VAISHNAVA TRAINING & EDUCATION Course Material
TEACHER’S HANDBOOK for
the Bhakti astri Course
The International Society for Krishna Consciousness Founder-Acarya: His Divine Grace A.C. Bhaktivedanta Swami Prabhupada
The VTE Bhakti Sastri Course Materials Copyright © 2000. Vaishnava Training and Education CD Version, First Edition (published December 2000)
Hard copies of these materials can be printed by the purchaser for personal use and may not be passed on or sold without permission. Teachers formally facilitating the VTE Bhakti Sastri Course are permitted to copy the “Student’s Handbook” and the “Student Worksheets Book”, for distribution solely to students sitting the course.
Published by Vaishnava Training and Education 63 Divinity Road, Oxford, OX4 1LH, England, UK tel: +44 (0)1865-304310 e-mail:
[email protected]
These materials include: The Teachers’ Handbook The Students’ Handbook Student Worksheets Book Syllabus One Syllabus Two Syllabus Three Syllabus Four
(Module One) (Module Two) (Module Three) (Module Four)
Book of Quotes One Book of Quotes Two Book of Quotes Three
(Module One) (Module Two) (Module Three)
Instruction Manual
(CD version only)
For more information on VTE courses and materials, please contact Vaishnava Training and Education (see above). You may also contact the VTE for information on updated and hard-copy versions of this Bhakti Sastri Course.
Prices: Entire set - CD Version only (excluding cost of delivery) This book (Teachers’ Handbook) – not available separately (First edition) 2
£15.00
($24.00)
CONTENTS Page
Foreword
5
Abbreviations and Sanskrit Notation
6
Acknowledgements
8
Introduction
9
Chapter One – A Framework for Sastric Study
10
Chapter Two – Overview of the Bhakti Sastri Course
32
Chapter Three – Qualifications of the Teacher
42
Chapter Four – Organising Your Course
44
Chapter Five – Preparing to Teach
52
Chapter Six –
72
Delivering Your Lessons
Chapter Seven – Formal Assessment
80
Chapter Eight – Orientation Lessons
88
Appendices Appendix 1 – Quotes on the Twelve Aims of Sastric Study
91
Appendix 2 – Examples of poor/dishonest use of scripture
95
Appendix 3 – Preparing for Your Course – Checklist
96
Appendix 4 – Diagram of the Three Stages of Education
98
Appendix 5 – Participatory Learning – Planning Sheet
99
Appendix 6 – Student’s Initial Report Sheet (sample – blank)
100
Appendix 7 – Chart showing Key Thematic Verses for the BG
101
Appendix 8 – Chart showing Overview of All Materials
102
3
DEDICATION
To
His Divine Grace A.C. Bhaktivedanta Swami Prabhupada who intended that his disciples and followers diligently study and apply his teachings for the welfare of all
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On the other hand, that literature which is full of descriptions of the transcendental glories of the name, fame, forms, pastimes, etc., of the unlimited Supreme Lord is a different creation, full of transcendental words directed toward bringing about a revolution in the impious lives of this world’s misdirected civilization. Such transcendental literatures, even though imperfectly composed, are heard, sung and accepted by purified men who are thoroughly honest. (Srimad Bhagavatam 1.5.11)
In this way you have to understand, by studying carefully the philosophy. We have got so many books now and I want all of my disciples to read them carefully. Soon we shall be instituting Bhakti-sastri examinations and all brahmanas will have to pass. So utilize whatever time you find to make a thorough study of my books. (Letter from Srila Prabhupada to Upendra, 7th July 1976)
4
FOREWORD I heartily welcome the publication of this new VTE Course as a significant step forward for ISKCON. Srila Prabhupada intended his society to be led by educational values, as indicated by ISKCON’s first purpose: To systematically propagate spiritual knowledge to society at large and to educate all peoples in the techniques of spiritual life in order to check the imbalance of values in life and to achieve real peace and unity in the world. Srila Prabhupada not only gave priority to the publication and marketing of his books, but left specific instructions for their systematic study. Nearly thirty years later, this order remains unfulfilled. This particular course, I believe, has the potential to at last fulfill Srila Prabhupada’s directives; most notable are its proposed systems for global implementation, including already-written teacher training modules that complement and extend existing VTE courses. This curriculum has a number of other distinguishing features. Possibly it is the first to be built on sound and explicit educational principles and a well-articulated methodology. It thus goes beyond memorisation and intellectual understanding, to explicitly promote students’ application of knowledge, their development of appropriate values, and, ultimately, personal realisation. This slant on conduct and character, I believe, gives it great potential in addressing our numerous individual and societal challenges. Furthermore, its detailed delineation of “the aims of sastric study” is a welcome feature at a time within ISKCON marked by lack of clear direction. I was particularly impressed by the aim of “Mood and Mission”, which even today will help students appreciate Srila Prabhupada continuing presence. Conscientious teachers will recognise how this course offers support to the less-able and yet respects the expertise and initiative of the more-experienced. For students it offers a quality of learning which is relevant, practical and enjoyable. I particularly liked the use of progressive assessment procedures, such as project-work, which free students from unnecessary pressure and promote their natural creativity. In conclusion, I think this course will appeal to many sections of our membership. Particularly, though, I appeal to our leaders to provide concrete support for its global implementation. Co-operation between managers and educators may hold the key to a successful future, and ensure that this initiative bears fruit – happy, learned and balanced devotees, who can form the nucleus of an evolving brahminical and Krishna-conscious leadership. My heartfelt thanks to all those devotees who, over a period of five years, have helped so far in developing this essential aspect of ISKCON’s work. Sesa das Adhikari 28th December 2000 The GBC Ministry of Education Executive Members (December 2000) Sesa das (GBC Minister – Alachua, USA) Braja Bihari das (Vrindavan, India) Laksmimoni dasi (Alachua, USA) Saunaka Rsi das (Belfast, Northern Ireland) 5
ABBREVIATIONS AND SANSKRIT NOTATION
The following abbreviations are used throughout the Bhakti Sastri materials:
Books etc. BG BRS CB CC Conv ISO KBK LCFL Lec Letter MW NAP NBD NOD NOI POP RV SAR SB SPL SSR SUM TLC TLK TQK
Bhagavad-gita Bhakti Rasamrta Sindhu Caitanya Bhagavat Caitanya-caritamrta Srila Prabhupada Conversations Sri Isopanisad Krsna Book Life Comes From Life Srila Prabhupada Lectures Srila Prabhupada’s Letters Morning Walk Narada Pancaratra Nectar of Book Distribution Nectar of Devotion Nectar of Instruction Path of Perfection Raja Vidya Saranagati Srimad Bhagavatam Srila Prabhupada Lilamrta Science of Self-Realisation Surrender Unto Me Teachings of Lord Caitanya Teachings of Lord Kapila Teachings of Queen Kunti
The Bhakti Sastri Materials BOQ MAN SHB SWK SYL THB
Book of Quotes (1–3) Instruction Manual Student’s Handbook Student Worksheets Syllabus (1–4) Teachers’ Handbook
6
Lesson Outlines MP QT AR SG OHT
Main point Reference(s) found in corresponding Book of Quotes Additional references which the teacher could look up him/herself Suggestions (found at end of the lesson outline) Chart and/or Overhead Transparency
Aims
(Sub-aims are marked with an asterisk * and are below the corresponding main Aim)
Kno Und PeA PrA ThA M+M AMI Aut SC Rea * Eva F+C RfL TAR * SSK *
Knowledge (Memory and Recall) Understanding Personal Application Preaching Application Theological Application Mood and Mission Academic (and Moral) Integrity Authority Sastra Caksus Realisation Evaluation Faith and Conviction Responsibility for Learning Taste/Appreciation/Relevance Study Skills
Miscellaneous d.s. esp. FOL KMV KTV para. pg NAG RFL RLE SP
devotional service especially Focus of Learning Key Memory Verse Key Thematic Verse paragraph page Nine Assessment Groups Recommended Focus of Learning Recommended Learning Experiences Srila Prabhupada
Sanskrit Notation The system of transliteration used in these materials conforms to that used by most scholars and in all standard ISKCON publications. In most cases, we have used diacritics. Where otherwise, we have usually denoted the words as it sounds, e.g. by inserting “h’s” and “I’s”, as in Krishna and Chaitanya. In other cases, the terms will simply lack the diacritic marks, e.g. Krsna.
7
ACKNOWLEDGEMENTS MEMBERS OF THE DEVELOPMENT TEAM VTE Executive Anuttama das (IC Minister, Washington, USA Braja Bihari das(VIHE, Vrindavan, India) Saunaka Rsi das (N. Ireland, UK) Sita Rama das (MTE, UK)
The Bhakti Sastri Writing Team Braja Bihari das (VIHE, Vrindavan, India) Narayani dasi (Vrindavan, India) Rasamandala das (VTE, Oxford, UK)
ACKNOWLEDGMENT AND THANKS TO Assistant Writing Staff Abala dasi (Oxford, UK) Braja Sundari dasi (Vrindavana Gurukula) Mahamuni das (Philadelphia, USA) Rati Manjari dasi (Cape Town, South Africa) Tyaga Caitanya das (Malaysia) Visakha Priya dasi (Vrindavana, India) Consultants Bhakti Caitanya Swami (BCEC, South Africa) Gopiranadhara das (ISKCON Vrindavan, India) Lat Blaylock (CEM Professional Team, UK) Sefton Davies (Sefton Davies Associates, UK) Purnacandra das (USA) Sita and Edgar (The Learning Framework, UK) Reference Materials Bhurijana das (Surrender Unto Me) Gauri das (NOD Study Guide) Satsvarupa Goswami (Lecture tapes) Suresvara das (Bhagavad-gita Study Guide) Vraja Kishora das (NOD Study Guide)
Trialling the Materials Bhaktin Aleksandra (Newcastle, UK) Gauranga Sundara das (ISKCON Leicester, UK) Janmastami dasa (MIHE, Mayapur) Kirtida dasa (Finland and UK) Prasanta dasi (Vrindavana, India) Sita Rama das (Bhaktivedanta Manor, UK) Urmila dasi (North Carolina, USA) Editing/Office Support Bhagavata dasi (Inisratha, N. Ireland) Brajajana das (USA) Manjari dasi (Mayapur, India) Diane Rollinson (the OCVHS, Oxford) Others who kindly helped Daoji (Vrindavana Gurukula) Isodyana dasi (Vrindavana, India) Kurmarupa das (Vrindavana, India) Prana das (Auckland, New Zealand)
WITH A VERY SPECIAL THANKS TO Devaprastha das Giriraja Swami Harikesa das Bhakta Jitendra for helping to make this project possible by kindly offering their financial support
Bhurijana das who started with Bhakti Sastri Course in Vrindavan, India The Oxford Centre for Vaishnava and Hindu Studies for their vision, support and encouragement.
8
Introduction – How To Your Teachers’ Handbook Welcome to your Teachers’ Handbook, which serves as student notes for the Bhakti Sastri Teacher Training Course and as a comprehensive manual for Bhakti Sastri teachers. Parts of it are also essential reading for students engaged in independent study, including those involved in distance-learning. Do note that these materials are quite detailed and comprehensive, and rather than reading from cover to cover (which could be quite trying!), you may better refer to the appropriate sections as you need them. This material is designed not simply for reading, but as part of an ongoing training programme. If, however, you do have any queries, please do consult the VTE. Our details can be found on page 2.
While you are teaching the course, you’ll use this booklet in conjunction with: a) the corresponding Syllabus (Modules 1–4) b) the corresponding Book of Quotes (Modules 1-3 only) and, additionally, students will each require a copy of: a) the Students’ Handbook b) the Student Worksheets Book
If you are reading this on your computer screen and don’t have a hard copy, we strongly recommend that you print one out from the corresponding PDF file (we recommend double-sided, comb-bound with a card cover). There are two versions – the colour version is better for reading on-screen, but black-and-white will produce better hardcopy, especially from ink or bubble jet printers For more information on using the various materials please consult Chapter 5. A useful overview of each syllabus is found in the very last page of this book (Appendix 8) As you read this book, you may wish to keep in mind the overall structure of the course, as follows:
Module
Material
One
Bhagavad-gita (Chapters 1–9)
Two
Bhagavad-gita (Chapters 10–18)
Three
Nectar of Devotion, Sri Isopanisad, Nectar of Instruction
Four
Thematic Lessons (all books)
A more detailed overview of the course is included in Chapter 2.
9
Chapter One Developing a Framework for Sastric Study
Introduction Learning and teaching sastra is arguably the most important aspect of any Krishna conscious education. Srila Prabhupada’s books form the foundation for ISKCON’s activities and devotees understandably, and quite rightly, hold them in high esteem. Superficially at least, it appears that this respect for Srila Prabhupada’s teachings has often detracted devotees from considering exactly how we study and teach such sacred literature. In educational terms, validity of content hardly legitimises the whole learning process. There needs to be an appropriate methodology, without which teaching, even of Srila Prabhupada’s books, remains relatively ineffective. In this chapter, therefore, we attempt to construct a framework for scriptural study; not so much by rigidly defining practice and procedure, but by identifying universal principles and values that can inform an evolving methodology. These, underpinned by a clear sense of direction, help us make purposeful decisions in the planning, delivery and evaluation of scriptural education. In constructing this framework, we have drawn from four broad sources: 1) 2) 3) 4)
Srila Prabhupada’s explicit instructions on sastric study His broader teachings, especially as pertinent to education Guidance found from within our broader (i.e. Vedic) tradition The best of educational theory and practice ‘outside’ of our tradition
In borrowing from beyond our immediate tradition, we have evaluated everything for its consistency with the principles and values of Krishna consciousness. In this way, the VTE aspires to develop a model that is true to our long-standing heritage and simultaneously relevant to ISKCON’s role in the contemporary world.
10
What is Sastric Study? By the term “sastric study” we refer to the study of the Vedic scriptures (sastra), and specifically the books of His Divine Grace A.C. Bhaktivedanta Swami Srila Prabhupada. The importance of Srila Prabhupada’s books is encapsulated in the following excerpts from ISKCON Law:
Srila Prabhupada, the Founder-Acarya of ISKCON Definition To fulfill the previous acarya’s desire for a united worldwide preaching organisation to expand Sri Caitanya Mahaprabhu’s mission, Srila Prabhupada founded the International Society for Krishna Consciousness as a distinct branch of the Brahma-Madhva-GaudiyaVaisnava sampradaya. Therefore he is the Founder-Acarya of ISKCON. His Divine Grace A. C. Bhaktivedanta Swami Prabhupada is the Founder-Acarya of ISKCON. This means that he is ISKCON’s link with the Brahma-Madhva-Gaudiya-Vaisnava-sampradaya, that his writings, oral teachings and exemplary actions remain the permanent and irreplaceable basis for all subsequent teachings of ISKCON. He is and will remain always the instructing spiritual master of all devotees in ISKCON. (Law Revision committee 9.6.90).
Principles 1) Srila Prabhupada is the foundational siksa-guru for all ISKCON devotees because he has realised and presented the teachings of the previous acaryas of the Brahma-Madhva-Gaudiya-Vaisnavasampradaya appropriately for the modern age. 2) Srila Prabhupada’s instructions are the essential teachings for every ISKCON devotee. 3) Srila Prabhupada’s books are the embodiment of his teachings and should be accepted as the standard by all future generations of ISKCON.
11
The Four Sastric Degrees Srila Prabhupada himself presented an outline for the study of scripture, as demonstrated by the following excerpt from one of his letters:
Bombay 10 January, 1976
My Dear Svarupa Damodara, Please accept my blessings. I beg to thank you for your letter dated December 26th, 1975, and I have noted the contents carefully. Your plan to have the Bhaktivedanta Summer Institute in one of our farms is a very good idea. . . . . . . . brahmana means pandita. Therefore I am suggesting examinations. Bhakti-sastri - (for all brahmanas) based on Bhagavad-gita, Sri Isopanisad, Nectar of Devotion, Nectar of Instruction, and all the small paper backs. Bhakti-vaibhava - the above plus first six cantos of S.B. Bhaktivedanta - the above plus cantos 7-12 S.B. Bhakti-sarvabhauma - the above plus Caitanyacaritamrta. These titles can correspond to entrance, B.A., M.A., Ph.D. So just consider how to organize this Institute. At Mayapur we shall finalize everything. Hoping this meets you well. Your ever well-wisher, A. C. Bhaktivedanta Swami ACBS/tkg
There are several other references Srila Prabhupada made to these degrees, with some variations. For this and other reasons, ISKCON devotes will hold different opinions as to what should be the exact nature of the four courses. The VTE respects the fact that other devotees may hold differing views. It intends and hopes that this course will be recognised by the ISKCON Ministry of Education*, but also hopes that other devotee educational institutes write their own ISKCON-approved courses. The broad framework for the Four Degrees, largely based on this letter, is shown on the next page
*As of the date of publication (January, 2001) of this first edition, we are still awaiting approval
12
Overview of the Four VTE Courses On the basis of Srila Prabhupada’s letter, the VTE has proposed: A.
Four consecutive courses, focusing on the books shown in the table below:
1. Bhakti Sastri Bhagavad-gita Nectar of Devotion Sri Isopanisad Nectar of Devotion
2. Bhakti-vaibhava The first six cantos of the Srimad Bhagavatam
3. Bhaktivedanta
4. Bhakti-sarvabhauma The entire text of the Caitanya-caritamrta
The second six cantos of the Srimad Bhagavatam
B.
The above four courses are “nested”. In other words, for any “degree”, the specific materials for previous degrees are also studied. For example, Bhagavad-gita is studied throughout all four courses. This suggests that from Bhakti Vaibhava onwards it will be studied in relation to the other relevant books and at progressively higher levels.
C.
The Bhakti Sastri will be the equivalent of a university entry course. * (e.g. in the UK, the two-year ‘A’ level). This will determine the level and length of this course, and subsequent courses will be similarly based on Srila Prabhupada’s instructions.
D.
The Bhakti Sastri Course (and final assessment) should be completed at about the same time a devotee is ready for second (brahmana) initiation. The VTE has ascertained that this usually occurs when a candidate has been seriously practising Krishna Consciousness for three years (though this figure appears to be progressively increasing!). Since the longest recommended term of part-time study is two years, this suggests that devotees should have been “seriously practising Krishna Consciousness” for at least one year (or the equivalent of living in the temple for one year). This points to the need for preliminary courses prior to the Bhakti Sastri.
*
Some devotees have suggested that Srila Prabhupada’s statement was only used to illustrate the idea of continuity. The VTE accepts there may be some difference in interpretation.
13
The Twelve Principles of ISKCON Education The Bhakti Sastri Course has been deliberately and diligently built on specific educational principles and values relating to sastric study. This is not an entirely new initiative but has drawn significantly on the previous research of other leading devotees. The following Twelve Principles were identified by a team of devotees in Oxford, England, working in 1998 under the auspices of the GBC Ministry of Education. They are considered to underpin any effective Krishna Conscious education.
1. The Study of Srila Prabhupada’s Teachings ___________________________________________________________ 2.
Qualified Teachers
3.
Qualified Students
4. Conducive Environment ___________________________________________________________ 5.
Clarity of Purpose
6.
Long-Term Vision
7.
Utilisation of Appropriate Resources
8.
Consideration of Time, Place and Circumstance
9. Respect for Individuality ___________________________________________________________ 10. Character Formation 11. Realisation and Application of Knowledge 12. Attachment to Guru and Krishna and Detachment from Maya _____________________________________________________________________ Note: the above four categories correspond to: 1) 2)
pramana sambandha
3)
abhideya
(the evidence, source of knowledge) (“establishing the relationship”; the necessary “ingredients” for delivering effective education ) (the means, or process, by which this can be achieved )
prayojani
(the goal of a Krishna Conscious education)
\
4)
14
The Implications of these Principles to Sastric Study The twelve principles listed on the previous page are intended to refer to any Krishna Conscious educational initiative. We here briefly run through each of our twelve principles and in turn ascertain how they specifically impact sastric study
1. The Study of Srila Prabhupada’s Teachings This principle underscores the prime importance of scriptural study
2. Qualified Teachers This calls for clear systems of training and certification to check that teachers are indeed qualified (refer to pages 42–43).
3. Qualified Students The Bhakti Sastri Course is not for everyone and teachers should exercise discretion in whom they enrol (see pages 44).
4. Conducive Environment The location and attendant facilities for the BS Course are important. For more details, please refer to pages 44, 74 and 96 - 97.
5. Clarity of Purpose This principle is perhaps the most important and serves as the basis for the VTE’s “Aimsdriven” (or some prefer “Aims-based”) approach. Without knowing and codifying the purposes of sastric education, it is likely to meander through the extensive content with little real direction (i.e. it will become largely content-driven and information-oriented).
6. Long-Term Vision This course has not been designed in isolation but developed as part of a whole scheme, ascertaining the far-reaching effects of scriptural training and taking into account the four sastric degrees. The writing team has also tried to ensure a high degree of continuity and progression between the degrees, and within the Bhakti Sastri Course itself (see pages 70-71)
7. Utilisation of Appropriate Resources Teachers should make use of all helpful teaching equipment. The syllabus has carefully borrowed educational theory from ‘outside’ of ISKCON, carefully checking that it is consistent with our principles and values.
8. Consideration of Time, Place and Circumstance The teacher should be particularly aware of the specific needs of his/her class. He or she may need to teach accordingly and to be flexible, responding appropriately to changing circumstances.
9. Respect for Individuality This principle has two major implications for sastric teaching. Firstly, the teacher must respect the individuality and uniqueness of each student and not discriminate in terms of bodily designations, preferred learning styles, etc. Secondly, this raises the issue of the Course accommodating numerous teachers, each with their own particular styles. This latter subject is explored further in this Chapter (see page 17, ‘Flexibility versus Prescription’)
10. Character Formation This is one of the main purposes of studying scripture and has been embodied in The Twelve Aims of Sastric Study, e.g. the six higher Aims relating to ‘Values’ (refer to pages 18-19 and particularly page 22). Note that ‘Values’ and ‘Character Formation’ are practically synonymous.
11. Realisation and Application of Knowledge This principle is so important that it is encapsulated within a number of ‘the Twelve Aims of Sastric Knowledge’. Knowledge is not simply informational but transformational; it is not merely academic but for application in everyday life.
12. Attachment to Guru and Krishna and Detachment from Maya Without these characteristics, all other qualities are of little use. The teacher must keep in mind the central focus of sastric teaching - Krishna and His representative.
15
$Q2YHUYLHZRIWKH(GXFDWLRQDO3URFHVV It is important to understand the purpose of education within any society. The chart below is a representation of the learning process and its social function:
Needs & Opportunities
❶ Aims and Objectives
➋ Learning Experiences
➌
➎
➏
Learning Process
Social Contribution
Assessment & Accreditation
➍ Application in Life Perhaps the most important principle here is “Consistency” represented by the vertical downward arrows. This is often summed up by the phrase “Aims-driven”. This approach is in line with the MED principle of “Clarity of Purpose”. The following are important features of this methodology:
❶ ➋
Aims are based on meeting real-life Needs & Opportunities - for the individual, for ISKCON and for society as a whole. Although Aims tend to be enduring, the emphasis may change according to local needs and/or current trends. Similarly Objectives must be consistent with Aims and further determined by considering detailed Needs & Opportunities. Learning Objectives are met by selecting and designing suitable Learning Experiences rather than whimsically employing standard or hackneyed methods of delivery.
➌ The Means of Assessment must actually assess the Objectives we have established and ➍
not others. For this reason we have sparingly used closed book exams, i.e. only when deemed appropriate.
Assessment and accreditation should be developed in response to application in life. Formal Assessment can otherwise become meaningless and often unnecessarily punitive.
➎ Evaluation should be applied not just to students but to teachers (and indeed the original writing team). In this way Aims & Objectives may sometimes change. More often the Learning Experiences will be amended after determining how well they are meeting the established Aims & Objectives.
➏ The classroom serves as a microcosm for the ideal Krishna conscious society. Education can
more effectively than anything else address current issues and challenges which are based on an imbalance in values. By social contribution we are implying brahminical leadership. This is implied in ‘The Overall Purposes of Sastric Study’ (page 18) and is also relevant to the discussion on the following page.
16
Flexibility versus Prescription One of the most central and challenging dynamics in designing any course is in achieving a balance (or, better, a synthesis) between prescription and flexibility. We need to offer support and guidance to teachers, but without constraining their individual creativity. We are thus required to be flexible, but to also set standards that deter ineffective or whimsical teaching practice. We have therefore tried here to meet the needs of all quality teachers whatever their experience or individual style. To this end, the VTE has developed a policy, namely that: 1. Any teacher can use these materials and grant their own or no certification. 2. Teachers wishing to award VTE Certification must be accredited (see page 43) For those who formally teach, then the VTE has developed the following approach: 1. The writing team, with a consultative board, defines the broad Aims of the Course (and to a large degree, the Objectives). These are fixed and are not subject to negotiation, except at regular intervals when the curriculum is reviewed by a freshly convened team. 2. The local teacher can determine how he or she will attempt to meet these Aims We could sum this up by the following statement:
“Where we are going is largely established: how we get there is up to us”
Naturally, teachers who disagree with the Aims or prefer a different methodology may choose a different (i.e. non-VTE) Bhakti Sastri Course. We are aware that not all teachers will favour our approach. Nonetheless, we have tried to be flexible and to accommodate all effective styles of teaching - not so much by prescribing practice and procedure but by establishing the principles and values that underpin sound educational practice. The Assessment Procedures are largely fixed and designed to closely match the specified Aims of Bhakti Sastri (i.e. to factually measure what we have ascertained to be desirable learning). To allow greater flexibility and encourage personal initiative, local teachers can submit their own questions, provided they fall within the bounds of broad criteria. For more details, please refer to page 86 So, although our Aims are fixed, when and how they are delivered is largely left up to the individual. Local teachers can write their own unique lesson plans, and determine their own classroom practices. Nonetheless, if they wish students to pass, they are bound to try to meet the broad aims of the course, as reflected in the assessment papers. In summary, the VTE considers empowerment a key educational principle, but appreciates the need for this to be exercised within the bounds of a Krishna conscious educational discipline. The Aims-driven methodology, as used in this course, is based on this approach. The Overall Purpose of Sastric study is given on the next page.
17
The Overall Purposes of Systematic astric Study We have already touched on ‘Clarity of Purpose’, and three other principles expressing the broad aims of a Krishna Conscious education (pages 14-15). In following these principles, the VTE has developed an “Aims-driven” approach towards education.
Srila Prabhupada: “If you have no goal, it is simply useless. There is the example: ‘A man without any purpose is like a ship without a rudder.’ An airplane normally goes with an aim to land in some country. But if he flies on without any known destination, then there will be disaster. So without an aim, what is the use of practice?”
The following is the VTE’s over-arching purpose in promoting the systematic study of Srila Prabhupada’s books:
The Overall Purpose of Systematic astric Study To nurture the evolution of a brahminical, Krishna-conscious leadership, whose members are expert in the study and assimilation of [astric knowledge and are proficient in its application - in their own lives, in helping others, and in perpetuating the mission of Srila Prabhupada.
The educational Aims, to be fulfilled through the teaching process, are listed on the next page. You may wish to compare them with the overall purpose written above.
________________________________________________________________________ Please note: 1)
2)
The VTE has established that their 6astric courses themselves are equipping students only with those skills absolutely essential to 6astric study. The Bhakti Sastri course is not, for example, a general preaching course, though it is an essential part of any preacher training programme. The VTE highly recommends students to sit complementary courses (for example, the VIHE Course, “Clear Thinking and Strong Speaking”). The above purposes rather than being purely educational, have managerial implications, most notably: (a) that teachers and students be spiritually and educationally qualified (see pages 42 - 43 for further details) (b) establishment of reliable systems of assessment and accreditation (see Chapter 7, page 80)
3)
the quote above is the precis of a passage from a conversation with Prithu Putra Prabhu. It has been edited for clarity.
18
The Twelve Aims of Systematic Sastric Study The following Aims apply to all four VTE Sastric degrees, starting with Bhakti Sastri. These Aims are weighted differently for each of the four main courses (please refer to page 36 for more details) 1.
To help students memorise and recall the (theoretical) knowledge which forms the foundation of their ongoing progress in Krishna Consciousness
2.
To deepen students’ understanding of the Krishna consciousness theology, particularly through studying it from a wide range of perspectives and through developing thoughtfulness and introspection
3.
To help students apply the Krishna Consciousness theology, with reference to: (a) their external practices (b) their inner development and to help them develop appropriate Vaishnava qualities and behaviour
4.
To enhance devotees desire and ability to preach effectively.
1.
To help build and maintain students’ faith and conviction in: (a) the process of Krishna consciousness (b) the sastra as its foundation
6.
To simultaneously cultivate within devotees: (a) wholehearted acceptance of the spiritual authority of shastra (b) a mood of open and honest inquiry and a desire to factually understand and realise the import of Vedic knowledge
7.
To help create learned Vaishnava theologians who are expert in assisting the Society through application of sastric knowledge to a wide range of personal, social, moral, topical and theological issues
8.
To develop students’ analytical, interpretative and evaluative skills, particularly in respect of the practical application of sastric knowledge
9.
To facilitate devotees in: (a) understanding and appreciating the mood and mission of Srila Prabhupada (b) perpetuating that understanding within the Society and its members
10.
To ensure that devotes develop moral and academic integrity in the interpretation, evaluation and application of sastric knowledge
11.
To encourage students to take responsibility for their learning and develop healthy study habits by: (a) enhancing their desire to study Srila Prabhupada’s books (particularly by nurturing their appreciation of shastra and sastric study, and by demonstrating sastra’s relevance to everyday life) (b) equipping them with the appropriate learning skills
12.
To equip students with the ability to see through the eyes of shastra, and with a Krishna conscious worldview. Ultimately, to assist the students in realising scripture, and in seeing Krishna, at all times and in all places.
N.B. For quotes from Scripture supporting these Aims please refer to Appendix 1 on page 91. 19
The Aims of Sastric Study in a Nutshell Each Aim for sastric study is expressed in a few words as follows. Each of these Twelve Aims has its corresponding Objectives. It is essential that teachers and students understand these 12 categories by referring as needed to the Aims, on the previous page, and the corresponding Objectives on pages 39 – 41. Each Aim is also denoted by a two or three letter code, as shown below and used in the Lesson Outlines. Teachers should also memorise these codes.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
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5I/
6& 6DVWUD&DNVXV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB Please note: (1)
Aim number 11 is broken down into two halves, namely:
11(a) “Taste/Appreciation/Relevance”
TAR
11 (b) “Study Skills”
SSK
The first is largely about motivation (and relates to values) and the second about acquiring the appropriate learning skills (2)
Aim number 12 includes “Realisation”
Rea
Although Sastra Caksus ultimately means and requires full realisation, this Aim is also delivered at different levels leading up to full realisation of the Absolute Truth.
20
Making Sense of Our Twelve Aims Our Twelve Aims are quite complex, and need some considerable endeavour to remember and assimilate. Nonetheless, it is difficult to reduce the number without blurring our clarity of vision. Here we attempt to put them is some form. As in all education, our Aims can be divided between three broad learning domains, namely 1. Knowledge
(cognition)
2. Skills
(action, or application of knowledge)
3. Values
(the self — the “knower” and the “doer”)
How the Twelve Aims are categorised is shown below:
Knowledge
Skills
Values and Attitudes
Knowledge (Memory & Recall)
Personal Application
Faith and Conviction
Authority
Understanding
Preaching Application
Mood & Mission
Academic & Moral Integrity
Realisation
Theological Application
Evaluation
Responsibility for Learning
Notes: 1. Again, it might be a useful exercise to relate these to our Overall Purposes of Sastric Study (page 18) and to see how each part of the statement correlates to the above categories. 2. The three Aims under skills can be categorised under two broad groups, with which devotees are extremely familiar, namely: •
Sadhana (personal application)
•
Preaching (preaching and theological application)
In one sense, we could consider that all our Aims fall under these two main categories. In other words, all learning is meant for application in ‘the real world’ (i.e. outside the learning environment itself), and this application has two broad divisions. What we explore on the next few pages is the relevance of these Aims, i.e. how they meet the needs of ISKCON and its members. We will attempt to achieve this by crossreferring the Knowledge and Values Aims to the two broad categories falling under Skills.
21
The Relevance of Our Knowledge and Value Aims
S
K
I
L L
KNOWLEDGE
PERSONAL APPLICATION
KNOWLEDGE
UNDERSTANDING
REALISATION (SASTRA CAKSUS)
PREACHING & THEOLOGICAL APPLICATION
Remembrance of slokas for personal use, especially in times of crisis/decision. Celibacy essential.
Can recall slokas and references for teaching, speaking, etc. Preaching is then suitably authoritative
Questioning our own perception and understanding of the truth (in preference to questioning the validity of sastra itself)
The ability to respond thoughtfully to discerning people.
The ability to see Krishna and factually realise all the imports of Vedic knowledge
The ability to present Krishna Consciousness just suitable to the audience, speaking from experience and the heart
Clear sense of personal identity and purpose (in relationship to Society and its broader traditions)
Clear and balanced sense of mission, as member of ISKCON. Can constructively address internal theological issues.
Personal honesty required, as basis of brahminical qualities. Real knowledge requires purity, honest self-examination, etc.
The honest application of scripture, avoiding selfmotivation and distortion. Society’s representatives have credibility
AUTHORITY
Promotes the appropriate attitude towards authority, avoiding both a challenging attitude and blind acceptance.
Avoidance of fanaticism and speculation/compromise; thoughtful acceptance of authority will help promote Krishna Consciousness
EVALUATON
Ability to make appropriate choices in personal life
MOOD & MISSION
E
S
ACADEMIC & MORAL INTEGRITY
V
A
L
U
S
Ability to give advice/counsel etc. that is actually relevant & practically useful to society
RESPONSIBILITY FOR LEARNING
Promotes personal responsibility and self-reliance. Helps students develop a taste for study
Enables students to become respectable and learned theologians and to develop a brahminical leadership
FAITH & CONVICTION
Essential for addressing the ‘inner life’ (so easy to neglect) and for sustaining our own spiritual development
Teaching and preaching will carry real weight without being overbearing
22
Assessing Our Aims Aims help us to identify where we are going in the learning process. They should not only give student and teacher a clear and meaningful sense of direction, but also a realistic sense of achievement. It is therefore essential that Assessment Procedures accurately measure what we have identified as the desirable learning (as expressed in the Twelve Aims). Often, in poor or mediocre education, they measure other things (such as the student’s ability to write quickly and legibly, to perform under pressure, etc.). It is also essential that students can identify their specific strengths and challenges to help them reach their Objectives. (More details of the features of effective assessment are listed on pages 26 & 27). To effectively systemise our assessment, we have identified three broad categories of learning, called Attainment Targets. They are based on our three cognitive Aims and the corresponding progression of cognition from jnana to vijnana as shown below:
COGNITION Theoretical Knowledge ↓ Intellectual Understanding ↓ Realised Knowledge
On the following page we have identified three corresponding Attainment Targets. The three rings of each ‘target’ represent the three domains of learning (from the outside ring inwards). The three domains are: 1.
The Cognitive Domain
(“knowing” — knowledge acquiring senses)
2.
The Active Domain
(“doing” — the working senses)
3.
The Existential Domain
(“being” — the self, the ‘knower’, the ‘doer’)
The third domain is placed in the centre since Vedic education is essentially valuesorientated; in other words, directed towards self-realisation, character formation and attachment to guru and Krishna (refer to page 14). Theoretical knowledge and acquisition of skills are subordinate to this goal, though it should be understood that in the bhakti tradition both cognition and activity are essential features of self-realisation. At the perfectional stage cognition, action and values are all perfectly integrated. These three Attainment Targets correspond to the three phases of learning (please refer to Appendix 4 on page 98 for more details).
23
The Three Attainment Targets Aims
Knowledge (Memory)
1 Theoretical Knowledge (Paper 1)
Understanding Personal Application Preaching Application
2 Understanding & Application (Paper 2)
Realisation (Sastra Caksus)
Theological Application
3
Evaluation Mood and Mission Academic / Moral Integrity Authority Faith and Conviction Responsibility for Learning
Higher Skills and Values (Paper 3)
24
Further Notes on Aims and Assessment The following notes may be useful in helping (potential) Bhakti Sastri teachers in understanding our Aims, and how they relate to the assessment process: •
Teachers should be careful to understand precisely what each Aim actually means. For example, it is only too easy to consider that any sastric reference to “authority” automatically means that this content relates to our Aim called “Authority”. Factually, this particular Aim is about nurturing within students the appropriate attitudes towards scriptural authority. Without really appreciating and internalising these Aims, teaching will gravitate towards being content-driven.
•
Teachers should regularly review these Aims (on page 19) and the corresponding Objectives (pages 39 -41) in order to understand exactly what we mean when we refer to these twelve categories.
•
Aims can be assessed only by setting Objectives (for the Bhakti Sastri course, listed on pages 39 - 41).
•
Our Twelve Aims of Sastric Study are intended to be enduring (consistent with our principles of “long-term vision”). Nevertheless, depending on the prevalent learning needs of students, the emphasis will change. For example, at the time of producing the first edition of the Bhakti Sastri syllabus, devotees perceived widespread misuse of scripture to support party politics. Course writers therefore ascertained that “Academic and Moral Integrity” needs to be given sufficient weight even at this elementary level.
•
As learning progresses through the various courses (Bhakti Sastri, Bhakti Vaibhava, etc.) the respective emphases on each Aim will naturally change. “Higher Aims” (as represented by Attainment Target 3) will be increasingly prominent.
•
More elementary Aims (e.g. “Memory and Recall”) will remain important, but students will be expected to fulfill these largely through self-study. Even at Bhakti Sastri level, memorisation will mainly be conducted outside the classroom. At the Bhakti Vaibhava stage, students should already be able to effectively study themselves keeping in mind Aims such as “Understanding”, “Personal Application” and “Preaching Application”.
•
The Aims are often quite interlinked, e.g. “Authority” and “Academic and Moral Integrity”, or “Authority and “Faith & Conviction”.
•
The Aims are often not only interlinked, but progressive and “nested”. For example, in a discussion focusing on “Preaching Application”, the Aims of “Understanding” is implicitly included.
•
For the purposes of Formal Assessment, some Aims may be clustered (grouped together) in Assessment Groups.
•
At Bhakti Sastri level, each Formal Assessment Question focuses on one specific Aim (or Assessment Group). This may appear somewhat artificial, since in delivering any topic, one may cover a number of (inter-related) Aims. Nonetheless, it is useful at this stage, for two reasons: i) students receive detailed and focused assessment ii) this process helps teachers and students to clearly understand each Aim (before possibly synthesising them at subsequent stages)
25
Foundational Principles for Assessment Aims help us to identify where we are going in the learning process. They give both teacher and student a clear and meaningful sense of direction. They also nurture within us a realistic sense of achievement. Using appropriate objectives, we can also assess where we need to improve, both as a group and as individuals. With effective teaching, students will recognise their strengths and challenges, assisting them in the process of continual improvement. Additionally, at the end of a course, we have an accurate means of measuring students’ achievements. Assessment Procedures are often a source of much controversy and superficial debate. They cannot be effectively discussed without understanding the principles behind them. We therefore list below the following foundational principles used in developing assessment for this course.
A. Definition of Terms •
By “assessment’ we refer specifically to student assessment.” To refer to our broader assessment of the whole educational process, and of ourselves as teachers, we have tended to use the term “evaluation”.
•
There are two broad types of assessment, formal and informal. Formal assessment is the process that helps us to award grades and accredit students.
•
We may also use the terms “summative” and “formative”. Summative assessment comes at the end of any course Formative comes in the middle of the course, and is used to help students improve by, for example, helping them identify their specific strengths and challenges.
•
We also divide assessment into three other categories: (1) Tutor
(2) Peer
(3) Self
B. The Purposes of Assessment There are two purposes, as follows: i) improvement – to enhance the student’s learning and ability to learn ii) accreditation – to qualify students for “services” and further educational courses Please note: formal assessment (e.g. exams) is not effective as a primary means of motivating healthy learning. Even where they are apparently effective, they usually promote the wrong type of learning (e.g. short-term rather than long-term memory)
C. The Principles behind Effective Assessment The VTE have identified the following eleven principles of effective assessment. They are explained over-page: 1. Consistency
2. Reliability 3. Equity 4. Transparency 5. Improvement 6. Positive Orientation
26
7. Focus 8. Accessibility 9. Self-comparison 10. Proximity 11. Self-evaluation
Unpacking the Principles behind Effective Assessment 1. Consistency Assessment procedures must accurately measure what we’ve identified as the desirable learning. In other words, they are consistent with our Aims (and Objectives). All too often in poor education, procedures implicitly and unnecessarily assess other skills and values, such as the student’s ability to write legibly, to perform under pressure, to memorise, etc. It is most important that the means of assessment is consistent with the Aims and Objectives.
2. Reliability By reliability we mean that if the same student performed a similar assessment procedure on a different occasion, the results would be similar. Reliable assessment is not, for example, significantly affected by ‘good’ or ‘bad’ days.
3. Equity A paper marked by different local teachers from various ISKCON centres should receive the same marks and grades. Equity also suggests “fairness” and relates to the next principle.
4. Transparency Transparency suggests that students should know clearly what is expected of them in the formal assessment. They should not feel tricked or otherwise let down. Furthermore, they should understand and appreciate the Aims and Objectives of the course (which should not remain the closely guarded secret of the facilitator). This relates to our own Bhakti Sastri Aim of “Responsibility for Learning”.
5. Improvement Assessment procedures should help students to improve and identify their strengths and challenges. This suggests other principles (as follows).
6. Positive Orientation This implies highlighting the good rather than the bad and focusing on the student’s strengths. It also suggests that the criteria for full marks or a top grade may not be simply “a lack of overt mistakes” but the demonstration of exceptional skills, use of initiative, etc. Assessment procedures should encourage all students to improve and not demotivate them.
7. Focus Assessment should point out exactly where and how students need to improve. This suggests categorisation of assessment targets and an appropriate balance between qualitative and quantitative methods.
8. Accessibility Results must be clearly understandable to all students.
9. Self-comparison Students should not be assessed against each other but against themselves. This promotes an understanding of actual achievement (i.e. in terms of how much the individual has progressed). This should be kept in mind even when assessing them against fixed standards - which has some value, but may neglect to measure the individual’s improvement.
10. Proximity As far as possible, students should be assessed by local teachers, i.e. those with whom they have developed a trusting relationship (though external examiners may also be used).
11. Self-evaluation Assessment should promote the student’s ability to be self-reflective and introspective – an essential skill for responsible learners and spiritual aspirants.
27
Systematic or Thematic? Introduction In much formal education, learning is tightly compartmentalised. For example, in one day at school we might study six different subjects, usually guided by the same number of teachers, all specialists in their respective fields (e.g. mathematics, geography, art, science etc.). Naturally (or hopefully!), these subjects have practical application in our lives. Life, however, is not so carefully compartmentalised. Any of its various features will be relevant to many educational disciplines. Let us consider, for example, building a house. This task draws on a number of inter-related “subjects”, for example: S S S S
mathematics (in the structural design) geography (shipping in various materials) art (the architecture and interior design) electrical engineering (wiring the house)
The “theme” here is “building a house”. A thematic approach tends to reflect real life, which focuses on practical realities that require us to draw on our learning. The process where disciplines are taught largely independently of one another is termed “systematic”. Thematic learning, on the other hand, tends to focus on a theme and then to look to a range of disciplines to inform our learning on that particular topic. These two approaches are also relevant to sastric study, as shown below:
Systematic
Thematic
Scripture
Scripture
↓
↑
Application
Application
Systematic study suggests that we begin with a verse or passage and subsequently consider its possible application in life. Thematic study implies that we begin with a topic, issue or situation and subsequently draw on scripture to inform us, guide us or help us make a decision.
28
An Integrated Approach Systematic Study In this approach we tend to study one book at a time. Additionally, it is likely that the study is sequential, i.e. beginning at Chapter One, Verse One and proceeding in a linear fashion until we reach the end. This may initially appear to be somewhat content-driven (i.e. in this case, letting content inordinately dictate our order of study). Nonetheless, we must note that our scriptures have often (if not always) been designed with the educational purpose in mind. For example, the Srimad Bhagavatam is not presented chronologically, but according to the level of self-realisation of the student. Furthermore, the various books have respective positions in the learning process, e.g. the Srimad Bhagavatam begins where the Bhagavad-gita concludes. This not only endorses the educational principle of “continuity and progression” (to be discussed later — see page 71), but shows that sequential study for sastra is not only acceptable but factually recommended. The non-chronological nature of scripture also supports the case against content-driven education. Nonetheless, thematic study is also highly relevant for its tendency to reflect real life — we meet challenges and need to remember, understand and apply scripture in confronting them.
Thematic Study We have already explored the broad meaning of Thematic Learning. Additionally, in each of the scriptures, we have identified Major Themes running through each. In this course, Thematic Study includes exploring these Major Themes, as well as the general thematic approach described above. (N.B. the Major Themes are found in Section 2 of each Syllabus, and a list is included on page 31)
Systematic or Thematic? As we have explored, the thematic approach bears resemblance to everyday life. We are presented with an issue, e.g. “the role of women in ISKCON”, and it begs for a Krishna conscious solution. Nonetheless, without systematic study it is difficult to develop the comprehensive reservoir of scriptural knowledge needed to effectively apply the thematic approach. Therefore we recommend:
A n
I n t e g r a t e d
A p p r o a c h
1. We employ both systematic and thematic learning 2. Systematic study often needs to be prevalent towards the beginning of any learning process; thematic will tend to predominate towards the end 3) Students should be helped to understand the benefits of working towards a thematic approach. 4) Thematic and/or Systematic learning should be selected as is appropriate
to the specific Aim(s) we are trying to deliver (see next page).
29
Relating each Approach to our Aims If we refer to our Twelve Aims, we may observe that some are more effectively delivered systematically, others thematically — and yet others are best equally delivered through both methods. The following diagram attempts to demonstrate this (the darker the box, the more relevant the particular approach to the Aim in question.)
Aim
Systematic Thematic
Knowledge (Memory and Recall) Understanding Personal Application Preaching Application Faith and Conviction Authority Academic and Moral Integrity Mood and Mission Responsibility for Learning Sastra Caksus (and Realisation) Theological Application Evaluation
Please note: 1) that the emphases shown above are suggestions only. They are subject to further discussion and subject to amendment based on the teacher’s own understanding, preferred style, etc. What is important is to keep in mind the two approaches and to appreciate that one or the other may be more or less suitable for any specific Aim. 2) It may be true that one Aim will be delivered in one way, and later in another, according to the specific Objectives for this Aim We have used these guidelines in developing the Bhakti Shastri Course. Modules One to Three are Systematic and Module Four Thematic. As an example to illustrate the above, we have decided to only assess “Evaluation” during the Fourth (Thematic) Module.
30
Relating Each Approach to our Objectives
A particular Aim may be delivered both systematically and thematically. The various Objectives for that Aim may require different approaches. For example, let us consider “Preaching Application”. We recommend that teachers use debate and role-play more towards the end of the course, when the students have sufficient knowledge of the verses, analogies and specific arguments useful in countering a particular perspective (e.g. Mayavada). This approach is thematic. Towards the earlier stages of the course, it may be wise to let students collect their reservoir of knowledge. They can identify and write down verses, passages, analogies and stories that are helpful in preaching against a specific stance. Some debate, role-play etc. may certainly be there at earlier stages, but if it is used too much, learning will not be sufficiently focused. For more information related to this subject, please refer to the section on Continuity and Progression (page 71). ________________________________________________________________________ For student’ s information, we here list the Major Themes for all four books Bhagavad-gita
Nectar of Devotion
1.
The Soul and Transmigration
1. The Purity of Devotional Service
2.
Characteristics of the Self-Realised Person
2. Transcendental Devotional Service
3(a) The Levels of Knowledge
3. Yukta Vairagya
3(b) How to Receive Knowledge
4. Parampara
4.
5. Eligibility
The Yoga Processes
5(a) Renunciation of Work vs. Work in Devotion
6. Happiness
5(b) Levels of God-Realisation
7. Sadhu-sanga
6.
Defeating Impersonalism
Sri Isopanisad
7.
Demigod Worship
1. Knowledge
8.
Devotees and Non-Devotees
2. The Living Entities
10(a) The Relationship between Jiva, Isvara & Prakrti
3. Materialism
11(b) The Material Models of Nature
4. Defeating Impersonalism
12(a) Bhakti
5. Bhakti
12(b) Ananya-Bhakti
6. The Absolute Truth 7. Isavasya
Nectar of Instruction 1. Mind and Sense Control 2. Attitude 3. Guru and Disciple 4. ISKCON’s Purpose 5. Sadhu-sanga 6. Devotees 7. Bhakti
31
&KDSWHU7ZR 2YHUYLHZRIWKH%KDNWL6DVWUL&RXUVH
Content of the Chapter
Page
Modules
32
Number of Lessons
33
Course Materials
34
Time requirements
35
Aims of the Course
36
The Nine Assessment Groups
37
Formal Assessment
38
Bhakti Sastri Objectives
39
Modules The Bhakti Sastri course is broken into four modules, as follows:
Module 1
Bhagavad-gita, Chapters 1–9
Module 2
Bhagavad-gita, Chapters 10–18
Module 3
Nectar of Devotion, Isopanisad, Nectar of Instruction
Module 4
Thematic Module, covering all four book
These may be taught according to two main options:
Option One
4 Module Course
Option Two 3 Module Course
Thematic lessons taught separately during Module 4, towards end of course Thematic lessons integrated into systematic lessons during Modules One to Three
32
Number of Lessons The following chart shows the total number of recommended lessons (each of one and a half hours) for the entire course:
Lessons Orientation
3
Module One Module Two Module Three Module Four
38 33 45 16
Total
135
The orientation lessons are normally integrated into Module 1, giving a total of 41 lessons for this 1st module. Suggestions for these three lessons are included in Chapter 8. The table below shows the number of lessons for the 4 Module Course and one example of the 3 Module Course. Keep in mind that for the latter, thematic lessons can be integrated in different ways; here, 2, 10 and 4 thematic lessons have been slotted into Modules One to Three respectively.
Module
4 module course
3 module course *
Module One
41
43
Module Two
33
43
Module Three
45
49
Module Four
16
0
Total
135
135
* one possible example
Further recommendations for these lessons are included in Chapter 8. You can also consult a detailed list of lessons at the beginning of Section Three of each Syllabus.
Please keep in mind that these figures are recommendations only. You may teach the course according to your discretion. Nonetheless, the above recommendations are based on the study time required for an average student, and the number of lessons corresponds to the Lesson Outlines within the Syllabuses.
33
Course Materials The Bhakti Sastri materials consist of the following: The Teachers’ Handbook The Students’ Handbook Student Worksheets Book
THB SHB SWK
Syllabus One Syllabus Two Syllabus Three Syllabus Four
(Module One) (Module Two) (Module Three) (Module Four)
SYL1 SYL2 SYL3 SYL4
Book of Quotes One Book of Quotes Two Book of Quotes Three
(Module One) (Module Two) (Module Three)
BOQ1 BOQ2 BOQ3
Instruction Manual
(CD version only)
MAN
When teaching each module the teacher will require the following:
Module 1
Module 2
Module 3
Module 4*
SYL1
SYL2
SYL3
SYL4
BOQ1
BOQ2
BOQ3
-
SHB/SWB *
SHB/SWB *
SHB/SWB *
SHB/SWB *
THB
THB
THB
THB
* these are for students, who will each need one copy of both student books.
•
If you have the CD Version, please consult the Instruction Manual for details of which materials are also available on Microsoft Word (in addition to being in PDF)
•
If you are formally teaching the VTE course, you definitely need the following materials in hard copy as well as on CD: •
the Teacher’s Handbook
•
the Students’ Handbook (to copy for each student)
•
the Student Worksheets Book (to copy for each student)
It is also advisable to have hard-copy of the ‘Books of Quotes’ and most if not all sections of the Syllabuses. For more details of the content of each Syllabus, please refer to page 53 and Appendix 8 on the very last page of this book.
34
Time Requirements Students The total time of study for the entire course is about 450 hours. Students are expected to spend between 1 and 1.5 hours of self-study for each lesson (which lasts 1.5 hours). The following chart shows the approximate time allocations. Students engaged in self-study or on distance learning courses will be expected to spend 2.5 to 3 hours on each lesson (i.e. the same in total as devotees sitting the regular VTE course.)
Learning Exercise
Time spent (hours)
Lessons
205
Regular Self-study
135 - 205
Project Work (Assessment Papers 2 & 3) Exams (Assessment Paper 1)
40 5 (4 x 1hr.)
Total
410 – 480 hours
Naturally these figures will vary, particularly depending on the individual student’s own previous knowledge, capabilities, etc. Nevertheless, they will be helpful when organising your course. For different length courses, the approximate weekly time-allocations are shown below. For more details of course options, please consult Chapter Four Course
Study time / week
Four-Month Intensive Course
26 hours
One-Year (36 week) course
12 hours
Two-Year course (each of 36 weeks)
6 hours
Two-Year distance-learning Course
4–5 hours
Notes: 1) The shortest possible time for the course is three months. This requires that students can study full-time and are free from distraction. 2) For more information on the proposed distance-learning course, please refer to page 50.
Teachers We recommend that in the beginning teachers will require about the same amount of time as students and spend 1–1.5 hours preparing for each lesson. The time taken for assessment (marking etc.) will naturally depend on the number of students on your course.
35
Aims of the Bhakti Sastri Course
•
The Aims of the Bhakti Sastri Course correspond to the Twelve Aims of Sastric Study (page 19). However, for each of the four successive awards, different degrees of priority are awarded to each Aim. For example, at Bhakti Sastri level, “Knowledge” is given a high priority as compared to “Evaluation” whose priority is relatively low. This does not mean that delivering the Aim of Evaluation is unimportant at this level. It is essential to “plant some seeds” in this course - but relatively less time will be spent on this particular Aim.
•
The various “weights” given to each Aim are reflected in the Formal Assessment Procedures, where each Aim is awarded a specific percentage of the total marks,
•
For formal assessment purposes at this Bhakti Sastri level, some of our Aims are grouped together to form “Nine Assessment Groups” (NAG’s). All questions for both Examinations and Project Work (coursework) will fall under one of these NAG’s.
•
Do note that Responsibility for Learning is not to be formally assessed at this stage. The mood and style of the teacher, coupled with more progressive assessment procedures (e.g. Project Work), should ensure that this Aim is fulfilled.
•
The Nine Assessment Groups are listed overleaf. Also shown are: 1) the priority given to each Aim in terms of a percentage of marks 2) the corresponding Attainment Target and Paper (page 24)
36
The Nine Assessment Groups
AT1
Knowledge (Memory and Recall)
33%
Understanding
15%
Personal Application (+ Faith and Conviction)
10%
Preaching Application (+ Theological Application)
10%
Mood and Mission
8%
Academic Integrity
7%
Authority
7%
Sastra Caksus
6%
Evaluation
4%
Paper 1
AT2 Paper 2
AT3 Paper 3
Note: 1)
The Aim of ‘Faith and Conviction’ is at this stage included under “Personal Application” and any question will fall under this Assessment Group.
2)
‘Theological Application’ is given only elementary treatment at this stage and any relatively small number of questions will be included under “Preaching Application” (the two go together quite naturally)
3)
For Modules 1–3, all NAG’s are assessed except for “Evaluation”.
4)
For Module Four, all NAG's are assessed except for “Sastra Caksus”.
5)
In preparing and delivering lessons, it is important that Teachers keep in mind the priority given to each of our Aims and Assessment Categories, so as not to give too little or too much attention to any Aim.
37
Formal Assessment and Accreditation Each Module (1-4) may be assessed and accredited separately, though students will not receive the Bhakti Sastri certificate until they have completed all four Modules. They may complete them in any order (though we strongly recommend them to sit Module One before Module Two, and Module Four at the end). Please note: 1) all these proposals are tentative and can be changed without prior notice. If you’d like information on current procedures, then please do contact the VTE as shown on page two. There are two main options proposed for formal assessment, though only number one is currently in place. 2) those students sitting the three module course will still be required to sit the Module Four assessment papers (we’ve also called it ‘Block 4’, to help avoid possible confusion) Option One Paper One Exam
Paper Two Coursework
Paper Three Coursework
Knowledge
Understanding & Application
Values & Higher Skills
Module 1 (Block 1)
1 hour
1,000 words
1,000 words
Module 2 (Block 2)
1 hour
1,000 words
1,000 words
Module 3 (Block 3)
1 hour
1,000 words
1,000 words
Module 4 (Block 4)
1 hour
1,000 words
1,000 words
Attainment Target
Option Two This is recommended for all students wishing to achieve the VTE Bhakti Sastri Certificate without sitting the regular VTE course. All papers for Option 2 are sat within a relatively short period. Details are yet to be confirmed by the VTE.
The proposed (but as yet unconfirmed) system of assessment is for papers to be marked by local teachers under the supervision of an external (VTE) moderator. This allows students to keep contact with their local teacher, but it ensures that standards of marking and grading are consistent. The external moderator may sometimes adjust marks and grades. For more details on assessment please refer to pages 80 - 87.
38
Bhakti Sastri Objectives For each of our Aims we have identified corresponding Objectives which are specific to the Bhakti Sastri Course (for subsequent courses they will be similar but also include others at higher levels) . These objectives are metprimarily in two ways: 1) explicitly (e.g. by choosing appropriate Learning Experiences) 2) implicitly (by our own example, by modelling, through establishing a suitable ethos, etc.) For more information on each of these, consult pages 65 and 76 - 77 respectively. The objectives, in most cases and where possible, will be assessed both formally and informally. It is essential that teachers know these Objectives and, as far as possible, help students understand what is expected of them 1. Knowledge (Memory and Recall) students should be able to: •
Recall and repeat important verses, facts, concepts, analogies, philosophical points etc. according to: i) their location within scripture ii) their relevance to specific subjects or themes
2. Understanding students should be able to: • • • • • • • •
Explain the content of scripture in their own words. Relate contents of scripture to their own experience. Relate and compare between the various books, chapters, etc., key concepts, philosophical points, slokas, stories, analogies, etc. Explain the implications of any concept/principle, or its application Explain by using scripture the causes of various phenomena. Synthesise various nuances of understanding, and draw well-balanced conclusions. Analyse/explain/resolve apparent contradictions, Present answers logically and systematically.
3. Personal application students should be able to: • • • • • • • •
Select material that is relevant to their personal lives and the situations they meet. Explain how the content of scripture applies to their own lives. Use scripture to identify their own level of spiritual understanding, and subsequently to select material that is relevant to them. Identify room for personal improvement based on scripture. Demonstrate a willingness to change his/her opinion/outlook/behaviour on the basis of scripture (and to avoid using scripture to reinforce existing values and worldviews). Take into consideration a number of relevant verses. Identify and express doubts. Express appropriate Vaishnava values.
4. Preaching Application students should be able to: • • • • • • •
Select scriptural references appropriate to the topic. Express sastric understanding in their own words. Present points suitable to the audience/situation, making the topic accessible and preempting the audience’s doubts. Remain faithful to sastric conclusions. Present sound logical arguments. Demonstrates the values worthy of a preacher/minister (compassion, tact, etc.). Demonstrate academic integrity (see Objective 10). 39
5. Faith & Conviction students should be able to: • • • • • • • •
Demonstrate faith in sastra. Describe how the practices and principles included in scripture work for them (and not simply everyone else). Reasonably explain why they are convinced. Demonstrate thoughtfulness and consideration in their approach towards scripture. Demonstrate understanding and realisation of sastra. Honestly express doubts, even of elementary facts and concepts. Express their faith/conviction/realisation in their own words.
6. Authority students should be able to: • • • • • • •
Demonstrate acceptance of the authority of scripture. Explain with reason and logic the need to accept Vedic authority. Explain why they personally accept Vedic authority. Explain, with reference to scripture, the need for a mood of open and honest inquiry. Reasonably express their doubts about scriptural statements, and explain how they deal with them. Appropriately deal with apparently contradictory or ambivalent statements, or those that appear to contradict commonsense, modern science, etc. Examine and explore the content of scripture from a wide range of perspectives.
7. Theological Application students should be able to: • • • • • • •
Select references appropriate to a range of moral, social, topical, personal or theological issues. Demonstrate how the Krishna Conscious theology, often expressed in terms of the Vedic social context, is relevant today and in a different cultural setting. Identify the principles and values behind Vedic and Vaishnava injunctions, and (other) context-relevant instructions and apply them according to time, place and circumstance, and specifically within the contemporary context. Present Krishna Conscious principles, values and conclusions in a way that is accessible to the intended audience Demonstrate an understanding of topic, particularly through an ability to express in their own words Present sound logical arguments Demonstrate the values worthy of a preacher/minister (compassion, tact, integrity, etc.).
8. Evaluation students should be able to: • • • • • • • •
Determine the merits and/or de-merits of any action or response to a particular situation. Demonstrate awareness of the need to consider the consequences of any action. Identify appropriate/relevant scriptural references. Consider apparently conflicting references and to still draw a conclusion (preferably) consistent with both. Identify the principles behind Vedic and Vaishnava injunctions and ascertain any order of priority. Draw on a wide range of principles in order to determine an appropriate response to any given situation. Examine a situation and/or response to that situation from a wide range of perspectives. Demonstrate values consistent with devotional life and as endorsed by scripture.
40
9. Mood and Mission students should be able to: • • • • • • •
Explain how a verse/purport/statement relates to and/or reflects Srila Prabhupada’s mood and mission. Explain how Srila Prabhupada’s translations and purports give insight into his mission and that of ISKCON. Evaluate Srila Prabhupada’s conduct and his attitude towards practice (rules and regulations etc.) in the light of traditional Gaudiya Vaishnava theology. Identify the main principles upon which Srila Prabhupada’ mission is built and relate these to corresponding scriptural references. Apply scripture to compare and contrast attitudes and behaviour worthy of members of ISKCON with those which are inappropriate. Identify how Srila Prabhupada’s personal qualities (as exhibited through his mood and mission) relate to scripture. Determine the role that Srila Prabhupada’s books play in furthering his mission, and in the lives of his followers.
10. Academic Integrity students should be able to: • • • •
Recognise and identify use of scripture which demonstrates a lack of academic integrity (according to the common mistakes we have identified (please refer to page 95). List and explain the common ways of misusing scripture. Exercise academic integrity in the use/application of scripture. Differentiate between the different categories of scriptural content.
11. Responsibility for Learning students should be able to: •
Demonstrate heart-felt appreciation of: - Scriptural verses/passages - Scriptural study (especially with devotees) - The relevance of scripture to his/her personal life - The contribution that the Lord, the Parampara, Srila Prabhupada and ISKCON have made towards their lives through scripture
• •
Enthusiastically relate the contents of scripture to their personal lives Demonstrate an ability to study by themselves, and to initiate taking guidance from, or learning with, others when needed Apply the skills modelled by the facilitator, and demonstrate initiative in developing their own study methods.
•
12. Sastra Caksus/Realisation students should be able to: • • • • • • • •
Recall and apply verses appropriate to situations in which they find themselves. Identify KC verses, stories, etc., related to the things of the world. Demonstrate the correct Vaishnava attitudes and perspectives towards situations. Demonstrate appreciation of how Krishna is working in and through the world. Appreciate the imminence of Krishna — how he is present with us in the world. Identify Krishna Conscious truths, principles, values etc. in other philosophies/theologies, and in other aspects of human culture (e.g. literature). Identify the Krishna Conscious truths, principles, values, etc. they perceive in the natural world. Explain their own realisation of sastra, relating it to their own experience and demonstrating integrity of thought, word, feeling and action.
41
&KDSWHU7KUHH 4XDOLILFDWLRQVRIWKH7HDFKHU
An effective Krishna conscious education is dependent upon having qualified teachers (please refer to page 14). The VTE policy is both lenient and strict; anyone is more than welcome to use its materials but teachers wishing to formally teach (and award VTE Certificates to successful students) are required to meet the specified standards. For sastric study, these criteria are based on the following formula:
Expertise in Sastra
+
Expertise in Teaching
+
Krishna Consciousness
=
Effective Teaching of Sastra
Lacking proficiency in just one of these three areas will render a candidate as yet unsuitable for teaching scripture* Based on the above formula, the VTE requires that:
Bhakti Sastri teachers should be: 1) qualified in sastric knowledge, understanding, etc. 2) qualified as teachers 3) devotees in good standing
*
It is often stated that Krishna consciousness itself is the key to success in all endeavours, and that other qualifications (especially, in this case, in teaching) are not necessary. It is the opinion of the VTE that a person so personally qualified in Krishna consciousness will happily acquire such qualifications, if simply for the sake of setting an ideal example for others to follow.
42
Qualifications for Formally Teaching Bhakti Sastri
As from 1st January, 2002*, the qualifications for formally teaching the VTE Bhakti Sastri Course will be as follows:
1.
Bhakti Sastri Course Certificate (Grade B- or higher i.e. honours or high honours).
2(a)
Teacher Training Course Two Certificate (Grade B- or higher).
2 (b)
Bhakti Sastri Teacher Training Course Certificate.
3.
Chanting sixteen rounds daily, following the four regulative principles, demonstrating sound sadhana and being a devotee in good standing.
Please note: 1) The TTC1 (Teacher Training Course One) is usually required to sit the TTC2. It may exceptionally be waived for experienced teachers. 2) As from 1st January, 2002, the TTC2 and BS Certificates will be pre-requisites for sitting the BSTTC. 3) Other professional teaching qualifications may stand in the stead of the TTC2 Certificate. 4) At its own discretion, the VTE may occasionally approve someone to formally teach the Bhakti Sastri before getting the required qualifications (providing that these qualifications are subsequently obtained by a pre-agreed date.) 5) Any devotee may use the VTE materials to teach the course informally, but noncertified teachers will be unable to issue VTE certification to their own students. They may, however, have their students, after the course, sit the Assessment Papers through an approved centre. 6) All these standards are to some degree provisional and therefore subject to change; please consult the VTE for more information.
* For devotees genuinely unable to sit the required courses before this time, this date may be extended for up to a year at the discretion of the VTE.
43
&KDSWHU)RXU 2UJDQLVLQJ
In discussing how to organise your Bhakti Sastri Course we will deal in this chapter with four main areas, as follows: 1) 2) 3) 4)
The Teachers The Students Teaching Facilities Establishing a Scheme of Study
1) The Teachers •
The course may be taught by one of two, two or more teachers. We recommend that normally a single teacher delivers each module; if more than that, they will need to cooperate carefully.
•
For the qualifications required of teachers, please refer to Chapter Three.
2) The Students •
All students must chant sixteen rounds of the Mahamantra and follow the four regulative principles (for formal VTE courses).
•
This course is not suitable for absolute beginners in Krishna consciousness. It is open to students who have sastric knowledge equivalent to a full-time devotee who has been living in the temple for one year. We recommend new devotees to sit preliminary courses or to further their own and temple studies in the relevant scriptural texts.
•
We recommend that you not accept students who are unable or unwilling to follow some basic norms of classroom behaviour and will thus disturb the learning process.
•
We recommend that, where possible, groups are between 12 and 24 in number (though this will significantly depend on the teacher’s own preferred style). Very small groups may not give sufficient scope for student interaction and extremely large groups may either be unwieldy and hard to manage and / or tend to exclude students from full participation.
3) Teaching Facilities •
For a helpful checklist please see Appendix 3 on page 96.
•
Location within a holy place is conducive to sastric study - either in the dhama itself, or a temple situated elsewhere.
•
The setting should be as much in the mode of goodness as possible, i.e. clean, peaceful, free from distraction, etc.
•
Ensure that you have all the required materials, as well as teaching aids (refer to the checklist mentioned above).
•
Do not neglect to take into account the importance of the setting, environment, etc. 44
4) Establishing a Scheme of Study Before teaching you will need to establish when each lesson is to be taught and also ensure that students have time for 1) attending lessons 2) their regular study (reading and completing worksheets and homework questions) 3) completing their Project Work (papers two and three of the Formal Assessment) 4) revision for the examinations 5) sitting the examinations (Paper One only) For more details of the number of lessons in each module and time allocation, please refer to pages 33 and 35. You may teach the course however you choose. However, if you use the Lesson Outlines etc. recommended here, then you’ll need to establish the following:
(a)
Do I teach the 4 Module Course or the 3 Module Course?
(b)
Will we deliver the Modules in Series or in Parallel?
(c)
What will be the length of the Course?
We’ll explore each of these below:
(a) Do I teach the 4 Module Course or the 3 Module Course? The Four Module Course means that Thematic Lessons are explicitly taught at the end of the systematic study, after Modules One to Three. Teaching the Four Module Course does not imply that our Major Themes, or any thematic approach, are totally neglected during Modules One to Three. The teacher should allude to them, but only within the regular systematic lessons. The Three Module Course does not mean neglecting Module Four, but involves integrating the lessons into the other three Modules. Additionally, students will still be required to sit the Thematic (Module Four) Assessment Papers towards the end of the course. We advise that the Exams for Blocks Three and Four do not clash, and that students have some time to revise for Exam Four after Exam Three. For clarification, please refer to the charts on pages 32–33 and 48-49.
45
(b) Will we deliver the Modules in Series or in Parallel? Above we have discussed delivering the respective Modules one after the other. It is possible, and often desirable, to teach them in parallel, i.e. more than one at the same time. Both are represented in the diagrams below.
Modules taught in Series
Module One
E
Module Two
E
Module Three
E
Mod 4
E
In this example one module is taught after the other, in order. Note that “E” represents time for revision and sitting the exams. Not so much time is required, as 67% of assessment is covered by coursework that is handed out and executed during the respective Modules, not entirely at the end.
Modules taught in Parallel
Module One
Module Three
E
Module Two
E
Module Four
E
E
In this second example, two modules are taught at the same time (but for some short breaks) and usually by different teachers. It is best that the exams do not fall on top of each other, and that the Module Four exam comes last (as shown above).
Please note: the above diagrams show the Four Module Course. Keep in mind that there is also a three Module Course where the Thematic Lessons are integrated into the other three Modules.
46
(c) What will be the length of the Course? Naturally you can design your course to suit your own requirements. To help you, though, we have established three main options, as follows: 1)
The Four-month Intensive Course •
This option requires about twenty-six hours of student study per week, including classes. It therefore requires that students are away from their service and/or only have minimum distraction.
•
It requires full-time (or almost full-time) participation.
•
We recommend that you have at least eight lessons per week, and preferably ten (two per day over five days).
•
You will require approximately the following times for each Module:
Module 1 Module 2 Module3 Module 4 Total •
4 module course 5 weeks 4 weeks 6 weeks 2 weeks 17 weeks
3 module course 5 weeks 5 weeks 7 weeks – 17 weeks
Keep in mind that each Module can be taught and assessed separately (i.e. you may do an intensive over 2–6 weeks, depending upon which module you teach).
2) The One-year Part-time Course •
This option is designed specifically for temple residents who are continuing fulltime service. It requires eleven to twelve hours of student study time each week over three terms (trimesters) of twelve to thirteen weeks each.
•
We recommend that you generally have four lessons per week and for the Bhagavad-gita you cover one chapter per week (or, in the case of Chapters Two and Eighteen, half a chapter). In this way your weekly schedule is synchronised with the Gita.
•
If you follow the above, then on some weeks you’ll only have three lessons — you may use the fourth for students’ self-study or, if teaching the three module course, including one of the thematic lessons from Module Four.
•
Following the schedule of four lessons per week (or sometimes three) you will be able to complete each Module in three months (thirteen weeks). If you teach the Four module course, you’ll need an extra five weeks at the end.
The One Year course is shown on the next two pages, in its Three and Four Module formats.
47
Overview of Optional One-Year Bhakti Sastri Course The Bhakti Sastri Course is divided into three main (systematic) Modules. Module Four (thematic) can be integrated into these three. The following chart shows how such a Three-Module Course can be delivered in three trimesters (terms), each of 13 weeks, with 3-4 Lessons per week and teaching one Bhagavad-gita Chapter each week*. Another option is the Four Module Course. Thematic Lessons are wholly or partially taught separately (as shown in the second chart overpage)
Module One * Week
Chapter
No. of Lessons (Total = 41*) plus up to 6 thematic lessons
1 2 3 4 5 6 7 8 9 10 11 12 13
Orientation
3
1 4 2(a) 4 2(b) 3 + optional thematic lesson 3 4 4 4 5 3 + optional thematic lesson 6 4 7 4 8 4 9 4 Revision of Chapters 1-9 and Exam Optional Thematic Lessons (up to 4)
* We have included the 3 Orientation Lessons in here
Module Two Week
Chapter
No. of Lessons (Total = 33) plus up to 15 thematic lessons
1 2 3 4 5 6 7 8 9 10 11 12+13
10 4 11 4 12 3 + optional thematic lesson 13 4 14 3 + optional thematic lesson 15 3 + optional thematic lesson 16 3 + optional thematic lesson 17 3 + optional thematic lesson 18(a) 3 + optional thematic lesson 18(b) 3 + optional thematic lesson Revision of Chapters 10-18 and Exam Optional Thematic Lessons (up to 8)
48
Module Three Week
Allocation of lessons (4 per week*, total = 45) plus up to 1 thematic lessons, with this schedule
1 2 3 4 5
Preface Ch3 Ch7 Ch11 Ch15
Intro Ch4 Ch8 Ch12 Ch16
Ch1 Ch5 Ch9 Ch13 Ch17
Ch2 Ch6 Ch10 Ch14 Ch18
6 7 8
Intro Man4+5 Man12+13
Invoc Man6+7 Man14+15
Man1 Man8+9 Man16+17
Man2+3 Man10+11 Man18+recap
9 10 11
Preface Text3(b) Text7
Text1 Text4 Text8
Text1 Text5 Text9-11
Text3(a) Text6
12 13
Revision of all three books and Exam 3 Thematic Revision and Exam 4
Ch19*
+ optional thematic lesson
* You will require 5 lessons for just one week of the NOD
The above three Modules depict the Three Module and Four Course. In the former the Thematic Lesson from Module Four are integrated into the other Three Modules. If you teach the Fourth Module separately (the Four Module Course) and at the same rate, then it will take about five weeks, as shown below.
Module Four Week
Allocation of lessons (4 per week, total = 16)
1. 2. 3. 4.
Lesson 1 Lesson 5 Lesson 9 Lesson 13
5.
Revision of all three books and Exam 4
Lesson 2 Lesson 6 Lesson 10 Lesson 14
Lesson 3 Lesson 7 Lesson 11 Lesson 15
Lesson 4 Lesson 8 Lesson 12 Lesson 16
Please note: teaching Module Four separately from the others, does not imply that the Major Themes are not discussed within Modules 1–3. They certainly should be but only as part of the systematic lessons.
49
3. The Two Year Part-time Course •
This course is suitable for students who can only dedicate five to six hours of study each week (over thirty-six weeks in the year). It may be highly suitable for congregational members who can only attend on particular evenings or at the weekend.
•
You will cover on average two lessons per week.
•
Each main Module (1–3) can be delivered in about two terms (of three months each).
Notes: 1)
The above options are recommendations only and are included here only to give some sort of guidance. Feel free to set up your unique scheme of study.
2)
Keep in mind that you may only wish to initially teach one Module and accredit successful students. Students may subsequently sit further Modules, either taught by you or by other certified Bhakti Sastri teachers. The Modules do not all have to be passed at the same ISKCON institute.
A Note on Distance-Learning At the time of publication (January 2001), the VTE is intending to establish a distancelearning course. These proposals are provisional - please contact the VTE for more details. The proposed course will take place over two years. Each year will be divided into three terms and students may be expected to complete coursework assignments during ‘holiday’ time. Students will be recommended to study for about 4–5 hours each week.
50
51
Chapter Five Preparing to Teach
This Chapter includes three main sections: 1) Using the materials 2) Preparing each Lesson (and writing a Lesson Plan) 3) Keeping in mind “the big picture” Note:
You should have already established your Scheme of Study. If not, please refer to the previous Chapter. If you have, then let’s move on to exploring the materials you have available.
How to use the Materials If you are reading this on CD and wish to print out hardcopy please refer to your Instruction Manual. Information is also contained there on Word files which can be used to cut-andpaste your own Lesson Plans. More details can also be found on page 34. For each of the Modules, you’ll need the following:
Module 1
Module 2
Module 3
Module 4*
Syllabus1
Syllabus 2
Syllabus 3
Syllabus 4
Book of Quotes 1
Book of Quotes 2
Book of Quotes 3
----
Students’ Handbook
Students’ Handbook
Students’ Handbook
Students’ Handbook
Students Worksheets
Students Worksheets
Students Worksheets
Students Worksheets
Teachers’ Handbook
Teachers’ Handbook
Teachers’ Handbook
Teachers’ Handbook
* If you are teaching the Three Module Course you will also need to refer to Syllabus Four on occasion, since the thematic lessons will be interspersed throughout
We’ll now run through each of these materials with guidelines on their use.
52
Using the Materials Syllabuses One to Three These notes are quite detailed – first consult Appendix 8 for an overview of all the sections. To start teaching you only absolutely need Section 3 and your Book of Quotes. You might start with these and gradually integrate the other materials into your procedure. 1. The main section is Section Three, comprised of the Lesson Outlines. Use these in conjunction with the Book of Quotes to draw up your own detailed Lesson Plans. Both are available in Microsoft Word files, for this purpose. For details of drawing up Lesson Plans, please refer to pages 56 - 68 in this Chapter. 2. Sections One and Two are introductory. You should familiarise yourself with these, especially so that you can refer students to “Major Themes” and “Key Verses” as you deliver each lesson. 3. Section Four: occasionally a Lesson Outline takes more space than the allocated double-page spread. Any overflow material is contained in the subsequent section (number 4). We strongly recommend that after teaching any lesson you review it and keep your notes, which you may file here. You may also file here your own Lesson Plans. 4. Section Five: use the Worksheets to enhance students’ active reading (often in conjunction with the Homework Questions). Students have copies (with blanks) which, when completed, serve as concise revision notes (particularly relating to our Aim of “Knowledge”). We recommend that student reading, with completion of Worksheets and Homework Questions, is completed prior to the forthcoming Lesson(s). Normally this regular study will take between one and one-and-a-half hours for each lesson 5. Section Six: we recommend that you set Homework Questions either (a) before students read the next section/lesson or (b) before students read the next chapter. Use these questions to prepare students for your forthcoming lessons and to promote their ability and taste for independent and purposeful study, using them in conjunction with the Worksheets. 6. Section Seven: useful charts, for use with OHP, are contained here. They may also be used as part of a Powerpoint presentation (i.e. projecting directly from your computer). Do make sure you prepare these materials well before you’ll need them in the lesson itself. 7. Section Eight: this is particularly useful in preparing students for their Formal Assessment. Your lessons and the Homework Questions will also prepare students, but this section helps students understand precisely the nature and length of questions. Please keep in mind that Papers Two and Three (Coursework / Project Work) can be given out to students are any stage during the corresponding Module. Make sure you have them available on time! 8. Section Nine: these charts are for use after you have marked student papers. Use them to tally student marks and send them for moderation.
53
Using the Materials (continued) Syllabus Four Please do familiarise yourself with this material even if you teach the Three Module Course (since in this case the learning is not overlooked but integrated into the other three Modules). 1. Section Three: the main section, comprised not of specific Lesson Outlines (as in Modules 1–3) but of a recommended Scheme of Study. 2. Section One: (for this edition) is blank. 3. Section Two: includes an overview of the Major Themes for all four books and charts also included in Modules 1–3. There is additional information on how the Major Themes from the various books inter-relate. 4. Section Four: use this for your own notes or Lesson Plans. 5. Section Five: these worksheets are replicas of those included in the Student Handbooks but here with some sections completed. When students complete their own it will provide them with a concise overview of each Theme, including related verses, Themes, etc. We recommend you select specific sections for students to complete before the Lesson on the corresponding Theme. 6. Section Six: these Homework Questions are specially designed for thematic learning. Allocate them to students so as to consolidate recent lessons or prepare for those. 7. Section Seven: useful charts, for use with the OHP or as part of a Powerpoint presentation are shown here. Please make sure you select and prepare these materials before the corresponding Lesson(s). (Not available for the First Edition) 8. Section Eight: these sample papers are particularly useful in preparing students for their Formal Assessment (Block 4) 9. Section Nine: these charts are for use after you have marked student papers. Use them to tally student marks and send them for moderation.
The Book of Quotes (One to Three) •
Keep these on hand when preparing your Lesson Plans. They are useful not only in selecting which quotes you might use, but also in helping identify Aims upon which you might focus, i.e. Focuses of Learning.
•
Your Lesson Outlines show references with the code QT, showing to which verse or which main point the quotes refer to (for more details, see pages 58 - 60).
•
These Book of Quotes are included on your CD (if you have one) in Word format. Use these with the Lesson Outlines (Section Three) to cut and paste your own Lesson Plans.
•
Unless you have prepared your Quotes separately (see previous point), then always have your Book of Quotes with you in the classroom.
54
Using the Materials (continued) The Teachers’ Handbook You will need this practically all the time: 1. For reference, particularly as you begin teaching, but also later to refresh yourself on: • • • •
our Aims and Objectives preparing your Lessons delivery assessment and assessment procedures
2. To teach the Orientation Lessons at the beginning of any course (please refer to Chapter 8 on page 86).
The Student’s Handbook All candidates for VTE accreditation must receive a Student’s Handbook. This includes most notably: 1) Information on Aims and Objectives (to promote “Responsibility for Learning”) 2) Lists and charts, depicting Major Themes, Key Thematic Verses and Key Memory Verses. 3) Homework Questions 4) Information on the Assessment Papers, with sample questions. 5) Overviews of each book/chapter We recommend that you photocopy the Student Handbooks, preferably double-sided, on A4 paper with a comb-binding and colour cover in a 160 gm card. Please note that the first and second pages of the file you have should be printed on the outside and inside of the front cover. The rear cover will be blank on both sides.
Student Worksheets Book 1.
All students should receive a copy of this (it is mandatory for formal VTE courses).
2.
Students can complete their worksheets, preferably during their reading prior to corresponding lessons. They can then be used for revision for exams and as reference, especially for their coursework assignments.
3.
We recommend that you print these booklets in a similar fashion to the Students Handbook.
55
Planning your Lessons Introduction There are no set rules for preparing and delivering your lessons. These materials are designed to help you use initiative, develop your individual style and make the most of your unique abilities. Nonetheless, not all teaching is equally effective. It can be gauged by how much we help students learn according to our established Aims. There are no prescribed lesson plans. Rather each Lesson Outline* is designed to help us draw up our own personalised Lesson Plan (possibly cutting and pasting from the corresponding Word files). As the Lessons are largely sequential (for Modules One to Three), there is the danger that we simply run through verses one after another, with little guiding light other than our own inspiration. In this case, the learning often remains highly content-driven (and inordinately focused on memorisation and theoretical understanding). We therefore recommend you keep in mind the following methodology: 1. Identify Aims (in this context, as they best relate to items of content in the section/lesson). We have called these “Focuses of Learning” (FOL's). A Focus of Learning is specific content linked to one or more of the twelve Aims. For examples, please refer to page 59, the section entitled “Recommended Focuses of Learning”. 2. Identify Objectives. Where applicable you may consider students’ and/or the Society’s specific needs and Bhakti Sastri Objectives listed on pages 39 - 41. 3. Design a Learning Experience on the basis of your Aims and Objectives. The entire process is summarised in the following diagram:
Original Text / Lesson Outlines / Book of Quotes ↓ Identify Focuses of Learning ↓ Identify Specific Objectives ↓ Design Suitable Learning Experiences
The following pages give guidelines on preparing your Lesson Plan
56
Structuring Each Lesson Without a clear sense of purpose or direction, it is extremely difficult – if not impossible – to plan highly effective lessons. The planning process generally consists of identifying Focuses of Learning (and Objectives) and subsequently in selecting Learning Experiences that will best achieve them. The VTE Bhakti Sastri Course is highly flexible, allowing teachers to use initiative in fulfilling the course Aims. At the same time, it strives to give as much support and guidance as possible. Therefore, in order to provide a framework, we propose that you divide each lesson into three broad components. Since these are often intertwined throughout any lesson, rather than taught discreetly, we have called them the “three modes of delivery”. They are as follows:
Three Modes of Delivery 1
Mini-lectures
2
Question & Answer Sessions
3
Participatory Learning
Each teacher will have his or her own style and will use these methods accordingly. The key is to choose the mode most suitable to delivering the intended learning (i.e. your Aims and Objectives). The following are recommended average times spent on each: Modes of Delivery
Time
Kirtan/invocation, etc.
10 mins
Lecturing
30 mins
Question & Answer Sessions
30 mins
Participatory Learning
20 mins
Please note: 1. Methods 1 and 2 will often be intertwined, i.e. you may choose to have two, three or more Question & Answer sessions. 2. Participatory Learning is often hard to deliver in twenty minutes. It is often better to have, say, one session of forty minutes every other day. 3. The above recommend time-allocations will vary according to the teacher’s preferred teaching style (and each student’s preferred learning style). 4. It is essential that in each these components – even lecturing – you have a clear idea of what you are trying to achieve, i.e. in terms of Aims. Simply considering, “Well, I’m preaching” may not be sufficiently focused! What follows is a sample Lesson Outline, presented on a double-page spread: 57
Bhagavad-gita
Chapter 2, Lesson 3
Verses 20–30
Overview/Summary: Krishna describes the characteristics of the soul in detail. He then introduces other philosophies to further defeat Arjuna’s argument of compassion.
Suggested Reading/Points to Cover 20.* No specified reading QT The soul is unchanging, whereas the body goes through six changes. 21.
Read entire purport QT Everything, including violence, has its utility, and one in knowledge knows how and where to apply a thing for its proper utility. When Krishna orders fighting, such violence is for supreme justice and Arjuna should follow His instruction with full knowledge. Then there will be no sinful reaction.
22.*
Read purport, paras. 2–3 MP QT Change of the body by the atomic soul is made possible by the grace of the Supersoul. The soul and the Supersoul are compared to two birds sitting in the same tree of the material body. Although they are friends, one is the master and the other is servant. When the soul forgets his relationship with the Supersoul, he struggles very hard on the tree of the material body. But as soon as he turns his face to his friend and surrenders to Him for instruction, he becomes free from all anxieties.
23.* No specified reading MP(b) SG(b) (a) Previously weapons were of various types which are now unknown to modern science. But no weapon — whether it be sword, flame, water, or tornado — can kill the soul. (b) The Mayavadis cannot explain how the individual soul became covered by illusory energy, nor how it was possible to cut the individual souls from the Supreme Soul. 24.* No specified reading QT(b) PL(b) (a) The individual soul is eternally an atomic particle of the spirit whole. He can never become one homogeneously. After liberation from material contamination, the soul may remain as a spiritual spark in the effulgence of the Supreme Lord, or go to the spiritual planets to associate with Him. (b) The word sarva-gata, (all-pervading), indicates that the living entities are all over the universe. They can live on land, in water, in air, within the earth, and even within fire because the soul is unbreakable, insoluble, and cannot be burned or dried. 25.
Read verse.
26.
Read purport, para. 2 QT(a) SG(a) “According to ... for such incidents (a) Atheistic philosophers maintain that life symptoms develop by the interaction of the physical and chemical elements. When the body is finished, the soul also is finished. (b) Even if Arjuna accepts this philosophy of the nonexistence of the soul, there is no need for grief. Why should he lament the loss of some chemicals?
27.
28.
No specified reading QT According to the law of karma, one repeatedly goes through a cycle of birth and death. One must therefore perform his duty without lamentation. The battle of Kuruksetra was an inevitable event, so Arjuna should simply perform his duty as a ksatriya and fight for the right cause. If Arjuna refused to fight, he would be neglecting his duty and would be degraded and subjected to sinful reactions. Read verse
QT 58
29. Read purport, para. 2 to line 12 AR(b) (a) The atomic soul is within the body of a gigantic animal, or a banyan tree, as well as within the microbial germ. Persons who lack knowledge or austerity cannot understand how such a small particle can become so great and so small. (b) Some persons have knowledge of the soul, but misunderstand that the soul and the Supersoul are one. It is a rare person who actually understands the position of the soul, the Supersoul, and their relationship. Even rarer is one who has actually realised this knowledge. (c) One who is qualified by penance and sacrifice can accept the statements of Bhagavad-gita, and, by the mercy of the pure devotees, understand the soul. 30.
Read verse
Additional References: 29(b) For an analytical explanation of this verse line by line, see SUM.
Suggestions: 23(b) Verses 23 & 24 defeat Mayavada philosophy by stating that the soul cannot be cut into pieces. Krishna first explained the soul’s eternality. 26(a) From verse 26 onwards, Krishna argues on the basis of principles presented by other philosophers, namely atheists and Buddhists. Krishna thus checkmates Arjuna by considering all possible angles and defeating all corresponding arguments.
Recommended Focuses of Learning: Und 20 (sunlight in the sky), 22 (two birds analogy), 28–30 PeA 25, 30 (bereavement) PrA 23(b) (Mayavada), 26 (Bauddha-vada), 27 (karma-vada), 28 (sunya-vada) Th.A 21 - 22,27 (capital punishment, “righteous fight”, use of violence) Aut 24(a) –25 (living entities in fire and the sun, etc)
Possible Learning Experiences: 12 - 28
Preaching Portfolio (preaching application) Break students into groups and ask them to use this section and the previous one to identify arguments against specific arguments, as follows: 12(a) + 23(b)
“The soul and God are one!” (Mayavada philosophy)
13, 17, etc.
“There is no soul” (the non-devotee could be a medical doctor)
13, 17, etc.
“I am lamenting because my loved one has gone. I’m not sure if I believe in the soul”
24(c)
“There cannot be life on other planets – most are too hot or too cold or just unsuitable to life as we know it”
26(b), etc.
“Life is a combination of chemicals. After this body is finished, there is nothing”
Students to share answers and record them. Suggest that students begin to keep a portfolio of arguments against different philosophical stances and continue adding to this throughout the course. At the end, each will have a comprehensive list of arguments, analogies, etc. under each section (e.g. voidism, Mayavada, hedonism).
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How to 5HDGWKH/HVVRQ2XWOLQHV The Lesson Outlines are included in a double-page spread. If and when, on some occasions, this takes more than 2 sides, then the remainder is contained in the “Overflow” Section (Section 4 of each Syllabus). Each Lesson outline has up to six sections, as follows: No.
Name of Section
Description
1.
Overview/Summary
Introduction
2.
Suggested Reading/Points to cover
Main Section
3.
Additional References
supplementary notes
4.
Suggestions
supplementary notes
5.
Recommended Focuses of Learning
teaching suggestions (broad)
6.
Possible Learning Experiences
teaching suggestions (detailed)
Each of these is explained in turn below: Section 1 (Overview/Summary) is self-explanatory – an overview of the verses/points in this section. Section 2 (Suggested Reading/Points to cover)* runs sequentially through the verses in the particular lesson. Sub-points are listed underneath each verse and lettered a,b,c, etc for cross-referencing purposes. The following coded instructions are important to memorise: 23*
This indicates that the verse (in this case no.23) is a Key Thematic Verse (KTV). Students should know these in English, or at least know where to find them. They are particularly relevant to Thematic Learning, covered explicitly and assessed during Module 4. For charts showing KTVs, see Section 2 of each Syllabus.
24**
Indicates that the verse (in this case no. 24) is a Key Memory Verse. You may wish to emphasise that students should memorise these in both Sanskrit and English (lists are included in the Student Handbooks).
MP
A Main Point which should definitely be covered. Time may be short, so the teacher should ensure covering these, or stressing that students are familiar with them
QT
Relevant Quotes to be found in the corresponding Book of Quotes. Quotes in the book are numbered according to verse (BG) or main point (NOD, ISO, NOI).
AR
Additional References which the teacher must look up him or herself. Details are found in Section 3 of the Lesson Plan.
OHT
Overhead Transparency Chart, relevant to this verse, is found within Section 7
SG
Suggestions, to found in the section of the same name towards the end of Lesson Outline (Section 4).
* For Module Three, this section is entitled “Points/Topics to Cover”, since it lists the points covered in the chapter (NOD), Mantra (ISO) and Text (NOI), rather than going through verse for verse (as in the Gita). The point or topic is written in bold with the sub-points underneath (lettered a, b, c, ,etc)
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How to 5HDGWKH/HVVRQ2XWOLQHV FRQWLQXHG Section 3 (Additional References) Specifies where the Teacher my find additional references (other than those included in the corresponding Book of Quotes). These are numbered according to the Verses / Main Points and cross-references to Part 2 by the code AR. Section 4 (Suggestions) as they are indicated by the code SG next to the verses / points in Part 2. For clarity’s sake, the last two parts are not cross-references to the verses in Part 2. Teachers are therefore advised to carefully study these, as well as reading through Part 2 (in which you will refer to Parts 3 + 4 as cross-references are made) Section 5 (Recommended Focuses of Learning) These provide suggestions for which particular Aims can be suitably delivered through specific content. In other words, they show the possibly useful relationships between the Lesson Content and our Aims. The teacher can also develop his or her own “focuses” as they read through the text and may optionally compare his / her findings with the recommended list. These Focuses of Learning (whether your own or the ones written here) are useful in designing Learning Experiences within all our three modes of delivery. Some you may simply mention and others you will develop into more lengthy interactive sessions. This process is essential for ensuring that the learning does not become whimsical or inordinately content-driven. Part 6 (Possible Learning Experiences) Provides suggestions for interactive or participatory learning, our third ‘Mode of Delivery (although you may be able to use some ideas in your Question and Answer Sessions). These are expanded from one or more of the RFL’s in the previous section. Teachers may choose to dispense with these suggestions or to use them after amendment. Otherwise – and, where possible, the VTE recommends this – create your own unique Learning Experiences, using either another RFL or the results of your own reading and research. These sections of the Lesson Plan are best planned in some detail, and the teacher may wish to clearly identify not only the Aim(s), but detailed Objectives as well (more details of this are included on page 64 and a useful sheet included in Appendix 5 on page 99).
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Tips on Identifying “Focuses of Learning” One recommended process is to identify “Focuses of Learning” as we read through the scriptural text for the lesson For any given scriptural verse or passage, a whole number of Aims may be relevant. The process is therefore somewhat arbitrary, leaving plenty of room for teacher initiative. Nonetheless, the question we can ask is, “Which Aims could best be delivered through this verse / passage?” For example, if a purport is highly technical, we may consider that “Personal Application” is not yet appropriate as students most probably have not yet grasped the subject, and we’ll select “Understanding”. So selecting suitable Aims is essential. The following notes may be helpful in developing your skills in that process: The various Aims correspond to different levels of learning, as demonstrated below:
Knowledge , Understanding , Application , Higher Skills
Each of these progressive levels tends to include the previous ones, i.e. they are “nested”. For example, when exploring “Preaching Application”, “Understanding” is automatically included. Keep this in mind, especially since some Aims appear very similar (e.g. ThA and Eva), and / or it may be difficult to choose. Tips: 1)
Read verse/purport/quotes (skim reading is often useful).
2)
Keep an eye out for the five ‘higher’ Aims (M&M, AMI, Aut, SC, Eva) and identify accordingly.
3)
All others are either (1) Understanding, or (2) Application a)
If the passage is complex or technical (and/or students really need to grasp this) then write ‘Und’ (b) If the understanding aspect is relatively simple and / or the topic is relevant to PeA, PrA or ThA, then write down the corresponding code
4)
Try to keep the appropriate balance between the various Aims (refer to page 70).
5)
Don’t merely identify an Aim on the basis of content – remember what the Aim actually is. For example, don’t simply identify “Authority” every time there is a reference to authority. More precisely this Aim refers to “Attitude towards Authority” (we recommend you to frequently refer to the twelve Aims on page 19)
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Points to Remember as You Read the Text As you read the Text for the lesson you’ll most likely refer to the corresponding Lesson Outline and Book of Quotes. In addition to identifying Focuses of Learning (or Aims and Objectives) you may wish to keep other points in mind, or ask yourself various questions. Here we list a few suggestions that may help you. For each verse/point you may wish to: •
Identify relevant scriptural quotes: a) from the Book of Quotes b) from the current book c) from other sastric books
•
Identify stories related to verses/points/topics, etc.
•
Identify examples to illustrate points: a) from Srila Prabhupada’s life/lectures b) from your own life and experience
•
Ask yourself the following questions: 1. What would I really like to put across here? Check that it is relevant to students’ learning needs and identify the corresponding Aim. 2. What passages stand out for me? Sometimes a phrase, sentence or passage strikes you or somehow catches your attention. Try to identify why. 3. What questions are students likely to ask me? Prepare yourself to answer constructively. 4. Why don’t I fully understand? Do further research. 5. What questions could I ask students? Write down corresponding Aims / Focuses of Learning.
On the following pages we repeat some of these questions (but categorised into our “three modes of delivery”) and pose others that you might ask after your initial reading of the text.
63
Pulling Together Your Lesson After your initial reading of the text, you may ask further questions as you structure your lesson according to the three modes of delivery. (We’ve also included here some of the questions listed on the previous page but allocated them to the most suitable mode of delivery).
Mode One (Mini Lecture / Talk) These are the questions you need to ask: • • • • • •
How do I introduce this lesson and how does it relate to the previous one? What will I refer to that helps to build on previous learning? What verses/topics/points might be relevant to particular students? What points do I wish to put across? Write down a corresponding Aim (you may wish to consult your “Focuses of Learning”). How will I summarise this section / lesson and relate it to the next lesson or future lessons? Is there any homework I need to set (e.g. preparatory reading, homework questions, worksheet application)? What questions will I select?
Mode Two (Question and Answer Sessions) These may involve students asking of the teacher or vice versa. As you prepare you may make notes as you ask yourself the following: • • • •
What questions are students likely to ask me? What questions come to mind regarding points I don’t fully understand? Where do I need to do further research? What have I asked the students to focus upon in their preparatory study/reading for this lesson? What homework questions did I set? (Note: in these cases you’ll need to read the text at least a couple of sessions before the corresponding lesson). What questions could I ask students? Write down the Aims to which these correspond (you may wish to consult your “Focuses of Learning”).
Mode Three (Participatory Learning) • • • •
Will I have such a session in this lesson? Do I have sufficient time? If so, then what do I consider to be a suitable or important “Focus of Learning”. What are my specific Objectives for this FOL (possibly asking, “What are students’ specific needs here? What is relevant to the Society?”) Write them down. What Learning Experiences would best help students achieve their Objectives? (Refer to page 65)
We recommend that for Mode 3 you write a detailed plan for this part (or parts) of the Lesson. A sheet for you to photocopy / print and use is included in Appendix Five (page 99). The table on the next page is especially useful in selecting learning methods for this section of your lessons.
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Choosing Suitable Learning Experiences Effective teachers carefully choose learning methods just suitable their Aims and Objectives (and the students preferred learning styles). Here are recommendations according to our 12 Aims.
1. Knowledge
Lecture, Memory keys, Drawing exercises, Mind maps, Quizzes, Group-work (recall exercises), Card-games, Brainstorming, Personal reading/study, Musical recitation (live or tape).
2. Understanding
Discussion (e.g. of apparent contradictions), Question & Answer sessions, Lecture, Analysis of Sanskrit wordmeaning, Portfolio (e.g. list of all analogies/metaphors)
3. Personal Application
Individual and intra-personal exercises (reflective, contemplative, etc.), Keeping personal journal, Writing poetry, Sharing in pairs, Mentoring and personal tutoring/counselling, Role-playing.
4. Preaching Application
Role-play (preaching/counselling situations), Bookdistribution simulation, ‘Devil’s Advocate’, Debate, Portfolio (collecting arguments against specific philosophies)
5. Faith and Conviction
Mentoring and personal tutoring/ counselling, Personal reflection, Written exercises, Discussion on inner life issues.
6. Authority
Responses to simulated epistemological questions, Roleplay, Personal reflection, Written tests, Exploration of topics from various viewpoints (e.g. scientific), Vedabase research, Discussion groups.
7. Theological Application
Writing letters, feature articles and academic essays, Interview simulations, Role-play, Dissertations, Discussion, Listening and commenting on topical radiodiscussions, newspaper editorials, etc.
8. Evaluation
Case Studies, Conundrums, Discussion groups, Research tasks focusing on principles, Debates.
9. Mood and Mission
Playing SP lectures, Reading SP quotes, Research into SP’s books, Group-work (e.g. identifying from scripture the principles which SP applied in his life), SP quotes, Videos of SP and ISKCON, Research into ISKCON’s history.
10. Academic (+ Moral) Integrity
Discussion, Case studies, Analysis of polemical discussions, Analysis and categorisation of scriptural content, Drama and role-play, Personal experience exercises.
11(a) Taste/Appreciation/ Relevance
Writing and Reading Appreciations, Verse Selection Exercises, Discussion, Poetry, Buzz groups.
11(b) Study Skills
Research, Projects, Own reading (specifically if directed by questions centred on Aims/Objectives).
12. Sastra Caksus
Guided visualisation, Word association games, Personal experience exercises, Nature walks, Exercises with literature/books of famous quotes.
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Using the Auxiliary Materials As you are planning your lessons, you’ll also need to keep in mind the other materials (besides the Lesson Outlines and Books of Quotes). It is essential that you are prepared to use them before the lesson begins. These auxiliary materials are found in Sections 5, 6 and 7.
Charts (for Overhead Transparencies, etc.) As you read your Lesson Outlines, you will find corresponding Charts indicated by the code “OHT” (short for ‘Overhead Transparency’). The same chart will be listed near the top of the page. Look it up in Section Seven of the Syllabus, where you will find a complete list of charts for the respective module, and (on the CD only) two files containing: (1) Colour Charts, which are suitable for most purposes, and can be directly printed onto acetates using a colour printer. Most charts are in Microsoft PowerPoint Files and are therefore suitable for computer-based projection. (2) Black and White Charts (or with minimum colour), useful if you don’t have access to a colour printer or wish to print onto paper and then photocopy onto acetate. They may also be helpful in giving clearer contrast where projector-equipment and/or blackout is weak Please note the following: (1) Charts for Orientation Lessons are filed under Module One. (2) Consider copying onto OHT other pages from the materials. (We may have overlooked some useful ones) (3) Remember to select suitable acetates (e.g. laser, ink-jet, photocopy, etc.). (4) Some charts are recommended for use in a number of places throughout the course. The corresponding chapter/verse numbers are shown on the top of each. Be flexible, though, and use your own initiative as to when and how you use them. (5) Consider making your own charts and, even better, getting students to draft them, perhaps as part of a research project (e.g. a few charts summarising ‘the modes’)
Using the Student Worksheets The Students Worksheets, with blanks, are included in the Student Worksheets Book and, in completed form, in Section Five of each Syllabus. To remind you, these worksheets have two principal purposes: i)
to promote active reading of the Bhakti Sastri texts (usually prior to the corresponding Lessons)
ii)
to serve as notes, relevant particularly to the assessment papers, either in revision (Paper One) or in completing the coursework assignments (Papers Two and Three).
It’s important that you decide on how you will use these before your respective lessons. Below are some tips: •
Mention the Worksheets in the Orientation Lessons
•
Students may want to check out the correct answers. We suggest that you don’t spend time during the class, except at the beginning of the course and until students are familiar and comfortable with using them.
•
Regularly check in your lessons that students are using them and encourage them to keep up with completing the blanks.
•
You may wish to use them in conjunction with the homework questions (see next page)
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Using the Auxiliary Materials (continued) Homework Questions The Homework Questions (and corresponding answers) are found in Section Six of each Syllabus.
Purpose of the Questions These homework assignments are designed to promote active reading, to prepare students for future lessons, and to nurture students’ skills in line with our Aims and with answering the formal assessment papers. In this way, teachers spend less classroom time covering mere content. Additionally, by the time the lesson arrives, students can have already formulated questions, comments etc. Specifically you may use these questions to prepare students for forthcoming Learning Experiences, particularly any planned Participatory Learning.
Recommendations You may use these questions in a variety of ways, as best suits your needs. We recommend that you ask students to answer two questions while reading the text covered by the next lesson. Select one question from Part One (generic questions) and one from Part Two (content-relevant questions). This second part relates mainly to our Aim of “Knowledge (Memory and Recall)”, and questions from Part One relate to all our other Aims, identified by the corresponding code at the end, e.g. “PrA” (meaning that the question relates to “Preaching Application”). As an alternative option, use the questions while students preview an entire chapter (rather than the text for a single lesson). In this case, you may wish to specify more than two questions - we recommend an equal number from both Part One and Part Two.
Further Important Points These homework assignments should be fun, performed in a mood of adventurous inquiry. They should particularly promote our Aim of “Responsibility for Learning”, enhancing not only students’ learning skills but their taste and motivation for sastric study. We therefore recommend: 1)
Do not use these questions as a form of rigorous assessment. (Nonetheless, these questions are designed to help students meet their different objectives and to prepare them to answer the various Formal Assessment Papers.)
2)
You may need to amend and/or simplify some questions for ESL (English Second Language) students.
3)
Use your initiative and make up your own questions!
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Further Tips on Writing Lesson Plans •
Remember the purpose — to translate the Lesson Outline into a “user-friendly” Lesson Plan. We need notes etc. that are effective and of personal relevance to us in our teaching.
•
Don’t use the VTE materials as a crutch, or a replacement for thoughtful preparation. They can help you to teach better and save time, but don’t use them to cut corners.
•
Prepare daily! Points should be fresh in our minds.
•
Keep our Aims in mind.
•
Be knowledgeable in what we are talking about.
•
Make a clear overview; be able to visualise the entire class before you deliver it.
•
Read every sloka and purport carefully and purposefully, as you prepare.
•
Prepare in a sattvic and Krishna conscious setting, free of distractions. Concentrate and be open-minded.
•
If you have time, research topics extensively.
•
Select Quotes carefully. Do they embellish learning or distract from the presentation? Are they too long, and need some sections only? (Experienced Bhakti Sastri teachers say that they usually use no more than one-third of all the quotes in any given lesson).
•
Consider not using the Participatory Learning for each and every lesson. It may be more effective to have longer sessions less frequently than a short exercise every lesson.
•
Don’t cram too much in – leave time for questions and exploration.
•
Don’t feel that you need to cover all content; students can do this in their allocated studytime. It is often better to get into one or two Focuses of Learning in some detail and to merely touch on others. It’s more important to get a suitable balance between the Aims (although, for Paper One, covering “Knowledge – Memory and Recall”, it is important that students at least know which points, or in what detail, they need to revise). But even your going through content may not assist so much in the process of memorisation.
•
If you fall behind, get back on schedule as soon as you can. Allocate anything as yet uncovered to homework and/or self-study.
•
Use Student Worksheets and Homework Questions to help students in their regular self-study (please see pages 66 & 67 for more details). This helps promote our Aim of “Responsibility for Learning” and eases the task of the teacher.
•
Remember to cover all of our Aims in roughly the right proportion (refer to page 37).
•
Select Learning Experiences that best deliver the Aim we have in mind. Refer to the comprehensive list on page 65.
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Preparing Yourself You, as the teacher, are the most important resource. It is therefore essential to keep yourself in good shape, physically, emotionally, academically and spiritually. The following guidelines may be useful: •
Get sufficient rest.
•
Don’t overeat, especially just prior to a lesson.
•
Dress appropriately.
•
Maintain sound sadhana. Especially beware of skipping the morning programme in order to specifically prepare for the day’s lesson(s).
•
Regularly read Srila Prabhupada’s books.
•
Be vigilant and look for material that could be useful in teaching. For example, make a note of personal experiences or what you notice as current topical issues.
•
Try to consistently improve your professional skills (teaching, interpersonal skills, etc.) and seek advice and training whenever you can.
•
Monitor your own attitude. Do you consider yourself a servant? Are you “the teacher” or “a fellow learner”?
•
Consistently evaluate your performance in previous lessons in order to improve and prepare for the next.
•
Use visualisation; see yourself positively responding to the situations you may find difficult.
•
Live your life based on scripture and try to see through sastra.
•
Be exemplary in all aspects of life.
You may wish to add further notes below:
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Keeping in Mind the “Big Picture” It is essential that as teachers (or as self-study students) we keep in mind an overview of the course rather than simply hopping from lesson to lesson and considering each in isolation. Variety between lessons should not be dictated solely by differences in the respective subject matters. Remember that we are not merely interested in content but in realising our Aims. These will tend to run as strands throughout the course, though not all will be covered explicitly in each lesson. Some Aims (e.g. Knowledge and Understanding) will be relevant to practically all lessons. Others will only be touched upon sporadically. This is shown in the following diagram, where the darker the squares, the more deeply or at length that particular Aim is delivered.
Aim
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Knowledge Understanding Personal Application. Preaching Application. Theological Application Authority Academic Integrity Faith & Conviction Mood & Mission Resp. for Learning Evaluation Sastra Caksus Please note: 1. Although the teacher may plan to fulfill certain Aims in a particular lesson, others may arise automatically, e.g. if in a discussion, one devotees uses poor arguments, you may see this as an opportunity to explore ‘Academic Integrity’. 2. “Responsibility for Learning” is something to keep in mind throughout all lessons, though it should be explicitly addressed in the Orientation Lessons. After that, it will be delivered mainly implicitly, though you may need to, for example, remind students of our Aims once in a while. 3. Although certain Aims are important for all lessons (e.g. Knowledge) this does mean that the teacher has to ensure that the corresponding learning goes on during lesson time. Memorisation is one example of learning that students should be able to cope with by themselves (as adults, at least). As the teacher trains students how to study then they can fulfill more and more of the Aims outside of the classroom. This allows the teacher to use classroom time more effectively as he or she focuses progressively on higher Aims and Objectives. An effective teacher is modelling effective learning. 4. The teacher will want to ensure a suitable balance between our Aims and avoid overemphasising some and neglecting others (for more details, please refer to page 37). 5. Very often the teacher will cover a large number of Aims for any given content. For example, he or she might give some information, then promote a discussion by asking questions. Then they might ask students to relate personal experiences that illustrate the topic. Finally the teacher could say, “All this is well and good. But I’d like to ask you now, ‘How does this verse relate to your own life?’” Despite this, it may be useful to identify a prominent Aim (keeping in mind that they tend to be ‘nested’ – for example Preaching Application presumes a degree of Understanding, and Theological Application tends to go somewhat deeper than Preaching Application. (For more details, please see page 25.) 70
Continuity and Progression As we have discussed, it is desirable that both students and teachers feel a realistic and accurate sense of progress. This will be achieved not simply by going from Chapter One of the Gita to Text Eleven of the Nectar of Devotion, but in covering all of our Aims in a balanced and integrated fashion. It is equally important to ensure continuity and progression for each Aim. This means that we are careful to build on previous learning. For example, in the chart on the previous page, the teacher has covered “Academic Integrity” in Lesson 2. This Aim is revisited again, in this case, in Lessons 8. And then again, for Lessons 28 and 42. This will not usually be on the same level. Lesson 8 should pick up where Lesson 2 finishes (continuity) but should build on it (progression). This is shown in the following diagram:
L e s s o n s
O b j e c t i v e s Lesson 42 Lesson 28
List and explain another 3 common ways of misusing scripture List and explain 3 common ways of misusing scripture
Lesson 8
Compare and contrast results of using with not using
Lesson 2
Define ‘Academic Integrity’
You will notice that, as shown above, progression is achieved in two principal ways. 1) Covering different content for the same Objective. 2) Meeting more advanced Objectives in successive lessons: Keep in mind that number 2 is far more important. Let us consider, for example, “Understanding”, which is applicable to all lessons. Rather than students understanding one verse or passage, then the next, and so forth, we will want to see that their competence to grasp the subject develops; perhaps also their ability to formulate clear questions and their discussion skills; and we may wish to nurture their ability to come to a well-rounded understanding, free from perhaps a “black and white mentality”. In other words, as we move through the course material, the individual must develop accordingly in meeting their successive Objectives.
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Most Bhakti Sastri teachers will already be qualified in the art of teaching. In this chapter, therefore, we will not explore general delivery skills but only those specific to the Bhakti Sastri itself. Suffice it is to say that sastric study lends itself well to highly interactive learning as well as the often more familiar methods of lecturing and using questions and answers. Please note that the advice contained in this chapter is only relevant to teachers who dedicate sufficient time to planning. In other words, ample preparation is a prerequisite for effective delivery. Keep in mind also that sound preparation allows the teacher to be appropriately spontaneous. Whimsical presentations not only weaken the learning process in general, but specifically set a poor example and undermine students’ legitimate trust in the teacher. Nonetheless, even with thorough preparation, it’s easy for our plans to go astray and be waylaid by unforseen events and/or student responses. Furthermore, our very style of teaching, and our specific mood, will significantly impact the learning process.
We’ll explore these issues in this chapter, as we deal with:
Two Main Topics 1
Establishing a suitable classroom ethos
2
Delivery techniques pertinent to Bhakti Sastri
Please also note: 1. Though we’ll run through these roughly in this order, the two subjects are highly inter-related. 2. Also, you may find it useful to keep in mind during the planning stage some of the material in this chapter.
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Establishing a Suitable Educational Ethos
Definition of Ethos “the characteristic spirit of a culture, era or community as manifested by its attitudes and aspirations.” The New Oxford Dictionary of English – Clarendon Press, 1995.
“the distinguishing character, sentiment, moral nature, or guiding beliefs of a person, group, or institution” The Merriam-Webster Dictionary - Zane Publishing, 1994.
In educational terms, the ethos within the classroom is connected to our third domain of learning, namely “values and attitudes”. It’s therefore closely related to the general thrust of a Krishna conscious education, which tends to focus on character, conduct, culture, etc. When considering the classroom, the terms “mood” and “atmosphere” are also relevant. The teacher should also keep in mind that the place of learning should be a microcosm of an exemplary Krishna conscious society and that all aspects of the learning process should reflect the appropriate values (the reader may wish to explore how this is relevant to the concept of ashram, though we won’t pursue it further here). Also relevant is the notion of a “brahminical ethos” (please refer to our Overall Purpose of Sastric Study on page 18). This concept suggests that our model for education should be guided by sattva-guna. Hence we can talk of, for example, “teaching in the mode of goodness”, with its attendant qualities such as honesty, cleanliness, vigour, etc.
Within this subject, there are two broad categories, as we explore on the following page.
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Broad Guidelines on Establishing a Suitable Ethos When exploring ethics, there are two broad considerations, as listed below. The second is sub-divided into two further divisions. These resultant three factors correlate to the three “sambandha” principles of a Krishna Conscious education, as listed on page 14.
1. The Learning Environment •
Sastric study is best performed in a dhama, e.g. Vrindavan or Mayapur, or within a temple.
•
The setting should be in the mode of goodness, i.e. a) peaceful and quiet b) free from anxiety and distraction c) with sufficient natural elements: light, air, space, etc.
•
Teachers should ensure that students are sufficiently comfortable.
•
Ensure that you have a clean, sizeable room and adequate teaching equipment.
•
Consider, where appropriate, making the most of the natural environment.
For a useful checklist, please refer to Appendix 3 on page 96.
2. Interpersonal Dealings Under this category, we are dealing more with the subtle environment we create within the classroom. It is perhaps more important that category 1 (above). (a) Qualified Teachers: Learning, and especially values, can only be nurtured through natural leadership, i.e. setting an ideal example. The teacher should be exemplary outside the classroom. Inside, he or she should model good behaviour in terms of thought, word and deed. The responsibility for suitable conduct and interpersonal dealings lies with the teacher. (b) Qualified Students: Nonetheless, it also is imperative that students are sufficiently qualified - not merely in terms of basic scriptural knowledge but in connection with possessing the right characteristics (or at least a willingness to learn them). The teacher or course organiser has the responsibility to establish a sound enrolment policy. Additionally, candidates should be clear about what is expected of them during the course, i.e. expectations should be established before enrolment. The familiar principle of sadhu-sanga, and studying together in the association of devotees, is extremely relevant here. To ensure potent sadhu-sanga, then interpersonal dealings within the classroom should be exemplary. Further guidelines are listed on the next page
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Further Tips on Attitude and Ethos Besides this, the teacher can do the following: •
Invoke the blessings of the Lord and His representatives before starting any lesson. Pray to be their servant.
•
Place devotional pictures etc. within the classroom
•
Use devotional music, both as students arrive and as appropriate during learning exercises
•
Establish clear “norms of behaviour”.
•
Encourage respect for the individual (and avoid discriminating on the basis of temporary designations).
•
Be non-political. Don’t take sides.
•
Be honest with yourself and about your level of Krishna consciousness. Struggle to be exemplary but don’t torture yourself over your shortcomings. Modelling this approach will likely be far more authentic and effective than trying to be someone you aren’t.
•
Try to spend some time outside class with students.
•
Be detached and flexible. Not all classes go well. You may need to change some as you go along and in response to student contributions.
•
Use “assertiveness skills”, e.g. separate the person from their behaviour.
•
Trust and empower the student. (Remember Srila Prabhupada’s example with his disciples).
•
Encourage use of initiative and risk-taking.
•
Encourage students to see the philosophy from all angles of vision. In other words, establish an ethos of open and honest enquiry.
•
Consider yourself primarily as a learner, not as a teacher; a disciple or follower rather than a guru or leader.
•
Model appropriate thought and behaviour
•
Be in the mood of an instrument, a servant without being attached to any perceived position. We should be happy to see others equal or excel us.
•
Be honest when you don’t know the answer. Preferably model good learning by doing the research and coming back with answers.
•
Keep commitments. Be punctual. Start on time and finish on time (or even a little early)
•
If you’ve omitted something because of time constraints, relax and ask to students to cover it in their self-study periods. Avoid creating a frenetic and rushed atmosphere.
On the following page, we attempt to show how we can deliver our Aims implicitly, i.e. through behaviour that reflects and expresses suitable values. Some points previously covered may be repeated, but we are specifically exploring how they are related to our Aims.
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Implicitly Delivering Aims and Objectives Aims and Objectives are delivered not only through specific learning experiences/methods but in more subtle ways related to the teacher’s style, the mood he/she creates within the classroom and modelling appropriate behaviour. This is specifically important for those Objectives that are more difficult to explicitly teach and assess (e.g. Faith and Conviction). Feel free to add further points under each category below: 1. Knowledge (Memory and Recall) •
recite from memory many slokas, including Sanskrit
2. Understanding • •
3. • • •
promote a mood of open and honest enquiry value student contributions
Personal Application be exemplary in character and conduct relate personal stories of the challenges you met and how you overcome them reveal your own thought processes and model good thinking
4. Preaching Application •
be enthusiastic in relating preaching stories
5. Faith and Conviction • • • • •
encourage students to reveal doubts, realisations, etc. allow students to formulate and express their own opinions reveal incidents that have built your own faith create a happy, trusting mood in the classroom be exemplary
6. Authority • •
ask students to do folio research to find authoritative statements on issues treat Srila Prabhupada’s books with great respect
76
7. Theological application •
refer regularly to the latest news (if appropriate) and to topical issues
8. Evaluation •
share with students difficult situations you’ve recently faced
9. Mood and Mission • • •
personally demonstrate a strong sense of purpose and mission display within the classroom pictures of Srila Prabhupada and/or the Seven Purposes of ISKCON in discussing social challenges, acknowledge them but address them constructively
10. Academic Integrity • • • • •
define “academic integrity” compare and contrast the results of using/not using academic integrity in quoting scripture confront students, especially in discussions or question-and-answer sessions, when they use false or unclear arguments avoid using scripture to axe-grind or push your own possibly biased points of view avoid being judgmental
11. Responsibility for Learning • • • • • • •
be excited about scripture and scriptural study use self-disclosure about how you personally apply scripture remember that a teacher is someone who models learning be yourself, a fallible but devoted servant of Krishna, rather than Mr. Know-it-all. admit ignorance when you don’t know something, do research and share the results acknowledge learning something new from students repeatedly refer to Aims/Objectives during discussions
12. Sastra Caksus (& Realisation) • • • •
cite from non-Vedic sources quotes etc. consistent with Krishna Consciousness use examples from your own life and experience to illustrate points of sastra always seek sastric references to inform decisions or solutions you are exploring speak and teach as far as possible from your own realisation
77
'HOLYHU\6NLOOV We‘ll not discuss here general classroom delivery skills. For more details please refer to the Student Handbooks for the VTE Teacher Training Courses (One and Two). Here we’ll touch on just a few points specifically relevant to the Bhakti Sastri Course itself.
.HHSLQJ)RFXVHG During the planning stage we identify what we are trying to achieve by establishing our Aims (or Focuses of Learning) and, ideally, corresponding Objectives. The key to success in delivery is to be flexible, responding to student interest and contribution, but without being unnecessarily deviated. During the lesson the expert teacher is able to make purposeful decisions, keeping in mind which learning needs he is meeting. One pitfall is to give inordinate emphasis to some Aims and to neglect others. For example, it is not uncommon for devotees to enjoy intricate discussions on the nuances of philosophy or to become embroiled in discussion on highly controversial issues (which relate respectively to our Aims of “Understanding” and “Theological Application”). If during class this continues for some time, the teacher may confront students by asking, “Very good point, Krishna das, but how does it apply to your spiritual life?” or “Mother Tulasi, that’s very interesting. What have you learned from this whole discussion that you could apply outside this classroom?” In this way, the teacher turns the topic towards “Personal Application” and at the same time promotes responsibility in students. In summary, the teacher must avoid:
The Tw o Extremes 1
being inflexible and pushing through our Lesson Plan whatever happens and irrespective of student contributions
2
being overly-pliant to students’ wishes, so that the whole process becomes “student-led”.
The key to success is the ability to maintain legitimate and inconspicuous control, particularly by winning and maintaining students’ trust. Srila Prabhupada maintained that “Respect cannot be demanded; it must be commanded.” (Lec, Vrindavana, 7th March ‘79)
Time Management Time management is an essential skill in teaching. The following points are particularly appropriate to the Bhakti Sastri: •
Don’t pack too much into each lesson (avoid this as far as possible at the planning stage)
•
Remember that getting through all the content is only as important as it ensure meeting our Aims and Objectives.
•
On the rare occasion that teachers fail to adequately finish a lesson we recommend that, rather than falling behind, you ask students to catch up during their regular study time.
•
During the lessons themselves, it is essential to remember to set homework assignments.
•
Remember that the Course is long. Treat it as a long-distance marathon, not a short sprint!
78
Further Tips on Delivery The tips below are categorised according to our three recommended modes of delivery:
Lecturing •
Keep it concise and to the point.
•
Intersperse speaking with question and answer sessions, or otherwise involve the students, even in relatively minor ways.
•
Use audio-visual aids where suitable.
•
When reading aloud purports, associated quoted etc., use pauses, ask questions and generally promote active listening.
•
Consider, alternatively or additionally, using cassette recordings of Srila Prabhupada’s lectures (though you’ll need to carefully consider how to brief and debrief the group).
Questions and Answers •
Keep your answers to student queries brief. Don’t ramble on.
•
Don’t feel that you have to address all raised hands.
•
Consider throwing back student questions for the class to answer – this promotes discovery and helps prevent students becoming overly-dependant on the teacher.
•
When asking questions of students, as far as possible make them open-ended.
Participatory Learning •
Make sure that you leave enough time for these sessions.
•
Ensure that the mood is appropriate to the subject. Although learning should be enjoyable, do not, for example, let the atmosphere become inordinately frivolous.
•
These can even be very brief sessions; for example, mention a Major Theme and ask students to cite corresponding verses, or vice-versa. Or mention a practical topic or subject and ask students to cite relevant verses. Develop a whole arsenal of interesting exercises.
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It is essential that you are familiar with this Chapter before starting to teach your Bhakti Sastri Course. You may also wish to review pages 26-27 which discuss “The Principles of Effective Assessment”.
Please note the following: 1)
Formal Assessment Procedures for the VTE Bhakti Sastri Course are subject to modification without prior notice. These guidelines are provisional at the time of publication (January 2001). For more information on current details, please contact the VTE in Oxford (for contact details, please refer to page 2)
2)
Teachers may wish to use these materials without awarding VTE certification. In these cases, the requirements outlined here do not apply.
3)
Teachers wishing to formally teach this Course and issue VTE Certificates are required: (i) to be certified to teach this course (refer to page 43) (ii) to follow the procedures outlined herein (most specifically to notify the VTE and to order the assessment papers)
80
Overview of Formal Assessment Procedures VTE Assessment for the Bhakti Sastri aims to combine the best of both local and central resources to ensure that cooperatively we meet the dual purposes of: i) ii)
helping students to improve accurately certifying students throughout the world.
The following is an outline of the process.
1. Means of Assessment Type of Assessment
Percentage of Marks
Closed Book Written Examination
33%
Papers One
Written Project Work (Coursework)
67%
Papers Two & Three
Corresponding Papers
N.B: Personal interviews may occasionally be used, in the case of a marginal pass or fail and/or to check the originality of a student’s work.
2. Issuing Papers •
Papers are issued centrally (currently from Oxford):
•
Questions (and, indeed, whole Papers) may be submitted by Local Teachers to the VTE for ratification (i.e. Local Teachers may set their own questions, provided they meet certain standards). Please see pages xx–xx for standards and detail of how to submit questions.
3. Marking and Grades Grade
Marks
Definition
A B C D E F G
85+ 75 - 74 65 - 74 55 - 64 50 - 54 45 - 49 - 44
Distinction/High-honours Commendation/Honours Average pass Less than average Marginal pass Marginal fail Fail
81
Overview of Formal Assessment Procedures (continued) 4. Awarding Marks and Grades • •
Local Teachers will mark the Papers. These are sent to an external moderator who awards the final marks and grades.
5. Marking Keys Each question on the various papers is accompanied by a Marking Key to assist both Local Teachers and the External Examiner (Moderator). Note that teachers wishing to submit their own questions should include a Marking Key for each question. 6. Question Bank All questions are stored in an ever-changing Question Bank from which questions are randomly chosen. If Local Teachers submit their own questions for ratification, the VTE reserves the right to add them (if and when ratified) to the Question Bank. 7. Assessment Options There are two main alternatives as follows: 1)
Option One – Modular Assessment
\
2)
Option Two – Course Summative Assessment (not yet available)
Option One is normally recommended. Option Two is not yet finalised and is intended for students not sitting the VTE Course but wishing to attain VTE Certification (this includes students engaged in self-study, though Option One may also be available to them). Option One (twelve papers)
Paper One
Paper Two
Paper Three
Module One (Block One)
Exam
Coursework
Coursework
Module Two (Block Two)
Exam
Coursework
Coursework
Module Three (Block Three)
Exam
Coursework
Coursework
Module Four (Block Four)
Exam
Coursework
Coursework
In Option One, students can be accredited for each individual Module. Although they will receive completed assessment reports, they will not receive their certificate until they have successfully completed all four Assessment Blocks. For Option Two, students will complete all Blocks at or around the same time and results will be returned simultaneously.
Option Two This is yet to be finalised – details available from the VTE.
82
Overview of Formal Assessment Procedures (continued)
8. The Various Papers Each Assessment Block consists of three papers, as follows: Paper One
Written Closed-book Exam (Knowledge)
Paper Two
Project Work (Understanding and Application)
Paper Three
Project Work (Values and Higher Skills)
9. Assessment Timings •
Each examination (Paper One) will be set at the end of the corresponding Module.
•
Papers Two and Three can be issued anytime after the start of the corresponding Module and student papers should be handed in shortly after the completion of the Module. Students should have a minimum of two weeks to complete these assignments.
•
For Assessment Option Two, students will sit the exams consecutively and will normally have four weeks to complete the Coursework Papers. (Details of the number and length of papers is yet to be established)
10. Assessment Categories •
The chart on the next page shows the exact number of questions on each Paper and the length of the answers.
•
The length of answers for Paper One is given in “minutes” (i.e. how long students have to answer).
•
The length of answers for Papers Two and Three is given in words. This is the average length for which a concise a comprehensive answer could win full marks. Generally the maximum acceptable length of any answer is about 1.5 times the average length. Answers over the maximum length may be penalised. (Teachers may wish to let students know roughly how many pages, on average, constitutes the set number of words)
83
Overview of All Papers
Modules 1-3 * (Systematic) Paper 1 (One hour)
12 questions
(Knowledge - Memory & Recall)
4 x slokas (5 mins) 8 x others (5 mins) Paper 2 (1,000 words)
Paper 3 (1,000 words)
4 questions
(Understanding & Application)
2 x 200 words 1 x 300 words 1 x 300 words
(Understanding) (Personal Application) (Preaching Application)
4 questions
(Values and Higher Skills)
1 x 250 words 1 x 250 words 1 x 250 words 1 x 250 words
Mood and Mission Academic Integrity Authority Sastra Caksus
* For Assessment Option 1, there are 3 sets of 3 Papers - one for each Module (1-3). For Option 2, details are still to be established.
Module 4 (Thematic) Paper 1 (One hour)
12 questions
(Knowledge - Memory & Recall)
4 x slokas (5 mins) 8 x others (5 mins) Paper 2 (1,000 words)
Paper 3 (1,000 words)
3 questions
(Understanding & Application)
1 x 400 words 1 x 300 words 1 x 300 words
(Understanding) (Personal Application) (Preaching Application)
3 questions
(Values and Higher Skills)
1 x 250 words 1 x 250 words 1 x 500 words
Mood and Mission Academic Integrity + Authority Evaluation
This Paper is exactly the same for Assessment Options 1 and 2
84
85
O n e
4
Module 4
8
8 8 8
T w o
P
O n e
1
1 1 1
P a p e r
1
2 2 2
T w o
1
1 1 1
P
1
1 1 1
5 mins
5 mins
Module 4
O n e
P a p e r
T w o
P
11%
22%
15%
10%
10%
8%
a
400 words 300 words 300 words 250 words
Knowledge Knowledge 8 UnderPersonal Preaching 1 Mood + (slokas) (other) ? standing Application Application ? Mission
P a p e r
a
a
e
r
T
e
1
r
1 1 1
T
Academic Authority Integrity
p
1 1 1
Academic Authority Integrity
p
r
r Sastra Caksus
h
0
1 1 1
Sastra Caksus
h
e
e
e
r
T
7%
7%
Academic Authority Integrity
p
250 words
r
6%
Sastra Caksus
h
-
e
4%
Evaluation
e
500 words
-
Evaluation
e
1
0 0 0
Evaluation
e
200 words 300 words 300 words 250 words 250 words 250 words 250 words 200 words 300 words 200 words 250 words 250 words 250 words 250 words 200 words 300 words 200 words 250 words 250 words 250 words 250 words
Chart Three: Final Percentages
5 mins 5 mins 5 mins
5 mins 5 mins 5 mins
Module 1 Module 2 Module 3
Knowledge Knowledge 8 UnderPersonal Preaching 1 Mood + (slokas) (other) ? standing Application Application ? Mission
P a p e r
Chart Two: Length of Questions
4 4 4
Module 1 Module 2 Module 3
Percentage
P a p e r
Knowledge Knowledge 8 UnderPersonal Preaching 1 Mood + (slokas) (other) ? standing Application Application ? Mission
P a p e r
Chart One: Numbers of Questions
Formal Assessment - Number & Length of Questions and Final Percentages
Setting Assessment Papers 1. At the appropriate times, local teachers should explain to students the purposes and format of the assessment process, and address their hopes, concerns, etc. In other words, the assessment process should be ‘transparent’ 2. Facilities for the written exams should be adequate and should include a clock. 3. Students cannot consult books or other students during the Written Exam (Paper 1) 4. For the written exam, local teachers/examiners may grant extra time (normally up to about ½ hour), especially for English second language students. Keep in mind that, say, speed of writing is not what we are assessing, and if a student reasonably needs more time, let them use it. 5. Request that all papers are written legibly. Illegible or messy papers are unacceptable. We recommend that wherever possible students submit typed answers for Papers 2 and 3. (note: academic research has shown that markers tend to subconsciously mark down papers which are hard to read or generally scruffy!) 6. Papers 1 & 2 (coursework/project-work) can be given out at any stage after the beginning of the corresponding module. Students should have a minimum of 2 weeks to complete them, though we recommend far longer. Teachers should therefore apply for these well in advance of their course. 7. Students are welcome to consult each other and teachers regarding their coursework 8. Regarding coursework, assertive enrollment policies and the establishment of the right ethos will minimise the tendency to cheat (e.g. by submitting answers prepared by others). In the rare case where you may suspect cheating, you might arrange an interview to discuss the student’s submission.
Submitting your own questions Local teachers may wish to set their own questions for formal assessment purposes. This they can do by submitting them to the VTE, who will then ratify them and return the completed papers. 1. Papers must conform to the established format (which will be updated occasionally)\ 2. Each question should conform to the following criteria: (a) it should cover the specified content (b) it should assess the specified Aims (and the implied Objectives should match these) (c) the length of a concise and correct answer should conform to the established standards (with a 20% leeway on either side) (d) Each question must be accompanied by a corresponding ‘Answer and Marking Key’. (See the examples in Section 8 of each Syllabus – not included in the First Edition – and/or contact the VTE for details). (e) Wording of each question must be unambiguous. Students should be clear of what is expected of them. Questions in Papers 2 & 3 should specify the length of the required answers. 3. Your questions, if ratified, my be added, amended or otherwise, to the Question Bank and used for future papers. 86
Guidelines on Marking Student Papers Assessment procedures are provisional and may be modified at any time. For details of any amendments, please contact the VTE (see page 2). 1. Papers are marked by local teachers and submitted to an external (VTE) moderator who will award final marks and grades. 2. While marking, keep in mind the purposes of assessment and the underpinning principles. 3. Be sure to award realistic marks/grades in line with our guidelines. 4. For papers 2 & 3, do not award full marks and/or higher grades simply for “a lack of error”. A competent or average answer will only normally receive about 70% (refer to page 81) For higher marks and grades students should demonstrate particular flair, initiative, and higherthan-average skills. (The VTE policy is to set pass marks at around 50% and to mark rather stringently). 5. Use red ink or, if unavailable, a colour other than black or blue 6. Show the final mark for each question at the beginning of that question, next to the corresponding number. Clearly show the final mark on the first page 7. Also, where appropriate list the breakdown of that final mark, according to the assessment criteria (which are included in the Answer and Marking Key) An example of such criteria might be: a. choosing verses/passages/stories etc. relevant to the subject b. accurately relating the topic and relevant verse to their own experience c. identifying ways to apply this to his or her own life d. presenting arguments logically, with academic integrity
4 marks 6 marks 6 marks 4 marks
8. Local Teachers should complete an “Initial Student Results Sheet” for each candidate (one for each paper). These should be sent to the VTE with a copy of each paper 9. Local examiners should write appropriate comments in the margins, identifying students strengths and challenges. Students should know exactly how they have succeeded or as yet failed. (markers should familiarise themselves with what constitutes good feedback) 10. To help local teachers in the assessment process we recommend that they informally and subjectively assess each student before the formal papers are marked, on the basis of their class performance. Award each student a ball-park mark and/or grade. If a student shows exceptional ability, then give them an ‘A’. If significantly better than average, then a ‘B’. If a student is really struggling, then perhaps an E/F. This can help you initially in checking that your marking of formal papers is about right and is also very useful in the case of borderlines cases (i.e. students who fall on the boundary between grades). The combination of a subjective opinion and the more rigourous marking of papers can be a useful combination. 11. If no-one fails over a number of courses, or if the moderator consistently reduces your marks, ask yourself, “why?”. There is little point in having systems of accreditation without some students failing, at least over a significant period of time. Though we wish to encourage students and to avoid punitive procedures (including those that say a certain percentage should fail each and every sitting), we should not avoid failing some students. 12. Wherever possible, local teachers should run through marked papers with students, helping them to identify their strengths and challenges and thereby improve.
87
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The VTE recommends that you teach up to three lessons at the beginning of any Bhakti Sastri Course. The aims of these “Orientation Lessons” are as follows:
Aims of the Orientation Lessons 1.
To hand out materials and finalise practical arrangements including the schedule.
2.
To establish a sound and positive foundation for the course by, for example: a) b) c) d) e)
introducing students to each other and generating an optimistic team spirit establishing norms of classroom behaviour clarifying expectations and removing misgivings presenting an overview of the course (lessons, self-study, assessment etc.) familiarising students with their Students Handbook.
3.
To specifically help students appreciate the Twelve Aims of Sastric Study and the Objectives of the Course.
4.
To present background information on each of the four books and to present verses in glorification of each — as an invocation for auspiciousness before starting the course proper.
We recommend the following:
Orientation Lessons- Suggested Scheme of Study Lesson One
Aims One and Two. Begin Three (perhaps as homework)
Lesson Two
Aim Three – explore the Aims and Objectives of the Course
Lesson Three
Finalise Aim Three – Aim Four
Sample Lessons are shown over-page (not included in the first edition).
88
Background to Each of the Four Books and Verses in Glorification for this First Edition, this page is unfinished and can be completed by the teacher Please note; for some books some background information may be included in the preface and introduction, covered largely in the first lessons of each book. •
For verses in glorification of the Bhagavad-gita, refer to the Gita-Mahatmya by Sripad Sankaracarya.
•
At the end of the Introduction to the Gita, Srila Prabhupada quotes some exceptionally beautiful verses taken from the Padma Purana.
89
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CONTENTS Appendix 1
Quotes Supporting the Twelve Aims of Sastric Study
Appendix 2
Examples of poor and/or dishonest use of scripture
Appendix 3
Preparing for Your Course – Checklist
Appendix 4
Diagram showing the Three Stages of Education
Appendix 5
Participatory Learning – Planning Sheet
Appendix 6
Student’s Initial Report Sheet (sample - blank)
Appendix 7
Chart showing Key Thematic Verses for the BG
Appendix 8
Overview of Each Syllabus
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Appendix 1
The Aims of Systematic Sastric Study 5HOHYDQW4XRWHV)URP6ULOD3UDEKXSDGDuV7HDFKLQJV The following quotations are numbered according to the Aim to which they predominantly refer. Some of them will be pertinent to other Aims also. To make the most of studying these quotes, please refer to the Twelve Aims on page 19 of this handbook. )RUPHUO\SHRSOHZHUHVRVKDUSLQPHPRU\WKDWRQFHKDYLQJKHDUGIURPWKHVSLULWXDO PDVWHUWKH\ZLOOUHPHPEHULWLVFDOOHGr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psmDLVXQOLPLWHGDQGLWFDQEHVDLGWKDWWKHGHYRWHHZKRNQRZV.psmD NQRZVHYHU\WKLQJ WK&KDSWHU 6WLOOWKHSKLORVRSKLFDOSURFHVVQHYHUVWRSVDQGWKH GHYRWHHFRQWLQXHVWRLQFUHDVHKLVNQRZOHGJHHYHQWKRXJKKHNQRZVHYHU\WKLQJ /HWWHU&DWXUEKXM%RPED\ ,WLVQRWEOLQGO\DFFHSWHGWKLV.UVQDFRQVFLRXVQHVV:LWKFRQVLGHUDEOHGHOLEHUDWLRQZH WDNHWKHGHFLVLRQ /HF%KDJDYDGJLWD$KPHGDEDG'HFHPEHU 6LPSO\ KDYLQJ WKHRUHWLFDO XQGHUVWDQGLQJ ZLOO QRW GR -ÔçQD YLMÔçQD 7KLV WKHRUHWLFDO NQRZOHGJHLVJRRGEXWWKHUHPXVWDOVREHSUDFWLFDODSSOLFDWLRQ7KHQLWZLOOVWDQG /HF1HOORUH-DQXDU\ 7KH\ZHUHSUDFWLVLQJLQRUGHUWRWHDFKXV6LPSO\WHDFKLQJZLOOQRWGR:HPXVWDOVR SUDFWLVH6LPSO\TXRWLQJYHUVHVOLNHDSDUURWZLOOEHRIOLWWOHEHQHILW2QHPXVWDSSO\ WKHPMÔçQDPYLMmçQDVDKLWDP-mçQDPHDQVWRNQRZDQGYLMÒçQDPHDQVWRDSSO\WKLV NQRZOHGJHLQSUDFWLFDOOLIH-ÔçQDPYLMÔçQDVDKLWDP6RZHPXVWNQRZWKHYLMÔçQD KRZWRSUDFWLFDOO\DSSO\WKLVNQRZOHGJH7KLVZDVWDXJKWE\WKH*RVYçPLV /HF12'%RPED\ 7KDWLVP\SURJUDPPH6RZHVKRXOGQRWVLPSO\SXEOLVKWKHVHERRNVIRUUHDGLQJE\ RXWVLGHUVEXWRXUVWXGHQWVPXVWEHZHOOYHUVHGLQDOORIRXUERRNVVRWKDWZHFDQEH SUHSDUHGWRGHIHDWDOORSSRVLQJSDUWLHVLQWKHPDWWHURIVHOIUHDOLVDWLRQ /HWWHU+DPVDGXWD/RV$QJHOHV'HFHPEHU :LWKWKHVHH[DPLQDWLRQV,ZLVKWRHQFRXUDJHDOOP\GLVFLSOHVWRYHU\FDUHIXOO\OHDUQ WKLVSKLORVRSK\RI.ULVKQD&RQVFLRXVQHVVEHFDXVHWKHUHLVVRPDQ\SUHDFKHUVZKR ZLOOEHUHTXLUHGWREULQJWKLVPHVVDJHWRDOOFRUQHUVRIWKHHDUWK /HWWHU0DKDSXUXVD/RV$QJHOHV)HEUXDU\
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%XWWKH:HVWHUQHUVDUHYHU\H[SHUWLQPLVLQWHUSUHWLQJHYHQWKHLURZQ%LEOH:HVD\ WKDWLI\RXLQWHUSUHWDQ\rçVWUDZKHWKHUWKH%LEOHRU%KDJDYDGJhWçWKHQLWLVQRORQJHU rçVWUDEXWVLPSO\\RXUSOD\WKLQJ 0:$SULO 6RRQWKHFRQWUDU\RXUSROLWLFDOOHDGHUVDUHPLVLQWHUSUHWLQJrçVWUDDQGWU\LQJWRPROG LWWRWKHPDWHULDOLVWLFZD\RIOLIH 'DUVKDQ+ULVKLNHVK 0D\ $OOWKHGHYRWHHVFRQQHFWHGZLWKWKLV.psmDFRQVFLRXVQHVVPRYHPHQWPXVWUHDGDOOWKH ERRNVWKDWKDYHEHHQWUDQVODWHG &DLWDQ\DFDULWçPpWD6ULPDG%KçJDYDWDP %KDJDYDGJLWçDQGRWKHUV RWKHUZLVHDIWHUVRPHWLPHWKH\ZLOOVLPSO\HDWVOHHSDQG IDOOGRZQIURPWKHLUSRVLWLRQ7KXVWKH\ZLOOPLVVWKHRSSRUWXQLW\WRDWWDLQDQHWHUQDO EOLVVIXOOLIHRIWUDQVFHQGHQWDOSOHDVXUH&F0DG %KDJDYDGJLWçRU6ULPDG%KçJDYDWDPRUDQ\WKLQJZKHUHWKHWRSLFVRIWKH6XSUHPH 3HUVRQDOLW\RI*RGKHDGLVGLVFXVVHGLI\RXIHHOWKDWLWLVLQWHUHVWLQJWKDWPHDQV\RX DUHJHWWLQJRXWRIWKHMDXQGLFHRIWKLVPDWHULDOGLVHDVH
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Appendix 2 Academic Integrity +HUHDUHVRPHH[DPSOHVRISRRURUGLVKRQHVWXVHRIVFULSWXUH
The tendency to quote only half arORND when the second half modifies or qualifies the first (half-hen logic).
Choosing and quoting only verses/evidence that support our own biased opinions, and neglecting others.
Citing context relevant material as absolute truth, or quoting out of context
4)
Arguing or debating largely or wholly on the basis of emotional appeal, very often using slogans derived from shastra and appealing to the biased values and opinions of the audience.
5)
Inappropriately using emotionally-charged words, particularly those which appear to embody unquestionable truths and values.
6)
Erroneously or questionably ascertaining and presenting “religious” reasons to explain events without sufficient evidence, and often gaining credence merely from the truth of the evidence itself.
7)
Quoting a verse that doesn’t actually explain that which we are discussing, or whose meaning is unclear and/or ambiguous.
8)
Being illogical i.e. the premise(s) may be scripturally sound, but the conclusions are illogical (this includes the whole gambit of fallacious arguments).
9)
Claiming scriptural “proof”, when the validity of the argument rests partially on logic, which we neglect to explore.
N.B There is a significant degree of overlap with these points, particularly 5–8. Points I & 2 are also similar, as are 4 & 5
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Appendix 3
Resources – Checklist and Guidelines Before teaching the Course, prepare your resources, by photocopying and using the following checklist:
•
notifying the VTE (formal courses)
V
•
room, tables, chairs, etc.
V
•
teaching equipment
V
•
OHT’s (transparencies)
V
•
student materials
V
•
teacher’s materials
V
Further details and checklists for all these categories are listed below.
1. Notifying the VTE Please let the VTE know well in advance (preferably three months and normally no less than one month) so that we can supply assessment papers.
2. Room, tables, chairs, etc. Ensure that the room is quiet (and otherwise free from external distractions) and has sufficient light and fresh air. We strongly suggest that you provide students with some provision for writing (e.g. tables or chairs with small fitted desks), but avoid sitting students in tightly regimented rows. We also recommend that you avoid teaching from behind a desk but use a table (or two) at your side for any notes, etc. Keep in mind that using more interactive learning you’ll need plenty of space, especially if you are providing tables for students. Do also note that you will need sufficient wall-space, particularly up front, to hang flipchart sheets etc. Water should also be made available on the tables. Use the checklist below if you wish: • Sufficiently large room • Available at the required times • Free from noise and other distractions • Sufficient light and air • Chairs (sufficiently comfortable) • Tables (for students) or other facilities to help students write • Tables (others, including one for OHP) • Wall suitable as projection screen (otherwise use a screen) • Wall space for flipchart sheets etc. • Water (and jugs, cups etc.) 96
V V V V V V V V V V
3. Teaching equipment Facilitators may make use of the following: • • • • • • • •
a flipchart easel (two is often better) flipchart pads an overhead projector (OHP) a projector screen (or a suitable wall, which is often better) a large wall clock at the back of the room a cassette player (optional, but recommended) (optionally) a white board computer projection equipment (optional)
V V V V V V V V
The above will often be provided by the venue organisers. The items below you may have to bring yourself. • • • • • • • • •
flipchart pens (water-based, multicoloured) Pen sets for students (possibly use pencil-cases with 8-10 coloured markers plus sticky tape and scissors). Paints and brushes can also be useful blank transparencies with corresponding coloured pens blank transparencies for photocopying devotional music tapes (optional, for background and exercises) index cards, white and coloured blu-tak (for displaying flipchart sheets) a lecturer’s wand (or, better, a laser-pointer) (optionally) “Post-it” notes
V V V V V V V V V
4. OHT’s Prepare these well before your course. You may wish to use these diagrams in another form of presentation (e.g. by drawing on flipchart). 5. Student Materials Each student will require: a) b) c) d)
a Student’s Handbook a Students Worksheets Book copies of the four Bhakti Sastri books ample pens and writing paper
Items a) and b) will normally be printed by the facilitator, using the originals printed out from the CD (or provided in hardcopy by the VTE). Students will usually bring items c) and d) – but do remember to specify this in any advertising materials. 6. Teacher Materials Don’t forget these. You’ll need some items as hardcopy; others you can use on computer to design and print your own Lesson Plans. See page 34 and the Instruction Manual for more details. You will also need your own personal copies of the four Bhakti Sastri books.
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Appendix 4 The VTE has developed a model of education which synthesizes 1)
The three stages of learning according to the Vedic (Vaishnava) tradition.
\
2)
The three domains of learning (as often used in secular society).
This is shown in the table below:
Stage of Learning
COGNITIVE DOMAIN (knowing)
ACTIVE DOMAIN (doing)
EXISTENTIAL DOMAIN (being)
1. sambandha
Theoretical Knowledge
latent skills
innate values
skills training
Confronting inappropriate values
2. abhideya
3. prayojana
Intellectual Understanding
Realised Knowledge
(Regulated application)
Application in life (spontaneous application)
developing all good values & qualities
Although knowledge, skills and values are all intertwined throughout the learning process, still there is a difference of emphasis at successive stages: 1)
Knowledge – hearing, repeating, memorising
2)
Skills – disciplined and regulated application; practice
3)
Values – realisation of one’s inner potential and development of all the appropriate qualities (so that one becomes eligible as a member of the fraternity associated with the particular branch of knowledge)
This generic process is relevant to the practice of Krishna consciousness. By initially hearing, we become aware of our own ignorance and the need to improve. If and when there is some understanding, then we begin some degree of regulated practice, even though our inner desires and values usually run contrary to them. For example, we bow down in the temple even though we don’t feel so humble, or we go to Mangala Arati with some reluctance. Finally we develop all the qualities of a Vaishnava and a spontaneous desire to serve. At this stage, our knowledge, activities and inner desires etc., are all perfectly integrated.
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Appendix 5
Participatory Learning Session – Planning Sheet Copy this sheet, if you so wish, to plan and record your Participatory Learning Sessions. Module (please ring)
1
2
3
Aims / Focus(es) of Learning:
Objectives: by the end of the lesson students should be able to:
Plan:
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4
Lesson No: ______
Appendix 6 VTE Bhakti Sastri – Initial Student Results Sheet. Module One Venue:_____________________________
Dates:__________________________
Student:____________________________Temple/Country: _____________________ Local Teacher(s):________________________________________________________
Please complete the following sheet for each student. Similar sheets are to be used for other Modules, and can be found in the respective Syllabuses. A copy of each should be sent (with copies of the student papers) to the VTE, who will moderate the marks and send out final marks, grades, and (where appropriate) certificates.
3DSHU2QH
3DSHU7ZR
Question* 1
_____/20
Understanding (1)
_____/20
Question* 2
_____/20
Understanding (2)
_____/20
Question* 3
_____/20
Personal Application
_____/30
Question* 4
_____/20
Preaching Application
_____/30
Question 5
_____/20
Total Paper 2
_____/100
Question 6
_____/20
Question 7
_____/20
Question 8
_____/20
Mood and Mission
_____/25
Question 9
_____/20
Academic Integrity
_____/25
Question 10
_____/20
Authority
_____/25
Question 11
_____/20
Sastra Caksus
_____/25
Question 12
_____/20
Total Paper 3
_____/100
Total (Slokas)
_____/80
Total (others)
_____/160
This a sample only. Teachers can find
Total Paper 1
_____/240
sheets for actual use in Section 9
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RIHDFK6\OODEXV
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101
12(b) Ananya-bhakti (29)
12(a) Bhakti (26)
11. Varnasrama Dharma (7)
10(b) The Mat. Modes of Nature (9)
10(a) The Relationship Between Jiva, Isvara and Prakrti (23)
9. Devotees and Non-devotees (14)
8. Demigod Worship (7)
7. Defeating Impersonalism (15)
6. Levels of God-Realisation (17)
5(b) Renunciation of Work vs. Work in Devotion (13)
5(a) The Yoga Processes (12)
4. Mind and Sense Control (13)
3(b) How to Receive Knowledge (7)
3(a) The Levels of Knowledge (16)
2. Characteristics of the Self-realised Person (12)
1. The Soul and Transmigration (15)
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Appendix 7
Appendix 8
An Overview of All Materials
Each of the four Syllabuses has ten Sections, which fall within four broader categories, as shown in the first chart below. All sections consist of only of a single PDF file, with some exceptions: (1) Sections Three and Four are in Microsoft Word also (2) Section Seven also includes a single PowerPoint file for each chart.
Syllabuses (One – Four) 0
Introduction
1
Overviews
2
Themes & Key Verses
3
Lesson Outlines
Main Sections
4
Overflow Section
use for planning & teaching
5
Worksheets
6
Homework Questions
7
Charts
8
Sample Papers
Assessment & Reporting
9
Report Sheets
for use later in course and after final exams
Introductory read before beginning course
Auxiliary Materials for use during teaching
Teachers Handbook
Book of Quotes One
Students Handbook
Book of Quotes Two
Student Worksheets Book
Book of Quotes Three
The two charts above show all the other materials. For each there is a only a single file, except for: (1) the Three Books of Quotes, each also available on Microsoft Word 2) the Teachers and Students Handbook which both includes two files; one in colour and the other in black and white. The CD also includes an small Instruction Manual consisting of one small file (not shown here.)
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