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By Tirtha-pavana Das

I. Principles of education.

Our first business is to preach to the devotees and to maintain the highest standard of Vaisnava education. (Letter from 9th July 1972)

I’ve been approached by the Executive Committee of the Ministry of Education to present a brief observation of the education at ISKCON institutions in Russia. Before I start talking about different projects and programs, I would like to state the principles that are the base of the education.

We’ve tried to list key principles and values of genuine education, though the list doesn’t claim to be absolutely complete and structured, it appears to be a good tool for the development of various projects and systems. It is a fact that sometimes education doesn’t give a desired result or that along with the desired result it brings an unwanted result. It means that one of the principles is missing. Deep and persistent meditation on these principles helps us to constantly improve the quality of the education we offer devotees in Russia, therefore we are hoping that this list will be of some help to the devotees engaged in the educational institutions.

It may require a bigger article to present a complete description of the implementation of these principles or even some research, so we will limit ourselves with the list of the principles and their brief explanation. Also, we’ll present Srila Prabhupada’s quote to each of these as an illustration.

• Authority – our curriculums are based on themost objective knowledge, foremost on Srila Prabhupada’s quotes.

In the paramparā system, the instructions taken from the bona fide spiritual master must also be based on revealed Vedic scriptures. (Śrī Caitanya-caritāmṛta, Adi-lila 7.48)

• Live guidance – the importance of communication with the conveyer of Bhakti in education is paramount.

One who is not taught by a bona fide spiritual master cannot understand the Vedic literature. To emphasize this point, Lord Kṛṣṇa, while instructing Arjuna, clearly said that it was because Arjuna was His devotee and confidential friend that he could understand the mystery of the Bhagavad-gītā. It is to be concluded, therefore, that one who wants to understand the mystery of revealed scriptures must approach a bona fide spiritual master, hear from him very submissively, and render service to him. (Śrī Caitanya-caritāmṛta, Adi-lila 7.48)

• Unselfishness – desire to help others is the onlymotivation of our service.

Just like we are lecturing, educated, educating people. We don’t say that “Give us salary.” We simply ask them, “Please come.” … I’ll give you food. I’ll give you good seat. Please come and hear. We are not asking money, that “First of all pay the fees. Then you come and learn Bhagavad-gītā.” We never say so. … Brāhmaṇa is eager to see that people are educated. “Take free education and be educated. Be a human being.” This is brāhmaṇa’s business. (Room conversations, 11 June, 1974)

• Mind set of service – to help teachers to cultivate a servitor’s mind set as well as a student’s one; to promote cultivation of gratitude and desire to serve teachers among students.

Although officially I am your Spiritual Master, I consider you all students as my Spiritual Master because your love for Krishna and service for Krishna teach me how to become a sincere Krishna Conscious person.(Letter to Jadurani Dasi, 16 December, 1969)

Every disciple must consider himself completely unaware of the science of Kṛṣṇa and must always be ready to carry out the orders of the spiritual master to become competent in Kṛṣṇa consciousness. A disciple should always remain a fool before his spiritual master. (Śrī Caitanya-caritāmṛta, Adi-lila 7.72)

• Quality – we are constantly working on improving our curriculum, including materials and teachers’ qualification.

Thus the guru takes on a very great responsibility. He must guide his disciple and enable him to become an eligible candidate for the perfect position—immortality. The guru must be competent to lead his disciple back home, back to Godhead. (Science of Self Realization, chapter 2)

• Proactivity – our education must foresee people’s needs and build a right society beforehand.

As long as a devotee is in his material body, his probational activities in devotional service prepare him for being transferred to the Lord’s supreme abode. (Narada-bhakti-sutra, 4)

• Awareness – we do not confine ourselves to memorization, but teach devotees to think and act in full consciousness.

For example, we know from Bhagavad-gita that Krishna says He is the taste in water. Now try to understand just how Krishna is that taste in water, that is the high-class education. (Letter to Hridayananda, 9 July, 1972)

• Independence – we teach people to depend on the spiritual master, but to be independent in this reliance.

If there is no chance to serve the spiritual master directly, a devotee should serve him by remembering his instructions. There is no difference between the spiritual master’s instructions and the spiritual master himself. In his absence, therefore, his words of direction should be the pride of the disciple. (Śrī Caitanya-caritāmṛta, Adi-lila 1.35)

• Voluntariness – we do not force people to develop spiritually but cultivate inspiration for spiritual development.

…our leaders shall be careful not to kill the spirit of enthusiastic service, which is individual and spontaneous and voluntary. They should try always to generate some atmosphere of fresh challenge to the devotees, so that they will agree enthusiastically to rise and meet it. (Letter to Karandhara das, 22 December 1972).

• Individuality – we try to adapt education to every individual, we do not conduct it in a collective pattern.

It is the duty of the ācārya, the spiritual master, to find the ways and means for his disciple to fix his mind on Kṛṣṇa. (Nectar of devotion, chapter 2)

• System – we give people knowledge according to their spiritual level and needs.

“In the beginning one must have a preliminary desire for self-realization. This will bring one to the stage of trying to associate with persons who are spiritually elevated. In the next stage one becomes initiated by an elevated spiritual master, and under his instruction the neophyte devotee begins the process of devotional service. By execution of devotional service under the guidance of the spiritual master, one becomes free from all material attachment, attains steadiness in self-realization, and acquires a taste for hearing about the Absolute Personality of Godhead, Śrī Kṛṣṇa. … So, by the slow process of devotional service, under the guidance of the bona fide spiritual master, one can attain the highest stage, being freed from all material attachment. (Bhagavat-gita 4.10)

• Step by step – we build our education in the way people are able to receive knowledge: gradually, in accordance of their readiness.

A teacher instructs the student if the student is capable of taking more and more instructions. Otherwise, in spite of being instructed by the teacher, the student cannot make strides in his understanding.(Srimad Bhagavatam 7.1.9)

• Broadness and accessibility – we arrange our education so it is accessible to everyone, regardless of their abilities and opportunities.

A brāhmaṇa should give chance to everyone, even to the pāpa-yoni, how to become brāhmaṇa. That is real brāhmaṇa. And the rascal who thinks that “I shall remain simply brāhmaṇa; others shall remain mlecchas and yavanas,” he is not brāhmaṇa; he is śūdra, because his mind is so crippled. He does not want to see others to become brāhmaṇa. (Srimad Bhagavatam Lecture, 15 June, 1973. )

• Collectivity – we prefer to educate devotees in association with other Vaishnavas.

To bring together individuals in a Society, regardless of nationality and irrespective of creed or caste, in order to develop a nearness to the Godhead and thereby the idea that within the members and humanity-at-large there is an infinitesimal soul-spirit that is part and parcel in quality with the Godhead, and that all life is meant for the satisfaction of said Godhead, the Supreme Soul. (Constitution of Association, legal document)

• Comprehensiveness – we develop our education in order to help people in all areas of their life.

To educate the greater human society in the techniques of spiritual life as the basis for a balanced psychic and biological development, and thereby achieve for the first time in human society a real peace and unity among the contending forces in the world today. (Constitution of Association, legal document)

• Practicality – we do not just teach theory, wehelp people change their lives.

Jñāna means theoretical knowledge, and vijñāna refers to practical knowledge. for instance, a science student has to study theoretical scientific conceptions as well as applied science. Theoretical knowledge alone will not help. One has to be able to also apply this knowledge. Similarly, in yoga one should have not only theoretical knowledge but practical knowledge. (The perfection of yoga, chapter 5)

• Value-orientated – we focus on developing the qualities and values of a real Vaishnava.

A learned man treats all women except his wife as his mother, looks on others’ property as garbage in the street, and treats others as he would treat his own self. These are the symptoms of a learned person as described by Cāṇakya Paṇḍita. This should be the standard for education. Education does not mean having academic degrees only. One should execute what he has learned in his personal life. (Srimad-Bhagavatam 4.16.17)

• Continuousness – we try to help devotees to get an education on a daily basis, regardless of their material circumstances.

Engage your mind always in thinking of Me, offer obeisances and worship Me. Being completely absorbed in Me, surely you will come to Me. (Bhagavat-gita 9.34)

II. General concept.

We’ve said a few words about the principles and values of education, so now let’s talk in details about some of their consequences in order to have a look at the picture of education at large.

We consider that the education of devotees must become a constant process in their spiritual advancement. Therefore, we see all ISKCON programs as educational because a devotee’s participation in such activities helps in their spiritual development.

At the same time, we would like to make the process of spiritual advancement coherent. Therefore, our primary goal is to unite the programs in some structure that could help devotees to receive a systematic education rather than a chaotic one Our Acaryas gave us this structure. Rupa Goswami described nine stages of the devotional service. We’ve decided to base our educational system for devotees precisely on these stages.

Our education aims to help anyone who is on the stage of Sraddha to gradually reach at least the level of Nistha. A detailed analysis would have to be presented in a different article, because the topic is rather broad. Nevertheless, we have compiled about 250 of Srila Prabhupada’s quotes as well as previous Acaryas’ on the topics related to the stages of Bhakti development from Sradha to Nistha. You might find some food for your reflection here: These quotes are available here: https://www.dropbox.com/s/iyki2bbeglc59ig/Quotes.docx?dl=0

Thus, we try to offer devotees a structured program of a comprehensive spiritual development in accordance with their level.

Any structure suggests a kind of pattern, but we aim to make education more personal. We have given local leaders the right to adapt curriculums and different resources, including books, training aids, etc., to the needs of their community. Also, we try to make education inextricably linked with mentoring in order to implement the principles of individuality, practicality, and live guidance in education. Therefore we are trying to organize a considerable amount of home programs, where in small groups, devotees can receive education that meets their needs. So, devotees are able to attend courses of their interest, which are conducted in an informal environment from year to year to develop relationships with the elder Vaisnavas and receive systematic mentoring in their life.

The above two sections are very inspiring.

I recommend some nominated devotee from Russia to participate in the Ministry of Education –

ISKCON Philosophy of Education Book. H. H. Hanumat Presaka Maharaja is leading this project and I shall be glad to arrange a meeting if you agree.

[EDITOR’S NOTE: H. G. Bala-govinda Das of ISKCON Pune is leading the project. H. P. Swami is trying to help. We have added our enthusiastic comments on this topic in this issues article on Philosophy ofEducation.]

III. Our Projects.

As there are about a hundred big and small communities in Russia and it is impossible to speak about all educational initiatives in all communities in this article, we’ll talk about some important ones. Some of them are organized by the Department of Education, and some are the result of the effort of the Vaisnavas, who collaborate with the Department.

1. Education in small groups of spiritual association (home programs).

Devotees meet on weekly basis. They perform Kirtan, study our philosophy and its application to practical life, worship the Deities, take Prasadam, and associate with other devotees. There are about 150 such programs in Moscow. Basically it is either a Bhakti-sastri or Bhakti-lata program.

     2. Mentoring.

The culture of mentoring, i.e. individual supervision, support and care in spiritual aspect of life , i s well established in many communities. Many devotees obtain a first mentor who guides them through the path of their development well before their first initiation,. There are educational courses and retreats for mentors as well.

     3. Educational courses for the first initiation.

Some of our courses are designed to help devotees who would like to receive first initiation to avoid making offences and become qualified and respectable members of our society. A majority of the devotees in Russia complete a one or two year educational courses. Basically, it is Bhakta-program, Bhakti-lata, or privately designed courses within the communities. Without a doubt, all of the devotees should complete an ISKCON Disciple’s course. At this moment, 4000 devotees have completed this course.

     4. Educational courses for the second initiation and after it.

Following Srila Prabhupada’s will, it is compulsory in Russia to complete a Bhakti-sastri course before the second initiation. Therefore, each region has its own Bhakti-sastri centre where devotees receive in-depth education. A Bhakti-vaibhava course is under development. Currently, we are starting one course at the Mayapur institute and hoping to start two more Bhakti Vaibhava centers in Russia.

     5. Educational courses for leaders, teachers, and preachers.

The GBC College is taking place in Russia this year, where many leaders are studying to become regional secretaries and team members. Apart from this, twice a year the leaders study Srimad Bhagavatamtogether within the framework of the National Council meetings. Usually, we have about 10 days of meetings at the National Council. Each morning we have a systematic study of the Srimad Bhagavatam. Plus, we dedicate at least3-5 days to some educational courses by GBC members and other senior devotees.

We conduct courses for community leaders in the regions, such as Leadership and Management courses and a Teacher Training Course. In addition, we have designed 3 more special courses in Russia to complement the Teacher Training Courses 1 and 2. These are more in-depth courses on education that help devotees to bring in live values we wrote about in the beginning of this article and to obtain necessary skills to bring those values into practice.

      6. Brahmacari Asrams.

There are a few Brahmacari Asrams in Russia where about 200 brahmacaris live and study. We are developing a program for those who decide to live there for a couple of years. This is done with the intention that they may become more advanced in Krishna Consciousness, and may go back later to their communities to help in Srila Prabhupada’s mission.

     7. Online education.

Despite our goal to establish a full-time program, sometimes it is not possible for devotees to receive a high quality education because of their work commitments or because they reside in remote areas of the country. To meet their needs, we promote distance learning. Bhakti-sastri and the ISKCON Disciple course are available online. There are also a few webinars and streaming Srimad-Bhagavatam classes from the major temples.

     8. Schools.

We are only talking about adult education because a different department governs children’s education in Russia. When we say “school”, we mean a carefully designed, full or part-time, education for devotees with specific goals. Periodically, we organise retreats, and in-between, devotees study on-line under the guidance of mentors. There are several schools of this kind in Russia. One of them is Japa Meditation School, which helps devotees to chant the Holy Names more carefully and thoughtfully. Another program is the Leadership and Collaboration School, where devotees learn the science of applied Bhakti philosophy in different areas of the Vedic culture alongside with philosophical science. There is also a Bhakti school where begining devotees are taught basic philosophy.

     9. Out of Confession education.

The Krishna Consciousness movement is for enlightenment of all human beings without any sectarian understanding of faith. Our principle is that the human being has to awaken his dormant love of God. Any religion or faith which teaches this development of dormant love of God is considered as first class religion. (Letter to all temples, 14 march 1969)

We are trying to establish courses for people who are not yet ready to accept the practice of Bhakti the way it is done in the Gaudiya-Vaisnava tradition but are ready to accept the philosophy of Krishna Consciousness as it is explained by Srila Prabhupada in the “Bhagavat-gita as it is”. It helps to spread knowledge to a wider group of people with a similar worldview.

1. Representatives in Mayapur and Vrindavan.

So that devotees can study the Holy Scriptures and experience life in the Holy Dhama (despite the language barrier), we created Bhakti-sastri and Bhakti-vaibhava centers for Russian speakers in both Vrindavan and Mayapur.

IV. Structure of the Department and its various sectors.

To render higher quality service, we need to develop the inner structure of our department. We would like to share our experience in this area with those who are engaged in the same service

Evaluating our department development for the last few years, we’ve ended up creating other sectors as parts of the existing department which deals with the programs design and development. Some of them are at the structural stage, but because we foresee some strategic importance in their active work, we hope that they will develop. These sectors are:

• Strategic planning – analysis of situations in the communities, prediction of situations, identification of the most important areas of practice, and project coordination.

• Research centre – to conduct research based on the Holy Scriptures and combined experience within and outside of ISKCON over the years on different topics related to education in Russia.

• Collaboration with the authorities and colleagues of International ISKCON – to execute the order of our administrative secretaries and to report to, as well as to exchange experience with, our colleagues from other countries.

• Financial support and accounting – to establish financial support of the employees and volunteers of each sector and to support different educational projects.

• Secretariat – certificates, public reception, etc.

• HR – clerical, staff management, peer support,and a safe and friendly working environment.

• PR – to inform others about various educational products, to communicate with community leaders, to manage website, circulation, and social net-work.

• Collaboration with private projects –synchronization, standardization, authorization, conflict resolution, initiative support, and project help.

V Conclusion.

This article is our attempt to briefly draw a picture of ISKCON education in Russia. If you have any questions, would like to share your experience with us, or if you’d like to support us, please do not hesitate to email us at tpdas@pamho.net .

This is an article from the recent ISKCON Ministry of Education’s quarterly journal, Viplavah. To read it: http://www.dandavats.com/?p=63117

Source: http://www.dandavats.com/?p=63428