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BACK TO BASICS DESIGN EDUCATION (BBDE) in Siddharth Village School in Orissa, India, was conducted for students between 14 to 16 years old. This was a pilot project organized in eight phases through weekend workshops and long holidays. Some of the objectives of the programme were to serve the purpose of education for the transition to comprehensive sustainable culture; as well as to learn about starting a community ,including organizing a core group, forging a common vision, creating community glue and instilling an atmosphere of trust and goodwill.
BACK TO BASICS DESIGN EDUCATION, 2014-2015 India.
BACK TO BASICS DESIGN EDUCATION (BBDE) in Siddharth Village School,Hosur was
conducted for the students of age group 14 years to 16 years. This was a pilot project
which was organized in eight phases through weekend workshops and long holidays.
The syllabus of the workshop was drawn and adopted from GAIA Education, UK and was
conducted by trainers of AIRCOD,Bangalore. This education to reality enables children to
face different situations in particular during teen age and prepare them for future too.
This project is universal in scope and local in application and is based on four dimensions
of sustainability- World view, Social, Economy and Ecological dimension.
1.The world view-The song of the earth –the emerging synthesis of the scientific and
spiritual world ,which is dealt in the phase I(Workshop on Self growth and life
purpose),Phase II(Workshop on setting goals, Manifestation of desires) and Phase VII(
workshop on Appropriate Mind Management and Application)
2.Social View – Beyond you and me-Inspiration and wisdom for building community,
which is dealt in phase I(workshop on understanding Respect and communication
skill),Phase II ( workshop onTransition town)Phase III(Event management, Social activity
and Socially Engaged spirituality for social transformation)Phase V(Leadership and co-
3.Economy dimension-Living well within planetary
limits-Phase V( workshop on local economies and
4. Ecological view-Designing Ecological habitats-
Creating a sense of place- Phase II( Ecological foot
prints, Peak oil ), Phase VIII(Permaculture principles)
The objective of the Pilot Project BBDE is as follows
To serve the purpose of education for the transition to comprehensive sustainable
culture-global in scope and yet determinedly local in application
Instilling an instinctive awareness that the interconnectedness of life is not mere
metaphor but a living truth for which we humans must take responsibility
Learning about starting a community ,including organizing a core group, forging a
common vision, creating community glue and instilling an atmosphere of trust and
Understanding the role of facilitator in participatory processes and how it differs
from traditional,autocratic leadership
Taking on leadership in groups; integration of leadership skills
Promoting an understanding of what money is and how it works and provides
specific information on how to set up and manage community banks,cooperative
society and currency system
Increasing familiarity with various green ,’alternative’ building techniques whose
designs provide healthier, more energy efficient and less environmentally damaging
Introducing various methods and techniques for organic food production
Ensuring awareness on peak oil and foot prints to the public and sustain activities
mitigating climate change
Changes in education system leading to a sustainable living and new culture of back
1. A number of short term workshops were conducted to give the input to the
students.The session initially had many intensive therapeutic sessions where the
atmosphere for the children’s group formation was activated. Every session started with
different types of meditation techniques
2. Interphase assignments and projects on all the four dimensions were also conducted.
3. Advocacy, lobbying and networking of other school managements and parents were
done through project presentation and exhibitions.
Four days’ workshop on Self growth and understanding life Purpose(4/7/2014 to
7/7/2014)- World view
Topic 1: Understanding oneself and others….feelings, thoughts and responses
Meditation –Here and Now Exercise adopted from NLP -Being at the state of choice less
awareness which facilitates the
participants to be aware of their body as
exists here and now
Self-Exploration-Who am I?-
Exploring and Experiencing the
unreality of the “I”-thought and
discover the purposes of life. The session was conducted as a game with partners
which enabled the participants to begin the process of exploring oneself by moving
inward from the outer layers of one’s identity and getting in touch with one’s inner
How the universe works?- Enabling the participants to understand about the
universe and the need to follow certain rules and principles in life
Aligning with the planet- Enabling the participants to understand the concept of
alignment with the universe, experiencing their alignment with their peers, family
,friends and exploring the interconnectedness of the existing species with the planet
Life Road- Creating new experiences- Identifying the strong relationship between
feelings and events in life, Interpreting the event which helps to link a particular
emotional response to that of event and expressing emotions in the life
Four dimensions of BBDE- Enabling the participants to know the
milestones in the development of GAIA education and understand the
four dimensions of Back to Basics Design Education
Topic 2: Understanding Respect, Listening and Communication
Understanding the word RESPECT as against the existing gestures and action of
Listening, communication, sharing of happiness and sad events, sharing of life
journey, recreation of events taking responsibility for one’s own desires and
understanding and exploring of one’s own values.
Topic 3: Values and Vision
Simulation exercise –An intensive session on universe-shop
Brief explanation of this process: This universe shop visited by many enlightened
people has paid fixed price-FEAR and other value added price to possess certain
values. The shopkeeper loudly announces the following
GAUTAMA BUDDHA- Possessed –value of ENLIGHTENMENT by paying the
Price of FEAR and additional price of his kingdom, comfort, family and
JESUS-possessed-value of ENLIGHTENMENT,JUSTICE,COMPASSION by
paying the price of FEAR and additional price of life, family, relationship,
Each student comes and selects the values they want to possess and meets the shopkeeper
and pays a fixed price ‘FEAR’ .Then the prices to be paid is being analyzed from their own
past experiences of losing the same.
VALUES FIXED PRICE VALUE ADDED PRICE
Love Fear Attachment
Self confidence Fear Attachment,dependence
Hard work Fear Neglecting personal life
High marks Fear Entertainment,comfort
Compassion Fear Comfort, Ego,pleasure
Healthy life Fear Fast food
Truthfullness Fear Image, Relationship, comfort
Poster presentation on values: Enabling the students to comprehend the transformation
taking place within us while we possess certain values
CONVICTION RISK COMMITMENT
10 THINGS I LIKE TO DO- A questionnaire was given to the
students to introspect themselves about the purpose in their life.
INTERPHASE ASSIGNMENT I:
The students wrote the daily dairy on their events, feelings, triggered reaction
observed in themselves and the consequences.
Noted down the values they explored in each of the events based on their
reaction and feelings
Marked the events where they respected themselves and others.
PHASE II: Three days workshop on FOOT PRINTS AND SETTING GOAL(15/8/14 to
Meditation Technique: Dynamic meditation-A fast, intense and thorough way to
break old, ingrained patterns in the body and mind that keep one imprisoned in the
past, and to experience the freedom, the witnessing silence and peace that are
hidden behind these prison walls.
Topic 1: Looking back to Look forward: Discussion on the interphase assignments
Diary writing helped them to reflect upon themselves and identified the feeling level
and the related reaction
The students shared that they were able to solve certain problems without even
seeking the elders help
Started to interact with others instead of interacting only with their core group
The students were able to keep up their values under any difficult circumstances
and were able to spread it to others through their actions
Topic 2: Manifestation of desires, understanding emotional scale
Students learnt to set their life vision, mission and learn the ways of actualizing
Students also learnt to be aware of their purpose of life and focus on their
meaningful desires for manifestation.
Structured exercise- The students were asked to close their eyes and
concentrate on their breathing. The students were trained to touch
their reality through their five senses and were asked to locate the parts where they
felt pleasant and soft. Then they were asked to see the nature through their finger
gaps and find 10 positive and negative thoughts striking at that moment. This
exercise helped as a key for cognitive control
A Short film- “ What a blib?”- Hidden messages in water- Dr. Masaru Emoto
Experiment with meditation- This film helped the students understand that every
thought has vibration and energy. We are born with an innate knowledge through
which we create our own reality.
Explanation on Peak oil poster titled “No petrol and No Diesel after 2020”-
Transition town posters of May East, a Brazilian sustainability educator and
designer ,GAIA Education and CIFAL Scotland were used to bring in awareness of
climate change issues ,lessening the foot prints and bringing back our life to the
basics, for our future generation in addition to modernity with respect to the mother
earth. An innovative technique was followed where the students were given each a
poster , they needed to read, comprehend and explain to the others which was again
clarified by the facilitator and triggered them for further actions.
The topics discussed were as follows…(Peak oil, Global oil discovery and production,
when is global oil peak, where we get energy from, carbon cycle, global inequality is
growing, what is climate change, The Ecological foot print……)
Poster presentation on Peak oil-No petrol, No Diesel after 2020
Topic 3:Event Management skill and preparing the group for demo on
peak oil for the public:The students were trained to plan and experience
demonstration on peak oil to the public by first facilitating the problems prevailing in
their local town
Following questions were given for discussion “ 1. What are the Social problems
likely to come due to peak oil? 2.What are the environmental problems prevailing in
the town and what are likely to occur due to peak oil?”
The students were then allowed to experience intricacies of team work and then to
take responsibility for saving earth , thus the students came out with the ways to
bring awareness to Hosurians by conducting an exhibition
Transition Town: It is a grassroots community project that seeks to build resilience
in response to peak oil, climate destruction and economic instability by creating a
local group that upholds the values of transition network
Power point presentation was done on the following
Three essential components of transition intiatives-Visioning,Plans that create
the transition from where we are now to our vision and principles that guide
7 principles of transition-Visioning,Inclusion,Awareness raising,Resillence to
energy shocks, Inner and outer transition, the solution is within the problem,
12 ingredients of transition-What’s our patch, Know where to go, Form an
initiating group, Build networks, Engage the community, Create practical
projects,reskilling,Open space technology, Transition in action,
Flexibility and celebration.
Visioning in Transition: Back casting and Forecasting transition
The students had a group discussion on cultural story of the emerging and evolving
Students working on cultural story of Emerging and Evolving energy resources
Introductory Session on Permaculture:It is the contraction of the word
permanent agriculture which is about designing ecological human habitats and food
production systems. It is a land use and community building movement which
strives for harmonious integration of human dwellings, micro-climate, annual and
perennial plants, animals ,soil and water into stable, productive communities. An
introduction of permaculture was done related to green tech stability(share the
output after harvest-principle of permaculture)
INTERPHASE ASSIGNMENT 2:
Project No 1:An awareness programme for the public by the children and
implementation of models for mitigating climate change.
Project No 2:Construction of Edible Food tower-A Vertical garden
where very less space is used for growing many plants which are purely organic in
nature(less input ,more output-permaculture principle)-Grow your own food
PROJECT 3: A Presentation on Peak oil for the school parents
PHASE III:A Two day’s workshop on social activity and Socially engaged spirituality
for personal social transformation(25/9/14 to 26/9/14)
Topic 1:Societal analysis and different dimensions of community development
The students were given experiences and made to understand the socio-economic
and political systems
Understanding why people are poor, reflecting on attitudes of rich, middle and poor
Realizing that changing the system in society is obtained only by
changing the system within oneself.
The dimensions of community development( way of understanding poverty,way of
understanding development, our work, our relationship with people,
transaction,values/needs,feelings )were discussed through simulation games
Topic 2: Community building:
Psychological levels of
functioning of community
members and group
Skill to organize
effective group discussion-The
techniques for conducting group
discussion were taught based
on the process and content of
Importance of communication-The importance of listening skill to obtain information,
understanding and learning is made aware to the students through a simulation game
using match sticks. The students were asked to sit one behind the other .A student was
given match sticks and
was asked to create
his/her own design and
communicate to the other
to create the same under
three different situations
communicator speaks ,but listener cannot ask any question, II situation- the
communicator speaks, but listener can ask only yes or no question, III
situation- both the communicator and listener can speak with each other)
Different styles of communication-Students who grew up in dysfunctional
families may never have learned to communicate effectively in relationship. In order
to build healthy relationships, we need to communicate in an assertive way.
Few volunteers were divided into pairs and were given a situation
where they needed to do a role-play on
the situation “A friend lends money to
another ,but the other friend denies
that he has not received the money.
How will the former ask for the money
and how will the latter react?”
Topic 3: Conflict resolution and transformation:
The students were made to understand that a conflict is an opportunity
Mapping conflicts, conflict transformation process, simulation exercises
for conflict resolution were taught
Expressing thoughts and feelings-Chain game( Make the longest chain
as possible using available materials)- The chain had to be unique in its
INTERPHASE ASSIGNMENT 3:
PROJECT 1:A community Health programme was conducted to bring in awareness
to the nearby villages, Nallur and Madivalam ,based on open defecation, different
type of diseases and mode of spreading of the diseases and how to avoid getting
prone to the infection.
PROJECT 2:Plan an activity like ‘Clean City’ and mobilize different school children to
clean the city
PHASE IV:A TWO DAY’S WORKSHOP ON NON-VIOLENT
The students learnt to express their thoughts in a non-violent way.
Non-violent communication was taught to the students to focus their attention on
what was going on in their heart(feeling),consider everyone’s feelings and needs,
express themselves honestly and understand the need behind every
action and conflict.
INTERPHASE ASSIGNMENT 4:
PROJECT 1: Unity Run- A campaign on the need to be united in a diverse community
PHASE V: A Four days’ workshop on Leadership and co-empowerment, Nurturing Local
economies and Social enterprise (21/11/14 to 24/11/14)
Topic 1: Leadership and co-empowerment
The students are made aware of their own styles of leadership and responding to
The students are enabled to relate with others and build an enhancing relationship.
Leadership models-Specific leadership behaviors to use in specific
environment or situation.
Identifying the individual psychological level of functioning in a group using sociogram
Topic 2: Understanding principles of co-operatives
A game is played to make the students understand about the money as a medium of
Word perception game- The word money means happiness. Every
individual needs to be self-sufficient and use money for the present
instead of making it an asset which leads to economic leak.
The difference between Gross Domestic Product (GDP )and Gross National Happiness
(GNH) were discussed
Economic leak- If each village or community produces its own food,craft
materials,furniture,supply raw materials,fish,cloth
and exchange among themselves as the old barter
system, the economic leak in selling,transport and
malpractice due to meditator can be avoided
Students were imbibed with the concept of self
sufficiency and about law of attraction.
A simulation game- “WIN AS MUCH YOU CAN”- - An
auction game was conducted wherein the students
were made aware about money as a medium of
circulation and how to use it judiciously.
Topic 3: Formation of a Co-operative society to bring in a business temperament in children
During the workshop the functioning of a co-operative society was explained in detail
through a power point presentation.The roles and responsibilities of different
cooperative personnels were explained clearly to the children.
An election was held through which different roles were assigned to children such as the
2. Secretary- Sowdeshwari,IX
3. Treasurer- Shakthi priya,IX
A committee of Board of directors were formed comprising the mentioned students and
they were made aware of the different commitees like:
1. General Assembly
2. Board of Directors
3. Purchase commitee and
4. Sales commitee
The committee members worked on the following aspects
1. Purpose ,vision,what are the things can be purchased,which are
profitable,the timings of the shop and about the monetary
benefits,easy availability of resources
INTERPHASE ASSIGNMENT 5:
Project 1:The co-operative society of the children managed by the children provided services
for accessing stationaries, cookies and other required consumables. The shop was set up by
the BBDE students which is working successfully at
Project 2: The students recycling the used papers, rugs into files, charts and
Project No.3: Running a second hand marketing for Reusing: The students collected the
clothes which were used only for 6 to 8 months and was given to the needy for the
purpose of reusing and recycling. This project was intended to reduce landfill as survey
tells that every year 22000 tons of textiles are for landfill.
PHASE VI: A Three day’s workshop on Appropriate Technology (24/1/15 to 26/1/15)
Topic 1: Understanding green building and design- The students were divided into groups and
were asked to discuss the importance of sustainable or “green building” designing and
constructing which provides the opportunity to use our resources more efficiently, while
creating healthier and more energy-efficient homes.
Topic 2: Waste Management- Construction of building with empty mineral water bottles filled
with waste non-biodegradable materials(hands on experience)-How to collect water bottles by
cleaning Hosur,conducting campaigns to make Hosurians aware of the dangers involved in
throwing waste bottles and plastic covers on the ground.10000 bottles were collected in and
around Hosur and each bottle was filled with waste papers lying all around the
town thus cleaning and making it a clean environment for the people to live.
Discussion on GENOA Mandala:Helps people including all who are in the comfort zone
and enabling them to come out of it and connect with self and spirit.
INTERPHASE ASSIGNMENT 6:
Lobbying and advocacy activity by children to collect empty mineral water bottles filled with
PROJECT 2: HERBAL MEDICINE PREPRATION
PHASE VII: A Two day’s workshop on Awakening and transforming consciousness:
Appropriate Mind Management and Application(AMMA)(Experiential)(21/2/15&22/2/15)
This workshop was conducted by Dr.Shridi Prasad Tekur, Homeopathist and a child
specialist who has been trained in Neuro Linguistic programming(NLP) for the students
of classes VIII ,IX and their parents.
The programme was intended to make children to focus on their academics and other
activities and make them aware of their feelings ,thoughts and thereby developing an
attitude of assertiveness
The workshop also facilitated children to know who he/she is ,and gave courage to
make choices and achieve what one aims at.
Children were also taught the techniques of dreaming, planning ,doing and celebrating
their life to achieve their goal.
They also learnt different meditation techniques that raises the general
level vibration and enables one to feel an awareness of one’s inner being, which helps
to achieve what one aims at
BEING HERE AND NOW
The mind is constantly travelling in
TIME-Past and future
SPACE- there and every where
It is rarely HERE and NOW –The present
The ETERNAL PRESENT
EXERCISE:COMING TO SENSES
-HERE AND NOW
Sit comfortably- Close your eyes
CONTACT ALL SENSES
Your breath going in and out
Body sensation-Head to toes
Sounds around you
As you observe smell, link it to your breath going in and out ,Recycle through the whole process till it
continues on its own
THE MIND IS RELAXED, COMFORTABLE,AWAKE,CONCENTRATE AND PEACEFUL IN HERE AND NOW
HERE AND NOW EXERCISE
The MIND conceives TIME as linear
PAST MAPS are stored on the LEFT
PRESENT MAPS are in the HERE AND NOW
FUTURE MAPS are made on the RIGHT
INTELLIGENCE I.Q EMOTIONS E.Q
CONSCIOUS < 0.0001%
Makes maps and sends to unconscious
Can trigger/suppresses maps
Can receive/Change maps
Automatically executes maps
Respects all -maps
Does not understand negatives
THE RESOURCE PERSON,DR.SHRIDI PRASAD TEKUR IS INTERACTING WITH STUDENTS ON THE
USAGES OF LEFT AND RIGHT BRAIN AND HOW TO MAKE THE ACADEMIC CONCEPTS
ANY STIMULUS THAT PRODUCES A CONSISTENT RESPONSE PATTERN
Occurs through all senses channels in a potentially infinite number of ways
VISUAL- Loving parent
HEARING- Angry voice
SMELL- Rain on dry earth
TASTE- Lime Pickle
WE CAN DELETE DYSFUNCTIONAL AND CREATE FUNCTIONAL ANCHORS FOR OURSELVES
DR.SHRIDI PRASAD TEKUR TEACHING TECHNIQUES TO USE EYE LANGUAGE IN CONNECTION
WITH LEARNT CONCEPTS
ANCHOR YOUR MAPS
INTO A CIRCLE AT YOUR LEFT
EXERCISE-Joys from Your Life
C= Getting helped
D= Family joy
CONTINUE YOUR COLLECTION FROM THE PAST IN THE FUTURE
MAPS CHANGE- Over a period of time or by your will
EXERCISE –COME TO HERE AND NOW
Imagine small TV on LEFT palm
Re-experience past incident on SCREEN
Change MAP structure
Add POSITIVE sensory inputs
Send TV into LEFT horizon
RETURN to HERE and NOW
EMOTIONS CHANGE when MAP STRUCTURE CHANGES
EXERCISE COME TO HERE AND NOW
MAKE MAP ON YOUR RIGHT
1.BE CLEAR AND SPECIFIC (SEE/HEAR/TOUCH/TASTE/SMELL)
2.MAKE A POSITIVE STATEMENT- IN PRESENT TENSE(AFFIRMATION)
3.CONTROL ONLY IF YOU ADD JOY
4.CHECK IF OK FOR ALL (ECOLOGY)
ARE- MAPS MADE FOR OUR CONVENIENCE /COMFORT NO REALITY
EXPERIENCEBELIEF POTENTIAL ACTION
HOW WE GET BELIEFS
PHASE VIII:The last phase of the programme which is on permaculture principle is a conscious
design and maintenance of agriculturally productive ecosystems which have the diversity,
stability and resillence of natural ecosystems.The goal is the harmonious integration of
landscape and people providing their food ,energy and other materials in a sustainable way.
This programme will be conducted during 23/3/15 to 27/3/15.The students will be given
exposure on different permaculture principles which are as follows:
Sl.No Permaculture Principles Related Proverbs
1 Observe and interact Beauty is in the eye of the
2 Catch and store the energy May hay while the sun shines
3 Obtain a yield You can’t work on an empty
4 Apply self-regulation and accept feedback The sins of the father are
visited on the children on to
the seventh generation
5 Use and value Renewable resources and services Let nature take its course
6 Produce no waste A stitch in time saves nine
ACTION ORIENTED QUESTIONING14 YEARS
• ALL MAPS FOR SURVIVAL FROM 18 YEARS ONWARDS
7 Design from pattern to details Can’t see the wood for the
8 Integrate rather than segregate Many hands make the work
9 Use small and slow solutions The bigger they are ,the
harder they fall
10 Use and value diversity Don’t put all your eggs in one
Feedback given by the parents
1. Mr.Natrajan- Father of N.Dharshini ,class IX ,” My child has overcome the fear in
Mathematics and she is able to identify her latent potential like leadership quality, qualities of
planning and organizing an event.She is able to plan and prioritize her work in academics as
well as in other activities.There is a good improvement in her ways of interaction with guest,
relatives and new groups of people. She feels more confident and skilled now”.
2.Parent of T.Vishal,VIII,”My child had a fear of speaking in the large group before attending
the programme,but now he is confident and is able to look at other’s eyes and speak.Earlier,he
was not able to cope up with failure in a positive spirit ,but now he is able to take his defeat
and victory in right spirits”
3. Parent of Yoganandh,VIII “ My son always used to get into fights and abused his peer using
foul language ,after attending this programme there is a good change in communication,he is
more assertive and able to get along well with his peers”.
Feedback given by the students
Dharshini: I had a great experience in BBDE course which was held in Wayanad.
I learnt about many things. I learnt how to respect each other and how to build values within
me. I learnt that moving or sitting in a circle keeps the energy enclosed. This was the technique
which was very useful during my history examinations in memorizing history dates and years
which were very difficult for me initially.
Samyuktha: I had a very good experience in BBDE course. In the session we had an activity in
which John uncle gave us a stick and told us to tell what came to our mind. I spoke confidently
without fear. This helped me to overcome my fear and speak very confidently to the larger
C.P. Midhushni: It was really a useful experience for me. I was so stressed as I had many
written works and studies in class IX. During this workshop I took up the value Meditation and
started learning about that. After the session I started practicing regularly and I felt that I cope
well with my stress and think that now I have control over my mind.
S. Yazhini: After attending this BBDE course I felt very happy. In my class there was a speech on
“Where there is a will and there is a way” I performed very well by overcoming my fear. This
was a good experience for me. Now I am proudly saying that I overcome my fear.
K. Shakthi Priya: I had a very cherishing moment in my life by attending this course. Initially I
was the most fearful girl but after attending this, I learnt now to overcome my fear. Every day I
am creating a new experience by sharing my views to others and I am glad to say that I am
overcoming my fear every day.
C. Bharath: I had a wonderful experience in attending the sessions. Nowadays I am the first to
raise my hand to answer questions since I am out of fear. I learnt, how to overcome fear and I
learnt to perceive any value the main thing to give up is fear; fear is the one of the evil for us.
Thanks to the sessions and our John uncle.
I. Surya: I had a very good learning experience during the BBDE course. It helped me to
overcome my fear. Before two days our English teacher conducted a speech. First I was struck
with my fear and I couldn’t proceed. The fear activity which we did helped me to overcome
my fear .Now I am confident to speak in a large group.
Manimozhi: First, before attending the BBDE course, I was having fear. After
attending the Gaia education programme, I was able to overcome my fear. I also
learnt that studying in groups in a circular manner helps us remember all our concepts in an
easier way. It was a useful experience.
Pranjana: I had a great experience in this workshop. By attending this BBDE course I could
overcome the fear. Now I am confident to face the fear in peer groups.
S.K. Soudeswari: First of all I would like to thank my parents and John uncle for providing me
such a wonderful opportunity. Whenever I think about BBDE, I become so enthusiastic
because this course was so wonderful. I came to know that everything is aligned around us,
the purpose for my life and how to overcome fear.
Monish Kanna: I had a wonderful experience during the four days experience in BBDE course.
It helped me so much. First of all I thought that it would be related with school subject but it
was about our day to day life.But to my surprise I got to know some value to follow in our day
to day life in order to lead a stress free and happy life. I got rid of my fear. They conducted
many games which was enjoyable.
Tamil Maran: I had a wonderful experience during the whole BBDE workshops. It helped me
through my fear. I learnt some values which will be helpful for my future & life. They
conducted some games in which indirectly, unknowingly I threw my fear. For all this I will
thank John uncle to conduct this and Alageshwari & Sridevi aunty to take us there.
Preetham: I had a thrilling experience during the BBDE workshops. First of all ,I had to thank
the teachers and John uncle. I have overcome my fear. I got many values to follow it. I learnt
Vishal: Uncle John taught us how to explore within ourselves. He taught us the basics of BBDE.
This programme included how to respect each other, evolve fear out of ourselves and how to
align with the universe. Every moment spent with John uncle was special to me in my life.
Vignesh: I was very happy. The atmosphere of wayanad was very beautiful. We saw tea
estates. John uncle was the facilitator . We were in the course in BBDE. We learnt how to align
our life with the universe. We should delete the fear from our life then only we can succeed in
our life. Respect means not high to low or low or high it should be equal. We played many
games and we were happy. I have overcomes fear now. We had more fun over there. The
BBED course was very helpful and I had learnt about how respect should be
used. What is the difference between knowledge and information.
NithishKumar: I had a cheerful experience in attending the course. The course BBDE. Firstly
when I went to attend the workshop I was fear stricken. Now I have thrown my fear and daily I
am writing my new experience. I am happy to have this experience.
Sai Kiran: I have overcome fear now. We had more fun over there. The BBDE Course was very
helpful and I had learnt about how respect should be used, what is the difference between
knowledge and information. Thank you.