APPLICABILITY OF REGULATIONS FOR THE TIME BEING IN FORCE FOR THE COURSE OF
MASTER OF EDUCATION IN YOGA
Notwithstanding the integrated nature of the course spread over more than one academic year, the
regulations in force at the time a student joins a course shall hold good only for the examinations held
during or at the time end of the academic year. Nothing in these regulations shall be deemed to debar
the university from amending the regulations subsequently and the amended regulations, if any, shall
apply to all students whether old or new.
Outlines of Tests, Syllabi, Courses and regulations regarding M. Ed. in Yoga for the session
2011 – 12
The M. Ed. Yoga programme is designed to provide in-depth knowledge to develop educational
research aptitude in Yogic studies.
1. Duration and Mode: The duration of M. Ed. in Yoga course shall be one academic year (under
Semester system – Two Semesters)
2. General objectives of the course:
The M. Ed. in Yoga course has been designed to achieve the following general objectives:
2.1. To prepare teacher educators for the discipline of ‘Yoga’.
2.2. To develop holistic approach towards the teaching and learning of ‘Yoga’.
2.3. To give in – depth knowledge about theoretical aspects of ‘Yoga’ and allied areas to
future teacher, educators in the discipline of ‘Yoga’.
2.4. To provide proficiency to the future teacher educators of Yoga in various practical
aspects associated with Yoga and allied areas.
2.5. To prepare teachers in the field of teacher education for ‘Yoga’ keeping in mind the
contemporary and futuristic needs.
2.6. To develop research aptitude for Yogic studies and practices among teacher
educators for ‘Yoga’.
2.7. To develop research educational aptitude / attitude in Yoga education.
3. Eligibility for Admission:
3.1. B. Ed. in Yoga with 50% marks or any other equivalent degree from any recognized
university.
OR
M.A. / M. Sc. in Yoga with 50% marks or any other equivalent degree from any
recognized university alongwith general B .Ed. or any other equivalent degree from any
recognized university.
4. Criteria for Admission: Admission shall be based on the following criteria:
4.1. Marks in the qualifying examination 50% weightage
4.2. Marks in the entrance test 30% weightage
4.3. Marks in the Yogic skill test 20% weightage
4
Yogic skills test distribution shall be as under:
Sr. No Yogic Skill Weightage
1 Shatkriyas 4 %
2 Asanas (All four positions) 8 %
3 Pranayamas 3 %
4 Bandhas 1 %
5 Mudras 1 %
6 Meditation 3 %
Total 20 %
The Yogic skills test shall be conducted under the supervision of ‘Yoga professionals only’.
NOTE: Relaxations to the reserved categories as per U.T. / State / Panjab University norms.
5. Course Papers and other regulations:
5.1. Course Papers:
A THEORY PAPERS
SEMESTER - I SEMESTER - II
Paper Title of the Paper Internal
Evaluation
External
Evaluation
Total Title of the
Paper
Internal
Evaluation
External
Evaluation
Total
I Philosophical
Foundations of
Yoga
20 80 100 Sociological
Foundations of
Yoga
20 80 100
II Historical
Development of
Yoga Education
20 80 100 Applied Aspects
of Yoga
20 80 100
III Psychological
Foundations of
Yoga
20 80 100 Education and
Yoga
20 80 100
IV Research
Methodology in
Yoga Education
20 80 100 Research data
management and
presentation in
Yoga
20 80 100
V Educational
Technology And
Yoga
20 80 100 Educational
Administration &
Management in
Yoga
20 80 100
VI Dissertation –
Preparation of
research proposal
- - - Dissertation –
Presentation
75 125 200
Total 100 400 500 Total 175 525 700
B PRACTICALS
Practicals - 100 100 Practicals - 100 100
C FIELD BASED EXPERIENCE
Field Based Experience 70 30 100 F.B. Experience 50 50 100
Total A +B+C 170 530 700 Total 225 675 900
Grand Total = 1600
5
5.2. Other regulations:
5.2.1. Minimum passing marks in individual papers will be 40 % and in aggregate will be 50%.
5.2.2. Admission shall be on the basis of Panjab University/ N.C.T.E. norms.
5.2.3. Number of seats shall be 10 + 2 NRI or as per university regulations.
5.2.4. 75% attendance is compulsory separately in semester-I and semester-II in each paper.
5.2.5. Reappear and chances for improvement will be as per prevailing university norms.
6
A. COURSE CONTENTS
SEMESTER-I
PAPER-I
PHILOSOPHICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES:
The syllabus has been designed in order to:
• help the students in understanding the broad nature of Philosophy and its relationship with
education.
• enable students to understand the educational implications of major schools of Indian philosophy.
• enable students to understand the educational implications of important teachings of Upanishads
and Geeta.
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Philosophy: definition, importance, scope – metaphysical, epistemology, axiology and logic and
their relationship with education.
b) Indian Philosophy: Nature, characteristics, issues, purusharths (four main purposes of life) and
relevance of Indian Philosophy in education.
UNIT-II
a) Different schools of Indian Philosophy: Outlines of Shad darshan, Buddhism, Jainism, Sikhism and
their educational implications.
b) Influence of Sankhya and Yoga in the field of education.
UNIT-III
a) Upanishads – their meaning and objective of four Upanishads (Isha, Taittiriya, Katha, Prasna.),
Glimpses of yoga in these Upanishads.
b) Nature of Yoga education in the above mentioned four Upanishads.
UNIT-IV
a) Srimad Bhagwat Geeta: nature, karma theory, nature of soul.
b) Srimad Bhagwat Geeta: Origin of yoga, nature and types of Yoga, Characteristics of a Perfect
Yogi.
7
PAPER-I
PHILOSOPHICAL FOUNDATIONS OF YOGA
REFERENCES
• Banerjee A.C. & Sharma S.R. (1998). Sociological and Philosophical Issues in Education. Jaipur, Book Enclave.
• Brubacher, John S.(1962). Modern Philosophy of Education. Englewood Cliffs, N.J.,Prentice-Hall Inc.
• Gupta,S.N. Das.(1987). Yoga Philosophy in Relation to other system of Indian Thought, New Delhi, Moti Lal Banarsi Dass.
• Chinmayananda, Swami. (2006). The Holy Geeta. Mumbai, Central Chinmaya Mission Trust.
• 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. (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.
• 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.
• Kriyananda, Swami. (2006). The Essence of the Bhagawad Gita. Gurgaon, Ananda Sangha Publications.
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi Publications.
• Nagendra, H.R. ( 1993 ). Yoga in Education. Banglore, Vivekananda Kendra.
• Nagendra, H.R. (1993).Yoga in Education, Banglore ,Vivekanande Kendra.
• 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.
• 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.
• 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.
• Weerasinghe S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its origins and Development, Delhi, Sri Satguru
Publications, A Division of Indian Books Centre.
8
PAPER-II
HISTORICAL DEVELOPMENT OF YOGA EDUCATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
- To give knowledge about Yoga education as prevalent in ancient and Vedic eras of Indian
history.
- To give knowledge about the historical development of Yoga education during Pre-classical,
classical, post classical, medieval and modern times.
- Enable them to know abut contribution towards Yoga Education by great Indian thinkers from
time to time.
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Ancient period of yoga development; Nature of yoga education in Vedas, Upnishads and Puranas.
b) Classical period of Yoga education; Nature of yoga education in Ramayana and Mahabharata.
UNIT-II
a) Contributions in the development of Yoga by – Maharishi Patanjali, Mahatama Buddha, Mahavir.
b) Contributions in the development of Yoga by Nath sects Swami Goarakhnath (Hathyoga).
UNIT-III
a) Medieval Period of Yoga development; Development of Bhakati yoga and contribution of Guru
Nanak Dev– (Siddh-Ghost), Meera, Kabir and Sant Charandaas.
b) Contribution in the development of Yoga by Ramakrishan Paramhanse, Swami Vivekananda,
Maharishi Dhyananda Sarswati, Paramhansa Yogananada.
UNIT-IV
a) Modern Period; Contribution by Swami Kuvalyananda, Swami Shivananda Saraswati, Swami
Satyananda Saraswati, Swami Rama,
b) Contribution in Yoga development by Dhirendra Brahamchari, Osho and Maharishi Mahesh Yogi
9
PAPER-II
HISTORICAL DEVELOPMENT OF YOGA EDUCATION
REFERENCES
• Bhaktivedanta Prabhupad, Swami. (2000). Gita as it is Bombay, Bhaktivedanta Book Trust , ISKON.
• Gupta, S.N.Dass Gupta(1973), Yoga Philosophy in Relation to Other System of Indian Thought. Delhi, Moti Lal Banarsi Dass.
• 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.
• Krishnananda, Swami. (1973). A Short History of Religions and Philosophic Thoughts in India. Rishikesh, Divine Life
Society.
• Krishnananda, Swami. (2009). Yoga Meditation and Japa Sadhna. Tehri Garhwal, The Divine Life Soceity.
• Kulkarni, T.R. (1998). Upnishad and Yoga. Bombay, Bhartia Vidya Bhawan.
• Nagendra, H.R. (1993).Yoga in Education, Banglore ,Vivekanande Kendra.
• Osho. (2009). Autobiography of a Spiritually Incorrect mystic. Noida, Gopsons Papers Ltd.
• Radhakrishnan, S. (1998). Indian Philosophy. Vol. I and II. Delhi, Oxford University Press.
• Raju, P.T.(1999). The Philosophical Tradition of India. Delhi, Moti Lal Banarsi Dass.
• Sharma, Chandradhar. (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi Dass,
• Tamini, I.K. (1973), Glimpses into Psychology of Yoga, Madras, The Theosophical Publishing House, Adyar.
• Tigunait, Pandit Rajmani. (2001). At the eleventh Hour. Pennsylvania, The Himalayan Institute Press.
• Tirtha, Swami Omanand. (1995). Patanjali Yoga Darshan. Gorakhpur, Geeta Press.
• Vivekananda, Swami.(1975). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
10
PAPER-III
PSYCHOLOGICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Psychology: definition, meaning, nature, scope and importance and its relevance in education.
b) Psychological foundations of Yoga; its definition, meaning, nature, scope, importance.
UNIT-II
a) Concept of Mind and Chitta in Yoga and Sankhya (Antahkaran), Chitta – its nature, qualities
(Triguna), Vrities, Chitta bhumies,Chitta – prasadnam, levels of mind (unconscious, subconscious,
conscious and superconscious), Yogic technique to control chitta – vrities.
b) Personality; its meaning, definition, traits, Yogic way to develop personality to optimum level.
UNIT-III
a) Relationship of Brain with mind/Chitta; Thinking process of Brain/chitta/mind – Nature of thinking
skill (Positive-Negative-creative)
b) Brain and Brain cell – a bio – computer chip, Brain Mapping technique and its importance with
special reference to yogic practices. Effects of yogic practices on Brain waves – Alpha-beta-thetadelta.
UNIT-IV
a) Spiritual Psychology: Meaning, nature, Five koshas, stage of super consciousness, enlightenment
and self-realization.
b) Yoga Psychic levels; awakening of kundalini, chakras, Nadas - Samadhi – its concept and nature.
11
PAPER-III
PSYCHOLOGICAL FOUNDATIONS OF YOGA
REFERENCES
• Al-Chalabi, A.; Turner, M.R.; Delamont, R.S. (2006). The Brain. Glasgow, Bell & Bain Ltd.
• Baron, R.A. (2007). Psychology. India. Porling Kindersley & Pearson Education.
• Bigge Morris, L. & Hunt Maurce, P. (1968). Psychological Foundations of Education, 2nd Edition, N.Y. Harper & Row.
• Buzan, Tony. (2001). Head Strong. London, Harper Collins Publishers.
• Chauhan S.S. (1978). Advanced Educational Psychology, Vikas Publishing House.
• Danion, W. (1983). Social and Personality Development Infancy Through Adolescence, New York : Norton.
• Dosanjh, N.L. (1979). Psychotherapy including Yoga Therapy. (Science of Mental Healing). Chandigarh, Sanjeev
Publications.
• Engler Barbara (1991). Personality Theories : An Introduction, 3rd Ed. Boston : Houghton Mifflin Company.
• Fine, C. (2008). The Britanica Guide to The Brain. Philadelphia, Running Press Book Publishers.
• Gibb, Barry. J. (2007). The Rough Guide to the Brain. New York, Penguin Books Ltd.
• Goleman, Daniel. (1996). Emotional Intelligence. New York, Bantam Books.
• Goleman, Daniel. (1996). Working with Emotional Intelligence. New York, Bantam Books.
• Hans and Eysenck Michael. (2000). Mind Watching. New Delhi, Rupa and Co.
• Husain, Akbar et al. (2008). Horizons of Spiritual Psychology. New Delhi, Global Vision Publishing House.
• 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.
• Kumar, Ravindra. (2001). Kundalini for Beginners. Delhi, Unisons Techno Financial Consultants (P) Ltd.
• Mangal, S.K. (2006). Advanced Education Psychology. New Delhi, Prentice Hall of India
• Mathur, S.S. (1986). Educational Psychology, Revised and Enlarged Text Ed., Arga, Vinod Pustak Mandir.
• Osho. (1996). The Psychology of the Esoteric. Delhi, Adarsh Printers.
• Rai, Lajpat, Sawhney, R.C. and Selvamurthy, W.Selvamurthy (1998). Meditation Techniques, their Scientific Evaluation.
Gurgaon, Anubhav Rai Publication.
• Raju, P.T. (1982).The Philosophical Traditions of India. Delhi, Moti Lal Banarsi Dass.
• Rizzolatti, G. and Sinigaglia, C. (2008). Mirrors in the Brain. Oxford, Oxford University, press.
• Safaya, Ragunath. (1976). Indian Psychology. New Delhi, Munishram Manohar Lal Publishers Pvt. Ltd., 54, Rani Jhansi
Road.
• Singh, Dalip. (1995). Emotional Intelligence, London : Bloomsbury.
• Singh, Dalip. (2000). Emotional Intelligence at work. New Delhi, Sage.
• Svoboda, R.E. (1993). Kundalini Aghora II. New Delhi, Rupa Publications Pvt. Ltd.
• Taimini, I.K. (1979). The Science of Yoga. Madras, the Theosophical Publishing House Adyar.
• Tamini, I.K. (1973). Glimpses into Psychology of Yoga. Madras, The Theosophical Publishing House, Adyar.
• Vivekananda, Swam. (2008). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Yogeshwar. (1981). Text Book of Yoga. Madras, Free Indian Press
• Zohar Danah & Jan Marshall. (2001). Spiritual Intelligence the Ultimate Intelligence. New York, Bloomsbury Publishing.
12
PAPER-IV
RESEARCH METHODOLOGY IN YOGA EDUCATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Educational Research; concept, characteristics, need, importance, classification, fundamental,
applied and action research, steps of research.
b) Research in Yoga education; historical, qualitative, quantitative trends, scientific method in
educational research.
UNIT-II
a) Review of related literature: need, format for writing review.
b) Identification of Problem: variables, their types, title writing and objective writing.
UNIT-III
a) Hypothesis: Definition, bases, types, wording, testing, one tailed and two tailed tests, type – I and
type – II error.
b) Sampling: universe, population, sample,, frame; sampling techniques: probability and nonprobability
sampling, Random, stratified; determines sample size, sampling error.
UNIT-IV
a) Tools: characteristics – validity, reliability; standardized and non-standardized tools.
b) Methods of Research: Philosophical, Historical, Survey, Descriptive survey, co-relational, ex-post
facto, experimental, trends.
13
PAPER-IV
RESEARCH METHODOLOGY IN YOGA EDUCATION
REFERENCES
• Aggarwal, Y.P. (1989). Statistical Methods. Concepts Application & Computation, New Delhi, Sterling,
• Best, J.W. & Kahan J.V. (1995). Research Education. New Delhi, Prentice Hall of India Pvt. Ltd.
• Edwards, A.L. (1960). Experimental Design in Psychological Research. New York, Holts (revised ed.).
• Gakhar, S.C. (2008).Statistics in Education and Psychology. Panipat, N.M Publications.
• Garrett, H.E. (1986). Statistics in Psychology and Education. Vikils Feffers and Simons Pvt. Ltd.
• Grownlund, N.E. (1981 ). Measurement and Evaluation in Teaching. New York, Macmillan.
• Guilford, J.P.(1978). Fundamental Statistics in Psychology and Education. New York, McGraw Hills, 6th Ed.
• Karmel, L.C & Karmel M.C. (1978). Measurement and Evaluation in Schools. New York, Macmillan.
• Kaul Lokesh. (1984). Methodology of Educational Research. New Delhi, Vikas Publishing House Pvt. Ltd.
• Lindquist, E.F.(1953). Design and Analsis of Experiments in Education and Psychology. Boston, Houghton Mifflin Co.
• Mehren, W.A. and Lehmann, I.J. (1984). Measurement and Evaluation in Eduation and Psychology, New York, Holt., Rinehart,
Winston.
14
PAPER-V
EDUCATIONAL TECHNOLOGY AND YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Educational technology: meaning, definition, importance and scope.
b) Educational technology; concept, types – psycho, planning, management, I.C.T., and system
technology.
UNIT-II
a) Teacher training technology; simulated teaching and micro teaching and macro lesson planning.
b) Teacher training techniques; observation of classroom – Flanders interaction analysis – concept,
assumptions, coding and decoding procedures – its merits and short comings.
UNIT-III
a) Stress – its meaning, definition, causes, symptoms, psyco-somatic effects and its yogic techniques
to management.
b) Yogic guidance and counseling: Meaning, definition, nature, importance, need, scopes and Yogic
life style.
UNIT - IV
a) Emerging trends of Yoga education and training technologies; use of Hard ware and soft wares,
internet, e-books, music therapy, ultra-modern equipments, to evaluate yoga performances and
effectiveness.
b) Major misconceptions regarding Yogic Practices; boom in Yogic technology – hindrances,
inauthentic in Yoga practices and Yoga education; role of media in popularization of Yoga.
15
PAPER-V
EDUCATIONAL TECHNOLOGY AND YOGA
REFERENCES
• Arbucle, D.S.(1965). Counselling : Philosophy, Theory and Practice, Boston, Allyn and Bacon.
• Bantole, M.D.(1984) . Guidance and Counselling, Bombay, Sheth and Sheth Publications.
• 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.
• Burnard, P. (2005). Counselling Skills Training. New Delhi, Viva Book Private Limited.
• 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.
• Ghosh J. (1995). Vocational Guidance, New Delhi, U.S.S. Publication.
• Gibson Robert L. & Mitchell, Marianne H. (2007). Introduction to Counseling and Guidance Pearson. New Delhi, Prentice Hall
of India.
• Joyce, B.Weil, M. & Showers, B. (1985). Models of Teaching. New Delhi, Prentice Hall of India Pvt. Ltd.
• 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.
• 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.
16
SEMESTER-II
PAPER-I
SOCIOLOGICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Sociology: definition, importance and scope.
b) Educational Sociology; concept, meaning, definition, importance and scope.
UNIT-II
a) Values; definitions, concept, meaning, types, importance and scope.
b) Value Education and Culture: Need and importance of Value Education, Indian Culture and ethos;
Human Values.
UNIT-III
a) Sociological concept of Yoga education: Yama - their contribution in the building of social fabric.
b) Yoga for social rebuilding for checking erosion of social ethics.
UNIT-IV
a) Modernization: its impact on Yoga education, role of Yoga Education in Healthy life style.
b) Concept of ‘Vasudhaiv Kutumbhakam’ (concept of unity in diversity) –Yoga and promotion of global
brotherhood.
17
SEMESTER-II
PAPER-I
SOCIOLOGICAL FOUNDATIONS OF YOGA
REFERENCES
• Banerjee A.C. & Sharma S.R. (1999). Sociological and Philosophical issues in Education. Jaipur, Book Enclave.
• Bhatt, S.R. (1986). Knowledge, Value and Education : An Axionoetic Analysis. Delhi, Gian Publisher.
• Josta, Hari Ram. (1991). Spiritual Values and Education, Ambala Cantt : Associated Publishers.
• Kar, N.N. (1996). Value Education : APhilosophical Study. Ambala Cantt: Associated Publishers.
• Karan, Reddy, & V. Narakyan. (1979). Education and Value. New Delhi, B.R. Publishers Corpn.
• Kenkel, W.F. (1980). Society in Action - Introduction to Sociology. New York, Harper and Row
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi Publications.
• Mathur S.S. (2008). A Sociological approach to Indian Education. Agra, Vinod Pustak Mandir.
• Pandey, V.C. (2005). Value Education and Education for Human Rights. Delhi, Isha Books.
• Satyananda, Swami. (2007). Four Chapters on freedom (Commentary on the Yoga sutras of Patanjali). Munger, Bihar school
of Yoga.
• Sodhi T.S. & Suri A.(1998). Philosophical and Sociological Foundation of Education. Patiala, Bawa Publications.
• Taimini, I.K. (1979). The Science of Yoga. Madras, The Theosophical Publishing House Adyar.
• Yogeshwar, (1981)Text Book of Yoga,. Madras, Free Indian Press.
• Zohar Danah & Jan Marshall. (2001). Spiritual Intelligence the Ultimate Intelligence. New York, Bloomsbury Publishing.
18
PAPER-II
APPLIED ASPECTS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Traditional division of Yoga : Raja, Hatha, Mantra, Laya, Janana (Gyan), Bhakhti, Karam.)
b) Holistic approach of Yoga – Body, mind and spirit; Importance of yogic practices in various stages
– Pre & post natal situation, early childhood, children, adolescents, youths , adults and aged people.
Scientific impact of various yogic practices in the development of holistic health.
UNIT-II
a) Integrated approach of Yoga; Co-ordination and combination of Yoga with; Ayurveda, Naturopathy
and other international practices- tai – chi, Reiki – Zen.
b) Importance and combination of Yoga in modern allopathic system of medicine.
UNIT-III
a) Physical approach of Yoga practices: Preventive, Therapeutic and promotional.
b) Mental approach of Yoga practices: Preventive, Therapeutic and promotional.
UNIT-IV
a) Special Yoga programmes: Importance of yoga for special children and exceptional children,
b) Effect of Yogic practices for drug de-addiction, mentally disturbed and abused persons.
19
PAPER-II
APPLIED ASPECTS OF YOGA
REFERENCES
• Acharya, Swami Hariharanand. (1991). Patanjali Yoga Darshan. New Delhi, Moti Lal Banarsi Dass.
• Bijlani, Ramesh. (2010). Back to health through Yoga. New Delhi, Rupa & Co.
• Buzan, Tony. (2001). Head Strong. London, Harper Collins Publishers.
• 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.
• 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.
• 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.
• Venkakswaram, P.S. (2008). Yoga for Healing. New Delhi, Jaico Publishing House.
20
PAPER-III
EDUCATION AND YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Education; definition, meaning, nature, scope, role of education in man making and social building.
b) Indian concept of education; nature, differentiation of education – Vidiya – Janana (Gyan), Apara &
Para vidiya.
UNIT-II
a) Ideal Yoga Student and Learner; meaning, nature, positive traits of a good learner, levels of
studentship attitude – Shishya, Jigyasu, and Mumukshu.
b) Ideal Yoga Teacher; meaning, nature, positive traits of a well – establish yoga teacher, traditional
and contemporary concept of yoga teacher/instructor/professional/Guru, place and importance of
Guru – Shishya Parampra.
UNIT-III
a) Role of Yoga in education: aims of education, curriculum development, methods of teaching,
discipline (self-discipline), inter-personal relations, evaluation.
b) Holistic approach of Yoga education; All round development of learner.
UNIT-IV
a) National educational bodies: MHRD – UGC – NCERT - NCTE - , CCRYN - , MDNIY.
b) Continuous comprehensive evaluation (CCE) with specific reference to NCERT model – Place of
Yoga in it, Gaps in policy implementation and its remediation.
21
PAPER-III
EDUCATION AND YOGA
REFERENCES
• Bhatia & Narang. (1992). Teacher and Education in Emerging Indian Society. Ludhiana, Tender Pub.
• Dosang, N.L.(1979). Psychotherapy including Yoga Therapy,(Science of Mental Healing). Chandigarh, Sanjeev Publications.
• Hall,C.S. & Lindsey. (1976). Theories of Personality, John Wiley and Sons.
• Mangal, S.K. (2002). Fundamentals of Education Technology. Ludhiana, Prakash Brothers.
• Nagendra, H.R. (1993). Yoga in Education, Banglore ,Vivekanande Kendra.
• Pandey, R.S. (1997). East West Thoughts on Education: Allahabad, Horizon Publishers.
• Safaya, Ragunath. (1976). Indian Psychology. New Delhi, Munishram Manohar Lal Publishers Pvt. Ltd., 54, Rani Jhansi
Road.
• Sodhi, T.S. & Suri, Aruna. (1997). Philosophical and Sociological Foundation of Education. Patiala, Bawa Publications.
• Weerasinghe S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its origins and Development, Delhi, Sri Satguru
Publications, A Division of Indian Books Centre.
• Zohar Danah & Marshal Ian. (2001). Spiritual Intelligence: the ultimate intelligence, New York; Bloomsbury Publishing.
22
PAPER-IV
RESEARCH DATA MANAGEMENT AND PRESENTATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Data analysis: Qualitative data analysis; content analysis, meta analysis, SWOT analysis.
b) Data analysis – quantitative data analysis; measures of central tendency – mean, mode, median.
UNIT-II
a) Data Analysis – quantitative data analysis: measures of variability – standard deviation.
b) Significance of statistics and significance of difference between statistics (mean only).
UNIT-III
a) Measures of relationship, Rank order correlation, product moment method of correlation.
b) Normal distribution curve and its applications.
UNIT-IV
a) Analysis of variance (one way only)
b) Writing research proposal, report and utilization of research report – its publication in listed
journals of Yoga education and allied areas.
23
PAPER-IV
RESEARCH DATA MANAGEMENT AND PRESENTATION
REFERENCES
• Aggarwal, R.N. & Vipin Asthana. (1983). Educational Measurement & Evaluation, Agra, Vinod Pustak Mandir.
• Aiken, L.R.( 1985). Psychological Testing and Assessment. Boston, Allyn and Bacon.
• Anastasi, A. (1983). Psychological Testing.., 6th Ed. New York, The Macmillan Co
• Ary, Donald and Jacob. (1976). Introduction of Statistics, Purpose and Procedures. New York, Holt Rinehart and Winston.
• Best, J.W. & Kahan J.V. (1995). Research Education. New Delhi, Prentice Hall of India Pvt. Ltd.
• Ebel, L.R. and Fristrie, D.A. (1991). Essentials of Educational Measurement, New Delhi.,Prentice Hall of India Pvt. Ltd.
• Freeman, F.S. (1965). Theory & Practice of Psychological Testing. New york, Rinehart & Winston.
• Garrett, H.E. (1973). Statistics in Education and Psychology. Bombay, Vakils Febber and Simon.
• Grownlund, N.E. (1981 ). Measurement and Evaluation in Teaching, New York, Macmillan
• Guilford, S.P. and Fruchtor, B.(1973). Fundamental Statistics in Pshychology and Education. New Yogrk, 5th Ed., McGraw
Hill and Co.
• Kaul Lokesh(1984). Methodology of Educational Research. New Delhi, Vikas Publishing House Pvt. Ltd.
• Lindquist, E.F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi, Oxford Book Company.
• Lindquist, E.F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi, Oxford Book Company.
• Lindquist, E.F.(1953). Design and Analsis of Experiments in Education and Psychology. Boston, Houghton Mifflin Co.
• Popham, W.J. (1988). Educational Evluation, New Delhi, Prentice Hall
• Thorndike, R.L. and Hagen E.(1977). Measurement and Evaluation on Psychology and Education. New York., John Wiley and
Sons, Inc.
24
PAPER-V
YOGA EDUCATIONAL ADMINISTRATION & MANAGEMENT
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Administration and management: meaning, definition, nature, importance, principles. Nature of
yoga administration and management.
b) Yoga Administrative skills: strategies, communication, decision making, organizational
development and compliance, organizational changes and behavioral changes in organization.
UNIT-II
a) Curriculum ; meaning, definition, need, importance and scope. Balanced development of yoga
curriculum for yoga education at institutional and individual level.
b) Yoga administrative personality; various psycho – somatic, educational, emotional and social
characteristics of a Yoga Administrator.
UNIT-III
a) Yoga institutes – types, Yoga training centres, Yoga therapy centres, Yoga educational institutions,
traits of an ideal Yoga institute, Accredited institutes of Yoga education in India and abroad.
b) Organization of Yogic Activities: Seminars, workshops, conferences, camps.
UNIT-IV
a) Contemporary activities of Yoga management: Print media (News papers – magazines, Journals)
and Electronic media (E- Journals and Yoga activities, Radio, F.M. Channels, Television, You-tube
and blogs)
b) Yoga Management through Web-world: Web-sites and their use in Yoga promotion; management
of website and its steps, qualitative concerns and plagiarism.
25
PAPER-V
YOGA EDUCATIONAL ADMINISTRATION & MANAGEMENT
REFERENCES
• Agarwal , V.Bhatnagar, R.P. ( 1997). Supervision, Planning and Financing. Meerut, Surya Publication.
• Annuing, Angela (1995). A National Curriculum for the Early Years. Philadelphia, Open University Press, Buckingham.
• Audrey & Howard Nocholls(1978). Developing Curriculum. A practical guide. London, George Allen & Unwin.
• Bala, Manju, (1990). Leadership Behaviour and Educational Administration. New Delhi, Deep & Deep Publications.
• Chandrasekaran, P. (1994). Educational Planning and Management. New Delhi, Sterling Publishers.
• Denis Lawton(1986). School curriculum planning. London, Hodder & Stonghton.
• Edward, A.Krug(1960). The Secondary School Curriculum. New York, Harper and Row Publishers.
• Erickson, H.Lynn. (1998). Concept-based curriculum and instruction. New York, Corwin Press,Inc.
• Gakhar, S.C.(2009). Curriculum Development. Panipat, N.M. Publications.
• Kaur, Kuldip. (1985). Education in India: Policies, Planning and Implementation. Chandigarh, Arun and Rajiv Pvt. Ltd.
• Khan, N. Sharif & Khan, M. Saleem,(1980). Educational Administration. New Delhi. Ashish Publishing House.
• Lulla, B.P. & Murthy, S.K. (1976). Essential of Educational Administration. Chandigarh, Mohindra Capital Publishing.
26
PAPER-VI
DISSERTATION - PRESENTATION
Total marks 200
External Theory 75
Internal Assessment 125
COURSE OBJECTIVES:
- The students should be able to ascertain the area of research in the field of Yoga education.
- The students should be able to prepare and present the research proposals in the shape of
synopsis.
- The students should be able to decide on the course of research methodology suited to the
chosen problem.
- The students should be able to present the research study in the format of dissertation.
27
SEMESTER – I
B PRACTICAL
COMPONENT-I : ASANAS (Compulsory -Asanas)
Sr.
No
Standing
Asanas
Spinal Lying
Asana
Abdominal
laying Asanas
Sitting
Asanas
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 General
Exercises
General
Exercises
General
Exercises
General
Exercises
2 Surya
Namaskaar
Pawan Mukt
– Half/full
Sarp Bhadr
3 Taad Uttan-paad Shalabh Matasya
4 Pad-hast Setu-bandh Naav Gaumukh
5 Garud Naav Makar Vakar
6 Vriksha Shav Bhujang Vajar
7 Trikon Suptvajar
8 Ardh-
Matsyender
9 Janu-shirsh
10 Ushter
11 Padam
12 Siddh
13 Swastik
Surya Namaskar` = 10 Marks
Each student have to perform 8
Asanas, Directed by the Examiner, at
least 2 from each body position. = 40
Marks.
(Evaluation of each Asana is 5
Marks.)
COMPONENT-II : (Compulsory – Shatkriyas, Bandh – Mudras,
Pranayamas and Meditation)
Sr.
No
Shatkriyas Bandh -
Mudras
Pranayamas Meditation
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 Vaman
Dhauti/Kunjal
BANDHAS Breathing
Corrections
(From Gehranda
Samhita)
2 Jal/ Ruber
Neti
Jallandhar Anulomevilome
Sthula
3 Kapalbhati Uddyan Surya-bhedan Jyotir
4 Trataka Mool Ujjayee Sukshma
5 MURDAS Sheetali
6 Brahm Seetkari Yoga - Nidra
7 Chin Bhramri
8 Gyan Bhastrika
9 Bakhti
Any Two Shatkriya 10+10 = 20
Marks
One Bandh of 5 Marks
One Mudra of 5 Marks
Two Pranayamas 5+5= 10 Marks
Two Meditations of 5+5=10 Marks
28
C FIELD BASED EXPERIENCE
Name of Experience Duration Internal Evaluation External Evaluation
(Viva – voce)
Visits –I
Short term
1 to 2 days
Report writing
20 10
Visit – II
Long term
7 to 15 days
Report writing
50 20
Total Marks 70 30
Grand Total = 100
29
SEMESTER – II
B PRACTICAL
Apart from Semester – I, Following in addition to:-
Unit-II: Advance - Optional (Asanas)
Sr.
No
Standing
Asanas
Spinal
Laying
Asana
Abdominal
laying Asanas
Sitting
Asanas
Instructions for Examiner
(Examination Marking
Setting)
Total Marks Allotted = 50
1 Natraj Sarvaang Puran-Bhujang Bak
2 Kapot Hal Danur Tolanglu
3 Vatayana Karanpir Vayuyaan Kukuta
4 Chakar Ek-Pad-
Sekandh
5 Garbh Mayur
6 Purnmatsyender
7 Uttan - Manduk
8 Kuram
9 Pashchimotaan
Surya Namaskar = 10 Marks
Any 4 Asanas from 1st
Semester of each body position
Any 4 Asanas from 2nd
Semester of each body position
Total 8 Asanas of 5 marks=40
Marks
COMPONENT-II : (Advance - Optional – Shatkriyas, Bandh – Mudras,
Pranayamas and Meditation)
Sr.
No
Shatkriyas Bandh -
Mudras
Pranayamas Meditation
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 Vaster Dhauti BANDH PATANJLI’s in
Yoga sutres
2 Shankh-
Prakshalan
Maha Bahaya Vriti Vippasyana
(Buddha)
3 Sutre – Neti MUDRAS Abheyanter Vriti Transdental
(Mahesh Yogi)
4 Nauli Vipritkarni Satmbh Vriti Naad-brham
( Osho)
5 Shambvi Fourth (Kaivali)
6 Taraagi
One Kriya from Semester-I = 10 Marks
One Kriya from Semester-II = 10 Marks
One Bandh of 5 Marks
One Mudra of 5 Marks
One Pranayama from Semester – I
One Pranayama from Semester – II
5+5 = 10 Marks
One Meditation from Semester – I
One Meditation from Semester – II
5+5 = 10 Marks
30
C FIELD BASED EXPERIENCE
Name of
Experience
Duration Internal
Evaluation
External
Evaluation
(Viva – voce)
Supervision &
Observation of
Yoga session of
B. Ed. Yoga
students
5 sessions
(Covering at least
one session of
Shatkryas, Asana,
pranayama,
Meditation each)
20 10
Preparation of
model lesion plan
10
(Covering at least
one session of
Shatkryas, Asana,
pranayama,
Bandha, mudra,
Meditation each)
10 10
Organization of
Yoga education
demonstration
class/ session
30 minutes
duration
20 30
Total 50 50
Grand Total 100
MASTER OF EDUCATION IN YOGA
Notwithstanding the integrated nature of the course spread over more than one academic year, the
regulations in force at the time a student joins a course shall hold good only for the examinations held
during or at the time end of the academic year. Nothing in these regulations shall be deemed to debar
the university from amending the regulations subsequently and the amended regulations, if any, shall
apply to all students whether old or new.
Outlines of Tests, Syllabi, Courses and regulations regarding M. Ed. in Yoga for the session
2011 – 12
The M. Ed. Yoga programme is designed to provide in-depth knowledge to develop educational
research aptitude in Yogic studies.
1. Duration and Mode: The duration of M. Ed. in Yoga course shall be one academic year (under
Semester system – Two Semesters)
2. General objectives of the course:
The M. Ed. in Yoga course has been designed to achieve the following general objectives:
2.1. To prepare teacher educators for the discipline of ‘Yoga’.
2.2. To develop holistic approach towards the teaching and learning of ‘Yoga’.
2.3. To give in – depth knowledge about theoretical aspects of ‘Yoga’ and allied areas to
future teacher, educators in the discipline of ‘Yoga’.
2.4. To provide proficiency to the future teacher educators of Yoga in various practical
aspects associated with Yoga and allied areas.
2.5. To prepare teachers in the field of teacher education for ‘Yoga’ keeping in mind the
contemporary and futuristic needs.
2.6. To develop research aptitude for Yogic studies and practices among teacher
educators for ‘Yoga’.
2.7. To develop research educational aptitude / attitude in Yoga education.
3. Eligibility for Admission:
3.1. B. Ed. in Yoga with 50% marks or any other equivalent degree from any recognized
university.
OR
M.A. / M. Sc. in Yoga with 50% marks or any other equivalent degree from any
recognized university alongwith general B .Ed. or any other equivalent degree from any
recognized university.
4. Criteria for Admission: Admission shall be based on the following criteria:
4.1. Marks in the qualifying examination 50% weightage
4.2. Marks in the entrance test 30% weightage
4.3. Marks in the Yogic skill test 20% weightage
4
Yogic skills test distribution shall be as under:
Sr. No Yogic Skill Weightage
1 Shatkriyas 4 %
2 Asanas (All four positions) 8 %
3 Pranayamas 3 %
4 Bandhas 1 %
5 Mudras 1 %
6 Meditation 3 %
Total 20 %
The Yogic skills test shall be conducted under the supervision of ‘Yoga professionals only’.
NOTE: Relaxations to the reserved categories as per U.T. / State / Panjab University norms.
5. Course Papers and other regulations:
5.1. Course Papers:
A THEORY PAPERS
SEMESTER - I SEMESTER - II
Paper Title of the Paper Internal
Evaluation
External
Evaluation
Total Title of the
Paper
Internal
Evaluation
External
Evaluation
Total
I Philosophical
Foundations of
Yoga
20 80 100 Sociological
Foundations of
Yoga
20 80 100
II Historical
Development of
Yoga Education
20 80 100 Applied Aspects
of Yoga
20 80 100
III Psychological
Foundations of
Yoga
20 80 100 Education and
Yoga
20 80 100
IV Research
Methodology in
Yoga Education
20 80 100 Research data
management and
presentation in
Yoga
20 80 100
V Educational
Technology And
Yoga
20 80 100 Educational
Administration &
Management in
Yoga
20 80 100
VI Dissertation –
Preparation of
research proposal
- - - Dissertation –
Presentation
75 125 200
Total 100 400 500 Total 175 525 700
B PRACTICALS
Practicals - 100 100 Practicals - 100 100
C FIELD BASED EXPERIENCE
Field Based Experience 70 30 100 F.B. Experience 50 50 100
Total A +B+C 170 530 700 Total 225 675 900
Grand Total = 1600
5
5.2. Other regulations:
5.2.1. Minimum passing marks in individual papers will be 40 % and in aggregate will be 50%.
5.2.2. Admission shall be on the basis of Panjab University/ N.C.T.E. norms.
5.2.3. Number of seats shall be 10 + 2 NRI or as per university regulations.
5.2.4. 75% attendance is compulsory separately in semester-I and semester-II in each paper.
5.2.5. Reappear and chances for improvement will be as per prevailing university norms.
6
A. COURSE CONTENTS
SEMESTER-I
PAPER-I
PHILOSOPHICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES:
The syllabus has been designed in order to:
• help the students in understanding the broad nature of Philosophy and its relationship with
education.
• enable students to understand the educational implications of major schools of Indian philosophy.
• enable students to understand the educational implications of important teachings of Upanishads
and Geeta.
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Philosophy: definition, importance, scope – metaphysical, epistemology, axiology and logic and
their relationship with education.
b) Indian Philosophy: Nature, characteristics, issues, purusharths (four main purposes of life) and
relevance of Indian Philosophy in education.
UNIT-II
a) Different schools of Indian Philosophy: Outlines of Shad darshan, Buddhism, Jainism, Sikhism and
their educational implications.
b) Influence of Sankhya and Yoga in the field of education.
UNIT-III
a) Upanishads – their meaning and objective of four Upanishads (Isha, Taittiriya, Katha, Prasna.),
Glimpses of yoga in these Upanishads.
b) Nature of Yoga education in the above mentioned four Upanishads.
UNIT-IV
a) Srimad Bhagwat Geeta: nature, karma theory, nature of soul.
b) Srimad Bhagwat Geeta: Origin of yoga, nature and types of Yoga, Characteristics of a Perfect
Yogi.
7
PAPER-I
PHILOSOPHICAL FOUNDATIONS OF YOGA
REFERENCES
• Banerjee A.C. & Sharma S.R. (1998). Sociological and Philosophical Issues in Education. Jaipur, Book Enclave.
• Brubacher, John S.(1962). Modern Philosophy of Education. Englewood Cliffs, N.J.,Prentice-Hall Inc.
• Gupta,S.N. Das.(1987). Yoga Philosophy in Relation to other system of Indian Thought, New Delhi, Moti Lal Banarsi Dass.
• Chinmayananda, Swami. (2006). The Holy Geeta. Mumbai, Central Chinmaya Mission Trust.
• 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. (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.
• 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.
• Kriyananda, Swami. (2006). The Essence of the Bhagawad Gita. Gurgaon, Ananda Sangha Publications.
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi Publications.
• Nagendra, H.R. ( 1993 ). Yoga in Education. Banglore, Vivekananda Kendra.
• Nagendra, H.R. (1993).Yoga in Education, Banglore ,Vivekanande Kendra.
• 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.
• 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.
• 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.
• Weerasinghe S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its origins and Development, Delhi, Sri Satguru
Publications, A Division of Indian Books Centre.
8
PAPER-II
HISTORICAL DEVELOPMENT OF YOGA EDUCATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
- To give knowledge about Yoga education as prevalent in ancient and Vedic eras of Indian
history.
- To give knowledge about the historical development of Yoga education during Pre-classical,
classical, post classical, medieval and modern times.
- Enable them to know abut contribution towards Yoga Education by great Indian thinkers from
time to time.
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Ancient period of yoga development; Nature of yoga education in Vedas, Upnishads and Puranas.
b) Classical period of Yoga education; Nature of yoga education in Ramayana and Mahabharata.
UNIT-II
a) Contributions in the development of Yoga by – Maharishi Patanjali, Mahatama Buddha, Mahavir.
b) Contributions in the development of Yoga by Nath sects Swami Goarakhnath (Hathyoga).
UNIT-III
a) Medieval Period of Yoga development; Development of Bhakati yoga and contribution of Guru
Nanak Dev– (Siddh-Ghost), Meera, Kabir and Sant Charandaas.
b) Contribution in the development of Yoga by Ramakrishan Paramhanse, Swami Vivekananda,
Maharishi Dhyananda Sarswati, Paramhansa Yogananada.
UNIT-IV
a) Modern Period; Contribution by Swami Kuvalyananda, Swami Shivananda Saraswati, Swami
Satyananda Saraswati, Swami Rama,
b) Contribution in Yoga development by Dhirendra Brahamchari, Osho and Maharishi Mahesh Yogi
9
PAPER-II
HISTORICAL DEVELOPMENT OF YOGA EDUCATION
REFERENCES
• Bhaktivedanta Prabhupad, Swami. (2000). Gita as it is Bombay, Bhaktivedanta Book Trust , ISKON.
• Gupta, S.N.Dass Gupta(1973), Yoga Philosophy in Relation to Other System of Indian Thought. Delhi, Moti Lal Banarsi Dass.
• 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.
• Krishnananda, Swami. (1973). A Short History of Religions and Philosophic Thoughts in India. Rishikesh, Divine Life
Society.
• Krishnananda, Swami. (2009). Yoga Meditation and Japa Sadhna. Tehri Garhwal, The Divine Life Soceity.
• Kulkarni, T.R. (1998). Upnishad and Yoga. Bombay, Bhartia Vidya Bhawan.
• Nagendra, H.R. (1993).Yoga in Education, Banglore ,Vivekanande Kendra.
• Osho. (2009). Autobiography of a Spiritually Incorrect mystic. Noida, Gopsons Papers Ltd.
• Radhakrishnan, S. (1998). Indian Philosophy. Vol. I and II. Delhi, Oxford University Press.
• Raju, P.T.(1999). The Philosophical Tradition of India. Delhi, Moti Lal Banarsi Dass.
• Sharma, Chandradhar. (1973). A Critical Survey of Indian Philosophy. Delhi, Moti Lal Banarsi Dass,
• Tamini, I.K. (1973), Glimpses into Psychology of Yoga, Madras, The Theosophical Publishing House, Adyar.
• Tigunait, Pandit Rajmani. (2001). At the eleventh Hour. Pennsylvania, The Himalayan Institute Press.
• Tirtha, Swami Omanand. (1995). Patanjali Yoga Darshan. Gorakhpur, Geeta Press.
• Vivekananda, Swami.(1975). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Vivekananda, Swami. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
10
PAPER-III
PSYCHOLOGICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Psychology: definition, meaning, nature, scope and importance and its relevance in education.
b) Psychological foundations of Yoga; its definition, meaning, nature, scope, importance.
UNIT-II
a) Concept of Mind and Chitta in Yoga and Sankhya (Antahkaran), Chitta – its nature, qualities
(Triguna), Vrities, Chitta bhumies,Chitta – prasadnam, levels of mind (unconscious, subconscious,
conscious and superconscious), Yogic technique to control chitta – vrities.
b) Personality; its meaning, definition, traits, Yogic way to develop personality to optimum level.
UNIT-III
a) Relationship of Brain with mind/Chitta; Thinking process of Brain/chitta/mind – Nature of thinking
skill (Positive-Negative-creative)
b) Brain and Brain cell – a bio – computer chip, Brain Mapping technique and its importance with
special reference to yogic practices. Effects of yogic practices on Brain waves – Alpha-beta-thetadelta.
UNIT-IV
a) Spiritual Psychology: Meaning, nature, Five koshas, stage of super consciousness, enlightenment
and self-realization.
b) Yoga Psychic levels; awakening of kundalini, chakras, Nadas - Samadhi – its concept and nature.
11
PAPER-III
PSYCHOLOGICAL FOUNDATIONS OF YOGA
REFERENCES
• Al-Chalabi, A.; Turner, M.R.; Delamont, R.S. (2006). The Brain. Glasgow, Bell & Bain Ltd.
• Baron, R.A. (2007). Psychology. India. Porling Kindersley & Pearson Education.
• Bigge Morris, L. & Hunt Maurce, P. (1968). Psychological Foundations of Education, 2nd Edition, N.Y. Harper & Row.
• Buzan, Tony. (2001). Head Strong. London, Harper Collins Publishers.
• Chauhan S.S. (1978). Advanced Educational Psychology, Vikas Publishing House.
• Danion, W. (1983). Social and Personality Development Infancy Through Adolescence, New York : Norton.
• Dosanjh, N.L. (1979). Psychotherapy including Yoga Therapy. (Science of Mental Healing). Chandigarh, Sanjeev
Publications.
• Engler Barbara (1991). Personality Theories : An Introduction, 3rd Ed. Boston : Houghton Mifflin Company.
• Fine, C. (2008). The Britanica Guide to The Brain. Philadelphia, Running Press Book Publishers.
• Gibb, Barry. J. (2007). The Rough Guide to the Brain. New York, Penguin Books Ltd.
• Goleman, Daniel. (1996). Emotional Intelligence. New York, Bantam Books.
• Goleman, Daniel. (1996). Working with Emotional Intelligence. New York, Bantam Books.
• Hans and Eysenck Michael. (2000). Mind Watching. New Delhi, Rupa and Co.
• Husain, Akbar et al. (2008). Horizons of Spiritual Psychology. New Delhi, Global Vision Publishing House.
• 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.
• Kumar, Ravindra. (2001). Kundalini for Beginners. Delhi, Unisons Techno Financial Consultants (P) Ltd.
• Mangal, S.K. (2006). Advanced Education Psychology. New Delhi, Prentice Hall of India
• Mathur, S.S. (1986). Educational Psychology, Revised and Enlarged Text Ed., Arga, Vinod Pustak Mandir.
• Osho. (1996). The Psychology of the Esoteric. Delhi, Adarsh Printers.
• Rai, Lajpat, Sawhney, R.C. and Selvamurthy, W.Selvamurthy (1998). Meditation Techniques, their Scientific Evaluation.
Gurgaon, Anubhav Rai Publication.
• Raju, P.T. (1982).The Philosophical Traditions of India. Delhi, Moti Lal Banarsi Dass.
• Rizzolatti, G. and Sinigaglia, C. (2008). Mirrors in the Brain. Oxford, Oxford University, press.
• Safaya, Ragunath. (1976). Indian Psychology. New Delhi, Munishram Manohar Lal Publishers Pvt. Ltd., 54, Rani Jhansi
Road.
• Singh, Dalip. (1995). Emotional Intelligence, London : Bloomsbury.
• Singh, Dalip. (2000). Emotional Intelligence at work. New Delhi, Sage.
• Svoboda, R.E. (1993). Kundalini Aghora II. New Delhi, Rupa Publications Pvt. Ltd.
• Taimini, I.K. (1979). The Science of Yoga. Madras, the Theosophical Publishing House Adyar.
• Tamini, I.K. (1973). Glimpses into Psychology of Yoga. Madras, The Theosophical Publishing House, Adyar.
• Vivekananda, Swam. (2008). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
• Yogeshwar. (1981). Text Book of Yoga. Madras, Free Indian Press
• Zohar Danah & Jan Marshall. (2001). Spiritual Intelligence the Ultimate Intelligence. New York, Bloomsbury Publishing.
12
PAPER-IV
RESEARCH METHODOLOGY IN YOGA EDUCATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Educational Research; concept, characteristics, need, importance, classification, fundamental,
applied and action research, steps of research.
b) Research in Yoga education; historical, qualitative, quantitative trends, scientific method in
educational research.
UNIT-II
a) Review of related literature: need, format for writing review.
b) Identification of Problem: variables, their types, title writing and objective writing.
UNIT-III
a) Hypothesis: Definition, bases, types, wording, testing, one tailed and two tailed tests, type – I and
type – II error.
b) Sampling: universe, population, sample,, frame; sampling techniques: probability and nonprobability
sampling, Random, stratified; determines sample size, sampling error.
UNIT-IV
a) Tools: characteristics – validity, reliability; standardized and non-standardized tools.
b) Methods of Research: Philosophical, Historical, Survey, Descriptive survey, co-relational, ex-post
facto, experimental, trends.
13
PAPER-IV
RESEARCH METHODOLOGY IN YOGA EDUCATION
REFERENCES
• Aggarwal, Y.P. (1989). Statistical Methods. Concepts Application & Computation, New Delhi, Sterling,
• Best, J.W. & Kahan J.V. (1995). Research Education. New Delhi, Prentice Hall of India Pvt. Ltd.
• Edwards, A.L. (1960). Experimental Design in Psychological Research. New York, Holts (revised ed.).
• Gakhar, S.C. (2008).Statistics in Education and Psychology. Panipat, N.M Publications.
• Garrett, H.E. (1986). Statistics in Psychology and Education. Vikils Feffers and Simons Pvt. Ltd.
• Grownlund, N.E. (1981 ). Measurement and Evaluation in Teaching. New York, Macmillan.
• Guilford, J.P.(1978). Fundamental Statistics in Psychology and Education. New York, McGraw Hills, 6th Ed.
• Karmel, L.C & Karmel M.C. (1978). Measurement and Evaluation in Schools. New York, Macmillan.
• Kaul Lokesh. (1984). Methodology of Educational Research. New Delhi, Vikas Publishing House Pvt. Ltd.
• Lindquist, E.F.(1953). Design and Analsis of Experiments in Education and Psychology. Boston, Houghton Mifflin Co.
• Mehren, W.A. and Lehmann, I.J. (1984). Measurement and Evaluation in Eduation and Psychology, New York, Holt., Rinehart,
Winston.
14
PAPER-V
EDUCATIONAL TECHNOLOGY AND YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Educational technology: meaning, definition, importance and scope.
b) Educational technology; concept, types – psycho, planning, management, I.C.T., and system
technology.
UNIT-II
a) Teacher training technology; simulated teaching and micro teaching and macro lesson planning.
b) Teacher training techniques; observation of classroom – Flanders interaction analysis – concept,
assumptions, coding and decoding procedures – its merits and short comings.
UNIT-III
a) Stress – its meaning, definition, causes, symptoms, psyco-somatic effects and its yogic techniques
to management.
b) Yogic guidance and counseling: Meaning, definition, nature, importance, need, scopes and Yogic
life style.
UNIT - IV
a) Emerging trends of Yoga education and training technologies; use of Hard ware and soft wares,
internet, e-books, music therapy, ultra-modern equipments, to evaluate yoga performances and
effectiveness.
b) Major misconceptions regarding Yogic Practices; boom in Yogic technology – hindrances,
inauthentic in Yoga practices and Yoga education; role of media in popularization of Yoga.
15
PAPER-V
EDUCATIONAL TECHNOLOGY AND YOGA
REFERENCES
• Arbucle, D.S.(1965). Counselling : Philosophy, Theory and Practice, Boston, Allyn and Bacon.
• Bantole, M.D.(1984) . Guidance and Counselling, Bombay, Sheth and Sheth Publications.
• 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.
• Burnard, P. (2005). Counselling Skills Training. New Delhi, Viva Book Private Limited.
• 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.
• Ghosh J. (1995). Vocational Guidance, New Delhi, U.S.S. Publication.
• Gibson Robert L. & Mitchell, Marianne H. (2007). Introduction to Counseling and Guidance Pearson. New Delhi, Prentice Hall
of India.
• Joyce, B.Weil, M. & Showers, B. (1985). Models of Teaching. New Delhi, Prentice Hall of India Pvt. Ltd.
• 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.
• 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.
16
SEMESTER-II
PAPER-I
SOCIOLOGICAL FOUNDATIONS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Sociology: definition, importance and scope.
b) Educational Sociology; concept, meaning, definition, importance and scope.
UNIT-II
a) Values; definitions, concept, meaning, types, importance and scope.
b) Value Education and Culture: Need and importance of Value Education, Indian Culture and ethos;
Human Values.
UNIT-III
a) Sociological concept of Yoga education: Yama - their contribution in the building of social fabric.
b) Yoga for social rebuilding for checking erosion of social ethics.
UNIT-IV
a) Modernization: its impact on Yoga education, role of Yoga Education in Healthy life style.
b) Concept of ‘Vasudhaiv Kutumbhakam’ (concept of unity in diversity) –Yoga and promotion of global
brotherhood.
17
SEMESTER-II
PAPER-I
SOCIOLOGICAL FOUNDATIONS OF YOGA
REFERENCES
• Banerjee A.C. & Sharma S.R. (1999). Sociological and Philosophical issues in Education. Jaipur, Book Enclave.
• Bhatt, S.R. (1986). Knowledge, Value and Education : An Axionoetic Analysis. Delhi, Gian Publisher.
• Josta, Hari Ram. (1991). Spiritual Values and Education, Ambala Cantt : Associated Publishers.
• Kar, N.N. (1996). Value Education : APhilosophical Study. Ambala Cantt: Associated Publishers.
• Karan, Reddy, & V. Narakyan. (1979). Education and Value. New Delhi, B.R. Publishers Corpn.
• Kenkel, W.F. (1980). Society in Action - Introduction to Sociology. New York, Harper and Row
• Lal, Raman Bihari. (2008). Siksha Ke Daarshnik Evam Samajshastriye Sidhant. Meerut, Rastogi Publications.
• Mathur S.S. (2008). A Sociological approach to Indian Education. Agra, Vinod Pustak Mandir.
• Pandey, V.C. (2005). Value Education and Education for Human Rights. Delhi, Isha Books.
• Satyananda, Swami. (2007). Four Chapters on freedom (Commentary on the Yoga sutras of Patanjali). Munger, Bihar school
of Yoga.
• Sodhi T.S. & Suri A.(1998). Philosophical and Sociological Foundation of Education. Patiala, Bawa Publications.
• Taimini, I.K. (1979). The Science of Yoga. Madras, The Theosophical Publishing House Adyar.
• Yogeshwar, (1981)Text Book of Yoga,. Madras, Free Indian Press.
• Zohar Danah & Jan Marshall. (2001). Spiritual Intelligence the Ultimate Intelligence. New York, Bloomsbury Publishing.
18
PAPER-II
APPLIED ASPECTS OF YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Traditional division of Yoga : Raja, Hatha, Mantra, Laya, Janana (Gyan), Bhakhti, Karam.)
b) Holistic approach of Yoga – Body, mind and spirit; Importance of yogic practices in various stages
– Pre & post natal situation, early childhood, children, adolescents, youths , adults and aged people.
Scientific impact of various yogic practices in the development of holistic health.
UNIT-II
a) Integrated approach of Yoga; Co-ordination and combination of Yoga with; Ayurveda, Naturopathy
and other international practices- tai – chi, Reiki – Zen.
b) Importance and combination of Yoga in modern allopathic system of medicine.
UNIT-III
a) Physical approach of Yoga practices: Preventive, Therapeutic and promotional.
b) Mental approach of Yoga practices: Preventive, Therapeutic and promotional.
UNIT-IV
a) Special Yoga programmes: Importance of yoga for special children and exceptional children,
b) Effect of Yogic practices for drug de-addiction, mentally disturbed and abused persons.
19
PAPER-II
APPLIED ASPECTS OF YOGA
REFERENCES
• Acharya, Swami Hariharanand. (1991). Patanjali Yoga Darshan. New Delhi, Moti Lal Banarsi Dass.
• Bijlani, Ramesh. (2010). Back to health through Yoga. New Delhi, Rupa & Co.
• Buzan, Tony. (2001). Head Strong. London, Harper Collins Publishers.
• 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.
• 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.
• 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.
• Venkakswaram, P.S. (2008). Yoga for Healing. New Delhi, Jaico Publishing House.
20
PAPER-III
EDUCATION AND YOGA
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Education; definition, meaning, nature, scope, role of education in man making and social building.
b) Indian concept of education; nature, differentiation of education – Vidiya – Janana (Gyan), Apara &
Para vidiya.
UNIT-II
a) Ideal Yoga Student and Learner; meaning, nature, positive traits of a good learner, levels of
studentship attitude – Shishya, Jigyasu, and Mumukshu.
b) Ideal Yoga Teacher; meaning, nature, positive traits of a well – establish yoga teacher, traditional
and contemporary concept of yoga teacher/instructor/professional/Guru, place and importance of
Guru – Shishya Parampra.
UNIT-III
a) Role of Yoga in education: aims of education, curriculum development, methods of teaching,
discipline (self-discipline), inter-personal relations, evaluation.
b) Holistic approach of Yoga education; All round development of learner.
UNIT-IV
a) National educational bodies: MHRD – UGC – NCERT - NCTE - , CCRYN - , MDNIY.
b) Continuous comprehensive evaluation (CCE) with specific reference to NCERT model – Place of
Yoga in it, Gaps in policy implementation and its remediation.
21
PAPER-III
EDUCATION AND YOGA
REFERENCES
• Bhatia & Narang. (1992). Teacher and Education in Emerging Indian Society. Ludhiana, Tender Pub.
• Dosang, N.L.(1979). Psychotherapy including Yoga Therapy,(Science of Mental Healing). Chandigarh, Sanjeev Publications.
• Hall,C.S. & Lindsey. (1976). Theories of Personality, John Wiley and Sons.
• Mangal, S.K. (2002). Fundamentals of Education Technology. Ludhiana, Prakash Brothers.
• Nagendra, H.R. (1993). Yoga in Education, Banglore ,Vivekanande Kendra.
• Pandey, R.S. (1997). East West Thoughts on Education: Allahabad, Horizon Publishers.
• Safaya, Ragunath. (1976). Indian Psychology. New Delhi, Munishram Manohar Lal Publishers Pvt. Ltd., 54, Rani Jhansi
Road.
• Sodhi, T.S. & Suri, Aruna. (1997). Philosophical and Sociological Foundation of Education. Patiala, Bawa Publications.
• Weerasinghe S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its origins and Development, Delhi, Sri Satguru
Publications, A Division of Indian Books Centre.
• Zohar Danah & Marshal Ian. (2001). Spiritual Intelligence: the ultimate intelligence, New York; Bloomsbury Publishing.
22
PAPER-IV
RESEARCH DATA MANAGEMENT AND PRESENTATION
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Data analysis: Qualitative data analysis; content analysis, meta analysis, SWOT analysis.
b) Data analysis – quantitative data analysis; measures of central tendency – mean, mode, median.
UNIT-II
a) Data Analysis – quantitative data analysis: measures of variability – standard deviation.
b) Significance of statistics and significance of difference between statistics (mean only).
UNIT-III
a) Measures of relationship, Rank order correlation, product moment method of correlation.
b) Normal distribution curve and its applications.
UNIT-IV
a) Analysis of variance (one way only)
b) Writing research proposal, report and utilization of research report – its publication in listed
journals of Yoga education and allied areas.
23
PAPER-IV
RESEARCH DATA MANAGEMENT AND PRESENTATION
REFERENCES
• Aggarwal, R.N. & Vipin Asthana. (1983). Educational Measurement & Evaluation, Agra, Vinod Pustak Mandir.
• Aiken, L.R.( 1985). Psychological Testing and Assessment. Boston, Allyn and Bacon.
• Anastasi, A. (1983). Psychological Testing.., 6th Ed. New York, The Macmillan Co
• Ary, Donald and Jacob. (1976). Introduction of Statistics, Purpose and Procedures. New York, Holt Rinehart and Winston.
• Best, J.W. & Kahan J.V. (1995). Research Education. New Delhi, Prentice Hall of India Pvt. Ltd.
• Ebel, L.R. and Fristrie, D.A. (1991). Essentials of Educational Measurement, New Delhi.,Prentice Hall of India Pvt. Ltd.
• Freeman, F.S. (1965). Theory & Practice of Psychological Testing. New york, Rinehart & Winston.
• Garrett, H.E. (1973). Statistics in Education and Psychology. Bombay, Vakils Febber and Simon.
• Grownlund, N.E. (1981 ). Measurement and Evaluation in Teaching, New York, Macmillan
• Guilford, S.P. and Fruchtor, B.(1973). Fundamental Statistics in Pshychology and Education. New Yogrk, 5th Ed., McGraw
Hill and Co.
• Kaul Lokesh(1984). Methodology of Educational Research. New Delhi, Vikas Publishing House Pvt. Ltd.
• Lindquist, E.F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi, Oxford Book Company.
• Lindquist, E.F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi, Oxford Book Company.
• Lindquist, E.F.(1953). Design and Analsis of Experiments in Education and Psychology. Boston, Houghton Mifflin Co.
• Popham, W.J. (1988). Educational Evluation, New Delhi, Prentice Hall
• Thorndike, R.L. and Hagen E.(1977). Measurement and Evaluation on Psychology and Education. New York., John Wiley and
Sons, Inc.
24
PAPER-V
YOGA EDUCATIONAL ADMINISTRATION & MANAGEMENT
Total marks 100
External Theory 80
Internal Assessment 20
COURSE OBJECTIVES: The syllabus has been designed in order to:
NOTE FOR EXAMINATION: Examiner will set 9 questions of 16 marks each questions in all, two
from each unit and one question (Question no.9) covering the entire syllabus evenly will consist of
four short answer type questions of 4 marks each (75 words answer each)
Students are required to attempt one question from each unit and question no. 9 is compulsory. All
questions carry equal marks i.e. 16.
COURSE CONTENT:
UNIT-I
a) Administration and management: meaning, definition, nature, importance, principles. Nature of
yoga administration and management.
b) Yoga Administrative skills: strategies, communication, decision making, organizational
development and compliance, organizational changes and behavioral changes in organization.
UNIT-II
a) Curriculum ; meaning, definition, need, importance and scope. Balanced development of yoga
curriculum for yoga education at institutional and individual level.
b) Yoga administrative personality; various psycho – somatic, educational, emotional and social
characteristics of a Yoga Administrator.
UNIT-III
a) Yoga institutes – types, Yoga training centres, Yoga therapy centres, Yoga educational institutions,
traits of an ideal Yoga institute, Accredited institutes of Yoga education in India and abroad.
b) Organization of Yogic Activities: Seminars, workshops, conferences, camps.
UNIT-IV
a) Contemporary activities of Yoga management: Print media (News papers – magazines, Journals)
and Electronic media (E- Journals and Yoga activities, Radio, F.M. Channels, Television, You-tube
and blogs)
b) Yoga Management through Web-world: Web-sites and their use in Yoga promotion; management
of website and its steps, qualitative concerns and plagiarism.
25
PAPER-V
YOGA EDUCATIONAL ADMINISTRATION & MANAGEMENT
REFERENCES
• Agarwal , V.Bhatnagar, R.P. ( 1997). Supervision, Planning and Financing. Meerut, Surya Publication.
• Annuing, Angela (1995). A National Curriculum for the Early Years. Philadelphia, Open University Press, Buckingham.
• Audrey & Howard Nocholls(1978). Developing Curriculum. A practical guide. London, George Allen & Unwin.
• Bala, Manju, (1990). Leadership Behaviour and Educational Administration. New Delhi, Deep & Deep Publications.
• Chandrasekaran, P. (1994). Educational Planning and Management. New Delhi, Sterling Publishers.
• Denis Lawton(1986). School curriculum planning. London, Hodder & Stonghton.
• Edward, A.Krug(1960). The Secondary School Curriculum. New York, Harper and Row Publishers.
• Erickson, H.Lynn. (1998). Concept-based curriculum and instruction. New York, Corwin Press,Inc.
• Gakhar, S.C.(2009). Curriculum Development. Panipat, N.M. Publications.
• Kaur, Kuldip. (1985). Education in India: Policies, Planning and Implementation. Chandigarh, Arun and Rajiv Pvt. Ltd.
• Khan, N. Sharif & Khan, M. Saleem,(1980). Educational Administration. New Delhi. Ashish Publishing House.
• Lulla, B.P. & Murthy, S.K. (1976). Essential of Educational Administration. Chandigarh, Mohindra Capital Publishing.
26
PAPER-VI
DISSERTATION - PRESENTATION
Total marks 200
External Theory 75
Internal Assessment 125
COURSE OBJECTIVES:
- The students should be able to ascertain the area of research in the field of Yoga education.
- The students should be able to prepare and present the research proposals in the shape of
synopsis.
- The students should be able to decide on the course of research methodology suited to the
chosen problem.
- The students should be able to present the research study in the format of dissertation.
27
SEMESTER – I
B PRACTICAL
COMPONENT-I : ASANAS (Compulsory -Asanas)
Sr.
No
Standing
Asanas
Spinal Lying
Asana
Abdominal
laying Asanas
Sitting
Asanas
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 General
Exercises
General
Exercises
General
Exercises
General
Exercises
2 Surya
Namaskaar
Pawan Mukt
– Half/full
Sarp Bhadr
3 Taad Uttan-paad Shalabh Matasya
4 Pad-hast Setu-bandh Naav Gaumukh
5 Garud Naav Makar Vakar
6 Vriksha Shav Bhujang Vajar
7 Trikon Suptvajar
8 Ardh-
Matsyender
9 Janu-shirsh
10 Ushter
11 Padam
12 Siddh
13 Swastik
Surya Namaskar` = 10 Marks
Each student have to perform 8
Asanas, Directed by the Examiner, at
least 2 from each body position. = 40
Marks.
(Evaluation of each Asana is 5
Marks.)
COMPONENT-II : (Compulsory – Shatkriyas, Bandh – Mudras,
Pranayamas and Meditation)
Sr.
No
Shatkriyas Bandh -
Mudras
Pranayamas Meditation
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 Vaman
Dhauti/Kunjal
BANDHAS Breathing
Corrections
(From Gehranda
Samhita)
2 Jal/ Ruber
Neti
Jallandhar Anulomevilome
Sthula
3 Kapalbhati Uddyan Surya-bhedan Jyotir
4 Trataka Mool Ujjayee Sukshma
5 MURDAS Sheetali
6 Brahm Seetkari Yoga - Nidra
7 Chin Bhramri
8 Gyan Bhastrika
9 Bakhti
Any Two Shatkriya 10+10 = 20
Marks
One Bandh of 5 Marks
One Mudra of 5 Marks
Two Pranayamas 5+5= 10 Marks
Two Meditations of 5+5=10 Marks
28
C FIELD BASED EXPERIENCE
Name of Experience Duration Internal Evaluation External Evaluation
(Viva – voce)
Visits –I
Short term
1 to 2 days
Report writing
20 10
Visit – II
Long term
7 to 15 days
Report writing
50 20
Total Marks 70 30
Grand Total = 100
29
SEMESTER – II
B PRACTICAL
Apart from Semester – I, Following in addition to:-
Unit-II: Advance - Optional (Asanas)
Sr.
No
Standing
Asanas
Spinal
Laying
Asana
Abdominal
laying Asanas
Sitting
Asanas
Instructions for Examiner
(Examination Marking
Setting)
Total Marks Allotted = 50
1 Natraj Sarvaang Puran-Bhujang Bak
2 Kapot Hal Danur Tolanglu
3 Vatayana Karanpir Vayuyaan Kukuta
4 Chakar Ek-Pad-
Sekandh
5 Garbh Mayur
6 Purnmatsyender
7 Uttan - Manduk
8 Kuram
9 Pashchimotaan
Surya Namaskar = 10 Marks
Any 4 Asanas from 1st
Semester of each body position
Any 4 Asanas from 2nd
Semester of each body position
Total 8 Asanas of 5 marks=40
Marks
COMPONENT-II : (Advance - Optional – Shatkriyas, Bandh – Mudras,
Pranayamas and Meditation)
Sr.
No
Shatkriyas Bandh -
Mudras
Pranayamas Meditation
Instructions for Examiner
(Examination Marking Setting)
Total Marks Allotted = 50
1 Vaster Dhauti BANDH PATANJLI’s in
Yoga sutres
2 Shankh-
Prakshalan
Maha Bahaya Vriti Vippasyana
(Buddha)
3 Sutre – Neti MUDRAS Abheyanter Vriti Transdental
(Mahesh Yogi)
4 Nauli Vipritkarni Satmbh Vriti Naad-brham
( Osho)
5 Shambvi Fourth (Kaivali)
6 Taraagi
One Kriya from Semester-I = 10 Marks
One Kriya from Semester-II = 10 Marks
One Bandh of 5 Marks
One Mudra of 5 Marks
One Pranayama from Semester – I
One Pranayama from Semester – II
5+5 = 10 Marks
One Meditation from Semester – I
One Meditation from Semester – II
5+5 = 10 Marks
30
C FIELD BASED EXPERIENCE
Name of
Experience
Duration Internal
Evaluation
External
Evaluation
(Viva – voce)
Supervision &
Observation of
Yoga session of
B. Ed. Yoga
students
5 sessions
(Covering at least
one session of
Shatkryas, Asana,
pranayama,
Meditation each)
20 10
Preparation of
model lesion plan
10
(Covering at least
one session of
Shatkryas, Asana,
pranayama,
Bandha, mudra,
Meditation each)
10 10
Organization of
Yoga education
demonstration
class/ session
30 minutes
duration
20 30
Total 50 50
Grand Total 100
