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Stress Education And Reservation

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student’s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one’s social environment and culture

Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of “educational material” such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of
1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation
2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers’ children normally contribute to the earning of the family.
3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately
20 % of the time must be spent in production, service etc.
20 % of the time must be spent in physical activities
20 % of the time must be spent in personality (conceptual and spiritual) development and
20 % of the time must be spent in entertainment
20 % of the time must be spent on cognitive domain

20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down.
5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to “copy” and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of RESERVATION POLICY and its ILL EFFECTS; in individual and social life; can NOT be managed effectively unless and until; a situation where millions are “imprisoned” in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare
2. Readiness to accept and introduce physiological insights and principles in the holistic education
3. Readiness and openness to have dialogue with experts in other fields
4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others!
5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome.
7. The opportunities for psychomotor activities and productive activities; without impositions.
8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying
NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the
YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not “miss” the “benefit of NAMASMARAN as they may remember true self through one symbol or another”!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent proper policies!

What’s the Matter With Forex Education and Training?

There are three models of education that dominate the Forex Market today. They all claim to have the magic formula, exclusive knowledge about the market, or some hyped up set of proprietary indicators. Their promise to the ever re-generating gaggle of hopeful FX traders is the easiest road possible to the promised land of Forex Enlightenment.

Understanding the realities of what’s out there on the market as far as education is an important thing for someone who is out there trying to become a Forex trader. This article addresses some of the more common paradigms of the current Forex Education Market.

The Seminar

This is, perhaps, the most common form taken in the FX Education Market, because it usually leverages the notoriety or charisma of a supposed master trader to convince their potential devotees to plunk down anywhere from $3,000 to $8,000 for the privilege of spending a short weekend “learning how to trade”.

Starting at nine in the morning, usually a 9:00 AM, the host of the seminar will begin. After a lunch and several breaks you might get a total of 6 hours per day a Forex education.

This type of education is marginal at best because you are only exposed to the information for a short and inefficient weekend – after that you’re on your own. If you’re lucky, you were able to take notes and make scattered “next level” observations that might carry you through until you’re able to retake the course – if they allow that!

You’re only one of maybe 100 people in the room who are all vying for the attention of the supposed master trader or trading celebrity who is running room. So, you have to wait in line in the chat to get your questions answered, and what’s worse, you have to wait behind the questions of the slowest people in the room who, no matter how many times the material is explained still have questions that are very basic, and range from repetitive to astoundingly pedestrian, As a result, the presenter must spend enormous amounts of time trying to remedially educate the slower members of the room while you wait, minute after minute watching your very expensive Forex education be wasted.

So the bottom line is that it’s a very expensive way to obtain what is usually only a rudimentary Forex education, simply because there’s not enough time to train the group in the basics of trading, much less the advanced topics that are necessary in order to profit in the Forex market.

The Chat Room

The other type of education that is very popular among the online Forex education web sites is the ubiquitous chat room. This is where a group of moderators spend the morning or just a part of the morning attempting to disseminate educational tidbits to a large group of hundreds of people. If your lucky enough not to be completely annoyed by the voices that are coming through your computer speakers, you may be able to collect enough information over the course of the next few months to construct some semblance of a proper education. There is never an organized lesson or consistent pre-scheduled teaching, and the moderators, because they are distracted from trading by the continuous questions from novice traders, become less effective as traders themselves.

Any nuggets of trading wisdom that are doled out in these chat rooms comes in sporadic bursts that are unpredictable and varying in quality. So the trader that hopes to receive a proper Forex education by participating in one of these chat rooms must do several things in order to succeed #1. He must be able to spend every available hour in the chat room to avoid missing valuable information as it is discussed, and #2 He must be able to efficiently and effectively collect all of these various data points into one organized structure, which clearly presents even the most precise thinkers a difficult challenge.

Another issue associated with chat rooms is that novice traders often use them as a crutch to avoid the difficult work of writing a trading plan, testing a training plan, and learning to read the market on their own. They often blindly follow the trades and advise of the moderators or other senior members of the room, who post loudly of their numerous winning trades (this assumes that they are honest, wink wink). And so the trader’s development is slowed for years as they just limp along, trying to follow trades of other people, trying to figure out who in the room is the best trader, so that they can mimic their style. This process retards the development of the trader for years and sometimes forever if the trader never figure is out the cause of their desperate gyrations.

The social aspect of the chat room paradigm is tempting, but there are a great many successful traders out there today who will tell you that their true success in the markets did not begin until they turned all the chat rooms off.

The PDF Course

The third main category of Forex education comes in the form of the downloadable course. Almost always delivered in PDF format these courses promise to show you proven strategies that let you easily take profits out of the Forex market.

The worst offenders out there are those who simply copy and paste volumes of information from all over the web that the unsuspecting buyer could have easily found on his own. Many a trader has been disappointed by this newly downloaded Forex course, when he or she realizes that the sum total of unique information in the course consists of nine or 10 pages, while the other 99 or so pages contain standard definitions of Forex trading and explanations that answer the eternal question ” what is a pip”?

Slightly more honest but equally ineffective are the outfits who tout their unbelievably reliable, proprietary setups which usually consist of a collection of bar patterns or moving average crosses that are corroborated by chart after chart that the authors handpicked from the market. They fail to tell you that in a sideways market, that these types of setups often lead to a series of damaging losses and a devastated psychological profile. As a result, the trader gives up on these newly learned methods, and continues his search for the next Holy Grail.

Conclusions

The common thread that runs through each of these educational methods, is that they’re quite expensive and leave the blossoming Forex trader with much less of the one commodity that he must value the most, trading capital. While it’s difficult to argue that a Forex trader would be better off entering the market with no education at all, it’s quite possible that there is a better paradigm out there at a fraction of the cost.

Academic knowledge of how the market moves and how technical analysis works is something that must be taught over an extended period. The concepts, in many cases are counter-intuitive, and therefore require a continuing education that allows the apprentice trader the opportunity to repetitively access the educational material, and be able to post questions and receive answers about its content.

As the technical side of trading is being developed under this educational model, the aspiring trader also needs some method of psychological support. We’ve already established that the moderated chat room model is an impediment to true trading mastery but surely there is another way for traders to interact, while still retaining their integrity of mind.

The current belief by our team of professionals, is that a Forex course consisting of dynamically illustrated and logically explained high quality videos is the best and most efficient way to train a novice or intermediate trader. This allows the student to repetitively access the information as many times as they deem necessary, and eliminates the negative issues associated with the other types of education mentioned above.

The trader that is able to learn with the assistance of professionally taught high definition videos has an edge, and if that trader is then supported with the latest in continuing education, then that trader has the best possible chance of success.

Price, of course, is another issue. If the trader is able to spend far less money to acquire a top quality Forex education, then that trader would be in the best possible position for success when first entering the market.

Yoga Teacher Distance Education and Contact Hours

Becoming a certified Yoga teacher has never been easy. Due to the quality of online courses, and the evolution of distance education technology, the common hurdles of distance, travel, time, and expense have been removed from the process. Below is the dialogue of a recent interview about Yoga distance education and contact hours.

Q: Do you think that the teacher’s abilities and training have an effect on outcome?

A: Over the long term, the process of becoming a great Yoga teacher is a life-long journey. The teacher with the desire to keep learning will become the best he or she can be. This factor cannot be measured in the initial 200-hour training, whether it is by correspondence or at an on-site training.

Q: Do you believe there are some topics that cannot be taught using distance education technology?

A: No, each topic, although some are complicated, can be taught using distance education technology. Probably, the most complex subject to learn, in a Hatha Yoga training, is when and how to assist.

Yet, there are two very strong texts which cover the principles of assisting, and can be found in any book store. One of them has a DVD enclosed within the text. At the same time, new DVDs and books are being created on a daily basis.

If a student still had difficulty understanding the principles of assisting, adjusting, modifications, and alignment, he or she, should seek out a teacher as a mentor. Just because we have the internet is not a reason to abandon the traditional teacher / student relationship.

Q: How do students, taking correspondence courses, only, compare in testing results to residential students?

A: There seems to be very little difference. We have guest teachers, who graduated from our correspondence course, and their teaching performances are equal to our graduates who attended our on-site Yoga teacher training courses.

Q: Do you use internet, teleconference, or computer technology for any of your courses?

A: Yes, but most of our conferencing is private, one-to-one, question and answer sessions. When an intern is having difficulty grasping a concept, we communicate over the phone or by Email.

Q: Under what conditions can distance education be considered contact?

A: At this time, it is up to the world’s Yoga registries to sort this out. When Yoga interns are being monitored by video technology, the teacher trainer can easily see strengths and weaknesses. The video feedback process is very important. Video Technology is definitely a form of contact. Just like anything else, mistakes we learn from teach us lessons we will never forget.

© Copyright 2008 – Paul Jerard / Aura Publications