History of Similarities and Differences
Nanak, was born in a Khatri family. However, he declared that all are equal in the eyes of God in his famous proclamation "I am not a Hindu, nor am I a Muslim." A unity between Hindus and Muslims under the teachings and revelations of the Guru. The Guru had some familiar and common beliefs as in Hindu concepts like Karma, Dharma, Reincarnation, and meditating on God's name to break the cycle of birth
Before Guru Nanak's death, he instructed his disciple Guru Angad Dev to carry on the teachings of his religion as Guru Angad had shown selflessness, compassion and endless service and was in tuned with the teachings of his Master, Guru Nanak. Sri Chand, one of his sons, founded the Udasi order. Various orders have arisen since the beginning of Sikhism, such as the Radhasoamis and the Nirankaris. It is debatable whether these religions constitute offshoots of Sikhism or merely differing Sikh philosophies. The Khalsa, ordained by Guru Gobind Singh, is regarded by many Sikhs as being the completion of the development of the Sikh religion.
Read more about this topic: Hinduism And Sikhism
Famous quotes containing the words history of, history, similarities and/or differences:
“The only thing worse than a liar is a liar thats also a hypocrite!
There are only two great currents in the history of mankind: the baseness which makes conservatives and the envy which makes revolutionaries.”
—Edmond De Goncourt (18221896)
“The history of the Victorian Age will never be written: we know too much about it.”
—Lytton Strachey (18801932)
“One internationally known twin researcher sees similarities between twins relationships and those of couple who have been married a long time. Fifteen-year-old twins, as well as spouses approaching their fortieth anniversary, each know their partners likes, dislikes, habits, and idiosyncracies as well as they know their own.”
—Pamela Patrick Novotny (20th century)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupils individual needs and character could probably dispense with it: I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.”
—C. John Sommerville (20th century)