Congratulations!

You are one of the few men and women with

the courage and sincerity to take significant steps in exploring
spirituality. You are about to set sail on a voyage of discovery
that will transform your life. Your decision to take part in the
Bhakti-yoga Introductory Course could be one of the most
important you will ever make. On this voyage, we will share with
you the essential principles on how to boost and maintain your
Krsna consciousness on a new level of spiritual vibrancy. You will
complete this course with all the basic knowledge, skills, and
values you need to achieve an exceptional quality of Krsna
consciousness.

We will look at the fundamental principles of spiritual life and

how they apply in our daily lives. We will help you to become
more focussed on attaining the highest goal that any human can
ever hope to achieve. We will reveal to you keys, secrets, and
age-old wisdom that have been passed on since time
immemorial. We will introduce you to the sophisticated
philosophical concepts and theology that will make a difference
to the way you see yourself and the world, to your approach to
life, and to your ability to realize and absorb yourself in Krsna
consciousness.

And simultaneously you will get the opportunity for the practical
experience of day-to-day life in a temple. What you learn inside
the classroom you will immed-iately be able to put into practise
and realise during your daily services. We only request your full
participation. This voyage belongs to you and the other crew
members. If you feel we are sailing too fast, or if we start to drift
along too casual-ly and you are falling asleep, let the others know
and make the right adjustments. If there are some areas that are
particularly interesting to you and the group, we can spend a
little more time there and examine them more closely.

The success of our journey depends on each and every crew

member. Sometimes the passage will be calm and serene. But
don´t expect smooth sailing all the way; sometimes the waves
will get a little choppy and the wind a little stiff. Hold on tight: we
don´t want any men overboard. Sometimes a sea squall may
cause confusion, but a little confusion is good for making sure
you keep your sea-legs about you. Some parts of the route are
old and well used, while others will take us along exciting new
streams of thought currently stirring the great thinkers of our
1
movement. You will get as much out of this journey as you put in
2
 COURSE OVERVIEW

MODULE 1:
INTRODUCTORY MODULE INCLUDING PRINCIPLES AND VALUES
UNIT 1: Introductory Lesson (1)
UNIT 2: Introductory Lesson (2)
UNIT 3: Inner Life (1)
UNIT 4: Inner Life (2)
UNIT 5: Inner Life (3)
UNIT 6: Inner Life (4)

MODULE 2: ISKCON
UNIT 1: The Seven Purposes of ISKCON
UNIT 2: ISKCON Today

MODULE 3: PHILOSOPHY (1) - INTRODUCTION

UNIT 1: The Nature of Bhakti and its relation to other paths
UNIT 2: Faith
UNIT 3: The Science of Love of God.

MODULE 4: PHILOSOPHY (2) - SAMBANDHA

UNIT 1: The Constitutional Position of the Soul
UNIT 2: The Conditioned Soul (1) - Destiny, Free Will & The Law of Karma
UNIT 3: The Conditioned Soul (2) - Transmigration
4: Krsna, The Supreme Personality of Godhead /Aspects of the Absolute Truth
5: The Potencies of Krsna (1): The 3 Energies of the Lord, Creation and Time
UNIT 6: The Potencies of Krsna (2): The Three Modes of Material Nature
UNIT 7: The Potencies of Krsna (3): Perceiving Krsna in His Creation
UNIT 8: The Potencies of Krsna (4): The Supreme Lord and His Abode/The
Five Relationships with the Lord

MODULE 5: DEVOTIONAL PRACTICE (1) - ABHIDEYA

UNIT 1: The Four Regulative Principles and The Most Basic Rule (1)
UNIT 2: The Four Regulative Principles and The Most Basic Rule (2)
UNIT 3: Regulation and Cleanliness
UNIT 4: Panca-Tattva Mantra & Hare Krsna Mantra.
UNIT 5: Japa and Kirtan Workshop.
UNIT 6: The Process of Deity Worship/Srimati Tulasi Devi
UNIT 7: Holy Days & Festivals
UNIT 8: The Process of Hearing/ Brief Intro. to the 9 Processes

MODULE 6: DEVOTIONAL PRACTICE (2) - MISSIONARY WORK

UNIT 1: The Sankirtana-Yajña/ 4 Ages and Yuga-Dharma
UNIT 2: The Sankirtana Movement: The Life and Teachings of Lord Caitanya
3
UNIT 3: Srila Prabhupada as Preacher (1): His Life
UNIT 4: Srila Prabhupada as Preacher (2): His Example
UNIT 5: Tolerance & Compassion
UNIT 6: ISKCON Preaching Programmes

MODULE 7: VAISHNAVA CULTURE (1) - VEDIC CULTURE

UNIT 1: ISKCON´s Cultural Identity
UNIT 2: The Vedas/ The 4 Defects of the Conditioned Soul and The 3 Pramanas
UNIT 3: Varnashrama- The Vedic Social System (1): The 4 Varnas
UNIT 4: Varnashrama- The Vedic Social System (2): The 4 Ashramas
UNIT 5: Respect - The Basis of Civilisation
UNIT 6: Ethics and Morality
UNIT 7: Men and Women in Vedic Culture

MODULE 8: VAISHNAVA CULTURE (2) - VAISHNAVA BEHAVIOUR

UNIT 1: Relating to Devotees with due Respect/ The 3 Levels of Devotees
UNIT 2: Fellowship
UNIT 3: Offences to the Vaishnava

MODULE 9:
VAISHNAVA CULTURE (3) - LIVES OF THE VAISHNAVA SAINTS
UNIT 1: The Six Goswamis
UNIT 2: Srila Bhaktivinoda Thakura / Srila Gaura Kisora Dasa Babaji
UNIT 3: Srila Bhaktisiddhanta Sarasvati Thakur
UNIT 4: Great Vaishnavi Saints

MODULE 10: SOCIAL AWARENESS Timetable

UNIT 1: Appropriate Missionary Spirit (should be
UNIT 2: Dealing with Parents and Family perhaps on the
UNIT 3: The Environment inside cover)
UNIT 4: Honesty

MODULE 11: SPIRITUAL GUIDANCE

UNIT 1: The Benefits of Accepting a Spiritual Master/ The SM and the Disciple
UNIT 2: Siksha and Diksha / Srila Prabhupada, Founder-Acarya of ISKCON

MODULE 12: VAISHNAVA ETIQUETTE

6 UNITS (1 of them: Serving and Honoring Prasadam. The others to be
developed)

MODULE 13: CLOSING MODULE

6 UNITS (Also on Principles and Values)

4
Introduction

Before getting on with the specific learning experiences of the

course, we are going to get to know each other and get
ourselves prepared with the right mindset. Next, we take a look
at the foundational principles and methodology of the course to
ensure our full participation.

KNOWLEDGE LEVEL

10 I am Vyasadeva in disguise
9 I should be teaching this course
8 I know quite something but I want to
know more
7 I have a strong grasp
6 I have read Bhagavad-gita
5 I know some basic philosophical points
4 I´ve been visiting the temple
3 I´ve been to the Sunday feast
2 I met some devotees
1 I know nothing
0 I thought this was about geology

EXPECTATIONS

1. Why did you come to attend this course? Why is it important

for you?

2. What do you want to get out of this course?

What do you want to learn about or be able to do? How do you
want to change?

5
 ACCELERATED LEARNING

THE BRAIN – LEFT AND RIGHT

LOGICAL: ARTISTIC:

¤ Logic ¤ Images
¤ Sequence ¤ Colour
¤ Reason ¤ Pattern
¤ Order ¤ Recognition
¤ Language ¤ Comprehensio
¤ Writing n
¤ Naming ¤ Imagination
¤ Reading ¤ Creativity
¤ Speech ¤ Synthesis
¤ Mathematics ¤ Daydreaming
¤ Calculations ¤ Rhythm
¤ Numbers ¤ Music
¤ Analysis ¤ Rhyme
¤ Evaluation ¤ Dimension
¤ Critique ¤ Feelings
¤ Intuition
¤ Abstract ideas
Learning should combine analytical exercises with creative and expressive
activities.

LEARNING TIPS
¤ You must know why you are learning. If you do not, you will not
learn. Remember: What´s In It For Me?
¤ Use Positive affirmations: Visualise what success will look and feel
like – use positive past experiences. Positive experiences are
more easily remembered.
¤ Your state of mind will effect your learning. If your experience is
fun, stimulating, and interesting, knowledge retention will be high.
Get involved.
¤ Use your time well.
¤ Take care of your body: health (diet) and fitness (exercise).
¤ Take care of your mind and brain: Relaxation (prepares the mind)
and oxidation for the brain. The brain uses 25% of the body´s
oxygen and blood supply although it is only 3% of the bodyweight.
¤ Ask questions: Who, what, when, where, why, and how? If you are
not asking questions, you are not learning.
¤ Make notes while you are listening. Use mind maps. Review them.

6
¤ Read relevant background material.
¤ Discuss what you have learnt with others.

7
 HOW TO REMEMBER WHAT YOU LEARN:

“Once you have learned something,

it is easier to keep it fresh than to start
afresh.”

Review Review Review

100% Review
24hrs 1 week 1 month

TO
LONG
75% TERM
MEMORY

25%
1 day

¤ The curved line shows how the retention of learning dramatically drops
within one day.
¤ The straight line at the top shows how a high percentage of the
learning can be retained by periodic reviewal.

When a message is given once, the brain remembers 10% one

year later;
when it is given 6 times, recall rises to 90% - so we must
repeat, recap, and review.

Reviewal commits knowledge to long term

memory.

¤ Focus on why you are learning

FOUR STAGES OF
¤
LEARNING
Get in a positive frame of mind
a) Reasoning ¤ Break learning into manageable chunks
¤ Plan your time and environment
b) Planning ¤ Commit yourself to learn
¤ Put knowledge into your brain for future
use

¤ Prove to yourself you know

¤ Get better for future learning 8
c) Committing

d) Reflecting

Visualisation, art, films, flipcharts, video,

Spatial demonstration, graphs, charts, photos,
colour

Logical maths, logic, systems, principles,

calculations, puzzles, experiments,
science

Intrapersonal
Introspective, Reflective, Used for self-
discovery and self-analysis

Musical
rhythm, background music, lyrics,
instruments

Bodily
touching, doing things with the body and
hands, reflexes, acting, sports, dancing,
Interpersonal handicrafts

Interactive communication, group work,

Linguistic team tasks

There are 7 kinds of intelligence the brain uses in learning.

Some people are stronger in some areas than in others. The
most powerful learning combines all seven. They are all of
value. You should try to identify where your strengths lie and
use those intelligences.

9
The brain goes into “auto shut-down” after only 10 minutes if it
is not stimulated. Therefore for people to attain optimum
learning, the media, pace, and state must be varied during the
learning experiences.

10
 MEMORY

You learn by linking new information to existing knowledge.

You can aid memory by creating links to what you are learning.

¤ Outstandingness: You will more easily recall

unusual, outstanding, strange, or absurd
information. Therefore exaggerate size, shape,
colour, and movement.

¤ Create positive images: You

are more likely to recall
pleasant images.

¤ Humour: link information to something

funny.

¤ Sensuality: think of the sights, sounds, smells, tastes,

and feeling related to the information.

¤ Emotion: What emotions or feelings are

connected with the information?

¤ Personalised: you are more likely to

remember images that you created; involve
your own personal experiences in your images.

¤ Donkey bridges:
¤ First letter acronyms (e.g. SLIMBIL)
¤ First letter phrases (e.g. “My Very Earnest Man
Just Show Us Nine Planets”: the order of the
planets from the sun.)

11
 ¤ Rhymes or slogans
¤ Logo and image association Examples

Mind Maps
¤ Make use of linking
¤ Make use of different learning styles and intelligences
¤ Your own ideas are easier to recall
¤ Saves times; only recording keywords
¤ Stimulates left and right brain hemispheres

Mind Map Maxims

¤ Paper: landscape (max. space)
¤ Use a central image with colour and dimension
¤ Branches
¤ Thicker main branches symbolise importance
¤ Curved lines stimulate visual interest
¤ Only record keywords
¤ UPPER CASE FOR MAIN BRANCH
Still has to WORDS
be worked
¤ Otherwise lower case on,
¤ Vary size relative to diagrams,
importancelayout, etc
¤ Use images and colour where possible
¤ Use your own codes for instant linking of ideas, recurring
themes and to save time.
¤ Use arrows to guide the eyes to connecting themes
¤ Leave space for clarity and additions.
¤ Use your own personal style.
¤ Have fun.

Accelerated learning also means you will be have an

opportunity to acquire key skills and develop personally while
learning the other new material as well.

12
 NORMS FOR CLASSROOM BEHAVIOUR

We have norms to ensure a safe classroom environment where

every participant feels free to express himself and there is no
unfairness. Learning and following them will help you improve
your own dealings in and out of the classroom. If they are not
followed it can lead to particular members withdrawing, others
dominating, possible conflict and bad feelings. It can effect the
learning capacity of everyone.

1. All attendees will be present for the entire course.

2. No-one shall borrow strength from status or position.

3. We will value all contributions whether or not we agree with

them.

4. We will observe confidentiality within and without the

classroom.

5. We will each accept full responsibility for success in

achieving our desired outcomes.

6. We will each honour any agreement reached.

7. We will confront issues or behaviour, not people.

8. We respect the right of the individual to withdraw, without

(Some cartoon here at the

bottom representing something
about the norms.)

13
 THREE TYPES OF KNOWLEDGE

Knowledge Skills Values and

Attitudes
Krsna´s pastimes Making a samosa Humility
Bhagavad-gita Playing Mrdanga Tolerance
verses
Historical events Doing puja Respect
Philosophy Preaching ability Honesty
Controlling the
senses

Do some skills require elements of knowledge or values?

Which of the three is most important? And why?

“After the student studies the Vedas under the master for a
period from five to twenty years, he may become a man of
perfect character. Study of the Vedas is not meant for the
recreation of armchair speculators, but for the formation of
character.” (Bg. 8.28p)

What is a devotee´s measure of importance?

What Krsna says. (See Bg. 12.13-20)

14
15
 ASSESSMENT

Training and education is all about improvement.

Assessment is necessary to make sure that

1) the learners are improving and
2) the training is effective.

The three sources of assessment are

1) trainer
2) peers
3) yourself

Effective assessment will therefore include

1) periodic tests of knowledge and skills
2) feedback
3) self-assessment / personal reflection

For optimum learning, constant challenge and growth, you

should place yourself ideally in the “stretch zone.” Too much
comfort or too much pushing will reduce the learning intake.

16
 FEEDBACK

Giving and receiving feedback is an excellent form of

assessment that can touch the deeper levels of the inner
character. Properly executed feedback sessions will improve
group identity and relationships, increase your ability in
communication, give an opportunity to clear the air of any
misgivings, and give you valuable information about yourself
and the way others perceive you.

Personal Reflection
What specific qualities do you see you need to concentrate on
and work on in your character?

17
18
 ISKCON:
SEVEN PURPOSES, ORGANISATIONAL STRUCTURE, AND
HISTORY

Since you have chosen to work together with the members of

ISKCON, it is good to first take a look at what this organisation
is all about, how it is run, how it is structured, its history, its
purpose and so on. You can learn here what ISKCON has to
offer you today and what opportunities await you for taking
part in this great spiritual movement.

What is ISKCON?

What is ISKCON´s purpose?

cartoon of gamsha being pulled in different

directions

19
As a society, we must all be aligned with the common purpose,
otherwise the society will be torn apart like an old gamsha.

20
 THE SEVEN PURPOSES OF ISKCON

1. 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 unity
and peace in the world.

2. To propagate a consciousness of Krishna as it is

revealed in the Bhagavad-gita and Srimad-
Bhagavatam.

3. To bring the members of the society together with

each other and nearer to Krishna, the prime entity,
thus developing the idea within the members and
humanity at large that each soul is a part and parcel of
the quality of Godhead (Krishna).

4. To teach and encourage the sankirtana movement,

congregational chanting of the holy names of God, as
revealed in the teachings of Lord Sri Caitanya
Mahaprabhu.

5. To erect for the members and for society at large a

holy place of transcendental pastimes dedicated to the
personality of Krishna.

6. To bring the members closer together for the purpose

of teaching a simpler, more natural way of life.

Here is a “donkey-bridge” to help you remember them. Each

letter stands for a keyword or keyphrase in each of the seven
purposes.

1. Spiritual Knowledge 4. Congregational chanting

2. Consciousness of Krsna (sankirtan)
3. Re-unite people together 5. Holy place
with Krsna 6. Simple living

21
7. Literature

Such Catch-phrases Really Can Help Students Learn.

22
 THE HISTORY OF ISKCON

EVENTS LEADING UP TO ISKCON’S INCEPTION:

¤ Sri Caitanya Mahaprabhu desires and predicts that the holy
name will be spread to every town and village.
¤ Rupa Goswami conceives of having an assembly of leading
devotees, the Visva-Vaisnava-Raja-Saba.1
¤ Jiva Goswami actually organises and establishes the VVRS
and then heads it.
¤ The VVRS is headed by one acarya after the other as listed in
our chain of disciplic succession.
¤ BVT bridges the gap between India and the West and
establishes the preaching mission in the West; he sends
books and inspires his son, Bhaktisiddhanta Sarasvati.
¤ BSS establishes the Gaudiya Mission (Gaudiya Math)
¤ BSS sends preachers to countries outside India (England, ???)
¤ BSS orders SP to preach in the English language and the
Western countries.
¤ The Gaudiya Math falls into disarray after the disappearance
of BSS (1937)
¤ 1953: SP sets up The League of Devotees, Jhansi
¤ The League of Devotees is evaporated
¤ SP starts up the BTG magazine to preach in the English
language
¤ SP compiles SB and other books in English
¤ First sannyasi
SP attains passage on a freighter (Jaladuta) to America
Radha-Damodara bus
THE CREATION AND DEVELOPMENT OF ISKCON: party
¤ July 1966: SP gets small storefront at 26 SecondFFL
Ave.
¤ 20 July 1966: SP incorporates ISKCON Padayatra
¤ 9 September 1966: First initiation ceremony
¤ November 1966: SP establishes ISKCON Press
¤ January 1967: Second storefront temple opens in San
Francisco
¤ First Ratha-yatra in the West: San Francisco, 9 July 1967
¤ Disciples start opening other places in the United States and
North America
¤ First temple in another country
¤ First temple in another continent / Disciples go abroad to
spread Krsna consciousness
¤ ISKCON establishes branches in ….
1
Visva – the whole world or international; Vaisnava – the devotees; Raja – the Lord; Saba
– assembly or society
23
¤ First farm community (New Vrndavana)
¤ SP installs ISKCON’s first Radha-Krsna Deities in Los Angeles,
23 June 1969
¤ SP forms the GBC and establishes the BBT, July 1970
¤ SP institutes the Life Membership Programme in Calcutta, 29
August 1970
¤ The success of Krsna consciousness in the West sweeps India
with SP’s grand return, Autumn 1970
¤ MacMillan Company signs the contract to print the
unabridged Bhagavad-gita As It Is, May 1971
¤ The first five acres of land in Mayapur are acquired
¤ Ground-breaking ceremony in Mayapur, 29 February 1972
¤ Cornerstone laying ceremony at Hare Krsna Land, Mumbai,
March 1972
¤ Cornerstone laying ceremony at Raman Reti, Vrndavana,
March 1972
¤ Grand opening of Krsna-Balaram Mandira, Vrndavana, 20
April 1975
¤ SP founds the Bhaktivedanta Institute, 1975
¤ SP’s disappearance

SP´s emergence as the fully empowered preacher

Development of ISKCON before (see RND2) and after SP´s
disapp. (Cleaning House)

AFTER SRILA PRABHUPADA’S DISAPPEARANCE: Gurus falling

Zonal acarya issue and deviations
Excercise: advantages and disadvantages for SP

Reasons for SP´s unprecedented success

 the advantages and disadvantages that SP faced when he

first came to USA?

 Try to identify the main cause for his success (dedicated to

SM´s order)
 poem he wrote on board the Jaladuta

 Columbus and egg

Is organisation and management appropriate for a spiritual

movement?

Remember:
ISKCON´s Organisational Structure – Diagram
ISKCON’s organisational
Activities Within ISKCON structure
Fields of ISKCON work
Do left and right wing
24 thing
List of different fields of ISKCON work

If you have any problems, you can always approach the next
authority up.

25
Liberalism vs. Conservatism / Free Will vs. Control /
Leader-centred vs. Individual-centred(?)

Definition of both wings:

Still to be
completed
Names given,
guidance

A combination of the two is best.

In the beginning a new devotee may cling more to the right side
of the scale, but as time moves on and he gains more self-
confidence, he may naturally drift more toward the left.

What attitudes would the ideal Vaisnava hold about the ISKCON
society?
What qualities of character would these attitudes help build?

26
 AN ANALYSIS OF U.K. MEMBERSHIP

MEMBERSHIP DISTRIBUTION

Phase Phase

1969 1982 1996

“Core membership”: those with full-time

devotional engagements living inside and
outside the temple.
“Congregational membership”: devotees
not included in the category of core

¤ Phase One is characterised by the steady growth of core

members and the relatively insignificant congregational
membership.
¤ Phase Two is characterised by the levelling off of devotees
joining the core group and the substantial increase in
congregational growth.
¤ No blame is given to any groups or individual devotees.
These tendencies follow a natural pattern of growth and are
not exclusive to ISKCON. They may even have been
necessary.

Phase

B
Joining Leaving
A
(Bloopin
g)
27
A: core membership
B: non-devotee world

28
THE BALLOON PRINCIPLE: An analogy for the paradigm operating in
the 70s

For a balloon:
a) Air must go in;
b) There must be no leaks;
c) Focus is on the nozzle.

ISKCON´s expansion was based

on:
a) making more devotees;
b) preventing them from
leaving;
c) focussing on recruitment.

¤ Considerable commitment, enthusiasm, clarity of purpose,

and austerity
¤ Structural development largley confined to opening temples.
¤ Mostly immature devotees practising high-level renunciation.

¤ Dualistic worldview: A B
Us Them
Devotee Karmi / Demon
Going up Going down
Visnudutas Yamadutas
No bad No good
qualities qualities
Associate Avoid / Preach
with to
¤ Joining the faith = moving into the temple
¤ Non-contractual basis, no clear definition of rights and
responsibilities
¤ Expectation of full-time service and surrender for the rest of
one´s life without consideration of future prospects
¤ Joining took place soon after initial interest
¤ Initiation 6-12 months after joining with its irretractable vows.
¤ Community members´ welfare often sadly neglected

29
¤ Leaving usually meant sneaking out in the middle of the
night
¤ Absence was often the first sign of the individual´s difficulty
¤ Community often went in search of him
¤ Full responsibility was given to the absent devotee

30
 Phase

¤ Growing awareness of internal shortcomings

¤ Recurring difficulties of transferring to the grhasta-asrama
¤ Leadership difficulties in March 1982
¤ Preachers became hesitant to recommend joining the temple
community
¤ Significant increase in the congregation

The paradigm changed to include the newly expanding group:

C: “congregation”
X: People joining the Nama-hatta community from outside
Y: Core members getting married or “fading out” (Blooping
became rare)

B C Y
A

¤ Confusion regarding, “Are they us or them?”

¤ Do we compromise our purity by validating their lower level
of commitment?
¤ Such devotees were viewed with suspicion and given less
validation
¤ Only devotees remaining in the core were given full
validation

Phase

A proposed paradigm that

a) acknowledges the transience of the student asramas,
b) validates all devotees who keep connection with ISKCON and
practice the principles of Krsna consciousness, and

31
c) ensures the maintenance of the highest standards.

A (re-defined):
brahmacaris/inis in
training.

D: “the clergy” – qualified

householders
and renunciates inside or
outside the
temple engaged full-time in
ISKCON
activities (managers,
preachers, priests)

¤ Asrama is a place where the student enrols for training.

¤ Student life is a temporary allocation
¤ Even life-long celebates will graduate from group A into
group D
¤ Dispells misconception of having to stay in the temple
forever after joining
¤ Focusses on graduation
¤ Two valid options after graduation:
(i) joining the clergy
(ii) joining the congregation
¤ Everything moulded towards graduation, keeping the end in
mind
¤ Synthesises the success, confidence, and enthusiasm of
Phase One with the maturity, experience, and thoughtfulness
of Phase Two.

32