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ARTÍCULOS Y ANEXO

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

Especificaciones

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

Descripción

Foreword

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.

Preface

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

Contents

Foreword by Prof. Vin D'Cruz, La Trobe University	xvii
Preface and Acknowledgments	xxi
Introduction	xxv
Part I: Organization and Discipline
CHAPTER 1: Teaching by Example	3
Setting a Good Example	3
Awareness of Example	5
What is Learned from Example?	5
Imitative Learning	5
Inferential Learning	6
Factors Affecting the Influence of the Teacher	8
Ways of Teaching by Example	10
Demonstration	10
Modeling Krsna conscious thinking	10
Modeling beliefs	11
Modeling curiosity and interest in learning	12
Socialization through modeling	13
CHAPTER 2: Introduction to the Art of Discipline	15
Discipline: A Prerequisite to Krsna Consciousness	15
Three Ingredients Combined Bring Uniform Pressure	17
Ingredient one: qualified teachers	18
Ingredient two: qualified parents	18
Ingredient three: a culture supportive of Krsna consciousness	20
Great Obstacles to Overcome	21
An Overview of Discipline	22
Quotes from Srila Prabhupada on Discipline	23
CHAPTER 3: Six Effective Management Principles	29
Management: Material or Spiritual?	29
Principle One: Cultivate the Mode of Goodness	30
Principle Two: Preach Strongly, Yet Be Sensitive	32
Principle Three: Keep Strong Krsna Conscious Relationships	34
Principle Four: Start and End All Activities Carefully	35
A careful start	35
…An effective ending	36
Principle five: Make Sure Your Procedures are Efficient	36
Principle Six: Handle Basic Disruptions Without Losing Momentum	38
CHAPTER 4: Clarifying the Goal of Krsna Conscious Training	41
Increasing a Student's Desire to Serve Krsna	41
Some psychology to help our children correctly choose Krsna	43
The challenge of the hourglass	45
How to do It?	47
Factors beyond a teacher's control	47
Factors within a teacher's grasp	47
Separating Principles and Techniques	49
Incontravenable	51
Contravenable	51
Balancing Structure and Freedom	51
Krsna-Centered Education	52
A Krsna-Centered Perspective on Discipline	53
Techniques for Handling Disruptive Behavior	54
Which Road to Take?	56
CHAPTER 5: Teaching and Disciplining in the Modes of Material Nature	59
Teaching in the Mode of Ignorance	60
Teaching in the Mode of Passion	61
Teaching in the Mode of Goodness	62
Hostility	63
Non-Assertiveness	65
Assertiveness	66
Teachers Must Get Their Needs Met	68
Handling the stress of teaching	69
A group meeting can be helpful	72
Observe an expert teacher	73
CHAPTER 6: The Road to Self-Discipline	75
Sense and Mind Control	75
Creating a Basic Classroom Structure	77
Get their attention, then instruct	78
Implementing the structure	78
Requesting behavior changes	78
The rule of escalation	79
Using hints, questions, i-messages and demands	79
Adding power to direct statements of instruction	79
Using consequences	80
Instructional statements and resulting consequences	80
Using choice when presenting demands	83
The broken record	85
CHAPTER 7: Using and Misusing Consequences While Disciplining	89
Child is the Father of Man	89
Evoking Consequences: The Consciousness Counts	90
Tolerance and anger	91
Consequences Support the Basic Classroom Structure	92
Plan consequences in advance	93
Ten Hints to Help You Choose an Effective Consequence	94
Ideas for other consequences	103
Applying Consequences to Devotional Activities	105
Has My Discipline Been Effective?	107
CHAPTER 8: The Power of the Positive	111
Engendering a Positive and Encouraging Atmosphere	113
Reinforcement should be immediate	116
The importance of encouragement	116
The essence of encouragement	117
Some dangers of praise	119
Varieties of Positive Reinforcement	119
Verbal motivators	120
Nonverbal motivators	121
Notes, award certificates, prizes and rewards: use cautiously	121
Are rewards bribery?	125
Consequences, Praise, Prizes, and Rewards in Perspective	126
CHAPTER 9: Dealing With Difficult Students	127
Kali-yuga and the Decline of Authority	127
Kali's Promise Delivered to the Educational System	129
Varna-sankara: Kali's students	129
Dealing with Difficult Students	130
Don't allow good children to become spoiled	130
Authority in our Schools	131
Etiquette is Not "Superficial Niceties"	132
Ideas for etiquette	133
The attitude and behavior of a student toward his teacher	133
Specific rules of etiquette	134
The results of following these rules of etiquette	135
Rules of Vaisnava Etiquette from Srila Prabhupada	136
Altering a Difficult Student's Self-image	137
The importance of keeping high expectations	138
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 environment	155
Part II: Learning Theory
CHAPTER 11: How We Obtain Knowledge	165
Functions of the senses	167
Functions of the mind	167
Functions of the intelligence	167
Functions of the senses	168
Functions of the mind	168
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 Lecturing	207
Challenging	207
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
Stories	242
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 Class	276
Ending a Discussion	276
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 questions	288
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 Balance	312
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
Appendixes
APPENDIX I: SRILA PRABHUPADAS QUOTES ON GURUKULA	341
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 Reinforcement	426
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 Disciplining	453
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
Bibliography	481
Index	483

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