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On May fifteenth, all the first-year students took a field trip to Brussels in connection with the World Religions course taught by Anupama Dasi, who has an MA in philosophy and religion. We visited several religious and spiritual groups.
First on the program were the Mormons, or the Church of Jesus Christ of Latter-Day Saints, founded in the USA in 1830 by Joseph Smith, Jr. The members welcomed us into their home and answered our questions, which were, to their surprise, many. Unfortunately, we arrived a bit late and thus needed to curb our enthusiasm for inquiry. Nevertheless, we got a profound impression of their life, mission, and founder.
Next we visited the Brahma Kumaris, a Hindu-oriented movement constituted mainly of unmarried women. The Sind merchant, Dada Lekhraj, founded it in India in 1937. A lady in a white sari, who has been involved over thirty years, received us. Here many of us had questions bubbling up, partly because the dress and activity appears a little closer to ours. However, we found out that our philosophy may have more in common with Christian thought than with the thinking of the Brahma Kumaris. This contrast left many of us with mixed feelings.
A welcome break came when we arrived at our Bhakti Yoga center in Brussels, where we were served delicious prasada. After a brief period of relaxation, we visited the Dominican church.
The Dominican order falls under the Roman Catholic umbrella and was founded by Saint Dominic in 1215. Their orthodoxy is based upon the philosophical and theological teachings of St. Thomas Aquinas. In Brussels, they perform charitable work, especially in cooperation with musicians and other artists, aside from their work in and around the church and its congregation. The Dominican Church in Brussels has a large library with a unique Bible collection. This collection is housed in a separate, idyllic room and includes many editions and versions of the Bible. They do not have a catalogue for the library, but they organize the books according to the date of publication and then the author. For us students, it was good to see a library bigger than ours at Bhaktivedanta College.
On the same street, we visited a big mosque that also functions as an education center. Among other courses, a three-year training program is offered for those who want to become qualified to teach Islam in Belgian mainstream schools. Unlike the places we visited earlier, this place was buzzing with activity. We saw children, parents, teachers, and students coming in and out of the mosque. We even got to take part in one of their prayers. The men enter the mosque from downstairs and the women from upstairs. While being guided around by a professor and administrator, we met several students and exchanged questions and answers. The jolly manager of the mosque greeted us and shared many gifts with us.
Ending our day, we returned to the vehicles and traveled back to Radhadesh, where everything feels familiar to us, but must appear strange to others from a Western background, just as some religious groups we visited appeared strange to some of us.
Written by Anasuya Dasi.
Last year, ISKCON educators came together to hold the society’s first international educational conference in fifteen years.
Its success ensured its place as an annual staple. And sure enough from May 28th to 30th this year, the second annual conference, entitled The Role of Education in ISKCON’s Strategic Planning, was held in Radhadesh, Belgium.
Twenty-eight delegates representing thirteen educational initiatives in eight different countries attended. Some of the initiatives represented were ISKCON Educational Services in the UK, Bhaktivedanta College in Hungary, Bhaktivedanta Mission School in India, Goloka Education in New Zealand, and of course Bhaktivedanta College in Belgium.
Delegates also hailed from such varied countries as the US, Germany, and Ghana.
Each day of the conference began with the traditional morning program at the Radhadesh ISKCON temple.
In place of the regular morning class, local community members and conference attendees alike were treated to special Srimad Bhagavatam classes with an educational theme.
The conference proper began on Thursday May 28th at 12:00pm with a welcome and orientation speech by Bhaktivedanta College principal Yadunandana Swami. Saying that the conference was made possible only by the combined efforts of many devotees, he gave some of its history.
Initiated in 2012 by the European Ministry of Educational Development, and Bhaktivedanta College, the conference was intended to create unity and cooperation amongst ISKCON educational initiatives and educators, he said.
A Keynote Speech by veteran ISKCON educator Urmila Dasi followed. Stating that education should be relevant and relatable, she emphasized that we must preserve the core teachings introduced by our acharyas, while being innovative enough to reach modern day students.
Next Rasamandala Das, course director for Bhaktivedanta College’s new Educational Studies, Theology and Religion degree, presented Education: A Contested Enterprise.
In the presentation, he spoke about reinforcing the importance of education in ISKCON, citing the first of Srila Prabhupada’s seven purposes for his society: To systematically propagate spiritual knowledge to society at large and to educate all people in the techniques of spiritual life.
Rasamandala also strongly pointed out that it was an absolute necessity to have cooperation between educators and ISKCON administrators. And he discussed the need for educational literacy as a common ground language.
The next day of the conference, Wednesday May 29th, began with reports from four teams established at last year’s conference: 1) Promoting the academic study of education within ISKCON, 2) Career Development and Guidance, 3) Collaboration between ISKCON Primary and Secondary Schools, and 4) Adult and Shastric Education in ISKCON.
Speaking for Adult and Shastric Education, Yadunandana Swami reported that there are thirty-two ISKCON centers currently offering systematic study courses such as Bhakti Sastri and Bhakti Vaibhava, and that more are in the process of becoming accredited to do so. However, he also expressed the need to make scriptural study courses available not just to temple residents, but also to devotees living and working outside of temples.
In primary and secondary education, delegates heard about Goloka Education’s creation of a Sanskrit curriculum. Meanwhile for Career Development, Abala Dasi reported on helping Bhaktivedanta College graduates find a career path. She also laid out plans for a new website which will list job vacancies, and provide training in resume writing and interview skills.
Her husband Rasamandala Das then spoke on promoting the academic study of education within ISKCON and developing a philosophy of education. An open discussion ended with the conclusion that several different philosophies of education may be needed in ISKCON depending on the type of educational institution, but that all should have a common ground.
Next, several delegates presented Principles Underpinning Successful Projects, beginning with Maharani Dasi and her presentation on Bhaktivedanta College Hungary. The College offers the only accredited yoga degree in Europe, has hundreds of students from the public enrolling every year and considering themselves Krishna devotees by the end of the program, and plans to to introduce degrees in English as well as Hungarian soon.
Krishna Ksetra Das, Dean of Bhaktivedanta College Belgium, said that in its eleven years of operation, BC has taught students from thirty-two countries. He spoke about BC’s two degrees, Theology and Religious Studies, and Educational Studies, Theology and Religion, both accredited by Chester University in the UK. He spoke about plans to introduce more online courses. And he talked about how so many of Bhaktivedanta College’s students are second generation ISKCON devotees, and about the Career Development team’s plans to help them.
Following on from this was a group work entitled Empowering Our Second Generation. Delegates were divided into seven groups, each with one second generation member. They were then given various questions to answer, such as what is the importance of education in ISKCON? And what are the results of successful education? Groups were encouraged to listen to the experience and opinions of their second generation members.
Next, conference attendees could choose one of three different “interactive practical sessions” to attend.
Option one, Education for Ecstasy with Hanumatpresaka Swami focused on education and its ultimate goal, love of Krishna. Option two, Vedic Education in a Contemporary Context with Prana Das, explored issues such as the challenge of educating our children in the 21st century. And in option three, The Role of Education in Mahaprabhu’s Movement: Entering Now Into the Golden Age, Urmila Dasi guided delegates in developing models for spiritual success.
On Thursday May 30th, the last day of the conference, several delegates had the chance to present their projects in “Showcase Time.”
Hanumatpresaka Swami of the North American Institute for Oriental and Classical Studies said the educational isntitution was one of the fastest growing and most original in North America. He also talked about its plans to introduce a Master’s Degree in literature.
Indriyesha Das of ISKCON Educational Services at Bhaktivedanta Manor and Newcastle in the UK recounted how he and his staff visit 200 schools annually and present Krishna consciousness to around 400,000 children in a fun way. The children dress up, hear stories, learn some philosophy, and do kirtan. 160 out of the 200 schools also visit the Manor for a tour, including a bullock cart ride, face painting, kirtan, and questions and answers.
Next, Krishna Ksetra Das announced the upcoming ISKCON Studies Conference from October 19th to 21st at Radhadesh. Held to commemorate the 100th year since Vaishnava saint Bhaktivinode Thakur’s passing, it will give Brahmins and theologians a chance to gather and share ideas.
Radhika Ramana Das, Associate Professor of Religious Studies at the College of William and Mary in Virginia, spoke next. Radhika Ramana, who was homeschooled by his mother Aruddha Dasi, presented her book Homeschooling Krishna’s Children, which guides devotee parents who are interested in taking this path. He also spoke about her seminars and yahoo groups on homeschooling, which he and his brother Gopala Hari help run.
Next Urmila Dasi presented her Learn to Read series of Krishna conscious readers. She demonstrated the smartphone app of her book Did Krishna Do It?, and mentioned that it could be purchased from the Apple Store in English, Hindi and Gujarati.
Prana Das, meanwhile, presented a series of books and resources developed by Goloka Education to learn Sanskrit. These included a dictionary, student book, teacher’s guide book, cards, and games. Rama Giridhari, also from Goloka Education, then presented his idea for a blog that would facilitate networking and sharing by ISKCON teachers.
After the Showcase, Sesa Das presented Current Strategic Planning in ISKCON, explaining how education will be a big part of ISKCON’s new strategic plan. The delegates were then divided into groups for an interactive exercise in which they presented their own strategic plans for pushing foward education in ISKCON.
Common suggestions found in all these plans included defining a global vision and strategy for ISKCON education, and establishing a resource center where educators could avail of previously gathered information.
At last, in the final plenary session, delegates summed up the conference.
“The final session was very inspiring,” says Bhaktivedanta College alumni Syama Sakhi Dasi, who attended the conference and took notes. “Even though it seemed like there was so much to do, it was very clear what the next steps are for education in ISKCON. The four groups focusing on academic study of education, career development, primary and secondary schools and adult and sastric education will continue with their work. Regional directors for the groups will be officially established. A philosophy of education will be worked on and presented at next year’s conference. And clear communication will be established between the Ministry of Education and those working on the ground as educators.”
After the conference, all delegates were presented with gifts, and everyone exchanged appreciation notes. Many then attended the eleventh graduation ceremony for Bhaktivedanta College students later that evening, along with college staff and Radhadesh community members.
They then returned home to their individual projects, inspired, refreshed and excited about next year’s conference.
“The conference especially inspired me because there was such a variety of devotees coming from different parts of the world and different educational institutes,” says Syama Sakhi. “But they all came together with open hearts and minds to learn from each other, help each other, support each other, and share their successes. One could feel the unity in diversity. And that was very inspiring.”
Written by Madhava Smullen
Bhaktivedanta College, Class of 2013: five unique students from Serbia, Australia, Spain, and Italy. All five express gratitude and relate experiences from their three years at Bhaktivedanta College as part of the Radhadesh community. The college staff, students, and community members also reflect on their appreciation for each of the graduating students.
This video was prepared by Hilary Tapper, one of the Bhaktivedanta College BA graduates in Vaishnava Theology and Religious Studies. This is her way of presenting the students, highlighting their enthusiasm and their positive experiences. Hillary prepared it without any directive from the college.
The College offers scholarships to gifted students and those needing financial assistance. If you would like to sponsor a student, please contact Abala Andrew: firstname.lastname@example.org
Aspiring students who need financial help must complete a form, which they can obtain by writing to this same e-mail address.
For more information on student fees, please click here.
I Joined ISKCON in 2006, when I was eighteen, in London. In 2010, I took initiation from Radhanath Swami. I have lived in temples for seven years, doing book distribution, harinam, pujari services, cleaning, guest reception, the arts (dramas, singing, dancing), school programs, and so on. Preaching is always my greatest aspiration, and whatever I do is oriented toward that (this is the training I got in the Soho temple). I visited the holy dramas for nine months (the first time) and six months (the second) and completed there my studies in bhakti sastri. I also learned to play musical instruments and be deeply absorbed in good sadhana. In 2011, under the instruction of my spiritual master, I came to Bhaktivedanta College in Radhadesh, sponsored by two devotees from Italy. After taking a two-hundred hour, yoga teacher training course in Hrisikesh, I started teaching yoga in Belgium. Since then I have been organizing workshops on yoga and Ayurveda in Belgium, Italy, and America. This has become my main form of preaching and caring for devotees, and I have the blessings of my guru. This is my last year at Radhadesh; during the summer I will work for the French preaching projects. Soon I will go to Jagannatha Puri, where I will open a center for people to be mentally, emotionally, and spiritually cured by yoga, Ayurveda, and the holy names.
Govardhana-lila is twenty-two and is from Colombia. She is completing the second year of a Theology and Religious Studies degree at Bhaktivedanta College. She plans to gain a teaching qualification and teach in a primary school. Her dissertation will focus on ISKCON’s philosophy of education, with an emphasis on the need for our graduates to integrate with society and make positive contributions to the world. She is persevering, patient, and positive.
I am studying at Bhaktivedanta College for many reasons, of which three are primary to my goals: first, obtaining an Educational Studies degree; second, studying in a spiritually motivating environment; and third, engaging in research and networking within Europe.
I would like to do phenomenological research on esoteric traditions such as Sufism, Christian mysticism, the Qabb_lâ school of thought, etc. I hope to eventually obtain a degree in psychology and an MA in educational psychology. I am interested in teaching knowledge centered on metaphysics, consciousness studies, and psychological phenomena (both normal and paranormal). I am willing to teach high school students and tertiary students. I would like to be involved in research work that leads me to a PhD in educational psychology.
I hope that the combination of Vedic knowledge and the practice of bhakti-yoga will enable me to gain an equal vision in teaching within and outside ISKCON. My main focus will be to share my experiences and knowledge with those not well versed in Vedic thought and bring them closer to a personal perspective on religion, as epitomized by Krishna consciousness.
At the Radhadesh community I like being involved in giving as many classes as possible, being heavily involved in kirtans and book and prasada distribution, and working closely with the administrative offices. My dream is to be involved in the study of science and religion and thus integrate Vedic science and modern science through the fields of psychology, metaphysics, and educational studies.
I heard about the College through some family friends. I was deciding on colleges at the time, and the idea of getting a certified degree from an internationally accredited university [Lampeter University], while learning more about the philosophy I follow, sounded like a perfect deal.
Yes, I did. I’ve always loved literature, language, and psychology, so my sights were set on one of these fields. Doing a BA in Theology at Bhakivedanta College was actually unexpected and unforeseen. However, I believe in no regrets, and am glad for the amount I learned there.
Technically, yes! I visited Radhadesh when I was three with my parents.
The college was still a young, growing establishment, and therefore the overall dynamic somewhat challenged me. Also, though I am a small-town girl from Mayapur, Radhadesh in comparison felt a bit too remote at times. But it definitely made me appreciate grocery shopping trips with my peers more than I ever had before.
Hands down, the friends I made! It was my first experience of living in an ashram, and the people I bonded with are people I know will be my friends for life. We also had many opportunities to be taught by some lovable and very qualified teachers, from whom I learned a great deal.
I graduated from Bhaktivedanta College in 2010. After this, I returned to India and worked in Mayapur for the Temple of the Vedic Planetarium. Then I continued my educational journey, doing a MA in Journalism and Media Studies from the University of Hong Kong.
I plan to develop my journalism skills and get some work experience. I would like to do this to form a solid background for myself, which is needed to be fully qualified in this field. Hopefully after that I can travel and work out of anywhere. My main goal is to do so from home, in Sri Mayapur Dham. However, as John Lennon once wisely said, “ Life is what happens to you while you’re busy making other plans.” I am aware that I am not fully in control, and all my plans depend on the mercy of our beautiful blue boy, the ultimate boss.
Have fun, but don’t ignore the academic aspects of your BC experience, especially if you have further education plans. Make the most of the wonderful association, vocational courses, and the various service opportunities that you get in Radhadesh. And, finally, if you ever feel the need of a catharsis, do not forget that no one listens better than your very own Radha-Gopinatha, the Deities at Radhadesh. Apart from all that, I just want to wish you good luck, and that you have the most wonderful experience you can have.
The Annual Conference is a European event with international participation. It started in 2012, sponsored by Bhaktivedanta College, the i-Foundation and the ISKCON Ministry of Education.
The Conference has four main aims:
This forum is theoretically underpinned by Education Studies, and related disciplines such as Philosophy of Education, Childhood Studies and Initial Teacher Training. It involves a broad range of specialists and well-informed stakeholders, all sharing a professional interest in both practical action and rigorous theoretical discourse. It embraces all phases of education, starting with Early Years and progressing through to adult and Higher Education.
12.00 – 12.20 1. Welcome and Orientation Yadunandana Swami
12.20 – 13.30 2. Key Note Speech Radhika Raman Prabhu (tbc)
13.30 – 15.30 Lunch and Free Time
15.30 – 16.15 3. Education: a Contested Enterprise Rasamandala Das
16.15 – 17.30 Responses to Rasamandala (with break) Sesa Das (US), Gauri Das (UK)
17.30 – 18.00 Plenary All three speakers
10.30 – 11.40 4. Reports from Four Conferences Teams Abala dd, Navina Krishna, Rasamandala, Janmastami Chair: to be confirmed
12.00 – 13.30 5. Principles Underpinning Successful Projects
(a) The Avanti Schools Trust Navina Krishna Prabhu
(b) Bhaktivedanta College, Hungary Maharani dd
(c) Bhaktivedanta College, Radhadesh Yadunandana Swami
13.30 – 15.30 Lunch and Free Time
15.30 – 16.40 6. Empowering our Second Generation Nritya Kisori and other BC Students
17.00 – 18.15 7. Interactive Practical Session (a) Urmila dd (delegates choose one group to attend) (b) Hanumat Presaka Swami (c) Prana Das
10.00 – 10.30 8. Showcase Time (open to all delegates) Chair: to be confirmed
10.30 – 11.40 9. Current Strategic Planning in ISKCON Chair: Gauri Prabhu
12.00 – 13.30 10. Group Work: Plans for 2013-14 Chair: Navina Krishna Prabhu
13.30 – 15.30 Lunch and Free Time
15.30 – 17.15 11. Final Plenary Chair: to be confirmed
17.30 – 18.00 12. Consolidation and Farewells Yadunandana Swami
Bhaktivedanta College is quickly developing its online facilities. The first course to be offered in this manner was the Bhakti Sastri program in 2011, followed by the Certificate in Bhakti Yoga Studies in 2012. The GBC’s Disciples Course” was also offered.
On September 13th 2013, however, Bhaktivedanta College will begin offering a degree course online for the first time: its B.A. in Theology and Religious Studies (TRS). The online version of the course will be offered through Moodle (www.bhaktivedantaonline.com), a Virtual Learning Environment, and is being developed by the College’s Director for Online Learning Dinadayal Dasa.
Appropriate forms of delivery and assessment will be offered to distance learning students to ensure comparability of learning opportunity for both onsite and online students. Lectures and seminars onsite will be video or audio recorded; within 24 hours the recording will be available in the moodle environment.
Both online and onsite students will access the same course materials online, share the same forum, receive the same online messages from the teacher, submit their work using the same methods, and be treated in the same way regarding deadlines.
More about TRS Online read here.
Edited by Ravi M Gupta and Kenneth R. Valpey
The editors of “The Bhagavata Purana: Sacred Text and Living Tradition” (published by Columbia University Press) both teach at Bhaktivedanta College. Ravi M. Gupta (Radhika Ramana Dasa) is also an associate professor of religious studies at The College of William and Mary. Kenneth R. Valpey (Krsna Ksetra Dasa) is the Dean of Studies at Bhaktivedanta College and a regular visiting scholar at Chinese University of Hong Kong. They both earned their doctorates at Oxford. Among the book’s twelve articles five are authored by current or previous instructors at Bhaktivedanta College: Jonathan Edelmann, Gopal Gupta, Graham Schweig, Ferdinando Sardella, and Kenneth Valpey.
Last year, Lillian Stevens wrote about this new book and its editors. The following paragraphs are adapted from her article.
Ravi M. Gupta is working on an abridged English translation of the Bhagavata Purana. Fluent in Hindi, English, and Sanskrit, Gupta grew up in Boise, Idaho. He is a major figure in the U.S. Hindu community; in 2008, he was selected to meet with Pope Benedict XVI as a representative of American Hindus. The author of “The Caitanya Vaisnava Vedanta of Jiva Gosvami: When Knowledge Meets Devotion”, he is working with Kenneth R. Valpey, a colleague from the Oxford Center for Hindu Studies and the author of “Attending Krishna’s Image”.
Their translation will come out in 2014 and will accompany a new volume of scholarly articles examining the Bhagavata Purana, just published by Columbia University Press. It is entitled “The Bhagavata Purana: Sacred Text and Living Tradition.” Introducing the Bhagavata Purana’s key themes while also examining its extensive influence on Hindu thought and practice, this new collection of essays conducts the first multidimensional reading of the text’s entire twelve volumes.
“The Bhagavata Purana stands out as an important piece of world literature, with some of the most beautiful poetry you’ll find in any language,” says Gupta. “It’s an excellent literary piece in terms of poetic ornamentation, alliteration, and all kinds of innovative Sanskrit verse meters. And it stands out aesthetically in terms of the imagery and stories that are used. There will be an abridged translation covering approximately ten percent of the Bhagavata Purana’s text. The accompanying volume of articles written by different scholars is edited by us, and some of those articles were written by us and other devotee scholars.”
“Kenneth Valpey and I envision a consortium of scholars from around the world who will take up different commentaries from different periods of history and work with them, maybe not to translate all of the commentaries, but to study important areas,” he explains.
Over time, Gupta hopes to undertake an historical analysis of these various periods of Indian history and study how the Bhagavata Purana has interacted with other texts and other cultures as it has migrated to different parts of the world.
A vibrant example of living literature, the Bhagavata Purana is a versatile Hindu sacred text containing more than 14,000 Sanskrit verses. Finding its present form around the tenth century C.E., the work inspired several major north Indian devotional (bhakti) traditions as well as schools of dance and drama, and continues to permeate popular Hindu art and ritual in both India and the diaspora. Introducing the Bhagavata Purana’s key themes while also examining its extensive influence on Hindu thought and practice, this collection conducts the first multidimensional reading of the text’s entire twelve volumes.
The Bhagavata Purana is a hard-to-classify embodiment of classical Indian cultural, religious, and philosophical thought. Its language and poetic expression are on a par with the best of Sanskrit poetry (kavya), while its narrative structure holds together tightly as a literary work. Its theological message centers on devotion to Krishna and Vishnu, while its philosophical content is grounded solidly in the classical traditions of Vedanta and Samkhya. Each essay in this volume focuses on a key theme of the Bhagavata Purana and its subsequent presence in Hindu dance, music, ritual recitation, and commentary. The authors consider the relationship between the sacred text and the divine image, the text’s metaphysical and cosmological underpinnings, its shaping of Indian culture, and its ongoing relevance to contemporary Indian concerns.
“The Bhagavata Purana gathers a superb group of contemporary scholars who bring a new dimension of appreciation for this religious masterpiece of Vaisnava Hinduism. Their essays plumb the breadth and depth of the influence of one of the world’s religious masterpieces with its unique devotional intensity and metaphysical subtlety. The vast narratives of the Bhagavata Purana reveal a luxuriant universe in which the divine and created worlds interpenetrate and in which Krishna is portrayed as a God truly to be loved with ‘whole heart, mind, soul, and strength.’ The Bhagavata Purana’s special genius heightens devotional intensity to Krishna while presenting profound theological discourse. No wonder Hinduism in all its varieties cannot be understood without first understanding The Bhagavata Purana. Ravi M. Gupta and Kenneth R. Valpey are to be thanked for gathering these important contributions to its scholarship.” — Daniel P. Sheridan, Saint Joseph’s College of Maine
“This book brings together some of the most highly regarded scholars on this subject and cohesively provides an entry into the main themes of The Bhagavata Purana. Moreover, it does so in an interdisciplinary fashion by drawing on materials from the areas of comparative religion, theology, history, anthropology, and ethnomusicology.” — Cynthia Ann Humes, Claremont McKenna College
by Ferdinando Sardella
After assessing the essays from students on several occasions, I concluded that it is necessary to make it clearer what my expectations are for students’ essays. Here, for my course on Modern Hinduism, is the result. Most of it may be useful for other courses at BC.
This is a two-week course: August 3 – 17. Six days a week, the students will meet twice (10:00 – 13:00 and 15:30 – 18:30).
The morning classes: studying the figure, life drawing from a model, color, oil painting procedure, portrait painting, painting from life, composition, values, landscape, painting the landscape from nature, principles of transcendental figures, and the study of cloth, tone, and values.
The afternoon classes: developing and creating original transcendental painting. The instructors will be painting alongside their students, so everyone can observe the process. Personal instruction will be given to students to guide and develop their artistic abilities.
This is an intensive art seminar: to get a complete experience of art and to produce a painting. All levels welcome.
For those having private accommodations, the tuition alone is €200.
The students should bring their own: (1) brushes, (2) drawing pad, (3) pencils, and (4) tracing paper pad.
We will provide: (1) paints, (2) canvas, (3) turpentine, and (4) chairs and small plastic tables to put supplies on.
After we receive your registration details you will receive reply with the total amount to be paid. Once we have received your payment booking is confirmed.
Dhrti Dasi (Miriam Briks) graduated from the School of Art & Design in New York and also studied at L’Academia di belle arti di Siena, the Art Students League and Art League (under Irwin Greenberg and Max Ginsburg) in New York, and the Fechin Institute (under David Lefel) in Taos. She painted in the BBT art department from 1975-86 and received instructions on painting from Srila Prabhupada. She painted with the original core group of BBT artists: Jadurani dasi, Pariksit Dasa, and Murlidhar Dasa. Her paintings are included in the Srimad Bhagavatam, Bhagavad-gita, Nectar of Devotion, Caitanya-caritamrita, and Krsna book. She was the BBT’s co-art director in Europe between 1980 and 1986. She is a member of Portrait Painters of America and Oil Painters of America.
Exhibits in Galleries: Simic Gallery, Beverly Hills, 1988; Carmel and La Jolla, CA, 1989 and 1990, respectively; Summerfield Fine Arts, Aspen, 1990-99; Salmagundi in New York; Howard Manderville in Washington, DC, 1991 (group show: 1992, 1993,1995); Fox Theater, 2003; Dassin Gallery, Los Angeles, 1987-2007; Masterpiece Gallery, Carmel, CA, 1995-2000; Trees Place in Cape Cod (group exhibit), 2000-08; Pasadena Art Museum, 2005; Canyon Road Fine Arts in Santa Fe, 2005-08.
Ram Das Abhiram Dasa (Kevin Yee ) has a BA from the University of Fullerton in California. He studied at L’Academia di belle arti di Siena, the Art Students League and the Art League (under Max Ginsburg) in New York, and the Fechin Institute (under David Lefel) in Taos. He painted in the BBT art department from 1975-86 and received instructions on painting from Srila Prabhupada. He painted with the original core group of BBT artists: Jadurani dasi, Pariksit Dasa, and Murlidhar Dasa. His paintings are included in the Srimad Bhagavatam, Bhagavad-gita, Nectar of Devotion, Caitanya-caritamrita, and Krsna book. He was the BBT’s co-art director, along with his wife, Dhrti Dasi, in Europe between 1980 and 1986, when they were based in Italy.
Exhibits in Galleries: Simic Gallery, Beverly Hills, 1988; Carmel and La Jolla, CA, 1989 and 1990, respectively; Summerfield Fine Arts, Aspen, 1990-99; Fox Theater, 2003; Dassin Gallery, Los Angeles, 1987; Masterpiece Gallery, Carmel, CA, 1995-2000; Pasadena Art Museum, 2005.
Join the mailing list for the Transcedental Art Seminar, if you want to be informed about the development of the program.