Bhagavad Geeta, summary of Vedic philosophy

I like Sanskrit as a subject of study. I recall in 8^th standard we studied first time, the subject had weightage equivalent of only 25 marks. We were taught ‘Shubhasheet’, verses of wisdom may be around 5 in a period every week. I recall I would have them by heart with meaning, when the period would end. I scored 25/25 in 8^th standard. This is just to provide evidence that I liked that subject. My siblings also were as interested and demonstrated same prowess.

There is another evidence. I took one external exam each year to learn beyond what was taught in the class. That is were I was introduced to Bhagwat Geeta (The Song of God) and could get opportunity to memorize chapters 12 and 15 and understand meanings. I believe the love for this language of God and that of Hindu scriptures was inherited from paternal genes.

Today, I was reflecting on some discussions with a learned relative about the concept and principles of Karm, and realized I have got some introduction to Bhakti, through chapter 12 of Bhagwat Geeta (Bhakti Yog, The Yog of Devotion) and to Gnyan, through exposure to chapter 2 (Sānkhya Yog : The Yog of Analytical Knowledge), over a period of time, but have not had opportunity to understand what does the Geeta say about Karm.

I have followed Swami Mukundanand’s commentary for understanding the God’s words. In the process of looking for knowledge on Karm contained in chapter 3 (Karm Yog, The Yog of Action), I came to get impressive introduction to Bhagwat Geeta.

Swamiji explains that ‘The Prasthān Trayī’, or the three pillars of Vedic thought, comprise the Upanishads, the Brahma Sutras, and the Bhagavad Geeta. These texts are central to understanding the depth and breadth of Vedic philosophy.

The Upanishads form the philosophical core of the Vedas, exploring profound concepts related to the nature of reality, the self, and the ultimate truth, or Brahman. Renowned for their depth and spiritual insight, the Upanishads have been highly regarded by philosophers worldwide. Arthur Schopenhauer, a prominent German philosopher, praised the Upanishads as one of the most elevating philosophies, providing solace throughout his life. Paul Deussen, another German thinker, acknowledged the Upanishads for their clear expression of eternal philosophical truths. However, the complex and abstract nature of these texts makes them challenging for the average person to fully grasp.

To address the complexity of the Upanishads, the Brahma Sutras were composed by Ved Vyas. This text serves as a systematic summary and philosophical conclusion of the Upanishads, earning the name “Vedant,” meaning the culmination of Vedic thought. The Brahma Sutras are highly concise, often leading to various interpretations and making them difficult to understand without deep study.

The Bhagavad Geeta, by contrast, is more accessible and provides a clear and practical summary of Vedic philosophy. Known as the “Song of God,” it presents a dialogue between Lord Krishna and the warrior Arjun on the battlefield of the Mahabharat. This conversation addresses fundamental questions about duty, righteousness, and the nature of the self, offering guidance that is both spiritual and practical.

Unlike many theories in disciplines such as economics, psychology, or sociology, which are often revised or discarded over time, the wisdom of the Bhagavad Geeta has endured for over fifty centuries. Its teachings have inspired a wide range of thinkers, including Mahatma Gandhi, physicist Robert Oppenheimer, psychologist Carl Jung, and writers like Herman Hesse and Aldous Huxley. The lasting relevance of the Geeta suggests its divine origin, transcending the limitations of human intellect and continuing to provide guidance to seekers of truth across the ages.

I have started reading, understanding and digesting what chapter 3 teaches us. Let me see if I can understand.

Reactions Vs Proactions - Cause and Effect

I read somewhere that observing comes naturally to all animals, not just to human beings. 

New Caledonian crows can guess the weight of an object by watching how it behaves in the wind, according to an international team of researchers. The findings, published in Proceedings of the Royal Society B, are the first of their kind in a non-human animal.

Humans use a variety of cues to gauge an object’s weight without directly handling it, including how easily it can be moved. For instance, if we see one object blowing down the street in the wind while another object remains stationary, we can infer which object is heavier. 

This beginning has nothing to do with what follows. I am building my defense. I am criticized in some quarters to be over doing this observation bit and more when I talk about observing my own behavior, which does not mean correcting the misbehavior, though.

I have observed and tried to analyze type of activity state, we are normally in. Such states are inaction, actions for life support, reaction and proaction. First two are constants and unavoidable for biologically human, but the time allotted two, reactions and proactions, vary. My observation is we are reactive more than we are proactive, generally. Reactions which i am focussing on are natural consequences of various external stimuli. Stimuli could be positive or negative, flattering or irritating.  And reactions could vary from withdrawal to aggression to violence, depending on how irritable I am and how strongly irritating is the stimulus. Such irritating stimuli could be noise in the surroundings, indisciplined traffic, nature's fury and i will look for studies related to reactions to irritants beyond our control, in the next part.

I looked for studies about what prompts, motivates and results into higher chances of reactive behavior, specifically to irritating stimuli. And i found that there are several studies that explore what prompts and motivates reactive behavior, particularly in response to irritating stimuli. This area of research is often examined in psychology, neuroscience, and behavioral science. The findings highlight various factors that can lead to increased reactivity, especially in the context of irritants or stressors.

1. Psychological Triggers:

   - Perceived Threat or Injustice: When individuals perceive a situation as threatening or unjust, they are more likely to react impulsively. This perception can be shaped by past experiences, personality traits, or even temporary emotional states. For example, someone who feels wronged may react defensively or aggressively to even minor irritations.

   - Cognitive Load: High cognitive load, such as multitasking or being overwhelmed with information, can lower an individual’s threshold for irritation. When mental resources are stretched thin, people are more likely to respond reactively to additional stressors because they have less capacity to process the situation calmly.

2. Biological and Neurological Factors:

   - Amygdala Activation: The amygdala, a part of the brain involved in emotional processing, plays a key role in reactive behavior. When the amygdala is highly activated, particularly in response to fear or anger, it can lead to immediate, reflexive reactions to irritating stimuli. This is often referred to as the "fight or flight" response.

   - Hormonal Influences: Stress hormones like cortisol can heighten reactivity. Elevated cortisol levels, often due to chronic stress, can make individuals more prone to irritation and less able to regulate their emotions, leading to more reactive behaviors.

3. Environmental and Contextual Factors:

   - Chronic Stress or Fatigue: Individuals under chronic stress or who are fatigued are more likely to respond reactively to irritants. The constant strain can lower resilience and make even small irritations feel overwhelming.

   - Social and Cultural Norms: In some social or cultural contexts, reactive behavior may be more accepted or even encouraged, particularly in response to perceived slights or disrespect. This can reinforce a cycle of reactivity where individuals are conditioned to respond aggressively or defensively to irritation.

4. Personality Traits and Individual Differences:

   - Trait Neuroticism: Individuals with higher levels of neuroticism, a personality trait associated with emotional instability and anxiety, are more prone to reactive behavior. They tend to have lower tolerance for irritants and may react more strongly to perceived slights or annoyances.

   - Impulsivity: Those with impulsive tendencies are more likely to engage in reactive behavior. Impulsivity can result from both genetic factors and environmental influences, and it often manifests as a quick, unconsidered response to irritation.

5. Behavioral Conditioning:

   - Past Reinforcement: Reactive behavior can be reinforced through past experiences where such responses were rewarded or at least not punished. For example, if someone has learned that reacting aggressively to irritants leads to the removal of the irritant or gains them some form of control, they are more likely to continue reacting in that way.

   - Learned Helplessness: On the flip side, individuals who feel powerless in the face of irritating stimuli may react out of frustration or desperation. This is often seen in environments where people have little control over their circumstances.

6. Situational Factors:

   - Lack of Control: Situations where individuals feel a lack of control can increase the likelihood of reactive behavior. When people cannot change or escape an irritating situation, they may react impulsively as a way to cope with the discomfort.

   - Social Provocation: Direct provocations, especially in social settings, are significant triggers for reactive behavior. If someone feels provoked or insulted, they are more likely to respond aggressively or defensively.

I have further observed that reactive behaviour does not mean benefits to me. On the contrarory it harms me only, physically as also psychologically. It distrubs me and distroys my peace. Reactive behavior, particularly in response to irritating stimuli, is influenced by a combination of psychological, biological, and environmental factors. Understanding these triggers can help in developing strategies to manage reactivity, such as through stress reduction, emotional regulation techniques, and mindfulness practices. By recognizing the factors that lead to heightened reactivity,  i can work towards more thoughtful and measured responses, even in the face of irritation.

Logical next step was to study how does being reactive hampers and how does proactivity helps. I found that the distinction between reactive and proactive activities has been the subject of various studies, especially in fields like psychology, behavioral economics, and management. The findings summarized below highlight the benefits of bing less reactive and more proactive:

1. Behavioral Studies on Reactivity vs. Proactivity:

   - Reactivity: Reactive behavior is typically triggered by external stimuli, often leading to immediate responses without much deliberation. While reactivity can be beneficial in situations requiring quick action (e.g., in emergencies), it can lead to stress, burnout, and poor decision-making when over-relied upon.

   - Proactivity: Proactive behavior involves anticipatory actions where individuals take control of situations by planning and preparing ahead. Proactivity is associated with better outcomes in personal and professional contexts because it allows for thoughtful decision-making, reduces stress, and promotes long-term success.

2. Studies in Workplace Settings:

   - Impact on Job Performance: Research has shown that employees who engage in proactive behaviors are more likely to excel in their roles. Proactivity is linked to higher job satisfaction, better performance, and greater career advancement opportunities. In contrast, a reactive approach often leads to feeling overwhelmed and less satisfied with one’s job.

   - Organizational Benefits: Proactive organizations tend to be more innovative and adaptable. Encouraging proactivity among employees can lead to a more resilient and forward-thinking workforce.

3. Psychological Implications:

   - Stress and Well-being: Reactive behaviors, especially when driven by constant stimuli or pressures, can lead to chronic stress and reduced well-being. Proactive individuals, who plan and manage their time effectively, tend to experience lower levels of stress and better overall mental health.

   - Emotional Regulation: Studies suggest that proactive people are better at regulating their emotions, as they are less likely to be caught off guard by unexpected situations. This emotional stability contributes to healthier relationships and improved social interactions.

4. Educational and Developmental Perspectives:

   - Teaching Proactivity: Educational programs that focus on developing proactive behaviors in students and young professionals have been shown to improve their problem-solving skills, critical thinking, and self-efficacy. These traits are crucial for success in various life domains.

   - Habit Formation: Habit formation research indicates that individuals can train themselves to be more proactive through practices like goal setting, time management, and mindfulness. Over time, these practices can shift a person’s default mode from reactive to proactive.

The balance between reactivity and proactivity is critical for overall well-being and success. While reactive behaviors are sometimes necessary, fostering a proactive mindset can lead to better long-term outcomes. Studies consistently show that proactive individuals and organizations are more resilient, innovative, and effective in their pursuits.

Let me look for ways and means of being proactive and what wise men suggest. It is never too late, even at the age of 78 years.

How To Address Others, Does It Matter?

Corona has changed the life at workplace. I have been not just advised but at times instructed not to come to office. The instructions are more out of love, affection and care for an old man, otherwise susceptible to infections and viruses.

That has converted all meetings virtual, to an extent that those in office also connect from their workstations!! This has also resulted into delayed acquaintances with new team members. And you can not blame that young, new member of the team who has not seen my grey hair and balding head, nor heard my guttural tone, if he, when he joins that virtual meeting and reads name in the box I occupy, Atul Mankad, addresses me as “Hi, Atul, we have not met”. And that addressing me by first name pulls him down in my esteem.

I have, in old days, when I was still old, been nasty at times and have told and at times written to such young person that “I prefer being addressed as Mr Mankad”. As a result, barring such brand new joinee, those who are very close to me and relatively older call me ‘Atulbhai’ or ‘ARM’, the others address me as ‘Mr Mankad’ or just ‘Sir’.

Today, having had similar experience, I wondered, from where and when do young children learn to address others?  Are they taught how does one demonstrate respect for others, even when the other person does not deserve respect?

I looked for information based on studies in social sciences. I framed following prompts:

1.      We find people addressing each other depending on intimacy or nature of relationship, differently. What are different cultural overtones as they relate to addressing others? 

2.      Generational overtones are observed surpassing traditional cultural nuances. Are there corroborating studies or evidences?

3.      Are there studies to evaluate effect on psychology of people of older generations cohabitating with millennials at Workplaces?

After trying to collate responses from multiple AI Bots, the information provided by ChatGPT sounds comprehensive and logical.

Please read on. It is always good to be aware and make our children aware:

The way people address each other varies significantly across cultures and is often influenced by factors such as intimacy, social hierarchy, and cultural norms. Here are a few examples of how different cultures approach forms of address:

1. Japan:

   - Suffixes: Japanese people often use honorifics (suffixes) to show respect and the nature of their relationship. For example, "-san" is a common respectful suffix, "-sama" is more respectful and formal, and "-kun" and "-chan" are used for close friends or younger people.

   - Titles and Last Names: It is common to address someone by their last name followed by a suffix, especially in formal settings. First names are usually reserved for close friends and family.

2. United States:

   - First Names: Americans often use first names even in professional settings, which reflects a more casual and egalitarian culture.

   - Titles: In formal or professional contexts, titles like "Mr.", "Mrs.", "Dr." followed by the last name are used.

3. France:

   - Formal vs. Informal: The use of "vous" (formal 'you') and "tu" (informal 'you') is important in French. Addressing someone as "vous" shows respect and distance, while "tu" indicates closeness and familiarity.

   - Titles: Titles such as "Monsieur", "Madame", and "Mademoiselle" are used in more formal interactions.

4. India:

   - Respect for Elders: It's common to address elders and authority figures with titles such as "Uncle", "Auntie", or "Sir/Madam" even if they are not related.

   - First Names and Nicknames: Among peers and friends, first names or affectionate nicknames are often used.

5. China:

   - Titles and Surnames: In formal settings, people are often addressed by their title (e.g., "Manager Li") or surname followed by a respectful term.

   - Family Terms: It is common to address people with familial terms like "Aunt", "Uncle", even if they are not family.

6. Germany:

   - Formality: Germans tend to be more formal, using "Herr" (Mr.) or "Frau" (Mrs./Ms.) followed by the last name in professional and formal contexts.

   - First Names: First names are usually reserved for close friends and family.

These cultural nuances highlight the importance of understanding and respecting different ways of addressing others, which can help in building better interpersonal relationships and avoiding misunderstandings.

Generational differences in forms of address and communication styles have been observed and studied across various cultures, indicating shifts that sometimes surpass traditional cultural nuances. Here are some studies and evidences:

1. Shift Towards Informality:

   - A study by the Pew Research Center found that younger generations, particularly Millennials and Gen Z, are more comfortable with informal communication styles and addressing people by their first names, even in professional settings. This trend reflects a broader cultural shift towards egalitarianism and away from hierarchical norms .

2. Workplace Communication:

   - Research published in the Journal of Intercultural Communication indicates that generational differences in the workplace can lead to varying expectations about communication and addressing colleagues. Younger employees often prefer less formal communication, which can sometimes clash with older colleagues' expectations of formality and respect .

3. Technology and Communication:

   - The rise of digital communication platforms has also influenced how different generations address each other. A study by the International Journal of Business Communication highlighted that younger generations, who are more accustomed to texting and social media, often use more casual language and abbreviations, even in professional emails and messages .

4. Globalization and Cultural Exchange:

   - A report by the World Economic Forum noted that globalization and the increased mobility of younger generations have led to a blending of cultural practices. Younger people are more likely to adopt communication styles from different cultures, leading to a mix of traditional and modern forms of address .

5. Education and Socialization:

   - Research by the Journal of Sociolinguistics found that educational institutions are significant in shaping communication styles. Younger generations exposed to diverse and multicultural environments in schools and universities are more likely to adopt informal and inclusive ways of addressing others, reflecting broader societal changes.

These studies and reports suggest that generational overtones indeed play a significant role in shaping communication practices, often surpassing traditional cultural norms. The increasing preference for informality, the influence of digital communication, and the impact of globalization are key factors driving these changes.

There are several studies that have evaluated the psychological effects on older generations cohabitating with Millennials in the workplace. These studies explore aspects such as job satisfaction, stress levels, communication challenges, and intergenerational dynamics. Here are some key findings from relevant research:

1. Intergenerational Conflict and Stress:

   - A study published in the Journal of Organizational Behavior found that intergenerational conflict can lead to increased stress and decreased job satisfaction among older employees. The differences in work values, communication styles, and expectations can create tension, particularly when younger employees challenge traditional practices and hierarchies .

2. Positive Intergenerational Interactions:

   - Research from the Journal of Applied Psychology indicated that positive interactions between generations can enhance job satisfaction and reduce stress. When older and younger employees engage in mentoring relationships, knowledge sharing, and collaborative projects, it can lead to a more inclusive and supportive work environment .

3. Adaptation and Flexibility:

   - A study in the International Journal of Human Resource Management highlighted that older employees who are adaptable and open to change experience less stress and higher job satisfaction when working with Millennials. The ability to embrace new technologies and flexible work practices is crucial for mitigating the negative effects of intergenerational differences .

4. Perceptions of Work Ethic:

   - Research in the Journal of Business and Psychology found that older generations often perceive Millennials as having a different work ethic, which can lead to misunderstandings and frustrations. However, when organizations foster an environment of mutual respect and understanding, these perceptions can be positively influenced, leading to better intergenerational cohesion .

5. Training and Development Program:

   - Studies have shown that training programs focused on improving intergenerational communication and collaboration can significantly reduce workplace stress and improve relationships between older and younger employees. These programs help bridge the gap by fostering mutual understanding and respect .

Overall, the research suggests that while there can be challenges associated with intergenerational cohabitation in the workplace, proactive strategies such as promoting positive interactions, fostering adaptability, and providing targeted training can mitigate negative effects and enhance the overall work environment.

Should I be a judge?

Thinking, as I mentioned the other day, is internalized information processing activity. Information gathered through experiences, reading and discussions.

I have been thinking about judging others’ conduct for the last two or three days. This was related to my recent experience. And I wanted wisdom to decide if I can be a judge and more specifically should I be a judge of someone else’s conduct. Since I could not afford to ask anyone, I resorted to searching for advice available in public domain using one of the AI supports.

I asked, “Can I be a judge?’ and the AI provided all details including position specifications like qualification and experience and detailed out process of recruitment and selection. I realized that my prompt was incomplete. I had to provide context, I thought.

Some one asked for help through a message and the sender was not in my contact list. And it was financial help. I could not understand who is the one who requests me by my name? And I looked for identity asking my nearest family members if they could identify. Ultimately, I could find out, but not before immediate family members knew about the request. There were suggestions and advice.

I asked the sender for some details about challenges faced by the requester. In the process it was informed that I may not tell others about the request. The requester turned out to be one who was not held in very high esteem by family members having behaved in a manner not normally expected of a responsible person, having failed to support the immediate family. I asked for some time under genuine pretext.

I was thinking about the request and evaluating the requester before deciding to help. And that led to the thought 'should I be a judge' and 'should I decide against helping?' 

I was reminded of the parable and what Jesus is quoted to have said when the woman accused of adultery was brought to him and asked, should she be stoned. Jesus had said "He who is without sin can cast the first stone" (John 8:7). 

I decided to help and having helped made it clear to the receiver that help cannot be expected perennially and that ways and means to be self-supporting should be found by the beneficiary. I did not inform anyone that I have extended help.

That was the reason for my looking for an answer to the question of should I be a judge and should I have acted otherwise? And ultimately, I looked for what wise people in the public domain would advise? 

On rephrasing the prompt leading to a question ’should I be a judge?’ AI Bot provided following response:

“That's a tricky situation! While it's understandable to consider an individual's past actions before offering help, it's essential to weigh your decision with empathy and integrity. Here are some factors to consider:

• Your relationship and responsibility: As a distant relative, you may not have a direct obligation to help.
• The nature of the request: Is it a genuine need or a recurring pattern of dependency?
• Their willingness to change: Have they made an effort to improve their situation or support their family?
• Your own capacity and resources: Can you offer help without compromising your own well-being or priorities?
• Alternative solutions: Could you connect them with other resources or support services instead?

Remember that refusing help might not necessarily teach the individual a lesson, but it could also mean missing an opportunity to make a positive impact. Consider having an open and honest conversation with the individual about your concerns and boundaries before deciding.”

I am convinced I have taken the right approach and the decision. Who am I to judge? 

I am sharing this to be of help should anyone of you face such a situation and are called upon to be judging others.

PS: The family members who know about the incident are requested not to divulge the beneficiary’s identity. I am sure they will help.

Am I Likeable?

 Yesterday i was scheduled to interact with two candidates for two totally different jobs. You first get to know candidates through their documented CV. One CV was a beauty, including his picture. At first sight i liked him. It was perhaps because he was a pass out of NIFT. The other one was the opposite, a psychometry research student, without picture. I was negatively impressed.

When we met the candidates, the impression turned totally opposite. After about three hours of interactions, I was wondering how likeability affects my conclusions, at times adversely also.

And today morning I find this article written by a psychologist for Forbes titled "Power of Likeability". The author highlighted that in social groups, including workplace teams, likeability is evaluated first, may be subconsciously. He says "We constantly evaluate others including leaders by two sets of non-verbal signals: One set of signals conveys power, authority, and status. But the first thing we look for (especially now, when empathy has never been more important) is a collection of “pro-social” signals that display warmth, empathy, and likeability."

The article provided some research based insights, directly or indirectly, what makes one more likeable.

I have strong likes and dislikes. The article made me think if my likeability measures match the researched conclusions? It made me ask a question to myself, am I likeable?

And that was more important for me. I need to get 360-degree feedback on that count. Such evaluation starts with self-evaluation. I asked myself following questions:

• Friendliness: How approachable and welcoming am I?
• Empathy: Can I understand and share the feelings of others?
• Positivity: Do I generally have an optimistic outlook?
• Respect: Do I treat others with courtesy and consideration?
• Active Listening: Do I pay close attention to what others are saying?
• Humor: Do I use humor appropriately to connect with others?
• Helpfulness: Am I willing to lend a hand when someone needs it?
• Reliability: Can people depend on me to keep my word?
• Positive interaction: What did I do that contributed to the positive atmosphere?
• Negative interaction. What could I have done differently to improve the situation?

I have my self evaluation score, but what matters more is your feedback. I have created a form for you to respond and give me your candid feedback. Please click on this link to open the form: https://forms.gle/pmwipYGV1WRXPEsi8

I am undertaking this exercise purely with selfish motive to improve myself and be more likeable.

I will await your response.

My behaviour

I came across an article detailing typical behaviours of individuals with above average intelligence. The author says “it is fascinating to note that true signs of superior intelligence are manifested in daily behaviors.“ The author goes on to list following seven behaviour which according to studies are demonstrated by those who score above average when given IQ test.

1.      An insatiable thirst for knowledge,

2.      Analytical and Critical thinking as a mental sport, not merely collecting information but scrutinize, break it down, and evaluate it with a rigor,

3.      Constant introspection, Self reflection and Self assessment,

4.      Emotional intelligence enabling effective social interactions,

5.      Independence and autonomy, work alone or on their own terms,

6.      Take on challenges to excel,

7.      Think out of the box and create new path."

I wondered who could this article be addressing, those who are intelligent? or those who are not? and what purpose such articles serve?

It required some search and I found flowing explanation in reply to the question.

“Articles about typical behaviors of individuals with above-average intelligence may be addressing both types of individuals, serving several purposes:

1.      Self-awareness and validation: For intelligent individuals, such articles may provide a sense of recognition and understanding of their own thought patterns, behaviors, and strengths.

2.      Insight and empathy: For non-intelligent individuals, these articles may offer a glimpse into the minds and experiences of highly intelligent people, fostering empathy and understanding.

3.      Identification and support: Teachers, educators, or parents may use such articles to identify and support gifted children or students, providing tailored guidance and resources.

4.      Research and study: Researchers and psychologists may use these articles to further investigate the characteristics and behaviors of highly intelligent individuals, advancing our understanding of intelligence and cognitive development.

5.      Popular interest and curiosity: Such articles may simply satisfy the general public's fascination with intelligence, genius, and exceptional abilities, sparking interesting discussions and debates.

Intelligence is complex and multi-faceted concept, and not all above average intelligent individuals will exhibit the same behaviors or traits. These articles should be seen as generalizations rather than definitive descriptions.”

Logically my next question was “As a corollary what are typical behaviour of individuals with below average intelligence?”

I was trying to figure out where do I fall?

I got advise which said “It is important to note that individuals with below-average intelligence are not defined solely by their cognitive abilities. It is essential to approach this topic with sensitivity and respect, avoiding harmful stereotypes or stigmatization.”

It went on to inform me “Research has identified some common challenges and behaviors associated with individuals who struggle with cognitive abilities, such as:

1.      Difficulty with problem-solving and critical thinking, 

2.      Struggling with learning new information and adapting to change, 

3.      Limited ability to understand complex concepts and abstract ideas, 

4.      Difficulty with communication, expression, and social interactions, 

5.      Struggling with executive functions (planning, organization, time management), 

6.      Possibly exhibiting impulsive or reactive behavior, 

7.      Difficulty with self-regulation and emotional management, 

8.      Possibly relying on memorization rather than understanding, 

9.      Struggling with independent decision-making and judgment, 

10.  Possibly requiring additional support and accommodations in learning and daily life.

It's crucial to remember individuals with below-average intelligence can still possess exceptional strengths, talents, and abilities in other areas, such as creativity, empathy, or practical skills.”

Having gathered information, it was obvious for me to understand how should I, having noted such typical behaviour, on either side, demonstrated by members of family or colleagues at workplace, conduct myself at home or at work?

I was advised as under:

“When interacting with individuals exhibiting typical behaviors associated with above or below average intelligence, it's essential to approach with empathy, understanding, and adaptability. Here are some tips for conducting yourself at home or work:

For individuals with above-average intelligence:

1.      Encourage and support their curiosity and interests.

2.      Engage in stimulating conversations and debates.

3.      Provide opportunities for autonomy and independence.

4.      Offer challenging tasks and projects that align with their strengths.

5.      Be open to learning from them and acknowledging their expertise.

For individuals with below-average intelligence:

1.      Be patient and understanding, avoiding frustration or criticism.

2.      Use clear, simple language and explanations.

3.      Break down complex tasks into manageable steps.

4.      Offer support and guidance without being condescending.

5.      Focus on their strengths and abilities, rather than weaknesses.

6.      Provide opportunities for growth and development.

7.      Be aware of potential learning difficulties and offer resources.

General tips:

1.      Treat everyone with respect and dignity, regardless of their intelligence.

2.      Avoid making assumptions or stereotypes based on intelligence.

3.      Focus on individual strengths and abilities.

4.      Be adaptable and willing to adjust your communication style.

5.      Show empathy and understanding, and be patient when needed.

6.      Celebrate diversity and inclusivity in your interactions.

7.      Be open to feedback and learning from others.”

I believe by following these tips, we can create a supportive, harmonious and inclusive environment, fostering positive relationships and growth for everyone around us.

I am trying to be modest while I take it as advice given to me alone. In fact it is for all of us to understand, appreciate and follow. 

Be the Best of Yourself: A Journey of Growth

Today it was double whammy. A colleague of mine who achieved a milestone with us when congratulated replied showing her gratitude and thanked for helping "her be the best version of myself".

At the same time, I got an article titled "The Stoic Mindset: How to Use Ancient Lessons to Face Life’s Challenges" in my feed. After explaining what is Stoicism and how stoic mindset in application encourages us to develop self-control, resilience, and the ability to overcome destructive emotions, the author in conclusion advised ""Be your best self". Embracing Stoicism as a way of life is all about becoming the best version of yourself. It’s about realizing your potential and ability to shape your own life. This is harder because it requires consistent thought, action, and execution. But the reward, like living the life you want, is worth it."

That was the trigger. I looked for information which can help us understand what does being the best of ourselves mean and how to be one such piece. In response to my last of a series of questions I found answer in form of an essay, titled "Be the Best of Yourself: A Journey of Growth".

Read on, it could help.

The question of how to be the best version of oneself is a timeless pursuit, a quest that has driven humanity for millennia. It's a call to action that transcends age, background, and circumstance. But what does it truly mean to "be your best self"?

The answer isn't a singular destination, but rather a continuous journey of growth. It's about cultivating a personal compass, one that guides you towards living a life of meaning, purpose, and fulfillment. This internal compass draws from various philosophies and experiences, shaping us into individuals who contribute positively to ourselves and the world around us.

Stoicism, a philosophy rooted in reason and virtue, offers valuable insights. The Stoics believed that true happiness lies in focusing on what we can control – our own thoughts, emotions, and actions. By mastering these, we can approach life's challenges with resilience and equanimity. The Bhagavad Gita, a foundational text in Hinduism, resonates with this notion through its concept of Sthitapragya – a person of unwavering wisdom who acts with detachment from outcome. Both philosophies emphasize that becoming our best selves isn't about external validation or attaining a specific goal, but about living with integrity and purpose.

So, how do we translate these grand ideas into everyday life? The path towards becoming our best selves starts with introspection. We must ask ourselves: What are our values? What kind of person do we want to be? What impact do we want to have? Once we have a clearer vision, we can begin to cultivate the necessary skills and habits.

Developing a growth mindset is crucial. This means embracing challenges as opportunities to learn and improve. Rather than fearing failure, we can view setbacks as stepping stones on the path to self-mastery. Stoicism encourages us to practice perseverance, reminding us that even the most accomplished individuals once faced difficulties. Similarly, the Bhagavad Gita emphasizes fulfilling one's Dharma (duty) with unwavering dedication.

However, growth doesn't happen in a vacuum. We need to surround ourselves with positive influences, mentors who embody the qualities we aspire to possess. Building a strong support system provides encouragement and inspiration, and offers valuable perspectives on our journey. Additionally, fostering gratitude for what we already have cultivates a sense of well-being that allows us to approach challenges with a more positive outlook.

Ultimately, becoming the best version of ourselves is not about achieving perfection, but about consistently striving for improvement. It's about showing compassion for ourselves and others, and acting with integrity in our daily interactions. It's about nurturing our talents and contributing our unique gifts to the world. This journey of self-discovery is a lifelong pursuit, one that brings a sense of purpose and fulfillment with every step we take. As we strive to be our best selves, we not only elevate ourselves, but we also inspire others to embark on their own journeys of growth, creating a ripple effect of positive change in the world.