Contents Foreword by Karl Baier, Ph.D. Acknowledgments PART I

Total Page：16

File Type：pdf, Size：1020Kb

Contents Foreword by Karl Baier, Ph.D. Acknowledgments PART I Divesting Yoga of the Sacred Yogic Physical Culture and Health Cure Shri Yogendra Rejecting the Role of Yoga Guru Shri Yogendra Creating the Profession of Yoga Teacher: The Yoga Class Shri Yogendra Making Yoga into Calisthenics Shri Yogendra Taking Practical Yoga to the New World: Hatha Yoga in America Shri Yogendra Making Yoga Gentle Swami Kuvafayananda Claiming Yoga Is Science "7 Swami Kuvalayananda Promoting Yoga as Health Cure: A Yoga Journal and Yoga Institute 88 O Swami Kuvalayananda 100 Investigating the Yogic Phenomena: Yoga Research Q Swami Kuvalayananda Standing Up Straight: Yoga and Good Posture 110 Q Swami Kuvalayananda Youthifying the Spine: Yoga and Chiropractic _ I 125 "j-| K.V.Iyer Mixing Bodybuilding and Yoga 142 S. Sundaram 12 Publishing a Yoga Manual 152 S. Sundaram 13 Meditating on the Body in Yoga 168 PART II Making Yoga Dynamic The Sun Salutations as Yogic Exercise Bhavanarao Pant Pratinidhi 14 Reviving Surya Namaskar >> 180 Bhavanarao Pant Pratinidhi 15 Promoting Surya Namaskar as Health Cure and Strengthening Exercise 189 Bhavanarao Pant Pratinidhi 16 Making Surya Namaskar a Part of Physical Education: Mass Exercise 197 T. Krishnamacharya Keeping the Flame: Yoga at the Palace 208 T. Krishnamacharya 18 Incorporating Contortion into Yoga 223 "1 9 T' Krishnamacharya Infusing Yoga with Surya Namaskar: Yoga as Performance 234 2Q K.v.lyer Mixing Bodybuilding and Yoga at the Palace 249 2"| K.V.Iyer Presenting Surya Namaskar as Stretching Exercise 262 Louise Morgan 22 Making Surya Namaskar into an Elixir for Western Women 275 Louise Morgan 23 Pointing the Way to Health through Surya Namaskar 285 Louise Morgan 24 Becoming Aware of the Body in Surya Namaskar 295 Apa Pant 25 Making Surya Namaskar into a Meditation 305 Swami Sivananda 26 ^ Using Surya Namaskar as a Warm-up Exercise for Yoga 320 PART III Making Yoga Sacred Again Yogic Embodied Spirituality Indra Devi 27 Becoming a Western, Female Yoga Teacher 338 Indra Devi 28 Treating Anxiety with Yoga 349 OQ B. K. S. Iyengar Enduring Cruelty: A Yoga Student B. K. S. Iyengar 30 Making Yoga Fierce: A Yoga Teacher B. K. S. Iyengar 31 Making Yoga All-Encompassing 32 ^ ^ ^ Iyengar Making Yoga Precise 33 B ^ ^ Iyengar Spiritualizing the Domain of Acrobatics: Asana Practice as the Eight-Limbed Path ^4 B. K. S. Iyengar Making Asana Practice into a Meditation of Insight 35 B ^ ^ Iyengar i. Teaching^&wz^ as Embodied Spirituality Notes Bibliography Index .

Copy Link

Recommended publications

University of California Riverside
UNIVERSITY OF CALIFORNIA RIVERSIDE Choreographers and Yogis: Untwisting the Politics of Appropriation and Representation in U.S. Concert Dance A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Jennifer F Aubrecht September 2017 Dissertation Committee: Dr. Jacqueline Shea Murphy, Chairperson Dr. Anthea Kraut Dr. Amanda Lucia Copyright by Jennifer F Aubrecht 2017 The Dissertation of Jennifer F Aubrecht is approved: Committee Chairperson University of California, Riverside Acknowledgements I extend my gratitude to many people and organizations for their support throughout this process. First of all, my thanks to my committee: Jacqueline Shea Murphy, Anthea Kraut, and Amanda Lucia. Without your guidance and support, this work would never have matured. I am also deeply indebted to the faculty of the Dance Department at UC Riverside, including Linda Tomko, Priya Srinivasan, Jens Richard Giersdorf, Wendy Rogers, Imani Kai Johnson, visiting professor Ann Carlson, Joel Smith, José Reynoso, Taisha Paggett, and Luis Lara Malvacías. Their teaching and research modeled for me what it means to be a scholar and human of rigorous integrity and generosity. I am also grateful to the professors at my undergraduate institution, who opened my eyes to the exciting world of critical dance studies: Ananya Chatterjea, Diyah Larasati, Carl Flink, Toni Pierce-Sands, Maija Brown, and rest of U of MN dance department, thank you. I thank the faculty (especially Susan Manning, Janice Ross, and Rebekah Kowal) and participants in the 2015 Mellon Summer Seminar Dance Studies in/and the Humanities, who helped me begin to feel at home in our academic community.
[Show full text]
YOGA. Physiology, Psychosomatics, Bioenergetics
CONTENTS PREFACE .............................................................................................................................................................11 What is Yoga ...............................................................................................................................................11 Hatha in the system of Yoga .................................................................................................................15 HUMAN ENERGY STRUCTURE ...................................................................................................................17 Energy bodies ............................................................................................................................................17 Human’s Сhakral System .......................................................................................................................18 History ...................................................................................................................................................18 Physiological aspects of chakras ..................................................................................................20 Psychological aspects of chakras .................................................................................................21 Chakra’s strength ..............................................................................................................................21 Maturity of chakra. Openness and closeness of chakra ......................................................24
[Show full text]
Yoga and Education (Grades K-12)
Yoga and Education (Grades K-12) Compiled by: Trisha Lamb Last Revised: April 27, 2006 © International Association of Yoga Therapists (IAYT) 2005 International Association of Yoga Therapists P.O. Box 2513 • Prescott • AZ 86302 • Phone: 928-541-0004 E-mail: [email protected] • URL: www.iayt.org The contents of this bibliography do not provide medical advice and should not be so interpreted. Before beginning any exercise program, see your physician for clearance. NOTE: For Yoga classes and other undergraduate and graduate Yoga-related studies in the university setting, s ee the “Undergraduate and Graduate Programs” bibliography. “The soul is the root. The mind is the trunk. The body constitutes the leaves. The leaves are no doubt important; they gather the sun’s rays for the entire tree. The trunk is equally important, perhaps more so. But if the root is not watered, neither will survive for long. “Education should start with the infant. Even the mother’s lullaby should be divine and soul elevating, infusing in the child fearlessness, joy, peace, selflessness and godliness. “Education is not the amassing of information and its purpose is not mere career hunting. It is a means of developing a fully integrated personality and enabling one to grow effectively into the likeness of the ideal that one has set before oneself. Education is a drawing out from within of the highest and best qualities inherent in the individual. It is training in the art of living.” —Swami Satyananda Saraswati Yoga, May 2001, p. 8 “Just getting into a school a few years ago was a big deal.
[Show full text]
1.3.1-YSH-456(Envi)
MANGALORE UNIVERSITY Department of Human Consciousness and Yogic Sciences M.Sc. Yogic Science YSP456 PRACTICAL – IV: ASANAS. Learning Objectives: • Training of students in certain Asanas, classical references to the Asanas. • To make the students to understand the method of Asana practice. • To have references for the practices. Learning Outcome: After the completion of the course, the student will be able – • To perform the asanas systematically. • To describe and demonstrate the procedures of the Asanas. • To apply the asanas therapeutically according to the individual requirement. • To represent the practice in proper terms. • Understanding and improvement of health and concentration. I Asanas 24 Hrs 1) Surya namaskara – 12 vinyasa 2) Utkatasana, Natarajasana 3) Vatayanasana,Parighasana 4) Yogamudra, Garbhapindasana II Asanas 24 Hrs 1) Kraunchasana,Mayurasana 2) Laghuvajrasana,Kapotasana 3) Paschimottanasana – III,Nakrasana 4) Matsyendrasana, Vishwamitrasana III Asanas 24 Hrs 1) Gomukhasana, Parvatasana 2) Chakrasana, Garudasana 3) Ekapadashirshasana, Dwipadashirshasana 4) Yoganidrasana, Suptakonasana REFERENCE BOOKS 1. Swami Digambarji(1997), Hathayoga pradeepika, SMYM Samiti, Kaivalyadhama, Lonavala, Pune - 410403 2. Swami Digambarji(1997), Gheranda Samhita, SMYMSamiti, Kaivalyadhama, Lonavala - 410403. 3. Swami Omananda Teertha, Patanjala Yoga Pradeepa, Gita Press, Gorakhpur-273005 4. JoisPattabhi (2010), Yoga mala – Part I, North Point Press, A Division ofFarrar, Straus and Giroux, 18 west 18the street, New York 10011. 5. B.K.S.Iyangar (1966), Light on Yoga .Harper Collins publication, 77- 85Fulham Palace road, London W6 8JB. 6. B.K.S.Iyangar(1999), Light on Pranayama,HarperCollins,New Delhi,-201307 7. Swami SatyanandaSaraswati(1997), Asana, Pranayama, Mudra, Bandha, Bihar School of Yoga, Munger-811201 8. Swami Geetananda, Bandhas & Mudras, Anandashrama, Pondicherry-605104 9.
[Show full text]
A SURVEY of YOUTH YOGA CURRICULUMS a Dissertation
A SURVEY OF YOUTH YOGA CURRICULUMS A Dissertation Submitted to The Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Robin A. Lowry August, 2011 Examining Committee Members: Ricky Swalm, Advisory Chair, Kinesiology Michael Sachs, Kinesiology Catherine Schifter, Education Jay Segal, Public Health ii © Copyright By Robin A. Lowry 2011 All Rights Reserved iii ABSTRACT A SURVEY OF YOUTH YOGA CURRICULUMS By Robin A. Lowry Doctor of Philosophy Temple University, 2011 Doctoral Advisory Committee Chair: Ricky Swalm, Ph. D. Introduction: Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills.
[Show full text]
Yoga and Psychology and Psychotherapy
Yoga and Psychology and Psychotherapy Compiled by: Trisha Lamb Last Revised: April 27, 2006 © 2004 by International Association of Yoga Therapists (IAYT) International Association of Yoga Therapists P.O. Box 2513 • Prescott • AZ 86302 • Phone: 928-541-0004 E-mail: [email protected] • URL: www.iayt.org The contents of this bibliography do not provide medical advice and should not be so interpreted. Before beginning any exercise program, see your physician for clearance. “How is the field of psychotherapy to become progressively more informed by the infinite wisdom of spirit? It will happen through individuals who allow their own lives to be transformed—their own inner source of knowing to be awakened and expressed.” —Yogi Amrit Desai NOTE: See also the “Counseling” bibliography. For eating disorders, please see the “Eating Disorders” bibliography, and for PTSD, please see the “PTSD” bibliography. Books and Dissertations Abegg, Emil. Indishche Psychologie. Zürich: Rascher, 1945. [In German.] Abhedananda, Swami. The Yoga Psychology. Calcutta: Ramakrishna Vedanta Math, 1960, 1983. “This volume comprises lectures delivered by Swami Abhedananda before a[n] . audience in America on the subject of [the] Yoga-Sutras of Rishi Patanjali in a systematic and scientific manner. “The Yoga Psychology discloses the secret of bringing under control the disturbing modifications of mind, and thus helps one to concentrate and meditate upon the transcendental Atman, which is the fountainhead of knowledge, intelligence, and bliss. “These lectures constitute the contents of this memorial volume, with copious references and glossaries of Vyasa and Vachaspati Misra.” ___________. True Psychology. Calcutta: Ramakrishna Vedanta Math, 1982. “Modern Psychology does not [address] ‘a science of the soul.’ True Psychology, on the other hand, is that science which consists of the systematization and classification of truths relating to the soul or that self-conscious entity which thinks, feels and knows.” Agnello, Nicolò.
[Show full text]
Modern Transnational Yoga: a History of Spiritual Commodification
Sacred Heart University DigitalCommons@SHU Master of Arts in Religious Studies (M.A.R.S. Theses) Philosophy, Theology and Religious Studies 8-2010 Modern Transnational Yoga: A History of Spiritual Commodification Jon A. Brammer Sacred Heart University Follow this and additional works at: https://digitalcommons.sacredheart.edu/rel_theses Part of the American Popular Culture Commons, History of Religions of Eastern Origins Commons, and the Philosophy Commons Recommended Citation Brammer, Jon A., "Modern Transnational Yoga: A History of Spiritual Commodification" (2010). Master of Arts in Religious Studies (M.A.R.S. Theses). 29. https://digitalcommons.sacredheart.edu/rel_theses/29 This Thesis is brought to you for free and open access by the Philosophy, Theology and Religious Studies at DigitalCommons@SHU. It has been accepted for inclusion in Master of Arts in Religious Studies (M.A.R.S. Theses) by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. Modern Transnational Yoga: A History of Spiritual Commodification Master's Thesis Submitted to the Faculty of Religious Studies at Sacred Heart University In partial fulfillment of the requirements for the degree of Master of Arts in Religious Studies Jon A. Brammer August 2010 This thesis is accepted in partial fulfillment of the requirements for the degree of Master of Arts in Religious Studies Christel J. Manning, PhD., Professor of Religious Studies - ^ G l o Date Permission for reproducing this text, in whole or in part, for the purpose of individual scholarly consultation or other educational purposes is hereby granted by the author. This permission is not to be interpreted as granting publication rights for this work or otherwise placing it in the public domain.
[Show full text]
And Total Health January 2017
JOURNAL OF THE YOGA INSTITUTE FIRST ISSUED IN 1933 VOL LXI NO.6 PAGES 32 I EMAG YOGA AND TOTAL HEALTH JANUARY 2017 A TRIBUTE TO LIFE AND WELL BEING 98YEARS OF YOGA 01 We lead our life but are we thinking about life itself, the purpose of life? Who am I? Why am I here in this universe? What are my duties? Many questions, but unfortunately our attention does not go that way - we are too busy with our day to day work. Every single practice in yoga points to that direction. When we sit in Sukhasana, the mind can get quiet. In a quiet mood, some clarity can occur, some thinking can happen. These are opportunities during the day when we get such a chance. We have to consider whether we are utilizing such opportunities. We are too busy with our day to day work, we do not have any time to ourselves - this has been going on all our life and it will remain. But in the midst of all this, isn’t it our duty also to understand a little more about life? Or should we just keep carrying on like animals - eat, drink and be merry? This is something that can be considered. Great people, who were respected, were able to think a little more, think a little deeper and improve their life. They were able to help others also as a result. We can do that, but we never think on these things. We just think on continuously earning, eating and enjoying. Publisher, Yoga and Total Health 2 YOGA AND TOTAL HEALTH • January 2017 YOGA AND TOTAL HEALTH • January 2017 Contents 4 98th Foundation Day of The Yoga Institute - A Report 6 Letters to the Editor 7 Hatha Yoga Pradipika 8 Rusted Thinking - Dr.
[Show full text]
Josephine Rathbone and Corrective Physical Education
Yoga Comes to American Physical Education: Josephine Rathbone and Corrective Physical Education P a t r ic ia V e r t in s k y 1 School of Kinesiology University o f British Columbia Around the turn-of-the-twentieth-century yoga took on an American mantle, developing into India’s first “global brand" of physical culture. Physical educa tors became implicated in this transnational exchange adopting aspects of yoga into their programs and activities, though there has been an insufficient attempt to piece together the sum and pattern of their intersecting influences. This paper explores how adopted Eastern cultural practices such as yoga gained traction on American shores and entered the fabric of everyday and institutional life, in cluding the curricula of higher education in the late nineteenth and early de cades of the twentieth century. It then describes how American physical educa tor Josephine L Rathbone came to draw inspiration and knowledge from Indian gurus about the yoga postures she would incorporate in the first and rather significant program o f corrective physical education at Teachers College, Colum bia University during the 1930s and 1940s. As an early pioneer of the evolu tion o f Ling's medical gymnastics into a therapeutic stream o f physical activity which formed an important branch o f physical education, Rathbone was in strumental in maintaining a critical link with physical therapy and medicine, 'Correspondence to [email protected]. facilitating transnational connections and networks while pushing open a ¿loor to mind-body practices from the east. Her project was a small but illuminating aspect o f the shifting spaces o f "bodies in contact” in cross-cultural encounters and complex imperial networks emerging from "modernities" in both East and West.
[Show full text]
Translating, Practicing and Commodifying Yoga in the Us
TRANSLATING, PRACTICING AND COMMODIFYING YOGA IN THE U.S. By SHREENA NIKETA DIVYAKANT GANDHI A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2009 1 © 2009 Shreena Niketa Divyakant Gandhi 2 To My Dad and Mom 3 ACKNOWLEDGMENTS First and foremost, I am thankful for all the teachers that I have had over the years. Each member of my dissertation committee has been instrumental in how I have come to think about history and religion. Dr. Jon Sensbach (through Rebecca) has helped me think about the characters that create the history; that they are not merely pawns but agents that are emblematic of their times and contexts, which helped me realize that the various yogi characters in my dissertation are not only products but also producers of history. Dr. Manuel Vasquez introduced me to Maurice Merleau-Ponty and the fallacy of a Cartesian outlook especially when examining a bodily practice. Far beyond yoga, Dr. Vasudha Narayanan opened my eyes to the richness and variety of my own history, heritage and faith; her words have brought meaning and hope in times of extreme light and darkness over these past six years. Dr. David Hackett has patiently and meticulously worked with me on a variety of subjects; because of his dedicated teaching I have been able to think through and about the commodity and fetish, its place in culture, capitalism and American religious history. Without the guidance and teaching of Dr. Narayanan and Dr.
[Show full text]
Yoga in the Modern World: the Es Arch for the "Authentic" Practice Grace Heerman University of Puget Sound
University of Puget Sound Sound Ideas Sociology & Anthropology Theses Sociology & Anthropology May 2014 Yoga in the Modern World: The eS arch for the "Authentic" Practice Grace Heerman University of Puget Sound Follow this and additional works at: https://soundideas.pugetsound.edu/csoc_theses Part of the Social and Behavioral Sciences Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Heerman, Grace, "Yoga in the Modern World: The eS arch for the "Authentic" Practice" (2014). Sociology & Anthropology Theses. 5. https://soundideas.pugetsound.edu/csoc_theses/5 This Dissertation/Thesis is brought to you for free and open access by the Sociology & Anthropology at Sound Ideas. It has been accepted for inclusion in Sociology & Anthropology Theses by an authorized administrator of Sound Ideas. For more information, please contact [email protected]. Yoga in the Modern World: The Search for the “Authentic” Practice Grace Heerman Asia 489, Independent Research Project Advisor: Prof. Sunil Kukreja 13 April, 2012 Heerman, 2 Introduction Since its early twentieth century debut into Western consciousness, yoga has quickly gained widespread appeal, resonating in the minds of the health-conscious, freedom-seeking American public. Considered to be the “spiritual capital” with which India hoped to garner material and financial support from the West, yoga was originally presented by its Eastern disseminators as “an antidote to the stresses of modern, urban, industrial life” and “a way to reconnect with the spiritual world” without having to compromise the “productive capitalist base upon which Americans [stake] their futures.”1 Though exact practitioner statistics are hard to come by, it is clear that the popularity of yoga in the U.S.
[Show full text]
Was Ist Yoga? Eine Kultur-‐ Und Religionswissenschaftliche Herleitung Masterarbeit
Was ist Yoga? Eine kultur- und religionswissenschaftliche Herleitung Masterarbeit Zur Erlangung des akademischen Grades des Master of Arts (M.A.) Vorgelegt am Lehrstuhl für Religionswissenschaft der Ruprecht-Karls- Universität Heidelberg 1. Gutachterin: Prof. Dr. Inken Prohl 2. Gutachter: Prof. Dr. Michael Bergunder Von Dimitry Okropiridze Heidelberg, 17.02.2014 Matrikelnummer: 2748113 [email protected] Inhalt ABSTRACT 1 VORWORT 2 HINWEISE 4 EINLEITUNG 6 I KULTURWISSENSCHAFTLICHE VORÜBERLEGUNGEN 12 1. HINFÜHRUNG: VON »WAS IST RELIGION?« ZU »WAS IST YOGA?« 12 2. DER ZEITFAKTOR: PRÄSENS STATT PRÄTERITUM 15 3. VON WORT/BEGRIFF/SACHE ZU SIGNIFIKANT 16 4. VOM SIGNIFIKANTEN ZUR SIGNIFIKATION 19 5. DIE GENEALOGIE ALS HEGEMONIE-ANALYSE DER SIGNIFIKATION – DIFFERENZ, ÄQUIVALENZ UND ANTAGONISMUS 23 6. ZWISCHENBETRACHTUNG: DAS PRÄSENTE ALS PRÄSENTISCHES VERGANGENES 29 II YOGA IN DER GENEALOGISCHEN DEKONSTRUKTION 32 1. DER AUSGANGSPUNKT: YOGA PRÄSENT UND PRÄSENTISCH 32 2. INTERLUDIUM A: DIE PERMANENTE KRITIK ALS ET(H)ISCHES UNTERSCHEIDUNGSMERKMAL 35 3. YOGA IN DER GENEALOGIE 38 A. HINFÜHRUNG: SEMIOTISCHE KONDENSIERUNG 38 B. YOGA IN DER NARRATION VON CHRISTIAN FUCHS 40 C. KULTURWISSENSCHAFTLICHE ANALYSE DER FUCHS’SCHEN NARRATION 44 D. ZWISCHENBETRACHTUNG: DER SIGNIFIKANT ALS HOMONYM 50 III YOGA IN DER SKRIPTURALEN UMKEHRUNG 52 1. SWAMI VIVEKANANDA UND DIE ENTSTEHUNG DES KNOTENPUNKTES YOGA 52 A. DER AUSGANSPUNKT: DAS 19. JAHRHUNDERT 52 B. VON RELIGION ZU HINDUISMUS ZU YOGA 56 C. RĀJAYOGA VERSUS HAṬHAYOGA 63 2. INTERLUDIUM B:
[Show full text]