Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Back to Basics Design Education, India 2014

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.

  • Soyez le premier à commenter

Back to Basics Design Education, India 2014

  1. 1. 1 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- empowerement),PhaseIV(Non-Violent communication) 3.Economy dimension-Living well within planetary limits-Phase V( workshop on local economies and social enterprises) 4. Ecological view-Designing Ecological habitats- Creating a sense of place- Phase II( Ecological foot prints, Peak oil ), Phase VIII(Permaculture principles)
  2. 2. 2 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 goodwill  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 structures  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 to basics STRATEGIES: 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.
  3. 3. 3 PHASE I 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 reality  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
  4. 4. 4  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
  5. 5. 5  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 obedience.  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 mind JESUS-possessed-value of ENLIGHTENMENT,JUSTICE,COMPASSION by paying the price of FEAR and additional price of life, family, relationship, comfort 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
  6. 6. 6 Poster presentation on values: Enabling the students to comprehend the transformation taking place within us while we possess certain values VALUES CONVICTION RISK COMMITMENT DECISION Action
  7. 7. 7  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 17/8/14)  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 given-  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 goals  Students also learnt to be aware of their purpose of life and focus on their meaningful desires for manifestation.
  8. 8. 8  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……)
  9. 9. 9 Poster presentation on Peak oil-No petrol, No Diesel after 2020
  10. 10. 10
  11. 11. 11 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 the plan 7 principles of transition-Visioning,Inclusion,Awareness raising,Resillence to energy shocks, Inner and outer transition, the solution is within the problem, Viral model 12 ingredients of transition-What’s our patch, Know where to go, Form an initiating group, Build networks, Engage the community, Create practical
  12. 12. 12 projects,reskilling,Open space technology, Transition in action, Flexibility and celebration. Visioning in Transition: Back casting and Forecasting transition
  13. 13. 13 The students had a group discussion on cultural story of the emerging and evolving energy resources Students working on cultural story of Emerging and Evolving energy resources
  14. 14. 14  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.
  15. 15. 15
  16. 16. 16  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 movement.
  17. 17. 17  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
  18. 18. 18  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 formation process.  Skill to organize effective group discussion-The techniques for conducting group discussion were taught based on the process and content of the topic.
  19. 19. 19 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 (I situation-the
  20. 20. 20 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?”
  21. 21. 21 Topic 3: Conflict resolution and transformation:  The students were made to understand that a conflict is an opportunity for growth  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 way.
  22. 22. 22 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
  23. 23. 23 PHASE IV:A TWO DAY’S WORKSHOP ON NON-VIOLENT COMMUNICATION(NVC)(15/11/14 ,16/11/14)  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,
  24. 24. 24 express themselves honestly and understand the need behind every action and conflict. OBSERVATION FEELING NEED REQUEST FOR ACTION
  25. 25. 25 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 different situations.  The students are enabled to relate with others and build an enhancing relationship. RELATIONSHIP PROCESS TASK
  26. 26. 26  Leadership models-Specific leadership behaviors to use in specific environment or situation.  Identifying the individual psychological level of functioning in a group using sociogram  Leadership styles-
  27. 27. 27 Topic 2: Understanding principles of co-operatives  A game is played to make the students understand about the money as a medium of circulation.
  28. 28. 28  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.
  29. 29. 29 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 1.Chairperson-S.Dharshini, IX 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
  30. 30. 30 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 present.
  31. 31. 31 Project 2: The students recycling the used papers, rugs into files, charts and craft materials
  32. 32. 32  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
  33. 33. 33 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.
  34. 34. 34 INTERPHASE ASSIGNMENT 6: Lobbying and advocacy activity by children to collect empty mineral water bottles filled with non-biodegradable materials
  35. 35. 35 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.
  36. 36. 36   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 META MODEL REALITY SEE HEAR TOUCH TASTE SMELL GENERALISATION DELETION DISTORTION MAP WORDS BEHAVIOUR 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 OBSERVE  Your breath going in and out  Body sensation-Head to toes  Sounds around you  Taste and  Smell 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
  37. 37. 37 HERE AND NOW EXERCISE THE MIND 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 Present PAST FUTURE
  38. 38. 38 THE BRAIN LEFT RIGHT  Rational/Reason 1.Irrational  Logical/Analysis 2.Illogical  Orders/Organizes 3.Creative/Abstract  Controls 4.Art/Music/Drama  Language 5.Impulsive/Intuitive  Maths/Science 6.Patterns/Rhythms THINKING FEELINGS INTELLIGENCE I.Q EMOTIONS E.Q THE MIND CONSCIOUS CONSCIOUS < 0.0001%  7±2 Information  Makes maps and sends to unconscious  Can trigger/suppresses maps  Can receive/Change maps UNCONSCIOUS >90.99999%  Automatically executes maps  Respects all -maps  Immediate word/Action  Does not understand negatives Conscious mind Sensory input Unconscious mind Words Actions
  39. 39. 39 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 INTERESTING ANCHORS 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 TOUCH- Pat/Kick SMELL- Rain on dry earth TASTE- Lime Pickle WE CAN DELETE DYSFUNCTIONAL AND CREATE FUNCTIONAL ANCHORS FOR OURSELVES
  40. 40. 40 DR.SHRIDI PRASAD TEKUR TEACHING TECHNIQUES TO USE EYE LANGUAGE IN CONNECTION WITH LEARNT CONCEPTS COLLECTING JOYS ANCHOR YOUR MAPS INTO A CIRCLE AT YOUR LEFT EXERCISE-Joys from Your Life A= Excellence B=helping others C= Getting helped D= Family joy E=Friends CONTINUE YOUR COLLECTION FROM THE PAST IN THE FUTURE
  41. 41. 41 REMOVING SADNESS 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 FUTURE MAPPING 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) fUTURE
  42. 42. 42 BELIEFS ARE- MAPS MADE FOR OUR CONVENIENCE /COMFORT NO REALITY BELIEF EXPERIENCEBELIEF POTENTIAL ACTION BELIEFS SOURCES LEVELS OWN EXPERIENCE OTHERS EXPERIENCE EDUCATION/SCIENCE/RELIGION IMPOSED RULES/NORMS TRADITION/CULTURE SELF MADE SCIENCE/RELIGION NEGOTIATION FEAR
  43. 43. 43 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 beholder 2 Catch and store the energy May hay while the sun shines 3 Obtain a yield You can’t work on an empty stomach 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 IMPRINTS0 YEARS MODELLING7 YEARS ACTION ORIENTED QUESTIONING14 YEARS • ALL MAPS FOR SURVIVAL FROM 18 YEARS ONWARDS 18 YEARS 22 YEARS
  44. 44. 44 7 Design from pattern to details Can’t see the wood for the trees 8 Integrate rather than segregate Many hands make the work light 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 basket
  45. 45. 45
  46. 46. 46 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”.
  47. 47. 47 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 group. 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.
  48. 48. 48 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 about respect. 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
  49. 49. 49 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.

×