly he incurred the sin of Brahmahatya.

Then Vaishampayana said to his disciples, "Now I have to expiate this great sin of Brahmahatya. Therefore, you all will observe, for my sake, an expiatory penance for seven days".

At once Yajnavalkya stood up and said, "O Guru! All these are poor-spirited young students. They will not be able to undergo such a hard penance. So, instead of all, I myself alone shall observe it in the manner in which nobody else can". Vaishampayana told Yajnavalkya not to undertake it alone. But Yajnavalkya persisted. The preceptor was offended at this audacious attitude of the disciple and said, "O proud one, you are very conceited. You get away from me. Enough of you who is disposed to despise wise Brahmins. Give back to me immediately whatever you have learnt from me".

Upon the order of the Guru, Yajnavalkya, the son of Devarata, vomited out the collection of the Yajus in the form of food. The other disciples ate that food taking the form of the Tittiri birds, because they were very eager to receive the same. They then had the direct revelation of those Yajurveda collections. As the Tittiri birds ate this Veda, it is thenceforth called the Taittiriya Yajurveda. It is also known as Krishna (black) Yajurveda on account of its being vomited substance.

Then Yajnavalkya determined not to have any human Guru thereafter. Thus he began to propitiate the Sun-God, Surya. Yajnavalkya worshipped and extolled the Sun, the master of the Vedas, for the purpose of acquiring the fresh Vedic portions not known to his preceptor, Vaishampayana.

Yajnavalkya said, "Prostration to the glorious Aditya, who in the form of the Atman, abides in all beings. I bow to Him who surrounds all like Akasa, who is one and not separated or distanced by limiting conditions. O Great God, O Creator, I contemplate upon that glowing sphere which lights and warms the whole world! O God who burns all miseries wrought by unrighteous activities, who burns ignorance which is the seed of activity! O Lord, I worship Thy lotus-like feet praised and worshipped by the rulers of the three worlds. Give me those portions of the Veda which are not known to others".

The Sun-God, the glorious Lord Hari, pleased with Yajnavalkya’s penance, assumed the form of a horse and taught the sage such fresh portions of the Yajurveda as were not known to any other. This portion of the Yajurveda goes by the name of Shukla Yajurveda. It is also known as Vajasaneya Yajurveda, because it was evolved in great rapidity by Surya in the form of a horse through his manes. Yajnavalkya divided this Vajasaneya Yajurveda again into fifteen branches, each branch comprising hundreds of Yajus Mantras. Kanva, Madhyandina and others learnt those branches.

The difference between two traditions are not only the mantras but the chanting style is different for Shukla Yajurveda and Krishna Yajurveda. Next post will present the chanting rules for Shukla Yajurveda.  

Thursday, November 11, 2010

Birthday Prayer

આમ તો દરેક નવો દિવસ એ, ભગવાન તમે આપેલી તાજી ભેટ છે. જાગૃત માણસ માટે દરેક દિવસ નવી શરુઆત બની શકે પણ ભગવાન, આજે મારો જન્મ દિવસ છે; અને એટલે આજનો દિવસ વિશેષ પ્રાર્થનાનો, વિશેષ જાગૃતિ, વિશેષ સંકલ્પનો દિવસ છે.


ધન, માન, કીર્તિ અને આરોગ્ય નથી માગતો પણ આ બધુ મને મળે તો એનો ઉપચોગ હું સહુના કલ્ચાણ અર્થે કરી શકુ એવો સર્વ પ્રત્ચેનો મૈત્રી ભાવ માગું છું.


આજના દિવસે, ભગવાન હું એમ નથી માગતો કે મારો રસ્તો સરળ બને, મારા કાર્યો નિર્વિઘ્ને પાર પડે; પણ એમ બને, તો એ સફળતા મને કૃતજ્ઞ બનાવે અને એમ ન બને, તો એ નિષ્ફળતા મને નમ્ર બનાવે એ હું માગું છું.


લોકો કહે છે યૌવનનો કાળ ઉત્તમ કાળ છે. તરુણાઈ ને તરવરાટ જીવનને એક ઐશ્વર્ય આપે છે પણ આ ઐશ્વર્ય, આ શક્તિ, આ મસ્તીને અભિમાનમાં મારો માર્ગ તમારાથી દૂર ન નીકળી જાય એ હું માગું છું. અત્યારે તો બસ કમાવાનો, વધુ ને વધુ સંપત્તિ મેળવવાનો, જીવનની સ્પર્ધા ને હરણફાળમાં બીજાથી આગળ નીકળી જવાનો અવસર છે, અને પ્રાર્થના તો પછી ઘરડાં થઈશું ત્ચારે કરીશુ, અત્ચારે એ માટે કાંઈ સમય કે સગવડ નથી એવું હું માનવા ન લાગું, એ હું આજે માગું છું. કારણકે પ્રાર્થના કરવી – તમારી નીકટ આવવું એ કાંઈ પૈસાનો સવાલ નથી, એ તો હ્રદયનો સવાલ છે.


જુવાન હોઈએ ત્યારે અમે એમ વર્તીએ છીએ જાણે અમે ક્યારેય વૃધ્ધ થવાના નથી પણ સૂર્યને ઢળતો અટકાવી શકાતો નથી, ફૂલને કરમાતું રોકી શકાતું નથી. એટલે આ અમારી ખુમારી, આ થનગનાટ, આભ વીંઝતી પાંખો અમારી આ કરમાઈ જનારી વસ્તુઓ સદાકાળ ટકી રહો એવી મારી માગણી નથી પણ એ બધું અસ્ત પામે ત્યારે એથી અદકી સુંદર બાબતો પરીપકવતા, સૌમ્યતા, માયાળુતા, બીજાને સમજવાની શક્તિ મારામાં ઉદય પામે તેમ હું ઈચ્છું છું.


આ દુનિયામાં તમે મને જન્મ આપ્યો છે તે માટે હું તમારો આભાર માનું છું. હું એવું હ્રદય માગું છું જે આ દુનિયાને તમારા માટે ચાહી શકે.


આ સૃષ્ટિ તમે આનંદ વડે આનંદ માટે સર્જી છે. એને હું મારા સ્વાર્થ અને બેકાળજીથી ક્ષતિ ન પહોંચાડું, મૂંગા પ્રાણીઓ, મધુર વનસ્પતિ – સૃષ્ટિને ચાહું; હવા, પાણી, અને ભુમિને દુષિત ન કરુ.


દરેક દિવસે હું એક પગથીયું ઊંચો ચડું. દરેક પગલે હું થોડોક તમારી નિકટ આવું. રોજરોજ, કોઈક સત્કર્મથી મારા હ્રદયમાં રહેલા તમને વ્યક્ત કરું. દુનિયાને મારા થકી થોડી વધુ સુંદર બનાવું.


દરેક વર્ષે આજનો દિવસ આવે ત્યારે આગલા વર્ષ કરતાં મારું જીવન વધું કૃતાર્થ બન્યું છે એમ હું કહી શકું એ હું માગુ છું.


એક એક જન્મદિવસ આવે છે, એક એક વર્ષ જીવનમાં ઉમેરાય છે, એ મને યાદ આપે છે કે સમય ઝડપથી વહી રહ્યો છે, દરેક ક્ષણ મૂલ્યવાન છે, અંત ક્યારે આવશે તેની ખબર નથી, આવતી કાલે કદાચ હું ન પણ હોઉં. તેથી આજનો દિવસ હું સંપૂંર્ણ રીતે જીવવાનો પ્રયત્ન કરું. દરેક દિવસે મારો નવો જન્મ થાય છે તેમ માનું અને પ્રત્યેક દિવસે વિદાય લેવા મારા જીવનની ચાદર ઊજળી રાખીને તમને ધરી દેવા તત્પર રહું.


આજે મારા જન્મદિવસે, ભગવાન એ હું તમારી પાસે માગું છું.
(પરમ સમીપે - કુન્દનિકા કાપડિયા)

Tuesday, November 9, 2010

Happy Deepawali

न तत्र सूर्यो भाती न चन्द्र तारकं, नेमा विद्युतो भाती कुतोयमाग्नी:

तमेव भान्तं अनुभाती सर्वं, तस्य भासा सर्वं इदं विभाति

- कठ उपनिषद्

The nature of Brahman (GOD) is such that the Sun, the Moon and the Stars do not have the ability to illuminate Him; so what to talk about the lightening and fire ? He alone makes others shine and His Shine helps everything else to be seen. This Pure Consciousness is described as Brahman, which is the nature of every living being."

This deepawali let us we meditate on our inner conciousness (having same property as super consciousness) and experience our true nature (svabhav) and illuminate our life and celebrate true deepawali

Wish you all Happy Deepawali ......
and
Prosporous New Year ...........

Saturday, October 30, 2010

Ancient Indian Mathematics

Below is an abstract from project report "Indian Mathematics: Redressing the Balance" by Ian G Pearce...

This report presents in detail many contribution of Indian Mathematicians, some of the contribution in mathematics as we know on the name of European mathematician are actually made by Indian mathematician very much before the credited European mathematician.......
 Abstract:
Mathematics has long been considered an invention of European scholars, as a result of which the contributions of non-European countries have been severely neglected in histories of mathematics. Worse still, many key mathematical developments have been wrongly attributed to scholars of European origin. This has led to so-called Eurocentrism. The neglect of non-European mathematics is no more apparent than when studying the contributions of India. Contrary to Euroscentric belief, scholars from India, over a period of some 4500 years, contributed to some of the greatest mathematical achievements in the history of the subject. From the earliest numerate civilisation of the Indus valley, through the scholars of the 5th to 12th centuries who were conversant in arithmetic, algebra, trigonometry, geometry combinatorics and latterly differential calculus, Indian scholars led the world in the field of mathematics. The peak coming between the 14th and 16th centuries in the far South, where scholars were the first to derive infinite series expansions of trigonometric functions.
In addition to mighty contributions to all the principal areas of mathematics, Indian scholars were responsible for the creation, and refinement of the current decimal place value system of numeration, including the number zero, without which higher mathematics would not be possible.

Thursday, August 12, 2010

Knowledge Representation in Sanskrit and Artificial Intelligence

"Knowledge Representation in Sanskrit and Artificial Intelligence" , a paper published in AI Magazine by Rick Briggs, RIACS, NASA Ames Research Center, Moffet Field, California in Spring 1985.
The abstract of this paper is reproduced here below:

In the past twenty years, much time, effort, and money has been expended on designing an unambiguous representation of natural languages to make them accessible to computer processing. These efforts have centered around creating schemata designed to parallel logical relations with relations expressed by the syntax and semantics of natural languages, which are clearly cumbersome and ambiguous in their function as vehicles for the transmission of logical data. Understandably, there is a widespread belief that natural languages are unsuitable for the transmission of many ideas that artificial languages can render with great precision and mathematical rigor.
But this dichotomy, which has served as a premise underlying much work in the areas of linguistics and aritifical intelligence, is a false one. There is at least one language, Sanskrit, which for the duration of almost 1000 years was a living spoken language with a considerable literature of its own. Besides works of literary value, there was a long philosophical and grammatical tradition that has continued to exist with undiminished vigor until the present century. Among the accomplishments of the grammarians can be reckoned a method for paraphrasing Sanskrit in a manner that is identical not only in essence but in form with current work in AI. This article demonstrates that a natural language can serve as an artificial language also, and that much work in AI has been reinventing a wheel millenia old.
First, a typical Knowledge Representation Scheme(using Semantic Nets) will be laid out, followed by an outline of the method used by the ancient Indian Grammarians to analyze sentences unambiguously. Finally, the clear parallelism between the two will be demonstrated, and the theoritical implications of this equivalence will be given.

Sunday, August 8, 2010

Binary Numbers in Indian Antiquity

Binary numbers form the basis for the operation of computers. Binary numbers were discovered in the west by German mathematician Gottfried Leibniz in 1695. However, new evidence proves that binary numbers were used in India prior to 2nd century A.D., more than 1500 years before their discovery in the west.
Ancient India had a tradition of scholarly learning. This tradition continued till the beginning of current millennium. During the millennium long foreign rule hostile to scholarly activities, a vast body of scientific information was lost. Thankfully some of the ancient literature has survived. Most of the scholarly work needed to preserve the ancient learning was done in South India which remained free from invasion for a significant time. Scholars are now rediscovering the forgotten contributions of ancient India in the field of mathematics and science. One of these discoveries is that of the use of Binary numbers for the classification of meters.
This is a paper published by B. Van Nooten, Department of South and Southeast Asian Studies, University of California, Berkely, California. Here the author shows that Binary numbers were existed in Indian Antiquity around 5th Century B.C.. He discusses the evidences from Pingalacharya's Chandahsastra, which is a science of verse meters. The author discusses the classification of meters, finding the decimal equivalent of a metrical pattern, finding the binary equivalent of a decimal number, its historical importance and also compares Europe and India about its discovery of the decimal numbers. This paper can be found in the book ttitled "Computing Science in Ancient India edited by T.R.N. Rao and Subhash Kak".

Wednesday, June 4, 2008

To encourage engineering programs to respond to the concern of industries many accreditation boards all over the world for engineering course have recommended criteria for the accreditation of engineering course. These criteria give valuable suggestions about forming curriculum and courses. One needs to plan instruction strategy so that these criteria are met.
Accreditation Board for Engineering and Technology (ABET) introduced the Engineering Criteria 2000 (EC2000) to evaluate Engineering Programs in the USA. ABET specifies eleven sub-criteria 3a – 3k under criterion 3, as below.

3a An ability to apply knowledge of mathematics, science, and engineering
3b An ability to design and conduct experiments, as well as to analyze and interpret data.
3c An ability to design a system, component, or process to meet desired needs
3d An ability to function on multi-disciplinary teams
3e An ability to identify, formulate, and solve engineering problems
3f An understanding of professional and ethical responsibility
3g An ability to communicate effectively
3h The broad education necessary to understand the impact of engineering solutions in a global and societal context
3i A recognition of the need for, and an ability to engage in life-long learning
3j A knowledge of contemporary issues
3k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.