“People come to study Yoga for many reasons,
however it comes into two groups.
1. They come to learn or study (Śikṣaṇa).
2. They come to us for support rather than to study (Rakṣaṇa).
So the Yoga we offer to the person who is inquiring
is not the Yoga we offer to the person seeking protection.
Therefore one can give the wrong advice (Asat viniyoga) to the right person
and vice versa (Sat viniyoga).
This can do more harm than if the person had not come.
The intention must be right as must be the execution.”
– TKV Desikachar Switzerland 1978

“Even in the case of Śikṣaṇa Krama the ancient teachers had steps in the teaching:

• Yukta Śikṣaṇa
  The teaching must be appropriate to the intelligence of the individual.
• Grahaṇa Śikṣaṇa
  Also able to absorb correctly what you have understood.
  You must test them, confuse them to see if they have.
• Yukta Smaraṇa
  The teacher should find out how much the person remembers
  what they have understood.
• Yukta Abhyāsa
  Is how much a person practices what he is given.
  To see if he has learnt, understood and practiced.
• Yukta Anu Bhāva
  Even practice can be mechanical, even if it is regular.
  So how much you have learnt from the practice.
  What it has taught you.
• Yukta Pracāram
  Finally, you ask the person to transmit what they have received.

“Some views say don’t teach children.
However Śikṣaṇa Krama is only suitable for children.
Not adults who have become brittle.”
– TKV Desikachar France 1983

“Śikṣaṇa Krama – do something perfectly or correctly.
Anything is taught to achieve perfection in the practice of Āsana and Prāṇāyāma.
In other words teaching children and healthy people where you can take risks with no problems.
Not a valid approach for groups.
We need to use intelligence and Viveka,
not follow the idea of no pain, no gain to become painless,
or to get to a point without suffering.”
– TKV Desikachar France 1983

“General outline on Cikitsa Krama.
More sophisticated than Śikṣaṇa Krama.
Already when you know an object it is seen differently by different people.
So when I offer a healing object it is seen as a cause of disease by others.
One mind can influence minds differently,
because different minds receive things differently.”
– TKV Desikachar France 1983

“The traditional model, Śikṣaṇa, for Yoga was to stay in a posture,
Krishnamacharya introduced movement in the postures.”
– From study notes with TKV Desikachar England 1992

“There are two categories of practice, the Śikṣaṇa Krama way, according to the rules,
or the Cikitsā Krama way, the application or adaptation of a posture
to suit a particular person or a particular situation.
Where postures need to be adapted to suit particular bodies and their limitations.
The authority for the postures comes from the teacher,
although some rules are indicated in the texts.”
– From study notes with TKV Desikachar England 1992

“The teacher decides which of the Tri Krama is the best for the student:
Śikṣaṇa Krama requires a perfect knowing to transmit a strict practice,
without any compromise, as it should be in Vedic chanting for example.
Rakṣaṇa Krama is aimed at protection and preservation;
it promotes continuity in any levels like health, abilities, knowledge, etc.
Cikitsā Krama looks for adaptation, healing, recovering…”
– TKV Desikachar speaking with his senior Western students London 1998

“Prāṇāyāma, the same as with Āsana and Dhyānam,
was taught according to the core principles within
Cikitsā Krama, Rakṣaṇa Krama and Śikṣaṇa Krama.
Thus we have breathwork practice possibilities
ranging from Cikitsā, using simple ratios to settle
an irregular breathing pattern or pulse fluctuation,
to Rakṣaṇa, with a visible competence and fluidity
within a range of basic techniques and mild ratios,
to Śikṣaṇa and a skill base encompassing all techniques,
and ratios and especially, the application and integration of
Kumbhaka with long holds both after the inhale and the exhale.”
– 108 Prāṇāyāma Practice Pointers

“These days, it appears that
there is not much place for, or
interest in the use of Kumbhaka
within the practice of Prāṇāyāma.
If used at all it appears to be mainly
Cikitsā or about recovery, or at best about
Rakṣaṇa or constitutional support, rather than
Śikṣaṇa and a personal developmental exploration.”
– 108 Prāṇāyāma Practice Pointers

“Cikitsā Krama is to stabilise dispersed Prāṇa.
Rakṣaṇa Krama is to conserve stabilised Prāṇa.
Śikṣaṇa Krama is to intensify conserved Prāṇa..”
– 108 Yoga Practice Pointers

“Cikitsā Krama is to gather dissipated Agni.
Rakṣaṇa Krama is to strengthen gathered Agni.
Śikṣaṇa Krama is to utilise strengthened Agni.”
– 108 Yoga Practice Pointers

“Cikitsā Krama is to replenish depleted Ojas.
Rakṣaṇa Krama is to nurture replenished Ojas.
Śikṣaṇa Krama is to garner nurtured Ojas.”
– 108 Yoga Practice Pointers

“Dhyāna Sādhana was taught
according to the principles of Cikitsā, Rakṣaṇa and Śikṣaṇa Krama,
with meditational practices ranging
from pacification to protection to empowerment.”
– 108 Teaching Path Pointers

“The principles of Cikitsā, Rakṣaṇa and Śikṣaṇa Krama
are more applicable to the ‘mindset’ of a person,
rather than looking through the ‘fitness’ of their body.”
– 108 Teaching Path Pointers

“My Āsana study with Desikachar was shaped around forming
a deep appreciation of specific core principles that underpin
the planning and practice of Āsana and their application to
the individual student’s constitution, psychology and need.
Amongst these dozen or so core principles,
the first group when looking at any Āsana in depth,
were the concepts of Nāma, Rūpa and Lakṣaṇa, or the
name, form and characteristics of that particular Āsana.
Obviously, the Nāma is a useful tag point for identification
and the Rūpa is vital as a reference point for the Sat Viniyoga,
or right application of the Āsana within overall considerations of
initial direction and outcomes through such as the Śikṣaṇa Krama,
Rakṣaṇa Krama or Cikitsā Krama application of the forms used.
However, I do feel these days that our understanding in Āsana
practice is more dominated by the Nāma and the Rūpa with
little emphasis on the Lakṣaṇa or inherent characteristics of the
Āsana and how understanding this aspect can have a profound
effect on the approach, application and outcome of the overall or
accumulative impact of the Āsana within the student’s practice.
The teachings of Krishnamacharya around Āsana included
an in-depth appreciation of the Lakṣaṇa, especially around
the thirty or so primary and secondary support Āsana such as
Uttānāsana, Jaṭhara Parivṛtti, Bhujaṅgāsana or Januśīrṣāsana.”
– 108 Teaching Path Pointers

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