Introducing Religion and Epics to Inquisitive Children

Yesteryears-Disseminating knowledge of Epics-The role of Grandparents:

During my childhood, summer holidays meant gathering with cousins. Our maternal grandmother, as a routine, would gather us and delve into scriptures like Goswami Tulsi Das’s Ram Charitra Manas and Mahabharat, explaining the narratives in Hindi. Nighttime was reserved for stories about gods and demons. The tales were exciting for our young minds, and questioning the righteousness of divine actions was culturally discouraged. These storytelling sessions forged lasting bonds between grandparents and children, a tradition that persisted until our teenage years when distractions like television and mobile phones were yet to invade.

The Impact of Nuclear families on Knowledge of Epics and Religion:

When we were children, parents, especially those not residing in joint families, were primarily focused on earning a living and ensuring the well-being of the family. Engaging in discussions about religion or epics with their children was not high on their list of priorities. Consequently, children of our generation, especially those in nuclear families residing in urban areas and distant from their grandparents, acquired limited knowledge of religion and the narratives from the epics.

The Contemporary Times

In modern times, even when residing in joint families, our parents’ generation continued to shower love on their grandchildren just as they did before. However, engaging in discussions about religion and the tales from epics were not given priority. Visits to the temple became occasional and ritualistic. Consequently, our children gleaned limited knowledge from TV serials depicting various epics. Unfortunately, this learning was often confined to the show’s runtime, serving more as entertainment than a comprehensive educational experience. If any learning did occur, it remained partial at best.

The Generation X is inquisitive and demands reasoning:

In contrast to our era, our grandchildren are inclined towards open discussions and insist on logical explanations for anything they are told about epics and religion. This sometimes puts grandparents in a challenging position, as our own knowledge may be limited, and we might not have thoroughly prepared before engaging in these conversations. This lack of preparation can occasionally lead to awkward or embarrassing situations.

The Challenge of Introducing Epics in right way:

Contemporary individuals face the challenge of introducing mythology to the younger generation. For instance, when I learned about Krishna killing his maternal uncle Kansa, who had imprisoned Krishna’s parents, Devaki and Vasudeva, or the narrative of maternal uncle Shakuni in the Mahabharata, responsible for sowing seeds of jealousy among the cousins that culminated in the fierce battle, it never occurred to my young mind that maternal uncles could be the cause of all troubles. Recently, during a visit to my retired professor now residing in Seattle, USA, his daughter, who is also a grandmother, expressed concerns about introducing epic tales to her extremely intelligent, discerning, and smart grandchildren.

Following our discussion, it’s evident that some questions arise in the fertile minds of present-day children. Examples include:

Maternal Uncles Always Bad: Children might wonder if maternal uncles are always bad. Kansa, for instance, was depicted as so evil that he had to be killed by his nephew, Lord Krishna. Similarly, maternal Uncle Shakuni’s actions poisoned relationships among cousins, leading to the destructive Mahabharata war. This perception raises questions about the inherent nature of maternal uncles.
Gods and Goddesses Killing Demons: Children may question why gods and goddesses resort to killing demons rather than reforming them. For instance, Goddess Durga killed Mahishasura, and Goddess Kali drank the blood of the demon Raktabija. This prompts inquiries into the motives behind divine actions and the concept of redemption for demons. These inquiries may stem from a generation gap or the heightened inquisitiveness of modern children. Nevertheless, they underscore the importance of introducing religious discussions and epics with a comprehensive understanding to address the curiosity of contemporary children regarding religious and mythological subjects.

How to Introduce Tales from Epics and Mythology:

In my view, when introducing tales from mythology to our grandchildren or children, it’s essential not to rush into narrating final battles where gods or goddesses achieve ultimate glory. Instead, we should gradually build up the narrative, considering potential consequences. It’s crucial to first highlight the strong characteristics and positive traits of the revered deities, steering away from immediately delving into stories of their conquests. Children, seeking explanations before acceptance, won’t grasp the significance of greatness merely through defeating demons, however evil they may be.

For example, when recounting the story of Lord Krishna, understanding his distinctiveness is paramount. He displayed innocence and a quest for justice from a young age. Protecting his clan of Yadavs from the wrath of his psychopathic uncle, Kansa, Krishna employed divine powers to overcome the following demons:

i. Putana – attempted to kill baby Krishna with poisonous milk. ii. Trinavarta – took the form of a whirlwind to kidnap baby Krishna.

iii. Saktasura – transformed into a cart, attempting to crush Krishna.

iv. Vatasura – planned a surprise attack by disguising and mingling with calves.

v. Bakasura – a gigantic crane whom Krishna defeated with divine powers.

Following these exploits, it’s essential to convey that Hinduism reveres those like Krishna who safeguard society from tyrants, exhibiting extraordinary obedience to elders, akin to Lord Rama.

Regarding the question about maternal uncles, drawing inferences from Mahabharata tales is crucial. Children should learn that maternal uncles are caring and adoring characters. For instance:

King Kansa: Loved his sister Devaki but turned into a sworn enemy upon hearing the divine announcement about his fate. His paranoid behaviour, killing infants, stems from abnormal and psychopathic tendencies, not rational actions.
Shakuni: Held a grudge against Bhisma due to his sister Gandhari’s forced marriage to blind Kauravas Prince Dhritarashtra. Shakuni’s bitterness and manipulation were fuelled by a belief in Gandhari’s unfair treatment, reflecting abnormal behaviour with misguided intelligence.

Emphasizing to children that the adorable relationship between maternal uncles and nephews shouldn’t be inferred from characters who deviated from virtuous paths is crucial. This approach helps in providing a nuanced understanding of mythological narratives.

Explaining the metaphors of Idols-Satisfying Intelligent Children of Today

In an effort to engage the discerning and intelligent minds of today’s children, it is crucial to introduce the Gods and Goddesses by explaining the underlying metaphors, where possible. In my novel, “Unveiling Excellence: An Inspiring Journey of Three Allrounders (Part I),” I’ve employed the following explanation for the metaphor of the idol of Lord Shiva as Nataraja in the Thillai Raj Natraj Temple in Chidambaram. This approach aims to resonate more with children than merely asking them to pay reverence to an idol:

For the Nataraja idol:

The demon under Nataraja’s feet signifies that ignorance is under his control.
The fire in his hand symbolizes the destruction of evil.
The raised hand reassures that he will bless us if we follow the right path.
The damru in his hand signifies the origin of life.
The ring around his back represents the cosmos.

The dancing pose of Nataraja, known as the “Ananda Tandava” or Dance of Bliss, symbolizes the cosmic cycles of creation and destruction. It represents the dynamic and rhythmic nature of the universe, with Lord Shiva as the cosmic dancer maintaining the balance between order and chaos. The flame in one hand symbolizes destruction, while the hand in the mudra of reassurance (Abhaya) signifies protection. The posture also conveys the idea that the entire universe is a dance of energy, and Shiva’s dance sustains the cosmic order.

A more common form in which Shiva’s metaphor is commonly represented is as Shiv lingam and carries profound carries profound spiritual and cosmic significance. Explanation of this metaphor to a seven or eight years old child can be considered as follows:

Nature and Simplicity: Shiva Lingam is a symbol that represents Lord Shiva, who is a very powerful and wise god responsible for creating and destroying the universe.
Creation and Balance: Shiva Lingam represents the beginning of everything, like when we plant a seed in the ground and it grows into a tree using the nutrition provided ny mother earth, rain provided by sky and the energy provided by Sun, which the plant uses to make its food and grow. Likewise, boys and girls are both important and work together to sustain the world.
Symbol of God’s Energy: Shiva Lingam is like a special way to think about God’s energy that is everywhere, in the trees, the rivers, and even in us. It helps us remember that God is powerful, but also calm and peaceful.
A Cosmic Pillar: Shiva Lingam represents a magical pillar that connects the Earth to the sky.
No Specific Form: Shiva Lingam doesn’t look like a regular person or animal because God is so big and special that we can’t really draw or make something that looks exactly like God. It’s a way to show that God is beyond what we can see with our eyes.
Time for Quiet Thoughts: Some people meditate by sitting quietly and thinking about the Shiva Lingam to feel close to God. It is an aid used by them for peaceful thoughts and feeling grateful for all the good things around us.

Similarly, while describing the Goddess Durga with her eight hands, it might be more convincing for a child to understand the significance of each element in the idol:

Conch Shell (Shankha): Represents the primal sound of creation, symbolizing the origin of existence.
Wheel or Discus (Chakra): Symbolizes the cosmic order and the cycle of time.
Mace (Gada): Represents power, strength, and the ability to crush ignorance and obstacles.
Sword (Khanda): Symbolizes knowledge and sharp discernment, cutting through ignorance and duality.
Lotus Flower (Padma): Signifies purity, beauty, and the unfolding of spiritual potential.
Bow (Dhanush): Represents determination and focus, aiming at the eradication of evil forces.
Arrow (Teer): Symbolizes the power to launch a concentrated force against negativity and evil.
Trident (Trishula): Represents the three aspects of creation, preservation, and destruction; also associated with the three gunas (attributes) in Hindu philosophy.

By explaining that worshiping Lord Shiva as Nataraja is not about idol worship but represents the destruction of ignorance and the power governing life and death in the cosmos, children are likely to have a more complete acceptance of Shiva as a deity. Likewise introducing to them to the metaphor of Shiv Lingam in simple terms might not seem an accurate description but might serve the purpose of their getting interested and exploring the spiritual aspect when they grow up. By understanding that the mother Goddess Durga represents everything from the origin of this world to its end will foster a deeper reverence in the child.

This discussion underscores the importance for grandparents and parents to prepare well before discussing religion and epics with children in the present day.

The Way Forward

In conclusion, it is crucial to emphasize that to make epic tales and religious subjects engaging for the younger generation, both grandparents and parents must invest time in thorough preparation. Fortunately, there is a wealth of information available, supported by AI assistants on the internet. While information can be acquired quickly, it is essential to cross-verify and present it accurately to capture the interest of children in epic tales and religion, fostering reverence for deities.

However, achieving this requires grandparents and parents to potentially sacrifice some of their entertainment and social media time in favour of research on the epics and religion they want their grandchildren to learn. It ultimately becomes a matter of the choices individuals make. Personally, I find fulfilment in making such sacrifices for my own spiritual development and contributing to the personality development of our future generation.