Some of you reading this may have been on my e-Sutra email-based discussion list since 1997, when it was run through my AOL account (an inelegant solution, but all there was at the time). Those early long-form threads tackled important issues at a critical time in the yoga community, but the reach was inherently limited.
By far the vast majority of you are more recent members of my online community via web blog, Facebook, Twitter, or Instagram and may never have had exposure to long-form online writing. That type of inquiry-based exchange remains my comfort zone – evident to all who take workshops with me, as I insist on interaction and will ask questions of my students if they don’t speak up themselves!
Newer social media opportunities, such as Instagram Stories, have simultaneously opened up a much broader reach while requiring ever-briefer sutra-like* answers. I am constantly trying to improve my ability to deliver meaningful information is as few words as possible, but often know there’s more I’d like to say. By way of illustration, here’s a question from Iness Lagios (_yoginess__) from a recent Instagram Story, and my brief answer, plus some commentary:
Q: Is there a way to teach people not just to do the pose, but to feel the pose?
A: Yes. It involves engaging students in an inquiry – but first, we have to stop telling them what they should be feeling, and inviting them to see what they notice.
My expanded commentary: Iness’ excellent question touches on what is essential for anyone practicing or teaching yoga. The key to safety and effectiveness in asana practice depends on an ability to tune into your inner experience of the pose – not just mimicking a teacher, other students, or an idealized image of what the pose looks like, or what you’ve been told it should feel like.
My current thinking on this is encapsulated by the following teaching methodology: “Try this, now try that…now, see what you notice.” I propose that teachers should always have at least two different ways of teaching a single practice. By offering options in close succession students are encouraged to notice what difference they feel, if any, putting focus on their own embodied experience.
Invariably, some students will have trouble noticing any difference between the options, and it’s easy for them to feel left out or to assume they “did it wrong.” That’s why I always leave a lot of space in my classroom for not knowing. In fact, I honor confusion as a necessary starting point for any meaningful inquiry, as long as it is recognized. I’m pretty certain that for at least the last decade of workshops I’ve always quoted my teacher T.K.V. Desikachar on this point: “The recognition of confusion is itself a form of clarity.” This is the point from which an asana practice can become yoga, not just physical exercise.
* My teacher T.K.V. Desikachar’s father, T. Krishnamacharya, described a sutra as being inspiration for the teacher rather than instruction for the student. When I refer to something as “sutra-like” I mean to offer some direction with room for exploration and development, not a hard-and-fast rule.