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The Art of Teaching (A Guide For Training Our Children in Krsna Consciousness)


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    The Art of Teaching (A Guide For Training Our Children in Krsna Consciousness)

    The Art of Teaching (A Guide For Training Our Children in Krsna Consciousness)

    Código del Artículo: IDK184

    por Bhurijana Dasa

    Hardcover (Edición: 1995)

    Vrindavana Institute for Higher Education

    Tamaño: 8.9" X 6.4"
    Páginas: 536

    Precio: Euro 30.49


    This volume titled The Art of Teaching by Bhurijana dasa is firmly grounded in Krsna consciousness as formulated by Srila Prabhupada. In addition to the weightier and more studied speeches and writings, Bhurijana dasa draws on Srila Prabhupada's letters and conversations, which gives his rendition of Srila Prabhupada's thought a welcome immediacy and accessibility. The anecdotal and other narrative illustrations, drawn from sacred literature and living experience also make the book very readable.

    Many renditions of ancient thought are encapsulated exclusively in the original contexts in which they were formulated. Sometimes, it has been difficult to relate such substance and form to queries arising from a modern world. It would appear that Bhurijana dasa was aware of such a quandary, for in imparting the art of teaching of traditional wisdom and spirituality he has also judiciously taken up knowledge, skills, and sensitivities articulated in more recent times. He has skillfully carried out an exercise in discrimination. What he has done has been to sift through modern thought relevant to teaching and he has extracted only those elements that are appropriate for the exposition of traditional thought. This welding of ancient ideals with modern techniques and skills, in The Art of Teaching, is a major contribution to making the techniques of teaching Krsna consciousness a science to be learned by Srila Prabhupada's followers.

    For the general public with a spiritual orientation, this book also has an appeal. Modern books on education, at the very most, speak of the Educated Man as the ideal. One searches in vain for statements to the effect that education has also to do with wisdom or God consciousness; and if at all one comes across such a statement, the accompanying discussion usually attempts to prove that nothing is really different because Higher Consciousness-all this in the name of "being one with the other", a breaking down of boundaries. The end-result is often a degrading of all ideals. So, for the spiritually oriented reader, it is a breath of fresh air to encounter a book that shows how it is possible to grasp the best that the modern world can offer and harness it in the transmission of God consciousness, and, in this instance, of Krsna consciousness.

    In essence this book argues that the best forms of teaching are through both precept and example. It is a message that lies close to my heart. The most effective teacher, I believe, is one who has a clear view of the ultimate purpose of life, which is supported by deep knowledge and understanding and is manifested in his personal and social life. Any serious contradiction between his or her beliefs and practice will render that person ineffective as an exemplar of the purported spirituality and wisdom. This does not mean that teachers are born perfect; it means that to be effective teachers need to strive for congruence of belief and personal habit. Unless we embody the values we propound, youthful minds will quickly sniff us out and instinctively recognize the contradictions in us. More seriously, our students will stop believing in us even before they formally recognize they are doing so. And that would be a tragedy. But if they sense that we, as teachers, are ourselves actively groping towards living out the values we are trying to impart to them, they will respect us and wish to emulate us, while forgiving us our minor transgressions. In addition, if we are warm towards our students, always helping them up when they stumble, they will unconsciously learn to trust us with good reason, even love us. It always impresses me to hear the disciples of Srila Prabhupada talking of him with deep warmth and love, and I conclude that theirs must be a reciprocal warmth, that they, in turn are radiating what they received form him. The taught part of the teaching experience supports that which is caught in the process of associating with the teachers and elders. Students do learn even when no formal teaching takes place, for they are unselfconsciously and constantly learning form the example of the teachers' and other elders' lives.

    The book's strongest point, in a sense, is to be found in the numerous direct quotations of Srila Prabhupada used to show what he really was a great teacher. Prabhupada's followers will be delighted to see their guru using expert teaching techniques time and time again to convey the principle of Vedic knowledge. These give the book both life and spiritual potency. In addition, it is also pleasing to see that Bhurijana has reminded us of Srila Prabhupada's specific instructions on teaching by including quotes compiled by His Holiness Jagadisa Goswami in his now out-of-print book: Srila Prabhupada on Gurukula.

    The Art of Teaching is versatile and practical. Theoretical points are given practical application. As Prabhupada reminds us, "everything should be practical." The contents of this book have already been tested in classes given in the Vaisnava Institute for Higher Education in Vrndavana. The success of these lesions along with their active use by the very teachers trained by Bhurijana, have led to the demand for this book to be published in its present form.

    The book can serve a variety of devotees interested in teaching Krsna consciousness. Beginning teachers with little other resource on which to fall back will find guidance. Bhurijana was himself in such a situation, when I first met him. He so much wanted to spread the teachings of Srila Prabhupada to gurukula students but felt inadequate to the task because, he felt, he had not had adequate professional training as a teacher. When put into contact with friends of mine who were in teacher training, Bhurijana proved from the start a sensitive and discriminating student. He absorbed the best and most appropriate and left aside, without negativity, that which was not useful. In the many discussions I was privileged in having with him both in Melbourne, and in Vrndavana, Bhurijana's passionate commitment to his teacher, Srila Prabhupada, and his teachings, was a reminder to me of what the correct orientation of pupil to teacher should be. One cannot be good teacher who has not first learnt to be a good pupil.

    For his warmth and the living example of his struggle to embody the values he esposes, I am both humbled and honored to be his friend: I admire his mind, but first I admire his big heart.


    In May of 1976, Srila Prabhupada instructed me to work with gurukula. I arrived in August at Gita-Nagari, ISKCON's farm in Pennsylvania, for my first teaching assignment. Jagadisa met me at the Harrisburg airport, and it was late at night by the time we drove past the ISKCON Farm sign, turned right up the slight hill at the entrance to the property, and pulled into the gravel driveway of a newly constructed house. We entered the building walked through a passage-like hallway, and flicked on the light in a room that served both as academic classroom and gurukula asrama.

    I immediately beheld a large, wood-walled, linoleum-floored room carpeted with the whimsical pattern of eight young bodies, half in and half out of their sleeping bags. As we entered, several boys turned over in their sleep. I moved to a window, appreciating Gita-Nagari's fresh country air and wondering, "What will my new service be like? Can I really teach gurukula?" But these questions, nourished by the fragrant and cool air, were cut by a practical thought: "It's late and we have to wake up early to care for the boys." I then took rest.

    At about midnight, Siddha Baba, one of the boys, suddenly stood up straight and threw up all over the room. Jagadisa and I also awoke, comforted the boy, and cleaned up. The others slept on, oblivious.

    The next morning I awoke, eager to begin, and especially curious to meet Premananda, an eight-year old boy who was the first male child born to ISKCON devotees. We woke the boys and directed them to bathe. I then noticed Premananda struggling to tie his dhoti. "You're not a baby. You can do it, Prem," I joked. Premananda burst into tears.

    Later, during mangala-arati, I observed Jagadisa admonishing the boys, "Chant! Chant!" A chill went up my spine. "Must I do that? During mangala-arati?"

    Ten days later, alone and caring for the boys myself, I found I was in fact admonishing the boys to chant during mangala-arati, but without the seasoned patience of Jagadisa. The following days, weeks, and months were filled with agony and ecstasy. The boys were sweet, rowdy, energetic, and independent-minded. I tried to focus my mind on Prabhupada's order for me to work with gurukula as well as his vision that young boys and girls, if trained properly in Krsna consciousness, could save both themselves and the world. As I attempted to train the boys, they, all experienced gurukula students, began my first teacher training course-mostly by showing me what would not work. Yet gradually, our schools asrama life and academics began to gel.

    But those early days of teaching in Gita-Nagari were difficult for both me and the boys. (O early students, please forgive me! I was untrained, inexperienced, and lacked teaching skill!) Few in our Gita-Nagari community appreciated the austerities of the service: teaching the asrama skills, supervising the morning program, organizing and teaching academics (with no standard schedule, no curriculum, and no textbooks), crowded and austere living and teaching facilities, and the help of only my wife (who was also caring for our 18-month-old daughter).

    Among my many vows of this period, one was to help train gurukula teachers so they would not need to learn as I was learning-through trial and error. One result, therefore, of those early days of teaching at Gita-Nagari is this book, compiled after ten years of teaching in gurukula, eighteen years of associating with gurukulas, ten casual and three intense years of academic research (a complete bibliography is included after the appendixes), three semesters of running teacher training courses in Vrndavana, and twenty-seven years of practicing and teaching Krsna consciousness. In addition, I've spent considerable time observing and discussing teaching with patient and dedicated devotee and nondevotee teachers (my two sisters are both teachers-it's in my blood-and they were among the patient and the dedicated who helped). I also met with professors of teacher training at Colu7mbia University in New York, the University of London ("The trouble with you Americans is that you wish to convert everything into a scientific equation. Teaching isn't reducible in that fashion. It simply is effective communication between two individuals"), and especially in LaTrobe University in Melbourne.

    The principles described in The Art of Teaching are widely applicable. After examining Srila Prabhupada's conversation transcripts as well as his books, such as Srimad-Bhagavatam and Caitanya-caritamrta, I found ample examples of Prabhupada himself using these principles while instructing and training. I have therefore included many quotes from Srila Prabhupada to illustrate teaching principles and techniques. The inclusion of these quotes adds both spiritual potency and Sastric validity to The Art of Teaching.

    Our hope is that The Art of Teaching will thus prove helpful for aspiring, new and experienced academic and asrama teachers. In addition, parents, temple administrators, and preachers will discover useful principles.

    No book, including The Art of Teaching, will magically solve all the problems that confront teachers, especially new teachers. Teachers must still struggle through success and failure to gain experience and earn their expertise. We hope The Art of Teaching will add a fragrant and favorable breeze to shorten and lighten that journey.

    From the Jacket

    "Those early days in Gita-Nagari were difficult for both me, as teacher, and my students. I was untrained and inexperienced, and I lacked teaching skills. Among my many vows of that period was to help train teachers so they would not need to learn as I was learning-the hard way, through trial and error. One result, therefore, of those early days of teaching is this book, The Art of Teaching."

    Back of the Book

    The Art of Teaching weaves together contemporary teaching strategies and the traditional Vedic system. The book includes more than 500 references from Srila Prabhupada's books, conversations, and letters, resulting in a volume of theoretical and practical information in harmony with Krsna consciousness.

    The Art of Teaching will assist all who teach Krsna consciousness to others: academic and asrama teachers, parents, administrators, and preachers in general.

    "If the children are given a Krsna conscious education from early childhood, then there is great hope for the future of the world."

    -Srila Prabhupada

    "Srila Prabhupada was an ideal teacher… His life and accomplishments trace the success of a teacher-exemplar, a master of the principles and techniques of effective teaching."

    -Bhurijana Dasa


    Foreword by Prof. Vin D'Cruz, La Trobe University xvii
    Preface and Acknowledgmentsxxi
    Part I: Organization and Discipline
    CHAPTER 1: Teaching by Example 3
    Setting a Good Example3
    Awareness of Example5
    What is Learned from Example?5
    Imitative Learning5
    Inferential Learning6
    Factors Affecting the Influence of the Teacher8
    Ways of Teaching by Example10
    Modeling Krsna conscious thinking10
    Modeling beliefs11
    Modeling curiosity and interest in learning12
    Socialization through modeling13
    CHAPTER 2: Introduction to the Art of Discipline 15
    Discipline: A Prerequisite to Krsna Consciousness15
    Three Ingredients Combined Bring Uniform Pressure17
    Ingredient one: qualified teachers18
    Ingredient two: qualified parents18
    Ingredient three: a culture supportive of Krsna consciousness20
    Great Obstacles to Overcome21
    An Overview of Discipline22
    Quotes from Srila Prabhupada on Discipline23
    CHAPTER 3: Six Effective Management Principles29
    Management: Material or Spiritual?29
    Principle One: Cultivate the Mode of Goodness30
    Principle Two: Preach Strongly, Yet Be Sensitive32
    Principle Three: Keep Strong Krsna Conscious Relationships34
    Principle Four: Start and End All Activities Carefully35
    A careful start35
    …An effective ending36
    Principle five: Make Sure Your Procedures are Efficient36
    Principle Six: Handle Basic Disruptions Without Losing Momentum38
    CHAPTER 4: Clarifying the Goal of Krsna Conscious Training 41
    Increasing a Student's Desire to Serve Krsna41
    Some psychology to help our children correctly choose Krsna43
    The challenge of the hourglass45
    How to do It?47
    Factors beyond a teacher's control47
    Factors within a teacher's grasp47
    Separating Principles and Techniques49
    Balancing Structure and Freedom51
    Krsna-Centered Education52
    A Krsna-Centered Perspective on Discipline53
    Techniques for Handling Disruptive Behavior54
    Which Road to Take?56
    CHAPTER 5: Teaching and Disciplining in the Modes of Material Nature59
    Teaching in the Mode of Ignorance60
    Teaching in the Mode of Passion61
    Teaching in the Mode of Goodness62
    Teachers Must Get Their Needs Met68
    Handling the stress of teaching69
    A group meeting can be helpful72
    Observe an expert teacher73
    CHAPTER 6: The Road to Self-Discipline 75
    Sense and Mind Control75
    Creating a Basic Classroom Structure77
    Get their attention, then instruct78
    Implementing the structure78
    Requesting behavior changes78
    The rule of escalation79
    Using hints, questions, i-messages and demands79
    Adding power to direct statements of instruction79
    Using consequences80
    Instructional statements and resulting consequences80
    Using choice when presenting demands83
    The broken record85
    CHAPTER 7: Using and Misusing Consequences While Disciplining 89
    Child is the Father of Man89
    Evoking Consequences: The Consciousness Counts90
    Tolerance and anger91
    Consequences Support the Basic Classroom Structure92
    Plan consequences in advance93
    Ten Hints to Help You Choose an Effective Consequence94
    Ideas for other consequences103
    Applying Consequences to Devotional Activities105
    Has My Discipline Been Effective?107
    CHAPTER 8: The Power of the Positive 111
    Engendering a Positive and Encouraging Atmosphere113
    Reinforcement should be immediate116
    The importance of encouragement116
    The essence of encouragement117
    Some dangers of praise119
    Varieties of Positive Reinforcement119
    Verbal motivators120
    Nonverbal motivators121
    Notes, award certificates, prizes and rewards: use cautiously121
    Are rewards bribery?125
    Consequences, Praise, Prizes, and Rewards in Perspective126
    CHAPTER 9: Dealing With Difficult Students127
    Kali-yuga and the Decline of Authority127
    Kali's Promise Delivered to the Educational System129
    Varna-sankara: Kali's students129
    Dealing with Difficult Students130
    Don't allow good children to become spoiled130
    Authority in our Schools131
    Etiquette is Not "Superficial Niceties"132
    Ideas for etiquette133
    The attitude and behavior of a student toward his teacher133
    Specific rules of etiquette134
    The results of following these rules of etiquette135
    Rules of Vaisnava Etiquette from Srila Prabhupada136
    Altering a Difficult Student's Self-image137
    The importance of keeping high expectations138
    Difficult students may need individual "prescriptions" 139
    Some varieties of problem mentalities 140
    Assorted tips in dealing with difficult students 144
    Using a Planned Confrontation 147
    Planning and executing a confrontation 147
    Avoid Unplanned Confrontations 148
    CHAPTER 10: Creating an Environment for Effective Discipline 151
    A Discipline Sutra 151
    Definitions 152
    Humility is Essential for Devotees 152
    We Cannot Allow Students to Fail 154
    Hints for creating a successful environment155
    Part II: Learning Theory
    CHAPTER 11: How We Obtain Knowledge 165
    Functions of the senses167
    Functions of the mind167
    Functions of the intelligence167
    Functions of the senses 168
    Functions of the mind168
    Functions of the intelligence 169
    Practical Application of Learning Theory 170
    Regulate intake of information through the senses 170
    Difficulties in remembrance are often retrieval problems 171
    CHAPTER 12: Improving Memory in the Age of Forgetfulness 173
    Kali-yuga-The Iron Age of Forgetfulness 173
    The Importance of Memory 173
    Principle One: Celibacy-The Prime Factor 174
    Principle Two: Present Materials in a Way that Helps Rememberance 175
    Recall codes and clues 176
    Relevant learning 177
    Review 178
    Repetition and practice 178
    Learning activities 180
    Storage, order, and structure of memory 181
    Using advanced organizers 184
    Part III: Principles of Structured Learning
    CHAPTER 13: Introduction to Lesson Plans 189
    Basic Elements of the Lesson Plan 189
    Tips on writing lesson plans 191
    CHAPTER 14: The Key to Lesson Planning: Clarifying Objectives 193
    What Am I Teaching? 193
    Writing Instructional Objectives 196
    Implicit vs. explicit instructional objectives 196
    Writing Explicit Instructional Objectives 197
    Practicing Instructional Objectives 198
    Summary of Writing Effective Explicit Instructional Objectives 199
    CHAPTER 15: Proceeding Towards the Objectives 201
    Objectives 201
    Ways of Proceeding 204
    Lecturing: The Traditional Procedure 205
    Variations on Lecturing207
    Demonstrating 208
    Questioning 208
    Discussion 210
    Point on Lecturing 212
    Role Playing 215
    Learning Activities 216
    Tutoring as a learning activity 219
    Group learning activities 220
    CHAPTER 16: Holding Students' Attention During Lectures 223
    Set, Closure, Evaluation, and Liveliness 223
    Catching student attention with set 223
    Hints on set 225
    Summing Up With Closure 227
    Hints on closure 229
    Set and closure appraisal guide 230
    Evaluation: An Ongoing Process 230
    Evaluation Within a Planned Lesson 231
    Teacher Liveliness 234
    The teacher's voice 234
    Silence 235
    Movement 235
    Gestures 236
    Eye contact and eye movements 236
    Focusing 236
    Switching sensory channels 236
    CHAPTER 17: The Power and Use of Examples, Analogies, and Stories 239
    Examples 240
    Analogies 241
    What Makes a Good Story? 247
    Choosing a story to tell 248
    Learning the story 248
    Aids and techniques for story-telling 249
    Part IV: Teaching Through Discussions
    CHAPTER 18: Uses of Discussion 255
    The Basic Means of Instruction: Lecture or Discussion? 255
    What is a Discussion? 257
    Discussion: Pros and Cons 259
    Teachers Leading Class Discussions 260
    CHAPTER 19: The Basics of Discussion 263
    The Topic 263
    The Beginning 264
    Making Sure the Discussion Begins 265
    The power of waiting 265
    Responding to silence 265
    Encouraging further response 266
    Basic Points on Controlling a Discussion 267
    Further discussion guidelines 269
    Directing and distributing Questions 272
    Avoid Questions that "Pull Teeth" 273
    Pausing 273
    Questions Can be Sequenced 274
    Responding to Answers 275
    Address Your Question First to the Entire Class276
    Ending a Discussion276
    CHAPTER 20: Asking Effective Questions 279
    What Makes a Good Question? 280
    Good questions are clear 281
    Good questions are purposeful 282
    Good questions are naturally spoken 282
    Good questions are brief 283
    Good questions are thought-provoking 284
    Using Questions to Lead Discussion 285
    Focusing questions 285
    Foundation questions 286
    Extending questions 287
    Lifting questions288
    Summary 289
    CHAPTER 21: An Analysis of Questions 291
    Lower and Higher Order Cognitive Questions 291
    An Analysis of Questions 292
    Non-questions 292
    Lower-order cognitive questions 293
    Higher-order cognitive questions 293
    Lower-Order Cognitive Questions 293
    Memory questions 293
    Translation questions 294
    Application questions 295
    Higher-Order Cognitive Questions
    Analysis questions 295
    Synthesis questions 296
    Evaluation questions 297
    Part V: Improving Communications:
    The First Step in Solving Problems

    CHAPTER 22: Who Takes Responsibility for Students' Problems? 303
    Surrender: The First Step in Education 303
    A Teacher's View of Student Behavior 307
    Considerations in Acceptable and Unsatisfactory Behavior 308
    Individuality of teachers 308
    Teachers should cultivate tolerance and compassion 309
    Time, Place, and Circumstance 310
    Individuality of students 311
    Keeping the Balance312
    Limitations for a teacher 312
    Who Owns the Problems Caused by Student Behavior? 313
    The No-Problem Area 314
    The Importance of Problem Ownership 315
    Two Kinds of Students 315
    A typical situation 317
    Conclusion 318
    CHAPTER 23: Developing The Ability to Listen 321
    The Well-Wishing Friend 321
    Stumbling Blocks 322
    Stages of Listening 326
    Passive listening 326
    Listening with nonjudgmental acknowledgments 328
    Invitations for deeper communication 328
    Responding With Understanding 329
    Practical tips in conversation 333
    Know when to stop 334
    Poor substitutes for responding with understanding 334
    A Word of Caution 336
    Optional Study Assignment 343
    Gurukula: Its Importance 344
    APPENDIX Ic: The Basic Gurukula Program 371
    Optional Study Assignment 371
    Academics 375
    Facilities 379
    Personnel 379
    Parents 380
    Operation 384
    APPENDIX II: Preaching is the Essence 387
    Preaching to Students 387
    The Quality of the Teaching/Preaching 389
    Prabhupada Quotes: General Preaching Points 390
    Prabhupada Quotes: Preaching in the Content Areas 397
    Appendix III: Elevation to Goodness 409
    APPENDIX IV: Becoming Gurus for Our Children 419
    Who Holds the Responsibility? 419
    Understanding the Mentality Needed to Become Trained 420
    But Who is Actually Training Our Gurukula Children?421
    The Parents Retake the Authority 422
    Delegation of Authority to a Qualified Teacher 422
    Conclusion: The Challenge-Filling the Need 423
    APPENDIX V: Developing an Asrama Curriculum 425
    The Need for an Asrama Curriculum 425
    A Secondary Reason: Asrama Teachers Should Teach 425
    When and Where to Teach 426
    Out of the Classroom into the Temple: A Word on Positive Reinforcement426
    In Summary 427
    An Asrama Curriculum 428
    1. Srila Prabhupada 428
    2. The Gurukula Asrama 432
    3. Visiting Krsna's temple 444
    APPENDIX VI: Questions 449
    Chapter One: Teaching By Example 449
    Chapter Two: Introduction to the Art of Discipline 450
    Chapter Three: Six Effective Management Principles 450
    Chapter Four: Clarifying the Goal of Krsna Conscious Training 451
    Chapter Five: Teaching and Disciplining in the Modes of Nature 452
    Chapter Six: The Road to Self-Discipline 452
    Chapter Seven: Using and Misusing Consequences While Disciplining453
    Chapter Eight: The Power of the Positive 454
    Chapter Nine: Dealing with Difficult Students 454
    Chapter Ten: Creating an Environment for Effective Discipline 455
    Chapter Eleven: How We Obtain Knowledge 456
    Chapter Twelve: Improving Memory in the Age of forgetfulness 456
    Chapter Thirteen: Introduction to Lesson Plans 457
    Chapter Fourteen: The Key to Lesson Planning: Clarifying Objectives 457
    Chapter Fifteen: Proceeding Toward the Objectives 458
    Chapter Sixteen: Holding Students' Attention During Lectures 458
    Chapter Seventeen: The Power and Use of Examples, Analogies, and Stories 459
    Chapter Eighteen: Uses of Discussion 460
    Chapter Nineteen: The Basics of Discussion 460
    Chapter Twenty: Asking Effective Questions 460
    Chapter Twenty One: An Analysis of Questions 461
    Chapter Twenty Two: Who Takes Responsibility for Students' Problems? 465
    Chapter Twenty Three: Developing the Ability to Listen 465
    APPENDIX VII: Protecting Children from Abuse 467
    The Child Protection Team 468
    A: Prevention 468
    B: Complaint Procedure 468
    C: Action 468
    Child Protection Program For Schools 469
    Screening of Staff and Students 472
    Definitions of Child Abuse 474
    Who the Abusers Are 474
    Identifying Abuse 475
    Monitoring Suspected Cases 476
    Responding to a Child's Disclosure 478
    Counseling 478
    Index 483

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