• 12) Classical Armenian-դասական հայերեն,

  https://www.youtube.com/watch?v=6vWPmFryOJE

  Բուդդան
  արտագնա է զարգացնելու կենտրոնացումը, որպեսզի նրանք կարողանան
  պատկերացնել 5 ագրեգատներից առաջացող եւ անցնելու մասին, որից հետո նա
  նշանակում է, թե ինչ է նշանակում: Կախված ծագման առումով
• 
  
  
• 13) Classical Assamese-ধ্ৰুপদী অসমীয়া

  https://www.youtube.com/watch?v=v7ChvrRrSN0&t=65s

  বুদ্ধই
  একাগ্ৰতা বিকশিত কৰিবলৈ অনুৰোধ কৰে যাতে তেওঁলোকে 5 টা সমষ্টিৰ উদ্ভৱ আৰু
  মৃত্যুৰ বিষয়ে অন্তৰ্দৃষ্টি অনুশীলন কৰিব পাৰে, যাৰ পিছত তেওঁ প্ৰকাৰৰ
  উদ্ভৱ আৰু নিৰুদ্দেশ হোৱাৰ দ্বাৰা তেওঁ কি বুজায় তাক নিৰ্ধাৰণ কৰে।
  উপলব্ধি।ফেব্ৰিকেচনচ। চেতনা। চেতনা। নিৰ্ভৰশীল উৎপত্তিৰ ক্ষেত্ৰত

14) Classical Azerbaijani- Klassik Azərbaycan,

• 33) Classical Filipino klassikaline filipiinlane,
  

  https://www.youtube.com/watch?v=5lWIpx7k9o0

  Ang
  Buddha ay nagpapahiwatig na bumuo ng konsentrasyon upang makapagpagawa
  sila ng pananaw sa pagdaragdag at pagsasanay ng 5 aggregates, pagkatapos
  nito ay tinutukoy niya kung ano ang ibig niyang sabihin sa pamamagitan
  ng pag-alis at pagkawala ng form.feeling.perception.fabrications.Consciousness. sa mga tuntunin o dependent na pinagmulan
• 
  

  34) Classical Finnish- Klassinen suomalainen,

  https://www.youtube.com/watch?v=gKFSVs-mA6c

  Buddha
  kehottaa keskittymään, jotta he voivat harjoittaa näkemystä 5
  aggregaateista syntyneistä ja käytännöistä, minkä jälkeen hän
  määrittelee, mitä hän tarkoittaa syntymällä ja katoamisen muodossa.
  Feeling.Perception. tai riippuvainen alkuperän
• 
  
  
• 35) Classical French- Français classique,

  https://www.youtube.com/watch?v=HwU2tNiqDyc&t=9s

  Le
  Bouddha exhorte à développer une concentration de manière à potpourri
  exercer un aperçu de l’apparition et de la pratique de 5 agrégats,après
  quoi il définit ce qu’il veut dire en provenant et en disparition de
  formes.dans des termes ou une création dépendante
• 
  
  
• 36) Classical Frisian- Klassike Frysk,

  https://www.youtube.com/watch?v=Xk38X2rYcKw

  De
  Buddha Exhorts te ûntwikkeljen Konsintraasje sadat Se Kin Oefenjen
  Insight Into The fanwegen misdriuwen & Oefenjen Away fan 5
  Aggregates, wêrnei’t hy bepaalt Wat bedoelt hy troch fanwegen misdriuwen
  & Ferdwining fan Form.Feeling.Perception.Fabrications.consciousness. yn Terms of Dependent in ûntstean
• 
  
  
• 37) Classical Galician-Clásico galego,

  https://www.youtube.com/watch?v=_tsGfMd5cco

  Os
  exhorta Buda para desenvolver a concentración, para que poidan Práctica
  introspección O xurdimento & Practice Lonxe de 5 Agregados, despois
  de que el define o que quere dicir con derivados & Desaparición de
  Form.Feeling.Perception.Fabrications.consciousness. en termos ou orixe dependente
• 38) Classical Georgian-კლასიკური ქართული,

  
  

  https://www.youtube.com/watch?v=4h7eWXRNC8A

  ბუდა
  მოუწოდებს განვითარება კონცენტრაცია ასე რომ შეიძლება პრაქტიკა რისთვისაც
  წარმოშობილი და პრაქტიკა Away 5 აგრეგატები, რის შემდეგაც ის განსაზღვრავს,
  თუ რას გულისხმობს წარმოშობილი და გაუჩინარება
  Form.Feeling.Perception.Fabrications.consciousness. თვალსაზრისით და დამოკიდებული წარმოშობა
• 
  
  
• 39) Classical German- Klassisches Deutsch,

  https://www.youtube.com/watch?v=CGlHR9hcb5A

  Der
  Buddha ermahnt, sich auf die Konzentration zu entwickeln, so dass sie
  Einblick in die Erziehung und Praxis von 5 Aggregaten praktizieren
  können, danach definiert er, woran er bedeutet, dass er sich entwirrt
  und das Verschwinden von Form.feeling.Perzeption In Begriffen oder abhängiger Entstehung
• 
  
  
• 40) Classical Greek-Κλασσικά Ελληνικά,

  https://www.youtube.com/watch?v=lVkfXuPw1Yc

  Ο
  Βούδας προκρίνει να αναπτύξει τη συγκέντρωση, ώστε να μπορούν να ασκούν
  πληροφορίες για την απόκτηση και την πρακτική μακριά από 5 αδρανές,
  μετά από τα οποία ορίζει τι σημαίνει να προκύψουν και να εξαφανίσουν τη
  φόρμα. όσον αφορά ή εξαρτημένη προέλευση
• 
  
  
• 41) Classical Gujarati-ક્લાસિકલ ગુજરાતી,

  https://www.youtube.com/watch?v=zprfJIf-87A

  બુદ્ધને
  એકાગ્રતા વિકસાવવા માટે પ્રોત્સાહિત કરવામાં આવે છે જેથી તેઓ 5
  એકત્રીકરણની ઉદ્ભવતા અને પ્રેક્ટિસની અંતર્ગત અંતર્ગત પ્રેક્ટિસ કરી શકે,
  જેના પછી તે વ્યાખ્યાયિત કરે છે કે તે ફોર્મને ઉદ્ભવતા અને અદૃશ્ય થઈ જાય
  છે. Feeling.perception.fabratications. શરતો અથવા આશ્રિત ઉત્પત્તિમાં
• 
  
  
• 42) Classical Haitian Creole-Klasik kreyòl,

  https://www.youtube.com/watch?v=RGnSyQ4lqPg

  Egzòte
  yo Bouda yo devlope konsantrasyon pou yo ka ki rive Pratike Insight Nan
  la & Pratike Touye nan 5 Aggregates, apre sa li defini Ki sa ki li
  vle di pa ki rive & Disparisyon nan
  Form.Feeling.Perception.Fabrications.consciousness. nan tèm oswa
  Depandan Emisyon
• 
  
  
• 43) Classical Hausa-Hausa Hausa,

  https://www.youtube.com/watch?v=yUBup5f8DS0

  Buddha
  yi kira ga cigaba da himma domin su iya yin amfani da fahimta a cikin
  tasowa & ta bayyana abin da yake nufi ta hanyar tasowa &
  bacewa.Pomess.mabrications.perving.Pristion.pking.Pristion.Pamfani. A
  cikin sharuddan ko amincewa
• 44) Classical Hawaiian-Hawaiian Hawaiian,

  https://www.youtube.com/watch?v=V2woQpJVgtU

  Ka
  Buddha ao ikaika aku ia, e ulu ka lehulehu, i hiki anei Houʻikeʻia i
  loko o ka Ala & Hou E kiola aku o ka 5 ‘Ohi a, mahope iho o na
  kanawai hea HE Ho’ākāka’ He aha He o ia hoʻi, ma ka Ala & nalowale o
  Form.Feeling.Perception.Fabrications.consciousness. ma Terms ole e kaukaʻi Origination
• 
  
  
• 45) Classical Hebrew- עברית קלאסית
• https://www.youtube.com/watch?v=WEt_5KJDlBU

  הבודהה
  מגלה לפתח ריכוז, כך שהם יכולים להתאמן בתובנה המתעוררים והתרגומו של 5
  אגרגטים, ולאחר מכן הוא מגדיר את מה שהוא מתכוון על ידי התעוררים והיעלמות
  של טופס. במונחים או באורצות תלויה

• 46) Classical Hmong- Lus Hmoob,

  https://www.youtube.com/watch?v=4KpHINcpLd0

  Cov
  hauj sam qhia kom mus Tsim Concentration Yog li ntawd tias Lawv yuav
  xyaum pom mus rau hauv lub TSOB & Xyaum tseg ntawm 5 Aggregates, Tom
  qab Uas nws txhais li cas Nws Txhais tau tias los ntawm TSOB &
  Disappearance ntawm Form.Feeling.Perception.Fabrications.consciousness. nyob rau hauv Cov ntsiab lus uas los Yus Origination
• 
  
  
• 47) Classical Hungarian-Klasszikus magyar,

  https://www.youtube.com/watch?v=xbhJSJWvuu0

  A
  Buddha ösztönzi a koncentráció kialakítását, hogy betekintést
  nyerhessenek az 5 aggregátumok felmerülő és gyakorlása idejére, amely
  után meghatározza, hogy mit jelent a forma.Feeling.Plockcepció.
  szempontból vagy függő eredetileg
• 
  
  
• 48) Classical Icelandic-Klassísk íslensku,

  https://www.youtube.com/watch?v=DlYXlYFk6Ko

  Búdda
  hvattir til að þróa styrkur þannig að þeir geti æft innsýn í uppskeru
  og æfir í burtu frá 5 samanlagðum, eftir það skilgreinir það sem hann
  þýðir með því að koma upp og hverfa
  form.Feeling.Perception.Fabrications. Í skilmálar eða upphaflegu upphaf
• 49) Classical Igbo,Klassískt Igbo,
  

  
  

  Jaga Chand

  @JagaChand3

  ·

  1m
  https://youtube.com/watch?v=P8R0sliXQwU
  
  The Buddha-agba ume, Zụlite Ịta mere na ha pụrụ Practice Insight n’ime
  ịda & Practice n’Ebe of 5 aggregates, mgbe nke ọ na-akọwa ihe o site
  ịda & ofufe nke Form.Feeling.Perception.Fabrications.consciousness.
  na Okwu ma ọ bụ dabere origination
  
  youtube.com

  Form of Five Aggregates
• 
  
• 50) Classical Indonesian-Bahasa Indonesia Klasik,

  https://www.youtube.com/watch?v=vJsAKYaoB1g

  Sang
  Buddha menasihati untuk mengembangkan konsentrasi sehingga mereka dapat
  mempraktikkan wawasan tentang yang timbul & berlatih dari 5
  agregat, setelah itu ia mendefinisikan apa yang dia maksud dengan timbul
  & hilangnya form.PRIKASI. Dalam hal atau kemunculan tergantung
• 
  
  
• 51) Classical Irish-Indinéisis Clasaiceach,

  https://www.youtube.com/watch?v=pTF26tmD5D0

  Na
  spreagann Buddha Tiúchan a fhorbairt ionas gur féidir leo Cleachtais
  léargas Isteach An eascairt & Cleachtas Away de 5 Comhiomláin,Tar
  éis Cén HE Sainmhíníonn Cad Meáin sé trí eascairt & cealú de
  Form.Feeling.Perception.Fabrications.consciousness. i Téarmaí nó Bunús Cleithiúnach
• 
  
  
• 52) Classical Italian-Italiano classico,

  https://www.youtube.com/watch?v=gUAyw7VhqLI

  Il
  Buddha esorta a sviluppare la concentrazione in modo che possano
  praticare l’approfondimento del sorgere e della pratica di 5 aggregati,
  dopo di che definisce ciò che intende sorgere e scomparsa di form.feeling.Perception.In termini o origini dipendenti
• 
  
  
• 53) Classical Japanese-古典的なイタリア語,

  https://www.youtube.com/watch?v=hZssHgHCGIc&list=PLUEc4MwRlJfj2hs8LDu1IiM0ilz3CkNNo

  仏は、5つの骨材の生じ練習の洞察への洞察を練習することができるように凝集を促進し、その後彼はForm.Feeling.Perception.Fabrications.CosciCations.CosciCations.CONSCENTION.CONSCITIONS.CONSCITIONS.CONSCENCIONS.CONSCICS.CONSCENTION。観点や依存の起源で
• 
  
  
• 54) Classical Javanese-Klasik Jawa,

  https://www.youtube.com/watch?v=ExpsQCQ-bYc

  Buddha
  exhorts Ngembangaken Konsentrasi Supaya padha bisa Laku kaweruh Into
  The njedhul & Laku Away saka 5 Aggregates, Sawise Kang HE nemtokake
  Apa Panjenenganipun liya dening njedhul & Disappearance saka
  Form.Feeling.Perception.Fabrications.consciousness. ing Katentuan utawa origination gumantung
• 
  
  
• 55) Classical Kannada- ಶಾಸ್ತ್ರೀಯ ಕನ್ನಡ,

  https://www.youtube.com/watch?v=3C0Mehf6fII

  ಬುದ್ಧನು
  ಏಕಾಗ್ರತೆಯನ್ನು ಬೆಳೆಸಲು ಉದ್ಧರಣ ಮಾಡುವುದರಿಂದ ಅವುಗಳು 5 ಒಟ್ಟುಗೂಡಿಸುವಿಕೆಗೆ
  ಒಳಗಾಗುವ ಮತ್ತು ಅಭ್ಯಾಸದ ಒಳನೋಟವನ್ನು ಅಭ್ಯಾಸ ಮಾಡಬಹುದು, ಅದರ ನಂತರ ಅವರು ರೂಪದಲ್ಲಿ
  ಉಂಟಾಗುವ ಮತ್ತು ಕಣ್ಮರೆಯಾಗುವುದರ ಮೂಲಕ ಅವರು ಅರ್ಥೈಸಿಕೊಳ್ಳುವ ಅರ್ಥವನ್ನು
  ವ್ಯಾಖ್ಯಾನಿಸುತ್ತಾರೆ.ಪರಿಭಾಷೆಯಲ್ಲಿ ಅಥವಾ ಅವಲಂಬಿ
• 
  
  
• 
  
  

  56) Classical Kazakh-Классикалық қазақ,

  https://www.youtube.com/watch?v=QE6O3cC7EEY

  Будда
  концентрацияны ойлап табады, содан кейін олар 5 агрегаттың пайда болуы
  мен практикасы туралы түсінік бере алады, содан кейін ол пайда болғанын
  және жоғалу арқылы нені білдіретінін анықтайды.Perception. Толығырақ
  немесе тәуелді болу

  
  
• 
  

  
  
  

  57) Classical Khmer- ខ្មែរបុរាណ,

  https://www.youtube.com/watch?v=hZCCGoP6spw

  ព្រះពុទ្ធជួយអភិវឌ្ឍការផ្តោតអារម្មណ៍ដូច្នេះពួកគេអាចអនុវត្តការយល់ដឹងអំពីការកើតឡើងនិងការអនុវត្តឆ្ងាយពី5នាក់ដែលគាត់កំណត់នូវអត្ថន័យរបស់គាត់ដោយការបាត់ខ្លួន។ នៅក្នុងលក្ខខណ្ឌឬប្រភពដើមអាស្រ័យ

  
  

  
  
• 
  

  58) Classical Kinyarwanda
  

  https://www.youtube.com/watch?v=4i8EpCtbjbw

  Abashitsi
  ba Buda kugirango batezimbere kwibanda kugirango bashobore gukora
  ubushishozi mu kuvunja & imyitozo ngororamubiri 5, nyuma asobanura
  icyo asobanura mu kwerekana & ubudasanzwe. Mu magambo cyangwa
  inkomoko
• 
  

  
  

  59) Classical Korean-고전 한국어,

  
  

  https://www.youtube.com/watch?v=PUFTPfCS62c

  부처님은 집중력을 발전시켜 5 집합체의 아기와 실무에 대한 통찰력을 실천할 수 있도록 그가 Form.Feeling.perception.Fabrications.s 의식을 싫어하는 것을 정의합니다. 면에서 또는 의존적 인 발신
• 
  

  
  

  60) Classical Kurdish (Kurmanji)-Kurdî (Kurmancî),

  
  

  https://www.youtube.com/watch?v=FPg1oNlifJk

  Buddha
  ji bo pêşxistina hevsengiyê ye da ku ew di nav 5 kombenan de biparêze,
  piştî ku ew diyar dike û windabûna formê ” di warê an jêderk de girêdayî
  ye
• 
  
  
• 61) Classical Kyrgyz-Классикалык Кыргыз,

  https://www.youtube.com/watch?v=6ru3uvLX-lE

  Будда
  топтомун жана практиканы түшүнүү үчүн, 5 агрегатка киришүү үчүн, ал
  пайда болгон 5 агрегатка киришүү үчүн, ал өз оюн-зоок жана жоголуп, анын
  маанисин аныктайт .feling.perception.fabrications.perception. жагынан
  же көз каранды
• 
  
  
• 62) Classical Lao-ຄລາສສິກລາວ,

  https://www.youtube.com/watch?v=wSgpOaOnMTw

  ພຣະພຸດທະເຈົ້າແນະນໍາພັດທະນາຄວາມເຂັ້ມຂົ້ນເພື່ອໃຫ້ພວກເຂົາປະຕິບັດຄວາມເຂົ້າໃຈໃນການເກີດຂື້ນແລະການປະຕິບັດທີ່ລາວຫມາຍຄວາມວ່າເກີດຂື້ນໂດຍການເກີດຂື້ນແລະການຫາຍຕົວໄປ.
  ໃນແງ່ຫຼືການກໍາເນີດທີ່ຂື້ນກັບ
• 
  
  
• 63) Classical Latin-LXII) Classical Latin,

  https://www.youtube.com/watch?v=KJa-tkxOwLg

  In
  Buddha exhortatur ut develop concentration ut possint exercere
  prudentiam in ortum & usu auferetur a V aggregata, post quam definit
  quod ipse est ab ortio & evanescit
  form.feeling.Preception.fabrications.conscientiae. In terms aut
  dependens originem
• 64) Classical Latvian-Klasiskā latviešu valoda,

  https://www.youtube.com/watch?v=lnQuIGxteGI&t=59s

  Budas
  pamāca, lai attīstītu koncentrēšanās, lai viņi varētu Practice
  ieskatu,ko radījuši un prakse Away5 rādītāju, pēc kura viņš nosaka,ko
  viņš domā ar ko radījuši un izzušana
  Form.Feeling.PerceptionFabrications.consciousness. Runājot vai atkarīgās
  rašanās
• 
  
  
• 65) Classical Lithuanian-Klasikinė lietuvių kalba,

  https://www.youtube.com/watch?v=Y9GnNOjFOP8

  Buda
  bara, kad Plėtoti Koncentracija taip, kad jie gali praktikuoti įžvalgų,
  atsirandantys ir praktika Svečiuose 5 užpildai, po kurio jis apibrėžia
  tai, ką jis priemones, atsirandantys & dingimas
  Form.Feeling.Perception.Fabrications.consciousness. Kalbant ar priklausomų inicijavimas
• 
  
  
• 66) Classical Luxembourgish-Klassesch Lëtzebuergesch,

  https://www.youtube.com/watch?v=m6p_jfTWe9w

  De
  Buddha Exhorts Konzentratioun ze entwéckelen, fir datt si kënne jo net
  Asiicht an der Praxis entstane & Away vun 5 Bodrum, No wat hien
  definéiert Wat Hien Means vun iergendengem & Ofbau vun
  Form.Feeling.Perception.Fabrications.consciousness. an Konditioune oder ofhängeg Origination
• 
  
  
• 67) Classical Macedonian-Класичен македонски,

  https://www.youtube.com/watch?v=mBg6wTQJN9U

  Буда
  ги поттикнува да развие концентрација, така што тие можат да
  практикуваат увид во изгледот и практиката на 5 агрегати, по што тој го
  дефинира она што тој го значи со појава и исчезнување на
  формата.Фелирајќи. Во смисла или зависно потекло
• 
  
  
• 
  
  

  68) Classical Malagasy,класичен малгашки,

  https://www.youtube.com/watch?v=z1eGQSAPcBs

  Ny
  Bouddha Namporisika ny Ampitomboy Fifantohana mba ho zatra Afaka ny
  momba ny hitsangana sy ho zatra Away of 5 Aggregates, Rehefa izay
  mamaritra Inona no fomba hitsangana & fanjavonan’ny
  Form.Feeling.Perception.Fabrications.consciousness. in Terms na miankina Origination

  
  
• 
  

  69) Classical Malay-Melayu Klasik,

  https://www.youtube.com/watch?v=W2h2yEcNFvg

  Buddha
  menganjurkan untuk membangunkan kepekatan supaya mereka dapat
  mengamalkan wawasan tentang yang timbul dan mempraktikkan 5 agregat,
  selepas itu dia mentakrifkan apa yang dimaksudkan dengan timbul &
  hilang bentuk .feeling.perception. dalam istilah atau asal-usul yang bergantung
• 
  
  
• 70) Classical Malayalam-ക്ലാസിക്കൽ മലയാളം,
  

  https://www.youtube.com/watch?v=a4hKxBPTsyk&t=111s

  തടവറ
  വികസിപ്പിക്കുന്നതിനായി ബുദ്ധൻ ഉദ്ബോധിപ്പിക്കുന്നു, അതിനാൽ അവർക്ക്
  ഉണ്ടാകാനും 5 അഗ്രചനങ്ങൾ നടത്താനും കഴിയും. നിബന്ധനകളിൽ അല്ലെങ്കിൽ ആശ്രിത
  ഉത്ഭവത്തിൽ
• 71) Classical Maltese-Klassiku Malti,

  https://www.youtube.com/watch?v=226w04QMPzQ

  Il
  tħeġġeġ lill Buddha Tiżviluppa Konċentrazzjoni Allura Dik Huma jistgħu
  Prattika Insight Into Il Joħorġu & Prattika Away ta ‘5 Aggregati,
  Wara Liema HE jiddefinixxi Liema He Mezzi li Joħorġu & Għajbien ta
  Form.Feeling.Perception.Fabrications.consciousness. fil Termini jew oriġini-Dipendenti
• 
  
  
• 72) Classical Maori-Maori Maori,

  https://www.youtube.com/watch?v=G0ar682fpH0

  Ko
  te Buddha enginaki ki whakawhanake takapau Heoi e ratou taea Practice
  Insight ki te wawe & Practice atu o 5 māpele, muri nei ka motuhia
  aha ia Founga e wawe & Disappearance o
  Form.Feeling.Perception.Fabrications.consciousness. i roto i Ngā
  origination Takitini ranei
• 
  
  
• 73) Classical Marathi-क्लासिकल माओरी,

  https://www.youtube.com/watch?v=DI9LBkAQSQ0

  बुद्ध
  एकाग्रता विकसित करण्याचा सल्ला देतात जेणेकरून ते 5 एकूण लोकांच्या
  अंतर्ज्ञान आणि सराव मध्ये अंतर्दृष्टी आणि सराव अभ्यास करू शकतील,
  त्यानंतर तो फॉर्म isinging आणि अपमानजनक काय आहे हे परिभाषित करते.
  Formeling.pling.fabrarrations. व्याख्य. अटी किंवा आश्रित उत्पत्ति
• 
  
  
• 74) Classical Mongolian-Сонгодог Монгол,

  https://www.youtube.com/watch?v=eSfY7kQJfMk

  Будда
  нь концентрацийг боловсруулж, практикийг боловсруулж, дадлага хийх
  боломжтой бөгөөд энэ нь үүссэн бөгөөд дараа нь үүссэн бөгөөд дараа нь
  үүссэн. нэр томъёо эсвэл хамааралтай эх үүсвэрт
• 
  
  
• 75) Classical Myanmar (Burmese)-Classical မြန်မာ (ဗမာ),

  https://www.youtube.com/watch?v=zlOQ41q53hk

  မြတ်စွာဘုရားသည်အာရုံစူးစိုက်မှုတိုးတက်စေရန်တိုက်တွန်းမှုတိုးပွားစေရန်တိုက်တွန်းချက်ကိုပြုလုပ်နိုင်သည်
  ဖြစ်. , စည်းကမ်းချက်များသို့မဟုတ်မှီခိုဖြစ်ပေါ်၌တည်၏
• 76) Classical Nepali-शास्त्रीय म्यांमार (बर्मा),

  https://www.youtube.com/watch?v=Mp4QglgLTVI

  बुद्धको लागि एकास्तता विकास गर्न को लागी। नियम वा निर्भर स्थल मा
• 77) Classical Norwegian-Klassisk norsk,

  https://www.youtube.com/watch?v=NJ9UtuWfs3U

  Buddhaen
  oppfordrer seg til å utvikle konsentrasjonen slik at de kan øve innsikt
  i oppstart og praksis unna 5 aggregater, hvorpå han definerer hva han
  mener ved å følge og forsvunnelse av form. Feilsøking. i form eller
  avhengighetsopprinnelse

• 78) Classical Odia (Oriya)https://www.youtube.com/watch?v=aARSYaH-uJw
  

  https://youtube.com/watch?v=aARSYaH-uJw

  
  ବୁଦ୍ଧ ଏକାଗ୍ରତାର ବିକାଶ ପାଇଁ ପରାମର୍ଶ ଦିଅନ୍ତୁ ଯାହା ଦ୍ they ାରା ସେମାନେ 1
  ଏଗ୍ରିଗେଟ୍ ଏବଂ ଅଦୃଶ୍ୟତା ଯାହା କରିବା ପରେ ସେ ବ୍ୟାଖ୍ୟା କରନ୍ତି ଏବଂ ଅଦୃଶ୍ୟତା
  ଯାହା ସେ ବ୍ୟାଖ୍ୟା କରନ୍ତି | ଦୃଷ୍ଟିରୁ ନିର୍ଭରଶୀଳ ଉତ୍ପତ୍ତି କିମ୍ବା |

  

  youtube.com

  BUDDHA IN YOUR MIRROR Practical Buddhism and the Search for Self FULL…

  While
  the notion that “happiness can found within oneself” has recently
  become popular, Buddhism has taught for thousands of years
• 
  

  
  

  79) Classical Pashto- ټولګی پښتو
• https://www.youtube.com/watch?v=4WERuWrO86Y

  د
  بودا د تیري په تمرکز پراختیا د دې لپاره چې هغوی کولی شي تمرين انسایټ د
  تمرين راپورته او د 5 کوټی وفات شو، چې د هغه تعریف څه هغه وسیله وروسته له
  خوا راپورته او د Form.Feeling.Perception.Fabrications.consciousness
  ناپدید ته. په اصطلاح يا اتکا اصل په

• 80) Classical Persian-کلاسیک فارسی
• https://www.youtube.com/watch?v=mv9FoHpbcqQ

  بودا
  به منظور توسعه تمرکز، به طوری که آنها می توانند بینش را در مورد رشد و
  تمرین دور از 5 جمع آوری، پس از آن تعریف می کند که او چه چیزی را به معنی
  با ایجاد و ناپدید شدن فرم .feeling.peption.pabrications. در شرایط یا
  وابستگی وابسته

• 81) Classical Polish-Język klasyczny polski,

  https://www.youtube.com/watch?v=urpS14Ut9-Y&list=RDCMUCj-SWZSE0AmotGSQ3apROHw&start_radio=1

  Budda
  naprzemienna do rozwoju koncentracji, aby mogli ćwiczyć wgląd w
  wynikające z 5 agregatów, po czym określa, co on na myśli, z wyniku i
  zniknięcia formularza. W kategoriach lub zależnym
• 
  
  
• 82) Classical Portuguese-Português Clássico,

  https://www.youtube.com/watch?v=csNv8kzNQpc

  O
  Buda exorta a desenvolver concentração para que possam praticar uma
  visão sobre a surgimento e a prática de 5 agregados, após o que ele
  define o que ele quer, surgindo e desaparecimento de
  Form.Feeling.perception.fabrications.Em termos ou originação dependente
• 
  
  
• 83) Classical Punjabi-ਕਲਾਸੀਕਲ ਪੰਜਾਬੀ,

  https://www.youtube.com/watch?v=ZeblWZLXDYs&t=6s

  ਇਸ
  ਲਈ ਜੋ ਉਹ ਕਰ ਸਕਦਾ ਹੈ ਪ੍ਰੈਕਟਿਸ ਇਨਸਾਈਟ ਵਿੱਚ, The ਉੱਦਮ ਅਤੇ ਪ੍ਰੈਕਟਿਸ 5 ਨੂੰ
  ਜੋਡ਼ਦਾ ਹੈ ਦੇ ਦੂਰ, ਉੱਦਮ ਅਤੇ
  Form.Feeling.Perception.Fabrications.consciousness ਦੇ ਲੁਪਤ ਕੇ ਜੋ ਉਸ ਨੇ
  ਦੱਸਦਾ ਹੈ ਕਿ ਉਸ ਨੇ ਦਾ ਮਤਲਬ ਬਾਅਦ ਬੁੱਢਾ ਨੂੰ ਤਾਕੀਦ ਕਦਰਤ ਵਿਕਸਿਤ ਕਰਨ ਲਈ. ਨਿਯਮ ਜ
  ਨਿਰਭਰ Origination ਵਿਚ
• 
  
  
• 84) Classical Romanian-Clasic românesc,

  https://www.youtube.com/watch?v=S2n5QheOkR8

  Expunerea
  lui Buddha să dezvolte concentrare, astfel încât să poată practica o
  perspectivă asupra apariției și practicilor din 5 agregate, după care el
  definește ceea ce înseamnă prin apariția și dispariția formularului.
  Descripția în termeni sau de origine dependentă
• 
  
  
• 85) Classical Russian-Классический русский,

  https://www.youtube.com/watch?v=fzNZHRV0KvQ

  Будда
  призывает разрабатывать концентрацию, чтобы они могли практиковать
  представление о возникновении и практике от 5 агрегатов, после чего он
  определяет то, что он означает, возникающий и исчезновения формы. Форма.
  в терминах или зависимом возникновении
• 
  
  
• 86) Classical Samoan-Samoan Samoa,

  https://www.youtube.com/watch?v=k2X61dRvEDU

  O
  le Buddha Beaphorts e atiaʻe ai le mafaufau lelei ina ia mafai ona
  faʻatautaia le malamalamaga i luga o le malaga ma faʻataʻitaʻi, pe a na
  ia faamatalaina le uiga o le fausiaina o le fausia & diffection. I
  tulaga poʻo le faʻalagolago i le iʻuga

• 87) Classical Sanskrit छ्लस्सिचल् षन्स्क्रित्

  https://www.youtube.com/watch?v=X2dKaqXeCsI&t=1511s

  थे
  भुड्द एxहोर्ट्स् टो डेवेलोप् cओन्cएन्ट्रटिओन् सो तट् तेय् cअन् प्रcटिcए
  इन्सिघ्ट् इन्टो ते अरिसिन्ग् & पस्सिन्ग् अwअय् ओफ़् 5
  अग्ग्रेगटेस्,अफ़्टेर् wहिच् हे डेफ़िनेस् wहट् हे मेअन्स् ब्य् अरिसिन्ग्
  & ढिसप्पेअरन्cए ओफ़् Fओर्म्.Fईलिन्ग्.Pएर्cएप्टिओन्.Fअब्रिcअटिओन्स्.Cओन्स्cइओउस्नेस्स्. इन् टेर्म्स् ओफ़् डेपेन्डेन्ट् ओरिगिनटिओन्
• 88) Classical Scots Gaelic-Gàidhlig Albannach Clasaigeach,

  https://www.youtube.com/watch?v=67iUh8qSs90

  Bidh
  am Buddha a ’sìoladh a leasachadh gus an urrainn dhaibh sealladh a
  leasachadh gus an urrainn dhaibh 5 àrda a tha e a’ ciallachadh a bhith
  ag atharrachadh agus a ‘dol à bith.fiorrachd.fiorrentsness. A thaobh tùs
  no an urra
• 
  

• 89) Classical Serbian-Класични српски,

  https://www.youtube.com/watch?v=2fOJ8hMzlJs

  Буда
  показује да развија концентрацију како би могли да практикују увид у
  насталу и праксу од 5 агрегата, након чега дефинише шта он значи
  насталом и не нестаје од форме.Феелинг.Перцептион.Фабрицатионс. у
  погледу или зависном пореклом
• 90) Classical Sesotho-Seserbia ea boholo-holo,

  https://www.youtube.com/watch?v=b0f3mFm0eVM

  Buddha
  khothatsa ho Hlaolela Mahloriso le hore ba ka Itloaetseng ho Insight
  Kena ho hlahang & Itloaetseng ho Tlosa of 5 Aggregates, ka mor’a moo
  a hlalosa eng O Bolela ka hlahang & nyamele
  Form.Feeling.Perception.Fabrications.consciousness. ka Terms kapa itšetlehileng Origination
• 91) Classical Shona-Shona Shona,

  https://www.youtube.com/watch?v=43LIPdgLNjo

  The
  Buddha anokurudzira Kukudziridza Concentration Saka kuti vanogona
  Practice Insight Into The yomuka & Practice Away 5 Aggregates,
  achibva rinorondedzera zvaanoreva nokuita yomuka & kunyangarika
  Form.Feeling.Perception.Fabrications.consciousness. mu Terms kana zvaanoda Origination
• 92) Classical Sindhi,

  
  
• https://www.youtube.com/watch?v=Yswwm-gxnFU

  ٻڌ
  ڌرم ترقي پسندي ترقي ڪرڻ جي وضاحت ڪري ٿو ته جيئن اهي 5 مجموعي جي اغوا ۽
  روپ ۾ اچڻ تي عمل ڪري رهيا آهن. شرطن يا انحصار جي شروعات ۾

• 93) Classical Sinhala-සම්භාව්ය සිංහල,

  https://www.youtube.com/watch?v=b5GYDszEyls&t=184s

  සමස්ත
  5 න් පැන නගින ආසන්නයේ හා පුහුණුව පිළිබඳ අවබෝධයක් ලබා ගැනීම සඳහා බුදුන්
  වහන්සේ සාන්ද්රණය වර්ධනය කර ගැනීමට අවවාද කරයි. ඉන්පසු ආකෘති පත්රය පැන
  නගින හා අතුරුදහන් වීමෙන් ඔහු අදහස් කරන්නේ ආකෘතියයි. කොන්දේසි හෝ යැපෙන
  ආරම්භයේ
• 
  
  
• 94) Classical Slovak-Klasický slovenský,

  https://www.youtube.com/watch?v=JEwQvlfMUf8&list=PLAinme1AZLiR70_kJ6ihHaZhcnzld1SDc

  Budhu
  nabáda rozvíjať koncentrácie tak, aby mohli Practice možnosť nahliadnuť
  do Vznikajúce a praxe preč 5 Štrk, po ktorom sa definuje, čo má na
  mysli tým Vznikajúce a Zmiznutie
  Form.Feeling.Perception.Fabrications.consciousness. V podmienkach alebo
  závislého vznikania
• 95) Classical Slovenian-Klasična slovenska,

  https://www.youtube.com/watch?v=CQqWErhNWrc

  Buda
  spodbuja, da razvijejo koncentracija, tako da lahko praksa vpogled v
  nastajanje in prakse Away 5 agregati, nato pa je določa, kaj misli, ki
  izvirajo in Izginotje
  Form.Feeling.Perception.Fabrications.consciousness. v pogojih ali
  odvisne od nastanka
• 
  
  
• 96) Classical Somali-Soomaali qowmiyadeed,

  
  

  https://www.youtube.com/watch?v=nU_pFngoTfc

  Buddha
  waa dhiirrigelisaa in ay horumariyaan feejignaanta si ay ugu dhaqmaan
  fahamka iyo ku-meel-gaarka ah ee 5-da gebi ahaanba, ka dib marka uu ka
  dhigan yahay inuu kaco & luminta ah ee Foomka.feling.pabrice-ka.
  Marka la eego ama asal ahaan ku tiirsan
• 
  
  
• 97) Classical Spanish-Español clásico,

  https://www.youtube.com/watch?v=QAv-S8Nj1Pg

  El
  Buda exhorta a desarrollar concentración para que puedan practicar la
  información de la consistencia y la práctica de 5 agregados, después de
  lo cual define lo que quiere decir por surgir y desaparición de la forma
  .Feeling.perception.fabrications.consciencia. En términos o originación dependiente.
• 
  
  
• 98) Classical Sundanese-Sunda Klasik,

  
  

  https://www.youtube.com/watch?v=URo_P0AyNKg

  Buddha
  ngabuang konsentrasi sahingga aranjeunna tiasa ngalaksanakeun wawasan
  kana timbul & praktek jauh tina 5 agrégat, saatos anjeunna nyatakeun
  naon anu hartosna ku aréa & leungitna Dina hal atanapi teu
  ngandelkeun
• 
  
  
• 99) Classical Swahili,Kiswahili cha Classical,

  
  

  https://www.youtube.com/watch?v=URo_P0AyNKg

  Buddha
  inahimiza kuendeleza ukolezi ili waweze kufanya ufahamu juu ya kuanzia
  na kufanya mbali na makundi 5, baada ya hapo anafafanua kile
  anachomaanisha kwa kuanzia na kutoweka kwa fomu.Kuweka. kwa maana au
  asili ya tegemezi
• 
  
  
• 100) Classical Swedish-Klassisk svensk,

  https://www.youtube.com/watch?v=DNROKQci2F8

  Buddha
  uppmanar att utveckla koncentration så att de kan utöva insikt i det
  uppstod och praxis bort från 5 aggregat, varefter han definierar vad han
  innebär genom att uppstå och försvinnandet av
  form.Feeling.Perception.Fabrications.Consusioness. i termer eller beroende härkomst
• 
  
  
• 101) Classical Tajik-тоҷикӣ классикӣ,

  https://www.youtube.com/watch?v=xnu36tyJtKs

  Буддо
  барои рушди консентратсия насиҳат медиҳад, то онҳо дар бораи сохтани ва
  амалия аз он амал кунанд, ки он чизеро, ки бофтанаш мумкин аст, ба
  вуҷуд оварад ва нопадид шудан аз он, ки ба вуҷуд меорад
  .fabulys.fobrications. дар робита ё пайдоиши вобастагӣ
  
• 
  
  102) Classical Tamil-பாரம்பரிய இசைத்தமிழ் செம்மொழி,

  https://www.youtube.com/watch?v=XLUNaSXbGqA

  புத்தர்
  செறிவு வளர வளர உதவுகிறது, அதனால் அவர்கள் எழுச்சி மற்றும் நடைமுறையில் 5
  aggregates விட்டு, பின்னர் அவர் எழும் மற்றும் காணாமல் போகிறது என்ன
  என்பதை வரையறுக்கிறது மற்றும் காணாமல் போய்விடும். அடிப்படையில் அல்லது
  சார்பு தோற்றம்
• 
  
  
• 103) Classical Tatar

  https://www.youtube.com/watch?v=JKfXin5jxrw

  Алар
  практик аңлау теленә кайсы УЛ билгели нәрсә ул акчалар соң эялян карау
  Form.Feeling.Perception.Fabrications.consciousness юкка буенча, Юкка 5
  агрегатлар белән карау практикасы эялян алмыйбыз, шуңа күрә Будда
  чакыра, кайчагында үстерергә. Шартларын я Origination теле
• 
  
  
• 104) Classical Telugu- క్లాసికల్ తెలుగు,

  https://www.youtube.com/watch?v=MITTrk27e_k&t=362s

  బుద్ధ
  సాంద్రీకరణను అభివృద్ధి చేయడానికి ఉత్సాహపరుస్తుంది, తద్వారా వారు
  ఉత్పన్నమయ్యే మరియు అభ్యాసంను 5 కంకరల నుండి బయటపడవచ్చు, దాని తరువాత అతను
  ఊహించటం మరియు రూపం యొక్క అదృశ్యం మరియు అదృశ్యమవడం ద్వారా అతను అర్థం
  చేసుకుంటాడు. ఫ్రాబ్రేషన్. నిబంధనలలో లేదా ఆధారపడి ఉద్భవించిన
• 
  
  
• 105) Classical Thai-ภาษาไทยคลาสสิก,

  https://www.youtube.com/watch?v=trrK7lgL9WE

  พระพุทธเจ้าเตือนให้พัฒนาความเข้มข้นเพื่อให้พวกเขาสามารถฝึกฝนข้อมูลเชิงลึกเกี่ยวกับการเกิดขึ้นและการปฏิบัติของมวลรวม
  5
  รายการหลังจากนั้นเขากำหนดสิ่งที่เขาหมายถึงโดยการเกิดขึ้นและการหายตัวไปของ
  Form.Feeling.Perception ในแง่หรือการกำเนิดขึ้นอยู่กับ
• 
  
  
• 106) Classical Turkish-Klasik Türk,

  https://www.youtube.com/watch?v=QTYjF9vxvAo

  Buda,
  konsantrasyon geliştirmeyi teşvik etmeyi başarırlar, böylece 5
  agregadan kurtulma ve pratikte anlatmaya çalışabilecekleri, ardından
  Form.Feeling.Perception.Fabrications.ConsConiess’in ortaya çıkmasıyla ne
  demek istediğini tanımlar. açıdan veya bağımlı kökende
• 
  
  
• 107) Classical Turkmen

  https://www.youtube.com/watch?v=PDLotoudQmE

  Budha ETRORTLAR, soňra görnüşini ýüze çykarmak we işlemek 5 jemagaty netijesinde. nukdaýnazaryndan ýa-da garaşly gelip çykyşda
• 
  
  
• 108) Classical Ukrainian-Класичний український,

  https://www.youtube.com/watch?v=VUJrR5yqiDs

  Будда
  закликає розвивати концентрацію, щоб вони могли практикувати розуміння
  виникнення та практики від 5 агрегатів, після чого він визначає, що він
  означає, що виникає та зникнення форми. з точки зору або залежного
  виникнення
• 
  
  
• 109) Classical Urdu- کلاسیکی اردو
• https://www.youtube.com/watch?v=7JA6pn_xgLc

  بدھ
  کو حراستی کو فروغ دینے کے لئے حوصلہ افزائی کرتا ہے تاکہ وہ 5 مجموعی طور
  پر پیدا ہونے والی اور مشق میں بصیرت پر عمل کرسکیں، جس کے بعد وہ فارم.
  feeling.perception.fabrications.consication.consication.consication.consication.consication.Consization.consication.Fignimations.Consizations.Consizations.consizing کے پیدا ہونے اور غائب کی طرف سے اس کی وضاحت کی طرف سے اس کی وضاحت کر سکتے ہیں کے بعد. شرائط یا انحصار کی منتقلی
• 110) Classical Uyghur,

  https://www.youtube.com/watch?v=swcHQdaB3ss

  ئۇلار
  ئەمەلىيەت Insight Into The قايسى ئۇ ئايدىڭلاشتۇرۇلغان نېمە ئۇ ئۇسۇللار
  كېيىن پەيدا & Form.Feeling.Perception.Fabrications.consciousness
  يوقالغانلىقتىن بىلەن يۈز 5 Aggregates قىلىش ۋە ئەمەلىيەتتىن ئۆتكۈزۈش
  پەيدا شۇڭلاشقا بۇت Exhorts قويۇقلۇقى راۋاجلاندۇرۇش. كېلىشىمى ياكى تايىنىدۇ Origination يىلى

• 
  
  
• 111) Classical Uzbek-Klassik o’z,

  
  

  https://www.youtube.com/watch?v=kkIna3-8w2Q

  Ular
  amaliyoti anglamoq into The u belgilaydi nima o’zi keyin paydo bo’lgan
  va Form.Feeling.Perception.Fabrications.consciousness ning yo’qolib,
  Ryder 5 Göstergelerinin va amaliyot manbalaridan mumkinmi shunday Budda
  shunaqa maslahat xamda rivojlantirish. Shartlariga yoki qaram paydo
• 
  
  
• 112) Classical Vietnamese-Tiếng Việ,

  https://www.youtube.com/watch?v=V1wUnGL1UEE

  Đức
  Phật khuyến khích phát triển sự tập trung để họ có thể thực hành cái
  nhìn sâu sắc về sự phát sinh và thực hành 5 tổng hợp, sau đó ông định
  nghĩa những gì anh ta có nghĩa là phát sinh và biến mất của
  Form.Feeling.Fabrication.Fabrications. Về mặt hoặc nguồn gốc phụ thuộc
• 
  
  
• 113) Classical Welsh-Cymraeg Clasurol,

  https://www.youtube.com/watch?v=JsklRpU4ouo

  Mae’r
  Bwdha yn annog canolbwyntio fel y gallant ymarfer cipolwg ar y broses
  sy’n codi ac ymarfer i ffwrdd o 5 agregau, ac ar ôl hynny mae’n
  diffinio’r hyn y mae’n ei olygu trwy ddeillio a diflaniad
  form.felenception.fabrications.cymarferol. o ran tarddiad neu ddibynnydd dibynnol
• 
  
  
• 
  
  

  114) Classical Xhosa-IsiXhosa zesiXhosa,

  https://www.youtube.com/watch?v=5hf-CbdDUoA

  The
  Buddha ibongoza ukuba Ukuphuhlisa Yoxinaniso ukuze Practice Insight
  Into The Okuye & Practice Away yesixa-5, emva koko Uchaza oko
  sikutshoyo xa Okuye & Ukunyamalala
  Form.Feeling.Perception.Fabrications.consciousness. kwiKota yesi okanye
  Origination oxhomekekileyo

  
  
• 
  

  115) Classical Yiddish- קלאסישע ייִדיש
• https://www.youtube.com/watch?v=M99aCmX38UA

  דער
  בודאַ עקסערט צו אַנטוויקלען קאַנסאַנטריישאַן אַזוי אַז זיי קענען פיר
  ינסייט אין די ערייזינג און פיר אַוועק פון 5 אַגראַגייץ, נאָך וואָס ער די
  דיפיינז וואָס ער דעפינירןעד און דיסאַפּירז. אין טערמינען אָדער אָפענגיק
  ערידזשאַניישאַן

• 116) Classical Yoruba-Yoruba Yoruba,

  https://www.youtube.com/watch?v=6U1AnWED8bo

  The
  Buddha ngbàni lati Dagbasoke Fojusi ki nwọn le Dára ìjìnlẹ sinu awọn
  dide & Dára Away ti 5 aggregates, Lẹhin ti ti o asọye Ohun ti O si
  tumo nipa dide & disappearance ti
  Form.Feeling.Perception.Fabrications.consciousness. ni ofin tabi awọn ti
  o gbẹkẹle origination

  
  
• 
  
  
• 
  

  
  
  

  117) Classical Zulu-I-Classical Zulu
  

  
  

  https://www.youtube.com/watch?v=ZcsPcnJ9gP0

  I-Buddha
  iyakhuthaza ukuthuthukisa ukugxila ukuze ikwazi ukuzijwayeza ukuqonda
  ngokuqhamukayo nokuzijwayeza okuhlanganisiwe okungu-5, ngemuva kwalokho
  ichaza ukuthi isho ukuthini ngokuvela
  nokunyamalala.Izincazelo.Izincazelo. Ngokuvumelana noma ukuncika kokuvel

Jhanas

 Non-returner

Bhikkhu Pesala Where Have You Come From?
The Buddha’s daily routine was extraordinary, he slept for only a few hours in the early hours of the morning. We divide the night into three watches: from 6pm to 10pm, from 10pm to 2am, and from 2am to 6am. In the first watch, after bathing, the Buddha taught the community of monks. At the end of the first watch, the monks would return to their quarters. Then celestial beings approached the Buddha to ask questions. The Buddha spent the middle watch answering their questions. During the first part of the last watch the Buddha practised walking meditation to relieve the stiffness caused by sitting since the morning. In the second part, the Buddha lay down mindfully and slept. In the third part, he enjoyed the bliss of nibbāna. After abiding in the absorption of great compassion in the fourth part, at dawn he considered who was ready to be taught the Dhamma.
The Weaver’s Daughter One morning he perceived in his divine eye the daughter of a poor weaver whose wife had just died. Realising that the young girl needed to hear his teaching, the Buddha went on foot to the village where she was staying. Seeing the Buddha arrive, the villagers invited him for the meal, and the Buddha gave a discourse after the meal to all the villagers, including the young girl. The essence of his teaching was as follows: “Death is certain, life is uncertain. Contemplate death constantly to overcome the fear of death. As one who enters the jungle armed with a stick is not afraid on seeing a snake, one who contemplates death constantly is not afraid if death comes suddenly.” The villagers all appreciated the Buddha’s discourse, and for several days meditated seriously on death. However, after a week or so every one of them had forgotten the Buddha’s advice, and was carrying on just as heedlessly as before — except, that is, for the young girl. Because her mother had recently died, she could not forget the Buddha’s words. She meditated constantly on death, for months and years afterwards. Three years later the Buddha reconsidered the situation of the weaver’s daughter and, seeing that she now had mature insight, he went to her village to teach her again. She was now sixteen, and had to work hard to help her father, who had no other children. On the day that the Buddha arrived, the weaver had been working all night to finish an urgent job, and his daughter was busy spinning more thread for her father. Hearing that the Buddha had arrived she considered what she should do. She decided to go to see the Buddha as soon as she had finished her spinning, then she would take the newly spun thread to her father. The villagers offered the meal to the Buddha, but as the girl was not present, the Buddha sat in silence after the meal waiting for her to arrive. The villagers were obliged to wait in silence too, out of respect for the Buddha. Finally, the young girl arrived, and the Buddha asked her the following four questions: “Young girl, where have you come from?” “I do not know, Lord” she replied. “Young girl, where are you going to?” “I do not know, Lord” she replied. “Do you not know?” “I know, Lord” she replied. “Do you know?” “I do not know, Lord” she replied. The villagers were baffled by her answers. Some thought she was being cheeky, and started scolding her, “Why don’t you tell the Buddha that you came from the spinning-shed, and are going to your father’s house?” The Buddha silenced them and asked the girl to explain her answers. The girl replied: “When you asked, ‘Where have you come from?’ you didn’t want to know that I came from the spinning-shed; you meant to ask from which existence I came to this one. So I replied that I do not know.” “When you asked, ‘Where are you going to?’ you meant to ask to which existence I am going after this one, so I again replied that I do not know.” “When you asked, ‘Do you not know?’ you meant to ask, ‘Do you not know that you will die?’ so I replied that I know I will die.” “When you asked, ‘Do you know?’ you meant to ask, ‘Do you know when you will die?’ so I replied that I do not know when I will die.” The Buddha praised the girl for her intelligent answers, and the villagers were amazed. The Buddha then spoke the following verse: “Blind is this world, only a few can see clearly. Like birds that escape from a net, only a few go to a blissful state.” The girl realised nibbāna and became a Stream-winner on hearing this verse. The young girl then went to her father’s house and put the newly spun skein of thread down by the loom. After working the whole night, her father had fallen asleep at the loom. When his daughter came in, he woke up with a start, and accidentally swung a heavy beam on the loom. The beam struck the girl hard, and she died on the spot. The father was totally distraught, and hurried to the Buddha to seek consolation. The Buddha explained the truth of suffering to him, and the weaver asked for ordination, later attaining Arahantship. The Buddha’s love and compassion was unlimited. For the benefit of one poor girl and her father, he twice went on a long journey to teach the Dhamma, and he did not forget about the girl after the first visit, but returned as soon as he knew that she needed his help. Though he had many thousands of disciples including kings and ministers, and also taught celestial beings, the Buddha always had time for anyone who would benefit from his teaching, even including beggars and slaves. This story is very interesting for the Buddhist because it shows that although we do believe in rebirth we do not need to remember our previous lives to gain nibbāna, the goal of Buddhism. The weaver’s daughter could not tell the Buddha from which existence she had come to be reborn as a weaver’s daughter, but the Buddha was pleased with her answers. She had understood about the uncertainty of life and the certainty of death after three years of meditation. That understanding enabled her to attain nibbāna while listening to the verse. One who has attained nibbāna no longer has any doubts such as “Am I?” “Am I not?” “What am I?” “How am I?” since the egocentric way of thinking has been removed by insight. It is not unlike the case of someone who has grown up and lost interest in football. He is no longer disappointed when his football team loses, or elated when they win. Even if he hears that his former football team has been relegated to the second division, it no longer matters since he doesn’t follow the team avidly any more. Self-view is hard to remove entirely. We identify with our family, our school, our neighbourhood, our local football team, our country, or our racial group. If we hear any good or bad news about anything that we regard as ours then we feel elated or depressed. If we hear someone say something critical about us personally, then we may feel terrible. However, we should not take it too much to heart. There is a saying in the Dhammapada: “They blame those who speak too much, They blame those who speak too little, They blame those who remain silent. No one escapes blame in this world.” Similarly, if someone praises us we should not become conceited because of that. If we work hard we will get a good result, that is only natural, but there is always someone who can do better than us, at least in other ways. It is hard to remove pride and conceit, but we must do it if we want to gain the highest happiness. The Buddha described how his pride and intoxication vanished, when he was still an unenlightened bodhisatta. “On seeing an old man, all pride and intoxication in youth vanished. On seeing a sick man, all pride and intoxication in health vanished. On seeing a dead man, all pride and intoxication in life vanished.” How can we remove self-view, pride, and conceit? We must develop mindfulness or awareness. Whatever thoughts or feelings arise within us should be observed as they occur from moment to moment. We should not allow ourselves to be heedless even for an instant. Heedlessness allows defilements like self-view, pride, and conceit to enter the mind and dominate it. Perhaps you have enjoyed watching a cartoon like Tom and Jerry. How did the ideas “Tom” and “Jerry” arise? When one watches a cartoon, one become absorbed in the story and soon begins to believe and feel what one imagines Tom and Jerry are feeling. Actually, Tom and Jerry exist only in our imaginations. A cartoon is only drawings that are displayed on the screen in rapid succession. However, the mind arises and passes away much more rapidly than the cartoon pictures, so it can put together the dialogue, sound effects, and pictures to create the illusion that Tom really is bashing Jerry over the head with a frying-pan, so we are emotionally affected by what we see. Real life is like this too. We see and hear things so rapidly that our mind constructs a mental picture, which we regard as real. If someone abuses us, we may feel like they are bashing us over the head, they are making bad kamma, but we suffer. Why is this? It is due to the mental formations that we create. We cannot easily stop this natural process because it is the result of previous kamma. Having abused others in the past, we have to suffer abuse in the present. However, we can sharpen our awareness of the process to the point where we can separate the mental impressions from the experience of hearing. Eventually, we will realise that all these impressions do not happen to anyone, they just happen. Then we will realise that the idea of a self, a person, a ‘me’, or a ‘you’, is just an illusion. Self-view is deeply rooted and cannot be removed by the unmindful person. The average, unmindful person dwells with self-view dominating his or her mind for the entire life. The mindful meditator can disrupt it temporarily while engaged in meditation, but after stopping meditation it will gradually reassert itself unless the meditator has gained deep insight. If a meditator gains deep insight and attains the first path of a Stream-winner, self-view is completely destroyed, and will never arise again. Such a person may be heedless to some extent, but can never be careless enough to break any of the five precepts. He or she is absolutely free from rebirth in the four lower realms of hell, hungry ghosts, demons, and animals, and will attain final nibbāna (Arahantship) within seven lives at the most. Having seen nibbāna personally, he or she has unshakeable confidence in the Buddha, Dhamma, and Sangha, and is truly worthy of offerings and homage. The weaver’s daughter was a Stream-winner. After attaining nibbāna, the Dhamma becomes central to the life of a Stream-winner. They are not yet free from sensual desire and anger, so they can lead a fairly normal family life. Whenever they wish to enjoy the peace of nibbāna they can meditate again, developing concentration, and attaining the fruition of the first path. If their concentration is strong, they may remain in the attainment of fruition for quite long periods, say, an hour or two. If they wish to attain the higher path, they should go into retreat for meditation and resolve not to attain the fruition of the first path during that period, and strive to attain the higher path. If they are successful and attain the second path of a Once-returner, they will be reborn on this earth only once more at the most before attaining the final liberation of Arahantship. The second path destroys strong forms of lust and anger, but some of these deep-rooted defilements remain, so they still have some sensual attachment and ill-will. If the Once-returner strives again in meditation and attains the third path of a Non-returner, all traces of lust and anger are uprooted. Since they have no sensual attachment at all they will not be born in the womb again, and will take rebirth only in the Suddhāvāsa Brahmā realms. These realms are the Theravāda ‘Pure Land’ because only Non-returners are reborn there. The bodhisattas are not reborn there either, because they are still worldlings who have not yet gained even the first path of a Stream-winner. Non-returners seem to be extremely rare these days. Saya Thetgyi, a Burmese lay meditation teacher, who taught U Ba Khin (Goenkaji’s teacher), was reputed to be a Non-returner. The Venerable Ledi Sayādaw praised him and asked him to teach meditation to his own monk disciples. A Non-returner will be naturally inclined to lead a monastic life, having no sexual desire at all, but may be obliged to remain as a lay person to support relatives. The potter honoured by Buddha Kassapa in the Ghatīkāra Sutta (Majjhimanikāya, Sutta 81) was a Non-returner. Though he was a humble potter, he was the chief supporter of Buddha Kassapa, and looked after his own blind and aged parents. He did not use money, but let people take his pots, leaving whatever goods they wished to in exchange. Knowing that he was a good supporter of the Buddha, they donated generously so he didn’t need any other source of income. Refusing to dig the earth himself, he gathered clay from river banks or that had been dug up by animals. Thus, though a layman, he lived on ten precepts like one gone forth. The Non-returner has to strive again in meditation to attain the final goal of Arahantship. Only then is all rebirth and suffering finally destroyed. Not even the subtlest defilements remain, so the Arahant is worthy of the highest honour. The word ‘Araham’ means ‘worthy’. There have been a few monks in Burma and Thailand in recent years who are reputed to have attained the final path. Venerable Ledi Sayādaw was thought to be one, but it is hard to be sure, since Arahants are extremely modest about their attainments. A certain monk was living in dependence on an elder who was an Arahant. Living in dependence meant in those days that the pupil shared a cell with his teacher, looked after his robes, studied at his feet, and accompanied him on the daily almsround. Teacher and pupil lived liked a good father and devoted son. One day, while walking for alms, the pupil asked his teacher, “Venerable Sir, how can one know an Arahant?” The elder, who was an Arahant, replied, “It is not easy friend, to know an Arahant. Even if one were to live in dependence on an Arahant, doing all the duties for him, and accompany him on his daily almsround, one might not know that he was an Arahant.” Yet even when given such a broad hint by his teacher, the pupil did not realise that the elder was an Arahant. Due to excessive devotion, pious people are inclined to elevate their revered teacher to the status of an Arahant, though he may still be a worldling or Stream-winner at best. To eradicate all lust, anger, conceit, and attachment to life is no easy task. First one should aim to attain the stage of Stream-winning in this very life. If one succeeds in doing that, one may perhaps then be able to distinguish between a worldly person and a saint, since one will be free from doubt and superstition. It is my belief that most intelligent people could attain Stream-winning in this very life if they really tried hard. However, very few really strive hard in meditation. Since confidence and effort are lacking, the goal cannot be attained. Though she was only thirteen years old, the weaver’s daughter practised meditation relentlessly for three years to attain the path. These days, people think that a ten-day intensive vipassanā course is really a bit over the top, but striving in meditation throughout the whole day and late into the night is not self-mortification. It is the minimum amount of effort required to attain deep insight or nibbāna. If we want to sleep at least six or seven hours, the goal is still far away. To motivate oneself, one should meditate seriously on death. There is no guarantee that one will not die today. Perhaps one can avoid paying taxes if one lives like a monk, but no one can avoid death. Each breath brings death nearer. Please think seriously about this — do not imagine for one minute that it will never happen to you. If you postpone meditation until you are old — assuming that you live to old age — your attachment will have grown stronger, and your health and vitality will have grown weaker. It is best to meditate in the prime of youth, before the clutter of household life traps you in its vice-like grip. In Burmese, the expression for getting married means, literally, “to fall into house prison.” The Burmese have the right attitude. Married life is a comfortable prison from which it is hard to escape. Even if one partner freely permits the other to go to meditate for a few weeks, or to ordain permanently, most will not want to go. When the bodhisatta heard that his son had been born he murmured “A fetter has arisen” so his father Suddhodana named his new grandson ‘Rāhula’ meaning fetter, hoping that the baby would prove an impediment to the bodhisatta’s renunciation of household life. Fortunately for us, the bodhisatta’s mind was already made up, and the news of Rahula’s birth was the final spur to make him decide, “It must be done at once, before I get attached.” So he left the palace on the same night without even setting eyes on his newborn son. Attachment is very sticky stuff. Many monks who fall back to household life do so because of sexual desire. To get free from sensual attachment, one must meditate either on death or on the repulsive aspects of the body. One should consider what all human bodies contain. If we opened one up and took a look inside, it would be hard to become lustful. It is just a foul smelling carcase of meat, blood, and bones that we have to carry around the whole day and night. If there was no skin or clothes to cover it up, what a horrible sight it would be. One would need to carry a stick to drive off the dogs and crows that would come sniffing around looking for something to eat. Yet people think very highly of their own bodies, and those of others. What folly it is to lust after another person’s body, but delusion fools us completely when we are heedless. At one time a certain nun fell in love with the Venerable Ānanda and, pretending to be ill, she arranged for him to visit her in her quarters. Venerable Ānanda was then still only a Stream-winner, so he was not yet free from lust, but he was wise enough not to allow desire to arise. He did not get angry with her either, but admonished her, “Sister, sexual intercourse is the cause of birth. From birth, old age, disease, and death arise.” Realising that Venerable Ānanda knew about her ulterior motives, she confessed her offence to him, and regained her sense of shame. To gain liberation from suffering, there has to be renunciation at some point. Desire and attachment will not just disappear of their own accord. We have to pluck them out as we remove a splinter or thorn stuck under the skin. It is painful, but when it is done we can dwell at ease again. The most effective way to remove desire is to practise mindfulness meditation relentlessly throughout the whole day without a break until insight knowledge arises. On seeing things as they really are, desire and attachment will vanish.

Kindly visit:

http://www.webupon.com/Web-Talk/25-Useful-and-Entertaining-Websites.54156

http://youtube.com/watch?v=YVc-i9XfBn0

http://youtube.com/watch?v=q3hcuVg2MHA

http://www.youtube.com/watch?v=m3pATKNuk6I&NR=1

Reason Behind your Birth- A buddhist song

http://www.youtube.com/watch?v=HSOPcHoNNXc&feature=related

Ambedkar , Jai Bhim

http://www.youtube.com/watch?v=d3Hegaqigzc&feature=related

Bhima Tuzya janma Mule,

http://www.youtube.com/watch?v=Wzn8h0RtDvg&feature=related

DR B R AMBEDKAR FROM JABAR PATEL’S MOVIE

http://youtube.com/watch?v=ZJQiiormJUk

Dalit icon

http://youtube.com/watch?v=vLECDjJQB4w

Ambedkar , Jai Bhim

http://youtube.com/watch?v=EaNpqG58270

Ambedkar , Jai Bhim

http://youtube.com/watch?v=vaK4cJLSpcA

Ambedkar , Jai Bhim

http://youtube.com/watch?v=1SJDU1obQJM

Dr. bhimrao ambedkar - hajar pacshe chya notavar

http://youtube.com/watch?v=wWkBt6ufFO0

Dr. Bhimrao Ambedkar-kahe suchena mala(patankar)

http://youtube.com/watch?v=1X1jTy4E3Cw

AMBEDKAR JAINTI 2007

http://youtube.com/watch?v=QKB_-dORLlU

Babasaheb Ambedkar (yougyatra)

http://youtube.com/watch?v=WvQ67njr5z0

Dr B R Ambedkar Memorial Lecture 2007, TISS, Mumbai

http://youtube.com/watch?v=ocwTHbYXqng

Ambedkar , Jai Bhim

http://youtube.com/watch?v=zB1R3fgVJeY

2006-December-6 Dr. Babasaheb Ambedkar Mahaparinirwan Din

http://youtube.com/watch?v=caj-CoAReLA

Ambedkar , Jai Bhim {Majya jati che jaati che}

https://youtu.be/8cFlMpM802A

When
Maha Mayawati ji & Satish Chandra Mishra Ji raised their voice in
Parliament about the fraud EVMs entire Sarva Samaj is talking about it.
Now if they ask them to Grow vegetables fruit plants & be proud like elephant that path will help for their Eternal Bliss.

youtube.com

BSP supremo Mayawati raises EVM issue in Rajya Sabha

https://www.youtube.com/watch?v=JP4jQBo8_SM&t=493s

https://youtu.be/amEHvx8jJJs

God sitting on National Flower lotus the election symbol of BJP which has to be draped by CEC like it draped elephant symbol of BSP for level playing ground. Also the EVMs must be replaced by Ballot papers,

When
BSP as ruling party went for polls the CEC draped elephant symbol for
level playing ground. Now BJP ruling party will go for polls. All the
National flower lotus symbol which is found in public places by
different gods on them must be draped by the CEC & the EVMs banned.

CEC & CJI must order for draping National Flower lotus symbol of BJP as done to elephant symbol of BSP & also replace EVMs with Ballot papers as followed by majority of democracies of the world level playing ground.

https://www.youtube.com/watch?v=JP4jQBo8_SM&t=493s

CEC & CJI must order for draping National Flower lotus symbol of BJP as done to elephant symbol of BSP & also replace EVMs with Ballot papers as followed by majority of democracies of the world level playing ground.

youtube.com

Sh. Satish Chandra Mishra’s Remarks | Short Duration Discussion on Electoral Reforms

Rajya Sabha Budget Session - 242

youtube.com

Hide BJP’s lotus, says Congress leader; what about your hand, counters BJP

A
Congress leader in poll-bound Madhya Pradesh has made a baffling demand
for all lotus ponds to be covered as the flower, a BJP symbol, could
influence vote…

https://www.youtube.com/watch?v=JP4jQBo8_SM&t=493s

God sitting on National Flower lotus the election symbol of BJP which has to be draped by CEC like it draped elephant symbol of BSP for level playing ground. Also the EVMs must be replaced by Ballot papers,

When
Maha Mayawati ji & Satish Chandra Mishra Ji raised their voice in
Parliament about the fraud EVMs entire Sarva Samaj is talking about it.
Now if they ask them to Grow vegetables fruit plants & be proud like elephant that path will help for their Eternal Bliss.

When
Maha Mayawati ji & Satish Chandra Mishra Ji raised their voice in
Parliament about the fraud EVMs entire Sarva Samaj is talking about it.
Now if they ask them to Grow vegetables fruit plants & be proud like elephant that path will help them.

CEC & CJI must order for draping National Flower lotus symbol of BJP as done to elephant symbol of BSP & also replace EVMs with Ballot papers as followed by majority of democracies of the world level playing ground.

Kushinara Nibbana Bhumi Pagoda Bengaluru

This
video is about dream vision of J Chandrasekharan who has constructed
Kushinara Nibbana Bhumi Pagoda Bengaluru, This pagodan is built where
people can come make use of the place and get maximum benefit.

Kushinara Nibbana Bhumi Pagoda

White Home

668, 5A Main Road

8th Cross HAL III Stage

Punya Bhumi Bengaluru

Magadhi Karnataka

Prabuddha Bharat International

Hunger is the greatest ill, the greatest suffering - conditionedness, said Awakened One

knowing this reality at it is:

Ultimate Happiness supreme that is the end of suffering.

Sujata fed Buddha, Ashoka planted fruit bearing trees all over his empire.

Maha Mayawati wants that rule and VP Haris may direct their followers to Grow Broccoli Bell Peppers Cucumber Carrots Beans in pots like  Free Birds in Vegan White Home  to make the hungry minds to glow like Lotus.

Dr B.R.Ambedkar thundered “Main Bharat Baudhmay karunga.” (I will make this country Buddhist)

All
Aboriginal Awakened Societies Thunder ” Hum Prapanch Prabuddha
Prapanchmay karunge.” (We will make the whole world Prabuddha Prapanch

youtube.com

vipassana Pagoda Bangalore

This
video is about dream vision of chandrashaker who has build terrace
vipassana pagoda in Bangalore,new thippasandra, This pagodan is built
where people ca…

Do Mindful Swimming

WORLD WILL BE FREE FROM HOAX - STRENGTHENING THE TRUST FOR BEST OF HEALTH -SINGAPORE UNIVERSITY SURVEY

-Online Positive Universal Prabuddha Intellectuals Convention.

JC

𝙝𝙩𝙩𝙥://𝙨𝙖𝙧𝙫𝙖𝙟𝙖𝙣.𝙖𝙢𝙗𝙚𝙙𝙠𝙖𝙧.𝙤𝙧𝙜

Wake up at 03:45 AM

After Bath Practice Patanjali Yogic Meditation From 04:00 AM to 05:00 AM at

𝙆𝙪𝙨𝙝𝙞𝙣𝙖𝙧𝙖 𝙉𝙄𝘽𝘽Ā𝙉𝘼 𝘽𝙃𝙐𝙈𝙄 𝙋𝙖𝙜𝙤𝙙𝙖

18𝙛𝙩 𝘿𝙞𝙖. 𝙖 3𝘿 360 𝙙𝙚𝙜𝙧𝙚𝙚 𝙘𝙞𝙧𝙘𝙪𝙡𝙖𝙧 𝙋𝙖𝙜𝙤𝙙𝙖 𝙖𝙩
𝙒𝙝𝙞𝙩𝙚 𝙃𝙤𝙢𝙚,
668 5𝙩𝙝 𝘼 𝙈𝙖𝙞𝙣 𝙍𝙤𝙖𝙙,
8𝙩𝙝 𝘾𝙧𝙤𝙨𝙨, 𝙃𝘼𝙇 𝙄𝙄𝙄 𝙎𝙩𝙖𝙜𝙚,
𝙋𝙪𝙣𝙞𝙮𝙖 𝘽𝙃𝙐𝙈𝙄 𝘽𝙚𝙣𝙜𝙖𝙡𝙪𝙧𝙪,
𝙈𝙖𝙜𝙖𝙙𝙝𝙞 𝙆𝙖𝙧𝙣𝙖𝙩𝙖𝙠𝙖,
𝙋𝙧𝙖𝙗𝙪𝙙𝙙𝙝𝙖 𝘽𝙝𝙖𝙧𝙖𝙩 𝙄𝙣𝙩𝙚𝙧𝙣𝙖𝙩𝙞𝙤𝙣𝙖𝙡

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Practicing Mindful Swimming at Dolphin Aquatics at Halasuru from 05:30 AM to 07:00 AM

• How many languages are there in the world?
• 
  
  
• 
  
  
  
  

  • 7,117 languages are spoken today.

    
    

    That number
    is constantly in flux, because we’re learning more about the world’s
    languages every day. And beyond that, the languages themselves are in
    flux. They’re living and dynamic, spoken by communities whose lives are
    shaped by our rapidly changing world. This is a fragile time: Roughly 0%
    of languages are now endangered, often with less than 1,000 speakers
    remaining. Meanwhile, just 23 languages account for more than half the
    world’s population.

  https://gulfnews.com/…/census-more-than-19500-languages…

  
  
  

  When
  a just born baby is kept isolated without anyone communicating with the
  baby, after a few days it will speak and human natural (Prakrit)
  language known as Classical Magahi Magadhi/Classical Chandaso
  language/Magadhi Prakrit,Classical Hela Basa (Hela Language),Classical
  Pāḷi which are the same. Buddha spoke in Magadhi. All the 7,139
  languages and dialects are off shoot of Classical Magahi Magadhi. Hence
  all of them are Classical in nature (Prakrit) of Human Beings, just like
  all other living speices have their own natural languages for
  communication. 117 languages are translated by https://translate.google.comin

• 01) Classical Magahi Magadhi,

• 02) Classical Chandaso language,

• 03)Magadhi Prakrit,

  04)
  Classical Hela Basa (Hela Language),

• 05) Classical Pāḷi,

• 06) ClassicalDevanagari,Classical Hindi-Devanagari- शास्त्रीय हिंदी,

• 07) ClassicalCyrillic

  08) Classical Afrikaans– Klassieke Afrikaans

  09) Classical Albanian-Shqiptare klasike,

  10) Classical Amharic-አንጋፋዊ አማርኛ,

  11) Classical Arabic-اللغة العربية الفصحى

  12) Classical Armenian-դասական հայերեն,

  13) Classical Assamese-ধ্ৰুপদী অসমীয়া

14) Classical Azerbaijani- Klassik Azərbaycan,

15) Classical Basque- Euskal klasikoa,

16) Classical Belarusian-Класічная беларуская,

17) Classical Bengali-ক্লাসিক্যাল বাংলা,

18) Classical Bosnian-Klasični bosanski,

19) Classical Bulgaria- Класически българск,

• 20) Classical Catalan-Català clàssic
  
• 21) Classical Cebuano-Klase sa Sugbo,
  
• 22) Classical Chichewa-Chikale cha Chichewa,

  23) Classical Chinese (Simplified)-古典中文（简体）,

  24) Classical Chinese (Traditional)-古典中文（繁體）,

  25) Classical Corsican-Corsa Corsicana,

  26) Classical Croatian-Klasična hrvatska,

• 27) Classical Czech-Klasická čeština

  28) Classical Danish-Klassisk dansk,Klassisk dansk,

  29) Classical Dutch- Klassiek Nederlands,

  30) Classical English,Roman,

  31) Classical Esperanto-Klasika Esperanto,

  32) Classical Estonian- klassikaline eesti keel,

• 33) Classical Filipino klassikaline filipiinlane,
  
  

  34) Classical Finnish- Klassinen suomalainen,

  35) Classical French- Français classique,

  36) Classical Frisian- Klassike Frysk,

  37) Classical Galician-Clásico galego,

  38) Classical Georgian-კლასიკური ქართული,

  39) Classical German- Klassisches Deutsch,

  40) Classical Greek-Κλασσικά Ελληνικά,

  41) Classical Gujarati-ક્લાસિકલ ગુજરાતી,

  42) Classical Haitian Creole-Klasik kreyòl,

  43) Classical Hausa-Hausa Hausa,

  44) Classical Hawaiian-Hawaiian Hawaiian,

  45) Classical Hebrew- עברית קלאסית

  46) Classical Hmong- Lus Hmoob,

  47) Classical Hungarian-Klasszikus magyar,

  48) Classical Icelandic-Klassísk íslensku,

  49) Classical Igbo,Klassískt Igbo,

  50) Classical Indonesian-Bahasa Indonesia Klasik,

  51) Classical Irish-Indinéisis Clasaiceach,

  52) Classical Italian-Italiano classico,

  53) Classical Japanese-古典的なイタリア語,

  54) Classical Javanese-Klasik Jawa,

  55) Classical Kannada- ಶಾಸ್ತ್ರೀಯ ಕನ್ನಡ,

  56) Classical Kazakh-Классикалық қазақ,

  57) Classical Khmer- ខ្មែរបុរាណ,

  58) Classical Kinyarwanda

  59) Classical Korean-고전 한국어,

  60) Classical Kurdish (Kurmanji)-Kurdî (Kurmancî),

  61) Classical Kyrgyz-Классикалык Кыргыз,

  62) Classical Lao-ຄລາສສິກລາວ,

  63) Classical Latin-LXII) Classical Latin,

  64) Classical Latvian-Klasiskā latviešu valoda,

  65) Classical Lithuanian-Klasikinė lietuvių kalba,

  66) Classical Luxembourgish-Klassesch Lëtzebuergesch,

  67) Classical Macedonian-Класичен македонски,

  68) Classical Malagasy,класичен малгашки,

  69) Classical Malay-Melayu Klasik,

  70) Classical Malayalam-ക്ലാസിക്കൽ മലയാളം,

  71) Classical Maltese-Klassiku Malti,

  72) Classical Maori-Maori Maori,

  73) Classical Marathi-क्लासिकल माओरी,

  74) Classical Mongolian-Сонгодог Монгол,

  75) Classical Myanmar (Burmese)-Classical မြန်မာ (ဗမာ),

  76) Classical Nepali-शास्त्रीय म्यांमार (बर्मा),

  77) Classical Norwegian-Klassisk norsk,

• 78) Classical Odia (Oriya)

  79) Classical Pashto- ټولګی پښتو

  80) Classical Persian-کلاسیک فارسی

  81) Classical Polish-Język klasyczny polski,

  82) Classical Portuguese-Português Clássico,

  83) Classical Punjabi-ਕਲਾਸੀਕਲ ਪੰਜਾਬੀ,

  84) Classical Romanian-Clasic românesc,

  85) Classical Russian-Классический русский,

  86) Classical Samoan-Samoan Samoa,

• 87) Classical Sanskrit छ्लस्सिचल् षन्स्क्रित्

  88) Classical Scots Gaelic-Gàidhlig Albannach Clasaigeach,

• 89) Classical Serbian-Класични српски,

  90) Classical Sesotho-Seserbia ea boholo-holo,

  91) Classical Shona-Shona Shona,

  92) Classical Sindhi,

  93) Classical Sinhala-සම්භාව්ය සිංහල,

  94) Classical Slovak-Klasický slovenský,

  95) Classical Slovenian-Klasična slovenska,

  96) Classical Somali-Soomaali qowmiyadeed,

  97) Classical Spanish-Español clásico,

  98) Classical Sundanese-Sunda Klasik,

  99) Classical Swahili,Kiswahili cha Classical,

  100) Classical Swedish-Klassisk svensk,

  101) Classical Tajik-тоҷикӣ классикӣ,

  102) Classical Tamil-பாரம்பரிய இசைத்தமிழ் செம்மொழி,

  103) Classical Tatar

  104) Classical Telugu- క్లాసికల్ తెలుగు,

  105) Classical Thai-ภาษาไทยคลาสสิก,

  106) Classical Turkish-Klasik Türk,

  107) Classical Turkmen

  108) Classical Ukrainian-Класичний український,

  109) Classical Urdu- کلاسیکی اردو

  110) Classical Uyghur,

  111) Classical Uzbek-Klassik o’z,

  112) Classical Vietnamese-Tiếng Việ,

  113) Classical Welsh-Cymraeg Clasurol,

  114) Classical Xhosa-IsiXhosa zesiXhosa,

  115) Classical Yiddish- קלאסישע ייִדיש

  116) Classical Yoruba-Yoruba Yoruba,

  117) Classical Zulu-I-Classical Zulu