Text 71503 (57 lines) From: LINK: Priyavrata (FFL) (Dasa) TKG Date: 27-Nov-94 18:05 EST To: Philosophical Exchange [867] Subject: Giving class ------------------------------------------------------------ When I was a new devotee I once asked a senior vaisnava: "Prabhu, could you please give me a few tips on how to give a Srimad bhagavatam class? I am on today." "Yeh, sure, he said. You just have to remember three things and you'll have no probs: 1) Quote a slok; 2) Tell a joke; 3) And mention Srila Prabhupada! Okay, good luck." Fortunately, a few years later, I received some better advice from Bhurijana prabhu when I attended the VIHE seminars. The essence of his advice was: Carefully read the purport and define what the main point Srila Prabhupada is saying. Make this your focus. Then look for other subsidiary points and jot them down; then note down important words in the translation; then other verses that relate to your main point; then a story to illustrate this point; then how this applies to me or us; then finally, how can we apply this practically? Of course, despite having all these points jotted down one may still struggle to keep everything connected and the audience interested. We all know how tough it can be lecturing to your equals. Giving Srimad Bhagavatam class is an important part of the morning program and an important science that all devotees should learn. However, all too often we see devotees struggling to make their points, being vague because they don't understand the subject, misquoting verses or simply running out of things to say. It's frustrating and embarassing. On the other hand, sometimes a new devotee will be able to give a much more enlivening class than a senior devotee, simply because he knows how to present the subject in an interesting manner and is enthusiastic. The senior devotee may present much more valuable content, but because he or she is not trained in effective delivery, the audience will miss many of his important points and will not be attentive. Therefore, I would like to hear some profound realizations on how to give an effective Srimad Bhagavatm class from all you experienced philosophers out there --- You know the kind of class that will keep the audience on the edge of their carpet. Let's hear YOUR technique. ys Priyavrata das (Text 71503) ----------------------------------------------- Comments: Text 71848 by Dhyanakunda (dd) KKD (NE-BBT Polish) Text 71848 (87 lines) From: Dhyanakunda (dd) KKD (NE-BBT Polish) Date: 28-Nov-94 19:16 SWT Refernce: Text 71503 by LINK: Priyavrata (FFL) (Dasa) TKG To: Philosophical Exchange [869] Subject: Giving class ------------------------------------------------------------ I am not an experienced lecturer, but I can tell what kind of techniques used by others keep me awake and inspired. HUMAN FACTOR. As Srila Prabhupada says in the Introduction to Krsna Book, everyone is attracted by stories about other people, and that attraction is taken advantage of in the Bhagavatam - which consists of the stories about Krsna and His devotees. While lecturing on a particular verse, we sometimes lose sight of the context. But it is important to know who speaks this instruction, to whom, why, in what situation, and if it is a conversation, then - how it is related to what was said before and what will be said next. Have the whole picture of the scene painted in your mind. It does not mean one should narrate the whole story, repeating points from yesterday and leaving tomorrow's speaker robbed of his topic. This technique, apart from keeping us interested, helps emphasize the philosophical point under discussion and lets us develop appreciation for the Bhagavatam stories and characters. Examples: SB Canto 1, Ch. 13, "Dhrtarastra Quits Home," with its heavy preaching by Vidura to Dhrtarastra. Why is he so heavy, almost offensive? One can tell how, before the battle of Kuruksetra, Akrura preached to Dhrtarastra, and he answered "Sorry, your instructions are certainly very valuable, but they do not stay in my mind." He ignored Akrura's preaching and went on intriguing against the Pandavas. Then he heard the whole Bhagavad-gita, Krsna's perfect preaching to Arjuna. Again, apparently no result. Even all his sons died, still he was in illusion. So now Vidura does not preach advanced truths, he stresses just one essential point about death, but he stresses it to the maximum. The same chapter, Vidura's preaching. I remember a lecturer who began his class by saying: "So here Mahatma Vidura is preaching to his elder brother... Those of us who have elder brothers or sisters, know how difficult is to preach KC to them. They simply don't take us seriously. . ." This served to emphasize Vidura's determination and compassion. The same chapter, Yudhisthira laments the disappearance of Dhrtarastra, Narada Muni comes and preaches to him, ten long verses of general philosophy - about the illusion of material relationships and how it is the Lord only who brings people together and separates them. Then in the end he tells him that actually Dhrtarastra is doing well, he will soon achieve glorious destination. One may ask, "Why did Narada Muni not begin his speech with this auspicious news? This would have been much more effective to dispel Yudhisthira's anxiety. But Narada first of all wanted to make the point, to give Yudhisthira (and us) solace not only in this one situation, but in all others to come. ANTICIPATING LISTENER'S EMOTIONAL RESPONSE. The words of the Bhagavatam evoke certain response in us - gravity, delight, amusement, ghastliness, or sometimes doubts. The speaker should remember that his audience may feel the same. It is good to address it - especially in case of doubts. Voice them, as if you also feel doubtful, then dispel them by means of the philosophy. Listeners will feel relief ("Others also have such feelings") and will be eager to accept your counterarguments. One can even construct the whole class as a discussion with an imaginary doubtful person. Make it a little dramatized, be friendly and joking. MAKING SURPRISES. It is good to show an unexpected or rarely discussed facet of the story (personality, situation) you lecture on. Say, you quote the famous yasyatma-buddhih kunape tri-dhatuke verse (10.84.13) - one of those heavy verses that, if repeated too often, leave us a little frustrated, or bored. One can lighten up the atmosphere by revealing the circumstances in which it was spoken: it was Krsna Himself who spoke it, and He spoke it about Himself! Or, that our exemplary "bad guy," Dhrtarastra, is reported elsewhere in the 1st Canto (1.10.9-10) as nearly fainting, because it is impossible for him to bear separation from Lord Krsna... ANALYZING PRABHUPADA'S POINTS IN THE PURPORT. An interesting technique is to show how Prabhupada's statements are actually sastric quotes, only put in his own words and arranged according to his purpose - even though he does not always give the references. This is more or less all that comes to my mind. I am writing these points on presumption that my preferences as a listener are not only mine. I hope others will offer more substantial advice. Your servant, Dhyana-kunda devi dasi (Text 71848) ----------------------------------------------- Comments: Text 72231 by LINK: Priyavrata (FFL) (Dasa) TKG Text 71971 (31 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 28-Nov-94 19:11 EST To: Philosophical Exchange [870] Subject: giving class ------------------------------------------------------------ I'd love to start a discussion about giving Bhagavatam/Sunday class. Is this the right conference? How many people would benefit? I could make some suggestions, but I think it would get quite lengthy, practically becoming a course . . . Is anyone interested? A few points that should be covered: personal spiritual preparation on a regular basis spiritual preparation for the specific verse or topic organization of the speech--introduction, body, conclusion prayerful surrender delivery and style focus on purpose--teaching content and conviction OR why am I giving this lecture? sticking to the topic or illumination of the verse and purport vs using the verse and purport as a springboard for my own ideas Certainly the real qualification is only and simply spiritual. At the same time, we show our spiritual devotion through our endeavor to become expert (one quality of a devotee) in the particular external endeavor that Krsna has given to us. As this discussion will take a lot of time and work, it would be helpful to know how many devotees are actually interested . . .response, please! (Text 71971) ----------------------------------------------- Comments: Text 71983 by Labangalatika (dd) HKS (Almvik - S), Text 72025 by LINK: Akruranatha (Dasa) ACBSP (San Francisco), Text 72232 by LINK: Priyavrata (FFL) (Dasa) TKG Text 71974 (20 lines) From: LINK: Prabhupadacarya (Dasa) VBD (ISKCON Campus Ministry) Date: 28-Nov-94 21:12 EST To: Philosophical Exchange [871] Subject: Giving class ------------------------------------------------------------ There seems to be three main types of deliveries; 1) Philosophical-Clarifying-Understanding-Defining Reality 2) Instructional-Influencing-Chastising-Correcting 3) Advertising-Glorifying-Relishing-Narrating It seems they correspond to 1)Sambanda 2)Abhideya and 3)Prayijana. Depending on one's own level of advancement and that of the audience, the lecture takes on one of these three flavors, or a combination of more than one. Often all three are presented in a typical class. Perhaps a well-rounded and balanced class would incorporate all three. It seems some devotees prefer one over the others. Some use one flavor as the main emphasis and the others as supporting sub-flavors. A thorough understanding of all three aspects of transcendental knowledge (sambanda, abhideya, and prayojana--knowing the Gita, Bhagavata and CC) is a real formula for success in class giving. I wonder how Lord Caitanya used to give Bhagavad-Gita class on His South Indian tour? (Text 71974) ----------------------------------------------- Text 72232 (22 lines) From: LINK: Priyavrata (FFL) (Dasa) TKG Date: 29-Nov-94 03:29 EST Refernce: Text 71971 by LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) To: Philosophical Exchange [878] Subject: giving class ------------------------------------------------------------ Yes, I am interested. Now that you mention it, the Sunday lecture is probably more important. Too often we see devotees using the Sunday class as a "practice session" or worse, a forum to get out their frustration on the material world. Another typical scenario is that devotees will give the same old "You're not the body" class over and over again for years. What we sometimes fail to realise is that our guests want to be trained in the science of bhakti yoga, not chastised every Sunday. Srila Prabhupada explained that realization means to understand the subject matter and be able to present in an interesting manner for the understanding of the audience. I have found the most enlivening Sunday lectures to be those which related to a topical -- a news story or issue that people were very conscious of. Let's face it, there aren't too many Krsna katha enthusiast out there, even amongst the vaisnava's. Especially on Sunday I feel it is more effective to talk on the level people are at, presenting the philosophy in an appropriate manner and discussing how to practically apply Krsna consciousness in their secular lives. Rather than preaching to them or talking at them, we should learn the art of talking to them. (Text 72232) ----------------------------------------------- Comments: Text 72305 by Labangalatika (dd) HKS (Almvik - S) Text 72485 (49 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 29-Nov-94 22:21 EST To: Philosophical Exchange [883] Subject: class ------------------------------------------------------------ I hope, by the Lord's grace, that I may contribute something . . . Personal spiritual preparation on a regular basis Well, this is pretty obvious but I've seen it neglected more often than I care to recall. Daily 16 rounds, 4 regs, morning program, food that devotees have cooked and properly offered, and . . personal reading! I'm so fortunate that my present service forces me to read Bhagavad-gita, Isopanisad, Nectar of Instruction, and Nectar of Devotion, over and over and over and over and over and over. Definitely, one who gives class should plan to finish, in a systematic way, all the major books by Prabhupada. It is also helpful to have a maintenance program that includes reading and re-reading the most basic books. If one can read through all of Srila Prabhupada's books several times, that is ideal. It may be useful and helpful, after doing all this, to read other books, as well, but that is definitely the designs on the icing on the cake! We are lucky that devotees such as Amala Bhakta have recorded books and stories on audio tape. If we listen to these tapes systematically while cooking or cleaning, even if only once or twice a week, we can hear Prabhupada's books many times over. I would suggest this in addition to direct reading, or after direct reading. Listening to Prabhupada's lectures on a regular basis is also very helpful. There are many times when our full attention is not necessary to perform the service at hand--play a lecture tape! There is no harm in listening to the same lecture many times before going on to a new tape. If one has "no time" then one can listen to a lecture while getting showered and dressed in the morning. Regular preparation also includes constantly looking at life in terms of philosophy and the stories from sastra. A continuous analysis, within the mind, or better yet, in discussion with devotees, of even minor "events" of life will bring to the class examples and analogies to which the listeners can relate. A story to illustrate the above: A traveler saw many targets with an arrow in every center. He asked the young man, "How is your aim so perfect?" The young man replied that he first shot the arrows, and then drew the target around them! The message is that we become observant and thoughtful and will then be able to understand what point of sastra perfectly "fits around" our observations as the target fit around the arrows. (Text 72485) ----------------------------------------------- Text 73254 (38 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 01-Dec-94 22:59 EST To: Philosophical Exchange [884] Subject: class ------------------------------------------------------------ spiritual preparation for the specific verse or topic (This assumes that one has sufficient advance notice) for a verse, when one cannot choose (as for a morning class) Entering into the mood of the verse involves what was discussed here before, i.e. knowing something of the story in which the verse appears. Who is speaking this verse and why? What is the circumstance? One can pray to that personality to be able to transmit the same intentions. One can also pray to Srila Prabhupada and his spiritual master to present the verse and purport as his representative. What would Prabhupada say about the verse? If there are similar verses elsewhere in Prabhupada's books, it will be helpful to read those verses and purports. If Prabhupada references other verses in the purports, it will be helpful to read those verses and purports. If Prabhupada has given a lecture on that verse, it will help to read, or at least skim, that lecture. If the verse refers to a story or pastime elsewhere, it is helpful to re-read or review that pastime. For example, while the story of Matsya is only described in one place, there are prayers to Him in the fifth and sixth canto, as well as a brief description of Him in various places. If, in the purport Prabhupada refers to a particular pastime, devotee, or story, it will help to review that unless it is something with which one is very familiar. for a verse or topic that one can choose (as for a Sunday lecture or a lecture to a college class) Generally, this can involve wide reading and study. One might spend a few hours, over the course of a week, reading various places where the topic is mentioned. It *is* possible to do this type of preparation in an hour, or even less, if one is very familiar with the places where instructions or examples on the topic may be found. Having the computer database is, of course, a help in this regard. (Text 73254) ----------------------------------------------- Text 74439 (35 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 04-Dec-94 16:19 EST To: Philosophical Exchange [885] Subject: class ------------------------------------------------------------ focus on purpose--why am I giving this class? We want to transmit *information* during a lecture, certainly, but primarily we wish to transmit truths that will inspire our hearers to make specific changes in their internal and/or external lives. We also want our lecture to address the real needs of our audience. This means that we first consider the nature of the audience. Children? Adults? Senior devotees? Bhaktas? Guests? Strict devotees? etc. Then we *must* be aware of the actual problems, questions, and difficulties in our audience. Is there a problem with stable marriages? good japa? faith? demanding work schedules that interfere with sadhanna? If our audience has a problem with immodest dress and loose man/woman behavior, would it be relevant to have a class about how to conduct an ancient Vedic fire sacrifice? So, we study the verse and purport with that in mind. An example: gita verse 3.6: Points in verse and purport: external restraint with internal maya is pretense. just a show of meditation this is dry philosophy and the greatest cheating. better to make gradual progress through varnasrama if we artifically imitate a higher position then maya will take our knowledge and such yoga has no value. audience: mostly strict devotees who've been in ISKCON for 6 mos--25 yrs. 2/3 adults, 1/3 children and gk students. Problem that could be addressed by this verse: devotees may fear that if they aren't yet pure, they are pretenders with useless service. Devotees may be attracted to artificial renunciation for which they are not yet qualified. Possible themes of class: 1) There is a difference between a purposeful cheater and a sincere follower who is not yet perfect and 2) Real renunciation is to do our duty properly for Krsna without personal attachment. (Text 74439) ----------------------------------------------- Text 74440 (154 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 04-Dec-94 16:19 EST To: Philosophical Exchange [886] Subject: class ------------------------------------------------------------ organization of the lecture (This is *really* a brief, brief summary!!) Let's take the same verse, i.e. gita 3.6. Using the theme that there is a difference between a hyprocrite and a neophyte, we could come up with the following three areas of the lecture: 1. definition of a pretender 2. result of pretense 3. the process of real, gradual advancement We could further outline this "body" of the speech into sub-areas. For example: 1. definition of pretender a. speak on philosophy while living like a materialist b. teach yoga for material purposes c. dress as a renounced person (sanyassi, priest) just for respect 2. result of pretense a. eventual falldown b. temporary, material prestige but no spiritual advancement c. dryness in the heart d. sometime hard-heartedness if the person doesn't actually engage in sense gratification but neither does he advance in personal devotion to Krsna e. punishment for misleading others f. thinks he has knowledge but is fooled by maya 3. process of real, gradual advancement a. sadhanna bhakti under guru's guidance b. varnasrama c. duty without attachment to personal enjoyment of fruits Now, the most important part is the conclusion where the theme is specifically stated. In the conclusion, we would say, "Therefore, when examining the pretender and his result, we can be assured that one who follows the authorized process will make gradual but sure advancement, even though he will have material desires in the beginning. Finally, we want an introduction that will capture our audience. A good introduction is a question to which our audience probably doesn't know the answer, a short fascinating story, or an interesting fact. The introduction should convince the audience that the lecture will contain some information and advice that will pointedly address some genuine concern of theirs. Here we might say, "When we read this verse, we might wonder, 'Am I am pretender? Would it be better for me to be an honest materialist?'" ----------- While I'm taking this time, I might as well accomplish two tasks in one and prepare for Tuesday's Bhagavatam class. This will provide yet another example. Bhagavatam 5.19.10: points in verse and purport: (I would do this mentally) Narada is worshipping Nara-Narayana, teaching the residents of Bharata varsa who follow varnasrama how to achieve bhakti India offers special facility for becomming Krsna conscious This is particularly true for those who follow varnasrama. Now India (or this planet) is gradually becoming degraded, losing the opportunity. If one is degraded, he cannot teach others. This KC movement is meant to save the world. There is still time. If Indians take this movement seriously, they can save the world. We follow deity worship and preaching at the same time so people can make their lives successful. (I should note that I generally don't like to focus on only one aspect of a verse and purport, which could easily be done here, with almost any of these points. I like to find a theme that will allow me to integrate as many points in the verse and purport as I can.) It would now be appropriate, if there's time, to read about Nara Narayana incarnation, to read from the Narada Bhakti sutra, to read some of Narada's instructions to one or more of his disciples, and to read the purport to the "bharata bhumite" verse which Prabhupada quotes in this purport.) Now to decide the theme, based on the audience. We do have many Indian-bodied devotees here, but all are full-time, serious ISKCON members. Do we have a need to criticize Indians or modern Indian culture? Not really. The audience already understands that. We do have a large number of gurukula students in the audience, and they surely have many of the same advantages of those born in India. They are also facing some of the same problems. One problem we face is how to appreciate our opportunities, whether these opportunites come from birth or joining ISKCON. Theme, then: We have all facilities to become Krsna conscious. If we take advantage of what we've got, we can change ourselves and the world. This should be a sort of revolutionary, preaching-directed lecture rather than a primarily internal purification lecture. Now, for the areas. (At this point, I would jot the following down on a small piece of paper, to which I could refer when speaking, if necessary.) 1. Because Krsna and His devotees love us, they give us good opportunities to become spiritually enlightened. a. birth in India b. following varanasrama c. birth or growing up in ISKCON d. joining ISKCON (note: quote and study gita 3.41 purport) e. Srila Prabhupada f. Lord Caitanya 2. How we can take advantage of this opportunity a. following instructions--mongal arotik, japa, class, prasadam b. total focus of mind and heart on all our activities c. dedication to preaching d. association with devotees 3. The result of taking proper advantage a. We become self- and God-realized (brief description of such to captivate our minds and hearts) b. the world can change (brief description) 4. How we can spoil our advantage a. discuss ways that devotional service can be destroyed (read and study Nectar of Instruction for six principles that are unfavorable) b. How is India becoming degraded? Can that happen in ISKCON also? c. We then become the greatest fool Conclusion: We have the greatest treasure and there's still time--Let us be very, very careful to make full use of what we have Introduction possibilities: A man gets a large inheritance and misplaces it. A highly educated man spoils everything through intoxication Story of British king who abdicated because he wanted to marry a divorced commoner. We may wonder at how we fell from Krsna lila but we may be foolish enough to make the same kind of mistake now. Story from Bible of prodigal son. Krsna's great love for His parts and parcels because of which He wants to give us a good chance to become KC. Sorry for the long texts. More to come! (Text 74440) ----------------------------------------------- Comments: Text 74469 by Dhyanakunda (dd) KKD (NE-BBT Polish) Text 75044 (40 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 05-Dec-94 20:52 EST To: Philosophical Exchange [889] Subject: lecture ------------------------------------------------------------ prayerful surrender This is probably most important in determining the theme of the lecture, which then determines the areas and conclusion. How can a limited jiva actually know what the audience *needs* to hear? How can one know what points the Lord and the guru would emphasize and in what way if they were giving the lecture? That is the substance of the speaker's prayer. Dear Lord, dear Srila Prabhupada, what does the audience really *need* to help them achieve love of God? What points would you make? Please direct me in the right way and use me as your instrument, as if I were a microphone for your voice, to shine a light behind the verse and purport, so to speak, and convince the audience of the truth and relevancy to the point that they will experience a change in their attitudes and/or behavior. A speaker does well to pray with surrender when looking over the verse to decide the theme and therefore general direction, and again at the time of giving the lecture. (This assumes that one has some time to prepare.) ---- Incidentally, one may wonder if it is possible to employ the principles I've discussed so far if time is very limited, e.g. one is asked five minutes or 30 seconds before the class time. The answer is yes, although it is most preferable to prepare at least the night before. With experience, one can do some excellent, if not thorough (in the way of related study) preparation in five minutes. In my experience, at least 30 seconds is required to decide on a theme, areas, and an introduction. The theme itself can be the conclusion. If necessary, the speaker can "steal" these 30 seconds while the audience is reciting the verse, if the purport is not too long and one is a fast reader. If the verse is prose and the audience doesn't respond, then one will find it hard to have a 30 second pause after reading the purport. In such cases one must certainly pray and so perhaps there is an advantage in that respect, though I try to avoid such a situation. If I see a verse that the audience won't repeat, I may take a minute before singing Jaya Radha Madhava to skim the verse and quickly decide on theme and areas. In Detroit, where I was frequently asked to give class with no notice whatever, I made a habit of reading through the entire chapter a day or so before we started it, and making at least a brief mental note of a theme for each verse. (Text 75044) ----------------------------------------------- Comments: Text 75078 by Dhyanakunda (dd) KKD (NE-BBT Polish), Text 75754 by LINK: Brahmananda (Dasa) ACBSP (Bhaktivedanta Archives) Text 75704 (167 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 07-Dec-94 20:44 EST To: Philosophical Exchange [896] Subject: lecture ------------------------------------------------------------ It would be helpful at this point for others who are following this "course" to submit samples of verses and purports with: 1. list of points 2. possible themes 3. three areas, introduction, and conclusion based on the theme. At this point, we are finishing the "what" or the content of a lecture, and will soon turn to the "how" or delivery of the lecture. I can go through one more, which I'm including here so as to save you the trouble of looking it up: Srimad-Bhagavatam Canto 5: Chapter Nineteen, Text 20 TRANSLATION After many, many births, when the results of one's pious activities mature, one gets an opportunity to associate with pure devotees. Then one is able to cut the knot of bondage to ignorance, which bound him because of varied fruitive activities. As a result of associating with devotees, one gradually renders service to Lord Vasudeva, who is transcendental, free from attachment to the material world, beyond the mind and words, and independent of everything else. That bhakti-yoga, devotional service to Lord Vasudeva, is the real path of liberation. PURPORT Brahman realization is the beginning of liberation, and Paramatma realization is still further advancement toward the realm of liberation, but one achieves real liberation when he understands his position as an eternal servant of the Supreme Personality of Godhead (muktir hit-vanyatha rupam svarupena vyavasthitih). In the material world, in the bodily concept of life, everyone is working in the wrong direction. When one becomes brahma-bhuta, spiritually realized, one understands that he is not the body and that working in the bodily concept of life is useless and misdirected. Then his devotional service begins. As Krsna says in Bhagavad-gita (18.54) brahma-bhutah prasannatma na socati na kanksati samah sarvesu bhutesu mad-bhaktim labhate param "One who is thus transcendentally situated realizes the Supreme Brahman and becomes fully joyful. He never laments or desires to have anything; he is equally disposed to every living entity. In that state he attains pure devotional service unto Me." Devotional service is actual liberation. When one is attracted by the beauty of the Supreme Personality of Godhead and his mind is always engaged at the Lord's lotus feet, he is no longer interested in subjects that do not help him in self-realization. In other words, he loses all attraction for material activities. In the Taittiriya Upanisad (2.7) it is said: esa hy evanandayati. yada hy evaisa etasmin na drsye 'natmye anirukte 'nilayane 'bhayam pratistham vindate 'tha so 'bhayam gato bhavati. A living entity becomes established in spiritual, blissful life when he fully understands that his happiness depends on spiritual self-realization, which is the basic principle of ananda (bliss), and when he is eternally situated in the service of the Lord, who has no other lord above Him. (c) 1991 by Bhaktivedanta Book Trust 1. step one: look up and read the purport to gita text 18.54 and then search the database for the Sanskrit of the other verses which Prabhpada quotes in the purport. Also, reading the verse and word-for-word reminded me of some famous verses in the first canto, second chapter, so I read those verses and purports, also. 2. points in the verse and purport: association with devotees is rare by devotee association we can cut the knot of bondage (by regular attendance at Bhagavatam class and service to the pure devotees . . .) we gradually render service service is to Vasudeva who is transcendental free from material attachment beyond the mind and words by this service we achieve the platform of brahma bhuta, or realization that one is spirit from that point we begin devotional service we become truly happy we can either become happy in this way by serving Vasudeva or we can merge into Maha Visnu at the end of the creation (That is the translation of the Bhagavatam verse which Prabhpada quotes in the first paragraph.) this is real liberation as we certainly lose all material attraction themes One problem here is that any of these points could form the basis for a theme which might not include any of the other points. As I wrote, I don't like to do this, as I like to illuminate the verse and purport as a cohesive and integrated whole. For example, it is very tempting to structure the lecture around the statement that Vasudeva is beyond the mind and words. Years ago, I heard Ravindra Swarupa give a fascinating lecture on this point. We *could* conceivably tie in the other points, probably by speaking about the difference between the impersonalists' conception of brahma bhuta vs the personalists'. This is discussed in the purport to gita 18.51 and is hinted at here with the statement that this is real liberation. On the other hand, one could speak about the Lord being beyond mind and words *without* bringing in the other aspects of this verse and purport. It would be an unusual angle. The most obvious theme that presents itself is the description of the process of devotional service from faith to love. This would naturally include and explain all the points mentioned here. Another is the important of devotee association in spiritual life. So, again, one must pray--what does my audience really *need* to hear about? Is there something here that is important but that they are hearing regularly? Are there themes here that other speakers at my temple focus on an that therefore I don't need to cover at all or in depth? possibilities (morning class with serious devotees): captivation with real happiness in devotional service clear undertanding of the stages of bhakti so we stay patient and enlivened value of devotee association the wonderful qualities of the Lord cutting material attachments--why and how the two contradictory yet complimentary purposes of the material creation I think we can combine the theme of why and how to cut material attachments, which is something that all serious devotees need to hear often, with an explanation of the process of bhakti as a sub-theme. So, now the areas: 1. All suffering is due to material attachment (go over these points quickly) because temporary because unnatural because based on exploitation of other jivas and matter which then brings reaction because involves interaction of matter which is external to the soul because matter is dead, not the source of pleasure because material pleasure means the absence of pain (therefore one must periodically have pain to feel pleasure and therefore bhoga tyaga) 2. an intelligent person will cut the knot instead of tighening it the story of Alexander the Great and the Gordian knot the analogy from gita of the banyan tree "therefore cut down this tree" a foolish person stays in the material world, merging into Maha Visnu at the destruction 3. we cut the knot when we associate with pure devotees quote Bhag. 1.2 verses explain the progression sraddha, sadhu sanga, bhajana kriya, anartha nivritti, nistha or brahma bhuta (explain in some detail as is discussed in this purport), ruci, asakti, bhava, prema associate by service, inquiry, and surrender 4. that is real liberation we serve the Lord He has all spiritual qualities transcendental, free from attachment, beyond the mind and words conclusion: a real human being wants to actually become free from suffering, entering into Krsna's pastimes (*Here's* how we can bring in the "beyond mind and words," at least a little bit--have it in the introduction and then tie it into this conclusion!) introduction: The pastime of Lord Brahma offering prayers to Krsna after stealing the calves and cowherd boys. He prays that others may claim to understand Krsna, but Krsna is beyond his descriptive powers. How do we enter into those pastimes of love? I look forward to seeing other members contribute their analysis of verses. (Text 75704) ----------------------------------------------- Text 75754 (10 lines) From: LINK: Brahmananda (Dasa) ACBSP (Bhaktivedanta Archives) Date: 08-Dec-94 00:00 EST Refernce: Text 75044 by LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) To: Philosophical Exchange [897] Bcc: (Krsna) Katha [65] (sender: Dhyanakunda (dd) KKD (NE-BBT Polish)) Subject: lecture ------------------------------------------------------------ Srila Prabhupada once told me when it can be considered that one has delivered a good lecture as follows: after having given a lecture the speakeer should thnk of so many other points which should have been made but which he did not. The converse is that if one consideres that after giving a lecture all points were given and that there is nothing more to be said, than that was not a good lecture. From this I understand that a speaker must be humble in his heart and must consider himself the servant of the audience. (Text 75754) ----------------------------------------------- Text 76547 (78 lines) From: LINK: Urmila (Devi Dasi) ACBSP (ISKCON School) Date: 09-Dec-94 21:00 EST To: Philosophical Exchange [918] Subject: lecture ------------------------------------------------------------ There's certainly much more to say about the "what" of a lecture. The how is also important, however. The "how" can be compared to the cover of a book, its illustrations, the font style and size, the binding and quality of paper; the "what" can be compared to the subject matter of the book. Going further, the "how" can also be compared to the writer's style, choice of person as narrator, etc. A very powerful and potent message, when presented poorly, may not reach the desired audience, just as a poorly wrapped package may not reach its destination. The most basic element of delivery and style is confidence and poise. These may seem at odds with humility, but are not. One doesn't have confidence in himself, but in Krsna, guru, and the message. In fact, if one doesn't have such confidence, he has no business speaking. Why should anyone listen to us unless we have something valuable to say? We know that Prabupada would chastise teachers who said they didn't know their subject matter, calling them "cheaters." Some simple suggested do's and don'ts Do: have good posture have eye contact (male speakers may avoid most eye contact with females in the audience and female speakers may avoid most eye contact with males in the audience. When asking for questions, it is possible to survey the members of the opposite sex without making direct eye contact. Even without eye contact, it is well to at least "look in the general direction" of the "other half" of the audience just so they know that you know that they're there and alive. When speaking to an audience of all or mostly non-devotees, the speaker does best to have selected eye contact with various members of the audience.) use appropriate gestures vary the tone, volumne, and speed of the voice to match the subject matter. develop an interesting "reading style" so that the audience really listens to and understands the verse and purport in addition to the lecture learn the proper pronunciation of Sanskrit and the language in which you are speaking, at least for words that you use again and again know and use proper grammar use humor, drama, and suspense when appropriate be sensitive to the audience. If they are sleeping, suggest that someone open the window. If you lose them, backtrack, use a familiar example or analogy, or explain how your point is relevant. The class should be a type of conversation with the audience. Keep them with you. tailor your vocabulary and examples to the age and background of the audience tailor your slant on the message to your audience. Would we present austerity in the same way to guests as we would to gurukula students? Householder devotees? Brahmacari devotees? The class must be *relevant* to the audience and their present situation. have facial expressions that match the message use parellelism and repetition whenever possible (Harikesa Swami gave a "Surrender to Krsna" lecture in New York 15 years ago or so that was a wonderful example of this if one can get a copy of it.) pause appropriately. One speaker of Indian descent frequently pauses in the middle of phrases which makes it a great mental strain to listen to his lectures. stick to what you know don't use filler words such as umm, uh, and, you know, do you understand, or any other phrases that an individual will develop to mark time. A pause is very effective, instead. play with your clothes, hair, etc. etc. go overtime--plan your points so that you end early enough for questions or on time get off the track--keep brief notes of your outline if necessary apologize--when we start a lecture with an apology about how unqualified we are, etc. the audience will naturally wonder why they should bother to hear us. "If you've come to dance, why wear the veil?" Prabhupada quotes. If you have something valuable to say, why apologize? If you don't, why speak? have an anticlimax. When you end, end or take questions. have very long answers to questions. Jayadvaita Swami recommends that, when answering questions, you *first* answer the question, and *then* give an explanation. If we do it the other way around, the audience may mentally wander. try to answer a question to which you really don't know the answer. Just say, "I don't know." You may also suggest some way to find the answer. (Text 76547) -----------------------------------------------