Postscript to yesterdays post around the three Niyama within Kriyā Yoga…… 

A postscript to yesterdays post around the three Niyama
within Kriyā Yoga on the uses of the terms ‘self’ or ‘Self’ within
the legs in the tripod supporting our efforts at nurturing a state of Yoga.

“Activities that nurture a state of Yoga involve
self-discipline, Self-inquiry and Self-awareness.”

The first leg supporting the tripod refers to Citta
as the self in terms of nurturing self-discipline.

Tapas is to discipline our eating habits.”
– T Krishnamacharya

The second leg supporting the tripod refers to Cit
as the Self in terms of nurturing Self-inquiry.

Svādhyāya is an inquiry into one’s true nature.”
– T Krishnamacharya

The final leg supporting the tripod refers to Cit
as the Self in terms of nurturing Self-awareness.

“Yoga is awareness, a type of knowing.”
– T Krishnamacharya

TKV Desikachar did not teach different people different things……

TKV Desikachar did not teach different people different things.
Nor did he just teach the same thing to different people.
He taught different people the same thing in different ways.
The same could be said of T Krishnamacharya’s teaching.
Hence the context of the phrase the viniyoga of Yoga.

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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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.

I find myself reflecting on the notion of ‘authentic lineage’……

I find myself reflecting on the notion of ‘authentic lineage’, often taught within the statement of Paramparā or ‘from one to another’ as in a succession from teacher to student et al. Both from questions asked of me and questions I have around what I see, generally within the world of ‘Modern’ Yoga and more specifically emerging around the claims on facets in the evolution of TKV Desikachar’s teaching over four decades.

Currently I see various representational phrases being used in modern organisational setups around pupils or students of TKV Desikachar such as ‘Influenced by the Teaching of…..’ or ‘The Living Tradition of…..’ or ‘The Lineage of……’ as if a provenance of authority alluding to authenticity, studentship and tradition.

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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.

Its potentially complex these days when something taught……

Its potentially complex these days when something taught to an individual student,
in a personalised, age and situation relevant context;
within a specific environment and epoch;
becomes the ‘gold’ standard for groups of students to follow ‘faithfully’,
through respecting every inch of the formal nuances.

Equally, its potentially complex these days when something taught to a group of students,
in a generalised, open aged and multi-need context;
within a non-specific trans-national environment and epoch;
becomes the ‘gold’ standard for individual students to follow ‘faithfully’,
through respecting every inch of the formal nuances.

Our relationship with Food can be too little, too much, or wrong…..

annam

“Our relationship with Food can be too little, too much, or wrong.
According to Āyurveda, even the best food eaten in the wrong amount,
or at the wrong time, or with the wrong attitude
will fail to nourish and even disturb the system.
The same could be said for Yoga Practice.”

Some people use Yoga to move away from something undesirable……

“Some people use Yoga (or even training for a career as a Yoga Teacher),
to move away from something undesirable for, or in their lives (Abhāva).
Others use Yoga to move towards something desirable (Bhāva) for, or in their lives.
Either can be positive, however good to be clear about our motives,
especially if our relationship with that which we wanted to move away from,
or that which we wanted to move towards,
changes along the way.”

Sūtra Mālā – A Thread of Pearls on Yoga Chapter One verses 1-4

Patanjali_B_and_W

Chapter One Samādhi Pādaḥ

First Theme Nirodha or Containment verses 1-4

verse 1
Now,
Follow the Teachings of Yoga.

verse 2
Yoga arises from the containment of,
Our propensity to fluctuate.

verse 3
From this state,
Clarity of being,
As vision is from the source of perception.

verse 4
At all other times,
We identify with the fluctuations.

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Musings on the Student’s Relationship with the Teacher

Memories from my early days, over 40 years ago now, of going to teachers to teach me Yoga were generally around the notion, replete with conscious and unconscious expectations, that the teacher was there to bring out the best in me.

For example I feel that many of us if group class teachers are used to working with the Lazarus factor (raising folks from the dead each week). Here we can get caught or even need the expectation, both in you and/or in the student, that you will be or are ‘the one’ to revitalise the students tired and/or wired bodies as well as restoring confident dispositions.

However my experiences arising from working with TKV Desikachar stood that notion on its head. This was not through anything he said or did but from my own slowly acquired realisation that my way of looking at the relationship was confused.

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Defining our relationship with awareness is an inquiry……

na iti na iti

“na iti na iti – not this, not this”
Defining our relationship with awareness,
is an inquiry into re-defining our relationship with matter.
– Bṛhad Āraṇyaka Upaniṣat II.3.6