Background

At present the education is going through intense crisis times. It is a kind of education oriented only to a part of the human being. The education being imparted to our children is obsolete, compartmentalizing the individual and making his Self imperceptible. It is a partial education where the most important thing is the cognitive development. The education is seeking ways for the integral growth of the person. The individual is defined as a bio-psycho-emotional-spiritual being. Therefore the education should address the following issues:

  • Physical development
  • Mental or cognitive development
  • Emotional development
  • Social development, participation in the community, notion of service and mission
  • Psychological development
  • And finally, spiritual development

All the above developments are connected to each other and we cannot keep separated one form of development from another. It is necessary an approach where the person can develop all his potentialities in those fields.

Thus, the education must help children to connect with their inner Self, giving them support in their spiritual needs and concerns. These spiritual concerns have nothing to do with religion; it is a search for the Transcendence of the Self.

The Siddha tradition of the yogis from the South of India serves us as a point of reference for the Self development. Within this tradition we can find the Fathers of Yoga (among many others, Tirumular, Agastyar, Ramalinga, Pambatticitar, Karuvurar, etc.). They lived thousands of years back and developed the different types of Yoga existing nowadays and after a deep internal search they established a path of Yoga that led them to attain a state of Happiness or Absolute Bliss, which is nothing but a state of permanent Enjoyment not dependent on external events or relationships or fulfillment of desires. They established the appropriate techniques in order to make it possible this transformation of the Self. There have been different theorists in the field of the Transpersonal Psychology as for example Ken Wilber who, in his work The Atman Project: A Transpersonal View of Human Development states from a theoretical point of view that, as a matter of fact, enlightenment is the ultimate stage in the development of an individual. He also says that meditation is a sustained path to transcendence, the way to consciousness construction.

The Siddhas’ accomplishment lies in the fact that they stated in written both the manner and the techniques and procedures to attain such a degree of development of the Self.

For this reason, we have created a program for schools aimed to complement the education imparted to children and also to make it possible that those techniques established by the Siddhas are available to children so that they can be happy. The education should not address only the cognitive development or the acquisition of knowledge. Regardless his age, the education tries to help people to be happy. The true objective of the education is the development of the Self. The state of “being” is a state where our consciousness is not interfered by thoughts, emotions, etc. It is also a matter of being able to reach the inner state where the happiness does not depend on external objects.

The Siddha yogis described (and worked with) a kind of grasp-based learning which does not make use of thought or speech and also it does not work with the discrimination between the knower and the object known.

Objectives

We intend to make a contribution to schools in the form of experimentation with meditation, including as well a program allowing its integration into the classrooms. As for the profound structures of the Self, they cannot be learned but grasped. The structure of the Self can only be grasped or experienced. For this purpose, we would use a set of techniques based on Yoga –Vasi Yoga, to be exact. This is a very ancient Yoga native to the Siddha tradition from the South of India.

This Yoga contributes to the development of a balanced, autonomous and happy individual, apart from the fact that it influences the development of the concentration, the attention, the emotional and thought management, the care and growth of the body’s consciousness. The Vasi Yoga helps the development of every potentiality of the human being. A true education is a path of research and return back to the Self. The true education is a pathway to the pure consciousness.

  • For schools:
  • To advise and help the teaching staff to introduce meditation and yoga in the everyday practice in the school.
  • To create a peaceful environment concerning the educational community relationships, by building the inner peace.
  • To develop a conscious educational community looking for the happiness of the people who form part of it.
  • For boys and girls:
  • Concentration and attention improvement.
  • Peaceful resolution of problems and exercise of genuine compassion.
  • Love and compassion for oneself and for all that exists –either animate or inanimate.
  • Self-knowledge and consciousness as far as possibilities and limitations are concerned.
  • Commitment to the self-awakening and becoming a better person.
  • Detachment of egos and their overcoming, at both individual and collective levels.
  • Love for all that means life and its preservation.
  • Contact and listening to the child and to the inner voice.
  • Contact and continuous connection with the inner Self, the Cosmos.
  • Self-evolution and transformation.
  • Oneness with the WHOLE.
  • Liberation from past conditioning and confidence in the future.
  • Assimilation and overcoming of sufferings of life, self-acceptance.
  • Search for the meaning of the existence.
  • Awareness raising about today’s problems and commitment to their solution.
  • Contemplative willingness of mind.
  • Search for the inner peace. 

 Who we are, our origin

The school Vettaveli is under the management of Ramón Ruedas. Ramón has been researching and experiencing this tradition of the Siddhas for many years and he has put into practice the Vasi Yoga, comprehensive of the techniques that mark the road to arrive at a harmonic development of the potentialities of the human being. Ramón was the first person who brought the Yoga into Andalucía, where he established several Yoga centers.

Raquel Castillo studied Teaching and Psycho-pedagogy, Classical Ballet, doctoral studies at the University of Cádiz; she has been trained in the methodology of non-directive teaching: Montessori approach and Rebeca and Mauricio Wild experiences in Ecuador. She has worked as a teacher in schools where the non-directive pedagogy is practised. She is Yoga instructor for children and adults. At present she is developing a Vasi Yoga program adapted for children. Researcher on experiences of integration of the meditation into school contexts of an international character: Sri Aurobindo International Centre of Education, educational experiences in the city of Auroville (India), Kriyananda experiences…

Methodology

Practical, experiential. Self knowledge is not a matter of speech but rather of practices that lead to experience our true Self. For this purpose we will use pranayamas, asanas, meditations, nature walks, dance, stories and games. All these integrated in the yogic tradition of Siddhas.

 

It is about learning by enjoying to finally attaining the True Enjoyment not dependent on the external events or on our internal states.

The persons who guide the process have the function of accompanying the teachers and instructors, and also the group of children, aiming to give their support through the practice and to share the experiences.

The learning of the Transcendence does not make use of words; it is an understanding of the Reality and as such it implies to face situations that would allow us to enter the experiences. It is a matter of catching and accessing the deeper structures of the Self.

Contents

The meetings represent a space created to research and explore the inner world, the world of the Self. Here children become explorers of the Self guided by the discoveries of the Siddhas on body, mind and consciousness.

Our work tools will be those discoveries made by the Siddhas about the Self and we will learn and experience with the help of the keys appropriate to reach the same state of profound Happiness and Bliss attained by them. Some examples of contents are detailed below:

  • Who are the Siddhas? The thread of tradition. The Siddha family.
  • The Siddha masters. What were they looking for? The pursuit of the treasure (the hidden gem). The cosmic wedding.
  • Our body: what we see and what we see not. The nadis. The cakras. The breath.
  • Our mind: how does it work and how to be in control of it.
  • Our emotions: how do they work and how to transcend them.
  • How to keep the body as sound and healthy as an apple.
  • The pathway: its elements: mantra, pranayama, concentration, asanas; their practice.
  • Who is Shiva? The path of love.
  • Our endeavour, what the right action is: yamas and niyamas, service, love and mercy as the guides of our actions.
  • Creating a lexicon: karma, soul, sakti, Shiva, siddhis, vairagya, nada, bindu, guru-master, jnana, jiva.
  • Work tools to be integrated in the school: the role of the teachers.

Activities format

  • One day program from 10 a.m. to 4 p.m.

A weekend program from Saturday at 10 a.m. till Sunday at 2 p.m.

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