Many of us often articulate our STRESS; as;

�I am not able to identify myself amidst own images made and broken.

I am not able to identify you because of your camouflage of urges and cravings.

I am not able to recognize them because of my own observing capacity full of prejudices and presumptions.

I am not able to perceive the light amongst the weirdly moving shadows inside and outside.

I am not able to listen to the music amongst the cacophony inside and outside.

I am not able to even live as myself due to �my� separation from my true self

I am under stress due to increasing chasm between my �self� and me; due to continuous bombardment of petty pains and pleasures

The anxiety, tension, worry, fear, indolence, inertia, indifference, disinterestedness, lowliness, resentment, depression, misery and helplessness also; spring from; the combined metabolic, endocrine, autonomic and central nervous activities.

In other words; the ongoing interactions between the whole body and the brain; and the surroundings; leads to the different moods and various actions in perspective, thoughts, feelings, passions and body.

If we are able to govern these, then we can manage the stress arising out of these! But who governs this whole panorama at present?

Some call it God, some call it nature. Some call it �Self� implying ATMAN. Some say there is no cause or governance! But be that as it may; are we to simply get helplessly dragged after all these interactions and the stress?

No. But mere intellectual explanations; and theoretical discussions, arguments and deliberations and controversies on the intricacies involved in Total Stress Management; without actual experimentation; don�t work.

We have to reach the seeds of our being; the seeds of our happiness! The practice and propagation of NAMASMARAN; however; reaches and nurtures these seeds of our being and the happiness blossoms as follows:

The random dance of the being�.
The bubbling frenzy of living�
The vigorous restlessness of moving�.

The haunting fragrances�
The tempting tastes�.
The mesmerizing melodies�.

The reassuring and loving words�.
The hilarious jokes and fun�..
The awesome grandeur and glamour...

The stirring and stunning attraction�
The captivating bonds and memories...
The protracted incompleteness �.

The throbbing of heart �.
The inevitable union �.
The fulfillment of caring and rearing...

The queer calls of heart and soul�.
The endless drag towards unknown�.
The burning motivation for justice

The unending inexplicability�
The exploding turmoil�
The helplessness of impotency�.

The vastness of universe �.
The versatility of human genius�.
The humility of one�s frailty�.

The unifying diversity
The innate yet ubiquitous orchestra�
The harmony of moments �.

All living within us!

If we take the analogy of disturbance in electric supply; for stress; then Total Stress Management is like actually reaching he powerhouse of the electricity and making all rectification there; and not merely discussing the wiring, voltage, changing the bulbs etc.

It is like being a king; and NOT merely discussing and gossiping about the kings, their politics and bravery; or enacting the role of kings in a drama or movie!

We need not believe (or disbelieve) in anything from all of this; blindly or even with open eyes! Instead; it is better to accept provisionally; think over, study and give Total Stress Management (the core of which is NAMASMARAN) a fair trial, if and when we feel (and we abound to feel) the urge!

Many of us are convinced that NAMASMARAN takes us from subjectivity; to objectivity, to the root and seed of universe and to immortality�!
However many of us question about its uniqueness, supremacy; and its insistence and generalization.
Thus; some of us feel that there are many people who do not practice NAMASMARAN; yet serve the universe in different ways e.g. through; scientific and technological research and social service. Some of us feel that; consideration of the merit of other ways of self realization; is also important.
It is true that the creative geniuses in different fields contribute to the universal blossoming without practicing NAMASMARAN. But it is they; who have to express if they reach immortality; like Saint Dnyaneshvar. As far as the merit other ways of self realization is concerned; it is for those who have experienced or are convinced to reach immortality through those ways; can preach them.
For those of us who are convinced about NAMASMARAN and its scope and potential; it is fair to practice NAMASMARAN steadfastly and share the vision, conviction and/or experiences; with others. But this can be best done without being critical about the other ways, about which they have no experience. But suffice it to feel and express; that ultimately all ways converge to universal harmony and eternal reality.

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student�s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one�s social environment and culture

Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of �educational material� such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the �capacity and merit of rote learning�. This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers� children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain


20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to �copy� and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of RESERVATION POLICY and its ILL EFFECTS; in individual and social life; can NOT be managed effectively unless and until; a situation where millions are �imprisoned� in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not �miss� the �benefit of NAMASMARAN as they may remember true self through one symbol or another�!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent proper policies!

The root cause of global recession is the overpowering dominance of petty and tubular perspective over holistic perspective; in different fields. In other words; mean selfishness has overpowered the holistic aspirations of global welfare. We must appreciate that the very nature of petty perspective; is to enhance antagonism and suppress the holistic perspective that consolidates complementarity, inclusive growth and harmony.
This conflict is not new. But it has crossed the regional and national boundaries and hence its impact has become global.
How does petty perspective cause global recession?
Petty perspective is born out of slavery of incessant inner cravings for physical, monetary, political, cultural and other kinds of supremacy and control; beyond physiological needs. It results in unscrupulous pursuits towards gratification of these cravings.
Thus the industrialists prefer to nurture, encourage, enhance and promote such basal and morbid cravings and thrive on them by producing in excess and selling; weapons of mass destruction, cosmetics, sexual stimulants; and so on. The political leaders prefer to encourage such industries and we due to our obliviousness of the reality; prefer to support such political leaders.
If we take the example of medical business; it excessively emphasizes on individual fitness (as against holistic health) profitable to sell their products in the form tonics, exorbitant spas, so called fitness clubs and so on. The political leaders obsessed with petty gains encourage this in exchange for party funds and bribe. The medical experts drowned in petty pursuits support such industries favoring the hegemony of respective different systems of medicine (as against holistic medicine). We; due to our own pettiness support such industries and policies.
As a result of this; the economic activities in different fields of life revolve around the petty perspective and lead to exorbitant growth of utilities and services for the benefit of few! Thus in poor countries also we find; markets of jewelry, five star and seven star hotels and hospitals, unproductive glamour, wasteful glitter, petty luxuriousness and vulgar yet expensive entertainment.
These economic activities make few of us rich, glamorous, arrogant, but hollow, weak and sick. As a result of petty perspective these few are glorified by most major players of mass communication and most of us worship such petty achievements!
But since a majority of us do not have money to avail these five star services; the sale begins to fall. Then the rabid competition begins. This is often called free market economy, free completion etc. This involves frantic and unscrupulous efforts to market these useless and/or counterproductive commodities and services, through mutually exploitative ways of promotion; involving colossal waste!
The sickeningly rich amidst us; sustain the sale of such commodities and services for some time. In fact the economy appears to be strong and booming; due to the show; of glamour and glitter! But soon these industries begin to slow down due to lack of customers. They are still sustained by the political leadership through loans, subsidies and waving of loans. In other words; public funds are pumped in these dying ventures and most of us; tax payers; are further throttled!
The sham industrial growth due to its petty perspective and mutually antagonistic and wasteful activities; and throttling deprivation of billions of us, whose buying power gets desiccated/atrophied; races towards decay! The industrial profits begin to fall and the share prices plunge.
Since the money pumped in these businesses, whether by governments or investors�, is essentially our money (which would have been potentially useful for the global development); we the common people all over the world suffer maximum, the investors with buffering power suffer less and the business houses with much greater buffering power; suffer least; as the loans are often waved!!
Many of us suffer miserably and try to find solutions through movements against exploitation and corruption; but it can succeed only if we internalize holistic perspective, which embodies sublimation of inner cravings in realizing complementarity, inclusive growth and harmony; i.e. holistic renaissance. How can this be done?
1. The children have to be introduced to the measures of inner blossoming (to evolve holistic perspective and realize holistic renaissance); such as hymns, prayers, jikra and NAMASMARAN; right from the beginning.
2. The productive domain must be nurtured and the �epidemic of wasteful learning of unproductive activities� leading to scarcity of jobs and subsequent evils should be eradicated on war footing urgently and seriously.
3. The concept and practice of holistic medicine have to be evolved.
4. The concept of holistic health has to be evolved and practiced in all the fields of life; so as to make them complementary and synergistic and NOT petty, mutually antagonistic and detrimental to the mankind. Thus; the industrial, agricultural, horticultural and other productions and services; must subserve the fulfillment of physiological needs of all; and not the morbid interests, whims and fancies of few.
5. The further details however; can be worked out and evolved by the experts with holistic perspective in the different fields.

There are two main trends of ideological or philosophical literature, thoughts and perspective.

Thus; most spiritual writings emphasize on individual purification, righteousness, impeccability; and individual emancipation and liberation; with almost complete neglect towards the system; i.e. government, laws, rules etc.

Most materialistic, socialistic and communistic writings insist on socioeconomic and sociopolitical change or revolution in the system; with almost no reference to individual blossoming.

A spiritualist assumes that the society would automatically emancipate if an individual emancipates and a materialist assumes vice versa; i.e. change in system would automatically emancipate an individual.

The religions and various philosophers such as Plato; had aimed at; an orderly society; working according to the commandments or decrees or precepts in the scriptures or other books; thus ensuring minimal conflicts of interests. They tried to combine the spiritual and material benevolence and harmony; in individual, family and social life.

We have to accept, love, respect; and maximally reconcile the essence of all these literatures; to overcome the rapidly worsening individual and universal stress!

How can this be done?

This can be done if we clarify our ideas; such as heaven, hell, fortune, misfortune etc.

Let us be clear; that various ideas such as; virtuous deeds, blessings of deities, gains in terms of mundane pleasures or heaven; and vices, sins, curses, losses, and misery of hell; represent bright and dark shades of life (our consciousness and experience); respectively. They are meant for enabling us to progressively blossom from being petty, subjective and selfish; to sublime, objective and selfless individuals and societies.

True heaven is actually a state of consciousness where our happiness concurs with the blossoming of billions. This true heaven is far more fulfilling and dignified than the one described in some scriptures.

True hell; is the state of misery where we are obsessed by the pursuit of petty and deceptive gains; and helplessly trapped in the mean, savage, barbaric and indiscriminate transactions! This hell is worst than the one described in many scriptures.

Having seen the nature of heaven (and hell); let us see the potential of astrology.

Being concerned about petty gains; our curiosity in astrology has got stunted and become a bonsai. We keep studying and seeking answers to questions related to marriage, education, service, occupation and so on; without bothering about the most important aspect of life; the self realization and SUPERLIVING!

This is a trivialized perspective of astrology. Naturally astrology has become mercenary, degenerated, degraded and deteriorated and full of blindly believed ridiculously irrational solutions!

True astrology is sublime. It is meant for studying our future so as to increase our participation; in holistic renaissance! It is meant for guiding and motivating us in developing holistic perspective, policies, planning and programs for the beautiful future of mankind, life, earth and the universe!

Thus; whether we believe or disbelieve in heaven/hell and astrological fortune/misfortune; if we are petty; then we can not resolve and reconcile the conflicts and/or contradictions in them; and can not arrive at solutions.

However; they can be easily resolved and reconciled and we can arrive at holistic solutions; if we grow from within and identify how our welfare is linked with that of billions!

Let us realize that; spiritual, astrological or ritualistic endeavors; without the holistic perspective, policies, plans, programs and their implementation for holistic universal renaissance; and any socioeconomic or political theories of revolution; devoid of individual blossoming; are palliative, useless or harmful and hence counterproductive.

In view of this; many steps are described in �SUPERLIVING�; (available on 175 international websites for free download) which lead to; culmination of; every stressful metabolic, endocrine and nervous activity; into �most fulfilling; holistic perspective, thinking, feelings and behavior; conducive to individual and universal blossoming!

We have to assert ourselves by sharing this evolution or blossoming of ours; if we want to conquer the stress and engender and enjoy the ambrosia of Holistic Renaissance i.e. Superliving.