BS Student's Handbook

8/12/2019 BS Student's Handbook

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V AIAVAT RAINING &E DUCATION

Course Material

STUDENTS HANDBOOK for the Bhakti astri Course

The International Society for Krishna Consciousness

Founder-Acarya: His Divine Grace A.C. Bha tivedanta S!a"i #ra$hu%ada


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The VTE Bhakti Sastri Course MaterialsCopyright 2000. Vaishnava Training and Education

CD Version !irst Edition "pu#lished Dece$#er 2000%

Hard copies of these materials can be printed by the purchaser for personal use and may not be

passed on or sold without permission.

Teachers formally facilitating the VTE Bhakti Sastri Course are permitted to copy the Student!sHandbook" for distribution solely to students sitting the course.

Published by Vaishnava Training and Education63 Divinity Road, Oxford, OX4 1LH, n!land, "#tel$ %44 &'(1)6*+3'431'e+ ail$ rasa andala-a.bs/0/a ho-net

These "aterials include:

he ea.hers HandbooThe Students& 'and#ooktudent 5or sheets oo

yllabus One &7odule One(yllabus 8o &7odule 8o(yllabus hree &7odule hree(

oo of 9uotes One &7odule One(oo of 9uotes 8o &7odule 8o(oo of 9uotes hree &7odule hree(

:nstru.tion 7anual &;D version only(

#or more information on VTE courses and materials$ please contact Vaishna%a Training andEducation &see abo%e'. (ou may also contact the VTE for information on updated and hard)copy%ersions of this Bhakti Sastri Course.

(rices) Entire set * CD Version only "e+cluding cost o, delivery% - /.00 " 21.00% his boo & tudent s Handboo ( < not available se/arately

&=irst edition(

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4

C o n t e n t s

(age

=ore8ord *

>. no8led!e ents 6

:ntrodu.tion ?

Chapter ne 3 4 Concise vervie5 o, the Course 6

Chapter T5o 3 4 !ra$e5ork ,or Sastric Study 2he 8elve >i s of astri. tudy 1?

9uotes u//ortin! the 8elve >i s 1@

Chapter Three 3 The Bhakti Sastri Course 27 >i s 26

ObAe.tives 2)

>ssess ent 31


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D E D 8 C 4 T 8 9D E D 8 C 4 T 8 9

tad-vg-visargo janatgha-viplavoyasmin prati-lokam abaddhavaty apinmny anantasya yao kitni yat

vanti gyanti ganti sdhava

On the other hand, that literature which is full of descriptions of the transcendental gloriesof the name, fame, forms, pastimes, etc., of the unlimited Supreme Lord is a differentcreation, full of transcendental words directed toward bringing about a revolution in theimpious lives of this worlds misdirected civilization. Such transcendental literatures, eventhough imperfectly composed, are heard, sung and accepted by purified men who arethoroughly honest.

& ri ad ha!avata 1-*-11(

In this way you have to understand, by studying carefully the philosophy. We have got somany boo s now and I want all of my disciples to read them carefully. Soon we shall beinstituting !ha ti"sastri e#aminations and all brahmanas will have to pass. So utilizewhatever time you find to ma e a thorough study of my boo s.

&Letter fro rila Prabhu/ada to "/endra, ?th Buly 1@?6(

*

o

'is Divine :race'is Divine :race4.C. Bhaktivedanta S5a$i (ra#hupada4.C. Bhaktivedanta S5a$i (ra#hupada

5ho intended that his disciples and ,ollo5ers

diligently study and apply his teachings

,or the 5el,are o, all


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! ;E< ;D

: heartily 8el.o e the /ubli.ation of this ne8 C ;ourse as a si!nifi.ant ste/ for8ard for: #;O - rila Prabhu/ada intended his so.iety to be led by edu.ational values, asindi.ated by : #;O s first /ur/ose$

To systematically propagate spiritual knowledge to society at large and to educateall peoples in the techni*ues of spiritual life in order to check the imbalance of%alues in life and to achie%e real peace and unity in the world.

rila Prabhu/ada not only !ave /riority to the /ubli.ation and ar etin! of his boo s, butleft s/e.ifi. instru.tions for their syste ati. study- early thirty years later, this orderre ains unfulfilled- his /arti.ular .ourse, : believe, has the /otential to at last fulfill rilaPrabhu/ada s dire.tivesE ost notable are its /ro/osed syste s for !lobal i /le entation,in.ludin! already+8ritten tea.her trainin! odules that .o /le ent and extend existin!C .ourses-

his .urri.ulu has a nu ber of other distin!uishin! features- Possibly it is the first to be

built on sound and ex/li.it edu.ational /rin.i/les and a 8ell+arti.ulated ethodolo!y- :tthus !oes beyond e orisation and intelle.tual understandin!, to ex/li.itly /ro otestudents a//li.ation of no8led!e, their develo/ ent of a//ro/riate values, and,ulti ately, /ersonal realisation- his slant on .ondu.t and .hara.ter, : believe, !ives it!reat /otential in addressin! our nu erous individual and so.ietal .hallen!es-=urther ore, its detailed delineation of Fthe ai s of sastri. studyG is a 8el.o e feature at ati e 8ithin : #;O ar ed by la. of .lear dire.tion- : 8as /arti.ularly i /ressed by theai of F7ood and 7issionG, 8hi.h even today 8ill hel/ students a//re.iate rilaPrabhu/ada .ontinuin! /resen.e-

;ons.ientious tea.hers 8ill re.o!nise ho8 this .ourse offers su//ort to the less+able and

yet res/e.ts the ex/ertise and initiative of the ore+ex/erien.ed- =or students it offers auality of learnin! 8hi.h is relevant, /ra.ti.al and enAoyable- : /arti.ularly li ed the use of/ro!ressive assess ent /ro.edures, su.h as /roAe.t+8or , 8hi.h free students frounne.essary /ressure and /ro ote their natural .reativity-

:n .on.lusion, : thin this .ourse 8ill a//eal to any se.tions of our e bershi/-Parti.ularly, thou!h, : a//eal to our leaders to /rovide .on.rete su//ort for its !lobali /le entation- ;o+o/eration bet8een ana!ers and edu.ators ay hold the ey to asu..essful future, and ensure that this initiative bears fruit < ha//y, learned and balan.eddevotees, 8ho .an for the nu.leus of an evolvin! brah ini.al and #rishna+.ons.iousleadershi/-

7y heartfelt than s to all those devotees 8ho, over a /eriod of five years, have hel/ed sofar in develo/in! this essential as/e.t of : #;O s 8or -

Sesa das Adhi ari +,th -ecember +

The :BC Ministry o, Education

E+ecutive Me$#ers "Dece$#er 2000%

Sesa das &I ; 7inister < >la.hua, " >(Bra=a Bihari das &Crindavan, :ndia(>aks$i$oni dasi &>la.hua, " >(Saunaka ;si das & elfast, orthern :reland(

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4C?9 ED:EME9TS

M E M B E ; S ! T ' ED E V E > ( M E 9 T T E 4 M

VTE E+ecutive >nutta a das &:; 7inister, 5ashin!ton, " >

raAa ihari das&C:H , Crindavan, :ndia(auna a Rsi das & - :reland, "#(ita Ra a das &7 , "#(

The Bhakti Sastri sso.iates, "#(Purna.andra das &" >(ita and d!ar & he Learnin! =ra e8or , "#(

;e,erence MaterialshuriAana das & urrender "nto 7e(Iauri das & OD tudy Iuide(atsvaru/a Ios8a i &Le.ture ta/es(uresvara das & ha!avad+!ita tudy Iuide(CraAa #ishora das & OD tudy Iuide(

Trialling the Materialsha tin >le sandra & e8.astle, "#(Iauran!a undara das &: #;O Lei.ester, "#(Ban asta i dasa &7:H , 7aya/ur(#irtida dasa &=inland and "#(Prasanta dasi &Crindavana, :ndia(ita Ra a das & ha tivedanta 7anor, "#("r ila dasi & orth ;arolina, " >(

>tul #rsna dasa &7:H , 7aya/ur(

Editing@ ,,ice Support

ha!avata dasi &:nisratha, - :reland(raAaAana das &" >(7anAari dasi &7aya/ur, :ndia(Diane Rollinson &the O;CH , Oxford(

thers 5ho kindly helpedDaoAi &Crindavana Iuru ula(:sodyana dasi &Crindavana, :ndia(#ur aru/a das &Crindavana, :ndia(Prana das &>u. land, e8 Jealand(

< 8 T ' 4 V E ; AS ( E C 8 4 > T ' 4 9 ? S T

Devaprastha das:irira=a S5a$i'arikesa dasBhakta itendra

for helping to make this pro/ect possible bykindly offering their financial support

Bhuri=ana das

who started with Bhakti Sastri Course inVrinda%an$ 0ndia

The +,ord Centre ,or Vaishnava and'indu Studiesfor their %ision$ support and encouragement.

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8ntroduction

5el.o e to the ne8 C ha ti astri ;ourse and to your .o/y of the Student!sHandbook$ 8hi.h you ll be usin! in .onAun.tion 8ith your Student 1orksheets -hese aterials are to last the duration of the .ourse, so /lease loo afterthe , /erha/s 8ritin! your na e on the front-

9uite naturally, you ll su//le ent these t8o boo s 8ith your o8n notes- he follo8in!re.o endations ay be hel/ful- his .ourse has been stru.tured about a setof .learly defined ai s &as you ll soon learn in the orientation lessons(, and thefollo8in! su!!estions are based u/on the -

;onsider ee/in!$

&1( a /ersonal Aournal &re.ordin! so e of your inner ost refle.tions(- Kou .ouldalso in.lude so e F ini+a.tion+/lansG, as a 8ay to i /le ent 8hat 8e ve learned-

&2( a .o /ilation of #rsna .ons.ious analo!ies &there s already a useful list fro the:so/anisad in the 7od 2 7aterials(

&3( a /rea.hin! /ortfolio, .onsistin! of ar!u ents a!ainst the various non+theisti./hiloso/hies and 8orld+vie8s-

&4( an antholo!y of verses and s.ri/tural /assa!es that have s/e.ial si!nifi.an.e foryou-

&*( a list of 8ays in 8hi.h /eo/le &in.ludin! so eti es our devotees( isuse sastra&relatin! to our >i of F>.ade i. :nte!rityG(

7ore and ore, : #;O devotees re.o!nise the need to not only a//re.iate our theolo!ybut to su..essfully a//ly it in our /ersonal and /ubli. lives- his .alls for the develo/ entof the .orres/ondin! s ills and values and a dee/ assi ilation of sastri. no8led!e- hisne8 .ourse has been desi!ned 8ith these /ur/oses in ind, and 8ith a .orres/ondin!e /hasis on res/onsible and intera.tive learnin!- 5e therefore re uest you to not only

learn fro others but to a.tively .ontribute to8ards a dyna i. learnin! /ro.ess-

he C 8ishes to .onstantly i /rove its servi.es to edu.ation- :f you have anysu!!estions as to ho8 the .ourse .an be i /roved, and es/e.ially the student aterials,then /lease do !et in tou.h- Our details are on the inside of the front .over-

7any than s, and all best 8ishes for an ex.itin! and re8ardin! .ourse

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his ;ha/ter offers you a brief overvie8 of the entire .ourse- Kour tutor 8ill /rovide furtherdetails re!ardin! your s.hedule- :t is i /ortant that you study the next t8o .ha/ters, 8hi.hex/lore the rationale behind sastri. study and the /ur/oses of the ;ourse- 7u.h of thisaterial 8ill also be .overed in the o/enin!, orientation lessons, /rior to be!innin! study ofthe ha!avad+!ita-

Modules

The VTE Bhakti Sastri course is broken into three modules$ as follows2

Module

Module 2

Module

Bhagavad*gita Chapters 3

Bhagavad*gita Chapters 03 6 Sri 8sopanisad

9ectar o, Devotion 9ectar o, 8nstruction

Materials

Kou should already have the follo8in! aterials$

The Student 'and#ook "this #ook%Modules 2 MaterialsModule MaterialsM8'E 9ectar o, Devotion Study :uideThe Student


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9u$#er o, >essons

The following chart shows the total number of recommended lessons &5.6 hours each' forthe entire course2

Orientation lessons ex/lainin! the .ourse aterials and assess ent /ro.edure are in.ludedin 7odule 1-

Ti$e ;eFuire$ents

he re.o ended total ti e of study for the entire .ourse is 1/0 hours - :n addition to the@' inutes 8ithin the .lassroo , students are ex/e.ted to s/end another one to one+and+a+half hours in self+study- he follo8in! .hart sho8s the a//roxi ate ti e allo.ations-

>earning E+ercise Ti$e spent "hours%

Lessons 1)'

Re!ular elf+study 13* + 1)'

ProAe.t 5or &>ssess ent Pa/ers ;( 2'

xa s &>ssess ent Pa/er >( ?

Total 1 0 3 170 hours

tudents en!a!ed in self+study or on distan.e learnin! .ourses 8ill be ex/e.ted to s/end 2-*to 3 hours on ea.h lesson &i-e- the sa e in total as devotees sittin! the re!ular C .ourse-(

he C re.o ends that a full ti e .ourse lasts about four onths- his entails a total of 26hours of study /er 8ee - he shortest viable .ourse is 3 onths, 8hi.h needs about 3* hours/er 8ee - aturally the ti e you need to dedi.ate ea.h 8ee is inversely /ro/ortionate to the

len!th of your /arti.ular .ourse-

1'

>essons

Module ne 10 Module T5o 1/ Module Three /

Total 20


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!or$al 4ssess$ent

. Means o, 4ssess$ent

Type o, 4ssess$ent Corresponding (apers

Closed Book )*% Distin.tionMHi!h+honours?* + )4 ;o endationMHonours

; 6* + ?4 >vera!e /assD ** + 64 Less than avera!e

*' + *4 7ar!inal /ass= 4* + 4@ 7ar!inal failI + 44 =ail


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/. The 4ssess$ent (apers

The following chart shows the nine papers you!ll need to complete..

(aper 4 (aper B (aper CModule ne xa ;ourse8or ;ourse8or

Module T5o xa ;ourse8or ;ourse8or

Module Three xa ;ourse8or ;ourse8or

>s sho8n above, ea.h 7odule .onsists of 3 /a/ers- hey are as follo8s$

(aper 4 Closed*#ook E+a$ "?no5ledge%(aper B Course5ork "Gnderstanding and 4pplication%(aper C Course5ork "Values and 'igher Skills%

7. The 4ssess$ent Schedule

;ourse8or Pa/ers &Pa/ers ;( .an be handed out &at the dis.retion of thetea.her( at any ti e after the start of the .orres/ondin! odule- he Cre.o ends that they are .ir.ulated rou!hly half+8ay throu!h ea.h 7odule- >t thevery least students ust have t8o 8ee s to .o /lete these assi!n ents- =orore details, .onsult your .ourse tutor-

Kou 8ill nor ally sit Pa/er >, the 8ritten exa , Aust after the end of ea.h 7odule-

H. Certi,ication

>ll students on offi.ial .ourses 8ill re.eive a : #;O xa inations oard ha ti+sastri ;ertifi.ate u/on the su..essful .o /letion of all hree 7odules- >ll students8ill also re.eive a detailed brea do8n of their a.hieve ents, hi!hli!htin! their

s/e.ifi. stren!ths and .hallen!es- tudents sittin! a sin!le odule 8ill be a..redited for it, and re.eive detailed results,

but ust .o /lete the other odules before re.eivin! their offi.ial .ertifi.ate-

Pass ar for ea.h 7odule is /0I. 7ar!inal fail in a odule .an be .o /ensated forin other odules-

=inal nu eri.al ar for the .ourse is the a!!re!ate of the 3 7odules a..ordin! tothe follo8in! /er.enta!es$ 7odule 1$ 0I E 7odule 2$ /I E 7odule 3$ /I -

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8ntroduction

Learnin! and tea.hin! sastra is ar!uably the ost i /ortant as/e.t of a #rishna .ons.iousedu.ation- rila Prabhu/ada s boo s for the foundation for : #;O s a.tivities anddevotees hold the in the hi!hest estee -

u/erfi.ially at least, it a//ears that this ad iration has often detra.ted devotees fro.onsiderin! exa.tly ho8 8e study and tea.h su.h sa.red literature- :n edu.ational ter s,

validity of .ontent hardly le!iti ises the entire learnin! /ro.ess- 5e are not, therefore,underesti atin! rila Prabhu/ada s boo s 8hen 8e say that there ust also be ana//ro/riate edu.ational dis.i/line- Of .ourse, the basis for su.h already exists, but itre ains to be .odified and syste ati.ally trans itted, 5ithout this, even the tea.hin! ofs.ri/ture re ains lar!ely ineffe.tive-

he C has therefore atte /ted to .onstru.t a fra e8or for s.ri/tural study- 5e havedone this not by ri!idly definin! /ra.ti.e &8hi.h very often stifles individual initiative( but byidentifyin! universal values and /rin.i/les that .an infor an evolvin! ethodolo!y- his

then serves as the basis for !ood .lassroo /ra.ti.e- y these standards, C ha tiastri tea.hers are trained and a..redited to deliver the .ourse,

:n this .ha/ter 8e tou.h on this ethodolo!y, 8hi.h e bodies 8hat 8e have ter ed anFai s+driven a//roa.hG- On this basis, and 8ith 8ide .onsultation, 8e have /ainsta in!lydevelo/ed our F 8elve >i s of astri. tudyG- One of these ai s is to hel/ studentsdevelo/ healthy and res/onsible study habits- o this end, 8e hold that it is not enou!h fortea.hers to no8 F8here they !oin!G, but they ust a e the ai s and obAe.tives of any.ourse .lear to the student- his is often ter ed Ntrans/aren.y - his, .ou/led 8ith .learly+

arti.ulated s/iritual standards, hel/s to suitably otivate students- 5e therefore re uest that you be.o e a.tively involved 8ith the learnin! /ro.ess and ta eso e ti e to understand and assi ilate our F 8elve >i sG- 5e anti.i/ate your 8el.o in!the si!nifi.ant e /hasis !iven here to the /ra.ti.al a//li.ation of no8led!e and thesyste ati. develo/ ent of Caisnava values-

13

Chapter T5o

4 !ra$e5ork ,or Sastric Study


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The !our Sastric Degrees

Srila 8rabhupada himself presented an outline for the study of scripture$ as demonstratedby the following e


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vervie5 o, the !our VTE Courses

3n the basis of Srila 8rabhupada!s letter$ the VTE has proposed2

4. !our consecutive courses ,ocusing on the #ooks sho5n in the ta#le #elo5)

B. The a#ove ,our courses are KnestedL. :n other 8ords, for any Fde!reeG, the s/e.ifi. aterials for /revious de!rees are alsostudied- =or exa /le, ha!avad+!ita is studied throu!hout all four .ourses- hissu!!ests that fro ha ti Caibhava on8ards it 8ill be studied in relation to the otherrelevant boo s and at /ro!ressively hi!her levels-

C. The Bhakti Sastri 5ill #e the eFuivalent o, a university entry course.&e-!- in the "#, the t8o+year N> level(- his 8ill deter ine the level and len!th of this.ourse, and subse uent .ourses 8ill be si ilarly based on rila Prabhu/ada sinstru.tions-

D. The Bhakti Sastri Course "and ,inal assess$ent% should #e co$pleted at a#outthe sa$e ti$e a devotee is ready ,or second 0$rah"ana1 initiation.he C has as.ertained that this usually o..urs 8hen a .andidate has beenseriously /ra.tisin! #rishna ;ons.iousness for three years &thou!h this fi!urea//ears to be /ro!ressively in.reasin! (- in.e the lon!est re.o ended ter of/art+ti e study is t8o years, this su!!ests that devotees should have been Fseriously/ra.tisin! #rishna ;ons.iousnessG for at least one year &or the e uivalent of livin! inthe te /le for one year(-

hese re uire ents should have been ade .lear to devotees before enroll ent- :fyou no8 feel that you are insuffi.iently ex/erien.ed, then do .onsult your .ourse tutor-

16

. Bhakti SastriBhaga%ad)gita

7ectar of -e%otionSri 0sopanisad

7ectar of -e%otion

2. Bhakti*vai#hava

he first six .antosof

the Srimad Bhaga%atam

. Bhaktivedantahe se.ond six .antos

of the Srimad Bhaga%atam

1. Bhakti*sarva#hau$ahe entire text

of the Caitanya)caritamrta


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The verall (urposes o, Syste$atic astric Study

1e ha%e already touched on Clarity of 8urpose!$ and three other principles e


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The T5elve 4i$s o, Syste$atic Sastric Study

The following ;ims apply to all four VTE Sastric degrees$ starting with Bhakti Sastri. These ;ims areweighted differently for each of the four main courses &please refer to page A for more details'

1- o hel/ students e orise and re.all the &theoreti.al( no8led!e 8hi.h for s thefoundation of their on!oin! /ro!ress in #rishna ;ons.iousness

2- o dee/en students understandin! of the #rishna .ons.iousness theolo!y, /arti.ularlythrou!h studyin! it fro a 8ide ran!e of /ers/e.tives and throu!h develo/in!thou!htfulness and intros/e.tion

3- o hel/ students a//ly the #rishna ;ons.iousness theolo!y, 8ith referen.e to$&a( their external /ra.ti.es&b( their inner develo/ ent

and to hel/ the develo/ a//ro/riate Caishnava ualities and behaviour

4- o enhan.e devotees desire and ability to /rea.h effe.tively-

*- o hel/ build and aintain students faith and .onvi.tion in$&a( the /ro.ess of #rishna .ons.iousness&b( the sastra as its foundation

6- o si ultaneously .ultivate 8ithin devotees$&a( 8holehearted a..e/tan.e of the s/iritual authority of shastra&b( a ood of o/en and honest in uiry and a desire to fa.tually understand and

realise the i /ort of Cedi. no8led!e

?- o hel/ .reate learned Caishnava theolo!ians 8ho are ex/ert in assistin! the o.ietythrou!h a//li.ation of sastri. no8led!e to a 8ide ran!e of /ersonal, so.ial, oral, to/i.al

and theolo!i.al issues

)- o develo/ students analyti.al, inter/retative and evaluative s ills, /arti.ularly in res/e.t ofthe /ra.ti.al a//li.ation of sastri. no8led!e

@- o fa.ilitate devotees in$ &a( understandin! and a//re.iatin! the ood and ission of rila Prabhu/ada

&b( /er/etuatin! that understandin! 8ithin the o.iety and its e bers

1'- o ensure that devotes develo/ oral and a.ade i. inte!rity in the inter/retation,evaluation and a//li.ation of sastri. no8led!e

11- o en.oura!e students to ta e res/onsibility for their learnin! and develo/ healthy studyhabits by$

&a( enhan.in! their desire to study rila Prabhu/ada s boo s &/arti.ularly by nurturin! their a//re.iation of shastra and sastri. study,

and by de onstratin! sastra s relevan.e to everyday life(

&b( e ui//in! the 8ith the a//ro/riate learnin! s ills

12- o e ui/ students 8ith the ability to see throu!h the eyes of shastra, and 8ith a #rishna.ons.ious 8orldvie8- "lti ately, to assist the students in realisin! s.ri/ture, and in seein!#rishna, at all ti es and in all /la.es-

7.B. #or *uotes from Scripture supporting these ;ims please refer to pages.

1)


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The 4i$s o, Sastric Study in a 9utshell

Each ;im for sastric study is e


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The 4i$s o, Syste$atic Sastric Study;elevant Ouotes !ro$ Srila (ra#hupada&s Teachings

he follo8in! uotations are nu bered a..ordin! to the >i to 8hi.h they /redo inantlyrefer- o e of the 8ill be /ertinent to other >i s also- o a e the ost of studyin!these uotes, 8e re.o end to students that as they read the they si ultaneously referto the 8elve >i s on /a!e 1? of this handboo -

1. Formerly, people were so sharp ! memory "ha" o!#e ha$ !% hear 'rom "he sp r "(almas"er, "hey w ll remem)er. . . " s #alle r(" ... * mply )y hear !%, "hey w ll(! ers"a! e$ery"h !%. They w ll !e$er 'or%e" ... U!less yo( memor se all "he#o!#l(s o!s o' *r ma +ha%a$a"am, +ha%a$a % "a, yo( #a!!o" spea-.

CC Adi 16.44 purp.

1. The pro#ess s "ha" yo( sho(l memor se "he p(rpor"s o' my )oo-s a! "he! spea-"hem ! yo(r ow! wor s. Do !o" a (l"era"e or #ha!%e a!y"h !%. The! yo( w ll )e "he

per'e#" prea#her. Letter, Janajanmadhih , Bombay, 15 o!ember, 1"#5

. The po !"s o' +ha%a$a % "a, "ho(%h "hey are s mple a! #omple"e, #a! )e(! ers"oo 'rom (!l m "e a!%les o' $ s o!. *o o(r ph losophy s !o" ry, l -e me!"alspe#(la" o!. The proper '(!#" o! o' "he )ra ! a! psy#holo% #al a#" $ "y s "o(! ers"a! e$ery"h !% "hro(%h /r sh!a0s perspe#" $e or po !" o' $ ew. There s !o l m ""o "ha" (! ers"a! !% )e#a(se / a s (!l m "e , a! " #a! )e sa "ha" "he e$o"eewho -!ows / a -!ows e$ery"h !% 213"h Chap"er4. *" ll, "he ph losoph #al pro#ess!e$er s"ops a! "he e$o"ee #o!" !(es "o !#rease h s -!owle %e, e$e! "ho(%h he-!ows e$ery"h !%.

Letter, Caturbhuj, Bombay 1"#$

. I" s !o" )l ! ly a##ep"e , "h s /rs!a #o!s# o(s!ess. 5 "h #o!s era)le el )era" o!,we "a-e "he e# s o!.

Le%, Bha&a!ad'&ita #.1'(, Ahmedabad, )e%ember 14, 1"#$

6. * mply ha$ !% "heore" #al (! ers"a! !% w ll !o" o. 789!a $ :89!a. Th s "heore" #al-!owle %e s %oo , )(" "here m(s" also )e pra#" #al appl #a" o!. The! " w ll s"a! .

Le%, e**ore, January 4, 1"#6

6. They were pra#" s !% ! or er "o "ea#h (s .. * mply "ea#h !% w ll !o" o. 5e m(s" also

pra#" se ... * mply ;(o" !% $erses l -e a parro" w ll )e o' l ""le )e!e' ". O!e m(s" apply"hem, :89!am $ : 9!a sah "am. 7 9!a mea!s "o -!ow, a! $ :


21/34

Letter, /ahapuru-a, Lo- An&e*e-, # 0ebruary 1"6"

3. ?o( are e>per e!# !% some o()"s ...To #lear (p "hese "h !%s "he )es" reme y s "ore%(larly s#(ss amo!%s" yo(rsel$es ! #lasses all o(r )oo-s. The! "hese o()"s w ll)e - lle . 5 "ho(" rea !% )oo-s, " )e#omes ha#-!eye a! s(#h o)!o> o(s eas"ro()le (s. O(r "ho(%h"s are always #ha!% !%@ "ha" s "he !a"(re o' "he m ! . *o yo(#a!!o" e>pe#" "ha" e$e! %rea" sa !"ly perso!s are 'ree 'rom "ho(%h"s, #om !% a!%o !%. +(" a'"er "h !- !% "here s 'eel !% a! w ll !% w ll !% )e !% "he s"a%e o' p("" !%"ho(%h"s !"o a#" o!. *o ' we are a)le "o employ o(r !"ell %e!#e, "he! we es"roy "he"ho(%h"s )e'ore "hey )e#ome ma! 'es" ! a#" $ "y. +e#a(se we are so m(#h !#l !e "oe!:oy (! !"ell %e!"ly, we "here'ore ha$e "o a ly sharpe! o(r !"ell %e!#e 'a#(l"y )yrea !% a! s#(ss !% a! )y prea#h !% "o o"hers.

Letter, atyabh2ma, /ayapur, 1"#$

*- 5ha"e$er "he #ase, we m(s" ha$e 'a "h ! "he wor o' /rs!a. 5he! we p(r#hase a" #-e" o! Ba! Amer #a! or A r I! a, we ha$e 'a "h "ha" "ha" #ompa!y w ll "a-e (s "o o(res" !a" o!. Fa "h s #rea"e )e#a(se "he #ompa!y s a("hor se . O(r 'a "h sho(l !o")e )l ! @ "here'ore we sho(l a##ep" "ha" wh #h s re#o%! se .

Le%, Bha&a!ad'&3ta .$1'$$, e or , o!ember 1", 1"66

3. : 9!a $ : 9!a 9s" -yam, 9s" -yam mea!s '(ll 'a "h ! "he 9"ras a! ! Go .E Tha" s#alle 9s" -yam. I' yo( ha$e '(ll 'a "h ! "he re$eale s#r p"(res, "he! yo( are 9s" -yam.+e#a(se yo( #a!!o" ma!('a#"(re yo(r Go , or a so #alle !#ar!a" o! Go . No. ?o(m(s" ha$e '(ll -!owle %e o' Go "hro(%h "he a("hor "y o' re$eale s#r p"(res.

Le%, B 1.16.$7, a aii, January 16, 1"#4

. 5ha" /r sh!a sa 'or"y m ll o!s o' years a%o, or ' $e "ho(sa! years a%o, s also#orre#" "o ay. Tha" s 9s"ra. No" "ha" *o ma!y years ha$e passe a! " has )e#omeol . Now le" (s re'orm " a! p(" " !"o !ew way.E No. ?o( #a! p(" "he same "h !% ! a!ew way, )(" yo( #a!!o" #ha!%e "he pr !# ple.

Le%, B 5.6. V8nd2!ana, (7 o!ember 1"#6

. +(" 'a "h sho(l !o" )e )l ! . +l ! 'a "h s (seless. Now we ha$e alrea y s#(sse"ha" o!e sho(l %o "o "he sp r "(al mas"er w "h s(rre! er, !;( ry a! ser$ #e "hree"h !%s. F rs" o' all, 'or a#;( r !% -!owle %e we ha$e "o ' ! o(" "he s( "a)le perso!,a! ' we are 'or"(!a"e e!o(%h "o o "ha", "he! "he ' rs" "h !% s "o s(rre! er. A! a'"er"ha" s(rre! er, "here are ;(es" o!s. O!e m(s" )e $ery !"ell %e!" "o p(" ;(es" o!s "o"he sp r "(al mas"er. 5 "ho(" ;(es" o!s yo( #a!!o" ma-e pro%ress. *o )l ! 'a "h s!e$er re;( re , !or sho(l ;(es" o!s )e ! a moo o' #halle!%e ... H(es" o!s ora!swers sho(l )e :(s" "o (! ers"a! . A! "ha" sho(l )e a##ompa! e w "h ser$ #e.Th s s "he #orre#" moo .

Le%, B9 4.(" : 5.( e or $4th Au&u-t 1"66

. The +h9%a$a %J"9 s spo-e! )y "he Kor so "ha" h(ma! so# e"y #a! )e per'e#"lyor%a! Le 'rom all a!%les o' $ s o! pol " #ally, so# ally, e#o!om #ally, ph losoph #allya! rel % o(sly. From a!y po !" o' $ ew, h(ma! so# e"y #a! )e re'orme )y "he / a#o!s# o(s!ess mo$eme!"@

CC /ad 1".16#

. Nor " s poss )le "ha" e$eryo!e sho(l )e#ome a )r9hma!a. I" s !o" s(#h a! easy

"h !%. +(" a #lass o' )r9hma!as m(s" )e ma !"a !e ... "o % $e #o(!# l "o "he -sa"r yas.Con! yderabad $$th Au&u-t 1"#6

21


22/34

M. ?o( ha$e "o a!alyse "ha" F rs" o' all, I am prom !e!" )y my se!ses. y )o y mea!smy se!ses. +(" "he se!ses are (seless (!less "here s "he m ! . I! r yehyah paraPma!aQ. I' yo(r m ! s !o" ! or er, yo(r se!ses #a!!o" a#". There'ore m ! s s(per or"o "he se!ses, a! "he m ! #a!!o" a#" ' yo( ha$e !o !"ell %e!#e. *o ma!asas "(

para )( h Q. A! ' yo( #a! %o )eyo! "he !"ell %e!#e, "he! yo( #a! ' ! o(" a)o(""he so(l. *o " re;( res s"( y. I" re;( res e (#a" o!. The e (#a" o! s "here. The )oo-sare "here. The "ea#hers are "here.

Le%, B $.(.$7 Bombay 1"##

M. Al"ho(%h / a a $ se Ar:(!a, / ll h m,E Ar:(!a !o" l -e " ... Th s s #o!s# o(s!ess.$e! "ho(%h "here s ("y, we ha$e "o see wha" w ll )e "he e''e#" o' "ha" ("y. No"h !%sho(l )e o!e )l ! ly. Th s s "he !a"(re o' a e$o"ee.

Le%, B 1.#.47

S. O!e sho(l "here'ore a$o o)ser$ !% a p(re e$o"ee e>"er!ally, )(" sho(l "ry "o see"he !"er!al 'ea"(res a! (! ers"a! how he s e!%a%e ! "he "ra!s#e! e!"al lo$ !%ser$ #e o' "he Kor . I! "h s way o!e #a! a$o see !% "he p(re e$o"ee 'rom a ma"er al

po !" o' $ ew ...

+) Te;t 6, purp

S. As "he *(preme Berso!al "y o' Go hea #omes ow! (po! "h s ear"h "o rees"a)l sh"he pr !# ples o' rel % o!, so s represe!"a" $e, "he sp r "(al mas"er, also #omes "orees"a)l sh rel % o(s pr !# ples. I" s "he ("y o' "he s# ples "o "a-e #har%e o' "hem ss o! o' "he sp r "(al mas"er a! e>e#("e " properly.

B 4.$ .57 purport

S. $ery"h !% s '(ll o' se!se a! lo% #, a! "he e>#ha!%e o' $ ews )e"wee! "he mas"era! s# ple s poss )le o!ly whe! "he re#ep" o! s s()m ss $e a! real. I! "heCa "a!ya #a"am"a " s sa "ha" o!e sho(l re#e $e "he "ea#h !% o' Kor Ca "a!ya w "h!"elle#" a! '(ll se!ses so "ha" o!e #a! lo% #ally (! ers"a! "he %rea" m ss o!.

Le%, Bombay, $4 /ar%h 1"##

S. I! #o!#l(s o!, ' a s# ple s $ery ser o(s "o e>e#("e "he m ss o! o' "he sp r "(almas"er, he mme a"ely asso# a"es w "h "he *(preme Berso!al "y o' Go hea )y $9!or $9p . Th s s "he o!ly se#re" o' s(##ess ! see !% "he *(preme Berso!al "y o'Go hea . I!s"ea o' )e !% ea%er "o see "he Kor ! some )(sh o' V ! 9$a!a wh le a""he same " me e!%a% !% ! se!se %ra" ' #a" o!, ' o!e !s"ea s" #-s "o "he pr !# ple o''ollow !% "he wor s o' "he sp r "(al mas"er, he w ll see "he *(preme Kor w "ho("'' #(l"y.

B 4.$ .51

1 . For lear! !% Ve # -!owle %e, o!e m(s" approa#h a perso! who s #e!" per#e!"e!%a%e ! e$o" o!al ser$ #e. e m(s" !o" o "h !%s "ha" are 'or) e! ! "he 9s"ras.

A perso! #a!!o" )e a "ea#her ' he r !-s or smo-es. I! "he mo er! sys"em o'e (#a" o!, "he "ea#herWs a#a em # ;(al ' #a" o! s "a-e! !"o #o!s era" o! w "ho("e$al(a" o! o' h s moral l 'e. There'ore, "he res(l" o' e (#a" o! s m s(se o' h %h!"ell %e!#e ! so ma!y ways.

B 1.".$6 purp.

1 *ome)o y s m s(s !% "he wor s so Wham,E a! aham )rahm9sm E a! #o!#l( !%

"ha" I am "he *(preme.E +(" "ha" s !o" #orre#". These are Ve # wor s, )(" so Wham oes !o" mea! I am Go .E *o Wham mea!s I am also o' "he same ;(al "y.E B 5.$5.1 purp

22


23/34

1 . +(" "he 5es"er!ers are $ery e>per" ! m s !"erpre" !% e$e! "he r ow! + )le. 5e say"ha" ' yo( !"erpre" a!y 9s"ra, whe"her "he + )le or +ha%a$a %J"9, "he! " s !olo!%er 9s"ra, )(" s mply yo(r play"h !%.

/ample, we some" mes ;(o"e 'rom + )le.

/


24/34

Making Sense o, ur T5elve 4i$s

3ur Twel%e ;ims are *uite complei s .an be divided bet8een three broad learning do$ains ,na ely

. ?no5ledge &.o!nition(

2. Skills &a.tion, or a//li.ation of no8led!e(

. Values &the self the F no8erG and the FdoerG(

How the Twel%e ;ims are categorised is shown below2

?no5ledge Skills Values and 4ttitudes

?no5ledge"Me$ory ;ecall%

Gnderstanding

;ealisation

(ersonal4pplication

(reaching4pplication

Theological

4pplication

!aith andConviction

Mood Mission

Evaluation

4uthority

4cade$ic Moral 8ntegrity

;esponsi#ility

,or >earning

otes$

1- tudents i!ht find it a useful exer.ise to relate these >i s to our Overall Pur/oses ofastri. tudy &/a!e 16( and to see ho8 ea.h /art of the state ent .orrelates to theabove .ate!ories-

2- he three >i s under skills .an be .ate!orised under t8o broad !rou/s, 8ith 8hi.hdevotees are usually fa iliar, na ely$

Sadhana &/ersonal a//li.ation( (reaching &/rea.hin! and theolo!i.al a//li.ation(

:n one sense, 8e .ould .onsider that all our >i s fall under these t8o ain .ate!ories-:n other 8ords, all learnin! is eant for application in Nthe real 8orld &i-e- outside thelearnin! environ ent itself(- Learnin! is not erely n a.ade i. /ro.ess- hisa//li.ation of no8led!e has t8o broad divisions-

5hat 8e ex/lore on the next fe8 /a!es is the relevan.e of these >i s, i-e- ho8 theyeet the needs of : #;O and its e bers- 5e 8ill atte /t to a.hieve this by .ross+referrin! the ?no5ledge and Values >i s to both 8ersonal ;pplication and to8reaching ;pplication.

24


25/34

The ;elevance o, ur ?no5ledge and Value 4i$s

S ? 8 > > S

(E;S 94> 4((>8C4T8 9(;E4C'89: T'E > :8C4>

4((>8C4T8 9

? 9

2 < > E D : E

?9 ED:E

Re e bran.e of slo as for/ersonal use, es/e.ially in ti esof .risisMde.ision- ;eliba.yessential-

;an re.all slo as andreferen.es for tea.hin!,s/ea in!, et.- Prea.hin! isthen suitably authoritative

G9DE;ST49D89:9uestionin! our o8n /er.e/tionand understandin! of the truth &in/referen.e to uestionin! thevalidity of sastra itself(

he ability to res/ondthou!htfully to dis.ernin!/eo/le-

;E4>8S4T8 9"S4ST;4 C4?SGS%

he ability to see #rishna andfa.tually realise all the i /orts ofCedi. no8led!e

he ability to /resent #rishna;ons.iousness Aust suitable tothe audien.e, s/ea in! froex/erien.e and the heart

V

4

>

G

E

SM D M8SS8 9

;lear sense of /ersonal identityand /ur/ose &in relationshi/ too.iety and its broader traditions(

;lear and balan.ed sense ofission, as e ber of: #;O - ;an .onstru.tivelyaddress internal theolo!i.alissues-

4C4DEM8C M ;4> 89TE:;8TA

Personal honesty re uired, asbasis of brah ini.al ualities-Real no8led!e re uires /urity,honest self+exa ination, et.-

he honest a//li.ation ofs.ri/ture, avoidin! self+otivation and distortion-o.iety s re/resentatives have.redibility

4GT' ;8TAPro otes the a//ro/riate attitudeto8ards authority, avoidin! both a.hallen!in! attitude and blinda..e/tan.e-

>voidan.e of fanati.is ands/e.ulationM.o /ro iseEthou!htful a..e/tan.e ofauthority 8ill hel/ /ro ote#rishna ;ons.iousness

EV4>G4T8 9 >bility to a e a//ro/riate.hoi.es in /ersonal life

>bility to !ive advi.eM.ounselet.- that is a.tually relevant /ra.ti.ally useful to so.iety

;ES( 9S8B8>8TA! ; >E4;989:

Pro otes /ersonal res/onsibilityand self+relian.e- Hel/s studentsdevelo/ a taste for study

nables students to be.o eres/e.table and learnedtheolo!ians and to develo/ abrah ini.al leadershi/

!48T' C 9V8CT8 9

ssential for addressin! the Ninnerlife &so easy to ne!le.t( and forsustainin! our o8n s/iritualdevelo/ ent

ea.hin! and /rea.hin! 8ill.arry real 8ei!ht 8ithout bein!overbearin!

2*


26/34

urselves E+pectations o, the Course

"se the box belo8 to 8rite do8n 8hat you ex/e.t fro the .ourse &in ter s of 8hat youho/e to a.hieve, rather that re!ardin! the tea.hin! style(- ;onsider 8hat you d li e to beable to do at the end of the .ourse &so ethin! that you .an t do no8 or 8ould li e to dobetter(- Bot do8n a fe8 notes-

o8 .onsider ho8 your res/onses above relate to our >i s- Perha/s .o /are yourres/onses to the re ar s in the table on the /revious /a!e, and use the s/a.e belo8 toa e a fe8 notes- >s su.h uestions as, >re there so e : have !iven !reat e /hasistoQ >re there so e not relevant to eQ Do : have any ai s not in.luded in the listQ

26

My E+pectations


27/34

(ou ha%e already read the first chapter gi%ing you a concise o%er%iew of the course. Here we!ll gointo more details within three broad categories$ namely$ &5' ;ims$ &+' 3b/ecti%es$ and & '

;ssessment

The 4i$s o, the Course

he >i s of the ha ti astri ;ourse .orres/ond to the 8elve >i s of astri.Study &page 5 '. Ho8ever, for ea.h of the four su..essive a8ards, different

de!rees of /riority are a8arded to ea.h >i - =or exa /le, at ha ti astri level,F#no8led!eG is .onsidered i /ortant &.overin! 4' of the total assess ent(,8hereas F valuationG is !iven a relatively lo8 /riority- his does not ean thatdeliverin! the >i of valuation is uni /ortant at this level- :t is essential to.onsider the future and to F/lant so e seedsG, but relatively less ti e 8ill be s/enton this /arti.ular >i -

he various F8ei!htsG !iven to ea.h >i are refle.ted in the =or al >ssess entPro.edures, 8here &as 8e hinted above( ea.h >i is a8arded a s/e.ifi./er.enta!e of the total ar s,

=or for al assess ent /ur/oses at this ha ti astri level, so e of our >i s are.lustered to!ether to for !rou/s- >ll uestions for both xa inations and ProAe.t5or &.ourse8or ( 8ill fall into one of these !rou/s-

a.h of our assess ent !rou/s fall under one of three .ate!ories &>ttain entar!ets(, 8hi.h dire.tly relate to our three /a/ers, as follo8s$

(aper 4 ?no5ledge 4ttain$ent Target

(aper B Gnderstanding and 4pplication 4ttain$ent Target 2

(aper C Values and 'igher Skill 4ttain$ent Target

Do note that FRes/onsibility for Learnin!G is not to be for ally assessed at thissta!e- he ood and style of the tea.her, .ou/led 8ith ore /ro!ressiveassess ent /ro.edures &e-!- .ourse8or (, should ensure that this >i is fulfilled-

he even >ssess ent Irou/s are listed overleaf- >lso sho8n are the /riority!iven to ea.h >i in ter s of a /er.enta!e of ar s-

2?

Chapter ThreeThe Bhakti Shastri Course


28/34

The Seven 4ssess$ent :roups

4T

(aper 4?no5ledge "Me$ory and ;ecall%

4T2

(aper B

Gnderstanding(ersonal 4pplication

&% =aith, ;onvi.tion and >uthority(

(reaching 4pplication &% heolo!i.al >//li.ation(

4T

(aper C

Mood and Mission

4cade$ic 8ntegrity "Mod %

Sastra Caksus "Mod 2%

ote$

1( he >i s of N=aith, ;onvi.tion and >uthority are at this sta!e in.luded underFPersonal >//li.ationG and any uestion 8ill fall under this >ssess ent Irou/-

2( N heolo!i.al >//li.ation is !iven only ele entary treat ent at this sta!e anduestions 8ill be in.luded under FPrea.hin! >//li.ationG &the t8o !o to!ether uite

naturally, as 8e ve already dis.ussed(

3( >i s are of little use unless 8e translate the into ObAe.tives- hese tell us .learly 8hat students are ex/e.ted to do &i-e- the behaviour that indi.ates 8e are fulfillin! our edu.ational >i s(- 5e advise students to re!ularly revie8 this list &sho8n on the next /a!e(

2)


29/34

Bhakti Sastri #=ectives

=or ea.h of our >i s 8e have identified .orres/ondin! ObAe.tives 8hi.h are s/e.ifi. to the ha tiastri ;ourse &for subse uent .ourses they 8ill be si ilar but 8ill in.lude others at hi!her levels( -

tudents .an study these to no8 exa.tly 8hat they should be able to do that sho8s that 8e areeetin! our >i s- :n other 8ords, 8hat is re uired of the in .o /letin! the .orres/ondin!

>ssess ent Pa/ers-

8lease note that they are listed here not according to our ;ssessment :roups$ but consistentwith the original list of twel%e aims on page 5 . 0n this way you can more easily cross)refer.

. ?no5ledge "Me$ory and ;ecall%

students should be able to2

Re.all and re/eat i /ortant verses, fa.ts, .on.e/ts, analo!ies, /hiloso/hi.al /oints et.-a..ordin! to$

i( their lo.ation 8ithin s.ri/tureii( their relevan.e to s/e.ifi. subAe.ts or the es

2. Gnderstandingstudents should be able to2

a- x/lain the .ontent of s.ri/ture in their o8n 8ords-b- Relate .ontents of s.ri/ture to their o8n ex/erien.e-.- Relate and .o /are bet8een the various boo s, .ha/ters, et.-, ey .on.e/ts, /hiloso/hi.al

/oints, slo as, stories, analo!ies, et.-d- x/lain the i /li.ations of any .on.e/tM/rin.i/le, or its a//li.atione- x/lain by usin! s.ri/ture the .auses of various /heno ena-f- ynthesise various nuan.es of understandin!, and dra8 8ell+balan.ed .on.lusions-!- >nalyseMex/lainMresolve a//arent .ontradi.tions,h- Present ans8ers lo!i.ally and syste ati.ally-

. (ersonal applicationstudents should be able to2

a- ele.t aterial that is relevant to their /ersonal lives and the situations they eet-b- x/lain ho8 the .ontent of s.ri/ture a//lies to their o8n lives-.- "se s.ri/ture to identify their o8n level of s/iritual understandin!, and subse uently to sele.t

aterial that is relevant to the -d- :dentify roo for /ersonal i /rove ent based on s.ri/ture-e- De onstrate a 8illin!ness to .han!e hisMher o/inionMoutloo Mbehaviour on the basis of

s.ri/ture &and to avoid usin! s.ri/ture to reinfor.e existin! values and 8orldvie8s(-f- a e into .onsideration a nu ber of relevant verses-!- :dentify and ex/ress doubts-

h- x/ress a//ro/riate Caishnava values-

1. (reaching 4pplication


a- ele.t s.ri/tural referen.es a//ro/riate to the to/i.-b- x/ress sastri. understandin! in their o8n 8ords-.- Present /oints suitable to the audien.eMsituation, a in! the to/i. a..essible and /re+e /tin!

the audien.e s doubts-d- Re ain faithful to sastri. .on.lusions-e- Present sound lo!i.al ar!u ents-f- De onstrates the values 8orthy of a /rea.herM inister &.o /assion, ta.t, et.-(-!- De onstrate a.ade i. inte!rity &see ObAe.tive 1'(-

/. !aith Conviction

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a- De onstrate faith in sastra-b- Des.ribe ho8 the /ra.ti.es and /rin.i/les in.luded in s.ri/ture 8or for the.- &and not si /ly everyone else(-d- Reasonably ex/lain 8hy they are .onvin.ed-e- De onstrate thou!htfulness and .onsideration in their a//roa.h to8ards s.ri/ture-f- De onstrate understandin! and realisation of sastra-!- Honestly ex/ress doubts, even of ele entary fa.ts and .on.e/ts-

h- x/ress their faithM.onvi.tionMrealisation in their o8n 8ords-7. 4uthority


a- De onstrate a..e/tan.e of the authority of s.ri/ture-b- x/lain 8ith reason and lo!i. the need to a..e/t Cedi. authority-.- x/lain 8hy they /ersonally a..e/t Cedi. authority-d- x/lain, 8ith referen.e to s.ri/ture, the need for a ood of o/en and honest in uiry-e- Reasonably ex/ress their doubts about s.ri/tural state ents, and ex/lain ho8 they deal 8ith

the -f- >//ro/riately deal 8ith a//arently .ontradi.tory or a bivalent state ents, or those that a//ear

to .ontradi.t .o onsense, odern s.ien.e, et.-!- xa ine and ex/lore the .ontent of s.ri/ture fro a 8ide ran!e of /ers/e.tives-

H. Theological 4pplication


a- ele.t referen.es a//ro/riate to a ran!e of oral, so.ial, to/i.al, /ersonal ortheolo!i.al issues-

b- De onstrate ho8 the #rishna ;ons.ious theolo!y, often ex/ressed in ter s of the Cedi. so.ial.ontext, is relevant today and in a different .ultural settin!-

.- :dentify the /rin.i/les and values behind Cedi. and Caishnava inAun.tions, and &other(.ontext+relevant instru.tions and a//ly the a..ordin! to ti e, /la.e and .ir.u stan.e, ands/e.ifi.ally 8ithin the .onte /orary .ontext-

d- Present #rishna ;ons.ious /rin.i/les, values and .on.lusions in a 8ay that isa..essible to the intended audien.ee- De onstrate an understandin! of to/i., /arti.ularly throu!h an ability to ex/ress in their o8n

8ordsf- Present sound lo!i.al ar!u ents!- De onstrate the values 8orthy of a /rea.herM inister &.o /assion, ta.t, inte!rity, et.-(-

6. Evaluation


a- Deter ine the erits andMor de+ erits of any a.tion or res/onse to a /arti.ular situation-b- De onstrate a8areness of the need to .onsider the .onse uen.es of any a.tion-.- :dentify a//ro/riateMrelevant s.ri/tural referen.es-d- ;onsider a//arently .onfli.tin! referen.es and to still dra8 a .on.lusion &/referably( .onsistent

8ith both-e- :dentify the /rin.i/les behind Cedi. and Caishnava inAun.tions and as.ertain any order of

/riority-f- Dra8 on a 8ide ran!e of /rin.i/les in order to deter ine an a//ro/riate res/onse to any !iven

situation-!- xa ine a situation andMor res/onse to that situation fro a 8ide ran!e of /ers/e.tives-h- De onstrate values .onsistent 8ith devotional life and as endorsed by s.ri/ture-

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. Mood and Mission


a- x/lain ho8 a verseM/ur/ortMstate ent relates to andMor refle.ts rila Prabhu/ada s ood andission-

b- x/lain ho8 rila Prabhu/ada s translations and /ur/orts !ive insi!ht into his ission and thatof : #;O -

.- valuate rila Prabhu/ada s .ondu.t and his attitude to8ards /ra.ti.e &rules and re!ulationset.-( in the li!ht of traditional Iaudiya Caishnava theolo!y-

d- :dentify the ain /rin.i/les u/on 8hi.h rila Prabhu/ada ission is built and relate these to.orres/ondin! s.ri/tural referen.es-

e- >//ly s.ri/ture to .o /are and .ontrast attitudes and behaviour 8orthy of e bers of: #;O 8ith those 8hi.h are ina//ro/riate-

f- :dentify ho8 rila Prabhu/ada s /ersonal ualities &as exhibited throu!h his ood and ission(relate to s.ri/ture-

!- Deter ine the role that rila Prabhu/ada s boo s /lay in furtherin! his ission, and in the livesof his follo8ers-

0. 4cade$ic 8ntegrity


a- Re.o!nise and identify use of s.ri/ture 8hi.h de onstrates a la. of a.ade i. inte!rity&a..ordin! to the .o on ista es 8e have identified &/lease refer to /a!e @*(-b- List and ex/lain the .o on 8ays of isusin! s.ri/ture-.- xer.ise a.ade i. inte!rity in the useMa//li.ation of s.ri/ture-d- Differentiate bet8een the different .ate!ories of s.ri/tural .ontent-

. ;esponsi#ility ,or >earning


a- De onstrate heart+felt a//re.iation of$+ Scriptural %erses9passages+ Scriptural study &especially with de%otees'+ The rele%ance of scripture to his9her personal life+ The contribution that the >ord$ the 8arampara$ Srila 8rabhupada and+ 0S=C37 ha%e made towards their li%es through scripture

b- nthusiasti.ally relate the .ontents of s.ri/ture to their /ersonal lives.- De onstrate an ability to study by the selves, and to initiate ta in! !uidan.e fro , or

learnin! 8ith, others 8hen neededd- >//ly the s ills odelled by the fa.ilitator, and de onstrate initiative in develo/in! their

o8n study ethods-

2. Sastra Caksus@;ealisation

students should be able to2a- Re.all and a//ly verses a//ro/riate to situations in 8hi.h they find the selves-b- :dentify #; verses, stories, et.-, related to the thin!s of the 8orld-.- De onstrate the .orre.t Caishnava attitudes and /ers/e.tives to8ards situations-d- De onstrate a//re.iation of ho8 #rishna is 8or in! in and throu!h the 8orld-e- >//re.iate the i inen.e of #rishna ho8 he is /resent 8ith us in the 8orld-f- :dentify #rishna ;ons.ious truths, /rin.i/les, values et.- in other /hiloso/hiesMtheolo!ies,

and in other as/e.ts of hu an .ulture &e-!- literature(-!- :dentify the #rishna ;ons.ious truths, /rin.i/les, values, et.- they /er.eive in the natural

8orld-h- x/lain their o8n realisation of sastra, relatin! it to their o8n ex/erien.e and de onstratin!

inte!rity of thou!ht, 8ord, feelin! and a.tion-

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Module

(aper 410I ?no5ledge * Me$ory ;ecall

20 Fuestions ;losed oo &2 hours(

* x slo as &2* 7ar s(1* x others &?* 7ar s(

8ass Mark 23

(aper B1/I Gnderstanding 4pplication

Fuestions ProAe.t Pa/ers

1 x 3'' 8ords + Gnderstanding &1* (1 x 3'' 8ords + (ersonal 4pplication &1* (1 x 3'' 8ords * (reaching 4pplication &1* (

(aper C/I 'igher Skills and Values

Fuestion ProAe.t Pa/er 1 x 3'' 8ords + Mood and Mission &1* (

32

vervie5 o, 4ssess$ent (apers


33/34

Module 2




8ass Mark 23

(aper B/I 4pplication Gnderstanding

2 Fuestions ProAe.t Pa/ers

1 x 3'' 8ords + (ersonal 4pplication &1* (1 x 3'' 8ords * (reaching 4pplication &2' (

(aper C

2/I 'igher Skills and Values2 Fuestions ProAe.t Pa/ers1 x 3'' 8ords + Mood and Mission &1* (1 x 2*' 8ords + Sastra Caksus &1' (

33


34/34

Module




8ass Mark 23

(aper B0I Gnderstanding 4pplication

2 Fuestions ProAe.t Pa/ers

1 x 3'' 8ords + Gnderstandingor (reaching 4pplication &1* (

1 x 3'' 8ords * (ersonal 4pplication &1* (

(aper C0I 'igher Skills and Values

1 Fuestions ProAe.t Pa/ers1 x 3'' 8ords + Mood and Mission &1* (1 x 2*' 8ords + Sastra Caksus &1' (1 x 2*' 8ords + 4cade$ic 8ntegrity &* (

Documents

BS Student's Handbook