BS Teachers Handbook (Colour)

A I S H N A V A

R A I N I N G &

D U C A T I O N

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

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: rasamandala.acbsp@pamho.net

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)

CONTENTS

Page

Foreword

Abbreviations and Sanskrit Notation

Acknowledgements

Introduction

Chapter One – A Framework for Sastric Study

Chapter Two – Overview of the Bhakti Sastri Course

Chapter Three – Qualifications of the Teacher

Chapter Four – Organising Your Course

Chapter Five – Preparing to Teach

Chapter Six – Delivering Your Lessons

Chapter Seven – Formal Assessment

Chapter Eight – Orientation Lessons

Appendices

Appendix 1 – Quotes on the Twelve Aims of Sastric Study

Appendix 2 – Examples of poor/dishonest use of scripture

Appendix 3 – Preparing for Your Course – Checklist

Appendix 4 – Diagram of the Three Stages of Education

Appendix 5 – Participatory Learning – Planning Sheet

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

WDGYJYLVDUJR MDQDWJKDYLSODYR
\DVPLQ SUDWL ORNDP DEDGGKDYDW\ DSL
QPQ\ DQDQWDV\D \D R Í¤NLWQL \DW
£YDQWL J\DQWL J£DQWL VGKDYD¯

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)

who intended that his disciples and followers

diligently study and apply his teachings

for the welfare of all

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)

ABBREVIATIONS AND SANSKRIT NOTATION

The following abbreviations are used throughout the Bhakti Sastri materials:

Books etc.

Bhagavad-gita

BRS

Bhakti Rasamrta Sindhu

Caitanya Bhagavat

Caitanya-caritamrta

Conv

Srila Prabhupada Conversations

ISO

Sri Isopanisad

KBK

Krsna Book

LCFL

Life Comes From Life

Lec

Srila Prabhupada Lectures

Letter

Srila Prabhupada’s Letters

Morning Walk

NAP

Narada Pancaratra

NBD

Nectar of Book Distribution

NOD

Nectar of Devotion

NOI

Nectar of Instruction

POP

Path of Perfection

Raja Vidya

SAR

Saranagati

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

Lesson Outlines

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)

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) Integrity

Aut 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

page

NAG

Nine Assessment Groups

RFL

Recommended Focus of Learning

RLE

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.

ACKNOWLEDGEMENTS

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

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)

A C K N O W L E D G M E N T
A 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 Y
S 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.

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.

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

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-Gaudiya-
Vaisnava 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-Vaisnava-
sampradaya 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

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

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:

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.

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.

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.

1. Bhakti Sastri

Bhagavad-gita

Nectar of Devotion

Sri Isopanisad

Nectar of Devotion

2. Bhakti-vaibhava

The first six cantos

the Srimad Bhagavatam

3. Bhaktivedanta

The second six cantos

the Srimad Bhagavatam

4. Bhakti-sarvabhauma

The entire text

the Caitanya-caritamrta

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.

The Study of Srila Prabhupada’s Teachings

___________________________________________________________

Qualified Teachers

Qualified Students

Conducive Environment

___________________________________________________________

Clarity of Purpose

Long-Term Vision

Utilisation of Appropriate Resources

Consideration of Time, Place and Circumstance

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 )

prayojani

(the goal of a Krishna Conscious education)

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

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).

Qualified Students

The Bhakti Sastri Course is not for everyone and teachers should exercise discretion in whom
they enrol (see pages 44).

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.

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 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).

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)

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.

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.

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

$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

➎

➏

➋

Learning Experiences

Learning

Social

Process

Contribution

➌

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

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

➋

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

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

➍

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.

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:

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:

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:

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.

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

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:

The VTE has established that their

astric courses themselves are equipping students only with those

skills absolutely essential to

astric 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)

the quote above is the precis of a passage from a conversation with Prithu Putra Prabhu. It has been
edited 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?”

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)

To help students memorise and recall the (theoretical) knowledge which forms the
foundation of their ongoing progress in Krishna Consciousness

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

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

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

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

To develop students’ analytical, interpretative and evaluative skills, particularly in respect of
the practical application of sastric knowledge

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.

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

.QRZOHGJH0HPRU\DQG5HFDOO

.QR

8QGHUVWDQGLQJ

8QG

3HUVRQDO$SSOLFDWLRQ

3H$

3UHDFKLQJ$SSOLFDWLRQ

3U$

)DLWKDQG&RQYLFWLRQ

$XWKRULW\

$XW

7KHRORJLFDO$SSOLFDWLRQ

7K$

(YDOXDWLRQ

(YD

0RRGDQG0LVVLRQ

$FDGHPLFDQG0RUDO,QWHJULW\

$0,

5HVSRQVLELOLW\IRU/HDUQLQJ

5I/

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.

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

Personal

Application

Preaching

Application

Theological

Application

Faith and
Conviction

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 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 cross-
referring the

Knowledge

and

Values

Aims to the two broad categories falling under

Skills.

The Relevance of Our Knowledge and Value Aims

PERSONAL APPLICATION

PREACHING & THEOLOGICAL

APPLICATION

KNOWLEDGE

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

UNDERSTANDING

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.

KNOW

REALISATION
(SASTRA CAKSUS)

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

MOOD & MISSION

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.

ACADEMIC &

MORAL INTEGRITY

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

The honest application of
scripture, avoiding self-
motivation 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

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

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:

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 outside
ring inwards). The three domains are:

The Cognitive Domain

(“knowing” — knowledge acquiring senses)

The Active Domain

(“doing” — the working senses)

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 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).

The Three Attainment Targets

Aims

Theoretical

Knowledge

(Paper 1)

Understanding
& Application

(Paper 2)

Higher Skills

and Values

(Paper 3)

Knowledge (Memory)

Understanding

Personal Application

Preaching Application

Realisation (Sastra Caksus)

Theological Application

Evaluation
Mood and Mission
Academic / Moral Integrity
Authority
Faith and Conviction
Responsibility for Learning

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:

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)

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

•

“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:

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:

Consistency

Reliability

7. Focus

3. Equity

8. Accessibility

4. Transparency

9. Self-comparison

5. Improvement

10. Proximity

6. Positive Orientation

11. Self-evaluation

Unpacking the Principles behind Effective Assessment

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.

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.

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.

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”.

Improvement

Assessment procedures should help students to improve and identify their strengths and
challenges. This suggests other principles (as follows).

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.

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.

Accessibility

Results must be clearly understandable to all students.

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.

Systematic

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:

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

↓

Application

Scripture

↑

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.

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.

Thematic and/or Systematic learning should be selected as is appropriate

to the specific Aim(s) we are trying to deliver (see next page).

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.

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. 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 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

Content of the Chapter

Page

Modules

Number of Lessons

Course Materials

Time requirements

Aims of the Course

The Nine Assessment Groups

Formal Assessment

Bhakti Sastri Objectives

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 during
Module 4, towards end of course

Option Two

3 Module Course

Thematic lessons integrated into systematic
lessons during Modules One to Three

&KDSWHU7ZR

2YHUYLHZRIWKH%KDNWL6DVWUL&RXUVH

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 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

Module Two

Module Three

Module Four

Total

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 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.

Lessons

Orientation

Module One

Module Two

Module Three

Module Four

Total

135

one

possible
example

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 *

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.

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)

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

–

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.

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)

The Nine Assessment Groups

AT1

Paper 1

Knowledge (Memory and Recall)

33%

AT2

Paper 2

Understanding

Personal Application (+ Faith and Conviction)

Preaching Application (+ Theological Application)

15%

10%

AT3

Paper 3

Mood and Mission

Academic Integrity

Authority

Sastra Caksus

Evaluation

Note:

The Aim of ‘Faith and Conviction’ is at this stage included under “Personal
Application” and any question will fall under this Assessment Group.

‘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)

For Modules 1–3, all NAG’s are assessed except for “Evaluation”.

For Module Four, all NAG's are assessed except for “Sastra Caksus”.

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.

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

Attainment Target

Knowledge

Understanding &

Application

Values &

Higher Skills

Module 1 (Block 1)

1 hour

1,000 words

Module 2 (Block 2)

1 hour

1,000 words

Module 3 (Block 3)

1 hour

1,000 words

Module 4 (Block 4)

1 hour

1,000 words

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.

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

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 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).

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.

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.

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 yet
unsuitable 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

Sastra

Expertise

Teaching

Krishna

Conscious-

ness

Effective

Teaching

of Sastra

&KDSWHU7KUHH

4XDOLILFDWLRQVRIWKH7HDFKHU

Bhakti Sastri teachers should be:

1) qualified in sastric knowledge, understanding, etc.

2) qualified as teachers

3) devotees in good standing

Qualifications for Formally Teaching Bhakti Sastri

As from 1

January, 2002*, the qualifications for formally teaching the VTE Bhakti Sastri

Course will be as follows:

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.

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

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 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 Assessment
Papers through an approved centre.

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.

In discussing how to organise your Bhakti Sastri Course we will deal in this chapter with
four main areas, as follows:

1) The Teachers

2) The Students

3) Teaching Facilities

4) 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 co-
operate 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.

&KDSWHU)RXU

2UJDQLVLQJ<RXU&RXUVH

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.

(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

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

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.

Module One

Mod 4

Module Three

Module Two

Module One

Module Two

Module Three

Module Four

(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:

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:

4 module course

3 module course

Module 1

5 weeks

Module 2

4 weeks

5 weeks

Module3

6 weeks

7 weeks

Module 4

2 weeks

–

Total

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 full-
time 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.

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 N

of Lessons (Total = 41*)

plus up to 6 thematic lessons

Orientation

2(a)

2(b)

+ optional thematic lesson

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 N

of Lessons (Total = 33)

plus up to 15 thematic lessons

+ optional thematic lesson

18(a)

+ optional thematic lesson

18(b)

+ optional thematic lesson

Revision of Chapters 10-18 and Exam

12+13

Optional Thematic Lessons (up to 8)

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.

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.

Module Three

Week

Allocation of lessons (4 per week*, total = 45)

plus up to 1 thematic lessons, with this schedule

Preface Intro

Ch1

Ch2

Ch3

Ch4

Ch5

Ch6

Ch7

Ch8

Ch9

Ch10

Ch11

Ch12

Ch13

Ch14

Ch15

Ch16

Ch17

Ch18

Ch19*

Intro

Invoc

Man1

Man2+3

Man4+5

Man6+7

Man8+9

Man10+11

Man12+13

Man14+15

Man16+17

Man18+recap

reface

Text1

Text3(a)

Text3(b)

Text4

Text5

Text6

Text7

Text8

Text9-11

+ optional thematic lesson

Revision of all three books and Exam 3

Thematic Revision and Exam 4

* You will require 5 lessons for just one week of the NOD

Module Four

Week

Allocation of lessons (4 per week, total = 16)

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11 Lesson 12

Lesson 13

Lesson 14

Lesson 15 Lesson 16

Revision of all three books and Exam 4

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:

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.

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 distance-
learning 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.

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-and-
paste 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 Worksheets

Students’ Handbook

Students Worksheets

Students’ Handbook

Students Worksheets

Students’ Handbook

Students Worksheets

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.

Chapter Five

Preparing to Teach

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.

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.

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.

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.

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

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.

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.

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!

Section Nine:

these charts are for use after you have marked student papers. Use

them to tally student marks and send them for moderation.

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).

Section Three:

the main section, comprised not of specific Lesson Outlines (as in

Modules 1–3) but of a recommended Scheme of Study.

Section One:

(for this edition) is blank.

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.

Section Four:

use this for your own notes or Lesson Plans.

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.

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.

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)

Section Eight:

these sample papers are particularly useful in preparing students for

their Formal Assessment (Block 4)

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.

Using the Materials

(continued)

The Teachers’ Handbook

You will need this practically all the time:

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

All students should receive a copy of this (it is mandatory for formal VTE courses).

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.

We recommend that you print these booklets in a similar fashion to the Students
Handbook.

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:

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”.

Identify Objectives

. Where applicable you may consider students’ and/or the

Society’s specific needs and Bhakti Sastri Objectives listed on pages 39 - 41.

Design a Learning Experience

on the basis of your Aims and Objectives.

The entire process is summarised in the following diagram:

The following pages give guidelines on preparing your Lesson Plan

Original Text / Lesson Outlines / Book of Quotes

↓

Identify Focuses of Learning

↓

Identify Specific Objectives

↓

Design Suitable Learning Experiences

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:

T h r e e M o d e s o f D e l i v e r y

Mini-lectures

Question & Answer Sessions

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:

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

The soul is unchanging, whereas the body goes through six changes.

21.

Read entire purport

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

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.

No specified reading

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.

28.

Read verse

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.

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).

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

Overview/Summary

Introduction

Suggested Reading/Points to cover

Main Section

Additional References

supplementary notes

Suggestions

supplementary notes

Recommended Focuses of Learning

teaching suggestions (broad)

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).

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

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).

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

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)

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

Section 4 (Suggestions)

as they are indicated by the code

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).

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:

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:

Read verse/purport/quotes (skim reading is often useful).

Keep an eye out for the five ‘higher’ Aims (M&M, AMI, Aut, SC, Eva) and identify accordingly.

All others are either (1) Understanding, or (2) Application

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

Try to keep the appropriate balance between the various Aims (refer to page 70).

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)

Knowledge

Understanding

Application

Higher Skills

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:

What would I really like to put across here?
Check that it is relevant to students’ learning needs and identify the corresponding
Aim.

What passages stand out for me?
Sometimes a phrase, sentence or passage strikes you or somehow catches your
attention. Try to identify why.

What questions are students likely to ask me?
Prepare yourself to answer constructively.

Why don’t I fully understand?
Do further research.

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.

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.

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 word-
meaning, 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), Book-
distribution 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, Role-
play, 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 radio-
discussions, 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.

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)

, 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:

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)

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:

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.)

You may need to amend and/or simplify some questions for ESL (English Second
Language) students.

Use your initiative and make up your own questions!

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 study-

time. 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.

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:

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

Knowledge

Understanding

Personal Application.

Preaching Application.

Theological Application

Authority

Academic Integrity

Faith & Conviction

Mood & Mission

Resp. for Learning

Evaluation

Sastra Caksus

Please note:

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’.

“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.

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.

The teacher will want to ensure a suitable balance between our Aims and avoid over-
emphasising some and neglecting others (for more details, please refer to page 37).

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.)

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

List and explain another 3 common
ways of misusing scripture

Lesson 28

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’

<RX PD\ UHIHU WR SDJH IRU WKH FRUUHVSRQGLQJ 2EMHFWLYHV XQGHU $FDGHPLF ,QWHJULW\

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.

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

Establishing a suitable classroom ethos

Delivery techniques pertinent to Bhakti Sastri

Please also note:

Though we’ll run through these roughly in this order, the two subjects are highly

inter-related.

Also, you may find it useful to keep in mind during the planning stage some of the
material in this chapter.

&KDSWHU6L[

'HOLYHULQJ<RXU/HVVRQV

Establishing a Suitable Educational Ethos

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.

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.

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

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)

•

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.

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

•

promote a mood of open and honest enquiry

•

value student contributions

3. 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

•

exemplary

6. Authority

•

ask students to do folio research to find authoritative statements on issues

•

treat

Srila

Prabhupada’s books with great respect

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

'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:

T h e T w o E x t r e m e s

being inflexible

and pushing through our Lesson Plan

whatever happens and irrespective of student contributions

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!

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.

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:

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)

Teachers may wish to use these materials without awarding VTE certification. In
these cases, the requirements outlined here do not apply.

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)

&KDSWHU6HYHQ

)RUPDO$VVHVVPHQW

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:

helping students to improve

ii)

accurately certifying students throughout the world.

The following is an outline of the process.

1. Means of Assessment

Type of Assessment

Percentage of

Marks

Corresponding Papers

Closed Book Written Examination

33%

Papers One

Written Project Work (Coursework)

67%

Papers Two & Three

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

85+

Distinction/High-honours

75 - 74

Commendation/Honours

65 - 74

Average pass

55 - 64

Less than average

50 - 54

Marginal pass

45 - 49

Marginal fail

- 44

Fail

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

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

Module Two (Block Two)

Exam

Coursework

Module Three (Block Three)

Exam

Coursework

Module Four (Block Four)

Exam

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.

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)

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)

4 questions

(Understanding & Application)

2 x 200 words

(Understanding)

1 x 300 words

(Personal Application)

1 x 300 words

(Preaching Application)

Paper 3 (1,000 words)

4 questions

(Values and Higher Skills)

1 x 250 words

Mood and Mission

1 x 250 words

Academic Integrity

1 x 250 words

Authority

1 x 250 words

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)

3 questions

(Understanding & Application)

1 x 400 words

(Understanding)

1 x 300 words

(Personal Application)

1 x 300 words

(Preaching Application)

Paper 3 (1,000 words)

3 questions

(Values and Higher Skills)

1 x 250 words

Mood and Mission

1 x 250 words

Academic Integrity + Authority

1 x 500 words

Evaluation

This Paper is exactly the same for Assessment Options 1 and 2

Formal

sessment

- Num

er & Length of Questions an

d Final Percentages

art

One: N

ers of

est

ions

Paper

Thr

Knowledg

(sl

Knowledg

Under

anding

Per

onal

Applicat

ion

eaching

Applicat

ion

ood +

ission

Academ

Aut

hor

Sast

Cak

aluat

ion

odul

e 1

odul

e 2

odul

e 3

odul

e 4

Chart T

: Length of Questions

Paper

Thr

Knowledg

(sl

Knowledg

Under

anding

Per

onal

Applicat

ion

eaching

Applicat

ion

ood +

ission

Academ

Aut

hor

Sast

Cak

aluat

ion

odul

e 1

5 m

ins

5 m

ins

200 w

300 w

250 w

odul

e 2

5 m

ins

5 m

ins

200 w

300 w

200 w

250 w

odul

e 3

5 m

ins

5 m

ins

200 w

300 w

200 w

250 w

odul

e 4

5 m

ins

5 m

ins

400 w

300 w

250 w

500 w

Chart Three: Final

Per

centages

Paper

Thr

Knowledg

(sl

Knowledg

Under

anding

Per

onal

Applicat

ion

eaching

Applicat

ion

ood +

ission

Academ

Aut

hor

Sast

Cak

aluat

ion

Perce

11%

22%

15%

10%

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)

(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.

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.

While marking, keep in mind the purposes of assessment and the underpinning principles

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 higher-
than-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

4 marks

b. accurately relating the topic and relevant verse to their own experience

6 marks

c. identifying ways to apply this to his or her own life

6 marks

d. presenting arguments logically, with academic integrity

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.

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:

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).

&KDSWHU(LJKW

2ULHQWDWLRQ/HVVRQV

Aims of the Orientation Lessons

To hand out materials and finalise practical arrangements including the schedule.

To establish a sound and positive foundation for the course by, for example:

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.

To specifically help students appreciate the Twelve Aims of Sastric Study and the
Objectives of the Course.

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

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.

$SSHQGLFHV

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

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\ZLOOUHPHPEHULWLVFDOOHGrUXWL6LPSO\E\KHDULQJWKH\ZLOO

XQGHUVWDQGHYHU\WKLQJ7KH\ZLOOQHYHUIRUJHW8QOHVV\RXPHPRULVHDOOWKH

FRQFOXVLRQVRI6ULPDG%KDJDYDWDP%KDJDYDGJLWD\RXFDQQRWVSHDN

&&$GLSXUS

7KHSURFHVVLVWKDW\RXVKRXOGPHPRULVHWKHSXUSRUWVRIP\ERRNVDQGWKHQVSHDN

WKHPLQ\RXURZQZRUGV'RQRWDGXOWHUDWHRUFKDQJHDQ\WKLQJ7KHQ\RXZLOOEHWKH

SHUIHFWSUHDFKHU

/HWWHU-DQDMDQPDGKLK%RPED\1RYHPEHU

7KHSRLQWVRI%KDJDYDGJLWDWKRXJKWKH\DUHVLPSOHDQGFRPSOHWHFDQEHXQGHUVWRRG

IURPXQOLPLWHGDQJOHVRIYLVLRQ6RRXUSKLORVRSK\LVQRWGU\OLNHPHQWDOVSHFXODWLRQ

7KHSURSHUIXQFWLRQRIWKHEUDLQDQGSV\FKRORJLFDODFWLYLW\LVWRXQGHUVWDQGHYHU\WKLQJ

WKURXJK.ULVKQDVSHUVSHFWLYHRUSRLQWRIYLHZ7KHUHLVQROLPLWWRWKDWXQGHUVWDQGLQJ

EHFDXVH.psmDLVXQOLPLWHGDQGLWFDQEHVDLGWKDWWKHGHYRWHHZKRNQRZV.psmD

NQRZVHYHU\WKLQJWK&KDSWHU6WLOOWKHSKLORVRSKLFDOSURFHVVQHYHUVWRSVDQGWKH

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\

<RXDUHH[SHULHQFLQJVRPHGRXEWV7RFOHDUXSWKHVHWKLQJVWKHEHVWUHPHG\LVWR

UHJXODUO\GLVFXVVDPRQJVW\RXUVHOYHVLQFODVVHVDOORXUERRNV7KHQWKHVHGRXEWVZLOO

EHNLOOHG:LWKRXWUHDGLQJERRNVLWEHFRPHVKDFNQH\HGDQGVXFKREQR[LRXVLGHDV

WURXEOHXV2XUWKRXJKWVDUHDOZD\VFKDQJLQJWKDWLVWKHQDWXUHRIWKHPLQG6R\RX

FDQQRWH[SHFWWKDWHYHQJUHDWVDLQWO\SHUVRQVDUHIUHHIURPWKRXJKWVFRPLQJDQG

JRLQJ%XWDIWHUWKLQNLQJWKHUHLVIHHOLQJDQGZLOOLQJyZLOOLQJEHLQJWKHVWDJHRISXWWLQJ

WKRXJKWVLQWRDFWLRQ6RLIZHDUHDEOHWRHPSOR\RXULQWHOOLJHQFHWKHQZHGHVWUR\WKH

WKRXJKWVEHIRUHWKH\EHFRPHPDQLIHVWLQDFWLYLW\%HFDXVHZHDUHVRPXFKLQFOLQHGWR

HQMR\XQLQWHOOLJHQWO\ZHWKHUHIRUHKDYHWRGDLO\VKDUSHQRXULQWHOOLJHQFHIDFXOW\E\

UHDGLQJDQGGLVFXVVLQJDQGE\SUHDFKLQJWRRWKHUV

/HWWHU6DW\DEKçPD0D\DSXU

:KDWHYHUWKHFDVHZHPXVWKDYHIDLWKLQWKHZRUGRI.UVQD:KHQZHSXUFKDVHD

WLFNHWRQ3DQ$PHULFDQRU$LU,QGLDZHKDYHIDLWKWKDWWKDWFRPSDQ\ZLOOWDNHXVWRRXU

GHVWLQDWLRQ)DLWKLVFUHDWHGEHFDXVHWKHFRPSDQ\LVDXWKRULVHG2XUIDLWKVKRXOGQRW

EHEOLQGWKHUHIRUHZHVKRXOGDFFHSWWKDWZKLFKLVUHFRJQLVHG

/HF%KDJDYDGJ,WD1HZ<RUN1RYHPEHU

MmçQDYLMmçQDçVWLN\DPçVWLN\DPPHDQVvIXOOIDLWKLQWKHrçWUDVDQGLQ*RGw7KDWLV

FDOOHGçVWLN\DP,I\RXKDYHIXOOIDLWKLQWKHUHYHDOHGVFULSWXUHVWKHQ\RXDUHçVWLN\DP

%HFDXVH\RXFDQQRWPDQXIDFWXUH\RXU*RGRUDVRFDOOHGLQFDUQDWLRQ*RG1R<RX

PXVWKDYHIXOONQRZOHGJHRI*RGWKURXJKWKHDXWKRULW\RIUHYHDOHGVFULSWXUHV

/HF6%+DZDLL-DQXDU\

:KDW.ULVKQDVDLGIRUW\PLOOLRQVRI\HDUVDJRRUILYHWKRXVDQG\HDUVDJRLVDOVR

FRUUHFWWRGD\7KDWLVrçVWUD1RWWKDWv6RPDQ\\HDUVKDYHSDVVHGDQGLWKDVEHFRPH

ROG1RZOHWXVUHIRUPLWDQGSXWLWLQWRQHZZD\w1R<RXFDQSXWWKHVDPHWKLQJLQD

QHZZD\EXW\RXFDQQRWFKDQJHWKHSULQFLSOH

/HF6%9pQGçYDQD1RYHPEHU

%XWIDLWKVKRXOGQRWEHEOLQG%OLQGIDLWKLVXVHOHVV1RZZHKDYHDOUHDG\GLVFXVVHG

WKDWRQHVKRXOGJRWRWKHVSLULWXDOPDVWHUZLWKVXUUHQGHULQTXLU\DQGVHUYLFHzWKUHH

WKLQJV)LUVWRIDOOIRUDFTXLULQJNQRZOHGJHZHKDYHWRILQGRXWWKHVXLWDEOHSHUVRQDQG

LIZHDUHIRUWXQDWHHQRXJKWRGRWKDWWKHQWKHILUVWWKLQJLVWRVXUUHQGHU$QGDIWHUWKDW

VXUUHQGHUWKHUHDUHTXHVWLRQV2QHPXVWEHYHU\LQWHOOLJHQWWRSXWTXHVWLRQVWRWKH

VSLULWXDOPDVWHU:LWKRXWTXHVWLRQV\RXFDQQRWPDNHSURJUHVV6REOLQGIDLWKLVQHYHU

UHTXLUHGQRUVKRXOGTXHVWLRQVEHLQDPRRGRIFKDOOHQJH4XHVWLRQVRUDQVZHUV

VKRXOGEHMXVWWRXQGHUVWDQG$QGWKDWVKRXOGEHDFFRPSDQLHGZLWKVHUYLFH7KLVLVWKH

FRUUHFWPRRG

/HF%*y1HZ<RUNWK$XJXVW

7KH%KçJDYDGJhWçLVVSRNHQE\WKH/RUGVRWKDWKXPDQVRFLHW\FDQEHSHUIHFWO\

RUJDQL]HGIURPDOODQJOHVRIYLVLRQzSROLWLFDOO\VRFLDOO\HFRQRPLFDOO\SKLORVRSKLFDOO\

DQGUHOLJLRXVO\)URPDQ\SRLQWRIYLHZKXPDQVRFLHW\FDQEHUHIRUPHGE\WKH.psmD

FRQVFLRXVQHVVPRYHPHQW

&&0DG

1RULWLVSRVVLEOHWKDWHYHU\RQHVKRXOGEHFRPHDEUçKPDQD,WLVQRWVXFKDQHDV\

WKLQJ%XWDFODVVRIEUçKPDQDVPXVWEHPDLQWDLQHGWRJLYHFRXQFLOWRWKHNVDWUL\DV

&RQY+\GHUDEDGWK$XJXVW

<RXKDYHWRDQDO\VHWKDW)LUVWRIDOO,DPSURPLQHQWE\P\VHQVHV0\ERG\PHDQV

P\VHQVHV%XWWKHVHQVHVDUHXVHOHVVXQOHVVWKHUHLVWKHPLQG,QGUL\HK\DKSDUDk

PDQDf,I\RXUPLQGLVQRWLQRUGHU\RXUVHQVHVFDQQRWDFW7KHUHIRUHPLQGLVVXSHULRU

WRWKHVHQVHVDQGWKHPLQGFDQQRWDFWLI\RXKDYHQRLQWHOOLJHQFH6RPDQDVDVWX

SDUDEXGGKLf$QGLI\RXFDQJREH\RQGWKHLQWHOOLJHQFHWKHQ\RXFDQILQGRXWDERXW

WKHVRXO6RLWUHTXLUHVVWXG\,WUHTXLUHVHGXFDWLRQ7KHHGXFDWLRQLVWKHUH7KHERRNV

DUHWKHUH7KHWHDFKHUVDUHWKHUH

/HF6%%RPED\

$OWKRXJK.psmDDGYLVHG$UMXQDv.LOOKLPw$UMXQDGLGQRWOLNHLW7KLVLV

FRQVFLRXVQHVV(YHQWKRXJKWKHUHLVGXW\ZHKDYHWRVHHZKDWZLOOEHWKHHIIHFWRI

WKDWGXW\1RWKLQJVKRXOGEHGRQHEOLQGO\7KLVLVWKHQDWXUHRIDGHYRWHH

/HF6%

2QHVKRXOGWKHUHIRUHDYRLGREVHUYLQJDSXUHGHYRWHHH[WHUQDOO\EXWVKRXOGWU\WRVHH

WKHLQWHUQDOIHDWXUHVDQGXQGHUVWDQGKRZKHLVHQJDJHGLQWKHWUDQVFHQGHQWDOORYLQJ

VHUYLFHRIWKH/RUG,QWKLVZD\RQHFDQDYRLGVHHLQJWKHSXUHGHYRWHHIURPDPDWHULDO

SRLQWRIYLHZ

12'7H[WSXUS

$VWKH6XSUHPH3HUVRQDOLW\RI*RGKHDGFRPHVGRZQXSRQWKLVHDUWKWRUHHVWDEOLVK

WKHSULQFLSOHVRIUHOLJLRQVR+LVUHSUHVHQWDWLYHWKHVSLULWXDOPDVWHUDOVRFRPHVWR

UHHVWDEOLVKUHOLJLRXVSULQFLSOHV,WLVWKHGXW\RIWKHGLVFLSOHVWRWDNHFKDUJHRIWKH

PLVVLRQRIWKHVSLULWXDOPDVWHUDQGH[HFXWHLWSURSHUO\

6%SXUSRUW

(YHU\WKLQJLVIXOORIVHQVHDQGORJLFDQGWKHH[FKDQJHRIYLHZVEHWZHHQWKHPDVWHU

DQGGLVFLSOHLVSRVVLEOHRQO\ZKHQWKHUHFHSWLRQLVVXEPLVVLYHDQGUHDO,QWKH

&DLWDQ\DFDpWDPpWDLWLVVDLGWKDWRQHVKRXOGUHFHLYHWKHWHDFKLQJRI/RUG&DLWDQ\D

ZLWKLQWHOOHFWDQGIXOOVHQVHVVRWKDWRQHFDQORJLFDOO\XQGHUVWDQGWKHJUHDWPLVVLRQ

/HF%RPED\0DUFK

,QFRQFOXVLRQLIDGLVFLSOHLVYHU\VHULRXVWRH[HFXWHWKHPLVVLRQRIWKHVSLULWXDOPDVWHU

KHLPPHGLDWHO\DVVRFLDWHVZLWKWKH6XSUHPH3HUVRQDOLW\RI*RGKHDGE\YçQLRUYçS|

7KLVLVWKHRQO\VHFUHWRIVXFFHVVLQVHHLQJWKH6XSUHPH3HUVRQDOLW\RI*RGKHDG

,QVWHDGRIEHLQJHDJHUWRVHHWKH/RUGLQVRPHEXVKRI9pQGçYDQDZKLOHDWWKHVDPH

WLPHHQJDJLQJLQVHQVHJUDWLILFDWLRQLIRQHLQVWHDGVWLFNVWRWKHSULQFLSOHRIIROORZLQJ

WKHZRUGVRIWKHVSLULWXDOPDVWHUKHZLOOVHHWKH6XSUHPH/RUGZLWKRXWGLIILFXOW\

)RUOHDUQLQJ9HGLFNQRZOHGJHRQHPXVWDSSURDFKDSHUVRQZKRLVFHQWSHUFHQW

HQJDJHGLQGHYRWLRQDOVHUYLFH+HPXVWQRWGRWKLQJVWKDWDUHIRUELGGHQLQWKHrçVWUDV

$SHUVRQFDQQRWEHDWHDFKHULIKHGULQNVRUVPRNHV,QWKHPRGHUQV\VWHPRI

HGXFDWLRQWKHWHDFKHUuVDFDGHPLFTXDOLILFDWLRQLVWDNHQLQWRFRQVLGHUDWLRQZLWKRXW

HYDOXDWLRQRIKLVPRUDOOLIH7KHUHIRUHWKHUHVXOWRIHGXFDWLRQLVPLVXVHRIKLJK

LQWHOOLJHQFHLQVRPDQ\ZD\V

6%SXUS

6RPHERG\LVPLVXVLQJWKHZRUGVvVRuKDPwDQGvDKDPEUDKPçVPLwDQGFRQFOXGLQJ

WKDWv,DPWKH6XSUHPHw%XWWKDWLVQRWFRUUHFW7KHVHDUH9HGLFZRUGVEXWVRuKDP

GRHVQRWPHDQv,DP*RGw6RuKDPPHDQVv,DPDOVRRIWKHVDPHTXDOLW\w

6%SXUS

%XWWKH:HVWHUQHUVDUHYHU\H[SHUWLQPLVLQWHUSUHWLQJHYHQWKHLURZQ%LEOH:HVD\

WKDWLI\RXLQWHUSUHWDQ\rçVWUDZKHWKHUWKH%LEOHRU%KDJDYDGJhWçWKHQLWLVQRORQJHU

rçVWUDEXWVLPSO\\RXUSOD\WKLQJ

0:$SULO

6RRQWKHFRQWUDU\RXUSROLWLFDOOHDGHUVDUHPLVLQWHUSUHWLQJrçVWUDDQGWU\LQJWRPROG

LWWRWKHPDWHULDOLVWLFZD\RIOLIH

'DUVKDQ+ULVKLNHVK0D\

$OOWKHGHYRWHHVFRQQHFWHGZLWKWKLV.psmDFRQVFLRXVQHVVPRYHPHQWPXVWUHDGDOOWKH

ERRNVWKDWKDYHEHHQWUDQVODWHG&DLWDQ\DFDULWçPpWD6ULPDG%KçJDYDWDP

%KDJDYDGJLWçDQGRWKHUVRWKHUZLVHDIWHUVRPHWLPHWKH\ZLOOVLPSO\HDWVOHHSDQG

IDOOGRZQIURPWKHLUSRVLWLRQ7KXVWKH\ZLOOPLVVWKHRSSRUWXQLW\WRDWWDLQDQHWHUQDO

EOLVVIXOOLIHRIWUDQVFHQGHQWDOSOHDVXUH

&F0DG

%KDJDYDGJLWçRU6ULPDG%KçJDYDWDPRUDQ\WKLQJZKHUHWKHWRSLFVRIWKH6XSUHPH

3HUVRQDOLW\RI*RGKHDGLVGLVFXVVHGLI\RXIHHOWKDWLWLVLQWHUHVWLQJWKDWPHDQV\RX

DUHJHWWLQJRXWRIWKHMDXQGLFHRIWKLVPDWHULDOGLVHDVH<HV7KLVLVWKHWHVW,I\RXGRQW

IHHOLQWHUHVWHGWKHQ\RXPXVWNQRZWKDWWKHMDXQGLFHRIPDWHULDOGLVHDVHLVVWLOOWKHUH

6RWKLVLVWKHWHVW7KHPRUH\RXIHHONpsmDNDWKçWKHWRSLFVRI.psmDWREHWDVWHIXO

WKHPRUH\RXOONQRZWKDW\RXDUHJHWWLQJIUHHIURPWKHMDXQGLFHRIPDWHULDOGLVHDVH

/HF&&0DGy1HZ<RUN

7KHKRXVHKROGHUVKRXOGVWXG\WKH9HGDVHYHU\GD\

6%&KDSWHU6XPPDU\

:HKDYHWRFRQFOXGHWKDWVSLULWXDODQGPDWHULDOOLIHDUHGLIIHUHQWDQJOHVRIYLVLRQ,IZH

JLYHPRUHVWUHVVWRPDWHULDOOLIHWKHPDWHULDOLVWLFZD\RIOLIHWKHQLWLVQRWSRVVLEOHWR

KDYHVSLULWXDOUHDOLVDWLRQRUVSLULWXDOHPDQFLSDWLRQ

/HF%*1HZ<RUN$SULO

3HUVRQDOUHDOLVDWLRQGRHVQRWPHDQWKDWRQHVKRXOGRXWRIYDQLW\DWWHPSWWRVKRZ

RQHuVRZQOHDUQLQJE\WU\LQJWRVXUSDVVWKHSUHYLRXVçFçU\D+HPXVWKDYHIXOO

FRQILGHQFHLQWKHSUHYLRXVçFçU\DDQGDWWKHVDPHWLPHKHPXVWUHDOLVHWKHVXEMHFW

PDWWHUVRQLFHO\WKDWKHFDQSUHVHQWWKHPDWWHUIRUWKHSDUWLFXODUFLUFXPVWDQFHVLQD

VXLWDEOHPDQQHU7KHRULJLQDOSXUSRVHRIWKHWH[WPXVWEHPDLQWDLQHG1RREVFXUH

PHDQLQJVKRXOGEHVFUHZHGRXWRILW\HWLWVKRXOGEHSUHVHQWHGLQDQLQWHUHVWLQJ

PDQQHUIRUWKHXQGHUVWDQGLQJRIWKHDXGLHQFH7KLVLVFDOOHGUHDOLVDWLRQ

6%SXUSRUW

6LPLODUO\WKRVHZKRDUHDFWXDOO\VHULRXVDERXWXQGHUVWDQGLQJ*RGVKRXOGQRWVWLFN

RQO\WRDSDUWLFXODUVFULSWXUH7KH\VKRXOGUHDGDOORWKHUVFRQWDLQLQJLQIRUPDWLRQRQ

*RG)RUH[DPSOHZHVRPHWLPHVTXRWHIURP%LEOH

0:-XQH*HUPDQ\

çVWUDFDNVXV:KHQRQHuVFRQVFLRXVQHVVEHFRPHVIXOO\SXULILHGRQHFDQSHUFHLYH

WKH$EVROXWH7UXWKZLWKDOORIRQHuVVSLULWXDOLVHGVHQVHV

6%SXUSRUW

Appendix 2

Academic Integrity

+HUHDUHVRPHH[DPSOHVRISRRURUGLVKRQHVWXVHRIVFULSWXUH

The tendency to quote only half a

rORND

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.

Inappropriately using emotionally-charged words, particularly those which appear
to embody unquestionable truths and values.

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.

Quoting a verse that doesn’t actually explain that which we are discussing, or whose
meaning is unclear and/or ambiguous.

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

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)

•

room, tables, chairs, etc.

•

teaching

equipment

•

OHT’s (transparencies)

•

student

materials

•

teacher’s materials

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.)

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)

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

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 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.

Appendix 4

The VTE has developed a model of education which synthesizes

The three stages of learning according to the Vedic (Vaishnava) tradition.

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

2. abhideya

3. prayojana

Theoretical
Knowledge

Intellectual

Understanding

Realised Knowledge

latent skills

skills training

(Regulated application)

Application in life

(spontaneous application)

innate values

Confronting

inappropriate values

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:

Knowledge

– hearing, repeating, memorising

Skills

– disciplined and regulated application; practice

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.

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)

Lesson No: ______

Aims / Focus(es) of Learning:

Objectives:

by the end of the lesson students should be able to:

Plan:

100

Appendix 6

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.

VTE Bhakti Sastri –

Initial Student Results Sheet

Module One

Venue:_____________________________ Dates:__________________________

Student:____________________________Temple/Country: _____________________

Local Teacher(s):________________________________________________________

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

7RWDO3DSHUBBBBB

RIHDFK6\OODEXV

7KHPHV

&KDS

WHUVD

QG9HUVHV

1. T

e So

l an

ran

smig

(

15)

2. Ch

ract

rist

ics o

f t

Self

-r

lis

rson (

12)

) T

of Know

dge

)

) Ho

Receiv

led

(

)

. M

ind a

nd S

Contr

l (1

)

e Y

Pro

sse

s (

12)

(b) Re

nunc

tion of Wor

. Wor

in Dev

on (

13)

. Le

of God-Re

lis

tion (1

)

7. Def

Imp

sm (

15)

. De

migod Wor

hip (7

)

9. Dev

tees

-d

tees (

14)

10(

e Relat

een

Jiv

, I

and P

rak

i (

23)

10(

) T

es o

f Nat

re (

)

11. Varn

asr

ama Dh

arm

(

)

12(

(

26)

12(

) A

-b

(29)

101

%KDJDYDGJLWDy.H\7KHPDWLF9HUVHV

Appendix 7

102

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)

Introduction

Overviews

Themes & Key Verses

Introductory

read before beginning course

Lesson Outlines

Overflow Section

Main Sections

use for planning & teaching

Worksheets

Homework Questions

Charts

Auxiliary Materials

for use during teaching

Sample Papers

Report Sheets

Assessment & Reporting

for use later in course

and after final exams

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.)