Relevance of Gita's Niskam Karmayoga in Preventing Depression and Suicide Bhagavad Gita teachings state that Niskam Karmayoga is a philosophy that describes how unattached selfless actions should be performed. Modern society suffers from depression and suicide due to stress in addition to performancRead more
Relevance of Gita’s Niskam Karmayoga in Preventing Depression and Suicide
Bhagavad Gita teachings state that Niskam Karmayoga is a philosophy that describes how unattached selfless actions should be performed. Modern society suffers from depression and suicide due to stress in addition to performance anxiety, and today Niskam Karmayoga offers profound emotional and psychological support.
Practices of Niskam Karmayoga help people improve their mental state.
1. People develop depression because they hold fears that they might fail or their expectations will remain unmet. People who concentrate on their tries instead of their results experience less mental tension. 2. The teachings of Karmayoga deliver inner peace and mindfulness just like contemporary mindfulness practices which help people manage their life experiences.
3. Not seeking validation allows people to find personal belief in themselves and build strength.
4. The more a person acts without selfish ambition, the more they feel responsible for others. This will greatly reduce the danger of suicide since isolation and hopelessness are huge risks.
5. The Gita teaches followers to preserve emotional calmness between success and failure to stop severe mood swings that commonly escalate to self-destructive behaviors.
Conclusion
Through selfless action and detachment together with emotional resilience Niskam Karmayoga provides the philosophical solution against depression and suicide. The implementation of these moral principles across educational programs with mental health initiatives creates substantial improvements in emotional balance which leads to social unity.
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This can then lead to an unconscious bias of the teacher toward the apparent predispositions of boys in math and science and of girls in languages and the arts. It is through this kind of bias that students get less encouragement and support, hence a hampered self-esteem and interest in various subjRead more
This can then lead to an unconscious bias of the teacher toward the apparent predispositions of boys in math and science and of girls in languages and the arts. It is through this kind of bias that students get less encouragement and support, hence a hampered self-esteem and interest in various subjects. Other classroom interactions also show gender biases in the fact that boys are given more attention and can express their views freely whereas girls are mostly interrupted and encouraged to remain as passive learners. Teaching materials; for example, textbooks, can perpetuate stereotypes as male figures are depicted as often occurring in active roles of authority whereas females are depicted in passive domestic roles. The outcomes of learning experiences can be greatly impacted by gender bias. For instance, boys may be put off from studying courses in the arts or humanities, and so their school experience is whittled down. On the other hand, a girl may feel uncomfortable taking STEM courses, which ultimately limits her employment opportunities. It can as well result in a difference in academic achievement, in that boys and girls end up performing below their utmost potential due to unequal opportunities as well as support. The bias limits the range of skills and abilities that are acquired during the tender formative years and also reinforcing gender stereotypes that work against individual goals and self-esteem to the detriment of bigger social differences.
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