Issue Number 7
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I S S U E NU M B E R 7 - A U T U M N 20 0 5 I YENGAR® Y OGA A SSOCIATION (UK) www.iyengaryoga.org.uk President: Yogacharya Sri B.K.S. Iyengar IYENGAR ® YOGA NEWS - Issue no.7 - Autumn 2005 Editorial Board: Kirsten Agar Ward, Debbie Bartholomew, E D I T O R I A L Philippe Harari, Rachel Lovegrove, Helen Scarlett he theme of this issue of Iyengar Yoga News is Yoga Printed by: Blueprint Press, Cambridge, on paper made using wood Tand Children and the magazine features several from sustainable forests and without the use of chlorine contributions on this issue; an authoritative article by Dr Geeta S. Iyengar, reports from children’s and teenagers’ ® used with permission of BKS IYENGAR,Trade Mark Owner classes in the UK and an interview with Rajiv and Swati IYA (UK) SPRING CONVENTION 2006 Chanchani, authors of “Yoga For Children”. & AGM This issue contains the second part of an interview with Prashant Iyengar. We also publish the second part in our June 17th - 21st 2006 series Guruji: Profile of a Yogi, describing how B. K. S. Iyengar’s teaching reaches across barriers of all kinds of Guest teacher: Jawahar Bangera sectarianism. There is an interview with three of the UK’s most respected and Senior teachers, Jeanne Maslen, Pen Brunel University, Uxbridge Reed and Lilian Biggs, and reports from Bellur and from the 2005 IYA (UK) Spring Convention, held at Brunel General Days University. Please note that next year’s Spring Conven- Saturday 17th - Sunday 18th June tion will be held in the same venue and will have Jawahar Bangera as the guest teacher. We have changed the Teacher Days format of the convention with Saturday and Sunday Monday 19th - Wednesday 21st June given over to general classes and the following Monday, (Certified IYA (UK) teachers only) Tuesday and Wednesday for teachers only. IYN 8 will contain a report of the Autumn convention in Bath Application forms to be sent out Oct. 2005 which will have just taken place when you read this. We are very pleased to announce that three new Copy deadline for next issue (IYN no. 8): Iyengar Yoga Institutes have recently been formed, two Friday 25th November, 2005 in Scotland and one in the the South of England. This IYN 8 will be published in February 2006 brings the total of affiliated Institutes around the country Articles, letters, adverts, photographs and up to 15. illustrations should be sent to: Kirsten Agar Ward Finally, we are very keen to receive articles and photo- graphs from members for the next issue of IYN. 12 Station Road, Lower Weston, Bath BA2 3DY [email protected] The drawing on the front cover is by Angela Köhn (aged 12). The photograph on the back cover is of the Patanjali Temple in the village of Bellur, Karnataka, India. CONTENTS Y O G A A N D CH I L D R E N 2 Yoga for School Children: Dr Geeta S. Iyengar writes about introducing yoga into the school curriculum 9 Yoga in Education: Korinna Pilafidis-Williams reports on the Research on Yoga in Education seminar 10 Yoga for Children: interview with Rajiv and Swati Chanchani 12 Children and Yoga: Kirsten Agar Ward on practising yoga with children 14 Yoga and Exam Stress: Kimberley Green describes how yoga has helped her cope with exams 15 Teenagers on Yoga: What teenage students at the Maida Vale Institute have to say about yoga 16 Classes for Children: Korinna Pilafidis-Williams and Johanna Heckman-Mohan on teaching children 18 Children on Yoga: What children practising at the Bath Iyengar Yoga Centre have to say about yoga A R T I C L E S 20 Interview with Prashantji II: The second part of Richard Agar Ward’s interview with Prashant S. Iyengar 29 A Soulful Experience: Margaret Rawlinson describes an intensive yoga course in Pune 30 Yoga United: Louise McMullan writes about teaching yoga to professional footballers 34 Guruji: Profile of a Yogi - non-ssectarianism: Kirsten and Richard Agar Ward present part II of this series 38 Bygone Days: Debbie Bartholomew interviews Jeanne Maslen, Pen Reed and Lilian Biggs 51 Endings and Beginnings: Helen Graham writes about Iyengar yoga in the West of Scotland R E P O R T S 27 Latest from Bellur: Judith Jones provides a bulletin and Fiona Dewar describes fundraising in Edinburgh 28 Astadala Yogamala: Brigid Philip heralds the publication of volumes 4 and 5 of Astadala Yogamala 45 Location, Location, Convention: Carol Brown writes about the IYA (UK) Spring 2005 Convention 46 In the Lab, Not in the Gym: Liz Brown and Philippe Harari on the teaching at the Spring Convention 50 Three New Institutes: Three Institutes are launched, 2 in Scotland and 1 in Dorset and Hampshire 52 Report from the Chair and Treasurer of the IYA (UK) 53 Report from the Treasurer of the IYA (UK) 54 Report from the Membership and Office Manager of the IYA (UK) M I S C E L L A N E O U S 32 Events Listings: your guide to Iyengar Institutes in the UK 48 Classes at RIMYI: details and application form 56 The Certification Mark: Judi Sweeting and Elaine Pidgeon explain how teachers can qualify 55 Assessment Congratulations 57 Miscellaneous Announcements 58 IYA (UK) Merchandise - incuding newly arrived Light on Life by B. K. S. Iyengar 59 Yoga Rahasya: details and application form 60 Advertisements 64 IYA (UK) Executive Council 65 Guide to the Pronunciation of Sanskrit YOGA FOR SCHOOL CHILDREN This article, by Dr Geeta S. Iyengar, is reprinted with kind permission of Yoga Rahasya, the magazine of the Ramamani Iyengar Memorial Yoga Institute in Pune, India. See page 59 for details of how to subscribe to this publication. oga is a subject which has universal appeal. It is a The yoga teacher should therefore have physical agility Yscience and an art for culturing the mind and devel- and mental sharpness. He must himself be a keen practi- oping personality. Educationalists have started thinking of tioner of yoga. He should be able to do the àsanas introducing yoga as a subject in schools. However, yoga is along with the children and not just demand and a vast and multifaceted subject and school authorities are command them to do the poses. His subjective involve- confused as to which aspect of yoga should be introduced ment is crucial as children essentially learn by seeing and to the students. Some authorities are only familiar with imitating. Their eyes catch movement quickly while they the philosophical aspects of yoga while others are only detest lengthy explanations. In any case, quick and agile aware of the diverse methods of meditation. There are movements cannot be explained and have to be imparted some teachers who think that yoga merely implies directly. relaxing in ÷avàsana with the eyes closed. Some school authorities are apprehensive as they equate yoga to a set The teacher should remember that the children have a of mild and orthodox physical exercises. They wonder tremendous defensive strength and do not get injured why one should switch to these archaic yoga àsanas easily. Children stop immediately if something goes wrong when so many modern forms of vigorous physical exer- while performing the àsana.They have a safe-guarding and cises are available. All these doubts stem from ignorance. self- protecting intelligence which is inherent at that age. They are not adamant like elders but are very courageous. Yoga àsanas should be introduced in schools The aspect of yoga which should be introduced in schools for children between the ages of 6 and 16 years, is the àsanas. âsana is the only limb of yoga that can be directly imparted. Properly imparted and practised, àsanas will provide the children with sound physical and mental health, and will lead to balanced growth. âsanas are well suited for children as they are basically active and outgoing by nature. Children enjoy action, movement and creativity that the àsanas provide.Thus, the children will readily take to àsanas . Furthermore, the àsanas are safe and can easily be corrected. By exposing the children to yoga àsanas at the middle school level, interest in the subject of yoga will be created at the right age. Later, at the high school level, when these children are more mature, they can take up the higher aspects of yoga - theory, philosophy, pràõàyàma etc. The role of the yoga teacher The role of the yoga teacher is of foremost importance if yoga is to be successfully introduced into schools. The teacher must create interest in the pupils and arouse their desire to learn. He must inspire and enthuse the children and be cheerful in the class. Iyengar Yoga News 7 - Autumn 2005 2 Should yoga in schools be compulsory or voluntary? Children who chose to do yoga voluntarily were much more enthusiastic. They were eager to learn and always There is a debate as to whether yoga should be compul- wished to learn something new.They appreciated a chal- sory or voluntary in schools. 1 have taught yoga in schools lenge and made every effort to try difficult, complicated where the subject was compulsory as well as to groups of and advanced àsanas . They were attentive pupils and pupils who chose to practise yoga voluntarily. The made repeated attempts with a fresh mind. psychology and the mental attitudes of these two groups were completely different. Varying attitudes of children towards yoga When children were compelled, they didn't like to prac- I have taught yoga to children from different socio- tice yoga.