by Prananatha Das

The Bhaktivedanta Academy

Sri Rupanuga Paramarthika Vidyapitha

VEDIC EDUCATION

Learning the Concept and Science of Vedic Education According to
Śrīla Prabhupāda’s and the Ācāryas’ Teachings

Introduction

“By training under the teaching of a bona fide spiritual master, the śāstra, and then you’ll automatically, the more you become sincere, I mean to say, servitor of the spiritual master, the more you become qualified to become a teacher in the future.”
– Śrīla Prabhupāda, Q&A, January 17, 1974, Hawaii

As we understand from Śrīla Prabhupāda’s teachings, the process of becoming a teacher incorporates more important aspects than merely academic proficiency, a certificate and the ability of transmitting bare information and knowledge through classes.

It goes beyond that.

Transmitting aural knowledge is the beginning stage (śravaṇam), the contemplation and practice of what was heard is the second (mananam) and the realizations and values you gain from these first two leads you to the third stage (nididhyāsanam). By naturally implementing these values in your life, you reach the fourth stage, where you can transmit it to others.

From hearing we get knowledge, from practicing we get understanding and skills, and by applying knowledge and skills we get realizations, wisdom and values, and as they mature the competence to teach others also grows. In a higher sense of education, by hearing about the Lord we get knowledge and at the same time we purify our hearts, minds and senses; by acting with body, mind and words for the benefit of the Lord, we also purify our existence; and by acting with knowledge for the pleasure of the Lord we perform devotional service, the highest occupation for the living entity. Therefore, the Vedic Education Course of the Bhaktivedanta Academy goes beyond the objective didactics of a classroom as taught in contemporary educational courses.

In a society where the values of the Vedas are applied, the teacher, knowing the values, methods and goals of the scriptures, transmits these to the students. By going through this process, the student, with strong faith in the teacher and in the system, is able to imbibe those values in his life and reproduce what he learned. Gradually, by taking the responsibilities and full guidance from the teacher, he advances in the above-mentioned stages. He himself automatically becomes a teacher. In this environment, teacher training is naturally imbibed.

This creates a bi-conditional logic within the system, where the good student should teach and a good teacher should study. In other words, in the Vedic educational system you can only be a teacher if you are a student, and as soon as you think you are not a student any more you naturally lose your qualification as a teacher.

Although contemporary education has achieved advancements in terms of structure, management and informatization, there are still many pitfalls in areas like human values, reasoning, spirituality, etc. In this sense we can state that education advanced in its formalization and bureaucratization, but not necessarily in terms of developing the consciousness of the individuals to higher stages. Many conscious individuals in the course of contemporary history tried to improve the standard of the educational paradigm creating new methods. However, most succumbed to the dogmatized principles of education, and even those that persevere, although more complete in terms of developing the individual, are not as complete as the Vedic system. After scrutinized study of Vedic education, one can realize its depth and amplitude, observing the balance and structured design of its curriculum combining spiritual, personal, intellectual, emotional, physical and vocational development, and by adding the element of bhakti – understanding and serving the Supreme Personality of Godhead – the curriculum achieves its completeness.

Some individuals, due to a lack of deeper understanding, might think that Vedic education is obsolete, but mostly educators who come in contact with its principles, really appreciate and demonstrate interest for going deeper into the subject, seeing not only the practical application of it but a need of its principles in order to balance and upgrade the society. Therefore Śrīla Prabhupāda said:

“The old system of gurukula should be revived. It is the perfect system, designed to produce great men, sober and responsible leaders, who know the real welfare of the citizens.”
– Letter to Satsvarūpa – Delhi, 21 November, 1971

The attempt to reestablish this system, through understanding and practice, is the purpose of this course. Since education covers vast fields of knowledge, such as philosophy, psychology, sociology, history, anthropology, science, and more specific fields like curriculum, didactics and pedagogy, there are many misconceptions to be clarified, practices to be learnt and values to be established.

Designed for educators, teachers, āśrama leaders, parents and any other individual holding a position that can influence others through education, this course is a humble attempt to bring devotees closer to Śrīla Prabhupāda’s teachings in regard to education, hence closer to Śrī Kṛṣṇa’s lotus feet. Finally, and most importantly, it provides an opportunity to the children to experience education in a higher sense, to live a better life in Kṛṣṇa consciousness and become inspired to broadcast the message of Śrīmad-Bhāgavatam so the whole world can experience the Golden Age of Lord Śrī Caitanya Mahāprabhu.

Course Areas

Conceptual
Understanding the concept of Vedic Education through Śrīla Prabhupāda’s and the ācāryas’ vision on education, the study of educational materials produced by the academy and supportive works.
Procedural
Scientific understanding and purpose of the practices and methods of Vedic Education as presented in the 14 books of Vedic knowledge and their interdisciplinary connection to the axiomatic truth of Kṛṣṇa consciousness.
Attitudinal / Experiential
Application of the above-mentioned concepts, practices and necessary attitudes in real educational environments.

Course Subjects & Objectives

A) Bhakti & Dharma in Education
Express devotional and dharmic qualities and character required for students and teachers in order to cultivate appropriate educational, personal, and spiritual values.

B) Philosophy of Education
Develop a depth of understanding about the concepts of Vedic education in connection and commitment to its didactics, showing conviction in the principles it stands for.

C) Curriculum & Didactics
Be acquainted with the standard subjects, didactics and methods of Vedic education.

D) Pedagogy
Plan, prepare, and assess students in the various systems of education.

E) Contemporary Education
Sublimate the tendency of applying the modern methods of education that condition us to lower stages of consciousness.

Course Syllabus

A) Bhakti and Dharma in Education

Qualities expressed through devotion and dharma:

Devotional (From Śrīla Rūpa Gosvāmī’s Bhakti Rasāmṛta Sindhu)

Sādhu-Saṅga
Understand the dynamics of relationships between students, friends, teachers, family and community so attachment for the Lord gradually increases.
Nāma-Kīrtana
Practice hearing and chanting the glories of the Lord.
Bhāgavata Śravaṇa
Connect all knowledge, sciences, arts and culture under the perspective of Śrīmad-Bhāgavatam, Śrīla Prabhupāda and the Gauḍīya Vaiṣṇava ācāryas.
Mathurā-Vāsa
Learn to serve, remember, glorify and beautify the dhāma.
Śrī Mūrtira Śraddhā Sevana
Develop attachment to the Deities through the system of pañcarātrika vidhi, sublimating a variety of unwanted activities.⁴

Dharmic (From Manu Saṁhitā)

Studiousness and inquisitiveness
Demonstrate interest and a contemplative mood in learning.
Self-satisfaction and self-control
Sublimate the restless mind and sensual urges by the practice of Kṛṣṇa consciousness.
Service attitude
Demonstrate humbleness, compassion and love for Kṛṣṇa, His representatives and all living entities through menial service.
Respect
Acquire faith and conviction in the teachers, friends and scriptures.
Cleanliness
Keep the mind, body and environment clean, purified and sanctified.
Social orientation and protocol
Learn codes of conduct and protocols for balancing the environment in order to facilitate progress in Kṛṣṇa consciousness.

Catechetical (Preliminary religious course from Puraścarya Vidhi)

Offer oblations
Discipline habits through religious practices.
Feed the brāhmaṇas
Learn the art of cooking, serving and honoring prasāda.

⁴ “This will save everyone from such unwanted activities as going to clubs, cinemas and dancing parties, and smoking, drinking, etc. All such nonsense will be forgotten if one stresses the worshiping of the Deities at home.” – Nectar of Devotion, Chapter 13, 3rd paragraph.

B) Philosophy of Education

The Concept of Vedic Education

Vedic culture and Kṛṣṇa consciousness
Comprehend the importance of Vedic culture’s values and how education is organized in this system in order to facilitate self-realization (Kṛṣṇa consciousness), through the formation of highly learned persons.⁷
Curriculum – Subjective / Personalized
Become an expert teacher in order to produce individualized curriculums in the relationship with the students.
Duties, qualification and testing of a brahmacārī
Assess the students according to the injunctions of the śāstra.
Vedic Academic Training
Understand the concept of knowledge according to the Vedas and how this knowledge is organized and transmitted.
Sandīpanī Muni’s curriculum
The educational program of the Lord.

⁷ “When a person is highly educated and acts strictly on moral principles, he is called highly learned.” – NOD, Chapter 21

Psychology and Epistemology of Education

Caitanya – the consciousness and its modalizations
Antaḥkaraṇa – the four functions of the mind
Vṛttis – the characteristics of the mind
Saṁskāras – the memory’s imprints
Nirodhaḥ – controlling the mind by the strength of Kṛṣṇa consciousness

C) Curriculum and Didactics

The Fourteen Books of Vedic Knowledge and Its Divisions:

Six Areas of Knowledge:

Scriptural mnemonics (mantras)
Memorization of important scriptural verses for use in preaching, Sanskrit, Deity worship, and saṁskāras.
Linguistic (founded on Sanskrit)
Grammar, vocabulary, phonetics, prosody – the science of communication and language.
Liturgy & Priestly (Kalpa and Pañcarātrika)
Deity worship and rituals as a means to be fully engaged in the Lord’s service.
Mathematics and Physical Sciences (Jyotiṣa)
Vedic mathematics, cosmology, astronomy and astrology.
Philosophy and Logic (Bhāgavata Vidhi and Anvīkṣikī)
Study of Śrīla Prabhupāda’s teachings of the Vaiṣṇava/Vedic scriptures centralized on Śrīmad-Bhāgavatam, its logical interpretation, presentation and practical application.
Civics and Social Sciences (Dharma and Purāṇa)
Proper personal/social/environmental behavior, according to the Lord’s universal rules. History, geography, natural sciences, ethics, politics, economics, health, principles of art, architecture and physical education.

Didactics According to the Vedic Scheme

By Teacher’s Prelections or Discussions:

Story telling/reading method – Katha
Transmission of values through the recitation of stories and further commentaries (pravachan).
Oral method (phonetics⁸) – Abhyāsa
Learning through repetition.
Synthetic method – Pratyakṣa
Systematic transformation of concrete perception into abstract knowledge.
Monologic Method⁹
Lecturing method where only one person speaks.
Analogical / Analytical method – Anumāna
Connect the meaning of known things in order to understand a new.
Dialectic method
Process of thesis, antithesis and synthesis through inquiries (Q&A).
Ad hoc method¹⁰ – Tadya Upāsanam
Uplifting students’ consciousness towards the spiritual platform using all forms of connection.
Illustrative method
Learning through illustrations, analogies or examples.

By Self-Study:

Reading/writing method – Arthavāda
Learning by reading or writing statements reiterating known truths.
Research method – Anusandhāna (āroha-panthā)
Inquiry from authority.
Concentration Method – Dhāraṇā / Svādhyāya
Self-study and focused reflection.
Meditative method – Dhyāna
Deep contemplation eliminating distractions.
Transcendental method¹¹ – Dhruva-anusmṛti
Constant remembrance of the object of meditation.
Devotional method – Samādhi
Absorbed devotional meditation.
Inductive method – Darśana (divya pratyakṣa)¹²
Using purified senses to perceive truth.
Kinesthetic method – Parikramā
Engage working senses to understand spiritual knowledge.
Submissive method¹³ – Vaiṣṇava Seva
Gain superior knowledge through humble service.

⁸ Ṛg Veda Saṁhitā 7.103.5
⁹ Bṛhadāraṇyaka Upaniṣad, Yājñavalkya’s response to Janaka.
¹⁰ Story of Indra and Virocana.
¹¹ Śrīmad Bhāgavatam 4.7.31 purport
¹² Bhagavad-gītā lecture, Nov 21, 1966
¹³ Path of Perfection, Chapter 9

D) Contemporary Education

Empiricism
Rationalism
Pragmatism
Behaviorism
Cognitivism
Anthroposophy

E) Pedagogy

Preparatory System

Multigrade education
Manage multi-age classes with proper planning, supervision and assessment.
Preparation of materials, lessons and activities
Organize suitable materials for groups and individuals according to their levels.
Technics for establishing culture and discipline
Apply discipline according to time, place, circumstance, and culture.

Gurukula System

Tutorial education
Understand the system and its applicability.
Preparation of crystallized study guides
Transcribe the fourteen books into student-friendly formats.
Vedic curriculum and its organic application
Learn to design personalized curricula based on student nature and interest.

Higher Education System (Varṇāśrama College)

Mentorship in education
Vedic mentorship as practiced by Śrīla Prabhupāda.
Purpose of Varṇāśrama College
Objectives, management and curriculum.
Strategies to improve ISKCON through higher education
Enhance ISKCON’s social structure and cultural integrity.

Vedic Education