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Yoga and Pilates: What’S the Difference? by Sherri R
Yoga and Pilates: What’s the difference? By Sherri R. Betz, PT, GCS, PMA®-CPT Have you ever wondered… “What are the differences between Yoga and Pilates?” Someone jokingly said, “The difference between Pilates and Yoga is that in Yoga you close your eyes and think about god and in Pilates you keep your eyes open and think about your abs!” One guru said the purpose of Yoga is to become more flexible so that you could sit comfortably to meditate. Yoga certainly is more than that. I write this in trepidation of offending the beautiful Yoga and Pilates practitioners around the world. I hope to distill some of the information about Yoga and Pilates looking at some of the differences and similarities between them to help practitioners understand these popular forms of movement. My yoga practice began in Louisiana (when no one did yoga there!) at about the age of 15. At the local library, I happened to pick up The Sivananda Companion to Yoga and started trying out some of the poses and breathing. Actually, I skipped the breathing and avoided it for many years until I did my Pilates training and was forced to learn to breathe! Now I am devoted to my Ashtanga/Vinyasa Yoga practice and my Pilates work to keep my body in shape and to add a spiritual component to my life. It has been very interesting to compare a movement practice that has been around for 2000 years with one that has been around for only about 80 years. Yoga: Navasana (Boat Pose) Pilates: Teaser Common Forms of Yoga Practice in the United States: Yoga was brought to us by Hindus practicing in India. -
Joe Lambert Digital Diner Press CONTENTS
SEVEN STAGES STORY AND THE HUMAN EXPERIENCE JOE LAMBERT Digital Diner Press CONTENTS Acknowledgments ...................................................................4 CHAPTER THREE: The Seven Stages of Our Lives .................56 Grand Canyon .............................................................................59 Foreword ..................................................................................5 The Life Stage Paradigm .............................................................60 Introduction .............................................................................7 A Case In Point ............................................................................63 The System Of Wholeness In Our Stories ....................................66 CHAPTER ONE: The Biological Story .....................................20 The Mirror of Early Childhood, Emergence to Adolescence and Full The Biological Metaphor ..............................................................21 Life Development .........................................................................67 Digital Story: Sycamore ...............................................................22 Digital Story: Ironing .....................................................................69 The Story of A Tree ......................................................................23 Discussion Guide .........................................................................70 Seven Stages of a Tree ................................................................23 Writing -
Chakra Healing: a Beginner's Guide to Self-Healing Techniques That
I dedicate this book to my grandmother, Lola Anunciacion Pineda Perlas, who always believed in me. Copyright © 2017 by Althea Press, Berkeley, California No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. Requests to the publisher for permission should be addressed to the Permissions Department, Althea Press, 918 Parker St., Suite A-12, Berkeley, CA 94710. Limit of Liability/Disclaimer of Warranty: The Publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation warranties of fitness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering medical, legal or other professional advice or services. If professional assistance is required, the services of a competent professional person should be sought. Neither the Publisher nor the author shall be liable for damages arising herefrom. The fact that an individual, organization or website is referred to in this work as a citation and/or potential source of further information does not mean that the author or the Publisher endorses the information the individual, organization or website may provide or recommendations they/it may make. -
TEACHING HATHA YOGA Teaching Hatha Yoga
TEACHING HATHA YOGA Teaching Hatha Yoga ii Teaching Hatha Yoga TEACHING HATHA YOGA ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Daniel Clement with Naomi Clement Illustrations by Naomi Clement 2007 – Open Source Yoga – Gabriola Island, British Columbia, Canada iii Teaching Hatha Yoga Copyright © 2007 Daniel Clement All rights reserved. Without limiting the rights under copyright, no part of this publication may be reproduced, stored in, or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written consent of the copyright owner, except for brief reviews. First printing October 2007, second printing 2008, third printing 2009, fourth printing 2010, fifth printing 2011. Contact the publisher on the web at www.opensourceyoga.ca ISBN: 978-0-9735820-9-3 iv Teaching Hatha Yoga Table of Contents · Preface: My Story................................................................................................viii · Acknowledgments...................................................................................................ix · About This Manual.................................................................................................ix · About Owning Yoga................................................................................................xi · Reading/Resources................................................................................................xii PHILOSOPHY, LIFESTYLE & ETHICS.........................................................................xiii -
Tantra and Hatha Yoga
1 Tantra and Hatha Yoga. A little history and some introductory thoughts: These areas of practice in yoga are really all part of the same, with Tantra being the historical development in practice that later spawned hatha yoga. Practices originating in these traditions form much of what we practice in the modern day yoga. Many terms, ideas and theories that we use come from this body of knowledge though we may not always fully realise it or understand or appreciate their original context and intent. There are a huge number of practices described that may or may not seem relevant to our current practice and interests. These practices are ultimately designed for complete transformation and liberation, but along the way there are many practices designed to be of therapeutic value to humans on many levels and without which the potential for transformation cannot happen. Historically, Tantra started to emerge around the 6th to 8th Centuries A.D. partly as a response to unrealistic austerities in yoga practice that some practitioners were espousing in relation to lifestyle, food, sex and normal householder life in general. Tantra is essentially a re-embracing of all aspects of life as being part of a yogic path; the argument being that if indeed all of life manifests from an underlying source and is therefore all interconnected then all of life is inherently spiritual or worthy of our attention. And indeed, if we do not attend to all aspects of life in our practice this can lead to problems and imbalances. This embracing of all of life includes looking at our shadows and dark sides and integrating or transforming them, ideas which also seem to be embraced in modern psychology. -
A Chair Based Yoga Workshop for Self-Care and Stress Management for Social Workers and Mental Health Professionals
University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Spring 5-19-2015 A CHAIR BASED YOGA WORKSHOP FOR SELF-CARE AND STRESS MANAGEMENT FOR SOCIAL WORKERS AND MENTAL HEALTH PROFESSIONALS Aileen J. McCabe-Maucher University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Social Work Commons Recommended Citation McCabe-Maucher, Aileen J., "A CHAIR BASED YOGA WORKSHOP FOR SELF-CARE AND STRESS MANAGEMENT FOR SOCIAL WORKERS AND MENTAL HEALTH PROFESSIONALS" (2015). Doctorate in Social Work (DSW) Dissertations. 69. https://repository.upenn.edu/edissertations_sp2/69 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/69 For more information, please contact [email protected]. A CHAIR BASED YOGA WORKSHOP FOR SELF-CARE AND STRESS MANAGEMENT FOR SOCIAL WORKERS AND MENTAL HEALTH PROFESSIONALS Abstract ABSTRACT This dissertation is a continuing education unit (CEU) course that teaches social workers and other mental health professionals how to cultivate resiliency and enhance self-care through the ancient practice of yoga. The course explores emerging research that reveals how yoga and other mindfulness-based practices can positively impact neurochemistry and brain biology. Most of the yoga positions and breathing exercises are practiced from a chair and can be adapted to any level of flexibility and fitness level. Designed to make yoga accessible for everyone, the techniques are gentle and available to individuals with various physical abilities, including participants who may be in a wheelchair. The program is experiential in nature but also includes power point slides and traditional classroom style instruction. -
E Yoga Sutras of Patanjali in a New Transliteration by Linda Brown Holt, D.Litt
r eads of Yoga Photo “Flight from Martin Lake” copyright Linda Brown Holt 2006 e Yoga Sutras of Patanjali in a new transliteration by Linda Brown Holt, D.Litt. Photo copyright Linda Brown Holt 2008 Publication in process 2008 ISBN pending All rights reserved Copyright Linda Brown Holt No part of this manuscript may be reproduced or paraphrased without the written permission of the author and photographer. For queries, please contact: Linda Brown Holt [email protected] www.ReligiousScholar.com INTRODUCTION “First, you must grab the thread; then, it will lead you to the rope,” said Vijayendra Pratap, Ph.D., University of Bombay, a psychologist and teacher of Yoga, in an interview in April 1993. The threads he referred to are the sutras of the legendary Indian philosopher or philosophers known to us as Patanjali; the rope is a popular meta- phor in Indian thought which represents escape from the world of delusion into the path to understanding and truth. For more than two thousand years, the strands or threads of the 196 sutras--a mala (rosary or necklace) of succinct idea-seeds which inspire rather than embody philosophical development--have provided the raw mate- rial for yogic thinkers to weave philosophical fabrics of great diversity. Thinkers within the Yoga system have used the sutras as a point of departure to develop philosophies as disparate as the so-called “scientifi c Yoga” of Sri Yukteswar in the 19th century (which presaged the contemporary fascination with correlations between East- ern mysticism and quantum physics) to the teachings of the contemporary yogi, B.K.S. -
An Introduction to the Doctrines of Soul and Enlightenment in Mahayana Buddhism and the Baha'i Faith
An Introduction to the Doctrines of Soul and Enlightenment in Mahayana Buddhism and the Baha'i Faith Yeo Yew Hock Abstract This article examines the development of Mahayana Buddhism, its spread to China and how the Chinese people adopted and adapted it. The Buddhist teachings on "nonself" and the "Enlightenment" are correlated with the Baha'i teachings on the soul. In particular, the journey of the soul described in Baha'u'Uah's Seven Valleys, which culminates in a state of "True Poverty and Absolute Nothingness" is likened to the Mahayana Sunyata (Tmptiness) of Nirvana. Parallels are drawn between the Baha'i "Valley of Unity" and Buddhist monism, both of which seek to go beyond all notions of duality. The central role played by the founders of the Baha'i Faith and Mahayana Buddhism on unlocking the spiritual potential of their respective followers is also compared. In both cases their teachings are best understood in terms of a way by which their followers can explore the expanses of their own hearts. Also, both in Mahayana Buddhism and the Baha'i Faith, there is an injunction to attain a balance between Wisdom and Compassion, between individual self-enlightenment and universal salvation. 36 THE SINGAPORE BAHÁÍ STUDIES REVIEW 1. Introduction Buddhism was founded by Sidharta Gotama1, an Indian prince who lived in the 6th and 5trl centuries, BC. His father was the king of a small state in the foothills of the Himalayas- He was brought up amidst the luxuries and pleasures befitting a prince. Unlike other princes, Sidharta was disenchanted, and left the sheltered life of his home to become a religious mendicant. -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Special Feature
$5 Canada $3.50 US £2.50 UK 3.70 € Europe Summer 2009 H EAC E R S ’ T T G A R O A I Y N I A N D G N A C O N A U R V I S S E 1 9 9 6 9 - 2 0 0 SPECIAL FEATURE Celebrating Forty Years of Sivananda Yoga Teachers’ Training Courses Page 10 Thought Power Swami Sivananda Prana as Electricity Swami Vishnudevananda Connect to your Inner Divinity Swami Durgananda Benefits of the 12 Basic Postures Swami Sivadasananda SERVE • LOVE • GIVE • PURIFY • MEDIT ATE • REAL I Z E Imagine… a haven of peace in the midst of vast open spaces, ancient forests with century old trees, breathtaking sunrises and sunsets… just one hour from Paris Yoga Vacation all year round Sadhana Intensive for from 38 ? per nightnight TTC graduates Yoga Teachers' TrainingTraining CoursesCourses Aug 7 – 22, 2010 July 3 – August 1st Diploma Course:Course: and August 22 –– 30,30, 2009 Yoga and stress management International guest speakers diploma course Yoga psychology course Further training courses August 14 – 21, 2009 for yoga teachers Château du Yoga Sivananda 26 Impasse du Bignon, 45170 Neuville aux Bois Fax: +33 (0) 2 38 9118 09 email: [email protected] Est 1957 Tel: +33 (0)2 38 91 88 82 www.sivananda.org/orleans Swami Sivananda Swami Vishnudevananda (1887-1963) (1927-1993) 4 YOGALife I Summer 2009 Editor’s letter International Welcome... Sivananda Yoga e are celebrating this year 40 years of Sivananda Teachers’ Training Courses (TTC). Swami Vishnudevananda Wtaught the first TTC at the Sivananda Ashram Yoga Vedanta Centres Camp, Val Morin, Quebec in 1969. -
Pranayama, Sanskrit Language and Mantra Core Module – 40 Hours
Hatha Yoga Teacher Training (HYTT) 300-Hour Program Course Outline: Pranayama, Sanskrit Language and Mantra Core Module – 40 Hours COURSE DESCRIPTION Vibrations start with sound, which in turn begins with the universal mantra OM. To deepen your overall practice and raise your energy levels learn to recognize Sanskrit letters and their associated pronunciations. Common mispronunciations that range from names of asanas to mantras will be shared. The Mantra portion will expand again from Om to explore all the main types of mantras. The course will also teach how to use mantras in your asana and pranayama practice and as a practice of its own. Chanting mantras increases one’s vibratory level; this will be explored both philosophically and practically. Pranayama, controlling ones energy, most often by controlling the breath is a purifying practice to help develop clear insights into one’s own self. The course will help participants create a regular practice to understand and deepen the experience of pranayama. There will be an in-depth study of the effects of pranayama on the body and mind, through both yogic and scientific approaches, with an emphasis on the classical texts of Hatha and Raja Yoga. Participants will be expected to practice and journal regularly between the two course weekends. Participants will also learn how to teach the practices. LEARNING OBJECTIVES 1. Ability to recognise letters in Sanskrit and their associated sounds. 2. Deeper understanding of Mantra practice and philosophy. 1 3. Gaining an understanding of Pranayama, as well as a proficiency in practicing and teaching it. The overall outcome of this module is to facilitate enjoyment of original yogic texts in Sanskrit, mantras and pranayama. -
Insights from the Theory of Pancha Kosha (Five Sheaths of Consciousness)
THE LEVELS OF HUMAN CONSCIOUSNESS AND CREATIVE FUNCTIONING: INSIGHTS FROM THE THEORY OF PANCHA KOSHA (FIVE SHEATHS OF CONSCIOUSNESS) Maharaj K. Raina, Ph.D. Woodland, CA ABSTRACT: Various cosmological positions have shaped beliefs about the character of creativity. From the Indian tradition, have emerged multi-level cosmological models that provide structural frameworks to understand the relationship between consciousness and creativity. Among them is pancha kosha (from Sanskrit –pancha means five, kosha sheath) encompassing five bodies (koshas) of consciousness: Annamaya (food body/physical body), Pranamaya (vital sheath/prana/ life force), Manomaya (the emotional body/mind), Vijnanamaya (cognition/ intellect/wisdom), and Anandamaya (bliss), considered the ‘‘most useful springboard for a modern scientific understanding of cosmology and evolution’’ (Goswami, 2000, p. 114). This article explains the theory and the attributes of various sheaths; draws implications related to human creativity’s nature and emergence; examines the role of ‘‘phenomenal awareness’’ (Rao & Paranjpe, 2016, p. 113), blissfulness (ananda), ‘‘extension of borders’’ and the ‘‘extension of persona’’ (Mahapatra, 2009, p. 72) in the manifestation of creativity; documents the role of such a state of consciousness in some exceptionally creative individuals’ lives, and discusses implications for broader understanding of experiential sources of creativity and consciousness. KEYWORDS: Cosmology, pancha kosha theory, levels of consciousness, transpersonal creativity, bliss (ananda), illumined perception, transcendence, concentration and commitment Every traditional human society known to anthropology has a cosmology (Abrams & Primack, 2001), and some cosmologies conceived the human being as a part of a ‘‘great chain’’ or a ‘‘great nest of being’’ of interpenetrating layers—material, mental and spiritual in nature, and as the nexus or crossing point between the world of matter and the world of Spirit, being comprised of both (Smith, 1958, 1992).