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TRAINING &
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Course Material
TEACHERS HANDBOOK
for
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Teachers formally facilitating the VTE Bhakti Sastri Course are permitted to copy the Students
Handbook and the Student Worksheets Book, for distribution solely to students sitting the
course.
(Module One)
(Module Two)
(Module Three)
(Module Four)
(Module One)
(Module Two)
(Module Three)
Instruction Manual
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15.00
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CONTENTS
Page
Foreword
Acknowledgements
Introduction
10
32
42
44
52
Chapter Six
72
80
88
Appendices
Appendix 1 Quotes on the Twelve Aims of Sastric Study
91
95
96
98
99
100
101
102
DEDICATION
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On the other hand, that literature which is full of descriptions of the transcendental glories
of the name, fame, forms, pastimes, etc., of the unlimited Supreme Lord is a different
creation, full of transcendental words directed toward bringing about a revolution in the
impious lives of this worlds 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)
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 ISKCONs 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
Prabhupadas 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 ISKCONs work.
Sesa das Adhikari
28th December 2000
The GBC Ministry of Education
Executive Members (December 2000)
Sesa das (GBC Minister Alachua, USA)
Braja Bihari das (Vrindavan, India)
Laksmimoni dasi (Alachua, USA)
Saunaka Rsi das (Belfast, Northern Ireland)
5
The following abbreviations are used throughout the Bhakti Sastri materials:
Books etc.
BG
BRS
CB
CC
Conv
ISO
KBK
LCFL
Lec
Letter
MW
NAP
NBD
NOD
NOI
POP
RV
SAR
SB
SPL
SSR
SUM
TLC
TLK
TQK
Bhagavad-gita
Bhakti Rasamrta Sindhu
Caitanya Bhagavat
Caitanya-caritamrta
Srila Prabhupada Conversations
Sri Isopanisad
Krsna Book
Life Comes From Life
Srila Prabhupada Lectures
Srila Prabhupadas Letters
Morning Walk
Narada Pancaratra
Nectar of Book Distribution
Nectar of Devotion
Nectar of Instruction
Path of Perfection
Raja Vidya
Saranagati
Srimad Bhagavatam
Srila Prabhupada Lilamrta
Science of Self-Realisation
Surrender Unto Me
Teachings of Lord Caitanya
Teachings of Lord Kapila
Teachings of Queen Kunti
Lesson Outlines
MP
QT
AR
SG
OHT
Main point
Reference(s) found in corresponding Book of Quotes
Additional references which the teacher could look up him/herself
Suggestions (found at end of the lesson outline)
Chart and/or Overhead Transparency
Aims
(Sub-aims are marked with an asterisk * and are below the corresponding main Aim)
Kno
Und
PeA
PrA
ThA
M+M
AMI
Aut
SC
Rea *
Eva
F+C
RfL
TAR *
SSK *
Miscellaneous
d.s.
esp.
FOL
KMV
KTV
para.
pg
NAG
RFL
RLE
SP
devotional service
especially
Focus of Learning
Key Memory Verse
Key Thematic Verse
paragraph
page
Nine Assessment Groups
Recommended Focus of Learning
Recommended Learning Experiences
Srila Prabhupada
Sanskrit Notation
The system of transliteration used in these materials conforms to that used by most
scholars and in all standard ISKCON publications. In most cases, we have used diacritics.
Where otherwise, we have usually denoted the words as it sounds, e.g. by inserting hs
and Is, as in Krishna and Chaitanya. In other cases, the terms will simply lack the
diacritic marks, e.g. Krsna.
ACKNOWLEDGEMENTS
MEMBERS OF THE
DEVELOPMENT TEAM
VTE Executive
Anuttama das (IC Minister, Washington, USA
Braja Bihari das(VIHE, Vrindavan, India)
Saunaka Rsi das (N. Ireland, UK)
Sita Rama das (MTE, UK)
ACKNOWLEDGMENT
AND THANKS TO
Assistant Writing Staff
Abala dasi (Oxford, UK)
Braja Sundari dasi (Vrindavana Gurukula)
Mahamuni das (Philadelphia, USA)
Rati Manjari dasi (Cape Town, South Africa)
Tyaga Caitanya das (Malaysia)
Visakha Priya dasi (Vrindavana, India)
Consultants
Bhakti Caitanya Swami (BCEC, South Africa)
Gopiranadhara das (ISKCON Vrindavan, India)
Lat Blaylock (CEM Professional Team, UK)
Sefton Davies (Sefton Davies Associates, UK)
Purnacandra das (USA)
Sita and Edgar (The Learning Framework, UK)
Reference Materials
Bhurijana das (Surrender Unto Me)
Gauri das (NOD Study Guide)
Satsvarupa Goswami (Lecture tapes)
Suresvara das (Bhagavad-gita Study Guide)
Vraja Kishora das (NOD Study Guide)
WITH A VERY
SPECIAL THANKS TO
Devaprastha das
Giriraja Swami
Harikesa das
Bhakta Jitendra
for helping to make this project possible by
kindly offering their financial support
Bhurijana das
who started with Bhakti Sastri Course in
Vrindavan, India
The Oxford Centre for Vaishnava and
Hindu Studies
for their vision, support and encouragement.
While you are teaching the course, youll use this booklet in conjunction with:
a) the corresponding Syllabus (Modules 14)
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 dont 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
Two
Three
Four
Chapter One
Developing a Framework for Sastric Study
Introduction
Learning and teaching sastra is arguably the most important aspect of any Krishna
conscious education. Srila Prabhupadas books form the foundation for ISKCONs
activities and devotees understandably, and quite rightly, hold them in high esteem.
Superficially at least, it appears that this respect for Srila Prabhupadas 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 Prabhupadas books, remains relatively ineffective.
In this chapter, therefore, we attempt to construct a framework for scriptural study; not so
much by rigidly defining practice and procedure, but by identifying universal principles and
values that can inform an evolving methodology. These, underpinned by a clear sense of
direction, help us make purposeful decisions in the planning, delivery and evaluation of
scriptural education. In constructing this framework, we have drawn from four broad
sources:
1)
2)
3)
4)
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 ISKCONs role in the contemporary world.
10
Srila Prabhupada,
the Founder-Acarya of ISKCON
Definition
To fulfill the previous acaryas desire for a united worldwide preaching
organisation to expand Sri Caitanya Mahaprabhus mission, Srila
Prabhupada founded the International Society for Krishna
Consciousness as a distinct branch of the Brahma-Madhva-GaudiyaVaisnava sampradaya. Therefore he is the Founder-Acarya of
ISKCON.
His Divine Grace A. C. Bhaktivedanta Swami Prabhupada is the
Founder-Acarya of ISKCON. This means that he is ISKCONs link with
the Brahma-Madhva-Gaudiya-Vaisnava-sampradaya, that his writings,
oral teachings and exemplary actions remain the permanent and
irreplaceable basis for all subsequent teachings of ISKCON. He is and
will remain always the instructing spiritual master of all devotees in
ISKCON. (Law Revision committee 9.6.90).
Principles
1) Srila Prabhupada is the foundational siksa-guru for all ISKCON
devotees because he has realised and presented the teachings of the
previous acaryas of the Brahma-Madhva-Gaudiya-Vaisnavasampradaya appropriately for the modern age.
2) Srila Prabhupadas instructions are the essential teachings for every
ISKCON devotee.
3) Srila Prabhupadas books are the embodiment of his teachings and
should be accepted as the standard by all future generations of
ISKCON.
11
Bombay
10 January, 1976
There are several other references Srila Prabhupada made to these degrees, with some
variations. For this and other reasons, ISKCON devotes will hold different opinions as to
what should be the exact nature of the four courses. The VTE respects the fact that other
devotees may hold differing views. It intends and hopes that this course will be recognised
by the ISKCON Ministry of Education*, but also hopes that other devotee educational
institutes write their own ISKCON-approved courses.
The broad framework for the Four Degrees, largely based on this letter, is shown on the next page
*As of the date of publication (January, 2001) of this first edition, we are still awaiting approval
12
Four consecutive courses, focusing on the books shown in the table below:
1. Bhakti Sastri
Bhagavad-gita
Nectar of Devotion
Sri Isopanisad
Nectar of Devotion
2. Bhakti-vaibhava
The first six cantos
of
the Srimad Bhagavatam
3. Bhaktivedanta
4. Bhakti-sarvabhauma
The entire text
of
the Caitanya-caritamrta
B.
C.
D.
The Bhakti Sastri Course (and final assessment) should be completed at about
the same time a devotee is ready for second (brahmana) initiation.
The VTE has ascertained that this usually occurs when a candidate has been
seriously practising Krishna Consciousness for three years (though this figure
appears to be progressively increasing!). Since the longest recommended term of
part-time study is two years, this suggests that devotees should have been seriously
practising Krishna Consciousness for at least one year (or the equivalent of living in
the temple for one year). This points to the need for preliminary courses prior to the
Bhakti Sastri.
Some devotees have suggested that Srila Prabhupadas statement was only used to illustrate the idea of
continuity. The VTE accepts there may be some difference in interpretation.
13
Qualified Teachers
3.
Qualified Students
4. Conducive Environment
___________________________________________________________
5.
Clarity of Purpose
6.
Long-Term Vision
7.
8.
pramana
sambandha
3)
abhideya
prayojani
4)
14
2. Qualified Teachers
This calls for clear systems of training and certification to check that teachers are indeed
qualified (refer to pages 4243).
3. Qualified Students
The Bhakti Sastri Course is not for everyone and teachers should exercise discretion in whom
they enrol (see pages 44).
4. Conducive Environment
The location and attendant facilities for the BS Course are important. For more details, please
refer to pages 44, 74 and 96 - 97.
5. Clarity of Purpose
This principle is perhaps the most important and serves as the basis for the VTEs Aimsdriven (or some prefer Aims-based) approach. Without knowing and codifying the purposes
of sastric education, it is likely to meander through the extensive content with little real
direction (i.e. it will become largely content-driven and information-oriented).
6. Long-Term Vision
This course has not been designed in isolation but developed as part of a whole scheme,
ascertaining the far-reaching effects of scriptural training and taking into account the four
sastric degrees. The writing team has also tried to ensure a high degree of continuity and
progression between the degrees, and within the Bhakti Sastri Course itself (see pages 70-71)
15
$Q2YHUYLHZRIWKH(GXFDWLRQDO3URFHVV
It is important to understand the purpose of education within any society.
The chart below is a representation of the learning process and its social function:
Learning Experiences
Learning
Process
Social
Contribution
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:
Aims are based on meeting real-life Needs & Opportunities - for the individual, for ISKCON
and for society as a whole. Although Aims tend to be enduring, the emphasis may change
according to local needs and/or current trends. Similarly Objectives must be consistent with
Aims and further determined by considering detailed Needs & Opportunities.
Learning Objectives are met by selecting and designing suitable Learning Experiences
rather than whimsically employing standard or hackneyed methods of delivery.
The Means of Assessment must actually assess the Objectives we have established and
not others. For this reason we have sparingly used closed book exams, i.e. only when deemed
appropriate.
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.
The classroom serves as a microcosm for the ideal Krishna conscious society. Education can
more effectively than anything else address current issues and challenges which are based on
an imbalance in values. By social contribution we are implying brahminical leadership. This
is implied in The Overall Purposes of Sastric Study (page 18) and is also relevant to the
discussion on the following page.
16
Naturally, teachers who disagree with the Aims or prefer a different methodology may
choose a different (i.e. non-VTE) Bhakti Sastri Course. We are aware that not all teachers
will favour our approach. Nonetheless, we have tried to be flexible and to accommodate
all effective styles of teaching - not so much by prescribing practice and procedure but by
establishing the principles and values that underpin sound educational practice.
The Assessment Procedures are largely fixed and designed to closely match the specified
Aims of Bhakti Sastri (i.e. to factually measure what we have ascertained to be desirable
learning). To allow greater flexibility and encourage personal initiative, local teachers can
submit their own questions, provided they fall within the bounds of broad criteria.
For more details, please refer to page 86
So, although our Aims are fixed, when and how they are delivered is largely left up to the
individual. Local teachers can write their own unique lesson plans, and determine their
own classroom practices. Nonetheless, if they wish students to pass, they are bound to try
to meet the broad aims of the course, as reflected in the assessment papers.
In summary, the VTE considers empowerment a key educational principle, but appreciates
the need for this to be exercised within the bounds of a Krishna conscious educational
discipline. The Aims-driven methodology, as used in this course, is based on this
approach.
The Overall Purpose of Sastric study is given on the next page.
17
Srila Prabhupada: If you have no goal, it is simply useless. There is the example:
A man without any purpose is like a ship without a rudder. An airplane normally goes
with an aim to land in some country. But if he flies on without any known destination,
then there will be disaster. So without an aim, what is the use of practice?
The following is the VTEs over-arching purpose in promoting the systematic study of Srila
Prabhupadas books:
The educational Aims, to be fulfilled through the teaching process, are listed on the next
page. You may wish to compare them with the overall purpose written above.
________________________________________________________________________
Please note:
1)
2)
The VTE has established that their 6astric courses themselves are equipping students only with those
skills absolutely essential to 6astric study. The Bhakti Sastri course is not, for example, a general
preaching course, though it is an essential part of any preacher training programme. The VTE highly
recommends students to sit complementary courses (for example, the VIHE Course, Clear Thinking and
Strong Speaking).
The above purposes rather than being purely educational, have managerial implications,
most notably:
(a) that teachers and students be spiritually and educationally qualified (see
pages 42 - 43 for further details)
(b) establishment of reliable systems of assessment and accreditation (see
Chapter 7, page 80)
3)
the quote above is the precis of a passage from a conversation with Prithu Putra Prabhu. It has been
edited for clarity.
18
To help students memorise and recall the (theoretical) knowledge which forms the
foundation of their ongoing progress in Krishna Consciousness
2.
3.
To help students apply the Krishna Consciousness theology, with reference to:
(a) their external practices
(b) their inner development
and to help them develop appropriate Vaishnava qualities and behaviour
4.
1.
6.
7.
To help create learned Vaishnava theologians who are expert in assisting the Society
through application of sastric knowledge to a wide range of personal, social, moral, topical
and theological issues
8.
9.
To facilitate devotees in: (a) understanding and appreciating the mood and mission of
Srila Prabhupada
(b) perpetuating that understanding within the Society
and its members
10.
To ensure that devotes develop moral and academic integrity in the interpretation,
evaluation and application of sastric knowledge
11.
To encourage students to take responsibility for their learning and develop healthy study
habits by:
(a) enhancing their desire to study Srila Prabhupadas books
(particularly by nurturing their appreciation of shastra and sastric study,
and by demonstrating sastras relevance to everyday life)
(b) equipping them with the appropriate learning skills
12.
To equip students with the ability to see through the eyes of shastra, and with a Krishna
conscious worldview. Ultimately, to assist the students in realising scripture, and in seeing
Krishna, at all times and in all places.
N.B. For quotes from Scripture supporting these Aims please refer to Appendix 1 on page 91.
19
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Please note:
(1)
11(a) Taste/Appreciation/Relevance
TAR
SSK
The first is largely about motivation (and relates to values) and the second about
acquiring the appropriate learning skills
(2)
Rea
Although Sastra Caksus ultimately means and requires full realisation, this Aim
is also delivered at different levels leading up to full realisation of the Absolute Truth.
20
(cognition)
2. Skills
3. Values
Knowledge
Skills
Knowledge
(Memory & Recall)
Personal
Application
Faith and
Conviction
Authority
Understanding
Preaching
Application
Academic &
Moral Integrity
Realisation
Theological
Application
Evaluation
Responsibility
for Learning
Notes:
1. Again, it might be a useful exercise to relate these to our Overall Purposes of Sastric
Study (page 18) and to see how each part of the statement correlates to the above
categories.
2. The three Aims under skills can be categorised under two broad groups, with which
devotees are extremely familiar, namely:
In one sense, we could consider that all our Aims fall under these two main categories.
In other words, all learning is meant for application in the real world (i.e. outside the
learning environment itself), and this application has two broad divisions.
What we explore on the next few pages is the relevance of these Aims, i.e. how they
meet the needs of ISKCON and its members. We will attempt to achieve this by crossreferring the Knowledge and Values Aims to the two broad categories falling under
Skills.
21
L L
KNOWLEDGE
PERSONAL APPLICATION
KNOWLEDGE
UNDERSTANDING
REALISATION
(SASTRA CAKSUS)
AUTHORITY
EVALUATON
ACADEMIC &
MORAL INTEGRITY
RESPONSIBILITY
FOR LEARNING
FAITH &
CONVICTION
22
COGNITION
Theoretical Knowledge
Intellectual Understanding
Realised Knowledge
2.
3.
The third domain is placed in the centre since Vedic education is essentially valuesorientated; in other words, directed towards self-realisation, character formation and
attachment to guru and Krishna (refer to page 14). Theoretical knowledge and acquisition
of skills are subordinate to this goal, though it should be understood that in the bhakti
tradition both cognition and activity are essential features of self-realisation. At the
perfectional stage cognition, action and values are all perfectly integrated.
These three Attainment Targets correspond to the three phases of learning (please refer to
Appendix 4 on page 98 for more details).
23
Knowledge (Memory)
1
Theoretical
Knowledge
(Paper 1)
Understanding
Personal Application
Preaching Application
2
Understanding
& Application
(Paper 2)
Theological Application
Evaluation
Mood and Mission
Academic / Moral Integrity
Authority
Faith and Conviction
Responsibility for Learning
Higher Skills
and Values
(Paper 3)
24
Teachers should be careful to understand precisely what each Aim actually means.
For example, it is only too easy to consider that any sastric reference to authority
automatically means that this content relates to our Aim called Authority. Factually,
this particular Aim is about nurturing within students the appropriate attitudes towards
scriptural authority. Without really appreciating and internalising these Aims, teaching
will gravitate towards being content-driven.
Teachers should regularly review these Aims (on page 19) and the corresponding
Objectives (pages 39 -41) in order to understand exactly what we mean when we refer
to these twelve categories.
Aims can be assessed only by setting Objectives (for the Bhakti Sastri course, listed
on pages 39 - 41).
Our Twelve Aims of Sastric Study are intended to be enduring (consistent with our
principles of long-term vision). Nevertheless, depending on the prevalent learning
needs of students, the emphasis will change. For example, at the time of producing
the first edition of the Bhakti Sastri syllabus, devotees perceived widespread misuse of
scripture to support party politics. Course writers therefore ascertained that Academic
and Moral Integrity needs to be given sufficient weight even at this elementary level.
As learning progresses through the various courses (Bhakti Sastri, Bhakti Vaibhava,
etc.) the respective emphases on each Aim will naturally change. Higher Aims (as
represented by Attainment Target 3) will be increasingly prominent.
More elementary Aims (e.g. Memory and Recall) will remain important, but students
will be expected to fulfill these largely through self-study. Even at Bhakti Sastri level,
memorisation will mainly be conducted outside the classroom. At the Bhakti Vaibhava
stage, students should already be able to effectively study themselves keeping in mind
Aims such as Understanding, Personal Application and Preaching Application.
The Aims are often quite interlinked, e.g. Authority and Academic and Moral
Integrity, or Authority and Faith & Conviction.
The Aims are often not only interlinked, but progressive and nested. For example, in
a discussion focusing on Preaching Application, the Aims of Understanding is
implicitly included.
For the purposes of Formal Assessment, some Aims may be clustered (grouped
together) in Assessment Groups.
At Bhakti Sastri level, each Formal Assessment Question focuses on one specific Aim
(or Assessment Group). This may appear somewhat artificial, since in delivering any
topic, one may cover a number of (inter-related) Aims. Nonetheless, it is useful at this
stage, for two reasons:
i) students receive detailed and focused assessment
ii) this process helps teachers and students to clearly understand each Aim
(before possibly synthesising them at subsequent stages)
25
A. Definition of Terms
(2) Peer
(3) Self
2. Reliability
3. Equity
4. Transparency
5. Improvement
6. Positive Orientation
26
7. Focus
8. Accessibility
9. Self-comparison
10. Proximity
11. Self-evaluation
2. Reliability
By reliability we mean that if the same student performed a similar assessment procedure on a
different occasion, the results would be similar. Reliable assessment is not, for example,
significantly affected by good or bad days.
3. Equity
A paper marked by different local teachers from various ISKCON centres should receive the
same marks and grades. Equity also suggests fairness and relates to the next principle.
4. Transparency
Transparency suggests that students should know clearly what is expected of them in the
formal assessment. They should not feel tricked or otherwise let down. Furthermore, they
should understand and appreciate the Aims and Objectives of the course (which should not
remain the closely guarded secret of the facilitator). This relates to our own Bhakti Sastri Aim
of Responsibility for Learning.
5. Improvement
Assessment procedures should help students to improve and identify their strengths and
challenges. This suggests other principles (as follows).
6. Positive Orientation
This implies highlighting the good rather than the bad and focusing on the students strengths.
It also suggests that the criteria for full marks or a top grade may not be simply a lack of overt
mistakes but the demonstration of exceptional skills, use of initiative, etc. Assessment
procedures should encourage all students to improve and not demotivate them.
7. Focus
Assessment should point out exactly where and how students need to improve. This suggests
categorisation of assessment targets and an appropriate balance between qualitative and
quantitative methods.
8. Accessibility
Results must be clearly understandable to all students.
9. Self-comparison
Students should not be assessed against each other but against themselves. This promotes
an understanding of actual achievement (i.e. in terms of how much the individual has
progressed). This should be kept in mind even when assessing them against fixed standards
- which has some value, but may neglect to measure the individuals 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 students ability to be self-reflective and introspective an
essential skill for responsible learners and spiritual aspirants.
27
Systematic or Thematic?
Introduction
In much formal education, learning is tightly compartmentalised. For example, in one day
at school we might study six different subjects, usually guided by the same number of
teachers, all specialists in their respective fields (e.g. mathematics, geography, art,
science etc.). Naturally (or hopefully!), these subjects have practical application in our
lives.
Life, however, is not so carefully compartmentalised. Any of its various features will be
relevant to many educational disciplines. Let us consider, for example, building a house.
This task draws on a number of inter-related subjects, for example:
S
S
S
S
The theme here is building a house. A thematic approach tends to reflect real life,
which focuses on practical realities that require us to draw on our learning. The process
where disciplines are taught largely independently of one another is termed systematic.
Thematic learning, on the other hand, tends to focus on a theme and then to look to a
range of disciplines to inform our learning on that particular topic.
These two approaches are also relevant to sastric study, as shown below:
Systematic
Thematic
Scripture
Scripture
Application
Application
Systematic study suggests that we begin with a verse or passage and subsequently
consider its possible application in life.
Thematic study implies that we begin with a topic, issue or situation and subsequently
draw on scripture to inform us, guide us or help us make a decision.
28
An Integrated Approach
Systematic Study
In this approach we tend to study one book at a time. Additionally, it is likely that the study
is sequential, i.e. beginning at Chapter One, Verse One and proceeding in a linear fashion
until we reach the end.
This may initially appear to be somewhat content-driven (i.e. in this case, letting content
inordinately dictate our order of study). Nonetheless, we must note that our scriptures
have often (if not always) been designed with the educational purpose in mind. For
example, the Srimad Bhagavatam is not presented chronologically, but according to the
level of self-realisation of the student. Furthermore, the various books have respective
positions in the learning process, e.g. the Srimad Bhagavatam begins where the
Bhagavad-gita concludes. This not only endorses the educational principle of continuity
and progression (to be discussed later see page 71), but shows that sequential study
for sastra is not only acceptable but factually recommended. The non-chronological nature
of scripture also supports the case against content-driven education.
Nonetheless, thematic study is also highly relevant for its tendency to reflect real life we
meet challenges and need to remember, understand and apply scripture in confronting them.
Thematic Study
We have already explored the broad meaning of Thematic Learning. Additionally, in each
of the scriptures, we have identified Major Themes running through each. In this course,
Thematic Study includes exploring these Major Themes, as well as the general thematic
approach described above. (N.B. the Major Themes are found in Section 2 of each Syllabus,
and a list is included on page 31)
Systematic or Thematic?
As we have explored, the thematic approach bears resemblance to everyday life. We are
presented with an issue, e.g. the role of women in ISKCON, and it begs for a Krishna
conscious solution. Nonetheless, without systematic study it is difficult to develop the
comprehensive reservoir of scriptural knowledge needed to effectively apply the thematic
approach.
Therefore we recommend:
A n
I n t e g r a t e d
A p p r o a c h
29
Aim
Systematic Thematic
Please note:
1) that the emphases shown above are suggestions only. They are subject to further
discussion and subject to amendment based on the teachers own understanding,
preferred style, etc. What is important is to keep in mind the two approaches and to
appreciate that one or the other may be more or less suitable for any specific Aim.
2) It may be true that one Aim will be delivered in one way, and later in another,
according to the specific Objectives for this Aim
We have used these guidelines in developing the Bhakti Shastri Course. Modules One to
Three are Systematic and Module Four Thematic. As an example to illustrate the above,
we have decided to only assess Evaluation during the Fourth (Thematic) Module.
30
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.
2.
3. Yukta Vairagya
4. Parampara
4.
5. Eligibility
6. Happiness
7. Sadhu-sanga
6.
Defeating Impersonalism
Sri Isopanisad
7.
Demigod Worship
1. Knowledge
8.
3. Materialism
4. Defeating Impersonalism
12(a) Bhakti
5. Bhakti
12(b) Ananya-Bhakti
Nectar of Instruction
1. Mind and Sense Control
2. Attitude
3. Guru and Disciple
4. ISKCONs Purpose
5. Sadhu-sanga
6. Devotees
7. Bhakti
31
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2YHUYLHZRIWKH%KDNWL6DVWUL&RXUVH
Page
Modules
32
Number of Lessons
33
Course Materials
34
Time requirements
35
36
37
Formal Assessment
38
39
Modules
The Bhakti Sastri course is broken into four modules, as follows:
Module 1
Bhagavad-gita, Chapters 19
Module 2
Module 3
Module 4
Option One
4 Module Course
32
Number of Lessons
The following chart shows the total number of recommended lessons (each of one and a
half hours) for the entire course:
Lessons
Orientation
Module One
Module Two
Module Three
Module Four
38
33
45
16
Total
135
The orientation lessons are normally integrated into Module 1, giving a total of 41 lessons for
this 1st module. Suggestions for these three lessons are included in Chapter 8.
The table below shows the number of lessons for the 4 Module Course and one example
of the 3 Module Course. Keep in mind that for the latter, thematic lessons can be
integrated in different ways; here, 2, 10 and 4 thematic lessons have been slotted into
Modules One to Three respectively.
Module
4 module
course
3 module
course *
Module One
41
43
Module Two
33
43
Module Three
45
49
Module Four
16
Total
135
135
* one
possible
example
Further recommendations for these lessons are included in Chapter 8. You can also consult a
detailed list of lessons at the beginning of Section Three of each Syllabus.
Please keep in mind that these figures are recommendations only. You may teach the
course according to your discretion. Nonetheless, the above recommendations are based
on the study time required for an average student, and the number of lessons corresponds
to the Lesson Outlines within the Syllabuses.
33
Course Materials
The Bhakti Sastri materials consist of the following:
The Teachers Handbook
The Students Handbook
Student Worksheets Book
THB
SHB
SWK
Syllabus One
Syllabus Two
Syllabus Three
Syllabus Four
(Module One)
(Module Two)
(Module Three)
(Module Four)
SYL1
SYL2
SYL3
SYL4
(Module One)
(Module Two)
(Module Three)
BOQ1
BOQ2
BOQ3
Instruction Manual
MAN
When teaching each module the teacher will require the following:
Module 1
Module 2
Module 3
Module 4*
SYL1
SYL2
SYL3
SYL4
BOQ1
BOQ2
BOQ3
SHB/SWB *
SHB/SWB *
SHB/SWB *
SHB/SWB *
THB
THB
THB
THB
* these are for students, who will each need one copy of both student books.
If you have the CD Version, please consult the Instruction Manual for details of
which materials are also available on Microsoft Word (in addition to being in PDF)
If you are formally teaching the VTE course, you definitely need the following
materials in hard copy as well as on CD:
It is also advisable to have hard-copy of the Books of Quotes and most if not all sections
of the Syllabuses. For more details of the content of each Syllabus, please refer to
page 53 and Appendix 8 on the very last page of this book.
34
Time Requirements
Students
The total time of study for the entire course is about 450 hours. Students are expected to
spend between 1 and 1.5 hours of self-study for each lesson (which lasts 1.5 hours). The
following chart shows the approximate time allocations.
Students engaged in self-study or on distance learning courses will be expected to spend 2.5
to 3 hours on each lesson (i.e. the same in total as devotees sitting the regular VTE course.)
Learning Exercise
Lessons
205
Regular Self-study
135 - 205
40
5 (4 x 1hr.)
Total
Naturally these figures will vary, particularly depending on the individual students 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
26 hours
12 hours
6 hours
45 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 11.5 hours preparing for each lesson. The time taken for
assessment (marking etc.) will naturally depend on the number of students on your course.
35
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 (NAGs). All questions for
both Examinations and Project Work (coursework) will fall under one of these
NAGs.
The Nine Assessment Groups are listed overleaf. Also shown are:
1) the priority given to each Aim in terms of a percentage of marks
2) the corresponding Attainment Target and Paper (page 24)
36
AT1
33%
Understanding
15%
10%
10%
8%
Academic Integrity
7%
Authority
7%
Sastra Caksus
6%
Evaluation
4%
Paper 1
AT2
Paper 2
AT3
Paper 3
Note:
1)
The Aim of Faith and Conviction is at this stage included under Personal
Application and any question will fall under this Assessment Group.
2)
Theological Application is given only elementary treatment at this stage and any
relatively small number of questions will be included under Preaching
Application (the two go together quite naturally)
3)
For Modules 13, all NAGs are assessed except for Evaluation.
4)
For Module Four, all NAG's are assessed except for Sastra Caksus.
5)
In preparing and delivering lessons, it is important that Teachers keep in mind the
priority given to each of our Aims and Assessment Categories, so as not to give
too little or too much attention to any Aim.
37
Paper Two
Coursework
Paper Three
Coursework
Knowledge
Understanding &
Application
Values &
Higher Skills
Module 1 (Block 1)
1 hour
1,000 words
1,000 words
Module 2 (Block 2)
1 hour
1,000 words
1,000 words
Module 3 (Block 3)
1 hour
1,000 words
1,000 words
Module 4 (Block 4)
1 hour
1,000 words
1,000 words
Attainment Target
Option Two
This is recommended for all students wishing to achieve the VTE Bhakti Sastri Certificate
without sitting the regular VTE course. All papers for Option 2 are sat within a relatively
short period.
Details are yet to be confirmed by the VTE.
The proposed (but as yet unconfirmed) system of assessment is for papers to be marked
by local teachers under the supervision of an external (VTE) moderator. This allows
students to keep contact with their local teacher, but it ensures that standards of marking
and grading are consistent. The external moderator may sometimes adjust marks and
grades. For more details on assessment please refer to pages 80 - 87.
38
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:
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:
6. Authority
students should be able to:
7. Theological Application
students should be able to:
8. Evaluation
students should be able to:
Determine the merits and/or de-merits of any action or response to a particular situation.
Demonstrate awareness of the need to consider the consequences of any action.
Identify appropriate/relevant scriptural references.
Consider apparently conflicting references and to still draw a conclusion (preferably)
consistent with both.
Identify the principles behind Vedic and Vaishnava injunctions and ascertain any order of
priority.
Draw on a wide range of principles in order to determine an appropriate response to any
given situation.
Examine a situation and/or response to that situation from a wide range of perspectives.
Demonstrate values consistent with devotional life and as endorsed by scripture.
40
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.
Recall and apply verses appropriate to situations in which they find themselves.
Identify KC verses, stories, etc., related to the things of the world.
Demonstrate the correct Vaishnava attitudes and perspectives towards situations.
Demonstrate appreciation of how Krishna is working in and through the world.
Appreciate the imminence of Krishna how he is present with us in the world.
Identify Krishna Conscious truths, principles, values etc. in other philosophies/theologies, and
in other aspects of human culture (e.g. literature).
Identify the Krishna Conscious truths, principles, values, etc. they perceive in the natural world.
Explain their own realisation of sastra, relating it to their own experience and demonstrating
integrity of thought, word, feeling and action.
41
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4XDOLILFDWLRQVRIWKH7HDFKHU
Expertise
in
Sastra
Expertise
in
Teaching
Krishna
Consciousness
Effective
Teaching
of Sastra
Lacking proficiency in just one of these three areas will render a candidate as yet
unsuitable for teaching scripture*
Based on the above formula, the VTE requires that:
It is often stated that Krishna consciousness itself is the key to success in all endeavours, and that other
qualifications (especially, in this case, in teaching) are not necessary. It is the opinion of the VTE that a
person so personally qualified in Krishna consciousness will happily acquire such qualifications, if simply
for the sake of setting an ideal example for others to follow.
42
As from 1st January, 2002*, the qualifications for formally teaching the VTE Bhakti Sastri
Course will be as follows:
1.
2(a)
2 (b)
3.
Please note:
1) The TTC1 (Teacher Training Course One) is usually required to sit the TTC2. It
may exceptionally be waived for experienced teachers.
2) As from 1st January, 2002, the TTC2 and BS Certificates will be pre-requisites for
sitting the BSTTC.
3) Other professional teaching qualifications may stand in the stead of the TTC2
Certificate.
4) At its own discretion, the VTE may occasionally approve someone to formally
teach the Bhakti Sastri before getting the required qualifications (providing that
these qualifications are subsequently obtained by a pre-agreed date.)
5) Any devotee may use the VTE materials to teach the course informally, but noncertified teachers will be unable to issue VTE certification to their own students.
They may, however, have their students, after the course, sit the Assessment
Papers through an approved centre.
6) All these standards are to some degree provisional and therefore subject to
change; please consult the VTE for more information.
* For devotees genuinely unable to sit the required courses before this time, this date may be extended for
up to a year at the discretion of the VTE.
43
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In discussing how to organise your Bhakti Sastri Course we will deal in this chapter with
four main areas, as follows:
1)
2)
3)
4)
The Teachers
The Students
Teaching Facilities
Establishing a Scheme of Study
1) The Teachers
The course may be taught by one of two, two or more teachers. We recommend that
normally a single teacher delivers each module; if more than that, they will need to cooperate carefully.
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.
3) Teaching Facilities
Location within a holy place is conducive to sastric study - either in the dhama itself, or
a temple situated elsewhere.
The setting should be as much in the mode of goodness as possible, i.e. clean,
peaceful, free from distraction, etc.
Ensure that you have all the required materials, as well as teaching aids (refer to the
checklist mentioned above).
Do not neglect to take into account the importance of the setting, environment, etc.
44
(a)
(b)
(c)
45
Module One
Module Two
Module Three
Mod 4
Module One
Module Three
Module Two
Module Four
In this second example, two modules are taught at the same time (but for some short
breaks) and usually by different teachers. It is best that the exams do not fall on top of
each other, and that the Module Four exam comes last (as shown above).
Please note: the above diagrams show the Four Module Course. Keep in mind that there is also a three
Module Course where the Thematic Lessons are integrated into the other three Modules.
46
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.
We recommend that you have at least eight lessons per week, and preferably ten (two
per day over five days).
You will require approximately the following times for each Module:
Module 1
Module 2
Module3
Module 4
Total
4 module course
5 weeks
4 weeks
6 weeks
2 weeks
17 weeks
3 module course
5 weeks
5 weeks
7 weeks
17 weeks
Keep in mind that each Module can be taught and assessed separately (i.e. you may
do an intensive over 26 weeks, depending upon which module you teach).
This option is designed specifically for temple residents who are continuing fulltime service. It requires eleven to twelve hours of student study time each week
over three terms (trimesters) of twelve to thirteen weeks each.
We recommend that you generally have four lessons per week and for the
Bhagavad-gita you cover one chapter per week (or, in the case of Chapters Two
and Eighteen, half a chapter). In this way your weekly schedule is synchronised
with the Gita.
If you follow the above, then on some weeks youll 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, youll need an extra five weeks at the end.
The One Year course is shown on the next two pages, in its Three and Four Module formats.
47
Module One *
Week
Chapter
1
2
3
4
5
6
7
8
9
10
11
12
13
Orientation
1
4
2(a)
4
2(b)
3 + optional thematic lesson
3
4
4
4
5
3 + optional thematic lesson
6
4
7
4
8
4
9
4
Revision of Chapters 1-9 and Exam
Optional Thematic Lessons (up to 4)
Module Two
Week
Chapter
1
2
3
4
5
6
7
8
9
10
11
12+13
10
4
11
4
12
3 + optional thematic lesson
13
4
14
3 + optional thematic lesson
15
3 + optional thematic lesson
16
3 + optional thematic lesson
17
3 + optional thematic lesson
18(a)
3 + optional thematic lesson
18(b)
3 + optional thematic lesson
Revision of Chapters 10-18 and Exam
Optional Thematic Lessons (up to 8)
48
Module Three
Week
1
2
3
4
5
Preface
Ch3
Ch7
Ch11
Ch15
Intro
Ch4
Ch8
Ch12
Ch16
Ch1
Ch5
Ch9
Ch13
Ch17
Ch2
Ch6
Ch10
Ch14
Ch18
6
7
8
Intro
Man4+5
Man12+13
Invoc
Man6+7
Man14+15
Man1
Man8+9
Man16+17
Man2+3
Man10+11
Man18+recap
9
10
11
Preface
Text3(b)
Text7
Text1
Text4
Text8
Text1
Text5
Text9-11
Text3(a)
Text6
12
13
Ch19*
* You will require 5 lessons for just one week of the NOD
The above three Modules depict the Three Module and Four Course. In the former the
Thematic Lesson from Module Four are integrated into the other Three Modules. If you
teach the Fourth Module separately (the Four Module Course) and at the same rate, then
it will take about five weeks, as shown below.
Module Four
Week
1.
2.
3.
4.
Lesson 1
Lesson 5
Lesson 9
Lesson 13
5.
Lesson 2
Lesson 6
Lesson 10
Lesson 14
Lesson 3
Lesson 7
Lesson 11
Lesson 15
Lesson 4
Lesson 8
Lesson 12
Lesson 16
Please note: teaching Module Four separately from the others, does not imply that the
Major Themes are not discussed within Modules 13. They certainly should be but only as
part of the systematic lessons.
49
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.
Each main Module (13) can be delivered in about two terms (of three months
each).
Notes:
1)
The above options are recommendations only and are included here only to
give some sort of guidance. Feel free to set up your unique scheme of study.
2)
Keep in mind that you may only wish to initially teach one Module and accredit
successful students. Students may subsequently sit further Modules, either
taught by you or by other certified Bhakti Sastri teachers. The Modules do not
all have to be passed at the same ISKCON institute.
A Note on Distance-Learning
At the time of publication (January 2001), the VTE is intending to establish a distancelearning course. These proposals are provisional - please contact the VTE for more
details.
The proposed course will take place over two years. Each year will be divided into three
terms and students may be expected to complete coursework assignments during holiday
time. Students will be recommended to study for about 45 hours each week.
50
51
Chapter Five
Preparing to Teach
You should have already established your Scheme of Study. If not, please refer
to the previous Chapter. If you have, then lets move on to exploring the
materials you have available.
Module 1
Module 2
Module 3
Module 4*
Syllabus1
Syllabus 2
Syllabus 3
Syllabus 4
Book of Quotes 1
Book of Quotes 2
Book of Quotes 3
----
Students Handbook
Students Handbook
Students Handbook
Students Handbook
Students Worksheets
Students Worksheets
Students Worksheets
Students Worksheets
Teachers Handbook
Teachers Handbook
Teachers Handbook
Teachers Handbook
* If you are teaching the Three Module Course you will also need to refer to Syllabus Four
on occasion, since the thematic lessons will be interspersed throughout
Well now run through each of these materials with guidelines on their use.
52
53
Keep these on hand when preparing your Lesson Plans. They are useful not only in
selecting which quotes you might use, but also in helping identify Aims upon which you
might focus, i.e. Focuses of Learning.
Your Lesson Outlines show references with the code QT, showing to which verse or
which main point the quotes refer to (for more details, see pages 58 - 60).
These Book of Quotes are included on your CD (if you have one) in Word format. Use
these with the Lesson Outlines (Section Three) to cut and paste your own Lesson
Plans.
Unless you have prepared your Quotes separately (see previous point), then always
have your Book of Quotes with you in the classroom.
54
2. To teach the Orientation Lessons at the beginning of any course (please refer to
Chapter 8 on page 86).
All students should receive a copy of this (it is mandatory for formal VTE courses).
2.
Students can complete their worksheets, preferably during their reading prior to
corresponding lessons. They can then be used for revision for exams and as
reference, especially for their coursework assignments.
3.
We recommend that you print these booklets in a similar fashion to the Students
Handbook.
55
56
Mini-lectures
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
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 teachers
preferred teaching style (and each students 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, Im preaching may not be sufficiently focused!
What follows is a sample Lesson Outline, presented on a double-page spread:
57
Bhagavad-gita
Chapter 2, Lesson 3
Verses 2030
Overview/Summary:
Krishna describes the characteristics of the soul in detail. He then introduces other philosophies to
further defeat Arjunas argument of compassion.
22.*
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.
27.
28.
No specified reading
QT
According to the law of karma, one repeatedly goes through a cycle of birth and death. One
must therefore perform his duty without lamentation. The battle of Kuruksetra was an
inevitable event, so Arjuna should simply perform his duty as a ksatriya and fight for the right
cause. If Arjuna refused to fight, he would be neglecting his duty and would be degraded and
subjected to sinful reactions.
Read verse
QT
58
29.
Read purport, para. 2 to line 12
AR(b)
(a) The atomic soul is within the body of a gigantic animal, or a banyan tree, as well as within the
microbial germ. Persons who lack knowledge or austerity cannot understand how such a small
particle can become so great and so small.
(b) Some persons have knowledge of the soul, but misunderstand that the soul and the Supersoul
are one. It is a rare person who actually understands the position of the soul, the Supersoul,
and their relationship. Even rarer is one who has actually realised this knowledge.
(c) One who is qualified by penance and sacrifice can accept the statements of Bhagavad-gita,
and, by the mercy of the pure devotees, understand the soul.
30.
Read verse
Additional References:
29(b) For an analytical explanation of this verse line by line, see SUM.
Suggestions:
23(b) Verses 23 & 24 defeat Mayavada philosophy by stating that the soul cannot be cut into
pieces. Krishna first explained the souls 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.
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.
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).
59
How to 5HDGWKH/HVVRQ2XWOLQHV
The Lesson Outlines are included in a double-page spread. If and when, on some
occasions, this takes more than 2 sides, then the remainder is contained in the Overflow
Section (Section 4 of each Syllabus).
Each Lesson outline has up to six sections, as follows:
No.
Name of Section
Description
1.
Overview/Summary
Introduction
2.
Main Section
3.
Additional References
supplementary notes
4.
Suggestions
supplementary notes
5.
6.
This indicates that the verse (in this case no.23) is a Key Thematic Verse (KTV).
Students should know these in English, or at least know where to find them.
They are particularly relevant to Thematic Learning, covered explicitly and
assessed during Module 4. For charts showing KTVs, see Section 2 of each
Syllabus.
24**
Indicates that the verse (in this case no. 24) is a Key Memory Verse. You may
wish to emphasise that students should memorise these in both Sanskrit and
English (lists are included in the Student Handbooks).
MP
A Main Point which should definitely be covered. Time may be short, so the
teacher should ensure covering these, or stressing that students are familiar with
them
QT
AR
Additional References which the teacher must look up him or herself. Details are
found in Section 3 of the Lesson Plan.
OHT
SG
Suggestions, to found in the section of the same name towards the end of
Lesson Outline (Section 4).
* For Module Three, this section is entitled Points/Topics to Cover, since it lists the points covered in the
chapter (NOD), Mantra (ISO) and Text (NOI), rather than going through verse for verse (as in the Gita).
The point or topic is written in bold with the sub-points underneath (lettered a, b, c, ,etc)
60
61
Knowledge
,
Understanding
,
Application
,
Higher Skills
Each of these progressive levels tends to include the previous ones, i.e. they are nested.
For example, when exploring Preaching Application, Understanding is automatically
included. Keep this in mind, especially since some Aims appear very similar (e.g. ThA and
Eva), and / or it may be difficult to choose.
Tips:
1)
2)
Keep an eye out for the five higher Aims (M&M, AMI, Aut, SC, Eva) and identify accordingly.
3)
If the passage is complex or technical (and/or students really need to grasp this) then
write Und
(b) If the understanding aspect is relatively simple and / or the topic is relevant to PeA, PrA or
ThA, then write down the corresponding code
4)
Try to keep the appropriate balance between the various Aims (refer to page 70).
5)
Dont merely identify an Aim on the basis of content remember what the Aim actually is. For
example, dont 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)
62
On the following pages we repeat some of these questions (but categorised into our three
modes of delivery) and pose others that you might ask after your initial reading of the text.
63
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?
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.
64
1. Knowledge
2. Understanding
3. Personal Application
4. Preaching Application
6. Authority
Responses to simulated epistemological questions, Roleplay, Personal reflection, Written tests, Exploration of
topics from various viewpoints (e.g. scientific), Vedabase
research, Discussion groups.
7. Theological Application
8. Evaluation
11(a) Taste/Appreciation/
Relevance
65
to promote active reading of the Bhakti Sastri texts (usually prior to the corresponding
Lessons)
ii)
Its important that you decide on how you will use these before your respective lessons. Below are
some tips:
Students may want to check out the correct answers. We suggest that you dont 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)
66
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.
2)
You may need to amend and/or simplify some questions for ESL (English Second
Language) students.
3)
67
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.
Dont use the VTE materials as a crutch, or a replacement for thoughtful preparation.
They can help you to teach better and save time, but dont use them to cut corners.
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.
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.
Dont cram too much in leave time for questions and exploration.
Dont feel that you need to cover all content; students can do this in their allocated studytime. It is often better to get into one or two Focuses of Learning in some detail and to
merely touch on others. Its 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.
68
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:
Dress appropriately.
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?
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.
69
Aim
Lesson
1
Lesson
2
Lesson
3
Lesson
4
Lesson
5
Lesson
6
Lesson
7
Lesson
8
Knowledge
Understanding
Personal Application.
Preaching Application.
Theological Application
Authority
Academic Integrity
Faith & Conviction
Mood & Mission
Resp. for Learning
Evaluation
Sastra Caksus
Please note:
1. Although the teacher may plan to fulfill certain Aims in a particular lesson, others may arise
automatically, e.g. if in a discussion, one devotees uses poor arguments, you may see this as
an opportunity to explore Academic Integrity.
2. Responsibility for Learning is something to keep in mind throughout all lessons, though it
should be explicitly addressed in the Orientation Lessons. After that, it will be delivered mainly
implicitly, though you may need to, for example, remind students of our Aims once in a while.
3. Although certain Aims are important for all lessons (e.g. Knowledge) this does mean that the
teacher has to ensure that the corresponding learning goes on during lesson time.
Memorisation is one example of learning that students should be able to cope with by
themselves (as adults, at least). As the teacher trains students how to study then they can
fulfill more and more of the Aims outside of the classroom. This allows the teacher to use
classroom time more effectively as he or she focuses progressively on higher Aims and
Objectives. An effective teacher is modelling effective learning.
4. The teacher will want to ensure a suitable balance between our Aims and avoid overemphasising some and neglecting others (for more details, please refer to page 37).
5. Very often the teacher will cover a large number of Aims for any given content. For example,
he or she might give some information, then promote a discussion by asking questions. Then
they might ask students to relate personal experiences that illustrate the topic. Finally the
teacher could say, All this is well and good. But Id like to ask you now, How does this verse
relate to your own life? Despite this, it may be useful to identify a prominent Aim (keeping in
mind that they tend to be nested for example Preaching Application presumes a degree of
Understanding, and Theological Application tends to go somewhat deeper than Preaching
Application. (For more details, please see page 25.)
70
L e s s o n s
O b j e c t i v e s
Lesson 42
Lesson 28
Lesson 8
Lesson 2
<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.
71
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Most Bhakti Sastri teachers will already be qualified in the art of teaching. In this chapter,
therefore, we will not explore general delivery skills but only those specific to the Bhakti
Sastri itself. Suffice it is to say that sastric study lends itself well to highly interactive
learning as well as the often more familiar methods of lecturing and using questions and
answers.
Please note that the advice contained in this chapter is only relevant to teachers who
dedicate sufficient time to planning. In other words, ample preparation is a prerequisite for
effective delivery. Keep in mind also that sound preparation allows the teacher to be
appropriately spontaneous. Whimsical presentations not only weaken the learning
process in general, but specifically set a poor example and undermine students legitimate
trust in the teacher.
Nonetheless, even with thorough preparation, its 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.
72
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.
In educational terms, the ethos within the classroom is connected to our third domain of
learning, namely values and attitudes. Its 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 wont 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.
73
Sastric study is best performed in a dhama, e.g. Vrindavan or Mayapur, or within a temple.
Ensure that you have a clean, sizeable room and adequate teaching equipment.
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
74
Invoke the blessings of the Lord and His representatives before starting any lesson.
Pray to be their servant.
Use devotional music, both as students arrive and as appropriate during learning
exercises
Encourage respect for the individual (and avoid discriminating on the basis of
temporary designations).
Be honest with yourself and about your level of Krishna consciousness. Struggle to
be exemplary but dont torture yourself over your shortcomings. Modelling this
approach will likely be far more authentic and effective than trying to be someone you
arent.
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 Prabhupadas example with his
disciples).
Encourage students to see the philosophy from all angles of vision. In other words,
establish an ethos of open and honest enquiry.
Be honest when you dont know the answer. Preferably model good learning by doing
the research and coming back with answers.
Keep commitments. Be punctual. Start on time and finish on time (or even a little early)
If youve 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.
75
2. Understanding
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
6. Authority
76
7. Theological application
refer regularly to the latest news (if appropriate) and to topical issues
8. Evaluation
cite from non-Vedic sources quotes etc. consistent with Krishna Consciousness
use examples from your own life and experience to illustrate points of sastra
always seek sastric references to inform decisions or solutions you are exploring
speak and teach as far as possible from your own realisation
77
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Well 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 well
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,
thats very interesting. What have you learned from this whole discussion that you could
apply outside this classroom? In this way, the teacher turns the topic towards Personal
Application and at the same time promotes responsibility in students.
In summary, the teacher must avoid:
The Tw o Extremes
1
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:
Dont 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.
Remember that the Course is long. Treat it as a long-distance marathon, not a short sprint!
78
Lecturing
Intersperse speaking with question and answer sessions, or otherwise involve the
students, even in relatively minor ways.
When reading aloud purports, associated quoted etc., use pauses, ask questions and
generally promote active listening.
Consider throwing back student questions for the class to answer this promotes
discovery and helps prevent students becoming overly-dependant on the teacher.
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.
79
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It is essential that you are familiar with this Chapter before starting to teach your Bhakti
Sastri Course. You may also wish to review pages 26-27 which discuss The Principles of
Effective Assessment.
Formal Assessment Procedures for the VTE Bhakti Sastri Course are subject to
modification without prior notice. These guidelines are provisional at the time of
publication (January 2001). For more information on current details, please contact
the VTE in Oxford (for contact details, please refer to page 2)
2)
Teachers may wish to use these materials without awarding VTE certification. In
these cases, the requirements outlined here do not apply.
3)
Teachers wishing to formally teach this Course and issue VTE Certificates are
required:
(i) to be certified to teach this course (refer to page 43)
(ii) to follow the procedures outlined herein (most specifically
to notify the VTE and to order the assessment papers)
80
1. Means of Assessment
Type of Assessment
Percentage of
Marks
33%
Papers One
67%
Corresponding Papers
N.B: Personal interviews may occasionally be used, in the case of a marginal pass or fail
and/or to check the originality of a students work.
2. Issuing Papers
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 xxxx for standards and detail of how to
submit questions.
Marks
Definition
A
B
C
D
E
F
G
85+
75 - 74
65 - 74
55 - 64
50 - 54
45 - 49
- 44
Distinction/High-honours
Commendation/Honours
Average pass
Less than average
Marginal pass
Marginal fail
Fail
81
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)
2)
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
Exam
Coursework
Coursework
Exam
Coursework
Coursework
Exam
Coursework
Coursework
Exam
Coursework
Coursework
In Option One, students can be accredited for each individual Module. Although they will
receive completed assessment reports, they will not receive their certificate until they have
successfully completed all four Assessment Blocks. For Option Two, students will
complete all Blocks at or around the same time and results will be returned
simultaneously.
Option Two
This is yet to be finalised details available from the VTE.
82
Paper Two
Paper Three
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)
The chart on the next page shows the exact number of questions on each Paper and
the length of the answers.
The length of answers for Paper One is given in minutes (i.e. how long students have
to answer).
The length of answers for Papers Two and Three is given in words. This is the
average length for which a concise a comprehensive answer could win full marks.
Generally the maximum acceptable length of any answer is about 1.5 times the
average length. Answers over the maximum length may be penalised.
(Teachers may wish to let students know roughly how many pages, on average,
constitutes the set number of words)
83
12 questions
4 x slokas (5 mins)
8 x others (5 mins)
Paper 2 (1,000 words)
4 questions
2 x 200 words
1 x 300 words
1 x 300 words
(Understanding)
(Personal Application)
(Preaching Application)
4 questions
1 x 250 words
1 x 250 words
1 x 250 words
1 x 250 words
* 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
4 x slokas (5 mins)
8 x others (5 mins)
Paper 2 (1,000 words)
3 questions
1 x 400 words
1 x 300 words
1 x 300 words
(Understanding)
(Personal Application)
(Preaching Application)
3 questions
1 x 250 words
1 x 250 words
1 x 500 words
84
85
O n e
Module 4
8
8
8
T w o
O n e
1
1
1
P a p e r
2
2
2
T w o
1
1
1
1
1
1
5 mins
5 mins
Module 4
O n e
P a p e r
T w o
11%
22%
15%
10%
10%
8%
P a p e r
1
1
1
Academic Authority
Integrity
1
1
1
Academic Authority
Integrity
r
Sastra
Caksus
1
1
1
Sastra
Caksus
7%
7%
Academic Authority
Integrity
250 words
6%
Sastra
Caksus
4%
Evaluation
500 words
Evaluation
0
0
0
Evaluation
200 words 300 words 300 words 250 words 250 words 250 words 250 words
200 words 300 words 200 words 250 words 250 words 250 words 250 words
200 words 300 words 200 words 250 words 250 words 250 words 250 words
5 mins
5 mins
5 mins
5 mins
5 mins
5 mins
Module 1
Module 2
Module 3
P a p e r
4
4
4
Module 1
Module 2
Module 3
Percentage
P a p e r
P a p e r
4 marks
6 marks
6 marks
4 marks
8. Local Teachers should complete an Initial Student Results Sheet for each candidate
(one for each paper). These should be sent to the VTE with a copy of each paper
9. Local examiners should write appropriate comments in the margins, identifying students
strengths and challenges. Students should know exactly how they have succeeded or as yet
failed. (markers should familiarise themselves with what constitutes good feedback)
10. To help local teachers in the assessment process we recommend that they informally and
subjectively assess each student before the formal papers are marked, on the basis of their
class performance. Award each student a ball-park mark and/or grade. If a student shows
exceptional ability, then give them an A. If significantly better than average, then a B. If a
student is really struggling, then perhaps an E/F. This can help you initially in checking that
your marking of formal papers is about right and is also very useful in the case of borderlines
cases (i.e. students who fall on the boundary between grades). The combination of a subjective
opinion and the more rigourous marking of papers can be a useful combination.
11. If no-one fails over a number of courses, or if the moderator consistently reduces your marks,
ask yourself, why?. There is little point in having systems of accreditation without some
students failing, at least over a significant period of time. Though we wish to encourage
students and to avoid punitive procedures (including those that say a certain percentage
should fail each and every sitting), we should not avoid failing some students.
12. Wherever possible, local teachers should run through marked papers with students,
helping them to identify their strengths and challenges and thereby improve.
87
&KDSWHU(LJKW
2ULHQWDWLRQ/HVVRQV
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:
To hand out materials and finalise practical arrangements including the schedule.
2.
To establish a sound and positive foundation for the course by, for example:
a)
b)
c)
d)
e)
3.
To specifically help students appreciate the Twelve Aims of Sastric Study and the
Objectives of the Course.
4.
To present background information on each of the four books and to present verses
in glorification of each as an invocation for auspiciousness before starting the
course proper.
Lesson Two
Lesson Three
Sample Lessons are shown over-page (not included in the first edition).
88
At the end of the Introduction to the Gita, Srila Prabhupada quotes some
exceptionally beautiful verses taken from the Padma Purana.
89
$SSHQGLFHV
CONTENTS
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
90
Appendix 1
91
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94
Appendix 2
Academic Integrity
+HUHDUHVRPHH[DPSOHVRISRRURUGLVKRQHVWXVHRIVFULSWXUH
The tendency to quote only half arORND when the second half modifies or qualifies
the first (half-hen logic).
Choosing and quoting only verses/evidence that support our own biased opinions,
and neglecting others.
4)
Arguing or debating largely or wholly on the basis of emotional appeal, very often
using slogans derived from shastra and appealing to the biased values and opinions
of the audience.
5)
6)
7)
Quoting a verse that doesnt actually explain that which we are discussing, or whose
meaning is unclear and/or ambiguous.
8)
Being illogical i.e. the premise(s) may be scripturally sound, but the conclusions are
illogical (this includes the whole gambit of fallacious arguments).
9)
Claiming scriptural proof, when the validity of the argument rests partially on logic,
which we neglect to explore.
N.B There is a significant degree of overlap with these points, particularly 58.
Points I & 2 are also similar, as are 4 & 5
95
Appendix 3
teaching equipment
OHTs (transparencies)
student materials
teachers materials
Further details and checklists for all these categories are listed below.
V
V
V
V
V
V
V
V
V
V
3. Teaching equipment
Facilitators may make use of the following:
V
V
V
V
V
V
V
V
The above will often be provided by the venue organisers. The items below you may have
to bring yourself.
V
V
V
V
V
V
V
V
V
4. OHTs
Prepare these well before your course. You may wish to use these diagrams in another
form of presentation (e.g. by drawing on flipchart).
5. Student Materials
Each student will require: a)
b)
c)
d)
a Students 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
Dont forget these. Youll 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.
97
Appendix 4
The VTE has developed a model of education which synthesizes
1)
2)
Stage of
Learning
COGNITIVE
DOMAIN
(knowing)
ACTIVE
DOMAIN
(doing)
EXISTENTIAL
DOMAIN
(being)
1. sambandha
Theoretical
Knowledge
latent skills
innate values
skills training
Confronting
inappropriate values
2. abhideya
3. prayojana
Intellectual
Understanding
Realised Knowledge
(Regulated application)
Application in life
(spontaneous application)
Although knowledge, skills and values are all intertwined throughout the learning process,
still there is a difference of emphasis at successive stages:
1)
2)
3)
98
Appendix 5
Objectives:
by the end of the lesson students should be able to:
Plan:
99
Appendix 6
VTE Bhakti Sastri Initial Student Results Sheet. Module One
Venue:_____________________________
Dates:__________________________
Student:____________________________Temple/Country: _____________________
Local Teacher(s):________________________________________________________
Please complete the following sheet for each student. Similar sheets are to be used
for other Modules, and can be found in the respective Syllabuses. A copy of each
should be sent (with copies of the student papers) to the VTE, who will moderate the
marks and send out final marks, grades, and (where appropriate) certificates.
3DSHU2QH
3DSHU7ZR
Question* 1
_____/20
Understanding (1)
_____/20
Question* 2
_____/20
Understanding (2)
_____/20
Question* 3
_____/20
Personal Application
_____/30
Question* 4
_____/20
Preaching Application
_____/30
Question 5
_____/20
Total Paper 2
_____/100
Question 6
_____/20
Question 7
_____/20
Question 8
_____/20
_____/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
Total Paper 1
_____/240
7RWDO3DSHU
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100
101
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Appendix 7
Appendix 8
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.
Introduction
Overviews
Lesson Outlines
Main Sections
Overflow Section
Worksheets
Homework Questions
Charts
Sample Papers
Report Sheets
Introductory
read before beginning course
Auxiliary Materials
for use during teaching
Teachers Handbook
Students Handbook
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.)
102