The beauty of Krishnamacharya’s teaching is that it is about…..

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The beauty of Krishnamacharya’s teaching is that it is about
learning Yoga for different types of people,
rather than todays increasingly studio driven group class modality of
learning different types of Yoga for people.

Vinyāsa Krama for the Catur Bandha in Mahā Mudrā for an advanced Āsana student……

This is an example of a Vinyāsa Krama for the Catur or four Bandha when staying in Mahāmudrā as a Haṭha Yoga technique for working with the important Haṭha trilogy of Prāṇa, Apāṇa and Agni.

Here I am choosing not to focus on the Pūrva Aṅga, the ascending or preparatory phase, nor on the Uttara Aṅga, the descending or compensatory phase of the Āsana used in the Vinyāsa Krama for the whole practice.

It also does not include the building in of additional techniques such as Prāṇāyāma, nor exploring the different roles Prāṇāyāma may have in relation to the whole practice, especially one that has incorporated additional techniques such as the Catur Bandha.

Instead this extract is an example of the Pradhāna Aṅga or crown of this particular practice. It is centered around a stay in Mahāmudrā of around 10 minutes each side progressively incorporating and building in intensity, within the Vinyāsa Krama for Mahāmudrā, with the additional techniques of the Catur Bandha.

Each step of the Vinyāsa will intensify with the building in of an additional Bandha and also in one of the steps, the intensifying of the breath length and ratio. This example is as taught to me by Desikachar within my 121 lessons, at this particular juncture around the application or Viniyoga of the Catur Bandha, all from the teachings of Krishnamacharya.

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One primary prerequisite to initiation into a Tri Bandha Sādhana was a……

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One primary prerequisite to initiation into a Tri Bandha Sādhana
was an ability in Prāṇāyāma within a Vinyāsa Krama around
Nāḍī Śodhana where the crown was 12 breaths at 12.12.12.12.

Thus before being taught Uḍḍīyāna Bandha,
an essential precursor to Mūla Bandha,
there needed to be competence in sustaining Prāṇāyāma,
within a Vinyāsa Krama leading to a crown ratio of 1.1.1.1.
with the PūrakaAntar KumbhakaRecaka and Bāhya Kumbhaka
each set at 12 seconds in a crown of 12.12.12.12. for 12 breaths.

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Prāṇāyāma is common to both Haṭha and Rāja Yoga Sādhana……

nadi_sodanaPrāṇāyāma is common to both Haṭha and Rāja Sādhana,
whether working with the Prāṇa Śodhana of Haṭha Yoga,
where you were taught to practice it at each
of four transitional points through the day,
or with the Citta Śodhana of Patañjali,
where it is the pivotal Bahya Aṅga,
Prāṇāyāma is seen as the primary means to engage
the Élan Vital, the vital force or creative principle.

One of the major tools in bringing or refining the level of observation……

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One of the major tools in bringing or refining
the level of observation to the subtler aspects
of our physical, energetic, mental and emotional
patterns is Prāṇāyāma.

Yoga teaching as an extension of Yoga practice rather than……

Reflecting on Desikachar’s comment, quoted below from yesterday, I am reminded of its depth in terms of its observation around its message exorting us to consider the relationship between the need to practice more, the more we teach.

“The more you teach,
the more you must practice.”

Within this message is also the need to take steps to ensure our Yoga practice avoids being an extension of our Yoga teaching. In other words ensuring our Yoga teaching is an extension of our Yoga practice.

Our Yoga Teaching needs to be an accessory to our Yoga Practice.
Rather than our Yoga Practice being an accessory to our Yoga Teaching.

Hence the need to hold our personal practice on a separate trajectory to our teaching practice. Within this there are further considerations that may be helpful such as the need to ensure that our personal Yoga Practice doesn’t become a repetition of, or rehearsal for, our Yoga Teaching plans. Or not using teaching time as  a way to ‘clock up’ practice hours through demonstrating, or leading the class through ‘follow me’ choreographies.

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The more you teach the more you must practice.

“The more you teach,
the more you must practice.”
– TKV Desikachar

One hallmark within TKV Desikachar’s teaching on Āsana……

One hallmark within TKV Desikachar’s teaching on Āsana,
was not to confuse ‘appropriate’ alignment techniques,
with ‘proper’ alignment techniques.
The former implies a personalised starting point,
whilst the latter implies a developmental potential.
However both need to be related to 3 questions:
Where am I coming from?
Why am I practicing Āsana?
Where am I going to?

Amongst the Antarāya that relegate Prāṇāyāma to the wish list……

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Amongst the Antarāya that
relegate Prāṇāyāma to the wish list
is the choice of a long relaxation as
a substitute ending to Āsana practice.

Āsana is the interface between the body……

Āsana is an interface between the body
and the systemic energy processes.
Prāṇāyāma is an interface between the
systemic energy processes and the psyche.
Dhyāna is an interface between the psyche and
the awareness that pervades our sense of being.

In Āsana the Breath is an accessory to the Āsana……

In Āsana, the Breath is an accessory to the Āsana.
In Prāṇāyāma, the Āsana is an accessory to the Breath.

Cutivating a home Yoga practice……

Cultivating a home Yoga practice
presents a solution to an obstacle.
Maintaining a home Yoga practice
presents an obstacle to a solution.

Two primary roles in the adaptation of Āsana……

“Two primary roles in the adaptation of Āsana
to the needs and potential of the student are
Facilitating a decrease of tension within the body
whilst
Facilitating an increase of attention within the breath.”
– Commentary on Yoga Sūtra Chapter Two verse 47

Yoga Cikitsā is about treating a person in a problem……

Yoga Cikitsā is about Respecting the Problem and Treating the Person

Yoga Cikitsā is about
treating a person in a problem.
Rather than
treating a problem in a person.

I wonder if Modern Postural Yoga is confusing……

“I wonder if Modern Postural Yoga is confusing,
experiencing a supple body,
with experiencing a subtle body?”

Sat viniyoga is about learning to do more with less……

Sat viniyoga
is about learning to do more with less.
Asat viniyoga
is about learning to do less with more.
Whether Āsana or Students!!

It appears that one can often talk about the effects of Yoga Āsana on the spine in Yoga yet……

It appears that one can often talk about the effects of Yoga Āsana on the spine in Yoga, yet the reality is more based on the effects of Yoga Āsana on the external aspects of the structural form. It has also been an observation over some four decades of teaching Yoga that the two can get confused in terms of assessing developmental progress within the practice of Yoga Āsana.

Furthermore it appears that it is possible to work the body into ‘advanced’ Yoga Āsana yet observe that the spine is not deeply influenced, for example with the hips and shoulders or lax joint ligaments facilitating the impression of the form. Hence the application of Yoga from this perspective is to start with the spine as the primary priority with the limbs the secondary priority.

Thus the principles of modification of Yoga Āsana are from the perspective of allowing adjustments to the limbs in order to facilitate a deeper more profound impact on the spine.

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It is ironic when a collective term used to describe an approach……

It is ironic when a collective term used to describe
an approach to teaching an individual,
becomes an individual term used to describe
an approach to teaching a collective.

The commercialised in-Corporation of Viniyoga……

The Commercialised in-Corporation of Viniyoga
is in danger of becoming a parody of
the Personalised incorporation of viniyoga.

A sign of a maturing in our relationship with a 121 Yoga Teacher is……

In the novice phase of our relationship with a 121 Yoga Teacher,
it’s not so much about what we bring to the Lesson,
it’s more about what we take away from the Lesson.

A sign of a maturing in our relationship with a 121 Yoga Teacher,
is that we accept more responsibility for what we bring to the Lesson,
being a determining factor in what we take away from the Lesson.

In the novice phase of our relationship with a Yoga Class……..

In the novice phase of our relationship with a Yoga Class,
it’s not so much about what we bring to the Class,
it’s more about what we take away from the Class.

A sign of a maturing in our relationship with a Yoga Class,
is that we accept more responsibility for what we bring to the Class,
being a determining factor in what we take away from the Class.

As a Yoga Teacher we need to ensure that our personal Yoga Practice…..

As a Yoga Teacher we need to ensure that our personal Yoga Practice
doesn’t become a repetition of, or rehearsal for, our Yoga Teaching plans.

Our Yoga Teaching needs to be an appurtenance to our Yoga Practice.

Our Yoga Teaching needs to be an appurtenance to our Yoga Practice.
Rather than our Yoga Practice being an appurtenance to our Yoga Teaching.

Five Musings around Śīrṣāsana……

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Five questions my teacher taught me that need to be ‘posed’,
for or to any student wishing to practice Śīrṣāsana,
or even for and to any teacher wishing to teach Śīrṣāsana,
whatever the situation.

1. Who is going to practice it?
2. Why do they wish to use it?
3. When are they going to practice it?
4. How are they going to get in and out of it?
5. What do they need to have done to verify their capability?

Once you lose the breath in Āsana……

Once you lose the breath in Āsana,
effort becomes force.

Are we confusing the maturation of our Āsana practice with the maturation of our Yoga practice?

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Are we confusing the maturation of our Āsana practice
with the maturation of our Yoga practice?

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