Bhakti Sastri Teachers Handbook(Colour)

8/17/2019 Bhakti Sastri Teachers Handbook(Colour)

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V AISHNAVA

T RAINING &E DUCATION 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


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The VTE Bhakti Sastri Course MaterialsCopyright © 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 Education63 Divinity Road, Oxford, OX4 1LH, England, UKtel: +44 (0)1865-304310e-mail: [email protected]

These materials include:

The Teachers’ Handbook

The Students’ Handbook

Student Worksheets Book

Syllabus One (Module One)

Syllabus Two (Module Two)

Syllabus Three (Module Three)

Syllabus Four (Module Four)

Book of Quotes One (Module One)

Book of Quotes Two (Module Two)

Book of Quotes Three (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) £15.00 ($24.00) This book (Teachers’ Handbook) – not available separately

(First edition)


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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 – Delivering Your Lessons 72

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


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DD EE DD II CC AA TT II OO NN

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)

To

HHiiss DDiivviinnee GGrraacceeAA..CC.. BBhhaakkttiivveeddaannttaa SSwwaammii PPrraabbhhuuppaaddaa

who intended that his disciples and followers

diligently study and apply his teachings

for the welfare of all


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FOREWORD

I heartily welcome the publication of this new VTE Course as a significant step forward forISKCON. Srila Prabhupada intended his society to be led by educational values, asindicated 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, butleft specific instructions for their systematic study. Nearly thirty years later, this orderremains unfulfilled. This particular course, I believe, has the potential to at last fulfill SrilaPrabhupada’s directives; most notable are its proposed systems for global implementation,including already-written teacher training modules that complement and extend existingVTE 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. Itthus goes beyond memorisation and intellectual understanding, to explicitly promotestudents’ application of knowledge, their development of appropriate values, and,ultimately, personal realisation. This slant on conduct and character, I believe, gives itgreat potential in addressing our numerous individual and societal challenges.Furthermore, its detailed delineation of “the aims of sastric study” is a welcome feature at atime within ISKCON marked by lack of clear direction. I was particularly impressed by theaim of “Mood and Mission”, which even today will help students appreciate SrilaPrabhupada 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 aquality of learning which is relevant, practical and enjoyable. I particularly liked the use ofprogressive assessment procedures, such as project-work, which free students fromunnecessary 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 globalimplementation. Co-operation between managers and educators may hold the key to asuccessful future, and ensure that this initiative bears fruit – happy, learned and balanceddevotees, who can form the nucleus of an evolving brahminical and Krishna-consciousleadership.

My heartfelt thanks to all those devotees who, over a period of five years, have helped sofar 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)


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ABBREVIATIONS AND SANSKRIT NOTATION

The following abbreviations are used throughout the Bhakti Sastri materials:

Books etc.

BG Bhagavad-gita

BRS Bhakti Rasamrta Sindhu

CB Caitanya Bhagavat

CC Caitanya-caritamrta

Conv Srila Prabhupada Conversations

ISO Sri Isopanisad

KBK Krsna Book

LCFL Life Comes From LifeLec Srila Prabhupada Lectures

Letter Srila Prabhupada’s Letters

MW Morning Walk

NAP Narada Pancaratra

NBD Nectar of Book Distribution

NOD Nectar of Devotion

NOI Nectar of Instruction

POP Path of Perfection

RV Raja Vidya

SAR SaranagatiSB Srimad Bhagavatam

SPL Srila Prabhupada Lilamrta

SSR Science of Self-Realisation

SUM Surrender Unto Me

TLC Teachings of Lord Caitanya

TLK Teachings of Lord Kapila

TQK Teachings of Queen Kunti

The Bhakti Sastri Materials

BOQ Book of Quotes (1 – 3)

MAN Instruction Manual

SHB Student’s Handbook

SWK Student Worksheets

SYL Syllabus (1 – 4)

THB Teachers’ Handbook


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Lesson Outlines

MP Main point

QT Reference(s) found in corresponding Book of Quotes

AR Additional references which the teacher could look up him/herself

SG Suggestions (found at end of the lesson outline)

OHT Chart and/or Overhead Transparency

Aims (Sub-aims are marked with an asterisk * and are below the corresponding main Aim)

Kno Knowledge (Memory and Recall)

Und Understanding

PeA Personal Application

PrA Preaching Application

ThA Theological Application

M+M Mood and Mission

AMI Academic (and Moral) IntegrityAut Authority

SC Sastra Caksus

Rea * Realisation

Eva Evaluation

F+C Faith and Conviction

RfL Responsibility for Learning

TAR * Taste/Appreciation/Relevance

SSK * Study Skills

Miscellaneous

d.s. devotional service

esp. especially

FOL Focus of Learning

KMV Key Memory Verse

KTV Key Thematic Verse

para. paragraph

pg page

NAG Nine Assessment GroupsRFL Recommended Focus of Learning

RLE Recommended Learning Experiences

SP Srila Prabhupada

Sanskrit Notation

The system of transliteration used in these materials conforms to that used by mostscholars 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 thediacritic marks, e.g. Krsna.


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ACKNOWLEDGEMENTS

M E M B E R S O F T H ED E V E L O P M E N T T E A M

VTE Executive

Anuttama das (IC Minister, Washington, USABraja 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)

A C K N O W L E D G M E N TA N D T H A N K S T O

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)

W I T H A V E R YS P E C I A L T H A N K S T O

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.


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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 andcomprehensive, 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 stronglyrecommend 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 versionis 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 usefuloverview 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, asfollows:

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.


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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) Srila Prabhupada’s explicit instructions on sastric study

2) His broader teachings, especially as pertinent to education

3) Guidance found from within our broader (i.e. Vedic) tradition

4) 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.

Chapter One

Developing a Framework for Sastric Study


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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 preachingorganisation to expand Sri Caitanya Mahaprabhu’s mission, SrilaPrabhupada founded the International Society for KrishnaConsciousness as a distinct branch of the Brahma-Madhva-Gaudiya- Vaisnava sampradaya . Therefore he is the Founder-Acarya ofISKCON.

His Divine Grace A. C. Bhaktivedanta Swami Prabhupada is theFounder-Acarya of ISKCON. This means that he is ISKCON’s link withthe Brahma-Madhva-Gaudiya-Vaisnava-sampradaya , that his writings,oral teachings and exemplary actions remain the permanent andirreplaceable basis for all subsequent teachings of ISKCON. He is andwill remain always the instructing spiritual master of all devotees inISKCON. (Law Revision committee 9.6.90).

Principles

1) Srila Prabhupada is the foundational siksa-guru for all ISKCONdevotees because he has realised and presented the teachings of the

previous acaryas of the Brahma-Madhva-Gaudiya-Vaisnava- sampradaya appropriately for the modern age.

2) Srila Prabhupada’s instructions are the essential teachings for everyISKCON devotee.

3) Srila Prabhupada’s books are the embodiment of his teachings andshould be accepted as the standard by all future generations ofISKCON.


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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:

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

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 Caitanya- caritamrta.

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


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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:

B. The above four courses are “nested”.

In other words, for any “degree”, the specific materials for previous degrees are alsostudied. For example, Bhagavad-gita is studied throughout all four courses. Thissuggests that from Bhakti Vaibhava onwards it will be studied in relation to the otherrelevant 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 thiscourse, and subsequent courses will be similarly based on Srila Prabhupada’sinstructions.

D. The Bhakti Sastri Course (and final assessment) should be completed at aboutthe same time a devotee is ready for second (brahmana) initiation.

The VTE has ascertained that this usually occurs when a candidate has beenseriously practising Krishna Consciousness for three years (though this figureappears to be progressively increasing!). Since the longest recommended term ofpart-time study is two years, this suggests that devotees should have been “seriouslypractising Krishna Consciousness” for at least one year (or the equivalent of living inthe temple for one year). This points to the need for preliminary courses prior to theBhakti 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.

1. Bhakti SastriBhagavad-gita

Nectar of Devotion Sri Isopanisad

Nectar of Devotion

2. Bhakti-vaibhava

The first six cantosof

the Srimad Bhagavatam

3. Bhaktivedanta

The second six cantosof

the Srimad Bhagavatam

4. Bhakti-sarvabhauma

The entire textof

the Caitanya-caritamrta


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The Twelve Principles of ISKCON Education

The Bhakti Sastri Course has been deliberately and diligently built on specific educationalprinciples and values relating to sastric study. This is not an entirely new initiative but hasdrawn 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 areconsidered 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) pramana (the evidence, source of knowledge)

2) sambandha (“establishing the relationship”; the necessary “ingredients” for delivering effective education )

3) abhideya (the means, or process, by which this can be achieved ) \

4) prayojani (the goal of a Krishna Conscious education)


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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 TeachingsThis principle underscores the prime importance of scriptural study

2. Qualified TeachersThis calls for clear systems of training and certification to check that teachers are indeedqualified (refer to pages 42 – 43).

3. Qualified StudentsThe Bhakti Sastri Course is not for everyone and teachers should exercise discretion in whomthey enrol (see pages 44).

4. Conducive EnvironmentThe location and attendant facilities for the BS Course are important. For more details, pleaserefer 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 “Aims-driven” (or some prefer “Aims-based”) approach. Without knowing and codifying the purposesof sastric education, it is likely to meander through the extensive content with little realdirection (i.e. it will become largely content-driven and information-oriented).

6. Long-Term VisionThis 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 foursastric degrees. The writing team has also tried to ensure a high degree of continuity andprogression between the degrees, and within the Bhakti Sastri Course itself (see pages 70-71)

7. Utilisation of Appropriate ResourcesTeachers should make use of all helpful teaching equipment. The syllabus has carefullyborrowed educational theory from ‘outside’ of ISKCON, carefully checking that it is consistentwith our principles and values.

8. Consideration of Time, Place and CircumstanceThe teacher should be particularly aware of the specific needs of his/her class. He or she may needto teach accordingly and to be flexible, responding appropriately to changing circumstances.

9. Respect for IndividualityThis principle has two major implications for sastric teaching. Firstly, the teacher must respectthe individuality and uniqueness of each student and not discriminate in terms of bodilydesignations, preferred learning styles, etc. Secondly, this raises the issue of the Courseaccommodating 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 18-19and particularly page 22). Note that ‘Values’ and ‘Character Formation’ are practicallysynonymous.

11. Realisation and Application of KnowledgeThis principle is so important that it is encapsulated within a number of ‘the Twelve Aims ofSastric Knowledge’. Knowledge is not simply informational but transformational; it is notmerely academic but for application in everyday life.

12. Attachment to Guru and Krishna and Detachment from MayaWithout these characteristics, all other qualities are of little use. The teacher must keep inmind the central focus of sastric teaching - Krishna and His representative.


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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

Learning Experiences Learning SocialProcess Contribution

Assessment & Accreditation

Application in Life

Perhaps the most important principle here is “Consistency” represented by the vertical downwardarrows. This is often summed up by the phrase “Aims-driven”. This approach is in line with theMED principle of “Clarity of Purpose”.

The following are important features of this methodology:

❶ 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.

The Means of Assessment must actually assess the Objectives we have established and

not others. For this reason we have sparingly used closed book exams, i.e. only when deemedappropriate.

Assessment and accreditation should be developed in response to application in life.Formal Assessment can otherwise become meaningless and often unnecessarily punitive.

Evaluation should be applied not just to students but to teachers (and indeed the originalwriting team). In this way Aims & Objectives may sometimes change. More often theLearning Experiences will be amended after determining how well they are meeting theestablished Aims & Objectives.

The classroom serves as a microcosm for the ideal Krishna conscious society. Education canmore effectively than anything else address current issues and challenges which are based onan imbalance in values. By social contribution we are implying brahminical leadership . Thisis implied in ‘ The Overall Purposes of Sastric Study’ (page 18) and is also relevant to the

discussion on the following page.


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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 (andto 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:

Naturally, teachers who disagree with the Aims or prefer a different methodology maychoose a different (i.e. non-VTE) Bhakti Sastri Course. We are aware that not all teacherswill favour our approach. Nonetheless, we have tried to be flexible and to accommodateall effective styles of teaching - not so much by prescribing practice and procedure but byestablishing the principles and values that underpin sound educational practice.

The Assessment Procedures are largely fixed and designed to closely match the specifiedAims of Bhakti Sastri (i.e. to factually measure what we have ascertained to be desirablelearning). To allow greater flexibility and encourage personal initiative, local teachers cansubmit 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 theindividual. Local teachers can write their own unique lesson plans, and determine theirown classroom practices. Nonetheless, if they wish students to pass, they are bound to tryto meet the broad aims of the course, as reflected in the assessment papers.

In summary, the VTE considers empowerment a key educational principle, but appreciatesthe need for this to be exercised within the bounds of a Krishna conscious educationaldiscipline. The Aims-driven methodology, as used in this course, is based on thisapproach.

The Overall Purpose of Sastric study is given on the next page.

“Where we are going is largely established: how we get there is up to us”


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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.

The following is the VTE ’ s over-arching purpose in promoting the systematic study of Srila Prabhupada ’ s books:

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) The VTE has established that their

astric courses themselves are equipping students only with thoseskills absolutely essential to astric study. The Bhakti Sastri course is not, for example, a generalpreaching course, though it is an essential part of any preacher training programme. The VTE highlyrecommends students to sit complementary courses (for example, the VIHE Course, “Clear Thinking andStrong Speaking”).

2) 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 beenedited for clarity.

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.

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? ”


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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 thefoundation of their ongoing progress in Krishna Consciousness

2. To deepen students’ understanding of the Krishna consciousness theology, particularlythrough studying it from a wide range of perspectives and through developingthoughtfulness 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 Societythrough 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 ofthe 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 Krishnaconscious worldview. Ultimately, to assist the students in realising scripture, and in seeingKrishna, at all times and in all places.

N.B. For quotes from Scripture supporting these Aims please refer to Appendix 1 on page 91.


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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.

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.


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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)

Understanding

Realisation

PersonalApplication

PreachingApplication

Theological

Application

Faith andConviction

Mood & Mission

Evaluation

Authority

Academic &Moral Integrity

Responsibility

for Learning

Notes:

1. Again, it might be a useful exercise to relate these to our Overall Purposes of SastricStudy (page 18) and to see how each part of the statement correlates to the abovecategories.

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 thelearning 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 theymeet the needs of ISKCON and its members. We will attempt to achieve this by cross-referring the Knowledge and Values Aims to the two broad categories falling under

Skills.


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The Relevance of Our Knowledge and Value Aims

S K I L L S

PERSONAL APPLICATION

PREACHING & THEOLOGICAL

APPLICATION

KNOWLEDGE

Remembrance of slokas forpersonal use, especially in timesof crisis/decision. Celibacyessential.

Can recall slokas andreferences for teaching,speaking, etc. Preaching isthen suitably authoritative

UNDERSTANDINGQuestioning our own perceptionand understanding of the truth (inpreference to questioning thevalidity of sastra itself)

The ability to respondthoughtfully to discerningpeople.

K N O

W

L E D G E

REALISATION(SASTRA CAKSUS)

The ability to see Krishna andfactually realise all the imports ofVedic knowledge

The ability to present KrishnaConsciousness just suitable tothe audience, speaking fromexperience and the heart

MOOD & MISSIONClear sense of personal identityand purpose (in relationship toSociety and its broader traditions)

Clear and balanced sense ofmission, as member ofISKCON. Can constructivelyaddress internal theologicalissues.

ACADEMIC &MORAL INTEGRITY

Personal honesty required, asbasis of brahminical qualities.Real knowledge requires purity,honest self-examination, etc.

The honest application ofscripture, avoiding self-motivation and distortion.Society’s representatives havecredibility

AUTHORITY

Promotes the appropriate attitudetowards authority, avoiding both achallenging attitude and blindacceptance.

Avoidance of fanaticism andspeculation/compromise;thoughtful acceptance ofauthority will help promoteKrishna Consciousness

EVALUATONAbility to make appropriatechoices in personal life

Ability to give advice/counseletc. that is actually relevant &practically useful to society

RESPONSIBILITYFOR LEARNING

Promotes personal responsibilityand self-reliance. Helps studentsdevelop a taste for study

Enables students to becomerespectable and learnedtheologians and to develop abrahminical leadership

V

A

L

U

E

S

FAITH &CONVICTION

Essential for addressing the ‘innerlife’ (so easy to neglect) and for

sustaining our own spiritualdevelopment

Teaching and preaching willcarry real weight without being

overbearing


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Assessing Our Aims

Aims help us to identify where we are going in the learning process. They should not onlygive student and teacher a clear and meaningful sense of direction, but also a realisticsense 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 ormediocre education, they measure other things (such as the student’s ability to writequickly and legibly, to perform under pressure, etc.). It is also essential that students canidentify 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 oflearning, called Attainment Targets. They are based on our three cognitive Aims and thecorresponding progression of cognition from jnana to vijnana as shown below:

C O G N I T I O N

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 outsidering 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 values-orientated; in other words, directed towards self-realisation, character formation andattachment to guru and Krishna (refer to page 14 ). Theoretical knowledge and acquisitionof 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 theperfectional 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).


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The Three Attainment Targets

Aims

1 Theoretical

Knowledge

(Paper 1)

2 Understanding & Application

(Paper 2)

3 Higher Skills and Values

(Paper 3)

Knowledge (Memory)

Understanding

Personal ApplicationPreaching Application

Realisation (Sastra Caksus)

Theological Application

EvaluationMood and MissionAcademic / Moral IntegrityAuthorityFaith and ConvictionResponsibility for Learning


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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 towardsscriptural authority. Without really appreciating and internalising these Aims, teachingwill gravitate towards being content-driven.

• Teachers should regularly review these Aims (on page 19) and the correspondingObjectives (pages 39 -41) in order to understand exactly what we mean when we referto these twelve categories.

• Aims can be assessed only by setting Objectives (for the Bhakti Sastri course, listedon pages 39 - 41).

• Our Twelve Aims of Sastric Study are intended to be enduring (consistent with ourprinciples of “long-term vision”). Nevertheless, depending on the prevalent learningneeds of students, the emphasis will change. For example, at the time of producingthe first edition of the Bhakti Sastri syllabus, devotees perceived widespread misuse ofscripture to support party politics. Course writers therefore ascertained that “Academicand 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” (asrepresented by Attainment Target 3) will be increasingly prominent.

• More elementary Aims (e.g. “Memory and Recall”) will remain important, but studentswill 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 Vaibhavastage, students should already be able to effectively study themselves keeping in mindAims such as “Understanding”, “Personal Application” and “Preaching Application”.

• The Aims are often quite interlinked, e.g. “Authority” and “Academic and MoralIntegrity”, 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” isimplicitly included.

• For the purposes of Formal Assessment, some Aims may be clustered (groupedtogether) 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 anytopic, one may cover a number of (inter-related) Aims. Nonetheless, it is useful at thisstage, 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)


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Foundational Principles for Assessment

Aims help us to identify where we are going in the learning process. They give bothteacher and student a clear and meaningful sense of direction. They also nurture within usa realistic sense of achievement.

Using appropriate objectives, we can also assess where we need to improve, both as agroup and as individuals. With effective teaching, students will recognise their strengths

and challenges, assisting them in the process of continual improvement. Additionally, atthe 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 developingassessment 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 ofmotivating healthy learning. Even where they are apparently effective, they usuallypromote 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. Theyare explained over-page:

1. Consistency

2. Reliability 7. Focus

3. Equity 8. Accessibility

4. Transparency 9. Self-comparison

5. Improvement 10. Proximity

6. Positive Orientation 11. Self-evaluation


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Unpacking the Principles behind Effective Assessment

1. ConsistencyAssessment procedures must accurately measure what we’ve identified as the desirablelearning. In other words, they are consistent with our Aims (and Objectives). All too often inpoor education, procedures implicitly and unnecessarily assess other skills and values, such asthe student’s ability to write legibly, to perform under pressure, to memorise, etc. It is mostimportant that the means of assessment is consistent with the Aims and Objectives.

2. ReliabilityBy reliability we mean that if the same student performed a similar assessment procedure on adifferent occasion, the results would be similar. Reliable assessment is not, for example,significantly affected by ‘good’ or ‘bad’ days.

3. EquityA paper marked by different local teachers from various ISKCON centres should receive thesame 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 theformal assessment. They should not feel tricked or otherwise let down. Furthermore, theyshould understand and appreciate the Aims and Objectives of the course (which should notremain the closely guarded secret of the facilitator). This relates to our own Bhakti Sastri Aimof “Responsibility for Learning”.

5. ImprovementAssessment procedures should help students to improve and identify their strengths andchallenges. This suggests other principles (as follows ).

6. Positive OrientationThis 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 overtmistakes” but the demonstration of exceptional skills, use of initiative, etc. Assessmentprocedures should encourage all students to improve and not demotivate them.

7. FocusAssessment should point out exactly where and how students need to improve. This suggestscategorisation of assessment targets and an appropriate balance between qualitative andquantitative methods.

8. AccessibilityResults must be clearly understandable to all students.

9. Self-comparisonStudents should not be assessed against each other but against themselves. This promotesan understanding of actual achievement (i.e. in terms of how much the individual hasprogressed). 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. ProximityAs far as possible, students should be assessed by local teachers, i.e. those with whom theyhave developed a trusting relationship (though external examiners may also be used).

11. Self-evaluationAssessment should promote the student’s ability to be self-reflective and introspective – anessential skill for responsible learners and spiritual aspirants.


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Systematic or Thematic?

Introduction

In much formal education, learning is tightly compartmentalised. For example, in one dayat 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 ourlives.

Life, however, is not so carefully compartmentalised. Any of its various features will berelevant to many educational disciplines. Let us consider, for example, building a house.

This task draws on a number of inter-related “subjects”, for example:

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 processwhere 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 arange 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

↓

Application

Scripture

↑Application

Systematic study suggests that we begin with a verse or passage and subsequentlyconsider 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.


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An Integrated Approach

Systematic Study

In this approach we tend to study one book at a time. Additionally, it is likely that the studyis sequential, i.e. beginning at Chapter One, Verse One and proceeding in a linear fashionuntil we reach the end.

This may initially appear to be somewhat content-driven (i.e. in this case, letting contentinordinately dictate our order of study). Nonetheless, we must note that our scriptureshave often (if not always) been designed with the educational purpose in mind. Forexample, the Srimad Bhagavatam is not presented chronologically, but according to thelevel of self-realisation of the student. Furthermore, the various books have respectivepositions in the learning process, e.g. the Srimad Bhagavatam begins where theBhagavad-gita concludes. This not only endorses the educational principle of “continuityand progression” (to be discussed later — see page 71), but shows that sequential studyfor sastra is not only acceptable but factually recommended. The non-chronological natureof scripture also supports the case against content-driven education.

Nonetheless, thematic study is also highly relevant for its tendency to reflect real life — wemeet 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 eachof 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 thematicapproach 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 arepresented with an issue, e.g. “the role of women in ISKCON”, and it begs for a Krishnaconscious solution. Nonetheless, without systematic study it is difficult to develop thecomprehensive reservoir of scriptural knowledge needed to effectively apply the thematicapproach.

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 ofany learning process; thematic will tend to predominate towards the end

3) Students should be helped to understand the benefits of workingtowards 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).


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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 furtherdiscussion 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 toappreciate 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 toThree 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.


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Relating Each Approach to our Objectives

A particular Aim may be delivered both systematically and thematically. The variousObjectives for that Aim may require different approaches.

For example, let us consider “Preaching Application”. We recommend that teachers usedebate and role-play more towards the end of the course, when the students havesufficient knowledge of the verses, analogies and specific arguments useful in counteringa particular perspective (e.g. Mayavada). This approach is thematic.

Towards the earlier stages of the course, it may be wise to let students collect theirreservoir of knowledge. They can identify and write down verses, passages, analogies andstories 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 besufficiently focused.

For more information related to this subject, please refer to the section on Continuity andProgression (page 71). ________________________________________________________________________

For student’ s information, we here list the Major Themes for all four books

Bhagavad-gita Nectar of Devotion1. 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. The Yoga Processes 5. Eligibility

5(a) Renunciation of Work vs. Work in Devotion 6. Happiness

5(b) Levels of God-Realisation 7. Sadhu-sanga

6. Defeating Impersonalism Sri Isopanisad7. 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. Bhakti12(b) Ananya-Bhakti 6. The Absolute Truth

7. Isavasya

Nectar of Instruction1. Mind and Sense Control

2. Attitude

3. Guru and Disciple

4. ISKCON’s Purpose

5. Sadhu-sanga

6. Devotees

7. Bhakti


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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

Module 2

Module 3

Module 4

Bhagavad-gita, Chapters 1 –9

Bhagavad-gita, Chapters 10 –18

Nectar of Devotion, Isopanisad, Nectar of Instruction

Thematic Module, covering all four book

These may be taught according to two main options:

Option One 4 Module Course Thematic lessons taught separately duringModule 4, towards end of course

Option Two 3 Module Course Thematic lessons integrated into systematiclessons during Modules One to Three


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Number of Lessons

The following chart shows the total number of recommended lessons (each of one and a half hours) for the entire course:

The orientation lessons are normally integrated into Module 1, giving a total of 41 lessons forthis 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 exampleof the 3 Module Course. Keep in mind that for the latter, thematic lessons can beintegrated in different ways; here, 2, 10 and 4 thematic lessons have been slotted intoModules One to Three respectively.

Module4 module

course3 module

course *Module One 41 43

Module Two 33 43

Module Three 45 49

Module Four 16 0

Total 135 135

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 thecourse according to your discretion. Nonetheless, the above recommendations are basedon the study time required for an average student, and the number of lessons correspondsto the Lesson Outlines within the Syllabuses.

Lessons

Orientation 3

Module One 38

Module Two 33

Module Three 45

Module Four 16

Total 135

* one possible example


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Course Materials

The Bhakti Sastri materials consist of the following:

The Teachers’ Handbook THB

The Students’ Handbook SHB

Student Worksheets Book SWK

Syllabus One (Module One) SYL1

Syllabus Two (Module Two) SYL2

Syllabus Three (Module Three) SYL3

Syllabus Four (Module Four) SYL4

Book of Quotes One (Module One) BOQ1

Book of Quotes Two (Module Two) BOQ2

Book of Quotes Three (Module Three) 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 topage 53 and Appendix 8 on the very last page of this book.


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Time Requirements

Students

The total time of study for the entire course is about 450 hours. Students are expected tospend 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 2.5to 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) 40

Exams (Assessment Paper 1) 5 (4 x 1hr.)

Total 410 – 480 hours

Naturally these figures will vary, particularly depending on the individual student’s ownprevious knowledge, capabilities, etc. Nevertheless, they will be helpful when organisingyour 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 timeas students and spend 1 – 1.5 hours preparing for each lesson. The time taken forassessment (marking etc.) will naturally depend on the number of students on your course.


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Aims of the Bhakti Sastri Course

• The Aims of the Bhakti Sastri Course correspond to the Twelve Aims of SastricStudy (page 19). However, for each of the four successive awards, differentdegrees 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 isrelatively low. This does not mean that delivering the Aim of Evaluation isunimportant at this level. It is essential to “plant some seeds” in this course - butrelatively less time will be spent on this particular Aim.

• The various “weights” given to each Aim are reflected in the Formal AssessmentProcedures, 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 aregrouped together to form “Nine Assessment Groups” (NAG’s). All questions forboth 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 thisstage. The mood and style of the teacher, coupled with more progressiveassessment 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)


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The Nine Assessment Groups

AT1

Paper 1Knowledge (Memory and Recall) 33%

AT2

Paper 2

Understanding

Personal Application (+ Faith and Conviction)

Preaching Application (+ Theological Application)

15%

10%

10%

AT3

Paper 3

Mood and Mission

Academic Integrity

Authority

Sastra Caksus

Evaluation

8%

7%

7%

6%

4%

Note:

1) The Aim of ‘Faith and Conviction’ is at this stage included under “PersonalApplication” 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 “PreachingApplication” (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 thepriority given to each of our Aims and Assessment Categories, so as not to givetoo little or too much attention to any Aim.


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Formal Assessment and Accreditation

Each Module (1-4) may be assessed and accredited separately, though students will notreceive the Bhakti Sastri certificate until they have completed all four Modules. They maycomplete them in any order (though we strongly recommend them to sit Module Onebefore 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’dlike information on current procedures, then please do contact the VTE as shownon page two. There are two main options proposed for formal assessment, thoughonly number one is currently in place.

2) those students sitting the three module course will still be required to sit the ModuleFour assessment papers (we’ve also called it ‘Block 4’, to help avoid possibleconfusion)

Option One

Paper OneExam

Paper TwoCoursework

Paper ThreeCoursework

Attainment Target Knowledge Understanding &Application

Values &Higher Skills

Module 1 (Block 1) 1 hour 1,000 words 1,000 words




Option Two

This is recommended for all students wishing to achieve the VTE Bhakti Sastri Certificatewithout sitting the regular VTE course. All papers for Option 2 are sat within a relativelyshort period.

Details are yet to be confirmed by the VTE.

The proposed (but as yet unconfirmed) system of assessment is for papers to be markedby local teachers under the supervision of an external (VTE) moderator. This allowsstudents to keep contact with their local teacher, but it ensures that standards of markingand grading are consistent. The external moderator may sometimes adjust marks andgrades. For more details on assessment please refer to pages 80 - 87.


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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 met primarily 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


• 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


• 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


• 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 pre-

empting 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).


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5. Faith & Conviction


• 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


• 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


• Select references appropriate to a range of moral, social, topical, personal ortheological issues.

• Demonstrate how the Krishna Conscious theology, often expressed in terms of the Vedicsocial 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 andcircumstance, and specifically within the contemporary context.

• Present Krishna Conscious principles, values and conclusions in a way that isaccessible to the intended audience

• Demonstrate an understanding of topic, particularly through an ability to express in their ownwords

• Present sound logical arguments• Demonstrate the values worthy of a preacher/minister (compassion, tact, integrity, etc.).

8. Evaluation


• 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.


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9. Mood and Mission


• Explain how a verse/purport/statement relates to and/or reflects Srila Prabhupada’s moodand mission.

• Explain how Srila Prabhupada’s translations and purports give insight into his mission andthat of ISKCON.

• Evaluate Srila Prabhupada’s conduct and his attitude towards practice (rules and regulationsetc.) in the light of traditional Gaudiya Vaishnava theology.

• Identify the main principles upon which Srila Prabhupada’ mission is built and relate these tocorresponding scriptural references.

• Apply scripture to compare and contrast attitudes and behaviour worthy of members ofISKCON with those which are inappropriate.

• Identify how Srila Prabhupada’s personal qualities (as exhibited through his mood andmission) relate to scripture.

• Determine the role that Srila Prabhupada’s books play in furthering his mission, and in thelives of his followers.

10. Academic Integrity


• 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


• 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


• 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.


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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:

+ + =

Lacking proficiency in just one of these three areas will render a candidate as yetunsuitable for teaching scripture*

Based on the above formula, the VTE requires that:

* 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.

Expertise

in Sastra

Expertise

in Teaching

Krishna

Conscious-ness

Effective

Teachingof Sastra

Bhakti Sastri teachers should be :

1) qualified in sastric knowledge, understanding, etc.

2) qualified as teachers

3) devotees in good standing


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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 fourregulative principles, demonstrating sound sadhanaand being a devotee in good standing.

Please note:

1) The TTC1 (Teacher Training Course One) is usually required to sit the TTC2. Itmay exceptionally be waived for experienced teachers.

2) As from 1st January, 2002, the TTC2 and BS Certificates will be pre-requisites forsitting the BSTTC.

3) Other professional teaching qualifications may stand in the stead of the TTC2Certificate.

4) At its own discretion, the VTE may occasionally approve someone to formallyteach the Bhakti Sastri before getting the required qualifications (providing thatthese qualifications are subsequently obtained by a pre-agreed date.)

5) Any devotee may use the VTE materials to teach the course informally, but non-certified teachers will be unable to issue VTE certification to their own students.

They may, however, have their students, after the course, sit the AssessmentPapers through an approved centre.

6) All these standards are to some degree provisional and therefo

Bhakti Sastri Teachers Handbook(Colour)

Documents

Transcript of Bhakti Sastri Teachers Handbook(Colour)