SCHEME, OUTLINES OF TESTS, SYLLABI AND COURSES OF READING FOR BACHELOR
OF EDUCATION, YOGA
(B. Ed. Yoga) EXAMINATION, 2011-2012
Note: Use of all brands of non-programmable calculators having signs of ‘+’, ‘-‘, ‘X’, ‘%’, only is allowed
in the examination centre (in Paper 006 only), but these will not be provided by the University/College.
Radio pagers/mobiles are not allowed in the examination.
The examination shall consist of the following parts:
S.NO. CODE PAPER EXTERNAL INTERNAL* PRACTICAL TOTAL
PART I :THEORY PAPERS
1 001 Philosophical Perspectives of Yoga and Education 80 20 - 100
2 002 Anatomy, Physiology and Holistic Health 80 20 - 100
3 003 Applied Kinesiology, Physiology of Yogic Exercises and
Yoga Therapy
80 20 - 100
4 004 A Elementary Sanskrit 32 08 - 40
5 004 B Yogic Texts 48 12** - 60
6 005 Teaching Learning Processes 60 20 20 100
7 006 Learner, Nature and Development 60 20 20 100
TOTAL 600
PART II : SCHOOL BASED EXPERIENCES
8 007 Initiatory School Experiences - 90 - 90
Internship In Teaching - - - -
008A Shathkriyas 40 10 - 50
008B Asanas 80 20 - 100
9 008
008C Pranayama, Bandhas, Mudras and Meditation 8 0 20 - 100
TOTAL 340
PART III : SKILL AND PROWESS***
009A Shathkriyas 70 - - 70
009B Asanas 100 - - 100
10 009
009C Pranayama, Bandh, Mudras and Meditation 7 0 - - 70
TOTAL 240
PART IV : LABORATORY PRACTICALS
010A Physical Fitness - - - 30
010B Physiology - - - 30
010C Bio-chemistry - - - 30
11 010
010D Psychology - - - 30
TOTAL 120
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PART V : ADD ON COURSES****
12 011 Language Proficiency & Employability Skills
13 012 ICT Skill Development
TO BE GRADED INTERNALLY
GRAND TOTAL 1300
* Internal evaluation shall be based on the continuous comprehensive evaluation (CCE) on the following
criterion:
S.NO. TYPE OF ACTIVITY WEIGHTAGE
1 House Examinations 06 Marks
2 Snap Tests 03 Marks
3 Seminars/Workshops/Presentations 03 Marks
4 Community Activities 04 Marks
5 Attendance ^ 04 Marks
^ The weightage for attendance shall be awarded to only those candidates who have 75% attendance in the
respective paper/area of activity. The pattern for award of marks shall be fixed on the following norms:
Attendance required Marks awarded
75% to 84.9% 01 Marks
85% to 94.9% 02 Marks
95% to 97.9% 03 Marks
98% and above 04 Marks
** The criteria for the award of marks for internal assessment shall be based on quality of recital of the
original text from the prescribed syllabus.
***Part III of the syllabus can be taught by the University approved Instructors in Yoga whereas the rest of
the curriculum shall be essentially undertaken by the Assistant Professors (old Lecturers) as approved by
the University.
**** The activities listed at 1 and 2 shall be graded on the bases of following norms and in order to pass
the course the candidate shall be required to score grade higher than ‘F’; in case of a candidate scoring ‘F’
in any of these two courses, the candidate shall be entitled to have reappear as according to the University
Norms:
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S.NO. GRADE EXPLANATION
1 O OUTSTANDING
2 A EXCELLENT
3 B VERY GOOD
4 C GOOD
5 D FAIR
6 E SATISFACTORY
7 F NOT RECOMMENDED
COURSE OF STUDY
PART I: THEORY PAPERS
PAPER-001: PHILOSOPHICAL PERSPECTIVES OF YOGA AND EDUCATION
Objectives:
1. To enable the student teachers to understand different perspectives of Philosophy.
2. To enable the student teachers to understand different perspectives of Yoga.
3. To enable the student teachers to understand different perspectives of Education.
4. To enable the Student teachers to know main perspectives of Yoga Education.
5. To enable the Student teachers to be familiar with the chief Indian thinkers and philosophers in the
field of Education and Yoga and their contributions in their respective areas.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Unit-I:
1. Perspectives of Philosophy:
1.1. Philosophy: Meaning, Definition, Nature, Scope – Metaphysics, Epistemology with emphasis on
Ethics, Axiology and Logic.
1.2. Educational Philosophy: Definition, Meaning, Nature, Scope, Functions.
1.3. Epistemology: Theories of Knowledge and their educational implications.
Unit - II
2. Perspectives of Yoga:
2.1. Indian Philosophy: Introductoin, History, Nature, Brief study of six schools of philosophy.
2.2. Samkhya Philosophy: Nature major precepts and concepts, Educational perspectives.
2.3. Yoga: Historical development – Pre-classical, Classical, Post-classical and Modern period.
Unit - III
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3. Perspectives of Education:
3.1. Education: Meaning, Definition, Western and Indian concept, Distinctions among, Vidhya,
Shiksha, Education, Literacy.
3.2. Education: Nature, Scope, Types- (Mode-purpose-methods), Purpose and Aims.
3.3. Traditional Indian System of Education: Gurukul, Ashrams, Vidyapeeths, Madrasas, Pathshalas.
Unit - IV
4. Yoga Education:
4.1. Yoga Vidya: Meaning, nature, types, purpose, aims of life-(Purusharth), Misconceptions
regarding Yoga Education.
4.2. Precepts of Moral Conduct in Yoga: Definition, Meaning, Scope, Classification, Conducts of
Yoga Sadhaka, Yama and Niyama.
4.3. Spirituality: Meaning, Concept, Scope, Spiritual health, Hazards in spiritual health, Role of Yoga
in attaining spiritual health, Concept of E.S.P. , Self-realization verses self – actualization.
Unit - V
5. Thinkers and Philosophers of Yoga & Education: Brief Life Sketch, Philosophy and Contribution in
the field of Yoga & Education:
5.1. Ancient: Maharishi Patanjali and Buddha.
5.2. Medieval: Gourakhnath and Guru Nanak.
5.3. Modern: Gandhi, Tagore, Vivekananda and Swami Rama.
REFERENCE BOOKS
• Gupta,S.N. Das.(1987). Yoga Philosophy in Relation to other system of Indian Thought, New
Delhi, Moti Lal Banarsi Dass.
• Hiriyanna, M., (1995). The Essentials of Indian Philosophy. New Delhi, Motilal Banarasidas
Publishers.
• Iyengar, B.K.S. (2005). Light on life. Oxford, Pan Macmillan Ltd.
• Iyengar, B.K.S. (2009). The Tree of Yoga. New Delhi, Harper Collins.
• King, Richard. (2000). Indian Philosophy: An Introduction to Hindu and Buddhist Thought. New
Delhi, Maya Publishers Pvt. Ltd.
• Krishnananda, Swami. (2009). Yoga Meditation and Japa Sadhna. Tehri Garhwal, The Divine Life
Society.
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi
Publications.
• Nagendra, H.R. ( 1993 ). Yoga in Education. Banglore, Vivekananda Kendra.
• Niranjananada, Swami. (1998). Yoga Darshan. Deoghar, Panchadashanam Paramahamsa Alakh
Bara.
• Osho. (2002). Yoga the science of Soul. New York, St. Martin’s Griffin.
• Pandey, R.S(1997). East West Thoughts on Education. Allahabad, Horizon Publishers.
• Puligandla, R. (1975). Fundamentals of Indian Philosophy. New York, Abingdon Press.
• Raju, P.T. (1982).The Philosophical Traditions of India. Delhi ,Moti Lal Banarsi Dass.
• Reyna, Ruth. (1971). Introduction to Indian Philosophy. New Delhi, Tata McGraw-Hill Publishing
Co. Ltd.
• Sharma A.P. (1999). An Approach to Philosophy of Education. The Indian Publications.
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• Sharma Chandradhar (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi
Dass.
• Sivananda, Sri Swami. (2007). Janana Yoga. Tehri Garhwal, The Divine Life Society.
• Sivananda, Swami. (2007). Adhyatma Yoga. Tehri Garhwal, The Divine Life Society.
• Sivananda, Swami. (2008). Meditation on Om and Mandukya Upnishad. Tehri Garhwal, The
Divine Life Society.
• Sodhi, T.S. & Suri, A. (1997). Philosophical and Sociological Foundation of Education. Patiala,
Bawa Publications.
• T.R.Kulkarni: Upnishad and Yoga, Bhartia Vidya Bhawan, Bombay.
• Tamini, I.K.(1973). Glimpses into Psychology of Yoga. Adyar, Madras, The Theosophical
Publishing House.
• Villodo, Alberto. (2007). Yoga, Power and Spirit. New Delhi, Hay House Inc.
• Vivekananda, Swami. (2007). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
8
PAPER 002: ANATOMY, PHYSIOLOGY AND HOLISTIC HEALTH
Objectives:
1. To make student teachers familiar with basic Anatomical and Physiological aspects of Human
Body.
2. To make them understand the Structures and Functions of different organs of Human Body.
3. To acquaint them with the Role of Yoga in Holistic Health Education.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Course Contents
1. Unit-I
1.1. Anatomy & Physiology: Concept, importance in Yoga; Concept of Cell and tissue.
1.2. Skeletal System: Structure, Types and Functions of Bones.
1.3. Joints: Types and Structure.
2. Unit – II
2.1. Muscular System: Types of Muscles, Structure and Functions; Muscular Contraction and
Muscular Fatigue.
2.2. Cardiovascular System: Structure and Functions of Heart, Veins, Arteries, Composition and
Functions of Blood.
2.3. Respiratory System: Structure, Functions of Respiratory Organs, Mechanism of
Respiration and Regulation.
3. Unit – III
3.1. Digestive System: Structure, Functions of Digestive Organs and Digestive Juices.
3.2. Excretory System: Excretory Organs with special emphasis on Urinary System (kidneys)
3.3. Endocrine System: Endocrine Glands, their Functions (Pituitary Gland, Thyroid Gland,
Pancreas, Adrenal Gland and Sex Glands).
4. Unit-IV
4.1. Central Nervous System: Brain, Spinal Cord; Structure, functions; functions of left and right
brain; brain mapping and E.E.G. in context of Yoga.
4.2. Autonomic Nervous System: Parts, structure, functions.
4.3. Reflex Action and Neuromuscular Coordination.
5. Unit-V
5.1. Holistic Health: Concept, definition, meaning, importance and ways to attain it.
5.2. Health and Yoga: Role of Yoga in maintaining Holistic Health. Badhak and Sadhak Tattav
of holistic health.
5.3. Yoga and Diet: Dietetics, Principles of Diet, Constituents of Balanced Diet, Yogic Concept
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of diet. Vitamin Deficiencies and Deficiency Diseases.
REFERENCE BOOKS
• Anatomy and Physiology for Nurses, (2000)
• Elvyn C. Pearce,(2003) Anatomy and Physiology and Nurses, Oxford University Press, Delhi.
• Promila Verma,(1974) Kanti Pandya, Shareer Kriya Vigyana, Bihar Hindi Granth Academy.
• R. Rajalakshmi,(1974) Applied Nutrition, Oxford and IBM Public Co.,Delhi.
• V. Tararinov, Human anatomy and Physiology Trans. By David A. Myshna, MIR Publishers,
Moscow.
• Verma, Mukund Swaroop et al. (1973). Food and Nutrition, Ram Narayan Lal Bansi Prashad,
Allahabad.
• Watson, Roger (2000). Hints on Health. New Delhi, Rupa Co.
10
PAPER 003: APPLIED KINESIOLOGY, PHYSIOLOGY OF YOGIC EXERCISES AND YOGA
THERAPY
Objectives:
1. To enable the student teachers to understand meaning and importance of kinesiology.
2. To enable the student teachers to know the physiological effects of Yogic practices on human body.
3. To enable the student teachers to understand the concept of Yoga therapy and Ayurvedic Tridoshas.
4. To enable the Student teachers to be familiar with the management of common disorders through
Yoga therapy.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Course Contents:
1. Unit-I
1.1. Kinesiology: Meaning, importance in life, mechanism of kinesiology in aspect of Yoga.
1.2. Shatkarmas: Definition, aims and objectives, their physiological and therapeutic bases of
Shatkarmas.
1.3. Asanas: Meaning, Definitions, Aims and Objectives, Classification, Principles, Preparation,
Rule-regulations, Mechanism, Precautions, Physiological and Therapeutic effects of
Meditative Relaxative and Cultural poses on human body.
2. Unit-II
2.1. Pranayamas: Meaning, Definitions, Aims and Objectives, Types, Classification,
Preparation, Rule-regulations, Mechanism, Precautions, Physiological, Psychological and
Therapeutic effects of Pranayamas on human body.
2.2. Bandhas: Meaning, Aims and Objectives, Types, Preparation, Rule-regulations,
Mechanism, Precautions, Physiological and Therapeutic effects of Bandhas.
2.3. Mudras: Meaning, Aims and Objectives, Types, Preparation, Rule-regulations, Mechanism,
Precautions, Physiological, Psychological, Therapeutic and Spiritual effects.
3. Unit - III
3.1. Meditative Relaxation: Yoga Nidra; Meaning, Concept, Types, Techniques, preparations,
Physiological and Psychological effectiveness.
3.2. Meditation: Meaning, Definition, Concept, Principles, Types, Techniques, Preparations, its
Physiological, Psychological, Social and Spiritual effectiveness.
3.3. Nadies, Chakras, Pranas, Kosha and Kundalini: Concept, Meaning, Classification,
Importance in Yoga practices.
4. Unit – IV
4.1. Yoga Therapy: Meaning, Principles, Scope, Limitations, Components, its Importance in
modern living style.
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4.2. Tridosha, Dhatus and Malas: Their Ayurvedic Concept, Meaning, Location in body,
Properties, Functions, and relation with Yoga therapy.
4.3. Yogic and Non-Yogic Exercises: Salient features, Comparative study, Physiological and
Therapeutic effects.
5. Unit-V
5.1. Common Physical Disorders: Obesity, Cervical Spondylosis, Arthritis, Bronchial Asthma,
Constipation, Acidity, Hyper and Hypo Tension, Diabetes, Common Cold, Backache: Their
Introduction, Meaning, Causes, Symptoms and Yoga therapy management.
5.2. Common Psychological Disorders: Stress, Anxiety, Depression, Schizophrenia, Suicidal
tendencies.: Their Introduction, Meaning, Causes, Symptoms and Yoga therapy
management.
5.3. Drugs, Alcohol and Smoking: Awareness towards their adverse effects, Youth drug mania;
their yogic management – preventive and curative.
REFERENCE BOOKS
• Bijlani, Ramesh. (2010). Back to health through Yoga. New Delhi, Rupa & Co.
• Ghore, M.M. (2004). Anatomy and Physiology of Yogic Practices. Lonawala, (Pune),
Kaivalyadhama.
• Hota, Bijaylaxmi. (2008). Yoga for school Children. New Delhi, Rupa & Co.
• Iyengar, B.K.S. (2005). Light on life. Oxford, Pan Macmillan Ltd.
• Iyengar, B.K.S. (2008). Light on Yoga. New Delhi, Harper Collins.
• Iyengar, B.K.S. (2009). The Tree of Yoga. New Delhi, Harper Collins.
• Iyengar, B.K.S. (2010). Light on Pranayama. New Delhi, Harper Collins.
• Kuvalayananda, Swami and Dr. S.L. Vinekar,(1971).Yoga Theraphy, Kaivalyadhama, Lonavala.
• Kuvalayananda, Swami, Pranayama,(1983) , Popular Prakashan Bombay.
• Kuvalayananda, Swami,Asanas,(1983) Popular Prakashan Bombay, English/Hindi.
• Nagendra, H.R. (1993). Yoga in Education. Banglore ,Vivekanande Kendra,
• Rai, Lajpat, Sawhney, R.C. and Selvamurthy, W.Selvamurthy (1998). Meditation Techniques, their
Scientific Evaluation. Gurgaon, Anubhav Rai Publication.
• Ram, Swami. (1999). A Practical Guide to Holistic Health. Pennsylvania, Himalayan Institute of
Yoga.
• Saraswati, Swami Satyananda. (2005). Asana, Pranayama, Mudra, Bandha. Munger, Bihar School
of Yoga.
• Sarswati, Swami Satyananda ,(1996) Awakening the Kundalini, Bihar School of Yoga,
• Singleton, Mark. (2010). Yoga Body – The origins of Modern posture Practice. Oxford, Oxford
University Press.
• Taimini, I.K. (1979). The Science of Yoga. Madras, Adyar Publication.
• Tamini, I.K.. (1973). Glimpses into Psychology of Yoga. Adyar, Madras: The Theosophical
Publishing House.
• Venkakswaram, P.S. (2008). Yoga for Healing. New Delhi, Jaico Publishing House.
• Yogindra, Shri, (1970), Yoga Hygiene simplified. The Yoga Institute Bombay.
12
PAPER 004 A: ELEMENTARY SANSKRIT
Objectives:
1. To enable the student teachers to have basic knowledge of Sanskrit Grammar.
2. To provide elementary knowledge about the basic Sanskrit texts.
3. To enable the student teachers to translate the prescribed shalokas into any of the Modern
Indian Languages.
Instructions for the Paper Setters:
• Five questions in all shall be set.
• Four questions shall be set out of the entire syllabus selecting at least two questions from
each unit. The students shall be required to attempt at least one question from each unit.
Each question shall carry 12 marks.
• Fifth question shall be compulsory. It shall have two questions, for 04 marks each, selecting
one each from each unit and the answers should be limited to the maximum word limit of 75
words each or can be objective type category.
• Total marks shall be 32 and the time allowed shall be 03hours along with paper 004 B.
• Special Note: Student teachers are expected to translate, explain with reference to
context from the Prescribed Texts in paper 004-B in Hindi/English/Punjabi.
Course Contents:
UNIT - I
Basics of Sanskrit – I
UNIT - II
Basics of Sanskrit- II
REFERENCE BOOKS
1. Sanskrit Viakran Parmodh, Vijay Chander, Nellam Pub. 9th editon
2. Sanskrit Parmodhini , Swami Saraswati (1993), Bihar School of Yoga.
13
PAPER 004 B: YOGIC TEXTS
Objectives:
1. To enable the student teachers to have basic knowledge of traditional Yogic texts.
2. To enable the student teachers to understand the basic concepts contained in Patanjali’s Yoga
Stutra.
3. To enable the student teachers to understand the basic concepts contained in Hathyoga Pradipika.
4. To enable the student teachers to understand the basic concepts of Yoga as contained in specified
chapters from Shrimad Bhagwat Geeta.
Instructions for the Paper Setters:
• Seven questions in all shall be set.
• Six questions shall be set out of the entire syllabus selecting at least two questions from each
unit and the nature of the answers should be essay type. The students shall be required to
attempt at least one question from each unit. Each question shall carry 12 marks.
• Seventh question shall be compulsory. It shall have three questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 48 and the time allowed shall be 03hours along with paper 004 A.
Course Contents:
Unit – I
1. Patanjal Yoga Suter
1.1. Pratham Pad – Samadhi Pad: (1 to 40 Sutras)
1.2. Dvitiya Pad – Sadhana Pad: (1 to 55 Sutras)
1.3. Tritya Pad – Vibhuti Pad: (1 to 6 Sutras) and Chaturth Pad – Kaivlya Pad (1 to 35 Sutras).
Unit - II
2. Hath Yoga Pradipika:
2.1. Pratham Upadesh – (1 to 17 and 58 to 87 Shalokas)
2.2. Dvitiya Upadesh – (1 to 20 and 75 to 78 Shalokas) and Tritya Updesh – (1 to 5 Shalokas).
2.3. Chaturth Upadesh – (1 to 10 and 66 to 102 Shalokas)
Unit - III
3. Shrimad Bhagwat Geeta:
3.1. Second Chapter – Karam Yoga (47 to 66 Shalokas)
3.2. Fourth Chapter – Origin of Yoga (1 to 3 Shalokas)
3.3. Sixth Chapter – Nature of Yoga and Yogi (1 to 47 Shalokas)
4. First Chapter. (1 to 40 Sutras)
5. Second Chapter (1 to 55 Sutras)
14
REFERENCE BOOKS
• Acharya, Swami Hariharanand, (1991) Patanjali Yoga Darshan, Moti Lal Banarsi Dass, New Delhi.
• Kriyananda, Swami. (2006). The Essence of the Bhagawad Gita. Gurgaon, Ananda Sangha
Publications.
• Satyananda, Swami.(1983). Four chapters on freedom (commentary on the Yoga sutras of
Patanjali). Munger,Bihar School of Yoga.
• Sharma, Chandradhar. (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi
Dass.
• Swami Digbherir ji, Swami, (1980) Hath Yoga Pradipika, Kavalyadham, Lonawala,Poona.
• Swami Vivekananda, Swami, (1975) Raj Yoga, Ramakrishna Vedanta Math, Calcuttra.
• Swatmarama. (1997). Hathayoga Pradipika of Swatmarama . Lonavala, Kaivalyadhama.
• Taimini, I.K.:(1979) The Science of Yoga, Adyar Publication, Madras.
• Tirtha, Pradeepa Omananda. (1999). Patanjal Yoga. Gorakhpur, Geeta Press.
• Vivekananda, Swami. (1999). Rajayoga. Pune,Ramakrishna Ashrama Publications.
• Vivekananda, Swami. (2007). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
15
PAPER 005 TEACHING LEARNING PROCESSES
Objectives:
1. To enable the student teachers to know about the processes involved in teaching and learning.
2. To enable the student teachers to know the basic processes involved in educational technology.
3. To enable the Student teachers to be familiar with the innovations in Educational technology.
4. To enable the student teachers to understand different perspectives of School Education settings.
5. To enable the student teachers to be familiar with curriculum designing and curriculum transaction
in Yoga Education.
6. To visit a recognized/reputed yoga education institution and prepare a report thereof.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 09 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 03 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 60 and the time allowed shall be 03hours.
Course Contents:
Unit-I
1. Teaching and Learning:
1.1. Teaching and learning: Concepts and relationship between the two.
1.2. Principles of teaching: Levels and Phases of teaching, quality of perfect Yoga Guru; Yogic
levels of learning; Vidhiarthi, Shishya, Mumuksha.
1.3. Mass Media – Meaning, purpose, Role of teacher in making use of mass media in education
and Yoga Education.
Unit - II
2. Educational Technology:
2.1. Meaning, importance and types of Educational Technology.
2.2. Models of teaching: Meaning, Assumptions and Fundamental Elements of a Model of
Teaching.
2.3. Awareness Training Model and Constructivism.
Unit - III
3. Innovations in Educational Technology:
3.1. Process, Merits and Demerits.
3.2. Skills of Micro Teaching:
3.2.1. Introducing the Lesson
3.2.2. Fluency in questioning
3.2.3. Explaining
3.2.4. Stimulus Variation
3.2.5. Reinforcement.
3.3. C.A.I. – Concept and Importance; use of CAT in teaching of Yoga, Tools for measurement of
E.S.P.
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Unit - IV
4. Curriculum and Class-room Problems:
4.1. Curriculum: Concept and principles of curriculum construction, hands on experience of framing
Yoga curriculum for a senior secondary school class.
4.2. Lesson Planning: Concept, need, essentials and planning for teaching of Yoga (Shatkriya,
Asana, Pranayama and Meditation: theory and practical) .
4.3. Action Research: Meaning, goals and steps in action research and conducting in school
situation.
Unit - V
5. Teaching Infrastructure:
5.1. School Plant: Definition, essential ideal of features, types; class room, area for Yogic Practices.
5.2. Time Table: need, types, principles of Time-table construction and Time-table for Yoga
teaching with special reference to classes 6 to 12.
5.3. Yoga class room problems: Types and solutions. Characteristics and essentials of Good Yoga
Teaching.
Practical Work:
1. Preparation of three ICT aided teaching modules based on models of teaching.
2. Visit to any recognized/ reputed Yoga education institute and preparation of report of the same.
REFERENCE BOOKS:
• A.G. Sundram(1980), R.N. Kaul: A Hand book of Education, Kapoor Brothers, Jammu.
• Bhatia, Narang (1992) Teacher and Education in Emerging Indian Society, Tender Pub. Ludhiana.
• Bhushan,A & Ahuja, M. (1992). Educational Technology. Meerut, Vikas Publication, B-57,
Meenakshi Puram.
• Bhushan,A & Ahuja, M.(2003). Educational Technology. Patiala, Bawa Publishers, (2nd ed.).
• Bloom, B.S. (1972). Taxonomy of Education Objectives. A Hand Book-I(Cognitive Domain), New
York: Devid Mokeay Campo.
• Chauhan, S.S. (1978). A Textbook of Programmed Instruction. New Delhi, Sterling Publishers.
• Danah Zohar & Marshal Jan .(2001). Spiritual Intelligence the Ultimate Intelligence. New York,
Bloomsbury Publishing.
• Das, R.C.(1993). Educational Technology- A Basic Text. New Delhi, Sterling Publishers.
• Dececco, J.P. & Cramford, W.R., (1970). Psychology of Learning and Instructions, Prentice Hall of
India Pvt. Ltd.
• Gage, N.L., (1978). The Scientific Basis of the Art of Teaching, London, Teacher’s College Press.
• Joyce, B.Weil, M. & Showers, B. (1985). Models of Teaching. New Delhi, Prentice Hall of India
Pvt. Ltd.
• Mangal s.k.(2002) Fundamentals of Education Technology, Prakash Brothers, Ludhiana.
• Mangal, S.K. & Mangal, U. (2009). Essentials of Educational Technology. New Delhi, PHI
Learning Pvt. Ltd.
• Mehra, V.(2010). A text book of Educational Technology, New Delhi, Sanjay Prakashan.
• S.K.Kochhar(1985): Methods and Techniques of Teaching, Sterling Pub. Pvt. Ltd., New Delhi.
• Saxena, A. (2007). Modern Techniques of Counseling, New Delhi, Rajat Publications.
• Siddiqui, M.H. & Khan, M.S. (2007). Models of Teaching: Theory and Research. New Delhi,
A.P.H. Publishing Corporation.
• Vaneja, M. & Rao, D.B. (1999). Enquiry Training Model. New Delhi, Discovery Publishing House.
17
PAPER 006 LEARNER, NATURE AND DEVELOPMENT
Objectives:
1. To enable the student teachers to understand the concept of Educational Psychology.
2. To enable the student teachers to know the role of heredity and environment in growth and
development.
3. To enable the student teachers to understand the concepts of Intelligence, emotional Intelligence
and creativity.
4. To enable the student teachers to understand how learning takes place and role of related yogic
concepts in the same.
5. To understand needs of Special children and role of yoga in their education.
6. To understand elementary statistical procedures.
7. To be well versed with elementary educational psychology testing.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 09 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 03 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 60 and the time allowed shall be 03hours.
Course contents:
Unit-I
1. Educational Psychology:
1.1. Educational Psychology: Meaning, Definition, Nature, Scope and Importance.
1.2. Growth and Development: Concept, principles, stages of adolescence period with special
reference to issues of stress and strain and Yogic measures to contain them.
1.3. Heredity and Environment: Concept, Laws and their role in growth and development of an
individual; their comparison with the Yogic concepts of Sanskar and Yama (social ethics).
Unit - II
2. Intelligence and Creativity:
2.1. Intelligence: Meaning, theories (unitary, Spearman’s, Thorndike’s, Thurstone’s and
Guilford’s), measurement (classification of tests and description of any two tests from each
category: Verbal, Non-Verbal, Performance tests), uses and limitations of intelligence tests.
2.2. Emotional intelligence: Concept, characteristics and role of teacher in promoting emotional
intelligence.
2.3. Creativity: Concept, characteristics and identification of creative potential, educational
programmes for developing creativity. Concept of creativity at the level of ‘Dharam-megh
Samadhi’ in Kaivlya.
Unit - III
3. Learning:
3.1. Learning: Meaning, factors affecting learning, Theories of Learning: (Trial and error, classical
conditioning, Kohler’s insight theory); Transfer of Learning: Meaning, types and educational
implications.
18
3.2. Yogic concept of Mind, Chitt, Buddhi and means of their development through Yoga
Education.
3.3. Motivation: concepts, types and techniques for enhancing motivation; Yogic measures to
enhance motivation.
Unit - IV
4. Personality:
4.1. Personality: Concept, types and trait theories, determinants, assessment, Yogic concept of
Personality special reference with five koshas.
4.2. Mental Health: Concept, importance and development of good mental health among learners,
Antakahran and concept of Sat-Chit-Anand.
4.3. Adjustment: Concept and role of school, teacher and Yoga teacher in the process of adjustment.
Unit - V
5. Special Children:
5.1. Children with special needs: Meaning, Types: Gifted, Delinquents, Educationally Backward
Children and their educational programmes.
5.2. Role of Yoga practices and Yoga education for children with special needs.
5.3. Elementary Educational Statistics: Meaning, uses and measurement of central tendency (mean,
median, mode), standard deviation, measurement of correlation by rank difference method.
Practical Work:
Administration and interpretation of any two psychological tests, selecting one from each group mentioned
below:
1. Learning, intelligence / Emotional intelligence.
2. Personality, Adjustment, Mental Health.
REFERENCE BOOKS
19
20
PART II: SCHOOL BASED EXPERIENCES
Objectives:
• Develop conceptual understandings about teaching and learning in school environment.
• Validate the theoretical understandings developed through various foundation and pedagogy
courses.
• Understand and develop meaningful learning sequences appropriate to the specificity of different
levels of learning with special emphasis on Yoga Education.
• Mobilize appropriate resources for them.
007 INITIATORY SCHOOL EXPERIENCES
Objectives:
• To initiate the student teachers towards the practical process of teaching and learning.
• To sensitize the student teachers towards the prevailing formal school settings and to observe them
meaningfully in order to acclimatize themselves for their future role as educators.
• To introduce the element of constructivism among the student teachers in diverse areas of teaching
and learning in a formal school setting.
• To learn to plan and execute lessons in yoga education in a typical formal school setting.
Note on Evaluation: Entire curriculum transaction of this course shall be continuous I nature. It shall be
evaluated by the internal ‘Teacher Educator Mentor’. All activities shall be documented and the records be
preserved for minimum six months after the declaration of the annual university result. After that period
the records of the three toppers from each session be documented in the reference section of the college
library.
Course Details:
Task Set 1 : Initiatory Experiences (10 marks)
• Reflections on one’s own School Experiences (05 Marks)
• Identifying Nutrants and Deterrents in Yoga Education (05 Marks)
Task Set 2 : School as an ‘Enabling Learning Environment’ (80Marks)
• Constructing curriculum for Yoga Education (at least three; one in each teaching area) for
secondary and senior secondary school children. ( 18 Marks)
• Planning and execution of micro lesson plans in at least five teaching-learning skills. (05Marks)
21
• Planning at least six mega lesson plans ( two each(1theory+1pratical) in teaching of Shathkriyas,
Asanas and Pranayama, Bandhas, Mudras & Meditation) and executing the same in simulated
conditions. (12 marks)
• Delivering three discussion lessons ( One in each of the three teaching areas) in actual school
situations. (30 marks)
• Completing 20 Observation lessons of the peers ( 05 Shathkriyas, 10 Asanas and 05 Pranayama,
Bandhas, Mudras & Meditation). (10Marks)
• Defining ideal learning conditions according to the local given set up for apt execution of yoga
education for secondary and senior secondary school children. (05Marks)
008 INTERNSHIP IN TEACHING
008A SHATHKRIYAS
008B ASANAS
008C PRANAYAMA,BANDHAS,MUDRAS & MEDITATION
Objectives: On completion of the course the student teacher will be able to :
• Understand the content and pedagogical principles, issues and problems related to teaching especially
Yoga Education.
• Acquire competencies and skills required for effective classroom teaching, class management and
evaluation of student learning, organization of co-curricular activities,
• working with the community
• Develop proper professional attitudes, values and interests
• Understand the role of a teacher and specially a Yoga Teacher / Guru
• Familiarize with the existing educational scenario of the respective states
Instructions for the examiner:
• The students shall prepare two files during the course of study; one each for the initiatory
experiences and Internship in Teaching and both the files with a certificate of completion from the
‘Teacher Educator Mentor’ shall be presented at the time of final Skill in Teaching Examination.
• The activities listed under Sr. Nos. 4 to 8 under paper : 008 shall be recorded / documented in
‘Internship in Teaching File’ and should be presented at the time of annual examination.
22
• Each student teacher shall be required to deliver three lessons for the final Skill in Teaching
Examination (One in each teaching area viz, Shathkriyas, Asanas and Pranayama, Bandhas, Mudras
& Meditation).
• Each lesson shall be jointly evaluated by one External and one Internal Examiner
• Weight age to the various aspects for evaluation of final lesson is as under :-
S.NO. AREA OF ASSESSMENT % AGE
1 Written Lesson Plan 20
2 Presentation 50
3 Use of Instructional Material 10
4 Teacher Traits 10
5 Lesson Note Book 05
6 Initiatory Experiences Note book 05
Organization :
• The internship will be organized for a period of 40 working days in selected recognized schools of
the region.
• The student teachers shall be required to follow the school routine during this time span.
Activities to be followed during Teaching Practice:
1. The student teacher will teach 40 lessons in each teaching area in accordance with the following
schedule:
Type of Asanas
Lessons
General Yoga
Education
Shathkriyas
Compulsory Optional
Pranayama, Bandhas, Mudras,
Meditation
Total
Theory 02 01
02 -
04 09
Practical 01 05 13 02 10 31
2. Out of 40 lessons, 20% will cater to the needs of slow learners, enrichment for talented children, in-group
learning set up and self-learning models.
3. At least 50% lessons should bear detailed observations by the mentor/peers.
4. Participating in school activities and organisation of activities
5. Administering of diagnostic tests and identifying of learning difficulties
23
6. Conducting a case study/action research
7. Organizing curricular and co-curricular activities and finalization of records and reports related to curricular
and co-curricular activities
8. Develop different Evaluative Tools and Devices, make use of them for improving Teaching-
Learning Process and presents the results graphically – preferably through excel spread sheets.
9. Select, procure, use of Learning Material and Teaching Aids.
009 PART III : SKILL AND PROWESS
009A SHATHKRIYAS
009B ASANAS
009C PRANAYAMA, BANDHAS,MUDRAS & MEDITATION
Objectives:
1. To enable the student teachers to understand the technique of performing various Shathakriyas.
2. To enable the student teachers to perform various Shathkriyas correctly and to know their
benefits.
3. To enable the student teachers to understand the technique of performing various Asanas.
4. To enable the student teachers to perform various Asanas correctly and to know their benefits.
5. To enable the student teachers to understand the techniques of performing various Pranayamas,
Bandhas, Mudrasand Meditation.
6. To enable the students to perform various Pranayamas, Bandhas, Mudrasand Meditation
correctly and to know their benefits.
Guidelines for Examiner:
Note: The students shall be required to prepare separate record files for 009 A, 009 B and 009 C, which
shall be presented at the time of annual practical and viva – voce examination.
The examiner shall conduct practical paper according to following scheme:
Paper
Code
Paper Compulsory Contents Optional Contents
009 A Shatkriyas Any three Any one
009 B Asanas
A. STANDING POSE - Any Three
B. SITTING POSE - Any Three
C. LYING POSE (SPINE FACING GROUND) -Any Three
D. LYING POSE (STOMACH FACING GROUND)
Any Two
24
Any Three
Pranayama Any Three Any One
Bandhas Any Two Any One
Mudras Any Three Any One
009 C
Meditation Any Two Any One
25
DETAILS OF CONTENTS:
Paper
Code
Paper Compulsory Contents Optional Contents
009 A Shatkriyas
Jal Neti – SuterNeti, Vaman Dhauti, Kunjal, Agnisaar-
Dhauti, Kapalbhati – Jal Kapalbhati and Vat Kapalbhati,
Trataka.
Nauli, Vaster-dhauti,
Shankhprakshalan,
Dand Dhauti.
009 B Asanas
A. STANDING POSE
1.Suryanamaskar, 2. Tadasana, 3.Vrikasasana
4.Garudasana, 5.Trikonasana 6. Chakrasana,
7. Padhastasana, 8.Konasana
B. SITTING POSE
1.Vajrasana 2.Shashankasana 3.Vakraasana
4.Ardhmatsyendrasana 5.Padamasana 6. Supt-vajarasana
7.Parvatasana 8.Akarana-dhanurasana 9.Ardhpaschimotasana
10.Paschimotan asana 11.Bhadrasana
12.Gomukhasana 13.Bakasana 14. Ushterasana
15.Sukhasana 16.Swastikasana 17.Kurumasana.
C. LYING POSE (SPINE FACING GROUND)
1.Sarvangasana 2.Ardhmatsyasana 3.Matsyasana
4.Halasana 5.Chakrasana 6. Pawanmukta Series,
7.Pawanmuktasana 8.Karanpeedasana 9.Shavasana
D. LYING POSE (STOMACH FACING GROUND)
1.Bhujangasana 2.Ardhshalabhasana 3.Shalabhasana
4.Dhanurasana 5.Makarasana 6.Naukasana
7.Uttanpadasana 8.Nabhyasana
1.Telangularasana
2.Kkukutasana
3.Mayurasana
4.Shirshasana
5.Vatayansana
6.Ekpadsikandasana
7.Rajkapotasana
8.Natarajasana
9.Garbhasana
10.Puranbhujangasana
11. Puran- matsyender
asana
12. Vibhakatpashchimottan
asana
13. Badh-padamuttanasana
14 Utaan- munduk asana
Pranayama Pranayama: Correct Breathing Exercise, Anulome-vilom,
Surya-bhedhan, Ujjayee, Sheetli, Sheetkari and Bhramari.
Pranayama : Bhastrika
Bandhas 1.Jalandar Bandh 2.Mula Bandha Maha, Uddayan.
Mudras 1.Vatmudra 2.Braham mudra 3.Gyanmudra 4.Chinmudra
5. Vipritkarni, 6. Kaki 7.Taragi 8. Shambvi
Mudras : Nabho,
Khechari
009 C
Meditation Meditation : Yoga Nidra, Mindful, Vipasana T.M.
Jyotirbindu, Ajapajapa, Preksha,
Meditation: on mantras.
26
010 PART IV : LABORATORY PRACTICALS
Objectives:
1. To enable the Student Teachers to perform Practicals in Physical Fitness, Physiology, Bio-
Chemistry and Psychology.
2. To enable the student teachers to handle and use different Laboratory Equipment/Tests for
Investigations and Diagnostic purposes.
Note for the external examiners:
The External Examiner will evaluate student teachers for their practical knowledge of conducting a
particular Practical/Experiment on others and not for their own performance in that particular parameter
except for that in Physical Fitness.
010A Physical Fitness
Activities:
1. Strength
2. Agility
3. Endurance
4. Balance
5. Flexibility
010 B Physiology
Activities:
1. Pulse Rate
2. Temperature (Skin/Oral) (Vital Capacity)
3. Blood Pressure
4. Pulmonary function
5. Respiratory Rate.
010 C Bio-Chemistry
Activities:
The Estimation of the following in Blood.:
1. Haemoglobin
2. Glucose.
The estimation of the following in Urine:
1. Glucose
2. Creatinine
3. Ketone Bodies.
010D Psychology
Note for the student teachers: Each Student Teacher will be required to arrange a subject on Examination
day.
Activities:
1. Mental Fatigue
2. Intelligence
3. Personality
4. Steadiness
5. Span of Attention.
27
PART V: ADD ON COURSES
011 LANGUAGE PROFICIENCY & EMPLOYABILITY SKILLS
Objectives:
• To enable the student teachers to have effective communication skills
• To become comfortable in using language as a medium of oral and written communication
• To develop proficiency in communication through any one foreign language including English
• To develop the skill of resume writing and covering letter.
• To develop interview skills
NOTE: The activities fulfilling above objectives shall be performed under the guidance of tutor/
workshops/special programmes and be subject to internal evaluation.
012 ICT SKILL DEVELOPMENT
Objectives:
• To enable the student teachers to have effective e-communication skills
• To become comfortable in using computer and associated media as a medium of communication
• To develop proficiency in communication through word documents, Excel spread sheets, power
point presentations
• To develop the skill of opening an email account, blogging at public portals and using them
professionally.
• To develop ICT aided teaching material
• To surf through the learner friendly effective web sites in yoga education.
NOTE: The activities fulfilling above objectives shall be performed under the guidance of tutor/
workshops/special programmes and be subject to internal evaluation.
OF EDUCATION, YOGA
(B. Ed. Yoga) EXAMINATION, 2011-2012
Note: Use of all brands of non-programmable calculators having signs of ‘+’, ‘-‘, ‘X’, ‘%’, only is allowed
in the examination centre (in Paper 006 only), but these will not be provided by the University/College.
Radio pagers/mobiles are not allowed in the examination.
The examination shall consist of the following parts:
S.NO. CODE PAPER EXTERNAL INTERNAL* PRACTICAL TOTAL
PART I :THEORY PAPERS
1 001 Philosophical Perspectives of Yoga and Education 80 20 - 100
2 002 Anatomy, Physiology and Holistic Health 80 20 - 100
3 003 Applied Kinesiology, Physiology of Yogic Exercises and
Yoga Therapy
80 20 - 100
4 004 A Elementary Sanskrit 32 08 - 40
5 004 B Yogic Texts 48 12** - 60
6 005 Teaching Learning Processes 60 20 20 100
7 006 Learner, Nature and Development 60 20 20 100
TOTAL 600
PART II : SCHOOL BASED EXPERIENCES
8 007 Initiatory School Experiences - 90 - 90
Internship In Teaching - - - -
008A Shathkriyas 40 10 - 50
008B Asanas 80 20 - 100
9 008
008C Pranayama, Bandhas, Mudras and Meditation 8 0 20 - 100
TOTAL 340
PART III : SKILL AND PROWESS***
009A Shathkriyas 70 - - 70
009B Asanas 100 - - 100
10 009
009C Pranayama, Bandh, Mudras and Meditation 7 0 - - 70
TOTAL 240
PART IV : LABORATORY PRACTICALS
010A Physical Fitness - - - 30
010B Physiology - - - 30
010C Bio-chemistry - - - 30
11 010
010D Psychology - - - 30
TOTAL 120
4
PART V : ADD ON COURSES****
12 011 Language Proficiency & Employability Skills
13 012 ICT Skill Development
TO BE GRADED INTERNALLY
GRAND TOTAL 1300
* Internal evaluation shall be based on the continuous comprehensive evaluation (CCE) on the following
criterion:
S.NO. TYPE OF ACTIVITY WEIGHTAGE
1 House Examinations 06 Marks
2 Snap Tests 03 Marks
3 Seminars/Workshops/Presentations 03 Marks
4 Community Activities 04 Marks
5 Attendance ^ 04 Marks
^ The weightage for attendance shall be awarded to only those candidates who have 75% attendance in the
respective paper/area of activity. The pattern for award of marks shall be fixed on the following norms:
Attendance required Marks awarded
75% to 84.9% 01 Marks
85% to 94.9% 02 Marks
95% to 97.9% 03 Marks
98% and above 04 Marks
** The criteria for the award of marks for internal assessment shall be based on quality of recital of the
original text from the prescribed syllabus.
***Part III of the syllabus can be taught by the University approved Instructors in Yoga whereas the rest of
the curriculum shall be essentially undertaken by the Assistant Professors (old Lecturers) as approved by
the University.
**** The activities listed at 1 and 2 shall be graded on the bases of following norms and in order to pass
the course the candidate shall be required to score grade higher than ‘F’; in case of a candidate scoring ‘F’
in any of these two courses, the candidate shall be entitled to have reappear as according to the University
Norms:
5
S.NO. GRADE EXPLANATION
1 O OUTSTANDING
2 A EXCELLENT
3 B VERY GOOD
4 C GOOD
5 D FAIR
6 E SATISFACTORY
7 F NOT RECOMMENDED
COURSE OF STUDY
PART I: THEORY PAPERS
PAPER-001: PHILOSOPHICAL PERSPECTIVES OF YOGA AND EDUCATION
Objectives:
1. To enable the student teachers to understand different perspectives of Philosophy.
2. To enable the student teachers to understand different perspectives of Yoga.
3. To enable the student teachers to understand different perspectives of Education.
4. To enable the Student teachers to know main perspectives of Yoga Education.
5. To enable the Student teachers to be familiar with the chief Indian thinkers and philosophers in the
field of Education and Yoga and their contributions in their respective areas.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Unit-I:
1. Perspectives of Philosophy:
1.1. Philosophy: Meaning, Definition, Nature, Scope – Metaphysics, Epistemology with emphasis on
Ethics, Axiology and Logic.
1.2. Educational Philosophy: Definition, Meaning, Nature, Scope, Functions.
1.3. Epistemology: Theories of Knowledge and their educational implications.
Unit - II
2. Perspectives of Yoga:
2.1. Indian Philosophy: Introductoin, History, Nature, Brief study of six schools of philosophy.
2.2. Samkhya Philosophy: Nature major precepts and concepts, Educational perspectives.
2.3. Yoga: Historical development – Pre-classical, Classical, Post-classical and Modern period.
Unit - III
6
3. Perspectives of Education:
3.1. Education: Meaning, Definition, Western and Indian concept, Distinctions among, Vidhya,
Shiksha, Education, Literacy.
3.2. Education: Nature, Scope, Types- (Mode-purpose-methods), Purpose and Aims.
3.3. Traditional Indian System of Education: Gurukul, Ashrams, Vidyapeeths, Madrasas, Pathshalas.
Unit - IV
4. Yoga Education:
4.1. Yoga Vidya: Meaning, nature, types, purpose, aims of life-(Purusharth), Misconceptions
regarding Yoga Education.
4.2. Precepts of Moral Conduct in Yoga: Definition, Meaning, Scope, Classification, Conducts of
Yoga Sadhaka, Yama and Niyama.
4.3. Spirituality: Meaning, Concept, Scope, Spiritual health, Hazards in spiritual health, Role of Yoga
in attaining spiritual health, Concept of E.S.P. , Self-realization verses self – actualization.
Unit - V
5. Thinkers and Philosophers of Yoga & Education: Brief Life Sketch, Philosophy and Contribution in
the field of Yoga & Education:
5.1. Ancient: Maharishi Patanjali and Buddha.
5.2. Medieval: Gourakhnath and Guru Nanak.
5.3. Modern: Gandhi, Tagore, Vivekananda and Swami Rama.
REFERENCE BOOKS
• Gupta,S.N. Das.(1987). Yoga Philosophy in Relation to other system of Indian Thought, New
Delhi, Moti Lal Banarsi Dass.
• Hiriyanna, M., (1995). The Essentials of Indian Philosophy. New Delhi, Motilal Banarasidas
Publishers.
• Iyengar, B.K.S. (2005). Light on life. Oxford, Pan Macmillan Ltd.
• Iyengar, B.K.S. (2009). The Tree of Yoga. New Delhi, Harper Collins.
• King, Richard. (2000). Indian Philosophy: An Introduction to Hindu and Buddhist Thought. New
Delhi, Maya Publishers Pvt. Ltd.
• Krishnananda, Swami. (2009). Yoga Meditation and Japa Sadhna. Tehri Garhwal, The Divine Life
Society.
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi
Publications.
• Nagendra, H.R. ( 1993 ). Yoga in Education. Banglore, Vivekananda Kendra.
• Niranjananada, Swami. (1998). Yoga Darshan. Deoghar, Panchadashanam Paramahamsa Alakh
Bara.
• Osho. (2002). Yoga the science of Soul. New York, St. Martin’s Griffin.
• Pandey, R.S(1997). East West Thoughts on Education. Allahabad, Horizon Publishers.
• Puligandla, R. (1975). Fundamentals of Indian Philosophy. New York, Abingdon Press.
• Raju, P.T. (1982).The Philosophical Traditions of India. Delhi ,Moti Lal Banarsi Dass.
• Reyna, Ruth. (1971). Introduction to Indian Philosophy. New Delhi, Tata McGraw-Hill Publishing
Co. Ltd.
• Sharma A.P. (1999). An Approach to Philosophy of Education. The Indian Publications.
7
• Sharma Chandradhar (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi
Dass.
• Sivananda, Sri Swami. (2007). Janana Yoga. Tehri Garhwal, The Divine Life Society.
• Sivananda, Swami. (2007). Adhyatma Yoga. Tehri Garhwal, The Divine Life Society.
• Sivananda, Swami. (2008). Meditation on Om and Mandukya Upnishad. Tehri Garhwal, The
Divine Life Society.
• Sodhi, T.S. & Suri, A. (1997). Philosophical and Sociological Foundation of Education. Patiala,
Bawa Publications.
• T.R.Kulkarni: Upnishad and Yoga, Bhartia Vidya Bhawan, Bombay.
• Tamini, I.K.(1973). Glimpses into Psychology of Yoga. Adyar, Madras, The Theosophical
Publishing House.
• Villodo, Alberto. (2007). Yoga, Power and Spirit. New Delhi, Hay House Inc.
• Vivekananda, Swami. (2007). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
8
PAPER 002: ANATOMY, PHYSIOLOGY AND HOLISTIC HEALTH
Objectives:
1. To make student teachers familiar with basic Anatomical and Physiological aspects of Human
Body.
2. To make them understand the Structures and Functions of different organs of Human Body.
3. To acquaint them with the Role of Yoga in Holistic Health Education.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Course Contents
1. Unit-I
1.1. Anatomy & Physiology: Concept, importance in Yoga; Concept of Cell and tissue.
1.2. Skeletal System: Structure, Types and Functions of Bones.
1.3. Joints: Types and Structure.
2. Unit – II
2.1. Muscular System: Types of Muscles, Structure and Functions; Muscular Contraction and
Muscular Fatigue.
2.2. Cardiovascular System: Structure and Functions of Heart, Veins, Arteries, Composition and
Functions of Blood.
2.3. Respiratory System: Structure, Functions of Respiratory Organs, Mechanism of
Respiration and Regulation.
3. Unit – III
3.1. Digestive System: Structure, Functions of Digestive Organs and Digestive Juices.
3.2. Excretory System: Excretory Organs with special emphasis on Urinary System (kidneys)
3.3. Endocrine System: Endocrine Glands, their Functions (Pituitary Gland, Thyroid Gland,
Pancreas, Adrenal Gland and Sex Glands).
4. Unit-IV
4.1. Central Nervous System: Brain, Spinal Cord; Structure, functions; functions of left and right
brain; brain mapping and E.E.G. in context of Yoga.
4.2. Autonomic Nervous System: Parts, structure, functions.
4.3. Reflex Action and Neuromuscular Coordination.
5. Unit-V
5.1. Holistic Health: Concept, definition, meaning, importance and ways to attain it.
5.2. Health and Yoga: Role of Yoga in maintaining Holistic Health. Badhak and Sadhak Tattav
of holistic health.
5.3. Yoga and Diet: Dietetics, Principles of Diet, Constituents of Balanced Diet, Yogic Concept
9
of diet. Vitamin Deficiencies and Deficiency Diseases.
REFERENCE BOOKS
• Anatomy and Physiology for Nurses, (2000)
• Elvyn C. Pearce,(2003) Anatomy and Physiology and Nurses, Oxford University Press, Delhi.
• Promila Verma,(1974) Kanti Pandya, Shareer Kriya Vigyana, Bihar Hindi Granth Academy.
• R. Rajalakshmi,(1974) Applied Nutrition, Oxford and IBM Public Co.,Delhi.
• V. Tararinov, Human anatomy and Physiology Trans. By David A. Myshna, MIR Publishers,
Moscow.
• Verma, Mukund Swaroop et al. (1973). Food and Nutrition, Ram Narayan Lal Bansi Prashad,
Allahabad.
• Watson, Roger (2000). Hints on Health. New Delhi, Rupa Co.
10
PAPER 003: APPLIED KINESIOLOGY, PHYSIOLOGY OF YOGIC EXERCISES AND YOGA
THERAPY
Objectives:
1. To enable the student teachers to understand meaning and importance of kinesiology.
2. To enable the student teachers to know the physiological effects of Yogic practices on human body.
3. To enable the student teachers to understand the concept of Yoga therapy and Ayurvedic Tridoshas.
4. To enable the Student teachers to be familiar with the management of common disorders through
Yoga therapy.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 12 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 80 and the time allowed shall be 03hours.
Course Contents:
1. Unit-I
1.1. Kinesiology: Meaning, importance in life, mechanism of kinesiology in aspect of Yoga.
1.2. Shatkarmas: Definition, aims and objectives, their physiological and therapeutic bases of
Shatkarmas.
1.3. Asanas: Meaning, Definitions, Aims and Objectives, Classification, Principles, Preparation,
Rule-regulations, Mechanism, Precautions, Physiological and Therapeutic effects of
Meditative Relaxative and Cultural poses on human body.
2. Unit-II
2.1. Pranayamas: Meaning, Definitions, Aims and Objectives, Types, Classification,
Preparation, Rule-regulations, Mechanism, Precautions, Physiological, Psychological and
Therapeutic effects of Pranayamas on human body.
2.2. Bandhas: Meaning, Aims and Objectives, Types, Preparation, Rule-regulations,
Mechanism, Precautions, Physiological and Therapeutic effects of Bandhas.
2.3. Mudras: Meaning, Aims and Objectives, Types, Preparation, Rule-regulations, Mechanism,
Precautions, Physiological, Psychological, Therapeutic and Spiritual effects.
3. Unit - III
3.1. Meditative Relaxation: Yoga Nidra; Meaning, Concept, Types, Techniques, preparations,
Physiological and Psychological effectiveness.
3.2. Meditation: Meaning, Definition, Concept, Principles, Types, Techniques, Preparations, its
Physiological, Psychological, Social and Spiritual effectiveness.
3.3. Nadies, Chakras, Pranas, Kosha and Kundalini: Concept, Meaning, Classification,
Importance in Yoga practices.
4. Unit – IV
4.1. Yoga Therapy: Meaning, Principles, Scope, Limitations, Components, its Importance in
modern living style.
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4.2. Tridosha, Dhatus and Malas: Their Ayurvedic Concept, Meaning, Location in body,
Properties, Functions, and relation with Yoga therapy.
4.3. Yogic and Non-Yogic Exercises: Salient features, Comparative study, Physiological and
Therapeutic effects.
5. Unit-V
5.1. Common Physical Disorders: Obesity, Cervical Spondylosis, Arthritis, Bronchial Asthma,
Constipation, Acidity, Hyper and Hypo Tension, Diabetes, Common Cold, Backache: Their
Introduction, Meaning, Causes, Symptoms and Yoga therapy management.
5.2. Common Psychological Disorders: Stress, Anxiety, Depression, Schizophrenia, Suicidal
tendencies.: Their Introduction, Meaning, Causes, Symptoms and Yoga therapy
management.
5.3. Drugs, Alcohol and Smoking: Awareness towards their adverse effects, Youth drug mania;
their yogic management – preventive and curative.
REFERENCE BOOKS
• Bijlani, Ramesh. (2010). Back to health through Yoga. New Delhi, Rupa & Co.
• Ghore, M.M. (2004). Anatomy and Physiology of Yogic Practices. Lonawala, (Pune),
Kaivalyadhama.
• Hota, Bijaylaxmi. (2008). Yoga for school Children. New Delhi, Rupa & Co.
• Iyengar, B.K.S. (2005). Light on life. Oxford, Pan Macmillan Ltd.
• Iyengar, B.K.S. (2008). Light on Yoga. New Delhi, Harper Collins.
• Iyengar, B.K.S. (2009). The Tree of Yoga. New Delhi, Harper Collins.
• Iyengar, B.K.S. (2010). Light on Pranayama. New Delhi, Harper Collins.
• Kuvalayananda, Swami and Dr. S.L. Vinekar,(1971).Yoga Theraphy, Kaivalyadhama, Lonavala.
• Kuvalayananda, Swami, Pranayama,(1983) , Popular Prakashan Bombay.
• Kuvalayananda, Swami,Asanas,(1983) Popular Prakashan Bombay, English/Hindi.
• Nagendra, H.R. (1993). Yoga in Education. Banglore ,Vivekanande Kendra,
• Rai, Lajpat, Sawhney, R.C. and Selvamurthy, W.Selvamurthy (1998). Meditation Techniques, their
Scientific Evaluation. Gurgaon, Anubhav Rai Publication.
• Ram, Swami. (1999). A Practical Guide to Holistic Health. Pennsylvania, Himalayan Institute of
Yoga.
• Saraswati, Swami Satyananda. (2005). Asana, Pranayama, Mudra, Bandha. Munger, Bihar School
of Yoga.
• Sarswati, Swami Satyananda ,(1996) Awakening the Kundalini, Bihar School of Yoga,
• Singleton, Mark. (2010). Yoga Body – The origins of Modern posture Practice. Oxford, Oxford
University Press.
• Taimini, I.K. (1979). The Science of Yoga. Madras, Adyar Publication.
• Tamini, I.K.. (1973). Glimpses into Psychology of Yoga. Adyar, Madras: The Theosophical
Publishing House.
• Venkakswaram, P.S. (2008). Yoga for Healing. New Delhi, Jaico Publishing House.
• Yogindra, Shri, (1970), Yoga Hygiene simplified. The Yoga Institute Bombay.
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PAPER 004 A: ELEMENTARY SANSKRIT
Objectives:
1. To enable the student teachers to have basic knowledge of Sanskrit Grammar.
2. To provide elementary knowledge about the basic Sanskrit texts.
3. To enable the student teachers to translate the prescribed shalokas into any of the Modern
Indian Languages.
Instructions for the Paper Setters:
• Five questions in all shall be set.
• Four questions shall be set out of the entire syllabus selecting at least two questions from
each unit. The students shall be required to attempt at least one question from each unit.
Each question shall carry 12 marks.
• Fifth question shall be compulsory. It shall have two questions, for 04 marks each, selecting
one each from each unit and the answers should be limited to the maximum word limit of 75
words each or can be objective type category.
• Total marks shall be 32 and the time allowed shall be 03hours along with paper 004 B.
• Special Note: Student teachers are expected to translate, explain with reference to
context from the Prescribed Texts in paper 004-B in Hindi/English/Punjabi.
Course Contents:
UNIT - I
Basics of Sanskrit – I
UNIT - II
Basics of Sanskrit- II
REFERENCE BOOKS
1. Sanskrit Viakran Parmodh, Vijay Chander, Nellam Pub. 9th editon
2. Sanskrit Parmodhini , Swami Saraswati (1993), Bihar School of Yoga.
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PAPER 004 B: YOGIC TEXTS
Objectives:
1. To enable the student teachers to have basic knowledge of traditional Yogic texts.
2. To enable the student teachers to understand the basic concepts contained in Patanjali’s Yoga
Stutra.
3. To enable the student teachers to understand the basic concepts contained in Hathyoga Pradipika.
4. To enable the student teachers to understand the basic concepts of Yoga as contained in specified
chapters from Shrimad Bhagwat Geeta.
Instructions for the Paper Setters:
• Seven questions in all shall be set.
• Six questions shall be set out of the entire syllabus selecting at least two questions from each
unit and the nature of the answers should be essay type. The students shall be required to
attempt at least one question from each unit. Each question shall carry 12 marks.
• Seventh question shall be compulsory. It shall have three questions, for 04 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 48 and the time allowed shall be 03hours along with paper 004 A.
Course Contents:
Unit – I
1. Patanjal Yoga Suter
1.1. Pratham Pad – Samadhi Pad: (1 to 40 Sutras)
1.2. Dvitiya Pad – Sadhana Pad: (1 to 55 Sutras)
1.3. Tritya Pad – Vibhuti Pad: (1 to 6 Sutras) and Chaturth Pad – Kaivlya Pad (1 to 35 Sutras).
Unit - II
2. Hath Yoga Pradipika:
2.1. Pratham Upadesh – (1 to 17 and 58 to 87 Shalokas)
2.2. Dvitiya Upadesh – (1 to 20 and 75 to 78 Shalokas) and Tritya Updesh – (1 to 5 Shalokas).
2.3. Chaturth Upadesh – (1 to 10 and 66 to 102 Shalokas)
Unit - III
3. Shrimad Bhagwat Geeta:
3.1. Second Chapter – Karam Yoga (47 to 66 Shalokas)
3.2. Fourth Chapter – Origin of Yoga (1 to 3 Shalokas)
3.3. Sixth Chapter – Nature of Yoga and Yogi (1 to 47 Shalokas)
4. First Chapter. (1 to 40 Sutras)
5. Second Chapter (1 to 55 Sutras)
14
REFERENCE BOOKS
• Acharya, Swami Hariharanand, (1991) Patanjali Yoga Darshan, Moti Lal Banarsi Dass, New Delhi.
• Kriyananda, Swami. (2006). The Essence of the Bhagawad Gita. Gurgaon, Ananda Sangha
Publications.
• Satyananda, Swami.(1983). Four chapters on freedom (commentary on the Yoga sutras of
Patanjali). Munger,Bihar School of Yoga.
• Sharma, Chandradhar. (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi
Dass.
• Swami Digbherir ji, Swami, (1980) Hath Yoga Pradipika, Kavalyadham, Lonawala,Poona.
• Swami Vivekananda, Swami, (1975) Raj Yoga, Ramakrishna Vedanta Math, Calcuttra.
• Swatmarama. (1997). Hathayoga Pradipika of Swatmarama . Lonavala, Kaivalyadhama.
• Taimini, I.K.:(1979) The Science of Yoga, Adyar Publication, Madras.
• Tirtha, Pradeepa Omananda. (1999). Patanjal Yoga. Gorakhpur, Geeta Press.
• Vivekananda, Swami. (1999). Rajayoga. Pune,Ramakrishna Ashrama Publications.
• Vivekananda, Swami. (2007). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
15
PAPER 005 TEACHING LEARNING PROCESSES
Objectives:
1. To enable the student teachers to know about the processes involved in teaching and learning.
2. To enable the student teachers to know the basic processes involved in educational technology.
3. To enable the Student teachers to be familiar with the innovations in Educational technology.
4. To enable the student teachers to understand different perspectives of School Education settings.
5. To enable the student teachers to be familiar with curriculum designing and curriculum transaction
in Yoga Education.
6. To visit a recognized/reputed yoga education institution and prepare a report thereof.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 09 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 03 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 60 and the time allowed shall be 03hours.
Course Contents:
Unit-I
1. Teaching and Learning:
1.1. Teaching and learning: Concepts and relationship between the two.
1.2. Principles of teaching: Levels and Phases of teaching, quality of perfect Yoga Guru; Yogic
levels of learning; Vidhiarthi, Shishya, Mumuksha.
1.3. Mass Media – Meaning, purpose, Role of teacher in making use of mass media in education
and Yoga Education.
Unit - II
2. Educational Technology:
2.1. Meaning, importance and types of Educational Technology.
2.2. Models of teaching: Meaning, Assumptions and Fundamental Elements of a Model of
Teaching.
2.3. Awareness Training Model and Constructivism.
Unit - III
3. Innovations in Educational Technology:
3.1. Process, Merits and Demerits.
3.2. Skills of Micro Teaching:
3.2.1. Introducing the Lesson
3.2.2. Fluency in questioning
3.2.3. Explaining
3.2.4. Stimulus Variation
3.2.5. Reinforcement.
3.3. C.A.I. – Concept and Importance; use of CAT in teaching of Yoga, Tools for measurement of
E.S.P.
16
Unit - IV
4. Curriculum and Class-room Problems:
4.1. Curriculum: Concept and principles of curriculum construction, hands on experience of framing
Yoga curriculum for a senior secondary school class.
4.2. Lesson Planning: Concept, need, essentials and planning for teaching of Yoga (Shatkriya,
Asana, Pranayama and Meditation: theory and practical) .
4.3. Action Research: Meaning, goals and steps in action research and conducting in school
situation.
Unit - V
5. Teaching Infrastructure:
5.1. School Plant: Definition, essential ideal of features, types; class room, area for Yogic Practices.
5.2. Time Table: need, types, principles of Time-table construction and Time-table for Yoga
teaching with special reference to classes 6 to 12.
5.3. Yoga class room problems: Types and solutions. Characteristics and essentials of Good Yoga
Teaching.
Practical Work:
1. Preparation of three ICT aided teaching modules based on models of teaching.
2. Visit to any recognized/ reputed Yoga education institute and preparation of report of the same.
REFERENCE BOOKS:
• A.G. Sundram(1980), R.N. Kaul: A Hand book of Education, Kapoor Brothers, Jammu.
• Bhatia, Narang (1992) Teacher and Education in Emerging Indian Society, Tender Pub. Ludhiana.
• Bhushan,A & Ahuja, M. (1992). Educational Technology. Meerut, Vikas Publication, B-57,
Meenakshi Puram.
• Bhushan,A & Ahuja, M.(2003). Educational Technology. Patiala, Bawa Publishers, (2nd ed.).
• Bloom, B.S. (1972). Taxonomy of Education Objectives. A Hand Book-I(Cognitive Domain), New
York: Devid Mokeay Campo.
• Chauhan, S.S. (1978). A Textbook of Programmed Instruction. New Delhi, Sterling Publishers.
• Danah Zohar & Marshal Jan .(2001). Spiritual Intelligence the Ultimate Intelligence. New York,
Bloomsbury Publishing.
• Das, R.C.(1993). Educational Technology- A Basic Text. New Delhi, Sterling Publishers.
• Dececco, J.P. & Cramford, W.R., (1970). Psychology of Learning and Instructions, Prentice Hall of
India Pvt. Ltd.
• Gage, N.L., (1978). The Scientific Basis of the Art of Teaching, London, Teacher’s College Press.
• Joyce, B.Weil, M. & Showers, B. (1985). Models of Teaching. New Delhi, Prentice Hall of India
Pvt. Ltd.
• Mangal s.k.(2002) Fundamentals of Education Technology, Prakash Brothers, Ludhiana.
• Mangal, S.K. & Mangal, U. (2009). Essentials of Educational Technology. New Delhi, PHI
Learning Pvt. Ltd.
• Mehra, V.(2010). A text book of Educational Technology, New Delhi, Sanjay Prakashan.
• S.K.Kochhar(1985): Methods and Techniques of Teaching, Sterling Pub. Pvt. Ltd., New Delhi.
• Saxena, A. (2007). Modern Techniques of Counseling, New Delhi, Rajat Publications.
• Siddiqui, M.H. & Khan, M.S. (2007). Models of Teaching: Theory and Research. New Delhi,
A.P.H. Publishing Corporation.
• Vaneja, M. & Rao, D.B. (1999). Enquiry Training Model. New Delhi, Discovery Publishing House.
17
PAPER 006 LEARNER, NATURE AND DEVELOPMENT
Objectives:
1. To enable the student teachers to understand the concept of Educational Psychology.
2. To enable the student teachers to know the role of heredity and environment in growth and
development.
3. To enable the student teachers to understand the concepts of Intelligence, emotional Intelligence
and creativity.
4. To enable the student teachers to understand how learning takes place and role of related yogic
concepts in the same.
5. To understand needs of Special children and role of yoga in their education.
6. To understand elementary statistical procedures.
7. To be well versed with elementary educational psychology testing.
Instructions for the Paper Setters:
• Eleven questions in all shall be set.
• Ten questions shall be set out of the entire syllabus selecting at least two questions from
each unit and the nature of the answers should be essay type. The students shall be required
to attempt at least one question from each unit. Each question shall carry 09 marks.
• Eleventh question shall be compulsory. It shall have five questions, for 03 marks each,
selecting one each from each unit and the answers should be limited to the maximum word
limit of 75 words each.
• Total marks shall be 60 and the time allowed shall be 03hours.
Course contents:
Unit-I
1. Educational Psychology:
1.1. Educational Psychology: Meaning, Definition, Nature, Scope and Importance.
1.2. Growth and Development: Concept, principles, stages of adolescence period with special
reference to issues of stress and strain and Yogic measures to contain them.
1.3. Heredity and Environment: Concept, Laws and their role in growth and development of an
individual; their comparison with the Yogic concepts of Sanskar and Yama (social ethics).
Unit - II
2. Intelligence and Creativity:
2.1. Intelligence: Meaning, theories (unitary, Spearman’s, Thorndike’s, Thurstone’s and
Guilford’s), measurement (classification of tests and description of any two tests from each
category: Verbal, Non-Verbal, Performance tests), uses and limitations of intelligence tests.
2.2. Emotional intelligence: Concept, characteristics and role of teacher in promoting emotional
intelligence.
2.3. Creativity: Concept, characteristics and identification of creative potential, educational
programmes for developing creativity. Concept of creativity at the level of ‘Dharam-megh
Samadhi’ in Kaivlya.
Unit - III
3. Learning:
3.1. Learning: Meaning, factors affecting learning, Theories of Learning: (Trial and error, classical
conditioning, Kohler’s insight theory); Transfer of Learning: Meaning, types and educational
implications.
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3.2. Yogic concept of Mind, Chitt, Buddhi and means of their development through Yoga
Education.
3.3. Motivation: concepts, types and techniques for enhancing motivation; Yogic measures to
enhance motivation.
Unit - IV
4. Personality:
4.1. Personality: Concept, types and trait theories, determinants, assessment, Yogic concept of
Personality special reference with five koshas.
4.2. Mental Health: Concept, importance and development of good mental health among learners,
Antakahran and concept of Sat-Chit-Anand.
4.3. Adjustment: Concept and role of school, teacher and Yoga teacher in the process of adjustment.
Unit - V
5. Special Children:
5.1. Children with special needs: Meaning, Types: Gifted, Delinquents, Educationally Backward
Children and their educational programmes.
5.2. Role of Yoga practices and Yoga education for children with special needs.
5.3. Elementary Educational Statistics: Meaning, uses and measurement of central tendency (mean,
median, mode), standard deviation, measurement of correlation by rank difference method.
Practical Work:
Administration and interpretation of any two psychological tests, selecting one from each group mentioned
below:
1. Learning, intelligence / Emotional intelligence.
2. Personality, Adjustment, Mental Health.
REFERENCE BOOKS
19
20
PART II: SCHOOL BASED EXPERIENCES
Objectives:
• Develop conceptual understandings about teaching and learning in school environment.
• Validate the theoretical understandings developed through various foundation and pedagogy
courses.
• Understand and develop meaningful learning sequences appropriate to the specificity of different
levels of learning with special emphasis on Yoga Education.
• Mobilize appropriate resources for them.
007 INITIATORY SCHOOL EXPERIENCES
Objectives:
• To initiate the student teachers towards the practical process of teaching and learning.
• To sensitize the student teachers towards the prevailing formal school settings and to observe them
meaningfully in order to acclimatize themselves for their future role as educators.
• To introduce the element of constructivism among the student teachers in diverse areas of teaching
and learning in a formal school setting.
• To learn to plan and execute lessons in yoga education in a typical formal school setting.
Note on Evaluation: Entire curriculum transaction of this course shall be continuous I nature. It shall be
evaluated by the internal ‘Teacher Educator Mentor’. All activities shall be documented and the records be
preserved for minimum six months after the declaration of the annual university result. After that period
the records of the three toppers from each session be documented in the reference section of the college
library.
Course Details:
Task Set 1 : Initiatory Experiences (10 marks)
• Reflections on one’s own School Experiences (05 Marks)
• Identifying Nutrants and Deterrents in Yoga Education (05 Marks)
Task Set 2 : School as an ‘Enabling Learning Environment’ (80Marks)
• Constructing curriculum for Yoga Education (at least three; one in each teaching area) for
secondary and senior secondary school children. ( 18 Marks)
• Planning and execution of micro lesson plans in at least five teaching-learning skills. (05Marks)
21
• Planning at least six mega lesson plans ( two each(1theory+1pratical) in teaching of Shathkriyas,
Asanas and Pranayama, Bandhas, Mudras & Meditation) and executing the same in simulated
conditions. (12 marks)
• Delivering three discussion lessons ( One in each of the three teaching areas) in actual school
situations. (30 marks)
• Completing 20 Observation lessons of the peers ( 05 Shathkriyas, 10 Asanas and 05 Pranayama,
Bandhas, Mudras & Meditation). (10Marks)
• Defining ideal learning conditions according to the local given set up for apt execution of yoga
education for secondary and senior secondary school children. (05Marks)
008 INTERNSHIP IN TEACHING
008A SHATHKRIYAS
008B ASANAS
008C PRANAYAMA,BANDHAS,MUDRAS & MEDITATION
Objectives: On completion of the course the student teacher will be able to :
• Understand the content and pedagogical principles, issues and problems related to teaching especially
Yoga Education.
• Acquire competencies and skills required for effective classroom teaching, class management and
evaluation of student learning, organization of co-curricular activities,
• working with the community
• Develop proper professional attitudes, values and interests
• Understand the role of a teacher and specially a Yoga Teacher / Guru
• Familiarize with the existing educational scenario of the respective states
Instructions for the examiner:
• The students shall prepare two files during the course of study; one each for the initiatory
experiences and Internship in Teaching and both the files with a certificate of completion from the
‘Teacher Educator Mentor’ shall be presented at the time of final Skill in Teaching Examination.
• The activities listed under Sr. Nos. 4 to 8 under paper : 008 shall be recorded / documented in
‘Internship in Teaching File’ and should be presented at the time of annual examination.
22
• Each student teacher shall be required to deliver three lessons for the final Skill in Teaching
Examination (One in each teaching area viz, Shathkriyas, Asanas and Pranayama, Bandhas, Mudras
& Meditation).
• Each lesson shall be jointly evaluated by one External and one Internal Examiner
• Weight age to the various aspects for evaluation of final lesson is as under :-
S.NO. AREA OF ASSESSMENT % AGE
1 Written Lesson Plan 20
2 Presentation 50
3 Use of Instructional Material 10
4 Teacher Traits 10
5 Lesson Note Book 05
6 Initiatory Experiences Note book 05
Organization :
• The internship will be organized for a period of 40 working days in selected recognized schools of
the region.
• The student teachers shall be required to follow the school routine during this time span.
Activities to be followed during Teaching Practice:
1. The student teacher will teach 40 lessons in each teaching area in accordance with the following
schedule:
Type of Asanas
Lessons
General Yoga
Education
Shathkriyas
Compulsory Optional
Pranayama, Bandhas, Mudras,
Meditation
Total
Theory 02 01
02 -
04 09
Practical 01 05 13 02 10 31
2. Out of 40 lessons, 20% will cater to the needs of slow learners, enrichment for talented children, in-group
learning set up and self-learning models.
3. At least 50% lessons should bear detailed observations by the mentor/peers.
4. Participating in school activities and organisation of activities
5. Administering of diagnostic tests and identifying of learning difficulties
23
6. Conducting a case study/action research
7. Organizing curricular and co-curricular activities and finalization of records and reports related to curricular
and co-curricular activities
8. Develop different Evaluative Tools and Devices, make use of them for improving Teaching-
Learning Process and presents the results graphically – preferably through excel spread sheets.
9. Select, procure, use of Learning Material and Teaching Aids.
009 PART III : SKILL AND PROWESS
009A SHATHKRIYAS
009B ASANAS
009C PRANAYAMA, BANDHAS,MUDRAS & MEDITATION
Objectives:
1. To enable the student teachers to understand the technique of performing various Shathakriyas.
2. To enable the student teachers to perform various Shathkriyas correctly and to know their
benefits.
3. To enable the student teachers to understand the technique of performing various Asanas.
4. To enable the student teachers to perform various Asanas correctly and to know their benefits.
5. To enable the student teachers to understand the techniques of performing various Pranayamas,
Bandhas, Mudrasand Meditation.
6. To enable the students to perform various Pranayamas, Bandhas, Mudrasand Meditation
correctly and to know their benefits.
Guidelines for Examiner:
Note: The students shall be required to prepare separate record files for 009 A, 009 B and 009 C, which
shall be presented at the time of annual practical and viva – voce examination.
The examiner shall conduct practical paper according to following scheme:
Paper
Code
Paper Compulsory Contents Optional Contents
009 A Shatkriyas Any three Any one
009 B Asanas
A. STANDING POSE - Any Three
B. SITTING POSE - Any Three
C. LYING POSE (SPINE FACING GROUND) -Any Three
D. LYING POSE (STOMACH FACING GROUND)
Any Two
24
Any Three
Pranayama Any Three Any One
Bandhas Any Two Any One
Mudras Any Three Any One
009 C
Meditation Any Two Any One
25
DETAILS OF CONTENTS:
Paper
Code
Paper Compulsory Contents Optional Contents
009 A Shatkriyas
Jal Neti – SuterNeti, Vaman Dhauti, Kunjal, Agnisaar-
Dhauti, Kapalbhati – Jal Kapalbhati and Vat Kapalbhati,
Trataka.
Nauli, Vaster-dhauti,
Shankhprakshalan,
Dand Dhauti.
009 B Asanas
A. STANDING POSE
1.Suryanamaskar, 2. Tadasana, 3.Vrikasasana
4.Garudasana, 5.Trikonasana 6. Chakrasana,
7. Padhastasana, 8.Konasana
B. SITTING POSE
1.Vajrasana 2.Shashankasana 3.Vakraasana
4.Ardhmatsyendrasana 5.Padamasana 6. Supt-vajarasana
7.Parvatasana 8.Akarana-dhanurasana 9.Ardhpaschimotasana
10.Paschimotan asana 11.Bhadrasana
12.Gomukhasana 13.Bakasana 14. Ushterasana
15.Sukhasana 16.Swastikasana 17.Kurumasana.
C. LYING POSE (SPINE FACING GROUND)
1.Sarvangasana 2.Ardhmatsyasana 3.Matsyasana
4.Halasana 5.Chakrasana 6. Pawanmukta Series,
7.Pawanmuktasana 8.Karanpeedasana 9.Shavasana
D. LYING POSE (STOMACH FACING GROUND)
1.Bhujangasana 2.Ardhshalabhasana 3.Shalabhasana
4.Dhanurasana 5.Makarasana 6.Naukasana
7.Uttanpadasana 8.Nabhyasana
1.Telangularasana
2.Kkukutasana
3.Mayurasana
4.Shirshasana
5.Vatayansana
6.Ekpadsikandasana
7.Rajkapotasana
8.Natarajasana
9.Garbhasana
10.Puranbhujangasana
11. Puran- matsyender
asana
12. Vibhakatpashchimottan
asana
13. Badh-padamuttanasana
14 Utaan- munduk asana
Pranayama Pranayama: Correct Breathing Exercise, Anulome-vilom,
Surya-bhedhan, Ujjayee, Sheetli, Sheetkari and Bhramari.
Pranayama : Bhastrika
Bandhas 1.Jalandar Bandh 2.Mula Bandha Maha, Uddayan.
Mudras 1.Vatmudra 2.Braham mudra 3.Gyanmudra 4.Chinmudra
5. Vipritkarni, 6. Kaki 7.Taragi 8. Shambvi
Mudras : Nabho,
Khechari
009 C
Meditation Meditation : Yoga Nidra, Mindful, Vipasana T.M.
Jyotirbindu, Ajapajapa, Preksha,
Meditation: on mantras.
26
010 PART IV : LABORATORY PRACTICALS
Objectives:
1. To enable the Student Teachers to perform Practicals in Physical Fitness, Physiology, Bio-
Chemistry and Psychology.
2. To enable the student teachers to handle and use different Laboratory Equipment/Tests for
Investigations and Diagnostic purposes.
Note for the external examiners:
The External Examiner will evaluate student teachers for their practical knowledge of conducting a
particular Practical/Experiment on others and not for their own performance in that particular parameter
except for that in Physical Fitness.
010A Physical Fitness
Activities:
1. Strength
2. Agility
3. Endurance
4. Balance
5. Flexibility
010 B Physiology
Activities:
1. Pulse Rate
2. Temperature (Skin/Oral) (Vital Capacity)
3. Blood Pressure
4. Pulmonary function
5. Respiratory Rate.
010 C Bio-Chemistry
Activities:
The Estimation of the following in Blood.:
1. Haemoglobin
2. Glucose.
The estimation of the following in Urine:
1. Glucose
2. Creatinine
3. Ketone Bodies.
010D Psychology
Note for the student teachers: Each Student Teacher will be required to arrange a subject on Examination
day.
Activities:
1. Mental Fatigue
2. Intelligence
3. Personality
4. Steadiness
5. Span of Attention.
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PART V: ADD ON COURSES
011 LANGUAGE PROFICIENCY & EMPLOYABILITY SKILLS
Objectives:
• To enable the student teachers to have effective communication skills
• To become comfortable in using language as a medium of oral and written communication
• To develop proficiency in communication through any one foreign language including English
• To develop the skill of resume writing and covering letter.
• To develop interview skills
NOTE: The activities fulfilling above objectives shall be performed under the guidance of tutor/
workshops/special programmes and be subject to internal evaluation.
012 ICT SKILL DEVELOPMENT
Objectives:
• To enable the student teachers to have effective e-communication skills
• To become comfortable in using computer and associated media as a medium of communication
• To develop proficiency in communication through word documents, Excel spread sheets, power
point presentations
• To develop the skill of opening an email account, blogging at public portals and using them
professionally.
• To develop ICT aided teaching material
• To surf through the learner friendly effective web sites in yoga education.
NOTE: The activities fulfilling above objectives shall be performed under the guidance of tutor/
workshops/special programmes and be subject to internal evaluation.
