Question

What Were The Teachings Of Baba Guru Nanak?

Answer 1

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→Guru Nanak dev rejected caste discrimination ,idol worship and meaningless rituals.He stressed on purity of character and conduct,and the need of a guru for guidance.

→Guru Nanak dev preached that god is without form and His will is expressed through the guru's words.he advised his followers to practice nam japan(meditation upon the name of god)for peace and ultimate salvation.He also advised them to help others .

→guru Nanak dev's teachings were spread through the group signings of hymns called kirtan.
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Answer 2

Baba Guru Nanak (1469-1539) was born at Talwandi (Nankana Sahib in Pakistan). He established a centre at Kartarpur (Dera Baba Nanak on the river Ravi) for regular worship that consisted of the singing of his own hymns. Irrespective of their former creed, caste or gender, his followers ate together in the common kitchen (langar). The sacred space thus created by Baba Guru Nanak was known as ‘Dharmsal’. It is now known as Gurdwara.

The number of Baba Guru Nanak’s followers increased through the sixteenth century under his successors. The changing historical situation during the sixteenth and seventeenth centuries influenced the development of the Sikh movement.

The ideas of Baba Guru Nanak had a huge impact on this development from the very beginning. He emphasized the importance of the worship of one God. He insisted that caste, creed or gender was irrelevant for attaining liberation. His idea of liberation was not that of a state of inert bliss, but rather the pursuit of active life with a strong sense of social commitment. He himself used the terms ‘nam’, ‘dan’ and ‘isnan’ for the essence of his teaching, which actually meant right worship, the welfare of others and purity of conduct. His teachings are now remembered as nam-japna, kirt-karna and vandchhakna,

which also underline the importance of right belief and worship, honest living, and helping others. Thus, Baba Guru Nanak’s idea of equality had social and political implications.

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