CHAPTER - III

METHODOLOGY

S.No. Content Page

No.
3.1 Srimad Valmiki Ramayana A Brief Account 81

3.2 Sri Sundara Kanda Its Importance and Greatness 89

3.3 Pictorial Classification of Kandas (Parts) Sargas 93

(Cantos) and Slokas (Verses)

3.4 Content Analysis 98

3.5 Content Analysis as a Research Method 100

3.5.1 Applications of Content Analysis 103

3.5.2 Types of Content Analysis 103

3.6 Content Analysis Applied In the Present Study 105

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 CHAPTER - III

METHODOLOGY

3.1 SRIMAD VALMIKI RAMAYANA A BRIEF ACCOUNT

. It is followed by the Upanishads, the Puranas and the two

great epics -- the Ramayana and the Mahabharata (which includes

Bhagavad Gita philosophical doctrine given by Lord).

The Vedas are almost regal in authority, as they hand out diktats

for every human activity. The Upanishads convey the message of the

Vedas mostly through dialogues among many rishis (monks) like

Yagnavalkya, Maitreya, Uddalakka etc.

Vedas is a fascinating

and high

of the World, 1996, Page 37).

The puranas convey the message in a friendly way by relating

stories of people who prospered by sticking to the path of righteousness

and those who perished by choosing to take the path of evil. For their

part, the Itihasas, which recount history of archetypal heroes, heroines,

and villains, have profound thoughts and subtle meanings. The two epics

the Ramayana and the Mahabharata are together seen as a

transformation of the Vedas. The latter is hailed as the fifth Veda.

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 Srimad Valmiki Ramayana is a very great contribution to India and

it is a treasure-trove of values. It is read all over the world with great

reverence, as it depicts the most authentic story of Lord Sri Rama who

lived amongst us thousands of years ago and left an indelible impression

on our lives. It is as fresh today as it was during the time of Valmiki, a

classics and excels all in its moral appeal. It is a store house of good

many things about our rich cultural heritage.

Srimad Valimiki Ramayana is the oldest epic and a world asset. It

has been translated into several languages of the world and commented

upon by at least nine great scholars.

The following exceptional scholars have commented on Srimad

Valmiki Ramayana:

TABLE: 3.1 COMMENTATORS ON THE RAMAYANA BY

VALMIKI

S.No. Commentators Commentary Title

1. Sri. Govindarajah. Sri Ramayana Bhushanam
2. Sri Shivasahayah Sri Ramayana Siromanihi
3. Sri Ramah Sri Ramayana Tilakam
4. Sri Srinivasacharyah Sri Ramayana Tatvavimarsanam
5. Sri Madhavayogi Sri Amritaghatakah
6. Sri Bhavadipah Srimad Valmiki Ramayanam
7. Sri Maheswara Tirthah Srimad Valmiki Ramayanam
8. Sri Dhaneskodi Srimad Valmiki Ramayanam
9. Sri Dharmakutah Srimad Valmiki Ramayanam

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 Ramayana has been written by many poets in different languages,

following the original text written by the Sage Valmiki during the Vedic

period. So, the original book is named as Valmiki Ramayana. Other

Ramayanas (written based on it) are as follows:-

1. Samskritam: Yoga Vasishtha Ramayana, Adyatma Ramayana,

Ananda Ramayana, Adbhuta Ramayana, Brahmananda Tatva

Ramayana, Sangraha Ramayana, Prema Ramayana,

Raghuvamsam, Mantra Ramayana, Gayatri Ramayana,

Sapatarshi Ramayana, Nama Ramayana, Samkshepa

Ramayana, Alankara Ramayana, Bhoja Ramayana,

Hanumatkrita Ramayana.Vamala Ramayana, Raghuveera

Kathyam (Vedanta Desikar), Samartha Ramadasa Ramayana,

Madhva Ramayana, Bowddha Ramayana, Pasa Ramayana,

Bhavabhuti Ramayana, Murari Ramayana.

2. Prakritam:Pavumacariyam (Jaina Ramayana)

3. Tamil: Kamba Ramayana, Thakka Ramayana, ArunachalaKavi

Ramayana, Pasurappadi Ramayana

4. Hindi: Ramacharitamanas (Tulasidas), Ramanatha Ramayana,

Kesavadas Ramayana, Dattakatha Ramayana.

5. Marathi: Ekanatha Ramayana, Laghu Briha Ramayana,

Dasabodha Ramayana, Manobodha Ramayana, Karunashtaka

Ramayana (Samartha Ramadasa), Ramavijayam (Sridhar),

Bhavartha Ramyana, Morobanda Ramayana, Matkulkara Gita

Ramayana.

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6. Gujarathi: Premanatha Ramayana, Ramalila Ramayana

(Balanna), Giradhara Ramayana, Uddhava Ramayana

7. Bengali: Krittivasa Ramayana, Ramakavyam (Nityananda),

Meghanada Vadham (Madhusudana Datta), Ghosravana

Vadham (Girish Chandra)

8. Assamese: MadhavaKandali Ramayana, Anantakandali

Ramayana, Ananta Thakurkirtaniya Ramayana, Gita Ramayana

(Durga Bhar), Raghunatha Ramayana, Sitaharnya Kavyam

(Das).

9. Odissa: Vicitra Ramayana, Vilanka Ramayana, Bhagavatadana

Ramayana, Tika Ramayana, Dandi Ramayana, Jaganmohana

Ramayana (Balaramadas), Adhyatma Ramayana

(Haladharadeva Ramacharitam (Kesava Harichndra)

10. Kannada: Nagachandra Ramayana, Toravey Ramayana,

Ramavataram (Devachandra), Ananda Ramayana, Puttappa

Ramayana, Pampu Ramayana, Narahari Ramayana, Kuvembu

Ramayana.

11. Telugu: Bhaskara Ramayana (Ranganathakavi), Molla

Ramayana, Satyanarayana Ramayana (Rangthakavi),

Tyagaraja Ramayana.

12. Malayalam: Ramayna Champu (Nambhodiri), Eluthaccha

Ramayana, Ramachnadra Vilasam (Padmanabhakurup).

13. Urdu : Ramyana Kustar (Munshi Jaganatha), Baravai

Ramayana (Rahiman)

14. Kashmiri: Divakara Ramayana (Prakasa Bhatta)

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 15.

- (Kendra Thonder, 2005; Nagarkoil Krishnan, 2005)

Ramayanas Abroad

1. Khotani Ramayana Turkey

2. Japanese Ramayana Japan

3. Mangoli Ramayana Mangolia

4. Livutavutva; Imcha Pavu Ramayana China

5. Tibeti Ramayana Tibet

6. Bhanubhakata Ramayana Nepal

7. Ramavasta Ramayana -- Myanmar

8. Phalaka Phalama Ramayana Laos

9. Ramakiyena Ramayana Thailand

10. Ramakirti Ramayana Kambodia

11. Maharadia Lavana Ramayana Philipines

12. Hakayat Ramayana Malaysia

13. Harisraya Ramayana Kakavina Javi Ramayana Indonesia

14. Lunkapati Kumara Ramayana--Sri Lanka

- (Kalyan Sri Ramabakti Ank, 1994, Gita Press)

Srimad Valmiki Ramayana is the first and foremost literary work in

AYANAM

Therefore, RAMA +AYANAM = RAMAYANAM

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 The sage Valmiki was doing penance for years together reciting

he external

world, he could not know that he was covered with anthills. So he is

named as Valmiki Maharshi (The great sage) although his original name

-prefix added to the title of the

Valmiki Ramayana Srimad Valmiki Ramayana consists of seven

kandas (parts) which are divided into 648 sargas (contos) and are further

streamlined into 24,000 slokas (verses/couplets).

Rama, the incarnation of Lord Vishnu (omnipresent), a king of

Ayodhya, the husband of Sita (who is the incarnation of Goddess

Lakshmi) is the hero of this great epic Ramayana. Sri Rama was an

example to learn how to live or lead the best way of living in this universe.

Indent Srimad Valmiki Ramayana has been divided into seven

parts, dealing with the life of Sri Rama from his birth to his ascension to

Vaikuntha, as given below:

1. Bala Kanda: Book of the young Sri Rama which details the

miraculous birth of Sri Rama, his early life in Ayodhya his slaying of

the demons of the forest at the request of Vishvamitra and his

wedding with sita.

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 2. Ayodhya Kanda: Book of Ayodhya in which Dasharatha comes to

grief over his promise to Kaikeyi

3. Aranya Kanda:

in the forest and the abduction of Sita by Ravana.

4. Kishkindha Kandha: Book of Kishkindha the Vanara kingdom in

which Sri Rama befriends Sugriva and the Vanara army and

begins the search for Sita.

5. Sundara Kanda: Book of Sundara (Hanuman) in which Hanuman

travels to Sri Lanka and finds Sita imprisoned there and brings

back the good news to Sri Rama.

6. YuddhaKanda: Book of the War, which narrates the Sri Rama-

Ravana war and the return of the successful Sri Rama to Ayodhya

and his coronation.

7. Uttara Kanda: Epilogue, which details the life of Sri Rama and Sita

after their return to Ayodhya

Sri Rama pass on to Vaikuntha (the abode of Lord Vishnu).

In Srimad Valmiki Ramayana

something special in each kanda as given below:

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S.No Kanda (part) Personality

1. Bala Nayanabhirama (Childlike)

2. Ayodhya Lokabhirama (Universally)

3. Aranya Ayanabhirama (Guiding)

4. Kishkindha Vinayabhirama (Humble)

5. Sundara Pranayabhirama (Affectionate)

6. Yuddha/Lanka Pranavabhirama (God like)

7. Uttara Paramabhirama

(Striving for Salvation)

Each kanda of Srimad Valmiki Ramayana is based on a particular

YOGACAKRA such as:

TABLE 3.3 YOGACAKRA BASED RAMAYANA

S.No Kanda Yoga-Cakra

1. Bala Muladhara

2. Ayodhya Swadhisthama

3. Aranya Manipuraka

4. Kishkindha Anahata

5. Sundara Visuddhi

6. Yuddha/Lanka Ajgna

7. Uttara Sahasrara

Source- Kalyan ,Yogatatvank, 1994 , Gita Press

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3.2 SRI SUNDARA KANDA ITS IMPORTANCE AND GREATNESS

While the other Kandas of Srimad Valmiki Ramayana state their

contents through their titles, the fifth chapter Sundara Kanda (Beautiful

Part) forms an exception.

It is because, there were other three options as given below:-

(i) Most of the actions of this Kanda took place in Lanka. As such

the Maharshi could have called it Lanka Kanda. He did not call

it so.

(ii) This Kanda is full of the glorious and triumphant activities of

Hanuman. So, he could have titled it as Hanumat Kanda. He

did not do so.

(iii) This Kanda describes a lot about Sita, kept a captive in Lanka

Sita

Kanda

following reasons:

Sundara means beautiful. The word Sundara Kanda can be

understo SUNDARA

as its prime character and two, a chapter which is beautiful.

It is Hanuman (a monkey character in Ramayana) who has

Sundara

nature, confidence, competence, abilities and actions all these are

ecstatically beautiful. Again in Sundara Kanda there are beautiful

dialogues between Hanuman and Sita. It is undisputedly a chapter of

Hanuman and Sita (Sita literally means a line formed by ploughing the

earth).

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Asoka garden are extremely beautiful and enchanting. In brief, Sundara

Kanda describes the glorious deeds of Hanuman. Most important Sita,

who was lost, was found. It is Sundara par excellence. For these reasons

the Sundara Kanda held in the highest reverence in Srimad Valmiki

Ramayana.

A beautiful couplet

SUNDARE SUNDARAH KAPI:

SUNDARE KIM NA SUNDARAM

Meaning

The buildings, the gardens, the landscapes etc of Sri Lanka are

beautiful in Sundara Kanda; The admirable virtues of Sita are beautiful in

SundaraKanda; The fantastic and exemplary actions of Hanuman are

beautiful in Sundara Kanda; Which (at all) is not beautiful in Sundara

Kanda? (i.e., everything is beautiful). So, this section of Srimad Valmiki

Ramayana is renowned as Sundara Kanda (Beautiful Part).

There are lessons to learn even on starting a new venture,

planning technique, overcoming obstacle, achieving success and above

all, reporting to various levels of hierarchy. So, one could say that the

entire Ramayana is encapsulated in the Sundara-kanda. For this reason,

persons who seek fulfillment of their wishes, devotedly read this part

instead of the entire Ramayana.

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 Srimad Valmiki Ramayana is a priceless possession of our land

and Sri Sundara Kanda ranks high among all the seven chapters in the

Ramayana, with an extraordinary beauty of its own. Sri Sundara Kanda

consists of 2,865 slokas.

Navaratnamala ( a garland of nine precious stones)

There is a garland of nine precious stones in Sri Sundarakanda:-

TABLE 3.4 NAVARATNAMALA IN SRI SUNDARA KANDA

S.No Sloka (verse) Ratnam (Gem) Graha (Planet)

1. (5\1\1) Manikyam (Ruby) Surya: (Sun)
2. YASYA. \1\201) Mowktikam(Pearl) Candra: (Moon)
3. ANIRVEDA \12\10) Vidruma (Coral) Angaraka: (Mars)
4. NAMOASTU...(5\13\59) Marakatam Budha: (Mercury)
(Emerald)
5. PRIYANNA \48) Pushparagam Guru: (Jupitar)
(Topaz)
6. RAMA \35\8) Hira: (Diamond) Sukra: (Venus)
7. JAYAT \42\33,34) Nila : (Sapphire) Sani :(Saturn)
8. YADYASTI \53\27) Gomeda: (Gomeda) Rahu: (shadow)
9. NIVRITTA \68\28) Vaiduryam (Lapis- Ketu: (shadow)
lazuli)
-Venkatraman, M.K. (1992)

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 SITA

Value HANUMAN

SRI RAMA

Fig.3.1 VALUE TREE OF SRI SUNDARA KANDA

Sri Rama to His best-

Srimad Valmiki Ramayana is rich with several lessons in the

development of various skills. Its fundamental significance is to reveal

how to go ahead with a righteous living without infringing any rule of the

Nature. Lord Rama is a shining example of virtues (Dharma). Rightly, it

Ramo Vigrahavan Dharmah

living. Mahatma Gandhi (the father of India) was inspired by the life and

103
Gandhi wanted to send a message to the leaders that good governance is

always directed towards the upliftment of the downtrodden. Mahatma

Rama Rajya

The main characteristic feature of Srimad Valmiki Ramayana is its

universality. Mahatma Gandhi considered Sri Rama an ideal model for

lived or not on this earth, the ancient ideal of the Ramayana is

3.3 PICTORIAL CLASSIFICATION OF KANDAS (PARTS), SARGAS

(CANTOS) AND SLOKAS (VERSES)

Table showing the number of sargas/cantos in each kanda of

Srimad Valmiki Ramayana

TABLE 3.5 KANDAWISE SARGAS

S.No. KANDAS SARGAS

1. Bala 77
2. Ayodhya 119
3. Aranya 75
4. Kishkindha 67
5. Sundara 68
6. Yuddha 131
7. Uttara 111
Total 648

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 Graph showing the number of sargas/cantos in each kanda of

Srimad ValmikiRamayana

Source: Srimad Valmiki Ramayan (Volumes: I & II), Gita Press Gorakhpur

FIG 3.2 KANDA WISE SARGAS

Srimad Valmiki Ramayana.

Following is a list of the great devotees of Sri Rama and Sri RamaNama

1. Sri Ramananda

2. Sri Tulasidasa

3. Sri Kabirdasa

4. Sri Badrachala Ramadasa

5. Sri Samartha Ramadasa

6. Sri Bahirama Bhatta

7. Sri Mandalika

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8. Sri Ramaraja

9. Sri Padmanabha Vedika

10. Sri Bhakta Uddhava Citguna

11. Sri Sridhara Pandita

12. Sri Tyagaraja

13. Sri Muthuswamy Dikshitar

14. Sri Sridara Ayyaval

15. Sri Sadasiva Brahmendral

16. Sri Madhvacharya

17. Sri Raghavendra

18. Sri Bodhendra

19. Sri Kulasekharazhkar

20. Sri Vedanta Desikar

21. Sri Kanhangad Ramadasa

22. Sri Sukha Brahma

23. Sri Adi Sankara

24. Sri Yamunacharya

25. Sri Caitanya Mahaprabhu

26. Sri Ekenatha

27. Sri Raidasa

28. Sri Gurunanak

29. Sri Purandaradasa

30. Sri Kshetragna

31. Sri Narayana Thirta

32. Sri Pillai Perumal Ayyangar

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33. Sri Thirunavukarasar

34. Sri Thirugnana Sambandar

35. Sri Arunagirinather

36. Sri Papanasam Sivam

37. Sri Swati Thirunal

38. Sri Eluthachan

39. Sri Kambar

40. Sri Saibaba

41. Mahatma Gandhi

in the verses of Srimad Valmiki Ramayana

S.NO KANDAS NUMBER OF TIMES

1. Bala 314
2. Ayodhya 809
3. Aranya 517
4. Kishkindha 225
5. Sundara 309
6. Yuddha 634
7. Uttara 354
Total 3162

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 used in the verses of Srimad Valmiki Ramayana

KANDA

Table showing the number of verses in each kanda of

Srimad Valmiki Ramayana

TABLE 3.7 KANDAWISE VERSES

S.No. KANDAS VERSES

1. Bala 2270
2. Ayodhya 4273
3. Aranya 2473
4. Kishkindha 2462
5. Sundara 2865
6. Yuddha 5894
7. Uttara 3763
Total 24000

108
 Graph showing the number of verses in each kanda of Srimad

Valmiki Ramayana

Source: Srimad Valmiki Ramayan (Volumes.I&II), Gita Press, Gorakhpur

FIGURE 3.4 KANDAWISE VERSES

3.4 CONTENT ANALYSIS

Since the present investigation intended to identify Value

Education Concepts as reflected in Srimad Valmiki Ramayana , it was

decided to adopt content analysis as the research method. This method

is employed to examine the occurrence of words or concepts within texts

or sets of texts, indicating some selected idea or ideas. Researchers

quantify and analyse the presence, meaning and relationships of such

words and concepts, then they make inferences about the message within

the texts, the writer(s), the audience, and even the culture and time of the

subject matter.

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 Bernard Berelson (1974) defined Content Analysis as "A research

Technique for the Objective, Systematic, and Quantitative Description of

Manifest Content of Communications". Content analysis is a research

tool focused on the actual content and internal features of learning

materials or resources. It is used to determine the presence of certain

words, concepts, themes, phrases, characters, or sentences within texts

or sets of texts and to quantify this presence in an objective manner.

Texts can be defined broadly as books, book - chapters, essays,

interviews, discussions, newspaper headlines and articles, historical

documents, speeches, conversations, advertising, theatre, informal

conversation, or really any occurrence of communicative language. To

conduct a content analysis on a text, the text is coded or broken down into

manageable categories on a variety of levels--word, word sense, phrase,

sentence, or theme--and then examined using one of content analysis'

basic methods.

According to Dr. Klaus Krippendorf (1980 and 2004) six questions

are to be addressed in every content analysis:

1. Which data are analysed?

2. How are they defined?

3. What is the population from which they are drawn?

4. What is the context relative to which the data are analysed?

5. What are the boundaries of the analysis?

6. What is the target of inferences?

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3.5 CONTENT ANALYSIS AS A RESEARCH METHOD

Most content analyses in education have been aimed at answering

questions directly relating to the material analyzed. These analyses have

generally been concerned with fairly simple classifications or tabulations

of specific information. Content analyses of pupil compositions, for

example, can give us a classification of grammatical and spelling errors

as well as information on the frequency of different types of errors. This

information can be directly applied to the revision of English courses or

the development of remedial programs. A content analysis of current

textbooks in first year Algebra can tell us such things as what topics are

covered by all books? What emphasis is placed on each topic? In what

sequence are topics usually presented? What mathematical terms are

introduced? What system of symbols is most frequently used? Such text

book analyses are often carried out by test publishing companies that

produce standardized achievement tests in order that their tests thus

constructed have high content validity.

Among the important early content analyses carried out in

education there were simple frequency counts of words in order to identify

those words most commonly used in the English language.

(Edward L.Thorndike, 1932 )

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 Such word-lists then formed the basis for determining the

readability of textbooks and for the development of elementary reading

textbooks and spelling lists. However readability is a function of other

factors besides frequency of word occurance. Therefore later researchers

attempted a more complex content analysis of text book materials in

developing readability formula.

(Irving Lorge, 1944, Rudlf Flesch, 1951)

Other areas of education that have been studied using content

analysis include the analysis of Propaganda, the sociological effects of

reading, the treatment of blacks in history textbooks, the Soviet Union

programs, the readability of books and newspapers and the social ideas

in McGuffey readers.

It may be seen from these examples that content analysis can be a

valuable tool for obtaining certain types of information useful in identifying

or solving educational problems.

Whereas most early studies employing content analysis relied on

simple frequency counts of objective variables (e.g., spelling errors).

Recent studies more often aim at using content analysis to gain insights

into complex social and psychological variables. Such studies are much

more difficult to carry out than the simple frequency studies and often

depend on a high level of sophistication of the researcher in psychology,

sociology or other behavioural sciences.

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 For example, a study compared the kinds of words used by black

children aged three, four, and five.

(James C.Montague Jr, 1976)

Such research can give us valuable insights into theoretical issues

related to the development of affective and cognitive processes in young

children. This study also employed a computer to conduct the content

analysis and tried out wireless microphone transmitters to gather samples

Content analysis is often used in conjunction with observational

studies. The researcher tape records classroom verbal behavior for

example and makes a typed transcript from the audiotape. The content of

the transcript is then analyzed in order to measure variables formulated

by the researcher.

A later trend in content analysis studies is to consider not only

content frequencies but also the interrelationships among several content

variables or the relationship between content variables and other research

variables. An illustration of this trend in content analysis is provided by

of the types of feedback statements that teachers use to

inform students about the adequacy or correctness of their responses.

(John A Zahorik, 1968)

Most content analysis in education is aimed at producing

descriptive information. For example a content analysis of themes found

in history textbooks used in soviet schools provided descriptive

information that gave us a better understanding of what the average

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Soviet citizen knows about history and how he might interpret current

international situations.

(Charles D.Cary,1976)

3.5.1 APPICATIONS OF CONTENT ANALYSIS

Ole Holsti (1969) groups 15 uses of content analysis into three

basic categories:

1. Make inferences of the antecedents of a communication

2. Describe and make inferences about characteristics of a

communication

3. Make inferences about the effects of a communication

3.5.2 TYPES OF CONTENT ANALYSIS

According to Bernard Berelson there are two types of content

analysis: Conceptual Analysis and Relational Analysis. Conceptual

Analysis can be thought of as establishing the existence and frequency of

concepts in a text. Relational analysis builds on conceptual analysis by

examining the relationship among concepts in a text.

Conceptual Analysis

In conceptual analysis, a concept is chosen for examination and

the number of its occurrences within the text recorded. To limit the

subjectivity in the definitions of concepts, specialized dictionaries are

used. In conceptual analysis, the researcher simply wants to examine

presence with respect to his/her research question, i.e. whether there is a

stronger presence of positive or negative words used with respect to a

specific argument or respective arguments.

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Steps for Conducting Conceptual Analysis

Decide the level of analysis.

Decide how many concepts to code for.

Decide whether to code for existence or frequency of a concept.

Decide on how you will distinguish among concepts.

Develop rules for coding your texts.

Decide what to do with "irrelevant" information.

Code the texts.

Analyze your results.

The steps given above are followed with modifications in the

present study.

Relational Analysis

As stated above, relational analysis builds on conceptual analysis

by examining the relationships among concepts in a text. For relational

analysis, it is important to first decide which concept type(s) will be

explored in the analysis. Studies have been conducted with as few as one

and as many as 500 concept categories. Obviously, too many categories

may obscure the results and too few can lead to unreliable and potentially

invalid conclusions. Therefore, it is important to allow the context and

necessities of the research to guide the coding procedures. Employing

Relational Analysis in the present study each value identified was related

to the context of different verses.

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3.6 CONTENT ANALYSIS APPLIED IN THE PRESENT STUDY

The present study is a conceptual analysis of Srimad Valmiki

Ramayana, intented to identify Value Education Concepts which may be

suitable for teachers and students.

Steps adopted in the study

The analysis of the entire Ramayana has been done adopting the

following steps:

1. Thorough reading of the original text.

2. Identifying the values in the original verses.

3. Presenting the original verse(s) by providing transliteration (with

suitable accents) of the verses.

4. Noting down the serial number (as given in the original text) of the

verses (with sargas and kandas) in which Value Education

Concepts are embedded.

5. Mentioning the context of an event/ statement/ idea in each verse.

6. Giving the meaning of each verse reflecting one or more values.

7. Ensuring the meaning of each Value Education Concept.

8. Describing the philosophical/psychological/sociological background

of each Value Education Concept.

9. Mentioning the serial number of other verses which reflect the

same value.

10. Listing the Value Education Concepts(108).

116
 11. Validating the meaning of the values with appropriate description

through endorsement (that the verses reflect the values identified)

by Bilingual scholars.

Method of identifying the values in the original verses

a. Mentioned the serial number (as given in the present study) of the

verse(s)

b. The verse in which the value was identified is given applying

transliteration scheme.

c. The context of the verse to facilitate understanding the meaning of

the value.

d. The meaning of the verse in which value has been identified

e. The idea behind or background of the value identified is mentioned.

f. The value identified is given

g. Those verses reflecting the same value are given.

STEPS IN DETAIL

1. Thorough reading of the original text

a. The original text used by the researcher for the present study is
given below:
SRIMAD VALMIKI RAMAYANA
Volume -I (948 pages)
Volume II (942 pages)
b. The original text (with English translation) is published by

Govinda Bhavan Karyalaya, Gita Press, Gorakhpur, Uttarpradesh -

- 273005 (India).

117
 Year of Publication: 9th Reprint, 2008.
Phone: (0551) 2334721
Fax: (0551) 2336997
e mail : booksales@ gitapress.org
Web: www.gitapress.org
c. The text in Hindi-translation is also referred to by the researcher for

clarity.

Srimad Valmiki Ramayana, Gita Press, Gorakhpur.

The researcher has studied the original text thoroughly.

2. Identifying the values in the original verses

While reading through the verses, the researcher has identified the

values such as prayer, offering salutation, respect to teacher etc. In most

of the verses values are hidden/embedded in the verses, whereas in

others the actual word of the value is seen.

For example

1.

GURUSNEHENA

(5\38\9)

In the above mentioned verse, the actual word of the value is seen

in the verse itself. i.e GURUSNEHENA

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2. Value identified is GRACE (Karuna)

(5\53\26)

(5\53\26½)

Context

Sita prays to Agni Deva (the Fire God) in these words, by showing

Her mercy for Hanuman to become cool when the demons started

Meaning

Holy hearted Sita whose eyes are big, prayed (in her mind) to Agni

Deva by wishing / blessing to be graceful for the welfare of Hanuman. In

this verse the value is reflected/embedded. But the actual word of the

value is not seen in the verse.

3. Presenting the original verse(s) providing transliteration (with

suitable accents)

To transliterate the original verses of Srimad Valmiki Ramayana

into English script, the investigator has used the following suitable accents

in the present study of content (conceptual) analysis:

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Accents used in the analysis

4. Noting down the serial number (as given in the original text) of

the slokas/verses (along with Sarga/canto number and Kanda

/part number) in which the Value Education Concepts are

embedded.

Example

DE

(5\13\59)

Expansion of (5\13\59) is given below for reference:

5 indicates the 5th part (kanda) of the book.

13 indicates the 13th canto(sarga) of the 5th part (kanda) of the book.

59 indicates the 59th verse(sloka) of the 13th canto(sarga) of the 5th part

(kanda) of the book.

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5. Mentioning the context of an event/statement/idea of each Value

Education Concept

Verse

(5\25\1)

Context

The poet Valmiki utters these words about the rough behaviour and

shameful words of the female demons who surrounded Sita under a tree

at Asokavanika in Sri Lanka.

6. Giving the meaning of each verse

The investigator has given the meaning of all the verses

(scrutinized by him) reflecting one or more values each.

Example

KASCIDVIDYATE TRIDASESHVAPI

(5/11/3)

Meaning

Nor she would go near any other gents even if he is the head of all

the Gods. Even among Gods no one can be equivalent to Sri Rama, who

have only three stages in life namely, childhood, adolescence and youth.

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7. Ensuring the meaning of each Value Education Concept

To avoid ambiguity, the researcher has ensured the meaning of

each Value Education Concept, referring to the following dictionaries:

1. SANSKRIT ENGLISH DICTIONARY

Motilal Banarsidas Publications (P) Ltd, Delhi (Vama Shivaram

Apte, 2012)

2. SANSKRIT TAMIL - ENGLISH DICTIONARY

Sanskrit Education Society, Chennai -4 (Radhakrishnan Sastri

S.V., 2003)

3. HINDI - ENGLISH DICTIONARY

Oxford University Press, (Mc Gregor R.S., 1993)

4. HINDI HINDI-TAMIL-ENGLISH DICTIONARY

Agastyar Prakasam (Sowmyanarayanan Dr.,1995)

8. Describing the philosophical / psychological / sociological

background of each Value Education Concept

a. Philosophical background

Value -- Ability to differentiate good and bad (Vivekah)

We shoul

and what is bad? Viveka is a discriminating power between

Self and not-self

Real and unreal

Eternal and non-eternal

Subject and object

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 It is a result of purity of heart through Nishkamya karma (Doing

duty without expecting any return).

b. Psychological background

Value Bravery

Man should be brave enough to face anything (in life) to solve all

the problems. A brave person achieves his objectives successfully even

though there are hindrances on the way, light /heavy or mild / severe or

general/ fearful.

A person who is not courgeous can not achieve anything great in

his life even through he is highly educated and very rich in wealth.

c. Sociological background

Value--General Obedience

To obey is not easy at all times under all circumstances but when

there are rules we ought to obey / follow / abide by them. Because

obedience alone gives the right to command. Obedience promotes

national integration. If we see from the base we should obey our elders

first.

9. Mentioning the serial number of other verses which reflect the

same value

There are so many values in Srimad Valmiki Ramayana, which are

not embedded in particular one verse or two. In such cases the

researcher has mentioned the serial number (along with Kanada number

and Sarga number) of those other verses also which reflect the same

value.

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Example

Value - Obedience to Father

Psychologically speaking father seems to be the first enemy of any

adolescent boy (as he himself looks at his own father as enemy). Now-a-

days no boy obeys his father. But Sri Rama just to obey his father spent

14 years in the forest.

(2\21\49)

Context

While departing, Kausalya, mother of Sri Rama, stopped him from

going to exile. Sri Rama replied that obedience to father was my first and

foremost duty at that moment and he putforth these words as suggestion

to Kausalya.

Meaning

Yourself, Sita, Lakshmana, Sumitra, and myself should abide by

the injunctions of my father: Such is the eternal law of morality.

2\19\21; 2\21\31-33,43; 2\24\16; 2\111\11; 2\112\18;

2\118\51;

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10. Listing the Value Education Concepts(108)

The researcher has listed all the Value Education Concepts

identified by him along with Samskrit translation. Following are a few

value education concepts:

1. Prayer (

2. Offering Salutation

3. Hospitality

4. Rewarding ( )

5. Nature Worship( )

6. Motivating(Uttejanam)

7. Forbearance(

8. Righteousness (

9. Jest (Vinodah)

10. Obedience to Father (

11. Validating the meaning of the values with appropriate

description and endorsing that the verses reflect the value

identified

The following are the experts (Bilingual Scholars) to whom the

Value Education Concepts identified are shown along with the original text

(with English Translation). They validated the meaning of the values and

endorsed that the verses (scrutinized by the researcher) reflect the values

identified.

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1. H.H. Sri.R.Ravindra Swamigal
Tarka Vedanta Vidwan
Mathadhipati, Upadesa Gurupitham
Head Master, Samskrita Veda Pathasala
Padarakudi, Sivaganga District.

2. Sri Vital Das Maharaj (Sri Jayakrishna Dikshitar)

Vaidika SamskritaVidwan

Govindapuram/ Dakshina Pandaripuram.

3. Sri Harihara Sharmaji

Writer in Samskritam (F/o H.Raja ExMLA)
Subrahmanyapuram, Karaikudi.

4. Dr.S. Natarajan

Professor, Alagappa University

Alagappapuram, Karaikudi.

5. Dr.K.Pitchai Gurukkal
Chief Priest, Kalpaka Vinayaka Temple
HeadMaster, Samskrit Vedagama Pathasala
Secretary, Kalpaka Vinayaka School
Founder, Siveneri Kazhagam
Pillaiyarpatti, Sivaganga District.

6. Prof.(Miss) S.Subha

Reader in Samskritam,

Sita Lakshmi Achi College,

Pallathur, Sivaganga District.

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 7. Sri.B. Nagarajan Ayyar

PG Teacher in Samskritam

Sri Pushpalata Vidya Mandir

Thiyagaraja Nagar, Thirunelveli.

8. Sri Krishnamurti Ayyar

Lecturer,Sarada College

Amaravatipudur, Sivaganga District.

9. Sri Rangarajan Ayyangar

Vaidika Samskrita Vidwan

Kandanur, Sivaganga District.

Table showing the number of verses analysed in each Kanda of Srimad

Valimki Ramayana

Table 3.8 KANDAWISE VERSES ANALYSED

S.No Kanda Verses Analysed

1. Bala 145

2. Ayodhya 264

3. Aranya 143

4. Kishkindha 171

5. Sundara 226

6. Yuddha 203

7. Uttara 45

1197

127