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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)

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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.

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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

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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

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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

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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

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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.

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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……)

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Poster presentation on Peak oil-No petrol, No Diesel after 2020

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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

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projects,reskilling,Open space technology, Transition in action,

Flexibility and celebration.

Visioning in Transition: Back casting and Forecasting transition

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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

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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.

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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.

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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

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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.

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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

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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?”

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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.

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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

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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,

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express themselves honestly and understand the need behind every

action and conflict.

OBSERVATION

FEELING

NEED

REQUEST FOR

ACTION

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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

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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-

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Topic 2: Understanding principles of co-operatives

A game is played to make the students understand about the money as a medium of

circulation.

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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.

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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

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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.

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Project 2: The students recycling the used papers, rugs into files, charts and

craft materials

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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

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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.

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INTERPHASE ASSIGNMENT 6:

Lobbying and advocacy activity by children to collect empty mineral water bottles filled with

non-biodegradable materials

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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.

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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

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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

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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

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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

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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

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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

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BELIEFS

ARE- MAPS MADE FOR OUR CONVENIENCE /COMFORT NO REALITY

BELIEF

EXPERIENCE BELIEF POTENTIAL ACTION

BELIEFS

SOURCES LEVELS

OWN EXPERIENCE

OTHERS EXPERIENCE

EDUCATION/SCIENCE/RELIGION

IMPOSED RULES/NORMS

TRADITION/CULTURE

SELF MADE

SCIENCE/RELIGION

NEGOTIATION

FEAR

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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

IMPRINTS 0 YEARS

MODELLING 7 YEARS

ACTION ORIENTED QUESTIONING 14 YEARS

• ALL MAPS FOR SURVIVAL FROM 18 YEARS ONWARDS

18 YEARS

22 YEARS

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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

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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”.

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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.

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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

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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.