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ਜਪੁ | Jup
ਸੋ ਦਰੁ | So Dar
ਸੋਹਿਲਾ | Sohilaa
ਰਾਗੁ ਸਿਰੀਰਾਗੁ | Raag Siree-Raag
Gurbani (14-53)
Ashtpadiyan (53-71)
Gurbani (71-74)
Pahre (74-78)
Chhant (78-81)
Vanjara (81-82)
Vaar Siri Raag (83-91)
Bhagat Bani (91-93)
ਰਾਗੁ ਮਾਝ | Raag Maajh
Gurbani (94-109)
Ashtpadi (109)
Ashtpadiyan (110-129)
Ashtpadi (129-130)
Ashtpadiyan (130-133)
Bara Maha (133-136)
Din Raen (136-137)
Vaar Maajh Ki (137-150)
ਰਾਗੁ ਗਉੜੀ | Raag Gauree
Gurbani (151-185)
Quartets/Couplets (185-220)
Ashtpadiyan (220-234)
Karhalei (234-235)
Ashtpadiyan (235-242)
Chhant (242-249)
Baavan Akhari (250-262)
Sukhmani (262-296)
Thittee (296-300)
Gauree kii Vaar (300-323)
Gurbani (323-330)
Ashtpadiyan (330-340)
Baavan Akhari (340-343)
Thintteen (343-344)
Vaar Kabir (344-345)
Bhagat Bani (345-346)
ਰਾਗੁ ਆਸਾ | Raag Aasaa
Gurbani (347-348)
Chaupaday (348-364)
Panchpadde (364-365)
Kaafee (365-409)
Aasaavaree (409-411)
Ashtpadiyan (411-432)
Patee (432-435)
Chhant (435-462)
Vaar Aasaa (462-475)
Bhagat Bani (475-488)
ਰਾਗੁ ਗੂਜਰੀ | Raag Goojaree
Gurbani (489-503)
Ashtpadiyan (503-508)
Vaar Gujari (508-517)
Vaar Gujari (517-526)
ਰਾਗੁ ਦੇਵਗੰਧਾਰੀ | Raag Dayv-Gandhaaree
Gurbani (527-536)
ਰਾਗੁ ਬਿਹਾਗੜਾ | Raag Bihaagraa
Gurbani (537-556)
Chhant (538-548)
Vaar Bihaagraa (548-556)
ਰਾਗੁ ਵਡਹੰਸ | Raag Wadhans
Gurbani (557-564)
Ashtpadiyan (564-565)
Chhant (565-575)
Ghoriaan (575-578)
Alaahaniiaa (578-582)
Vaar Wadhans (582-594)
ਰਾਗੁ ਸੋਰਠਿ | Raag Sorath
Gurbani (595-634)
Asatpadhiya (634-642)
Vaar Sorath (642-659)
ਰਾਗੁ ਧਨਾਸਰੀ | Raag Dhanasaree
Gurbani (660-685)
Astpadhiya (685-687)
Chhant (687-691)
Bhagat Bani (691-695)
ਰਾਗੁ ਜੈਤਸਰੀ | Raag Jaitsree
Gurbani (696-703)
Chhant (703-705)
Vaar Jaitsaree (705-710)
Bhagat Bani (710)
ਰਾਗੁ ਟੋਡੀ | Raag Todee
ਰਾਗੁ ਬੈਰਾੜੀ | Raag Bairaaree
ਰਾਗੁ ਤਿਲੰਗ | Raag Tilang
Gurbani (721-727)
Bhagat Bani (727)
ਰਾਗੁ ਸੂਹੀ | Raag Suhi
Gurbani (728-750)
Ashtpadiyan (750-761)
Kaafee (761-762)
Suchajee (762)
Gunvantee (763)
Chhant (763-785)
Vaar Soohee (785-792)
Bhagat Bani (792-794)
ਰਾਗੁ ਬਿਲਾਵਲੁ | Raag Bilaaval
Gurbani (795-831)
Ashtpadiyan (831-838)
Thitteen (838-840)
Vaar Sat (841-843)
Chhant (843-848)
Vaar Bilaaval (849-855)
Bhagat Bani (855-858)
ਰਾਗੁ ਗੋਂਡ | Raag Gond
Gurbani (859-869)
Ashtpadiyan (869)
Bhagat Bani (870-875)
ਰਾਗੁ ਰਾਮਕਲੀ | Raag Ramkalee
Ashtpadiyan (902-916)
Gurbani (876-902)
Anand (917-922)
Sadd (923-924)
Chhant (924-929)
Dakhnee (929-938)
Sidh Gosat (938-946)
Vaar Ramkalee (947-968)
ਰਾਗੁ ਨਟ ਨਾਰਾਇਨ | Raag Nat Narayan
Gurbani (975-980)
Ashtpadiyan (980-983)
ਰਾਗੁ ਮਾਲੀ ਗਉੜਾ | Raag Maalee Gauraa
Gurbani (984-988)
Bhagat Bani (988)
ਰਾਗੁ ਮਾਰੂ | Raag Maaroo
Gurbani (889-1008)
Ashtpadiyan (1008-1014)
Kaafee (1014-1016)
Ashtpadiyan (1016-1019)
Anjulian (1019-1020)
Solhe (1020-1033)
Dakhni (1033-1043)
ਰਾਗੁ ਤੁਖਾਰੀ | Raag Tukhaari
Bara Maha (1107-1110)
Chhant (1110-1117)
ਰਾਗੁ ਕੇਦਾਰਾ | Raag Kedara
Gurbani (1118-1123)
Bhagat Bani (1123-1124)
ਰਾਗੁ ਭੈਰਉ | Raag Bhairo
Gurbani (1125-1152)
Partaal (1153)
Ashtpadiyan (1153-1167)
ਰਾਗੁ ਬਸੰਤੁ | Raag Basant
Gurbani (1168-1187)
Ashtpadiyan (1187-1193)
Vaar Basant (1193-1196)
ਰਾਗੁ ਸਾਰਗ | Raag Saarag
Gurbani (1197-1200)
Partaal (1200-1231)
Ashtpadiyan (1232-1236)
Chhant (1236-1237)
Vaar Saarang (1237-1253)
ਰਾਗੁ ਮਲਾਰ | Raag Malaar
Gurbani (1254-1293)
Partaal (1265-1273)
Ashtpadiyan (1273-1278)
Chhant (1278)
Vaar Malaar (1278-91)
Bhagat Bani (1292-93)
ਰਾਗੁ ਕਾਨੜਾ | Raag Kaanraa
Gurbani (1294-96)
Partaal (1296-1318)
Ashtpadiyan (1308-1312)
Chhant (1312)
Vaar Kaanraa
Bhagat Bani (1318)
ਰਾਗੁ ਕਲਿਆਨ | Raag Kalyaan
Gurbani (1319-23)
Ashtpadiyan (1323-26)
ਰਾਗੁ ਪ੍ਰਭਾਤੀ | Raag Prabhaatee
Gurbani (1327-1341)
Ashtpadiyan (1342-51)
ਰਾਗੁ ਜੈਜਾਵੰਤੀ | Raag Jaijaiwanti
Gurbani (1352-53)
Salok | Gatha | Phunahe | Chaubole | Swayiye
Sehskritee Mahala 1
Sehskritee Mahala 5
Gaathaa Mahala 5
Phunhay Mahala 5
Chaubolae Mahala 5
Shaloks Bhagat Kabir
Shaloks Sheikh Farid
Swaiyyae Mahala 5
Swaiyyae in Praise of Gurus
Shaloks in Addition To Vaars
Shalok Ninth Mehl
Mundavanee Mehl 5
ਰਾਗ ਮਾਲਾ, Raag Maalaa
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Developing 'Mint Grade' Khalsa: From Birth, For A Lifetime
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<blockquote data-quote="Amarpal" data-source="post: 4855" data-attributes="member: 10"><p><strong>Developing 'Mint Grade' Khalsas: Part 3: The Baby to be Born</strong></p><p></p><p>Dear Khalsa Ji,</p><p></p><p>With ‘The Sat’ willing, today I share with you my views on ‘Developing Mint Grade Khalsas’ based on my studies and learning in my life. What I know, I will share with you all in many small posts.</p><p></p><p>In Part 1 and 2, I had shared my views on certain aspects viz.</p><p></p><p>1. Introduction:</p><p>1.1. Definition of Mint Grade Khalsas: </p><p>1.2 Opening statements: </p><p>1.3 Our ancestral past:</p><p>1.4 Nature and nurture: </p><p>1.5 The peer group: </p><p></p><p>2 Would be mothers:</p><p></p><p>2.1 Mental state: </p><p>2.2 Nourishment: </p><p>2.3 Physical work: </p><p></p><p>Having shared with you this now I move to the next aspect.</p><p></p><p><strong>3 The baby to be born: </strong></p><p></p><p> In the womb the baby to be born is in a secure blissful state. This is the best condition for its development. How this state can be maintained, I elaborate below.</p><p></p><p><strong>3.1 The Brain: </strong></p><p></p><p>Before the baby comes into this world, it is already equipped with all the neurons in the brain it needs during its lifetime - about 100 billion neurons. Most of the neurons are not connected, some are. Most of the neurons connections are made after the birth based on its experience and learning from what the baby is exposed to. This gives the possibility to the parents to develop ‘Mint Grade Khalsas. </p><p></p><p><strong>3.2 Sense of hearing: </strong></p><p></p><p>Some of the mental faculties of the child are fully developed before the child experiences the out side world. Hearing is one such faculty; it is one of the Gyanindriyas. Inside the womb, after about 6 months, the child starts hearing all the sounds that reach it. The prominent among these sounds is mother’s heartbeats. The familiarity with this sound helps the mother to make the child feel secure in the outside world, which is totally new to the child. After the birth, when the child is disturbed, the mother picks it up, hold it close to her chest and gently pat it on the back. The thum thum thum ----- sound of the patting and its rhythm happens to be very close to the sound of mother’s heart beat that the child has been listening when it was in mother’s womb – a secure place. With this patting the child starts feeling the same sense of security as in the womb and becomes calm. </p><p></p><p>This developed sense of hearing can be used to provide the link between the feeling of security inside the womb and the out side world which is new to the child and in a way fearsome to it.</p><p></p><p>The mother can talk to the child who is still in the womb. The child, naturally, will not know what it means, but will be able to recognise the nature of sound – the tone, rhythm etc. This voice when heard again after the child is born will provide the child the continuity of experiences between its life in the womb and out side world and in some sense a familiarity with the outside world contributing to its sense of security. </p><p></p><p>This is the time to develop in the ‘Baby to be Born’ a liking for classical music. It has been empirically established that those children who come from the families of musicians or where music is part of family life, they easily develop the skills needed for classical music – vocal or instrumental. These children have the edge because they are early starters in this field. It is important for Khalsa families to play classical music in the room where ‘Would be Mother’ spends long time. It is still better if this lady plays classical music on some instrument or singers herself. The foundation for the child’s love for classical music should be laid even before the baby is born. How this learning helps the child in its future development, I will explain in later parts of this series.</p><p></p><p>It is needless to say that harsh sounds around the child are not very helpful for the development of mental capabilities of the child. All in the family should be sensitised on this and music or TV volume should be made low for this purpose.</p><p></p><p><strong>3.3 Sense of touch, smell, taste and sight:</strong></p><p></p><p> The senses of touch, smell, taste and sight are fully developed in the ‘Baby to be Born’. Unlike hearing, these senses are not yet trained by actual usage. The eyesight is not fully functional; the optical and neurological system is ready, but the muscle that are meant for focusing and for moving the eyeballs have not yet been exercised and so are not yet trained. This takes few days after the birth and the baby is able to focus and use the sense of sight fully. </p><p></p><p><strong>3.4 General environment: </strong></p><p></p><p>Human brain is not able to distinguish between the fiction and the reality. It behaves the same way when stimuli are received under these two different circumstances. For the brain it is only the stimulus that matters and not the source. That is why compassionate people start weeping when watching the films or TV serials showing intense suffering or injustice. This is not good for the health of the ‘Baby to be Born’. ‘Would be Mothers’ should avoid inflicting this emotional stress on themselves in the interest of their babies; the reasons for this statement I have already explained in my last post i.e. Part 2.</p><p></p><p>With this I close this post. </p><p></p><p>In the next I will share with you the next stage ‘The New Born Baby’</p><p></p><p>With love and respect for all.</p><p></p><p></p><p></p><p>Amarpal<strong><a href="http://www.sikhphilosophy.net/sikh-youth/1298-developing-mint-grade-khalsas-part-4-a.html" target="_blank">http://www.sikhphilosophy.net/sikh-youth/1298-developing-mint-grade-khalsas-part-4-a.html</a></strong></p></blockquote><p></p>
[QUOTE="Amarpal, post: 4855, member: 10"] [b]Developing 'Mint Grade' Khalsas: Part 3: The Baby to be Born[/b] Dear Khalsa Ji, With ‘The Sat’ willing, today I share with you my views on ‘Developing Mint Grade Khalsas’ based on my studies and learning in my life. What I know, I will share with you all in many small posts. In Part 1 and 2, I had shared my views on certain aspects viz. 1. Introduction: 1.1. Definition of Mint Grade Khalsas: 1.2 Opening statements: 1.3 Our ancestral past: 1.4 Nature and nurture: 1.5 The peer group: 2 Would be mothers: 2.1 Mental state: 2.2 Nourishment: 2.3 Physical work: Having shared with you this now I move to the next aspect. [B]3 The baby to be born: [/B] In the womb the baby to be born is in a secure blissful state. This is the best condition for its development. How this state can be maintained, I elaborate below. [B]3.1 The Brain: [/B] Before the baby comes into this world, it is already equipped with all the neurons in the brain it needs during its lifetime - about 100 billion neurons. Most of the neurons are not connected, some are. Most of the neurons connections are made after the birth based on its experience and learning from what the baby is exposed to. This gives the possibility to the parents to develop ‘Mint Grade Khalsas. [B]3.2 Sense of hearing: [/B] Some of the mental faculties of the child are fully developed before the child experiences the out side world. Hearing is one such faculty; it is one of the Gyanindriyas. Inside the womb, after about 6 months, the child starts hearing all the sounds that reach it. The prominent among these sounds is mother’s heartbeats. The familiarity with this sound helps the mother to make the child feel secure in the outside world, which is totally new to the child. After the birth, when the child is disturbed, the mother picks it up, hold it close to her chest and gently pat it on the back. The thum thum thum ----- sound of the patting and its rhythm happens to be very close to the sound of mother’s heart beat that the child has been listening when it was in mother’s womb – a secure place. With this patting the child starts feeling the same sense of security as in the womb and becomes calm. This developed sense of hearing can be used to provide the link between the feeling of security inside the womb and the out side world which is new to the child and in a way fearsome to it. The mother can talk to the child who is still in the womb. The child, naturally, will not know what it means, but will be able to recognise the nature of sound – the tone, rhythm etc. This voice when heard again after the child is born will provide the child the continuity of experiences between its life in the womb and out side world and in some sense a familiarity with the outside world contributing to its sense of security. This is the time to develop in the ‘Baby to be Born’ a liking for classical music. It has been empirically established that those children who come from the families of musicians or where music is part of family life, they easily develop the skills needed for classical music – vocal or instrumental. These children have the edge because they are early starters in this field. It is important for Khalsa families to play classical music in the room where ‘Would be Mother’ spends long time. It is still better if this lady plays classical music on some instrument or singers herself. The foundation for the child’s love for classical music should be laid even before the baby is born. How this learning helps the child in its future development, I will explain in later parts of this series. It is needless to say that harsh sounds around the child are not very helpful for the development of mental capabilities of the child. All in the family should be sensitised on this and music or TV volume should be made low for this purpose. [B]3.3 Sense of touch, smell, taste and sight:[/B] The senses of touch, smell, taste and sight are fully developed in the ‘Baby to be Born’. Unlike hearing, these senses are not yet trained by actual usage. The eyesight is not fully functional; the optical and neurological system is ready, but the muscle that are meant for focusing and for moving the eyeballs have not yet been exercised and so are not yet trained. This takes few days after the birth and the baby is able to focus and use the sense of sight fully. [B]3.4 General environment: [/B] Human brain is not able to distinguish between the fiction and the reality. It behaves the same way when stimuli are received under these two different circumstances. For the brain it is only the stimulus that matters and not the source. That is why compassionate people start weeping when watching the films or TV serials showing intense suffering or injustice. This is not good for the health of the ‘Baby to be Born’. ‘Would be Mothers’ should avoid inflicting this emotional stress on themselves in the interest of their babies; the reasons for this statement I have already explained in my last post i.e. Part 2. With this I close this post. In the next I will share with you the next stage ‘The New Born Baby’ With love and respect for all. Amarpal[B][URL="http://www.sikhphilosophy.net/sikh-youth/1298-developing-mint-grade-khalsas-part-4-a.html"][/URL][/B] [/QUOTE]
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