http://www.salagram.net/JesusLivedInIndia.html
http://www.youtube.com/watch?v=rmCS7P-vdRM
http://www.youtube.com/watch?v=UbgCTBW7BPA
http://www.youtube.com/watch?v=fW3-4JXSSQg
http://www.youtube.com/watch?v=Yt3RLsp-cOo
http://www.youtube.com/watch?v=_sevWSx3Dp4
http://www.youtube.com/watch?v=S-_PvmP07PU
Jesus in Kashmir:
http://www.youtube.com/watch?v=9DXCZFRsyl8
http://www.youtube.com/watch?v=T340DUSq9SY
http://www.youtube.com/watch?v=8cy8M4VzU-Y
The Lost Years of Jesus:
http://krishnatube.com/video/293/Jesus-in-India--BBC-Documentary
An alternative view, Jesus taught by Buddhist teachers:
"Elmar R. Gruber, a psychologist, and Holger Kersten, a specialist in religious history argue that Buddhism had a substantial influence on the life and teachings of Jesus.[21] Gruber and Kersten claim that Jesus was brought up by the Therapeutae, teachers of the Buddhist Theravada school then living in the Bible lands. They assert that Jesus lived the life of a Buddhist and taught Buddhist ideals to his disciples; their work follows in the footsteps of the Oxford New Testament scholar Barnett Hillman Streeter, who established as early as the 1930s that the moral teaching of the Buddha has four remarkable resemblances to the Sermon on the Mount."[22]"
http://en.wikipedia.org/wiki/Buddhism_and_Gnosticism#Therapeutae_influence
Agostinho da Silva
"Estou a exigir muito de si? Quem lhe há-de exigir muito senão os seus amigos? Eles receberam o encargo de não o deixar amolecer e, pela minha parte, tenha você a certeza de que hei-de cumprir. Você há-de dar tudo o que poder, e mesmo, e sobretudo o que não poder; porque só há homem, quando se faz o impossível; o possível todos os bichos fazem. Quando você saltar e saltar bem, eu direi sempre: mais alto! Que me importa a mim que você caia. Os fracos vieram só para cair, mas os fortes vieram para esse tremendo exercício: cair e levantar-se; sorrindo!" -- Agostinho da Silva, Sete cartas a um jovem filósofo, 1945
http://pt.wikipedia.org/wiki/Agostinho_da_Silva
a) "... that each man is different from myself and unique in the universe; that I am not the one, consequently, that must reflect instead of him, [...] that knows what is best for him, [...] that must point his way. Towards him I have only one right: helping him to be himself; as my essential duty to myself is being who I am, as uncomfortable as that may be [...]"
b) "... loving others and wanting their good has been the reason of much oppression and much death [...]; essentially, you must not love in others anything but freedom, theirs and yours. They must, for love, cease being slaves, as must we, for love, cease being slave owners."
c) "And it is the child the one that must be considered the noble savage, spoiling her, mis-shaping her [...] the least we possibly can [...]"
d) "Believing, thus, that man is born good, which means on my regard that he is born a brother to the world, not its owner and destroyer, I think that education [...] has not been much else than the system through which this fraternity is transformed in domination."
http://en.wikipedia.org/wiki/Agostinho_da_Silva
http://video.google.com/videosearch?q=agostinho+da+silva&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-a&um=1&ie=UTF-8&ei=Z0yFSoK_LpO5jAfEr6SiCw&sa=X&oi=video_result_group&ct=title&resnum=8#
http://www.youtube.com/watch?v=72K70_uYKdA
http://www.rascunho.iol.pt/img/agostinho_silva2.jpg
http://4.bp.blogspot.com/_El5BHFpKJFY/SdYLefK2zBI/AAAAAAAAATo/lFvW8W9dCbA/s1600-h/Agostinho_da_Silva.jpg
http://4.bp.blogspot.com/_El5BHFpKJFY/SdYLUw0oZAI/AAAAAAAAATg/81CgbesbCtM/s1600-h/agostinho+da+silva.jpg
http://pt.wikipedia.org/wiki/Agostinho_da_Silva
a) "... that each man is different from myself and unique in the universe; that I am not the one, consequently, that must reflect instead of him, [...] that knows what is best for him, [...] that must point his way. Towards him I have only one right: helping him to be himself; as my essential duty to myself is being who I am, as uncomfortable as that may be [...]"
b) "... loving others and wanting their good has been the reason of much oppression and much death [...]; essentially, you must not love in others anything but freedom, theirs and yours. They must, for love, cease being slaves, as must we, for love, cease being slave owners."
c) "And it is the child the one that must be considered the noble savage, spoiling her, mis-shaping her [...] the least we possibly can [...]"
d) "Believing, thus, that man is born good, which means on my regard that he is born a brother to the world, not its owner and destroyer, I think that education [...] has not been much else than the system through which this fraternity is transformed in domination."
http://en.wikipedia.org/wiki/Agostinho_da_Silva
http://video.google.com/videosearch?q=agostinho+da+silva&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-a&um=1&ie=UTF-8&ei=Z0yFSoK_LpO5jAfEr6SiCw&sa=X&oi=video_result_group&ct=title&resnum=8#
http://www.youtube.com/watch?v=72K70_uYKdA
http://www.rascunho.iol.pt/img/agostinho_silva2.jpg
http://4.bp.blogspot.com/_El5BHFpKJFY/SdYLefK2zBI/AAAAAAAAATo/lFvW8W9dCbA/s1600-h/Agostinho_da_Silva.jpg
http://4.bp.blogspot.com/_El5BHFpKJFY/SdYLUw0oZAI/AAAAAAAAATg/81CgbesbCtM/s1600-h/agostinho+da+silva.jpg
Love and do what you will
"Love and do what you will." - "Dilige et quod vis fac." -- St. Augustine
http://en.wikipedia.org/wiki/Augustine_of_Hippo
http://en.wikipedia.org/wiki/Augustine_of_Hippo
John Eccles
"...World 1 is the world of physical objects and states. It comprises the whole cosmos of matter and energy, all of biology including human brains, and all artifacts that man has made for coding information, as for example, the paper and ink of books or the material base of works of art. World 1 is the total world of the materialists. They recognize nothing else. All else is fantasy.
"World 2 is the world of states of consciousness and subjective knowledge of all kinds. The totality of our perceptions comes in this world. But there are several levels. In agreement with Polten, I tend to recognize three kinds of levels of World 2, as indicated in Fig. 6-2, but it may be more correct to think of it as a spectrum.
"The first level (outer sense) would be the ordinary perceptions provided by all our sense organs, hearing and touch and sight and smell and pain. All of these perceptions are in World 2, of course: vision with light and colour; sound with music and harmony; touch with all its qualities and vibration; the range of odours and tastes, and so on. These qualities do not exist in World 1, where correspondingly there are but electromagnetic waves, pressure waves in the atmosphere, material objects, and chemical substances.
"In addition there is a level of inner sense, which is the world of more subtle perceptions. It is the world of your emotions, of your feelings of joy and sadness and fear and anger and so on. It includes all your memory, and all your imaginings and planning into the future. In fact there is a whole range of levels which could be described at length. All the subtle experiences of the human person are in this inner sensory world. It is all private to you but you can reveal it in linguistic expression, and by gestures of all levels of subtlety.
"Finally, at the core of World 2 there is the self or pure ego, which is the basis of our unity as an experiencing being throughout our whole lifetime.
"This World 2 is our primary reality. Our conscious experiences are the basis of our knowledge of World 1, which is thus a world of secondary reality, a derivative world. Whenever I am doing a scientific experiment, for example, I have to plan it cognitively, all in my thoughts, and then consciously carry out my plan of action in the experiment. Finally I have to look at the results and evaluate them in thought. For example, I have to see the traces of the oscilloscope and their photographic records or hear the signals on the loudspeaker. The various signals from the recording equipment have to be received by my sense organs, transmitted to my brain, and so to my consciousness, then appropriately measured and compared before I can begin to think about the significance of the experimental results. We are all the time, in every action we do, incessantly playing backwards and forwards between World 1 and World 2.
"And what is World 3? As shown in Fig. 6-1 it is the whole world of culture. It is the world that was created by man and that reciprocally made man. This is my message in which I follow Popper unreservedly. The whole of language is here. All our means of communication, all our intellectual efforts coded in books, coded in the artistic and technological treasures in the museums, coded in every artifact left by man from primitive times--this is World 3 right up to the present time. It is the world of civilization and culture. Education is the means whereby each human being is brought into relation with World 3. In this manner he becomes immersed in it throughout life, participating in the heritage of mankind and so becoming fully human. World 3 is the world that uniquely relates to man. It is the world which is completely unknown to animals. They are blind to all of World 3. I say that without any reservations.
http://en.wikipedia.org/wiki/John_Eccles_%28neurophysiologist%29
"World 2 is the world of states of consciousness and subjective knowledge of all kinds. The totality of our perceptions comes in this world. But there are several levels. In agreement with Polten, I tend to recognize three kinds of levels of World 2, as indicated in Fig. 6-2, but it may be more correct to think of it as a spectrum.
"The first level (outer sense) would be the ordinary perceptions provided by all our sense organs, hearing and touch and sight and smell and pain. All of these perceptions are in World 2, of course: vision with light and colour; sound with music and harmony; touch with all its qualities and vibration; the range of odours and tastes, and so on. These qualities do not exist in World 1, where correspondingly there are but electromagnetic waves, pressure waves in the atmosphere, material objects, and chemical substances.
"In addition there is a level of inner sense, which is the world of more subtle perceptions. It is the world of your emotions, of your feelings of joy and sadness and fear and anger and so on. It includes all your memory, and all your imaginings and planning into the future. In fact there is a whole range of levels which could be described at length. All the subtle experiences of the human person are in this inner sensory world. It is all private to you but you can reveal it in linguistic expression, and by gestures of all levels of subtlety.
"Finally, at the core of World 2 there is the self or pure ego, which is the basis of our unity as an experiencing being throughout our whole lifetime.
"This World 2 is our primary reality. Our conscious experiences are the basis of our knowledge of World 1, which is thus a world of secondary reality, a derivative world. Whenever I am doing a scientific experiment, for example, I have to plan it cognitively, all in my thoughts, and then consciously carry out my plan of action in the experiment. Finally I have to look at the results and evaluate them in thought. For example, I have to see the traces of the oscilloscope and their photographic records or hear the signals on the loudspeaker. The various signals from the recording equipment have to be received by my sense organs, transmitted to my brain, and so to my consciousness, then appropriately measured and compared before I can begin to think about the significance of the experimental results. We are all the time, in every action we do, incessantly playing backwards and forwards between World 1 and World 2.
"And what is World 3? As shown in Fig. 6-1 it is the whole world of culture. It is the world that was created by man and that reciprocally made man. This is my message in which I follow Popper unreservedly. The whole of language is here. All our means of communication, all our intellectual efforts coded in books, coded in the artistic and technological treasures in the museums, coded in every artifact left by man from primitive times--this is World 3 right up to the present time. It is the world of civilization and culture. Education is the means whereby each human being is brought into relation with World 3. In this manner he becomes immersed in it throughout life, participating in the heritage of mankind and so becoming fully human. World 3 is the world that uniquely relates to man. It is the world which is completely unknown to animals. They are blind to all of World 3. I say that without any reservations.
http://en.wikipedia.org/wiki/John_Eccles_%28neurophysiologist%29
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